簡易檢索 / 詳目顯示

回結果列表
研究生： 譚丹若
Denroy Bernard Tillett
論文名稱： 國際高等教育:國際學生在臺學習成就滿意度之研究
International Higher Education: A Study of the Effect of Satisfaction on Foreign Students’ Performance in Taiwan
指導教授： 施正屏
Shih, Cheng-Ping
學位類別： 碩士
Master
系所名稱： 國際人力資源發展研究所
Graduate Institute of International Human Resource Developmemt
論文出版年： 2008
畢業學年度： 96
語文別： 英文
論文頁數： 126
中文關鍵詞： 高等教育 、國際高等教育 、國際學生 、學習成就 、國合會
英文關鍵詞： Higher Education, International Higher Education, Foreign Student, Academic Performance, TaiwanICDF
論文種類： 學術論文
相關次數： 點閱：201  下載：15 
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報

    • Taiwan has proven and continues to prove its economic prowess as a fast and well developed nation. One theory to account for this accomplishment is its continued success in developing its best natural resource - its people - through education. A continuum of this practice is the implementation of Higher Education and then International Higher Education. Since the early 1990’s higher education foreign students have been studying in Taiwan obtaining degrees in various academic disciplines at both undergraduate and graduate levels. However, a foreign student, like any other expatriate, may have problems adjusting to a new country. Therefore this study examines the factors that cause students satisfaction or dissatisfaction in adapting and adjusting to life in Taiwan and how those factors may further affect their academic performance. The research method of data collection is a quantitative case study using the Student Satisfaction Questionnaire that was developed and piloted by the researcher. The population is higher education students who have been studying for at least one year in Taiwan and are doing courses in English. The response rate is 73.1%. The results indicate that majority of the international students are satisfied (M = 3.47, SD = .68) where 51.6% could be described satisfied to very satisfied and only 9.4% as dissatisfied. From the 35 questions as independent variables, only 7 show statistical significance to students’ academic performance. Using regional dummy variables, Europe and South America show significance. Age and gender has no significance to students’ performance. TaiwanICDF and Non-TaiwanICDF scholarship students’ status are not significant to students’ performance and there is no statistical difference between their performances. Students Degree is significant to their performance and there is also significant difference between the Graduate and Undergraduate academic performances. The main findings of this research should assist the scholarship organizations, the education institutions, and the Ministry of Education in making the transition and life of foreign students smoother. It may also assist future foreign students in preparation for adjusting and adapting to Taiwan. Finally, the study offers recommendations all the parties involved and the researcher provides suggestions for future research that could aid in learning about the lives of foreign students in Taiwan

    TABLE OF CONTENTS Abstract I Table of Contents III List of Figures VII List of Tables IX CHAPTER I. INTRODUCTION 1 Chapter Overview 1 Background of the Study 1 Statement of the Problem 3 Purposes of the Study 5 Questions and Hypotheses of the Study 6 Significance of the Study 9 Delimitations and Limitations 10 Definition of Terms 12 CHAPTER II. LITERATURE REVIEW 15 Chapter Overview 15 Internationalization of Higher Education 15 Internationalization of Higher Education in Taiwan 18 Internationalization and Culture in Taiwan 22 Student Satisfaction/Dissatisfaction Factors 27 Physical Factors Affecting International Students 28 Psychological Factors Affecting International Students 32 Hofstede’s Dimensions of Culture 35 Power Distance 35 Individualism vs. Collectivism 36 Masculinity vs. Femininity 36 Uncertainty Avoidance 37 Research using Hofstede’s Dimensions 37 Theories of Acculturation and Adaptation 41 Culture Shock 41 