攻讀跨國雙聯博士學制之國際移動體驗與意涵：以比利時臺灣雙聯博士學位學生為例

林顯明; 宋宥賢; 王俐淳

doi:10.6209/JORIES.202012_65(4).0003

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P65 - 103

社会科学 > 教育学

DOI： 10.6209/JORIES

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攻读跨国双联博士学制之国际移动体验与意涵：以比利时台湾双联博士学位学生为例

Multidimensional Meanings of Studying Abroad: International Mobility Experiences of Taiwanese Joint Dual Doctoral Program Students in Belgium

林显明(Hsien-Ming Lin) ；宋宥贤(Yu-Hsien Sung) ；王俐淳(Li-Chun Wang)

教育科学研究期刊； 65 卷 4 期 (2020 / 12 / 01) ， P65 - 103

繁体中文 DOI： 10.6209/JORIES.202012_65(4).0003

比利时；博士培育；台湾高等教育；学生国际移动；双联博士学位； Belgium ； doctoral training ； Taiwanese higher education ； international student mobility ； joint dual doctoral program

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摘要 │ 参考文献 (86) │ 国际计量

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Promoting dual doctoral degree programs is a critical strategy adopted to not only internationalize Taiwan's higher education system but also improve the low enrollment rates in doctoral programs in the country. However, limited research attention has been paid to the experiences of Taiwanese students enrolled in dual degree programs. Therefore, the present study adopted a qualitative approach to explore the experiences of Taiwanese students enrolled in a Taiwanese-Belgian joint dual doctoral program. A total of seven Taiwanese students and Belgian scholars participated in this study. The findings indicated that all student informants intended to study abroad before deciding to participate in the joint dual doctoral program; however, due to time and money restrictions, they participated in the joint dual doctoral programs established by their home universities in Taiwan. This study highlighted that students were motivated to participate in international, cooperative doctoral programs because obtaining dual learning experiences at both domestic and overseas universities differentiated them from purely domestic doctoral students. In this manner, the experience of studying abroad enhances their unique value in the academic market. While studying abroad, intercultural communication, in addition to differences in doctoral training schemes and supervision styles, were vital challenges that affected student informants' learning experiences and adaptation to life. During this process, the students constructed their adaptation and negotiation strategies to address those challenges. These strategies made them (re)define and (re)confirm their academic positions and identities. However, the limited period for studying abroad reduced students' motivation to participate and engage in local activities and establish social networks with local residents and friends in the host society. Moreover, the public and academic colleagues' limited understanding of the joint dual doctoral program may not only negatively affect students' academic mobility in terms of obtaining positions in the academic market but also influence prospective students' willingness to participate in such programs. Moreover, this study provides constructive suggestions for the development of joint dual doctoral programs on the basis of students' own practical experiences. Finally, the study's limitations and suggestions for future research are discussed.

参考文献 ( 86 ) 〈TOP〉

Chiou, B.-Y.,Chang, W.-W.(2019).The relationship between international experience and cultural intelligence with the moderating effect of acculturative stress.International Journal of Information and Management Sciences,30(3),221-232.
连结：
Lin, H.-M.,Sung, Y.-H.(2020).Experiences of international students from the new southbound policy countries in Taiwan: Their motivations and negotiations of cultural differences.Journal of Research in Education Sciences,65(3),81-122.
连结：
王秀槐, H.-H.,张珍玮, C.-W.(2016)。「其实你不懂我的心！」检视台湾吸引国际学生策略与学生来台经验落差之研究。教育科学研究期刊，61(4)，243-270。
连结：
余晓雯, H.-W.(2009)。留学作为一种发展的可能性：从六个台湾留德女学生的生命故事探讨留学之意义。教育科学研究期刊，54(3)，109-138。
连结：
李淑菁, S.-C.(2017)。「体验」作为多元文化教育的一种方式：内涵与实践。教育脉动，12，1-9。
连结：

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