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Zeeb Road, Ann Arbor, Michigan 48106 8625075 Taylor, Jacqueline Diane DEVELOPING SISTER COLLEGE RELATIONSHIPS BETWEEN LANSING COMMUNITY COLLEGE, UNITED STATES, AND NATIONAL TAIPEI INSTITUTE OF TECHNOLOGY AND NATIONAL TAICHUNG INSTITUTE OF COMMERCE, REPUBLIC OF CHINA (TAIWAN) Ph.D. Michigan State University University Microfilms International 300 N. Zeeb Road, Ann Arbor, Ml 48106 Copyright 1986 by Taylor, Jacqueline Diane All Rights Reserved 1986 PLEASE NOTE: In all cases this material has been filmed in the best possible way from the available copy. Problems encountered with this document have been identified here with a check mark V 1. Glossy photographs or pages. 2. Colored illustrations, paper or print______ 3. Photographs with dark background 4. Illustrations are poor copy______ 5. Pages with black marks, not original copy 6. Print shows through as there is text on both sides of page. 7. Indistinct, broken or small print on several pages_ 8. Print exceeds margin requirements_____ 9. Tightly bound copy with print lost in spine_______ . iS X 10. Computer printout pages with indistinct print. 11. Page(s)___________ lacking when material received, and not available from school or author. 12. Page(s)___________ seem to be missing in numbering only as text follows. 13. Two pages numbered 14. Curling and wrinkled pages______ 15. Dissertation contains pages with print at a slant, filmed as received 16. Other . Text follows. / University Microfilms International DEVELOPING SISTER COLLEGE RELATIONSHIPS BETWEEN LANSING COMMUNITY COLLEGE* UNITED STATES, AND NATIONAL TAIPEI INSTITUTE OF TECHNOLOGY AND NATIONAL TAICHUNG INSTITUTE OF COMMERCE, REPUBLIC OF CHINA (TAIWAN) By Jacqueline D. Taylor A DISSERTATION Submitted to Michigan S tate U niversity 1n p a rtia l fu lfillm e n t of the requirements fo r the degree of DOCTOR OF PHILOSOPHY Department of Educational Adm inistration 1986 Copyright by JACQUELINE D. TAYLOR 1986 ABSTRACT DEVELOPING SISTER COLLEGE RELATIONSHIPS BETWEEN LANSING COMMUNITY COLLEGE, UNITED STATES, AND NATIONAL TAIPEI INSTITUTE OF TECHNOLOGY AND NATIONAL TAICHUNG INSTITUTE OF COMMERCE, REPUBLIC OF CHINA (TAIWAN) By Jacqueline D. Taylor To f u lly e x is t 1n today's society, one must be aware of the global society and It s economic Impact on n a tio n a l, s ta te , and local economies. P a rn e ll (1984) s a id , "A new economic era is upon us . . . yesterday 1s over . . . we must now adjust to liv in g 1n a world of Interdependent communities" ( n .p .) . Facts must be faced: — one 1n s ix production Jobs In th is country 1s dependent upon exports. — one-th1rd of American corporate p ro fits are from In tern atio n al a c t iv it ie s . — 40% of American farmland produces goods fo r export. — every b illio n d o llars worth of exports creates 25,000 jobs fo r Americans. — fo r the f i r s t tim e 1n h is to ry , America has become a debtor nation. ( In te rn a tio n a l. Trade Education, 1985, p. 5). Educational and c u ltu ra l bridges b u ilt between nations provide communications pathways fo r fa c u lty , s t a f f , and students to develop In te rc u ltu ra l understanding so they can In te ra c t and compete knowl­ edgeably 1n today's In te rn a tio n a l marketplace. Many community co l­ leges, 1n response to th is need, view community from the perspective of Jacqueline D. Taylor world community. Some community colleges are estab lish in g s is te r co l­ lege relatio n sh ip s to provide 1n tern a t1o nal/1ntercultural learning experiences th a t may become c u ltu ra l communication bridges. In 1979# Lansing Community College I n i t i a l l y established s is te r college a f f ilia t io n s w ith National Taichung In s tit u te of Commerce and National Taipei In s tit u te of Technology. The agreements provided the framework fo r exchange of faculty# sta ff# students# teaching resources# and m aterials. Exchanges of fa c u lty and s t a f f and short-term student study v is it s have tran sp ired ; however# systematized procedures and evaluation measures were necessary. The researcher conducted personal interview s in a ll three s is te r In s titu tio n s with c h ie f executive o fficers# fa c u lty and s t a f f exchange participants# and the In te rn a tio n a l Program D irecto r at LCC. In te r ­ views provided# among other Information# determ ination of the fo llo w ­ ing; c o lle c tiv e d e fin itio n of " s is te r college relationship#" c r it e r i a fo r selectin g s is te r college# c r i t e r i a fo r selecting participants# ro le of the CEO# In s titu tio n a l fin a n c ia l commitment# teaching methodology change effected by exchange experience# exchange p a rtic ip a n t prepara­ tio n procedure# p o s itiv e exchange experiences# suggestions fo r Improve­ ment# program exchange p rio ritie s # and program goals. Inform ation co llected resulted 1n nearly 60 recommendations to Improve the program. exchange procedure. Suggested forms were developed to system atize the ACKNOWLEDGMENTS How do I begin to acknowledge the guidance and mentoring th a t are a p a rt of th e doctoral and d is s e rta tio n process? Do I begin a t the beginning w ith the teachers over the years 1n the K-12 process who so kindly took an In te re s t In a student who wished to achieve and In s t ille d the love of learn in g ; w ith the f i r s t community college in s tru c to r who made an "older student" fe el welcome In returning to the learning process; w ith the advisors a t the graduate level who lis ten ed and encouraged and had fa ith ? Yes* I say, "Thank God fo r each o f you who shared your liv e s , who took the tim e to share your knowledge and ex pertise to help me become more scholarly and reach fo r and achieve the dream." There would be no d is s e rta tio n w ithout the guidance of Drs. Marylee Davis, Richard Featherstone, Howard Hickey, and Vlshwa Mlshra, who tr u ly were the best advisors a student could have. And th ere would be no d is se rta tio n w ithout the mentoring, encouragement, and challenges provided by President P h ilip J. Gannon, who never doubted th a t I would ris e to the challenges presented, who trusted me to help strengthen the d e lic a te bonds of the s is te r college relatio n sh ip s so they would become the firm bridges of frien dsh ip and understanding th a t w ill provide pathways In to the fu tu re fo r students of National Taichung In s tit u te of Commerce, National Taipei In s titu te of Technology, and Lansing Community College. And th ere would be no d is s e rta tio n without the open communication and kindness of President Ch1h Tang, President S. N. C liffo r d Yoh, and President Wen-Sh1on Chang, who welcomed me with open arms and hearts, and who opened doors of communication and sharing never before breamed possible. And th ere would be no d is se rta tio n w ithout the love, support, and encouragement of good frien ds who shared th e ir concerns, fe elin g s, thoughts, and suggestions w ith me, esp ecially President T1en-Ch1 Chen, Professor John Chou, Dr. Ta1 Sung K1m, and each of those who so kindly consented to share t h e ir precious tim e to help strengthen the s is te r college a f f ilia t io n s . And how could I ever have completed th e d is s e rta tio n without the patience, understanding, and help of Donna P1ke and Katy L1u? Do I begin a t the beginning? c ia tio n to a l l , Yes, and then w ith sincere appre­ I dedicate th is d is s e rta tio n to my sons, Kevin and K1p, whom I love as only a mother can love, and who both said, "Thank you, Mom, fo r not q u ittin g ." TABLE OF CONTENTS Page LIST OF APPENDICES........................................................................................... v! Chapter I. II. III. INTRODUCTION....................................................................................... 1 Introduction o f the Problem .................................................. Statement of the P ro blem .......................................................... Purpose o f the S tu d y .................................................................. Operational D e fin itio n o f Terms .......................................... D elim itatio n s and Lim itations .............................................. Design o f th e S t u d y .................................................................. Overview of Subsequent Chapters ......................................... 1 6 7 10 13 18 22 SELECTED REVIEW OF THE LITERATURE.......................................... 26 Introduction ................................................................................... Global Economic Perspective .................................................. The Role of Higher Education 1n In te rn a tio n a l Education With Focus on Community Colleges ................. Should Community Colleges Be Involved In In te rn a tio n a l Education? ...................................................... S is te r College Relationships .................................................. S um m ary........................................................................................... 26 27 31 37 39 43 DESIGN OF THE S T U D Y ....................................................................... 45 In tro du ctio n ................................................................................... The S e t t in g s ................................................................................... P a rtic ip a n ts In the S t u d y ......................................... Statement of the P ro blem .......................................................... Research Methodology .................................................................. Instrum entation .......................................................................... Data G a th e rin g ............................................................................... S um m ary........................................................................................... 45 46 54 58 59 61 65 68 iv Page IV . V. SUMMARY, COMPARISON, SYNTHESIS, AND ANALYSIS OF RESPONSES..................................................................................... 69 In tr o d u c tio n ......................... ........ .................................................. Analysis o f Documents ................................................................ Summary o f Responses of C hief Executive O ffic e rs . . . Summary o f Responses o f ExchangeP a rtic ip a n ts . . . . Summary o f Dr. K1mf s Responses ................................................ Summary Statements of Findings ............................................... 69 69 76 104 1S4 166 SUMMARY, CONCLUSIONS, ANDRECOMMENDATIONS ............................ 180 Summary of th e S tu d y .................................................................... Conclusions— S is te r College R elationships .......................... Recommendations fo r Strengthening and Improving th e S is te r College R elationships Between Lansing Community College and National Taichung In s t it u t e of Commerce and N ational Taipei In s t it u t e of Techn olo gy..................................................................................... Recommendations fo r Further Study ........................................ 180 182 188 204 APPENDICES.............................................................................................................. 209 BIBLIOGRAPHY.......................................................................................................... *25 v LIST OF APPENDICES Appendix Page A. SUGGESTED FORM S................................................................................ 210 B. QUESTIONNAIRES................................................................................... 2^ C. INTERVIEW RESPONSES 288 D. SISTER COLLEGE AGREEMENTS .......................................................... 3^5 E. ADDENDUM TO SISTER COLLEGEAGREEMENT ........................................ 362 F. PARTICIPANT V I T A E ........................................................................... 367 G. ACADEMIC CALENDARS— NTIT AND LC C .............................................. k \8 H. ORGANIZATIONAL CHARTS................................................................... 1*21 ....................................................................... vi CHAPTER I INTRODUCTION Intro du ctio n o f the Problem Each of us Is affected by worldwide events 1n our d a lly liv e s . One cannot liv e 1n Michigan w ithout understanding th e e ffe c t of the Japanese automobile on our economy* w ithout seeing a ll the clothing labels th a t read ’’Made 1n Hong Kong*" "Made In Korea#" or "Made 1n Republic of China (Taiwan)." One cannot long remain provincial when the United States economy has suffered a near-depression s ta te and only c u rre n tly 1s beginning to show signs of p a rtia l recovery. To e x is t f u lly 1n th is society* one must be aware of the nature of a global society* and one must be esp ecially aware o f It s economic e ffe c t on the United States* as w ell as on the s ta te and local economies. With th a t r e a liz a tio n 1n mind# Parnell (1984) said th a t: A new economic era 1s upon us. And whether we lik e I t or not* our nation must understand* and we must cope with* a global economy as w ell as a national economy. The two most Im portant things to remember about world economics are th a t yesterday 1s over and th a t we must now adjust to liv in g 1n a world of Interdependent communi­ tie s [w ith ] a ll of the countries growing increasingly Interdepend­ ent . . . s h iftin g from being an Isolated* v ir tu a lly s e lfs u ffic ie n t national economy to being part o f an Interdependent global economy. Economic survival 1n an Interdependent society was recognized by few In d ivid u a ls 25 years ago; In fa ct* 1 2 T w e n ty-five years ago 1 t would not have been p e rtin e n t to mention the increasing Interdependence o f nations and the ease w ith which In f la t io n and recession have spread ra p id ly across national borders. . . . [However]# we are s e n s itiv e to the severe shock waves th a t our world economy suffered during th e la s t decade. (Gannon# 1982) In 1985# P arnell again emphasized the Importance of In tern a­ tio n a l Issues when he said: By th is tim e the lit a n y of fa cts th a t t i e In te rn a tio n a l trad e to the strength of the American economy 1s fa m ilia r to most o f us. The fa c ts Include th a t: — 22 percent of the gross national product goes fo r In te rn a tio n a l tra d e . — 20 percent of our In d u s tria l production Is fo r export. — 1 In 6 production jobs 1n th is country 1s dependent on exports. — 0ne-th1rd of American corporate p r o fits are from In te rn a tio n a l a c t iv i t ie s . — 40 percent of American farmland produces goods fo r export. — Every b illio n d o lla rs worth of exports creates 25#000 jobs fo r Americans# and# conversely# about f iv e m illio n Americans were unemployed la s t year because of th e federal trad e d e f ic i t . — For th e f i r s t tim e In h is to ry America has become a debtor natio n, (p. 5) Survival 1n th is te c h n o lo g ic a lly revo lu tio n ize d world# with I t s exponential change and Interdependent nations# c a lls fo r an increased necessity fo r b e tte r understanding th e cu ltu res of other countries. With th e r e a lit y o f the global society# 1 t may not only be pertinent# but could very w ell be Im perative# th a t Interdepend­ ence become a household word# w ith students oriented both through formal and Inform al education regarding I t s e ffe c t on t h e ir liv e s . In response to th is Imperative# President Reagan established the In te rn a ­ tio n a l Youth Exchange as a way of recognizing th e necessity o f communi­ cating and developing closer re la tio n s and In te ra c tio n through young 3 people end to re in fo rc e communication and c u ltu r a l* educational* and p o lit ic a l bonds. Educators have an o b lig a tio n to students to provide an opportu­ n ity fo r an educational foundation th a t demonstrates a broader perspective* philosophy* and b e tte r understanding o f worldwide In te r r e ­ la tio n s h ip s and Interdependence and t h e ir e ffe c t on the economic fu tu re of the United States. In th is manner the student w i l l be Introduced to* encouraged* and m otivated to develop an understanding of d iffe r e n t cu ltu res. This encouragement to lea rn about other cu ltu res can lead to building desire 1n students to form linkages through student exchange programs such as th a t provided through Youth fo r Understanding* study abroad programs* or through In te rn a tio n a l co lleg e exchange a f f i l i a t i o n s such as s is te r colleges. The researcher contends th a t as fa c u lty and s t a f f become Involved in s is te r co lleg e exchange programs, they broaden th e ir own backgrounds* experiences, and teaching methodologies. In th is manner* they w ill begin to In te r n a tio n a liz e th e ir o ffe rin g s and encourage student Involvement In learn ing more about world neighbors and ra is e the le v e l of c u ltu ra l awareness In students to fu rth e r encourage involvement 1n exchange programs. The researcher asks th e reader to v is u a liz e a world map w ith I t s masses of land divided in to In d iv id u a l ethnocentric areas separated by bodies o f water. Then close your eyes and envision those masses of Is o la te d lands begin to be linked by emerging bridges— bridges th a t provide a pathway from one nation and c u ltu re to other nations and 4 cultures* with communication beginning to flow Interchangeably across these bridges. Schramm (1976) wrote: C ultural bridges are seen as a good thing* an essential thing. Perhaps the most hopeful sign* as we look toward a world communica­ tio n policy and h e alth fu l In te rc u ltu ra l communication* 1s th a t people today as never before seem to yearn toward the global v i l ­ lage where everyone knows his neighbor* ta lk s w ith him* works together w ith him toward a happier s itu a tio n 1n the world, (p. 15) Higher education* through the establishment of s is te r college relation ship s* may be able to contribute to strengthening the i n i t i a l evolvement of these necessary bridges of communication 1n today's world. The researcher has had the p riv ile g e of p a rtic ip a tin g 1n the development of the communication process and linkage between Lansing Community College and two of It s s is te r colleges in the Republic of China (Taiwan): National Taipei In s titu te of Technology In Taipei and National Taichung In s tit u te of Commerce 1n Taichung. These two s is te r colleges 1n the Republic of China (Taiwan) place emphasis on tra in in g th e ir students to be productive and con­ tr ib u tin g members of a global society* recognizing th a t 1n order to p a rtic ip a te 1n the global business community I t 1s Important to be prepared to In te ra c t* understand* cooperate* and compete on a world­ wide* Interdependent basis. These two colleges p a rtic u la rly emphasize the Importance of preparation of students fo r In te ra c tio n w ith U.S. business* Industry* and education since two-way trade between Taiwan and the U.S. to ta le d almost 16 b illio n d o lla rs 1n 1983# making Taiwan America's 15th la rg e s t export mar­ ket* It s sixth la rg e s t source of Imports and I t s sixth larg e st trad ing partner. . . . American businessmen Care] flocking th ere and U.S. Investment 1s on the upswing. (Taylor* 1904* pp. 38-39) 5 In August 1985* President Reagan was quoted 1n the China Posti The great s trid e s forward being made on the P a c ific R1m bode w ell fo r the United States. We are, a f te r a l l , a P a c ific R1m country. Already our trad e w ith P a c ific and East Aslan countries 1s g reater than with any other region of the world. ("Reagan Says Japan," 1985, p. 1) S is te r co lleg e relatio n sh ip s may provide a vehicle through which fa c u lty , s t a f f , and students can learn more about other countries and cu ltu res and a s s is t 1n th e adaptation of knowledge gained. In th is manner, e ffo r ts to survive In an Interdependent economic and global society can be maximized. The personal knowledge gained through the experience o f working together, teaching together, and liv in g on a d a lly basis In another society through educational exchange programs may provide assistance In cementing re latio n sh ip s th a t could lead to b e tte r In te rc u ltu ra l and economic understanding. Thus, th is In t e r - c u ltu ra l educational exchange between s is te r college fa c u lt y /s t a f f and students may re s u lt 1n Influencing th e students to th in k g lo b a lly as they grow and become the decision makers of tomorrow 1n education, business, Industry, government, and labor. Community colleges serve students of a ll ages, and as partners with business and Industry, community colleges can provide c u ltu ra l tra in in g courses fo r business/Industry personnel who w ill be doing business abroad or doing business w ith foreigners In the United States. Copeland (1984) warned th a t: In te rn a tio n a l business 1s one of the 1980s most distressing Issues. We compete not only w ith Japan, but w ith B ra z il, Mexico, Hong Kong, Singapore, South Korea and Taiwan. In the face of tougher competi­ tio n , we are not performing w e ll. The problem 1s th a t American personnel freq uen tly are Ignorant of the nature of doing business 6 abroad. Whether s e llin g * buying* negotiating* managing personnel* In stru ctin g * or consulting* performance can be poor when th ere 1s a la c k o f c u lt u r a l understanding, (p. 23) Copeland stated the concern of the corporation* noting th a t: M u ltin a tio n a l organizations are taking the problem seriously and ta cklin g I t 1n d iffe r e n t ways. Some are re tre a tin g from overseas ventures* giving up vast opportunity fo r growth. Others are replacing American personnel abroad w ith local or th ird -co u n try nationals. Many more are taking the bull by the horns and provid­ ing tra in in g to personnel Involved 1n In te rn a tio n a l operations. (p . 23) Community colleges* established to respond to the needs of the community* can provide th is necessary In te rn a tio n a l tra in in g through developing t h e ir own cultural-aw areness and c u ltu ra l-tr a in in g programs. McCabe and Skidmore (1983) reminded community colleges: " I t 1s tim e fo r community colleges to do what they do best— to design Innovative and d iv e rs ifie d programs to meet the rap id ly changing needs of society" (p. 24 8). Statement of_the.Problem To develop recommendations and guidelines fo r m utually bene­ f i c i a l and successful s is te r college relatio n sh ip s between Lansing Community College and National Taipei In s tit u te of Technology and National Taichung In s tit u te of Commerce* 1t was Im portant to address the fo llo w in g areas: 1. The basic agreements as they were developed 1n 1979 needed to be examined. 2. The processes of communications and exchange th a t have already been developed 1n the s is te r college a f f i l i a t i o n needed to be Id e n tifie d * examined* and evaluated through documentation of past 7 e ffo r ts and through person-to-person communication to c o lle c t personalexperience Inform ation. 3. 4. Evaluation of past e ffo r ts needed to take place. Suggestions and recommendations based on the evaluations and experiences needed to be developed to ensure Improvement and strengthening of the s is te r college a f f i l i a t i o n to Increase the success fo r the fu tu re . 5. A systematized process Including appropriate procedural forms needed to be developed 1n order to estab lish a stru ctu re fo r the exchange of p a rtic ip a n ts In th is s is te r college program. Purpose_o.f_the Study The mutual re la tio n s between Lansing Community College and National Taipei In s tit u te of Technology and National Taichung In s tit u te of Commerce# based on agreements signed In November 1979# were I n i t i ­ ated as "bare bones" agreements of In te n t. Since th a t time# more communication has transpired; exchanges of faculty# staff# students# m aterials# and Inform ation have taken place; and a process has begun to evolve. Thus# the s is te r college relation ship s have grown from a formal agreement of words and In te n t In to r e a lity . A more formalized# systematized process needed to be developed fo r the exchange of in fo r­ mation# knowledge# m aterials# c u ltu ra l trad itio n s# and learning experi­ ences Involving faculty# staff# and students a t a l l three in s titu tio n s . Id e n tific a tio n and refinem ent of the elements th a t have led to success 1n the s is te r college a f f ilia t io n s were Im portant so th a t the 8 b e nefits of the e x p e rie n tia l foundation were maximized. This Iden­ t if ic a t io n * evaluation* and refinem ent process w ill as s is t other educational In s titu tio n s 1n the fu tu re as they seek to establish In te rc u ltu ra l s is te r college a f f ilia t io n s . One of the purposes of the study was to document chronologi­ c a lly the exchange experiences from 1979 through f a l l 1985. This Included Id e n tify in g and documenting* through the personal Interview process* prestated In s titu tio n a l and personal goals* methods used to achieve goals* evaluation of the exchange experience* and determining re s u lta n t recommendations based on experiences o f p a rtic ip a n ts and overall evaluation by the c h ie f executive o ffic e rs . This method of data c o lle c tio n and recording of In s titu tio n a l In te ra c tio n through in divid ual fa c u lty and s t a f f exchange* along w ith evaluation by the c h ie f executive o ffic e rs (CEOs) of the three In s t i­ tution s* has resulted 1n the development of an addendum to the I n i t i a l s is te r college agreements. I t w ill also re s u lt In fu rth e r recommenda­ tio ns fo r even more p o s itiv e In te ra c tiv e learning experiences. In addition* th is research w ill promote opportunities fo r developing means of communication processes and linkages between postsecondary In s titu tio n s 1n the United States and the Republic of China (Taiwan) which can be applied to other countries. Thus* th is ex p e rie n tia l reporting can a s s is t other CEOs* fa cu lty* s ta ff* and students to understand the need fo r more knowledge of world cultures fo r today's c itiz e n who must survive 1n a g lo b a lly interdependent society. 9 The Inform atio n assim ilated * recorded* synthesized* analyzed* and reported In th is study w ill also help others understand how a more broad and so ph isticated communications process can evolve and be fu r ­ th e r developed from the base of a "bare bones" agreement; how the words of the agreement "come to l i f e " and become r e a lit y 1n th e form of growing and continuing e x p e rie n tia l re la tio n s h ip s between the fa c u lty * s t a f f , ad m in istrators* and students from two d iffe r e n t cu ltu res and backgrounds. I t was Im portant to document and rep o rt th is In te r c u ltu r a l method of communication and linkage developed between s is te r colleges to enhance the understanding of th e sm all-w o rld concept, w ith In te r ­ action becoming a n a tu ra lly occurring r e a lit y between students* fa c ­ u lty * and s t a f f . I t was even more Im portant to determine through In te rv ie w s w ith the CEOs and p a rtic ip a n ts the changes they f e l t th a t these s is te r -r e la tio n s h ip experiences have been Instrum ental 1n e f fe c t­ ing. Thus, 1n th is manner* fu tu re generations and fu tu re leaders may have an opportunity to be a product of an educational process th a t recognizes and promotes c u ltu ra l* economic* and educational communica­ tio n and exchange based on real H fe * p ra c tic a l e x p e rie n tia l knowledge o f world neighbors. I t 1s im portant th a t postsecondary educational In s titu tio n s play a key ro le 1n helping society understand th a t: 1. Society 1s g lo b a lly Interdependent. 2. Education, e s p e c ia lly communication colleges* should be a n tic ip a to ry 1n developing le a rn in g approaches th a t emphasize readiness 10 to p a rtic ip a te 1n the world community# and provide In te rn a tio n a l In te r ­ c u ltu ra l tra in in g fo r th e ir personnel. 3. Teaching and learning methods can be enhanced through firs t-h a n d knowledge and experience gained through exchange of faculty# s ta ff# and students. By establishing and fo llo w in g through on an expanded basis with s is te r college a ffilia tio n s # Lansing Community College# N ational Taipei In s t it u t e of Technology# and National Taichung In s tit u te of Commerce have demonstrated th a t they advocate and believe 1n s is te r college a f f ilia t io n s . These educational In s titu tio n s have also developed procedures and practices th a t enhance the communication# learning process# and c u ltu ra l understanding between the United States and the Republic of China (Taiwan). The d is s e rta tio n concludes w ith recommendations fo r Improving and strengthening the s is te r college relatio n sh ip s. Also Included 1n the recommendations are suggested forms th a t have been developed by the researcher. This 1s a method of I n it ia t in g a system1zed procedure to assist 1n stru ctu rin g th e detailed paperwork necessary 1n fo rm a lizin g the f a c u lt y /s ta ff exchange program. These recommendations and forms w i l l be applicable to the LCC, NTIT# and NTIC a f f i lia t io n s and also may be helpful fo r other s is te r college relationships# current or potent1 a l . Operational D e fin itio n of Terms A f f ilia t io n . Associate— as a member or a branch. In th is dissertation# a f f i l i a t i o n 1s referred to as the connection of two 11 In s titu tio n s through a signed agreement to cooperate 1n exchange of resource m aterials* Inform ation* fa cu lty* s ta ff* and students. The form alized agreement fo r th is a f f i l i a t i o n has been signed and supported by the CEOs o f each involved In s titu tio n . Relationship and a f f i l i a ­ tio n are used a lte rn a te ly and synonymously in th is study. Also pro­ gram* when used 1n the context of s is te r college program* 1s synonymous w ith both re la tio n s h ip and a f f ili a t io n . CEO. Chief executive o f fic e r (1n th is study* used a lte rn a te ly and synonymously with president of LCC* NTIC* and/or NTIT). Culture. Related to long-standing b e lie fs based on tr a d itio n w ith in a nation or country. According to Geertz (1973)* We are* 1n sum* Incomplete or unfinished animals who complete or fin is h ourselves through c u ltu re — and not through c u ltu re 1n general but through highly p a rtic u la r forms of 1t: Dobuan and Javanese* Hopl and Ita lia n * upper-class and low er-class* academic and commercial. Man's great capacity fo r learning* his p la s tic ity * has often been remarked* but what Is even more c r it i c a l Is his extreme dependence upon a c e rta in so rt of learning: th e attainm ent of concepts* the apprehension and ap p lic atio n of s p e c ific systems of symbolic meaning. . . . Between what our body t e l l s us and what we have to know in order to function* th ere Is a vacuum we must f i l l ourselves* and we f i l l 1t w ith Inform ation (or m isinform ation) provided by our c u ltu r e . . . . Our c a p a c ity to speak 1s s u re ly Innate; our capacity to speak English 1s surely c u ltu ra l. ESL. English as a Second Language. G1obal. Far-reaching a c t iv it ie s and events th a t are worldwide 1n n ature. H e u ris tic . Of or re la tin g to a usually speculative form ulation serving as a guide 1n the In ves tig a tio n or solution of a problem: "the h is to ria n discovers the past by the judicious use of such a h e u ris tic device as the 'Id ea l type"1 of* or re la tin g to* or c o n s titu tin g an 12 educational method In which learning takes place through discoveries th a t re s u lt from In vestigation s made by the student (American_hLar1 tage D ictio n ary, 1982). Interdependent. Nations and/or In d ivid u a ls Involved 1n today’ s world whose liv e s * liv e lih o o d * and knowledge are tie d to each other through world events and re la tio n s * both c u ltu r a lly and economically. In te rn a tio n a l. Worldwide re la tio n s between nations; o verall view of a ll countries of the world* esp ecially as 1 t re la te s to In te r ­ action and In te rc u ltu ra l knowledge. In te rn a tio n a l education. Component of educational c u rric u la th a t deals with gaining knowledge of another culture# Including knowl­ edge of It s people* history# society# business# p o litic s # religion# and governmental and educational systems. LCC. Lansing Community College. MSU. Michigan S tate U n iv ersity . MOE. M in is try of Education; a department of the central government of the Republic of China (Taiwan) which 1s completely responsible fo r planning and policy making on the nation's education# e s p ec ially concentrating on higher education. NTIC. National Taichung In s t it u t e of Commerce. NTIT. National Taipei In s tit u te of Technology. O rien tatio n . s itu a tio n . Introductory In s tru c tio n concerning a new In th is study# e s p ec ially re la tin g to special pre-exchange c u ltu re and language studies regarding the host-college country. 13 Q u a lita tiv e research. According to Bogdan and Blklen (1982), a research approach th a t emphasizes Inductive analysis, description and the study of people's perceptions. . . . Q u a lita tiv e research 1s descrip tive. The data co llected 1s 1n the form of words or pictures rath er than numbers. . . . Q u a lita tiv e researchers are concerned w ith process rath er than simply with outcomes or products. . . . "Meaning" Is of essen tial concern to the q u a lita tiv e approach. Researchers who use th is approach are in terested 1n the ways d iffe r e n t people make sense out of th e ir liv e s . In other words, q u a lita tiv e researchers are concerned w ith what are c a lle d p a rtic ip a n t perspectives [e.g., how do p a rtic ip a n ts view th e ir exchange experience 1n the s is te r college program?] ROC. Republic of China. Del 1 ml tat-lons and_L1 m ltatlons D elim itatio n s The study was confined to three postsecondary In s titu tio n s th a t have been a f f ilia t e d and lin ked through s is te r college relatio n sh ip s: 1n the United States, Lansing Community College; 1n the Republic o f China (Taiwan), National Taipei In s tit u te of Technology and National Taichung In s tit u te of Commerce. This confinement to three colleges may mean th a t c h ie f executive o ffic e rs , fa c u lty and s t a f f In terview s may not broadly represent other colleges In the United States and the ROC (Taiwan). The fa c u lty and s t a f f respondents Interview ed were lim ite d to those seven fa c u lty and adm inistrators who have p a rtic ip a te d In these selected s is te r college exchange programs, and thus th e ir opinions may not be representative of opinions of other fa c u lty and s t a f f In the In s titu tio n s . Three of the CEOs Interviewed are c u rre n tly presidents of the selected In s titu tio n s , and the fourth 1s the recently r e tir e d 14 CEO of National Taipei In s tit u te of Technology. The D irector of In te r ­ national Education a t Lansing Community College was also Interview ed. The opinions of these adm inistrators also may not be representative of other CEOs or D irectors of In te rn a tio n a l Programs 1n other colleges and u n iv e rs itie s . The d is s e rta tio n was confined to the study of two Lansing Community College s is te r co lleg e relatio n sh ip s* which Included: 1. reasons fo r establishment of s is te r college relationships* 2. d e fin itio n of the term " s is te r co lleg e re la tio n s h ip *" 3* prestated personal goals fo r fa c u lty and s t a ff Involved 1n exchanges* 4. In s titu tio n a l goals fo r s is te r college In s titu tio n s * 5. CEO and In s titu tio n a l goals developed fo r the p a rtic ip a n ts Involved 1n exchange* 6. evaluation by p a rtic ip a n ts of th e ir exchange experience* 7. outcomes of the exchange experience fo r the In divid ual and the In s titu tio n * and 8. suggestions fo r Improvement and fu rth e r development of recommendations to form alize and strengthen the communication process. Thus* the researcher did not attempt to compare or evaluate overall curriculum 1n the colleges Involved* but lim ite d the study to opinions of those who have p a rticip ate d In exchanges* the D irector of In tern atio n al Programs a t Lansing Community College* who f i r s t envisioned and worked with the Aslan countries* and the opinions of the CEOs who In it ia t e d and support the s is te r college a f f ilia t io n s . 15 Lim itations The oral Interview process was used* and w h ile the data and Inform ation co llected were rich 1n description and came d ire c tly from the respondent/participant* the inform ation could be considered subjective 1n nature. However* 1n order to attem pt to counteract the su b je ctiv ity# a ll p a rtic ip a n ts were asked the same questions# and a ll CEOs were asked the same questions. The LCC D irecto r of In te rn a tio n a l Programs was asked questions through a th ird questionnaire because his p a rtic ip a tio n 1n the program 1s from a d iffe r e n t perspective than e ith e r the p a rtic ip a n ts or the CEOs. While the questionnaire was not administered so th a t respondents could study 1t and w rite th e ir own responses* th ree standardized questionnaire forms were developed and administered o r a lly to the appropriate Interviewees by the In terview er. Language could have been a b a rrie r. However# 1t did not appear to be since a ll exchange p a rtic ip a n ts had a good background knowledge of and communicated w ell 1n the English language. Where necessary# In te rp re te rs were provided to a s s is t with c la r ific a tio n and/or elabora­ tio n of an Issue or question. In terview s were conducted w ith the president emeritus and current president o f National Taipei In s tit u te of Technology and w ith the president of National Taichung In s tit u te of Commerce# a ll of whom spoke e x c e lle n t English and had traveled extensively and studied 1n the United States. Another b a rrie r could have been c u ltu ra l backgrounds and c u ltu ­ ra l behavior or nuances. The Chinese have several thousand years o f 16 h is to ry Imbedded 1n t h e ir culture# and w h ile the researcher has had experience 1n working w ith Chinese educators and has v is ite d over 20 educational in s titu tio n s 1n Taiwan# she may not have had an o v e ra ll 1n-depth c u ltu ra l understanding. This could have Impeded or slowed th e communications process; however# th is did not seem to be the case. Previous teaching experience 1n these s is te r In s titu tio n s ; philosophi­ cal discussions w ith adm inistrators# faculty# s ta ff# and students; and d a lly work and in teractio n # as w e ll as Indepth c u ltu ra l studies and previous Independent research on these In s titu tio n s In the Republic of China (Taiwan)# were h elp fu l In th is area. The a b i l i t y to communicate by telephone# le tte r # and 1n person w ith several professors# adm inistrators# and s t a f f o f th e s is te r In s t i­ tutions# as w ell as w ith the president and the D ire c to r of In te rn a ­ tio n a l Programs a t Lansing Community College and th e president em eritus and presidents of both s is te r in s titu tio n s 1n the Republic of China (Taiwan)# was o f assistance to th e w r ite r . In addition# one of the Interviewees# a fe llo w doctoral student a t Michigan S tate U niversity# of China (Taiwan). is a co lleg e president from th e Republic He 1s 1n the United S tates under th e auspices of Lansing Community College through th e s is te r co lleg e a f f i l i a t i o n w ith NTIC# and he has in tern ed 1n a ll d iv is io n s o f LCC. responding to c u ltu ra l and language questions. He was h e lp fu l 1n Also# the researcher has various other contacts w ith in th e Chinese community 1n th e Lansing area# who provided assistance In understanding c u ltu ra l background and nuances. 17 Deep, on-going friendships have evolved w ith professors# presidents# secretaries# c le r ic a l s ta ff# adm inistrators# and reporters throughout the In s titu tio n s and th e Republic of China (Taiwan) so th a t personal communication 1s possible a t a ll times. The researcher has become a gonma or "special mother" to a c le ric a l worker from NTIT who Is now completing a master's degree a t Indiana S tate U niversity. The researcher also has met and become friends with C hristiana Chen# a rep o rter fo r the Europe Journal 1n Taipei# ROC. Through inform ation and a photograph supplied by the researcher# th is repo rter published an a r t ic le on President Emeritus Ch1h Tang o f NTIT when he was named Honorary Professor of In te rn a tio n a l Programs a t LCC 1n June 1985. A ll of these In te ra c tiv e communication processes were h elp fu l w ith fu rth e r c o lle c tio n of data or when questions or data ca lled fo r fu rth e r c la r ific a tio n . However# th is may also have added the p o s s ib ility of bias and/or s u b je c tiv ity rather than o b je c tiv ity on the p a rt of the researcher. While 1 t 1s a n ticip ated th a t the study findings w i l l be gen­ eral Izab le to and serve to a s s is t other United States and Republic of China (Taiwan) postsecondary in s titu tio n s # as w ell as educational in s titu tio n s 1n other countries# the researcher re a liz e s th a t th is may not be the case. I t Is esp ecially hoped th a t the recommendations and suggested forms developed by the researcher 1n th is study w ill be ap p licab le to community colleges# ju n io r colleges# and two-year colleges 1n the development of s is te r college relatio n sh ip s since the lit e r a t u r e 1n th is area was sparse. However# the reader should be 18 esp ecially careful 1n g en eralizin g th e findings of th is study to other types of In s titu tio n s and should remember th a t they were based on the experiences of three In s titu tio n s . Design o f the Study In seeking Inform ation on s is te r college relatio n sh ip s 1n order to complete the study* the researcher In itia t e d an ERIC search. Hie search centered on the years 1966 through 1984# and lit e r a t u r e d ire c tly re la te d to " s is te r colleges" was sparse— 1n fact# almost nonexistent. Therefore# the to p ic c a lle d fo r a h e u ris tic or self-d isco very in v e s ti­ g a tive approach to complete the research. Empirical research was of value 1n th is Instance because no corpus of data was a v a ila b le on which to base analyses and conclusions. This approach ca lled fo r q u a lita tiv e research# which uses such techniques as p a rtic ip a n t observation and In-depth Interview ing. Bogdan and B lklen (1982) stated th a t these techniques are respected and re g u la rly employed 1n the so d a! sciences# p a rtic u la rly 1n sociology and anthropology. In the la s t decade th e ir popu larity has grown and now many courses Incorporate the q u a lita tiv e perspective or are exclu sively devoted to teaching th is research strategy. . . . While the q u a lita tiv e approach has not been central 1n educational research# a rich tr a d itio n o f th is type of research has grown 1n other fie ld s . Anthropologists and so cio logists have successfully conducted q u a lita tiv e studies of educational Issues, (p. x l 11) The study has emphasized and focused on the development of an In tervie w questionnaire* w ith oral In terview s taking place on a researcher-Interview ee personal basis. Gorden (1980) wrote th a t "In terview in g 1s most valuable when we are In terested 1n knowing 19 people's b e lie fs * a ttitu d es * values* knowledge* or any other subjective o rien tatio n s or mental content" (p. 11). Also* according to Gorden* the advantages of the Interview include: The Interview provides more opportunity to m otivate the respondent to supply accurate and complete inform ation Immediately. . . . The In terview allows a greater f l e x i b i l i t y 1n questioning the respond­ ent. The more exploratory the purpose* the greater the need fo r f l e x i b i l i t y 1n determining the wording of the questions* the sequence of the questions* and the d ire c tio n and amount of probing used. When the emphasis 1s upon discovery as opposed to measure­ ment* we must give serendipity a chance to operate and allow the In te rv ie w e r to pursue hunches and clues he may get as the In terview progresses. The in terview allows greater control over the In te r ­ view s itu a tio n . The interview provides a greater opportunity to evaluate the v a lid it y of the inform ation by observing the respond­ e n ts nonverbal m anifestations of th is a ttitu d e toward supplying the Inform ation, (pp. 61-62) Normative survey questions were used In th is oral Interview basis* w ith the same questions being asked of a ll three presidents o f p a rtic ip a tin g In s titu tio n s * as w ell as the president emeritus of National Taipei In s tit u te of Technology. Normative survey questions were also developed and used fo r the professors and adm inistrators Involved 1n exchanges between Lansing Community College and I t s two s is te r colleges 1n the Republic of China* National Taipei In s tit u te of Technology and National Taichung In s tit u te of Commerce. A separate normative survey questionnaire was developed and used fo r Dr. Ta1 Sung Kim* D irecto r of In te rn a tio n a l Programs a t LCC. The questionnaires are Included In the appendix. C o llectio n of data Included the o rig in a l agreements signed 1n 1979 between Lansing Community College and National Taipei In s tit u te of Technology and National Taichung In s tit u te of Commerce. An addendum to 20 strengthen the s is te r college agreements between LCC and NTIC and NTIT was developed 1n December 1985 by the researcher and Dr. K1m» D irecto r o f In te rn a tio n a l Programs a t LCC. A copy of th is addendum# along w ith copies of the o rig in a l s is te r college agreements# may be found 1n the appendix. Documents co llected also include sample s is te r college agree­ ments# sample academic calendar from NTIT (th is calendar Is also a p p li­ cable to NTIC)# sample academic calendar from LCC# organizational charts from the three In s titu tio n s # and v it a Inform ation on a ll par­ tic ip a n ts . Oral In terview s were recorded 1n shorthand and transcribed by the researcher. Chapter IV. The responses were then summarized and are analyzed 1n A sel f-in te rv ie w using the same questionnaire re la tin g to the researcher's exchange experiences with the s is te r college programs since It s establishm ent In 1979 1s also Included 1n the study. In terview s fo r th is research were conducted during 1984 and 1985# with other necessary communication taking place on a regular basis through telephone and w ritte n correspondence. This heuristic# d escrip tive approach delineates c r it e r ia and methods of exchange of personnel# Information# curriculum suggestions# and m ate ria ls. This research also describes the communications process and linkages th a t have evolved# which have made the d ifferen ce between an agreement of mere words and an effec tive # on-going agreement which is 1n a continual process of growth# refinement# and enhancement based on actual experiences. 21 The researcher had an opportunity In 1980# 1984# and 1985 to represent Lansing Community College In a liv in g and d a lly working/ teaching experience 1n National Taipei In s tit u te of Technology and National Taichung In s tit u te of Commerce. The researcher worked d ire c tly with the presidents of the In s titu tio n s to gain an o verall view of the educational system of the ROC (Taiwan) and a focused understanding of the operations and academic programs of the two s is te r colleges. P a rtic u la r emphasis was placed on affirm ing# strengthening# and building the s is te r college relatio n sh ip s. In addition# the researcher taught Conversational English 1n the classrooms of the s is te r colleges and In teracted on both a formal and Informal basis w ith faculty# admin­ istra to rs# other s t a f f members# students# and c h ie f executive o ffic e rs of the two s is te r in s titu tio n s . The researcher also had the added p riv ile g e of tra v e lin g with the c h ie f executive o ffic e r of NTIT and a corps of radio# TV# and newspaper reporters to study and tour over 20 colleges and u n iv e rs itie s 1n the Republic of China (Taiwan) 1n 1980 and 1984. This provided another learning base fo r the o verall study of the educational system and educational in s titu tio n s # as w ell as social and c u ltu ra l in te ra c ­ tio n with a broader base of Chinese professional personnel. Data were co llected during each of the three v is it s to the Republic of China (Taiwan) and 1n-depth conversations and studies were completed to learn more about the Chinese cu ltu re which was helpful to the researcher. 22 D a lly In te ra c tio n w ith th e President and D ire c to r o f In te rn a ­ tio n a l Programs a t Lansing Community College and w ith a ll v is it in g exchange f a c u lt y /s t a f f from s is te r colleges also provided fu rth e r 1n-depth understanding o f th e Importance and evolvement of s is te r c o lle g e a f f ilia t io n s . Involvement w ith the development of meaningful programs of study Interspersed w ith a s s is tin g to I n i t i a t e the necessary c u ltu ra l experiences fo r v is it in g f a c u lt y /s t a f f was h elp fu l 1n researching th is study. In addition# in te ra c tio n and communication on a t le a s t a weekly process has taken place w ith P resident T1en-Ch1 Chen of Ta Hwa Ju nio r College of Technology# Taiwan# during th e la s t two and o n e -h a lf years w h ile he has been pursuing his doctoral degree a t Michigan S ta te Uni­ v e rs ity under the sponsorship o f Lansing Community College. ■Overflew o f Subsequent Chapters In Chapter I I th e researcher provides a selected review of the lit e r a t u r e . The central theme of lit e r a t u r e studied In d ica tes th a t 1 t 1s cru c ial th a t In d iv id u a ls le a rn to survive In an Interdependent society; th a t students who are to become fu tu re leaders need opportu­ n itie s to learn to be c u ltu r a lly aware and develop knowledge of the cu ltu res and educational and business p rac tice s of d iffe r e n t nations and countries 1 f t h e ir own education 1s to remain re le v a n t 1n today's global v illa g e . In addition# economic s u rv iva l fo r the United S tates 23 depends on more knowledge o f world neighbors 1n today’s rap id ly chang­ ing society* esp ecially as 1 t re la te s to In te rn a tio n a l trade. A synthesis of selected lit e r a t u r e th a t re la te s to mutual relatio n sh ip s between postsecondary educational In s titu tio n s has sup­ ported the concepts developed 1n th is research* as w ell as providing a background o f Inform ation on which to base the study of the communica­ tions process. P ertin e n t lit e r a t u r e was read* synthesized* and used as a base of knowledge fo r understanding world cultures 1n today’s economically interdependent society. The manner 1n which communication and In te r ­ action between educational in s titu tio n s can Influence the exchange of Inform ation* faculty* s ta ff* and students* and I t s relevance to the fu tu re of education and society* was also c a re fu lly considered. In Chapter I I I the researcher develops the design of the study* focusing on the form ulation of s p e c ific recommendations th a t can be used as guidelines fo r other postsecondary In s titu tio n s attem pting to develop s is te r college a f f ilia t io n s . The normative survey questions* personal interview s* and on-s1te 1n-country c o lle c tio n of p ertin en t m aterials* Inform ation* and s is te r college agreements, as w ell as discussions w ith p a rtic ip a tin g college presidents, professors* and s t a ff* formed the basis fo r the study. In Chapter IV the researcher transcribes* synthesizes* summar­ izes* analyzes* and reports responses from the oral In terview s of the CEOs, the exchange particip an ts* and the D irecto r of In te rn a tio n a l Programs a t LCC. This 1s a form of examination and evaluation of the 24 professional exchanges th a t have taken place between Lansing Community College and National Taipei In s t it u t e of Technology and National T a i­ chung In s tit u te of Commerce. Chapter IV describes " s is te r college relatio n sh ip " 1n terms of i t s meaning to the c h ie f executive o ffic e rs of p a rtic ip a tin g In s titu tio n s * those professors and s t a f f who have been Involved 1n the s is te r college exchanges* and from the point of view of the D ire c to r of In te rn a tio n a l Programs a t LCC. Chapter IV also con­ ta in s a statement of the findings of the study. In Chapter V* the researcher summarizes and draws conclusions from the data collected* In terview s conducted* and personal research* as w ell as from synthesis of the selected lit e r a tu r e . The researcher studied* synthesized* compared* and analyzed responses of Interview ees and drew conclusions* which are stated In Chapter V. Using Inform ation drawn from these conclusions* the researcher makes recommendations fo r the fu tu re 1n regard to strengthening th e s is te r college relatio n sh ip s and Improving experiences fo r p a rticip an ts. The researcher makes recommendations fo r the development of a more form alized or systema­ tiz e d process through the use of appropriate m aterials* pre- and postinterview s* and th e development of suggested useful reporting forms. The researcher also recommends ways In which use of technology can enhance th e fu tu re exchange of resources* Information* c u rric u la r mate­ r ia ls * and teaching techniques. Also 1n Chapter V* as a p a rt of the conclusions* the w r ite r more thoroughly responds to the ro le th a t s is te r college rela tio n s h ip s may provide the community college which may s ig n ific a n tly a ffe c t the 25 educational system and I t s c u rric u la * as 1 t re la te s to preparation of students to fu nction e f fe c tiv e ly 1n today's Interdependent world. This provides a way 1n which community colleges can help to b u ild the U n k in g bridges o f c u ltu ra l understanding from today's Interdependent world to the world of tomorrow* which may w ell be even s m aller and more g lo b a lly In te r a c tiv e . CHAPTER I I SELECTED REVIEW OF THE LITERATURE Introduction In Chapter I the researcher developed the premise th a t In terna­ tio n a l education 1s not only v i t a l # but key# to the fu tu re of today's student# the decision maker of tomorrow# 1f he/she 1s to survive 1n an economically Interdependent# global society. In th is chapter the researcher looks a t the lit e r a t u r e studies and Inform ation compiled (a) from the global and economic perspective# (b) from the ro le of higher education and community colleges (th is area also raises the question of whether or not community colleges should be Involved 1n In te rn a tio n a l education)# and (c) from the ro le of s is te r college relatio n sh ip s. The chapter concludes w ith a summary of the broad global per­ spective of ln te rn a tlo n a l/1 n te rc u ltu ra l awareness# with a narrowing focus on higher education# community colleges 1n p articular# and th e f i n i t e ro le of s is te r college relation ship s. The researcher Introduces the reader to lit e r a t u r e th a t sup­ ports the premise th a t the United States# and Indeed the world# exists In a global society and must recognize the need fo r more frequent# thorough# and e ffe c tiv e communication# In te rn a tio n a l trade# and c u l­ tu ra l awareness. An attem pt has been made In th is chapter to 26 27 demonstrate th a t s is te r college relatio n sh ip s are an Integral# Impor­ ta n t p art of In tern atio n al education and th a t p a rtic ip a tio n of fa c u lty / sta ff# students# and c h ie f executive o ffic e rs can act as a c a ta ly tic in g red ien t fo r the enhancement of In tern atio n al education# especially as 1t re la te s to preparation of students to In te ra c t 1n an Interdepend­ ent world. In th is chapter the researcher also reviews selected current and past lit e r a t u r e to strengthen the aforementioned premises and fu rth e r demonstrate th a t a u th o ritie s 1n education# government# busi­ ness# and Industry advocate the need fo r c u ltu ra l awareness and knowl­ edge# understanding# Interaction# and cooperation. This lit e r a t u r e has supported the premise th a t economic and c u ltu ra l awareness 1s necessary 1n order fo r so cieties to develop th e means to operate# function# and compete 1n today’s global marketplace. Global_Econom1c Perspective P arnell (1984) warned the reader th a t: The two most Im portant things to remember about world economics are th a t yesterday 1s over and th a t we must now adjust to liv in g In a world of Interdependent communities. . . . A ll of the countries on the world scene are growing Increasingly Interdependent. . . . We are s h iftin g from being an Isolated# v ir t u a lly s e lf-s u ff ic ie n t national economy to being part o f an Interdependent global economy. The Disney tune# " It 's a Small World A fte r All#" explains the essence of the In te rre la te d planet. Global problems such as pollu­ tion# the sc arcity of natural resources# In fla tio n # the energy c ris is # and food production requ ire the American public to be educated about In te rn a tio n a l Issues. Americans are constantly affected by events th a t are happening In other parts of the world. Mortgage rates fo r home buyers are Influenced by In te re s t rates set by In tern atio n al bankers. In te rn a tio n a l trade Involves one out of every eig h t of America's manufacturing jobs and one out of three acres of America's fa rm lan d . . . . 28 According to Adams (1982), P rio r to the turn of the century, the United States maintained an Is o la tio n is t stance, geographically separated from the re s t of the world by two oceans. Two world wars la t e r , Americans re a lize d th a t nations were m utually dependent upon one another fo r peace. . . . Events such as moon la n d in g s , opening o f People's R ep u b lic of C hina, . . . o i l embargo . . . c r i s i s 1n Ir a n . . . bring us to the conclusion th a t the world 1s Interdependent, (p. 1) Joseph Overbeck, President of Motor Wheel Corporation In Lansing, a subsidiary of Goodyear T ire and Rubber Corporation, supported th is global concept when he presented a ta lk a t a Motor Wheel Sales conference recently. Motor Wheel's Mission Statement: "Position Motor Wheel as the global leader 1n the world tran sp o rtatio n Industry and It s core business— wheels and brake components— through Innovation, q u a lity , and com petitive costs by u t iliz in g strengths 1n manufacturing, engineering and marketing." The four key phrases here are Global Leader, Innovation, Q u ality and Com petitive Costs. They are r e a lly the key to the s tra te g ie s th a t we have developed to meet the objec­ tiv e s of our p r o f it plan. These phrases must constantly be on the t ip of our tongue and 1n every Idea th a t we can possibly conceive. I r e a liz e th is global approach 1s a radical s h if t 1n the p o lic ie s and philosophies th a t we a t Motor Wheel have had In the past. But 1 t 1s the rig h t d ire c tio n , and we have the support of Goodyear. By working as a team, we can make 1 t happen. What w ill I t take to become a world leader 1n q u a lity , cost and Innovation? F ir s t of a l l , we're going to have to broaden our scope considerably. As you know, we've concentrated on North America 1n the past. That's over now, because we're going worldwide. As an example of th is , we plan to open an o ffic e 1n Japan next year. Also, we're making plans fo r an o ffic e 1n Brussels or Luxembourg before the end o f next year. The fa c ts o f l i f e are th a t we can no longer consider ourselves a North American manufacturer and be happy with ju s t North American sales. The world economic environment 1s such th a t we must con­ sid er our market as th e world. ("We Must Be a Global Leader," 198S) Copeland (1984) said th a t In tern atio n al business 1s one of the 1980s most distressing Issues. We compete not only w ith Japan, but w ith B ra z il, Mexico, Mong Kong, Singapore, South Korea and Taiwan. In the face of tougher competi­ tio n , we are not performing w e ll. The problem? American personnel freq uen tly are Ignorant of the nature of doing business abroad. 29 Whether selling# buying* negotiating* managing personnel* In s tru c t­ ing or consulting* performance can be poor when there Is a lack of c u ltu ra l understanding, (p. 23) On the c u ltu ra l fron t* and In an attem pt to combat the lack of c u ltu ra l understanding# Fersh (1979) stated th a t no longer can we a ffo rd to encourage our ch ildren to be ethnocentric— to b elieve th a t t h e ir homeland* th e ir people# th e ir language# th e ir everything 1s not only d iffe r e n t but also superior to th a t of other people. Smith and Luce (1979) reminded us th a t as we adjust to overseas communication our f i r s t problem to overcome Is th a t of '■egocentric bias." Egocentric bias was defined by these authors as "the t a c it assumption th a t I f we say something th a t makes good sense to us# 1t should make sense to everyone else." These authors also reminded us th a t th is 1s "a bias th a t 1s about as u n re a lis tic as 1 t 1s widespread" (p. 5 9 ). In 1978# Ernest L. Boyer* U.S. Commissioner of Education* s ta te d : I'm convinced th a t higher education must also begin to build bridges among the nations of the world. I happen to b elieve th a t a great In te rn a tio n a l drama 1s unfolding w ith great ra p id ity on th e planet Earth. Suddenly* we are beginning to confront an agenda th a t a ffe c ts the four b illio n Inhabitants of th is world. And ever since we trav eled In to space* we are now able to look back on th is l i t t l e planet as 1 t hurls I t s e l f through darknessj and a t le a s t we have the prospect of g e ttin g perspective on the cen tral Issues of our tim e. (Adams & Earwood* 1982# p. 1) One of the central Issues of our tim e— world economy— leads us to r e a liz e th a t no longer Is national economy the main fa c to r 1n society. I t 1s the world or global economy th a t 1s a ffe c tin g each In d iv id u a l. The e ffe c ts of the sales of Japanese Imports on the U.S. 30 economy are evidenced by the fa c t th a t "our CULS.3 trad e d e f ic i t may reach over 20 b illio n d o llars th is year" ("Ways U.S. Can Cope* 1984* p. 33) or "The P a c ific Basin has replaced Europe as our leading trading partner" ("Where Adam Smith Meets Confucius*" 1983* p. 1 1 ). In addition to Japan* one of the main countries 1n the P a c ific Basin th a t 1s a s ig n ific a n t trad ing partner with the United States 1s Taiwan. Parnell (1984) said th a t the Republic of China (Taiwan) 1s a good example of a ra p id ly s h iftin g global economy. 1s booming 1n Taiwan. 'The economy This Third World country Is vying w ith Japan* South Korea* Singapore* and Hong Kong fo r economic p ro d u c tiv ity 1n the Orient" (p. 1 ). Solid economic growth and new p o litic a l m aturity on Taiwan have s t ille d the prophets of doom who predicted f iv e years ago th a t N a tio n a lis t China could not survive withdrawal of U.S. recognition in favor o f Communist China. Two-way trade between Taiwan and the U.S. to ta le d almost 16 b illio n d o llars 1n 1983* making Taiwan America's 1 5 th -la rg e s t export market* i t s s ix th -la rg e s t source of imports and I t s s ix th -la rg e s t trad in g partner over a l 1. . . . Today's economic re la tio n s h ip between the US. and the Republic of China* as Taiwan o f f i c i a l l y Is known, Is stronger than ever. Far from deserting Taiwan* American businessmen are flo cking there* and U.S. Investment 1s on the upswing. (Taylor* 1984* pp. 38-39) The United S tates 1s 1n the midst o f rapid change* change th a t focuses on moving from ethnocentric is o la tio n to being p a rt of an interdependent global economy. Another segment of change* which may be even more dramatic 1n nature fo r the United States* re la te s to the national economy and world position. th a t must be d e a lt with. more vigorously. This poses a powerful problem Stone said* "The United States must compete We are no longer the top dog among world economic powers" ("Ways U.S. Can Cope*" 1984* p. 5 ) . 31 The Washington Post headline of January 31» 1986, was dramatic as 1 t focused on what 1s happening to the United States: "85 Trade D e fic it Is Worst Ever, $148.5 B illio n Gap Expected to In te n s ify Pressures on Congress" Ip. 1). The a r t ic le by S tu a rt Overbach th a t accompanied th a t headline stated th a t; The massive trade d e f ic it marks a dramatic turnabout 1n U.S. In te rn a tio n a l competitiveness over the past decade. U n til 1977, the United S tates never ran a trade d e f ic it th a t exceeded $10 b illio n . . . . [T h is ] 1s expected to In te n s ify Congressional pressure fo r tougher trad e laws to l i m i t Imports and Increase overseas sales of U.S. goods. The a r t ic le emphasizes the U.S. d e f ic it w ith such countries as Japan ($49.7 b illio n d e f ic it ) . Western Europe ($27.4 b illio n d e f ic it ) , Canada ($22.2 b illio n d e f ic it ) , Taiwan ($13.1 b illio n d e f ic it ) . South Korea ($4.8 b illio n d e f ic it ) , etc. P a c ific R1m countries, th erefo re , account fo r over 45% of th is country's trade d e f lc lt l (p. 1) Anderson (1982) wrote th a t: An expanded global consciousness 1s evidenced 1n the widespread use of such metaphors as "spaceship earth," "global v illa g e ," "shrink­ ing world," "global shopping center," "global fa cto ry ," e tc ., In a growing rh e to ric about global Interdependence; In the Increasing use of the term global 1n th e mass media; 1n th e visual Imagery and language of m u ltin atio n al corporation ad vertising ; and 1n a growing body of scholarship a rtic u la tin g conceptions of the world as a complex global system, (p. 155) The Role o f Higher Education 1n In te rn a tio n a l Education With Focus on Community Colleges To meet the challenges of the global economy and to stem the tid e of reduction 1n the ro le fo r the US., "the past decade gave b irth to an In te n s ify in g e f f o r t to g lo b a lize American education" (Anderson, 1982, p. 157). In Relschauer's (1973) book Toward the 21st Century— Education fo r a Changing World, he emphasized the crucial ro le th a t education plays 1n the world community. 