政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/141777

政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/141777

English | 正體中文 | 简体中文 | Post-Print筆數 : 27 | 全文筆數/總筆數 : 113822/144841 (79%)
造訪人次 : 51770688 線上人數 : 553

RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.

搜尋範圍

查詢小技巧：

您可在西文檢索詞彙前後加上"雙引號"，以獲取較精準的檢索結果

若欲以作者姓名搜尋，建議至進階搜尋限定作者欄位，可獲得較完整資料

進階搜尋

主頁 ‧ 登入 ‧ 上傳 ‧ 說明 ‧ 關於政大典藏 ‧ 管理

到手機版

政大機構典藏 > 教育學院 > 教育學系 > 學位論文 > Item 140.119/141777

請使用永久網址來引用或連結此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/141777

題名:	國際分校的政策、內部治理與學生跨文化學習體驗的比較研究 —以寧波諾丁漢大學、西交利物浦大學為個案 A Comparative Study of the Policies, Governance and Students’ Intercultural Learning Experience on International Branch Campus – Cases from University of Nottingham Ningbo China and Xi’an Jiaotong-Liverpool University
作者:	林琦 Lin, Qi
貢獻者:	侯永琪 Hou, Yung-Chi 林琦 Lin, Qi
關鍵詞:	跨境教育國際分校大學內部治理融合-回應模式跨文化敏感發展模式 Transnational education International branch campus University governance Integration-Responsiveness Paradigm The Development of Intercultural Sensitivity Model
日期:	2022
上傳時間:	2022-09-02 15:34:15 (UTC+8)
摘要:	本研究以寧波諾丁漢大學、西交利物浦大學這兩所中國與英國合作的國際分校為個案，探討中、英兩國政策對國際分校成立與運行的影響；在跨國政策框架下，以「融合-回應」(I-R) 模式分析寧波諾丁漢大學、西交利物浦大學的內部治理；探討兩校學生的跨文化學習體驗，並採用跨文化敏感發展模式 (DMIS) 去分析兩校學生跨文化發展路徑。本研究採用質性研究，通過文件分析、深度訪談蒐集數據資料，以NVivo為輔助工具對數據資料進行分析。本研究發現：兩國政策在國際分校的成立與運作階段的規定有異同之處。若基於維護受教育者的權益、保持與提升國際分校的教育品質這一共同目標，兩國政策對國際分校的可持續發展是起推動作用。不過，兩國對國際分校的身份有不同的期許。中國政府希望國際分校融入本國高等教育系統，英國政府希望國際分校保有英國高等教育機構的特質，影響當地高等教育，擴展英國高等教育在國際上的影響力。由於合作的方式不同，個案學校的內部治理制度與文化也不同。寧波諾丁漢大學融合母校的程度要比西交利物浦大學高。西交利物浦大學的回應本地的程度總體較寧波諾丁漢大學高，因而擁有較高自主性，但在學術上受到母校更嚴格的監管。此外，兩校在學術上高度融合母校，使兩校具有相似的學術文化。在雙重政策面向下，個案學校發展出不同的身份，並且靈活運用不同的身份以實現不同的目標。寧諾與西浦具有相似的學術文化，因此兩校學生跨文化學習體驗是相似的。內部治理的不同之處並不會造成學生跨文化敏感發展路徑的偏離。一般而言，經過一段時間的學習，學生會從入學的「最小化」階段逐漸發展到「適應」階段，部分人文社科的學生甚至可以發展到「融合」階段。 The purposes of this study were threefold. First, the study aims at exploring the impacts of the policies of China and the United Kingdom over the establishment and operation of international branch campuses (IBCs). Second, taking two Sino-UK branch campuses: the University of Nottingham Ningbo China and the Xi’an Jiaotong-Liverpool University as cases, the study focuses on the IBCs’ governance by applying the dichotomy of global integration versus local responsiveness (I-R paradigm) under a cross-country policy framework. Third, the intercultural learning experience of the students and the path of their intercultural sensitivity development is analyzed with the Developmental Model of Intercultural Sensitivity (DMIS). The qualitative study applies two research methods to collect related data, including document analysis, and in-depth interviews methods. The major findings of this study are as follows: There is something in common in the IBCs polices related to the establishment and operation in China and UK in order to safeguard student learning outcomes and overall quality. Given the fact that the two countries had different expectations towards the identity of IBCs two cases were considered as Chinese institution from Chinese government’s perspectives while they were expected to maintain the UK characteristics from UK government’s perspectives. Due to the different cooperative modes, the two cases had different governance models. It was found that, the Xi’an Jiaotong-Liverpool University with a higher degree of responsiveness had more autonomy. Yet, it was strongly influenced by its home campus in terms of academic standards and the quality of programs. In general, the two universities had similar academic culture because of high degree of academic integration. Due to the different regulations and policies in two contexts, branch campuses are expected to develop different their own identities in a flexible manner in order to facilitate themselves to achieve the institutional goals. With similar academic culture, the students have similar learning experiences in the two universities. Generally speaking, the students in two cases were in the minimization stage when they were fresh men, and moved into adaptation stage after a period of time of study according to the DMIS theory. Moreover, the students in of humanities and social sciences can even move into integration stage further.
參考文獻:	中文部分：中華人民共和國（2001）。中華人民共和國服務貿易具體承諾減讓表第2條最惠國豁免清單。http://www.law-lib.com/zdtj/wto/flwj/wtolaw_cn/Annex9.pdf 中華人民共和國全國人民代表大會（2018）。中華人民共和國高等教育法。 https://www.crs.jsj.edu.cn/news/index/14 中華人民共和國教育部（2002）。高等學校境外辦學暫行管理辦法。 http://www.gov.cn/govweb/gongbao/content/2003/content_62165.htm 中華人民共和國教育部（2004）。中外合作辦學條例實施辦法。 https://www.crs.jsj.edu.cn/news/index/6 中華人民共和國教育部（2005）。教育部關於批准設立寧波諾丁漢大學的函。 http://www.moe.gov.cn/srcsite/A20/moe_862/200505/t20050524_78187.html 中華人民共和國教育部（2006）。關於當前中外合作辦學若干問題的意見。 https://www.crs.jsj.edu.cn/news/index/1 中華人民共和國教育部（2007）。關於進一步規範中外合作辦學秩序的通知。 https://www.crs.jsj.edu.cn/news/index/18 中華人民共和國教育部（2009）。中外合作辦學評估方案（試行）。 https://www.crs.jsj.edu.cn/index/sort/5 中華人民共和國教育部（2013）。教育部關於進一步加強高等學校中外合作辦學質量保障工作的意見。https://ice.xmu.edu.cn/info/1042/1872.htm 中華人民共和國教育部（2016）。推進共建「一帶一路」教育行動。 http://www.moe.gov.cn/srcsite/A20/s7068/201608/t20160811_274679.html 中華人民共和國教育部(2019a)。