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題名 臺灣、香港與澳洲跨國高等教育研究：國家政策、品質保證與機構治理
Study of transnational higher education in Taiwan, Hong Kong, and Australia: National policies, quality assurance, and institutional governance作者 林芳伃
Lin, Fang-Yu貢獻者 侯永琪
Hou, Yung-Chi
林芳伃
Lin, Fang-Yu關鍵詞 跨國高等教育
政府政策
品質保證
機構治理
制度化
Transnational higher education
Government policies
Quality assurance
Institutional governance
Institutionalization日期 2023 上傳時間 1-Feb-2024 11:18:15 (UTC+8) 摘要 在全球化與高等教育快速擴張下，跨國高等教育應運而生，作為近代國際化主要舉措，伴隨其蓬勃發展所衍生的品質保證相關議題，值得國際關注。為深入探討跨國高等教育之議題，本研究將運用全球－國家－地方之視角，剖析跨國高等教育之發展。同時，為進一步探討跨國高等教育的監管模式，本研究選定臺灣、香港與澳洲三大脈絡作為研究對象，聚焦於政府政策規範、品質保證及機構內部治理三面向。本研究採取質性研究方法，透過文件分析與半結構式訪談獲取研究數據，以下為本研究之主要研究發現： 政府政策規範部分，澳洲及香港均在法規層面賦予監管跨國高等教育之合法性、規範外國教育提供者入境須符合之條件，唯澳洲以更嚴謹的學術標準來進行此規範，並將對於出口與進口跨國高等教育的監管規範於其國家教育法規。儘管香港的跨國高等教育監管不如澳洲全面，但仍針對入境的外國教育提供者建立獨立的法規，賦予其監管之合法性。相較之下，臺灣政府僅在法規層面賦予外國教育提供者在臺灣辦學之合法性，以符應國際協議對於開放教育市場之要求，未針對跨國高等教育的監管賦予合法性及法律規範，跨國高等教育的監管尚待進一步的建立。 品質保證部分，三國家／地區賦予其主要品質保證機構監管跨國高等教育之責任皆不同，澳洲與香港賦予其主要品質保證機構在跨國高等教育監管方面更多角色與責任，澳洲高等教育品質標準署（Tertiary Education Quality Standards Agency，簡稱TEQSA）針對出口與進口的跨國高等教育皆有進行品質保證，同時將對跨國高等教育之規範納入其國家品質保證系統，香港學術及職業資歷評審局（Hong Kong Council for Accreditation of Academic and Vocational Qualifications，簡稱HKCAAVQ）則針對進口的跨國高等教育，意即非本地課程進行品質保證，相較於臺灣，高等教育評鑑中心（Higher Education Evaluation and Accreditation Council of Taiwan，簡稱HEEACT）並未被賦予跨國高等教育之監管責任，反而在此脈絡下，高等教育評鑑中心於近年開展跨境品質保證的提供，意即國際評鑑。 最後，在機構治理部分，本研究發現三國家／地區呈現制度化程度不一的情況，其制度化情況與國家規範及外部品質保證呈現正向關係。本研究發現有針對跨國高等教育進行國家規範與品質保證措施之國家的高等教育機構，在執行跨國高等教育相關監管時較有遵循依據，且其內部人員品質保證概念較為深化，例如澳洲即呈現高度的國家規範、品質保證監管與機構治理制度化。此外，計畫／課程設計是三國家／地區在跨國高等教育的機構治理制度化程度最高的向度，然而學生學習評估是整體制度化最低之向度，因評估方式多元且雙方難以建立共同評估之系統，導致跨國高等教育計畫下的學生學習狀況確保成為內部品質保證的一大挑戰。
In the era of globalization and the rapid expansion of higher education, the advent of transnational higher education (TNHE) has become a significant facet of internationalization. With its flourishing development, issues related to quality assurance have attracted international attention. To delve into the intricacies of TNHE, this research adopts a global-national-local perspective to analyze its development. Furthermore, to explore the regulatory mechanisms of TNHE, this study specifically examines the three contexts: Taiwan, Hong Kong, and Australia. The emphasis is placed on government policies, quality assurance, and institutional governance. This research employs a qualitative methodology, predominantly utilizing document analysis and semi-structured interviews to collect research data. The following outlines the key research findings of this study: In terms of government policies and regulation, both Australia and Hong Kong grant legitimacy to the oversight of TNHE at the legislative level. They set out the conditions that foreign education providers must meet for entry, with Australia implementing more rigorous academic standards in this regulatory framework. Moreover, Australia incorporates regulatory provisions for the export and import of TNHE into its national education legislation. While Hong Kong’s regulation of TNHE is not as comprehensive as Australia’s, it nonetheless establishes independent regulations for incoming foreign education providers, providing a legal basis for supervision. In contrast, the Taiwanese government only grants legal legitimacy to foreign education providers operating in Taiwan at the legislative level to comply with international agreements on the openness of the education market. However, there is a notable absence of legal legitimacy and specific regulatory frameworks addressing the supervision of TNHE, indicating a need for further development in this regulatory domain. In the aspect of quality assurance, the responsibilities assigned to the primary quality assurance agencies for TNHE vary among the three countries/territories. Australia and Hong Kong endow their main quality assurance agencies with more roles and responsibilities in TNHE regulation. Tertiary Education Quality Standards Agency (TEQSA) in Australia, for instance, is involved in quality assurance for both the export and import of TNHE and integrates the