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題名：國際化與在地國際化-奧地利與臺灣之大學比較研究
作者：王湘月
作者(外文)：Hsiang-yueh Wang
校院名稱：淡江大學
系所名稱：歐洲研究所博士班
指導教授：王如哲
卓忠宏
學位類別：博士
出版日期：2019
主題關鍵詞：高等教育國際化；在地國際化；奧地利；臺灣；大學；internationalization of higher education；internationalization at home；Austria；Taiwan；university
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本文旨在探討奧地利與臺灣之大學國際化與在地國際化情形，採用文獻分析法、半結構式訪談法、問卷調查法，首先探討高等教育國際化與在地國際化之相關研究，經由訪談兩國學者專家對本研究相關議題看法，並進行問卷調查，結合奧地利與臺灣之基本國家情形、高等教育制度、高等教育國際化與在地國際化發展及實施情況，進行分析、歸納與比較，最後提出結論與建議。
根據研究目的及發現，得出以下結論：
一、多數大學生是未進行國際移動的，因而大學要運用在地各項資源及透過多元途徑，協助所有學生獲取國際經驗與跨文化能力，「在地國際化」是高等教育國際化的支柱，可促成更多國外國際化，確保畢業生具國際競爭力，以達整體國際化。
二、影響大學推動在地國際化有客觀條件因素即地理位置、政治發展、高等教育制度、語言，以及政策制定與執行相關因素即政府、大學領導階層、行政體系、教學單位、學生。各大學要依據個殊性推動「在地國際化」，透過課程國際化與文化聯結，讓本國生與國際生關係從威脅轉向融合。
三、兩國大學之國際化與在地國際化發展及實施情況相同處，如外來移民者占一定比率、政府重視國際化並訂有策略計畫、鼓勵本國生移動、國際生主要來源為同語言鄰國、強調學校依據個殊性發展國際化；大學行政領導層級有國際化施政理念、外文授課比率未獲肯定、學生主要移動障礙為經濟因素、雙聯學制較被認可；教師具備國際經驗且能融入教學，學校安排國際議題相關課程，國際業務與教學單位努力推動在地國際化，惟經費上應可更多投入並進行成效評鑑。
四、兩國大學國際化與在地國際化發展及實施情況之相異處，分別是發展時程、移動政策目標之量化與質性、國際化發展重點、國際生情形、本國生移動情形、影響移動因素、推動跨國教育情形、在地國際化議題明確程度、大學重視在地國際化出發點、著重與何種類型機構合作、協助國際生與本國生交流互動方式重點情形、教師引領群體間互動之知能與經驗、資訊科技與在地國際化結合情形。
根據研究結論並給予建議：
一、奧地利：政府應提高國際化經費補助，將在地國際化成效納入績效協議，由專責單位辦理研討會，促進大學整體國際化；大學領導階層要建立學校之在地國際化願景及策略，鼓勵系所訂定相關措施，納入核心課程及聯結多元文化，並且強化行政與教學層級參與規劃，落實完整移動配套，加強推動雙聯學制學程，繼續鼓勵國際移動，同時注重多樣性非正式課程及活動，創造學生自動參與機會，與各界合作共同推動高等教育在地國際化，實踐社會責任。
二、臺灣：政府應思索高等教育整體計畫，訂定國家層級國際化策略，並將在地國際化視為單一課題，大學則以所有學生為主體出發，制定國際化與在地國際化策略與措施，搭配量化目標與質性指標，強化發展自身特色，深化本身優勢重點領域表現，打造國際化友善環境，運用資訊科技鍊結國際，同時提供教師引領本國生與國際生、新住民子女互動之知能研習課程，強化國際生、新住民子女在國際教室之角色。
This study aims to explore the differences of universities in internationalization and internationalization at home between Austria and Taiwan. A literature review, semi-structured interviews, Questionnaires and comparative research were used to understand the current situation and development of internationalization and internationalization at home for universities in Austria and Taiwan.
The findings of the study reveal that：
1. Most students in the universities are not internationally mobile. Therefore, universities should use all local resources together with multi-strategy approaches to help students gain international experience and become interculturally competent. "Internationalization at home" is the pillar of internationalization of higher education. It can promote more internationalization abroad, ensure that graduates are internationally competitive and achieve full internationalization.
2. The impact factors of internationalization at home in universities are objective factor and factors in policy formulation and implementation, namely geographical location, political development, higher education system, language, government, university leadership, administrative systems, teaching units, and students. Universities should promote "internationalization at home" based on their individuality. Through the internationalization of the curriculum and cultural liaisons, the relationship between the local and the international students will evolve from threat into integration.
3. There are numerous similarities between Austria and Taiwan, such as most international students from the same language neighboring countries and a certain number of immigrants. The two governments emphasize internationalization and have strategic plans to encourage students to go abroad and encourage universities based on their individuality to develop internationalization. Both in Austria and Taiwan, the leaders and administrators have concepts to support international co-operation. The major barriers to mobility of students are financial. Joint dual-degrees are well-recognized and teachers’ international experience can be integrated into the teaching. The international office and teaching units strive to promote internationalization at home, but more funding should be given and effective evaluation should be undertaken.
4. Some differences between Austria and Taiwan are as follows: different starting times in developing internationalization, the targets of strategies, the focus of international development, the situation of international students, the mobility of local students, the impact factors of students’ mobility, methods for promoting transnational education, how much emphasize is placed on internationalization at home and for whom, the cooperation with different institutions, how to encourage international students and local students to communicate and the role of the teacher, the connect of information communication technology and internationalization at home.
This study proposes several suggestions.
1. Austria: the government should give more funding for internationalization, incorporate effectiveness of “internationalization at home” into the performance agreement of universities, conduct seminars to promote full internationalization; the university leaders should establish the vision and strategy of internationalization at home, incorporate internationalization into core curriculum and link multiculturalism, give more support for mobility, promote Joint Dual-degree programs, continue to encourage international mobility, and focus on diversity of courses and activities, cooperate with local liaisons to create opportunities for students to engage in intercultural learning and practice social responsibility.
2. Taiwan: the government should have a general plan for higher Education as soon as possible, set a national-level internationalization strategy, and regard “internationalization at home” as a single theme. The university must focus on students who are the subject of internationalization and internationalization at home, have qualitative and quantitative indicators for monitoring and evaluation, develop its own features, deepen its own outstanding areas, create an international-friendly environment, use information communication technology to make an international classroom, and provide some workshops or seminars to help teachers lead their local students, including new immigrants and international students to interact with each other, let new immigrants, the second generation of new immigrants and international students play an important role in the curriculum.
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