跳到主要內容

臺灣博碩士論文加值系統

(100.28.0.143) 您好!臺灣時間:2024/07/14 22:22
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果 :::

詳目顯示

我願授權國圖
: 
twitterline
研究生:陳佳琪
研究生(外文):Chia-Chi Chen
論文名稱:以PLS-SEM調查臺灣高等教育國際教師觀點
論文名稱(外文):Perspectives of International Faculty on Taiwan Higher Education Institutes Investigated by PLS-SEM
指導教授:張鈿富張鈿富引用關係
指導教授(外文):Dian-Fu Chang
口試委員:張月霞黃儒傑陳榮政蔡幸芝
口試委員(外文):Yueh-Hsia ChangRu-Chieh HuangJung-Cheng ChenHsing-Chih Tsai
口試日期:2022-01-12
學位類別:博士
校院名稱:淡江大學
系所名稱:教育領導與科技管理博士班
學門:教育學門
學類:教育行政學類
論文種類:學術論文
論文出版年:2022
畢業學年度:110
語文別:英文
論文頁數:105
中文關鍵詞:國際化國際教師國際教師流動性臺灣高等教育學術人員工作滿意度模型PLS-SEM
外文關鍵詞:InternationalizationInternational faculty mobilityTaiwan higher educationacademic staff job satisfaction modelPLS-SEM
相關次數:
  • 被引用被引用:0
  • 點閱點閱:231
  • 評分評分:
  • 下載下載:0
  • 收藏至我的研究室書目清單書目收藏:1
本研究的目的是透過偏最小二乘結構方程模型(PLS-SEM)來調查臺灣高等教育國際教師觀點。
透過自編線上問卷調查,收集了80位目前就職於臺灣國際教師的有效問卷,本研究調查結果先以評估當前國際教師在高等教育機構中面臨的問題,人口數據統計方式調查包括職涯、學術領域、教學與研究情況。同時,透過文獻理論整理出國際教師對高等教育觀點架構,此架構包含對學術機構觀點和政府的觀點、現在工作滿意度和整體滿意度之間的關係,並以PLS-SEM來分析相互之間的關係。
本研究主要結果為:
1.在人口數據調查顯示,大多數國際教師主要以全職講師或助理教授職級就職於公立大學,透過80名參與本研究外籍教師中,來自23個以上的不同國籍,這可展現出臺灣是接受許多不同國籍的國家,他們的主要學術領域是人文藝術、物理科學、數學、工程、製造和建築,此為目前臺灣外籍教師的學術趨勢。
2.大部分國際教師獲得學位皆在國外而非臺灣;然而,研究中66%的外籍教師在臺灣進行博士後研究,大部份國際教師是以學術和專業因素留在臺灣任教。
3.本研究採用學術人員工作滿意度模型並以學術國際教師觀點模型提出假說,此模型以PLS-SEM進行分析,本研究結果發現國際教師對政府觀點與他們當前的工作滿意度和整體狀況有正相關性。
The purpose of this study is to explore the perspectives of international faculty members on Taiwan higher education institutes (HEIs) by using partial least square structural equation modeling (PLS-SEM).
By using a self-compiled online survey, 80 effective surveys were collected from current Taiwan HEIs international faculty. This study is the first to assess the problems which current international faculty face in higher education institutions through the survey results. This includes career and professional status, teaching and research status, and demographics of the faculty. Moreover, based on the previous studies, the study proposed the conceptual framework of academic international faculty perspective model to examined the relationship between current working conditions and views of institution and government structures, existing levels of satisfaction, and overall levels of satisfaction in order to discover how these factors interact through the use of PLS-SEM.
The main results suggested:
1. The demographic profile survey reveals that most international faculty are employed full-time as lecturers or assistant professors in most public universities. Taiwan is a country that accepts a variety of nationalities of foreigners as indicated by the 80 respondents whose nationalities are from 23 or more different countries. Their academic disciplines are primarily in the humanities and arts, physical science, mathematics, engineering, manufacturing and construction, which indicates the current academic trend in Taiwan.