regulation of TNHE into its national quality assurance system. Meanwhile, Hong Kong Council for Accreditation of Academic and Vocational Qualifications (HKCAAVQ) in Hong Kong concentrates on assuring the quality of imported TNHE, commonly referred to as non-local programs. In contrast, Higher Education Evaluation and Accreditation Council of Taiwan (HEEACT) in Taiwan is not assigned the regulatory role for TNHE. However, within this context, HEEACT has taken initiatives in recent years to deliver quality assurance services overseas, indicating a shift towards international accreditation. Lastly, regarding institutional governance, this study reveals a diversity in the level of institutionalization across the three countries/territories. The level of institutionalization correlates positively with national regulations and external quality assurance mechanisms. This study reveals that in countries with specific national regulations and quality assurance measures for TNHE, higher education institutions exhibit a greater adherence to regulatory practices when overseeing TNHE. Additionally, these institutions demonstrate a deeper conceptualization of quality assurance among their internal staff. For instance, Australia exemplifies a high degree of institutionalization in terms of national regulations, quality assurance oversight, and governance related to TNHE. Furthermore, among the dimensions of institutional governance in TNHE, program/course design exhibits the highest level of institutionalization in all three countries/territories. However, student learning outcome assessment represents the least institutionalized dimension overall. This is attributed to the diverse assessment methods and the difficulty in establishing a unified assessment system, posing a significant challenge to ensuring the quality of student learning outcomes in TNHE programs.參考文獻 Accreditation Organisation of the Netherlands and Flanders (NVAO). (2021). About us. NVAO. Retrieved September 28, 2021, from https://www.nvao.net/en/about-us Agbola, F. W., & Cheng, C. (2017). Student’s local top-up higher education choices. 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國立政治大學
教育學系
106152512資料來源 http://thesis.lib.nccu.edu.tw/record/#G0106152512 資料類型 thesis dc.contributor.advisor 侯永琪 zh_TW dc.contributor.advisor Hou, Yung-Chi en_US dc.contributor.author (Authors) 林芳伃 zh_TW dc.contributor.author (Authors) Lin, Fang-Yu en_US dc.creator (作者) 林芳伃 zh_TW dc.creator (作者) Lin, Fang-Yu en_US dc.date (日期) 2023 en_US dc.date.accessioned 1-Feb-2024 11:18:15 (UTC+8) - dc.date.available 1-Feb-2024 11:18:15 (UTC+8) - dc.date.issued (上傳時間) 1-Feb-2024 11:18:15 (UTC+8) - dc.identifier (Other Identifiers) G0106152512 en_US dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/149563 - dc.description (描述) 博士 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) 106152512 zh_TW dc.description.abstract (摘要) 在全球化與高等教育快速擴張下，跨國高等教育應運而生，作為近代國際化主要舉措，伴隨其蓬勃發展所衍生的品質保證相關議題，值得國際關注。為深入探討跨國高等教育之議題，本研究將運用全球－國家－地方之視角，剖析跨國高等教育之發展。同時，為進一步探討跨國高等教育的監管模式，本研究選定臺灣、香港與澳洲三大脈絡作為研究對象，聚焦於政府政策規範、品質保證及機構內部治理三面向。本研究採取質性研究方法，透過文件分析與半結構式訪談獲取研究數據，以下為本研究之主要研究發現： 政府政策規範部分，澳洲及香港均在法規層面賦予監管跨國高等教育之合法性、規範外國教育提供者入境須符合之條件，唯澳洲以更嚴謹的學術標準來進行此規範，並將對於出口與進口跨國高等教育的監管規範於其國家教育法規。儘管香港的跨國高等教育監管不如澳洲全面，但仍針對入境的外國教育提供者建立獨立的法規，賦予其監管之合法性。相較之下，臺灣政府僅在法規層面賦予外國教育提供者在臺灣辦學之合法性，以符應國際協議對於開放教育市場之要求，未針對跨國高等教育的監管賦予合法性及法律規範，跨國高等教育的監管尚待進一步的建立。 品質保證部分，三國家／地區賦予其主要品質保證機構監管跨國高等教育之責任皆不同，澳洲與香港賦予其主要品質保證機構在跨國高等教育監管方面更多角色與責任，澳洲高等教育品質標準署（Tertiary Education Quality Standards Agency，簡稱TEQSA）針對出口與進口的跨國高等教育皆有進行品質保證，同時將對跨國高等教育之規範納入其國家品質保證系統，香港學術及職業資歷評審局（Hong Kong Council for Accreditation of Academic and Vocational Qualifications，簡稱HKCAAVQ）則針對進口的跨國高等教育，意即非本地課程進行品質保證，相較於臺灣，高等教育評鑑中心（Higher Education Evaluation and Accreditation Council of Taiwan，簡稱HEEACT）並未被賦予跨國高等教育之監管責任，反而在此脈絡下，高等教育評鑑中心於近年開展跨境品質保證的提供，意即國際評鑑。 最後，在機構治理部分，本研究發現三國家／地區呈現制度化程度不一的情況，其制度化情況與國家規範及外部品質保證呈現正向關係。本研究發現有針對跨國高等教育進行國家規範與品質保證措施之國家的高等教育機構，在執行跨國高等教育相關監管時較有遵循依據，且其內部人員品質保證概念較為深化，例如澳洲即呈現高度的國家規範、品質保證監管與機構治理制度化。此外，計畫／課程設計是三國家／地區在跨國高等教育的機構治理制度化程度最高的向度，然而學生學習評估是整體制度化最低之向度，因評估方式多元且雙方難以建立共同評估之系統，導致跨國高等教育計畫下的學生學習狀況確保成為內部品質保證的一大挑戰。 