The Construction of GLOBAL Campus Based on GLOBAL Mobility Model
全球化的時代下，我國高等教育機構以從國際化邁入全球化的階段，本研究將以GLOBAL模式為基礎，透過文獻分析與深度訪談法來建構以培育大學生全球移動力潛能之全球化校園。在文獻分析上，以中英文期刊系統進行相關資料蒐尋。在訪談部分共訪談十一位受訪者，每次訪談為60-90分鐘，並以訪談後的摘要進行確認。以GLOBAL模式為基礎透過質性內容分析，結果發現全球移動力受到當前時代因素所驅動，個體透過社會化與內涵化的歷程來強化公民力、語文力、職涯力、人際力、文化力以及生活力等六大能力。高等教育機構可依據18項全球移動力推動向度，透過課程與活動的方式來強化學生具有GLOBAL六大能力。透過GLOBAL六大能力的培育，讓學生將國際視野融入生活、透過國際交流強化專業素養以及具有邁入國際市場之潛能。對於我國青年學子全球移動力之推展，需注意政策全面性的規劃、校園整體性的推動以及課程整合性的培育。 Under the era of globalization, university graduates with global mobility can emerge in the international market. How to cultivate the potential of college students with global mobility is a topic that higher education institutions need to pay attention. After literature review the GLOBAL model of the student global mobility, which indicated that the cultivation of global mobility needs to cover the six core competences, Global citizenship, Language, Occupation, Befriend, Acculturation and Lifestyle. This study will build a global mobility theory based on the GLOBAL model through document analysis and in-depth interviews with qualitative analysis. Data collection was conducted through electronic journal systems and in-depth interviews. Eleven interviewees were interviewed in the interview section, each interview was 60-90 minutes, and confirm with the summary after the interview. Data analysis was based on GLOBAL model through qualitative content analysis. The global mobility is driven by the era of globalization. In the GLOBAL model, individuals through the process of socialization and enculturation to strengthen the six core competences. Higher education institutions can promote the global mobility of students based on the 18 global mobility directions with the way of curriculum and activities. Through the devel-opment of global mobility, students will be able to integrate their international vision into their lives, strengthen their professionalism through international exchanges and have the potential to enter the international market in the future. For the promotion of the global mobility of young students, we must pay attention to the comprehensive planning of policies, the promotion of campus integrity and the cultivation of curriculum integration.
|關鍵詞||全球化能力、GLOBAL模式、質性內容分析法、全球移動力、global mobility、GLOBAL model、qualitative content analysis|