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This study explores Taiwanese college students’ awareness and action on UN’s Sustainable Development Goals (SDGs) launched in 2015. These goals define key dimensions wherein youth’s recognition, appreciation, and implementations ignite global citizenship, therefore enhancing both employability and mobility. The SDGs have set a strong presence in higher education, but perhaps not enough as most studies have not assessed a holistic view of undergraduates’ SDGs perception. In a well-globalized Chinese society where undergraduate degrees are as widespread as in Taiwan, this study aims to uncover whether higher education institutions (HEIs) in Taiwan have served as enabling environments for the growth of global citizens. Building on the government’s educational reforms and individual policies, it asks: on which aspects have Taiwan excelled or receded, why, and what can our example offer the global community in sowing global citizens? The Importance–Performance Analysis (IPA) grid was conducted to assess college students’ recognition and implementation of each goal. A list of 17 goals and 68 items were identified from literature reviews and each item was rated using a five-point Likert scale. On the scale, the online survey enables the 1238 college students from HEIs, ranging from research to non-research ones, to rate the relative importance of the items, followed by another performance rating. We aspire analysis of the responses to allow reflection on the implementation of professional and general education, as results indicate the factors contributing to students’ cognition of the SDGs. Echoing current policy in Taiwan, we intend to offer insights and recommendations to extend students’ SDGs vision, ultimately enhancing youth’s international understanding and mobility.

PurposeThe internationalization of higher education institutions (HEIs) is the top stage of international relations among universities, and it is no longer regarded as a goal but as a means to improve the education of sustainability. As institutional commitments to internationalize higher education continue to grow, so does the need to critically consider the intended purposes and actual outcomes of the resulting programs and policies. This study aims to explore how institutional international policies influence outcomes of HEIs internationalization in the East Asian region, specifically in Taiwan and Japan.Design/methodology/approachThe study used quantitative design. 3,158 participants, including 1,192 participants from Taiwan and 1,966 participants from Japan, were randomly recruited to complete the Academic Profession in the Knowledge Society (APIKS), an international survey examining the change in academic work in HEIs. The study adopted quantitative data and used two variables (institutional international policies and outcomes of internationalization) with descriptive, correlational, and moderated multiple hierarchical regression analysis with SPSS computer software to answer the research questions.FindingsThe study showed that both Taiwanese and Japanese academics have high agreements on the outcomes of internationalization for enhancing academic quality and increasing mobility of students. In both countries, two institutional international policies of HEIs internalization-- clear internationalization strategies and funding for faculty members to undertake research abroad-- can significantly influence the process of internationalization in the teaching-oriented and research-oriented HEIs respectively.Originality/valueThis study provides insight into the relationship between institutional international policies and the outcomes of HEIs internationalization in Taiwan and Japan. It provides university leaders with empirical evidence for implementing managerial strategies of internationalization that promote education for sustainability in HEIs.

In Taiwan, higher education policies and manpower training have failed to meet the requirements of the rapidly changing society and employer expectations. This causes a substantial gap between university education and employment. On the basis of social cognitive career theory, this study aims to explore the relationships between transformational leadership, self-efficacy, problem-based learning, and student employability in higher education institutions (HEIs). In this study, 619 undergraduates from 12 Taiwanese HEIs were analyzed using structural equation modeling. The results revealed significant positive influences of transformational leadership, self-efficacy, and problem-based learning on student employability. Moreover, problem-based learning and self-efficacy are key mediators between transformational leadership and student employability. On the basis of the findings, specific suggestions and managerial implications for HEIs concerning curriculum and instruction planning and areas for future research a

There are a multitude of factors influencing the learning outcomes of students, with all previous studies basing their conclusions upon predetermined variables according to different theories and exploring the relevance between them. In this study, two important antecedents—the transfer of teachers' knowledge and student orientation—are put forward based on the knowledge conversion theory and marketing concepts to explore the conspicuousness between various factors within the structural model. This study uses students from colleges in Taiwan as its research samples. Purposive sampling is adopted to acquire the samples required for statistics. A total of 801 participants are involved in this study. The results indicate that knowledge transfer at the teacher level plays a significant role in students' absorptive capacity and learning outcomes, that student orientation at college levels has a great influence on students' absorptive capacity, and that the prior knowledge of students has a positive moderating effect on the influence of teachers' knowledge transfer on students' absorptive capacities. Based on these results, the study provides suggestions for relevant theoretical and practical implications to indicate the contributions of this research.

The purpose of this study is to explore the associations among learning motivation, engagement and outcomes, and the moderating role of various traits in the relationship between deep approaches to learning and outcomes. Based on data from 2,340 students in multiple universities in Taiwan, this study proposes two alternative models, tested by Structural Equation Modelling (SEM). The findings suggest that deep approaches to learning play a critical role in improving college students’ cognitive and non-cognitive gains. The moderating effect in learning outcomes could be attributed to student and faculty traits, suggesting that in order to understand students’ learning process, each trait should be considered individually. Implications for theory and practice are also discussed in this paper.

