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    年度書名
    2011Chang, Dian-fu; Wu, Chwng-ta; Ching, Gregory; Tang, Chia-wei; Xiao, Lin, Globalization and higher education in Taiwan, Within the last decade, Taiwan’s higher education system has experienced transformation along the lines of decentralization and marketization (Mok, 2000). The pressure to compete internationally and to attain global recognition has become one of the major benchmarks in evaluating university performance (Mok, 2003; Song & Tai, 2007). Together with rising concerns about the value of money, public accountability has already changed the way higher education is governed (Welch, 2004). Advanced nations, such as the UK (with its University Appropriations Committee) and the US (with its Higher Education Project Funds in the Department of Education), along with Japan and Germany, have all allocated funds to assist in the development of key universities. In Taiwan, the government has realized that globalization has accelerated competition among universities around the world (Lo & Weng, 2005; Lu, 2004; MOE, 2006). A series of large-scale projects were launched in order to catch up with the rest of the world’s higher education systems amid the powerful trend of globalization (Song & Tai, 2007). With the revision of the University Act in 1994, which prompted the restructuring of state owned higher education institutions (HEIs) into independent legal entities (Mok, 2006), thereby reducing the control of the Ministry of Education (MOE) over HEIs and making campus operations more flexible. In the following years, Taiwan’s government, acknowledging that the state alone can never satisfy the pressing demand for higher education, decided to revise its education ordinances and create room for the expansion of private higher education (Mok, 2000; Mok & James, 2005). This sparked a growth in the number of HEIs over the decades. Currently, the number of HEIs has increased dramatically from 7 in 1950 to 164 in 2008, among which are 100 universities, 49 colleges, and 15 junior colleges (MOE, 2008). This sudden increased in numbers of HEIs did not only inflame the competition among HEIs, but also hasten the internationalization of Taiwan’s HEIs. Among the major projects Taiwan’s MOE organized the Plan to Develop First-class Universities and Top-level Research Centers is the project with largest competitive fund. The empirical part of this paper analyzes the outcome of this project, adopted by the Taiwan Ministry of Education, in creating world-class universities and research centers. The prospective performances of the funded universities were evaluated with official data from the Department of Higher Education in Taiwan. The following section shall discuss the definition of globalization and internationalization of Taiwan’s higher education, which is New Knowledge in a New Era of Globalization 36 then followed by the details of the Plan to Develop First-class Universities and Top-level Research Centers and lastly the empirical findings of the efficiency of the MOE’s effort of producing world class universities., Rijeka, Croatia: InTech
    2009黃儒傑, 因應弱勢學生學習需要的教材設計初探, , 臺北市：師大書苑公司
    2007紀舜傑, 環境議題論述的歷史進展與脈絡, , 臺北縣淡水鎮：淡江大學未來學研究所
    2007紀舜傑, 環境正義與永續社會, , 臺北縣淡水鎮：淡江大學未來學研究所
    2007H.H. Jacobs(著); 薛曉華(譯); 盧美貴(譯); 王麗惠(譯); 蔡佳燕(譯); 張佩韻(譯); 黃娟娟(譯), 課程地圖：展現實踐成果與省思, 課程地圖提供了一系列雖簡單卻是最有用的工具來促進教師教學及學生的學習。在運用課程地圖方法中，人們必須將內容、技能、及評估間的連結關係清晰地描繪出來，因此課程地圖確保課程的所有面向不僅能彼此間呈現一致的狀態，更能與標準及測驗相結合。 在《課程地圖──展現實踐成果與省思》一書中，Heidi Hayes Jacobs與她的共同作者們提供了一系列廣泛的觀點與方法，指出「課程地圖」在學區與學校中如何被有效運用的過程。本書除了舉出在美國許多學校如何運用「課程地圖」的實例，作者們更為以下關鍵問題提供具體的建議： ● 為教育工作者準備好如何實施課程地圖的步驟。 ● 運用軟體來創造獨特的課程地圖資料。 ● 透過課程地圖來統整課程的決策組織與成員發展動機。 ● 幫助學校社群適應新的課程檢視過程。 ● 製作課程地圖來將讀寫訓練的各部份統整起來。 所有的教師、行政工作者、專業培訓人員、政策制定者都將會發現本書為促進學校進步提供了實質的導引與各種有效的資源。, 心理出版社
    2007薛曉華, 從未來社會的能力觀看homeschooling, , 臺北縣：臺北縣政府教育局
    2005紀舜傑, 遷都議題的環境觀點, , 臺北市：國家展望文教基金會
    2005鄧建邦, 中國大陸台商的他者處境與認同衝突, , 臺北縣淡水鎮 : 淡江大學
    2004薛曉華, 女性主義理論對於比較教育研究及方法論上的貢獻與挑戰, , 臺北市：高等教育文化事業公司
    2003Eric Margolis(主編); 薛曉華(譯), 高等教育中之潛在課程, , 臺北市：高等教育文化事業公司
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