淡江大學機構典藏:Item 987654321/79575
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    Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/79575


    Title: College students' perceptions of studying abroad and their readiness
    Authors: 張鈿富
    Contributors: 淡江大學教育政策與領導研究所
    Keywords: College students;Study abroad;Higher education;Internationalization;Fuzzy statistics
    Date: 2012-12
    Issue Date: 2012-12-13 10:23:39 (UTC+8)
    Publisher: Netherlands: Springer
    Abstract: This study aims to determine what college students believe is essential on studying abroad and investigates which programs they prefer for outbound study. The trend of globalization and expansion of higher education have resulted in changes for studying abroad programs in numerous Asian countries. In particular, the overprovided undergraduate and graduate education system in Taiwan raises questions on how college students perceive such outbound study. This paper collected survey data from 219 college students at 2 universities in Taiwan to analyze their opinions and levels of readiness on studying abroad programs. This study applied fuzzy methods to transform the data and interpret the results, and the findings showed that gender and college major influence student perceptions on the importance of studying abroad, as well as their readiness to study abroad. Typically, women exhibit more preparedness for studying abroad than their male counterparts. Following the expansion of higher education in Taiwan, more students are considering studying abroad programs for short-term stay in foreign countries. According to the patterns of perception, this study built fuzzy models to explain the consistency of importance and levels of readiness on studying abroad. The results reveal that fuzzy statistics can be used for proper interpretation of the factors influencing students to study abroad and their readiness.
    Relation: Asian Pacific Education Review(APER) 13(4), pp.583-591
    DOI: 10.1007/s12564-012-9221-1
    Appears in Collections:[Master's Program, Graduate Institute of Educational Policy and Leadership] Journal Article

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