zh_TW dc.description.abstract (摘要) In the era of globalization and the rapid expansion of higher education, the advent of transnational higher education (TNHE) has become a significant facet of internationalization. With its flourishing development, issues related to quality assurance have attracted international attention. To delve into the intricacies of TNHE, this research adopts a global-national-local perspective to analyze its development. Furthermore, to explore the regulatory mechanisms of TNHE, this study specifically examines the three contexts: Taiwan, Hong Kong, and Australia. The emphasis is placed on government policies, quality assurance, and institutional governance. This research employs a qualitative methodology, predominantly utilizing document analysis and semi-structured interviews to collect research data. The following outlines the key research findings of this study: In terms of government policies and regulation, both Australia and Hong Kong grant legitimacy to the oversight of TNHE at the legislative level. They set out the conditions that foreign education providers must meet for entry, with Australia implementing more rigorous academic standards in this regulatory framework. Moreover, Australia incorporates regulatory provisions for the export and import of TNHE into its national education legislation. While Hong Kong’s regulation of TNHE is not as comprehensive as Australia’s, it nonetheless establishes independent regulations for incoming foreign education providers, providing a legal basis for supervision. In contrast, the Taiwanese government only grants legal legitimacy to foreign education providers operating in Taiwan at the legislative level to comply with international agreements on the openness of the education market. However, there is a notable absence of legal legitimacy and specific regulatory frameworks addressing the supervision of TNHE, indicating a need for further development in this regulatory domain. In the aspect of quality assurance, the responsibilities assigned to the primary quality assurance agencies for TNHE vary among the three countries/territories. Australia and Hong Kong endow their main quality assurance agencies with more roles and responsibilities in TNHE regulation. Tertiary Education Quality Standards Agency (TEQSA) in Australia, for instance, is involved in quality assurance for both the export and import of TNHE and integrates the regulation of TNHE into its national quality assurance system. Meanwhile, Hong Kong Council for Accreditation of Academic and Vocational Qualifications (HKCAAVQ) in Hong Kong concentrates on assuring the quality of imported TNHE, commonly referred to as non-local programs. In contrast, Higher Education Evaluation and Accreditation Council of Taiwan (HEEACT) in Taiwan is not assigned the regulatory role for TNHE. However, within this context, HEEACT has taken initiatives in recent years to deliver quality assurance services overseas, indicating a shift towards international accreditation. Lastly, regarding institutional governance, this study reveals a diversity in the level of institutionalization across the three countries/territories. The level of institutionalization correlates positively with national regulations and external quality assurance mechanisms. This study reveals that in countries with specific national regulations and quality assurance measures for TNHE, higher education institutions exhibit a greater adherence to regulatory practices when overseeing TNHE. Additionally, these institutions demonstrate a deeper conceptualization of quality assurance among their internal staff. For instance, Australia exemplifies a high degree of institutionalization in terms of national regulations, quality assurance oversight, and governance related to TNHE. Furthermore, among the dimensions of institutional governance in TNHE, program/course design exhibits the highest level of institutionalization in all three countries/territories. However, student learning outcome assessment represents the least institutionalized