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系統識別號 U0002-2407201020481200
中文論文名稱 歐盟聯合學位方案實施之研究─以英國與愛爾蘭為例
英文論文名稱 A Study on the Joint Degree Programmes in the European Union, taking the provisions in the United Kingdom and the Republic of Ireland as examples
校院名稱 淡江大學
系所名稱(中) 教育政策與領導研究所碩士班
系所名稱(英) Graduate Institute of Educational Policy and Leadership
學年度 98
學期 2
出版年 99
研究生中文姓名 鄭育青
研究生英文姓名 Yu-Ching Cheng
學號 697710118
學位類別 碩士
語文別 中文
口試日期 2010-06-25
論文頁數 226頁
口試委員 指導教授-楊瑩
委員-王如哲
委員-薛曉華
中文關鍵字 歐盟  聯合學位  聯合學位方案 
英文關鍵字 European Union  Joint Degree  Joint Degree Programmes 
學科別分類 學科別社會科學教育學
中文摘要 本研究主要採用文件分析法與比較研究法來進行比較分析,旨在以歐盟聯合學位方案為研究對象,試圖瞭解在歐盟高等教育政策的影響下,聯合學位方案的建構與實施情形,並以英國及愛爾蘭兩國進行深入研究。本研究主要目的包含:
一、釐清聯合學位的概念與內涵。
二、探討歐盟推動聯合學位情形。
三、分析歐洲簽署加入「波隆納歷程」國家推動聯合學位方案之運作模式及策略。
四、探討英國與愛爾蘭針對「波隆納歷程」之要求,在高等教育政策上之因應改革。
五、探討「波隆納歷程」下,英國與愛爾蘭聯合學位方案之實施情形。
六、針對英國與愛爾蘭聯合學位方案進行比較分析。
七、瞭解英國與愛爾蘭在推動聯合學位方案中與其他語系國家的合作情形。
八、根據研究發現,提出可供我國未來推行雙聯學制或研訂相關政策改革之參考建議。
本研究之主要結論可從下述三方面分別歸納如下:
一、歐盟推動聯合學位方案之情形
(一)歐盟透過一系列高等教育合作計畫,提供經費鼓勵流動,建議各國修訂法律,以促進聯合學位方案之發展。
(二)歐盟目前側重碩士層級的聯合學位之發展,並逐步擴大至博士層級,以提升歐洲高等教育之競爭力。
(三)在歐洲重視品質保證之趨勢下,推動聯合學位方案內部與外部品質保證計畫,確保聯合學位方案之品質。
(四)歐盟推動聯合學位方案等跨國合作計畫,鼓勵英語以外之第二外國語言之學習,增加學生流動之動機與優勢。
二、英國與愛爾蘭執行「波隆納歷程」與高等教育重要因應變革
(一)英國與愛爾蘭均已建立三層級學位制度與國家資歷架構,並完成自行證明程序。
(二)英國與愛爾蘭均已實施歐洲學分轉換與累積系統,並核發文憑補充。
(三)英國與愛爾蘭均已建構高等教育品質保證系統,並鼓勵學生與國際參與。
三、英國與愛爾蘭實施聯合學位方案之情形
(一)英國與愛爾蘭推動聯合學位方案,均以高等教育機構為主體,形成「由下而上」之推動模式。
(二)英國與愛爾蘭參與Erasmus Mundus計畫之聯合方案,均至少與來自3個不同國家之3所以上高等教育機構進行合作。
(三)二國參與Erasmus Musdus Masters Courses(EMMC)之合作國家遍佈世界各地,但以非歐盟國家而言,英國的合作國家較多分布在亞洲,愛爾蘭則以美洲為多。
(四)二國參與EMMC之高等教育機構以大學為主,但愛爾蘭亦有職業技術學院參與其中。
(五)二國參加Erasmus Mundus計畫之聯合方案主要以EMMC為主,但英國亦參與Erasmus Mundus Joint Doctorates(EMJD),因此頒授之學位包含碩士與博士層級。
(六)二國參加EMMC之證書類型,英國以雙重學位居多、聯合學位次之;愛爾蘭則以附有文憑補充之聯合學位為主。
(七)二國參與EMMC之學科分類,英國以工程、科技較多,而愛爾蘭則以社會及文化科學、經濟學等學科分布較多。
(八)二國參與EMMC主要以英語授課,但英國規定學生須修習外國語言之學分數,而愛爾蘭則採鼓勵態度為之。
英文摘要 This study mainly, via adopting the methods of document analysis and comparative studies, aims to explore the provisions of joint degree programmes in the member countries of the European Union in general, and in the United Kingdom and the Republic of Ireland in particular. The purpose of this study includes:
1.To clarify the concept and meaning of the joint degrees.
2.To explore the implementation of the joint degree programmes in the European Union.
3.To analyze the patterns of operation and strategies of the joint degree programmes in the signatory countries of the ‘Bologna Process’.
4.To understand the policy reform of higher education in the U. K. and Ireland, in accordance with the principles of the ‘Bologna Process’.