32 Education c e rta in ly must be a p a rt of the e f f o r t — a cru cial part. . . . Whatever may be one's analysis of the road ahead fo r mankind# th ere can be no doubt th a t education faces some stupendous tasks. . . . I f a world community does m aterialize# 1 t w ill be the product# not ju s t of Intergovernmental negotiations by a few specialists# but of a cumulative growth deriving from a myriad of diverse undertakings# each adding a gossamer strand to the tie s th a t f in a lly u n ite the world, (pp. 135-36) He Indicated th a t there must be a concerted e f f o r t to bring about communication between a ll segments of people 1n a ll parts of the world. There must be more than Intergovernmental workings; th ere must be exchanges In the fie ld s of economics# c u ltu ra l and In te lle c tu a l a c tiv itie s # and many m illio n s of contacts on an Individual basis so th a t mutual understanding and friendships can grow. To accomplish these contacts# s k ills In communication and knowledge about other countries must be taught. True experts are needed 1n addition to the normal# In te llig e n t person making a contact. train ed. These people a ll must be The democratic so cie ties must take the lead. A sense of worldwide belonging and p a rtic ip a tio n has to be developed so th a t there 1s a tru e sense of "world c itizen sh ip ." Two pieces o f lit e r a t u r e th a t esp ecially focused on higher education exchange and In te rn a tio n a l development a c t iv it ie s were Stand­ ards and Responsibil i t i e s In In te rn a tio n a l Educational I nterchange pub­ lished by the F ield Service Program of the National Association fo r Foreign Student A ffa irs 1n W inter 1979 and Basic P rin cip les fo r College and U n iversity Involvement 1n In te rn a tio n a l Development A c tiv itie s pub­ lished 1n 1983 fo r the National Association of State U n iv e rs itie s and Land-Grant Colleges. basic p rin c ip le s : The la t t e r p u b licatio n emphasized the fo llow ing 33 P rin c ip le 1. E ffe c tiv e p a rtic ip a tio n In In te rn a tio n a l development a c t iv it ie s requires a commitment by both adm inistra­ tio n and fa c u lty . P rin c ip le 2 . E ffe c tiv e Involvement 1n In te rn a tio n a l development a c t iv it ie s should be consistent with the In s t it u ­ tio n ’ s mission, commitment, and competencies. P rin c ip le 3. Requisite key and supporting personnel resources must be a v a ila b le to assure e ffe c tiv e , responsible and continuous Involvement 1n each pro ject undertaken. P rin c ip le 4. Adequate Incentives should e x is t to assure th a t high q u a lity , professionally a c tiv e fa c u lty members become Involved 1n developmental a c t iv it ie s . P rin c ip le 5. Adequate and tim e ly lo g is tic a l support of and profes­ sional service to a fa c u lty member or a team abroad requires special a d m in is tra tiv e p o lic ie s and prac­ tic e s . P rin c ip le 6. Provision of adequate o rie n ta tio n and specialized tra in in g of p roject personnel Is necessary, espe­ c ia lly before departure fo r In tern atio n al assign­ ments. P rin c ip le 7. Teaching, research and public service a c t iv it ie s of the u n iversity are enhanced by properly selected and executed In te rn a tio n a l development a c t iv it ie s , fo l­ lowed by appropriate In te g ra tio n e ffo rts . P rin c ip le 8. Adequate and appropriate tra in in g fo r In tern atio n al students, p a rtic u la rly through contract tra in in g programs, depends on s p e c ia lly focused u n ive rs ity p o lic ie s and practices to deal w ith the students' unique needs and background, and the highly sp ecialized requirements of the tra in in g program. P rin c ip le 9. In tern al evaluation procedures are necessary to provide fo r continuous monitoring of a c t iv it ie s , Including In te rn a tio n a l, and prompt adjustments when needed fo r In te rn a tio n a l development a c t iv it ie s . For the purposes of the brochure 1n which these p rin cip le s were lis te d , the term "In tern a tio n al development a c tiv itie s " was considered 1n I t s broad perspectives and 34 re fe rs not only to contracting fo r an operation of technical assistance projects abroad* but also to the in te g ra tio n of In te r ­ national development a c t iv it ie s In to appropriate and relevant oncampus programs, (n.p.) As a re s u lt of these basic p rin c ip le s developed by th e AASCU* the AASCU Committee on In te rn a tio n a l Programs (1985) developed the fo llo w in g Guidelines; Incorporating an In te rn a tio n a l Dimension_1n Colleges and U n iv e rs itie s In November 1984; The president and governing board are committed to the in te rn a tio n a liz a tio n of the campus and the curriculum . In te rn a tio n a l education 1s a fundamental p a rt of general and professional studies. I t 1s the preparation fo r social* p o litic a l* and economic r e a lit ie s th a t humans experience In a c u ltu ra lly diverse and com petitive Interdependent world. The fa c u lty are a major determinant of the substance and q u a lity of general* professional* and graduate studies and engage 1n research to develop a global knowledge base. The In s titu tio n re c ru its and supports fa c u lty whose teaching* research* and service w ill enhance I t s In te rn a tio n a l mission. Students are provided w ith the opportunity to develop a t t i ­ tudes* s k ills * and knowledge th a t are consistent w ith the r e a lit ie s of the modern world and th a t prepare them fo r c itiz e n s h ip and fo r careers. The In s titu tio n provides the personnel* m ate ria l* c u rric u la r* and organizational resources to support It s In te rn a tio n a l mission, ( n .p .) An e a rly i n it ia t o r of In tern atio n al education fo r community colleges was Maxwell C. King* President o f Brevard Community College 1n Florida. Along w ith Seymour Fersh* Coordinator of Curriculum at Brevard Community College* he reemphasized the Importance of In te r ­ national education 1n community colleges; The "In te rn a tio n a l" In In te rn a tio n a l studies is not lim ite d to "between nations"; 1 t also Includes transnational and tra n s c u ltu ra l education. The term "In tern a tio n al education" 1s challenging to d elineate; . . . we are re fe rrin g generally to a ll programs* p ro j­ ects* studies* and a c t iv it ie s th a t help an In d ivid u al to learn and care more about the world beyond his or her nation* and to tra n ­ scend his or her culture-conditioned* ethnocentric perspectives* perceptions* and behavior. In addition* In te rn a tio n a l education 35 should not only Increase one's knowledge, but also enhance one's wisdom and a f f in i t y w ith humanity. By d e fin itio n and desire, the community co lleg e I n i t i a l l y was designed to serve It s community and to be served by I t . But the d e fin itio n of "community" 1s changing. In creasingly, esp ec ially In the past fiv e years, some community colleges have broadened the d e fin itio n o f "community" to Include the world community. . . . Hie community college 1s constantly changing and developing— more so than any other American educational In s titu tio n . Our colleges were purposely created 1n response to new conditions and are expected to I n i t i a t e and lead. In te rn a tio n a l education 1s a good example of such progress. U n til the 1970's, few of the approximately 1,200 two-year colleges extended t h e ir c u rric u la to Include events a ffe c tin g people and places beyond th e ir lo c a lity . More and more the world community 1s urging and requesting the community college to Increase I t s In te rn a tio n a l e ffo r ts . . . . The question 1s no longer whether the community college should become Involved 1n In te rn a tio n a l education, but to what extent, 1n what ways, and fo r what purposes? We must recognize th a t we liv e Increasingly 1n a global environment fo r the projects and services we exchange, the energy and a i r upon which we depend, and th e very survival and w ell-b e in g of our world community. In te rn a tio n a l education 1n the community college 1s no longer optional; 1 t must become an In te g ra l p a rt of what we are and are becoming. (" In te r­ national Education and th e U.S. Community C ollege," 1983, p. 1) In ad d itio n . King and Fersh cautioned community college admin­ is tra to r s to remember; Community colleges are now a t the c r is is point w ith reference to our Involvement 1n In te rn a tio n a l education. The Chinese under­ stand w ell the great potential of a c r is is ; they represent the condition by combining the symbols of "danger" and "opportunity." Of a ll American educational In s titu tio n s , the community colleges have demonstrated the most c r e a tiv ity and capacity 1n responding to rap id ly changing local needs. The challenge now 1s to broaden and m u ltip ly our perspectives so th a t we can be responsive to the dynamic ways 1n which local and worldwide events are Increasingly connected. Our community colleges can, should, and must provide th e leadership. The Increased Involvement of our colleges 1n the world can occur 1n a t le a s t th ree major ways: (1) through the In te rn a tio n a l extension of the kinds of leadership and services which we have provided dom estically— helping, among others, those In the world community who have not t r a d itio n a lly q u a lifie d fo r postsecondary education by sharing th e kinds of educational know­ how th a t we have pioneered a t home; (2) by helping our c itiz e n s become b e tte r Informed about the world we share, so th a t the United States can make commensurate contributions to the Increased 36 prosperity and s t a b ilit y of our global society; (3) by helping our students and ourselves become Increasingly self-educating# c u ltu re creating# and people-relat1 ng, ("In te rn atio n a l Education and the U.S. Community College#" 1983# p. 1) This research has been establishing th a t education plays a major p art and a key ro le 1n helping members of society to understand th a t they liv e In a g lo b a lly interdependent society. Educators# including faculty# sta ff# and adm inistrators# are 1n a position to not only stand ready# but they must be a n tic ip a to ry In a learning approach th a t emphasizes readiness to p a rtic ip a te 1n the world community. "The rapid spread of technology through m u ltinational operations v ia s a te l­ l i t e w ill allow fo r the exchange of Inform ation and the development of what one may c a ll a World Class Curriculum" (Gannon# 1982# p. 2). The world class curriculum approach suggested by Gannon can provide a communications process through which curriculum and In fo r ­ mation exchange throughout the world can become a r e a lity . Community colleges# as a p a rt of the higher education realm# are 1n s tra te g ic positions to respond to the need fo r In te rn a tio n a l education. And "a re s p o n s ib ility of American higher education 1s to build the understand­ ing of global issues by promoting the development of In te rn a tio n a l/ In te rc u ltu ra l education" (Adams & Earwood# 1982# p. 1). In te rn a tio n a l educational exchange 1s the most s ig n ific a n t current pro ject designed to continue the process of humanizing mankind to the point# we would hope# th a t men can learn to liv e 1n peace# eventually even to cooperate 1n constructive a c t iv it ie s rath er than compete In a mindless contest of mutual destruction. We must try to expand the boundaries of human wisdom# empathy and perception# and th ere Is no way of doing th a t except through education. (Fulbright# 1984# n .p .) 37 Should.Community Colleges Be Involved_JD In te rn a tio n a l.. Education? The researcher would be remiss not to consider and note the arguments against community colleges being Involved 1n In tern atio n al education. Hess (1982) reported th a t a great deal has been accomp­ lished since World Wars I and I I . He focused on the new age of in te rn a tio n a l exchanges of Ideas 1n education# the stim u latio n of In tern atio n al contacts# the v a rie ty of new and e x c itin g modes o f commu­ nication th a t have stim ulated cross-cultu ral exposure# and the m u lti­ tude of newspaper and magazine a r tic le s w ith d a lly reporting o f more and more In te rn a tio n a l problems and re la tio n s . Yet he lamented th a t "nothing of substance has been done to provide In tern atio n al experi­ ences fo r the freshman and sophomore college student" (p. 23). Hess reported arguments th a t In dicate th a t students should have completed a t le a s t two years of college tra in in g before studying abroad— th a t perhaps they are not ready to b e n e fit from overseas expe­ riences u n til they are Juniors and seniors 1n college. He said th a t U.S. students are not accepted In to European colleges u n til they have completed two years of study because European high school students have studied fo r one or two years longer 1n t h e ir K-12 experience than U.S. students and have covered more subjects In greater depth. Therefore# the U.S. student 1s not able to keep up with the European student u n til a fte r the completion of two years of study makes the student more equal 1n educational background. A th ird argument centers on the premise th a t most community college students do not have the a b ilit y to converse In a second 38 language a t the freshman and sophomore lev els . Hess did not feel th a t fluency In a fo reign language should be the determining fa c to r for p a rtic ip a tio n 1n foreign studies. Instead* he believed th a t a constructive program 1n a foreign country can b e tte r Introduce the student to serious language study. According to Hess* "another debate* e s s e n tia lly philosophical 1n nature* revolves around the Idea th a t community colleges are pre­ dominantly designed as In s titu tio n s to serve the Immediate community" (p. 34). Community 1s oftentim es refe rred to only 1n It s provincial meaning* th a t of "the people liv in g In the same d is tr ic t* c ity * under the same laws; the d is tr ic t* c ity where they liv e " (Webster’ s New World Dictionary* 2d College E d itio n ). today's global marketplace. This d e fin itio n may need revisio n In And worth repeating are the words of King and Fersh* as quoted by Parnell (1984): By d e fin itio n and desire* the community college I n i t i a l l y was designed to serve It s community and to be served by 1t* but the d e fin itio n of "community" 1s changing. Increasingly* e s p ec ially In the past fiv e years* some community colleges have broadened the d e fin itio n of "community" to Include the world community, (p. 8) In recognizing th a t the d e fin itio n of community 1s changing* Parnell advised community colleges to be aware th a t more and more community* technical* and ju n io r colleges today are recognizing th a t th e ir communities* too* Incorporate In te rn a tio n a l dimensions. An argument 1n favor of In tern atio n al education and exchange taking place In the community college advocated by Hess (1982) centered on the enrichment of both fa c u lty and students through In tern atio n al education* which w ill emulate the four^-year college and u n ive rs ity. He 39 f e l t th a t th is emulation would re s u lt In feelin g s of higher status fo r both the fa c u lty and students 1n community colleges. I t becomes Increasingly c le a r th a t: The facto rs and forces of recent history have c a lle d fo rth an Im perative— the Im perative th a t In te rc u ltu ra l and In te rn a tio n a l lite r a c y 1s a necessity 1n order to f u lly comprehend and p a r t ic i­ pate 1n the world as 1 t Is and as I t w ill be 1n the 21st century* when our present students w il l be reaching th e ir m atu rity and roles of re s p o n s ib ility . (Adams & Earwood* 1982* p. 7) The researcher wishes to note th a t community colleges enrolled over 5*000*000 students 1n the f a l l of 1985, with ages ranging from 16 to over 80 and w ith an average age of 28. This span 1s more broad than the tr a d itio n a l 18- to 22 -year-o ld college student* and the m ajo rity of community college students are employed; th erefo re , 1t may be appropriate fo r the community college to also approach In te rn a tio n a l Issues from a more broad perspective of an older* already employed constituency. S1 s te r Col l eoe_Rel at.1 onsh.1 os In perusing A Survey o f In te r n a tlo n a l/In te r c u ltu r a l Education 1n Two Year Colleges (Shannon* 1976), the researcher found th a t most references 1n th is survey were re la te d to programs fo r foreign students* foreign student services* humanities courses 1n world histo ry or world c iv iliz a tio n * or short-term study-abroad programs. Nowhere 1n the survey could be found a reference to s is te r college relation ship s or a f f ilia t io n s . While s is te r college relatio n sh ip s can possibly lead to the outcome of an Increase 1n foreign student population fo r LCC In the United States or one of I t s s is te r colleges 1n the Republic of 40 China (Taiwan), the researcher did not attem pt to analyze the foreign student population 1n terms of numbers or services a t any of the par­ tic ip a tin g colleges. This, however, could be a separate study a t a la t e r date, and th is question w i l l be lis te d 1n Chapter V 1n the area of Im p licatio n s fo r fu tu re study. Lansing Community College was lis te d 1n the above-mentioned survey (p. 26) as one of the "exemplary colleges" 1n the United States 1n re la tio n to I t s 1n tern at1o n al/1n tercu ltu ral o fferin g s 1n 1976. However, again, a t th a t tim e the s is te r co lleg e re la tio n s h ip was not mentioned 1n th e survey or as a p a rt of the report from Lansing Community College, possibly because the survey questionnaire did not request Inform ation In th is area. The survey questionnaire used 1n the 1976 study was not Included as a p a rt of the study. I t appeared th a t the study, financed through a grant from the U.S. O ffic e of Education (USOE), was In itia t e d as a l e t t e r from the C hief Executive O ffic e r of Charles County Commu­ n ity College, requesting th a t CEOs of tw o-year colleges across the nation share th e ir 1n tern a t1o n al/1n tercu ltu ral o ffering s 1n order to complete th is survey. One of the findings of the survey 1s stated as follow s: The study In d icates, not unexpectedly, th a t personal experiences abroad are freq uen tly the key to building enthusiasm fo r In it ia t in g or developing In te rn a tio n a l programs a t the colleges. Adm inistra­ to rs , fa c u lty , and occasionally students, who have tra v e lle d to other countries, freq uen tly spark the form ation of In te rc u ltu ra l or In te r n a t io n a l a c tiv itie s , (p. 13) 41 L im ita tio n s of th a t study Included a lack of a generally accepted d e fin itio n of the terms ’'In te rn a tio n a l" and " In te rc u ltu ra l" re la te d to courses or programs. Resolution o f th is problem was m ini­ mized through the supply of the fo llo w in g d e fin itio n by the p ro ject d1rector: In te r n a tlo n a l/ln te r c u ltu r a l education 1s any a c tiv ity which fosters an awareness of problems of transnational or tra n s c u ltu ra l sig­ nificance and encourages understanding of other nations* people* or c u ltu r e s , (p. 1) The d e fin itio n was fu rth e r refin ed 1n th e fo llo w in g manner so th a t programs could be divided In to two categories: 1. those " th a t appear to have d e fin ite In te r n a tlo n a l/ln te r c u ltu r a l content" and 2. those "th a t are being taught with an Infusion of In te rn a tio n a l or In te rc u ltu ra l examples" (p. 1 ). With the foregoing broad d e fin itio n 1n mind* the survey conclu­ sion was th a t: Community* Junior and technical colleges cu rre n tly o ffe r a wide array of In te r n a tlo n a l/ln te r c u ltu r a l programs and services but have a po ten tial fo r even g reater and more extensive service to th e ir students and communities and to the nation, (p. 6) On th e local scene# Lansing Community College# under the d ire c tio n of President P h ilip Gannon* In it ia t e d programs and curriculum of an In te rn a tio n a l nature during th e 1960s. Such programs Included a s is te r college re la tio n s h ip w ith St. John’ s College 1n B elize* educa­ tio n a l programs th a t Included experiences on th e Sea of Cortez# and v is it s to European businesses as a part of marketing experiences fo r students. In was 1n 1979 th a t s is te r college a f f i lia t io n s were formed 42 w ith CEOs of two-year technical In s titu tio n s In the Republic of China (Taiwan)f Korea* and Japan. In the case of establishment of s is te r college a f f i lia t io n s w ith the ROC (Taiwan)* Lansing Community College was preceded by sev­ eral community colleges Involved 1n the Community College Cooperative fo r In te rn a tio n a l Development (CCID). The CCID had signed a b ila te ra l education agreement with the M in is try of Education 1n the Republic of China (Taiwan) In 1978. As a re s u lt of the signing of th a t b ila te r a l education agreement* "more than 20 s is te r In s titu tio n agreements were signed" as o f November 1980 (Breuder & King* 1980* p. 28). Lansing Community College s is te r college agreements w ith National Taipei In s tit u te of Technology (P rovincial a t th a t tim e) and National Taichung In s tit u te of Commerce (also Provincial a t th a t tim e) were a part of those 20 s is te r in s titu tio n a l agreements. These a c t iv it ie s have provided an opportunity fo r Americans to learn more about the people of Taiwan* th e ir cultu re* history* economy* customs* values* b e lie fs * tra d itio n s * and p o litic s . The urgency o f Issues confronting the ILS. Increases the need fo r an educated e le c to ra te on In tern atio n al a ffa ir s . Obviously* the education systems of both countries stand to b e n e fit from th is partnership. Both ROC professional colleges and United States community colleges have a rare opportunity to In te rn a tio n a liz e t h e ir educational programs: to consider new and varied teaching s tra te g ie s ; to strengthen curriculum content; and to expand community services. Students from both countries w i l l receive an enriched view of a world gradually dim inishing 1n size w ith the advent of modern communication system and tran sp o rtatio n networks. (Breuder 4 King* 1980* p. 29) I f the reader w ill c a re fu lly reread and study the preceding c ita tio n * key words id e n tifie d w ith s is te r college a f f ilia t io n s w ill emerge th a t focus on learning more about another c u ltu re and environ­ ment* the opportunity to In te rn a tio n a liz e programs* experience mutual 43 ben efits fo r both countries, learn new teaching techniques, strengthen curriculum , expand community services, and develop communication net­ works. In his description of the o verall educational system of the Republic of Korea, Gannon (1985) talked about both Intracountry cooperative relation ship s and s is te r college a f f il ia t io n s between educational In s titu tio n s of Korea and other countries. He esp ec ially related these s is te r college a f f i lia t io n s to fa c u lty and student exchanges. Summary In summary, the review of the lit e r a t u r e on a broad basis has covered the need fo r the reader to understand th a t he/she liv e s 1n an In te rn a tio n a l society and global marketplace. In an Interdependent world where an emphasis on an ethnocentric a ttitu d e w ill lead nowhere. Fersh (1979) warned th a t: Humankind faces e x tin c tio n unless we can learn to change our behavior before we create environments to which we w ill be unable to adjust. The degree to which technological innovations become blessings rath er than burdens depends upon our " In te llig e n t fo re­ s ig h t of consequences," In John Dewey's words. We must become fu tu ro lo g is ts , consciously and a c tiv e ly determining In advance what kind of fu tu re we prefer. This new necessity (and opportunity!) makes the study of human s o cie ties essential because we a ll belong to cu ltu res and need to know more about how they are created and how they function. We need more Inform ation and more understand­ ing, but more than these we need new methods of learning, (p. 103) The review of selected lit e r a t u r e has provided In s ig h t In to and support of the ro le th a t higher education should play 1n an a n ticip a­ to ry approach to In te rn a tio n a l education. 44 The term "In te rn a tio n a l education" 1s challenging to delin eate: . . . re fe rrin g generally to a ll programs* projects* studies* and a c t iv it ie s th a t help an Individual to learn and care more about the world beyond his or her nation* and to transcend his or her culture-conditioned* ethnocentric perspectives* perceptions* and behavior. In addition* In te rn a tio n a l education should not only Increase one's knowledge but also enhance one's wisdom and a f f in i t y with humanity. (Fersh* 1979* p. 9) The ro le th a t education plays 1n In te rn a tio n a l education and In te rc u ltu ra l awareness 1n today's world was used as a broad approach. The researcher then focused on the necessity fo r community colleges to accept a v it a l ro le as a c a ta ly s t fo r serving business* and students. Industry# The f i n i t e ro le th a t s is te r college a f f ilia t io n s can play 1n exchange of faculty# staff# and students to develop pathways to learn ing focused on actual s is te r relatio n sh ip s between Lansing Community College and National Taipei In s tit u te of Technology and National Taichung In s t it u t e of Commerce. These relatio n sh ip s have provided exchange fo r fa cu lty* s ta ff* students* m aterials* and In fo r­ mation. Over and above a l l th is * the s is te r college relatio n sh ip s have In it ia t e d the beginnings of m utually b e n e fic ia l In te rc u ltu ra l awareness th a t has come about through the building o f bridges of communication# friendship# and understanding. In Chapter I I I * the researcher establishes th e settings fo r the research; explains the research methodology used; names the p a r t ic i­ pants* th e ir positions* and the reason fo r th e ir Inclusion in the study; describes the Instrum entation fo r the data-gather1ng process; and summarizes the process fo r the o verall design of the study. CHAPTER I I I DESIGN OF THE STUDY Introduction Chapter I I I describes the approach used fo r th is study w ith sections dealing w ith (1) th e settings fo r the study* which includes a b r ie f h isto ry of the three In s titu tio n s Involved; (2) the p a rtic ip a n ts Involved; (3) the statement of the problem; (4) th e research method­ ology used; (5) Instrum entation developed and used fo r data gathering; and £6) th e data-gather1ng process. A summary 1s Included a t the end of the chapter. The research 1s confined to the study of mutual relation ship s between Lansing Community College and National Taipei In s tit u te of Technology and National Taichung In s tit u te of Commerce and w il l serve as a method fo r designing recommendations and a series of suggested forms to systematize th e procedure fo r fa c u lty and s t a f f exchange fo r s is te r college relation ship s th a t may prove helpful to other community colleges. The recommendations and suggested forms* developed as a re s u lt of th is research and based on experiences of p a rticip an ts and expertise of ch ief executive o ffic e rs * w ill provide a form of guidance fo r adm inistrators* sta ff# faculty# and students as they seek knowledge of another culture* It s people* business# Industry* and education through educational partnerships. 46 The S ettings The se ttin g s fo r th e study Included Lansing Community College and th e two In s titu tio n s a f f i l i a t e d w ith Lansing Community College since 1979 through the In i t i a t i o n of s is te r co lle g e re la tio n s h ip s . These s is te r In s titu tio n s are National Taichung In s t it u t e o f Commerce* Taichung* ROC (Taiwan)* and National Taipei In s t it u t e of Technology* Taipei* ROC (Taiwan). A b r ie f h is to ry of each o f the In s titu tio n s fo llo w s. Lansing Community College LCC was established 1n 1957 as th e re s u lt of a 1956 f e a s ib ilit y study conducted by Michigan S tate U n iv e rs ity graduate student P h ilip J. Gannon fo r the Lansing P ublic Schools. The co lleg e was established 1n response to an approach made by OldsmobUe D ivis io n o f General Motors to Michigan S tate U n iv e rs ity requesting th a t th e u n iv e rs ity consider a tw o-year program 1n d ra ftin g and techn ical education. A committee of representatives o f Industry* business* and s ta te government met 1n 1956 w ith u n iv e rs ity o f f ic ia ls * and to g eth er the committee decided to approach Lansing P ublic Schools w ith th is request. Thus* th e school d i s t r i c t hired Gannon to conduct the study* and he l a t e r was hired as th e f i r s t * and to th is date only* c h ie f executive o f f ic e r o f Lansing Community College. W hile the co lleg e was I n i t i a l l y established as a technical In s tit u te * a comprehensive* complex community co lle g e w ith n e arly 300 programs* 2*000 courses* and 20*000 students has emerged over I t s 29 years of existence. Partnerships w ith business* Industry* and K-12 and 47 u n iv e rs ity education are s t i l l primary th ru sts as the college continues to respond to the community’ s needs. S ig n ific a n t to responding to the community's needs Is the statement of commitments from the 1986 catalog# which follow s: Lansing Community College has evolved from a partnership of the community# students# fa c u lty and s ta ff. Hie College 1s committed to the Idea th a t education today 1s a lif e -lo n g process. With th e ir diverse personal and career needs# students demand from the educational marketplace relevan t Instruction# f le x ib le sched­ uling# and In d iv id u a lize d services. The College believes 1 t must respond to these students w ith In s tru c tio n th a t has quality# tim e­ lin e s s and r e la t iv e ly low cost. To meet th is commitment the Col­ lege works clo sely with business. Industry# labor# government# community agencies and educational In s titu tio n s . The College meas­ ures I t s v i t a l i t y by how w ell i t responds to th e students and community. The College recognizes th a t 1n th is world of economic and technological change there 1s a growing Interdependence of th is m etropolitan community with other communities throughout th e world. The challenge 1s to be e ffe c tiv e In th a t la rg e r community# enhancing understanding and cooperation through In tern atio n al education and networking of resources. The College 1s committed to career tra in in g programs# college tra n s fe r programs# basic s k ills programs# personal and professional seminars# business and industry support programs# and community service programs. The College Is also committed to the Idea th a t the Individual and th e community are best served when the programs and courses a s s is t students to In te g ra te learn ing with experience. Programs and courses are designed to help students achieve career# social and personal competencies through the mastery of s k ills and the study of contemporary and h is to ric a l human values. The College has committed i t s e l f by purpose# stru ctu re and resources to a learning environment th a t 1s both tra d itio n a l and n o n tra d ltlo n a l. This environment 1s supported by an experienced fa c u lty and s t a f f of professional educators and s p e c ia lis ts from business# Industry# labor and government. Because the urban campus 1s complemented by a network of learning centers cooperating w ith schools and businesses throughout the service area# the programs and services are more accessible to students. Through I t s open admissions policy the College pledges equal educational opportunity to a ll 1n I t s service area. S ig n ific a n t to note 1n re la tio n s h ip to In te rn a tio n a l education 1s paragraph two: 48 The College recognizes th a t 1n th is world o f economic and technological change there Is a growing Interdependence of th is m etropolitan community with other communities throughout the world. The challenge 1s to be e ffe c tiv e 1n th a t la rg e r community* enhancing understanding and cooperation through In te rn a tio n a l education and networking of resources. Also s ig n ific a n t to note Is the follow ing s tra te g ic goal developed by the Collegewlde Committee on the Future of the In s titu tio n and incorporated In to the S tra te g ic Goals fo r Lansing Community College Through the Year 1990”: "Continue to in te rn a tio n a liz e the college's curriculum and services In recognition of the in te rn a tio n a l marketplace and world interdependence." Nationa^LTa 1pel In s tit u te o f Technology National Taipei In s tit u te of Technology was established 1n 1912 as Taipei In s tit u te of Technology, the f i r s t vo catio n al/te ch n ica l In s tit u te of it s kind 1n Taiwan. the needs of Industry. The In s tit u te was established to meet The in s tit u te was I n i t i a l l y established under provincial auspices, and I t received national status and support o f the national government 1n 1981. Taipei In s tit u te of Technology 1s not a community college In the U.S. concept of community colleges; 1t 1s not a ju n io r college; however, the College does tr a in technicians, and they are educating s k ille d workers. According to Inform ation from the In s titu te , th ere 1s much poten tial fo r NTIT alumni to become Involved 1n m iddle- or highlev el management, based on the experience of It s graduates. The In stru ctio n al policy 1s to present students with theories In science 49 and to o ffe r workshop practice# thereby giving equal Importance to both areas of study. A rig id national examination must be passed by the student 1n order to be accepted by the In s titu te . Approximately 50#000 students have graduated from the In s t it u t e since 1 t was established. The In s tit u te has a long tr a d itio n and an e x c e lle n t reputation a t the national level# and 4#000 of It s graduates have been promoted to d irecto rs and general managers of th e ir companies. I t was th e researcher's observation th a t even though th is In s tit u te was established 1n 1912 and th a t 1t has enjoyed an e x cellen t reputation# the g reatest push fo r vo cation al/tech nical education 1n the ROC (Taiwan) has come w ith in the la s t decade. Before the la s t decade# Most students aspired to attend th e academic senior high schools# which are geared to the task of preparation fo r college m atricu la­ tio n . Today the r a tio 1s 7 to 4 1n favor of the vocational schools. One reason fo r th is 1s th a t only one-fourth of senior high graduates w ill be successful 1n th e J o in t college entrance examinations. Another 1s the wide spectrum of job opportunities open to those w ith special s k ills 1n Taiwan's ra p id ly In d u s tr ia liz ­ ing economy. A fte r the s ta r t of the nine-year program# President Chlang Ka1-shek cautioned against parental as p iratio n to send each son and daughter to college. He pointed to the nation's growing need fo r technicians and s k ille d craftsmen. ("Education 1n the R epublic o f China#" 1980# n.p.) National Taipei In s tit u te of Technology 1s s triv in g to f i l l the need fo r s k ille d workers and engineers 1n the Republic of China# and from the reports the researcher received from th e ir placement director# th ere Is no unemployment among graduates of Taipei In s tit u te of Technology. Plans have been developed fo r the fu tu re fo r National Taipei In s titu te of Technology. These Include expansion# which w ill allow the so In s t it u t e to Increase to educate 15*000 students annually. Therefore* 1 t would seem th a t the a d m in is tra tio n of the In s titu te * the M in is try o f Education* and others 1n responsible governmental forecasting positions fe el th a t the need fo r good s k ille d tradesmen w il l continue fo r some tim e to come. Taipei In s t it u t e of Technology o ffe rs the fo llo w in g programs In vo c a tio n a l/te c h n ic a l education: Two-Year Program (90 c re d its required— one c r e d it equals 18 teaching hours). schools. These students are graduates of senior vocational (Two-year students seem to have b e tte r technical s k ills because they come out o f a v o c a tio n a l/te c h n ic a l high school background* and a f te r graduation they are hired fa s te r.) A ll tw o-year students are required to have worked a t le a s t one year 1n Industry. Thr_ee^Y_aar_Eroqram (130 c re d its required— one c r e d it equals 18 teaching hours). high school. These students are graduates of an academic senior Taipei In s t it u t e of Technology has the only th re e-y ear program 1n technical education 1n the ROC (Taiwan). dents are required to have 130 c re d its . Three-year stu­ This 1s almost th e same as a fo u r-ye ar co lleg e 1n Taiwan. Five-Y ear Program (260 c re d its requl red— one c r e d it equals 18 teaching hours). These students are graduates o f Ju nio r high schools (n inth grade); th e re fo re * th e f i r s t th re e years are s im ila r to a v o c a tio n a l/te c h n ic a l high school. th e o re tic a l 1n nature. The fiv e -y e a r program 1s more 51 Evening Class Program. This 1s a th ree-year program th a t requires four years to complete. Students 1n th is program have completed t h e ir m ilita r y service or were unable to f u l f i l l the m ilita r y requirements. The students In th is program are older and graduated from senior vo catio n al/tech n ical schools before th e ir m ilita r y service. They are working* and some are married and have fa m ilie s . They are q u ite s im ila r to our community college students. Cooperative Education Program. The college works closely w ith Industry 1n th is * and th e students are selected by the company or Industry Involved. Supplemental Program. This 1s an ad u lt education program scheduled on weekends* w ith I t s own separate curriculum . Students are graduates of senior high schools or senior vocational schools and attend classes fo r th ree years to complete a two-year program. I t 1s possible to fin is h 1n two years* but In th a t case students must attend year around with no vacations. The supplemental school o ffe rs a ll NTIT programs except Mining and M etallurgy. There are ten departments 1n NTIT as follow s: Mechanical Engineering* E le c tric a l Engineering, E lectronic Engineering* Nuclear Engineering* C iv il Engineering* Chemical Engineering, In d u s tria l Engineering (no fiv e -y e a r program here), In d u s tria l Design, Mining and M e ta llu rg ic a l Engineering (th re e - and fiv e -y e a r programs only), and Fiber Engineering (T e x tile s ) (three-year program only). Mechanical, E le c tric a l* and E lectro nic Engineering are the programs most 1n demand; therefore* there are more students and more classes 1n these areas. 52 Also# the only automotive program offered 1n the ROC (Taiwan) 1s a t the National Taipei In s tit u te of Technology. I t 1s In te re s tin g th a t stu­ dents are required to take both the English and Japanese languages# as w ell as th e ir own Chinese language. President Emeritus Ch1h Tang was CEO of NTIT from 1971 u n til his retirem en t 1n January 1985. Dr. Wen-Sh1on Chang became the CEO a t th a t tim e. N a tio n a l Taichung I n s t i t u t e o f Commerce The h isto ry of the In s tit u te can be traced back to June 1# 1919# when the Taichung Vocational Commercial School# the predecessor of the In s titu te # was o f f i c i a l l y established. In August 1963# the Vocational Commercial School was reorganized by extending It s academic studies to fiv e years. Taiwan P rovincial Taichung In s tit u te of Com­ merce then functioned as a ju n io r college directed by the Provincial Department of Education fo r 19 years. On July 1# 1982# the In s titu te was fo rm ally asked to put I t s e l f under the supervision of the M in is try of Education# which Is respon­ s ib le fo r higher education. Since th a t tim e 1 t has been c a lle d th e National Taichung In s t it u t e of Commerce. C liffo r d Sung-n1en Yoh became president of NTIC 1n 1978# and according to the 1982 co lleg e catalog# he places emphasis on In te rn a tio n a l education. Since 1979 the In s t i­ tu te has signed s is te r college agreements w ith 14 In s titu tio n s In the United States and one 1n Japan. There are four programs In the In s titu te # a fiv e -y e a r program# a tw o-year evening program# a two-year open program# and a th ree-year 53 supplementary education program. seven departments: In the fiv e year program, there are In te rn a tio n a l Trade, Accounting and S ta tis tic s , Banking and Insurance, Business Management, Commercial A rts, Foreign Languages fo r Business, and E lectro n ic Data Processing. year evening program, th ere are fiv e departments: In the two- In te rn a tio n a l Trade, Accounting and S ta tis tic s , Banking and Insurance, Business Management, and Commercial Arts. departments: In the two-year open program, th ere are three In te rn a tio n a l Trade, Accounting and S ta tis tic s , and Business Management. Admission. Admission to the In s tit u te 1s by examination only. A ll applicants must be: 1. graduates of ju n io r high schools fo r the fiv e -y e a r program. 2. graduates of senior commercial schools or of senior high schools fo r the two-year evening program. 3. graduates of senior commercial schools or senior high schools fo r the two-year open program. 4. graduates o f ju n io r high schools fo r the th ree-year supplementary education program. NTIC goals. Based on the Three P rin cip les o f the People, the goals of education 1n the ROC are enriching the l i f e of the people, m aintaining the prosperity of society, raisin g th e standard o f liv in g of the country, and, above a l l , prolonging the l i f e of the nation. In short, the purpose of Chinese education 1s to keep th e nation Independent, to promote democracy, and to b u ild a stab le society In a troubled world. 54 Part1c1pants__tn_tlia_Studv The number of subjects In the study was lim ite d to the follow ing: 1. The c h ie f executive o ffic e rs of the three In s titu tio n s and the president emeritus o f National Taipei In s tit u te of Technology, who r e tire d In January 1985. This former CEO was Instrumental 1n the researcher's gain of knowledge not only o f National Taipei In s tit u te of Technology but of the overall educational system 1n the Republic of China. He made 1t possible fo r the researcher personally to v i s i t over 20 educational In s titu tio n s 1n th a t country. 2. P artic ip a n ts 1n the s is te r college program between LCC and NTIT and NTIC. 3. (Total number = 4 .) (Total number = 5 . ) The D irector of In tern atio n al Programs a t LCC because of his early and continued involvement 1n the s is te r college programs. (Number = 1 .) 4. The D irecto r of E le c tric a l Engineering a t NTIT because of his ea rly pioneering Involvement w ith Dutchess County Community Col­ lege, where he became a f u ll professor fo r two years w h ile completing a master's degree 1n computer science a t Syracuse U niversity under an IBM fellow ship. Thus, he provided an example of the partnership between education and business 1n addition to the s is te r college Involvement. Also 1 t 1s an ticip ated th a t he w il l be an exchange ad m in is tra to r/ professor a t LCC 1n sum m er/fall 1986. 5. (Number = 1.) The President of Ta Hwa Junior College of Technology because of his d ire c t involvement w ith LCC through It s s is te r college 55 re la tio n s h ip w ith NTIC. Second, he was Included because of his p a rtic ip a tio n 1n the s is te r college re la tio n s h ip during his doctoral studies a t MSU. This demonstrates a manner 1n which s is te r college a f f ilia t io n s can provide learning experiences th a t become the founda­ tio n fo r doctoral studies and pathways to advanced degrees. I t also demonstrates one manner In which tw o- and four-year colleges can cooperate to expand learning experiences. (Number = 1 .) Names of those Interviewed are as follow s: 1. Dr. P h ilip J. Gannon, President, Lansing Community College. 2. Dr. Wen-Sh1on Chang, President, National Taipei In s titu te o f Technology. 3. Dr. S. N. (C liffo r d ) Yoh, President, National Taichung In s titu te of Commerce. 4. Dr. Ch1h Tang, President Emeritus, National Taipei In s t i­ tu te of Technology. 5. Dr. Tal Sung Kim, D irector of In te rn a tio n a l Programs a t Lansing Community College. Dr. K1m was Instrum ental 1n developing fo r Lansing Community College the f i r s t student-abroad programs 1n Korea In 1978, and he f i r s t Introduced President Gannon to the O rient. This eventually led to the establishment of s is te r colleges 1n the O rient fo r Lansing Community College. 6. President T1en-Ch1 Chen, Ta Hwa Junior College of Technol­ ogy, Hs1n Chu, Republic of China (Taiwan). He 1s completing his doc­ to ra l studies a t Michigan State U niversity under the auspices of Lansing Community College through the s is te r college agreement w ith 56 National Taichung In s t it u t e of Commerce. He has Interned 1n every d iv is io n of Lansing Community C ollege. 7. Professor Ching-Hul Chou# who was th e f i r s t professor from National Taipei In s t it u t e of Technology to teach fo r two years a t Dutchess County Community College w h ile completing his master's degree a t Syracuse U n iv e rs ity . This was accomplished under the auspices of an IBM fe llo w s h ip w ith no bachelor's degree. He th e re fo re pioneered and developed a pathway fo r graduates of N ational Taipei In s t it u t e of Technology to enter Syracuse U n iv e rs ity fo r master's degree studies w ith the educational background preparation of completion of studies a t National Taipei In s t it u t e o f Technology. (This 1s not a fo u r-ye ar bachelor's degree program .) 8. Program a t Professor Charles Tsa1» D ire c to r of the Foreign Language N ational Taichung In s t it u t e o f Commerce# who studied a t LCC and MSU 1n 1981 from September through December. 9. Mr. Benjamin Kuang-Yen Chang# In s tru c to r 1n the C1v1l Engineering Department a t National Taipei In s t it u t e o f Technology# who studied a t Lansing Community College from March 1# 1982# to July 15# 1982. 10. Mr. V ic to r M1n-Sung Yeh# D ire c to r of Business Adm inistra­ tion# N ational Taichung In s t it u t e of Commerce# who studied a t Lansing Community College from A p ril through July 1983. 11. Mr. Ta1h-Der Yen# In d u s tria l Engineering In stru cto r# who studied a t Lansing Community College from September through December 7# 1984. 57 12. Ms. Jacqueline D. Taylor* Vice-P resident fo r College and Community Relations* Lansing Community College* who was th e f i r s t person to p a rtic ip a te 1n the s is te r college programs a t both National Taipei In s tit u te of Technology and National Taichung In s t it u t e of Commerce a fte r these relatio n sh ip s were established In 1979. She worked/taught a t NTIT and NTIC October 30 through November 30* 1980; October 25 through December 3* 1984; and August 11 through 18* 1985. The researcher 1s also the f i r s t and only female to p a rtic ip a te 1n these s is te r college relatio n sh ip s. While th a t may not be s ig n if i­ cant* 1 t may be Important to note th a t both National Taipei In s tit u te of Technology and National Taichung In s tit u te of Commerce have attempted to Involve female p a rtic ip a te s 1n the program* and on both occasions the po ten tial female p a rtic ip a n ts declined fo r personal reasons. In one Instance the reason re la te d to an Impending marriage* and 1n the other Instance the reason related to the po ten tial p a rtic ip a n t’s reluctance to leave a preschool c h ild fo r the three months th a t would have been involved. The case of the Impending marriage seemed s ig n ific a n t to the researcher because th a t person was an ad m in is tra tiv e secretary 1n the o ffic e of the president a t National Taipei In s tit u te of Technology* and she would have been not only the f i r s t female from th a t In s titu tio n to p a rtic ip a te * but she would have been the f i r s t and only s e c re ta ria l employee to p a rtic ip a te . Hie researcher f e l t th a t she could have opened up a pathway fo r other c le ric a l Involvement from ROC (Taiwan). 58 Statement o f the Problem To develop recommendations and guidelines fo r m utually b en eficia l and successful s is te r college relatio n sh ip s between Lansing Community College and National Taipei In s tit u te of Technology and National Taichung In s tit u te of Commerce# 1t was Im portant to address the follow ing areas: 1. The basic agreements as they were developed In 1979 needed to be reviewed. 2. The processes of communications and exchange th a t have already been developed 1n the s is te r college a f f i l i a t i o n needed to be Id e n tifie d # examined# and evaluated through documentation of past e ffo r ts and through person-to-person communication to c o lle c t personal experience Inform ation. (This Included from the viewpoint of the CEOs of the three In s titu tio n s as w ell as the D irecto r of In te rn a tio n a l Education a t Lansing Community College as w ell as from the viewpoint of the exchange p a rtic ip a n ts .) 3. Evaluation of past e ffo r ts needed to take place. 4. Suggestions and recommendations based on the evaluations and experiences needed to be developed to ensure Improvement and strengthening of the s is te r college a f f i l i a t i o n to Increase the success fo r the fu tu re . 5. Also# a system1zed process# Including appropriate procedural forms# needed to be developed 1n order to establish a stru ctu re fo r the exchange of p a rtic ip a n ts 1n the s is te r college re la tio n s h ip . 59 Research Methodology The heuristic# d e scrip tive approach used 1n th is study was based on q u a lita tiv e research. According to Bogdan and Blklen (1982)# q u a lita tiv e research techniques such as p a rtic ip a n t observation and In-depth In terview in g are respected and reg u larly employed 1n the social sciences# p a rtic u la rly 1n sociology and anthropology. In the la s t decade th e ir popularity has grown# and now many courses Incorpo­ rate the q u a lita tiv e perspective or are exclu sively devoted to teaching th is research strategy. While the q u a lita tiv e approach has not been central 1n educational research# a rich tr a d itio n of th is type of research has grown 1n other fie ld s . Anthropologists and sociologists have successfully conducted q u a lita tiv e studies of educational Issues. The data co llected 1n q u a lita tiv e research have been termed s o ft— th a t 1s# rich 1n description of people# places# and conversations and not e a s ily handled by s t a t is t ic a l procedures. Research questions are not framed by o p eratio n a lizin g v a ria b le s ; rather# they are formulated to In v e s tig a te 1n a ll th e ir complexity# 1n context. The researcher looks upon q u a lita tiv e research as an approach th a t allow s fo r hypothesis generating rath er than hypothesis testing# and Chapter V w i l l Include the questions raised from th is research th a t c a ll fo r fu rth e r study. While people conducting q u a lita tiv e research may develop a focus as they c o lle c t data# they do not approach the research with s p e c ific questions to answer or hypotheses to te s t. They are concerned 60 as w ell with understanding behavior from the subject’s own frame o f reference. The best-known representatives o f q u a lita tiv e research are p a rtic ip a n t observation and 1n-depth Interview ing . This research used the 1n-depth In terview process to learn d ire c tly from s is te r college p a rticip an ts th e ir perception of the program and to take advantage of t h e ir knowledge and experience to Improve upon the program. Since th is was a new program w ithout models on which to base a study and th ere was absence of a corpus of data on which to base analysis and conclusions* the researcher had no a lte rn a tiv e but to use the h e u ris tic or s e lf discovery approach and to u t i l i z e q u a lita tiv e research. Bogdan and Blklen stated th a t q u a lita tiv e researchers tend to analyze th e ir data In ductively. They do not search out data or evidence to prove or disprove hypotheses they hold before entering the study. Rather, the abstractions are b u ilt as th e p a rtic u la rs th a t have been gathered are grouped together. Theory developed th is way emerges from the bottom up (ra th e r than from the top down), from many disparate pieces of co llected evidence th a t are Interconnected. As q u a lita tiv e researchers plan to develop some kind of theory about what they have been studying, the d ire c tio n they w ill tra v e l comes a fte r they have been c o lle c tin g th e data, a f te r they have spent tim e with the subjects. They are constructing a p ictu re th a t takes shape as they c o lle c t and examine the parts. The q u a lita tiv e researcher plans to use p a rt of th e study to learn what the Im portant questions are. He or she does not 61 assume th a t enough 1s known to recognize Im portant concerns before undertaking the research. Instrum entation Instrum entation used to c o lle c t data fo r the study was the questionnaire w ith open-ended questions o ra lly administered on a oneto-one basis to each p a rtic ip a n t by the researcher. Bogdan and Blklen (1982) stated th a t: In q u a lita tiv e research# Interview s may be used In two ways. E ith er they may be the dominant strategy fo r data collection# or they may be employed 1n conjunction w ith p a rtic ip a n t observation, document analysis# or other techniques. . . . In a ll of these s itu a tio n s the In terview 1s used to gather d escrip tive data 1n the subject’s own words so th a t the researcher can develop Insights on how subjects In te rp re t some piece of the world, (p. 135) Schatzman and Strauss (1973) to ld us th a t: Asking questions 1s the sim plest ta c tic 1n f ie ld research. B rie f conversation Is always economical* nothing Is lo s t 1n I t s use unless the researcher has made a faux pas; hence# the researcher w ill use h o s t-ta c tlc s which m inim ize asking th e "wrong" question# a t the "wrong" time# of the "wrong" person# 1n the "wrong" way. We can hardly d e ta il th is aspect of conversing beyond s ta tin g th a t the researcher 1s patient* polite# and cautious; he fin d s the natural way* and the opportunity fo r posing a question or two about what he has seen and heard. Asking questions can be perhaps the most Im portant sin g le ta c tic 1n f ie ld research except 1n the fu lly p a rtic ip a n t types of research# whether concealed or open. (p. 71) Asking open-ended questions through a standardized question­ naire developed by the researcher was the manner In which th is research was conducted because "the lengthy In terview 1s most economical fo r data gathering" (Schatzman & Strauss# 1973# p. 7 1 ). The same questionnaire was used w ith the four CEOs; a separate questionnaire was designed as the data-gatherlng Instrum ent fo r the 62 p a rtic ip a n ts in the s is te r college program; and y e t a separate ques­ tio n n a ire was designed s p e c ific a lly fo r Dr. Ta1 Sung K1m# D irecto r of In tern atio n al Programs a t Lansing Community College. The separate questionnaire was necessary fo r Dr. Kim since his involvement was from a d iffe r e n t perspective than e ith e r the d ire c t p a rtic ip a n ts 1n s is te r college v is itin g scholar programs or the CEOs. Copies of the ques­ tio n n aires are Included 1n the Appendix. The researcher f e l t th a t standardized questionnaires fo r CEOs and p a rtic ip a n ts were more conducive to com pilation and analysis and did not agree with Schatzman and Strauss when they said th a t "the In te rv ie w e r does not use a specific# ordered 11st o f questions or topics because th is amount of fo rm a lity would destroy the conversational s tyle" (p. 73). However# the researcher did prepare the questionnaire as stated previously# and th a t f i t s 1n with Schatzman and Strauss as they fu rth e r elucidated: He may have such a 11st 1n mind or a c tu a lly 1n hand# but he 1s s u ffic ie n tly fle x ib le to order 1 t In any way th a t seems natural to the respondent and to the In terview s itu a tio n . A fte r all# what does one do when the respondent# w h ile answering the f i r s t question# f u lly answers the th ird and some of questions six and seven? Far from becoming disorganized by th is s ta te of a ffa irs # the in te rv ie w e r builds upon what has apparently become a shared event. Conversation Im plies th is very properly, (p. 73) The foregoing passage from Schatzman and Strauss 1s p a rticu ­ la r ly s ig n ific a n t because th a t 1s exactly what occurred 1n many Instances during th e oral In terview process. were used on a more Informal basis. The typed questionnaires Even though a ll lik e Interview ees were asked the same questions# they did not a c tu a lly "see" the ques­ tio n n aire. Since the In terview was held on a conversational basis# the 63 responses tended to carry over from one question to others contained w ith in the questionnaire. The researcher, with 30 years of experience 1n shorthand notetaklng, c a re fu lly recorded to ta l responses 1n shorthand. During tra n s c rip tio n , th e researcher ju s t as c a re fu lly analyzed the responses 1n reference to which questions they were answering and placed the response 1n the co rrect area. When th ere was a doubt regarding the response, the in te rv ie w e r q u ie tly asked the Interview ee to c la r if y the response 1n re la tio n to the question asked. The relatio n sh ip of the In te rv ie w e r to the Interview ee and the tr u s t b u ilt up 1n advance 1s extremely Important 1n th e Interview process, fo r: we are concerned only w ith the data-gather1ng or research type of In terview . I t consists of three In te ra c tin g varia b le s: th e respondent, the in te rv ie w e r, and the interview schedule or questionnaire. Each of these, as w ell as the Interview s itu a tio n , can have an Im portant Influence on the re s u lts . (Oppenhelm, 1966, p. 30) I t 1s Im portant to also understand th a t even as c a re fu lly as the In te rv ie w e r recorded the responses, according to Oppenhelm there could s t i l l be some bias as he stated: Equally, what 1s understood by the respondent and what 1s recorded or noted down from the respondent's answer w ill be selected and possibly biased. Thus, w h ile our primary concern here 1s w ith the design of the question sequences, we must not Imagine th a t once they go In to the f ie ld they c o n stitu te an absolutely standardized set of s tim u li; nor w ill the responses reach us In "pure" form. (p. 31) However, I t was f e l t th a t the advantages of the oral In terview outweighed the disadvantages, fo r: The g reatest advantage of the Interview In the hands of a s k ille d in te rv ie w e r 1s I t s f l e x i b i l i t y . The in te rv ie w e r can make sure th a t 64 the respondent has understood the question and th e purpose of th e rese arch . . . . Above a ll? th ey can b u ild up and m a in ta in ra p p o rt, th a t elu siv e m otivating force th a t w ill keep the respondent In terested and responsive to the end of the In tervie w . The personal, oral In terview lends I t s e l f to 100% response ra te , allows fo r a personal Introduction to the research and I t s Importance, and There remains the undisputed advantage th a t the richness and spontaneity o f Inform ation co llected by In terview ers 1s higher than th a t which a mailed questionnaire can hope to obtain. The researcher may also fe e l a sense of secu rity due to the fa c t th a t a ll the data were co llec ted 1n fa c e -to -fa c e s itu a tio n s , even 1f biases may have crep t 1n now and then. (Oppenhelm. 1966. p. 32) In tervie w s are also tim e consuming, and th e In te rv ie w e r/ researcher was always mindful as Bogdan and Blklen (1982) stated: Good In terview ers need to display patience. You often do not know why respondents reply as they do. and you must w a it to fin d out the f u ll explanation. In terview ers have to be detectives, f i t t i n g b its and pieces of conversation, personal h is to rie s , and experiences together 1n order to develop an understanding of the subject's perspective, (p. 139) However. 1 t was Im portant to provide an opportunity fo r the p a rtic ip a n ts to re la te th e ir experiences and to voice th e ir suggestions fo r Improving and strengthening th e s is te r co lleg e relatio n sh ip . It was also Im portant fo r the CEOs to c a re fu lly consider the objectives o f the program and evaluate the program from t h e ir perspective. And the In terview process provided a meaningful method of data gathering to gain an o v e ra ll view through the experiences and perspective of a ll respondents. Again. 1n the opinion o f Bogdan and B lklen. "Good In terview s produce rich data f i l l e d w ith words th a t reveal the respondent's perspectives. examples" (p. 136). Transcripts are f i l l e d w ith d e ta ils and 65 A fte r In terview s were completed* the Inform ation was transcribed from shorthand notes onto th e questionnaire form. From th a t po int responses were c o lla te d and compared as they related to the responses of the CEOs and the responses o f the p a rticip an ts. la r emphasis was placed on the question: P a rtic u ­ "What does a s is te r college re latio n sh ip mean to you— defin e the term 's is te r college re la tio n ­ ship."1 In th is manner* the d e fin itio n of s is te r college re la tio n s h ip was refin ed from the point of view of a ll 12 people Interview ed. Another question th a t was c a re fu lly considered from the po int of view o f a l l respondents re la te d to "What suggestions do you have to Improve the s is te r college program and relationship?" Again* th is inform ation was compiled* c a re fu lly considered* and became the basis fo r many o f the recommendations developed In Chapter V* which the researcher 1s hopeful w ill lead to strengthening the s is te r college a f f 11la tlo n s . Data Gathering In th is research the In terview was used as the dominant strategy fo r data c o lle c tio n since d e scrip tive data gathering was the major goal. Open-ended survey questions were used 1n questionnaires developed and administered to the 12 subjects Interview ed by the researcher. The study concentrated on f ie ld research 1n the Republic of China (Taiwan) fo r over 12 weeks fo r periods of tim e ranging from two to six weeks* from October 1980 through August 1985. Incorporated 66 w ith the f ie ld research was an In ten sive Interview process during November and December 1984 and August through December 1985. The major portion of the f i r s t four-week v i s i t 1n 1980 concen­ tra te d on learn ing th e c u ltu re ; estab lish ing rapport with CEOs* admin­ is tra to rs * fa c u lty * s ta ff* and students; and es tab lish ing a knowledge base of the c u ltu re and educational system. In r e a lity * th is f i r s t four weeks served as the foundation fo r the fu rth e r study* fo r w ithout the successful foundation th e research may not have been possible. Bogdan and Blklen (1982) stated th a t: With q u a lita tiv e research . . . the re la tio n s h ip 1s ongoing; I t evolves over tim e. Doing q u a lita tiv e research w ith subjects 1s more lik e having a frien dsh ip than a co n tract, (p. 50) One of the best known representatives o f q u a lita tiv e research 1s the Indepth in terview which often takes place In the fie ld . Fieldwork sounds earthy. I t Is the way most q u a lita tiv e research­ ers c o lle c t data. They go to the subjects and spend tim e w ith them 1n th e ir t e r r it o r y — 1n th e ir schools* th e ir playgrounds* th e ir hangouts* and th e ir homes. These are the places where subjects do what they normally do* and I t 1s these natural settin g s th a t the researcher wants to study. As tim e 1s spent w ith subjects* the re la tio n s h ip becomes less form al. The researcher's goal 1s to Increase the subjects' level of comfort* encouraging them both to ta lk about what they normally ta lk about* and eventually to confide 1n the researcher. Researchers build tr u s t by making i t c le a r th a t they w ill not use what they are fin din g out to demean or otherwise h u rt people, (This research s ty le 1s what 1s meant by n a tu ra lis ­ t i c . ) (p. 119) This researcher taught Conversational English 1n both National Taipei In s tit u te of Technology and National Taichung In s tit u te of Commerce as w ell as working d ir e c tly with the presidents o f the In s titu tio n s 1n th e ir o ffic e s to gain an o verall perspective of th e ir In s titu tio n s . And In 1984 th e researcher was accepted as V ice- President* or FuShowjon* of both of these s is te r In s titu tio n s a t the same tim e she became Vice-P resident fo r College and Community Relations 67 a t Lanstng Community College. The researcher never forgot during each of the v is it s to Taiwan th a t she was there to learn# fo r: F ie ld w o rk r e fe r s to being ou t 1n th e s u b je c ts ' world# . . . not as a person who pauses w hile passing by# but as a person who has come fo r a v is it ; not as a person who knows everything# but as a person who has come to lea rn . (Bogdan & Blklen# 1982# p. 119) In addition# the researcher v is ite d over 20 educational In s titu tio n s # both two- and four-year# 1n the Republic of China (Taiwan) over th is fiv e -y e a r period In order to understand b e tte r the o verall educational system and It s governance and as preparation fo r the research. Also# the researcher had the opportunity to be per­ sonally Involved In the development of educational programs fo r each p a rtic ip a n t exchange professor who became a v is itin g scholar a t Lansing Community College between 1980 and 1985. The primary purpose of th is research was to analyze what had transpired since the s is te r college relatio n sh ip s were established 1n 1979# to evaluate what had transpired# and to develop and strengthen the re la tio n s h ip through a more form alized and systematized process. Based on In terview s with the CEOs and those professors and adminis­ tra to rs d ire c tly Involved 1n s is te r college experiences# the researcher defined needs# c a re fu lly noted and synthesized and refined suggestions# and developed recommendations th a t w ill not only strengthen# but enhance# the s is te r college a f f ilia t io n s . I t 1s an ticip ated th a t th is w ill a s s is t to es tab lish s is te r college a f f ilia t io n s as an Integral# productive segment of each of the p a rtic ip a tin g colleges. Thus# the personal In terview was selected as the most appropriate means of 68 learning through lis te n in g * analyzing and evaluating experiences* and building a foundation on which to base recommendations fo r the fu ture. Summary The design of the study used q u a lita tiv e research and analysis since there were no data to q u a n tita tiv e ly or s t a t is t ic a lly analyze. The small number of p a rtic ip a n ts related w ell to the In terview process In the q u a lita tiv e research. In th is manner the researcher f e l t th a t the research tig h t ly defined the population so th a t the data co llected would be p e rtin en t to experiences and focused on firs t-h a n d knowledge o f the s is te r co lleg e relatio n sh ip s. Bogden and B lklen stated th a t "some researchers l i m i t th e ir study to tig h tly defining the population the theory 1s encompassing" (p. 67). The open-ended oral In terview process with standardized ques­ tio n n aires seemed to work w ell to gather data th a t were helpful to the researcher In developing recommendations and forms to strengthen* Improve* and systematize the procedures fo r s is te r college exchange. Chapter IV contains a summary of the responses of the CEOs of the three In s titu tio n s (Including the emeritus CEO o f NTIT) and the responses of the seven exchange p a rticip an ts* as w ell as the responses of Dr. Ta1 Sung K1m* D ire c to r of In te rn a tio n a l Programs a t LCC. CHAPTER IV SUMMARY, COMPARISON, SYNTHESIS, AND ANALYSIS OF RESPONSES Introduction Chapter IV contains a summary of the responses of the CEOs, Dr. K1m» and the p a rtic ip a n ts 1n the s is te r college exchange. Following each question and I t s responses, a synthesis and analysis of the responses has been w ritte n by the researcher. Where appropriate, th is synthesis and analysis contains a comparison of the CEO responses to the responses of Dr. K1m and the exchange p a rticip an ts. This chapter also Includes an analysis of documents studied, which follow s. Anal vs 1s of-Documen ts The h e u ris tic d e scrip tive approach to th is study c a lle d fo r the researcher to examine the o rig in a l s is te r college documents signed In 1979 between LCC and NTIC and NTIT. Cooperate." These were c a lle d "An Agreement to Documents were Id e n tic a lly worded and established the framework fo r an agreement to : 1. "develop (a) c u ltu ra l and educational relatio n sh ip as s 1 s te r-c o l1eges." 2. "agree to e n te rta in a relatio n sh ip which allow s fo r the tra n s fe r o f educational m a te ria ls , In s titu tio n a l publicatio ns, course 69 70 lit e r a t u r e and In s tru c tio n a l Inform ation such as film s and video ta p e s ." 3. "explore the fa c u lty opportunities and to seek ways to b o lster the fa c u lty members of the s is te r college to p a rtic ip a te 1n the c u ltu ra l projects in the hosting country." 4. "consider the hosting of c u ltu ra l events from the other country, which may enrich or expand educational understanding and experiences of fa c u lty and students of s is te r co lleg es." They closed by adding: "In an age when mankind has been brought together through technology th is re la tio n s h ip serves to bring the peoples of diverse cu ltu res clo ser through our pursuits of educational Id eals and understanding." The documents were designed as o v e ra ll agreements to cooperate and needed an organized or systematized process to use as a fo llo w through procedure, esp ec ially as 1 t related to exchange of fa c u lty and s t a ff. In an attem pt to determine a stru ctu re, the researcher col­ lected and examined sample agreements between: 1. M1ng Hs1n Engineering College, ROC, and Oklahoma C ity U n iv ersity , U.S.A. (Agreement fo r Sisterhood T ie s ). 