Acculturation Theories 42 Social Network Theory 44 CHAPTER III. METHODOLOGY 47 Chapter Overview 47 Research Framework 47 Research Procedure 49 Research Methods 51 Population and Sampling 52 Instrumentation 53 Validity and Reliability 54 Data Analysis 54 CHAPTER IV. FINDINGS AND DISCUSSIONS 59 Chapter Overview 59 Empirical Results 59 Descriptive Results 59 Inferential Results I 63 Inferential Results II 71 Commentaries 73 Dissatisfaction Comments 73 Satisfaction Comments 75 Discussions 77 Descriptive Results Discussion 77 Empirical Results Discussions 78 Comments Discussions 82 CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS 85 Chapter Overview 85 Conclusions 85 Recommendations 88 Recommendations for Ministry of Education in Taiwan 88 Recommendations for Scholarship Organizations 88 Recommendations for Education Institutions 89 Recommendations for International Students 90 Recommendations for Future Research 91 REFERENCES 93 APPENDIX A: Pilot Test Letter 99 APPENDIX B: International Students Letter 101 APPENDIX C: Letter to Institutions 103 APPENDIX D: Student Satisfaction Questionnaire 105 APPENDIX E: Backward Elimination Procedure 109 LIST OF FIGURES Figure 2.1 Foreign Students’ Growth Chart 19 Figure 3.1 Framework of Study 48 Figure 3.2 The Research Process 50 LIST OF TABLES Table 2.1 Categories of Programs for Foreign Students 20 Table 2.2 Countries and Percentages of Students Studying in Taiwan 21 Table 2.3 Hofstede’s Descriptions of Expected Behaviors as a Function of Cultural Value Scores and Environment 38 Table 3.1Data of Variables by Entries and Values (n=256)53 Table 3.2 Cronbach Alpha Value of Survey Instrument 55 Table 3.3 Coding System Used in SPSS Data Analysis (n=256)55 Table 4.1 Power Distance Variables by Likert Scale, Mean and Standard Deviation (n = 256) 60 Table 4.2 Uncertainty Avoidance Variables by Likert Scale, Mean and Standard Deviation (n = 256) 60 Table 4.3 Masculinity Variables by Likert Scale, Mean and Standard Deviation (n = 256) 61 Table 4.4 Individualism Variables by Likert Scale, Mean and Standard Deviation (n = 256) 61 Table 4.5 Top 5 Satisfaction Responses from the Student Satisfaction Questionnaire (n = 256) 62 Table 4.6 Bottom 5 Dissatisfaction Responses from the Student Satisfaction Questionnaire (n = 256) 62 Table 4.7 Multiple Regression of Independent Variables as Predictors for GPA (n = 256) 63 Table 4.8 Multiple Regression of Power Distance Variables as Predictors for GPA (n = 256) 66 Table 4.9 Multiple Regression of Uncertainty Avoidance Variables as Predictors for GPA (n = 256) 67 Table 4.10 Multiple Regression of Masculinity Variables as Predictors for GPA (n = 256) 68 Table 4.11 Multiple Regression of Individualism Variables as Predictors for GPA (n = 256) 69 Table 4.12 Multiple Regression of Demographic, Status, and Degree Variables as Predictors for GPA (n = 256) 70 Table 4.13 Crosstabular Analysis of Status of Students by GPA (n = 256) 71 Table 4.14 Crosstabular Analysis of Degree of Students by GPA (n = 256) 72 Table 4.15 Respondents Dissatisfaction Comments from Student Satisfaction Questionnaire (n = 102) 75 Table 4.16 Respondents Satisfaction Comments from Student Satisfaction Questionnaire (n = 102) 76 Table E1 Multiple Regression Backward Elimination Procedure for Equations One to Six 98 Table E2 Multiple Regression Backward Elimination Procedure for Equations Seven to Twelve 101 Table E3 Multiple Regression Backward Elimination Procedure for Equations Thirteen to Eighteen 104 Table E4 Multiple Regression Backward Elimination Procedure for Equations Nineteen to Twenty-Four 107 Table E5 Multiple Regression Backward Elimination Procedure for Equations Twenty-Five to Thirty 110 Table E6 Multiple Regression Backward Elimination Procedure for Equations Thirty-One to Thirty-Six 113

    REFERENCES

    Akpan-Iqout, E. T. (1980). An investigation of foreign student’s problems in selected Oklahoma institutions of higher learning. OSU, Stillwater.