中國教育概況—2019年全國教育事業發展情況。http://www.moe.gov.cn/jyb_sjzl/s5990/202008/t20200831_483697.html 中華人民共和國教育部（2019b）。2018年來華留學統計。 http://www.moe.gov.cn/jyb_xwfb/gzdt_gzdt/s5987/201904/t20190412_377692.html 中華人民共和國教育部（2019c）。高等學校境外辦學指南（試行）。 http://jsj.moe.gov.cn/upload/attach/1624505569_file0.pdf 中華人民共和國教育部（2019d）。紮根中國大地奮進強國徵程—新中國70年高等教育改革發展歷程。http://www.moe.gov.cn/jyb_xwfb/s5147/201909/t20190924_400593.html 中華人民共和國教育部（2020a）。我國已建成世界規模最大的高等教育體系。 http://www.moe.gov.cn/fbh/live/2020/52717/mtbd/202012/t20201204_503512.html 中華人民共和國教育部（2020b）。對十三屆全國人大三次會議第6859號建議的答復。http://www.moe.gov.cn/jyb_xxgk/xxgk_jyta/jyta_gjs/202009/t20200927_491766.html 中華人民共和國教育部（2020c）。2019年度出國留學人員情況統計。 http://www.moe.gov.cn/jyb_xwfb/gzdt_gzdt/s5987/202012/t20201214_505447.html 中華人民共和國教育部（2021）。普通高等學校本科專業目錄。https://www.sohu.com/a/454870513_113087 中華人民共和國教育部（2022）。中外合作辦學境外學歷學位證書認證說明。 https://www.crs.jsj.edu.cn/news/index/20 中華人民共和國教育部、財政部、國家發展改革委（2017）。關於公布世界一流大學和一流學科建設高校及建設學科名單。 http://www.moe.gov.cn/srcsite/A22/moe_843/201709/t20170921_314942.html 中華人民共和國教育部學位中心（2021）。關於開展2021年中外合作辦學評估工作的通知。http://www.ahstu.edu.cn/gjjlhz/info/1177/2259.htm 中華人民共和國國家教育委員會（教育部前身）（1995）。中外合作辦學暫行規定。 https://baike.baidu.com/item/中外合作办学暂行规定/50272282 中華人民共和國國務院學位委員會辦公室（1996）。關於加強中外合作辦學活動中學位授予管理的通知。 http://jsj.moe.gov.cn/n2/1/1002/33.shtml 中華人民共和國國務院（2003）。中華人民共和國中外合作辦學條例。http://www.crs.jsj.edu.cn/news/index/2 中國寧波網（2015）。習近平總書記關心寧波諾丁漢大學創建、成長記實。http://news.cnnb.com.cn/system/2015/10/23/008418350.shtml 王劍波、薛瑞莉（2004）。中外合作辦學教育主權問題的理性思考。山東師範大學學報（人文社會科學版），49（5），119-122。王建華（2020）。西浦創建中的故事。載於席酉民（著），和諧心智：鮮為人知的西浦管理故事（頁198-208）。清華大學出版社。方大慶（2012）。回憶西交利物浦大學的創建過程。載於席酉民、楊民助、王珊（編著），探路新大學：西交利物浦大學的故事。科學出版社。台灣教育研究院(2012)。雙語詞彙、學術名詞暨辭書資訊網。http://terms.naer.edu.tw/detail/3365433/ 李淑豔（2019）。我國高校境外辦學：特點、問題與推進策略。高等教育管理，13（1），98103。西安交通大學（2022）。交大概況。 http://www.xjtu.edu.cn 西交利物浦大學（2021a）。西交利物浦大學中外合作辦學年度報告系統：自評報告。 https://www.xjtlu.edu.cn/assets/files/information_disclosure/XJTLU_2021年_中外合作办学年度报告系统自评报告.pdf 西交利物浦大學（2021b）。西交利物浦大學2020-2021學年本科教學質量報告。 https://www.xjtlu.edu.cn/assets/files/policies/西交利物浦大学2020-2021学年本科教学质. 量报告.pdf 西交利物浦大學（2021c）。學校概況。https://www.xjtlu.edu.cn/zh/about/overview 西交利物浦大學（2022a）。大學領導。https://www.xjtlu.edu.cn/zh/about/people/leadership/ 西交利物浦大學（2022b）。西交利物浦大學2022年中國內地招生章程。 https://www.xjtlu.edu.cn/zh/admissions/domestic/ug/ 西交利物浦大學（2022c）。西交利物浦大學2022年在江蘇省綜合評價錄取招生簡章。 https://www.xjtlu.edu.cn/zh/admissions/domestic/ug/ 西交利物浦大學（2022d）。西交利物浦大學2022年在廣東省綜合評價錄取招生簡章。 https://www.xjtlu.edu.cn/zh/admissions/domestic/ug/ 西交利物浦大學（2022e）。科研戰略。 https://www.xjtlu.edu.cn/zh/research/priorities-and-strategy/strategy 西交利物浦大學（2022f）。為什麼選擇西交利物浦大學。 https://www.xjtlu.edu.cn/zh/study/why-study-at-xjtlu/year-one 肖地生、陳永祥（2004）。一個獨特的中外合作辦學模式—南京大學-約翰·霍普斯金大學中美文化研究中心。復旦教育論壇，2，29-34。邱文（2006年，9月）。寧波諾丁漢中外合作辦學樣板緣何推廣難。高教觀察，38-39。周滿生（2006）。WTO框架下的教育輸入與輸出和中國政府的教育立法與政策調整。集美大學學報，7，6-12。林劭仁、呂依蓉（2019）。英國高等教育品質保證制度之變革。評鑑雙月刊，78，39-42。周虹、陳時見（2017）。高等教育中外合作辦學的現實困境與發展策略—基於利益相關者的視角。清華大學教育研究，1，31-36。姜泓冰（2018年，07月04日）。高校境外辦學研討會舉行。人民日報，12 版。 http://edu.people.com.cn/n1/2018/0704/c1053-30124722.html 莫玉婉（2014）。中外合作大學治理研究（博士論文）。廈門大學。徐倩（2019）。新時代如何發展中外合作辦學。中國教育報。http://www.jyb.cn/rmtzgjyb/201908/t20190805_251775.html 陳向明（2000）。質的研究方法與社會科學研究。教育科學出版社。陳潔（2011年，3月2日）。出國留學六十年。中華讀書報，05版。 https://epaper.gmw.cn/zhdsb/html/2011-03/02/nw.D110000zhdsb_20110302_1-05.htm 原春琳（2015年，10月23日）。寧波「娶」了諾丁漢。中國青年報，001版。高雲、閻溫樂、張民選（2006）。從「教育服務貿易」到「跨境教育」—三次國際教育服務貿易論壇精要解析。全球教育展望，7，56-59。徐亞芬（2013）。走特色辦學之路——寧波諾丁漢大學的成功之道。浙江萬里學院學報。 26(02)，1-3。席酉民、楊民助、王珊（編著）（2012）。探路新大學：西交利物浦大學的故事。科學出版社。席酉民、張曉軍（編著）（2016）。我的大学我做主：西交利物浦大学的故事（京東讀書電子版）。清华大学出版社。席酉民（2016）。理性「狂」言：教育之道（京東讀書電子版）。中國人民大學出版社。席酉民（2020）。和諧心智：鮮為人知的西浦管理故事。清華大學出版社。席酉民、張曉軍（編著）（2020）。中外合作辦學：高等教育的新探索（京東讀書電子版）。中國人民大學出版社。軟科（2022）。2022中國合作辦學大學排名。https://www.shanghairanking.cn/rankings/bcur/202214 高燕、張東素（2004年，3月24日）。寧波諾丁漢今秋開學。浙江日報。畢新（2021年，9月9日）。從教師到教育家—西浦教師培訓和發展之路。神州學人。9。國家高級教育行政學院（2001）。中國高等教育體制改革世紀報告。人民教育出版社。湯嫵豔（2020）。來華留學生教育治理：困境、模式與出路。法學論壇，1（35），126-134 張爍（2020年，6月23日）。加快和擴大新時代教育對外開放。人民日報。http://paper.people.com.cn/rmrb/html/2020-06/23/nbs.D110000renmrb_16.htm 張建新、陳學飛（2004）。英國高等教育改革法述評。清華大學教育研究，25（2），69-74。黃福濤（2003）。「全球化」時代的高等教育國際化—歷史與比較的視角。北京大學教育評論，1，93-98。博恩（2020）。一位西浦早期經歷者的點滴紀錄。載於席酉民（著），和諧心智：鮮為人知的西浦管理故事（頁209-216）。清華大學出版社。楊振梅（2014）。撒切爾夫人時期英國的留學生政策研究 [碩士論文]。廈門大學。楊岱穎（2009）。國際行銷與國際學生招收策略：英國、澳洲、德國、日本之比較研究 [碩士論文]。國立交通大學。http://140.113.39.130/cdrfb3/record/nctu/#GT079648503 傅宏波（2004年，4月16日）。「萬里」牽手諾丁漢。觀察，24-26。新華網（2015）。教育部政策法規司負責人就《教育部關於廢止和修改部分規章的決定》答記者問。http://education.news.cn/2015-12/05/c_128501461.htm 趙露（2017）。英國高等教育國際化政策研究 [碩士論文]。武漢大學。劉寶存、張繼橋（2018）。改革開放四十年教育對外開放政策變遷的歷史考察。高等教育管理，12（6），1-13。劉寶存、彭嬋娟（2019）。中華人民共和國成立以來我國華留學政策的變遷研究—基於歷史制度主義視角的分析。高等教育管理，13（6），1-10。寧波市人民政府（2022）。甬城概況。 http://www.ningbo.gov.cn/col/col1229099784/index.html 寧波諾丁漢大學（2016）。寧波諾丁漢大學2020戰略發展規劃。 https://www.nottingham.edu.cn/cn/About/documents/UNNC-Strategy-2020-Chinese- version2.pdf 寧波諾丁漢大學（2022a）。寧波諾丁漢大學2020-2021辦學質量報告。 https://www.nottingham.edu.cn/cn/about/documents/annual-report/202021-annual-quality- report-cn-web.pdf 寧波諾丁漢大學（2022b）。寧波諾丁漢大學章程。 http://www.zj.gov.cn/art/2022/1/10/art_1229400468_59183023.html 寧波諾丁漢大學（2022c）。寧波諾丁漢大學2022年「三位一體」綜合評價招生簡章。 