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1.
Quality assurance at a distance: international accreditation in Taiwan higher education 总被引：1，自引：0，他引：1
In response to the global competitiveness in higher education, the government, in recent years, has encouraged Taiwan colleges
and universities to seek international accreditation, which raises several questions, such as jurisdiction over national accreditation,
a single set of standards for local and global quality assurance, demand for the mutual recognition of review outcomes, etc.
With the looming pressures for change that international accreditation will likely pose on a Taiwan national framework of
quality assurance, multiple impacts on institutions and national accrediting agencies in Taiwan are now beginning to be increasingly
felt. Hence, this paper examines current academic international accreditation programs and institutions, recognizes Taiwan’s
accrediting organizations, and analyzes the challenges that institutions and national accrediting agencies are facing. 相似文献
2.
With the relentless internationalization and marketization of higher education in the past decades, English has been increasingly adopted as a medium of instruction at universities across the world. Recent research, however, has shown that despite its various optimistically envisioned goals, English-medium instruction (EMI) is not without problems in practice. This article reports a case study of an EMI Business Administration program for undergraduate students at a major university of finance and economy in mainland China. Informed by Spolsky’s language policy framework, the study made a critical analysis of national/institutional policy statements and interviews with professors and students to uncover EMI-related language ideologies, language practices, and language management mechanisms. Findings evinced a complex interplay of these three constitutive components of language policy in the focal EMI program and revealed considerable misalignment between policy intentions and actual practices in the classroom. These findings raise concerns about the quality and consequences of EMI in Chinese higher education. The article concludes with recommendations for further research on EMI policies and practices in China. 相似文献
3.
Gerardo Blanco Ramírez 《Assessment & Evaluation in Higher Education》2015,40(7):943-957
This article reports on findings from a sociolinguistic qualitative study exploring inter-discursive relations manifested in the approaches and strategies that regional accrediting agencies in the United States utilise when recognising foreign universities. Even as most countries have developed national quality assurance systems and whilst international rankings comparing institutions globally are available, a growing number of universities around the world seek recognition from American regional agencies. By comparing policy statements, manuals, guidelines and other documents, and after interviewing top-level officers at US accrediting agencies, this study makes explicit the assumptions and central discourses associated with US accreditation of non-US institutions of higher education, from the accreditors’ perspective. Following constant comparison and cultural critical discourse analysis, the study reveals concerns about the equivalency of quality, emphasis on capacity building and reluctance toward adapting US standards. An interest in building international partnerships, in order to respond to globalisation, is also identified. 相似文献
4.
在高等教育国际化发展如火如荼的今天,如何更好地开展英文媒介教学活动是高等教育工作者必须思考的重要问题.本文以牛津大学EMI(English Medium Instruction:英文媒介教学)中的Co-Teaching教学方法为研究对象,探讨如何把不同专业的教学内容通过多种教学方式协作起来,促进学生的交叉学科学习和全面发展,激发学生的创新思维,以达到提高教学效果和培养复合型人才的目的. 相似文献
5.
Vietnam universities have experienced remarkable changes brought about by their internationalization policies. The switch to English as a medium of instruction (EMI) for some academic programs was one of these critical changes. Literature has reported numerous issues related to EMI, including inadequate language proficiency of teaching staff. This paper looks at a qualitative research study on how a government university from Vietnam employs different strategies to enhance teachers’ English proficiency. The study reveals that the introduction of new supporting systems, assessment bodies, recruitment criteria and institutional strategies on training, monitoring and motivation have created cultural change within the teacher community. This cultural change, which includes elements such as self-directed learning, peer learning, professionalism, and ‘open-to-change’ attitudes, has been perceived by both leaders and teachers to be conducive to teachers’ language learning. The findings presented in this paper seek to contribute to the formulation or adjustment of policies related to educational reforms, such as curriculum reform, teacher recruitment and teacher professional development in non-English-speaking countries. 相似文献
6.
Jun Jin 《Educational studies》2017,43(3):328-342
Problem-based learning (PBL) has been increasingly employed as a teaching and learning approach in many disciplines in higher education. In English medium of instruction (EMI) universities in Asia, PBL can further enhance knowledge construction as well as development of disciplinary language and communicative skills. It is necessary to explore how learners participate in PBL, especially considering PBL requires high level of both domain knowledge and language skills. The issue of silence in small group collaborative learning such as PBL tutorials has received very limited attention. More factors such as identity need to be considered in fully exploring small group interactions in higher education. Thus, this study aims to investigate undergraduate students’ silence and identity in small group interactions for PBL in EMI universities in Asia. Eight PBL tutorials in the Faculty of Dentistry were video recorded. Three extracts of PBL interactions and the accompanying stimulated recall interviews were selected for case analysis. The analysis provides in-depth insights into the significant instances of students’ silence and identity construction in the learning process. Such a study offers opportunities to rethink the issue of silence and provides facilitators and curriculum developers with useful information about small group collaborative learning in higher education. 相似文献
7.