2. Tunghal U n iv ersity , ROC, and San Jose S tate U n iv ersity , U.S.A. (Agreement of Academic Cooperation). 3. M in is try of Education, ROC, and the Un1vers1te Cathollque De Louvain (Educational Cooperation Agreement). 4. M in is try of Education, ROC, and the Austrian Foreign Students Service (Educational Cooperation Agreement). 71 5. National Taichung In s t it u t e of Commerce* ROC* and Pittsburgh S tate U niversity* U.S.A. (Exchange Agreement). I t 1s In te re s tin g th a t the d iffe re n t terminology used to e n t it l e the exchange agreements ranged from "Agreement fo r Sisterhood Ties" to "Agreement of Academic Cooperatlon" to "Educational Coopera­ tio n Agreement" to "Exchange Agreement." In each case* the document was c a re fu lly examined to as sis t the development of a systematized process. While* 1n some cases* the agreements were a l i t t l e more structured and were help fu l* these sample agreements s t i l l did not provide a step-by-step process th a t could be used fo r fa c u lty and s t a f f exchange. Each document studied* however, did provide suggestions or Ideas fo r the researcher to use In developing recommendations and forms. For example* the various agreements examined contained sections re la tin g to : 1. maximum number of fa c u lty members to be Involved 1n exchange 2. period of exchange 3. se lection process 4. remuneration* fin a n c ia l considerations 5. teaching courseloads, working hours 6. approval of presidents and/or chancellors and/or boards of trustees and/or appropriate a u th o ritie s 7. fie ld s of exchange 8. baccalaureate programs 72 9. graduate programs 10. tra v e l* Insurance* lodging* board* books* supplies* etc. 11. applications 12. o rie n ta tio n * counseling A fte r studying th e documents* 1t seemed even more prudent fo r the researcher to Interview the CEOs, Dr. K1m, and the p a rtic ip a n ts to obtain th e ir perceptions of what had occurred and th e ir opinion of how the s is te r relatio n sh ip s could be Improved. A fte r the personal In te r ­ views had been conducted and th e agreements studied* the researcher* In December 1985* 1n conjunction w ith Dr. Ta1 Sung Kim* LCC D irecto r of In tern atio n al Programs* developed addenda to S is te r College Agreements between LCC and NTIC and between LCC and NTIT. The addenda were drafted 1n an attem pt to form alize* strengthen, and Improve the s is te r college relatio n sh ip s between LCC and NTIC and NTIT. They contained sections 1n re la tio n to : 1. Annual Exchange 2. Selection of F a c u lty /S ta ff 3. Duration 4. R esponsibility of F a c u lty /S ta ff 5. Compensation 6. Work/Study Program (fo r students) 7. Resident Student Program 6. C ultural O rientation Program 9. O rien tation and Evaluation 73 This d r a ft document 1s s t i l l 1n the process of being consid­ ered* examined* and re w ritte n 1n cooperation w ith NTIC and NTIT. Academic C alendars The researcher also examined the academic calendars of NTIT (also applicable to NTIC) and LCC In an e f fo r t to c a ll a tte n tio n to the fa c t th a t these calendars d if f e r and th a t th is must be a consideration 1n exchange of fa c u lty and s t a f f . As an example: The LCC academic calendar 1s established on a year-round basis with four terms* which are as follows (f o r the 1986 academic y e a r): F a ll* September 25-December 14 Winter* January 7-March 24 Spring* A pril 2-June 17 Summer* June 24-August 18 The NTIT academic calendar 1s established on a two-semester basis and 1s as follows (fo r the 1986 academic y e a r): February 2 5 -June 15 September 24-January 18 I t 1s Im portant to consider these calendars when se ttin g tim elin es fo r f a c u lt y /s ta ff exchange so th a t course schedules can be adhered to 1n the host college. When LCC personnel go to NTIC or NTIT* 1 t may be advisable to have them teach w ith th e ir Chinese counterpart fo r a f u ll semester* rath er than to disrupt the class w ith a change during the semester w ith v is itin g fa c u lty and s t a f f a rriv in g or leaving. Accordingly* NTIC or NTIT fa cu lty and s t a f f should a r r iv e at LCC In accordance w ith the LCC academic calendar so they can re g is te r fo r classes and have tim e fo r the o rie n ta tio n program and be prepared to teach a t the appropriate tim e. 74 Travel tim e should be planned to give f a c u lt y /s ta ff from a ll three In s titu tio n s tim e ly a r r iv a l a t th e ir host In s titu tio n s * and return tra v e l should be scheduled to coincide w ith the home In s tit u ­ tio n 's academic calendar In sofar as possible. Organizational Charts Examination of organizational charts by the researcher brought to lig h t the follow ing Inform ation: 1. While 1 t 1s not Indicated on the organizational charts of e ith e r NTIC or NTIT* th e ir governance stems from the M in is try of Education d ire c tly to the CEOs. There 1s no board or au tho rity between the MOE and these two national In s titu tio n s . (National means th a t th e ir funding 1s derived from the national U f a Yuan [le g is la ­ tu re ].) Lansing Community College 1s semi-autonomous as fa r as the national or s ta te le v e ls of governance* and Michigan's public community colleges operate under the governance of boards of trustees 1n each In s titu tio n . 2. A ll three In s titu tio n s have a President as th e ir CEO. 3. LCC has three vice-presidents* w ith the Vice-P resident fo r Adm inistration assuming th e presidency 1n the absence of the President. NTIC and NTIT both have a Dean of Study* who 1s second 1n command; there are no v1ce-pres1 dentlal positions. The Dean of Study may also be seen as s im ila r to an Academic Dean or Academic Vice-President since the curriculum 1s under h is /h e r guidance. 75 4. There Is one woman a t the v ic e -p re s id e n tia l level a t LCC, and th ere are no women a t the Dean of Study or other Dean le v e ls a t NTIC or NTIT. 5. NTIC and NTIT have a Dean o f Student A ffa irs , which 1s s im ila r to the Dean of Student Personnel Services a t LCC. 6. The position of Dean of General A ffa irs a t NTIC and NTIT Is s im ila r to the Vice-P resident fo r Business and Finance a t LCC. 7. Head of Accounting Is a t the same level as Deans on the organizational charts o f NTIC and NTIT. At LCC th is In d iv id u a l, D irecto r of Accounting, reports to the Vice-P resident fo r Business and Finance. 8. Head of Personnel o ffic e a t both NTIC and NTIT Is a t th e Dean's le v e l, and the D irecto r of Personnel a t LCC 1s also a t the Dean's le v e l. 9. NTIC has a P ractice Department, which handles student placement as one of I t s d u ties, and NTIT has a Dean of Practice (Coordinator) who handles student placement as w ell as, among other duties, coordination and cooperation w ith In dustries. LCC has a Placement D irecto r who reports to the Student Personnel Services Dean; however, cooperative work experience fo r students Is handled throughout the divisio ns as assigned by the Deans. The D irecto r of the Business Industry In s tit u te a t LCC and other Deans work clo sely w ith business and Industry. 10. LCCs organizational ch art 1s structured w ith 11 adminis­ tra to rs repo rting d ire c tly to the President. NTIC's organizational 76 chart In dicates seven areas comprising an academic council* which reports d ire c tly to the President. NTIT's organizational chart Indicates s ix Deans reporting d ire c tly to the President. Comparing the organizational charts of the three In s titu tio n s is ju s t a beginning* and under Recommendations fo r Further Study the researcher suggests considering a study of the three In s titu tio n s to compare s im ila r it ie s and differen ces 1n governance* organizational structure* finance* physical plant* In struction * teaching methodolo­ gies* and student and in s tru c to r p ro file s . A ll documents examined were considered 1n developing recommen­ dations and forms fo r th is study. However* 1 t was the feedback from th e CEOs* Dr. K1m» and th e p a rtic ip a n ts th a t was most valuable 1n developing the recommendations and forms fo r fo rm alizin g * strengthen­ ing* and Improving th e s is te r college re la tio n s . The documents exam­ ined may be found 1n Appendices D, E, G, and H. Summary of Responses o f Chief Executive O fficers This segment of Chapter IV summarizes* compares* synthesizes* and analyzes responses of the CEOs interview ed during th e datagatherlng process. While responses were varied* they were never contradictory* and they re a lly b u ilt on one another to comprise an Inform ation base th a t may be helpful 1n describing s is te r college relationships* th e ir purposes and expected outcomes. The fin a l question on how to Improve the s is te r college re la tio n s h ip between LCC and NTIC and NTIT brought fo rth suggestions th a t were c a re fu lly 77 considered in the development of the researcher's recommendations 1n Chapter V. The researcher Indicates when a number of responses are the same or s im ila r. (The interview s are printed In th e ir e n tir e ty 1n Appendix C .) Reasons fo r Establishing S is te r College Relationships Question_1:__ Why.-d1d_vou.-Involve, vour in s titu tio n 1n s is te r college relationships? 1. To establish a stru ctu re th a t f a c ilit a t e s professional exchange, which Includes 1n-depth long-term tra in in g as w ell as short-term v is it s fo r fa c u lty , students, and adm inistrators. 2. To ra is e the q u a lity of fa c u lty , students, and the academic programs through the exchange of Inform ation, teaching m a te ria ls, and J o in t research projects. 3. To promote frien dsh ip between the two countries and to es tab lish frien dsh ip on an in divid ual basis. 4. To Improve curriculum and gain more knowledge of what 1s going on 1n another c u ltu re . 5. To have a b e tte r understanding o f the cu ltu res and languages of both countries. 6. To expand the range of In te ra c tio n between the two countries and Increase working s k ills , esp ecially as I t re la te s to serving business, industry, government, and education. 7. To provide comparisons In order to take the best of both systems to Improve the educational system. 78 8. To remove In te rn a tio n a l education from an Informal arrangement to th a t of In s titu tio n a l policy and procedure. 9. To f a c i l i t a t e 1n-depth tra in in g w ith long-term program impact over and above commitment from the CEO. President Gannon of LCC was asked about board of tru s tee commitment and how he b u ilt th a t support. (This 1s not applicable to NTIC and NTIT because they are national In s titu tio n s reporting to the MOE* and they have no board of trustees.) A summary of his responses to th is question follow s: 1. Careful one-to-one explanation of how th is program benefits the community* the college* and the students and how 1 t f i t s In to the In s titu tio n a l ro le and mission. 2. The ’’In te rn a tio n a l Update" section has been added to the regular board of trustees monthly meeting agenda. 3. Board members have been Involved with v is itin g CEOs* fa cu lty* and s t a ff from s is te r educational in s titu tio n s * as w ell as with governmental d ig n ita rie s from other countries. 4. Demonstrating the In te rn a tio n a l partnership t1e-;1n w ith business* Industry* government* and education. 5. Board members# when possible* have been provided opportuni­ tie s (through contacts 1n other countries) to tra v e l to s is te r college countries to meet w ith o f f ic ia ls of the s is te r In s titu tio n s and to view the s is te r In s titu tio n s . 6. Demonstrate th a t s is te r college relatio n sh ip s f i t In to the s tra te g ic and ta c tic a l plans fo r LCC. 79 Synthesis and analysis o f responses. The reasons given by CEOs fo r estab lish ing s is te r college relatio n sh ip s were varied* and* as was the case throughout the questionnaire responses* they seemed to bu ild on one another's thoughts and Ideas (even though they were not Interviewed together* nor did they know how the others responded.) Reasons/Crit e r ia U tiliz e d 1n Selection o f S is te r C o lle g e .A ffilia te Question 2; Why did you Involve vour In s titu tio n 1n a .s is te r co lleg e re latio n sh ip with NTIC* NTIT*_LCC? (as appropriate to the respondent) 1. S im ila rity of programs/curriculum. 2. S im ila r 1n size (student body enrollm ent and fa c u lty numbers s im ila r ). 3. Knowledge of in s titu tio n * It s reputation# and knowledge of the CEO# with agreement on general p rin cip le s o f cooperation. 4. Assessment of in s titu tio n 's background and h is to ry . 5. In te re s t* enthusiasm* and support of the CEO fo r In tern a­ tio n a l educational programming. 6. Support of the board of tru stees or MOE fo r the s is te r college agreement. 7. Support of f a c u lt y /s ta ff fo r In tern atio n al programs as a learning tool/method, 8. Select countrydes) demonstrating economic advancement. Country should have a f a i r degree of openness and w illingn ess to work with the United States. 80 9. The d ire c to r/p re s id e n t 1s a very Im portant fa c to r; th a t person must be enthusiastic# supportive# and w illin g to be Involved. 10. Check standing o f In s titu tio n s # and s e le c t those th a t produce the best students. 11. In s tru c to rs w ith a good knowledge of th e English language. 12. In s tit u tio n w ith a well-known commitment to broadening educational and In te rn a tio n a l backgrounds of faculty# s ta ff# and students. Synthesis and analysis o f responses. curriculum and program s im ila r it y . A ll CEOs also mentioned This 1s congruent w ith Dr. Kim's response th a t curriculum was th e most Im portant c rite rio n # w ith th e emphasis on the a b i l i t y to m eaningfully exchange c u rric u la . Dr. K1m also stressed s im ila r it y o f mission; th e v it a l ro le of p re s id e n tia l leadership and support from a ll segments of the In s titu tio n # I.e.# board# fa c u lty organization s; and commitment of resources and commitment to professional-developm ent a c t iv it ie s . Dr. Kim's comments were In response to his Question 8# "What c r i t e r i a Is Im portant fo r se lec tin g a s is te r college?" The o v e ra ll responses fo r c r i t e r i a fo r s e le c tin g o f s is te r colleges In d icated the Importance o f CEO commitment and leadership# support o f appropriate governing body# e.g.» board o f tru s te e s or MOE; s im ila r it y of size# curriculum# mission; knowledge of In s tit u tio n and I t s rep u tatio n ; success of students# which s ig n ifie s q u a lity education and good In s tru c to rs ; commitment of resources; and support o f a ll 81 segments of the In s titu tio n fo r In te rn a tio n a l education as a learning to o l. Goals fo r the S is te r College Relationship Question 3 : What do vou expect to achieve fo r vour I n s titu tio n . fa c u lty # s ta f f and students bv having vour In s titu tio n Involved 1n a s ls te r.c o lle o e relationship? (w ith NTIC, NTIT, or LCC as appropriate to respondent) and Question 5; What are vour__Qoals_for the exchange program? 1. To Improve In s t it u t io n s curriculum , esp ecially as 1 t rela te s to language, and rigorous, tig h tly designed c u rric u la th a t blend the best th e o re tic a l with the best applied approaches. 2. To provide pathway fo r fa c u lty , s t a f f , and students to have exchange op portunities with another cu ltu re's educational system w ith I t s attendant opportunities to liv e in and In te ra c t w ith another c u ltu re and It s society. 3. To strengthen the concept th a t the U.S. 1s not the top decision maker 1n the world; th a t 1 t takes cooperative learning experiences to develop the best approaches to jo in in g knowledge and developing stronger business, governmental, and educational tie s across the world. 4. To develop bridges of communication and understanding between educational systems and cu ltu res. 5. To strengthen the ro le of community colleges 1n education and tra in in g fo r business and Industry needs 1n today's global marketplace. 82 6. To exchange fa c u lty and m aterials so th a t academic q u a lity w ill be Improved. 7. To have fa cu lty liv e 1n the U.S. and learn everything possible about U.S. teaching methods. 8. To establish opportunities fo r fa cu lty to fu rth e r th e ir educational degrees a t a four^year In s titu tio n w hile they are studying, teaching, and learning a t a two-year in s titu tio n . 9. To provide a pathway fo r students to attend graduate schools 1n the U.S. a fte r completing t h e ir studies 1n the ROC (Taiwan). 10. To provide an opportunity fo r fa c u lty to teach 1n another c u ltu re 1n order to blend teaching methods from both cultu res and provide a pathway fo r communication. The CEOs Included 1n t h e ir responses the expected goals they expected p a rtic ip a n ts to achieve. 1. Those responses follow : To share the learning experiences through formal b riefin g s with other fa c u lty , s t a f f , and students. 2. To keep 1n touch w ith friends made during exchange so friendships w ill continue and grow. 3. To ensure th a t a ll m aterials co llected are placed in the lib r a r y so others can learn from them. 4. To develop s lid e programs of the host in s titu tio n , geo­ graphic area, and c u ltu ra l a c t iv it ie s to a s s is t In the formal b rie fin g s of h o m e-In stitutio n fa c u lty , s t a f f , and students. 83 5. To take a formal b rie fin g program on t h e ir home In s titu tio n to share 1n presentation to members of th e ir host In s titu tio n . Translate these m aterials In to the language of the host country. 6. To develop c u rric u la r Improvements th a t w ill broaden and In te rn a tio n a liz e the In s tit u tio n 's mission. 7. To encourage more Involvement of fa c u lty /s ta ff/s tu d e n ts 1n working with exchange professors to deepen the learning experience. 8. To learn d iffe r e n t Innovative ad m in is tra tiv e approaches 1n areas o f governance# finance# and education. 9. 10. To develop fteldw ork-experlence s itu a tio n s . To develop more Intense language-training programs. Synthesis and analysis o f responses. "The CEOs were unanimous 1n ta lk in g about the Importance of c u ltu re and language# building friendships and bridges of communication# and curriculum Improvement. Th eir goals centered on th e b e n e fit to fa c u lty and students as 1 t re la te d to the shared teaching experiences and blending of teaching methods. The Chinese presidents stressed th a t s is te r college relatio n sh ip s provide pathways fo r th e ir faculty# staff# and students to higher education studies and degrees. A ll Indicated th e advantage of the opportunity fo r faculty# sta ff# and students to v i s i t and/or l iv e and work 1n a d iffe r e n t c u ltu re and country. 64 Role o f CEO in S is te r College Relationship Question 4 t 1. What do vou see as vour ro le as a c h ie f executive o f f ic e r 1n the s is te r co lleg e re la tio n s h ip ? To encourage p a rtic ip a tio n and appropriate preparation of fa c u lty /s ta ff/s tu d e n ts 1n the exchange program. 2. To s e le c t th e best In s titu tio n s fo r s is te r colleges so fa c u lty /s ta ff/s tu d e n ts w i l l experience q u a lity exchanges and Increase t h e ir own q u a lity . 3. To work w ith p re s id e n ts /d ire c to rs o f colleges to e s ta b lis h appropriate s is te r co lleg e re la tio n s h ip s . 4. To work w ith the MOE to develop In te rn a tio n a l programs. 5. To v i s i t U.S. colleges to observe and learn new methods and to check out equipment and f a c i l i t i e s . Return w ith knowledge to share w ith the MOE, fa c u lty , and s t a f f . 6. To es tab lish methods of professional development and to arrange fo r fa c u lty /s ta ff/s tu d e n ts to upgrade th e ir educational degrees. 7. To make our own In s titu tio n s the best possible. 8. To commit tim e to Inspection v is it s , meetings, preparation of m a te ria ls , and In -s e rv ic e tr a in in g . 9. To develop an understanding of th e language and c u ltu re o f the s is te r co lle g e country. 10. To s e t up I n i t i a l lin e s of communication to develop o v e ra ll procedure fo r s is te r co lleg e programs. 85 11. To develop appropriate evalu ative measures fo r review and Improvement. 12. To ensure q u a lity exchange of faculty# staff# students# Information# and m ate rla ls. Synthesis a n d an alv sls o f responses. Responses were again varied# w ithout the same response coming from a ll four CEOs. There­ fore# p r io r ity was d i f f i c u l t to establish# and a l l responses appeared to be of equal Importance. While p r io r it y was d i f f i c u l t to establish# some a c t iv it ie s seem to need to take place before others 1n order to establish a lo gical sequence of events# e.g.# making t h e ir own In s titu tio n the best possible# the commitment to In tern atio n al education# the v is it s to other colleges 1n d iffe r e n t countries# and estab lish ing i n i t i a l communication links# signing appropriate agreements would seem to be a lo g ic a l pathway fo r the CEO role In s is te r college relatio n sh ip s. Dr. K1m e s p ec ially stressed the v it a l need fo r p resid en tial leadership 1n responding to his Question 8# c r it e r ia fo r selecting a s is te r college# and th a t also f i t s In to the ro le of the CEO. Invol vement-of - AU_Segments of In s titu tio n Question 6; Do vou see a ll segments o f vour In s titu tio n .In v o lv e d 1n the s is te r college exchange program# i.e .# fa c u lty * adm inistrators# cl e ric a !/te c h n ic a l# students? 1. Absolutely. This Is a to ta l team e f f o r t . 2. Adm inistrators and fa c u lty can be Involved# but they must f i t In to the c r it e r ia established fo r p a rtic ip a tio n . 86 3. Male students cannot leave p rlp r to completion of th e ir two years of m ilita r y service. 4. Female students can be involved In an exchange before they complete th e ir studies. 5. I hoped to have a secretary involved* but she got married and did not follow through. 6. May be d i f f i c u l t to arrange fo r s t a f f exchange* but no problem w ith short v is its . The MOE does not provide funds fo r short v is it s ; need to se t up special foundation to help w ith expenses fo r short v is it s . 7. D if f ic u l t to Involve students fo r long exchange. 8. C ultural exchange v is it s fo r short periods of tim e fo r students Is encouraged. 9. Faculty and adm inistrators are those who are the most 1nvolved. Synthesis and analysis o f re.sp.ons.es. A ll four CEOs expressed the opinion th a t adm inistrators* fa cu lty* s ta ff* and students should be Involved 1n the s is te r college exchange program* although the Chinese presidents f e l t the long-term exchange was provided p rim a rily fo r fa c u lty and adm inistrators. The shorter c u ltu ra l v is its fo r students and other s t a f f were encouraged. L im itin g fa cto rs Include the ru le th a t male students cannot leave the ROC (Taiwan) to study u n til they have completed th e ir two years of m ilita r y duty. However* they are allowed short v is it s to In s titu tio n s In other countries. I t was also suggested th a t a special foundation be established to a s s is t with 87 financing th e short-term v is it s since the MOE does not provide funds fo r th is type of exchange. I t was In te re s tin g th a t President Gannon f e l t th a t everyone should be Involved; th a t I t should be a team e f fo r t; and th at* 1 f a ll p a rtic ip a te * the In s titu tio n becomes Involved 1n the commitment to gain the knowledge necessary to help students be w ell-prepared to p a r t ic i­ p ate 1n a relevan t manner 1n today*s society;. S e le c tio n C r ite r ia fo r P articip an ts Question_7:_ On what cr1ter1a_do vou base se le c tio n o f p a rtic ip a n ts 1n th is program? 1. W illingness to be a goodwill ambassador fo r the In s titu tio n and the country. 2. W illingness to make long-term commitment to th e In s t i­ 3. Must be academically and professio n ally competent and tu tio n . respected In th e ir f i e l d regardless of t h e ir position so they can re la te to t h e ir counterparts 1n the host In s titu tio n . 4. Must be en thu siastic* w ith personal and In te lle c tu a l In te g r it y . 5. W illingness to commit tim e and energy to learn a new language and background Inform ation regarding another c u ltu re . 6. W illingness t o a s s is t In preparation o f exchange facu lty* s t a f f , and students when they return to home In s titu tio n and a t the host In s titu tio n . 88 7. W illingness to return from experience, develop reports, and share with other segments of the In s titu tio n as well as the community. 8. Faculty member should be a technical teacher 1n mechanical. In d u s tr ia l, e le c tr ic a l, or c i v i l engineering to f i t In to NTIT selectio n c r it e r ia . 9. Must have the a b ilit y to In te ra c t w ell w ith people of a d iffe r e n t c u ltu re and be frie n d ly so they can make many frie n d s . 10. Must have worked 1n th e In s titu tio n fo r a t le a s t three years and must agree to return to the ROC (Taiwan) In s titu tio n and teach fo r two years a f te r they complete t h e ir exchange. (President Tang said th a t age 1s a fa c to r— th a t the person must be a younger person; President Yoh said th e MOE lim it s the exchange professor’s age to under 4 5 .) 11. U.S. fa c u lty must be able to team-teach so they can work well with Chinese counterparts. 12. Selection 1s also based on the need of In s titu tio n In areas where extra ex p ertis e 1s needed. Synthesis and analysis o f responses. A ll CEOs stressed good knowledge o f language or w illingn ess to learn , good work record w ith enthusiasm, and good a b ilit y to In te ra c t w ith other cultures. These responses were also compared and synthesized w ith p a rtic ip a n t Question 5 , ’’Why do you th in k you were selected by your President to p a rtic ip a te In the s is te r college program w ith Lansing Community College?" and Dr. Kim's Question 14, "What c r it e r ia do you fe el 1s Im portant 1n the selection of fa c u lty /a d m in is tra to rs to p a rtic ip a te In a s is te r college 69 exchange?" That synthesis and analysis Is reported 1n th e p a rtic ip a n t response segment of th is chapter# pp. 104-106. S p e d f 1c Areas/Programs _for__Exchange Question Bi Do you have s p e c ific programs th a t you fe e l f i t b e tte r In to the s is te r co lle g e exchange? 1. English. 2. Computer Science, 3. Commercial A rt. 4. Business A dm inistration. 5. Areas th a t the In s t it u t e wants to add e x p e rtis e . 6. Science. 7. Technology. 8 . 9. Mechanical# e le c tr ic a l# electronic# c i v i l engineering. Language (Chinese). 10. Mathematics. 11. Computer In teg rated manufacturing. 12. Assess strengths of In s tit u tio n and share those strengths 13. Health programs. Synthesis and analysis of__responses. Language# mathematics# science# business and business adm inistration# techn ical areas such as e le c tro n ic s and e le c tr ic a l engineering# computer in teg rated manufactur­ ing# health programs# computer science# and commercial a r t were areas/ subjects/program s Id e n tifie d by th e CEOs th a t b e tte r f i t In to th e exchange program. Also# 1 t was noted th a t In s titu tio n s should assess t h e ir own In s titu tio n a l strengths and share those strengths w ith s is te r 90 In s titu tio n s * e s p e c ia lly 1 f an In s tit u tio n was seeking a p a rtic u la r area of ex p ertis e and a s is te r In s t it u t io n had strength 1n th a t area. MOE Approval ( f o r R O C .In stltu tlo n s) Question 9; Dovou requir e approval from t he_M0E In order_to have vour In s tit u tio n Involved 1n a s is te r co lleg e relatio n sh ip ? 1. Yes. M in is try of Education must approve the agreements. 2. MOE must approve In d iv id u a l fa c u lty /a d m in is tra to r exchanges. Synthesis and analysis o f responses. A ll Chinese Presidents responded th a t the MOE must au th o rize th e approval of the s is te r co lleg e re la tio n s h ip . President Tang fu rth e r responded th a t th e MOE must approve each fa c u lty member who goes abroad to teach* v is i t * or study 1n s is te r colleges and th a t th e MOE provides o f f i c i a l budget funds fo r the exchange professors or when he went to th e U.S. or other co un tries on an o f f i c i a l t r ip . He said th e M in is try of In t e r io r issues the e x it and re -e n try perm its. View o f MOE ( f o r RO C .In s tltu tlo n s ) Question 10; How does the MOE view s is te r c o lleg e re la tio n s h ip s . and what tvDe_of_aoDl Ic a tlo n or c r i t e r i a Is required fo r the MOE7 1. No s p e c ific c r i t e r i a . 2. They norm ally go along w ith th e recommendation o f the P resld ent. 3. They support the general p rin c ip le s of th e agreement and expect the In s tit u tio n to work out the d e ta ils . 91 Synthesis and analvs1s_of__cesPons_e5. Responses from the Chinese Presidents 1n r e la tio n to the view of the MOE and c r it e r ia required by the MOE 1n regard to s is te r college re la tio n s h ip s ranged from "no s p e c ific c r it e r ia " to "The MOE w i l l normally go along w ith the recommendation of th e president of the in s titu tio n * " to "The MOE encourage s is te r re la tio n s h ip s * and w h ile they do not have s p e c ific c r i t e r i a lis te d fo r s is te r college agreements* they must approve a l l s is te r c o lleg e agreements on an In d ivid u a l basis. They support the general p rin c ip le s of the s is te r agreement and expect th e In s t it u t e to work out s p e c ific program d e ta ils . But they must approve each exchange experience." R e s p o n s ib ility fo r S is te r .C,ollsfl.e_Exchanfl9 Program Question 11: 1. Do you designate a p a r tic u la r In d iv id u a l and/or department a t vour i n s t i t u t i on to be responsible fo r s is te r co lle g e exchange.-p.roqrams? Have assigned th is s is te r co lle g e p ro je c t to th e Department of Student Job Placement and th e department 1n charge of the coopera­ tiv e programs between education and industry* 2. Handled out of my o ffic e * w ith special assignments given to appropriate professors and/or s e c re ta rie s . 3. Professor T sai, Head o f the English Department* Is th e person In charge* and I must approve a ll p a rtic ip a n ts . 4. Yes* th e D ire c to r of In te rn a tio n a l Programs. Synthesis and analysis o f responses. A ll CEOs in d ica ted th a t they designated an In d iv id u a l to be responsible fo r the s is te r co lleg e 92 programs; y e t they personally remained a c tiv e ly Involved In a ll exchanges and have fin a l approval fo r the exchange-experlence p a rtic ip a n t. Thus, I t appears they fe e l th is program 1s im portant enough to devote th e ir personal commitment of time and energy to 1 t. Preparation o f Exchange P articip an ts Question 12i How do vou prepar_e_pa r t 1c1 pan ts, once_selected. fo r t h e ir s is te r college.exchange experience? 1. In ten sive English language studies. 2. Information provided on host In s titu tio n . 3. Previous p a rtic ip a n ts work with the person going. 4. I work personally w ith each In d ivid u al to t e l l them what I want them to accomplish. 5. Require p a rtic ip a n t to develop a plan regarding what they wish to accomplish a t host in s titu tio n . 6. They attend o rie n ta tio n program on host country, c u ltu re , and language provided by the MOE. 7. Request they c o lle c t m a te ria ls on home In s titu tio n to take with them and gather g if t s fo r hosts. 8. Need to develop b e tte r approach 1n language development and c u ltu ra l o rie n ta tio n ; need to develop handbook o u tlin in g re s p o n s ib ili­ tie s , duties, expectation, fin a n c ia l considerations, and liv in g arrangements. Synthesis and analysis ofLresponses. Preparation of exchange p a rtic ip a n ts by home In s titu tio n s varied 1n q u a lity and length of preparation. A ll Chinese Presidents Indicated th a t p a rtic ip a n ts , once 93 selected* must attend c u ltu ra l and language tra in in g classes. Also* President Tang stated th a t he c a re fu lly b riefed each p a rtic ip a n t regarding assignments and goals to be accomplished. In addition* President Chang said th a t professors who have p a rtic ip a te d 1n exchange programs 1n the U.S. are contacted fo r advice; th a t the p a rtic ip a n t must develop a plan fo r what he/she wishes to accomplish on the campus o f the s is te r college* In the community* and 1n the United States. Also* m a te ria ls on the home In s titu tio n and home country must be co llected and organized fo r presentations* and g if t s and souvenirs readied fo r hosts. (He also requires In terim progress reports from the p a rtic ip a n t during th e exchange.) President Gannon expressed a fe a r th a t LCC does not prepare p a rtic ip a n ts as w ell or as c a re fu lly as necessary 1n the areas of language development and c u ltu ra l o rie n ta tio n . He fu rth e r stated th a t he f e l t the whole process from selection through the exchange experience through the post-evaluation needed to be more form alized* with the necessary Im perative fo r Intensive language and c u ltu ra l studies before the exchange. This question was also compared and synthesized with responses to Dr. Kim's Question 16* "How do you recommend th a t p a rtic ip a n ts be prepared to gain th e most b e n e fit from the exchange?" and responses to the p a rtic ip a n ts ' Question 12# "What did your 1nst1tut1 on/you do to prepare fo r your exchange experience?" Responses were analyzed and are reported 1n the p a rtic ip a n t response segment of th is chapter* pp. 118-20. 94 Financial Commitment.of In s t 1t u t 1ons_ _to_the P art 1c 1pant( s) and_the_Proaram Questions 13* 14# and 15 were combined because they were a ll concerned w ith fin a n c ia l commitment. Question 13; What fin a n c ia l commitment does vour In s titu tio n make to the s is te r co lleg e program? Question 14: What financial.commitment does vour In s titu tio n make to the p articip an t? Question 15 ;. W hat.financial commitment do.vou_expect_a_s1star 1n s t1t u t 1on_to_make_? 1. Continuation o f salary and employee b en efits fo r par- t l d pant. 2. Round-trip tic k e t. 3. Some liv in g allowance. 4. Payment and tim e allowance fo r o rie n ta tio n program. 5. H o s p ita lity fo r Incoming fa c u lty * s ta ff# students. 6. Some f ie ld tr ip s and cost coverage fo r special cu ltu ral 7. Budget commitment fo r promoting and bu ilding In tern atio n al events. re la tio n s h ip s . 8. In te rn a tio n a l education funds budgeted fo r o v erall college fo r curriculum design and development# teaching m aterials# and resources. 9. The Chinese Indicated th a t much of the Chinese professor's salary stays In the ROC fo r fa m ily support# so they hoped fo r p a rt-tim e teaching assignments to a s s is t the professor fin a n c ia lly w hile 1n the host In s titu tio n In the United States. President Chang Indicated th a t 95 a ll funds fo r the national In s titu tio n s come from th e MOE and th a t the MOE approves some funds fo r v is ito r s . 10. Those who wish fa m ilie s to accompany them from the U.S, to China have to assume the fin a n c ia l re s p o n s ib ility . However# in s t it u ­ tio n s 1n both countries w ill be as helpful as possible with housing and tra v e l arrangements. This 1s the same case w ith Chinese fa m ilie s coming to th e U.S. Synthesis and analysis o f responses. CEOs a ll indicated the tra v e l expenses# some liv in g expenses# and salary and b e nefits were covered during th e exchange experience. They also covered costs fo r Incoming exchange p a rtic ip a n ts fo r special f ie ld tr ip s and h o s p ita lity fo r guests. Financial commitment was also made fo r In tern atio n al programs 1n the area of curriculum design and building In tern atio n al re latio n sh ip s. These CEO responses In re la tio n to fin a n c ia l commitment to th e p a rtic ip a n t were also synthesized and analyzed w ith p a rtic ip a n ts ' responses to t h e ir Question 15# "How are you financing your s is te r college exchange and how does your In s titu tio n a s s is t you fin a n c ia lly during th is exchange program?" This synthesis 1s lis te d 1n th e p a rtic ip a n t response section o f th is chapter# pp. 123-24. 96 Optimum Number_Qf__Part1 cl pants Question 16: What number o f p a rtic ip a n ts do vou feel should be Involved 1n the exchange program? (1n the actual exchange) 1. One to two fa c u lt y /s t a f f exchange(s) per year. 2. Short v is it s fo r small groups of students. 3. Number varies according to program needs. 4. Depends on a v a ila b ilit y of funds* su b stitu te fa c u lty * and the need to gain c e rta in ex p ertis e. 5. Numbers depend on what the In s titu tio n 1s try in g to ach1eve. Synthesis and_anal_vs1 s o f responses. Annual number of p a rticip an ts seemed to be acceptable to a ll Presidents as one or two fa c u lty /a d m in is tra to r exchanges and of students one v i s i t w ith the p o s s ib ility o f a student semester program (1n China). per year of a smallgroup studying fo r a one- Also* the number w ill flu c tu a te with what the 1nst1tut1on(s) needs to achieve* and the mix of fa cu lty* s ta ff* and students can make a differen ce 1n th e maximum numbers to be Involved. Also* the numbers of fa c u lty th a t can be involved depends on the funds a v a ila b le fo r classroom s u b stitu te In stru cto rs. CEO Recommendations: A c tiv itie s * In s titu tio n a l and N o n ln s tltu tlona.Lt fo r P a rtic ipants Purina Exchange Question 17: What_act1v1t1es*_1nst1 tu tlo n a l and n o n ln s tltu tlo n a l. do _v_ou_expect vour_ f a c u lt y /s t a f f member to be ■involved in while p a rtic ip a tin g _ln_a^_s1ster college experience? 1. Coursework th a t w ill Improve th e ir teaching a b i l i t y . 2. Graduate studies* 1f possible. 97 3. Language studies to Improve t h e ir fo reign language a b i l i t y . 4. P a rtic ip a tio n In c u ltu ra l events. 5. C o lle c tio n of m a te ria ls th a t w i l l help In teaching# adm inistration# or fu tu re p ro jects . 6. B uilding friendships# both on an In d ivid u a l and a fa m ily 7. T each /lec tu re and observe the foreign teaching techniques. 8. President Wen-Sh1on Chang s p e c ific a lly requested th a t his bas1s. professors spend tim e teaching th e Chinese language. 9. 10. Experience v is it s to business and In d u stry. P a r tic ip a te 1n professional and c u ltu ra l a c t iv i t ie s w ith colleagues. 11. Study th e to ta l curriculum of the In s tit u tio n as w ell as the o v erall educational system and Include studies of government# business# and In d u s try. 12. Learn to liv e and tra v e l 1n a fo reign country. 13. Have fa m ily experiences w ith some home-stay experiences# I f possible. Synthesis and analysis o f responses. This 11st was varied# and when a ll responses were combined they seemed to b u ild upon each other. Checking th is l i s t against p a rtic ip a n ts ' responses to t h e ir Question 21# "What was good about your s is te r c o lleg e exchange experience?" and Question 23# 'How do you evaluate your experiences 1n th e program?" In d icated th a t the m a jo rity of th e recommendations of the CEOs were Incorporated In to th e s is te r exchange experience of the p a rtic ip a n ts . 98 However# p a rtic ip a n ts ' responses to t h e ir Question 22# *Wow could the s is te r college exchange have been better? ” demonstrated th a t there are a c t iv it ie s th a t need to be considered fo r ad dition; e.g.# President Wen-Shlon Chang s p e c ific a lly requested th a t his professors teach the Chinese language# and th a t opportunity was not a p a rt of the NTIT exchange p a rtic ip a n t experience a t LCC before President Chang assumed the presidency a t NTIT# and there have been no p a rtic ip a n ts a t LCC since th a t time. Foreign Language S k ills Question 18:__ Do vou expect an In s tru c to r or other par tic ip a n t to be able to communicate 1n vour language? 1. I t would be wonderful# but I f they speak English slowly# then our students and fa c u lty can understand them and learn English# and they can learn Chinese a t the same tim e. 2. I t 1s h e lp fu l; English has been a common denominator. 3. We provide English as a Second Language (ESL) courses fo r v is itin g professors. Synthesis and_analvs1s o f responses. Foreign language s k ills were deemed more necessary fo r v1 s itin g fa c u lty 1n the United States# where there 1s not much knowledge o f the Chinese language and th ere 1s less patience 1n learn ing through tra n s la to rs . In China# the Presidents encouraged th e v is itin g fa c u lt y /s t a f f to learn some Chinese to demonstrate th e lr enthusiasm# Interest# and s in c e rity ; however# team-teaching w ith a Chinese counterpart 1s required. In addition# some speeches to groups of faculty# s ta ff# and students are required. 99 LCC o ffe rs conversational Chinese; therefore# the LCC p a rtic ip a n t can e a s ily engage 1n Chinese language studies before departure# and the Chinese have ty p ic a lly studied s ix years o f English before high school graduation. In addition# some have studied English 1n college# and must take In ten sive English language studies before departure. Once a t LCC# English as a Second Language courses are provided so p a rtic ip a n ts have the opportunity to more f u lly develop t h e ir conversational and lis te n in g s k i l l s . Areas to Improve P articip an ts fo r S is te r College Exchange Experience Question 19; 1. Based on the_p-as.lL_exper1ence. how can we (each_1nstttu tlo n ) -ke-tter—D-nepar-e.-facultv# s ta ff# and students to p a rtic ip a te 1n a s is te r co lleg e exoer_lence? A ll CEOs stressed taking more tim e to teach the p a r t ic i­ pants about the s is te r college and about the host country customs# culture# and language before a r r iv a l a t the host In s titu tio n . 2. Sending p a rtic ip a n ts who teach or adm inister 1n s p e c ific a lly Id e n tifie d subject area. 3. Overall development of a plan In advance fo r each s p e c ific In d ivid u al p a rtic ip a n t (o r student group). 4. Understanding th a t periodic In te rim reports and a fin a l evaluation rep o rt are necessary 1f one Is to p a rtic ip a te 1n the program. Personal b rie fin g s w ith the departmental chairperson# d ire c to r of In te rn a tio n a l education# and CEO would be helpful before departure and a t the host In s titu tio n during th e exchange experience. 100 Also# debriefings w ith the same In d ivid u a ls upon return to the home in s titu tio n would be h e lp fu l. 5. Documentation of past experiences and a method developed fo r sharing the knowledge gained through those experiences. Synthesis and analysis o f responses. A ll of the CEOs Interview ed were 1n agreement about the need fo r an Improved advance o rie n ta tio n program to help f a m ilia r iz e the p a rtic ip a n t w ith the s is te r college and w ith host-country customs, c u ltu re , and language. The Chinese CEOs were more desirous of specifying p a rtic u la r academic areas fo r the v 1 s itin g professor, and a ll CEOs agreed th a t the development of an advance plan fo r each In divid ual or student group was Im portant, as w ell as In terim progress reports and debriefing of p a rticip an ts upon return to t h e ir home In s titu tio n . These CEO responses also agreed with the responses of p a rtic ip a n ts to th e ir Question 22, "How could the s is te r college exchange have been better?" es p e c ia lly as I t re la te s to b e tte r preparation 1n the area o f language and cu ltu re o rie n ta tio n . In te rn a tio n a l Education Curriculum Component to Assist Students With D iffe re n t C ultural Experiences Question 20; 1. Do vou have an In te rn a tio n a l education component 1n vour curriculum ■to_ass1st 1n the preparation of students fo r d iffe r e n t cultural_exoer1ences? Recognizing the Importance of those who had already been Involved 1n overseas programs and developing ways In which they can help those who are being oriented or who wish to be Involved 1n the in te rn a tio n a l s is te r exchange. 101 2. Requesting th a t faculty# sta ff# and students take advantage of opportunities to v i s i t w ith guests from s is te r colleges and other countries. 3. Providing opportunities fo r s is te r college guests and other In te rn a tio n a l guests to le c tu re and ta lk to students# sta ff# and fa c u lty . 4. Development of World C iv iliz a tio n course has been In s titu te d to enable students to b e tte r understand the history of the to ta l world. 5. Development of a number of in tern atio n al study-abroad programs# which provide liv in g experiences In other countries. 6. Encouragement of p a rtic ip a tio n 1n goodwill missions and management study tours to other countries fo r students# faculty# and s ta ff# and through o rie n ta tio n seminars/courses before p a rtic ip a tio n In these experiences or in s is te r college exchange. 7. In s titu tio n of a number o f foreign languages In to th e overall college c u rric u la . 8. Col lege wide committee on In tern atio n al education has been reestablished to encourage overall faculty# staff# and student involve­ ment 1n In tern atio n al programs. I t 1s hoped th is committee w i ll help each segment of the In s titu tio n to see how they can f i t an In terna­ tio n a l component In to t h e ir p a rtic u la r c u rric u la r area. 9. A ll CEOs indicated th a t the s is te r college a f f ilia t io n s encourage In tern atio n al p a rtic ip a tio n w ith good colleges across the world and th a t 102 10. Encouragement fo r In s tru c to rs from s is te r colleges to teach 1n host In s titu tio n s resu lted 1n an In te rn a tio n a l c u rric u la r th ru s t. 11. Sharing of m a te ria ls , In fo rm atio n , and experiences upon re tu rn from s is te r co lle g e exchange experience was deemed one o f the most Im portant and h elp fu l to o ls 1n encouraging others throughout th e In s tit u tio n to become Involved 1n le a rn in g more about other countries and c u ltu re s . 12. Adapting and blending th e teaching methods observed and learned 1n another c u ltu re helped. Synthesis and_analv5ls_ol_responses. While th e re was no formal c u rr ic u la r component c a lle d "In te rn a tio n a l education," a ll CEOs lis te d areas in which t h e ir In s tit u tio n 1s c u rre n tly emphasizing In te rn a tio n a l education and a c t iv it ie s 1n order to provide d iffe r e n t c u ltu ra l lea rn ­ ing experiences fo r students. One CEO stated th a t a course e n title d "In te rn a tio n a l Education" would be too broad to accomplish s p e c ific o b jec tive s but th a t In te rn a tio n a l segments added to appropriate courses would be a b e tte r way fo r each area to understand the p a rt they play In th is m u ltic u ltu ra l world. CEO Suggestions fo r Improving th e S is te r College R elationship Question 21: What_suggest1ons do vou have_to_1mprove_the s is te r college program and relationship? 1. In volve more fa c u lty , s t a f f , and students. 2. Request fo r LCC to send professors to NTIT In the areas of mechanical, e le c tro n ic s , e le c t r ic a l, or In d u s tria l engineering. 103 3. Assisting NTIC and NTIT fa c u lty to study graduate courses w h ile a t LCC. 4. Arranging fo r NTIT In stru cto rs to teach a t LCC. 5. More pre-planning fo r exchanges w ith a sharing of plans with each other. 6. More ro le exchange with counterparts— fa cu lty to fa cu lty* adm inistrator to adm inistrator* student to student. 7. Set aside tim e fo r In s titu tio n a l d e ta ile d planning to more s p e c ific a lly develop a plan to fo rm alize the exchange program w ith ta rg e ts set fo r a llo c a tio n of human and fin a n c ia l resources. 8. Assist exchange professors w ith special projects such as w ritin g textbooks and/or c o lle c tin g m ate ria ls fo r projects. 9. Must be able to understand each other very c a re fu lly w ith open communication and sharing of Inform ation between the two s is te r colleges 1n order to learn from each other. And* In President Yoh's words* We need more and more good cooperation. Our two colleges can set good examples so th a t our countries can understand what we are doing so we can Improve our standards. We must l e t each other know our troubles. Our end o b jective 1s the same even though our back­ grounds and our cu ltu res are not the same. We want to provide a b e tte r education fo r the next generation. I f we do not exchange knowledge* we do not grow* and we want Improvement fo r our next generation. This 1s what LCC and NTIC are working fo r. Synthesis and analysis o f responses. These responses were varied and appeared to be the re s u lt of concerned thought on the p a rt of the CEOs. They a ll Indicated th e ir strong desire to do everything possible to Improve the s is te r college relatio n sh ip . Th eir responses 104 were c a re fu lly studied and considered In the recommendations and suggested forms developed by the researcher to help Improve* strengthen* fo rm alize* and system atize the s is te r college re la tio n ­ ships. The next section of Chapter IV summarizes the responses of the exchange p a rtic ip a n ts and provides a synthesis and analysis of those responses. Summary o f Responses o f Exchange P articip an ts Responses of the p a rtic ip a n ts are summarized 1n th is section of Chapter IV and* where appropriate* th e ir responses are compared w ith those of the CEOs and the D ire c to r of In te rn a tio n a l Programs a t LCC. Questions 1 through 4 are Inform ational and record keeping and are related to name of p a rtic ip a n t* position a t In s titu tio n * and educa­ tio n a l background. This section begins with Question 5. (In tervie w s are Included 1n th e ir e n tir e ty 1n Appendix C.) Reasons fo r S election o f In d ivid u a l to P a rtic ip a te In S is te r College Exchange Program Question 5: 1. Whv do vou th in k vou were selected to P a rtic ip a te 1n the s is te r college exchange program? Hard worker* good professor* and because I could be a pioneer fo r the NTIT-IBM re la tio n s h ip ; also because I could pioneer a pathway d ire c tly from NTIT graduation/academic background to completion o f a m asters degree program a t Syracuse U n iversity. degree In volved.) (No bachelor’s 105 2. Expert 1n c iv il engineering* good a ttitu d e * and w illin g to learn ; and the CEO wanted me to gain more ex pertise 1n c iv il engineer­ ing and learn to understand the s is te r relatio n sh ip . 3. Each year the HOE sends some people to the ULS. to learn* and the CEO wanted to give me th is chance. I thought President Gannon was a good President and asked to go to LCC. 4. I had s tu d ie d 1n th e U.S. and Canada b e fo re * and our college needed someone to have more experience 1n computer science and computer-assisted In s tru c tio n . 5. customs. My CEO wanted me to learn American teaching methods and I work hard* w ith a serious work l i f e ; have good habits; good behavior; and the In s tit u te Is happy with me. I had not been abroad* and 1 t was the turn of the In d u s tria l Engineering Department. 6. Enthusiasm* hard work* and commitment to my home In s t it u ­ tio n and to strengthening the s is te r college program. 7. My board o f tr u s te e s wanted me to g e t a Ph.D. 1n th e U.S. and t o e s ta b lis h a s is t e r c o lle g e 1n th e U.S. Both th e Ph.D. and s is te r college w ill establish more prestige fo r my college. My board also wished me to learn US. methods fo r organizing and adm inistering my college and to learn more about the U.S. community college and to help make the Junior college 1n the ROC (Taiwan) have b e tte r q u a lity . Synthesis and .analysis o f responses. While various reasons were given* the emphasis seemed to be on good worker* good a ttitu d e * and good ex pertise In area* combined w ith a w illin g n ess to learn. This 1s congruent w ith two reasons given by Dr. Kim 1n his response to his 106 Question 14* "What c r it e r ia do you fe el 1s Im portant 1n the selection of fa c u lty /a d m in is tra to rs to p a rtic ip a te In a s is te r college exchange?/' I.e.* exemplary behavior and one who w i l l act according to h is /h e r position w ith a c le a r concept/understanding of h is /h e r ro le behavior. Dr. K1m also emphasized the Importance of being well educated and* above a l l , one who 1s to le ra n t of a d iffe r e n t way of l i f e and d iffe r e n t views* I.e.* a d a p ta b ility . The CEOs* 1n response to t h e ir Question 7* "On what c r it e r ia do you base selection of p a rtic ip a n ts In th is program?" a ll stressed good knowledge of language* and none of the p a rtic ip a n ts mentioned th is as a selectio n c r ite rio n . A ll CEOs stressed w illingness to learn* academic and professional competence# good work record# and enthusiasm and a b ilit y to adapt to other cultures. Other c r it e r ia Included a w illin g n ess to commit tim e and energy to learn new language; make long­ term commitment to In s titu tio n ; a s s is t other fa cu lty* s ta ff* and students 1n both host and home in s titu tio n s ; develop reports; and be a goodwill ambassador. Selection# based on need fo r p a rtic u la r expertise 1n the In s t i­ tu tio n * was mentioned by several p a rtic ip a n ts as w ell as CEOs. D e fin itio n o f Term "S is te r College Relationship" Question 6; 1. What_does_a_s1ster_coT1eqe relatlonshlD.mean to vou? Please define the term " s is te r co lleg e re la tio n s h ip .!1 Opportunity to learn much from each other; to learn strengths and weaknesses of both In s titu tio n s and educational systems 107 of both countries to Improve own system and college. Learn about curriculum* f a c ilit ie s * and equipment. 2. C ross-cultural* mutually b en eficia l re latio n sh ip between two In s titu tio n s to estab lish a formal process fo r exchange of fa cu lty* s ta ff* students* educational m aterials* and teaching resources. Way to learn from each other. 3. Getting th e chance to know a s is te r college b e tte r and having a chance to study there to learn and bring back Inform ation to my students. 4. Exchange of discussion and Ideas. Opportunity to exchange Ideas and Inform ation with college 1n another country; study in another country and learn new teaching methods. 5. Exchange of fa c u lty and students; to help each other with Inform ation* textbooks* and m aterials so we can both be b e tte r 1nst1tutlons. 6. Helping to understand a d iffe r e n t educational system and Improving lessons fo r students and fa c u lty . 7. Opportunity fo r inform ation and c u ltu ra l exchange along w ith exchange of teaching experiences and methods th a t w il l be m utually b e n eficia l to both In s titu tio n s . Opportunity to liv e 1n another c u ltu re and to learn from people you meet. Teaching American students was as Important as my studies. Synthesis and analysis o f responses. A ll the d e fin itio n s focused p rim a rily on exchange of fa cu lty* s ta ff* students* m aterials* and resources w ith advantages of learning a new cu ltu re* studying* and 108 teaching/working 1n a d iffe r e n t c u ltu re , w ith the end re s u lt learning to Incorporate new methods with ex istin g ones In order to Improve the q u a lity of the In s titu tio n s under a permanent cooperative re la tio n s h ip . The permanent cooperative relatio n sh ip providing assistance to each other was esp ec ially emphasized by Dr. K1m in his Question 7, "What does the term " s is te r college relatio n sh ip " mean to you?" He was the only Interview ee to stress th a t numbers of s is te r colleges In one country be lim ite d to th re e In order to ensure q u a lity . Based on the above responses and the responses of the CEOs 1n th e ir Question 1, "Why did you Involve your In s titu tio n 1n s is te r college relationships?" 1n re la tio n to reasons fo r having s is te r college relation ship s and th e goals of such relatio n sh ip s, the researcher developed the fo llo w in g c o lle c tiv e d e fin itio n fo r s is te r college re la tio n s h ip : A form alized agreement th a t establishes a permanent relatio n sh ip between two educational In s titu tio n s , supported by In s titu tio n a l po licy, which provides educational and In te rc u ltu ra l experiences to Increase understanding of another country. It s people, governmental, and educational systems, as w ell as I t s business. Industry, and economic structure. A m utually b en eficia l program th a t c a lls fo r exchange of fa c u lty , s t a ff, students, resource m a te ria ls, technology. Ideas, and inform ation In order to learn from each other. Increase academic q u a lity , and a s s is t 1n community service, esp ecially as I t re la te s to tra in in g fo r business, Industry, and government. A method of building bridges of communication between nations to promote friendship In an Interdependent world. 109 Pa r tlc lp a ntsi_Ca r_eer_Goal s Question 7; What are vour career goals? 1. Complete m aster's degree. 2. Complete Ph.D. 3. Improve teaching s k il ls . 4. Improve In s titu tio n . 5. Be a chairperson* dean* and maybe someday president. 6. Be a good employee by doinga good jo b . Synthesis and analysis o f responses. Career goals of p a rtic ip a n ts were varied* depending on th e ir f ie ld ; however* most p a rtic ip a n ts wished to complete th e ir master's and/or Ph.D. programs* Improve th e ir teach 1ng/adm1n1 s tra tiv e s k ills * improve the academic q u a lity of th e ir in s titu tio n s fo r th e ir students* and ra is e th e ir position to chairperson* dean* or president. Car_e.er_Benef1ts Through P a rtic ip a tio n 1n S is te r College Exchange Question 8: 1. How do you feel the s is te r college exchange experience b en efits your career? Opportunity to teach 1n foreign country w hile pursuing graduate degree. 2. Increased opportunities to present seminars and workshops fo r other s ta ff/s tu d e n ts and in other countries. 3. Helped 1n promotion to b e tte r position. 4. Helped 1n developing and Improving teaching* w ritin g , speaking s k ills In foreign language. 110 5. Broadened perspective and knowledge 1n In te rc u ltu ra l re la tio n s and In te rn a tio n a l contacts. 6. Raised status and Increased respect from colleagues and students. 7. Helped 1n learn ing new teaching methods and learn ing to operate and function In a d iffe r e n t c u ltu re with d iffe r e n t c u ltu ra l val ues. 8. Helped to understand another educational and c u ltu ra l system. Synthes 1s_and_analys 1s of responses. A ll p a rtic ip a n ts concluded th a t th e ir careers were benefited from p a rtic ip a tin g In the s is te r college exchange program. B enefits From .Sister College Program fo r In s titu tio n . Students* and Colleagues Question 9; 1. How.. do-.vou_feel,_the_S-iste.r_cQ_Hecie_exch.anae_D-roQ.rflm experience b e nefits v o u r.In s titu tio n ? .s tu d en ts? colleagues? Brought back new teaching methods learned w h ile both teaching and studying t a ll p a rtic ip a n ts lis te d th is b e n e fit). 2. Learned more about currlculum-development process to help other fa c u lty members. 3. Learned about th e student-advising system and have now set up a student-advising committee where a senior student assists the new student* and now have fiv e in stru cto rs assistin g students w ith th e ir questions during the re g is tra tio n process. Ill 4. Textbooks used 1n the U.S. were helpful 1n gaining knowledge fo r my students# and much of th is Inform ation I have incorporated 1n the development of student tra in in g manuals here. 5. Tlie opportunity to compare the thinking# behavior# and philosophy of both Chinese and American students 1s helpful to my students# my colleagues# and my In s titu tio n . 6. When f i r s t back 1n Taiwan I spoke English to my students (to give them p ra c tic e ). 7. By using discussion method 1n my class I learned th a t my own students can speak very w e ll. 8. I now requ ire some type of research paper because I learned how to w rite c re a tiv e papers 1n the U.S. 9. My w riting# English as a Second Language# and U.S.A. Educational System classes helped me to learn and help the teachers 1n my department. 10. I tr ie d my best to give good suggestions on how to beautify our campus and l e t our students know th a t LCC 1s beau tifu l and clean. 11. T r a f fic was b e tte r and rules were observed b e tte r 1n the U.S.# and I (now) teach my students to obey the t r a f f i c rules and be a good c itiz e n . (This p a rtic ip a n t said th a t "our country CROC Taiwan] 1s 4#000 years old but we do not know how to follow the t r a f f i c rules I" ) 12. My conversational English 1s much improved; learned th a t there was an old-fashioned English and a modern English# and we had been using th e old In ROC (Taiwan). Now th ere 1s more e f f ic ie n t use of English# which helps 1n both teaching and correspondence. 112 13. W ill do some comparative studies and te s ts on learn ing of students to see the e ffe c t of the new teaching methods (based on the discussion, question approach 1n U .S .). 14. By opening up In te rn a tio n a l opportunities fo r our stu­ dents, fa c u lty , and s t a f f through learning from exchange professors In discussions, le c tu re s , and coursework; and providing In te rc u ltu ra l le a rn in g experiences. 15. Increased curriculum o fferin g s; gives students an In s tru c to r with a more knowledgeable background a fte r th e ir own professors have p a rtic ip a te d In an In te rn a tio n a l experience. 16. Brings a whole new concept of "open door" fo r ju n io r college education 1n ROC (Taiwan); way of upgrading education and reducing pressure fo r those who do not have bachelor’s degree; also brings the ad u lt education Idea of providing education fo r a ll .people 1n ROC (Taiwan). 17. F a c ilit ie s and equipment Inform ation w ill make a b e tte r place to study and b e tte r equipment to use. 18. Professional-development program a t LCC 1s one of the most Im portant things I learned— best way to Improve In stru cto rs and admin­ is tra to r s . 19. Students have In stru cto rs who are more knowledgeable about the world and 1n tern at1o n al/1n tercu ltu ral re la tio n s ; the college Is b e tte r able to serve the needs of business and Industry as 1 t re la te s to In te rn a tio n a l tra in in g . 1X3 20. I learned more about the d if f ic u lt y of another country's course c u rric u la * a d iffe r e n t teaching methodology th a t concentrates on strong teaching to the examination and the Intense use of every page of te x t* both o f which tended to preclude class discussion because of tim e co n straints. 21. The awesome re s p o n s ib ility of what 1 t means to have teachers/educators/adm inistrators so highly respected r e a lly struck me when le c tu rin g 1n the classroom; the tru e meaning of teaching was learned w ith the learn ing of the Confuclan saying* "Once you are his teacher you are his fa th e r fo r l i f e . " Synthes1s_and_ana1vs1s o f responses. The p a rtic ip a n ts lis te d a v a rie ty of benefits from th e ir experience but e s p ec ially focused on the gain from learning new teaching methods and how these new methods can blend w ith th e ir country's teaching methods to ra is e the q u a lity of education. Dr. K1m* 1n response to his Question 9* "How does the s is te r co lleg e exchange program b e n e fit Lansing Community College fa c u lty and s ta ff? " stated th a t the experience Increased the awareness of the sig n ifican ce of educational exchange programs w ith other countries. In response to his Question 10* 'Wow does the s is te r college exchange b e n e fit students?" Dr. K1m f e l t th a t 1t g re a tly benefited students who had a c tu a lly been Involved but had l i t t l e e ffe c t 1f they were not personally Involved. He f e l t th a t s is te r college relatio n sh ip s could be very p o s itiv e fo r students by making them aware of the In tern atio n al scene* and I t could help them develop career goals* s e n s itiv ity to 114 another value system# and an a f f in i t y fo r foreign students through hosting and g e ttin g to know each other b e tte r. He did not mention the b e n e fit of the knowledge and possible change 1n teaching methods to Include the blend o f two countries# as did many of the p a rtic ip a n ts and CEOs. The CEO Question 3# "What do you expect to achieve fo r your In s titu tio n # faculty# staff# and students by having your In s titu tio n Involved 1n a s is te r college re la tio n s h ip with Lansing Community College?" related to th is p a rtic ip a n t question In th a t the CEO achievement expectations seemed to re la te to th e benefits as described by the p a rtic ip a n ts ; I.e.# CEOs expected gain 1n knowledge of new teaching methods# expanded range of In te ra c tio n by learning to liv e and make new frien d s In a d iffe r e n t cultu re* Improve curriculum* and to provide comparisons 1n order to take the best from both countries. These expectations a ll coincided w ith the b en efits the p a rtic ip a n ts f e l t they gained. One p a rtic ip a n t Indicated th a t the only d ifferen ce he could see in Chinese and American teaching methods was the emphasis on discussion 1n America and th a t th is methodology gave students more opportunities to ask questions. He indicated th a t th is was the only d ifferen ce In U.S./Ch1nese teaching methods he observed and th a t th is was th e case both a t MSU and a t LCC. 115 Benefits o f S iste r-C o lle g e Exchanqe_Proqram fo r Community Question 10i 1. How do vou feel the_s1ster college-exchange.program experience benefits vour community? What b en efits our college and students makes a b e tte r c ity and country through Improving the q u a lity of education. 2. Knowledge exchange helps our students to become b e tte r workers 1n our community and our country; when they (students) receive b e tte r education* 1t helps everyone. 3. Provides an educational In s titu tio n th a t 1s current and relev an t In meeting today's education and tra in in g needs In re la tio n to today's Interdependent and y e t com petitive world; brings In te rn a tio n a l resource people to the community to t a lk w ith and share Ideas w ith counterparts to learn new methods and procedures. 4. Comprehensive community college Ideas w ill help our educators to become more conscious of community needs and may help us to respond to what our community wants. 5. By helping the teacher to be better* and th is helps th e students le a rn more. Synthesis and analysis o f responses. P artic ip a n ts f e l t th a t the exchange program helped the community 1n which they liv e because q u a lity education helps everyone and because 1 t helps to b e tte r prepare students to p a rtic ip a te 1n today's world. Also mentioned by p a r t ic i­ pants and by Dr. K1m 1n response to his Question 11* "How do you th in k the s is te r college program b en efits the community?" 1s the e ffe c t of In te rn a tio n a l resource people and t h e ir knowledge/expertise sharing 116 when they v i s i t a community through In te rn a tio n a l education and s is te r college programs* and the Increase In s e n s itiv ity of th e host society fo r the d iffe r e n t cu ltu re. I t also helps emphasize tra in in g background from other countries to help the home country business and Industry. Achievements/Assignments of P artlclp an ts__Expected bv In s titu tio n .. and-_CEOs Question 11: 1. What does/did vour In s titu tio n .e x p e c t vou_to accomplish w hile you are/were Involved 1n the s is te r co lleg e exchange program? To teach successfully In another country and return w ith knowledge* techniques* and Inform ation to help my colleagues and my students. 2. To be a successful pioneer w ith the IBM-NTIT fellow ship and 1n the m aster's degree program. 3. To learn new teaching methods* more about my s p e c ific course* d iffe r e n t learning rates* d iffe r e n t environment. 4. To learn more about the s is te r college exchange program since I was the f i r s t from NTIT to exchange a t LCC. 5. Reaffirm and strengthen the s is te r college re la tio n s h ip ; demonstrate the LCC commitment to a c tiv e ly p a rtic ip a te 1n the s is te r exchange program. 6. Work d ir e c tly with Presidents of s is te r colleges. 