    Alazzi, K. & Chiodo, J. J. (2006) Uncovering problems and identifying coping strategies of Middle Eastern universities students International Education; 35, 2, Academic Research Library.
    Altbach, P. J. & Knight, J. (2006). The internationalization of higher education:motivations and realities. The NEA 2006 Almanac of Higher Education.
    Amoh, K. (1995). Newly arrived foreign students at a US university: Their adjustment difficulties and coping strategies. Dissertation Abstracts International, 45, 2315A.
    Baker, R. W. & Siryk, B. (1989). Student adaptation to college questionnaire (SACQ).LosAngeles, CA: Western Psychological Services.
    Baran, D. (n.d.) Taiwanese doesn’t have culture: Language ideologies and social identity in Taiwan’s education system.
    Beaver, B. & Tuck, B. (1998). The adjustment of overseas students at a tertiary institution in New Zealand. New Zealand Journal of Educational Studies, 33, 167-179
    Berry, J. W. (1997). Immigration, acculturation, and adaptation. International Migration Review, 21, 491-511.
    Bochner, S., Hutnik, N., & Furnham, A. (1985). The friendship patterns of overseas and host students in an Oxford student residence. Journal of Social Psychology, 125,689694.
    Boyer, S. & Sedlacek, W. (1986). Attitudes and perceptions of incoming international students. (Report No. RR-4-86). College Park, MD: Counseling Center. (ERIC Document Reproduction Service No. ED278935)
    Briguglio, C. (1998). Non-English speaking background students’ perceptions of their linguistic and educational needs. Perth: Curtin University of Technology,Western Australia.
    Burns, R. B. (1991). Study and stress among first year overseas students in an Australian university. Higher Education Research and Development, 10, 61-77.
    Chang, Q. S. (July 2006). Internationalization of higher education from the perspective of globalization. Bureau of International Cultural, Educational Relations, Ministry of Education
    Chapman, A. & Pyvis, D. (August 2006). Dilemmas in the formation of student identity in offshore higher education: a case study in Hong Kong. Educational Review Vol. 58(3)291–302.
    Chen, Y. G. (1996). Social change and collective memory: Taiwan’s two pasts Unpublished article.
    Clammer, J. (1997). Foreign students in Japanese university. International Higher Education. Summer 1997 Sophia University, Tokyo, Japan.
    Cunningham, C. (1991). The integration of international students on Canadian post-secondary campuses. CBIE Research No. 1, Ottawa, ON: CBIE.
    Damminger, J. K. (2001). Student satisfaction with quality of academic advising offered by integrated department of academic advising and career life planning.Glassboro, New Jersey: Rowan University. Eric No: ED453769
    De Vita, G. (2000). Inclusive approaches to effective communication and active participation in the multicultural classroom: an international business and management context. Active Learning in Higher Education, 1(2), 168-180
    Devos, A. (2003). Academic standards, internationalization, and the discursive construction of “The International Student.” Higher Education Research & Development, Vol. 22, (2) 2003 89-107.
    Dillard, J., & Chisolm, G. (1983). Counseling the International student in a multicultural context. Journal of College Student Personnel, 3, 101-105.
    Dreyer, J. T. (2003). Taiwan’s evolving identity. Asia Program Special Report, 114, 4-10.
    Edgeworth, K. & Eiseman, J. (2007, July 18). Going Bush: International Student Perspectives on Living and Studying at an Australian Rural University Campus.
    Journal of Research in Rural Education, 22(9). Retrieved November 2nd 2007 from http://www.umaine.edu/jrre/22-9.pdf
    Farrokh, K. (1988). Patterns of adjustment of international students to the University of British Columbia. Unpublished master's thesis, University of British Columbia,Vancouver, Canada.
    Furnham, A. & Alibhai. N. (1985). The friendship networks of foreign students: A replication and extension of the functional model. International Journal of Psychology,20, 709-722.
    Garrod, A. & Davis, J. (Eds.). (1999). Crossing customs: International students write on U.S. college life and culture. New York: Falmer Press.