2. Most international faculty members earned their first degree outside of Taiwan; however, 66% of them earned their post-doctoral degrees in Taiwan. Most international faculty decide to teach in Taiwan for academic and professional reasons.
3. Adopted the academic staff job satisfaction model, this study also proposed the academic international faculty perspective model framework and hypotheses. PLS-SEM interprets the conceptual framework to suggest that the international faculty perspective of government is more directly related to their current work satisfaction and overall satisfaction.
ACKNOWLEDGEMENTS i
ABSTRACT ii
TABLE OF CONTENTS vi
LIST OF TABLES viii
LIST OF FIGURES x
CHAPTER 1 INTRODUCTION 1
1.1 Research Background 1
1.2 Research Motivation 5
1.3 Significances of Research 7
1.4 Research Purposes and Questions 7
1.5 Limitations the Study 9
1.6 Definitions of Key Terms 10
CHAPTER 2 LITERATURE REVIEW 13
2.1 International Faculty Mobility 13
2.1.1 Internationalization as Main Driven Factor of International Faculty Mobility 13
2.1.2 Definitions of International Faculty 14
2.1.3 Policies of Recruiting International Faculty in HEIs 18
2.1.4 International Faculty in Taiwan 20
2.2 Studies on International Faculty 24
2.3 Approaches for Realizing International Faculty 28
2.4 Theoretical Background 32
CHAPTER 3 METHODOLOGY 35
3.1 Research Framework 35
3.2 Research Procedure 38
3.3 Research Questionnaire 40
3.4 Validity and Reliability 42
3.5 Data and Samples 46
3.6 Analysis 50
3.7 Assumptions 53
CHAPTER 4 RESULTS 55
4.1 Descriptive Statistics 55
4.2 Measurement Model 70
4.2.1 Reliability 70
4.2.2 Validity 71
4.3 Structural Model 75
CHAPTER 5 DISCUSSION AND CONCLUSIONS 79
5.1 Findings and Interpretations 79
5.2 Conclusions and Suggestions 85
REFERENCES 89
APPENDICES 99
Appendix A: The research questionnaire 99
Appendix B: E-mail Survey Cover letter 105

LIST OF TABLES
Table 2.1 Define five categories of international faculty (IF) in higher education 16
Table 2.2 The structure of full-time international faculty in higher education (2021) 22
Table 2.3 The number of full-time international faculty percentage of academic positions in Taiwan (2021) 23
Table 2.4 Theoretical approaches and methods in international faculty studies 29
Table 3.1 Conceptual constructs 36
Table 3.2 Conceptual constructs and variables 42
Table 3.3 International faculty initial review comments of the questionnaire 43
Table 3.4 Factor loading result with eliminated items 44
Table 3.5 Sample size recommendation a in PLS-SEM for a statistical power of 80% 49
Table 3.5 Conditions that advantages the use of PLS-SEM, adapted from Hair et al. (2019b) 52
Table 4.1 Descriptive of international faculty’s relation between gender and age 56
Table 4.2 Distribution of international faculty by gender and nationality 56
Table 4.3 International faculty level of proficiency in Chinese 58
Table 4.4 Institution type of international faculty are working in 59
Table 4.5 Distribution of international faculty by academic rank and gender 60
Table 4.6 Distribution of international faculty by discipline 61
Table 4.7 Distribution of International Faculty at the higher education institution for the current academic year 61
Table 4.8 Distribution of International Faculty at the higher education institution for the current academic year by duration 62
Table 4.9 Distribution of international faculty who have earned degree in Taiwan 63
Table 4.10 Distribution of international faculty who have worked in an institution as full-time or part-time employee since their first degree 64
Table 4.11 Distribution of international faculty who have been employed in other types of institutions in Taiwan 65
Table 4.12 Distribution of international faculty spending how many years in Taiwan prior to current employment 66