7. (a) To work w ith my counterparts In o ffic e s of the Presidents of s is te r colleges to help them develop Improved English language s k ills and understanding* to fe e l more com fortable and competent with both verbal and w ritte n English language* and to Improve 117 th e ir English correspondence. Also* to study the a d m in is tra tiv e stru ctu re of the s is te r In s titu tio n s . (b) To teach conversational English to Taiwanese ju n io r college students. (c) To ph ysically tour and study as many d iffe re n t vo catio n al/tech n ical In s titu tio n s as possible during the tim e I was 1n the ROD (Taiwan). (d) To study as thoroughly as possible the educational sys­ tem of the ROC (Taiwan) w ith special emphasis on vo catio n al/te ch n ica l education w ith it s attendant stru ctu re* f a c ili t i e s * equipment* teaching methodology* and re la tio n to business* industry* and government. (e) To serve as a goodwill ambassador from Lansing Commu­ n ity College to s is te r colleges and other In s titu te s v is ite d 1n the ROC (Taiwan). 8. To make new frien ds and maintain contacts to keep lea rn in g . 9. Learn more about v a rie ty of ages In a community co lleg e. 10. Get Ph.D. 11. Establish s is te r college re la tio n s h ip . 12. See more of the U.S. Synthesis and analysis o f responses. These responses Indicated th a t s p e c ific assignm ents/objectives given by CEOs to th e ir fa c u lty / s t a f f were varied and* 1n some cases* very s p e c ific , e.g., "get Ph.D." or "be successful pioneer w ith the IBM-NTIT fe llo w s h ip and 1n the master's degree program." In other cases* the assignments were broader* e.g.* "see more of the U.S.," or perhaps the assignments were 118 not as c le a r ly stated or understood. According to the responses received to Question 9, regarding b e nefits of th e s is te r college exchange program* 1 t would appear th a t these I n i t i a l assignments were met and* In some Instances* enhanced. Dr. Kim 1n response to his Question 12* "What do you expect Lansing Community College fa c u lty / s t a f f to accomplish during an exchange?" f e l t th a t learning to in te rn a tio n a liz e the curriculum was the most Im portant o b je c tiv e / assignment* and also Im portant 1n Dr. Kim's eyes was helping the s is te r college fa c u lty s t a f f and students learn more about the ULS. c u ltu re to c le a r up the misconceptions. Preparation fo r S is te r College Exchange Experience .Question 12; 1. What did vour 1nst1tut1on/vou do to prepare fo r vour exchange experience? The In s titu tio n made arrangements fo r my tra v e l Itin e r a r y a fte r the CEO made formal arrangements w ith s is te r college fo r teaching/studying exchange. (A ll Chinese p a rtic ip a n ts said t h i s .) The fo llo w in g responses a ll are In d ic a tiv e o f what the p a rtic ip a n t h lm s e lf/h e rs e lf did to prepare fo r the exchange experience. 2. Studied hard to Increase my English sp eaking /w riting a b ilit y (through American students* teachers* classes* and TV English school). In ten sive English studies fo r two months. 3. Worked c a re fu lly with IBM-Talwan to ensure th e ir objectives would be met. 4. Set up lesson plans fo r the class I was to teach. 5. Made housing arrangements. 119 6. Met w ith rep res en tativ e o f the s is te r co lleg e to lea rn more 1n advance about the c o lleg e. 7. Met w ith previous exchange p a rtic ip a n t to le a rn more about the s is te r c o lle g e . 8. Prepared fo r American food by going to Western restaurants In ROC (Taiwan). 9. 10. Studied Inform ation on LCC and th e U.S. Studied the Chinese language* s is te r c o lleg e Inform ation* read booklets on the ROC (Taiwan)* and e s p e c ia lly studied th e educa­ tio n a l system; established a Chinese name and got namecards; worked w ith Chinese colleagues and frie n d s to prepare. 11. Attended an AACJC conference and v is ite d f iv e community co lleg es. Synthesis and analysis o f responses. Each p a rtic ip a n t was sincere 1n h is /h e r preparation a c t iv it ie s * w ith p a rtic u la r emphasis on lea rn in g of the appropriate foreign language* learn ing more about th e c u ltu re and educational system of the host country* studying the s is te r colleg e* and determining methods to achieve th e assignments and goals. Dr. Kim's response to his Question 16* "How do you recommend th a t p a rtic ip a n ts be prepared to gain th e most b e n e fit from the exchange?" coincides w ith those areas th a t the p a rtic ip a n ts tr ie d to accomplish; however* he placed p a r tic u la r emphasis on th e In te n s iv e o rie n ta tio n and emphasis on the p a rtic ip a n t understanding h is /h e r r e s p o n s ib ilitie s to th e program w h ile 1n a foreign c u ltu re . He also 120 added th a t fa c u lty should develop a plan to In te r n a tio n a liz e t h e ir p a rtic u la r course when they return from th e s is te r co lleg e experience. CEOs# 1n t h e ir response to th e ir Question 12# "How do you prepare p a rticip an ts# once selected# fo r t h e ir s is te r co lleg e exchange experience?" also stressed pre-exchange o rien tatio n # c u ltu re train in g # and th e development of a plan. language and (Dr. Kim’ s responses regarding students are synthesized and analyzed on p. 164.) These responses were c a re fu lly considered and# where approp­ ria te # are re fle c te d 1n the recommendations and suggested forms devel­ oped by the researcher as a r e s u lt of th is study. Expectations o f Host College ■fay-Ear-t.I.cJLpaRt Question 13: 1. What do/d1d you expect o f vour host co lleg e 1n order tcL-gain.the most_f_rom vour exchange experience? Help e s tab lish me 1n my classroom. 2.Provide a contact and fo llow -throu gh w ith Syracuse U n iv e rs ity . 3. T re a t me as a reg u lar employee who can take care of m yself. 4. Help me 5. Help memeet colleagues 1n my f ie ld 6. Provide 7. Provide courses 1n th e community c o lle g e . 8. w ith liv in g arrangements. and other people. pathway to MSU. Provide lea rn in g and resource m a te ria ls on s p e c ific o b jectives such as computer-assisted In s tru c tio n and computer science. 9. Provide Inform ation on the colleg e; send m a te ria ls on language/culture. 121 10. Teach me ways fo r local tra v e l and f a m ilia r iz e me with area so I could be a part of the c u ltu re and c it y . 11. Provide access to c u ltu ra l eventsj v is it s to h is to ric a l 12. Provide opportunity to teach# work# and In te ra c t w ith s ite s . colleagues. 13. Provide opportunity to v i s i t other educational In s titu ­ 14. Study the community college system. 15. Provide access and o v erall Introduction to host In s titu ­ tio n s . tio n so 1 t would become my In s titu tio n . Synthesis and analysis o f responses. I t appears th a t each of the p a rtic ip a n ts developed broader o b jec tive s/d esires than the s p e c ific accomplishments/goals determined by the CEOs and th a t th is demonstrates th e ir commitment to learning and to helping th e ir In s titu tio n s # th e ir country# and t h e ir students. I t 1s In te re s tin g th a t la t e r In the In terview process I t was Indicated that# 1n most cases# the p a r tic i­ pants f e l t th a t these expectations were met. These responses also demonstrate th e fa ith th a t the p a rtic ip a n ts had 1n the s is te r in s tit u ­ tio n and the Importance of the In s titu tio n meeting I t s re s p o n s lb llItle s w ith In te g rity . 122 Edmil.v_V.lew o f Selection o f P a rtic ip a n t Question. 14,:__ btow-dldZdoes vour fam ily fe e l about vour selection ■and_vouc_be1na awav from home th ree to s ix months? 1. Some concern because of ch ildren and my program was two years of exchange* but she understood; she 1s Aslan. 2. Family f e l t 1 t would be good experience fo r me to be 1n the U.S. and hoped I could stay longer or go back to get m asters degree 1n the U.S. 3. L i t t l e ch ild ren were a concern* but we f e l t I should do th is to Improve nyself and rry department. 4. They understand I t Is of assistance to my present job and fu tu re job op p o rtu n ities. 5. Happy fo r me to have the opportunity* but I was very homesick fo r them. 6. Excited fo r me* but concerned because of not liv in g 1n U.S. before; worried about US. education fo r children* but we thought we should do 1t fo r our future. (This person brought fa m ily because he 1s Involved 1n th ree-year Ph.D. program. In th is case* the p a rtic ip a n t related th a t the f i r s t year was extrem ely d i f f i c u l t because of language d iffic u lty * no social l i f e * and adjustment. A fte r the f i r s t year* everything went more smoothly.) Synthesis and analysis o f responses. A ll fa m ilie s were very supportive and w illin g fo r the p a rtic ip a n t to be Involved because they f e l t 1t was a good opportunity fo r the In s tru c to rs /p a rtic ip a n ts and 123 would help th e ir fu tu re 1n t h e ir In s titu tio n s and Improve the fu tu re fo r th e ir fa m ilie s . Financing o f S is te r.C o lle g e Exchange Program Experience— Personal and In s titu tio n a l Question 15; 1. How.are^vou f inancing vour s is te r c o llege exchange and how does vour i n s titu tio n a s s is t vou fin a n c ia lly d u rln g th ls exchange.program? Paid by s is te r college a t f u ll- t im e professor ra te ; IBM fellow ship paid fo r master’ s courses* 2. Family received my salary. 3. Received regular pay from in s titu tio n , and some of the pay stays 1n ROC (Taiwan) with fa m ily ; also my w ife works. 4. Home In s titu tio n paid ro u n d -trip tran sp o rtatio n . 5. Home In s titu tio n paid some liv in g allowance. 6. Host In s titu tio n helped w ith meals; some tran sp o rtatio n and some liv in g expenses. Synthesis and analysis o f responses. A ll p a rtic ip a n ts received regu lar salary w h ile p a rtic ip a tin g 1n s is te r co lleg e exchange program. No one (except Professor Chou) mentioned the community college or graduate In s titu tio n a l course fees; however, 1ntra1nst1tut1onal course fees were paid fo r the v is itin g Chinese professors by LCC; 1n some cases the MSU tu itio n was also covered by LCC. Travel was also covered by the home In s titu tio n except fo r the f i r s t Involvement by the researcher, when she used personal funds fo r the ro u n d -trip transporta­ tio n . This was to demonstrate commitment to the s is te r college program and to encourage others to become Involved. F ie ld t r i p tran sp o rtatio n . 124 w h ile not mentioned by Interview ees* 1s norm ally provided by th e host In s titu tio n . The host In s tit u tio n , 1n many cases, has also provided textbooks and educational m a te ria ls , and 1n nearly every case has assisted w ith liv in g expenses and meals. These responses are congruent w ith the responses o f the CEOs 1n t h e ir Question 14 ("What fin a n c ia l commitment does your In s tit u tio n make to th e p a rtic ip a n t? ") and Question 15 ("What fin a n c ia l commitment do you expect a s is te r In s t it u ­ tio n to make?"). P rio r U.S./ROC L iving Experience Question 16; 1. Have vou 11ved._or__traveled_ln U.S./ROC previous to vour s is te r co lleg e exchange? Of th e seven p a rtic ip a n ts In terview ed , four had not previously been 1n the US., and the researcher had not been to the ROC (Taiwan) before the 1980 s is te r co lleg e exchange program. 2. One p a rtic ip a n t had tra v e le d 1n the US. on a special Texas Instrum ents p ro je c t, and another had studied fo r his master's degree In the United S tates. Svnthes1s__and .analysis o f responses. Having been 1n a foreign country before, p a r tic u la r ly the s is te r co lleg e country, did not seem to be of prim ary concern to th e CEOs o r p a rtic ip a n ts and was not lis te d or mentioned as a necessary c r it e r io n fo r Involvement. 125 Pre-Experience Image o f U.S. Question 17: 1. What was your Image o f U.S. p rio r to_vour._s1ster colleqe__exchange experience? Televisio n and movies show American students as mischievous w ith tim e fo r a l o t of pranks. I can now l e t my students know th a t th is Isn’t tru e ; th a t American students study hard# are serious# polite# and lis te n . (Several said movies and TV give fa ls e Impression o f U.S.) 2. Some members of my fam ily had liv e d 1n America so they helped me to understand some ahead of time# but I s t i l l didn't know what to expect. 3. I f e l t 1 t would be a good p lace fo r le a rn in g # and I had a good Image of the U.S. 4. I only knew 1t would be a big country. Synthesis and analysis of responses. Television and movies seen In advance by p a rtic ip a n ts seemed to portray a negative Impression or Image of the ULS. Also# the Image# 1n most cases# r e a lly was not defined and seemed to be more of a mystery. p rio r misconceptions about the U.S. Dr. Kim also mentioned the These responses also appeared to point out the s ig n ific a n t need fo r pre-exchange o rie n ta tio n to help prepare the p a rtic ip a n t fo r the United States. knowledge of geography or demographics. No one mentioned 126 Post-Experience Image o f the U.S. Question 18; 1. What 1s vour Impression o f the U.S. a fte r liv in g there during your s is te r co lleg e exchange? I s t i l l l i k e th e U.S. very much, and 1 t 1s im p o rta n t to note th a t the American people were a ll very p o lite . There was an honor system 1n the d a lly liv in g experiences. 2. The t r a f f i c was most o rderly; the environment and landscapes were very b e a u tifu l. 3. So many people design and build t h e ir own houses; everything 1s painted and 1 t makes the house look b e a u tifu l. 4. The h is to ric a l s ite s were s ig n ific a n t. 5. The clean surroundings were es p e c ia lly noted (and I'v e talked about 1 t to my students and fa c u lty ). 6. There are no w alls and no gates. In my country everything seems to be behind a gate; you can fin d the buildings you want by walking to them; you don't have to go through a gate where there Is a gatekeeper. I f the gatekeeper doesn't know you, you might not get in to the In s t it u t io n . 7. C ultural differences Included a d ifferen ce 1n en terta in in g . You (1 n ULS.) have a q u ieter way of en te rta in in g ; you can get together fo r fun and exchange Ideas or do business. We In v ite a Tot of people, eat a lo t , drink a l o t and have fun, but we cannot exchange Ideas or do business during th a t tim e. 8. The main d ifferen ce 1n the two cu ltu res Is th a t our children a ll show propriety to th e ir parents; In the U.S. I t 1s d iffe r e n t. Respect fo r the parents Is the main d ifferen ce. 127 9. U.S. and Taiwan are very d iffe r e n t cultures. The history of the Chinese c u ltu re 1s longer than American history* so the Chinese people are more conservative. Our c u ltu re stems from Confucius and we welcome guests— we are not eg o tists (explained to him th is meant "not self-cen tered "); we lik e people and we lik e to welcome friends. (Conservative was defined by him to mean th a t we dare not show our feelings to others Im mediately.) In ancient tim es we Chinese people depended on the a g ric u ltu ra l l i f e * and we became lazy 1n the area of science. I f we get the harvest In and we have enough to eat* we don't th in k about being more advanced; we only worried about what we have so th a t 1s why science and technology are not highly developed a t th is tim e. Our knowledge of science 1s lim ite d . The histo ry of America 1s younger than ours so the American people are more v iv id (v iv id described as young men who w ill tr y everything— not lik e an old man ju s t s ittin g th ere). America 1s lik e a young man who 1s v it a l and en erg etic. American people migrated from many other countries so th a t they have to face d i f f ic u lt ie s and fig h t th e ir d i f f ic u lt ie s ; otherwise they can't leave t h e ir homelands. In Taiwan/China the Chinese do not have other cu ltu res as a part of th e ir background. (At th is point we talked about the d iffe r e n t races 1n the U.S. and how th a t bothers some people from China.) He said th a t Americans are more fre e to develop th e ir s e lf - w ills * not lik e Chinese people who are sometimes bound by many social regulations or other regulations. develop themselves and t h e ir ta le n ts . So the Americans are fre e to This 1s why th ere 1s a big 128 d ifferen ce between science development 1n America. Many businessmen are In d u s tria l people 1n the U.S. and they support research and development# but 1n Taiwan business and Industry do not contribute as much to science and technology development. The Chinese have more su p erstitio n s ( b e lie f w ithout foundation) because they were liv in g 1n an age of a g ric u ltu ra l l i f e ; therefore# science and technology are very d i f f i c u l t to develop. (S u p erstitio n was also described as "not afraid# ju s t t h e ir nature and th e ir tr a d itio n — more accepting of things as they are.") Those who do wish to develop science and technology# and th e re are some# are encouraged by the government seeing th e ir plans and then paying some money to support the projects. In ancient tim es In the a g ric u ltu ra l age th ere were large fa m ilie s and they a ll liv e d together and th ere was food enough fo r a ll of them so they don't have to work hard. Since they had enough to ea t they don't look fo r other things# they have t h e ir food and s h e lte r and those are the main things. (We talked about Maslow's hierarchy of needs here and how many Chinese are a t the f i r s t le v e l of ju s t s a tis fy in g food and s h e lte r needs.) 10. I got used to eating American food. 11. I th ink Americans waste too much e le c tr ic power. In Taiwan# we use gas and only tu rn on the gas meter when 1t Is needed. 12. In the U.S. I was Impressed by everyone who goes to school p art time w hile they are working. 129 13. Our government does not have enough budget fo r education. MSU's budget was more than one whole year fo r education In Taiwan. 14. American TV news 1s very helpful and gave me deep understanding and more (In te rv ie w e r's c la r if ic a t io n — broader# deeper) Impression of the U.S. The teachers a t one of the schools were on s trik e w hile I was there; th a t was In cre d ib le to me— th a t teachers would s tr ik e ! 15. I was surprised th a t American students work very hard and behave themselves very w e ll; th a t is d iffe r e n t from what we see on TV and 1n American movies. 16. I had a good 1 mage o f th e U.S. but a f t e r being here 2 - 1 / 2 years I f e l t d iffe r e n tly . I s t i l l lik e 1 t but th ere Is a c u ltu ra l d ifferen ce— th ere 1s more pressure liv in g here w ith the more expensive liv in g standards. My salary comes to about $1,000 per month 1n U.S. d o lla rs , and 1t 1s hard to liv e on th a t and keep high standards of liv in g . In my country my fam ily liv e s well on th a t. 17. People are so busy here; they do not have as much tim e to be s o c ia l. 10. People are not as crowded here, and the a i r Is fresh. 1s a good environment fo r learn ing . 19. Being In America gave me a d iffe r e n t fe e lin g . I t was such a big country, and the s c ie n tific development 1s so good. 20. Transportation rules and regulations were very good; e.g., people do not walk a ll over the s tre e t. I was t e r r i f i e d when I It 130 returned to Taiwan because I had become accustomed to rules# regulations# and good t r a f f i c patterns In the U.S. 21. The American u n iv e rs ity was good# and I Hked th e ir professional teaching ways. 22. This gave me a broader and deeper understanding and now 1 have more understanding of America and Americans but (also) other countries because th ere are so many people from other countries 1n America; so many people from so many d iffe r e n t countries— Central America# Iran# Korea# Vietnam— so I gained an understanding of more cu ltu res. 23. I learned American people work too hard. 24. I don’t lik e to ju s t see American movies on TV; they make 1t look lik e American people have much le is u re tim e. not true. I found th is 1s American people are very busy and concentrate on th e ir work; movies and TV do not project the correct Image. 25. People too busy— social contact much less— must make appointments and always worried about tim e. In our society th ere 1s a much slower pace and we can always fin d time to t a lk . Synthesis and analysis o f responses. The number of d iffe r e n t responses to th is question seems to demonstrate the careful thought and a tten tio n to d e ta il by each of the exchange fa c u lt y /s t a f f p a rticip an ts. I t also appears to demonstrate th a t an Im portant d ifferen ce was noted when these p a rtic ip a n ts had th e opportunity to v i s i t and liv e 1n the U.S. and not only observe but be Involved In the society and c u ltu re 131 through the s is te r college programs ra th e r than gain t h e ir view o f the U.S. through te le v is io n and movies. Researcher1s _VIew/Image _of.ROC (Taiwan) Before and A fte r Question 18; 1. What was vour Image.of_the_R0C_(Ta1wanl_pr1or to liv in g th ere during the period o f the s is te r c o lleg e exchange? I had almost no Idea except from the slides# photographs# and conversations w ith President Gannon and other Chinese I had ta lk e d w ith. I knew from h is to ry studies th e background and development of the cu rren t government but had no conception of the fe e lin g between th e Taiwanese and those who came to Taiwan from Mainland China In the la t e 1940s. Nor did I have any real concept of the educational system except th a t I had Id e n tifie d Chinese as being sch o larly. I was a Pearl Buck fan and when very young had read The Good Earth and probably unconsciously based some preconception of Mainland China and th e Chinese people and c u ltu re on th a t book. Question 18; 1. What 1s vour Image of the ROC (Taiwan? now th a t vou have p a rtic ip a te d __1n_the_slster c o lleg e exchange program? I had never experienced th e density o f t r a f f i c or the extensive construction pro jects th a t seemed to be going up everywhere# also the density of population th a t constantly crowded th e s tre e ts ; the poverty dw ellings next to the new buildup# the s tr e e t vendors w ith t h e ir ca rts next to the modern department stores; th e temples busy day and night. I t Is d i f f i c u l t to describe dedication to education th a t Z witnessed by a ll segments of th e In s tit u tio n ; th e students 1n t h e i r 132 uniforms who saluted t h e ir In s tru c to rs (and me) and clapped when we entered a room* th e respect fo r teachers; th e extreme open welcome and overwhelming kindness* and the w illin g n e s s to openly respond to every question* every request I made fo r Inform ation* th e desire to t a lk to me as an American and the warm h o s p ita lity w ith so many d iffe r e n t kinds of food* and lea rn in g to gombav In frien d sh ip and respect* the c u ltu ra l tra v e ls to h is to r ic s ite s ; the educational v is it s to 12 d iffe r e n t educational in s titu tio n s (on my f i r s t t r i p exchange) as a p a rt of a review team o f radio* newspaper* and TV reporters and educators; the TV th a t only had Chinese language coming from 1t* the Chinese music permeating the a i r from a ll the ta x i cabs; the elementary school ch ild ren In t h e ir uniforms happily heading fo r school— these are a l l In d e lib le c u ltu ra l memories* w ith th e major Impact of what the special frie n d s h ip has meant to my l i f e . P a r tic ip a n t's Impression of S is te r C o lle g e .A fte r Exchange Experience Question 19; What 1s vour Impression o f the sister_co]Jege_v_ou v is ite d after.vour.exchange experience? Regarding LCC: much. 1. At LCC everything was In order. 2. The campus was clean and b e a u tifu l. 3. Everything was a l l s e t when I a rriv e d and I was hosted so Schedule was a ll arranged* and th is was h elp fu l to my teaching and le a rn in g . 4. I had good rides even though I d id n 't d riv e e ith e r In Taiwan or the U.S. 133 5. The helpfulness and hosting by LCC people are what I remember so much. 6. I was th e re when many Korean professors were th ere, and I made some good frien d s; trav eled on f ie ld tr ip s w ith the Korean professors and LCC personnel, and th is helped very much. 7. The lib r a r y was r e a lly e x c e lle n t. a. A ll classes are open. b. The students must t a lk . c. In Taiwan, big classes of 50 students; 1n the U .S ., sm aller classes. d. In th e U.S. a m ix tu re o f old and young; 1n Taiw an, e. More freedom In using courses 1n the U.S. f. Professors have more freedom. g. LCC— th ere 1s more v1deo/TV/computers; more teaching younger. equipment and fo r students to use. h. In NTIC a ll students are required to wear uniforms w ith student name and number. 1. More students wear glasses 1n Taiwan. J. At LCC students can change classrooms ea sie r; a t NTIC, fix e d classrooms. k. A ll students (male) have short h a ir a t NTIC (required); no long ha1 r . 1. Every student here must take physical education every year and m ilita r y courses, both male and female. 134 m. Organization of the college Is d iffe r e n t; government provides a ll budget a t NTIC. n. o. p. NTIC does not have a board o f tru s tee s, HOE appoints presidents a t the college 1n Taiwan, NTIC has a fiv e -y e a r program fo r students who come d ir e c tly from ju n io r high school; a two-year program fo r students who come from senior vocational high school; th re e-y ear program w ith th e ir a ir school; supplementary school— th re e-y ear program; and night school— three year program. In the U.S. you have extension centers. q. Everyone has to take entrance examination here, no m atter which program they are 1n. (He said th a t regular day students have a harder exam ination.) r. A ll schools are on th e same calendar CK—12; colleg e; u n iv e rs ity ); the semester Is d iffe r e n t than in the U.S. In Taiwan th e semester begins September 22-January 26# January 26-February 26 Is vacation; February 27-June 20 second semester. courses a t a ll . No summer A ir school 1s the only d iffe r e n t one In Taiwan. Th eir f i r s t semester begins February 27# and th e ir second semester 1s September 26-January 26; no summer program fo r a i r school e ith e r. s. D ra ft In Taiwan— boys must go In to the m ilita r y fo r two years r ig h t a fte r they graduate from NTIC (and 1n a ll Taiwan); g ir ls also take m ilita r y tra in in g (nursing) but do not go In to m ilita r y service upon completion of program. Not th is way 1n U.S. 135 8. Impressed with LCC equipment and f a c i l i t i e s . 9. Impressed with Public Safety Department. 10. going to Impressed with so many p a rt-tim e students who work w h ile school and whoare a l l ages* especially the student aides. a. LCC has e ffe c tiv e and e f f ic ie n t ad m in istratio n and b. The q u a lity of education 1s very high. c. Many of my Chinese frien ds take courses a t LCC and fe el In s tru c tio n . many times th a t 1n c e rta in areas th e courses are b e tte r than a t MSU* esp ec ially the courses seem more p ra c tic a l. (W rite r's note: This 1s meant to be— community colleges teach the applied or p rac tica l methods with some blend of theory* w h ile u n iv e rs ity courses are established with a more th e o re tic a l base.) My Chinese frien ds also t e l l me about some In stru cto rs who are not very good. d. U n iv e rs itie s concentrate on research/community service and then teaching. The community college should concentrate on being the best teacher* and th a t 1s why 1t 1s so bad when a teacher/ In s tru c to r Is not good. e. Sometimes th e students are not on the same par with the u n ive rs ity students* and good In stru cto rs are even more im portant 1n order to compensate fo r th is so th a t the students w i l l do a good Job and be encouraged to go on to higher education, f. C o lle c tiv e bargaining and contracts may cause d i f f i ­ c u lty fo r the ad m in istratio n a t LCC* esp ecially as 1t re la te s to term inating a bad In stru cto r* but we also have the problem of g e ttin g 136 rid of a bad In s tru c to r 1n Taiwan even though we do not have c o lle c tiv e bargaining. In our country 1t seems th a t when an In s tru c to r 1s hired# he/she 1s hired fo r l i f e and 1t seems almost Impossible to get rid of them. g. Community colleges do not have to pay as much a tte n tio n to the degree— they have good In s tru c to rs who have ju s t bachelor's degrees or maybe much experience esp ecially 1n the vocational areas# but 1n Taiwan we pay too much a tte n tio n to the degree and not so much a tte n tio n to experience. 11. The campus plan a t LCC 1s good; Impressed w ith the trees and flowers a t both LCC and MSU. Regarding NTIC and NTIT: 1. Both are top In s titu tio n s w ith only the top students admitted through passing a rigorous entrance examination. Both have developed close contacts with business and Industry fo r cooperative internships and tra in in g programs fo r th e ir students; e.g.# NTIT has a cooperative agreement with National Taiwan Power Company. This company has an o ffic e on campus and advises the In s titu tio n regarding cu rricu ­ lum. I have seen both In s titu tio n s upgraded to national In s titu tio n s from provincial In s titu tio n s # which provides more prestige and more extensive budgets. Both have top q u a lifie d In stru cto rs. Svnthes.1s_and_ana1vs1s o f responses. These responses also appeared to demonstrate the commitment of the exchange p a rtic ip a n ts to c a re fu lly observing and paying a tte n tio n to d e ta ils during th e ir 137 exchange experiences. This Inform ation may also be helpful to communicate to other educational In s titu tio n s as 1 t regards the type of d e ta il noticed by exchange p a rtic ip a n ts . Changes_1n _TeachJ ng Methods Question 20; 1. How have vou added to or changed vour teaching methods since vou p a rtic ip a te d 1n the s is te r college exchange? I have tr ie d to have less o f the speaking, speaking, speaking from the In s tru c to r and have tr ie d to encourage the students to ask some questions and have tr ie d to take some tim e to lis te n to student opinions. 2. I have worked the textbook inform ation and m aterials collected In to the tra in in g manuals a t my college, and I have also set up the Student Advisory System to help my new students. This also gives my older students a chance to show what they can do to help new students and builds relatio n sh ip s between students. 3. Have taught very ra re ly due to lack of tim e, but when teaching I have added an In tern atio n al component to ta lk about s is te r colleges and what th is can mean fo r our students. 4. I learned American teaching methods and how to w r ite c re a tiv e papers. I learned th a t American students can ask questions— our Chinese students have been taught not to ask questions during class. I have tr ie d to adapt some of the U.S. methods. My f i r s t year back 1n Taiwan I started asking th e students to bring questions to class, and they said 1 t was d iffe r e n t from th e ir other classes. They did not know how to have discussions, and I encouraged them to bring 138 th e ir questions and we would discuss the questions and answers. Then 1 asked how they lik e d the change 1n teaching methods and most thought I t was good. They said they learned much th is way# and I th in k th is way we can develop th e ir p o te n tia l. on some to pic. I hope th a t every student w ill speak This gives me a very d iffe r e n t Impression. students can speak very w e ll. more about my own students. Our I did not know th is before# so I learned Also# the f i r s t year I was back In Taiwan I talked w ith my students sometimes 1n English# but I only do I t occasionally now. Also# I fin d th a t I t took a great deal of tim e to answer questions# and my students are so busy 1n th e ir other classes th a t they were not having tim e to research the questions before they came to my class. questions# though. I s t i l l tr y to save fiv e minutes fo r them to ask Our students get as much a t NTIT 1n th ree years as they would learn In the u n iv e rs ity 1n four years# so our tim e 1s more lim ite d . But I do th in k th a t the American teaching method helped. never talked w ith my colleagues about 1t# though. I Except fo r the discussion I don’t think th ere 1s a great deal of d ifferen ce between American and Chinese methods o f teaching. both MSU and LCC. This was my observation a t Also I have begun to requ ire some type of research papers 1n my class# and BOX of my students have done well on th is . 5. Changed teaching methods and gave the students more chance to ask questions and have discussion. to ju s t lis te n and never discuss. The old method was fo r students I t 's very good to l e t the students express what they th in k and to tr a in them 1n the a b ili t y to express themselves. The students lik e th is because they can fr e e ly express 139 what they think. methods. The other In s tru c to rs do not know I have changed They remain the same* but I use the new methods 1n P rin cip les o f Management. I want to see how the te s tin g comes out and do some comparative studies on the learn ing o f students w ith th is new method; then maybe I w ill ta lk to other In stru cto rs about I t . 6. The U.S. has fle x ib le teaching methods, with students being able to ask questions and exchange Ideas w ith the teachers. (Taiwan) the method 1s d iffe re n t. program w ith ready-made m a te ria ls . areas by a c e rta in tim e. We must teach according to the We must be fin ish ed w ith ce rta in Our methods are more rig id . (le c tu re ) 1n order to fin is h the m a te ria ls on tim e. ask questions 1t puts you behind. In ROC We ta lk and ta lk I f the students At LCC and a t MSU they say, 'Today we have to teach chapter fiv e and then the In s tru c to r teaches, but 1f a student asks a question, then the teacher stops to solve th a t problem and maybe you fin is h what you have to la te r , but the chapter w ill not be taught again. The student 1s more responsible fo r learning. high schools are more teaching to the examination. Our At le a s t 1n the college 1t becomes a l i t t l e b e tte r because we only have to teach to the mid-term and the fin a l examinations, and our In stru cto rs can design t h e ir own examinations. In high school the students must take examinations every day 1n the area of Chinese, English or math, e tc . I now have my students take notes, and I give them w ritin g assignments and check t h e ir notebooks, and I s t i l l give them m1d-term and fin a l examinations. learned a t LCC and MSU. Some of th is I have based on the ways th a t I 140 7. LCC uses a lo t of In stru ctio n al media fo r teaching and also much self-paced learning# which can be helpful to my college. Grading on the b e ll curve 1s much b e tte r so th a t 1t 1s th e more even natural curve. In my country too many In stru cto rs want to flunk students. I t e l l my Instructors# "You must know your students and know th e ir p o ten tia l and encourage them— not flu nk them." Synthesis and analysis o f responses. Again# the researcher noted the carefu l a tte n tio n to detail# the careful observation of the s is te r teachers/students by the exchange p a rtic ip a n ts , and the manner In which these observations were c a re fu lly recorded so th a t whenever possible the best of both educational systems could be adapted fo r use 1n th e ir home In s titu tio n . Experience— Good Areas _Qae5tl_Qn^2_lt 1. What was good about vour s is te r co lleg e exchange experience? There was a mutual learning experience and education between the American students and ma I have much patience 1n teaching the students# and they lik e to ask me questions and I lik e to ta lk w ith them. 2. I t was a good learn ing process to study the equipment and the f a c i l i t i e s , and the lib r a r y management 1s so convenient w ith such a good reading environment with an e x c e lle n t Inform ation system. There 1s much speed and e ffic ie n c y b u ilt In to th is Inform ation system. 3. Dr. Connolly was e s p ec ially supportive of me# and he to ld me th a t he had never seen such a successful program w ith the teaching 141 of his students and the IBM connection w ith my g e ttin g my master's degree. He went to the S tate this boss) and got approval fo r a second year of the program because 1 t was so successful# and the general manager of IBM-Ta1wan extended the program a second year fo r me to complete my master's degree because 1 t was so successful the f i r s t year. 4. In addition to the good classes I took a t LCC and MSU and w ith the Korean professors* I worked with Athena Chou (Warner) In the Chinese Conversation class a t LCC and v is ite d and ta lk e d /le c tu re d a t other LCC classes. Also I v is ite d and had discussions w ith Dr. Bramer* Chairman of the Communications Department# and I learned much from him. I also v is ite d reading classes# business w ritin g class# and a jo u rn a l1sm class. Mr. Bentley# the In s tru c to r 1n the journalism class* was also the In s tru c to r 1n my w ritin g class. He was a good teacher who helped me Improve my w ritin g s k ills * which was good fo r my teaching a t my In s titu tio n . He taught the theory o f w ritin g and Introduced a r t i ­ cles to learn from and then asked me to w r ite and correct any mistakes th a t were made. My experience with the c u ltu re and ways of American liv in g make 1 t easier to explain to my students. Geography 1s b e tte r known and explained because I have been there. 5. My experiences w ith Professor Eugene Russell were esp ec ially helpful to me. He had me tra v e l on f i e ld experiences w ith him to Grand Rapids* Ztlwaukee Bridge* highway engineering projects# a cemetery# and construction projects. very w ell. He tre a te d me# a foreign person* This helped me very much and was good experience fo r both 142 engineering and English. treatm en t centers. I t helped me to understand how people 1n the U.S. work and how they l i v e . 6. lib r a r y . We also went to power plants and s a n ita ry He also In v ite d me to his own home. Studied o ften In th e LCC lib r a r y and a t th e MSU mathematics Both e x c e lle n t. 7. East Lansing Inn was okay. Good lea rn in g experiences 1n th e classes I took* which Included P erso n ality o f Management and English as a Second Language. also worked a l o t of tim e 1n th e language lab o rato ry. English newspapers to p ra c tic e my English. ment was very d i f f i c u l t fo r me. I I s t i l l read The P erson ality o f Manage­ P erso n ality plays a very Im portant ro le 1n management* and th e w o rk/lab o r union ro le 1s very Im portant. More union 1s stressed 1n th e U.S. In Taiwan* unions are not as strong since 1 t cannot perform I t s du ties because the government fo rb id s the lab or union to gain much strength 1n Taiwan. I learned so much about lab o r laws and worker b e n e fits from th is class and employee/employer rela tio n s h ip s . 01m Johnson had much patience w ith me and my questions* and he spent an evening helping me to understand b e tte r. There were not very many students 1n th is class* and I th in k 1 t 1s a very Im portant class. There would be more students In te re s te d 1n Taiwan. In Taiwan th e re 1s more emphasis on production management and less on lab o r management since th ere 1s no shortage o f lab o r 1n Taiwan. In Taiwan I f you don’t lik e to work th e re 1s always someone else to take your place. 8. The most special p a rt was th e chance to le a rn about th e to ta l comprehensive community co lle g e system. 143 9. The teaching experience In a d iffe r e n t c u ltu re ; the opportunities to work d ire c tly with three d iffe r e n t presidents 1n two s is te r colleges; the freedom to become b e tte r acquainted and In te ra c t with students# f a c u lt y /s ta ff ; the p riv ile g e of "belonging" to s is te r In stitu tio n s# becoming Vice-P resident of NTIC w ith my own o ffic e ; the v is it s to over 20 In s titu tio n s and discussions with M in is try of Education o ffic ia ls # governmental and educational agencies; the gaining of confidence and a sense of belonging 1n liv in g 1n another c u ltu re and country; th e la s tin g bonds of friendship and high respect b u ilt with people. The e x c e lle n t scheduling and opportunity to be Involved w ith a l l segments o f the In s titu tio n as a s is te r . Synthesis and analysis of responses. A ll stressed the p o s itiv e aspects o f the s is te r exchange experience# which Included course work a t host In s titu tio n s # some te ach in g /lec tu re experience# some u n ive rs ity study# development of friendship# knowledge gained 1n teaching methods as w ell as through course work and textbooks# and learning to develop b e tte r coping s k ills through liv in g 1n another country and cu ltu re. The colleague relatio n sh ip s were also viewed 1n a very p o s itiv e manner. Experience— How_Could_It Have Been Better? Question 22; 1. How could the s is te r college exchange have been better? I f I could have had a TV In my room# 1t would have helped. I could have learned more English from a TV. of the Korean professors sometimes. I watched TV 1n the rooms 144 2. Even though I am a teacher of English* I s t i l l needed to know how to speak English b e tte r 1n order to teach American students b e tte r. 3. My ch ild ren were young and sometimes I got homesick when I would get a le t t e r from my w ife. 4. I think LCC should help the exchange teacher go to MSU to learn more of the recent methods 1n h is /h e r f ie ld . 5. I th in k 1 t would be b e tte r to liv e on the MSU or LCC campus* and 1 t would be b e tte r to liv e w ith other teachers or w ith other students. 6. I th in k I would have learned more 1f someone else had been w ith me* maybe another Chinese professor, or b e tte r yet* 1f I had an American roommate. 7. I did not get the computer-assisted In s tru c tio n th a t I wanted. I t was not yet developed a t LCC* and there was no opportunity a t MSU. Wanted to v i s i t some other colleges* and th ere was no tran sp o rtatio n . 8. Needed some more English as a Second Language. 9. Wanted to take some extension courses. 10. Wanted more b rie fin g on whole college (TV* etc.) s im ila r to the videotape b rie fin g developed by NTIC. 11. Would have been b e tte r to arrange one room fo r two persons and come 1n a p a ir to have each other to ta lk to and go out together. Otherwise alone too much. 145 12. We s t i l l need student exchange. A student group should v i s i t your college fo r a short tim e to l e t students understand your c u ltu re and learn English 1n your country. We are now sending a group of students to our s is te r co lleg e 1n Japan, and we had almost 40 students make a p p lic atio n fo r the 15 positions th a t could go. Parents 1n Taiwan have become ric h e r, and fa m ilie s support th e ir children to go abroad. th is . The President and th e M in is te r of Education have to approve The l e t t e r of In v ita tio n from your President 1s very Im portant. 13. I t was very good. 14. Some of the In stru cto rs promised me m a te ria ls , and they did not fo llo w through and send the m ate ria ls. I t 1s very Im portant to follow through and provide the m ate ria ls to our college because they are so helpful to our students. 15. I f we can ju s t learn to ta lk more fra n k ly — you, President Gannon, and I — so th a t we can openly discuss community college system and of LCC. the weaknesses of the I know a l l the strengths from observing, but I also know some weaknesses th a t I should discuss w ith you— not ju s t about LCC, but about the community college system. You and President Gannon have been In my country, and you esp ecially have v is ite d many colleges and have taught and studied my system of education. I hope th a t we can s i t down and have good conversations where we can evaluate our colleges and our systems openly. too p o lite to each other. 16. More language preparation on my p a rt. We can't be 146 Synthesis and analys is o f responses. I t appears th a t 1 t would be h elp fu l 1 f these responses were c a re fu lly noted by the CEOs* Dr. K1m* and a l l others Involved In the ad m in istration of s is te r college relatio n sh ip s. Some e x c e lle n t constructive suggestions can be developed from these responses* and the researcher has tr ie d to c a re fu lly consider each of these responses 1n the recommendations developed 1n Chapter V of th is d is s e rta tio n . P a r tId p a n ts l_E*aiuat1on o f Experience Question 23; s k ills . How do you evaluate your exDer1ence5_1n_the_slster co lleg e exchanqe_pj-ogram? 1. Good. 2. a. Good. I gained 1n w ritin g , lis te n in g * and speaking I made many new friends* American* Korean* and Chinese. I learned new teaching methods and learned about th e U.S. educational system. I tra v e le d throughout the US. as a guest of President Yoh and went to Chicago* Washington* D.C.* New York C ity* Boston, Los Angeles, Las Vegas* San Diego, and Hawaii. This was a part of the good learn ing experience. b. I was In v ite d to homes to share US. liv in g experiences and US. holidays lik e Thanksgiving* so I learned more about the cul­ tu r e o f th e U.S. c. I read th e English newspapers everyday— Lanslng S tate Journal* S tate News from MSU, Qpen_Ltne and lookout from LCC. I read many magazines and used the lib r a r y a t LCC* which was excellen t. 147 d. I have learned so many things to help my students and my In s tru c to rs . 3. Very good— v1s1t1ng-professor policy very good and we must keep continuing I t . 4. Good. 5. Very good# but I am very tir e d . of my whole l i f e . This Is th e toughest tim e We seldom have social a c tiv itie s # and many tim es 1 wonder 1f I t 's worth I t a l l . we must reach our goal. However# we have committed ourselves and (Response from P resident Chen more In dicated his fe e lin g regarding th e MSU doctoral program rath er than th e s is te r college experience# however# they may seem synonymous 1n his m ind.) 6. Good. I t gave me a more open mind. A fte r I came back# I seemed to absorb# accept# and appreciate new Ideas and new concepts much b e tte r. before. My mind seemed to widen# and I was able to see more than I would lik e to retu rn to th e United S tates. 7. E x c e lle n t research experience. 8. E x c e lle n t. Synthesis and.analysis o f responses. Responses from p a rtic ip a n ts a l l In dicated th a t t h e ir experience ranged from good to e x c e lle n t and expressed th a t they had had an opportunity to gain In such areas as w ritin g # lis te n in g # and speaking s k ills . They also added to t h e ir teaching methods and had an opportunity to l iv e and tra v e l 1n a d iffe r e n t c u ltu re . They also expressed th a t I t broadened t h e ir concepts and t h e i r minds so th a t they were able to appreciate more and see more than ever before. 148 Evaluation o f P a rtic ip a n t Experience bv CEO (From the Perspective of the P a rtic ip a n t) Question 24 i How does vour P resident.evaluate vour experience In the program? 1. Successful. 2. Feels good about my p a rtic ip a tio n * and he gives me more assignments th a t he knows I can complete because of my Improvement of the English language and w ritin g s k ills . For example, I had to w rite our NTIC catalog 1n English* which I did. Together we are try in g to w rite an a r t ic le fo r the AACJC_Journal. I do a ll the English le tte r s fo r President Yoh* complete a ll my departm ent-chalr re s p o n s ib ilitie s * and teach. Also other special assignments included the new videotape w ith English dialogue w ritte n and tran slated by me with assistance from my department In s tru c to rs . 3. He seemed pleased when I briefed him when I returned and seems to fe el th a t 1 had a good learning experience th a t would help our students and our colleg e. 4. I th in k good; I b riefed President Tang with an oral repo rt when I returned. I asked th a t th is program continue because 1 t helps the exchange professor to get advanced study* and I suggested th a t the period of tim e In the US. la s t longer so th a t master’s degrees or Ph.D.’s can be earned and more understanding of America can be developed. 149 5. Too ea rly to say--board chairman w i l l evaluate when I fin is h Ph.D. and a fte r I go back to Taiwan. 6. Very good. Synthesis and analysis of responses. Responses of p a rtic ip a n ts Indicated th a t they f e l t th e ir CEOs were supportive of the exchange program and f e l t the p a rtic ip a n ts had done a good job. had not ye t completed his assignment. One p a rtic ip a n t Also* when p a rticip an ts had an opportunity to b r ie f th e ir CEOs* more discussion took place 1n regard to special assignments and suggested changes 1n the program. Recommendatlon _ o f.S Is te r College Program Question 25: Would.vou_cec.OHmen.d-th is s is te r college exchange program to vour_colleagues? A ll respondents Indicated they would recommend the s is te r college exchange program to th e ir colleagues because: 1. Yes* because of a ll the reasons described throughout a ll the ways I have Improved and helped my students and my colleagues. 2. Yes. 3. Yes, because of a l l the good things th a t I have been able to develop because of the program— the knowledge of teaching methods* the a b ilit y fo r my mind to see and learn better* and the knowledge th a t I gained from attending classes and g e ttin g m a te ria ls fo r my school and my students. 4. Yes* because 1t 1s a very good way to gain experience— by a c tu a lly working In another college. You gain from doing. My experience was Increased because I was accepted as a teacher and also 150 studied a t th e same tim e a t Syracuse U n iv e rs ity . o f both community co lleg e and u n iv e rs ity education. So I gained knowledge I also made many frie n d s w h ile I was lea rn in g . 5. Yes* because 1 t Is th e best way to learn# to be r ig h t 1n the class and make frie n d s w ith fa c u lty and students 1n the s is te r college. Also* 1t 1s a good way to see the equipment and fin d more m a te ria ls and books fo r our students# and le a rn th e American teaching methods. 6. Yes# because I t 1s th e best way to lea rn from each other— to a c tu a lly experience th e Involvement and p a rtic ip a tio n In the colleges and 1n th e programs w ith discussions w ith Instructors# fa c u lty * and students and observing the f a c ilit ie s # equipment# and the textbooks and m a te ria ls . Once you have accepted th e r e s p o n s ib ilitie s fo r s is te r co lleg e re la tio n s h ip s 1 t 1s very im portant th a t the co lleg es fo llo w through and make a l l possible experiences a v a ila b le to t h e ir f a c u lt y /s t a f f and students. The fo llo w -th ro u g h Is the most Im portant to make I t a meaningful re la tio n s h ip on both sides. Synthesis and analysis o f responses. A ll respondents agreed th a t they f e l t the program was good# and they wished to have t h e ir colleagues have an opportunity to p a rtic ip a te . way to le a rn . They f e l t 1 t was a good 151 Suggestions fo r Improvement of the S is te r College Exchange Program Between LCC and NTIC.and NTIT Question 26; 1. What suggestions do vou have to_.1niDnove_th.e s is te r co lleg e program and relationship? Follow through c a re fu lly to see th a t each personal/ professional goal Is accomplished as much as possible. 2. Provide lo ts of English as a Second Language. 3. Provide tran sp o rtatio n and op portunities to v i s i t other colleges. 4. Provide more 1n-depth knowledge and access to host co lleg e. 5. Would lik e to come In a p a ir so I have a colleague to ta lk to and tra v e l w ith. 6. Student exchange very Important* and we must continue to s tr iv e to achieve more student exchange. 7. a. can help others. Now* since I have experience 1n the exchange program I I t e l l them about th e ir tra v e l* how to take a bus* how to stay 1n a h o te l, t e l l them about the airp lan e tran sfers* espe­ c ia lly 1n Chicago where 1 t 1s so huge; how to fin d th e ir way around* which places to v i s i t ; also which u n iv e rs itie s and colleges they should look a t. I th in k th a t someone should be able to help our people prepare th is way fo r t h e ir experiences. b. I t Is Im portant fo r fa c u lty and students to p a rtic ip a te 1n th is exchange program* and I th in k th a t more short-term v is it s would be helpful to bu ild the In te re s t and to Involve more people. They want to v is it * but they do not get the o p po rtu nities fo r long v is its * so I th in k short v is it s fo r a number of students and professors would be 152 h e lp fu l. Also* I th in k th a t 1 t would be good fo r you to send professors and students to our college to learn . We can a ll learn about each o th e r's c u ltu re and country th a t way. c. One thing I wish you would check out 1s th a t the American In s t it u t e 1n Taiwan sometimes refuses to give a visa to us. They make 1 t d i f f i c u l t because they don't seem to tr u s t us even when we have our l e t t e r of In v ita tio n from you or from another s is te r college 1n the US. I t took th re e v is it s fo r our Dean of Students to get his visa when he was In v ite d to Johnson County Community College. They d id n 't tr u s t him and said th a t he might try to stay in the United States. d. I t 1s a good program* and I hope more of my colleagues and students can be Involved. 8. important. The preparation and the follow -through are the most You should send us more m ate ria ls to b e tte r prepare our people and have your people come here to help us prepare. Also* your people should follow through on what they premised. 9. My only advice to a ll colleges Involved 1s to re a lly commit yo u rself to the exchanges— do not sign agreements Just to have agree­ ments— re a lly commit yo u rself and fo llo w through fo r the good o f your fa c u lty /s ta ff/s tu d e n ts and your college future. SynthesJ_s_and_analvs1s o f responses. This was the fin a l question the researcher asked the CEOs* Dr. K1m* and Individual p a rticip an ts. I t seemed lo g ic a l as the la s t question since considering and responding to a ll other questions f i r s t would appear to provide an 153 opportunity to th in k c a re fu lly through the program from defin ing s is te r college re la tio n s h ip w ith It s goals and o b jectives to reviewing the selection* the preparation* and the experience would a ffo rd the respondent the opportunity to review 1n h is /h e r mind the overall program. They then might be able to espouse more Ideas on how to Improve the program through th is evaluation process. These responses also provide an e x c e lle n t base on which to c a re fu lly consider how the program can be Improved through feedback from particip an ts* Involved CEOs* and the D irector of In te rn a tio n a l Programs. These responses provide a base from which to continue to grow* develop* and work together to Improve the s is te r college program. I t should be noted th a t 1n some cases the p a rticip an ts requested th a t th e ir response to Question 22, "How could the s is te r college exchange have been better?" be used fo r th e ir response to Question 26* "What suggestions do you have to improve the s is te r college program and relation ship ?" because they f e l t th e ir evaluation of what could have been b e tte r also could become suggestions fo r improvement. These suggestions were c a re fu lly taken In to consideration when the researcher developed recommendations to form alize* Improve* and strengthen the s is te r college program. Careful thought went In to these suggestions from p articip an ts* and the researcher ju s t as c a re fu lly recorded every word and repeated and c la r if ie d to be sure to gain the most knowledge possible. These suggestions* along w ith consideration of the areas the respondents said could be better* are the root of the suggestions and recommendations to 154 Improve the program. Some of the suggested forms fo r system atizing th e procedure came from these recommendations and those of the CEOs and Dr. K1m. Summary o f Dr. Kim's Responses A separate questionnaire was developed to use 1n the In terview with Dr. Ta1 Sung K1m» D irecto r of In tern atio n al Programs a t Lansing Community College. This was done because of his unique experience and expertise In assistin g to develop student study-abroad programs and s is te r co lleg e a ffilia tio n s # and adm inistering these among other In tern atio n al programs. Where appropriate# Dr. Kim’s responses have been compared and/ or added 1n the synthesis and analysis of responses from the CEOs and th e p a rticip an ts. Those responses were Id e n tifie d as Dr. Kim's when th is was the case. A number of Dr. Kim's questions were asked to obtain his opinion 1n regard to strengthening the s is te r college relation ship s. Dr. Kim's responses often centered on the students and student programs# and only one question on the CEO questionnaire# Question 3# "What do you expect to achieve fo r your In s titu tio n # faculty# staff# and students by having your In s titu tio n involved 1n a s is te r co lleg e relationship?" and one question on the p a rtic ip a n t questionnaire# Question 9# "How do you fe el the s is te r college exchange program expe­ rience benefits your In s titu tio n ? students? colleagues?" s p e c ific a lly mentioned students. This was Intended by the researcher because 1 t 155 seems appropriate th a t a separate study should be made 1n re la tio n to students and student experiences. This 1s one of the areas lis te d 1n Chapter V under Recommendations fo r Further Study. As 1n the case of reporting th e responses of the exchange p a rti cl pants* the f i r s t four questions fo r Dr. K1m centered on inform ational and record-keeping Items such as name* position* number of years w ith the college* and educational background. Responses synthesized and analyzed begin with Question 5. I n i t i a l In vo lv em en tS is te r College Program Question-5: — When and how were_vou_first_1nvolved_1n_s1ster co lleg e programs? 1. Took students to Korea 1n 1974 before s is te r colleges established; th a t's when LCC f i r s t explored s is te r relatio n sh ip s 1n Asia. Synthesis and a n a lv s ls o f responses. This response Indicates Dr. Kim's e a rly Involvement In the I n it ia t io n of s is te r college re la tio n s h ip s , esp ec ially 1n student-related programs, 1n Asia fo r LCC. Expec t ed_Ou.tc.omes Question 6: 1. What did vou wish to accomplish? To s t a r t a Summer Study Abroad program and give students an opportunity to p a rtic ip a te during the summer months. Synthesis and analysis o f responses. From th is response i t would appear th a t Dr. Kim's I n i t i a l concern was the development of group study-abroad experiences fo r students* and a t th a t tim e he did 156 not plan the fa c u lty /a d m in is tra to r exchange th a t has developed. However# he did not mention long-term goals In his response. D e fin itio n o f Term " S is te r College Relationship" Question 7: 1. What does the term " s is te r.c o lle g e relatio n sh ip " mean to vou? Permanent re la tio n s h ip In which the s is te r colleges w i l l cooperate fo r educational exchange programs fa r beyond what these colleges have w ith non-s1ster-college relatio n sh ip s. There 1s a lo t of giving of assistance to each other# so much more than the casual contact. I recommend not having more than th re e s is te r colleges in one country so th a t special a tte n tio n can be focused on each of the s is te r colleges to provide a q u a lity re la tio n s h ip . Synthesis and analysis o f responses. Dr. Kim's response was synthesized and analyzed w ith those of the exchange p a rtic ip a n ts In response to th e ir Question 6# "What does a s is te r college re la tio n s h ip mean to you? Please define the term 's is te r college re la tio n s h ip .1" and w ith those of the CEOs to th e ir Question 1# "Why did you Involve your In s titu tio n In s is te r college relationships?" This synthesis and analysis was reported In the responses o f the exchange p a rtic ip a n ts and was used 1n the form ation of an o v e ra ll d e fin itio n of " s is te r college re la tio n s h ip " 1n the same section of th is chapter. 157 C r ite r ia fo r Selectin g S is te r College Question 8: 1. What c r it e r ia Is Important fo r selecting, a s is te r college? Curriculum Is the most Im portant— curriculum must be able to be meaningfully exchanged. 2. Professional-development commitment and the types o f professional-development a c t iv it ie s must be emphasized. 3. Missions must be s im ila r — 1t would be d i f f i c u l t fo r a research In s titu tio n to have a meaningful exchange with a teaching In s titu tio n . 4. P re sid en tial leadership 1s v i t a l . 5. In s titu tio n a l backing 1s extremely Im portant; th ere must be support of the board of trustees and fa c u lty organizations. 6. There must be a commitment of resources. This Is very Important 1n order fo r the program to survive. Synthesis and analysis of responses. Dr. Kim's responses to th is question were Included 1n th e synthesis and analysis of responses to the CEO Question 2$ "Why did you Involve your In s titu tio n in a s is te r co lleg e re la tio n s h ip w ith [approp riate name] college?” Out of the CEO responses and Dr. Kim's responses* im portant c r it e r ia fo r selecting a s is te r college were Id e n tifie d and were reported on pages 79-81 of th is chapter. 158 B enefits From S is te r College Program f o r In s titu tio n # Students, Faculty* S ta ff Question 9: How does the s is te r co lleg e exchange program b e n e fit Lansing Community College fa c u lty and s ta ff? Question 10; How does the s is te r college exchange program b e n e fit students? 1. I t Increases th e awareness of the sig nifican ce of educational exchange programs w ith other countries* p a rtic u la rly fo r fa c u lty and s t a f f . 2. There Is very l i t t l e Impact on students except those who a c tu a lly p a rtic ip a te 1n the program. In a community college there 1s not one large auditorium where a l l students can meet a t the same tim e to hear the President ta lk about the s is te r college program* so many do not even know th a t 1 t exists . Taiwan has th is advantage— th ere are many tim es where the President c a lls a ll the students together to ta lk with them. The s is te r college program can be very p o s itiv e fo r students because of making them aware of the In te rn a tio n a l scene. Many community college students are not exposed to events taking place outside of the U.S. as much as four-year college students. For those students who have a c tu a lly been Involved* the b en efits are great. a. objectives. They Include: Helping to set and develop vo catio n al/career These objectives tend to become more In te rn a tio n a lly conscious a f te r a s is te r college exchange. 159 b. They become very s e n s itiv e to a d iffe r e n t way of l i f e and a d iffe r e n t value system. c. The students may be more eager to host s is te r co lleg e students because o f th is a f f i l i a t i o n . More a f f i n i t y Is developed. Synthesis and analysis o f responses. Dr. Kim's responses were considered 1n the synthesis and analysis o f the CEO responses to th e ir Question 3# "What do you expect to achieve fo r your In s titu tio n * faculty# s ta ff# and students by having your In s tit u tio n Involved 1n a s is te r co lleg e re la tio n s h ip w ith [ap p ro p riate name! college?" and w ith responses to the p a rtic ip a n ts ' Question 9# "How do you fe e l the s is t e r co lleg e exchange program experience b e n e fits your In s titu tio n ? students? colleagues?" This synthesis and a n aly sis was reported on pages 113-114 of th is chapter. B en efits o fS ls te u J C o lle q e Exchange Program fo r Community Question 11; 1. How do vou th in k the s is te r co lleg e program b e n e fits the community? When fa c u lty and s t a f f v i s i t here they meet w ith community leaders# and th a t Is h elp fu l to th e lea rn in g experience o f a ll 1nvolved. 2. They become more s e n s itiv e regarding another country. Svnthesls and analvsls_ofUesDonses. Dr. Kim's responses were synthesized and analyzed and Included w ith the responses to th e par­ tic ip a n ts ' Question 10# "How do you fe e l the s is te r co lleg e exchange program experience b e n e fits your community?" This synthesis and analy­ s is was reported on pages 115-116 o f th is chapter. 160 .Achievements Expected o f P a rtic ip a n ts Question 12: 1. What do vou expect Lansing Community College fa c u lty / s t a f f to accomplish. dur-inq_an_ exchange? To lea rn to In te r n a tio n a liz e th e curriculum 1s th e most Important th in g . 2. Help s is te r co lleg e fa c u lty /s ta ff/s tu d e n ts to acquire knowledge regarding the real nature of U.S. c u ltu re because th e re 1s a g rea t deal of misconception regarding th e U.S. Synthesis and analysis o f r esponses. Dr. Kim's responses in d ic a te th a t In te r n a tio n a liz in g th e curriculum Is th e most Im portant In his opinion and a s s is tin g others to gain a knowledge o f U.S. c u ltu re because o f th e misconceptions regarding th e United States. His mention o f th e misconceptions regarding the United S tates 1s of p a rtic u la r In te re s t because p a rtic ip a n ts from th e ROC (Taiwan) ta lk e d about t h e ir image of th e U.S. before coming here being d iffe r e n t because of th e manner 1n which te le v is io n and movies shown In t h e ir country depict th e United S tates. Dr. Kim's responses were considered In th e synthesis and analysis o f responses to p a rtic ip a n ts ' Question 11, "What does/d1d your In s tit u tio n expect you to accomplish w h ile you are/w ere Involved 1n the s is te r co lleg e exchange program?" and were mentioned on pages 116-118 o f th is chapter. 161 Achievements Expected o f. Students Question. 13; What_do_vou expect students to accomplish during _an_exchange? 1. To learn a d iffe r e n t way of l i f e (c u ltu ra l le a rn in g ). 2. To e x h ib it decent behavior as a good American. This 1s very Important. Synthesis and analysis o f responses. Dr. Kim's responses In d ic a te th a t he wants students to have the opportunity to learn more about a d iffe r e n t c u ltu re and to demonstrate good behavior to r e fle c t America. He Indicated he f e l t th is was Important. S election C r ite r ia fo r P articip an ts Quest1on_l_4; 1. The What c r it e r ia do vou fe el 1s Important 1n the selection o f fa c u lty /a d m in istra to rs to p a rtic ip a te 1n a„s.1 s te r col 1 eqe exchange? most Im portant Is fo r someone to d iffe r e n t way of l i f e and d iffe r e n t views. be to le ra n t of a Expertise 1s Important* but not nearly as Important as to leran ce. 2. One who e x h ib its exemplary behavior and 1s w ell educated and who w ill act according to h is /h e r po sitio n . 3. P artic ip a n ts must have a very c le a r concept/understanding of th e ir ro le behavior. Synthesis and analysis o f considered w ith responses. Dr. Kim'sresponses were the synthesis and analysis of responsesto CEOs' Question 7» "On what c r it e r ia do you base selectio n of p a rtic ip a n ts 1n th is program?" and w ith the synthesis and analysis of response to the p a rtic ip a n ts ' Question 5* "Why do you think you were selected by your 162 President to p a rtic ip a te In the s is te r college program w ith [approp­ r ia t e name] college?" This synthesis and analysis was reported on pages 104-106 o f th is chapter. Selection C r ite r ia fo r Students ■Question 15; 1. What c r it e r ia do you feel Is Important in the selection o f students to p a rtic ip a te 1n a s is te r college exchange? T h eir degree of In te re s t 1n learning about a foreign c u ltu re 1s very Important. 2. Language knowledge 1s Important* but not as Im portant as a w illingn ess to learn* although to r e a lly learn a foreign c u ltu re you must learn I t s language. 3. Above-average academic performance record 1s very Important. Synthesis and analysis o f responses. Dr. K1m emphasized th e ir w illin g n ess to learn and th e ir degree of In te re s t 1n learning more about a foreign c u ltu re as his primary c r it e r ia fo r selecting students. He also f e l t th a t above-average academic performance was another Im portant area fo r selection of students to p a rtic ip a te In a s is te r college exchange program. Preparation o f Exchange P articip an ts Question 16: How do vou recommend th a t p a rtic ip a n ts be prepared to gain the most b e n e fit from the exchange? Faculty and s t a f f : 1. Before they go to a foreign country they should develop a framework fo r s p e c ific a c t iv it ie s In which they wish to be Involved. 163 2. They should have an In ten sive o rie n ta tio n th a t Includes language# culture# and knowledge o f the s is te r college and country. This o rie n ta tio n should place emphasis on th e p a rtic ip a n t's re s p o n s ib ilitie s to the program and w h ile they are 1n a foreign c u ltu re . 