https://www.nottingham.edu.cn/cn/study-with-us/undergraduate/policy-and-requirements/tust.aspx 寧波諾丁漢大學（2022d）。寧波諾丁漢大學2022年普通高校招生簡章。 https://www.nottingham.edu.cn/cn/study-with-us/undergraduate/policy-and-requirements/national-gaokao.aspx 寧波諾丁漢大學（2022e）。科研與創新。 https://www.nottingham.edu.cn/cn/Research-and-Business/Home.aspx 寧波諾丁漢大學（2022f）。本科一年級課程。 https://www.nottingham.edu.cn/cn/cele/preliminary-programme/index.aspx 錢民輝（2014）。中國高等教育體制改革為何總是處在兩難之中。清華大學教育研究，34（05），35-42。蘇州市人民政府（2022）。蘇州概覽。 https://www.suzhou.gov.cn/szsrmzf/szgl/szgl2022.shtml 翻譯書籍：弗裡克 (Uwe Flick)（2012）。質性研究導論（第二版）（李政賢、廖志恆、林靜如譯）。五南圖書出版社。（原著出版年：2002）馬歇爾 (Marshall)、羅斯曼 (Rossman)（2011）。設計質性研究：有效研究計畫的全程指導（第五版）（何江穗譯）。重慶大學出版社。（原著出版年：2008）巴頓 (Patton)（2008）。質性研究與評鑑（第三版）（吳芝儀、李奉儒譯）。質性研究與評鑑。濤石文化事業股份有限公司。（原著出版年：2008）英文部分： Altbach, P. (2000). The crisis in multinational higher education. Change: The Magazine of Higher Learning, 32(6), 28-31. Altbach, P. (2010). Why branch campuses may be unsustainable. International Higher Education. (58), 2-3. Altbach, P., & Knight, J. (2007). The internationalization of higher education: Motivations and realities. Journal of Studies in International Education, 11(3-4), 290-305. Altbach, P. G., & Wit, H. D. (April 04, 2020). Post pandemic outlook for HE is bleakest for the poorest. University World News. https://www.universityworldnews.com/post.php?story=20200402152914362 Amoah, P. A., & Mok, K. H. J. (2020). The Covid-19 pandemic and internationalization of higher education: International students’ knowledge, experiences and wellbeing. https://www.emeraldgrouppublishing.com/opinion-and-blog/covid-19-pandemic-and-internationalisation-higher-education-international-students Anderson, P. H., Lawton, L., Rexeisen, R. J., & Hubbard, A. C. (2006). Short-term study abroad and intercultural sensitivity: A pilot study. International Journal of Intercultural Relations, 30(4), 457-469. Bai, J., Larimer, S., & Riner, M. B. (2016). Cross-cultural pedagogy: Practical strategies for a successful interprofessional study abroad course. Journal of the Scholarship of Teaching and Learning, 16(3), 72-81. Barrett, M. D., Huber, J., & Reynolds, C. (2014). Developing intercultural competence through education. Council of Europe. Beelen, J., & Jones, E. (2015). Redefining internationalization at home. In A. C. L. Matei, R. P. J. Salmi, & P. Scott (Eds.), The European Higher Education Area (pp. 59-72). Springer. Becker, R. F. (2009). International branch campuses: Markets and strategies. Observatory on Borderless Higher Education. Bennell, P., & Pearce, T. (2003). The internationalization of higher education: Exporting education to developing and transitional economies. International Journal of Educational Development, 23(2), 215-232. Bennell, P. (2019). The financial returns to onshore and offshore overseas students at British Universities. International Journal of Educational Development, 70, 102097. Bennett, J. M., & Bennett, M. J. (2004). Developing intercultural sensitivity: An integrative approach to global and domestic diversity. In J. M. Bennett & M. J. Bennett (Eds.), Handbook of Intercultural Training (3 ed., pp. 145-167). SAGE. Beijing Overseas-Study Service Association. (2020). Coronavirus’ impact on Chinese students and agents: 100 BOSSA/COSSA agencies surveyed. https://www.bossa-cossa.org/coronavirus-impact-on-chinese-agents-students-studyabroad Bhawuk, D. P., & Brislin, R. (1992). The measurement of intercultural sensitivity using the concepts of individualism and collectivism. International Journal of Intercultural Relations, 16(4), 413-436. Boyce, C., & Neale, P. (2006). Conducting in-depth interviews: A guide for designing and conducting in-depth interviews for evaluation input. Pathfinder International. Brandenburg, U., De Wit, H., Jones, E., & Leask, B. (April 20, 2019). Internationalization in higher education for society. University World News. https://www.universityworldnews.com/post.php?story=20190414195843914 Casey, D., & Murphy, K. (2009). Issues in using methodological triangulation in research. Nurse Researcher, 16(4), 40-55. C-BERT. (2020). Cross-border education research team branch campus listing. http://cbert.org/resources-data/intl-campus/ Chalid, M. N. H. (2014). Soft skills, intercultural competency and transnational education: An Australian-Indonesian case study. International Journal of Arts & Sciences, 7(1), 359. Chitty, C. (1989). Towards a new education system: The victory of the new right?. The Falmer Press. (Cited by Gillard, D. (2018). Education in England: A history. Queen`s Printer for Scotland) Clifford, M., & Kinser, K. (2016). How much autonomy do international branch campuses really have?. International Higher Education, (87), 7-9. Committee on Higher Education. (1963). The Robbins report. Author. http://www.educationengland.org.uk/documents/robbins/robbins1963.html Cushner, K., & Chang, S.-C. (2015). Developing intercultural competence through overseas student teaching: Checking our assumptions. Intercultural Education, 26(3), 165-178. Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241-266. Deardorff, D. K. (2009). Implementing intercultural competence assessment. In D. K. Deardorff (Ed.), The SAGE handbook of intercultural competence (pp. 477-491). SAGE. Deardorff, D. K., & Jones, E. (2012). Intercultural competence: An emerging focus in international higher education. In D. K. Deardorff (Ed.), The SAGE handbook of international higher education (Vol. 283, pp. 13-15). SAGE. DESE. (2020). Offshore delivery of higher education courses. Author. https://internationaleducation.gov.au/research/research-snapshots/Documents/RS%20HE%20Offshore.pdf De Wit, J. W. M. (2001). Internationalization of higher education in the United States of America and Europe (Doctoral dissertation). University of Amsterdam. https://dare.uva.nl/search?identifier=7f8def8d-699c-4812-ac69-0ab486926488 De Wit, H., Hunter, F., & Howard, L. (2015). Internationalization of higher education. European Parliament. https://www.europarl.europa.eu/RegData/etudes/STUD/2015/540370/IPOL_STU(2015)540370_EN.pdf De Wit, H. (2019). Internationalization in higher education: A critical review. SFU Educational Review, 12(3), 9-17. De Wit, H. (2020). Internationalization in higher education: A western paradigm or a global, intentional and inclusive concept?. International Journal of African Higher Education, 7(2), 31-37. Douglas, S. P., & Wind, Y. (1987). The myth of globalization. Columbia Journal of World Business, 22(4), 19-29. Doorbar, A., & Bateman, C. (2013). The growth of transnational higher education: The UK perspective. In L. Dunn & M. Wallace (Eds.), Teaching in transnational higher education (pp. 38-46). Routledge. Doz, Y. L., & Prahalad, C. K. (1991). Managing DMNCs: A search for a new paradigm. Strategic Management Journal, 12(1), 145-164. Engwall, L. (2020). The governance and missions of universities. In L. Engwall (Ed.), Missions of universities (pp. 1-19). Springer. Fantini, A. E. (2009). Assessing intercultural competence: Issues and tools. In D. K. Deardorff (Ed.), The SAGE handbook of intercultural competence (pp. 456-476). SAGE. Fazackerly, A., & Worthington, P. (2007). British universities in China: The realities beyond the rhetoric. Agora-Education. https://academiccouncil.duke.edu/sites/default/files/u6/AC-pdfs/09-10/11-19-09/Agora-China-Report1.pdf Feng, Y. (2013). University of Nottingham Ningbo China and Xi’an Jiaotong-Liverpool University: Globalization of higher education in China. Higher Education, 65(4), 471-485. Gao, Y., Baik, C., & Arkoudis, S. (2015). Internationalization of higher education. In J. Huisman, H. d. Boer, D. D. Dill, & M. Souto-Otero (Eds.), The Palgrave international handbook of higher education policy and governance. Palgrave Macmillan. Garrett, R. (2003). Higher education in China, Part 1: Context and regulation of foreign activity. The Observatory on Borderless Higher Education. Garrett, R. (2004). Transnational delivery by UK higher education, part 2: Innovation & competitive advantage. The Observatory on Borderless Higher Education. Garrett, R., Kinser, K., Lane, J. E., & Merola, R. (2016). International branch. campuses: Trends and developments, 2016. The Observatory on Borderless Higher Education and Cross-border Education Team. Garrett, R. (2017). International branch campus-curiosity or important trend? International Higher Education. (90), 7-8. Garrett, R. (2018). International branch campuses: Success factors. International Higher Education (93), 14-16. Gerring, J. (2004). What is a case study and what is it good for? . American Political Science Review, 98(2), 341-354. Ghoshal, S. (1987). Global strategy: An organizing framework. Strategic Management Journal, 8(5), 425-440. Gibbs, G. R. (2018). Analyzing qualitative data. SAGE. Gillard, D. (2018). Education in England: A history. Queen`s Printer for Scotland. Guo, Y., & Guo, S. (2017). Internationalization of Canadian higher education: Discrepancies between policies and international student experiences. Studies in Higher Education, 42(5), 851-868. Hamel, G., & Prahalad, C. K. (1983). Managing strategic responsibility in the MNC. Strategic Management Journal, 4(4), 341-351. Hammer, M. R., Bennett, M. J., & Wiseman, R. (2003). Measuring intercultural sensitivity: The intercultural development inventory. International Journal of Intercultural Relations, 27(4), 421-443. He, Y., Lundgren, K., & Pynes, P. (2017). Impact of short-term study abroad program: Inservice teachers` development of intercultural competence and pedagogical beliefs. Teaching and Teacher Education, 66, 147-157. Healey, N. (2014). When is an international branch campus? International Higher Education, (78), 22-23. Healey, N. (2015). The challenges of managing an international branch campus: An exploratory study (Doctoral dissertation). University of Bath. Healey, N. (2018). The optimal global integration–local responsiveness tradeoff for an international branch campus. Research in Higher Education, 59(5), 623-649. Healey, N. M. (2020). The end of transnational education? The view from the UK. Perspectives: Policy and Practice in Higher Education, 24(3), 102-112. Heckman, J. J., & Kautz, T. (2012). Hard evidence on soft