COVID-19對臺灣國際高等教育留學生流動性的影響─越南學生的觀點

Impact of COVID-19 Pandemic on Taiwan International Higher Education Students' Mobility: Student Perspectives from Vietnam

10.6423/HHHC.202107_(134).0005

沈秋宏(Chiu-Hung Shen)

COVID-19 ； 國際學生流動性 ； 推拉理論 ； COVID-19 ； international student mobility ； push-pull theory

學校行政

134期（2021 / 07 / 16）

94 - 117

繁體中文

COVID-19大流行導致高等教育國際化、全球化產生了深遠影響，國際學生流動性的降低，與傳統推拉因素相比，COVID-19大流行後對學生出國留學的考慮產生重大改變。研究目的針對越南留學生在疫情後，仍對出國留學感興趣，而且選擇臺灣為留學目的國，其動機為何？本研究屬於質性研究，研究方法透過訪談方式進行資料蒐集，訪談對象為國立暨南國際大學教育政策與行政學系之越南留學生。研究結果發現：本研究對象暨南大學越南留學生的觀點，COVID-19大流行後對出國留學仍感興趣，從拒絕渺小個人圓夢，提升第二外語能力到自我實現與增進職場能力，這些和疫情的流行似乎沒有顯著的差異，與學者的研究相差不遠，出國留學與否，取決於留學生個人強烈動機。國際學生選擇臺灣為其留學目的國之動機，研究發現越南留學生選擇臺灣為其留學之目的國之動機：（一）臺灣政府友善的南向政策、社會制度和人文信仰；（二）臺灣資訊公開透明，先進醫療科技成功防疫；（三）臺灣高科技智慧技術，跨領域學習專業與通識相輔相成。COVID-19大流行後國際高等教育的「新常態」，造成越來越多學生和家長在考慮健康和安全因素之下，國際學生流動性從傳統的東西向模式轉變為以東亞區域化為導向，臺灣成為國際學生受歡迎的目的國。

The COVID-19 pandemic outbreak, which has dramatically affected higher education and globalization, and decreased the overseas students' mobility. Compared to traditional push-pull factors, after COVID-19 pandemic outbroke, there was a huge change for students' considerations for studying abroad. The purpose of this study focusses on Vietnamese students, after the pandemic they still interested in studying abroad and choosing to study in Taiwan. What is the motivation? This research is qualitative study. The methodology of this study is collected data through interviews. The interviewees are the Vietnamese students' study in the Department of Educational Policy and Administration at National Chi Nan University (NCNU). The research results found that although the COVID-19 pandemic outbreak, the interviewees still have interested in study aboard. From rejecting small individuals to realize their dreams, improving second foreign language skills to self-realization and enhancing workplace skills. There seems to be no significant difference between these and the pandemic, and they are not far from the research of scholar. Whether to study abroad or not depends on the strong motivation of the international students. The research found that the motivation of international students choosing Taiwan as their destination country for their studies are: (1) Taiwan government's friendly Southbound Policy, social institution and humanistic faith; (2) Taiwan's information is openness and transparency, and advanced medical technology has successfully prevented the pandemic; (3) Taiwan's high-tech intellectual technology, cross-field learning and liberal education complementary to each other. ＂The new normal＂ of international higher education after the COVID-19 pandemic outbreak caused more and more students and parents consider health and safety factors. The mobility of international students has changed from a traditional east-west to a model of East Asia regionalization, and Taiwan has become a popular destination country for international students.