3. The o rie n ta tio n should also Include a c le a r understanding of the s is te r college program ob jectives. 4. They should develop a plan to In te rn a tio n a liz e t h e ir p a rtic u la r course or curriculum when they return from the exchange. Students: 1. The college must develop a framework fo r s p e c ific a c t iv it ie s 1n which the students should be engaged during the exchange. 2. They should also have an In ten sive o rie n ta tio n th a t Includes language# culture# and knowledge of the s is te r co lleg e and country. This o rie n ta tio n should place emphasis on behavior 1n a foreign c u ltu re . 3. T h eir o rie n ta tio n should also Include a c le a r understanding of the s is te r college program objectives. (This would seem to come fir s t.) Synthesis and an alv slso f.resp o n ses. Dr. Kim's responses 1n re la tio n to the preparation fo r fa c u lty and s t a f f were Included 1n the synthesis and analysis of the responses to th e CEOs' Question 12# 'Vlow do you prepare participants# once selected# fo r th e ir s is te r college exchange experience?" and w ith the responses o f the p a rtic ip a n ts to 164 t h e ir Question 12, "What did your 1nst1tutlon/you do to prepare fo r your exchange experience?" The Inform ation In regard to fa c u lty and s t a f f was reported on pages 118-120 of th is chapter and also was c a re fu lly considered by the researcher 1n the development of recommen­ dations to strengthen and improve as w ell as In the development of the suggested forms. In re la tio n to Dr. Kim's responses regarding students, he stressed working with the students to help them develop an overall knowledge o f the objectives of a s is te r college relatio n sh ip and then begin the o rle n ta tlo n /p re p a ra tio n program fo r the s is te r college exchange. Also, 1n re la tio n to students, Dr. Kim advocated developing an o v erall framework with a program developed fo r s p e c ific preparation a c t iv it ie s , which Includes an In ten sive o rie n ta tio n with language, c u ltu r a l, and overall knowledge base o f the host country. Suggested Methods to Finance the S is te r College Program Question 17; 1. How do vou th in k s is te r co lleg e a c tiv itie s should be financed? A c tiv itie s should be financed through In s titu tio n a l funds; th a t 1s what I meant when I responded e a r lie r regarding the commitment of fin a n c ia l resources. 2. Grants, 1 f a v a ila b le , should be pursued. 3. Some s p e c ific programs can be self-su p p o rtin g , expenses borne by p a rtic ip a n ts . I.e ., 165 Synthesis and analysis o f responses. Dr. Kim's response to th is question suggested pursuing grants and charging p a rtic ip a n ts to be Involved. I t would appear th a t charging p a rtic ip a n ts or having the p a rtic ip a n ts bear expenses of the program would apply more d ire c tly to students and student programs than to fa c u lt y /s t a f f p a rtic ip a tio n 1n an exchange program. His f i r s t response Indicated that# 1n his opinion# the In s titu tio n should be prepared to commit It s fin a n c ia l resources to the s is te r college program a c t iv it ie s . Suggestions fo r Improvement of the S is te r College Exchange Program Quest1on_18; 1. What suggestions do vou have to 1mprove_the s is te r college program and relationships? A strong emphasis must be placed on fa c u lty exchange because th is has the most Impact on educating students and i t leads to In te rn a tio n a liz in g the curriculum . Student and s t a f f exchange are Important# but the fa c u lty exchange 1s most Im portant to build the In te re s t 1n the program. 2. There must be more emphasis placed on s p e c ific program exchange w ith a s p e c ific s is te r college# rath er than try in g to accomplish universal exchange. I mean by th a t response th a t LCC and NTIC can more re a d ily exchange business programs by the nature of th e ir college and NTIT and LCC can more re a d ily exchange technology or vocational programs because of the nature of th a t In s titu tio n . 3. Reports of the exchange experiences must be widely disseminated so th a t Inform ation on the actual exchange gets out to the fa c u lty and students and s t a f f . 166 4. exchange. There must be an evalu atio n o f th e s p e c ific program Form alized evalu atio n can take place through the development of a rep o rtin g form. Synthesis and analysis o f responses. Dr. K1m emphasized the fa c u lty exchange since# In his opinion, th is has th e most Impact on educating students and In te r n a tio n a liz in g th e curriculum . He also advocated focusing on s p e c ific In s titu tio n s fo r s p e c ific programs ra th e r than try in g to accomplish universal exchange w ith a number of In s titu tio n s . He f e l t th a t 1 t was im portant to ensure th a t reports of experiences are disseminated so th a t others can share the experience, and he advocated the development o f a rep o rtin g form th a t would serve to evalu ate the s p e c ific program exchange. Dr. Kim's responses were c a re fu lly considered by th e researcher In the development of recommendations and suggested forms fo r strength­ ening and Improving the s is te r co lleg e re la tio n s h ip . -£ummary_Statement5_Qf__ Findings The personal In te rv ie w basis provided an opportunity to gather a g re a t deal o f Inform ation from the perspective of th e CEOs, the In d iv id u a l p a rtic ip a n ts 1n the s is te r co lleg e exchange program, and Dr. K1m# D ire c to r o f In te rn a tio n a l Programs a t LCC. Summary statements o f fin d in g s Include the fo llo w in g : 1. re la tio n s h ip ." C o lle c tiv e d e fin itio n o f the term " s is te r co lleg e Through the carefu l consideration o f the opinions of those In terview ed , the researcher developed a c o lle c tiv e d e fin itio n of 167 the term " s is te r college relatio n sh ip ." That d e fin itio n 1s as fo llo w s: Formalized agreement th a t establishes a permanent re la tio n s h ip between two educational 1nst1tutlons* supported by in s titu tio n a l policy* which provides educational and In te rc u ltu ra l experiences to increase understanding of another country# it s people* governmental and educational systems* as w ell as it s business* Industry* and economic structure, A mutually b en eficial program th a t c a lls fo r exchange of faculty# s ta ff* students* resource m aterials* technology# Ideas* and inform ation 1n order to learn from each other* Increase academic q u a lity * and a s s is t 1n community service* esp ecially as 1 t re la te s to tra in in g fo r business* Industry and government. A method of building bridges of communication between nations to promote friendship In an Interdependent world. 2. Reasons fo r establishing s is te r college relatio n sh ip s reported by the CEOs were: a. To establish a stru ctu re th a t f a c ilit a t e s professional exchange* which includes 1n-depth long-term tra in in g as w ell as short­ term v is its fo r faculty# students# and adm inistrators. b. To raise the q u a lity of faculty# students* and the academic programs through the exchange of Inform ation* teaching m aterials# and J o in t research projects. c. To promote friendship between the two countries and to estab lish friendship on an Individual basis. d. To Improve curriculum and gain more knowledge of what 1s going on 1n another c u ltu re . 168 e. To have a b e tte r understanding o f the cu ltu res and language of both countries. f. To expand the range of In te ra c tio n between the two countries and Increase working s k ills * es p e c ia lly as I t re la te s to serving business* Industry* government* and education. g. To provide comparisons In order to take the best of both systems to Improve the educational system. h. To remove In te rn a tio n a l education from an Inform al arrangement to th a t of In s titu tio n a l policy and procedure. 1. To f a c i l i t a t e 1n-depth tra in in g w ith long-term program Impact over and above commitment from th e CEO. 3. Reasons fo r estab lish in g s is te r college relatio n sh ip s w ith a p a rtic u la r In s titu tio n : a. S im ila rity of programs/curriculum. b. S im ila r 1n s ize (student body enrollm ent and fa c u lty numbers s im ila r ). c. Knowledge of In s titu tio n * It s reputation* and knowledge of the CEO* with agreement on general p rin cip le s of cooperation. d. Assessment of in s tit u tio n 's background and h is to ry . e. In te re s t* enthusiasm* and support of the CEO fo r In te rn a tio n a l education programming. f. Support of the board o f trustees or MOE fo r the s is te r college agreement. g. Support of f a c u lt y /s t a f f fo r In te rn a tio n a l programs as a learn ing tool/method. 169 h. Select country(tes) demonstrating economic advancement. Country should have f a i r degree of openness and w illingn ess to work with United States. 1. The d ire c to r/p re s id e n t 1s a very important fa c to r; th a t person must be en thu siastic* supportive* and w illin g to be Involved. J. Check standing o f In s titu tio n s and s e lec t those th a t produce the best students. k. In s tru c to rs w ith a good knowledge of the English 1. In s titu tio n with a well-known commitment to broadening language. educational and In te rn a tio n a l backgrounds of fa cu lty* s ta ff* and students. 4. Goals to be achieved as a re s u lt of the s is te r college re la tio n s h ip and the exchange of fa c u lty /s ta ff/s tu d e n ts : a. To Improve In s titu tio n 's curriculum* esp ec ially as I t re la te s to language and rigorous, tig h tly designed c u rric u la th a t blend the best th e o re tic a l with the best applied approaches. b. To provide pathway fo r fa c u lty * s ta ff* students to have exchange op portunities w ith another cu ltu re's educational system* with It s attendant o p po rtu nities to liv e 1n and In te r a c t w ith another c u ltu re and I t s society. c. To strengthen th e concept th a t the U.S. 1s not the top decision maker 1n the world; th a t 1 t takes cooperative learning experience to develop the best approaches to Joining knowledge and 170 developing stronger business* governmental* and educational t ie s across the world. d. To develop bridges of communication and understanding between educational systems and cu ltu res. e. To strengthen the ro le of community colleges 1n education and tra in in g fo r business and Industry needs 1n today's global marketplace. f. To exchange fa c u lty and m a te ria ls so th a t academic q u a lity w ill be Improved. g. To have fa c u lty liv e 1n th e U.S. and learn everything possible about U.S. teaching methods. h. To estab lish opportunities fo r fa c u lty to fu rth e r th e ir educational degrees a t a foui^year In s titu tio n w h ile they are studying* teaching* learning a t a two-year In s titu tio n . 1. To provide a pathway fo r students to attend graduate schools In th e U.S. a f te r completing t h e ir studies 1n the ROC (Taiwan). J. To provide an opportunity fo r fa c u lty to teach 1n another c u ltu re 1n order to blend teaching methods from both cultures and provide a pathway fo r communication. 5. Role of th e CEO (th is 1s key since Dr. K1m termed presiden­ t i a l leadership v it a l to the success of the program). a. To encourage p a rtic ip a tio n and appropriate preparation of fa c u lty /s ta ff/s tu d e n ts In the exchange program. 171 b. To s e le c t th e best In s titu tio n s fo r s is te r co lleg es so fa c u lty /s ta ff/s tu d e n ts w ill experience q u a lity exchanges and increase th el r own qua! It y . c. To work w ith p re s id e n ts /d ire c to rs of colleges to e s ta b lis h appropriate s is te r co lleg e re la tio n s h ip s . d. To work w ith the MOE to develop in te rn a tio n a l programs. e. To v i s i t U.S. colleges to observe and lea rn new methods and to check out equipment and f a c i l i t i e s . Return w ith knowledge to share with MOE# fa c u lty * and s t a f f . f. To e s tab lish methods of professional development and to arrange fo r fa c u lty /s ta ff/s tu d e n ts to upgrade th e ir educational degrees. g. To make our own In s titu tio n s th e best possible. h. To commit tim e to Inspection v is its # meetings* preparation of m ate ria ls* and In -s e rv ic e tr a in in g . 1. To develop an understanding of th e language and c u ltu re o f the s is te r co lleg e country. J. To s e t up I n i t i a l lin e s o f communication to develop o v e ra ll procedure fo r s is te r co lleg e programs. k. To develop approp riate e v a lu a tiv e measures fo r review and improvement. 1. To ensure q u a lity exchange of faculty# s ta ff# Inform ation# and m a te ria ls . students# 172 6. C r it e r ia fo r s e le c tio n o f p a rtic ip a n ts : a. W illingness to be a goodw ill ambassador fo r the In s tit u tio n and the country. b. W illingness to make long-term commitment to the c. Must be academ ically and p ro fess io n ally competent and In s t it u t io n . respected In th e ir fie ld * regardless of t h e ir position* so they can r e la te to t h e ir counterparts In th e host In s tit u tio n . d. Must be e n th u s ia s tic w ith personal and In te lle c tu a l e. W illingness to commit tim e and energy to le a rn a new In t e g r it y . language and background Inform ation regarding another c u ltu re . f. W illingness to a s s is t 1n preparation of exchange fa c u lty * s ta ff* and students when they retu rn to home In s tit u tio n and a t the host In s tit u tio n . g. W illingness to retu rn from experience* develop reports, and share w ith other segments of the In s tit u tio n as w ell as the community. h. Faculty member should be a technical teacher 1n mechanical* In d u s tria l* e le c tr ic a l* or c i v i l engineering to f i t In to NTIT s e le c tio n c r i t e r i a . 1. Must have th e a b ili t y to In te r a c t w e ll w ith people of a d iffe r e n t c u ltu re and be fr ie n d ly so they can make many frie n d s . j. Must have worked 1n th e In s tit u tio n fo r a t le a s t th re e years and must agree to re tu rn to the ROC (Taiwan) In s tit u tio n and 173 teach fo r two years a fte r they complete th e ir exchange. (President Tang said th a t age 1s a fa cto r* th a t the person must be a younger person; President Yoh said the MOE lim it s the exchange professors age to under 4 5 .) k. U.S. fa c u lty must be able to team-teach so they can work well with Chinese counterparts. 1. Selection 1s also based on the need of In s titu tio n 1n areas where extra ex pertise 1s needed. 7. Id e n tifie d s p e c ific programs fo r s is te r college exchange between LCC and NTIC and NTIT: a. English. b. Computer science. c. Commercial a r t. d. Business adm in istration . e. Areas 1n which the In s tit u te wants to add ex p ertis e. f. Science. g. Techno!ogy. h. Mechanical* e le c tr ic a l* e le ctro n ic* c iv i l engineering. 1. Language (Chinese). j. Mathematics. k. Computer-Integrated manufacturing. 1. Assess strengths of In s titu tio n and share them. m. Health programs. 174 8. That approval of MOE 1s necessary 1n order fo r two-year National colleges 1n ROE (Taiwan) to be Involved 1n s is te r college exchange. 9. Id e n tific a tio n of those responsible fo r ad m in istration of s is te r college programs— LCC, NTIC, and NTIC. 10. Preparation of p a rtic ip a n ts , once selected, fo r the s is te r college exchange program: a. In ten sive English language studies. b. Information provided on host In s titu tio n . c. Previous p a rtic ip a n ts work with the person going. d. I work personally with each In divid ual to t e l l them what I want them to accomplish. e. Require p a rtic ip a n ts to develop a plan regarding what they wish to accomplish a t host In s titu tio n . f. They attend o rie n ta tio n program on host country, c u ltu re , and language provided by the MOE. g. Request they c o lle c t m ate ria ls on home In s titu tio n to take with them and gather g if t s fo r hosts. 11. Id e n tifie d the p o s itiv e aspects (from the p a rtic ip a n t's point of view) of the fa c u lt y /s t a f f exchanges th a t have taken place since the inception of the program and up to th is time. a. There was a mutual learn ing experience and education between the American students and me. I have much patience 1n teaching the students; they lik e to ask me questions, and I lik e to ta lk w ith them. 17S b. I t was a good learning process to study the equipment and the f a c ilit ie s # and the lib r a r y management 1s so convenient# with such a good reading environment w ith an e x c e lle n t Inform ation system. There 1s much speed and e ffic ie n c y b u ilt In to th is Inform ation system. c. Or. Connolly was e s p ec ially supportive of me# and he to ld me th a t he had never seen such a successful program with the teaching o f his students and the IBM connection with my g e ttin g my master's degree. He went to the S tate (his boss) and got approval fo r a second year of the program because 1 t was so successful and the general manager of IBM-Talwan extended the program a second year fo r me to complete my master's degree because I t was so successful the f i r s t year. d. In ad dition to the good classes I took a t LCC and MSU and w ith the Korean professors# I worked w ith Athena Chou (Warner) In the Chinese Conversation class a t LCC and v is ite d and ta lk e d /le c tu re d a t other LCC classes. Also I v is ite d and had discussions w ith Dr. Bramer# Chairman of the Communications Department# and I learned much from him. I also v is ite d reading classes# business w ritin g class# and a journalism class. Mr. Bentley# the In s tru c to r In the journalism class# was also the In s tru c to r 1n my w ritin g class. He was a good teacher who helped me Improve my w ritin g s k ills # which was good fo r my teaching a t my In s titu tio n . He taught the theory o f w ritin g and Introduced a r tic le s to learn from and then asked me to w rite and co rrect any mistakes th a t were made. My experience w ith the cu ltu re 176 and ways of American liv in g make 1 t ea sie r to explain to my students. Geography 1s b e tte r known and explained because I have been th ere. e. My experiences with Professor Eugene Russell were e s p ec ially helpful to me. He had me tra v e l on f ie l d experiences w ith him to Grand Rapids# Zllwaukee Bridge# highway engineering projects# a cemetery# and construction projects. very w e ll. He tre a te d me# a foreign person* This helped me very much and was good experience fo r both engineering and English. treatm ent centers. I t helped me to understand how people 1n the U.S. work and how they liv e . f. He also In v ite d me to his own home. Studied often In the LCC lib r a r y and a t the MSU mathematics lib r a r y . g. We also went to power plants and sanitary Both e x c e lle n t. East Lansing Inn was okay. Good learn ing experiences 1n the classes I took# which Included P ersonality of Management and English as a Second Language. also worked a l o t of tim e 1n the Language Laboratory. English newspapers to p rac tice my English. ment was very d i f f i c u l t fo r me. I s tm I read The Personality of Manage­ P ersonality plays a very Im portant ro le 1n management# and the w ork/labor union ro le Is very Important. More union 1s stressed 1n the U.S. In Taiwan# unions are not as strong since 1t cannot perform It s duties because the government fo rb id s the labor union to gain much strength 1n Taiwan. I learned so much about lab or laws and worker b e n efits from th is class and employee/employer relation ship s. J1m Johnson had much patience w ith me and my questions* and he spent an evening helping me to understand b e tte r. There were not very many students 1n th is class* and I th in k 1 t 1s a very 177 Important class. There would be more students In terested 1n Taiwan. In Taiwan th ere 1s more emphasis on production management and less on labor management since th ere 1s no shortage of labor 1n Taiwan. In Taiwan 1 f you don't lik e to work th ere Is always someone else to take your place. h. The most special p a rt was the chance to learn about the to ta l comprehensive community college system. 1. The teaching experience In a d iffe r e n t c u ltu re ; th e op portunities to work d ire c tly w ith three d iffe r e n t presidents 1n two s is te r colleges; th e freedom to become b e tte r acquainted and In te ra c t w ith students and fa c u lt y /s ta ff ; the p riv ile g e of "belonging" to s is te r In s titu tio n s * becoming V ice-P resident of NTIC w ith my own o ffic e ; the v is it s to over 20 In s titu tio n s and discussions w ith M in istry of Education o f fic ia ls * governmental and educational agencies; th e gaining of confidence and a sense of belonging 1n liv in g 1n another c u ltu re and country; the la s tin g bonds o f friendships and high respect b u ilt w ith people. The e x c e lle n t scheduling and opportunity to be Involved w ith a l l segments of the In s titu tio n as a s is te r . 12, Id e n tifie d suggestions fo r strengthening* Improving* and form alizing th e s is te r college procedures. 13. Id e n tifie d ways In which p a rticip an ts changed th e ir teaching methodologies as a re s u lt of t h e ir s is te r college exchange experience* e.g.* more student discussion encouraged and more c re a tiv e w ritin g required 1n coursework. 178 14. That a ll p a rtic ip a n ts f e l t p o s itiv e about t h e ir exchange experience and would recommend 1 t to th e ir colleagues. 15. That everyone Interview ed was eager to share th e ir experiences and help to Id e n tify ways 1n which the s is te r co lleg e program could be strengthened and Improved. 16. That the CEOs were a ll very supportive of the program and have personal Involvement and commitment to help ensure I t s success. 17. That the o rig in a l s is te r college agreements signed 1n 1979 established a framework fo r the s is te r college relatio n sh ip s but did not estab lish a stru ctu re under which to operate the program; th erefo re th a t operational stru ctu re needed to be established. 18. That each of the In s titu tio n s has made a fin a n c ia l commitment to the s is te r college program and helped Id e n tify fin an cial considerations o f which In s titu tio n s need to be aware when entering In to s is te r college agreements, e.g.» expenses fo r tra v e l to and from host country* continuation of salary and benefits* allowances fo r food and liv in g arrangements* and so on. 19. That* In some cases* 1t was apparent th a t the p a rtic ip a n ts viewed the s is te r college exchange from th e ir personal perspective rather than from the o verall In s titu tio n a l or mankind perspective of what In te rn a tio n a l education can mean fo r education and fo r the fu tu re of th e ir nation 1n an Interdependent world. However* the researcher's questions may have e lic ite d the more personalized type of response. 179 Chapter V contains a summary of the o v erall research* with conclusions reached 1n regard to s is te r college relation ship s. Chapter V also contains recommendations developed by the researcher based on the knowledge gained through th is selected review of the lit e r a t u r e and the personal Interview process with CEOs* s is te r college exchange p articip an ts* and the D irecto r of In te rn a tio n a l Programs a t LCC. Suggested forms th a t the researcher developed 1n an attem pt to form al­ ize the process fo r exchange of fa c u lty and s t a f f between LCC and NTIC and NTIT are Included In Appendix A. CHAPTER V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Summary o f the Study Chapter I presented the study, w ith an Introduction to the problem 1n re la tio n to the necessity to gain worldwide knowledge in the face of the economic Impact on the United States by other nations of the world; the necessity to understand other cu ltu res b e tte r 1n order to e x is t and compete 1n today’s global society; and the necessity to build bridges of understanding and communication between nations. The ro le of higher education w ith p a rtic u la r focus 1n re la tio n to In te r ­ national education was Introduced 1n Chapter I. Chapter I Included the consideration of the ro le of s is te r college relatio n sh ip s between In s titu tio n s from two d iffe r e n t countries and the s p e c ific examination of the ro le of the s is te r college r e la ­ tionship between LCC 1n the United States and NTIC and NTIT 1n the ROC (Taiwan). D e fin itio n s of terms fo r the study and lim ita tio n s and d e lim ita tio n s o f the study were also presented 1n Chapter I. In ad d itio n , the design of th e study was outlined w ith the r a tio n a liz a tio n fo r using a q u a lita tiv e research approach. A questionnaire was devel­ oped th a t focused on the personal in terview process and was used as the Instrum ent fo r data gathering. The researcher interview ed 12 people 180 181 Involved 1n the s is te r college relatio n sh ip s between LCC* NTIC* and NTIT. These Included the th ree current CEOs and the CEO emeritus who r e tir e d from NTIT 1n January 1985, Chapter I I provided an In-depth review of selected lit e r a tu r e * which was presented to the reader on the basis o f the global/economic perspectives and the ro le of higher education In in tern atio n al educa­ tio n w ith focus on the ro le of community colleges. The question whether community colleges should be Involved a t a ll 1n In te rn a tio n a l education was also Included 1n the selected lit e r a t u r e search 1n Chapter I I * and arguments were presented. The search of the lit e r a t u r e fo r Chapter I I then more t ig h t ly focused on th e ro le of s is te r college relatio n sh ip s. Chapter I I I provided a description of the design of the study w ith the c ita tio n s emphasizing the use o f q u a lita tiv e research as the basis fo r the research along w ith support from the lit e r a t u r e fo r the use of the questionnaire and the oral In terview process. Chapter I I I also established the s e ttin g fo r the study and Included a b r ie f history of a ll th ree In s titu tio n s * as well as Inform ation on each subject Interview ed and the reasons fo r th e ir Inclusion 1n the study. Chapter IV lis te d each question used 1n the In terview process and summarized* synthesized* analyzed* and compared the responses o f the CEOs* the p a rtic ip a n ts 1n the s is te r college program* and th e D irecto r of In tern atio n al Programs a t LCC. Chapter V contains a summary of the study and the conclusions developed by the researcher regarding th e ro le of s is te r college relatio n sh ip s 1n in te rn a tio n a l education. This chapter also Includes 182 recommendations developed as a re s u lt of the study and Interview pro­ cess. These recommendations may be helpful to th e colleges cu rren tly Involved 1n s is te r college relatio n sh ip s or those seeking to p a r t ic i­ pate in these relation ship s. Chapter V concludes w ith the lis t in g of recommendations fo r fu rth e r study. Conclusions— S is te r College Relationships Conclusions reached by the researcher Include the fo llo w in g 1n regard to s is te r college relatio n sh ip s: 1. Through s is te r college relation ship s* education may be able to a s s is t 1n developing th e pathway fo r bridging th e c u ltu ra l and communication gap. Yet 1 t must be noted th a t those selected to par­ t ic ip a te 1n the s is te r college re la tio n s h ip must have the a b ili t y to tra n s fe r meaning and generate understanding. 2. From th e findings 1n the study# 1t appears th a t one method fo r estab lish in g bridges of c u ltu ral/ed u ca tio n al understanding and forming communication linkages 1s through s is te r college rela tio n s h ip s . 3. The reasons given fo r s is te r college relatio n sh ip s by CEOs of Lansing Community College# National Taipei In s tit u te o f Technology# and National Taichung In s tit u te of Commerce and the Individual d e fin i­ tio n s provided by p a rtic ip a n ts 1n th e s is te r college exchange# as w ell as Dr. Kim# the D irector of In te rn a tio n a l Education a t LCC# combined to establish the fo llow ing c o lle c tiv e d e fin itio n : Formalized agreement th a t establishes a permanent re la tio n s h ip between two educational In s titu tio n s supported by In s titu tio n a l policy which provides In te rc u ltu ra l experiences to Increase understanding of another country# 183 It s people, governmental and educational systems as w ell as It s business, Industry, and economic structure. A m utually b en eficial program th a t c a lls fo r exchange o f fa c u lty , s t a f f , students, resource m a te ria ls , technology, ideas, and Inform ation 1n order to learn from each other, Increase academic q u a lity , and a s s is t 1n community service, esp ec ially as 1 t re la te s to tra in in g fo r business. Industry, and gov­ ernment. A method o f building bridges of communication between nations to promote friendship 1n an interdependent world. 4. S is te r college a f f ilia t io n s may provide the 1n-country laboratory th a t effec tu a tes th e exchange of knowledge, Ideas, resources, and In te rc u ltu ra l learning experiences. Programs can be In it ia t e d 1n in te rn a tio n a l business practices; seminars developed fo r preparing the business person to know what to expect when tra v e lin g 1n a foreign country; step-by-step o rie n ta tio n programs can be used to teach prospective business/industry p a rticip an ts about another c u ltu re ; foreign language tra in in g from the conversational approach through the more formal tra in in g courses can be o ffered ; and through In t e r ln s t lt u tlo n a l contacts with s is te r colleges, Internship and work/study pro­ grams can be developed fo r students and In stru cto rs a lik e . 5. With these s is te r college a f f ilia t io n s , the in stru cto rs from the d iffe re n t cultures can more e a s ily become an in teg ral p a rt of the community college fa c u lt y /s ta ff , and community college fa c u lty / s t a ff can more e a s ily become a part of the In s titu tio n a l s t a ff 1n the foreign country. 164 6. As a re s u lt of educational exchanges through th e s is te r co lleg e a f f i l i a t i o n method* one may see 1n th e near fu tu re cooperative In te r c u ltu r a l exchange between business* Industry* labor* and government. This can lead to In te r a c tiv e communication on a d a lly basis th a t builds friendships* mutual respect* and understanding of other people and other cu ltu res . Peopie-to-people programs serve to strengthen th e human side o f re la tio n s h ip s th a t b u ild th e perpetual bridges o f understanding and communication. 7. S is te r college re la tio n s h ip s provide th e formal means to I n i t i a t e th is academic and In te r c u ltu r a l exchange and understanding. Those bridges emerging from one nation to another through s is te r co lle g e a f f ilia t io n s can form the lin k through which humankind can cross th e c u ltu ra l b a rrie rs and form frien d sh ip s . 8. The more fa c u lty /s ta ff/s tu d e n ts become fa m ilia r iz e d w ith another cu ltu re* th e more they may be able to id e n tify * c la r if y * and form In d iv id u a l opinions regarding th e ir own and other c u ltu re s . 9. The more fa c u lty /s ta ff/s tu d e n ts f a m ilia r iz e themselves w ith the languages of other nations* the e a sie r communication becomes. Once communication begins to be processed on a more equal understanding basis* a rapport may begin to develop and a sm aller world or "global community" begins to emerge on a peopl^-to-people basis. President Emeritus Ch1h Tang (1984) stated 1n his In te rv ie w with the researcher: I f we have one s is te r co lleg e then our world 1s doubled; 1 f you understand one oth er language you have Increased your w orld; the person's l i f e Is b e tte r. Our Chinese proverb says* "When we are 1n the house we depend on parents; when we go out* we depend on frien d s." I f you have s is te r colleges you have more frien d s and are accepted b e tte r and q u icker. 185 10. Knowing ourselves b e tte r through learning about others may be one of the most b e n e fic ia l aspects of s is te r college relatio n sh ip s and may well be the reward o f exchanging Inform ation as th e bridges of understanding and communication lin k us to a b e tte r world. According to T. S, El lo t, when people learn about another culture# 1t 1s also a method of gaining more knowledge and understanding of th e ir own world# fo r "we sh all not cease from exploration# and a t the end o f a ll our exploring w i l l be to a rriv e where we s ta rte d and know the place fo r the f i r s t tim e" (1n Fersh# 1979# p. 9 ) . 11. P a rtic ip a n ts from LCC# NTIT# and NTIC involved 1n s is te r college exchange focused on t h e ir learning experiences and how these In te rc u ltu ra l experiences were ca rried back to t h e ir In s titu tio n s and th e ir classrooms as a means of enriching and Increasing the academic q u a lity of th e ir o fferin g s— 1n other words# gaining a knowledge of th e ir own world. Their responses re la tin g to how th e ir s is te r college experience had affected th e ir teaching and academic o fferin g s included: — "Changed teaching methods and gave students more chance to ask questions and have discussion. ju s t listen # never discuss. Old method was fo r student to It 's good to l e t students express what they th ink and to tr a in them In th e a b ilit y to express themselves" CM. Yeh). — "Our college can take the best of both systems and make more q u a lity education fo r our students" (T, Chen). --" B e n e fit was 1n opening my eyes to the American teaching methods. . . . When we can mix the best from America and the 186 best from R X (Taiwan)* th is makes a much b e tte r system fo r students" (T. Yen). — " I learned American teaching methods and how to w rite c re a tiv e papers. . . . I have t r i e d to adapt some o f th e U.S. methods . . . encouraged s tu d e n ts to b rin g q u estio n s to c la s s . . . . They thought 1t [th e change! was good. I have begun to requ ire some type of research papers 1n my class* and 802 have done well on th is " (K. Chang). — " I learned a great deal about the student advising system. th in k th a t was one of the best things I learned. I I have established a student advising committee 1n my department" (C. Chou). —"The knowledge gained 1n my w ritin g class and 1n th e English as a Second Language class helped me improve my teaching and 1t helped me to help the other teachers 1n my department. I want my students to give th e ir Ideas and I have ta lked to my fa c u lty members about th is teaching method" (C. T s a i). — " I found out there was an old-fashioned English and I learned the modern English. Now th ere 1s more e f f ic ie n t use of English. . . . This helps 1n w ritin g correspondence" (C. T s a i). 12. The above responses suggest th a t blending th e best of the teaching methodologies of both countries may be one way of learning more from each other and gaining a deeper understanding of one's own c u ltu re and educational system. 187 13. A procedure needs to be established with forms developed to system atize the exchange process. 14. Support from the governing body of the In s titu tio n Is necessary 1n order to provide CEOs the au th o rity to estab lish and develop meaningful s is te r college relatio n sh ip s. 15. The leadership and personal Involvement of the CEO 1s v ita l to In it ia t e and develop meaningful s is te r college relatio n sh ip s th a t encourage p a rtic ip a tio n o f fa c u lty /s ta ff/s tu d e n ts . 16. There must be fin a n c ia l commitment on th e p a rt of In s tit u ­ tio ns Involved 1n s is te r college relatio n sh ip s. 17. I t 1s Im portant to establish c r i t e r i a fo r se lec tio n of s is te r colleges and fo r In s titu tio n s to f i t In to those c r it e r ia In order to be a f f i l i a t e d as a s is te r co lleg e. 18. I t Is Im portant to estab lish c r it e r ia fo r the selection of exchange p a rtic ip a n ts and fo r exchange p a rtic ip a n ts to meet those c r lt e r l a. 19. I t 1s Im portant th a t a plan be developed by each p a rtic ip a n t 1n coordination w ith h is /h e r CEO and/or supervisor to es tab lish goals to be achieved during a s is te r college exchange. 20. An o rie n ta tio n program In both the home and host countries should be developed fo r exchange particip an ts* to b e tte r prepare them fo r education and c u ltu re 1n the host country and In s titu tio n . 21. Pre- and post-exchange b rie fin g s and debriefings need to take place between each exchange p a rtic ip a n t and the home and host CEOs. 188 Recommendations _for Strengthening and Improving the S is te r College R elationships Between Lansing Community College and National Taichung In s tit u te o f Commerce and National Taipei In s tit u te o f Technology The In-depth In terview process allowed the researcher personally to gain the perspective of each CEO and p a rtic ip a n t In the s is te r college exchange as w ell as the D irecto r of In te rn a tio n a l Programs a t Lansing Community College. Using th is approach# the researcher was able to record and synthesize Input from a ll Interviewees to form recommendations th a t may serve to fo rm a lize the procedures fo r fa c u lty / s t a f f exchange and strengthen and improve the s is te r college a f f i l i a ­ tio n between LCC and NTIC and NTIT. Studying the past a c t iv it ie s involved In th e s is te r college a f f ilia t io n s between LCC and NTIT and NTIC through the 1n-depth In terview process w ith those most In tim a te ly Involved w ith the program formed the basis fo r determining where the s is te r college program can be strengthened and form alized to Improve the relatio n sh ip fo r the fu tu re. Thus# we study what has already tran spired In order to build fo r the future. In th is manner# the study# h e u ris tic and d e scrip tive 1n I t s approach# has led to the development of p re s c rip tiv e recommenda­ tio ns and forms to systematize# Improve# and strengthen the s is te r college program. Taking In to consideration th e inform ation gained from the personal Interviews# the researcher compiled nearly 60 recommendations fo r form alizing# Improving# and strengthening the process fo r the s is te r college a f f ilia t io n s between Lansing Community College and National Taipei In s titu te of Technology and National Taichung In s tit u te 189 of Commerce. areas: These recommendations are categorized In to th e fo llo w in g (1) general In s titu tio n a l recommendations (1-15)# (2) exchange procedures <16—48)# and £3) fin a n c ia l considerations (49-57). The recommendations are not p r io r itiz e d but are lis te d in what seems to be a lo g ical sequence of events. In addition to recommendations# the researcher developed forms fo r use as a method of es tab lish in g procedures fo r the s is te r college exchange program. These recommended forms are Included In Appendix A. The recommendations and proposed forms may be useful 1n creating a more organized communications process through inform ational data gathering as 1 t re la te s to p a rtic ip a n ts . I t 1s recommended th a t a l l forms used 1n the s is te r college program be printed 1n both English and the language of the s is te r college. A ll forms are In suggested d r a ft stage. researcher's In ten tio n th a t these forms serve as a I t 1s the guide th a t maybe refined fo r s p e c ific In s titu tio n s through t r i a l use. The recommendations and suggested forms th a t have been devel­ oped by the researcher may be helpful to In s titu tio n s Involved and/or those seeking to become Involved 1n s is te r college relatio n sh ip s between educational In s titu tio n s 1n d iffe r e n t countries. The researcher 1s hopeful th a t th is study can become the foundation fo r the development of a more structured process fo r s is te r college a f f i l i a ­ tio ns th a t w ill be helpful to LCC# NTIT# NTIC# and other communityand ju n io r colleges 1n the United States and th e Republic of China (Taiwan)# as w ell as other colleges and countries throughout the world. 190 Overall In s titu tio n a l Recommendations 1. That support and approval of the M in is try of Education of the ROC be obtained I n i t i a l l y 1n order to estab lish s is te r college relatio n sh ip s fo r ROC In s titu tio n s . 2. That the support of the LCC board of trustees be recognized through the development of a policy statement th a t Incorporates the support of 1n tern at1o n al/1n tercu ltu ral education and s is te r college a f f ilia t io n s . 3. That a l l Involved s is te r college In s titu tio n s place special emphasis on seeking external funds such as foundation# state# federal# or local grants to a s s is t 1n fu rth e r developing and promoting s is te r college relatio n sh ip s and exchanges fo r fa c u lt y /s ta ff and students. 4. That each s is te r In s titu tio n # through It s CEO# compile a 11st of p e rtinen t resource persons who would be helpful to the s is te r college programs. That funds be used to In v ite these special resources to the campuses of the In s titu tio n fo r professlonal-development a c tiv itie s # 1n-depth study tours# and to fa m ilia r iz e them w ith the In s titu tio n s Involved 1n the s is te r college programs to help promote the lo g ic behind the s is te r college program and to spark enthusiasm fo r the program's objectives as w ell as c u ltu ra l awareness and understand­ ing. This w ill again strengthen the bridges of communication and build J o in t e f fo r ts . 5. That each s is te r college promote the s is te r college a f f 111at1ons/goals/obJect1ves as a part of th e ir mission# goals# and 191 commitments 1n th e ir catalogs and other ap prop riate p u b licatio n s. Along th is lin e , the colleg es can perhaps develop a booklet on the s is te r co lleg e re la tio n s h ip s w ith d e fin itio n * recommendations* and so on. This study may form the foundation fo r the booklet. The booklet and s p e c ific brochures should be p rin ted 1n both English and Chinese or appropriate s is te r co lle g e language. 6. That video b rie fin g s on s is te r colleges be shared w ith each other and th a t these video b rie fin g s be presented to f a c u lt y /s t a f f / students across each of th e s is te r colleges* so th a t as many In s t it u ­ tio n a l segments as possible become acquainted w ith the s is te r co lleg e program and what 1 t means 1n terms o f In te r c u ltu r a l awareness, under­ standing* and communications; th is should also be narrated 1n both languages. 7. That management/study tours be s e t up th a t w i l l allow fo r a ll segments of the In s t it u t io n as w ell as community p a rtic ip a n ts to v i s i t bu siness/education/Industry and government 1n the s is te r college country(les) w ith o p p o rtu n ities to be b rie fe d by top o f f ic i a ls 1n each o f these areas. S is te r co lleg e personnel can provide the lin k s to s e ttin g up the In-country tr a v e l, ho tel* and management-briefing contacts. 8. That j o i n t workshops/seminars be held fo r f a c u lt y /s t a f f / students a t le a s t once a year fo r p ro fe s s io n a l/s ta ff development purposes (a lte r n a te the host co u n try). 9. That J o in t workshops/seminars be developed through video­ conferencing fo r professlonal-developm ent purposes on an annual basis 192 In ad d itio n to the 1n-country seminars/workshops lis te d In Recommenda­ tio n 8. 10. That research begin as soon as possible to develop a process of teaching through vldeo-conferendng. Research needs to focus on which courses would best lend themselves to the vid eo / telecourse method of teaching# which students would best f i t in to the p ilo t program# costs# s a t e l l i t e connections# and so 11. on. That more short-term exchange learn ing experiences take place th a t Include fiv e to ten students and an appropriate number of fa c u lty members so th a t there can be more s tu d e n t/fa c u lty Involvement 1n the s is te r co lleg e programs. 12. That# where appropriate and where the coursework fits # arrangements be made fo r fo u r- to s1x-week cooperative internships 1n business/industry/government fo r one or two student p a rtic ip a n ts . 13. That a t le a s t one fa c u lty /s ta ff/a d m 1 n 1 s tra to r exchange take place between s is te r In s titu tio n s each year# and more 1f possible. 14. That board of tru stees members and M in is try of Education o f f ic i a ls be encouraged to p a rtic ip a te In exchange v is its and th a t these same persons be encouraged to p a rtic ip a te 1n exchange a c t iv it ie s when fa c u lty /s ta ff/s tu d e n ts are a t s is te r colleges. 15. That each s is te r college work c a re fu lly w ith th e media to Increase t h e ir knowledge and understanding of s is te r college a f f i l i a ­ tio ns and a c tiv itie s . 193 ,Recommend a tio ns Rgflar.tLlrig Exchange Procedures 16. That a general f i l e of In terested p o ten tia l p a rtic ip a n ts fo r s is te r college program assignments be maintained by the D ire c to r of In te rn a tio n a l Education. 17. That p o ten tial p a rtic ip a n ts be encouraged to f i l l out a general ap p licatio n so th a t the general f i l e can be maintained. (See recommended ap p lic atio n form # 1 .) 18. That when a s is te r college n o tifie s the CEO or h is /h e r designee th a t 1 t 1s In terested 1n having exchange f a c u lt y /s t a f f / students 1n I t s In s titu tio n , a notice Is published throughout the in s titu tio n s ta tin g th is Inform ation. (See recommended form 0 2 . ) (This provides an opportunity fo r those who have not f i l l e d out the general ap p licatio n form to be made aware of the opening and f i l l out the general ap p licatio n form .) 19. That a committee comprising th e In te rn a tio n a l Education D ire c to r, the Program D irector/Chairperson o f the Involved department, the D ivision al Dean, and any other persons designated by the CEO review ap p licatio n forms, In terview appropriate candidates, and based on developed scoring c r i t e r i a including professional and personal a ttrib u te s , recommend the fin a l selected candidate to the CEO fo r approval to p a rtic ip a te 1n th e program. 20. (See recommended form 0 3 . ) That once selected by the home In s titu tio n , the background Inform ation, including th e completed a p p lic a tio n form and a resume of the po ten tial p a rtic ip a n t be forwarded to the s is te r college's CEO so th a t the Inform ation can be considered by the host In s titu tio n fo r 194 approval. A photograph should be Included w ith the resume. Recom­ mended form #4# completed by the D irecto r of In tern atio n al Programs# should accompany the ap p lic atio n form and resume. 21. That once appropriate selection and approval have taken place In both the home and host In s titu tio n s # the p a rtic ip a n t 1s to complete h is /h e r portion of recommended form #5 and the In te rn a tio n a l Education D ire c to r 1s to complete the D irector's portion of the same form. This p a rtic u la r form w ill as sis t In 1 n tra In s titu tio n a l communication and ensure th a t a general c h e c k lis t 1s follow ed to system atize and organize the preparation and departure procedure a fte r the p a rtic ip a n t 1s selected fo r an assignment. A copy of th is form should be forwarded to s is te r college o f f ic ia ls so they w ill be aware of the ob jectives/g o als of the p a rtic ip a n t. A formal le t t e r of In v ita ­ tio n should be Issued upon approval of the p a rtic u la r program. A sample l e t t e r of in v ita tio n Is Included w ith these recommendations. (See recommended form #6.) IAP-66 must be completed during th is tim e and Included w ith the le t t e r of In v ita tio n . (See recommended form #7 fo r IA P -66.) 22. That the host s is te r college also prepare and share with the home college and the p a rtic ip a n t a proposed b rie fin g sheet# Including the assignment# duty hours# contact person# expectations# special holidays and dates th a t assignment w ill cover on a d a lly schedule basis# with some suggested c u ltu ra l and educational a c tiv itie s th a t w ill be taking place during the tim e the p a rtic ip a n t 1s Involved 1n the educational exchange. Also Included In th is Inform ation could 195 be suggestions fo r liv in g arrangements and schools fo r children# 1f necessary. (See recommended form #8 .) 23. That an o rie n ta tio n be scheduled fo r the p a rtic ip a n t 1n the home college before departure. The length of the o rie n ta tio n program can be f le x ib le but should Include the follow ing areas: Language tra in in g (unless the p a rtic ip a n t 1s already p ro fic ie n t 1n the language. I f language speaking a b ilit y already exists# the par­ tic ip a n t may wish to concentrate on reading and w ritin g s k ills .) C ultural orientation# Including background on the histo ry of the country as w ell as an overview of the governmental and educational systems. C ultural o rie n ta tio n should also Include Inform ation on the value systems# customs In business# government# education# h o s p ita lity and hosting Information# monetary Inform ation on exchange rate# exchange of g ifts # and so on. P art of th is o rie n ta tio n should also Include areas such as passport and vis a Inform ation and form fo r obtaining same; preparation of tra v e l schedule with fin a l arrangements set# and Inform ation on housing 1n the host country. Included also should be work and moral re s p o n s ib ilitie s w h ile 1n host In s titu tio n and host country. This Includes being a goodwill ambassador fo r the nation and the home In s titu tio n . Correspondence w ith the contact person 1n the host In s titu tio n could also begin during th is period. A map of the country should be studied as w ell as Inform ation on the lo cal region and 1n-depth Inform ation studied on the educational In s titu tio n In which the p a rtic ip a n t w ill be teach1ng/work1ng. 196 Also of extreme value 1s "walking the p a rtic ip a n t through the tra v e l Itin e r a r y from leaving the a ir p o rt 1n h is /h e r home area to a r r iv a l a t the a irp o rt a t the host country. I f the person Is being met by a host Individual# th a t In d iv id u a l's name# photo# phone number# and the phone number of the educational In s titu tio n should be p a rt of the Inform ation packet prepared before departure. I f the p a rtic ip a n t 1s not being met a t the airport# but 1s Instead to proceed to a p a rtic u la r address/place# th a t should be explained 1n w ritin g as w ell as who Is to be contacted upon a rriv a l a t the prescribed place and the date th a t the p a rtic ip a n t 1s to be b riefed by appropriate personnel. (Walking through the J e t-la g experience should be Included.) The o rie n ta tio n can be the key to the e n tir e exchange experience. This 1s the tim e th a t the p a rtic ip a n t should have 1n-depth conversa­ tio ns and b riefin g s w ith the CEO# appropriate supervlsor(s)# and th e D irector of In te rn a tio n a l Education# as w ell as other appropriate resource persons# to discuss o verall in s titu tio n a l objectives and personal/professional objectives fo r the exchange experience. Key resource people can Include people both w ith in and w ithout the In s t it u ­ tio n who have previously been Involved In the exchange program or who have v is ite d the In s titu tio n and/or the country. 24. That each p a rtic ip a n t be assigned an appropriate "host counterpart." This person can as sis t 1n a ll aspects of working w ith the p a rtic ip a n t. The host may be the team teacher# the team worker# or an ad m in istrator— whoever has the best a b ilit y to work w ith the par­ tic ip a n t. Areas th a t th is person can cover Involve classroom 197 preparation fo r teaching and/or preparation fo r the p a rtic ip a n t to attend classes. This person w i ll have the d a lly schedule fo r the p a rtic ip a n t and w ill go over th is c a re fu lly w ith the p a rtic ip a n t. The same person can be assigned to help on a personal basis; however# a d iffe r e n t person (host) could work with the p a rtic ip a n t as i t pertains to the "home fro n t" regarding housing# neighborhood adapta­ tion# local transportation# grocery shopping, banking# and personal services such as haircuts# laundry# doctor# and d e n tis t. The person assigned to help on the homefront can work w ith the professional host to ensure th a t the p a rtic ip a n t has opportunities to meet people and to attend c u ltu ra l events# meetings# professional a c tiv itie s # church# sightseeing# h is to ric a l museums# movies# restau­ rants— the real c u ltu ra l side of the experience# which hopefully Includes a short homestay or v is it s to homes. The care given by these hosts can make the d ifferen ce In the success of the overall experience. This Is the type of a tte n tio n th a t leads to lo n g -la s tin g friendships and perpetual bridges of understanding and communication. This a tte n ­ tio n also tends to a lle v ia te any homesickness problems. 25. That a b rie fin g soon a fte r a r r iv a l 1n the host country take place with the CEO of the In s titu tio n and other key In d ivid u a ls so th a t the p a rtic ip a n t fe e ls comfortable knowing these persons and has an opportunity to share h is /h e r objectives personally and can learn the objectives of the CEO fo r the exchange. Complete tour of a ll campus f a c i l i t i e s should also take place during th is tim e. 198 B riefin gs should take place w ith other key In s titu tio n a l personnel during th is same period# which w ill be re fe rre d to as the o rie n ta tio n period 1n the host In s titu tio n . A one-week period o f tim e 1s recom­ mended fo r th is host o rie n ta tio n w ith th a t tim e scheduled Im mediately a f te r the p a rtic ip a n t has had approximately two days to re s t and re la x and c le a r the je t - la g period. 26. That the host In s titu tio n provide a furnished apartment (or appropriate liv in g quarters) fo r each p a rtic ip a n t th a t contains a telephone# television # and cooking f a c i l i t i e s In order fo r the p a rtic ip a n t to be In a home atmosphere. This not only leads to a higher comfort le v e l but enhances th e acculturation/language assim ila­ tio n process. This may re s u lt 1n a more normal l i f e s ty le and tends to lead to Increased stu dy/learn ing habits. 27. p a rtic ip a n ts . That appropriate recognition be given to exchange This can be provided through a r tic le s 1n student newspapers# In te rn a l and external publications# board of trustees agendas# M in istry of Education Information# and so on. 28. That a ll p a rtic ip a n ts be Introduced a t a d m in is tra tiv e meetings# board of trustees meetings# student government meetings# and other appropriate In s titu tio n a l events# meetings# and a c t iv it ie s such as departmental meetings. This can provide the vehicle fo r building relatio n sh ip s th a t w ill continue to spark enthusiasm fo r the exchange program. 29. That a ll p a rtic ip a n ts have an opportunity to team teach and/or guest le c tu re as w ell as having an opportunity to p a rtic ip a te 1n 199 h o s t-In s titu tio n courses. In addition# and where appropriate# graduate study coursework should also take place with the host as sis tin g the p a rtic ip a n t to re g is te r 1n th e appropriate graduate In s titu tio n . 30. That appropriate opportunities be made a v a ila b le fo r p a rtic ip a n ts to make presentations to community groups to provide exposure to the p a rtic ip a n t and to build community re latio n sh ip s th a t w ill also promote the s is te r college exchange program th a t w i ll spark community enthusiasm and b u ild In te rc u ltu ra l awareness and under­ stand 1ng. 31. That appropriate v is it s to business# Industry# and governmental agencies also be arranged# w ith meetings w ith le g is la to rs and other appropriate contacts s e t up to again spark the enthusiasm fo r the exchange program and to promote exchanges between business/Industry and governmental agencies. 32. That# where appropriate# short-term work/study or Internsh ip programs be arranged with business/Industry/governmental agencies fo r the p a rtic ip a n t. 33. That# where appropriate# the p a rtic ip a n t have an opportunity to v i s i t K-12 school systems with an opportunity to ta lk with students and/or fa c u lt y /s ta ff . This w ill spark enthusiasm and In te re s t 1n the K-12 school d is tric ts # and m utually b en eficia l programs can be established between the colleges and th e K-12 school systems# which w ill strengthen the communications process lo c a lly and can lead to overseas programs. This also can lead to In te rn a tio n a l c u rric u la being In s titu te d or strengthened 1n the K-12 d is t r ic t s . 200 34. That each In s titu tio n honor the academic calendar of the other In s titu tio n w ith exchange experiences being scheduled a t approp­ r ia t e term /sem ester periods of tim e w ith the p a rtic ip a n t scheduled to a rr iv e on campus a t le a s t one week before the scheduled beginning of the term /semester. teaching. This tim in g 1s most Im portant 1n re la tio n to Adm inistrators* students* and s t a f f need also to adhere to careful consideration of the h o s t-In s titu tio n calendar with the dates approved by the host In s titu tio n . 35. That telephone progress reports be made on a regular basis by the p a rtic ip a n t to appropriate supervlsor(s) In the home In s titu tio n and verbal progress reports be made on a regular basis to the host colleague 1n the host In s titu tio n . 36. That a p relim in ary progress rep o rt form be completed by the p a rtic ip a n t half-w ay through the exchange program* w ith a copy being retained 1n th e h o s t-In s titu tio n f i l e a fte r being discussed with appropriate host personnel* and th a t a copy be forwarded to the CEOs of both In s titu tio n s with a copy also being forwarded to the appropriate home supervlsor(s). (See recommended form #9.) This helps the follow -through process and s t i l l allows tim e fo r completion o f objec­ tiv e s and/or addition of new objectives a fte r the p a rtic ip a n t has become more fa m ilia riz e d w ith the host In s titu tio n and country. 37. That a fin a l progress report form be completed by the p a rtic ip a n t a t the completion of the exchange program and* preferably* b e fo re returning home. An addendum report can be f il e d fo r continued thoughts and recommendations a f te r the p a rtic ip a n t has returned home. 201 (See recommended form #10.) This repo rt should be f ile d with the D irecto r of In te rn a tio n a l Programs* w ith copies to the CEOs and other appropriate su p ervisors)* deans* chairpersons* host colleague* and so on. 38. That each p a rtic ip a n t c a re fu lly 11st and c o lle c t the resource m aterials he/she wishes to take home* and th a t the host In s titu tio n a s s is t with the shipment to th e home In s titu tio n . 39. That each p a rtic ip a n t have an opportunity to personally meet with the CEO and other appropriate persons before leaving the host In s titu tio n and the country fo r a fin a l verbal b rie fin g . 40. That appropriate f ie ld tr ip s take place during th e exchange experience; however* 1f course schedules make the tr ip s Impossible during the term/semester* 1t 1s recommended th a t the f ie ld t r ip s take place a fte r the exchange experience and before returning to the home country. The host In s titu tio n can a s s is t 1n se ttin g the schedule fo r these learning experiences* and* where possible* hostIn s tttu tlo n personnel should accompany the p a rtic ip a n t. Also* where possible* the f1 e ld -tr1 p expenses should be paid by the host In s t i­ tu tio n . 41. That upon return to the home In s titu tio n th e p a rtic ip a n t personally meet w ith the CEO and other appropriate supervlsor(s) to v e rb a lly b r ie f them on the exchange experiences and accomplishments. 42. That appropriate recognition be given to the exchange p a rtic ip a n t In h is /h e r home In s titu tio n before leaving fo r the exchange and upon return from the exchange. In terview s by student newspapers 202 and In te rn a l/e x te rn a l publications are again appropriate fo r th is type of recognition. 43. That appropriate opportunities be provided fo r the p a rtic ip a n t to make presentations to h is/h e r colleagues and other fa cu lty* s ta ff* adm inistrators* and students so th a t th ere 1s a dissemination of m ate ria ls as w ell as a sharing of the enthusiasm fo r the exchange experience. 44. That resource m aterials co llected be placed 1n departmen­ ta l and/or collegewlde lib r a r ie s so th a t the m aterials can be used by a l l fa c u lty /s ta ff/s tu d e n ts . 45. That the p a rtic ip a n t fe el fre e to continue to contact the host colleague to a s s is t 1n gathering resource m a te ria ls a fte r the p a rtic ip a n t has returned to the home In s titu tio n . 46. That p a rticip an ts be encouraged to develop new methods of teaching th a t blend the best of both educational systems to Improve the q u a lity of the academic learning experience fo r students. 47. That p a rtic ip a n ts be encouraged to establish an alumni association w ith in th e ir home In s titu tio n of a ll those who have p a rtic ip a te d 1n p a rtic u la r s is te r colleges; and th a t a ll alumni be added on a ll host-1nst1tut1on m ailin g l i s t s fo r student newspapers and 1n tern al/extern al publications so th a t they remain a p a rt of the host In s titu tio n . 48. That an evaluation form be completed by appropriate host- college personnel to record th e ir perception/observation of the p a rtic ip a n ts a c t iv it ie s , teaching/working experiences* and a b ilit ie s . 203 (See recommended forms #11 and 12.) I f th e p a rtic ip a n t teaches, he/she should also be evaluated by students with the regular teaching evalua­ tio n form/process. (See LCC sample forms #13 and 14.) Recommendations fo r F1nanc1al Consideration 49. That appropriate monetary recognition a t the ra te of f u l l ­ tim e professor be provided to p a rtic ip a n ts fo r th e ir te a c h in g /le c tu re / workshop/seminar time In th e host In s titu tio n . 50. That regu lar ra te of pay and employee benefits be extended to the p a rtic ip a n t by the home In s titu tio n during the exchange experi­ ence. 51. That a ro u n d -trip a i r tran sp o rtatio n t ic k e t be provided by the home In s titu tio n fo r the p a rtic ip a n t. Where possible, 1 t 1s recommended th a t the t ic k e t Include stops 1n some special c itie s /a r e a s since th is may be the only tim e th a t an exchange p a rtic ip a n t may have an opportunity to v i s i t the host country. 52. That tu itio n and textbooks fo r host-1nst1tut1on course enrollment fo r the p a rtic ip a n t be provided by the host In s titu tio n . 53. That tu itio n fo r graduate study a t a four-year co lleg e or u n ive rs ity be provided by the home In s titu tio n . The host In s titu tio n 1s encouraged to a s s is t In obtaining scholarships or graduate a s s ls tantshlps where possible. 54. That, where possible, arrangements be made by the host In s titu tio n fo r fre e In s titu tio n a l c a fe te ria p riv ile g e s . 204 55. That* according to the U.S. Exchange V is ito r Program* each exchange p a rtic ip a n t must have appropriate health* accident* and death Insurance* and th a t th is insurance be provided by the host In s titu tio n . 56. That funds fo r d a lly liv in g expenses* Including lo cal transportation* miscellaneous expenses* and so on* be provided by the home In s titu tio n and th a t personal expenses be the re s p o n s ib ility of the p a rtic ip a n t. Also* 1f 1t Is fe a s ib le fo r the p a rtic ip a n t to Include h is /h e r fa m ily In the exchange experience* the expenses fo r the fam ily should be the re s p o n s ib ility of the p a rtic ip a n t. 57. That the expenses fo r In-country f ie ld t r ip s and c u ltu r a l/ educational a c t iv it ie s In th e community be assumed by the host In s t it u ­ tio n unless th a t t r i p Is planned as a personal t r i p by the p a rtic ip a n t. In th a t case* the expense should be assumed by the p a rtic ip a n t. Recommendations fo r Further Study The researcher has examined th e s is te r college relatio n sh ip s between LCC and NTIC and NTIT from the standpoint of documenting the s is te r co lleg e exchange experiences th a t have taken place since the Inception of the s is te r co lleg e relatio n sh ip s 1n 1979. These re la tio n ­ ships have been viewed through the eyes o f the CEOs of th e In s t it u ­ tions* the LCC D irecto r of In te rn a tio n a l Education* and the fa c u lty / s t a f f who have p a rtic ip a te d In the s is te r college exchange re la tio n ­ ships. Responses to the appropriate questionnaires were recorded* transcribed* synthesized* and analyzed* and from these responses were developed recommendations and forms to Improve* strengthen* form alize* 205 and system atize the s is te r college procedures. I t was Im portant to document the experiences th a t have transpired In these s is te r college re la tio n s h ip s 1n order to b e tte r understand what has been experienced and build from th a t experience. I t 1s now Im portant to consider areas th a t have been raised by th is study th a t w ill requ ire fu rth e r study. Recommendations fo r fu rth e r study raised by th is research Include the fo llo w in g : 1. Consider the s is te r college re la tio n s h ip between LCC and NTIC and NTIT from the perspective of fa c u lty and s t a f f who have not p a rtic ip a te d 1n th e s is te r college exchange w ith p a rtic u la r reference to defining the term " s is te r co lleg e relatio n sh ip " and the view point of th is population 1n re la tio n to the need fo r In te rn a tio n a liz in g the cu rrlc u l um. 2. Consider the s is te r college re la tio n s h ip between LCC and NTIC and NTIT from the perspective of selected students 1n a ll three In s titu tio n s w ith p a rtic u la r reference to defining the term " s is te r college relatio n sh ip " and the view point of th is segment o f education In re la tio n to the need fo r In te rn a tio n a liz in g the curriculum. 3. Consider a study to sample community colleges throughout the United States to determine the number th a t have s is te r college relatio n sh ip s w ith educational In s titu tio n s 1n foreign countries and the reasons fo r establishing those relatio n sh ip s and fo r estab lish ing relatio n sh ip s w ith a p a rtic u la r In s titu tio n In a p a rtic u la r country. 206 4. Consider a study to sample two-year colleges throughout a selected set of foreign countries to determine the number th a t have s is te r college relatio n sh ip s w ith educational In s titu tio n s 1n a country fo reign to them* and the reasons fo r estab lish ing those relatio n sh ip s and fo r estab lish ing th e relatio n sh ip s w ith a p a rtic u la r In s titu tio n 1n a p a rtic u la r country. 5. A fte r establishing which community colleges 1n the United States do and do not have s is te r college relationships* consider a study to sample the fa c u lty and s t a f f of those In s titu tio n s th a t have s is te r college relatio n sh ip s and those th a t do not* 1n order to compare th e awareness lev el and viewpoint regarding t h e ir perspective of th e Importance o f teaching from a global perspective. 6. Consider a study to determine* through p a rtic ip a n t observa­ tion* questionnaire* and personal In terview process* the s im ila r it ie s and d ifferen ces 1n leadership s ty le s of the four CEOs Involved in th is study. 7. Consider a study to determine two tw o-year colleges 1n the ROC (Taiwan) and two-year community colleges 1n the United States th a t do not have s is te r college agreements w ith another country and compare the leadership sty le s of those CEOs with the CEOs 1n th is study. 8. Consider a study to determine the lo catio n o f th e foreign student population 1n the educational In s titu tio n s 1n the United States and determine the reasons fo r students from c e rta in countries attending c e rta in community colleges; e.g.» does th a t community co lleg e have a s is te r college agreement w ith an educational In s titu tio n 1n th e country 207 of the highest segment of foreign student population# or Is there a larg e resident population from the country showing th e la rg e s t number o f foreign students? 