skills. Labour economics, 19(4), 451-464. Helms, R. M. (2008). Transnational education in China: Key challenges, critical issues and strategies for success: The Observatory on Borderless Higher Education. HESA. (2021). Higher education student statistics: UK, 2019/20 - Where students come from and go to study. Author. https://www.hesa.ac.uk/news/27-01-2021/sb258-higher-education-student-statistics/location HESA. (2022a). What is the income of HE providers?. Author. https://www.hesa.ac.uk/data-and-analysis/finances/income HESA. (2022b). Where do HE students study?. Author. https://www.hesa.ac.uk/data-and-analysis/students/where-study HESA. (2022c). Where do HE students come from?. Author. https://www.hesa.ac.uk/data-and-analysis/students/where-from Hill, C., & Thabet, R. A. (2018). Managing international branch campuses: Lessons learnt from eight years on a branch campus in Malaysia. International Journal of Educational Management, 32(2), 310-322. Hodkinson, P., & Hodkinson, H. (2001). The strengths and limitations of case study research. Paper presented at the learning and skills development agency conference at Cambridge. Hou, A. Y.-C., Hill, C., Chen, K. H. J., & Tsai, S. (2018). A comparative study of International branch campuses in Malaysia, Singapore, China, and South Korea: Regulation, governance, and quality assurance. Asia Pacific Education Review, 19(4), 543-555. Hou, A. Y. C., Chan, S.-J., Lin, L., & Hu, Z. (2020). Student learning venture overseas in the transnational research partnership–A Taiwan and US PIRE case study. Higher Education Evaluation and Development, 14(1), 3-17. Huang, F. (2003). Transnational higher education: A perspective from China. Higher Education Research & Development, 22(2), 193-203. Huang, F. (2010). Transnational higher education in Japan and China: A comparative study. Crossing Borders in East Asian Higher Education (pp. 265-282). Springer. IAU. (2019). Internationalization of higher education: An evolving landscape, locally and globally. https://www.iauaiu.net/IMG/pdf/iau_5th_global_survey_executive_summary.pdf Jackson, J. (2011). Host language proficiency, intercultural sensitivity, and study abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 21(1), 167-188. Jarillo, J. C., & Martíanez, J. I. (1990). Different roles for subsidiaries: The case of multinational corporations in Spain. Strategic Management Journal, 11(7), 501-512. Kelly, G. (1963). A theory of personality: The psychology of personal constructs. Norton. (Cited in Bennett & Bennet, (2004). Developing intercultural sensitivity: An integrative approach to global and domestic diversity. In J. M. Bennett & M. J. Bennett (Eds.), Handbook of intercultural training (3 ed., pp. 145-167). SAGE. Kim, T. (2008). Changing university governance and management in the UK and elsewhere under market conditions: Issues of quality assurance and accountability. http://bura.brunel.ac.uk/handle/2438/6171 Kinser, K. (2011). Multinational quality assurance. New Direction for Higher Education, 155(1), 53-64. Kinser, K., & Lane, J. E. (2016). International branch campuses: Evolution of a phenomenon. International Higher Education (85), 3-5. Knight, J. (2006). Cross-border education: An analytical framework for program and provider mobility. In J. C. Smart (Ed.), Higher education: Handbook of theory and research (pp. 345-395). Springer. Knight, J. (2007). Cross-border tertiary education: An introduction. In cross-border tertiary Education: A way towards capacity development (pp. 21-44). OECD & The World Bank. Knight, J. (2008). Higher education in turmoil: The changing world of internationalization. Sense Publishers. Knight, J. (2011). Education hubs: A fad, a brand, an innovation?. Journal of Studies in International Education, 15(3), 221-240. Knight, J. (2014). International education hubs: Student, talent, knowledge-innovation models. Springer Science & Business Media. Knight, J., & De Wit, H. (2018). Internationalization of higher education: Past and future. International Higher Education, (95), 2-4. Khafaji, N. (2018). International branch campuses: A qualitative study of cross-cultural training. (Doctoral dissertation). Northcentral University. https://search.proquest.com/docview/2026004976?pq-origsite=gscholar&fromopenview=true Kostova, T., & Roth, K. (2002). Adoption of an organizational practice by subsidiaries of multinational corporations: Institutional and relational effects. Academy of Management Journal, 45(1), 215-233. Lane, J. E., & Kinser, K. (2011). The cross-border education policy context: Educational hubs, trade liberalization, and national sovereignty. In J. E. Lane & K. Kinser (Eds.), New Directions for Higher Education (pp. 79-85). Jossey-Bass. Lane, J. E., & Kinser, K. (2013). Five models of international branch campus. International Higher Education, (70), 9-11. Li, X. Q., & Roberts, J. (2012). A stages approach to the internationalization of higher education? The entry of UK universities into China. The Service Industries Journal, 32(7), 1011-1038. Lim, L. & Fong, P,. E. (September 10, 2021). Yale-NUS College’s abrupt closure is