Changes in social systems demonstrate that various structural disadvantages have jointly led to increasing competition among higher education institutions (HEIs) in many countries, especially Taiwan. Institutional administrators must recognize the need to understand how to improve performance and consistently outperform other institutions. Building on two theoretical frameworks that link antecedents and institutional performance, this study examines the relationships among institutional resources, social capital, and performance within Taiwan’s HEIs and the mediating role of institutional resources. By using structural equation modeling (SEM), we tested the multi-group model in three diverse HEI sizes: large, medium, and small. The results showed that each higher education institution, as a function of its history and past success, had different slack resources available, and these resource combinations were shown to be a relevant factor in explaining inter-higher-education-institution variance in each outcome. Considering HEI sizes, even small HEIs can enhance their performance through consolidating existing internal social capital and strengthening external social capital.

我國高等教育政策發展與人才培育成效近年廣受社會關注與業界挑戰，尤其是畢業生就業條件未能跟上快速變遷的職場環境與雇主要求，致使大學教育與產業人才需求間，存在亟需解決的缺口。本研究以社會認知生涯理論為基礎，問卷為調查工具，採立意抽樣方式，選取12所學校大學生為樣本，共獲619 份有效問卷，以分析教師轉換型領導、學生自我效能和問題導向學習對大學生就業力發展的直接影響，並進一步瞭解自我效能與問題導向學習在教師轉換型領導對學生就業力間的中介效果。透過結構方程模式分析顯示，教師轉換型領導、問題導向學習和自我效能對學生就業力具有正向顯著影響，且問題導向學習與自我效能在轉換型領導與就業力間扮演重要的中介角色。最後，根據研究結果提出具體建議及未來研究方 向，作為大學及其教師在課程與教學規劃之參考。 In Taiwan, higher education policies and manpower training have failed to meet the requirements of the rapidly changing society and employer expectations. This causes a substantial gap between university education and employment. On the basis of social cognitive career theory, this study aims to explore the relationships between transformational leadership, self-efficacy, problem-based learning, and student employability in higher education institutions (HEIs). In this study, 619 undergraduates from 12 Taiwanese HEIs were analyzed using structural equation modeling. The results revealed significant positive influences of transformational leadership, self-efficacy, and problem-based learning on student employability. Moreover, problem-based learning and self-efficacy are key mediators between transformational leadership and student employability. On the basis of the findings, specific suggestions and managerial implications for HEIs concerning curriculum and instruction planning and areas for future research are provided.

The moderating effect in learning outcomes could be attributed to student and faculty traits, suggesting that in order to understand students' learning process, each trait should be considered individually. According to statistics from the Ministry of Education (MOE), there were 158 higher education institutions (HEIs) in Taiwan in 2016. Recent studies on HEIs have indicated that student learning outcomes (LOs) can be significantly improved through teaching quality improvement, curriculum reform and equipment optimization (Maringe & Sing, 2014; Pike, Kuh, McCormik, Ethington, & Smart, 2011, Pike, Smart, & Ethington, 2012), but students' psychological traits are less explored (Chen, Wang, Wei, Fwu, & Hwang, 2009; Hummel & Randler, 2012). Cole, Field, and Harris (2004) found that learning motivation (LM) is the main predictive indicator of learning efficiency and outcomes. [...]this study attempts to explore how to promote students' LM, which has become an urgent issue for HEIs not only in Taiwan but many countries. (2009) found that these took factors like social expectations, corresponding obligations, and role identification into account, in addition to autonomous interest and self-identity. [...]to improve the performance of Taiwanese college students it is necessary to further verify the perception and status of LM by examining two important factors, academic identity (Nasir, Mclaughin, & Jones, 2009; Winter, 2009) and role identity (White, Thomas, Johnston, & Hyde, 2008), and their correlation with outcome variables. Studies show that the greatest influence on students' experience and perceptions of the whole learning process are teaching quality and interactions (Pike et al., 2012), which...

In Taiwan, higher education policies and manpower training have failed to meet the requirements of the rapidly changing society and employer expectations. This causes a substantial gap between university education and employment. On the basis of social cognitive career theory, this study aims to explore the relationships between transformational leadership, self-efficacy, problem-based learning, and student employability in higher education institutions (HEIs). In this study, 619 undergraduates from 12 Taiwanese HEIs were analyzed using structural equation modeling. The results revealed significant positive influences of transformational leadership, self-efficacy, and problem-based learning on student employability. Moreover, problem-based learning and self-efficacy are key mediators between transformational leadership and student employability. On the basis of the findings, specific suggestions and managerial implications for HEIs concerning curriculum and instruction planning and areas for future research a

The covid-19 pandemic has ravaged the world and caused an unprecedented storm since 2019. The pandemic poses a global threat to human health and changes human life in many aspects. The schools in Taiwan underwent several episodes of \"Classes Suspension and Learning Continues. Implementing \"remote instruction\" has significantly improved the software and hardware of information technology (IT) equipment, the establishment of learning platforms, and teachers' IT abilities and literacy. This paper aims to expound, summarize, and transform the traditional forms of multiple assessments and provides specific strategies for primary and secondary school teachers to establish multiple assessments in remote instruction, which enables them to examine the students' distance learning and make good use of assessment tools on academic performance. Furthermore, this paper proposes follow-up learning guidance strategies to scaffold learning once the physical classes are resumed. Finally, it puts forward four concrete and feasi