Helen Joy Benzie 《高等教育研究与发展》2010,29(4):447-459
The current concern about low levels of English proficiency among international students who graduate from degree courses – that students’ English language skills are not being developed during their higher education experience – reflects negatively on the quality of Australian higher education and its graduates. More careful selection of students and increased use of English language testing are among the solutions put forward. These debates over English language proficiency tend to construct English language as a skill that can be applied in any context and ‘native‐speaker’‐levels of language ability as essential for employment. Within such a formulation international students can only ever be defined as in deficit. Drawing on socio‐cultural theories of language learning and academic literacy, alternative understandings of language proficiency in internationalized higher education are explored. Improved communication skills among graduates are likely to be achieved through a better understanding of issues beyond classroom instruction, such as barriers to social integration with native‐speakers, which reveal many international students unable to access adequate levels of language experience. Without wider perspectives on the debate over English language proficiency in higher education, the many benefits of having international students in higher education institutions are obscured by negative attitudes and unrealistic expectations. 相似文献
8.
Yung-Chi Hou Martin Ince Sandy Tsai Wayne Wang Vicky Hung Chung Lin Jiang 《高等教育研究与发展》2016,35(3):473-487
Joint degree programs have gained popularity in East Asia, due to the growth of transnational higher education in the region since 2000. However, the external quality assurance (QA) and accreditation of joint degree programs is a challenge for QA agencies, as it normally involves the engagement of several institutions and multiple national accreditation procedures. The purpose of this study is to explore current QA approaches to joint degree programs in Europe and East Asia from the perspectives of QA agencies. There are four major findings from the study. First, East Asian countries tend to stipulate national regulations for a joint degree program. Second, an external QA mechanism for joint degree programs has not yet been developed in East Asian nations. Third, the adoption of international accreditation as the popular approach for joint degree programs in business fields in Asia raises the serious issue of national jurisdiction over higher education. Fourth, the European Consortium for Education's (ECA) single accreditation mode is highly recommended by QA agencies. 相似文献
9.
Jin-Hee Kim 《Frontiers of Education in China》2016,11(3):338-355
This study aims to understand equity issues of international students’ learning in Korean higher education institutions by engaging with the issue of racism and identifies how international students in Korea reshape their learning trajectory and how we could provide equitable and quality education for international students. Espousing a qualitative case study design, six students from different background were interviewed to examine features of perceived institutional racism based on their learning experience in Korea. Major findings showed that internationalization has not been fulfilled in terms of engaging with international students although Korean government and higher education institutions have developed relevant policy to attract international students. This study indicates that Korean universities need to reconstruct their social, cultural, and institutional systems to embrace equity, diversity and inclusiveness to empower international students’ capacity. 相似文献
10.
近年来，台湾高等教育扩张中，数量增加最快的教育层级为研究生教育，特别是硕士班的教育。此一趋势为研究生教育带来新的挑战：究竟研究生教育的定位应为传统上培育研究高深学术的人才，还是具有实务导向的专业人才？本文针对德国、日本、美国三国的27所著名大学，分析整理其研究生层级、包括硕士与博士阶段的学位授予的规定，了解其学术导向与专业导向学位的修习内涵、毕业条件与学位名称。研究结果可供调整研究所学住分化与学位授予规定之参考。 相似文献
11.
Kevin Schoepp 《Higher Education Quarterly》2018,72(4):271-285
As access to a university education has increased globally, there have also been increases in the number of universities that use English as a medium of instruction (EMI) and in the number of non‐English‐speaking students studying in English‐speaking countries. Correspondingly, the English language proficiency of students studying in EMI environments is becoming increasingly significant. Using a large sample of 953 undergraduate students at an EMI university in the United Arab Emirates (UAE), this paper examines the predictive validity of the International English Language Testing System (IELTS) as it pertains to the academic success of students as determined by grade point average and addresses implications and appropriateness of further language support. Results indicate that IELTS scores are a meaningful predictor of academic success, especially in the EMI environment that exists in the UAE. Lower than the IELTS guidelines, an IELTS 6.0 seems to be a key benchmark that predicts academic success. It may be that this more moderate English proficiency score is a better fit for non‐English‐speaking countries, but that further language support embedded into degree programmes is necessary except at the highest proficiency levels, and that a bilingual option should be considered at the lowest proficiency levels. 相似文献
12.
Universities worldwide, in placing a greater emphasis on global mobility, have recently seen a growing number of in- and outbound students. Parallel to this development has been the need to internationalize individual campuses, an important aspect of which is to have a common language (or languages) used for communication. The language policies in Asian universities have been complicated by the growing presence of international students who may only understand one of the languages used as the medium of instruction, typically English. Drawing on Tinto’s integration (Leaving college: Rethinking the causes and cures of student attrition, The University of Chicago Press, Chicago, 1987) and Spolsky’s language policy (Language management, Cambridge University Press, Cambridge, 2009) frameworks, this exploratory, perceptual study solicits the views from 38 international students on the implementation of a bilingual education policy, especially with respect to whether the policy facilitated these sojourners’ academic and social integration at a Taiwanese university that is actively advocating internationalization. The findings suggest that Mandarin Chinese continues to be the mainstream medium of instruction and social activities, while English is used rather sparingly and on an as-needed basis. The recognition of the growing economic power of China and importance of Chinese as well as the scholarships provided may have overridden these sojourners’ integration concerns and challenges arising from the underuse of English as a lingua franca. 相似文献
13.