    Graves, T. D. (1967). Psychological acculturation in a tri-ethnic community. South-Western. Journal of Anthropology, 23, 337-350.
    Golafshani, N. (2003). Understanding reliability and validity in qualitative research. The Qualitative Report, 8(4), 597-606. Retrieved July 10, 2007, from http://www.nova.edu/ssss/QR/QR8-4/golafshani.pdf
    Heikinheimo, P., & Shute, J. (1986). The adaptation of foreign students: Student views and institutional implications. Journal of College Student Personnel, 27(5), 399-406.
    Ho, W. C. (2006). The politics of implementing local cultures in music education in Taiwan. Research and Issues in Music Education Volume 4, (1).
    Hofstede, G. (1984). The cultural relativity of the quality of life concept Academy of Management. The Academy of Management Review (pre-1986); Jul 1984; 9, 000003; ABI/INFORM Archive Complete, 389-413
    Hofstede, G. (1986). Cultural differences in teaching and learning. International Journal of Intercultural Relations, 10 (3), 301-320.
    Hofstede, G., & Bond, M. H. (1988). The Confucian connection: From cultural roots to economic growth. Organization Dynamics, 16, 4-21.
    Hofstede, G. (2004). A summary of my ideas about national culture differences. http://feweb.uvt.nl/center/hofstede/page3.htm, accessed 24 October 2007.
    Hser, M.P. (2005, Fall). Campus internationalization: A study of American universities’ internationalization efforts. International Education, 35, 1.
    Huxur G., Mansfield E., Nnazor R., Schuetze H., & Segawa M. (1996). Learning needs and adaptation problems of foreign graduate students. CSSHE Professional File No. 15, Ont.: Ottawa.
    Ishii, E. (1997). The experience of international students: Exploration through drawings and interviews. Unpublished master's thesis, University of British Columbia, Vancouver, Canada.
    Jones, F. (1999). The FLOTE Project: A study of assessment practices in the Curtin Business School, with a focus on the needs of students whose first language is other than English”, Curtin Business School, (unpublished report).
    Kagan, H. and J. Cohen: 1990, 'Cultural adjustment of international students',Psychological Science 1, 133-137.
    Kim, Y. (1988). Communication and cross-cultural adaptation. Philadelphia: Multilingual Matter Ltd.
    Klineberg, D. & Hull, W.F. (1979). At a foreign university: an international study of adaptation and coping. New York: Praeger.
    Knight, J. (2002). GATS: Higher education implications, opinions, and questions. Paper presented at First Global Forum on International Quality Assurance, Accreditation,
    and the Recognition of Qualifications of Higher education: Globalization and Higher Education. UNESCO, Paris, France.
    Krejeie R. V. & Morgan D. W, (1970) Determining sample size for research activities. Educational and Psychological Measurement, 30 (3), p. 608, Sage Publications, Inc.
    Cited in Johnson B. and Christensen L. Educational research: quantitative,qualitative and mixed research, (2nd ed.) Pearson, Allyn & Bacon.
    Law, W.W. (2002). Education Reform in Taiwan: a search for a 'national' identity through democratisation and Taiwanisation. Compare, 32(1),61- 81.
    Lee, J. K. (2002). Asiatic values in East Asian higher education: from a standpoint of globalization cited in Mok, K.H. & Welch, A. (Eds.) (2003). Globalization and Educational Restructuring in the Asia Pacific Region. Basingstoke: Palgrave.
    Leong, F., & Sedlacek. W. (1986). A comparison of international and U.S. students'preferences for help sources. Journal of College Student Personnel. 27, 426-430.
    Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.
    Lyakhovetska, R. A. (July 2003) Welcome to Canada: experiences and views of international graduate students at UBC. University of British Columbia.
    Lysgaard, S. (1955). Adjustment in a foreign society: Norwegian Fulbright visiting the United States, International Social Science Bulletin, 7, 45–51.
    Manese, J.E. Sedlacek, W.E. & Leong, F.T.L. (1988). Needs and perceptions of female and male international graduate students. Journal of Multicultural Counseling and Development, 24-29.
