科技大學境外學位生學習適應、教學品質、學校歸屬感與學校認同之關係研究

Abstract

近年來受到全球生育率下降的衝擊，招募國際學生儼然已成為全球大學國際化的重要作為。在我國，少子女化問題更是直接衝擊科技大學的經營，部分學校因招生不足衍生經營管理的困難，出現合併、甚至停止辦學或退場，故招收境外學位生以彌補國內生源不足，是促使技專校院永續發展的重要策略。外籍生留學過程中，常因文化與環境的差異出現學習適應問題，影響其對學校教學品質的感受；而大學提供的教學品質與學習支持，如何影響外籍生對學校的信賴與認同，進而在畢業後能持續支持母校並推薦他人來校就讀，值得進一步研究，以期提供學校永續招募優質外籍生之建議。據此，本研究旨在探討科技大學境外學位生的學習適應、教學品質、學校歸屬感與學校認同間的關係；以科大境外學位生為對象，使用滾雪球取樣120位，修編「科技大學境外學位生對學習適應、教學品質、學校歸屬感與學校認同相關調查問卷」並製作中、英及越南文版本進行問卷調查；所得數據以描述性統計、偏最小平方法等進行分析與驗證。主要研究結論包含：一、科大境外學位生感知的學習適應、教學品質、學校歸屬感與學校認同程度良好。二、科大境外學位生學習適應對教學品質及學校歸屬感、教學品質對學校歸屬感、學校歸屬感對學校認同具有直接關係。三、科大境外學位生之教學品質及學校歸屬感具有部分中介影響。據此，本研究提供下列建議，期能提升科技大學在國際招生上的競爭力：如科技大學宜提供境外生所需之學習支持與輔助系統，科技大學宜針對境外生建立教師教學品質評估，科技大學教師宜主動參與並強化自我對境外生之教學、輔導與溝通之能力，進而提升境外生對學校的歸屬感及認同。In recent years, due to declining birth rates, universities worldwide have been actively recruiting international students. In Taiwan, the problem of population decline has directly affected the operation in universities of science and technology. Some schools have encountered difficulties in management, leading to mergers, even withdrawal. Therefore, recruiting international students has become an important strategy in universities of science and technology. Foreign students often encounter learning adaptation issues due to cultural differences, which can affect their perception of the quality of education. It is worth to investigate how the quality of teaching provided by universities can influence the trust of foreign students, and recommendation of the alma mater to others after graduation. This research aims to explore the relationship between learning adaptation, teaching quality, sense of belonging, and university identification among international students in universities of science and technology. A snowball sampling method is used to collect data from 120 international degree students, and a questionnaire is translated into Chinese, English, and Vietnamese. The collected data is analyzed by partial least squares. The research findings include: (1) International degree students in universities of science and technology perceive good levels of learning adaptation, teaching quality, school belongingness, and school identification. (2) Learning adaptation of international degree students has a direct relationship with teaching quality and school belongingness, and teaching quality also directly affects school belongingness, and school belongingness directly influences school identification. (3) Perceived teaching quality and sense of school belonging of international degree students have partial mediating effects. Based on these findings, the following recommendations are provided to enhance the competitiveness in universities of science and technology in international student recruitment: Universities of science and technology should provide the learning support systems for international students. Universities of science and technology should establish a teacher evaluation system specifically designed for international students. Teachers in universities of science and technology should strengthen their abilities in teaching, counseling, and communication with international students.