a loss for Singapore. University World News. https://www.universityworldnews.com/post.php?story=20210910132653129 Lokkesmoe, K. J., Kuchinke, K. P., & Ardichvili, A. (2016). Developing cross-cultural awareness through foreign immersion programs: Implications of university study abroad research for global competency development. European Journal of Training and Development, 40(3),155-170. Marginson, S. (March 26, 2020). Global HE as we know it has forever changed. Times Higher Education. https://www.timeshighereducation.com/blog/global-he-we-know-it-has-forever-changed# McBurnie, G., & Ziguras, C. (2006). Transnational education: Issues and trends in offshore higher education. Routledge. Miliszewska, I., & Horwood, J. (2004). Engagement theory: A framework for supporting cultural differences in transnational education. https://www.researchgate.net/profile/IwonaMiliszewska/publication/228786927_Engagement_theory_A_framework_for_supporting_cultural_differences_in_transnational_education/links/02bfe51147d4c8f6cf000000/Engagement-theory-A-framework-for-supporting-cultural-d Mok, K. H., Xiong, W., Ke, G., & Cheung, J. O. W. (2021a). Impact of COVID-19 pandemic on international higher education and student mobility: Student perspectives from mainland China and Hong Kong. International Journal of Educational Research, 105, 101718. Mok, K. H. (2021b). Managing neo-liberalism with Chinese characteristics: The rise of education markets and higher education governance in China. International Journal of Educational Development, 84, 102401. Mok, K. H. (2021c). Education market with the Chinese characteristics: The rise of minban and transnational higher education in China. Higher Education Quarterly, 75(3), 398-417. Moser, C. (1988). The Robbins report 25 years after—and the future of the universities. Oxford Review of Education, 14(1), 5-20. Moss, P., & Tilly, C. (1996). “Soft” skills and race: An investigation of black men`s employment problems. Work and Occupations, 23(3), 252-276. Mortimore, P. (June 3, 2008). In memoriam. the Guardian. https://www.theguardian.com/education/2008/jun/03/schools.uk1 Neave, G. (2001). Governance, change and the universities in Western Europe. In W. Z. Hirsch & L. E. Weber (Eds.), Governance in higher education: The university in a state of flux (pp. 52-67). Economical Ltd. Nehls, K., Smith, B. D., & Schneider, H. A. (2015). Video-conferencing interviews in qualitative research. In enhancing qualitative and mixed methods research with technology (pp. 140-157). IGI Global. OECD. (2004). Internationalization and trade in higher education: Opportunities and challenges. Author. https://www.oecd-ilibrary.org/education/internationalisation-and-trade-in-higher- education_9789264015067-en OECD. (2018). Preparing our youth for an inclusive and sustainable world: The OECD PISA global competence framework. Author. http://www.oecd.org/pisa/Handbook-PISA-2018-Global Competence.pdf? utm_content=buffer396eb&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer OECD. (2019). Education at a glance 2019 - Data and methodology. Author. http://www.oecd.org/education/education-at-a-glance/educationataglance2019-dataandmethodology.htm Oliver, C. (1991). Network relations and loss of organizational autonomy. Human Relations, 44(9), 943-961. Oxford. (2006). White Paper on University Governance. Oxford University Gazette. (Cited in Trakman, L. (2008). Modelling university governance. Higher Education Quarterly, 62(12), 63-83.) Oxford Reference. (2022). Further and Higher Education Act 1992: Quick reference. Author. https://www.oxfordreference.com/view/10.1093/oi/authority.20110803095839655 Paige, R. M., Jacobs-Cassuto, M., Yershova, Y. A., & DeJaeghere, J. (2003). Assessing intercultural sensitivity: An empirical analysis of the Hammer and Bennett intercultural development inventory. International Journal of Intercultural Relations, 27(4), 467-486. Parahalad, C., & Doz, Y. (1987). The multinational mission: Balancing local demands and global vision. The Free Press. Patton, M. Q. (1999). Enhancing the quality and credibility of qualitative analysis. Health Services Research, 34(5 Pt 2), 1189-1208. Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). https://books.google.com.hk/books?id=FjBw2oi8El4C&printsec=frontcover&hl=zh-TW#v=onepage&q&f=false Pedersen, P. J. (2010). Assessing intercultural effectiveness outcomes in a year-long study abroad program. International Journal of Intercultural Relations, 34(1), 70-80. Perraton, H. (2014). A history of foreign students in Britain. Palgrave Macmillan. https://books.google.com.tw/books?id=it-vAwAAQBAJ&printsec=frontcover&hl=zh-TW&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false Phillips, M., & Lu, J. (2018). A quick look at NVivo. Journal of Electronic Resources Librarianship, 30(2), 104-106. Pratt, J. (1997). The polytechnic experiment: 1965-1992. The Society for Research into Higher Education & Open University Press. https://files.eric.ed.gov/fulltext/ED415724.pdf Ratcliffe, M. (2017). The end of the binary divide: Reflections on 25 years of the 1992 Act