臺灣博碩士論文加值系統

全球化影響了高等教育對於學生國際觀的重視。國際商管學院促進學會(AACSB)為世界三大商學院認證機構之一，近年來也將國際觀納入了認證指導原則與標準的內容之中。而評量方法是教師了解學生學習成果的方式。本研究打算結合Google Doodle，發展出一項評量國際觀的方法。
本研究首先針對國際商管學院促進學會(AACSB) 2021年認證學校名單進行內容分析，以了解現下學校評量國際觀的實際情形。接續進行抽樣問卷調查來了解台灣大專院校學生在國際觀上的自我認知以及他們在Google Doodle測驗 (國際觀測驗)中的實際得分，並希望藉此驗證Google Doodle測驗能作為評量國際觀的方法。問卷經過信度與效度，以及難度與辨別度分析。
研究結果顯示(一)結合Google Doodle的評量方法是可行的，是一個可以替代其他國際觀評量方法的方式。(二)台灣的商學院學生與其他學院學生在國際觀的表現上並無明顯差異。(三)海外求學經驗對學生在Google Doodle測驗(國際觀測驗)所獲得的得分上是有影響的。

Globalization has influenced higher education, with an emphasis on the global perspective of students. The Association to Advance Collegiate Schools of Business (AACSB), one of the three major business school accrediting institutions in the world, has recently incorporated global perspectives into the guiding principles and standards for accreditation. Grading scales are a way for teachers to understand student learning outcomes. This research intends to develop a method for measuring a global perspective in conjunction with Google Doodle.
This research began with a content analysis of the list accredited by the AACSB (Association to Advance Collegiate Schools of Business) in 2021 to understand exactly how global perspective is measured in schools today. A sample questionnaire was conducted to understand students' global perspective self-perceptions and their actual scores on the Google Doodle test (global perspective test). It is hoped to verify that the Google Doodle test can be used as a measure of global perspectives. The questionnaire was analyzed for reliability and validity, as well as difficulty and discrimination.
The results of the study show that (a) the combination of Google Doodle is a feasible alternative to other global perspective measurements. (b) There is no significant difference in the performance of global perspective between business students and students from other colleges in Taiwan. (c) Overseas study experience has an impact on the scores obtained by students on the Google Doodle test (global perspective test).

Chapter 1 Introduction 1
1.1 Background and Motivation 1
1.2 Research Purposes 2
1.3 Research Questions 2
1.4 Definition of Key Terms 3
Chapter 2 Literature Review 4
2.1 Global Perspective 4
2.2 Global Perspective and Overseas Experiences 5
2.3 Global Perspectives Inventory (GPI) 6
2.3.1 The Six Scales of the GPI 6
2.3.2 Validity and Reliability of GPI 8
2.4 Google Doodle 8
2.4.1 The Origin of Google Doodle 8
2.4.2 Meaning of Google Doodle 9
2.4.3 The Doodles Reach 12
2.4.4 Analyzing Google Doodle 13
Chapter 3 Methodology 16
3.1 Participants 16
3.1.1 Pretest 16
3.1.2 Formal Test 17
3.2 Methods and Procedures 18
3.2.1 Content Analysis 18
3.2.2 Questionnaire Establishment 21
3.3 Data Analysis 23
3.3.1 Item Analysis 24
3.3.2 Validity and Reliability Analysis 24
3.3.3 Descriptive Analysis 25
3.3.4 Independent T-test 25
3.3.5 Analysis of Variance 25
3.3.6 Correlational Analysis 25
Chapter 4 Results 26
4.1 Content Analysis 26
4.2 Questionnaire Results 26
4.2.1 Item Analysis 26
4.2.2 Validity and Reliability Analysis 28
4.2.3 Descriptive Analysis & F-test 29
4.2.4 Correlational Analysis 32
Chapter 5 Discussion and Conclusion 34
5.1 Discussion 34
5.1.1 Discussion of Research Question (1) “Is the test developed with Google Doodle an appropriate method?” 34
5.1.2 Discussion of Research Question (2) “In terms of global perspective, are there any significant differences between students from Taiwan's business schools and students from other colleges in Taiwan?” 35
5.1.3 Discussion of Research Question (3) “How is the relationship between overseas experience and global perspective test scores of students?” 35
5.2 Contribution of the Research 35
5.3 Limitation and Suggestion for Future Researches 36


