過往在教育全球化的方式上，多是學生自行安排的出國留學，亦有學校安排的學生出國交換。但現今教育全球化則有更多樣的方式，包括聯合學位、聯合教學學程等。其中聯合教學學程是在二個國家的二所大學間，所共同設立的教學學程，由二校的老師共同設計該學程的課程，並分擔課程的教授。二校參與該學程的學生則組成一個班級，必須共赴二地生活，並分別在二所大學內學習學程的課程。由於聯合教學學程是以二校學生聯合組成班級的方式進行課程的學習，更能深化二校之間的合作夥伴關係，並培養該學程學生的全球思維和文化適應能力。
本研究是針對參加聯合教學學程的學生所進行之調查研究，以了解這些學生對該類學程的評價與意見。本研究選擇的學程是由奧地利、加拿大、台灣等三地的三間大學所設立的ACT/MGB聯合教學學程，而在參加學生的樣本上選擇了2017年班級的32人。
本研究採用了自行設計的問卷，並以線上方式進行調查。主要發現如下：
1. 參加學生在參加本學程之前均具有不同程度的國際經驗；顯示學生應有足夠的家庭經濟支持，方會參加聯合教學學程。
2. 參加學生對於該學程整體形象的滿意度最高，而對於該學程中各面向的滿意度則低於整體形象的滿意度；顯示學生對於該學程有著較佳的整體評價，而不會受到不同面向較低滿意度的影響。
3. 參加學生對於該學程中各向度的評價上，對課程反饋的滿意度為最低；顯示學生可能因在必須在各校之間異地流動，而無法及時得到授課老師的課程回饋。

More and more students are willing to study abroad for more advanced education programs recently. International collaboration regarding education becomes important nowadays. Joint program offers strong academic and institutional partnerships among universities and trains participants' global mindset and cultural adjustment.
This study is focusing on 32 participants of 2017ACT/MGB Joint program which is an International cooperation among educational institutions. Quantitative method is adopted, and online questionnaire is applied. The key findings as below:
1. Students who joined this program all have international experience prior program and financial support from family.
2. Due to time restriction between modules, professors cannot provide feedback in time. Thus, course feedback has the lowest rank among all elements.
3. Participants in generally had positive experience during this program despite that the average score of all elements (except overall image) is less than overall image.

Thesis Validation Letter i
Chinese Abstract ii
Abstract iii
Contents iv
Tables vii
Chapter 1 Introduction 1
1.1 Study Background 1
1.2 Study Purpose 4
Chapter 2 Literature Review 5
2.1 International Collaboration 5
2.2 Inter- Institutional Cooperation 10
2.3 International Education Joint Program 12
2.4 Related Research in International Education Joint Program 15
Chapter 3 Methodology 18
3.1 A Quantitative Approach 18
3.2 Instrument/questionnaire 19
3.3 Study Objects 22
3.4 Data Collection 30
3.4 Study Hypothesis 31
Chapter 4 Data Analysis and Findings 32
4.1 International experience before ACT/MGB Program 32
4.2 Overall Image about ACT/MGB Program 35
4.3 Support from my University 37
4.4 Instructors of ACT/MGB Program 40
4.5 Course Design of ACT/MGB program 43
4.6 Grading System of ACT/MGB program 46
4.7 Course Feedback of ACT/MGB program 49
4.8 Familiar with culture and environment of Canada 52
4.9 Familiar with culture and environment of Taiwan 56
4.10 Familiar with culture and environment of Austria 60
Chapter 5 Conclusions & Discussions 64
5.1 Results 64
5.2 Discussion 69
5.3 Limitations 72
5.4 Suggestions 74
References 75
Appendix: 81
Questionnaire 81

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