Working with Neoliberalism Thinking and Regulation Control: Explained by

Implementing Taiwanese Internationalization Policy

Dian-Fu ChangTamkang University, Taiwan

140626@mail.tku.edu.tw

Contents

Introduction

Neoliberalism is typically linked to globalization, particularly because it relates to freedom in economic regulations and free trade.

In this sense, neoliberalism is a critical element of globalization, constituting the theory according which domestic and global economic relations are structured.

Introduction In higher education neoliberalism has led to the

introduction of a new mode of regulation and type of governance.

The goals of freedom, choice, consumer sovereignty, competition, individual initiative, compliance, and obedience must be constructions of the state, actualized by developing the techniques of auditing, accounting, and management (Olssen & Michael, 2005).

Introduction

The basic assumption of neoliberalism is that deregulation and institutional autonomy lead to superior institutional performance.

According to neoliberalism, universities are developing toward a smaller size and more efficiency, and becoming output-oriented systems.

Introduction

Various governments tend to link the specific evaluation results to their funding allocation; consequently, evaluation mechanisms exert a strong influence on universities.

Neoliberalism has caused a shift from bureaucratic-professional types of accountability to consumer-managerial models of higher education.

Introduction

This study was focused on policies relating to internationalization and the effects of policy-driven reforms on universities under the influence of neoliberal thinking.

We argue that for internationalization to be meaningful, it must be examined at the institutional level, emphasizing practical matters and reflection.

Internationalization Policy for Higher

Education In the European context, the rationales for the

internationalization of the student population at universities are likely to differ according to the educational levels.

International students in the United States in recent years have come from a small number of countries.

Internationalization Policy for Higher Education

International education has become a substantial part of the Australian higher education system and a major contributor to national economic growth.

According to the OECD’s (2012) annual report, 21.5% of tertiary students pursuing their studies in Australia were foreign students; the private–public partnership that is part of the Australian international education framework has been a crucial factor.

Internationalization policy for higher education in

Taiwan Under the policy of deregulation, professors have

become the main representatives of university governance.

During this period, strategies have included faculties selecting their chair, dean, and president through democratic process, deregulation in universities and devising long-term development plans, creating a more flexible evaluation system for selecting 39 universities, and initiating an internationalization plan to attract more international students.

Internationalization policy for higher education in

Taiwan These strategies have been influenced by

neoliberal theory. This section addresses three new policies related to internationalization in higher education.

In 2011, the MOE initiated a project to promote higher-education output to enable Taiwan to become one of the centers of higher education in East Asia.

Internationalization policy for higher education in

Taiwan The MOE intends to attract between 130,000

and 140,000 foreign students in 2020, accounting for 10% of foreign students in the higher-education system (MOE, 2012).

The MOE implemented a framework of internationalization indicators to facilitate the development of universities.

Number of international students in Taiwan from

1998 to 2011

The indicator system consists of

five domains

Internationalization policy for higher education in

Taiwan The MOE intends to develop part-foreign-

owned branch campuses in specific areas based on the idea of free economic zones.

The MOE announced the required budget through demonstration zones promoting innovation in education.

Internationalization policy for higher education in

Taiwan The MOE has guaranteed an adequate pace of

expansion and an indiscriminate funding mechanism.

The public has expressed concern regarding the importance of preventing abuse, and the MOE confirmed that it will install appropriate safeguards (MOE, 2014).

The applications of domestic and foreign universities are expected to be rigorously reviewed.

Approaches for Interpretation

400 professors from various universities expressed their opinions on internationalization-policy indicators.

Data was analyzed using fuzzy logic and subsequently interpreted.

Approaches for Interpretation

The target internationalization policy includes 22 indicators proposed by seven selected professional experts.

The indicators have been classified into context, input, process, and outcome dimensions in accordance with the CIPO (Context, Input, Process, Outcome) model.

The context dimension (C) comprises four indicators (C1 to C4),

The input dimension (I) comprises five indicators (I1 to I5),

The process dimension (P) comprises seven indicators (P1 to P7),

The outcome dimension (O) comprises six indicators (O1 to O6).

Approaches for Interpretation

Fuzzy means, defuzzification, and fuzzy distances were used to operationalize respondents’ opinions on the importance and feasibility of the related internationalization policy.

In April 2014, 400 questionnaires were sent to professors at 121 campuses—three selected professors at each campus; 293 returned questionnaires were valid (73.25% return rate).

Fuzzy means

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Defuzzification

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Fuzzy distance

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Research framework

Results

The total fuzzy means and their defuzzification exhibit high weights on these indicators in terms of comparison with the fuzzy scale from 1-7.

the results can be used to explain that internationalization policy has been accepted as a crucial implementation in current campuses.

Importance of internationalization indicators

Feasibility of internationalization-policy

indicators

Distance between importance and feasibility among the

internationalization indicators

Conclusions

This study determined that the implementation of internationalization policies has led to cultural changes in universities.

Most respondents in this research assessed internationalization-related indicators positively and assigned them a high value.

Conclusions

The internationalization policy has substantially increased the gap related to the input dimension, for example, establishing offices and staff,

strategic planning, monitoring systems, funding.

Conclusions

Considering that the feasibility of internationalization indicators is low in universities.

Most universities still need to invest more effort to implement the policy effectively.

Conclusions

The findings provide a resource for policy makers and university authorities to improve the current situation.

Future developments in internationalization at an institutional level cannot be realized unless academic and administrative actors cooperate.

Thanks for your listening!