1. 張芳全(2017)。東南亞國家學生留學臺灣的經驗與建議之研究。臺北市立大學學報，教育類，48，1-27。
   連結：
2. Altbach, P., & de Wit, H. (2020). Post pandemic outlook for HE is bleakest for the poorest. April 4, 2020. University World News https://www.universityworldnews.com/ page.php?page=UW_Main.
3. Ashwin, P.(2006).Changing higher education: The development of learning and teaching.Hoboken, NJ:Routledge.
4. Austin, L.,Shen, L.(2016).Factors influencing Chinese students’ decisions to study in the United States.Journal of International Students,6(3),722-732.
5. Benediktsson, A. I.,Wozniczka, A. K.,Tran, A. D. K.,Ragnarsdóttir, H.(2019).Immigrant students’ experiences of higher education in Iceland: Why does culturally responsive teaching matter?.Nordic Journal of Comparative and International Education,3(2),37-54.
6. Bodycott, P.(2009).Choosing a higher education study abroad destination: What Mainland Chinese parents and students rate as important.Journal of Research in International Education,8(3),349-373.
7. Bourdieu, P.(2001).Masculine domination.Staford, CA:Stanford University Press.
8. Chen, L. H.(2007).Choosing Canadian graduate schools from afar: East Asian students’ perspectives.Higher Education,54,759-780.
9. Crook, C.,Light, P.(1999).Information technology and the culture of student learning.Learning sites, social and technological resources for learning,Amsterdam, Netherlands:
10. Deviney, D.,Vrba, T.,Mills, L.,Ball, E.(2014).Why some students study abroad and others stay?.Research in Higher Education Journal,25,1-14.
11. Durnin, M. (2020). Covid-19 update: China survey results. London: British Council. https://education-services.britishcouncil.org/insights-blog/covid-19-update-china-survey-results?_ga=2.183165667.436377671.1596516253-1764238916.1596516253.
12. Findlay, A.(2011).An assessment of supply and demand-side theorizations of international student mobility.International Migration,49(2),162-190.
13. Herman, P. C. (2020). Online learning is not the future. June 10, 2020. Inside Higher Ed https://www.insidehighered.com/digital-learning/views/2020/06/10/online- learn-ing-not-future-higher-education-opinion.
14. Hossler, D.,Gallagher, K. S.(2020).Studying student college choice: A three-phase model and the implications for policymakers.College and University,62(3),207-221.
15. Jordan, M., & Hartocollis, A. (2020). U.S. Rescinds plan to strip visas from international students in online classes. July 14, 2020. The New York Times https://www. nytimes.com/2020/07/14/us/coronavirus-international-foreign- student-visas.html.
16. Lee, C.(2017).Exploring motivations for studying abroad: A case study of Taiwan.Tourism Analysis,22(4),523-536.
17. Lee, E. S.(1966).A theory of migration.Demography,3(1),47-57.
18. Liu, D.,Zhu, W.(2019).Factors influencing student choice of transnational higher education in China.Proceedings of the 5th International Conference on Frontiers of Educational Technologies
19. Marginson, S. (2020). Global HE as we know it has forever changed. March 26, 2020. Times Higher Education. https://www.timeshighereducation.com/blog/global- he-we-know-it-has-forever-changed#.
20. Martel, M. (2020). COVID-19 effects on U.S. higher education campus: From emergency response to planning for future student mobility. Washington, DC: Institute of International Education. https://www.iie.org/en/Research-and- Insights/Publications/COVID-19-Effects-on-US-Higher-Education-Campuses-Report-2.
21. Mazzarol, T.,Soutar, G. N.(2002).Push-pull” factors influencing international student destination choice.International Journal of Educational Management,16,82-90.
22. Mercado, S. (2020). International student mobility and the impact of the pandemic. BizEd: AACSB International. June 11, 2020 https://bized.aacsb.edu/articles/ 2020/ june/covid-19-and-the-future-of-international-student-mobility.
