本研究旨在建構公立大學國際化指標。研究方法部分，先以文獻分析歸納出公立大學國際化初擬指標，再以專家適切性評估問卷及模糊德菲法問卷進行調查。模糊德菲法調查樣本為14 位學者專家，透過三角模糊數整合專家對指標重要性之看法並篩選指標，最後以歸一化法求得各指標之權重，完成公立大學國際化指標。根據研究之結果與分析，歸納主要結論 如下： 一、本研究建構之公立大學國際化指標，一級指標有5 項，二級指標 有35 項。 二、本研究建構之公立大學國際化一級指標，依權重排序依序為「研 究與學術成果」(20.70%)、「行政與環境支援」(20.34%)、「學生與教 師國際流動」(20.12%)、「學術交流與聯盟」(20.08%)及「課程與教 學」(18.76%)。 三、本研究建構之公立大學國際化二級指標，在研究與學術成果方面，以 國際合作之研究計畫案件數及金額重要性最高；在行政與環境支援方 面，以國際化業務行政人員具備外語專長之比例重要性最高；在學生 與教師國際流動方面，以攻讀學位之境外學生人數重要性最高；在學 術交流與聯盟方面，以教師擔任國際學術團體職位之數量重要性最高； 在課程與教學方面，以外語授課之課程數量重要性最高。 最後，依據研究結果分別對教育主管機關、公立大學及後續研究提出 建議。 / The purpose of this study is to construct the indicators for internationalization of public universities in Taiwan. The study is conducted by means of literature review, developeing the indicators of internationalization of public universities preliminarily, investigating the suggestion of 12 experts by questionnaire for research methods. It used Fuzzy Delphi Method. Moreover, it choosed 14 experts to show the importance of the indicators by questionnaire and qualitified the experts’ opinions and analyze the symmetric triangular fuzzy number. In the final stage, normalization of fuzzy number’s total score determined the weight of each indicator. Accordingly, the indicators for internationalization of public universities in Taiwan was constructed.The conclusions are listed below: 1. The indicators for internationalization of public universities consists 5 first level indicators and 35 second level indicators. 2. The 5 first level indicators are: research and academic achievement (20.70%), administrative and environmental support (20.34%), student and teacher mobility (20.12%), academic exchanges and alliances (20.08%), curriculum and teaching (18.76%). 3. The second level indicators are: “the number of cases and the amount of international cooperation research project”is the most important indicator in “research and academic”; “the proportion of international business staff with expertise in foreign languages”is the most important indicator in “administrative and environmental support”;“the number of foreign students enrolled in degree”is the most important indicator in “student and teacher mobility”; “teacher as positions of international academic communities”is the most important indicator in “academic exchanges and alliances”; “the number of courses taught in foreign languages”is the most important indicator in “curriculum and teaching”. To sum up, the suggestions for educational administrative institutions, public universities and future study are based on the findings and results.

本論述為找出國際化與績效的互動關係。首先，討論銀行國際化誘因，接著建立一國際化指標衡量台灣銀行業國際化程度，再檢驗兩者的關係。 採取1998年到2007年底台灣銀行業各年銀行資料，共計樣本數達486筆。由於資料為縱橫資料，故一般迴歸方式，加入固定效果與隨機效果以檢視不同的銀行特點是否有影響結果。另外檢驗國際化與績效和其他國際化誘因之間是否有互動的因果關係。 將國際化指標定義為海外資產比、海外營收比及海外費用比三者的一般加權指標。國際化誘因則採取：規模、績效、依循客戶、營收市占率、國內外利差、模仿跟風、市場開放與否等八項。結果發現，規模、依循客戶、國外利差等因素都顯著正向影響國際化程度，其中規模及依循客戶又與國際化程度有顯著的因果關係，故可推論國內銀行業國際化的誘因確實有擴大規模及依循客戶的考量。 以實證結果看來，國際化與績效確實會互相影響。另外，考量個別銀行的特性後，台灣銀行業符合固定效果模型。結果顯示，影響銀行績效的因素在不同銀行間沒有很大的差異，然而各銀行所屬的固定特性不同，確實會深刻影響銀行國際化程度的差異，亦即個別銀行的固定特性是影響國際化的重要因素。可見，銀行利用國際化策略而提升銀行績效的做法是有其前提所在，也就是本身條件要好。 銀行國際化、績效、規模等因素就像是一個迴圈，彼此影響。也可以說銀行要提升績效的方式有很多，國際化、併購、擴大市場都是策略之一，只是目前在國內銀行業市場有限的關係，造成國際化策略的自然形成，銀行國際化是一種過程、是一種手段，並不一定與績效有因果關係，只是現在剛好走到這裡。 / This paper examines the relationships between bank performance and DOI(degree of internationalization). We start with explore the incentives for banks to internationalize themselves. Then we structure an index to measure the degree of internationalization and finally examine the relationships between various variables and performance. This study uses unbalanced panel data of the Taiwan bank industry from 1998 to 2007. Besides the often-used regression method, this paper also tests both fixed effect and random effect models with panel data, and examines Granger causality between bank internationalization, performance and incentives of internationalization. We find that variables such as scale, customers-following and foreign interest rate spread positively affect bank internationalization; moreover scale and customers-following factor Granger cause bank internationalization. So we can conclude that utilizing-economies-of-scale and following-customers are two incentives justifying the internationalization strategy of Taiwan’s banks.

全球化的到來，象徵正式進入國際化的時代，同時也引爆東西方各學術界的許多辯論。台灣也搭上了全球化發展的列車，著手在教育結構和政策上進行轉型。有鑒於此，本研究首先將會討論台灣高等教育國際化的背後因素，試著從國際與當地觀點來討論國際化，並且了解台灣高等教育國際化之目標與所採用的策略。本研究採用了混合方法的研究架構，採用了個人和焦點團體訪談的方式，訪談了國外國際化專家、國內的外國教師與學生、國內大學國際單位的工作者……等。同時也使用了紙本與網路問卷調查來強化研究上的數據訊息。分析結果後並提出一種國際化評估系統，來衡量台灣高等教育的國際化。期望研究發現將可以當作當代東南亞國家的高等教育國際化在該國家的一個衡量指標。 / The advent of globalization has ushered in the era of internationalization. Much debate on such processes has occurred in academe both in the East and the West. Taiwan has kept pace with these developments by ensuring that measures and changes in both structure and policy are being implemented at all levels. This research attempts to discuss the factors behind the internationalization of Taiwan’s higher education. Discussions on global views, local contextual perspectives and concepts on internationalization, and strategies and rationales behind Taiwan’s internationalization are included. Interviews were conducted with local internationalization officers, internationalization scholars and experts, and international students in Taiwan. Results were then analyzed together with the changing trends and issues on the importance of internationalization, which led to the quest for a set of performance indicators. An analysis of previous assessment practices and mechanisms from both foreign and local sources was completed, which culminated in the proposal of a set of performance indicators to measure internationalization in Taiwan’s higher education institutions. An actual assessment of Taiwan’s HEIs internationalization using the proposed indicators was then accomplished. Findings shall serve as a point of reference for contemporary visions of the internationalization of an East Asian higher education exemplar in the age of globalization.