9. Consider a study to sample the community 1n which LCC is located to determine the awareness level of community members regarding s is te r college relatio n sh ip s and In te rn a tio n a l education needs. 10. Consider a study to sample business and Industry 1n the community college d is t r ic t 1n which LCC 1s located to determine th e ir needs fo r employees tra in e d 1n areas of In te rn a tio n a l business/industry and determine through an assessment of those needs how LCC can develop tra in in g programs to meet the needs of In te rn a tio n a l business and Industry. 11. Consider a study to sample s ta te and local government 1n the LCC d i s t r ic t to determine th e ir needs fo r employees train ed 1n areas of In tern atio n al expertise# e.g.# language# culture# education# and so on# and determine through an assessment of those needs how LCC can develop tra in in g programs to meet these needs. 12. Consider a study to re p lic a te th is study w ith d iffe r e n t selected In s titu tio n s In the ROC (Taiwan) and th e ir selected s is te r colleges and compare the recommendations developed fo r fo rm alizin g and system atizing the procedure w ith the recommendations developed 1n th is stu dy. 13. Consider a study to tra c k the p a rtic ip a n ts 1n th is study to determine 1 f th e ir careers match the career goals they sp ecified 1n th is study. 208 14. Consider the study of a successful s is te r college re la tio n ­ ship and I t s e ffe c ts on the In s titu tio n as re la te d to In te rn a tio n a l­ izin g the curriculum and exchange of fa c u lty , s t a f f , and students. 15. Consider a study to track students who are Involved 1n In tern atio n al exchange programs to determine 1 f t h e ir careers Involve In te rn a tio n a l aspects of business, Industry, education, government, lab o r, and so on, 16. Consider a study to compare s im ila r it ie s and differen ces In governance, finance, organizational s tru ctu re , In s tru c tio n , physical p lan t, teaching methodologies, and student and In s tru c to r p r o file s 1n LCC, NTIC, and NTIT. APPENDICES 209 APPENDIX A SUGGESTED FORMS 210 211 FORM #1 Page 1 o f 3 Copy 1 - Submit to D ir e c to r o f I n t e r n a t io n a l Programs Copy 2 - D iv is io n a l f i l e Copy 3 - P ersonal f i l e APPLICATION TO PARTICIPATE IN SISTER COLLEGE FACULTY/STAFF EXCHANGE PROGRAM NAME____________________________________________________________ ADDRESS________________________________________________________ TELEPHONE: HOME_____________________ CAMPUS______________ POSITION_______________________________________________________ YEARS IN CURRENT POSITION____________________________________ PREVIOUS POSITIONS HELD IN COLLEGE TOTAL YEARS EMPLOYED BY COLLEGE EDUCATIONAL BACKGROUND AREAS PREPARED TO TEACH/WORK (P le a s e l i s t by cho ice p re fe re n c e ) 1._______________________________________________________________ 2 .______________________________________ 3 .______________________________________________________________________ TERM/SEMESTER DESIRED COUNTRY DESIRED COLLEGE DESIRED 212 FORM If 1 Page 2 o f 3 LENGTH OF STAY DESIRED LEAVE_____________________________ RETURN_________________________________ PLEASE LIST FOREIGN LANGUAGES YOU CAN SPEAK/WRITE/READ.(RATE YOUR PROFICIENCY) LANGUAGE WRITE READ _____ SPEAK PROFICIENCY PROFICIENCY PROFICIENCY DO YOU HAVE VALID PASSPORT?_________________________VISA?_________________ DO YOU WISH TO HAVE YOUR FAMILY ACCOMPANY YOU? (N o te : t h i s i s s u b je c t to ap p ro val o f h o st i n s t i t u t i o n and depends on a v a i l a b i l i t y o f housing, e t c . ) ______________________________________________________________ WHY DO YOU WISH TO PARTICIPATE IN THIS EXCHANGE PROGRAM(S)? BRIEFLY DESCRIBE GOALS TO BE ACHIEVED DURING YOUR TEACHING/WORKING EXPERIENCE 213 FORM 01 Page 3 o f 3 HOW DO YOU THINK THIS WILL BENEFIT YOU? STUDENTS? YOUR INSTITUTION? YOUR ADDITIONAL COMMENTS: (P le a s e a tta c h e x tr a sheets as n eed ed .) NOTE: P lease a tta c h c u rre n t resum e*. S ig n a tu re ___________________________________ Approved By:________________________________ (C h a irp e rs o n /S u p e rv is o r/D e a n ) For In t e r n a t io n a l D ir e c to r Use: (1 ) Date re c e iv e d ______________ (2 ) Date In te rv ie w e d ____________ (3 ) L is te d in a v a i l a b i l i t y ____ (4 ) S is t e r C o lle g e con tacted 2Ht FORM 0 2 Page 1 o f 1 NOTICE THE FOLLOWING SISTER COLLEGE HAS INDICATED A DESIRE TO HAVE EXCHANGE FACULTY/STAFF/STUDENTS PARTICIPATE IN THEIR COLLEGE: NAME OF COLLEGE_____________________________________________________________ COUNTRY_____________________________________________________________ PROGRAM/CURRICULAR AREA(S) PERIOD OF EXCHANGE ( e . g . te rm o r sem ester) DATE TO COMMENCE____________________________ COMPLETION DATE_____________________________ REQUIRED BACKGROUND EXPERIENCE NECESSARY FOR FURTHER INFORMATION AND PARTICULARS DIRECT A MEMO OF INQUIRY TO DIRECTOR OF INTERNATIONAL PROGRAMS _____ OR CALL 215 FORM if 3 Page 1 o f 1 INTERVIEW FORM NAME _________________________________________________________________________ DEPARTMENT/DIVISION ________________________________________________________ CLASSES THAT CAN BE TAUGHT IN SISTER COLLEGE SCORING CRITERIA: P o in ts Score 1-10 NUMBER OF YEARS WITH INSTITUTION __________________________ (Must have been w ith I n s t i t u t i o n 2 y e a rs ) ___________ EVALUATION OF STUDENTS WHO HAVE ATTENDED CLASSES:________ ___________ EVALUATION OF SUPERVISOR: __________________________________ ___________ WILLINGNESS/ABILITY TO SERVE AS GOODWILL AMBASSADOR FOR INSTITUTION/COUNTRY ____________________________________ ___________ WORK RECORD - ATTENDANCE __________ ATTITUDE _____________ ___________ LANGUAGE SPOKEN ___________________________________ READ ____________________________________ WRITTEN __________________________________ PREVIOUS FOREIGN EXPERIENCE (g iv e d a te s ) ___________ TOTAL SCORE APPROVAL OF SUPERVISOR ________________ (S ig n a tu r e ) INTERVIEWER ________________ ((S ig n a tu r e ) 2 )6 FORM 04 Page 1 o f 2 FORM TO BE FORWARDED TO HOST INSTITUTION BY DIRECTOR OF INTERNATIONAL PROGRAMS (In c lu d e copy o f o r i g i n a l a p p lic a tio n Form 01) The fo llo w in g i n s t r u c t o r / s t a f f has been s e le c te d and given p r e lim in a r y app ro val to p a r t ic ip a t e in th e s i s t e r c o lle g e program between ___________________________________ and______________________________________ (name o f c o lle g e ) (name o f c o lle g e ) RECOMMENDED PARTICIPANT: NAME _________________________________________________________________________ DEPARTMENT/DIVISION ________________________________________________________ HOME ADDRESS ____________ HOME PHONE ______________________ ________________ OFFICE PHONE DATE(S) AVAILABLE FOR EXCHANGE: ____________________ BACKGROUND INFORMATION: (See a tta c h e d resume * f o r com plete background in f o r m a t io n .) EDUCATION: HOBBIES: 217 FORM ffiJ Page 2 o f 2 FAMILY MEMBERS: PARTICIPANT WISHES FAMILY TO ACCOMPANY: S ig n a tu re YES_________ NO____________ ________________________________________ P a r t ic ip a n t D ir e c t o r I n t e r n a t i o n a l Programs C h ie f E x e c u tiv e O f f ic e r o r desig n ee HOST INSTITUTION APPROVAL: D e p t/D iv is io n Dean D ir e c t o r o f I n t e r n a t i o n a l Programs C h ie f E x e c u tiv e O f f ic e r o r Designee PLEASE RETURN COPY OF THIS APPROVAL AFTER I T IS SIGNED TO: DIRECTOR OF INTERNATIONAL EDUCATION (HOME INSTITU TIO N) 218 FORM # 5 Page 1 o f TO BE COMPLETED BY PARTICIPANT AFTER SELECTION FOR SPECIFIC EXCHANGE EXPERIENCE NAME___________________________________________ ADDRESS TELEPHONE HOME_____________________________________CAMPUS INSTITUTION TO WHICH ASSIGNED ADDRESS____________________________________________________________________ ________________________________________________________ PHONE______________ ASSIGNMENT________________________________________________________________ DATE ASSIGNMENT TO COMMENCE_________________________________ COMPLETION DATE___________________________________________________________ DOES PARTICIPANT WISH TO HAVE FAMILY ACCOMPANY HIM/HER? YES NO IF YESt PLEASE COMPLETE THE FOLLOWING INFORMATION: NAME OF SPOUSE:___________________________________________________________ SPECIAL INFORMATION ON SPOUSE: PROFESSION________________________________________________________________ HOBBIES CHILDREN: _________ NAME AGE GRADE IN SCHOOL H 219 FORM #5 Page 2 o f ARE YOU PREPARED TO COVER FINANCIAL ARRANGEMENTS FOR FAMILY FOR TRAVEL, HOUSING, FAMILY INSURANCE, MISCELLANEOUS LIVING EXPENSES? EMERGENCY CONTACT: NAME________________________________________ RELATIONSHIP____________________ ADDRESS_______________________________________________________________________ PHONE: HOME_______________________________ OFFICE___________________________ INSURANCE INFORMATION: COMPANY NAME:________________________________________________________________ POLICY#_______________________________________________________________________ IMPORTANT - PLEASE USE THE SPACE BELOW TO LIS T THE OBJECTIVES YOU WISH TO ACHIEVE DURING YOUR EXCHANGE EXPERIENCE. Signed ____________ P a r t ic ip a n t D ir e c to r o f I n t e r n a t io n a l Programs 220 FORM 5 Page 3 o f 4 *««***«««*«««*»««*«»»**» TO BE COMPLETED BY DIRECTOR OF INTERNATIONAL PROGRAMS: (HOME COLLEGE) NAME OF PARTICIPANT ___ DEPARTMENT/DIVISION ___ APPROVAL RECEIVED FROM: HOME INSTITUTION ___ (DATE) HOST INSTITUTION ___ (DATE) DATE OF EXCHANGE FORM CONTINUES ON PAGE 4 WITH CHECK LIST 221 FORM 9 5 Page it o f 4 CHECKLIST IA P -6 6 ISSUED ( f o r p a r t ic ip a n t s coning to U .S . i n s t i t u t i o n ) __________ (See Sample o f IA P -6 6 - Form 9 7 ) (d a t e ) PASSPORT: A p p lie d f o r ________________ (d a te ) R eceived________________________ (d a t e ) VISA: R eceived________________________ (d a t e ) A p p lie d f o r (d a t e ) INTERNATIONAL INSURANCE COVERAGE CONFIRMED ________ (D a te ) TRAVEL REQUEST___________________________________ ADVANCE NECESSARY? RECEIVED HOUSING ARRANGEMENTS___________________________ (E s ta b lis h e d th ro u g h h o s t i n s t i t u t i o n ) TRAVEL ARRANGEMENTS MADE/CONFIRMED __________ AIRLINES ________________________ DATE__________ HOST INSTITUTION CONTACTED FOR ARRIVAL DATE: ORIENTATION PROGRAM DATE(S) SUBSTITUTE NECESSARY?_________________ IF SO, IS SUBSTITUTE ARRANGED FOR? NAME OF SUBSTITUTE PARTICIPANT/SUBSTITUTE MEETING HELD TO ORIENT SUBSTITUTE _________________________________________ Signed ____________ P a r t ic ip a n t D ir e c t o r o f I n t e r n a t i o n a l Programs 222 FORM //6 lo u s in g C o m m u n ity C ollege 1*0. lio x 40010 La using. M ic h ig a n 4Ht>oi -7211 SAMPLE LETTER OF INVITATION INDICATING: (1 ) o f f i c i a l in v ita t io n ( 2 ) p e rio d o f exchange ( 3 ) areas to be s tu d ie d /ta u g h t d u rin g exchange December 3# 1985 T h is type o f l e t t e r can be adapted f o r the in d iv id u a l in v o lv e d and f o r t h e i r area o f e x p e r tis e . Professor John Chou D ir e c to r ( E le c t r ic a l Engineering Department N atio n al T a ip e i I n s t it u t e o f Technology 3t Section 1, Hsin-Sheng South Road T a ip e i, Taiwan REPUBLIC OF CHINA Dear Professor Chou; I t is a pleasure to g ive you a s p e c ia l o f f i c i a l in v it a t io n to v i s i t Lansing Community C ollege from January 27th through February 2 0 th , 1986. As you are aware, we are the Midwest Training* Center fo r CADAM, and we w i l l have s p e c ia l seminars ta k in g plaoe during th a t tim e . W ith your experience w ith IBM, we f e e l th a t your e x p e rtis e would be very h e lp fu l to our C o lle g e , A lso , th e re w i l l be s p e c ia l seminars d uring th a t tim e on s t a t i s t i c a l process c o n tro l and our whole area o f computerized in te g ra te d m anufacturing (C IM ), which should be h e lp fu l fo r you and your in s t it u t io n . We s in c e re ly b e lie v e th a t your presence in our C ollege during th a t period o f tim e w i l l be another way in which we can strengthen the s is t e r c o lle g e re la tio n s h ip between N a tio n a l T a ip e i I n s t it u t e o f Technology and Lansing Community C o lleg e. We look forward to seeing you in January o f 1986. I f we can be o f any assistance w ith your t r a v e l arrangements or in any o th er way, please do not h e s ita te to g ive us a c a l l . S in c e re ly P h ilip J . Gannon President mt 223 FORM #7 IA P-66 Page 1 o f 2 • ILLM V M N M M T fM KTlM I OFFICE: tM M tM O l FUME M MOT flM U TN IK IR M OM»-to>-naen WTCRNATIONALCOMMUNICATION AGENCY ASSOCIATE DWECTOfUTE FO« EDUCATIONAL AND CULTURAL AFFAttfe A1 ^ 0 1 CCTTWCATE Of EUQttlUTY FOBEXCHANGE YISfTOH IJ.1I STATUS H i w C I DO FART 1— IT N HfMBV C ffilH O BUT: i inurMMi tfAMlLYHAMOHUCHAHGl VlttTOAl w t to*n W/MUMAMtl I 11 I te g e i * ft* * pragrtm iCm ir n THE FUAFOSE OF THIS FORM IS TO .1 I 91 lln e n fl « n w gong pragnm i M pmnmNwrtml erf* II I Trerwto to » to to e n t mogram 4 1 lA e p lice e lo e t to rn tfwowvtfr *- I irmCt*tt St I FemwWMOr'tiiih Fiii ton* to US I * 4 to le o n e **! b< . i r Ito to w * m e t* Fmgmm No. i "A program of Lansing Cormunlty College to provide short term learning experiences not to exceed one year Involving research* teaching* lecturing, observation* consultation at the college and 1n some Instances with selected participants temporarily placed a t other accredited technical .Institutes under col1ege*s auspices fo r specially selected foreign guest instructors v is itin g professors and International v is ito rs *.to promote the general Interest of International exchange." •nTT'taamaea* i i t o t o M * — g to w H w to p iw fito *. 1 t o t o i — i« n » M I* FtotoMtolMrMRi II I to 4. The eetegeryel rneweeor w 1 1 ' t l IMtnMOMlMotor, T | I .31 11 ,41 I ■ I II to lei M TweHffesr S Pifwb tie oo"ee co»*i*e to toe t o r . « M e»wnei*a met eie Meunw t toer«to i I I The ^ ep e 'ii leones (ite m 3 toere 4 le e w l« « 4 t o it o — to ; lw * lt o N iH i« lliil» ii* n w iililF m » e i» > « * lle lit o < i- ti. t tr i tlrrnmwintnotoir .....■'•'T-1 ----— «T el I < im U S '» ■ » I t p w e w iie e w e to w ie * I I The h t o * i MeeW* Oeionw r um riirn «r •« * • ______________________ el o . I * l.lT to W to tn U O o R W — n e t moto e T C w in I. I IHiNriiinm M tw M tM M I f I 1 I ItoroenoH ioH * __________________ a IMS. USE Iftol rftOl FART OFCONBUUWOR MCTIOM ItU o ) OF TM i FART t - I W T I W I T OF W SFO M M KI OFWCSR FOB M T IFl to O SFONSQR (FOR T R A M tflR OF FM X M A M _____ ol mweKfwngoweeert (Titol 1.1 I • hoi Meeci n me iwo veer newer 1 I Iw Ktoon. tweed on A l I gonernmom I S I I Hie tKftenp* nenor i U C I I F I M 4W H t h me Dregram ateaheu n eem H i • necetee* e> h«M r tetrem e eto w ei cenlom it* w ith m * M k i m i el the Mutuel Etweetamel end C iFuto Etownge Act e l 1M1 i H i *n«ot TJfOfHrrl MMtllMCl Copy l . For Immigration and Naturalization Sanies F tg e l FORM in IA P -66 Page 2 o f 2 INSTRUCTIONS FOR AND.CERT1F1CATI0N BY the alien beneficiary runted itn pupc I o f ih ii Furm: Reid and complete lh i\ pjyc prior w jirevrmation in a Uniictl State* consular o r immijtraiinn officiat. 1. 2. I understand that the following conditions are applicable to eachangc visitors: (a) Exttnsion o f Stay and Program Transfer!: The initial period o f day in the United Slatei aulhoriied for an exchange visitor may not exceed one year, notwithstanding the fact that a sponsorship beyond that period may be contemplated. The completed Form IAP-66, which i t required in order to apply fur an extension or transfer, may be obtained from or with the assistance of the sponsor. It must be submitted to the appropriate office o f the Immigration and Naturalization Service within fifteen to sixty days before the expiration o f the authorized period o f stay. (b) Limitation on Slay: STUDENTS • as long as they pursue a substantial scholastic program leading to recognized degrees or certificate. (However, students whom the sponsor recommends for practical training may be permitted to remain fo r such purpose for an additional penod o f u p to 18 months after receiving their degree or certificate.) BUSINESS A N D INDUSTRI­ A L TRAINEES - IB months. TEACHERS, PROFESSORS, RESEARCH SCHOLARS, and SPECIALISTS - 3 yean. IN TER N ATIO N AL VISITORS - 1 year. PROFESSIONAL TRAINEES: Graduate N in e s - 3 yean; Medical Interns and Resident* • 3 yean with possibility o f extension at provided by PL 94 4B4 as amended; Medical Technologists. Medical Record Librarians, Medical Record Technicians. Radiologic Technicians, and Other Participants in Similar Categories • the length o f the approved training program plus a maximum o f IS months foe practical experience, not exceeding a total o f 3 years. (c) Documentation Requiredfor Admission o r Readmission as an Exchange Visitor: To be eligible fo r admission o r readmission to the United States, an exchange visitor must present the following at the pott o f entry: ( I ) A valid nonimmigrant visa bearing classification 1-1, unless exempt from nonimmigrant visa requirements: <2) A passport valid fo r six months beyond the anticipated period o f admission, unless exempt from passport requirements; (3) A properly executed Form IAP-66. Copies one and two o f Form IAP-66 must be surrendered to a United States immigration officer upon arrival in the United States. Copy three may be retained for re-entries within a period o f previously authorized stay. (d) ' Change o f Status: Exchange visitors are expected id leave the United Stales upon completing their objective. An exchange visitor who i t subject to the two-year home-country physical pretence requirement Is not eligible to change his/her status while - - in the United State* to any other nonimmigrant category except, if applicable, that o f official o r employee o f a foreign government (A ) or o f an international organization (G) or member o f the family o r attendant o f either o f these types o f officials " or employees. ■“ (e) Tun-Year Home Country Physical Prrxrnce R rquirrm rm : Any exchange visitor whose program i* financed in whole or in part, directly or indirectly by eith fr his/her own government or by the United Slates Government is required to reside in his/her own country for two years following completion o f his/her program in the United States before he/she can become eligible for permanent residence (immigration) or for status as a temporary worker C 'H " ) o r as an intracompany transferee ( " L " | Likewise, i f an exchange visitor is acquiring a skill which i* in abort supply in his/her own country (these skills appear on the E trhangr V iw d r Skills List) he/she w ill be subject to this'same two-year home-country residence requirement as well as alien physicians entering the U.S. to receive graduate medical education or training (Section 311(e) o f the Immigration and Nationality Act and PL 94 484. as amended).' ■ ■ | M k to enter into, or remain temporarily, fat. the United S itter as an axehangriM tot under Section 1 0 I(*X I JRD o f die launfgratfon and Nationality Act, a* amended, for a total maximum stay o f (months o r years) foe the pttrpoauof (atata type o f degree, certificate, o r other r i j r e t k t toward which your program participation anil be directed. Doctors o f mad if fare shoe Id Indicate their w d ln le n rp la ltu W and I understand that I shall be permitted In perform only those activities described in Item 3 and 4 on paga I o f this Form. ■3.— Mypassport numbered - ___________ Jieeued by - (Country) axptrm o n ____________ ____________________ (M ajD eyiY r.) 4. I D have □ have not (d u ck one) been bt the United Slates prevtoudy as an exchange visitor. ( I f you have bean fat the United Slates p u tn iia )! M . » H f t M j . r t lim . ilu w t a lil l i a p t n f H a m .a n d dates: I: 5, ~ (To be completed only i f application is being made for extendon o f stay or Program transfer. Use a continuation sheet If necessary.) I first entered the United Slate* as an e x d iu ig e rid lo r, o r acquired exchange v iiilo * status, o n ________________ (M ofDayfYr.) and have 1in the following act Wires unde* the sponsorship o f respectire fauifautiona bated fo r each activity {include program numbers}- 6- I understand that a rrm tu la i as Immigration Officer w iil determine whether 1 am subject to the two year home country physical presence requirement described far item 1(e) above. I f such officer determines that I am subject, I wig accept that determination and comply with the requirement. I understand that the delettninatMM w ill be cadotied fat Fart II, Fag* t o f feta foam. I certify that I have read and I undrestand the foregoing. 7. (Siptature o f Applicant} IAP-66 (Place} (Date: Mo., Day, Yr.) — ............... T 225 form m Page 1 o f 3 FORM TO BE COMPLETED BY DIRECTOR OF INTERNATIONAL PROGRAMS IN HOST INSTITUTION NAME OF PARTICIPANT, HOME COLLEGE HOME ADDRESS PHONE— HOME WORK ADDRESS IN HOST COUNTRY PHONE-HOME________________________________________ CAMPUS_ ASSIGNMENT IF TEACHING ASSIGNMENT, LIS T NAME OF TEAM-TEACHER DATE OF ASSIGNMENT - FROM_______________________TO_ TERM/SEMESTER _____________________________________ DATE/TIME/MODE & NAME OF TRANSPORTATION FOR ARRIVAL IN COUNTRY PERSON ASSIGNED TO MEET PARTICIPANT 226 FORM ft8 Page 2 o f 3 SCHEDULE OF DAILY AC TIVITIES IN RELATION TO ASSIGNMENT (PLEASE BEGIN WITH ORIENTATION SCHEDULE)_______________________________________________ Date Time P lace INFORMATION RECEIVED RE: OBJECTIVES/GOALS ___________ SUGGESTIONS FOR ASSISTING TO ACHIEVE GOALS: _______ LANGUAGE STUDY NEEDS/ARRANGEMENTS MADE: NEEDS ARRANGEMENTS MADE TIMES PACKET OF COLLEGE/COUNTRY/STATE/LOCAL ORIENTATION MATERIALS PREPARED? MAILED? 227 FORM #8 Page 3 o f 3 MATERIALS READY FOR ASSIGNMENT (PLEASE L IS T ) LIST OF EDUCATIONAL ACTIVITIES/HOLIDAYS TAKING PLACE DURING THIS ASSIGNMENT (ATTACH SCHEDULE) ________________________________________ SIGNED NOTE: THIS FORM SHOULD BE REVIEWED AND DISCUSSED WITH PARTICIPANT AS SOON AS POSSIBLE AFTER ARRIVAL IN HOST COUNTRY OR PREFERABLY, MAILED IN ADVANCE AND THEN MORE THOROUGHLY DISCUSSED UPON ARRIVAL IN HOST COUNTRY. 228 FORM P9 Page 1 o f *1 DATE________________________ T h is form has been developed to g iv e you an o p p o rtu n ity to share w ith us your thoughts and a c t i v i t i e s t o d a te so t h a t we can do e v e ry th in g p o s s ib le to e n ric h your le a r n in g e x p e rie n c e . PRELIMINARY PROGRESS REPORT FORM (To be f i l l e d out a t h a lfw a y p o in t d u rin g exchange program by p a r t ic ip a n t ) NAME___________________________________________________________________________ HOME INSTITUTION DATE OF ARRIVAL__________________ HOME ADDRESS IN FOREIGN COUNTRY ________________________________________________________ PHONE A CTIVITIES PARTICIPATED IN TO DATE: EDUCATIONAL: COURSES TAKEN OR TAKING AS A STUDENT: 1.___________________________________________ 2. 3. 229 FORM if9 Page 2 o f 4 COURSES/SEMINARS TAUGHT OR IN PROGRESS OR GUEST LECTURES GIVEN: 1. 2 . 3. PROFESSIONAL DEVELOPMENT PROGRAMS ATTENDED: 1. 2 ___________________________ . 3. CULTURAL/SOCIAL PLACES VISITED (MUSEUMS, CAPITOL, SHOPPING MALLS, ETC.) 1. 2. __________ 230 FORM $ 9 Page 3 o f EVENTS ATTENDED (PLAYS, MOVIES, COMMUNITY A C TIV ITIE S ) 1. 2 . 3. HOME V IS IT S ; FIELD TRIPS: 1 . 1 . 2 . 2 . 3. ____________________________________ 3LANGUAGE DIFFICULTY OR ANY OTHER PROBLEMS ENCOUNTERED (PLEASE DETAIL) RESOURCE MATERIALS COLLECTED - (COURSE MATERIALS, TEXT BOOKS, ETC.) LIST THOSE MATERIALS WHICH YOU STILL WISH TO COLLECT 231 FORM j?9 Page of 4 PLEASE LIS T SOME OF THE A C TIV ITIE S YOU STILL WISH TO ACCOMPLISH PRIOR TO COMPLETING YOUR EXCHANGE PROGRAM _______ PLEASE LIST ANY SUGGESTIONS THAT YOU HAVE FOR MAKING YOUR EDUCATIONAL OR PERSONAL EXPERIENCE AT YOUR HOST COLLEGE BETTER 232 FORM #10 Page 1 o f 6 Recommended form f o r use f o r a l l p a r t ic ip a n ts w hether f a c u l t y / s t a f f or stu d en t and t h i s form can be used by a l l s i s t e r c o lle g e s SISTER COLLEGE PROGRAM V IS ITIN G SCHOLAR/PROFESSOR FINAL REPORT FORM (To be f i l l e d Copy 1 Copy 2 - Copy 3 - out a t com pletio n o f V i s i t i n g S ch o lar Program) To rem ain w ith host i n s t i t u t i o n - V i s i t i n g P ro fe s s o r f i l e To be sen t to C h ie f E x e c u tiv e O f f ic e r o f home i n s t i t u t i o n w ith l e t t e r from D ir e c to r o f In t e r n a t io n a l Program and C h ie f E x ecu tiv e O f f ic e r or designee For Exchange P a r t ic ip a n t NAME HOME INSTITUTION PERIOD OF STAY AT HOST INSTITUTION FROM TO CLASSES ENROLLED IN AT HOST INSTITUTION (a tta c h t r a n s c r ip t s ) CREDITS COURSE CODE NAME OF COURSE DAYS/TIMES COURSE MET PERIOD OF TIME IN COURSE __________________________________ (D a te s ) From _____________ To (D a te s ) From ______________ To (D a te s ) From _ _ _ _ _ _ _ _ To 233 FORM #10 Page 2 o f 6 CLASSES ENROLLED IN AT FOUR-YEAR INSTITUTION (a tta c h t r a n s c r ip t s ) CREDITS COURSE CODE NAME OF COURSE DAYS/TIMES COURSE MET PERIOD OF TIME IN COURSE __________________________________ (D a te s ) From _____________ To (D a te s ) From To (D a te s ) From __________ To ADD: HOST COLLEGE ORGANIZATIONS VISITED e . g . STUDENT GOVERNMENT, BOARD OF TRUSTEES MEETING(S) PRESIDENT’ S COUNCIL DATE ORGANIZATION . __________________________________________ 2. 1 3. _________________________________________________________________________ 4 . ________________________________________________________________________________ COLLEGE DIVISIONS VISITED - HOSTED BY DEAN, PROGRAM DIRECTOR, CHAIRPERSON DATE 1 DIVISION . 2. 3. _________________________________________________________________________ 4. 23*1 FORM #10 Page 3 o f 6 COLLEGE PROFESSIONAL DEVELOPMENT AC TIVITIES PARTICIPATED IN - SEMINARS, LECTURES, ETC. DATE PLACE 1 . __________________________________________________ 2 . 3. _________________________________________________________________________ 4. _________________________________________________________________________ CLASSES/SEMINARS TAUGHT OR LECTURES GIVEN BY PARTICIPANT DATE TIME PLACE . ________________________ 2. __________________________ 1 3 . __________________________________ _______________________________________ ADDRESS OF LIVING QUARTERS WHILE AT HOST INSTITUTION RATE THE QUALITY OF LIVING QUARTERS: Please check: ( ) E x c e lle n t COMMENTS: TRANSPORTATION WITHIN CITY BY: BUS: PRIVATE CAR: ( ) Good ( ) Average ( ) Poor 235 FORM 010 Page *1 o f 6 PLEASE LIS T : FIELD TRIP EXPERIENCES DATE PLACE PROVIDED BY: . 2. 1 3. 5. CULTURAL EXPERIENCES: (V IS IT S TO CHURCHES, SHOPPING, THEATRE, HOMES, ETC.) 1. ________________________________________________________________________________ 2 . 3. «. 5. PLEASE LIST YOUR GOALS THAT YOU HAD ESTABLISHED PRIOR TO YOUR V IS IT AND RESPOND WHETHER YOU FEEL THE GOAL WAS FULFILLED. Goal 1 M et/N o t met Please e x p la in . __________________________________________ 2. 236 FORM 010 Page 5 o f 6 3. 4. 5. PLEASE DESCRIBE YOUR OVERALL EVALUATION OF YOUR LEARNING EXPERIENCE GIVING EXAMPLES OF WHAT YOU FEEL YOU LEARNED. 237 FORM 010 Page 6 o f 6 PLEASE LIST YOUR SUGGESTIONS FOR IMPROVING THE SISTER COLLEGE PROGRAM. (P le a s e a tta c h e x t r a pages as n e c e s s a ry .) HAVE YOU BEEN ABLE TO COLLECT MATERIALS/TEACHING RESOURCES YOU DESIRE TO TAKE BACK TO YOUR COLLEGE WITH YOU? IF NOT - PLEASE LIST ADDITIONAL NEEDS. ADDITIONAL COMMENTS: THANK YOU. WE HOPE YOU HAVE ENJOYED YOUR STAY AT YOUR HOST COLLEGE. PLEASE KEEP IN TOUCH. Signed _______________________________ P a r t ic ip a n t 238 FORM if 11 Page 1 o f 2 The and and fo r fo llo w in g form i s recommended as a typ e o f peer r e v ie w /e v a lu a tio n is a way o f h e lp in g to p ro v id e exchange p ro fe s s o rs w ith feedback to h e lp th e i n s t i t u t i o n s e v a lu a te th e kin d s o f a b i l i t y necessary a s u c c e s s fu l e x p e rie n c e . NAME OF COLLEGE EXCHANGE PARTICIPANT NAME___________________________________________________ DEPARTMENT/DIVISION_________________________________________________________ TAUGHT/WORKED IN HOST INSTITUTION: DATE: _________________________________ PLEASE EVALUATE THE FOLLOWING AREAS: E x c e lle n t Good Average Poor E n g lis h o r a p p ro p ria te language a b i l i t y __________ ____ ________ ____ Speaking __________ ____ ________ ____ L is te n in g __________ ____ ________ ____ Comprehension __________ ____ ________ ____ Teaching a b i l i t y __________ ____ ________ ____ L e c tu re __________ ____ ________ ____ L e c tu re d is c u s s io n __________ ____ ________ ____ Seminar __________ ____ ________ ____ Student response __________ ____ ______ _________ Advance p re p a ra tio n fo r c la s s e s __________ ____ ________ ____ Use o f A/V m a te r ia ls __________ ____ ________ ____ A b i l i t y t o in t e r a c t w ith peers __________ ____ ________ ____ Enthusiasm __________ ____ ________ ____ A t t it u d e 239 PAGE m i Page 2 o f 2 A d d itio n a l Comments: OVERALL, HOW WOULD YOU EVALUATE PARTICIPANT'S TEACHING/WORK ACTIVITIES? HOW DID THIS EXPERIENCE ASSIST YOU? S ig n a tu re : Team In s t r u c to r /H o s t C o lle g e Departm ent C hairperson/D ean D ir e c t o r o f I n t e r n a t io n a l Programs NOTE: A copy o f t h is form and t r a n s c r ip t s o f courses a tte n d ed a t host i n s t i t u t i o n and fo u r -y e a r i n s t i t u t i o n should accompany l e t t e r from host In t e r n a t io n a l D ir e c t o r and host C h ie f E x e c u tiv e O f f ic e r to home c o lle g e I n t e r n a t io n a l D ir e c to r and C h ie f E x ecu tiv e O f f ic e r re g a rd in g exchange p a r t ic ip a n t e v a lu a tio n . NOTE: T h is form may be d u p lic a te d so o th e r a p p ro p ria te personnel can a ls o com plete th e in fo rm a tio n . Zko FORM if 12 Page 1 o f 2 Form t o be completed by a p p ro p ria te host c o lle g e perso nnel t o a s s is t in e v a lu a tio n o f exchange p a r t ic ip a n t . NAME OF PARTICIPANT HOME INSTITUTION POSITION IN HOST INSTITUTION DATES OF EXCHANGE PROGRAM FROM:___________________ TO: DUTIES/RESPONSIBILITIES AS YOU PERCEIVED THEM IN YOUR OPINION DID THE EXCHANGE PARTICIPANT MEET HIS/HER RESPONSIBILITIES PLEASE LIS T EDUCATIONAL/CULTURAL ACTIVITIES/EVENTS THAT YOU ARE AWARE OF THAT EXCHANGE PARTICIPANT WAS INVOLVED IN DID YOU ATTEND WITH THE PARTICIPANT 2*tl FORM #12 Page 2 o f 2 HOW WOULD YOU EVALUATE PARTICIPANT'S TEACHING/WORK ACTIVITIES? HOW DID THIS EXPERIENCE ASSIST YOU? YOUR STUDENTS? HOW WOULD YOU RATE PARTICIPANTS ABILITY TO SPEAK THE LANGUAGE OF THE HOST COUNTRY? OTHER COMMENTS: NAME OF PERSON COMPLETING FORM POSITION DATE ZhZ STANDARDIZED STUDENT EVALUATION OF INSTRUCTION L A N S IN G C O M M U N IT Y C O L L E G E niiii s 'C O J R S E ' 2 T E R M A N D Y EAR S E C T rD N N C • L A & -T C IN S T R U C T O R 'S N A M E ■j . — z. 1X ■1 H -A 6 -5 E _ronn I13_ n r~ i _i LEC X r X X X 7 J x X X j ’ •* > l j » * .i : i j X 3 X X i ■** r x S 3 I ■_ J • 7 j 3 i ; > j X X 1 * '# I ; t Division o* IN S T R U C T IO N S C o m r r u n n v C o l l e c t 11 e o m m i r t t C t o t v g * s t a n o f l r 3 s c>* « j i ; e ' i e n ; e in m s t ’ u c iiO ^ F o r m a r:) y a a 't h jk t a s s s ' e - m e C o n e g t a s it t o i m p r o v e m s h u c t i o n . b> c o m p l e t i n g e v a l u a t i o n I & r m s v, w j i : ta * .e y o c o m . a t e * m m u ie r ij, ftT E i e 't r . i i ' s t V p j - o p i n i o n v .i! » e v i t * e c t > y o ^ r i n s t r u c t o r . D e p a n m e n a C tv a i'r - e 'S S T . a n d D u s t c n a D e a * T h t tr t c r n a - . c *• n o * i S e n v . a n y & iu d * n > in t f > v ie u a n r P L E A S E D O N O T W R I T E V O U R N A M E O R S T U D E N T N U M B E R O N T H IS RESPONSE FORM . P . E a S L R A - E E A C H S T A T E M E N T O N a S C A L E F R O M 1 T O E A N D H E A V ’ ^ v B L A C K E N T H E A P P R O O r A T ? S * A C E >>. T n t A N S W E R K E v W H IC H B E S * D E S C R IB E S Y O U P R E S P O N S E A l l M N D l C A T E S S T R O N G D IS A G R E E M E N T A N D A (5 IN D IC A T E S S T R O N G A G R E E M E N T . I F T H E S T A T E M E N T D O E S N O T A P P L Y IN D IC A T E I N / A ) . Example n z cr x- • a a ci A N S W E R KE> U S E HD . ? P E N C IL O N L Y ru n .* ru tr. K 'i 1 *u s » r. i— — T M £ IN S T R U C T O R E X P L A IN E D T H E C O U R S E O B J E C T IV E S E A R L Y IN T H E T E R M . 3 a t t a X e u X « X a — 7 T h E IN S T R U C T O R 'S A S S IG N M E N T S W E R E C L E A R ~ x a: — S T H E IN S T R U C T O R H A S P R E S E N T E D ID E A S O R D E M O N S T R A T E D S K IL L S C L E A R L Y . CD cr a — 4 T H E C O N T E N T C O V E R E D IN T H IS C L A S S H A S B E E N R E L A T E D T O C O U R S E G O A L S o a a a X AY T H E G R A D J N G S Y S T E M W A S C L E A P L V E X P L A IN E D G a a o> a *1 — It {IN S T R U C T O R O P T IO N Q U E S T IO N ! c a a e 21(3 FORM #14 CO U H 5E LANSING COMMUNITY COLLEGE STUDENT WRITTEN COMMENT SHEET (DISTRIBUTED SEPARATELY) 11) S E C T IO N N O . 121 IN S T R U C T O R (41 TERM A TEAR This li your opportunity to inform the college ebout your reaction! to the co un t »nd the initructor. Your com m enu will be helpful in improving the coune inttruction. You ire free to tign thit theet or not, depending on your wiihet. STUDENTS M U ST COMPLETE ABOVE BOXES 1 TH R O U G H 4 IF TH IS FORM IS USED. W O T E t The initructor will receive the reiulti ol th ii eveluetion nest term. 1. Is th e re something that you believe the instructor has done especially well in this course? 2. Is there something that you believe the instructor might have done better? 3. What recommendations would you make to improve thit course? EVAL 2 M l STUDENT SIGNATURE (OPTIONAL) 13) APPENDIX B QUESTIONNAIRES 2J*5 CHIEF EXECUTIVE OFFICER QUESTIONNAIRE Questionnaire fo r CEOs (Presidents) of National Taichung In s tit u te of Commerce* National Taipei In s tit u te of Technology* and Lansing Commu­ n ity Col le g e . Presidents: Dr. C liffo r d S. N. Yoh National Taichung In s tit u te of Commerce Dr. Ch1h Tang (President fo r 17 years u n til January 1* 1985) National Taipei In s tit u te of Technology Dr. Wen-Sh1on Chang (New President as of January 1* 1985) National Taipei In s tit u te of Technology (Questions fo r Dr. Chang focus only on commitment and fu tu re re la tio n s h ip since he was not Involved w ith the LCC s is te r re la tio n s h ip u n til January 1985.) Dr. P h ilip J. Gannon Lansing Community College The Interview with each President was prefaced w ith discussion of o verall s is te r college relatio n sh ip * background Inform ation* and In te ra c tiv e conversation. This discussion period also Included Inform ation on the questions and types of questions and areas th a t would be or had been discussed w ith th e ir fa c u lty /a d m in is tra to rs who had p a rtic ip a te d In the s is te r college exchange program. Questions were as follow s: 1. Why did you Involve your In s titu tio n 1n s is te r college re la tio n ­ ships? 2. Why did you Involve your In s titu tio n In a s is te r college re la tio n s h ip w ith Lansing Community College? (In the case of President Gannon* the question was changed to read "National Taichung In s tit u te of Commerce and National Taipei In s tit u te o f Technology.") 3. What do you expect to achieve fo r your In s titu tio n , faculty* s t a f f , and students by having your In s titu tio n Involved 1n a s is te r college re la tio n s h ip w ith Lansing Community College? (In th e case of President Gannon* the question was changed to read "National Taichung In s t it u t e of Commerce and National Taipei In s tit u te of Technology.") 21*6 4. How do you see your ro le as a c h ie f executive o ffic e r 1n th e s is te r college relation ship ? 5. What are your goals fo r the exchange program? 6. Do you see a ll segments of your In s titu tio n involved 1n the s is te r college exchange program* I.e.* faculty* adm inistrators* c le r ic a l/ tech n ical* students? 7. On what c r it e r ia do you base selection of p a rtic ip a n ts 1n th is program? 8. Do you have s p e c ific programs th a t you fe el f i t b e tte r In to the s is te r college exchange? 9. In the case of In s titu tio n s 1n the Republic of China* do you requ ire approval from the M in is try of Education 1n order to have your college Involved In a s is te r college relationship? 10. How does the M in is try of Education view s is te r college r e la tio n ­ ships* and what type of ap p licatio n or c r it e r ia fo r approval 1s required from the M in istry of Education? 11. Do you designate a p a rtic u la r Individual and/or department a t your In s titu tio n to be responsible fo r s is te r college exchange programs? 12. How do you prepare p articip an ts* once selected* fo r th e ir s is te r college exchange experience? 13. What fin a n c ia l commitment does your In s titu tio n make to the s is te r college program? 14. What fin a n c ia l commitment does your In s titu tio n make to th e p a rticip an t? 15. What fin a n c ia l commitment do you expect a s is te r In s titu tio n to make? 16. What number of p a rtic ip a n ts do you feel should be Involved 1n the exchange program? (1n the actual exchange) 17. What a c tiv itie s * In s titu tio n a l and n o n ln s tltu tlo n a l* do you expect your f a c u lt y /s ta ff member to be Involved 1n w hile p a rtic ip a tin g in a s is te r college exchange experience? 18. Do you expect an In s tru c to r or other p a rtic ip a n t to be able to communicate 1n your language? 247 19. Based on the past experience (each In s titu tio n ), how can we b e tte r prepare fa c u lty , s t a f f , and students to p a rtic ip a te In a s is te r college experience? 20. Do you have an In tern atio n al education component 1n your curriculum to a s s is t In the preparation of students fo r d iffe r e n t c u ltu ra l experiences? 21. What suggestions do you have to improve the s is te r college program and relationships? 2*i8 DR. KIM QUESTIONNAIRE A separate questionnaire was developed to use 1n the In terview w ith Dr. Ta1 Sung K1m# D irecto r of In tern atio n al Programs a t Lansing Commu­ n ity College. This was done because of his unique experience and expertise 1n assisting to develop student study-abroad programs and s is te r college a ffilia tio n s # and adm inistering these among other in te r ­ national programs. Questions were as follow s: 1. What 1s your name? 2. What position do you hold a t your In s titu tio n ? 3. How long have you been a f f ili a t e d with your In s titu tio n ? 4. What 1s your educational background? 5. When and how were you f i r s t Involved 1n s is te r college programs? 6. What did you wish to accomplish? 7. What does the term " s is te r college re la tio n s h ip " mean to you? 8. What c r it e r ia 1s important fo r selecting a s is te r college? 9. How does the s is te r college exchange program b e n e fit Lansing Community College fa c u lty and s ta ff? 10. How does the s is te r college exchange program b e n e fit students? 11. How do you th in k the s is te r college program benefits th e community? 12. What do you expect Lansing Community College f a c u lt y /s ta ff to accomplish during an exchange? 13. What do you expect students to accomplish during an exchange? 14. What c r it e r ia do you fe el 1s important 1n the selection o f fa c u lty / adm inistrators to p a rtic ip a te In a s is te r college exchange? 15. What c r it e r ia do you fe el 1s important 1n th e selection o f students to p a rtic ip a te In a s is te r college exchange? 16. How do you recommend th a t p a rtic ip a n ts be prepared to gain the most b e n e fit from the exchange? 17. How do you th ink s is te r college a c t iv it ie s should be financed? 18. What suggestions do you have to Improve the s is te r college program and relationships? 2^9 EXCHANGE PARTICIPANT QUESTIONNAIRE Q uestionnaire fo r In d iv id u a ls who have p a rtic ip a te d 1n the s is te r co lleg e program between N ational Taichung In s t it u t e of Commerce or N ational Taipei In s t it u t e o f Technology and Lansing Community C ollege. In te rv ie w s fo r p a rtic ip a n ts from NTIC and NTIT were set up 1n th e Republic of China (Taiwan) a t th e In d iv id u a l's In s tit u tio n 1n accord­ ance w ith t h e ir teaching and/or a d m in is tra tiv e schedule. P a rtic ip a n ts 1n th e In te rv ie w s were confined to the In te rv ie w e r and the In terview ee (except on th e ra re occasion when an In te r p r e te r helped fo r c l a r i f i c a ­ tio n purposes). The in terview ees were a ll acquainted w ith the In te r ­ view er. The purpose fo r th e In tervie w was to obtain inform ation and feedback regarding experiences of p a rtic ip a n ts In the s is te r co lleg e program between National Taichung In s t it u t e of Commerce or National T aipei In s t it u t e o f Technology and Lansing Community College. Each In tervie w ee was advised th a t he would be quoted 1n th e d is s e rta tio n m a te ria l of the In te rv ie w e r. Questions were as fo llo w s : 1. What 1s your name? 2. What p o sitio n do you hold a t your In s titu tio n ? 3. How long have you been a f f i l i a t e d w ith your In s titu tio n ? 4. What 1s your educational background? 5. Why do you th in k you were selected by your President to p a rtic ip a te In th e s is te r co lleg e program w ith Lansing Community College? 6. What does a s is te r co lleg e re la tio n s h ip mean to you? the term " s is te r co lleg e r e la tio n s h ip ." 7. What are your career goals? 8. How do you fe e l th e s is te r co lleg e exchange program experience b e n e fits your career? 9. How do you fe e l the s is te r co lleg e exchange program experience b e n e fits your In s titu tio n ? students? colleagues? 10. How do you fe e l the s is te r co lleg e exchange program experience b e n e fits your community? 11. What does/d1d your In s tit u tio n expect you to accomplish w h ile you are/w ere Involved 1n the s is te r co lleg e exchange program? 12. What did your In s titu tio n /y o u do to prepare fo r your exchange experience? Please define 250 13. What do/did you expect of your host college 1n order to help you gain the most from the exchange experience? 14. How d1d/does your fa m ily feel about your selectio n and your being away from home fo r three to six months? 15. How are you financing your s is te r college exchanger and how does your In s titu tio n a s s is t you fin a n c ia lly during th is exchange program? 16. Have you liv e d or trav eled 1n the U.S./R0C previous to your s is te r college exchange? 17. What was your Image of the United States p rio r to your s is te r college exchange experience? 18. What 1s your Image of the United States a fte r liv in g th e re during your s is te r college exchange? Researcher's view of ROC before and a f te r s is te r college experience Is also lis te d 1n th is area. 19. What 1s your Impression of the s is te r college you v is ite d a fte r your exchange experience? 20. What ways have you added to or changed your teaching methods since you p a rtic ip a te d in the s is te r college exchange? 21. What was good about your s is te r college exchange experience? 22. How could the s is te r college exchange have been better? 23. How do you evaluate your experiences In the program? 24. How do you th in k your President evaluates your experience 1n the program? 25. Would you recommend th is s is te r college exchange program to your colleagues? 26. What suggestions do you have to Improve the s is te r college program and relation ship ? 251 QUESTIONNAIRE AND RESPONSES PRESIDENT WEN-SHION CHANG INTERVIEWED AUGUST 13, 1985 Q u e s tio n n a ire f o r c h ie f e x e c u tiv e o f f i c e r s (p r e s id e n ts ) o f N a tio n a l Taichung I n s t i t u t e o f Commerce o r N a tio n a l T a ip e i I n s t i t u t e o f Technology and Lansing Community C o lle g e . (These two i n s t i t u t i o n s from Taiwan were th e f i r s t e d u c a tio n a l i n s t i t u t i o n s in Taiwan w ith which Lansing Community C o lle g e e s ta b lis h e d s i s t e r c o lle g e r e la t io n s h ip s .) P re s id e n ts : D r. C l i f f o r d S. N. Yoh N a tio n a l Taichung I n s t i t u t e o f Commerce 129 Sanmin Road, S e c tio n I I I Taichung, Taiw an, R ep u b lic o f China D r. Chih Tang (P re s id e n t fo r 17 y e a rs u n t i l January 1, 1985) N a tio n a l T a ip e i I n s t i t u t e o f Technology 3 , S e c tio n 1, Hsin Shen South Road T a ip e i, Taiw an, R ep u b lic o f China D r. Wen-Shion Chang (New P re s id e n t as o f January 1, 1985) N a tio n a l T a ip e i I n s t i t u t e o f Technology (Q uestions f o r D r. Chang focus o n ly on commitment and fu tu r e r e la t io n s h ip s in c e he has not been in v o lv e d w ith th e Lansing Community C o lle g e s i s t e r r e la t io n s h ip u n t i l Jan u ary, 1985) D r. P h il ip J . Gannon Lansing Community C o lle g e P.O. Box 40010, 419 N orth C a p ito l Avenue L an sin g , M ichigan 489 01, U .S .A . In te r v ie w w ith each p re s id e n t was p reface d w ith d is c u s s io n o f o v e r a ll 3 i s t e r c o lle g e r e la t io n s h ip background in fo rm a tio n and i n t e r a c t i v e c o n v e rs a tio n . T h is d is c u s s io n p e rio d a ls o in clu d ed in fo rm a tio n on th e qu estio n s and typ es o f q u e stio n s and areas t h a t had been discussed w ith t h e i r f a c u lt y /a d m in is t r a t o r s who had p a r t ic ip a te d in th e s i s t e r c o lle g e exchange program . 252 Q uestions were as fo llo w s : 1. Why d id you in v o lv e your i n s t i t u t i o n re la tio n s h ip s ? in s i s t e r c o lle g e In o rd e r to share exp erien ces re g a rd in g p r o fe s s io n a l d u tie s and a c t i v i t i e s and c u l t u r a l backgrounds. S is t e r c o lle g e r e la tio n s h ip s are e s ta b lis h e d on a m u tu a lly b e n e f ic ia l b a s is f o r both i n s t i t u t i o n s and th ey b u ild and p ro v id e f o r p r o fe s s io n a l and c u l t u r a l exchange. Exchanges in c lu d e in fo rm a tio n and te a c h in g m a te r ia ls and exchanges p ro v id e o p p o r tu n itie s to c a r r y o u t j o i n t research p r o je c t s . A ls o , s i s t e r c o lle g e r e la tio n s h ip s p ro v id e , under c e r t a in circu m stan ces, o p p o r tu n itie s to h e lp s tu d e n t group v i s i t s to each o t h e r 's c o u n try . 2. Why did you in v o lv e your i n s t i t u t i o n in a s i s t e r c o lle g e r e la t io n s h ip w ith Lansing Community C ollege? ( I n th e case o f P re s id e n t Gannon, th e q u e stio n was changed to read " N a tio n a l Taichung I n s t i t u t e o f Commerce and N a tio n a l T a ip e i I n s t i t u t e o f T ec h n o lo g y .") N o n -a p p lic a b le to P re s id e n t Chang s in ce he became P re s id e n t o f N a tio n a l T a ip e i I n s t i t u t e o f Technology a f t e r th e s i s t e r c o lle g e r e la tio n s h ip had been e s ta b lis h e d w ith Lansing Community C o lle g e . In s e le c tin g s i s t e r c o lle g e s I c a r e f u l ly assess the c u rre n t s it u a t io n o f th e i n s t i t u t i o n re g a rd in g i t s s iz e o f e n ro llm e n t, i t s r o le in th e community, i t s program s, i t s background and h is t o r y , th e in t e r e s t o f th e c h ie f e x e c u tiv e o f f i c e r in e d u c a tio n a l programming and lo o k f o r support from th e Board o f T ru s te e s and f a c u lt y support f o r th e s i s t e r c o lle g e r e la t io n s h ip . 3. What do you expect to ach iev e f o r your i n s t i t u t i o n , f a c u l t y , s t a f f , and s tu d en ts by having your i n s t i t u t i o n in v o lv e d in a s i s t e r c o lle g e r e la t io n s h ip w ith Lansing Community C ollege? O ther f a c u lt y members can share what In s t r u c to r s Ben Chang and T a ih -D e r Yen have le a rn e d w h ile th ey were exchange p ro fe s s o rs a t Lansing Community C o lle g e . We must do more in advance to prepare them so t h a t when th e y r e tu r n th e y w i l l b e t t e r be a b le to t e l l t h e i r exp erien ces to o th e r f a c u lt y members. We would l i k e to o rg a n ize th e f a c u lt y members who have been v i s i t i n g p ro fe s s o rs a t Lansing Community c o lle g e so t h a t whenever guests a re h ere from Lansing Community C o lle g e th e y can again share e x p e rie n c e s . A ls o , we encourage them to keep in c o n ta c t w ith th e fr ie n d s th ey made w h ile a t Lansing Community C o lle g e so th a t t h e i r fr ie n d s h ip w i l l co n tin u e to grow. T h is w i l l a ls o h e lp keep th e s i s t e r c o lle g e r e la tio n s h ip grow ing. 253 I want to make sure t h a t a l l m a te r ia ls t h a t you c o lle g e shares a re placed in th e l i b r a r y to be shared w ith o th e r f a c u lt y members and s tu d e n ts . P ro fess o rs who p a r t ic ip a t e come back and b r i e f o th e rs in t h e i r departm ent on an in fo rm a l b a s is , and I w i l l encourage them to do so on a more fo rm a l b a s is . When f a c u lt y members have re tu rn e d from a Ph.D. program or a re s e a rc h program in o th e r c o u n trie s I have arranged fo r them to g iv e a one hour speech to a l l f a c u lt y in our c o lle g e . I would l i k e th e v i s i t i n g p ro fe s s o rs to b rin g back s lid e s o f th e i n s t i t u t e where they a re having t h e i r exchange exp e rie n c e and a ls o s lid e s showing the geographic a re a and d i f f e r e n t c u lt u r a l a c t i v i t i e s th e y have been in v o lv e d i n . They should a ls o ta k e a b r i e f i n g on N a tio n a l T a ip e i I n s t i t u t e o f Commerce to Lansing Community C o lle g e and be prepared to b r i e f your f a c u lt y , s t a f f and s tu d en ts on our i n s t i t u t i o n . They need t h is typ e o f audio v is u a l m a te r ia ls in o rd er to show t h e i r stu d e n ts what th e y have been doing and th e y can t r a n s la t e these m a te r ia ls in to th e Chinese language. H. How do you see your r o le as a c h ie f e x e c u tiv e o f f i c e r in th e s i s t e r c o lle g e r e la tio n s h ip ? My r o le is to work w ith th e M in is t r y o f Education to fu r th e r develop th e e x is t in g s i s t e r c o lle g e r e la tio n s h ip s and to encourage our f a c u lt y members to p repare them selves w e ll fo r p a r t ic ip a t io n in s i s t e r c o lle g e exchange program s. My p rim a ry r o le a t th e c u rre n t tim e is to c o n c e n tra te on making N a tio n a l T a ip e i I n s t i t u t e o f Technology th e v e ry b e s t e d u c a tio n a l i n s t i t u t e p o s s ib le . 5. What a re your goals f o r th e exchange program? Long term goals o f th e s i s t e r r e la t io n s h ip w ith Lansing Community C o lleg e in c lu d e : C a rry in g o u t th e exchange o f f a c u lt y members year by year and s h a rin g th e te a c h in g m a t e r ia ls , d u tie s and resources w ith each o th e r . I fo re s e e a b le n d in g o f te a c h in g methods and an opening o f com m unication. I would l i k e to see more c u l t u r a l area exchanges in th e area o f s tu d en t a r t and I would l i k e to see some p rom otio nal d is p la y s o f our i n s t i t u t i o n developed so th a t th ese m a te r ia ls can be sen t to your c o lle g e fo r b r i e f i n g s . 254 6. Do you see a l l segments o f your i n s t i t u t i o n in v o lv e d in th e s i s t e r c o lle g e exchange program , i . e . , f a c u l t y , a d m in is tr a to r s , c l e r i c a l / t e c h n i c a l , students? I t h in k i t would be r a t h e r d i f f i c u l t to arrange f o r s t a f f exchange, b u t th e re is no problem w ith s h o rt v i s i t s . That i s why we encourage a l l f a c u lt y and s t a f f to 3tudy Japanese, E n g lish or o th e r languages. The M in is t r y o f Education help s to support th a t ty p e o f exchange. They w i l l not pay the expenses f o r th e s h o rt v i s i t s , how ever. T hat is why we would a ls o l i k e to s e t up a s p e c ia l fo u n d a tio n to a s s is t w ith exchange programs. Funds can come from in d u s try and from p ro fe s s o rs who sign over t h e i r pay to th e i n s t i t u t e when th e y g et funds from s p e c ia l business or in d u s try p r o je c ts . 7. On what c r i t e r i a do you base s e le c tio n o f p a r t ic ip a n ts in t h is program? S e le c tio n i s based on t h e i r p ast perform ance in t h e i r te a c h in g jo b and th e exp e rie n c e in th e c o o p e ra tiv e programs. We encourage th e f a c u lt y members to g iv e something and then to r e c e iv e th e o p p o rtu n ity to be in v o lv e d . I t is a ls o based on t h e i r a b i l i t y in th e language program and th e need o f th e departm ent or the i n s t i t u t e ----- areas where we want e x tr a e x p e r tis e . T h is kind o f e x p e rie n c e cannot o n ly g iv e h e lp to th e c an d id ate th em selves, but a ls o can h e lp th e departm ent and the in s titu te . 8. Do you have s p e c if ic programs th a t you f e e l f i t b e t t e r in to the s i s t e r c o lle g e exchange? The s p e c ia l areas t h a t th e i n s t i t u t e wants to add e x p e r tis e would be th e areas t h a t we would promote fo r s i s t e r c o lle g e exchange. 9. In th e case o f i n s t i t u t i o n s in th e R epublic o f C hina, do you r e q u ir e app ro val from th e M in is t r y o f Education in o rd e r t o have your c o lle g e in v o lv e d in a s i s t e r c o lle g e r e la tio n s h ip ? Yes, th e a u th o r iz a tio n must come from th e M in is t r y o f E d u catio n . 255 10. How does th e M in is t r y o f Education view s i s t e r c o lle g e r e la t io n s h ip s , and what ty p e o f a p p lic a tio n or c r i t e r i a app ro val is re q u ire d from th e M in is t r y o f Education? fo r The M in is t r y o f Education w i l l n o rm a lly go along w ith th e recommendation o f th e p re s id e n t o f th e i n s t i t u t i o n . 11. Do you d e s ig n a te a p a r t ic u la r in d iv id u a l a n d /o r departm ent a t your i n s t i t u t i o n to be re s p o n s ib le f o r s i s t e r c o lle g e exchange programs? I have assigned t h is s i s t e r c o lle g e p r o je c t to th e Departm ent o f S tudent Job Placement and th e Department in charge o f th e c o o p e ra tiv e programs between ed u catio n and in d u s tr y . Anyone in te r e s te d in p a r t ic ip a t in g in the s i s t e r c o lle g e exchange must t a l k w ith th e heads o f both o f these departm ents and then th e y must a ls o have th e ap p ro v a l o f t h e i r own departm ent head and th e Dean o f Study as w e ll as th e Personnel D epartm ent. 12. How do you p rep a re p a r t ic ip a n t s , once s e le c te d , fo r t h e i r s i s t e r c o lle g e exchange experience? A fte r we have g iven p r e lim in a r y ap p ro val we get in touch w ith th e P re s id e n t o f th e s i s t e r c o lle g e where our p ro fe s s o r would l i k e to exchange and we r e c e iv e th e ap p ro val o f th e p re s id e n t to proceed w ith th e exchange p r e p a r a tio n . We then make c o n ta c t w ith a p ro fe s s o r in th e S ta te s who ha3 been here a t our i n s t i t u t i o n and ask f o r a d v ic e on p re p a rin g th e f a c u lt y member. I t is im p o rta n t to note t h a t we would hope t h a t b e fo re a f a c u lt y member a p p lie d th e y w i l l have had some in te n s iv e E n g lish co u rses. We then ask th e f a c u lt y member to s e t up a p lan in d ic a t in g what th e y would l i k e to le a r n a t th e s i s t e r c o lle g e both on th e campus o f th e s i s t e r c o lle g e and o u ts id e th e campus in th e community or in th e U n ited S ta te s . We a ls o ask a d v ic e from f a c u lt y members in our i n s t i t u t i o n who have been to th e U n ite d S ta te s . We suggest t h a t th e c a n d id a te c o lle c t m a te r ia ls on our i n s t i t u t i o n , our c i t y , our co u n try and a ls o c o l l e c t in fo rm a tio n on th e i n s t i t u t i o n , c i t i e s and co u n try th e y a re going to v i s i t . We ask them to g a th e r g i f t s and so u ven irs to ta k e w ith them. W h ile a t th e s i s t e r c o lle g e th e y must keep in c o n ta c t w ith w r it t e n re p o rts and be prepared to make a f i n a l r e p o r t when th e y r e tu r n to our i n s t i t u t i o n . I w i l l t r a n s f e r the l e t t e r s to o th e r f a c u lt y members in th e i n s t i t u t i o n so th ey understand what th e exchange 256 p ro fe s s o r i s le a r n in g and d o in g . A ls o , in a d d itio n to th e f i n a l r e p o r t when th e y r e tu r n to t h is i n s t i t u t i o n , I w i l l arran g e f o r them to make a speech to a l l f a c u lt y and s tu d e n ts . 13- What f in a n c i a l commitment does your i n s t i t u t i o n make to th e s i s t e r c o lle g e program? A ll budget funds come from th e M in is t r y o f Education and th e M in is t r y o f Education approves some funds to be u t i l i z e d fo r v i s i t o r s t o our C o lle g e , The M in is t r y o f Education a ls o approves th e r e g u la r pay going to exchange p ro fe s s o rs w h ile th e y a re a t s i s t e r c o lle g e s and p ro v id e s th e round t r i p t i c k e t and some l i v i n g a llo w an c e. 14. What f in a n c i a l commitment does your i n s t i t u t i o n make to the p a r tic ip a n t? Budget funds are j u s t not enough to make much o f a commitment to th e p a r t ic ip a n ts over and above what th e M in is t r y o f Education a llo w s , so t h a t is why we want to s e t up a fo u n d a tio n . 15. What f in a n c ia l commitment do you expect a s i s t e r i n s t i t u t i o n to make? To pay th e s a la r ie s and tr a n s p o r ta tio n and some l i v i n g allo w ance f o r t h e i r exchange f a c u lt y and s t a f f as we do through th e M in is t r y o f E d u c a tio n . 16. What number o f p a r t ic ip a n ts do you f e e l should be in v o lv e d in th e program? That should depend upon th e a v a i l a b i l i t y o f funds and th e need f o r s u b s titu te f a c u lt y as w e ll as th e need f o r c e r t a in departm ents to g ain e x p e r tis e in p a r t ic u la r a re a s . 17. What a c t i v i t i e s , i n s t i t u t i o n a l and n o n - i n s t i t u t i o n a l , do you expect your f a c u l t y / s t a f f member to be in v o lv e d in w h ile p a r t ic ip a t in g in a s i s t e r c o lle g e exchange exp erien ce? When our f a c u lt y members a re exchange p ro fe s s o rs a t Lansing Community C o lle g e I would l i k e them to have th e o p p o rtu n ity to teach Chinese c o n v e rs a tio n ; th e y can c o n c e n tra te le s s on a 257 p a r t ic u la r f i e l d and more on th e Chinese language. I have a hope t h a t th e y can a ls o have an o p p o rtu n ity fo r fa c to r y exp erien ce a n d /o r s p e c ia l v i s i t s to business and in d u s tr y w h ile th e y a re a t Lansing Community C o lle g e . 18. Do you expect an in s t r u c to r or o th e r p a r t ic ip a n t to be a b le to communicate in your language? I t would be v e ry w o n d e rfu l, b u t i f th ey speak E n g lis h s lo w ly and w ith p a tie n c e , th en our s tu d en ts and f a c u lt y members can understand them and le a r n E n g lis h and a ls o th ey can le a r n th e Chinese language a t th e same tim e . 19. Based on p ast e x p e rie n c e , (each i n s t i t u t i o n ) how can we b e t t e r p rep are f a c u l t y , s t a f f and stu d en ts to p a r t ic ip a t e in a s i s t e r c o lle g e exp e rie n c e and program? I have emphasized t h a t th ey should make a plan re g a rd in g what th ey expect to study and als o encourage them to study a t M ichigan S ta te U n iv e r s ity w h ile th e y are a t Lansing Community C o lle g e . 2 0 . Do you have an i n t e r n a t io n a l e d u c a tio n component in your c u rric u lu m to a s s is t in the p re p a ra tio n o f stu d en ts f o r d i f f e r e n t c u lt u r a l experien ces? We do not have an in t e r n a t io n a l component l i s t e d as such, b u t we s tre s s t h a t th e p ro fe s s o rs who have a lre a d y been in v o lv e d in overseas programs h e lp th e new p ro fe s s o rs who a re becoming in v o lv e d . A ls o , we encourage everyone to ta k e o p p o r tu n itie s to v i s i t w ith our guests from d i f f e r e n t c o u n trie s and we p ro vid e o p p o r tu n itie s f o r our guests to le c t u r e and t a l k w ith our stu d en ts and f a c u lt y members. We a ls o ask our p ro fe s s o rs who are p re p a rin g fo r exchange exp erien ces t o ta k e th e in te n s iv e E n g lis h language s tu d ie s . 2 1 . What suggestions do you have to improve th e s i s t e r c o lle g e program and r e la tio n s h ip s ? I b e lie v e t h a t th e p re -p la n n in g is v e ry im p o rta n t t o making t h is program a success and continued c o o p e ra tiv e communication w ith our s i s t e r c o lle g e s is im p o rta n t to keep th e lin e s o f communication open. Sh aring th e plan s w ith each o th e r is h e lp f u l to th e communication between our c o lle g e s . 258 QUESTIONNAIRE AND RESPONSES PRESIDENT PHILIP J . GANNON INTERVIEWED SEPTEMBER 13, 1985 Q u e s tio n n a ire fo r c h ie f e x e c u tiv e o f f i c e r s (p r e s id e n ts ) o f N a tio n a l Taichung I n s t i t u t e o f Commerce or N a tio n a l T a ip e i I n s t i t u t e o f Technology and Lansing Community C o lle g e . (These two i n s t i t u t i o n s from Taiwan were th e f i r s t e d u c a tio n a l i n s t it u t io n s in Taiwan w ith which Lansing Community C o lle g e e s ta b lis h e d s i s t e r c o lle g e r e l a t i o n s h ip s , ) P re s id e n ts : D r. C l i f f o r d S. N. Yoh N a tio n a l Taichung I n s t i t u t e o f Commerce 129 Sanmin Road, S e c tio n I I I T aichu ng, Taiw an, R epublic o f China D r. Chih Tang (P re s id e n t fo r 17 yea rs u n t i l January 1, 1985) N a tio n a l T a ip e i I n s t i t u t e o f Technology 3 , S e c tio n 1, H sin Shen South Road T a ip e i, Taiw an, R epublic o f China D r. Wen-Shion Chang (New P re s id e n t as o f January 1, 1985) N a tio n a l T a ip e i I n s t i t u t e o f Technology (Q uestions fo r D r. Chang focus o n ly on commitment and fu tu r e r e la t io n s h ip sin ce he has n o t been in v o lv e d w ith — th e Lansing Community C o lle g e s i s t e r r e la t io n s h ip u n t i l Jan uary, 1 9 8 5 .) D r. P h il ip J . Gannon Lansing Community C o lleg e P.O . Box 40010, 419 North C a p ito l Avenue Lan sin g , M ichigan 489 01, U .S .A . In te r v ie w w ith each p re s id e n t was p refaced w ith d is c u s s io n o f o v e r a ll s i s t e r c o lle g e r e la t io n s h ip background in fo rm a tio n and in t e r a c t i v e c o n v e rs a tio n . T h is d is c u s s io n p e rio d a ls o in c lu d e d in fo rm a tio n on th e q u e stio n s and types o f q u estio n s and area s t h a t had been discussed w ith t h e i r f a c u lty /a d m in is t r a to r s who had p a r t ic ip a te d in th e s i s t e r c o lle g e exchange program. 259 Q uestions were as fo llo w s : 1. Why d id you in v o lv e your i n s t i t u t i o n r e la tio n s h ip s ? in s i s t e r c o lle g e a . To improve c u rric u lu m and to develop a more fo rm a liz e d approach to in v o lv e f a c u lt y , s t a f f , and stu d e n ts in in t e r n a t io n a l programming. By e s ta b lis h in g s i s t e r c o lle g e r e la tio n s h ip s we have a comparable i n s t i t u t i o n t h a t has a s tr u c tu r e t h a t a llo w s i t to v e ry e a s ily f a c i l i t a t e th e exchange work and v i s i t s o f f a c u lt y , s tu d e n ts , a d m in is tr a to r s . b . S is t e r c o lle g e agreements remove in t e r n a t io n a l ed u catio n from an in fo rm a l arrangem ent and makes i t p a r t o f i n s t i t u t i o n a l p o lic y and procedure; i t f a c i l i t a t e s in d e p th t r a in i n g w ith programming o p p o r tu n itie s having long term im pact over and above th e in d iv id u a l commitment o f th e CEO. ( 1 .a ) How d id you b u ild th e sup port o f the Board o f T ru s te e s fo r s i s t e r c o lle g e a f f i l i a t i o n s ? (T h is q u e stio n was asked o f P re s id e n t Gannon because o f th e p o lic y -m a k in g r o le o f th e Board o f T ru s te e s in M ic h ig a n . Both N a tio n a l Taichung I n s t i t u t e o f Commerce and N a tio n a l Taichung I n s t i t u t e o f Technology o n ly need MOE a p p ro v a l. Since th ey a re p u b lic i n s t i t u t i o n s th e y do n o t have a Board o f T ru s te e s or any Board between th e i n s t i t u t i o n and th e MOE.) By c a r e f u l l y , on a o n e -to -o n e b a s is , e x p la in in g how t h is program b e n e fits th e community, th e c o lle g e , s tu d e n ts , and how i t f i t s in to th e r o le o f th e i n s t i t u t i o n . We have a ls o in v o lved th e Board in o f f i c i a l m eetings w ith v i s i t i n g c o lle g e a d m in is tr a to r s , C h ie f E xecu tiv e O f f ic e r s , and exchange p ro fe s s o r. T h is program a ls o has a t i e - i n w ith th e commitments o f lo c a l business and in d u s tr y and governm ental a g e n c ie s . The r o le t h a t we p la y in th e s i s t e r c o lle g e r e la tio n s h ip s w ith th e knowledge gained re g a rd in g the co u n try and c u ltu r e business and in d u s tr y o f th e s i s t e r c o lle g e is h e lp f u l in th e m arketp lace economy o f both c o u n tr ie s . Where i t has been p o s s ib le , th e Board members have been encouraged to v i s i t our s i s t e r c o lle g e s to le a r n fir s th a n d th e ty p e o f c o lle g e w ith which we a re c o o p e ra tin g . A ls o , t h is p ro v id e s an o p p o rtu n ity f o r Board members to develop t h e i r in d iv id u a l o p in io n re g a rd in g th e im portance and n e c e s s ity o f s i s t e r c o lle g e a f f i l i a t i o n s . A ls o , on a tim e ly and r e g u la r b a s is I have kep t th e Board members inform ed o f in t e r n a t io n a l program a c t i v i t i e s a t th e c o lle g e and have advised them o f o p p o r tu n itie s to be in v o lv e d w ith o r g a n iz a tio n on our c o u n try t h a t have con ferences o r p ro vid e in fo rm a tio n on th e need fo r i n t e r n a t io n a l development f o r our c o u n try 's f u t u r e . P a r t o f th e m is s io n s ta te m e n t o f th e i n s t i t u t i o n r e l a t e s to i n t e r n a t i o n a l i z i n g th e c u r r ic u lu m and know ledge o f our s e n s i t i v i t y t o th e w o rld m a r k e tp la c e , t h e r e f o r e , we have been a b le t o 3 e t a s id e bud g et a l l o c a t i o n f o r v i s i t i n g s c h o la rs and s tu d e n ts t o h e lp c a r r y out th e m ission o f th e c o lle g e . P a rt o f t a c t i c a l and s t r a t e g ic p la n n in g f o r th e i n s t i t u t i o n ' s f u tu r e r e la t e s to the in te r n a tio n a l/in te r d e p e n d e n t w orld fo r which we a re p re p a rin g s tu d e n ts . I t i s my d u ty to develop procedures and programs th a t w i l l c a r r y out th e p o lic y and m ission o f our c o lle g e . An " In t e r n a t io n a l Update" has been added to th e Agenda o f every Board o f T ru s te e s m eeting agenda. Why d id you in v o lv e your i n s t i t u t i o n in a s i s t e r c o lle g e r e la tio n s h ip w ith " N a tio n a l Taichung I n s t i t u t e o f Commerce and N a tio n a l T a ip e i I n s t i t u t e o f T echnology." A number o f years ago i t came to my a t te n tio n th a t our co u n try was in v o lved in th e need f o r t r a in in g o f people in m arketin g w ith a s e n s i t i v i t y to th e in t e r n a t io n a l m a rk e tp la c e . A number o f c o u n trie s were making s i g n i f i c a n t progress in t h e i r economy and in in t e r n a t io n a l t r a d e . One o f these c o u n trie s was Taiwan — one o f f th e fo u r dragons o f Southeast A sia (O th e rs were Hong Kong, Singapore and J a p a n ). W ith in Taiwan were two o u ts ta n d in g Ju n io r c o lle g e s , one in te c h n ic a l ed u catio n and one in business e d u c a tio n . Through v i s i t i n g those i n s t it u t io n s under an i n v i t a t i o n from th e R epublic o f China (Taiwan M in is t r y o f E d u catio n , were a b le to a f f i l i a t e our C o lleg e w ith both o f these i n s t it u t io n s N a tio n a l T a ip e i I n s t i t u t e o f Technology and N a tio n a l Taichung I n s t i t u t e o f Commerce. They both have c h ie f e x e c u tiv e o f f i c e r s committed to the im portance o f in t e r n a t io n a l e d u c a tio n ; th e y have a r e p u ta tio n fo r fo llo w -th ro u g h ; th e y a re both s o p h is tic a te d , exp erien ced le a d e rs had th e sup port o f t h e i r own f a c u l t y , s t a f f and stu d en ts and th e M in is t r y o f E d ucatio n; and th e r e fo r e could c a r r y out t h e i r commitment. In many cases, we have i d e n t ic a l programs, and we are s im ila r in e n ro llm e n t. We can le a r n a g re a t d ea l from both o f th ese c o lle g e s . P lan n in g fo r fu tu r e programming was very comparable among these th re e in s titu tio n s . What do you expect to ach ieve f o r your i n s t i t u t i o n , f a c u lt y , s t a f f , and stu d en ts by having your i n s t i t u t i o n in v o lv e d in a s i s t e r c o lle g e r e la t io n s h ip w ith Lansing Community C ollege? C urriculum improvement; more involvem ent o f f a c u l t y /s t a f f / s t u d e n t s in exchanges and in le a r n in g to work w ith exchange p ro fe s s o rs or v i s i t i n g sc h o la rs to le a r n from them as th ey in c re a s e t h e i r knowledge in fo r e ig n c u lt u r e s . T h is w i l l a id in i n t e r n a li z in g in a broader sense, th e I n s t i t u t i o n ' s m ission as i t r e la t e s to a l l segments o f the i n s t i t u t i o n . There w i l l be g r e a te r s e n s i t i v i t y to f a c i l i t y and s i t e p lan n in g as w e ll as equipm ent; exchange o f in fo rm a tio n and knowledge o f o th e r c u ltu r e s w i l l h o p e fu lly s tim u la te our f a c u lt y and stu d e n ts to in c re a s e th e r ig o r s o f our c u rric u lu m , keeping i t updated to be s e n s it iv e to th e r a p id ly changing environm ent o f th e w orld m a rk e tp la c e . S tudents in these two s i s t e r i n s t it u t io n s work h a rd e r, lo n g e r and are more competent in t h e i r s p e c i a lt y th a n our s tu d e n ts . C u r r ic u la know ledge from th e s e i n s t i t u t i o n s w i l l be h e l p f u l f o r our f a c u l t y and s tu d e n ts to in c re a s e th e r i g o r s in our i n s t i t u t i o n i n o rd e r t o compete in th e w o rld m a r k e tp la c e . A ls o th e s e s i s t e r c o lle g e r e la t i o n s h i p s p r o v id e th e o p p o r tu n it y to le a r n a d m in is t r a t iv e approaches t h a t can be h e l p f u l and in n o v a t iv e in our i n s t i t u t i o n ; know ledge o f o th e r c u lt u r e s g a in e d as i t r e l a t e s t o h i s t o r y , g o v e rn a n c e , b u s in e s s p r a c t ic e s and p a t t e r n s , th e b u d g e tin g p ro c es s i n s i s t e r i n s t i t u t i o n s as w e ll as th e e d u c a tio n a l system s should be h e l p f u l to u s . A ls o , we a re u s in g th e s i s t e r c o lle g e a f f i l i a t i o n s to p ro v id e f i e l d work e x p e r ie n c e to a l l segments o f our i n s t i t u t i o n , f a c u l t y , s t a f f and s tu d e n ts . T h is w i l l h e lp them b e t t e r u n d e rstan d o u r own c o u n try and be b e t t e r a b le to e v a lu a te b oth c o u n tr ie s and system s and perhaps b le n d th e b e s t o f b o th systems to g e th e r f o r a b e t t e r system e s p e c i a l l y as i t r e l a t e s t o e d u c a tio n and e d u c a tio n 's in v o lv e m e n t w ith b u s in e s s , in d u s t r y and g overn m en t. T h is a ls o p ro v id e s th e im p etu s f o r lan g u ag e developm ent i n o u r own c u rr ic u lu m and f o r o u r own f a c u l t y s t a f f and s tu d e n ts . What do you see as y o u r r o l e as a c h i e f e x e c u tiv e o f f i c e r in th e s i s t e r c o lle g e r e la t io n s h ip ? My r o l e as c h i e f e x e c u tiv e o f f i c e r i s t o c a r r y o u t o f f i c i a l fu n c tio n s as i t r e l a t e s t o b e in g w i l l i n g t o commit tim e a ll o c a t i o n i n t o in s p e c tio n v i s i t s , m e e tin g s , p r e p a r a tio n o f m a t e r i a l s and in -s e r v ic e t r a in in g . I t i s im p o r ta n t f o r me to d e v e lo p and u n d e rs ta n d in g o f th e c u lt u r e and lan g u ag e o f a l l segments o f th e s i s t e r c u l t u r e and c o lle g e ; s e t up l i n e s o f com m unication so t h a t t h e r e i s an o v e r a l l p ro c e d u re e s t a b lis h e d f o r th e s i s t e r c o lle g e p rogram s; d e v e lo p a p p r o p r ia t e e v a l u a t i v e m easures and c o n f i d e n t i a l l i n e s o f com m unication so t h a t im provem ent and re v ie w can be a ccom plished as i t r e l a t e s t o v i s i t o r s , b u s in e s s , and a c t i v i t i e s o f p e rs o n n e l d u r in g t h e i r exchange p rogram s. T h is i s a p a r t o f th e c h i e f e x e c u tiv e o f f i c e r r e s p o n s i b i l i t i e s as i t r e l a t e s to e x t e r n a l r e l a t i o n s i n b e in g a l e r t to program s t h a t w i l l h e lp p re p a re our f a c u l t y and s tu d e n ts to be p re p a re d f o r to d a y ’ s and tom orrow ’ s s m a lle r w o r ld . What a re your g o a ls f o r th e exchange program? a. P r im a r i l y to im prove our own i n s t i t u t i o n ' s c u r r ic u lu m , e s p e c i a l l y a3 i t r e l a t e s t o lan guage and r ig o r o u s , th o ro u g h e d u c a tio n a l program s w ith t i g h t c u r ric u lu m d e s ig n w hich b le n d th e v e ry b e s t t h e o r e t i c a l approach w ith th e a p p lie d a p p ro a c h . b. To p ro v id e a pathw ay f o r o u r f a c u l t y / s t a f f / s t u d e n t s t o have exchange o p p o r t u n it ie s w ith a n o th e r e d u c a tio n a l system in a n o th e r c u l t u r e w ith i t s a tte n d a n t o p p o r t u n it ie s to l i v e i n and i n t e r a c t w ith a n o th e r c u l t u r e and i t s s o c i e t y . 