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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：180  下載：15 
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    • 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

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