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    Title: 臺北地區日籍留學生滿意度之研究
    Other Titles: Studies on Japanese student's satisfaction in Taipei
    Authors: 野原千惠子;Nohara, Chieko
    Contributors: 淡江大學教育政策與領導研究所碩士班
    張家宜;Chang, Flora Chia-i
    Keywords: 日籍留學生;學生滿意度;Japanese student;student satisfaction
    Date: 2007
    Issue Date: 2010-01-11 00:12:03 (UTC+8)
    Abstract: 本研究旨在應用認知模式與差距模式等學生滿意度模式的概念,以參考International Student Barometer(ISB)、International Students Program Student Questionnaire(ISP)等外籍學生滿意度的衡量工具為基礎,編製「在台日籍學生生活滿意度問卷」,進行調查在台日籍學生對申請入學手續至抵達大學的經驗、學習、生活、支援服務及整體滿意程度,作為台灣各大學招收日籍學生之參考。本研究選取在臺北地區21所大學正式攻讀學位的日籍留學生為研究對象,計發出問卷210份。蒐集資料經過描述統計、獨立樣本t檢定以及單因子變異數分析之後,得到以下結論:
    一、臺北地區日籍留學生對「生活」構面滿意情形感到「稍微滿意」,對「申請入學與抵達經驗」、「學習經驗」、以及「支援服務」各構面滿意情形感到「稍微不滿意」。雖然臺北地區日籍留學生對各構面的滿意程度並不高,不過他們推薦他人目前就讀的大學以及赴台就讀,表示肯定的態度。
    二、各構面中,以「申請入學的程序」、「老師在個人領域內的專業能力」、「認識台灣居民的留學生的機會」以及「學校的網路設備」最獲日籍留學生的滿意,對「新生環境介紹的內容」、「自己的學習能力」、「認識來自其他國家的機會」以及「就業服務內容」的滿意情況最低。
    三、不同婚姻狀態的臺北地區日籍留學生對「申請入學與抵達經驗」、以及「整體滿意度」構面上的滿意程度有顯著差異。
    四、不同學校類別、學院別、隸屬、年級、年齡、性別、日本地域、居住情形以及來台期間對「申請入學與抵達經驗」、「學習」、「生活」、「支援服務」以及「整體滿意度」各構面的滿意程度並無明顯差異。
    This study aims at investigating the Japanese student satisfaction, divided in five sections, “application and arrival experience”, “learning”, “living”, “support services” and “common satisfaction”. Subjects were 210 Japanese students at 21 universities in Taipei. The questionnaire was developed by the writer, based on International Student Barometer (ISB) and International Students Program Student Questionnaire (ISP). Data were collected and analyzed by descriptive statistics, t-test and one-way ANOVA.
    Findings can be concluded as the following:
    First, Japanese students in Taipei slightly satisfied with living, slightly dissatisfied with application and arrival experience, learning and support services. Although these Japanese students were not highly satisfied, in contrast, they were still willing to recommend others to study the academic institution where they attended in Taiwan.
    Second, these Japanese students were most satisfied with “Procedure of applying”, “professional skills of faculty”, “the opportunities to acquaint with Taiwanese people” and “internet access”. In contrast with above, “contents of student orientation”, “capacity for self-learning”, “opportunities to acquaint with foreign students” as well as “career services” were most dissatisfied.
    Third, marriage status, such as married or single make differences the level of satisfaction, between “application and arrival experience” and “common satisfaction”.
    Forth, There is no difference the level of satisfaction, among “application and arrival experience”, “learning”, “living”, “support services” and “common satisfaction”, even these Japanese students came from varied academic institutions, grade, age, gender, birthplace, living surrounding and length of studying in Taiwan.
    Appears in Collections:[教育政策與領導研究所] 學位論文

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