References 38
APPENDIX A 43
APPENDIX B 54

王文科 & 王智弘 (2020)。教育研究法。五南圖書出版股份有限公司。
吳淑芳 (2006)。國外量表之兩階段翻譯及信效度測試。護理雜誌， 53(1), 65-71.
金車文教基金會 (2017)。《青少年國際觀》全球移動力，你準備好了嗎? 8成青少年有意願至東南亞就學就業。金車文教基金會。
教育部統計處 (2017年9月)。中華民國學科標準分類編製說明。台北：教育部。https://stats.moe.gov.tw/files/bcode/10609_1%E7%B7%A8%E8%A3%BD%E8%AA%AA%E6%98%8E.pdf
陳雅文 (1995)。內容分析法。國家教育研究院雙語辭彙、學術名詞暨辭書資訊網。https://terms.naer.edu.tw/detail/1683205/
劉必榮 (2014)。國際觀的第一本書：看世界的方法（全新增訂版）。先覺。
AACSB. (2020). AACSB accreditation. https://www.aacsb.edu/educators/accreditation
Anderson, C. C. (1982). Global education in the classroom. Theory into Practice, 21(3), 168-176.
Artnet News. (2019, August 21). Ever wonder where all those quirky Google Doodle come from? We spoke to Jessica Yu, captain of the doodlers. Artnet News. http://news.artnet.com/art-world/ever-wonder-whos-behind-googles-doodles-1632262
Association of MBAs. (2022). Association of MBAs. https://www.associationofmbas.com/mbaguide/
Bourn, D. (2011). From internationalisation to global perspectives. Higher Education Research & Development, 30(5), 559-571.
Braskamp, L. A., Braskamp, D. C., Merrill, K. C., & Engberg, M. (2014). Global Perspective Inventory (GPI): Its purpose, construction, potential uses, and psychometric characteristics. Glob. Perspect. Inst, 1-35.
Bruce, M. G., Podemski, R. S., & Anderson, C. M. (1991). Developing a global perspective: Strategies for teacher education programs. Journal of Teacher Education, 42(1), 21-27.
Carano, K. T. (2013). Global educators’ personal attribution of a global perspective. Journal of International Social Studies, 3(1), 4-18.
Chen, G.-M., & Starosta, W. J. (1996). Intercultural communication competence: A synthesis. Annals of the International Communication Association, 19(1), 353-383.
Chickering, A., & Braskamp, L. A. (2009). Developing a global perspective for personal and social responsibility. Peer Review, 11(4), 27-31.
Collings, D. G., & Sheeran, R. (2020). Research insights: Global mobility in a post-covid world. The Irish Journal of Management, 39(2), 77-84.
Ebel, R. L., & Frisbie, D. A. (1991). Essentials of educational. Englewood Cliffs.
EFMD Global. (2022). EFMD programme accreditation. https://efmdglobal.org/wp-content/uploads/EFMD_Global_Prog_Accred_Process_Manual_Annexes.pdf
Elali, L. A., Keiser, D. I., & Odag, O. (2012). Logomorphism and liquid logos: an analysis of google doodles. The Dialogue Imperative Trends and challenges in strategic and organisational communication. LabCom Books.
Engberg, M. E., & Fox, K. (2011). Exploring the relationship between undergraduate service-learning experiences and global perspective-taking. Journal of Student Affairs Research and Practice, 48(1), 83-103.
Fletcher, D. (2000). Lcarning to "think global and act local": Experiences from the small business sector. Education Training, 42, 211-219.
Gaski, J. F., & Nevin, J. R. (1985). The differential effects of exercised and unexercised power sources in a marketing channel. Journal of Marketing Research, 22(2), 130-142.
Google. (2013). About Google Doodle. https://www.google.com/doodles/about?hl=en
Google. (2017). History of Doodles. https://doodles.google.ie/d4g/history.html
Hanvey, R. G. (1982). An attainable global perspective. Theory into Practice, 21(3), 162-167.
Holsti, O. R. (1969). Content analysis for the social sciences and humanities. Reading. MA: Addison-Wesley.
Huang, C.-Z. A., Hawthorne, C., Roberts, A., Dinculescu, M., Wexler, J., Hong, L., & Howcroft, J. (2019). The bach doodle: Approachable music composition with machine learning at scale. https://arxiv.org/abs/1907.06637
James, A., & Moore, G. (2020). Increasing Global Perspective in the Classroom. Journal of Higher Education Theory and Practice, 20(16), 55-60.
Karaarslan, F. (2019). Glocal culture policies and social memory: The Google Doodle example. In Handbook of Research on Examining Cultural Policies Through Digital Communication (pp. 73-96). IGI Global.
Kedia, B. L., & Mukherji, A. (1999). Global managers: developing a mindset for global competitiveness. Journal of World Business, 34(3), 230-251.
Konting, M. M., Kamaruddin, N., & Man, N. A. (2009). Quality assurance in higher education institutions: Exit survey among Universiti Putra Malaysia graduating students. International Education Studies, 2(1), 25-31.
Kroeber, A. L., & Kluckhohn, C. (1952). Culture: A critical review of concepts and definitions. Papers. Peabody Museum of Archaeology & Ethnology, Harvard University.
Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: how difficulties in recognizing one's own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77(6), 1121.
Lunn, J. (2008). Global perspectives in higher education: Taking the agenda forward in the United Kingdom. Journal of Studies in International Education, 12(3), 231-254.
Merrill, K. C., Braskamp, D. C., & Braskamp, L. A. (2012). Assessing individuals' global perspective. Journal of College Student Development, 53(2), 356-360.
Polytechnic University. (2013). Guidelines for implementation of criterion-referenced assessment. The Hong Kong Polytechnic University.
Pricewaterhouse Coopers. (2010). Talent mobility 2020: the next generation of international assignments. Price-Waterhouse Coopers.
Scullion, H., & Collings, D. G. (2011). Global talent management: Introduction. In Global talent management (pp. 19-32). Routledge.
Suskie, L. (2018). Assessing student learning: A common sense guide. John Wiley & Sons.
Tarique, I., Briscoe, D. R., & Schuler, R. (2015). International human resource management: Policies and practices for multinational enterprises. Routledge.
Toub, J. (2014). In and out of the margins: the doodle in art and popular culture. Southeastern College Art Conference Review.
Viechtbauer, W., Smits, L., Kotz, D., Budé, L., Spigt, M., Serroyen, J., & Crutzen, R. (2015). A simple formula for the calculation of sample size in pilot studies. Journal of Clinical Epidemiology, 68(11), 1375-1379.
Wilson, A. H. (1993). Conversation partners: Helping students gain a global perspective through cross‐cultural experiences. Theory into Practice, 32(1), 21-26.
Yékú, J., & Ojebode, A. (2021). From Google Doodles to Facebook: Nostalgia and visual reconstructions of the past in Nigeria. African Studies Review, 64(3), 498-522.