本研究旨在探討大學教師與學生對於高等教育國際化指標重要性與可行性之差異情形，以自行編製之「高等教育國際化指標選擇之研究」調查問卷為研究工具，針對我國121所大學教師與學生進行分層隨機抽樣調查。問卷共發放726份，有效樣本612份，以模糊平均數、反模糊實數、三角模糊數求距離等模糊統計方法進行統計分析。根據本研究調查結果，歸納出結論如下： 一、大學教師與學生對於高等教育國際化指標之重要性看法，其重要性之選擇均達到高程度以上之標準。 二、大學教師與學生對於高等教育國際化指標之可行性看法，其可行性之選擇均達到中高程度以上之標準。 三、大學教師對於高等教育國際化指標之重要性與可行性看法差距，以「全校每年在校生分布各國人數成長幅度」指標差距最大，「全校建置遠距教學課程」差距最小。 四、學生對於高等教育國際化指標之重要性與可行性看法差距，以「全校對於國際化過程有監督標準程序」指標差距最大，「全校推動海外實習認證」差距最小。 五、大學教師與學生一致認同四個層面22個指標皆可納入我國高等教育國際化指標的選擇。 根據前述研究結論，提出具體建議，藉以提供教育主管單位、高等教育機構、大學校院以及後續研究之參考。 This study aims to explore the differences among professors and students about the importance and feasibility of the internationalization indicators for higher education. A self-designed questionnaire, called “the questionnaire of selecting the internationalization indicators for higher education”, is used in the study. Subjects are professors and students of 121 universities in Taiwan selected by random. The number of samples selected is 726, and the number of valid returned questionnaires is 612. In the study, statistics tools are fuzzy statistics, fuzzy means, defuzzification and fuzzy distance analysis. 1. From the viewpoints of both professors and students, the importance of the internationalization indicators for higher education is at a high level. 2. From the viewpoints of both professors and students, the feasibility of the internationalization indicator for higher education is at a high-intermediate level. 3. Regarding the differences among professors on the importance and feasibility of the internationalization indicator for higher education: the indicator of “The annual growth rate of enrolled students staying in foreign countries” is the most different one; the indicator of “Distance Learning Courses” is the most similar one. 4. Regarding the differences among students on the importance and feasibility of the internationalization indicator for higher education: the indicator of “The school has standard procedures to supervise the process of internationalization” is the most different one; the indicator of “The school promotes oversea internship certificate” is the most similar one. 5. Professors and students unanimously hold that the four levels and 22 indicators can be the selecting internationalization indicators for Taiwanese higher education. Based on the aforementioned conclusions, I therefore propose concrete suggestions as references for governmental education agencies, higher education institutions and universities. They also serve as foundation for further research in the future.