dimension overall. This is attributed to the diverse assessment methods and the difficulty in establishing a unified assessment system, posing a significant challenge to ensuring the quality of student learning outcomes in TNHE programs. en_US dc.description.tableofcontents Chapter 1 Introduction 1 1.1 Motivation and the Scope of this Study 1 1.2 Research Purposes and Questions 4 1.3 Research Significance 5 1.4 Terminology 7 1.5 Structure of this Dissertation 10 Chapter 2 Global Trends in Higher Education and the Rise of TNHE 13 2.1 Globalization as the Global Phenomenon 13 2.2 Internationalization of Higher Education 18 2.3 Massification, Privatization, and TNHE 23 2.4 Summary 29 Chapter 3 TNHE, QA Development, and the Regulatory Landscape 31 3.1 Development, Impacts, and QA Issues of TNHE 31 3.2 Definition, Types, and Emerging Focus of TNHE 38 3.3 International QA Guidelines for TNHE 45 3.4 National Regulations in Major TNHE Exporting Countries 51 3.5 Summary 60 Chapter 4 TNHE Development and its Regulatory Landscape within the Asian Context 63 4.1 Higher Education Expansion and Its Impact on TNHE Development 63 4.2 National Regulations in Major TNHE Importing Countries 69 4.3 TNHE Development in Specific Contexts- Taiwan, Hong Kong, and Australia 75 4.4 Summary 84 Chapter 5 Theoretical Framework 87 5.1 The Glonacal Agency Heuristic of Simon Marginson and Gary Rhoades 87 5.2 UNESCO-APQN Toolkit’ s Regulatory Frameworks 93 5.3 Institutionalization Process Metrics by Jeannette Colyvas and Walter Powell 96 5.4 The Theoretical Framework of this Study 99 Chapter 6 Methodology 103 6.1 Research Approach and Setting 103 6.2 Research Methods 109 6.3 Data Analysis 117 6.4 Research Ethics 118 Chapter 7 National Policies and QA Mechanisms for TNHE in Taiwan, Hong Kong, and Australia 121 7.1 National Polices and QA Approaches for Imported TNHE 121 7.2 National Polices and QA Approaches for Exported TNHE 157 7.3 Summary 180 Chapter 8 Institutional Governance of TNHE Programs in Taiwan, Hong Kong, and Australia 187 8.1 Institutional Policies and Support for TNHE Programs in the Three Selected Universities 188 8.2 QA Practices for TNHE Programs at the College/Department Level 197 8.3 Challenges in Regulating TNHE Programs 216 8.4 Summary 225 Chapter 9 Discussion 233 9.1 How Would the Regulatory Mechanism for TNHE Be Affected by Contexts and the Level of Internationalization? 233 9.2 What Roles Should Governments and National QA Agencies Play in Order to Collaborate with Each Other to Ensure the Quality of TNHE? 237 9.3 How Should HEIs and Their Colleges/Departments Develop IQA Mechanisms and Capacities in the Absence of An EQA System for TNHE? 240 9.4 Could International Accreditation Be One of the Alternatives for Ensuring the Quality of TNHE Programs and Student Learning? 242 9.5 How Could the Three Modes of TNHE QA Be Applied to Other Contexts? 245 Chapter 10 Conclusion and Recommendations 249 10.1 Conclusion 249 10.2 Recommendations 258 10.3 Research Limitations 265 References 269 Appendix A. Consent Form 331 Appendix B. Interview Questions for Universities 333 Appendix C. Interview Questions for TNHE Programs 334 Appendix D. Interview Questions for TNHE Experts 335 zh_TW dc.format.extent 5724464 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0106152512 en_US dc.subject (關鍵詞) 跨國高等教育 zh_TW dc.subject (關鍵詞) 政府政策 zh_TW dc.subject (關鍵詞) 品質保證 zh_TW dc.subject (關鍵詞) 機構治理 zh_TW dc.subject (關鍵詞) 制度化 zh_TW dc.subject (關鍵詞) Transnational higher education en_US dc.subject (關鍵詞) Government policies en_US dc.subject (關鍵詞) Quality assurance en_US dc.subject (關鍵詞) Institutional governance en_US dc.subject (關鍵詞) Institutionalization en_US dc.title (題名) 臺灣、香港與澳洲跨國高等教育研究：國家政策、品質保證與機構治理 zh_TW dc.title (題名) Study of transnational higher education in Taiwan, Hong Kong, and Australia: National policies, quality assurance, and institutional governance en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) Accreditation Organisation of the Netherlands and Flanders (NVAO). (2021). About us. NVAO. 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