高校为地方发展提供的人力资源的质量是由高校的专业结构与地方经济结构的匹配的程度以及学校教学水平决定的.本文以广西地区高校为例,探讨地方高校如何为区域中心城市提供与经济发展相匹配的人才,构建合理的高等教育空间布局,发展与广西千亿元产业和战略性新兴产业密切相关的学科和专业. 相似文献
14.
Implementing English as a medium of instruction (EMI) in Latin American countries contributes to reducing language exchange isolation in the region and helps prepare higher education students for future labor opportunities. However, one of the main concerns around EMI is whether English instruction could negatively affect content acquisition. This paper examines if the performance of native Spanish speakers is affected by EMI. Specifically, it discusses experiences from finance and industrial organization courses given to industrial engineers at a Chilean university. The results of a multivariate analysis of tests and final grades show that performance differences can mainly be attributed to students’ performance in previous courses; only on rare occasions do language, gender, and attendance explain performance differences. 相似文献
15.
DOUGLASS CAPOGROSSI 《Higher Education in Europe》2002,27(4):481-490
The author argues that so-called non-traditional universities, particularly those offering postgraduate course and degree programmes to mature students in mid-career, have come into existence to fulfill a growing demand for further training that is not being met by the traditional "bricks-and-mortar" institutions. Yet these institutions, if they are not accredited, are stigmatized as diploma mills. If they do manage to become accredited, they may have been forced to adopt characteristics of classical universities that detract from their non-traditional innova tions. The author thus sketches a set of standards that non-traditional higher education providers should uphold and proposes that the traditional and the non-traditional higher education institutions develop mutual tolerance and co-operation and that both encourage the traditional accreditors to broaden their perspectives. 相似文献
16.
This article examines how commodification and consumerism have sharpened the discourse of internationalization in Taiwan’s higher education. Given the strong sense of crisis in the less prestigious universities, this article argues that internationalization is only a means to survive instead of a pursuit of excellence to these universities. This empirical finding leads us to rethink the concept of internationalization and its relevance and application to Taiwan’s higher education. This article adopts a case study approach to investigate the practices of internationalization, including program and institutional mobility, overseas networking, curriculum design, teaching, and administrative support. The implications of these internationalization practices for sustainability and quality in higher education development are then discussed. 相似文献
17.
This paper explores new patterns of learning across cultures in higher education through a case study of a cohort of international
graduate students at a university in Chinese mainland. North University (NU) has hosted international students in its Chinese
language and culture programs for decades. However, between 2008 and 2010, a new Master’s degree program for international
students was established. This attracted 75 graduate students from different disciplinary backgrounds, from 21 developing
countries in Africa, Asia, Latin America, and Oceania. English is the common language to both students and faculty, but a
foreign language to all. This program marks a significant shift for China’s higher education as it reaches out to the world.
The paper describes this cohort’s lived experiences in China, including academic, linguistic and sociocultural learning. It
analyzes the challenges such programs pose for the Chinese higher education system, explores how these challenges have become
opportunities for growth and how barriers have been overcome. It also discusses the implications of this case for the upgrading
of higher education quality in China. 相似文献
18.
由于高等教育国际化发展水平、大学数量及教育质量等方面所存在的问题,印度已成为智力外流的主要国家之一。在高教改革的推动下,印度的私立院校较之公立大学在开发创新服务项目和满足西方大学学术研究及学生的需求等方面,显示出更强的竞争力和灵活性。印度只有建立有效的学生支持服务体系及质量评估策略,与国外大学机构实现功能对接,才能在高等教育国际化发展中成为对外国留学生和教师流动有吸引力的国家。 相似文献
19.
ABSTRACTThis paper examines how social isolation in a non-Anglophone context where English is not the main language of instruction for local students but is for international students, has unintended consequences for social capital formation among the latter. What factors influence international student network formation in such places where linguistic barriers are institutionalised and what are their consequences not only during college but beyond, in shaping students’ career plans? Using qualitative interview data with 67 international (originating from Asian countries) and domestic students in Japanese universities, we find that such institutional barriers negatively promote greater isolation of international students but positively encourage the formation of diverse multinational ties – a process through which international students gain ideas, confidence and direction regarding their post-graduation career plans to work transnationally. 相似文献
20.
中国经济与国际地位的快速发展与上升,对高素质高技能人才的需求日益增强,英语教学模式是人才培养的关键环节。本文通过调查学生对职业素质教育的需求与重视程度,英语教学与职业素质教育的结合程度,以及对开展职业英语教学的态度,分析了地方院校在英语教学与职业素质的结合程度上存在的问题,并在此基础上提出构建基于职业素质的职业英语教学模式的依据、思路以及具体内容。 相似文献