科技大學教育國際化指標建構之研究

Abstract

高等教育國際化是台灣的熱門教育議題，本文旨在發展一套適合我國科技大學國際化的評估指標，以作為自我檢視或外部評鑑之用。本研究法包括，文獻探討、專家諮詢、評估指標適切度的模糊德懷術和建構指標權重的模糊AHP。 研究結論說明如下：整個國際化指標體系包括三個層級，一級指標共有六項，其指標名稱和權重分配分別為：策略與規劃（32%）、組織與人員（12%）、交流與合作（17%）、課程與教學（12%）、支援與服務（12%）及評量與回饋（15%）。 一級指標項下共有14項二級指標，敘述如下： 策略與規劃項下有3項二級指標，其名稱和權重分別為：任務與願景（48%）、目標與目的（27%）與經費預算與執行（25%），本指標項下有11項三級指標；組織與人員項下有2項二級指標，其名稱和權重分別為：組織架構與人力資源（56%）與教師與學生（44%）；交流與合作項下有2項二級指標，其名稱和權重分別為：教育交流與合作（64%）和國際性研究活動（36%）；課程與教學項下有2項二級指標，其名稱和權重分別為：一般課程（28%）和外語教學（72%）；支援與服務項下有3項二級指標，其名稱和權重分別為：學習支援與服務（22%）、生活支援與服務（18%）和校園環境國際化（60%）；評量與回饋項下有2項二級指標，其名稱和權重分別為：國際化活動成效評量（59%）和國際化活動回饋機制（41%）。此外，在研究建議部份對於本研究結果的實務應用多有敘述。Internationalization in higher education is an increasingly important issue in Taiwan. The aims of this study is to develop a set of indicators and weight system to assess internationalization when conducting self-check and third party evaluation at Taiwan’s Universities of technology. The research methods comprised of documentary analysis, fuzzy Delphi method to assess the quality and the suitable degree of the indicators, and fuzzy analytical hierarchy process to estimate the indicators weights. The conclusions and suggestions are as follows: Three-order indicators are joined into the system framework. The first-order indicators included six items: Strategy and plan(32%); structures and staff(12%); academic exchange and cooperation(17%); curriculum and teaching(12%); support and service(12%) and assessment and feedback(16.41%). The second-order indicators and their weights are described as follows: (a) the "Strategy and plan" comprises three second-order indicators: mission and vision (48％), goals and objective (27％), " budgeting and implementation '' (25%). There are thirteen third-order indicators under these second-order indicators. (b) the "structures and staff" has two second-order indicators: ''decision-making structures and human resources(56%)'' and ''faculty members and students(44%)'', these indicators contains eight third-order indicators. (c) the "exchange and cooperation" contains of two second-order indicators: '' academic affiliation and international collaboration (64%)'' and ''international research activities(36%). There are thirteen third-order indicators under these second-order indicators totally. (d) the "curriculum and teaching " contains of two second-order indicators: '' general programs (28%)'' and ''language programs(72%). There are eight third-order indicators under these second-order indicators totally. (e) the " support and service " contains of three second-order indicators: '' general learning support and service(22%)'', ''daily support and service(18%) and ''campus internationalization(60)''. There are eleven third-order indicators under these second-order indicators totally. (f) the "assessment and feedback " contains of two second-order indicators: '' performance assessment (59%)'' and ''feedback mechanism(41%) '' . There are seven third-order indicators under these second-order indicators. The study also have some suggestions about the practical dimension of the evaluation framework.