Table 4.13 Distribution of how international faculty were recruited by their current institutions 66
Table 4.14 Distribution of how international faculty decided to teach / do research at a university in Taiwan 67
Table 4.15 International faculty of teaching-related content and primarily employ what language of teaching 68
Table 4.16 International faculty of research-related characterize their research collaboration undertaken the current academic year 69
Table 4.17 Scholarly contributions of international faculty completed in the past three years 70
Table 4.18 Internal consistency reliability (Cronbach’s Alpha and composite reliability) 71
Table 4.19 Factor loading 72
Table 4.20 Construct convergent validity (AVE) 73
Table 4.21 Discriminant validity - Fornell and Larcker criterion 73
Table 4.22 Discriminant validity - cross loading 74
Table 4.23 Discriminant validity – HTMT 75
Table 4.24 Summary of path analysis results 77
Table 5.1 The correlation table 84

LIST OF FIGURES
Figure 2.1 Number of foreign teachers in higher education 22
Figure 2.2 Gender differences of full-time international faculty in Taiwan by academic position 23
Figure 2.3 Academic staff job satisfaction model 33
Figure 2.4 Conceptual framework of the study 34
Figure 3.1 Conceptual framework of academic international faculty perspective model 37
Figure 3.2 Research procedure 39
Figure 3.3 The online questionnaire survey 47
Figure 3.4 The minimum R-squared method for minimum sample size estimation in this study 50
Figure 3.5 Hypotheses of the PLS-SEM model 54
Figure 4.1 The type of institution where international faculty members are employed 59
Figure 4.2 The SEM model analysis of IV, GV, CWSat and OSat 77
Figure 5.1 Hypotheses of the PLS-SEM Model with highlight paths 84
Alberts, H. C., & Hazen, H. D. (2013). International students and scholars in the United States: Coming from abroad. Springer.
Altbach, P. G. (2004). Globalisation and the university: Myths and realities in an unequal world. Tertiary Education & Management, 10(1), 3-25.
Altbach, P. G., & Yudkevich, M. (2016). International faculty in 21st-century universities: Themes and variations. In International faculty in higher education (pp. 11-24). Routledge.
Altbach, P. G., Reisberg, L., & Rumbley, L. E. (2019). Trends in global higher education: Tracking an academic revolution. Brill.
Altbach, P., & Yudkevich, M. (2017, January 27). The Role Of International Faculty In The Mobility Era.
http://www. university world news. com/article.php.
Andresen, M., Biemann, T., & Pattie, M. W. (2015). What makes them move abroad? Reviewing and exploring differences between self-initiated and assigned expatriation. The International Journal of Human Resource Management, 26(7), 932-947.
Appelt, S. et al. (2015), “Which factors influence the international mobility of research scientists?”, OECD Science, Technology and Industry Working Papers, 2015/02, OECD Publishing, Paris. http://dx.doi.org/10.1787/5js1tmrr2233-en
Bagozzi, R. P., Yi, Y., & Phillips, L. W. (1991). Assessing construct validity in organizational research. Administrative science quarterly, 421-458.
Belostecinic, G., Serotila, I., & Duca, M. (2020, July). Perspectives on the Future of Higher Education. In International Conference on Management Science and Engineering Management (pp. 778-790). Springer, Cham.
Bezrukov, A., Ziyatdinova, J., Sanger, P., Ivanov, V. G., & Zoltareva, N. (2017, September). Inbound international faculty mobility programs in Russia: best practices. In International Conference on Interactive Collaborative Learning (pp. 260-265). Springer, Cham.
Bhandari, R., Robles, C., & Farrugia, C. (2018). International Higher Education Shifting Mobilities, Policy Challenges and New Initiatives. Background paper for Global Education Monitoring Report.