https://wonkhe.com/blogs/analysis-25-years-on-the-higher-and-further-education-act-1992/ Roth, K., & Morrison, A. J. (1990). An empirical analysis of the integration-responsiveness framework in global industries. Journal of International Business Studies, 21(4), 541-564. Richard, G. (2017). International branch campuses—Curiosity or important trend?. International Higher Education, (90), 7-8. Ridder, H. (2017). The theory contribution of case study research designs. Business Research, 10(2), 281-305. Robbins, L. (1980). Higher education revisited. Macmillan. Rossman, G. B., & Rallis, S. F. (2016). An introduction to qualitative research: Learning in the field (4th ed.). https://books.google.com.hk/books?id=wZvsCwAAQBAJ&printsec=frontcover&hl=zh-TW#v=onepage&q&f=false Salter, B., & Tapper, T. (2002). The external pressures on the internal governance of universities. Higher Education Quarterly, 56(3), 245-256. Scott, W. R. (2014). Institutions and organizations: Ideas, interests, and identities. SAGE. Shams, F., & Huisman, J. (2012). Managing offshore branch campuses: An analytical framework for institutional strategies. Journal of Studies in International Education, 16(2), 106-127. Shams, F., & Huisman, J. (2016). The role of institutional dual embeddedness in the strategic local adaptation of international branch campuses: Evidence from Malaysia and Singapore. Studies in Higher Education, 41(6), 955-970. Shattock, M. (2002). Re–balancing modern concepts of university governance. Higher Education Quarterly, 56(3), 235-244. Silver, T. J. (2015). The role of the integration-responsiveness framework in an international branch campus: A case study (Doctoral dissertation). University of Nevada Las Vegas. https://digitalscholarship.unlv.edu/cgi/viewcontent.cgi?article=3430&context=thesesdissertations Sofaer, S. (1999). Qualitative methods: What are they and why use them?. Health Services Research, 34 (5 Pt 2): 1101–1118. Spitzberg, B. H., & Changnon, G. (2009). Conceptualizing intercultural competence. In D. K. Deardorff (Ed.), The SAGE handbook of intercultural competence (pp. 2-51). SAGE. https://www.sagepub.com/sites/default/files/upm-binaries/30482_1.pdf Stella, A. (2006). Quality assurance of cross‐border higher education. Quality in Higher Education, 12(3), 257-276. Schulz, B. (2008). The importance of soft skills: Education beyond academic knowledge. Journal of Communication, 2(1), 146-154. Thomas, G. (2021). How to do your case study (3 ed.). https://books.google.com.hk/books?id=OrT5DwAAQBAJ&printsec=frontcover&hl=zh-TW&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false Tierney, W. G., & Lanford, M. (2015). An investigation of the impact of international branch campuses on organizational culture. Higher Education, 70(2), 283-298. Tierney, W. G., & Lanford, M. (2018). Institutional culture in higher education. In P. T. J.C. Shin (Ed.), Encyclopedia of international higher education systems and institutions. Springer Science & Business Media. Trakman, L. (2008). Modelling university governance. Higher Education Quarterly, 62(12), 63-83. UNESCO, & APQN. (2006). Regulating the quality of cross-border education. UNESCO Asia and Pacific Regional Bureau for Education. https://unesdoc.unesco.org/ark:/48223/pf0000146428 UK BIS & DfE. (2013). International education strategy: Global growth and prosperity. Author. https://www.gov.uk/government/publications/international-education-strategy-global-growth- and-prosperity UK DfE. (2020). UK revenue from education related exports and transnational education activity in 2018. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/944966/SFR_education_exports_2018_FINAL.pdf UK DfES. (2004). Putting the world into world-class education: An international strategy for education, skills and children`s services. Author. https://dera.ioe.ac.uk/5201/ UK DIT & DfE. (2019). International education strategy: Global potential, global growth. Author. https://www.gov.uk/government/publications/international-education-strategy-global potential-global-growth UK Higher Education International Union. (2016). The scale and scope of UK higher education transnational education. Author. https://www.britishcouncil.org/sites/default/files/scale-and-scope-of-uk-he-tne-report.pdf UK Home Office. (2011). Major changes to student visa system. Author. https://www.gov.uk/government/news/major-changes-to-student-visa-system UK QAA. (2010a). Code of practice for the assurance of academic quality and standards in higher education collaborative provision and flexible and distributed learning (including e-learning) – Amplified version. Author. https://dera.ioe.ac.uk/1197/1/collab2010.pdf UK QAA. (2010b). Audit of overseas provision, Malaysia: Overview report. Author. https://www.qaa.ac.uk/docs/qaa/international/audit-of-overseas-provision-malaysia-overview-report.pdf?sfvrsn=2a23f481_2 UK QAA. (2011). Audit of overseas provision, Singapore: Overview report. Author. https://www.qaa.ac.uk/docs/qaa/international/singapore-overview-report-aop-11-(1).pdf?sfvrsn=bd2bf481_2 UK QAA. (2012a). Review of UK transnational education in China: The University