5.To explore the provisions of the joint degree programmes in the U. K. and Ireland, respectively.
6.To compare the similarities and differences related to the implementation of the joint degree programmes between the U. K. and Ireland.
7.To analyze the cooperation of the U. K. and Ireland with other non-English speaking countries concerning the joint degree programmes, respectively.
8.To propose suggestions useful for the policy reform of higher education related to the promotion of joint degree programmes in the future.
The main conclusions of this study can be summarized as follows:
1.The EU has, through providing fundings, tried to encourage member countries to offer joint degree programmess, promote students’ mobility, and to revise existinf laws if necessary.
2.Most joint degree programmes in the European countries are those at the Master’s degree level, and moving towards the doctorate degree level gradually.
3.With the increasing attention to the quality assurance in the EU, the joint degree programmes in Europe have introduced the internal and external quality assurance projects
4.The existing joint degree programmes in the EU have put emphasis on the encouragement of second foreign languages other than English.
5.Case studies of the U.K. and Ireland have the following findings:
(1)Both countries have set up 3-cycle degree system and the national frameworks of qualifications.
(2)Both countries have adopted the European Credits Transfer and Accumulation System and provide diploma supplements.
(3)Both countries have established their own quality assurance systems, which encourage the participation of students.
(4)The joint degree programmes in both countries have been mainly provided in the higher education sector, and initiated from the HEIs, rather than the policy initiated from the top.
(5)The Erasmus Mundus Joint Programmes provided in these two countries normally involve the cooperation among 3 HEIs, and 3 different countries at least.
(6)Both countries provide joint degree programmes worldwidely, but the UK has pay more attention to the cooperation with Asian countries, while Ireland with African countries.
(7)Most joint degree programmes are provided in the universities mainly. But the technological institutes in Ireland have also provided joint degree programmes.
論文目次 目次 i
表次 iii
圖次 v
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與待答問題 4
第三節 研究方法、步驟與架構 5
第四節 名詞釋義 8
第五節 研究範圍與研究限制 11