Brotherhood, T., Hammond, C. D., & Kim, Y. (2020). Towards an actor-centered typology of internationalization: a study of junior international faculty in Japanese universities. Higher Education, 79(3), 497-514.
Cantwell, B. (2011). Transnational mobility and international academic employment: Gatekeeping in an academic competition arena. Minerva, 49(4), 425-445.
Chan, S. J. (2021). Internationalization and Universities in Taiwan: Policies, Practices, and Prospects. In Higher Education in Taiwan (pp. 103-121). Springer, Singapore.
Chang, D. F. (2015). Implementing internationalization policy in higher education explained by regulatory control in neoliberal times. Asia Pacific Education Review, 16(4), 603-612.
Chang, D. F. (2021). Recruitment of International Academics and Its Challenges in Taiwanese Higher Education Institutions. International Faculty in Asia: In Comparative Global Perspective, 21, 95.
Chang, D. F., & Lin, N. J. (2018). Applying CIPO indicators to examine internationalization in higher education institutions in Taiwan. International Journal of Educational Development, 63, 20-28.
Chang, D. F., Nyeu, F. Y., & Chang, H. C. (2015). Balancing quality and quantity to build research universities in Taiwan. Higher Education, 70(2), 251-263.
Chou, C., & Ching, G. (2012).Taiwan education at the crossroad: When globalization meets localization. Springer.
Cohen, J. (1992). Statistical power analysis. Current directions in psychological science, 1(3), 98-101.
Cohen, J. (2013). Statistical power analysis for the behavioral sciences. Academic press.
de Wit, H. (2011). Globalisation and internationalisation of higher education. rusc, 8(2), 241-247.
de Wit, H., Rumbley, L. E., Craciun, D., Mihut, G., & Woldegiyorgis, A. (2020). International mapping of national tertiary education internationalization strategies and plans (NTEISPs). In The Bloomsbury Handbook of the Internationalization of Higher Education in the Global South (pp. 29-39). Bloomsbury Publishing.
European Parliament (2015). The EU blue card directive. https://www.europarl.europa.eu/RegData/etudes/BRIE/2015/558766/EPRS_BRI%282015%29558766_EN.pdf
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of marketing research, 18(1), 39-50.
Fox, P., & Hundley, S. (2011). The importance of globalization in higher education. New knowledge in a new era of globalization, 10, 17972.
Gahungu, A. (2011). Integration of Foreign-Born Faculty in Academia: Foreignness as an Asset. International journal of educational leadership preparation, 6(1), n1.
Ghasemy, M., Teeroovengadum, V., Becker, J. M., & Ringle, C. M. (2020). This fast car can move faster: a review of PLS-SEM application in higher education research. Higher Education, 80(6), 1121-1152.
Guri-Rosenblit, S. (2015). Internationalization of higher education: Navigating between contrasting trends. In The European higher education area (pp. 13-26). Springer, Cham.
Hagedorn, L. S. (2000). Conceptualizing faculty job satisfaction: Components, theories, and outcomes. New directions for institutional research, 27(1), 5-20.
Hair Jr, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2021). A primer on partial least squares structural equation modeling (PLS-SEM). Sage publications.
Hair Jr, J. F., Matthews, L. M., Matthews, R. L., & Sarstedt, M. (2017). PLS-SEM or CB-SEM: updated guidelines on which method to use. International Journal of Multivariate Data Analysis, 1(2), 107-123.
Hair, J. F., Hult, G. T. M., Ringle, C. M., Sarstedt, M., Danks, N. P., & Ray, S. (2021). An introduction to structural equation modeling. In Partial Least Squares Structural Equation Modeling (PLS-SEM) Using R (pp. 1-29). Springer, Cham.
Hair, J. F., Ringle, C. M., & Sarstedt, M. (2012). Partial least squares: the better approach to structural equation modeling?. Long Range Planning, 45(5-6), 312-319.