of Nottingham Ningbo Campus. Author. https://www.qaa.ac.uk/docs/qaa/international/university-of-nottingham-ningbo-campus-tne-12.pdf?sfvrsn=d43af481_2 UK QAA. (2012b). Review of UK transnational education in China: University of Liverpool and Xi`an Jiaotong-Liverpool University. Author. https://www.qaa.ac.uk/docs/qaa/international/university-of-liverpool-xian-jiaotong-tne- 12.pdf?sfvrsn=2738f481_2 UK QAA. (2021). The quality evaluation and enhancement of UK transnational higher education (TNE) provision 2021-22 to 2025-26. Author. https://www.qaa.ac.uk/international/transnational-education/quality-evaluation-and-enhancement-of-uk-tne# UKSCQA, & QAA. (2018a). The revised UK quality code for Higher Education. Author. https://www.qaa.ac.uk/docs/qaa/quality-code/revised-uk-quality-code-for-higher- education.pdf UKSCQA & QAA. (2018b). Advice and Guidance: Partnerships. Author. https://www.qaa.ac.uk/quality-code/advice-and-guidance/partnerships University of Liverpool. (2022). About us. Author. https://www.liverpool.ac.uk/about/ University of Nottingham. (2019). Educational enhancement and assurance review handbook: 2019/20 academic session. Author. https://www.nottingham.ac.uk/qualitymanual/2-documents/eear-handbook-2021-22.pdf University of Nottingham. (2020). University of Nottingham strategy: A consultation green paper. Author. https://www.nottingham.ac.uk/about/documents/uon-strategy-report.pdf University of Nottingham. (2022a). About the University of Nottingham. Author. https://www.nottingham.ac.uk/about/index.aspx University of Nottingham. (2022b). Quality Manual. Author. https://www.nottingham.ac.uk/qualitymanual/governance/about-the-qm.aspx University of Nottingham. (2022c). Postgraduate certificate in higher education. Author. https://www.nottingham.ac.uk/education/study/pgche/pgche.aspx UUK. (2017). Implementation of the Higher Education and Research Act 2017. Author https: //hdl.voced.edu.au/10707/431058 UUK. (2020). The scale of UK higher education transnational education 2018-2019. Author. https://www.universitiesuk.ac.uk/policy-and-analysis/reports/Pages/scale-of-UK-HE-transnational-education-2018-19.aspx Walker, P. (2014). International student policies in UK higher education from colonialism to the coalition: Developments and consequences. Journal of Studies in International Education, 18(4), 325-344. Wang, T. (2016). Intercultural dialogue framework for transnational teaching and learning. In K. Bista & C. Foster (Eds.), Campus support services, programs, and policies for international students (pp. 223-242). Information Science Reference. Willetts, D. (2014). Shaping higher education: 50 years after Robbins. The London School of Economics and Political Science. Wilkins, S., & Huisman, J. (2012). The international branch campus as transnational strategy in higher education. Higher Education, 64(5), 627-645. Shams, F., & Huisman, J. (2016). The role of institutional dual embeddedness in the strategic local adaptation of international branch campuses: Evidence from Malaysia and Singapore. Studies in Higher Education, 41(6), 955-970. Wilkins, S. (2017). Ethical issues in transnational higher education: The case of international branch campuses. Studies in Higher Education, 42(8), 1385-1400. Wilkins, S., & Juusola, K. (2018). Transnational Education. In P. N. Teixeira & J. C. Shin (Eds.), Encyclopedia of International Higher Education Systems and Institutions. Springer. Xi’an jiaotong- Liverpool University. (2016). The code of practice on assessment. Author. Yamazaki, Y., & Kayes, C. (2004). An experiential approach to cross-cultural learning: A review and integration of competencies for successful expatriate adaptation. Academy of Management Learning & Education, 3(4), 362-379. Yang, T. (2022). Identity development in institutional change of international branch campuses in Malaysia: An empirical study. Educational Research and Evaluation, 27(4), 309-334. Yemini, M., & Sagie, N. (2016). Research on internationalization in higher education–Exploratory analysis. Perspectives: Policy and Practice in Higher Education, 20(2-3), 90-98. Ziguras, C. (2008). The cultural politics of transnational education: Ideological and pedagogical issues for teaching staff. In Teaching in transnational education: Enhancing learning for offshore international students (pp. 44-54). Routledge. Ziguras, C., & McBurnie, G. (2011). Transnational higher education in the Asia-Pacific region: From distance education to the branch campus. Springer. Zlomislić, J., Gverijeri, L. R., & Bugarić, E. (2016). The Significance of intercultural competence in cross-cultural communication. Ekonomski Vjesnik, 29(2), 433-451.
描述:	博士國立政治大學教育學系 107152516
資料來源:	http://thesis.lib.nccu.edu.tw/record/#G0107152516
資料類型:	thesis
DOI:	10.6814/NCCU202201222
顯示於類別:	[教育學系] 學位論文

文件中的檔案:

檔案	描述	大小	格式	瀏覽次數
251601.pdf		5459Kb	Adobe PDF2	114	檢視/開啟

在政大典藏中所有的資料項目都受到原著作權保護.

社群 sharing

著作權政策宣告 Copyright Announcement

1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.

DSpace Software Copyright © 2002-2004 MIT & Hewlett-Packard / Enhanced by NTU Library IR team Copyright © - 回饋