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題名 高等教育國際化與學生流動經驗之研究：以疫情下台灣與芬蘭之大學為例
A Study on the Internationalization and Student Mobility in Higher Education: Cases from one Taiwan’s and one Finland’s University during the Pandemic作者 陳姵彣
Chen, Pei-Wen貢獻者 侯永琪
Hou, Yung-Chi
陳姵彣
Chen, Pei-Wen關鍵詞 高等教育
國際化
學生流動
台灣
芬蘭
Higher education
Internationalization
Student mobility
Taiwan
Finland日期 2023 上傳時間 1-九月-2023 16:17:14 (UTC+8) 摘要 在全球化浪潮下，國際化成為高教重要的發展方向，然而2020年因為疫情的衝擊，邊境關閉及實體交流受限的狀況下，使得國際間的交流及流動計畫皆被迫取消、延後或採用虛擬型態來做為替代方式，在這波巨大的變革下，也考驗著各國高教如何因應及發展國際化，因此本篇研究期望把握這次機會，透過台灣與芬蘭兩所大學作為研究對象，由政策制定與執行者的角度與學生的觀點，來了解疫情下（1）兩國高教的國際化發展，與目前高教國際化五發展變化的異同與影響，探討（2）兩校學生流動計畫發展與疫情帶來的影響，及比較（3）兩校學生在疫情下進行國際流動之跨文化學習與適應歷程。研究結果發現（1）兩國高教國際化發展皆朝向全面化、整合在地國際化、重視成果與影響力、培育國際公民的責任以及區域整合發展，但也因並受疫情影響，開啟虛實整合模式的討論；（2）兩校學生流動計畫則受到疫情的推動，疫情後的學生參與人數劇烈回升，並開創了虛擬流動的嘗試與合作模式；（3）相較於虛擬流動的課程學習性質強烈，兩校學生皆偏好實體流動的文化體驗與交流，並透過在跨文化情境覺察的文化差異中理解、適應與整合，並受不同文化脈絡成長與自我認知影響，形成不同的適應歷程。此外，兩國作為非英語系國家在發展國際化的過程中也面臨行政支持與職員國際化不足、學院國際化差異、國際生與本地生互動少等共通的挑戰，但同時台灣高教面臨基礎建設的完善及語言能力落差問題，芬蘭高教則因組織重組需改善內部溝通及新政府國際化態度挑戰。而疫情雖帶來虛擬模式的可能性，但也考驗高教在後疫時代下如何建置相關制度以確保虛擬化的品質，以持續拓展高教國際化的機會。
Under the wave of globalization, internationalization has become an important direction for higher education. However, in 2020, the pandemic led to border closures and limited physical exchanges, resulting in the cancellation and postponement but adoption of the virtual form as an alternative for international mobility programs. At the same time, this tremendous change also tested how higher education can respond to and continue developing internationalization. Therefore, this study aims to seize this opportunity by using one university in Taiwan and one in Finland as the research cases with two perspectives of policymakers and faculty members, and students (1) to analyze the development of internationalization in the two higher education under the pandemic based on the five crucial stages in IHE, (2) to explore the impact of the pandemic on student mobility programs in two schools, and (3) to compare students’ multicultural learning and adaptation process between virtual and physical mobility during the covid.The results of the study show that (1) the internationalization policies of higher education in both countries are following the five development stages and opening a new trend in virtual and physical integration after the covid, (2) the student mobility programs in two schools are promoted by the pandemic with the rapidly rising in student participation after the covid and the virtual mobility is enhanced during the covid, and (3) compared to virtual learning, students in both universities prefer physical mobility to achieve the multicultural experience and to be profoundly aware of cultural differences to form different adaptation processes under their own cultural contexts.In addition, as non-English-speaking countries, the two higher education systems face common challenges in the development of internationalization but also have their own problems: Taiwan needs to improve the infrastructure and solve the English language gap in higher education while Finland has to increase internal communication and response to the new government’s attitude toward internationalization. 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國立政治大學
教育學系
109152010資料來源 http://thesis.lib.nccu.edu.tw/record/#G0109152010 資料類型 thesis dc.contributor.advisor 侯永琪 zh_TW dc.contributor.advisor Hou, Yung-Chi en_US dc.contributor.author (作者) 陳姵彣 zh_TW dc.contributor.author (作者) Chen, Pei-Wen en_US dc.creator (作者) 陳姵彣 zh_TW dc.creator (作者) Chen, Pei-Wen en_US dc.date (日期) 2023 en_US dc.date.accessioned 1-九月-2023 16:17:14 (UTC+8) - dc.date.available 1-九月-2023 16:17:14 (UTC+8) - dc.date.issued (上傳時間) 1-九月-2023 16:17:14 (UTC+8) - dc.identifier (其他 識別碼) G0109152010 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/147252 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 教育學系 zh_TW dc.description (描述) 109152010 zh_TW dc.description.abstract (摘要) 在全球化浪潮下，國際化成為高教重要的發展方向，然而2020年因為疫情的衝擊，邊境關閉及實體交流受限的狀況下，使得國際間的交流及流動計畫皆被迫取消、延後或採用虛擬型態來做為替代方式，在這波巨大的變革下，也考驗著各國高教如何因應及發展國際化，因此本篇研究期望把握這次機會，透過台灣與芬蘭兩所大學作為研究對象，由政策制定與執行者的角度與學生的觀點，來了解疫情下（1）兩國高教的國際化發展，與目前高教國際化五發展變化的異同與影響，探討（2）兩校學生流動計畫發展與疫情帶來的影響，及比較（3）兩校學生在疫情下進行國際流動之跨文化學習與適應歷程。