Hair, J. F., Ringle, C. M., Gudergan, S. P., Fischer, A., Nitzl, C., & Menictas, C. (2019a). Partial least squares structural equation modeling-based discrete choice modeling: an illustration in modeling retailer choice. Business Research, 12(1), 115-142.
Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019b). When to use and how to report the results of PLS-SEM. European business review.
Hou, A. Y. C., Chiang, T. L., Chan, S. J., & Lu, I. J. G. (2021). Historical Development of Higher Education in Taiwan from Past to Present. In Higher Education in Taiwan (pp. 3-25). Springer, Singapore.
Hsieh, C. C. (2020). Internationalization of higher education in the crucible: Linking national identity and policy in the age of globalization. International Journal of Educational Development, 78, 102245.
Hu, L. T., & Bentler, P. M. (1998). Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. Psychological methods, 3(4), 424.
Huang, F. (2014). Challenges for higher education and research: A perspective from Japan. Studies in Higher Education, 39(8), 1428-1438.
Huang, F. (2018a). International faculty at Japanese universities: their demographic characteristics and work roles. Asia Pacific Education Review, 19(2), 263-272
Huang, F. (2018b). Foreign faculty at Japanese universities: Profiles and motivations. Higher Education Quarterly, 72(3), 237-249.
Huang, F. (2021). International Faculty at Japanese Universities: Main Findings from National Survey in 2017. International Faculty in Asia: In Comparative Global Perspective, 21, 45.
Huang, F., Daizen, T., & Kim, Y. (2019). Challenges facing international faculty at Japanese universities: Main findings from the 2017 national survey. International Journal of Educational Development, 71, 102103.
Hudzik, J. K. (2015). Integrating institutional policies and leadership for 21st century internationalization. International higher education, (83), 5-7.
Institute for Management Development (IMD). (2020, November 2). IMD world talent ranking 2020.
https://www.imd.org/centers/world-competitiveness-center/rankings/world-talent-competitiveness/.
Institute for Management Development (IMD). (2021, December). IMD world talent ranking 2021.
https://www.imd.org/centers/world-competitiveness-center/rankings/world-talent-competitiveness/.
Khan, M. A., Omrane, A., & Bank, D. (2016). The role of internationalization in the higher education industry: an exploratory study. International Journal of Economics & Strategic Management of Business Process, 7(2), 86-99.
Kim, D., Twombly, S. B., Wolf-Wendel, L., & Belin, A. A. (2020). Understanding Career Mobility of Professors: Does Foreign-Born Status Matter?. Innovative Higher Education, 45(6), 471-488.
Kim, D., Twombly, S., & Wolf‐Wendel, L. (2012). International faculty in American universities: Experiences of academic life, productivity, and career mobility. New Directions for Institutional Research, 2012(155), 27-46.
Kim, D., Wolf-Wendel, L., & Twombly, S. (2011). International faculty: Experiences of academic life and productivity in US universities. The Journal of Higher Education, 82(6), 720-747.
Kim, S. K. (2016). Western faculty ‘flight risk’at a Korean university and the complexities of internationalisation in Asian higher education. Comparative Education, 52(1), 78-90.
Kline, R. B. (2015). Principles and practice of structural equation modeling. Guilford publications.
Knight, J. (2012). Concepts, rationales, and interpretive frameworks in the internationalization of higher education. The SAGE handbook of international higher education, 27-42.
Knight, J. (Ed.). (2013). International education hubs: Student, talent, knowledge-innovation models. Springer Science & Business Media.
Kock, N., & Hadaya, P. (2018). Minimum sample size estimation in PLS‐SEM: The inverse square root and gamma‐exponential methods. Information Systems Journal, 28(1), 227-261.
Lawrence, J. H., Celis, S., Kim, H. S., Lipson, S. K., & Tong, X. (2014). To stay or not to stay: Retention of Asian international faculty in STEM fields. Higher Education, 67(5), 511-531.
