台灣地區高等教育雙聯學制實施之研究

Abstract

本研究旨在瞭解臺灣高等教育實施雙聯學制的情形，包括臺灣高等教育實施雙聯學制的背景、現況、困境與未來展望，以及國外主要國家目前雙聯學制實施的現況。文中不僅探討實施雙聯學制的利弊得失，並輔以各國實施雙聯學制的案例及實施現況，以做為臺灣高等教育未來繼續實施雙聯學制及教育部提升大學國際競爭力政策的參考。

具體而言，本研究的研究目的有五： 一、探究雙聯學制的理念與內涵。 二、瞭解世界各國實施雙聯學制的背景脈絡。 三、探究國外主要國家高等教育施行雙聯學制的情況。 四、分析國內推行雙聯學制的現況、問題、因應作為與未來的發展方向。 五、根據本研究發現，提出對國內高等教育校院實施雙聯學制的建議。

為達上述研究目的，本研究以文件分析法與訪談法，參照國內外官方檔案、研究報告、法令與會議記錄等資料，並針對國內實施雙聯學制的學校進行深入訪談，以瞭解實施雙聯學制第一線人員的困境與反應。 本研究的主要研究發現可歸納為以下幾點：

一、臺灣所稱之雙聯學制內涵乃含括馬來西亞、澳洲的「雙聯學制」及美國、歐盟的「聯合學位」模式。 二、各國實施雙聯學制乃受到全球高等教育貿易趨勢影響。 三、各國雙聯學制的內涵與模式隨著發展時間增長而趨於多元與彈性。

四、我國高等教育實施雙聯學制遇到困境有八點： （一）我國雙聯學制與簽約國處於不對等關係； （二）大學教授工作繁重，教師參與的意願受到時間、能力與意願等因素的阻撓； （三）經費與語言能力的不足會影響學生參與雙聯學制； （四）各校推動國際化的專責單位人力流動率太高； （五）政府行政體系的相互支援性不足； （六）臺灣高等教育的國際化環境不成熟； （七）教育部實施雙聯學制的配套不足； （八）高等教育學術自主性與公平性受到市場化扭曲。 五、臺灣高等教育實施雙聯學制的突破性創新有五點： （一）簽約國家、簽約校數與透過雙聯學制得到學位的學生數增加；（二）各校均有專職單位負責雙聯學制業務； （三）各校皆有鼓勵學生出國進修的獎助辦法； （四）以英語授課或進行論文口試的學校數量增加； （五）政府透過修法與各項政策大力推動雙聯學制。

根據上述研究發現，本研究對教育部、各高等教育校院、大學課程規劃與後續研究者分別提出不同的建議，以供參考。A Study of International dual degree in Taiwan’s High Education Institutions

Sung Wen-Chien Abstract

This study aims to understand the implementation of the international dual degree in Taiwan’s higher education institutions, including the background of implementation, the plight and future prospects, and to understand the currently implementation of the international dual degree in foreign countries. The study explores the advantages and disadvantages of Taiwan’s international dual degree, and tries to find the differences between the “twinning model” of Malaysia and Australia and the “joint degree” of Euro and America. In the end, the study suggests some ways to enhance the international competitiveness of Taiwan’s higher education and continuing implementation of the international dual degree.

This study takes documentary analysis and interviews to process the research project.

The findings of the study list below:

1. Taiwan’s international dual degree includes the” twinning model “of Malaysia and Australia, and the” joint degree” of EU and U.S.A.

2. The reason that Taiwan’s higher education institutions implement international dual degree was affected by international higher education trade trends.

3. Both twinning model and joint degree tend to develop more flexible and pluralistic.

4. There are eight problems of Taiwan’s international dual degree: (1) The relationship between Taiwan and signing countries is unequal. (2) Lacking of time, capacity, and willingness will block the professors to partake the international dual degree. (3) It’s the main reason for the students who don’t participate in international dual degree, due to lack of money and language ability. (4) The mobility rate of people who are in the international unit of each tertiary institution is high. (5) Mutually supportive within government administrative system is inadequate. (6) The international academic environment of Taiwan is inadequate. (7) The government’s supporting structures and measures for implementation of international dual degree is insufficient. (8) Tertiary education trade trends will shock the autonomy of academics, and entrance fairness of tertiary education.

5. There are five achievements of Taiwan’s international dual degree: (1) It shows the increasing of signing contracts for states, schools and participative students. (2) Each high education institution in Taiwan has specialized international unit to take responsibility for international dual degree.

(3) Each high education school in Taiwan has award or scholarships to encourage students to study overseas. (4) Both the number of courses which are taught in English and the number of thesis which are interviewed in English are increasing. (5) Ministry of Education in Taiwan is amending the law and policies to promote the international dual degree.

According to these findings, the study gave some suggestions to Ministry of Education, higher education institutions, and curriculum planners.