1. Working with Neoliberalism Thinking and Regulation Control: Explained by Implementing Taiwanese Internationalization Policy Dian-Fu Chang Tamkang University, Taiwan 140626@mail.tku.edu.tw

2. Contents 1. Introduction 2. Internationalization Policy for Higher Education 3. Approaches for Interpretation 4. Results 5. Conclusions

3. 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.

4. 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).

5. 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.

6. 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.

7. 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.

8. 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.

9. 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.

10. 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.

11. 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.

12. 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.

13. Number of international students in Taiwan from 1998 to 2011

14. The indicator system consists of five domains International- ization development internationalized campus and webs learning support for international students international cooperation and exchange human- resources and administrative support

15. 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.

16. 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.

17. Approaches for Interpretation  400 professors from various universities expressed their opinions on internationalization-policy indicators.  Data was analyzed using fuzzy logic and subsequently interpreted.

18. 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.

19.  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).

20. 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).

21. Fuzzy means

22. Calculate fuzzy means  Let X 1 =[3,5], X 2 = [2,4], X 3 = [3,4],  X 4 = [4,8], and X 5 =[2,5] = [ = [2.8,5.2]

23. Defuzzification

24. Fuzzy distance d(χ 1, χ 2 )= +

25. Research framework

26. 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.

27. Importance of internationalization indicators

28. Feasibility of internationalization-policy indicators

29. Distance between importance and feasibility among the internationalization indicators

30. 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.

31. 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.

32. 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. 

33. 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.

34. Thanks for your listening!