Lee, J. T., & Kuzhabekova, A. (2018). Reverse flow in academic mobility from core to periphery: motivations of international faculty working in Kazakhstan. Higher Education, 76(2), 369-386.
Lin, A. F. Y. (2020). Internationalization initiatives of Taiwan's higher education: a stepping stone to regional talent circulation or reproduction of unbalanced mobility scheme?. Higher Education Evaluation and Development.
Machado-Taylor, M. D. L., Soares, V. M., Ferreira, J. B., & Gouveia, O. M. R. (2011). What factors of satisfaction and motivation are affecting the development of the academic career in Portuguese higher education institutions?. Revista de Administração Pública, 45(1), 33-44.
Mamiseishvili, K., & Lee, D. (2018). International faculty perspectives of departmental climate and workplace satisfaction. Innovative Higher Education, 43(5), 323-338.
Marcoulides, G. A., & Saunders, C. (2006). Editor's comments: PLS: a silver bullet?. MIS quarterly, iii-ix.
Maringe, F., & Foskett, N. (Eds.). (2012). Globalization and internationalization in higher education: Theoretical, strategic and management perspectives. A&C Black.
Maringe, F., & Woodfield, S. (2013). Contemporary issues on the internationalisation of higher education: critical and comparative perspectives. Compare: A Journal of Comparative and International Education, 43(1), 1-8.
MEXT. (2017). Top Global University project. Tokyo. https://www.mext.go.jp/a_menu/koutou/kaikaku/sekaitenkai/__icsFiles/afieldfile/2017/05/11/1360288_03.pdf
Mihut, G., de Gayardon, A., & Rudt, Y. (2016). The long-term mobility of international faculty. International faculty in higher education: comparative perspectives on recruitment, integration, and impact, 15.
Ministry of Education (MOE), Taiwan (1995), The Education Report of the Republic of China: Toward the Education Vision of the 21st Century, Ministry of Education, Taipei.
Ministry of Education (MOE), Taiwan (2001), White Paper of University Education, Ministry of Education, Taipei.
Ministry of Education Taiwan (MOET). 2014. White Paper on Talent Nurture. Taipei: Ministry of Education Taiwan.
Mitchell, D. E., & Nielsen, S. Y. (2012). Internationalization and globalization in higher education. Globalization–Education and management agendas, 3-22.
Mizikaci, F., & Arslan, Z. U. (2019). A European perspective in academic mobility: A case of Erasmus program. Journal of International Students, 9(2), 705-725.
Mok, K. H. (2000). Reflecting globalization effects on local policy: Higher education reform in Taiwan. Journal of education policy, 15(6), 637-660.
Mok, K. H., & Chan, S. J. (2020). promoting global cities status: talent attraction and retention in Asia, Globalisation, Societies and Education, 18:1, 1-6, DOI: 10.1080/14767724.2019.1690732
Munene, I. I. (2014). Outsiders within: Isolation of international faculty in an American university. Research in Post-Compulsory Education, 19(4), 450-467.
Nyquist, J. G., Hitchcock, M. A., & Teherani, A. (2000). Faculty satisfaction in academic medicine. New Directions for Institutional Research, 27(1), 33-43.
OECD (2016), International mobility of highly skilled, in OECD Science, Technology and Innovation Outlook 2016, OECD Publishing, Paris, https://doi.org/10.1787/sti_in_outlook-2016-17-en.
OECD (Organisation for Economic Co-operation and Development). (2003). Main trends in international migration. Trends in international migration— SOPEMI 2002 (pp. 17–101). Paris: OECD.
OECD (Organisation for Economic Co-operation and Development). (2008). Knowledge diffusion and impacts of international mobility. Paris: OECD.
Omiteru, E., Martinez, J., Tsemunhu, R., & Asola, E. F. (2018). Higher education experiences of international faculty in the US deep south. Journal of Multicultural Affairs, 3(2), 3.
Peterson, R. A., & Kim, Y. (2013). On the relationship between coefficient alpha and composite reliability. Journal of applied psychology, 98(1), 194.