262 c . To s tre n g th e n th e concept t h a t th e U .S . i s n o t th e top d e c is io n -m a k e r in th e w orld and t h a t i t ta k e s c o o p e ra tiv e le a r n in g exp erien ces to develo p th e b es t approaches to g a in in g knowledge and d e v elo p in g s tro n g e r b u s in e s s , governm ental and e d u c a tio n a l t i e s across the w o rld . d . To develop b rid g e s o f u n d ersta n d in g between e d u c a tio n a l systems and c u ltu r e s ; e. And, t o h e lp s tre n g th e n th e r o l e o f community c o lle g e s in the ed u catio n and t r a in i n g f o r business and in d u s tr y needs in to d a y ’ s g lo b a l m a rk e tp la c e . 6. Do you see a l l segments o f your i n s t i t u t i o n in v o lv e d in th e s i s t e r c o lle g e exchange program , i . e . , f a c u l t y , a d m in is tr a to r s , c l e r i c a l / t e c h n i c a l , students? Yes, a b s o lu te ly . That i s th e o n ly way you can move ahead you to ta l in s titu tio n . I f you have Just a s m all segment o f th e I n s t i t u t i o n in v o lv e d , o th e rs w i l l f e e l t h a t you are u t i l i z i n g the i n s t i t u t i o n ’ s reso u rces w ith o u t f u l l p a r t i c i p a t i o n . T h is i s a t o t a l team e f f o r t , and i f a l l p a r t ic ip a t e you have t h e i r commitment to le a r n and to g ain th e knowledge necessary t o h e lp our stu d e n ts be not o n ly a d e q u a te ly prepared b u t as w e ll-p re p a re d as we can p o s s ib ly h e lp them to b e. 7, On what c r i t e r i a program? do you base s e le c tio n o f p a r t ic ip a n t s in t h is T h is would v a ry w ith th e group in v o lv e d ; but as a r u l e , we would lo o k f o r th e fo llo w in g t r a i t s and a b i l i t i e s : a . W illin g n e s s to be a g o o d w ill ambassador f o r th e c o lle g e , th e s t a t e , th e n a tio n , and th e U n ite d S ta te s ; b. W illin g n e s s to make a lo n g -te rm commitment to th e i n s t i t u t i o n ; c . A cad em ically and p r o f e s s io n a lly competent in t h e i r f i e l d s re g a rd le s s o f t h e i r p o s itio n in th e c o lle g e so th e y can r e l a t e to t h e i r c o u n te rp a rts in th e s i s t e r i n s t i t u t i o n ; d. E n th u s ia s tic and w ith p erso n al and i n t e l l e c t u a l i n t e g r i t y ; e . W illin g n e s s to commit t h e i r tim e and energy to le a r n in g a language and background in fo rm a tio n on a d i f f e r e n t co u n try and c u ltu r e ; 263 f . W illingness to assist to exchange fa c u lt y /s t a f f and students coming to our in s titu tio n ; g. W illingness to retu rn and develop reports and share the inform ation with other segments o f the college and the community. 8. Do you have s p e c if ic programs t h a t you f e e l f i t s i s t e r c o lle g e exchange? b e t t e r in t o the Y es. There a re s p e c if ic area s in each d iv is io n o f the t o t a l i n s t i t u t i o n t h a t not o n ly f i t w e ll in t o th e exchange program co n cept, b u t t h a t i t i s im p e ra tiv e we are ready to exchange. These in c lu d e : Language, m athem atics, s c ie n c e , b u s in e ss, te c h n ic a l areas such as e le c t r o n ic s and e l e c t r i c a l e n g in e e rin g , computer in te g r a te d m a n u fa c tu rin g , h e a lth programs. We need to lo o k a t our own s tre n g th s and share those programs w ith our s i s t e r c o lle g e s ; assess where we need to improve and ask th a t s i s t e r c o lle g e s share t h e i r programs in those areas w ith u s . T h is w i l l make both i n s t i t u t i o n s s tro n g e r and w i l l p ro v id e le a r n in g fo u n d a tio n s from each o t h e r . T h is c r o s s - c u lt u r a l approach w i l l a ls o s tre n g th e n th e r ig o r s o f both i n s t i t u t i o n s as we look to g e th e r f o r s o lu tio n s which can be adapted to our own and o th e r c u lt u r e s . 9. In th e case o f i n s t it u t io n s in th e R epublic o f C h ina, do you re q u ir e ap p ro val from th e M in is t r y o f Education in o rd e r to have your c o lle g e in v o lv e d in a s i s t e r c o lle g e program? N o n -a p p lic a b le to Lansing Community C o lle g e . 10. How does th e M i n i s t r y o f E d u c a tio n v ie w s i s t e r c o lle g e r e l a t i o n s h i p s , and what ty p e o f a p p l ic a t i o n o r c r i t e r i a a p p ro v a l i s r e q u ir e d from th e M i n i s t r y o f E d u c atio n ? fo r N o n -a p p lic a b le t o L a n s in g Community C o lle g e . 1 1. Do you d e s ig n a te a p a r t i c u l a r i n d i v i d u a l a n d /o r d e p a rtm e n t a t your i n s t i t u t i o n t o be r e s p o n s ib le f o r s i s t e r c o lle g e exchange programs? Y es. In t h i s c a s e , our D ir e c to r o f I n t e r n a t io n a l Programs, Dr. 264 T a i Sung Kirn, i s re s p o n s ib le f o r th e s i s t e r - e o ll e g e programs and development o f in t e r n a t io n a l ed u catio n programs fo r th e o v e r a ll in s titu tio n . H is o f f i c e o f I n t e r n a t io n a l Education f i t s in th e Business In d u s tr y I n s t i t u t e , and he works w ith a l l d iv is io n s o f th e i n s t i t u t i o n to develo p program s. Each Dean o f each d iv is io n is a ls o re s p o n s ib le f o r t h e i r d i v i s io n 's c u rric u lu m developm ent, and D r. Kim can o n ly suggest c u rric u lu m changes. The s p e c ia l programs such as th e Japan Adventure and s p e c ia l c o n s u lta n c ie s or t r a in in g fo r business and in d u s tr y developed by th e D ir e c t o r o f In t e r n a t io n a l Programs n e c e s s a rily c a l l s f o r th e co o p e ra tio n o f academic and s e r v ic e d iv is io n s b e fo re i t can s u c c e s s fu lly proceed. D r. Kim in many cases, serves as a f a c i l i t a t o r c o o rd in a to r fo r th ese i n t e r - d i v i s i o n a l programs. 12. How do you prepare p a r t ic ip a n t s , once s e le c te d , fo r t h e i r s i s t e r c o lle g e exchange exp erien ce? I'm a f r a id t h a t we do not p repare p a r t ic ip a n ts in exchange programs as c a r e f u l ly as we should in th e area o f language development and c u l t u r a l o r ie n t a t io n , and t h a t is an assignment t h a t has been g iven to D r . Kim. We need to develop an approach t h a t w i l l more fo r m a liz e the s e le c t io n p rocess, th e necessary background knowledge, th e language t r a in i n g component, and the background necessary so t h a t th e p a r t ic ip a n t i s prepared to teach in a s i s t e r c o lle g e . A handbook needs to be developed t h a t w i l l o u t lin e r e s p o n s i b il it i e s , d u t ie s , e x p e c ta tio n s , l i v i n g arrangem ents, f in a n c i a l c o n d itio n s , e t c . so t h a t each p a r t ic ip a n t is prepared to s tu d y , le a r n , te a c h , l i v e , and make fr ie n d s in ano ther c u ltu r e and c o u n try . The p re p a ra tio n is one o f th e most im p o rta n t p a rts o f d e v elo p in g a s u c cess fu l program and making fo r a su c cess fu l e x p e rie n c e o ve rs e a s . The handbook a ls o needs to c o n ta in d e f i n i t i v e in fo rm a tio n re g a rd in g e x p e c ta tio n s o f th e personnel when th e y r e tu r n to Lansing Community C o lle g e . 13. What f in a n c ia l commitment does your i n s t i t u t i o n make to th e s i s t e r c o lle g e program? We p ro vid e fo r some in t e r n a t io n a l ed u catio n funds in our o v e r a ll c o lle g e budget; m a t e r ia ls , re s o u rc e s , s a l a r i e s , fu n c tio n s o f the d ep artm ents, c u rric u lu m design and developm ent. A l l t h is i s an i n t e g r a l p a r t o f th e i n s t i t u t i o n and th ese a re committed to h e lp our f a c u l t y / s t a f f and stu d e n ts le a r n and a ls o these i n s t i t u t i o n a l resou rces are provided to enhance th e le a r n in g e x p erien ces o f s i s t e r c o lle g e personnel coming to t e a c h /s tu d y /le a r n a t our c o lle g e . We do not want t h is to become m erely an approach to overseas t r a v e l fo r f a c u l t y / s t a f f and s tu d e n ts . 265 I t i s im p o rta n t t h a t a l l segments o f th e i n s t i t u t i o n understand th e im portance o f t h e i r involvem ent and commiting i n s t i t u t i o n a l funds w i l l b e s t dem onstrate t h i s commitment. There i s much more in t e r e s t and involvem ent In th e case o f th e Japan Adventure Program w ith f a c u lt y members te a c h in g In Japan and deans and o th e r a d m in is tr a to r s having the o p p o rtu n ity to le a r n fir s th a n d how th e program o p e ra te s in Japan. I f th e program o n ly to o k p lace a t th e P r e s id e n t’ s o f f i c e l e v e l , i t would be to o narrow to s u r v iv e . The t o t a l i n s t i t u t i o n must be in v o lv e d . We h e lp p ro v id e hou sing , fo o d , in -c o u n tr y t r a v e l , in s u ra n c e , c u l t u r a l a c t i v i t i e s and p ro fe s s io n a l development a c t i v i t i e s fo r v i s i t i n g p ro fe s s o rs from s i s t e r c o lle g e s . 1*1. What f in a n c ia l commitment does your i n s t i t u t i o n make to the p a r tic ip a n t? The p a r t ic ip a n t ’ s s a la r y i s continued w h ile te a c h in g /s tu d y in g /le a r n in g In th e s i s t e r c o lle g e ; a ls o a l l employee b e n e fit s a re co n tin u ed ; and some l i v i n g expenses are p ro v id e d . I f th e employee wishes to ta k e h is /h e r spouse or f a m ily , th e f in a n c ia l r e s p o n s ib ilit y is t h e i r s ; however, we are as h e lp f u l as p o s s ib le in making arrangem ents fo r hou sing , t r a v e l , e tc . A ls o , a l l te a c h in g m a te r ia ls and resou rces a re provided fo r the f a c u l t y / s t a f f members. 15. What f in a n c ia l commitment do you expect a s i s t e r i n s t i t u t i o n to make? I t would seem t h a t our s i s t e r c o lle g e s should make the same i n s t i t u t i o n a l commitment to in t e r n a t io n a l e d u c a tio n . They have committed them selves to sending exchange f a c u lt y here and su p p o rtin g th e program; th e y have a ls o been v e ry h e lp f u l in p ro v id in g hou sing , food and p a r t ic ip a t io n in c u lt u r a l a c t i v i t i e s , in -c o u n tr y t r a v e l , p ro fe s s io n a l a c t i v i t y involvem ent f o r p a r t ic ip a n t s . 16. What number o f p a r t ic ip a n t s do you f e e l should be in v o lv e d in the program? ( I n th e a c tu a l exchange.) As each i n s t i t u t i o n becomes more s o p h is tic a te d and exp erien ced in w orking w ith th e s i s t e r c o lle g e program in d iv id u a l in s t it u t io n s w i l l e s ta b lis h a s t r a t e g ic p lan to determ in e what th e y a re t r y in g to accom plish and on t h a t b a s is th e numbers o f p a r t ic ip a n ts w i l l be re s o lv e d . Numbers w i l l be based on what th e i n s t i t u t i o n is 266 t r y in g to a c h ie v e . I t could in v o lv e a la r g e r number w ith a mix o f f a c u l t y , s t a f f and stu d en ts fo r c e r t a in e v e n ts ; and a t o th e r tim es one exchange p ro fe s s o r could accom plish what th e i n s t i t u t i o n d e s ir e s ; i t a l l depends on what th e i n s t i t u t i o n i s a tte m p tin g to accom plish a t a g iven p o in t in tim e . 17. What a c t i v i t i e s , i n s t i t u t i o n a l and n o n - i n s t i t u t i o n a l , do you expect your f a c u l t y / s t a f f member to be in v o lv e d in w h ile p a r t ic ip a t in g in a s i s t e r c o lle g e exchange exp erien ce? I hope t h a t t h e i r e x p e rie n c e w i l l be maximized w ith o p p o r tu n itie s fo r p ro fe s s io n a l and c u l t u r a l a c t i v i t i e s so t h a t t h e i r involvem ent in a fo r e ig n c u lt u r e becomes more t o t a l l y in te g r a te d and t h a t th e y then can e v a lu a te th e s tre n g th s and weaknesses o f a d i f f e r e n t s o c ie ty more s y m p a th e tic a lly . P a r t ic ip a t io n w ith t h e i r co lle a g u e s is im p o rtra n t so t h a t th e y become a p a r t o f th e t o t a l s is t e r c o lle g e and understand th e s i s t e r c o lle g e from an o v e r a ll view o f g a in in g as much knowledge as p o s s ib le ; not Just g a in in g knowledge in t h e i r p a r t ic u la r s u b je c t a r e a . At th e co n clu sio n o f the exchange e x p e rie n c e , I hope t h a t th ey w i l l f e e l t h a t th e y a re a p ro fe s s io n a l member o f th e s t a f f o f th e s i s t e r c o lle g e w ith p erso n al frie n d s h ip s e s ta b lis h e d t h a t w i l l c o n tin u e over th e years so t h a t p erso n al and i n s t i t u t i o n a l r e la tio n s h ip s w i l l be strengthened on a p e o p le -to -p e o p le b a s is . The netw ork o f fa m ily to fa m ily w i l l permeate th e community as w e ll as th e i n s t i t u t i o n in t h i s manner. I hope t h a t th e y base t h e i r id e a ls on th e prem ise th a t le a r n in g is a l i f e t i m e e x p e rie n c e based upon personal i n i t i a t i v e t h a t w i l l e n ric h th e p a r t ic ip a n t 's fa m ily l i f e as w e ll as th e i n s t i t u t i o n a l l i f e . A ls o , as w e ll as th e im p o rta n c e o f th e c u l t u r a l l i f e , I hope t h a t each p a r t i c i p a n t w i l l c a r e f u l l y s tu d y th e t o t a l c u r ric u lu m and i n s t i t u t i o n as w e l l as th e o v e r a l l e d u c a tio n a l system o f th e R e p u b lic o f C hina (T a iw a n ) and w i l l ta k e tim e to s tu d y th e b u s in e s s and i n d u s t r i a l p r a c t ic e s as w e l l as th e g o v e rm e n ta l s t r u c t u r e so th e y can r e t u r n w ith an o v e r a l l in d e p th know ledge o f a f o r e ig n c u l t u r e . 18. Do you exp ect an in s t r u c t o r or o th e r p a r t ic ip a n t to be ab le to communicate in your language? I t i s h e l p f u l , and t y p i c a l l y a l l p a r t i c i p a n t s in th e s i s t e r c o lle g e s in th e R e p u b lic o f China (T a iw a n ) have had s ix y e a rs o f E n g lis h lan g u ag e s tu d y p r i o r t o t h e i r becoming a f a c u l t y / s t a f f member. E n g lis h has been a common d e n o m in a to r. How ever, i t i s becoming more and more a p p a re n t t h a t we must be more s e n s i t i v e to o th e r lan g u ag e s and where p o s s ib le , make e f f o r t s t o u n d e rs ta n d and speak th e lan g u ag e o f our s i s t e r c o l l e g e 's c o u n tr y . We a ls o p ro v id e E n g lis h as a Second Language co urses (E LS ) f o r any 267 v i s i t i n g p ro fe s s o r who w ishes to p a r t ic ip a t e to sharpen h is /h e r s p e a k in g /lis te n in g s k i l l s . 19. Based on p ast e x p e rie n c e , how can we (each i n s t i t u t i o n ) b e t t e r p repare f a c u l t y , s t a f f and stu d e n ts to p a r t ic ip a t e in a s i s t e r c o lle g e experience? We need to document th e e x p erien ces t h a t have a lre a d y taken p lace and p ro v id e o p p o r tu n itie s fo r s h a rin g o f in fo rm a tio n from those exchanges. T h is s h a rin g can ta k e p lace on both fo rm al and in fo rm a l bases. We need to re q u e s t an o v e r a ll plan in advance from each in d iv id u a l ( s im i la r to what is re q u ire d when f a c u lty /a d m in is t r a to r s re q u e s t s a b b a tic a l le a v e s ) so t h a t we w i l l know in advance what th e f a c u l t y / s t a f f member expects to accom plish d u rin g th e exchange. Then we need to r e c e iv e p e r io d ic re p o rts from th e f a c u l t y / s t a f f member to be kep t a b re a s t o f a c t i v i t i e s and what i s being accomplished as w e ll as a f i n a l e v a lu a tiv e r e p o r t upon r e tu r n to our C o lle g e . P ersonal b r ie f in g s need to ta k e p lace between th e f a c u l t y / s t a f f member and h is /h e r c h a irp erso n and dean and w ith D ir e c to r o f In t e r n a t io n a l Programs, I t would a ls o be good f o r th e p a r t ic ip a n t to have an o p p o rtu n ity to b r i e f th e i n s t i t u t i o n ' s c h ie f e x e c u tiv e o f f i c e r and me on t h e i r e x p e rie n c e s . R e c o g n itio n f o r th e p e rs o n 's involvem ent i s als o key to t h e i r u n d erstanding th e im portance o f what th e y are accom plishing f o r t h e i r d ep artm en t, t h e i r d i v i s io n , t h e i r stu d en ts and th e c o lle g e . I t h in k i t would be n ic e f o r a s p e c ia l f r a t e r n i t y to be developed t h a t would in c lu d e those who have been in v o lv e d w ith exchange e x p e rie n c e s . We are in th e process o f r e - e s t a b lis h in g th e C o lle g e -w id e Committee on I n t e r n a t io n a l E d u c a tio n , and i t i s my hope t h a t t h is committee w i l l a s s is t in fo r m a liz in g th e s i s t e r c o lle g e exchange process. 2 0 . Do you have an in t e r n a t io n a l ed u c a tio n component in your c u rric u lu m to a s s is t in th e p re p a ra tio n o f stu d en ts f o r d i f f e r e n t c u l t u r a l experiences? Over th e p a s t few years more i n t e r n a t io n a l courses such as World C i v i l i z a t i o n and In t e r n a t io n a l Business have become a p a r t o f th e LCC c u r r ic u la ; how ever, th e re is no sep a ra te i n t e r n a t io n a l ed u catio n component. Through such in d iv id u a l in t e r n a t io n a l programs as th e Japan Adventure S tudent Academic W ork/Study Program and th e c o lle g e 's in vo lvem en t in th e 1981, 1983, and 1985 M ich ig a n -S h ig a S is t e r S ta te G oodw ill M is io n 3 , s p e c ia l o r ie n t a t io n programs have been e s ta b lis h e d in o rd e r to o r ie n t p a r t ic ip a n t s to th e language, h is t o r y , c u lt u r e , s o c ie ty and business p r a c tic e s o f 268 Japan. We have a hig h s e n s i t i v i t y to the f a c t t h a t w ith o u t these s p e c if ic c u ltu r a l/la n g u a g e o r ie n t a t io n programs ta k in g p la c e in advance o f an in t e r n a t io n a l e x p e rie n c e th a t we a re asking f o r d is a s t e r . We are working on t h i s area and have i n s t it u t e d s e v e ra l fo r e ig n languages in c lu d in g a course in C o n v e rs a tio n a l Chinese t h a t helps p rep a re p a r t ic ip a n ts f o r th e s i s t e r c o lle g e exchange programs. A ls o , as m entioned in my response to # 1 9 , th e C o lle g e -w id e Committee on I n t e r a t i o n a l Education is being r e -e s ta b lis h e d t h is f a l l so t h a t perm eation o f th e t o t a l in t e r n a t io n a l f a c u l t y , s t a f f , stu d en ts and h o p e fu lly , th e y w i l l h e lp support th e im portance o f a l l areas o f th e i n s t i t u t i o n , b u s in e s s , te c h n ic a l n u rs in g , h u m a n itie s , e t c . , be in v o lv e d in i n t e r n a t i o n a li z in g the c u rric u lu m . A s p e c if ic course on in t e r n a t io n a l ed u c a tio n would be way too broad to h e lp th e p a r t ic u la r programs, i n my o p in io n . It w i l l be b e t t e r fo r each area to understand th e p a r t i t p lays in t h is m u l t i - c u l t u r a l w orld and adapt the in t e r n a t io n a l segment in t o t h e i r course as i t b est f i t s ; t h is w i l l p ro vid e stu d e n ts an o p p o rtu n ity to le a r n each area from the lo c a l and in t e r n a t io n a l le v e ls and th e way th e y can f i t in to to d a y 's in te rd e p e n d e n t w o rld . 21. What suggestions do you have to improve the s i s t e r c o lle g e program and re la tio n s h ip s ? I t i s my hope t h a t we can begin to in v o lv e more f a c u lt y and s t a f f in th e exchange so th a t th e program w i l l improve because o f th e p a r t ic ip a t io n o f more people b ein g committed to th e concept o f the in t e r n a t io n a l le a r n in g e x p e rie n c e . More f in a n c ia l and human resou rse commitment is necessary in o rd e r to p ro v id e more o p p o r tu n itie s f o r exchange. I would l i k e to see our c o lle g e s develop J o in t sem inars f o r s t a f f and f a c u lt y p ro fe s s io n a l development purposes, and t h is in t u r n , h e lp s our s tu d e n ts . I would l i k e to see c o o p e ra tiv e programs between our s i s t e r i n s t it u t io n s in which we develop in te rn s h ip s f o r our s tu d e n ts , f a c u lt y and s t a f f in business and in d u s tr y in th e c o u n try o f th e s is te r in s t it u t io n . I t would a ls o be good to develop j o i n t management sem inars f o r b u s in e s s , in d u s tr y and government le a d e rs o f both c o u n trie s to enable th e s e people to i n t e r a c t and communicate on a more, fre q u e n t b a s is . I hope t h a t we can e s ta b lis h s a t e l l i t e communication in o rd e r to u t i l i z e t h is techno logy to t r a n s f e r te a c h in g and language from one s i s t e r i n s t i t u t i o n to th e o th e r across th e w o rld . T h is t r u l y w i l l begin to blend th e b e s t o f th e two e d u c a tio n a l systems and th e two c u lt u r e s . I t i s my hope t h a t each o f th e f a c u l t y / s t a f f members in v o lv e d in s i s t e r c o lle g e exchanges w i l l be a b le to understand and f i t in to th e r o le o f t h e i r c o u n te rp a rt ------ f a c u lt y to f a c u lt y ; s tu d e n t to 269 s tu d e n t; a d m in is tr a to r to a d m in is tr a to r . T h a t th e y can see and understand th e p a r a l l e l s itu a tio n s between our i n s t i t u t i o n and our s i s t e r i n s t i t u t i o n , between our c o u n try and c u ltu r e and t h e i r c o u n try and c u ltu r e so th e y can make in fo rm a tio n -b a s e d comparisons and the le a r n in g e x p e rie n c e in th e s i s t e r i n s t i t u t i o n a c t u a lly becomes the la b o r a to r y e xp erien ce f o r p ro fe s s io n a l developm ent. 270 QUESTIONNAIRE AND RESPONSES PRESIDENT CHIH TANG INTERVIEWED NOVEMBER 29, 1984 (W h ile s t i l l P re s id e n t o f N TIT) Q u e s tio n n a ire fo r c h ie f e x e c u tiv e o f f i c e r s (p r e s id e n ts ) o f N a tio n a l Taichung I n s t i t u t e o f Commerce or N a tio n a l T a ip e i I n s t i t u t e o f Technology and Lansing Community C o lle g e . (These two i n s t i t u t i o n s from Taiwan were th e f i r s t e d u c a tio n a l i n s t it u t io n s in Taiwan w ith which Lansing Community C o lle g e e s ta b lis h e d 3 i 3 t e r c o lle g e r e la t io n s h ip s .) P r e s id e n ts : D r. C l i f f o r d S. N. Yoh N a tio n a l Taichung I n s t i t u t e o f Commerce 129 Sanmin Road, S e c tio n I I I Taichu ng, Taiw an, R ep u b lic o f China D r. Chih Tang (P re s id e n t fo r 17 y e a rs u n t i l January 1, 1985) N a tio n a l T a ip e i I n s t i t u t e o f Technology 3, S e ctio n 1, Hsin Shen South Road T a ip e i, Taiw an, R epublic o f China D r. Wen-Shion Chang (New P re s id e n t as o f January 1, 1985) N a tio n a l T a ip e i I n s t i t u t e o f Technology (Q u estio n s f o r D r. Chang focus o n ly on commitment and f u tu r e r e la t io n s h ip s in c e he has not been in v o lv e d w ith th e Lansing Community C o lle g e s i s t e r r e la t io n s h ip u n t i l Jan u ary, 1985) D r. P h il ip J . Gannon Lansing Community C o lleg e P.O . Box 400 10, 419 North C a p ito l Avenue L an sin g , M ichigan 48901, U .S .A . In te r v ie w w ith each p re s id e n t was p reface d w ith d iscu s sio n o f o v e r a ll s i s t e r c o lle g e r e la t io n s h ip background in fo rm a tio n and i n t e r a c t i v e c o n v e rs a tio n . T h is d iscu s sio n p e rio d a ls o in clu d ed in fo rm a tio n on th e q uestions and typ es o f q u e s tio n s and areas t h a t had been discussed w ith t h e i r f a c u lt y /a d m in is t r a t o r s who had p a r t ic ip a t e d In th e s i s t e r c o lle g e exchange program. 271 Q uestions were a3 fo llo w s : 1. Why d id you in v o lv e your i n s t i t u t i o n in s i 3 t e r c o lle g e r e la tio n s h ip s ? We need s i s t e r c o lle g e i n s t i t u t i o n s so we know more than what is going on here in Taiw an. We le a r n about t h e i r program s, cu rric u lu m and systems. I f we have one s i s t e r c o l l e g e / i n s t i t u t i o n then our w orld is doubled - we in c re a s e by ano ther w o rld . I f you can understand one language from ano ther c o u n try you in c re a s e your w o rld . I f n o t, you o n ly know th e Chinese w o rld . We know your program and your system and then we can compare w ith our own programs and systems and see which is b e t t e r and improve by using th e best o f both system s. G e ttin g a b e t t e r program and system developed comes from t h is way o f le a r n in g . That is p ro g re s s , and s i s t e r i n s t i t u t i o n s mean more p ro g res s. The p e rs o n 's l i f e i s b e t t e r - th e more f r ie n d s th e b e t t e r . Chinese have a p ro v e rb : "When we a re in th e house we depend on p a re n ts , When we go o u t, we depend on f r ie n d s ." We I f you have s i s t e r i n s t i t u t i o n s you have more frie n d s to h e lp you. I f I come to Lansing I am accepted b e t t e r and q u ic k e r than someone e ls e . T h e re fo re , you a ls o in c re a s e your working s k i l l . We a ls o have s i s t e r c o lle g e s in Korea - N a tio n a l Sanchu J u n io r C o lleg e - Yinman J u n io r C o lleg e o f Technology B u t, we do not have as many a c t i v i t i e s ta k in g p la c e w ith them as w ith th e s i s t e r c o lle g e s in the U n ited S ta te s because o f th e problem w ith language and u n d e rs ta n d in g . F a c u lty exchange is d i f f i c u l t , however, th e p ro fe s s o rs have come here to v i s i t ----th ey come f iv e or s ix per year - th e f i r s t year n in e came to v is it. A f t e r th e y come out o f t h e i r c o u n try and come to our c o u n try , th e y can a ls o v i s i t o th e r c o u n tr ie s . 2. Why d id you in v o lv e your i n s t i t u t i o n in a s i s t e r c o lle g e r e la t io n s h ip w ith Lansing Community C ollege? ( In th e case o f P re s id e n t Gannon, th e q u e stio n was changed to read " N a tio n a l Taichung I n s t i t u t e o f Commerce and N a tio n a l T a ip e i I n s t i t u t e o f T ec h n o lo g y .") D r. Gannon came here in 1979 as a p a r t o f a study group o f U .S . c o lle g e p re s id e n ts . I ta lk e d w ith D r . Gannon th r e e tim e s . He toured our i n s t i t u t e and stu d ie d our programs, and f a c i l i t i e s ; ta lk e d w ith our f a c u lt y , s t a f f , a d m in is tr a to r s and s tu d e n ts . 272 We ta lk e d to g e th e r about th e Lansing Community C o lle g e programs, f a c u l t y , s t a f f , s tu d e n ts , f a c i l i t i e s and th e f u tu r e r e la t io n s th a t we could have between our two i n s t i t u t i o n s . We signed an agreement o f g e n e ra l p r in c ip le s to coo perate and determ ined t h a t we could work to g e th e r to develo p s p e c if ic s o f th e c o o p e ra tiv e agreement f o r f a c u l t y , s tu d e n t, in fo rm a tio n and m a te r ia ls exchange. The programs must be s im ila r to o u r s .. .T e c h n ic a l and techno logy programs. Our i n s t i t u t e i s th e f i r s t o f t h is kind in Taiwan (e s ta b lis h e d in 1 9 1 2 .) Student body e n ro llm e n t and f a c u lt y numbers should a ls o be very c lo se in s iz e . We chose two i n s t i t u t i o n s in K orea, one is n a tio n a l and th e second is p r i v a t e . The app ro val had to go through th e M in is t r y o f Educaton and th e Korean i n s t i t u t i o n s made a req u e st through th e Korean Embassy in Taiw an. The d ir e c t o r /p r e s id e n t is a v e ry im p o rta n t f a c t o r . T h at person mu3t be v e ry e n th u s ia s tic and s u p p o rtiv e and w i l l i n g to be in v o lv e d . The Board o f T ru s te e s must be w i l l i n g to support th e s i s t e r c o lle g e agreem ent. 3. What do you expect to ach iev e f o r your i n s t i t u t i o n , f a c u l t y , s t a f f , and studen ts by having your i n s t i t u t i o n in v o lv e d in a s is t e r c o lle g e r e la t io n s h ip w ith Lansing Community C ollege? My main reason f o r having f a c u l t y / s t a f f go to th e s i s t e r c o lle g e is to le a r n to teach in th a t c o lle g e , g ain more knowledge o f t h e i r own te a c h in g s u b je c t, and to have an o p p o rtu n ity to ta k e gradu ate courses a t nearby u n i v e r s i t ie s . T h is h elp s improve the q u a li t y o f te a c h in g f o r our stu d en ts and helps th e q u a li t y o f our in s titu tio n . 4. How do you see your r o le as a c h ie f e x e c u tiv e o f f i c e r in the s i s t e r c o lle g e r e la tio n s h ip ? f u l l y support working to g e th e r w ith th e U .S . and o th e r c o u n tr ie s , but e s p e c ia lly w ith th e U .S . in the areas o f scien ce and technology s in c e you are ahead o f us in t h is a re a . 1 I work w ith th e p r e s id e n ts /d ir e c t o r s o f U .S . c o lle g e s and determ ine i f i t would be a p p ro p ria te fo r s i s t e r c o lle g e r e la tio n s h ip s to be e s ta b lis h e d . I a ls o work w ith th e MOE to develo p in t e r n a t io n a l programs and v i s i t c o lle g e s in th e U .S . to le a r n new methods, observe te a c h in g 273 s it u a t io n s , check out equipment and f a c i l i t i e s . I a ls o have completed c o n s u lta n c ie s f o r th e R epublic o f South A f r ic a , and o th e r c o u n trie s to h e lp th e e d u c a tio n a l systems in those c o u n trie s and to b rin g back knowledge to th e HOE, my f a c u l t y and s t a f f . I work to b rin g o p p o r tu n itie s f o r le a r n in g to my f a c u lt y and s t a f f and h e lp them have o p p o r tu n itie s f o r upgrading t h e i r e d u c a tio n a l degrees and t h e i r le a r n in g ex p e rie n c e s in o th e r c o u n tr ie s . Much o f t h is i s accom plished through good s i s t e r c o lle g e r e la tio n s h ip s . 5. What are your goals fo r th e exchange program? My go als f o r th e exchange program c e n te r on how t h is program can p ro v id e o p p o r tu n itie s f o r my f a c u l t y /s t a f f / s t u d e n t s can g ain more knowledge, improved te a c h in g tech n iq u es and methods and h e lp them have o p p o r tu n itie s to be in th e U .S . to le a rn to l i v e in a d i f f e r e n t c u lt u r e . One o f my main g o a ls is to p ro v id e o p p o r tu n itie s fo r my f a c u l t y / s t a f f to in c re a s e t h e i r degree s ta tu s in th e U nited S ta te s s in ce a M a s te r’ s or D o c to r's degree from th e U nited S ta te s has more s ta tu s than th ese degrees earned in th e ROC (T a iw a n .) A ls o , s i s t e r c o lle g e r e la tio n s h ip s h e lp p ro v id e a p la c e where my s tu d en ts can go a f t e r co m pletin g t h e i r program o f study h e re . When th e p re s id e n ts o f my s i s t e r c o lle g e s or o th e r c o lle g e s in th e U .S . know our programs and know what our s tu d en ts can produce and t h a t th e y a re th e to p te c h n ic a l stu d en ts in Taiw an, th e y h e lp our stu d en ts go d i r e c t l y to g radu ate school in th e U .S . I want my f a c u l t y to be a b le to teach in th e U .S . and have th a t e x p e rie n c e w h ile th e y a ls o ta k e g rad u ate courses a t th e U .S . c o lle g e s and u n i v e r s i t ie s . 6. Do you see a l l segments o f your i n s t i t u t i o n in v o lv e d in th e s i s t e r c o lle g e exchange program, i . e . , f a c u l t y , a d m in is tr a to r s , c l e r i c a l / t e c h n i c a l , studen ts? A d m in is tra to rs and f a c u l t y can be in v o lv e d , but th ey must f i t in t o th e c r i t e r i a t h a t we have e s ta b lis h e d f o r p a r t ic ip a t i o n . I had hope to have a s e c r e ta ry in v o lv e d , and we had i t approved by th e MOE, b u t th e s e c r e ta r y l e f t t o g e t m arrie d and d id n o t fo llo w through on th e o p p o rtu n ity to go to LCC. I wanted h er to le a r n how th e P r e s id e n t's O f f ic e a t Lansing Community C o lle g e o p e ra te s and th e type o f work t h a t is handled th e r e . Male stu d en ts cannot le a v e th e ROC (Taiw an ) to study u n t i l th e y have completed t h e i r two y ea rs o f m i l i t a r y d u ty , however, th e y can go to v i s i t an o th e r i n s t i t u t i o n . We do not have too many fem ale stu d en ts s in c e t h i s i s a te c h n ic a l i n s t i t u t e , b u t th e y could be in v o lv e d in an exchange b e fo re th e y com plete t h e i r s tu d ie s h e re . T ]k 7. On what c r i t e r i a do you base s e le c tio n o f p a r t ic ip a n t s in t h is program? I t i s most im p o rta n t f o r our f a c u lt y to le a r n s c ien c e and tech n o lo g y from th e U .S . (We are a l i t t l e b i t behind your co u n try in t h i s a r e a .) (a ) The f a c u lt y s e le c te d should be a te c h n ic a l te a c h e r in th e area o f m echanical e n g in e e rin g , i n d u s t r i a l e n g in e e rin g , e l e c t r i c a l e n g in e e rin g o r c i v i l e n g in e e rin g . (b ) The f a c u lt y member must be a good te a c h e r and be respected by th e s tu d e n ts ; th e y must p rep are good m a t e r ia ls . We keep reco rd s o f e v a lu a tio n o f f a c u l t y and th e y must be grade "A ". (c ) The f a c u l t y must have some background knowledge o f th e language (o r be w i l l i n g to le a r n i t . ) (d ) They must have th e a b i l i t y t o i n t e r a c t w e ll w ith people o f a d i f f e r e n t c u lt u r e , be v e ry f r i e n d l y so th e y can make many f r ie n d s . (e ) They must have worked in t h i s i n s t i t u t e a t le a s t th r e e y e a rs . (f) Age is a f a c t o r ; th e person must be a younger person. (g ) They must agree to r e tu r n and teach here fo r two years a f t e r th e y com plete t h e i r exchange. 8. Do you have s p e c if ic programs t h a t you f e e l f i t b e t t e r in t o th e s i s t e r c o lle g e exchange? Most programs could p ro b a b ly f i t ; how ever, I f e e l t h a t we must c o n c e n tra te on th e area s o f scien ce and techno logy f o r our f a c u lt y im provem ent. The te c h n ic a l areas o f m echanical e n g in e e rin g , i n d u s t r ia l e n g in e e rin g , e l e c t r i c a l e n g in e e rin g , e le c t r o n ic s o r c i v i l e n g in e e rin g are th e a rea s o f c o n c e n tra tio n t h a t are b e s t fo r our i n s t i t u t e . For f a c u lt y coming h e re , th e b e s t areas a re E n g lis h , m echanical e n g in e e rin g , e l e c t r i c a l e n g in e e rin g , e le c t r o n ic s , and i n d u s t r ia l e n g in e e rin g . Because o f th e language problem , a l l f a c u lt y coming from th e U .S . must teach w ith a Chinese c o u n te rp a rt to h e lp w ith th e te a c h in g and g e n e ra l a f f a i r s o f th e classroom , so I t is im p o rta n t fo r th e U .S . f a c u lt y t o be a b le to te am -tea ch and work w e ll w ith t h e i r Chinese c o u n te rp a rts . 275 9. In th e case o f i n s t i t u t i o n s in th e R ep u b lic o f C h in a, do you r e q u ir e ap p ro val from th e M in is t r y o f Education in o rd e r to have your c o lle g e in v o lv e d in a s i s t e r c o lle g e r e la tio n s h ip ? Y es, th e MOE mu3t approve our i n s t i t u t e being in v o lv e d in a s i s t e r c o lle g e agreem ent. They a ls o must approve each o f our f a c u lt y members to go abroad to te a c h , v i s i t o r stu d y in our s is t e r c o lle g e s . They a ls o p ro v id e o f f i c i a l budget funds fo r the exchange p ro fe s s o rs and even approve when I go to th e U .S . or o th e r c o u n trie s on an o f f i c i a l t r i p . ( A l l budget in my i n s t i t u t i o n i s n a t i o n a l .) Every person going to th e U .S . must be approved by th e MOE and must have e x i t and r e - e n t r y p e rm it from th e M in is t r y o f th e In te r io r . 10. How does th e M in is t r y o f Education view s i s t e r c o lle g e r e la t io n s h ip s , and what typ e o f a p p lic a t io n or c r i t e r i a fo r app ro val is re q u ire d from th e M in is t r y o f Education? The MOE encourages s i s t e r r e la tio n s h ip s and w h ile th ey do not have s p e c if ic c r i t e r i a l i s t e d fo r s i s t e r c o lle g e agreem ents, th e y must approve a l l s i s t e r c o lle g e agreements on an in d iv id u a l b a s is . They support th e g e n e ra l p r in c ip le s o f th e s i s t e r agreement and exp ect th e i n s t i t u t e to work o u t s p e c if ic program d e t a i l s . B u t, th e y must approve each exchange e x p e rie n c e . 11. Do you d e s ig n a te a p a r t ic u la r in d iv id u a l an d /o r departm ent a t your i n s t i t u t i o n to be re s p o n s ib le f o r s i s t e r c o lle g e exchange programs? The s i s t e r c o lle g e r e la t io n s h ip i s handled out o f my o f f i c e , b u t I assign s p e c ia l people such as P ro fess o r Chou, my s e c r e ta r y , Katy L iu , .Judie Pan, and o th e rs on my s t a f f to a s s is t v i s i t o r s and h e lp exchange f a c u l t y / s t a f f when th e y a re in my i n s t i t u t i o n . A ls o , th e exchange p r o fe s s o r's c o u n te rp a rt has th e r e s p o n s i b il it y o f w orking w ith th e exchange p ro fe s s o r and h e lp in g them to f e e l c o m fo rta b le in th e ROC (T a iw a n ), and h e lp them w ith th e s tu d en ts and s tu d ie s . 12. How do you p rep are p a r t ic ip a n t s , once s e le c te d , f o r t h e i r s is t e r c o lle g e exchange exp erien ce? D u ring th e summer p r io r to my f a c u l t y member going on an exchange program to th e U .S . o r o th e r co u n try th ey must go through an o r ie n t a t io n program which i s pro vid ed by th e MOE. These o r ie n t a t io n cla s s e s In c lu d e : 276 U .S . c u s to m s /c u ltu ra l background (how to use e a tin g u t e n s ils , knowledge o f th e geography, where th e y a re going) Some language study These a re re q u ire d classe s b e fo re going to th e U .S . A ls o , I work w ith each person in d iv id u a ll y and t e l l them what I want them to accom plish w h ile th e y are in th e U .S . 13. What f in a n c ia l commitment does your i n s t i t u t i o n make to th e s i s t e r c o lle g e program? We work to g e th e r w ith th e HOE to p ro v id e good le a r n in g exp erien ces fo r th e v i s i t o r s from our s i s t e r c o lle g e s . We w i l l h e lp your f a c u l t y / s t a f f fin d a s u ita b le p la c e to l i v e and we i n v i t e them f o r h o s p i t a l i t y w ith our f a c u l t y / s t a f f . We commit some o f our budget to prom oting and b u ild in g in t e r n a t io n a l r e la t io n s h ip s . 1*). What f in a n c ia l commitment does your i n s t i t u t i o n make to the p a r tic ip a n t? When our f a c u l t y / s t a f f is in th e U n ited S ta te s on a t e a c h in g /le a r n in g e xp erien ce in a s i s t e r c o lle g e , we pay t h e i r s a la r y (a lth o u g h most o f t h a t is used to support t h e i r fa m ily h e r e ) . We pay fo r a round t r i p t i c k e t , and we g iv e them some l i v i n g allow ance to h e lp them in th e U .S . We hope t h a t th e y w i l l have p a r t -t im e te a c h in g o p p o r tu n itie s to h e lp them w ith t h e i r l i v i n g expenses s in ce i t is more expensive to have housing in th e U nited S ta te s . The HOE and our i n s t i t u t i o n p r io r to g o in g . a ls o p ro vid e th e o r ie n t a t io n seminars In a d d itio n to s a la r y c o n tin u in g f o r the f a c u lt y member w h ile he is in th e U n ited S ta te s , we co n tin u e t h e i r f r e e r i c e , s a l t and cooking o i l to t h e i r f a m ily . A ls o , f o r a f u l l p ro fe s s o r we c o n tin u e t h e i r c h ild r e n 's e d u c a tio n a l allo w ance fo r t h e i r e d u c a tio n a l expenses. 15. What f in a n c i a l commitment do you exp ect a s i s t e r i n s t i t u t i o n to make? 277 We hope t h a t our s i s t e r c o lle g e s w i l l a llo w our f a c u l t y / s t a f f to teach on a p a r t -t im e b a s is and pay our f a c u lt y a t th e p a r t-tim e p ro fe s s o r r a t e fo r t h is w ork. Also we hope t h a t th e y w i l l h e lp our f a c u lt y fin d s u it a b le housing a t a reaso n ab le cost and teach them how to use th e p u b lic t r a n s p o r t a t io n , e t c . We hope t h a t th e y w i l l hold o r ie n t a tio n c la s s e s f o r t h e i r own f a c u l t y / s t a f f p r io r to coming to our c o lle g e to te a c h . 16. What number o f p a r t ic ip a n t s do you f e e l should be in v o lv e d in the program? ( I n th e a c tu a l exchange.) I hope t h a t we can have one or two f a c u l t y / s t a f f exchanges per year w ith Lansing Community C o lle g e . S tu d e n ts , maybe have one v i s i t per yea r o f a sm all group o f s tu d e n ts ; o r a program where you have a s tu d en t come here to study f o r a sem ester. 17. What a c t i v i t i e s , i n s t i t u t i o n a l and n o n - i n s t it u t io n a l , do you exp ect your f a c u l t y / s t a f f member to be in v o lv e d in w h ile p a r t ic ip a t in g in a s i s t e r c o lle g e exchange experience? I want our f a c u l t y / s t a f f to le a r n to l i v e in another co u n try and so any t r a v e l , or c u lt u r a l a c t i v i t i e s l i k e s p e c ia l programs or speaking o p p o r tu n itie s a re encouraged by me. I hope th a t our f a c u l t y / s t a f f has some o p p o r tu n itie s to have good t a lk s w ith t h e i r c o u n te rp a rts a t Lansing Community C o lle g e and o p p o r tu n itie s e s p e c ia lly t o teach and observe t h e i r c o u n te rp a rts in t h e i r te a c h in g so t h a t new methods and tech n iq u es can be observed. A ls o , o p p o r tu n itie s f o r fa m ily fr ie n d s h ip s w ith m eals taken to g e th e r and some s o r t s h o rt homestay exp erien ces a re a p p re c ia te d . However, my main reason f o r having our f a c u l t y / s t a f f go to the s i s t e r c o lle g e is to le a r n to teach in t h a t c o lle g e , g ain more knowledge o f t h e i r own m ajor te a c h in g s u b je c t, and to have an o p p o rtu n ity to ta k e g rad u ate courses a t nearby u n i v e r s i t ie s . I r e a l l y hope t h a t Lansing Community C o lle g e w i l l h e lp our p ro fe s s o rs to g e t advanced study o p p o r tu n itie s . A ls o , I expect a l l my f a c u l t y / s t a f f to improve t h e i r language s k i l l s by ta k in g E n g lis h courses and w r it in g courses a t LCC as w e ll as courses in t h e i r own m a jo r. 278 18. Do you expect an in s t r u c t o r or o th e r p a r t ic ip a n t to be a b le to communicate in your language? When your f a c u l t y / s t a f f members come here i t i s h e lp f u l i f th e y know th e Chinese lan g u ag e, however we w i l l assign a Chinese c o u n te rp a rt to them so t h a t th e y can teach w ith o u t knowing the Chinese language. We encourage your in s t r u c to r s to t r y to le a r n some o f th e language to show t h e i r i n t e r e s t . 19. How can we b e t t e r p rep are f a c u l t y , s t a f f and stu d en ts to p a r t ic ip a t e i n a s i s t e r c o lle g e exp erien ce and program? I f you can ta k e th e tim e to teach them something about our c o lle g e , our c o u n try our customs and our c u ltu r e and language b e fo re th ey come i t w i l l be h e l p f u l. A lso, i f you w i l l send us f a c u l t y / s t a f f in th e areas o f : m echanical e n g in e e rin g , e le c t r o n ic s , e l e c t r i c a l e n g in e e rin g , and in d u s t r ia l e n g in e e rin g i t is b e s t. 2 0 . Do you have an in t e r n a t io n a l e d u catio n component in your c u rric u lu m to a s s is t in th e p re p a ra tio n o f s tu d en ts f o r d i f f e r e n t c u l t u r a l experiences? We do not have in t e r n a t io n a l ed u catio n c la s s e s , b u t we do teach th e E n g lish language and a l l our in s t r u c to r s who have been to th e U .S . o r who have ta u g h t in th e U .S . t a l k to our stu d en ts about t h e i r e x p e rie n c e s . Our f a c u l t y / s t a f f a ls o g et m a te r ia ls and in fo rm a tio n w h ile th e y a re in th e U .S . and b rin g t h a t back to h e lp our s tu d e n ts . When our f a c u l t y / s t a f f r e tu r n to our c o lle g e we have a departm ent m eeting conducted by the departm ent th e y re p r e s e n t. The f a c u lt y member should be a b le to r e p o r t to t h is m eeting what h e/sh e le a rn e d and what he f e l t when In th e U .S . He/she should be a b le to t e l l what th e y t h in k is b e t t e r and what th in g s th e y th in k can be adapted h e re . Then th e o th e r f a c u l t y / s t a f f in th e departm ent discuss th e s e areas so th ey are a ls o in v o lv e d . Then when th e y reach consensus on what methods we can adapt to our e d u c a tio n a l system in t h is c o lle g e , th e y p rep a re a r e p o r t form . I encourage th e change i f i t is a p p ro p ria te and i f i t i s approved by th e d ep artm en t. I t is nonsense not to have a l l o f us le a r n what th e exchange p ro fe s s o r has le a r n e d . When M r. Yen was a t LCC he w ro te and s a id t h a t he le a rn e d from many new m a te r ia ls th a t were a v a ila b le and he le a rn e d new methods. He re p o rte d t h i s to h is c h a irp e rs o n , D r. Duo. They ta lk e d about w ith th e r e s t o f th e departm ent and have improved th e te x tb o o k and te a c h in g methods in th a t d ep artm en t. 279 (N o te : In s t r u c t o r Yen, T a ih -D e r was a t Lansing Community C o lleg e from September-December, 1984. He i s an in s t r u c t o r in the I n d u s t r ia l E n g in e erin g Departm ent a t N a tio n a l T a ip e i I n s t i t u t e o f T ec h n o lo g y.) 31, What sug gestio ns do you have to improve th e s i s t e r c o lle g e program and r e la tio n s h ip s ? I would l i k e you to send p ro fe s s o rs to my i n s t i t u t i o n f o r a t l e a s t one sem ester in th e area o f m echanical e n g in e e rin g , e le c t r o n ic s , e l e c t r i c a l e n g in e e rin g o r i n d u s t r ia l e n g in e e rin g . A ls o , i f you w i l l t r y to do more to have our f a c u lt y teach in your i n s t i t u t i o n when th e y a re a t LCC, i t would be h e l p f u l. A ls o , i f you w i l l t r y hard to h e lp our f a c u lt y have g rad u ate study e x p e rie n c e , I would a p p re c ia te i t . 280 QUESTIONNAIRE AND RESPONSES PRESIDENT S .N . CLIFFORD YOH INTERVIEWED NOVEMBER 22, 1984 AND AUGUST 15, 1985 Q u e s tio n n a ir e f o r c h i e f e x e c u tiv e o f f i c e r s ( p r e s id e n t s ) o f N a tio n a l T aich u n g I n s t i t u t e o f Commerce o r N a tio n a l T a ip e i I n s t i t u t e o f T e ch n o lo g y and L a n sin g Community C o lle g e , (T h e s e two i n s t i t u t i o n s from Taiw an were th e f i r s t e d u c a tio n a l i n s t i t u t i o n s i n Taiw an w ith w hich L a n s in g Community C o lle g e e s t a b lis h e d s i s t e r c o lle g e r e la tio n s h ip s .) P r e s id e n ts : D r. C l i f f o r d S. N. Yoh N a tio n a l Taichung I n s t i t u t e o f Commerce 129 Sanmin Road, S e c tio n I I I Taichung, Taiw an, R epublic o f China D r. Chih Tang (P re s id e n t fo r 17 y ea rs u n t i l January 1, N a tio n a l T a ip e i I n s t i t u t e o f Technology 3 , S e ctio n 1, Hsin Shen South Road T a ip e i, Taiw an, R epublic o f China 1985) D r. Wen-Shion Chang (New P re s id e n t as o f January 1, 1985) N a tio n a l T a ip e i I n s t i t u t e o f Technology (Q uestions f o r D r. Chang focus o n ly on commitment and f u tu r e r e la t io n s h ip s in ce he has not been in v o lv e d w ith th e Lansing Community C o lle g e s i s t e r r e la t io n s h ip u n t i l Jan u ary, 1985) D r. P h il ip J . Gannon Lansing Community C o lle g e P.O . Box 40010, 419 N o rth C a p ito l Avenue Lan sin g , M ichigan 48901, U .S .A . I n t e r v i e w w ith each p r e s id e n t was p re fa c e d w ith d is c u s s io n o f o v e r a l l s i s t e r c o lle g e r e l a t i o n s h i p background in fo r m a tio n and I n t e r a c t i v e c o n v e r s a tio n . T h is d is c u s s io n p e rio d a ls o in c lu d e d in fo r m a tio n on th e q u e s tio n s and ty p e s o f q u e s tio n s and a re a s t h a t had been d is cu s s ed w ith t h e i r f a c u l t y / a d m i n i s t r a t o r s who had p a r t i c i p a t e d i n th e s i s t e r c o lle g e exchange program . 281 Q u estio n s were as fo llo w s : 1. Why d id you in v o lv e your i n s t i t u t i o n r e la tio n s h ip s ? in s i s t e r c o lle g e a . To o f f e r more o p p o r tu n it ie s f o r our f a c u l t y and s tu d e n ts to have f u r t h e r s tu d y . b . To r a is e th e q u a li t y o f f a c u l t y , s tu d e n ts and th e academic program o f our i n s t i t u t i o n . c . To promote f r ie n d s h ip between th e p eo p le o f our two c o u n tr ie s . d . To have a b e t t e r u n d e rs ta n d in g o f th e c u lt u r e o f both c o u n tr ie s . e . To expand th e range o f in t e r a c t i o n between our two c o u n tr ie s . The g eo g rap h ic lo c a t io n o f Lansing Community C o lle g e p ro v id e s o p p o r tu n it ie s f o r M ich ig an S ta te U n iv e r s it y c la s s e s f o r my fa c u lty . When R o b ert McNamara was th e P re s id e n t o f th e W orld Bank, I was E x c u tiv e S e c r e ta r y f o r th e W orld Bank f o r th e M in is t r y o f E d u c a tio n . M r. McNamara came here and T met him . He s tre s s e d two th in g s — he s a id t h a t d e v e lo p in g c o u n tr ie s should in c re a s e e d u c a tio n a l q u a li t y and a g r i c u l t u r a l q u a l i t y , and t h a t th e s e two th in g s would make th e w o rld more p e a c e f u l. I f e e l t h a t we can in c re a s e e d u c a tio n a l q u a l i t y w ith good s i s t e r c o lle g e r e l a t io n s h ip s . 2. Why d id you in v o lv e your i n s t i t u t i o n in a s i s t e r c o lle g e r e la t io n s h ip w ith Lansing Community C o lleg e? ( I n th e case o f P re s id e n t Gannon, th e q u e s tio n was changed to read " N a tio n a l Taichung I n s t i t u t e o f Commerce and N a tio n a l T a ip e i I n s t i t u t e o f T e c h n o lo g y ." ) The most im p o rta n t f a c t o r was th e P r e s id e n t. He was e n t h u s ia s tic about i n t e r n a t i o n a l e d u c a tio n . T h a t i s th e k in d o f p r e s id e n t t h a t I w ill t a lk to . Some p r e s id e n ts a re to o dom estic and t h e i r r e la t io n s h ip s a re v e ry good, b u t th e y a re n o t e n t h u s ia s tic about i n t e r n a t i o n a l e d u c a tio n , and I can not t a l k w ith them about s i s t e r c o lle g e r e l a t i o n s h ip s . I can t a l k w ith P re s id e n t Gannon and we became more know ledgeable about each o th e r and each o t h e r 's c o lle g e s . Lansing Community C o lle g e had a good r e p u t a t io n and th e su p p o rt o f p r e s id e n t Gannon f o r i n t e r n a t i o n a l e d u c a tio n . A lso i t i s im p o rta n t t o know t h a t th e Board o f T ru s te e s o r th e c e n t r a l a re a g o v ern in g th e i n s t i t u t i o n agrees to su p p o rt th e s i s t e r c o lle g e r e l a t i o n s h ip . I a ls o lo o k f o r th e i n s t i t u t i o n s t h a t have programs t h a t match our b u s in e s s , management, commerce a re a s o f e d u c a tio n . 282 3. What do you expect to ach ieve f o r your i n s t i t u t i o n , f a c u l t y , s t a f f , and s tu d en ts by having your i n s t i t u t i o n in v o lv e d in a s i s t e r c o lle g e r e la t io n s h ip w ith Lansing Community C ollege? The areas t h a t I covered in my response to q u e stio n # 1 -a ls o are what I exp ect to ach ieve f o r our i n s t i t u t i o n , f a c u l t y , s t a f f and s tu d e n ts . These in c lu d e : a . O p p o rtu n itie s fo r f u r th e r study a t Lansing Community C o lleg e and M ichigan S ta te U n iv e r s it y . b . Raise th e q u a li t y o f academic programs and th e q u a lit y o f our f a c u lt y and stu d en ts through exchange programs. c . B e tte r u nd erstanding o f your ( U .S .) c u lt u r e . d . A ls o , th e exchange o f m a te r ia ls is im p o rta n t, e s p e c ia lly E n g lis h textb o o ks in management c u rric u lu m a re a s . e . To expand th e range o f in t e r a c t io n between our two c o u n tr ie s . 4. How do you see your r o l e as a c h i e f e x e c u tiv e o f f i c e r in th e s i s t e r c o lle g e r e la t io n s h ip ? As p r e s id e n t i t i s my d u ty t o en cou rage p a r t i c i p a t i o n o f my f a c u l t y i n th e exchange program s and s u p p o rt them w h ile th e y a re in v o lv e d in th e exchange. I t i s a ls o my d u ty to s e le c t th e b e s t i n s t i t u t i o n s f o r s i s t e r c o lle g e s so t h a t my f a c u l t y and s tu d e n ts w i l l have in c re a s e d q u a l i t y from b e in g in v o lv e d in s i s t e r c o lle g e exchanges. 5. What are your g o a ls fo r th e exchange program? My p rim a ry goal i s to exchange f a c u lt y and m a te r ia ls so th a t our academic q u a li t y w i l l be im proved. H o p e fu lly , p a r t ic ip a n ts in th e exchange program w i l l have o p p o r tu n itie s to f u r t h e r t h e i r s tu d ie s a t fo u r -y e a r i n s t it u t io n s to g et t h e i r M a s te r's Degree w h ile th e y a re a ls o te a c h in g /s tu d y in g /le a r n in g a t Lansing Community C o lle g e . CEO g o a ls as r e la te d to exchange p a r t ic ip a n t s . Each p a r t ic ip a n t a ls o has an o b lig a tio n to le a r n e v e ry th in g th e y can about th e U .S. te a c h in g methods and to work to develop more in t e r a c t io n between our c o lle g e and the s i s t e r c o lle g e and th e c u ltu r e and co u n try o f th e s i s t e r c o lle g e . 283 6. Do you see a l l segments o f your i n s t i t u t i o n in v o lv e d in th e s i s t e r c o lle g e exchange program, i . e . , f a c u l t y , a d m in is tr a to r s , c l e r i c a l / t e c h n i c a l , students? I t i s d i f f i c u l t to in v o lv e stu d en ts f o r long p e rio d s o f exchange because male stu d en ts a re not allow ed to le a v e th e c o u n try u n t i l t h e i r m i l i t a r y exp e rie n c e is completed and th e y do not r e c e iv e t h is t r a in in g u n t i l a f t e r th e y g radu ate from our c o lle g e ; however, fem ale s tu d en ts can be in v o lv e d in exchange programs and we w i l l work on t h i s . S h ort v i s i t s a re a ls o okay fo r s tu d e n ts . I th in k t h a t f a c u lt y and a d m in is tra to rs a re th e persons who would be most in v o lv e d in t h i s program. C u ltu r a l exchange v i s i t s f o r stu d en ts fo r s h o rt p e rio d s o f tim e w i l l be encouraged such as o rc h e s tra exchange, but these are expensive and p r iv a t e funds are u s u a lly c o lle c te d to h e lp w ith th e expenses. We have M in is t r y o f Education sup port f o r p re s id e n ts such as P re s id e n t Gannon to v i s i t . Also the Community C o lleg es f o r In t e r n a t io n a l Development Consortium has sen t c o lle g e p re s id e n ts and Board members to v i s i t our c o lle g e s in Taiwan and th e M in is tr y o f Education has supported t h is program . A ls o , th e M in is t r y o f Education has supported v i s i t s from AACJC e x e c u tiv e s . (And th e M in is t r y o f Education supports te n c o lle g e p re s id e n ts each year from th e R epublic o f China (Taiw an ) to go to the AACJC annual c o n fe re n c e .) 7. On what c r i t e r i a do you base s e le c tio n o f p a r t ic ip a n ts in t h is program? I have t o know t h e i r E n g lis h background. T h e ir f i e l d o f knowledge and how th e y a re doing here a t our c o lle g e is im p o rta n t because i t has to f i t in to th e development o f our c o lle g e . I t has to be a f a c u lt y member who i s w orking very hard and i s v e ry e n th u s ia s tic and has a v e ry good r e p u ta tio n here in our c o lle g e . I f a l l o f th e above a re good, then I encourage th e faculty-m em ber to p a r t ic ip a t e in a s i s t e r c o lle g e exchange e x p e rie n c e , (The M in is t r y o f Education l i m i t s th e age o f th e f a c u lt y member to under 4 5 .) 284 B. Do you have s p e c if ic programs t h a t you f e e l f i t s i s t e r c o lle g e exchange? b e t t e r in t o th e The most needed programs in our c o lle g e a r e : E n g lis h Computer S cience Commercial A r t Business A d m in is tra tio n So, th e s e a re th e a re a s t h a t I w ish Lansing Community C o lle g e would send exchange p r o fe s s o rs . A ls o , I w i l l send in s t r u c t o r s from th e s e are a s to Lansing Community C o lle g e to in c re a s e t h e i r q u a li t y through le a r n in g from your program s. 9. In th e case o f i n s t i t u t i o n s in th e R epublic o f C h in a , do you r e q u ir e a p p ro v a l from th e M in is t r y o f Ed ucatio n in o rd e r t o have your c o lle g e in v o lv e d in a s i s t e r c o lle g e r e la tio n s h ip ? Y es, th e M in is t r y o f Ed ucatio n must approve th e s i s t e r c o lle g e agreem ents. 10. How does th e M in is t r y o f E d u catio n v iew s i s t e r c o lle g e r e la t io n s h ip s , and what ty p e o f a p p lic a t io n or c r i t e r i a a p p ro val is r e q u ire d from th e M in is t r y o f Education? fo r No s p e c if ic c r i t e r i a . 11. Do you d e s ig n a te a p a r t i c u l a r i n d iv id u a l a n d /o r dep artm ent a t your i n s t i t u t i o n t o be r e s p o n s ib le f o r s i s t e r c o lle g e exchange programs? Y es, p ro fe s s o r C h a rle s T s a i who was our f i r s t exchange p ro fe s s o r t o go t o Lansing Community C o lle g e is in charge o f our I n t e r n a t i o n a l Exchange Program . He is in charg e o f our E n g lis h D e p artm e n t. A ls o , I approve a l l exchange re q u e s ts and s ta y in c lo s e c o n ta c t w ith a l l exchange f a c u l t y . 12. How do you p re p a re p a r t ic ip a n t s , once s e le c t e d , f o r t h e i r s i s t e r c o lle g e exchange e x p erien ce? We make sure t h a t th e y have in t e n s iv e E n g lis h s tu d ie s and p re p a re them w ith in fo rm a tio n on th e c o lle g e and th e U n ite d S ta te s b e fo re th e y go. A ls o , C h a rle s T s a i works w ith them to p re p a re them f o r t h e i r exchange e x p e rie n c e . 285 13. What fin a n c ia l commitment does your in s t it u t io n make to the s is te r college program? We c o n tin u e t h e i r pay and p ro v id e i n t e r n a t i o n a l and dom estic t r a n s p o r t a t io n f o r them as w e ll as p ro v id e a l i v i n g a llo w a n c e . A ls o , our budget a llo w s some funds to host i n t e r n a t i o n a l v i s i t o r s who come h ere f o r s h o rt v i s i t s ; we a re a ls o w i l l i n g t o exchange m a te r ia ls and we have com m itted i n s t r u c t i o n a l funds t o develo p v id e o ta p e b r i e f i n g s in E n g lis h as w e ll as C h in e s e , and have p r in te d some o f our b r i e f i n g broch ures in both E n g lis h and C h inese. 14. What f i n a n c i a l commitment does your i n s t i t u t i o n make to th e p a r t ic ip a n t ? As s ta te d above, we c o n tin u e t h e i r pay and p ro v id e i n t e r n a t i o n a l and dom estic t r a n s p o r t a t io n f o r them as w e ll as p ro v id e a l i v i n g a llo w an c e d u rin g th e s i s t e r c o lle g e exchange e x p e rie n c e . 15. What f i n a n c i a l commitment do you e x p e c t a s i s t e r i n s t i t u t i o n make? to P r e t t y much th e same commitment t h a t we make to in t e r n a t i o n a l e d u c a tio n and to our f a c u l t y . 16. What number o f p a r t ic ip a n t s do you f e e l should be in v o lv e d in th e program? ( I n th e a c tu a l exc h an g e .) The numbers can v a ry acc o rd in g t o th e programs needs and th e number o f f a c u l t y t h a t need to be in v o lv e d in exchange program s. W ith 500 f a c u l t y we do n o t have to o much d i f f i c u l t y c o v e rin g f o r them w h ile th e y a re in v o lv e d in exchange program s. 17. What a c t i v i t i e s , i n s t i t u t i o n a l and n o n - i n s t i t u t i o n a l , do you exp ect your f a c u l t y / s t a f f member to be in v o lv e d in w h ile p a r t i c i p a t i n g in a s i s t e r c o lle g e exchange e x p e rie n c e ? I encourage them to know w hich courses th e y need to ta k e to im prove t h e i r te a c h in g a b i l i t y ; I ask them t o ta k e g ra d u a te study courses i f p o s s ib le ; ask them to im prove t h e i r E n g lis h -s p e a k in g a b i l i t y and t o p a r t i c i p a t e in c u l t u r a l e v e n ts ; t a l k w ith as many f a c u l t y , s t a f f and s tu d e n ts as p o s s ib le and b u ild f r ie n d s h ip s . 286 I ask them to c o l l e c t m a te r ia ls t h a t t h e i r stu d en ts w i l l be in te r e s te d in and to be prepared to com plete a s p e c ia l p r o je c t when th e y r e t u r n . As a exam ple, C h arles T s a i w rote a te x tb o o k on E n g lis h when he re tu rn e d from h is exchange e x p e rie n c e . I hope t h a t our f a c u l t y have more o p p o r tu n itie s to teach and to le c t u r e to s tu d e n ts , f a c u l t y and o th e r s t a f f members so t h a t your c o lle g e w i l l le a r n more about my c o lle g e and my c o u n try . 18. Do you exp ect an in s t r u c t o r or o th e r p a r t ic ip a n t to be a b le to communicate in your language? I t h in k our stu d en ts can understand your f a c u lt y and s t a f f i f th e y speak E n g lis h c l e a r l y and s lo w ly . T h is g iv e s our stu d en ts a chance to p r a c t ic e t h e i r E n g lis h . I f you can have them le a r n some Chinese language b e fo re th ey come i t help s them to understand our s tu d e n ts , f a c u lt y and s t a f f b e t t e r , and i t a ls o help s them to teach E n g lish to our s tu d e n ts . 19. Based on p as t e x p e rie n c e , how can we (each i n s t i t u t i o n ) b e t t e r p re p a re f a c u l t y , s t a f f and stu d e n ts to p a r t ic ip a t e in a s i s t e r c o lle g e e x p e rie n c e and program? P ro v id e th e f a c u lt y exchange members w ith in fo rm a tio n on our c o lle g e and our c o u n try . Vfe have g iven our vid e o ta p e to you to ta k e back w ith you, and you can show t h i s to your f a c u lt y and s t a f f to a c q u a in t them w ith our i n s t i t u t i o n . A ls o , i f you can p ro v id e th e Chinese language t r a in i n g i t w i l l be h e l p f u l. 2 0 . Do you have an i n t e r n a t io n a l ed u catio n component In your c u rric u lu m to a s s is t in th e p re p a ra tio n o f stu d en ts fo r d i f f e r e n t c u l t u r a l exp eriences? Our in t e r n a t io n a l t h r u s t i s throughout our c o lle g e in th e form o f encouragement f o r in t e r n a t io n a l te a c h e rs to come h ere and f o r our f a c u lt y to exchange teach in o th e r c o u n tr ie s . A ls o , we have e s ta b lis h e d 1H s i s t e r c o lle g e a f f i l i a t i o n s , 13 across the U n ited S ta te s and one in Japan, so t h a t our f a c u lt y and stu d en ts have o p p o r tu n itie s to le a r n from many d i f f e r e n t good c o lle g e s . 