    Marsden, P. & Campbell, K. E. (1984). Measuring tie strength. Social Forces, 63(2),482–501.
    Mok, K.H. & Welch, A. (Eds.) (2003). Globalization and Educational Restructuring in the Asia Pacific Region. Basingstoke: Palgrave.
    Mullins, G., Quintrell, N., & Hancock, L. (1995). The experiences of international and local students at three Australian universities. Higher Education Research and Development, 14, 201-231.
    Nebedum-Ezeh, G. (1997). An examination of the experiences and coping strategies of African students at predominantly white institutions of higher education in the United States (Doctoral dissertation, University of Massachusetts, 1997). Abstract obtained from UMI ProQuest Digital Dissertations (Publication No. AAT 9737567). Retrieved September 5, 2007, from http://wwwlib.umi.com/dissertations/fullcit/973756
    Oberg, K. (1960). Culture shock: Adjustment to new cultural environments. Practical Anthropology, 7, 177-182.
    Paige, R M (1990). International Students: Cross-Cultural Psychological Perspectives, in R W Brislin (ed.), Applied Cross-Cultural Psychology, Newbury Park, CA: SAGE Publications, Inc., 161–85.
    Pederson, P. B. (1995). The five stages of culture shock. Westport, CT: Greenwood Press.
    Pedersen, P. (1991). Counseling international students. The Counseling Psychologists,19 (1), 10-58.
    Rubin, K. (July/August 2007) Where the students are in East Asia. International Educator; 16(4).
    Rutter, M., & Tienda, M., (2005). Ethnicity & Causal Mechanisms. Cambridge University Press, New York, NY.
    Sodowsky, G. R., & Plake, B. S. (1992). A study of acculturation differences among international people and suggestions for sensitivity to within group differences. Journal of Counseling and Development, 71, 53–59.
    Spencer-Rogers, J. (2001). Concensual and individual stereotypic beliefs about international students among American host nationals. International Journal of Intercultural Relations, 25 (6), 639-657.
    Suinn, R. M. Ahuna, C. & Khoo, G. (195). The Suinn_lew Asian Self-Identity Acculturation Scale: Cross-cultural information. Journal of Multicultural Counseling and Development, 23, 139–148.
    Surdam, J. C., & Collins, J. R. (1984). Adaptation of international students: A cause for concern. Journal of College Student Personnel, 25, 240-244.
    Thomas, E. H. Galambos, N. (2002). What satisfies students? Mining student- opinion data with regression and decision-tree analysis. Stony Brook, New York: Stony Brook University.
    UNESCO (1997). Statistical Yearbook (Paris, United Nations Educational, Scientific and Cultural Organization).
    Van Damme, D. (2001). Quality issues in internationalization of higher education. Higher Education 41: 415-441.
    Volet, S. E. & Ang, G. (1998). Culturally mixed groups on international campuses: An opportunity for intercultural learning. Higher Education Research and Development,17, 5-23.
    Walker, K. L. (1999). Academic performance among African American students on a predominantly European American campus. Paper presented at the Southeastern
    Psychological Association Annual Conference, Savannah, Ga.
    Wan, T. Chapman, D. & Biggs, D. A. (1992). Academic stress of international students attending US universities. Research in Higher Education, 33(5), 607–623.
    Wiers-Jenssen, J. (2001). 'Norwegian Students Abroad: experiences of students from a linguistically and geographically peripheral European country', Studies in Higher Education, 28 (4), 391–411.
    Yang, J. F., Hsiao C. M. (2006). Educational marketing of transnational education in Asia. Journal of American Academy of Business, Cambridge; 9 (2).ABI/INFORM Global.
    Yang, M.H. (2004). Goddess across the Taiwan straits: Matrifocal ritual space, nation-state, and satellite television footprints. Public Culture, 16(2), 209-238. Cited in Ho,W. C. (2006).
    Ying, Y. and Liese L.H. (1991). Emotional well-being of Taiwan foreign students in the US: An examination of pre- to post-arrival differential, International Journal of Intercultural Relations 15 345-366.

    下載圖示
    QR CODE