Table 1 Indicators adapted from international literature to Taiwan’s context.
From: School internationalization in Taiwan: constructing assessment indicators and future application
Dimension | Definition proposed by Taiwan MOE | Theoretical framework |
|---|---|---|
Internationalization goals | The school states its identity and internationalization vision, as well as, proposes goals and strategies to promote the school’s internationalization | Internationalization assessment tool (Yemini, 2012) Model for comprehensive internationalization (ACE, 2022) |
Campus internationalization | The responsibility of schools to create an appropriate and friendly international environment. | Model for comprehensive internationalization (ACE, 2022) Braskamp (2009); Eckel and Kezar (2003) |
Personnel internationalization | The school encourages its faculty and administration staff to acquire internationalization empowerment and establish a core team to promote its internationalization. | Internationalization assessment tool (Yemini, 2012) Model for comprehensive internationalization (ACE, 2022) |
Administration internationalization | The school should establish an international administrative support and service system to promote the international integration of courses, learning, and international exchanges | Model for comprehensive internationalization (ACE, 2022) |
Curricula Internationalization | The establishment of a support mechanism for the teaching staff for curriculum internationalization, course implementation, and teaching resources. | Internationalization assessment tool (Yemini, 2012) Model for comprehensive internationalization (ACE, 2022) |
International partnerships | The school actively participates in international exchanges and establishes and operates equal and mutually beneficial international cooperation relations. | Internationalization assessment tool (Yemini, 2012) Model for comprehensive internationalization (ACE, 2022) |