23. Mok, K. H. (2020). Will Chinese students want to study abroad post-COVID-19? University Worldnews, 4 July 2020.
24. Mok, K. H.(2016).Massification of higher education, graduate employment and social mobility in the Greater China region.British Journal of Sociology of Education,37(1),51-71.
25. Mok, K. H.,Wu, A. M.(2016).Higher education, changing labour market and social mobility in the era of massification in China.Journal of Education and Work,29(1),77-97.
26. Mok, Ka Ho,Xiong, Weiyan,Ke, Guoguo,Cheung, Joyce Oi Wun(2021).Impact of COVID-19 pandemic on international higher education and student mobility: Student perspectives from mainland China and Hong Kong.International Journal of Educational Research,105,101718.
27. New Oriental. (2020). Report on Chinese students’ overseas study 2020. Beijing: New Oriental Education & Technology Group.
28. Organization for Economic Co-operation and Development(2004).Education policy analysis.Paris, FR:Author.
29. Schulmann, P. (2020). Perfect storm: The impact of the coronavirus crisis on international student mobility to the United States. New York: World Education Services. https://wenr.wes.org/2020/05/perfect-storm-the-impact-of-the- coronavirus-crisis-on-international-student-mobility-to-the-united-states.
30. Scott, P.(Ed.)(1998).The globalisation of higher education.Buckingham, UK:SRHE and Open University Press.
31. Tan, S. L. (2020). “You Chinese virus spreader”: After Coronavirus, Australia has an anti-Asian racism outbreak to deal with. May 30, 2020. South China Morning Post. https://www.scmp.com/week-asia/people/article/3086768/you- chinese-virus-spreader-after-coronavirus-australia-has-anti.
32. Tesar, M.(2020).Towards a post-Covid-19 “New Normality?”: Physical and social distancing, the move to online and higher education.Policy Future in Education,18(5),556-559.
33. UNESCO (2020). COVID-19 Educational Disruption and Response. UNESCO website, https://en.unesco.org/covid19/educationresponse
34. Wu, Q.(2014).Motivations and decision-making processes of Mainland Chinese students for undertaking master’s programs abroad.Journal of Studies in International Education,18(5),426-444.
35. Xiong, W.,Mok, K. H.(2020).Critical reflections on Mainland China and Taiwan overseas returnees’ job search and career development experiences in the rising trend of anti-globalization.Higher Education Policy,33(3),413-436.
36. Xiong, W., Mok, K. H., & Jiang, J. (2020). Hong Kong university students’ online learning experiences under the Covid-19 pandemic. Oxford, UK: Higher Education Policy Institute. https://www.hepi.ac.uk/2020/08/03/hong-kong- university-stu-dents-online-learning-experiences-under-the-covid-19-pandemic.
37. 王湘月(2019)。臺灣高等教育國際化與在地國際化之初探。南台人文社會學報，20，31-68。
38. 行政院（2016）。新南向政策推動計畫。中華民國行政院網站。https://www.ey.gov.tw/News10.aspx?n=DBAE55EB6D37B60C
39. 翁福元,許瑞芳(2016)。高等教育國際化招收外國學生之探討。臺灣教育評論月刊，5(10)，49-57。
40. 張慶勳(2021)。大學永續發展：[ 好 ][ 大 ] 學追求極大化影響力的思維與策略。臺灣教育評論月刊，10(1)，27-33。
41. 教育部（2021）。各年度大專校院境外學生在臺留學研習人數統計表。教育部網站。https://depart.moe.edu.tw/ed2500/News_Content.aspx?n= E629CC6F403F7402&sms=F42C4CEA6ED95269&s=1DFFB3B78ADF0E40
42. 郭玟杏,胡馨文(2020)。疫情對臺灣高等教育的影響：國際化，教育品質與線上學習。評鑑雙月刊，88，22-25。
43. 陳淑慧,林筱筑,劉騏甄,莊承鉚,劉家誠(2018)。跨國際學生交換環境對來台學習意願之探討─以馬來西亞、菲律賓、越南為例。環境與管理研究，19(2)，31-60。
44. 曾于蓁(2020)。中國大陸暫停學生來臺就讀影響評析。展望與探索月刊，18(5)，24-31。
45. 楊洲松(2020)。學在瘟疫蔓延時：新型冠狀病毒疫情下的教育思考。Journal of Curriculum Studies，15(1)，1-14。
46. 葉建宏(2017)。我國專業技術人才培育之困境與展望。臺灣教育評論月刊，6(3)，110-112。
47. 劉品佑(2017)。清華大學科技管理研究所。
48. 薛家明(2015)。我國招收境外學生之現況與思辨。高等教育研究紀要，3，1-19。

1. 郭勝煌(2021)。「後疫情時代」停課不停學之PBL遠距教學實踐研究。臺北海洋科技大學學報，12(2)，95-120。
2. 黎士鳴,湯堯(2023)。全球化校園教育指標之發展－以GLOBAL模式為例。學校行政，143，196-225。