研究結果發現（1）兩國高教國際化發展皆朝向全面化、整合在地國際化、重視成果與影響力、培育國際公民的責任以及區域整合發展，但也因並受疫情影響，開啟虛實整合模式的討論；（2）兩校學生流動計畫則受到疫情的推動，疫情後的學生參與人數劇烈回升，並開創了虛擬流動的嘗試與合作模式；（3）相較於虛擬流動的課程學習性質強烈，兩校學生皆偏好實體流動的文化體驗與交流，並透過在跨文化情境覺察的文化差異中理解、適應與整合，並受不同文化脈絡成長與自我認知影響，形成不同的適應歷程。此外，兩國作為非英語系國家在發展國際化的過程中也面臨行政支持與職員國際化不足、學院國際化差異、國際生與本地生互動少等共通的挑戰，但同時台灣高教面臨基礎建設的完善及語言能力落差問題，芬蘭高教則因組織重組需改善內部溝通及新政府國際化態度挑戰。而疫情雖帶來虛擬模式的可能性，但也考驗高教在後疫時代下如何建置相關制度以確保虛擬化的品質，以持續拓展高教國際化的機會。 zh_TW dc.description.abstract (摘要) Under the wave of globalization, internationalization has become an important direction for higher education. However, in 2020, the pandemic led to border closures and limited physical exchanges, resulting in the cancellation and postponement but adoption of the virtual form as an alternative for international mobility programs. At the same time, this tremendous change also tested how higher education can respond to and continue developing internationalization. Therefore, this study aims to seize this opportunity by using one university in Taiwan and one in Finland as the research cases with two perspectives of policymakers and faculty members, and students (1) to analyze the development of internationalization in the two higher education under the pandemic based on the five crucial stages in IHE, (2) to explore the impact of the pandemic on student mobility programs in two schools, and (3) to compare students’ multicultural learning and adaptation process between virtual and physical mobility during the covid.The results of the study show that (1) the internationalization policies of higher education in both countries are following the five development stages and opening a new trend in virtual and physical integration after the covid, (2) the student mobility programs in two schools are promoted by the pandemic with the rapidly rising in student participation after the covid and the virtual mobility is enhanced during the covid, and (3) compared to virtual learning, students in both universities prefer physical mobility to achieve the multicultural experience and to be profoundly aware of cultural differences to form different adaptation processes under their own cultural contexts.In addition, as non-English-speaking countries, the two higher education systems face common challenges in the development of internationalization but also have their own problems: Taiwan needs to improve the infrastructure and solve the English language gap in higher education while Finland has to increase internal communication and response to the new government’s attitude toward internationalization. Last but not least, although the pandemic has brought the possibility of the virtual model, it also examines how higher education establishes relevant systems to ensure the quality of virtualization in the post-epidemic era so as to expand opportunities for internationalization in higher education. en_US dc.description.tableofcontents 第一章 緒論 10第一節 研究背景 10第二節 研究動機 15第三節 研究目的與待答問題 19第四節 名詞釋義 19第五節 研究範圍與限制 21第二章 文獻探討 23第一節 高等教育國際化 23第二節 高教學生國際流動 28第三節 台灣高教國際化發展與學生國際流動情形 33第四節 芬蘭高教國際化發展與學生國際流動情形 39第五節 本研究理論基礎與架構 45第三章 研究設計與實施 49第一節 研究方法與步驟 49第二節 研究對象與取樣方法 52第三節 研究工具 57第四節 實施程序 58第五節 資料處理與分析 59第六節 研究倫理 60第四章 結果與討論 61第一節 兩國高教國際化發展分析 61第二節 兩校國際流動計畫分析 76第三節 兩校學生流動經驗分析 90第四節 兩國高教國際化面臨之挑戰 100第五節 綜合分析與討論 103第五章 結論與建議 106第一節 研究結論 106第二節 研究建議 108第三節 研究應用 111參考文獻 112附錄 121附錄一 訪談同意書：中文 121附錄二 訪談同意書：英文 122附錄三 訪談大綱：政策制定與執行者（台灣） 123附錄四 訪談大綱：專家學者（台灣） 124附錄五 訪談大綱：學生（台灣） 125附錄六 訪談大綱：政策制定與執行者（芬蘭） 126附錄七 訪談大綱：專家學者（芬蘭） 127附錄八 訪談大綱：學生（芬蘭） 128 zh_TW dc.format.extent 3571655 bytes - dc.format.mimetype application/pdf - 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