第二章 文獻探討 13
第一節 聯合學位相關概念與內涵 13
第二節 歐盟推動聯合學位情形與我國實施現況 25
第三節 既有相關文獻分析 46

第三章 歐盟推動聯合學位方案策略之探討 57
第一節 歐盟聯合學位方案之歷史沿革 57
第二節 歐盟聯合學位方案之推動計畫 70
第三節 歐盟聯合學位方案之運作方式 79

第四章 英國實施聯合學位方案之分析 85
第一節 英國現行學制與高等教育發展現況 85
第二節 英國執行「波隆納歷程」之情形與高等教育重要因應變革 104
第三節 英國實施聯合學位方案之情形 122

第五章 愛爾蘭實施聯合學位方案之分析 139
第一節 愛爾蘭現行學制與高等教育發展現況 139
第二節 愛爾蘭執行「波隆納歷程」之情形與高等教育重要因應變革 150
第三節 愛爾蘭實施聯合學位方案之情形 168

第六章 比較分析、結論與建議 179
第一節 比較分析 179
第二節 結論 189
第三節 建議 194
參考文獻 199
附錄 223
附錄4-1 223
附錄5-1 224
附錄6-1 225

表次
表2-1 各國國際合作學位模式比較表 14
表2-2 2010年為止波隆納歷程(Bologna Process)簽署國家 33
表2-3 波隆納歷程時間表 33
表2-4 教育部雙聯學制辦理原則摘要表 40
表2-5 我國雙聯學制合作模式彙整表 43
表2-6 研究者自行蒐集與本研究相關之中文專書 47
表2-7 使用「聯合學位」關鍵字搜尋博碩士論文之既有相關文獻 49
表2-8 使用「學位雙修」關鍵字搜尋博碩士論文之既有相關文獻 49
表2-9 使用「歐洲高等教育」關鍵字搜尋博碩士論文之既有相關文 50
表2-10 使用「雙聯學位」關鍵字搜尋「教育論文全文索引資料庫」期刊論文既有相關文獻 53
表2-11 使用「歐盟高等教育」關鍵字搜尋「教育論文全文索引資料庫」期刊論文既有相關文獻 53
表2-12 使用「聯合學位」、「歐洲高等教育」關鍵字搜尋「中國期刊全文數據庫」期刊論文既有相關文獻 54
表2-13 使用「Joint Degree」、「European」關鍵字於網路搜尋引擊蒐集之期刊論文既有相關文獻 55
表2-14 研究者自行蒐集與本研究主題相關之國外專書文章 55
表3-1 歐洲共同體12個會員國參與聯合學習計畫之合作項目百分比 58
表3-2 蘇格拉底計畫第一期與第二期之比較表 64
表4-1 英國GCE O-level、GCSE、CSE成績水準對照表 90
表4-2 英國各地區高等教育行政主管部門與經費撥款單位 95
表4-3 英國高等教育機構在1992年前、後名稱之轉變 101
表4-4 2009年英國高等教育機構數量 101
表4-5 英國籌辦之政策決定研討會 104
表4-6 FQ-EHEA、FHEQ與SCQF在高等教育階段之資歷架構對照表 119
表4-7 英國高等教育品質保證系統 120
表4-8 2009年英國參與EMMC合作國家與參與機構數量 126
表4-9 2009年英國參與EMMC內容摘要與學科分類 130
表4-10 2009年英國參與EMMC修業年限、學分、語言與入學資格 135
表5-1 1996〜1997至2008〜2009年愛爾蘭各階段教育在政府資助學校就讀之學生人數 149
表5-2 愛爾蘭2004〜2005至2008〜2009第三級教育進入大學校院新生人數 149
表5-3 愛爾蘭2004〜2005至2008〜2009第三級教育技術職業學院新生人數 150
表5-4 FQ-EHEA、愛爾蘭國家資歷架構與ECTS對照表 166
表5-5 愛爾蘭高等教育機構參與EUA聯合碩士計畫表 170
表5-6 2009年愛爾蘭參與EMMC合作國家與參與機構數量 174
表5-7 2009年愛爾蘭參與EMMC內容摘要與學科分類 176
表5-8 2009年愛爾蘭參與EMMC修業年限、學分、語言與入學資格 178
表6-1 英國與愛爾蘭資歷架構比較表 180
表6-2 英國與愛爾蘭實施聯合學位/方案比較表 181
表6-3 英國與愛爾蘭流動措施比較表 183
表6-4 英國與愛爾蘭資歷承認相關措施比較表 184
表6-5 英國與愛爾蘭品質保證制度比較表 185

圖次
圖1-1 研究架構圖 7
圖2-1 波隆納簽署國家之高等教育機構參與聯合學位/聯合方案統計圖 37
圖2-2 三層級(three cycles)的聯合學位合作水準 38
圖2-3 我國與外國大學校院合作辦理雙聯學制校數 42
圖2-4 我國大學辦理雙聯學制之合作國家及國外學校數統計圖 42
圖3-1 歐盟聯合學位方案發展沿革圖 57
圖3-2 2007-13年終身學習計畫內涵架構 66
圖4-1 2007〜2008英國大學校院經費來源 99
圖4-2 歐盟國家與英國合作EMMC統計圖 129
圖4-3 英國參與之EMMC學科分類分布圖 134
圖5-1 歐盟國家與愛爾蘭合作EMMC統計圖 175
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