A Case Study of Undergraduate Course Syllabi in Taiwan Metadata

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Title

  • Main Title A Case Study of Undergraduate Course Syllabi in Taiwan

Creator

  • Author: Tung, Yao-Tsu
    Creator Type: Personal

Contributor

  • Chair: Newsom, Ronald W.
    Contributor Type: Personal
    Contributor Info: Major Professor
  • Committee Member: Whitson, Kathleen K.
    Contributor Type: Personal
  • Committee Member: Cutright, Marc, 1952-
    Contributor Type: Personal

Publisher

  • Name: University of North Texas
    Place of Publication: Denton, Texas
    Additional Info: Web: www.unt.edu

Date

  • Creation: 2010-05

Language

  • English

Description

  • Content Description: Higher education in Taiwan has been influenced by U.S. and Western practices, and syllabi represent one means to verify this. However, limited research exists in Taiwan on course syllabi and on similarities of syllabi with practices in other countries. In the U.S. as the paradigm shifted from teaching to learning and to the learning-centered context, scholars argued that syllabi should be learning-centered. Given the assumption that higher education in Taiwan is similar to U.S. higher education and the call for a learning-centered context, this qualitative research examined 180 undergraduate syllabi at a public university in Taiwan with a (traditional) syllabus component template and a learning-centered syllabus component template derived from the literature in the U.S. to describe (1) the contents of syllabi, and (2) the extent that syllabi in Taiwan were congruent to U. S. syllabus component templates. Syllabi at this university were highly congruent with the (traditional) syllabus component template and were congruent at the medium level with the learning-centered component template. About 90% of syllabi included 8 of 10 major components. Additional findings included: 70% of faculty were male, and 30% were female; more than 75% of the faculty earned their doctoral degrees from the United States or Europe; gender made no difference on inclusion of major components for both templates; there was no difference in inclusion of components on both templates for faculty who earned their doctoral degrees from the U.S. or Taiwan; a high percentage (80%) of college courses adopted English textbooks published in the U.S.; some differences existed and use of English in the syllabus and on components included in the syllabi. Based on these syllabi, it is evident that syllabi in Taiwan represent course planning and organization congruent to recommended practices in the United States.

Subject

  • Keyword: Syllabi
  • Keyword: higher education
  • Keyword: undergraduate
  • Library of Congress Subject Headings: College teaching -- Taiwan.
  • Library of Congress Subject Headings: Education, Higher -- Taiwan.

Collection

  • Name: UNT Theses and Dissertations
    Code: UNTETD

Institution

  • Name: UNT Libraries
    Code: UNT

Rights

  • Rights Access: public
  • Rights License: copyright
  • Rights Holder: Tung, Yao-Tsu
  • Rights Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.

Resource Type

  • Thesis or Dissertation

Format

  • Text

Identifier

  • OCLC: 663882423
  • UNT Catalog No.: b3856014
  • Archival Resource Key: ark:/67531/metadc28487

Degree

  • Degree Name: Doctor of Philosophy
  • Degree Level: Doctoral
  • Degree Discipline: Higher Education
  • Academic Department: Department of Counseling and Higher Education
  • Degree Grantor: University of North Texas

Note

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