Postiglione, G. A., & Ailei, X. (2016). International Faculty in Two Top-Tier Chinese Universities. International Faculty in Higher Education: Comparative Perspectives on Recruitment, Integration, and Impact, 76.
Rigdon, E. E. (2012). Rethinking Partial Least Squares Path Modeling: In Praise of Simple Methods. Long Range Planning, 45(5-6), 341-358.
Rigdon, E. E., Becker, J. M., & Sarstedt, M. (2019). Factor indeterminacy as metrological uncertainty: Implications for advancing psychological measurement. Multivariate Behavioral Research, 54(3), 429-443.
Rigdon, E. E., Sarstedt, M., & Ringle, C. M. (2017). On comparing results from CB-SEM and PLS-SEM: Five perspectives and five recommendations. Marketing: ZFP–Journal of Research and Management, 39(3), 4-16.
Rostan, M., & Höhle, E. A. (2014). The international mobility of faculty. In The internationalization of the academy (pp. 79-104). Springer, Dordrecht.
Rumbley, L. E., & De Wit, H. (2019). International faculty mobility: crucial and understudied. In Intelligent internationalization (pp. 33-36). Brill Sense.
Sarstedt, M., & Mooi, E. A. (2014). A concise guide to market research: the process, data, and methods using IBM SPSS statistics (2th ed.). Berlin: Springer.
Sarstedt, M., Ringle, C. M., & Hair, J. F. (2017). Partial least squares structural equation modeling. Handbook of market research, 26(1), 1-40.
Shin JC. (2012) International Mobility of Faculty and Its Impacts on Korean Higher Education. In: Neubauer D.E., Kuroda K. (eds) Mobility and Migration in Asian Pacific Higher Education. International and Development Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137015082_5
Sowter, B. (2008). The times higher education supplement and quacquarelli symonds (THES–QS) World university rankings: New developments in ranking methodology. Higher Education in Europe, 33(2-3), 345-347.
Teichler, U. (2015). Academic mobility and migration: What we know and what we do not know. European Review, 23(S1), S6-S37.
Teo, T. S., Srivastava, S. C., & Jiang, L. I. (2008). Trust and electronic government success: An empirical study. Journal of management information systems, 25(3), 99-132.
Trembath, J. L. (2016). The professional lives of expatriate academics: Construct clarity and implications for expatriate management in higher education. Journal of Global Mobility.
Uralov, O. S. (2020). Internationalization of higher education in Uzbekistan. Social Sciences & Humanities Open, 2(1), 100015.
Urbach, N., & Ahlemann, F. (2010). Structural equation modeling in information systems research using partial least squares. Journal of Information technology theory and application, 11(2), 5-40.
Van Vught, F., Van der Wende, M., & Westerheijden, D. (2002). Globalisation and internationalisation: Policy agendas compared. In Higher education in a globalising world (pp. 103-120). Springer, Dordrecht.
Welch, A. R., & Huang, F. (2021). International Faculty in Higher Education–Here to Stay?. In International Faculty in Asia (pp. 225-233). Springer, Singapore.
Wu, X., & Huang, F. (2018). International faculty in China: case studies of four leading universities in Shanghai. Asia Pacific Education Review, 19(2), 253-262.
Yamamoto, B. A. (2018). The internationalization of Japanese higher education: incremental change in a dynamic global environment. In Japanese Education in a Global Age (pp. 221-239). Springer, Singapore.
Yudkevich, M., Altbach, P. G., & Rumbley, L. E. (Eds.). (2016). International faculty in higher education: Comparative perspectives on recruitment, integration, and impact. Taylor & Francis.
連結至畢業學校之論文網頁點我開啟連結
註: 此連結為研究生畢業學校所提供,不一定有電子全文可供下載,若連結有誤,請點選上方之〝勘誤回報〞功能,我們會盡快修正,謝謝!
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top