287 21. What suggestions do you have to improve the s i s t e r c o lle g e program and r e la tio n s h ip s ? You can h e lp our exchange f a c u lt y understand th e new id e a s th a t you have developed and th e n e w /d if fe r e n t methods o f te a c h in g . You can h e lp them r e fre s h what th e y have le a rn e d in t h e i r c o lle g e b e fo re coming to th e u n ite d S ta te s . You can h e lp them have more o p p o r tu n itie s to teach and le c t u r e w h ile th e y a re a t your c o lle g e , and you can h e lp them to have o p p o r tu n itie s to a tte n d cla s s e s a t M ichigan S ta te U n iv e r s it y . You can h e lp them le a r n more about your c u rric u lu m development and you can h e lp them achieve t h e i r s p e c ia l purpose fo r being in v o lv e d in th e s i s t e r program . A g ain , as an exam ple. C h arles T s a i was c o lle c t in g in fo rm a tio n f o r an E n g lis h te x tb o o k and your c o lle a g u e s helped him c o l l e c t m a te r ia ls and in fo rm a tio n f o r th e te x tb o o k . T h is is what we mean by h e lp in g w ith th e s p e c ia l p r o je c t t h a t each exchange p ro fe s s o r h as. You can h e lp them in t h e i r s p e c if ic area to c o l l e c t d ata and have more o p p o r tu n itie s to le a r n such as in th e area o f computer scien ce o r E n g lis h . Textbooks a re r e a l l y im p o rta n t and h o p e fu lly can be sent to us. We need textb o o ks in th e areas o f E n g lish (w ith re fe re n c e books); Accounting and S t a t i s t i c s ; Commercial A r t ; Banking and In su ran c e; I n t e r n a t io n a l Trade and Business A d m in is tra tio n , APPENDIX C INTERVIEW RESPONSES 288 289 DR. KIH QUESTIONNAIRE INTERVIEWED DECEMBER 3 & 5 , 1985 A s e p a ra te q u e s tio n n a ire was developed to use in th e in te r v ie w w ith D r. T a i Sung Kim, D ir e c t o r o f I n t e r n a t io n a l Programs a t Lansing Community C o lle g e . T h is was done because o f h is unique e xp erien ce and e x p e r tis e in a s s is tin g to develop stu d e n t study abroad programs and s i s t e r c o lle g e a f f i l i a t i o n s , and a d m in is te rin g th ese among o th e r in t e r n a t io n a l program s. Q uestions were as fo llo w s : 1. What is your name? D r. T a i Sung Kim 2. What p o s itio n do you hold a t your i n s t it u t io n ? D ir e c to r o f I n t e r n a t io n a l Programs and P ro fess o r in th e S o c ia l Science D epartm ent. 3. How long have you been a f f i l i a t e d w ith your i n s t it u t io n ? 17 years 4. What is your e d u c a tio n a l background? B achelor o f Law M a s te r's Degree Ph.D . 5. 1957 1963 1974 Seoul N a tio n a l M ichigan S ta te M ichigan S ta te U n iv e r s ity U n iv e r s ity U n iv e r s ity When and how were you f i r s t in v o lv e d in s i s t e r c o lle g e programs? I f i r s t took stu d en ts to Korea in 1974 b e fo re th e re was an o f f i c i a l s i s t e r c o lle g e e s ta b lis h e d . That i s th e yea r t h a t Lansing Community C o lle g e f i r s t exp lo re d e s ta b lis h in g s i s t e r c o lle g e r e la tio n s h ip s in A s ia . 6. What did you wish to accomplish? To s t a r t a Summer Study Abroad program and g iv e s tu d en ts an o p p o rtu n ity t o p a r t ic ip a t e d u rin g th e summer months. I s ta r te d i t w ith an e leven week program w ith tw e lv e c r e d it s . We a c t u a lly d id our stu d yin g and s e t up our program in Kongju T e a c h e r's C o lle g e . We u t i l i z e d t h e i r f a c i l i t i e s , in s t r u c t io n a l m a te r ia ls and t h e i r in s t r u c t o r s . I tr a n s la te d e ve ry l e c t u r e . I was a b le to do t h is fo r Lansing Community C o lle g e because I knew th e P re s id e n t and s e v e ra l in s t r u c to r s p e r s o n a lly . 290 7. What does the term " s is te r college re la tio n s h ip " mean to you? Permanent r e la tio n s h ip i n which th e s i s t e r c o lle g e s w i l l coo perate fo r e d u c a tio n a l exchange programs f a r beyond what these c o lle g e s have w ith n o n -s is te r c o lle g e r e la t io n s h ip s . There i s a l o t o f g iv in g o f a s s is ta n c e to each o th e r , so much more than the casual c o n ta c t. I recommend not having more than th r e e s i s t e r c o lle g e s in one co u n try so t h a t s p e c ia l a t te n tio n can be focused on each o f th e s i s t e r c o lle g e s to p ro v id e a q u a li t y r e la t io n s h ip . 8. 9. What c r i t e r i a is im p o rta n t fo r s e le c tin g a s i s t e r co lle g e ? a. C urriculum is th e most im p o rta n t - c u rric u lu m must be a b le to be m e a n in g fu lly exchanged. b. P ro fe s s io n a l development commitment and th e type o f p r o fe s s io n a l development a c t i v i t i e s must be em phasized. c. M issions must be s im ila r - I t would be d i f f i c u l t f o r a rese arch i n s t i t u t i o n to have a m eaningful exchange w ith a te a c h in g i n s t i t u t i o n . d. P r e s id e n tia l le a d e rs h ip is v i t a l . e. I n s t i t u t i o n a l backing is e x tre m e ly im p o rta n t; th e re must be support o f th e Board o f T ru s te e s , f a c u lt y o r g a n iz a tio n s . f. There must be a commitment o f re s o u rc e s . T h is i s v e ry im p o rtan t in o rd er f o r th e program to s u r v iv e . How does th e s i s t e r c o lle g e exchange program b e n e f it Lansing Community C o lleg e f a c u lt y and s t a f f ? I t in crease s th e awareness o f th e s ig n ific a n c e o f e d u c a tio n a l exchange programs w ith o th e r c o u n tr ie s , p a r t i c u l a r l y f o r f a c u lt y and 3 t a f f . 10. How does th e s i s t e r c o lle g e exchange program b e n e f it students? There is v e ry l i t t l e im pact on stu d en ts except those who a c t u a lly p a r t ic ip a t e in th e program . In a community c o lle g e th e r e is not one la r g e a u d ito riu m where a l l stu d en ts can meet a t th e same tim e to hear th e P re s id e n t t a l k about th e s i s t e r c o lle g e programs so many do not even know t h a t i t e x i s t s . Taiwan has t h i s ad v antage, — th e r e a re many tim es where the P re s id e n t c a l l s a l l th e stu d en ts to g e th e r to t a l k w ith them. The s i s t e r c o lle g e program can be v e ry p o s it iv e fo r studen ts because o f making them aware o f the in t e r n a t io n a l scene. Many community c o lle g e stu d en ts are not exposed to events ta k in g p lace ouside o f th e U .S . as much as fo u r yea r c o lle g e s tu d e n ts . 291 For those s tu d en ts who have a c t u a lly been in v o lv e d , th e b e n e fit s are g r e a t . They in c lu d e : a. H e lp in g to s e t and develop c a re e r v o c a tio n a l/c a r e e r o b je c t iv e s . These o b je c tiv e s tend to become more i n t e r n a t i o n a ll y conscious a f t e r a s i s t e r c o lle g e exchange. b. They become v e ry s e n s it iv e to a d i f f e r e n t way o f l i f e d i f f e r e n t v a lu e system. c. The stu d en ts may be more eager to host s i s t e r c o lle g e stu d en ts because o f t h i s a f f i l i a t i o n . More a f f i n i t y is d ev elo ped. and a 11. How do you th in k th e s i s t e r c o lle g e program b e n e fit s the community? a. When f a c u lt y and s t a f f v i s i t here th ey meet w ith community le a d e rs and t h a t is h e lp f u l to th e le a r n in g e x p e rie n c e o f a l l in v o lv e d . b. They become more s e n s it iv e re g a rd in g another c o u n try . 12. What do you exp ect Lansing Community C o lle g e f a c u l t y / s t a f f to accom plish d u rin g an exchange? a. b. To le a r n t o i n t e r n a t i o n a li z e th e c u rric u lu m i s th e most im p o rta n t t h in g . Help s i s t e r c o lle g e f a c u l t y /s t a f f / s t u d e n t s to a c q u ire knowledge re g a rd in g th e r e a l n a tu re o f U .S . c u lt u r e because - th e re i s a g r e a t d ea l o f m isconception re g a rd in g th e U .S . 13. What do you expect s tu d en ts to accom plish d u rin g an exchange? a. b. To le a r n a d i f f e r e n t way o f l i f e ( c u l t u r a l l e a r n in g ) . To e x h ib it decent b eh avio r as a good Am erican. T h is i s v e ry im p o rta n t. I k . What c r i t e r i a do you f e e l is im p o rta n t in th e s e le c tio n o f f a c u lty /a d m in is t r a to r s to p a r t ic ip a t e in a s i s t e r c o lle g e exchange? a . The most im p o rta n t i s fo r someone to be t o le r a n t to a d i f f e r e n t way o f l i f e and d i f f e r e n t v ie w s . E x p e rtis e i s im p o rta n t, but not n e a rly as im p o rta n t as to le r a n c e . b. One who e x h ib it s exem plary b e h a v io r and i s w e ll educated and who w i l l a c t accordin g to t h e i r p o s it io n . c . P a r t ic ip a n t s must have a v e ry c le a r c o n c e p t/u n d e rs ta n d in g o f t h e i r r o le b e h a v io r. 292 15. What c r i t e r i a do you f e e l is im p o rta n t in the s e le c tio n o f stu d en ts to p a r t ic ip a t e in a s i s t e r c o lle g e exchange? a . T h e ir degree o f i n t e r e s t in le a r n in g about a fo r e ig n c u ltu r e is v e ry im p o rta n t. b . Language knowledge is im p o rta n t, b u t not as im p o rta n t as a w illin g n e s s to le a r n alth o u g h to r e a l l y le a r n a fo r e ig n c u lt u r e , you must le a r n i t 3 language. c . Above average academic perform ance reco rd is v e ry im p o rta n t. 16. How do you recommend th a t p a r t ic ip a n t s be prepared to g ain th e most b e n e fit from th e exchange? A. F a c u lty and S t a f f : 1 . B efore th e y go to a fo r e ig n c o u n try th e y should develop a framework fo r s p e c if ic a c t i v i t i e s in which th e y wish to be in v o lv e d . 2 . They should have an in te n s iv e o r ie n t a t io n which in c lu d e s language, c u lt u r e , knowledge o f th e s i s t e r c o lle g e and c o u n try . T h is o r ie n t a t io n 3hould p la c e emphasis on th e p a r t ic ip a n t ’ s r e s p o n s i b il it i e s to th e program and w h ile th e y a re in a fo r e ig n c u lt u r e . 3 . The o r ie n t a t io n should a ls o in c lu d e a c le a r understanding o f th e s i s t e r c o lle g e program o b je c t iv e s . 4 . They should develop a plan to i n t e r n a t io n a liz e t h e i r p a r t ic u la r course or c u rric u lu m when th e y r e tu r n from th e exchange. B. S tu d e n ts : 1. The C o lle g e must develo p a framework f o r s p e c if ic a c t i v i t i e s in which th e s tu d en ts should be engaged d u rin g th e exchange. 2 . They should a ls o have an in te n s iv e o r ie n t a t io n which in c lu d e s language, c u lt u r e , knowledge o f th e s i s t e r c o lle g e and c o u n try . T h is o r ie n t a t io n should p la c e emphasis on b eh avio r in a fo r e ig n c u lt u r e . 3 . T h e ir o r ie n t a t io n should a ls o in c lu d e a c le a r understanding o f th e s i s t e r c o lle g e program o b je c t iv e s . 17. How do you th in k s is te r college a c t iv it ie s should be financed? 1. A c t i v i t i e s should be fin a n c e d through i n s t i t u t i o n a l funds; t h a t is what I meant when X responded e a r l i e r re g a rd in g the commitment o f f in a n c i a l re s o u rc e s . 233 2 . G ra n ts , i f a v a ila b le , should be pursued. 3 . Some s p e c if ic programs can be s e lf-s u p p o r tin g ; i . e . , born by p a r t ic ip a n t s . expenses 18. What sug gestio ns do you have to improve th e s i s t e r c o lle g e program and r e la tio n s h ip s ? 1. A s tro n g emphasis must be placed on f a c u lt y exchange because t h is has th e most im pact on e d u c a tin g stu d en ts and i t le ad s to I n t e r n a t i o n a li z in g the c u rric u lu m . S tudent and s t a f f exchange are im p o rta n t, b u t th e f a c u lt y exchange is most im p o rta n t to b u ild th e i n t e r e s t in th e program. 2 . There must be more emphasis placed on s p e c if ic program exchange w ith a s p e c if ic s i s t e r c o lle g e , r a t h e r than t r y in g to accom plish u n iv e r s a l exchange. I mean by th a t response t h a t LCC AND NTIC can more r e a d ily exchange business programs by th e n atu re o f t h e i r c o lle g e and NTIT and LCC can more r e a d ily exchange tech n o lo g y or v o c a tio n a l programs because o f th e n atu re o f t h a t i n s t i t u t i o n . 3 . Reports o f th e exchange exp erien ces must be w id e ly dissem inated so t h a t in fo rm a tio n on th e a c tu a l exchange gets out to th e f a c u lt y and s tu d en ts and s t a f f . 4. There must be an e v a lu a tio n o f th e s p e c if ic program exchange. F orm alized e v a lu a tio n can ta k e p lace through the development o f a r e p o r tin g form . 29*! EXCHANGE PROFESSOR AT LCC 3 /8 2 - 6 /8 2 EXCHANGE PARTICIPANT QUESTIONNAIRE Q u e s tio n n a ire f o r in d iv id u a ls who have p a r t ic ip a te d in th e s i s t e r c o lle g e program between N a tio n a l Taichung I n s t i t u t e o f Commerce or N a tio n a l T a ip e i I n s t i t u t e o f Technology and Lansing Community C o lle g e . In te rv ie w s f o r p a r t ic ip a n ts from NTIC & NTIT were s e t up in th e R epublic o f China (Taiw an ) a t th e in d iv id u a l's i n s t i t u t i o n in accordance w ith t h e i r te a c h in g an d /o r a d m in is tr a tiv e sch ed u le. P a r t ic ip a n t s in th e in te rv ie w s were co n fin ed to the in te r v ie w e r and the in te rv ie w e e (e x c e p t on th e r a r e occasion when an in t e r p r e t e r helped f o r c l a r i f i c a t i o n p u rp o s e s ). The in te rv ie w e e s were a l l acquainted w ith th e in t e r v ie w e r . The purpose fo r th e in te r v ie w was to o b ta in in fo rm a tio n and feedback re g a rd in g exp erien ces o f p a r t ic ip a n ts in th e s i s t e r c o lle g e program between N a tio n a l Taichung I n s t i t u t e o f Commerce o r N a tio n a l T a ip e i I n s t i t u t e o f Technology and Lansing Community C o lle g e . Each in te rv ie w e e was advised t h a t he would be quoted in th e d is s e r t a t io n m a t e r ia l o f th e in te r v ie w e r . Q uestions were as fo llo w s : 1. What i s your name? Chang, Kuang-Yen 2. Chinese name Ben Chang American Name What p o s itio n do you hold a t your i n s t it u t io n ? A sso ciate P ro fess o r o f C i v i l E n g in e erin g (n o w ). I had a prom otion from in s t r u c to r a f t e r com pleting my s i s t e r c o lle g e exchange a t LCC. 3. How long have you been a f f i l i a t e d w ith your i n s t it u t io n ? 16 years 4. What i s your e d u c a tio n a l background? G raduate o f NTIT and have been ta k in g courses a t N a tio n a l Taiwan I n s t i t u t e o f Technology t h a t w i l l app ly to my M a s te r's Degree a f t e r I pass th e s p e c ia l exam in atio n to be ad m itted to the M a s te r's Program. 5. Why do you t h in k you were s e le c te d by your P re s id e n t to p a r t ic ip a t e in th e s i s t e r c o lle g e program w ith Lansing Community C ollege? Because I am an e x p e rt in C i v i l E n g in e e rin g , have a good a t t i t u d e 295 and am w i l l i n g to le a r n . My c o lle g e a ls o wanted me to g e t more knowledge in C i v i l E n g in e erin g and th e y wanted me to le a r n to understand th e s i s t e r r e la t io n s h ip . F iv e people a p p lie d when I a p p lie d to go to LCC. The D ir e c to r o f Curriculum makes the s e le c tio n and then makes h is recommendation to th e P re s id e n t fo r a p p ro v a l. 6. What does a s i s t e r c o lle g e r e la t io n s h ip mean to you? d e fin e th e term " s i s t e r c o lle g e r e la t io n s h ip ." Please I t h in k i t means h e lp in g to understand a d i f f e r e n t e d u c a tio n a l system and im proving lessons fo r th e stu d en ts and f a c u l t y . 7. What a re your c a re e r goals? I hope t h a t I can teach b e t t e r than b e fo re and I hope t h a t I w i l l be a b le to become a f u l l p ro fe s s o r and c o n tin u e in my own in s titu tio n . 8. How do you f e e l th e s i s t e r c o lle g e exchange program exp erien ce b e n e fits your career? The exchange exp erien ce was h e lp f u l in g e ttin g my prom otion to a s s o c ia te p ro fe s s o r because I took an E n g lish w r it in g course in th e Communications D epartm ent. T h is c la s s ta u g h t me how to w r it e a paper in E n g lis h which helped me w r it e a b e t t e r paper in C hinese. To g et t h is prom otion I had to w r it e a paper and I w ro te about using a compute to a n a ly ze a fo u n d a tio n . I a ls o took a c la s s a t MSU and used some o f th e in fo rm a tio n from th e paper I prepared f o r MSU to submit as a p a r t o f th e in fo rm a tio n fo r my prom otion process. 9. How do you f e e l th e s i s t e r c o lle g e exchange program exp erien ce b e n e fit s your i n s t it u t io n ? students? colleagues? I le a r n in g American te a c h in g methods and how to w r it e c r e a t iv e pap ers. I le a rn e d t h a t American s tu d en ts can ask q u e stio n s ----our Chinese stu d en ts have been ta u g h t not to ask q u e stio n s d u rin g c la s s . I have t r i e d to adapt some o f th e U .S . methods. My f i r s t year back in Taiwan 1 s ta r te d asking th e stu d en ts to b rin g q u e stio n s to c la s s and th e y s a id i t was d i f f e r e n t from t h e i r o th e r c la s s e s . They d id not know how to have d is c u s s io n s , and I encouraged them to b rin g t h e i r q u e stio n s and we would discuss the q uestions and answers. Then I asked how th ey lik e d th e change in tea c h in g methods and most thought i t was good. They s a id th ey le a rn e d much t h i s way and I t h in k t h is way we can develop t h e i r p o t e n t i a l. I hope t h a t e v e ry stu d e n t w i l l speak on some t o p ic . T h is g iv e s me a v e ry d i f f e r e n t im p re s s io n . Our stu d en ts can speak v e ry w e ll . I d id not know t h i s b e fo r e , so I le a rn e d more about my 296 own s tu d e n ts . A ls o , in th e f i r s t year I was back in Taiwan I ta lk e d w ith ray s tu d e n t in E n g lis h sometimes, b u t I o n ly do i t o c c a s io n a lly now. A ls o , I fin d th a t i t took a g r e a t d ea l o f tim e to answer q u e s tio n s , and my s tu d en ts a re so busy in t h e i r o th e r c lasse s t h a t th e y were n o t having tim e to re s e a rc h th e qu estio n s b e fo re th e y came to my c la s s . 1 s t i l l t r y to save f i v e m inutes f o r them to a3k q u e s tio n s , though. Our stu d e n ts g e t as much a t NTIT in th re e years as th e y would le a r n in th e u n iv e r s it y in fo u r y e a rs , so our tim e is more l im i t e d . But I do th in k t h a t th e American te a c h in g method h e lp e d . I never ta lk e d w ith my c o lle a g u e s about i t , though. Except fo r th e d is c u s s io n , I d o n 't th in k th e r e is a g re a t d e a l o f d iff e r e n c e between American and Chinese methods o f te a c h in g . T h is was my o b s e rv a tio n a t both MSU and LCC. A ls o , I have begun to r e q u ir e some typ e o f research papers in my c la s s and 80J o f my s tu d en ts have done w e ll on t h i s . 10. How do you f e e l th e s i s t e r c o lle g e exchange program exp erien ce b e n e fit s your community? In te rv ie w e e gave no response to q u e stio n 10. 11. What d o e 3 /d id your i n s t i t u t i o n expect you to accom plish w h ile you a re /w e re in v o lv e d in th e s i s t e r c o lle g e exchange program? They wanted me to le a r n th e American te a c h in g methods, more about c i v i l e n g in e e rin g and b e t t e r E n g lis h and le a r n more about th e exchange e x p e rie n c e . I was th e f i r s t exchange p ro fe s s o r to go to LCC from N T IT. 12. What d id your in s t it u t io n / y o u do to p repare f o r your exchange experience? The C o lle g e sen t me to le a r n E n g lis h fo r two months d u rin g th e summer v a c a tio n . They helped me to c o n ta c t American s tu d en ts and American te a c h e rs in Taiwan so I could t a l k w ith them and le a rn from them in advance. Besides th e E n g lis h c la s s and t a lk in g w ith American s tu d en ts and te a c h e rs I a ls o prepared through th e E n g lish school on t e le v is io n . Speaking and lis t e n in g to E n g lish was th e mo3t im p o rta n t, I t h in k , because I needed to be a b le to u n d erstand. I prepared fo r American food by going to W estern r e s ta u ra n ts here in Taiw an, b u t I s t i l l d o n 't l i k e American fo o d . 297 13. What d o /d id you expect o f your host c o lle g e in o rd e r to h e lp you g a in th e most from your exchange exp erien ce? I was not sure what to exp ect from Lansing Community C o lle g e in advance, but I th o u g h t th e y would make sure I had a p la c e to l i v e and would l e t me ta k e c la s s e s th e r e and a ls o would h e lp me ta k e a c la s s a t MSU. I hoped th e y would a ls o h e lp me meet people and t a l k w ith p ro fe s s o rs in my f i e l d . 1*4. How d id /d o e s your fa m ily f e e l about your s e le c tio n and your being away from home fo r th r e e to s ix months? My fa m ily f e l t t h a t i t would be a good e x p e rie n c e f o r me to be in th e U n ited S ta te s f o r a p p ro x im a te ly s ix months. My fa m ily hoped t h a t I could s ta y lo n g e r or go back to study f o r my M a s te r's D egree. I t h in k i t would have helped me to get a M a s te r's Degree in th e U n ited S ta te s , and I t h in k t h a t P re s id e n t Tang would have agreed to have me s ta y . 15. How a re you fin a n c in g your s i s t e r c o lle g e exchange and how does your i n s t i t u t i o n a s s is t you f i n a n c i a l l y d u rin g t h is exchange program? I g o t my r e g u la r pay from NTIT and my w ife a ls o w orks. However, some o f my pay had to s ta y in Taiwan to h e lp my f a m ily . 16. Have you liv e d or tr a v e le d in th e U .S ./F .O .C . p re v io u s to your s i s t e r c o lle g e exchange? No. 17. What was your image o f th e U n ited S ta te s p r io r to your s i s t e r c o lle g e exchange exp erien ce? I r e a l l y d id not know what to exp ect s in c e I had never been in th e U .S . b e fo r e . I o n ly knew i t would be a b ig c o u n try . 18. What is your image o f the United S tates a f t e r liv in g th e re during your 3 i3 te r c o lle g e exchange? Being in America gave me a d i f f e r e n t f e e lin g ----- i t was such a b ig c o u n try and th e s c i e n t i f i c development i s so good. T ra n s p o rta tio n r e g u la tio n s and r u le s were v e ry good, f o r exam ple, people do not w alk a l l over th e s t r e e t . The American u n iv e r s it y was good and I lik e d t h e i r p ro fe s s io n a l te a c h in g ways. A ll o f t h is gave me b ro ad er and deeper u n d erstan d in g and now I have more u nd erstanding o f not o n ly America and Americans but 298 o th e r c o u n trie s because th e re were so many people from o th e r c o u n trie s in A m erica. An exam ple: I met an Ir a n ia n in Los Angeles when I was on my way home. So many people from so many d i f f e r e n t c o u n trie s ------ C e n tr a l A m erica, K o rea, V ietn am . So, I gained more u n d erstanding o f more c u lt u r e s . B u t, s ta y in g in America fo r s ix months I le a rn e d th a t American people work too h a rd , and I d i d n 't l i k e to j u s t see American movies on American TV. Movies o r TV in America make i t lo o k l i k e American people have much le is u r e tim e , and a f t e r I went to th e U .S . I found t h a t t h is was not t r u e . Americans were v e ry busy and c o n c e n tra te on t h e i r w ork. Movies and TV do not p r o je c t th e c o r r e c t image. One th in g was t h a t when I re tu rn e d to Taiw an, I was t e r r i f i e d o f th e t r a f f i c a f t e r becoming accustomed to th e r u le s and r e g u la tio n s and good t r a f f i c p a tte r n s o f th e U n ited S ta te s . 19. What i s your im pression o f th e s i s t e r c o lle g e you v i s i t e d a f t e r your exchange exp erien ce? I t h in k t h a t th e campus p lan fo r LCC i s good. I was impressed w ith th e b u ild in g s and tr e e s and flo w e rs a t both LCC and MSU. 20 . What ways have you added to or changed your te a c h in g methods s in c e you p a r t ic ip a te d in the s i s t e r c o lle g e exchange? I have t r i e d to adapt some o f th e U .S . methods. My f i r s t year back in Taiwan I s ta r te d aksin g th e s tu d en ts to b irn g q u estio n s to c la s s and th e y said i t was d i f f e r e n t from t h e i r o th e r c la s s e s . They d id not know how to have d is c u s s io n s , and I encouraged them to b rin g t h e i r q u e s tio n s and we would discuss th e q u e stio n s and answers. I hope t h a t e ve ry s tu d e n t w i l l speak on some t o p i c . T h is g iv e s me a v e ry d i f f e r e n t im p re s s io n . Our stu d en ts can speak v e ry w e l l . I d id not know t h i s b e fo r e , so I le a rn e d more about my own s tu d e n ts . A ls o , in th e f i r s t yea r I was back in Taiwan I ta lk e d w ith my stu d e n t in E n g lis h sometimes, b u t I o n ly do i t o c c a s io n a lly now. A ls o , I fin d t h a t i t to o k a g r e a t d e a l o f tim e to answer q u e s tio n s , and my s tu d en ts a re so busy in t h e i r o th e r cla s s e s th a t th e y were not having tim e to re s e a rc h th e q u e stio n s b e fo re they came to my c la s s . I s i l l t r y to save f i v e m inutes f o r them to ask q u e s tio n s , though. A ls o , I have begun to r e q u ir e some type o f re s e a rc h papers in my c la s s and 809 o f my s tu d en ts have done w e ll on t h i s . 299 2 1 . What was good about your s i s t e r c o lle g e exchange exp erien ce? My e x p erien ces w ith P ro fess o r Eugene R u s s e ll were e s p e c ia lly h e lp f u l tome. He had me t r a v e l on f i e l d ex p e rie n c e s w ith him to Grand R apids, Zilw aukee B rid g e , highway e n g in e e rin g p r o je c t s , cem etery, and c o n s tru c tio n p r o je c t s . He tr e a te d me, a fo r e ig n person, v e ry w e ll . T h is helped me very much and was good e xp erien ce f o r both e n g in e e rin g and E n g lis h . We a ls o went to power p la n ts and s a n it a r y tre a tm e n t c e n te r s . I t helped me to understand how people in th e U .S . work and how th e y l i v e . He als o in v ite d me to h is own home. 2 2 . How could th e s i s t e r c o lle g e exchange have been b e tte r ? 1. • I t h in k LCC should h elp th e exchange te a c h e r go to MSU to 1earn - th e re c e n t methods in h is /h e r f i e l d . more o f 2. I t h in k i t would be b e t t e r to l i v e on th e MSU o r LCC campus and i t would be b e t t e r t o l i v e w ith o th e r te a c h e rs o r w ith o th e r s tu d e n ts . 3. I t h in k I would have le a rn e d more i f someone e ls e had been w ith me, maybe ano ther Chinese p ro fe s s o r, or b e t t e r y e t , i f I had an American roommate. 2 3 . How do you e v a lu a te your e x p erien ces in th e program? Good. I t gave me a more open m ind. A f t e r I came back I seemed to absorb, accept and a p p re c ia te new id e a s and new concepts much b e t t e r . My mind seemed to wide and I was a b le to see more than b e fo r e , I would l i k e to r e tu r n to th e U n ited S ta te s . 2 4 . How do you th in k your P re s id e n t e v a lu a te s your e x p e rie n c e in th e program? I th in k good. I b r ie fe d P re s id e n t Tang w ith an o r a l r e p o r t when I r e tu r n e d . I asked t h a t t h i s program co n tin u e because i t h elp s th e exchange p ro fe s s o r to get advanced study and I suggested t h a t th e p e rio d o f tim e in th e U .S . be lo n g e r so t h a t M a s te r's Degrees o r P h .D 's can be earned and more u nd erstanding o f America can be develo ped. 2 5 . Would you recommend t h is s i s t e r c o lle g e exchange program to your colleagues? Yes, because o f a l l th e good th in g s t h a t I have been a b le to develop because o f th e program th e knowledge o f te a c h in g methods, th e a b i l i t y fo r my mind to see and le a r n b e t t e r and th e knowledge t h a t I gained form a tte n d in g c la s s e s and g e t t in g m a te r ia ls f o r my school and my s tu d e n ts . 300 26. What s u g g e s tio n s do you have t o im prove th e s i s t e r c o lle g e program and r e la tio n s h ip ? I t h in k LCC should h e lp th e exchange te a c h e r go t o MSU, I t h in k i t would be b e t t e r to l i v e on th e LCC o r MSU campus. I t h in k i t would be b e t t e r to have been a b le to l i v e w ith someone e ls e , e i t h e r p ro fe s s o r o r s tu d e n t, b u t p r e f e r a b ly an A m erican. 301 EXCHANGE PROFESSOR AT LCC ARRIVED FEBRUARY 1982 EXCHANGE PARTICIPANT QUESTIONNAIRE Q u e s tio n n a ire f o r in d iv id u a ls who have p a r t ic ip a t e d in th e s i s t e r c o lle g e program between N a tio n a l Taichung I n s t i t u t e o f Commerce o r N a tio n a l T a ip e i I n s t i t u t e o f Technology and Lansing Community C o lle g e . In te r v ie w s f o r p a r t ic ip a n t s from NTIC & NTIT w ere s e t up in th e R e p u b lic o f China (T a iw a n ) a t th e i n d i v i d u a l 's i n s t i t u t i o n in accordance w ith t h e i r te a c h in g a n d /o r a d m in is t r a t iv e s c h e d u le . P a r t ic ip a n t s in th e in te r v ie w s were c o n fin e d to th e in te r v ie w e r and th e in te r v ie w e e (e x c e p t on th e r a r e o cc asio n when an i n t e r p r e t e r helped f o r c l a r i f i c a t i o n p u rp o s e s ). The in te rv ie w e e s were a l l ac q u a in te d w ith th e in t e r v ie w e r . The purpose fo r th e in t e r v ie w was to o b ta in in fo rm a tio n and feedback re g a rd in g e x p e rie n c e s o f p a r t ic ip a n t s in th e s i s t e r c o lle g e program between N a tio n a l Taichung I n s t i t u t e o f Commerce o r N a tio n a l T a ip e i I n s t i t u t e o f Technology and Lansing Community C o lle g e . Each in te r v ie w e e was advised t h a t he would be quoted in th e d is s e r t a t io n m a t e r ia l o f th e in t e r v ie w e r . Q uestio ns were as fo llo w s : 1. What i s your name? Chen, T ie n -C h i 2. Chinese Name What p o s it io n do you ho ld a t your i n s t i t u t i o n ? P re s id e n t - Ta Hwa J u n io r C o lle g e o f Tech. 3. How lo n g have you been a f f i l i a t e d w ith your i n s t i t u t i o n ? 7 y e a r3 What i s your e d u c a tio n a l background? B a c h e lo r's Degree - P o l i t i c a l S cien ce M a s te r 's Degree - p o l i t i c a l S chienc - N a tio n a l Cheng-ChI U n iv . C u r r e n tly - P h .D . Prog. MSU - C o lle g e o f Ed. Ed. Adm. 5. Why do you t h in k you were s e le c te d by your P r e s id e n t to p a r t i c i p a t e in th e s i s t e r c o lle g e program w ith Lansing Community C o llege? My Board o f T r u s te e s , s p e c i f i c a l l y th e C h a irp e rs o n , asked me to come to th e U .S . to g e t my Ph.D . A ls o , th e y want me to e s t a b lis h a U .S . s i s t e r c o lle g e . 302 Both th e Ph.D. and th e 3 i s t e r c o lle g e e x p e rie n c e and r e la t io n s h ip w i l l e s ta b lis h b e t t e r p r e s tig e fo r my C o lle g e , I t i s more p re s tig io u s to g e t your M a s te r's Degree o r Ph.D . from th e U nited S ta te s . My Board a ls o wants me to le a r n th e U .S. methods f o r o rg a n iz in g and a d m in is te rin g the C o lle g e ; le a r n more about th e U .S . community c o lle g e . T h e ir goal i s to have me le a r n how to make th e ju n io r c o lle g e in Taiwan have b e t t e r q u a li t y and become e x c e lle n t . T was P re s id e n t o f HaHwa Ju n io r C o lle g e o f Technology and my Board wants me to im prove the q u a l i t y , f a c i l i t i e s , programs and equipment o f th e c o lle g e so th e y sen t me to g e t my Ph.D. A ls o , I have looked over and s tu d ied f i v e d i f f e r e n t community c o lle g e s when I v is i t e d th e U n ited S ta te s in 19B1, and LCC was th e most im p re s s iv e . I r e a l l y wa3 impressed by th e P re s id e n t and h is s t a f f members who tr e a te d me so w e ll and gave me to u rs o f th e c o lle g e , and I lik e d th e f a c i l i t i e s and equipm ent, and in my b r i e f i n g i t seemed t h a t t h is c o lle g e was th e most com prehensive. A ls o , M ichigan S ta te U n iv e r s it y was c lo s e by and i t provided an o p p o rtu n ity to g et my Ph.D. w h ile le a r n in g more about th e community c o lle g e system . Also N a tio n a l Taichung I n s t i t u t e o f Commerce is a s i s t e r c o lle g e w ith LCC and P re s id e n t Yoh i s a good f r ie n d o f m ine. He helped me to work w ith P re s id e n t Gannon to come to LCC t o le a r n and P re s id e n t Gannon and you helped me to go on to MSU f o r my Ph.D. Also i t i s my s in c e r e s t d e s ir e to c o n c e n tra te on community c o lle g e and v o c a tio n a l/te c h n ic a l ed u catio n and I wanted to study a t th e b e s t c o lle g e . 6. What does a s i s t e r c o lle g e r e l a t i o n s h i p mean t o you? d e f in e th e te rm " s i s t e r c o lle g e r e l a t i o n s h i p . " P le a s e We a lr e a d y had one s i s t e r c o lle g e r e la t io n s h ip w ith a c o lle g e in K o rea. We can le a r n much from each o th e r as s i s t e r c o lle g e s . To exchange p ro fe s s o rs and s tu d en ts i s im p o rta n t so th e y can le a r n about th e s tre n g th s and weaknesses o f both e d u c a tio n a l systems in both c o u n trie s and o f both c o lle g e s . T h is h e lp s us to improve our own c o lle g e . We b e n e f it from the s tre n g th s o f th e s i s t e r c o lle g e and le a r n from t h e i r weaknesses. We e s p e c ia lly le a r n from th e s p e c if ic programs in a c o lle g e and how th e y a re s e t up and t h e i r c u rric u lu m c o n te n t as w e ll as from th e q u a li t y o f th e in s t r u c t o r s . We can c a r e f u l ly re v ie w th e e ffe c tiv e n e s s o f t h e i r a d m in is tr a to r s t h e i r equipment and t h e i r f a c i l i t i e s . Also we le a r n how th e b u ild in g s a re c o n s tru c te d and how th e equipment is p la c e . The most im p o r ta n t p o in t f o r s i s t e r c o lle g e s i s t o le a r n o th e r. from each 303 7. What a re your c a re e r goals? I w ant t o d e v o te my s e l f t o e d u c a tio n . I l i k e b e in g a te a c h e r o r a d m in is t r a t o r . I h a ve a tw o -y e a r o b l i g a t io n t o my Board and my f u t u r e i s d e pen dent on th em . I t i s up t o th e Board w h e th e r I s t a y a t my c o lle g e as a P r e s id e n t o r i n a n o th e r p o s i t i o n . E v e ry th in g depends on my Board and th e Board C h a irp e rs o n . In a p r i v a t e i n s t i t u t i o n l i k e m in e , th e Board i s v e r y p o w e r fu l. They must f o llo w th e la w o f th e MOE, b u t th e y a r e v e r y p o w e r fu l. 8. How do you f e e l th e s i s t e r c o lle g e exchange program e x p e rie n c e b e n e fits your career? In te r n in g a t Lansing Community C o lle g e w h ile s tu d yin g a t M ichigan S ta te U n iv e r s ity has helped me understand more c l e a r l y th e community c o lle g e system in th e U n ited S ta te s , p ro b a b ly more c l e a r l y than most peo p le in my c o u n try . I now know what community c o lle g e means. I have found something t h a t I r e a l l y want my c o u n try to t h in k a b o u t, i . e . th e open door fo r ju n io r c o lle g e ed u catio n in Taiw an. T h is is an issu e we have ta lk e d about f o r many years ----- how can we reduce th e p ress u re on those who cannot g et in t o c o lle g e to g et a b a c h e lo r’ s degree o r who have gone to j u n io r c o lle g e s and f e e l somewhat downgraded because th e y do not have a b a c h e lo r 's d e g re e . Now, more stu d e n ts want to go to ju n io r c o lle g e to le a r n s k i l l s . Now, I t h in k ju n io r c o lle g e s should open t h e i r door3 to a l l s tu d e n ts . We a re a te c h n o lo g ic a l and i n d u s t r ia l co u n try and ju n io r c o lle g e s could add two years o f ed u catio n to th e ed u catio n o f a l l those who do not go to th e fo u r year c o lle g e s and u n i v e r s i t ie s . A ls o , two y e a rs o f more comprehensive s tu d ie s f o r o ld e r s tu d en ts would be a community s e r v ic e o f th e ju n io r c o lle g e in T aiw an. The MOE has been t h in k in g about a d u lt e d u c a tio n and th e ju n io r c o lle g e s a re a lre a d y in e x is te n c e . Why n o t g iv e them th e funds and l e t them s e t up more comprehensive c o lle g e s fo r people o f a l l ages? T h is would a ls o in c re a s e th e programs f o r ju n io r c o lle g e s and e s p e c ia lly f o r p r iv a t e J u n io r c o lle g e s s in c e 56 o f th e 77 ju n io r c o lle g e s in Taiwan a re p r i v a t e . Our c o u n try does n o t have enough money to b u ild more ju n io r c o lle g e s , b u t th e y can p ro v id e money f o r th e e x is t in g ju n io r c o lle g e s to t r a i n a d u lts - — these c o lle g e s a re a lre a d y lo c a te d a l l around Taiw an. Even i f t h i s does n o t happen, i t i s s t i l l im p o rta n t f o r some o f th e ju n io r c o lle g e s to become more comprehensive so th e y can f i l l th e needs o f th e community. L ea rn in g about th e community c o lle g e system has r e a l l y b e n e fite d my c a re e r because I w i l l have more knowledge about t h is system than alm ost anyone e ls e in Taiwan and I can work w ith my Board and th e MOE t o t r y to h e lp them ta k e th e b es t o f th e community c o lle g e system and work i t in t o our system . 30 it 9. How do you f e e l th e s i s t e r c o lle g e exchange program exp e rie n c e b e n e fit s your i n s t it u t io n ? students? colleagues? I b e lie v e d t h a t is responded to in ff8 w ith th e way t h a t I can work w ith my Board and th e MOE t o im prove our ju n io r c o lle g e system in Taiw an. I can b rin g back more m a t e r ia ls , in fo rm a tio n and textb o o ks fo r them as w e ll as an o v e r a ll knowledge o f a l l departm ents and d iv is io n s o f Lansing Community C o lle g e so t h a t our c o lle g e can ta k e th e b e s t o f both systems and make more q u a li t y ed u catio n fo r our s tu d e n ts . A ls o , th e f a c i l i t i e s and equipment in fo rm a tio n I can b rin g back w i l l make a b e t t e r p la c e f o r our s tu d en ts to study and b e t t e r equipment to use f o r le a r n in g e x p e rie n c e s , I want to add t h a t I t h in k one o f the most im p o rta n t th in g s I le a rn e d to h e lp my c o lle a g u e s is th e methods o f p ro fe s s io n a l developm ent a t Lansing Community C o lle g e . T h is i s th e b es t way to improve in s t r u c to r s and a d m in is tr a to r s — - through p r o fe s s io n a l developm ent program s. 10. How do you f e e l th e s i s t e r c o lle g e exchange program exp e rie n c e b e n e fit s your community? The id eas w i l l h e lp needs and community I b r in g back f o r th e comprehensive community c o lle g e our ed u cato rs to become more conscious o f th e community maybe w i l l h e lp us beg in to respond to what our w ants. 11. What d o e s /d id your i n s t i t u t i o n expect you to accom plish w h ile you a re /w e re in v o lv e d in th e s i s t e r c o lle g e exchange program? ff1 was to g e t my Ph.D. #2 was le a r n what I can from Lansing Community C o lle g e to improve my i n s t i t u t i o n fo r th e s t a f f and s tu d e n ts . #3 th e y want me to e s ta b lis h a s i s t e r c o lle g e r e la t io n s h ip w ith LCC to p ro v id e o p p o r tu n itie s f o r exchange o f f a c u l t y , s t a f f and stu d e n ts and id eas and m a te r ia ls and te x tb o o k s . 12. What d id your i n s t it u t io n / y o u do to p re p a re f o r your exchange experience? They had me come to th e U n ited S ta te s f o r th e AACJC Conference in 1981 and v i s i t f i v e community c o lle g e s d u rin g t h a t tim e so t h a t I could t h in k about what I saw. I to o k an E n g lish course in th e Language Center in T a ip e i through th e MOE b e fo re coming to th e U .S. 305 13. What d o /d id you exp ect o f your host c o lle g e in o rd e r to h e lp you g a in th e most from your exchange experience? The in te rn s h ip s have been more than I could have hoped f o r . I had hoped f o r an o p p o rtu n ity to study th e community c o lle g e system w h ile g e ttin g my Ph.D . a t MSU, but I d id n o t know I would be a b le to have such com prehensive in te rn s h ip s w h ile a t Lansing Community C o lle g e . These in te rn s h ip s covered e ve ry d iv is io n o f th e C o lle g e and gave me o p p o r tu n itie s fo r many p ro fe s s io n a l development programs; gave me access to th e l i b r a r i e s , th e in fo rm a tio n system, eve ry d e p a rtm e n t's programs and equipm ent, e v e ry b u ild in g , a d m in is tr a tiv e m e e tin g s , board m e e tin g s , s p e c ia l c u lt u r a l e v e n ts . I t gave me o p p o r tu n itie s to have d iscu s sio n s and b r ie f in g s w ith a l l to p management people and w ith f a c u lt y , s tu d en ts and o th e r s t a f f members. A l l t h is was f i t in t o my d o c to ra l program as in te rn s h ip s which p rovided e x c e lle n t le a r n in g e x p e rie n c e s . 14. How d id /d o e s your fa m ily f e e l about your s e le c tio n and your being away from home f o r th re e to s ix months? They were e x c ite d a t f i r s t because t h i3 is my o p p o rtu n ity t o le a rn in a fo r e ig n c o u n try , b u t th e y were w o rried because none o f us have liv e d in th e U n ited S ta te s even though T have v i s i t e d . We were w o rried about ed u catio n f o r our th re e c h ild r e n . But we though we should do t h is f o r our f u t u r e . To t e l l th e t r u t h , our f i r s t year was v e ry f r u s t r a t i n g e s p e c ia lly because o f th e language problem . My c h ild r e n and my w ife d id not speak E n g lis h and I had tr o u b le understanding v e ry much E n g lish d u rin g t h a t f i r s t y e a r . A ls o , I was so busy t h a t I had to spend a l l my tim e in th e l i b r a r y re a d in g and I d id not have a chance to t a l k v e ry much or have any s o c ia l l i f e . A f t e r th e f i r s t year e v e ry th in g went sm oother. 15. How a re you fin a n c in g your s i s t e r c o lle g e exchange and how does your i n s t i t u t i o n a s s is t you f i n a n c i a l l y d u rin g t h is exchange program? My Board pays my s a la r y , t u i t i o n , books and l i v i n g expenses fo r me. I pay my fa m ily expenses out o f my s a la r y . 16. Have you liv e d or tr a v e le d in th e U .S ./R .O .C . p re v io u s to your s i s t e r c o lle g e exchange? No. 17, What was your image o f th e U n ited S ta te s p r io r to your s i s t e r c o lle g e exchange experience? Good p la c e f o r le a r n in g . I had a v e ry good image o f th e U .S ., 306 how ever, a f t e r b e in g h ere f o r 2 1 /2 y e a rs I f e e l a l i t t l e d iffe r e n tly . I s t i l l l i k e i t , b u t th e r e is a c u l t u r a l d if f e r e n c e th e r e is more p re s s u re l i v i n g h ere w ith th e more exp ensive l i v i n g s ta n d a rd s , and my s a la r y come to U .S . d o l la r s about $ 1 ,0 0 0 p er m onth. T h a t i s hard to l i v e on v e r y h ig h s ta n d a rd s . In my c o u n try my f a m ily can l i v e w e l l . A ls o , p eo p le a re so v e ry busy h e re ----- i t seems th e y do n o t have much tim e t o be s o c ia l . But p eo p le a re n o t as crowded h e r e , and th e a i r i s f r e s h . good environm ent f o r le a r n in g . 18. What i s your image o f th e U n ite d S ta te s a f t e r l i v i n g your s i s t e r c o lle g e exchange? It is a th e r e d u rin g As I s a id in # 1 7 , p e o p le a re to o busy h e re and th e s o c ia l c o n ta c t i s much le s s . We can fin d tim e to t a l k an y tim e in my c o u n try . Here we have to make appointm ents and we a re always w o rrie d about th e tim e . There i s a slow er pace in th e s o c ie ty o f T aiw an. 19. What i s your im p re ssio n o f th e s i s t e r c o lle g e you v i s i t e d your exchange exp erien ce? a fte r 1. LCC has e f f e c t i v e and e f f i c i e n t a d m in is tr a t io n and i n s t r u c t i o n . 2 . The q u a li t y o f e d u c a tio n i s v e ry h ig h . 3. Many o f my Chinese f r ie n d s ta k e courses a t LCC and f e e l many tim e s t h a t in c e r t a i n a re a s th e courses a re b e t t e r th an a t MSU, e s p e c ia lly th e courses seem more p r a c t i c a l . (A u th o r’ s n o te : w hich i s meant to be community c o lle g e te a c h th e a p p lie d o r p r a c t i c a l methods w ith some blend o f th e o r y w h ile u n i v e r s it y courses a re e s ta b lis h e d w ith a more t h e o r e t ic a l b a s e .) (My Chinese f r ie n d s a ls o t e l l me about some in s t r u c t o r s t h a t a re not v e ry good - - - ( A u t h o r : rem inded in te r v ie w e e t h a t i t was th e r e s p o n s i b il it y o f s tu d e n ts to c a r e f u l l y e v a lu a te th e in s t r u c t o r s so t h a t t h i s in fo r m a tio n would g e t to th e proper a d m in is t r a t o r . C u lt u r a l note re m in d e r: The Chinese do n o t l i k e to make o th e rs lo s e f a c e , and i t i s d i f f i c u l t fo r them to e v a lu a te h o n e s tly when i t comes, to t e l l i n g someone t h a t th e y a re n o t doing a good j o b . ) 4. U n iv e r s it ie s c o n c e n tra te on rese arch /co m m u n ity s e r v ic e and then te a c h in g . The community c o lle g e should c o n c e n tra te on b ein g th e b e s t te a c h e r and t h a t is why i t i s so bad when a t e a c h e r /in s t r u c t o r i s n o t good. 5 . Sometimes th e s tu d e n ts a re n o t on th e same p a r w ith th e u n i v e r s it y s tu d e n ts , and good in s t r u c t o r s a re even more Im p o rta n t in o rd e r to compensate f o r t h i s so t h a t th e s tu d e n ts w i l l do a good jo b and be encouraged to go on to h ig h e r e d u c a tio n . 6. C o lle c t iv e b a r g a in in g and c o n tra c ts may cause d i f f i c u l t y f o r th e a d m in is tr a tio n a t LCC e s p e c ia lly as i t r e l a t e s t o te r m in a tin g a bad 307 i n s t r u c t o r , b u t we a ls o have th e problem o f g e t t in g r i d o f a bad in s t r u c t o r in Taiwan even though we do n o t have c o l l e c t i v e b a r g a in in g . In our c o u n try i t seems t h a t when an in s t r u c t o r i s h ir e d , h e /s h e i s h ire d f o r l i f e and i t seems alm ost im p o s s ib le to g e t r i d o f them . 7 . Community c o lle g e s do n o t have t o pay as much a t t e n t i o n to th e degree — th e y have good in s t r u c t o r s who j u s t have B a c h e lo r’ s Degrees o r maybe much e x p e rie n c e e s p e c ia lly in th e v o c a tio n a l a r e a s , b u t in Taiwan we pay to o much a t t e n t io n to th e degree and n o t so much a t t e n t io n to e x p e rie n c e . 2 0 . What ways have you added t o o r changed your te a c h in g methods s in c e you p a r t ic ip a t e d in th e s i s t e r c o lle g e exchange? LCC uses a l o t o f i n s t r u c t i o n a l media f o r te a c h in g and a ls o much s e lf-p a c e d le a r n in g which can be h e lp f u l to my c o lle g e . G rading on th e B e ll cu rve i s much b e t t e r so t h a t i t i s th e more even n a t u r a l c u rv e . In my c o u n try to o my in s t r u c t o r s want to flu n k s tu d e n ts . I t e l l my i n s t r u c t o r s , ’’You must know your s tu d e n ts and know t h e i r p o t e n t ia l and encourage them ------ not f lu n k them ." 2 1 . What was good about your s i s t e r c o lle g e exchange e xp erien ce? The most s p e c ia l p a r t was th e chance to le a r n about th e t o t a l com prehensive community c o lle g e system . 2 2 . How could th e s i s t e r c o lle g e exchange have been b e tte r ? I f we can j u s t le a r n to t a l k more f r a n k ly ----- you, P re s id e n t Gannon, and I , so t h a t we can o p e n ly d iscu s s th e weaknesses o f th e community c o lle g e system and o f LCC. I know a l l th e s tre n g th s from o b s e rv in g , b u t I a ls o know some weaknesses t h a t I should d iscuss w ith you ----- n o t j u s t about LCC, b u t about th e community c o lle g e system . You and P re s id e n t Gannon have been in my c o u n tr y , and you e s p e c i a ll y , have v i s i t e d many c o lle g e s , and have ta u g h t and s tu d ie d my system o f e d u c a tio n . I hope t h a t we can s i t down and have good d is c u s s io n s where we can e v a lu a te our c o lle g e s and our systems o p e n ly . We c a n 't be to o p o l i t e to each o t h e r . 2 3 . How do you e v a lu a te your e x p e rie n c e s in th e program? V e ry good, b u t I am v e ry t i r e d . T h is has been my to u g h e s t tim e in my whole life . We seldom have s o c ia l a c t i v i t i e s and many tim e s I wonder i f i t i s w orth i t a l l . However, we have com m itted o u rs e lv e s and we must re a c h our g o a l. 21). How do you t h in k your P re s id e n t e v a lu a te s your e x p e rie n c e in th e program? ( I n t h is c a s e , th e Board c h a irp e rs o n is who P re s id e n t Chen i s r e f e r r i n g to 308 s in c e he r e p o r ts to th e Board c h a ir p e r s o n .) I t i3 too e a r ly to say. He w i l l e v a lu a te a f t e r I go back to my c o lle g e and begin to in c o rp o ra te a l l I have le a r n e d . He wants me to w r it e some a r t i c l e s and maybe you and I can work on some a r t i c l e s to g e th e r a f t e r we have fin is h e d our P h .D .’ s. 2 5 . Would you recommend t h is s i s t e r c o lle g e exchange program to your co lleag u e s? Y es. Because i t is th e b e s t way to le a r n from each o th e r ----- to a c t u a lly e x p e rie n c e th e in vo lvem en t and p a r t ic ip a t e in th e c o lle g e s and in th e programs w ith d is c u s s io n s w ith in s t r u c t o r s , f a c u l t y and stu d en ts and observin g th e f a c i l i t i e s , equipm ent and th e textb o o ks and m a t e r ia ls . Once you have accepted th e r e s p o n s i b il it i e s f o r s i s t e r c o lle g e r e la tio n s h ip s i t i s v e ry im p o rta n t t h a t th e c o lle g e s fo llo w through and make a l l p o s s ib le e x p erien ces a v a ila b le to t h e i r f a c u l t y / s t a f f and s tu d e n ts . The fo llo w -th ro u g h i s th e most im p o rta n t to make i t a m eaningful r e la t io n s h ip on both s id e s . 26. What sug gestio ns do you have to improve th e s i s t e r c o lle g e program and r e la tio n s h ip ? My o n ly a d v ic e to a l l c o lle g e s in v o lv e d is to r e a l l y commit y o u r s e lf to the exchanges do not s ig n agreements ju s t to have agreements r e a lly commit y o u r s e lf and fo llo w -th ro u g h fo r th e good o f your f a c u l t y /s t a f f / s t u d e n t s and your c o lle g e ’ s f u t u r e . 309 EXCHANGE PROFESSOR AT DCCC 1981 - 1983 EXCHANGE PARTICIPANT QUESTIONNAIRE Q u e s tio n n a ire f o r in d iv id u a ls who have p a r t ic ip a te d in th e s i s t e r c o lle g e program between N a tio n a l Taichung I n s t i t u t e o f Commerce o r N a tio n a l T a ip e i I n s t i t u t e o f Technology and Lansing Community C o lle g e . In te rv ie w s f o r p a r t ic ip a n ts from NTIC 4 NTIT were s e t up in th e R epublic o f China (Taiw an ) a t th e in d iv id u a l's i n s t i t u t i o n in accordance w ith t h e i r te a c h in g an d /o r a d m in is tr a tiv e sch ed u le. P a r t ic ip a n t s in th e in te rv ie w s were co n fin ed to th e in te r v ie w e r and th e in te rv ie w e e (e x c e p t on th e r a r e occasion when an i n t e r p r e t e r helped f o r c l a r i f i c a t i o n p u rp o s e s ). The in te rv ie w e e s were a l l acq uainted w ith th e in t e r v ie w e r . The purpose f o r th e In te r v ie w was to o b ta in in fo rm a tio n and feedback re g a rd in g e x p erien ces o f p a r t ic ip a n t s in th e s i s t e r c o lle g e program between N a tio n a l Taichung I n s t i t u t e o f Commerce or N a tio n a l T a ip e i I n s t i t u t e o f Technology and Lansing Community C o lle g e . Each in te rv ie w e e was advised t h a t he would be quoted in th e d is s e r t a t io n m a t e r ia l o f th e In te r v ie w e r . Q u e s tio n s were as f o llo w s : 1. What is your name? Chou, Ching Hui 2. Chinese Name John Chou American Name What p o s itio n do you hold a t your i n s t it u t io n ? D ir e c to r o f th e E l e c t r i c a l E n g in e e rin g Departm ent N a tio n a l T a ip e i I n s t i t u t e o f Technology 3. How long have you been a f f i l i a t e d w ith your i n s t it u t io n ? 2 U years H. What i s your e d u c a tio n a l background? Graduated from N a tio n a l T a ip e i I n s t i t u t e o f Technology ( I t was p r o v in c ia l a t t h a t t im e .) Graduated w ith M a s te r's Degree In Computer S cience from Syracuse U n iv e r s it y , New York R e c ip ie n t o f f i r s t IBM F e llo w s h ip e s ta b lis h e d by IBM -Taiwan Taught e l e c t r i c a l e n g in e e rin g courses a t Dutchess County Community C o lle g e f o r two y ea rs w h ile com pletin g work on M a s te r's Degree a t Syracuse U n iv e r s it y . 310 5. Why do you th in k you were s e le c te d by your P re s id e n t to p a r t ic ip a t e in th e s i s t e r c o lle g e program w ith Lansing Community C ollege? I was s e le c te d because I am a v e ry hard worker and because P re s id e n t Tang thought I was a good p ro fe s s o r who could be a p io n e e r fo r th e IBM -Taiwan r e la t io n s h ip w ith our i n s t i t u t i o n . A ls o , b caus P re s id e n t Tang wanted me to be th e p io n e e r f o r th e M a s te r’ s Degree program a t Syracuse U n iv e r s it y s in c e I was a grad u ate o f our own i n s t i t u t i o n . He wanted me t o e s ta b lis h th e program where g rad u ates o f our i n s t i t u t i o n who had good te a c h in g and w orking e x p e rie n c e could go d i r e c t l y to th e M a s te r's Degree program w ith o u t having a B a c h e lo r’ s D egree. I was a b le to accom plish t h is g o a l, and now o th e rs a re p a r t ic ip a t in g in t h is program w ith Syracuse U n iv e r s it y . 6. What does a s i s t e r c o lle g e r e la t io n s h ip mean to you? d e fin e th e term " s i s t e r c o lle g e r e la t io n s h ip ." P lease T h is means th e o p p o rtu n ity f o r in fo rm a tio n and c u l t u r a l exchange as w e ll as te a c h in g exp erien ce exchange o p p o r tu n it ie s . I t a ls o means th e exchange o f te a c h in g methods t h a t w i l l be m u tu a lly b e n e f ic ia l to both i n s t i t u t i o n s . I t means th e o p p o rtu n ity to l i v e in an o th er c u lt u r e and co u n try and le a r n from th e many people t h a t you m eet. The study was im p o rta n t to me, b u t te a c h in g American stu d en ts was e q u a lly as im p o rta n t to my le a r n in g e x p e rie n c e . 7. What a re your c a re e r goals? I want to be a good D ir e c t o r o f th e E l e c t r i c a l E n g in e erin g Departm ent so t h a t i t can become th e b e s t departm ent a t our c o lle g e . We have alm ost 2000 stu d e n ts in my departm ent — - th a t is la r g e r th an many p r iv a t e c o lle g e s . My stu d e n ts g e t a l o t o f o p p o r tu n itie s in in d u s try and then th e y can go to th e U n ited S ta te s and g et t h e i r M a s te r 's D egrees. I want t o c o n tin u e in t h i3 typ e o f a d m in is tr a t io n , and I hope to c o n tin u e my own edu cation and then g et my Ph.D . so t h a t I can become a dean or a c o lle g e p r e s id e n t. However, my p r i o r i t y i s N a tio n a l T a ip e i I n s t i t u t e o f Technology and c o n tin u in g in a d m in is tr a tio n . 8. How do you f e e l th e s i s t e r c o lle g e exchange program exp e rie n c e b e n e fits your care er? I t gave me an o p p o rtu n ity t o teach in a fo r e ig n c o u n try f o r two years w h ile pursuing my M a s te r's D egree. I t a ls o gave me an o p p o rtu n ity to i n t e r a c t more w ith IBM s in c e I was on a fe llo w s h ip from IB M -Taiw an. A ls o , because o f t h is e x p e rie n c e I was s e le c te d l a s t y e a r to go to th e R epublic o f South A f r ic a t o p re s e n t workshops on e l e c t r i c a l e n g in e e rin g and computer s c ie n c e . 311 9. How do you f e e l th e s i s t e r c o lle g e exchange program exp e rie n c e b e n e fit s your i n s t it u t io n ? students? co lleag u es? I brought back te a c h in g methods form th e U n ited S ta te s t h a t I le a rn e d from o bservin g my c o lle a g u e s a t Dutchess County Community C o lle g e and from ta k in g cla s s e s a t Syracuse U n iv e r s it y . 1 a ls o was a b le to le a r n more about th e c u rric u lu m development process and in c o rp o ra te th e m eaningful p a r ts in t o my d ep artm en tal c u rric u lu m h e re . I t a ls o gave me in fo rm a tio n t h a t is h e lp f u l to th e f a c u lt y members in my d ep artm en t. I t b e n e fite d my c o lle a g u e s through s h a rin g o f e x p erien ces and through th e in fo rm a tio n and m a te r ia ls t h a t I brought back and through th e m a te r ia ls th a t I developed from being in v o lv e d in th e te a c h in g exp e rie n c e in a U .S . c o lle g e . They a ls o b e n e fit from the te a c h in g methods t h a t I can share w ith them from t h is e x p e rie n c e . I gained much knowledge f o r my stu d en ts and my c o lle a g u e s through th e textb o o ks used a t Dutchess County Community C o lle g e , Because I have so much exp erien ce te a c h in g Chinese stu d en ts I can compare t h e i r t h in k in g , b e h a v io r and p h ilo sophy w ith th e American stu d en ts I ta u g h t. T h is in c re a s e s my e x p e rie n c e and help s me gain con fid en ce to h e lp my c o lle a g u e s . 10. How do you f e e l th e s i s t e r c o lle g e exchange program e xp erien ce b e n e fit s your community? From th e knowledge t h a t I gained o f ano ther c u ltu r e and th e way in which I can r e l a t e my e x p erien ces so t h a t o th e rs understand th e need to be in v o lv e d w ith o th e r c u ltu r e s and o th e r c o u n tr ie s . The textb o o ks and m a te r ia ls th a t were c o lle c te d have been made a p a r t o f th e t r a in i n g manuals f o r my stu d e n ts which help s bu sin ess, in d u s try and o th e r employers who employ my stu d e n ts a f t e r g ra d u a tio n . 11. What d o e s /d id your i n s t i t u t i o n expect you to accom plish w h ile you a re /w e re in v o lv e d in th e s i s t e r c o lle g e exchange program? P re s id e n t Tang expected me to be a s u c cess fu l p io n e e r so t h a t o th e rs could fo llo w in th e IBM -HTIT fe llo w s h ip and in th e path to o b ta in a M a s te r’ s Degree from Syracuse U n iv e r s it y i f th e y a re a g radu ate o f t h is i n s t i t u t i o n . They exp ect me to teach s u c c e s s fu lly in t h i s exchange program and b rin g back knowledge and in fo rm a tio n t h a t w i l l be h e lp f u l to my c o lle a g u e s and t o my s tu d e n ts . They want me to le a r n some tech n iq u es t h a t a re d i f f e r e n t from my i n s t i t u t i o n so we can compare and do th e b e s t. The a d v is in g system was p a r t o f t h i s . 312 C o m p u te rizatio n f o r a d m in is tr a tio n d ecisio n -m akin g is what I exp ect to le a r n when I go to Lansing Community C o lle g e i s t h is is p o s s ib le in th e f u t u r e . 12. What did your in s t it u t io n / y o u do to p repare f o r your exchange experience? I had e xp erien ce i n E n g lis h and in th e U n ited S ta te s p re v io u s ly so th ey helped me to do th e paperwork w ith th e MOE and helped me to work w ith IBM-Taiwan and made th e arrangem ents w ith Dutchess County Community C o lle g e . I worked v e ry c a r e f u l ly w ith IBM-Taiwan so t h a t t h is t r i a n g le r e la t io n s h ip between IB M -Taiw an, NTIT and Dutchess County Community C o lle g e would be s u c c e s s fu l. I wanted to be a su c cess fu l p io n ee r so t h a t my stu d e n ts and o th e r c o lleag u e s would have an o p p o rtu n ity to have IBM fe llo w s h ip /s c h o la r s h ip s in th e fu tu re . I v e ry c a r e f u l ly s e t up lesson plans f o r th e e l e c t r i c a l e n g in e e rin g c la s s I was to teach and made my arrangem ents to meet w ith a Chinese f r ie n d in Poughkeepsie who would be my la n d lo r d . I a ls o met w ith a r e p r e s e n ta tiv e from Dutchess County Community C o lle g e to le a rn more about th e c o lle g e in advance. I a ls o worked hard to in c re a s e my E n g lis h speaking and w r it in g a b i l i t y . 13. What d o /d id you exp ect o f your host c o lle g e in o rd er to h e lp you gain th e most from your exchange experience? I hoped th a t Dutchess County Community C o lle g e would h e lp me get e s ta b lis h e d in my classroom a t th e c o lle g e and t h a t I would make frie n d s w ith c o lle a g u e s and s tu d en ts in t h a t area to le a r n more about th e U n ited S ta te s and te a c h in g and le a r n in g methods as w e ll as th e commmunity c o lle g e system . A ls o , I hoped th e y would h e lp me make c o n ta c t and fo llo w through w ith Syracuse U n iv e r s it y . O th e rw ise, I wanted to be t r e a te d as a r e g u la r employ who could ta k e care o f m y s e lf and do a good jo b fo r Dutchess County Community C o lleg e and N TIT. 14. How d id /d o e s your fa m ily f e e l about your s e le c tio n and your being away from home f o r th r e e to s ix months? At f i r s t my w ife was concerned because we had th r e e boys in school and th ey needed to be p re p a rin g f o r th e h ig h school en tran ce exam ination and we a ls o had a tw o -y e a r old daughter fo r h er to ta k e care o f . A ls o , my program would have to be two y a rs in ord r to t ach and com plete my M a s te r's D egree. But she und ersto od. She is A s ian . 313 15. How are you fin a n c in g your s i s t e r c o lle g e exchange and how does your i n s t i t u t i o n a s s is t you f i n a n c i a l l y d u rin g t h is exchange program? I got paid by Dutchess f u l l t i m e p ro fe s s o r f o r to pay f o r my M a s te r’ s my s a la r y from NTIT so gone. County Community C o lle g e a t th e r a t e o f my work t h e r e , and I g o t an IBM fe llo w s h ip Degree co u rses. A ls o , my fa m ily re c e iv e d t h a t th ey had funds to l i v e on w h ile I was 16. Have you liv e d or t r a v e le d in th e U .S ./R .O .C . p re v io u s to your s i s t e r c o lle g e exchange? I was on a s p e c ia l program f o r Texas In s tru m e n ts where I tr a v e le d in th e U n ited S ta te s b e fo r e . 17. What was your Image o f th e U n ited S ta te s p r io r to your s i s t e r c o lle g e exchange experience? I had been in th e U n ited S ta te s b e fo re and lik e d i t v e ry much. 18. What i s your image o f th e U n ited S ta te s a f t e r l i v i n g th e r e d u rin g your s i s t r c o l l ge exchange? I s t i l l l i k e th e U n ited S ta te s v e ry much and i t is im p o rta n t to note t h a t th e American people were a l l very p o l i t e . There was an honor system in th e d a i l y l i v i n g e x p e rie n c e s . 19. What is your im pression o f th e s i s t e r c o lle g e you v is i t e d a f t e r your exchange experience? There was a m utual le a r n in g exp erien ce and ed u catio n between th e American stu d en ts and me. I have much p a tie n c e in te a c h in g th e stu d en ts and th ey l i k e to ask me q u e stio n s and I l i k e to t a l k w ith them. I t was a good le a r n in g process to study th e equipment and th e f a c i l i t i e s and th e l i b r a r y management is so con ven ien t w ith such a good re a d in g environm ent w ith an e x c e lle n t in fo rm a tio n system. There i s much speed and e f f i c i e n c y b u i l t in t o t h i s in fo rm a tio n system. D r. C o nnolly was e s p e c ia lly s u p p o rtiv e o f me and he t o ld me th a t he had never seen 3uch a s u c c e s s fu l program w ith th e te a c h in g o f h is s tu d en ts and th e IBM co n nectio n w ith my g e t t in g my M a s te r’ s D egree. He went to th e S ta te ( h is boss) and g o t ap p ro val f o r a second year o f th e program because i t was so s u c c e s s fu l and th e g e n e ra l manager o f IBM-Taiwan extended th e program a second year fo r me t o com plete my M a s te r’ s Degree because i t was so su ccessfu l th e f i r s t y e a r. 2 0 . What ways have you added to or changed your te a c h in g methods s in c e you p a r t ic ip a te d in th e s i s t e r c o lle g e exchange? I have worked in th e te x tb o o k in fo rm a tio n and m a te r ia ls c o lle c te d in t o th e t r a in i n g manuals a t my c o lle g e and I have a ls o s e t up th e S tudent A d visory System to h e lp my n w s tu d e n ts . T h is a ls o g iv e s my o ld e r stu d e n ts a chance to show what th e y can do to h e lp new s tu d en ts and b u ild s r e la tio n s h ip s between s tu d e n ts . 21 . What was good about your s i s t e r c o lle g e exchange experience? There was a m utual le a r n in g e x p e rie n c e and ed u catio n between th e American stu d e n ts and me. I have much p a tie n c e in te a c h in g th e stu d en ts and th ey l i k e to ask me q u e s tio n s and I l i k e to t a l k w ith them. I t was a good le a r n in g process to study th e equipment and th e f a c i l i t i e s and th e l i b r a r y management i s so con venient w ith such a good re a d in g environm ent w ith an e x c e lle n t in fo rm a tio n system . There i s much speed and e f f ic ie n c y b u i l t in t o t h i s in fo rm a tio n system. D r. C o nnolly was e s p e c ia lly s u p p o rtiv e o f me and he t o ld me th a t he had never seen such a s u c c e s s fu l program w ith th e te a c h in g o f h is stu d e n ts and th e IBM connectio n w ith my g e t t in g my M a s te r's D egree. He went to th e S ta te ( h is boss) and g o t ap p ro val f o r a second year o f th e program because i t was so s u c cess fu l and the g e n e ra l manager o f IBM-Taiwan extended th e program a second y a r f o r me to com plete my M a s te r's Degree because i t was so s u c cess fu l th e f i r s t y e a r. 2 2 . How could th e s i s t e r c o lle g e exchange have been b e tte r ? The respondent j u s t sa id t h a t i t was v e ry good. 2 3 . How do you e v a lu a te your e x p erien ces in th e program? Good. 2H. How do you th in k your P re s id e n t e v a lu a te s your e x p e rie n c e in th e program? S u c c e s s fu l. 315 2 5 . Would you recommend t h is s i s t e r c o lle g e exchange program to your colleagues? Y es, because i t i s a v e ry good way to g ain e x p e rie n c e - by a c t u a lly w orking in an o th er c o lle g e . You g a in from d o in g . My e xp erien ce was in c re a s e because I was accepted as a te a c h e r and a ls o stu d ie d a t th e same tim e a t Syracuse U n iv e r s it y . So, I gained knowledge o f both community c o lle g e and u n iv e r s it y e d u c a tio n . I a ls o made many fr ie n d s w h ile I was le a r n in g . 2 6 . What suggestions do you have to improve th e s i s t e r c o lle g e program and r e la tio n s h ip ? I t is a good program and I hope more o f my c o lle a g u e s and s tu d en ts can be in v o lv e d . 316 EXCHANGE PROFESSOR AT NTIC AND NTIT November 1980t November 198*1, and August 1985 EXCHANGE PARTICIPANT QUESTIONNAIRE Q u e s tio n n a ire fo r in d iv id u a ls who have p a r t ic ip a te d in th e s i s t e r c o lle g e program between N a tio n a l Taichung I n s t i t u t e o f Commerce or N a tio n a l T a ip e i I n s t i t u t e o f Technology and Lansing Community C o lle g e . In te rv ie w s f o r p a r t ic ip a n t s from NTIC & NTIT were s e t up in th e R epublic o f China (Taiw an ) a t th e i n d iv id u a l's i n s t i t u t i o n in accordance w ith t h e i r te a c h in g an d /o r a d m in is tr a tiv e sch ed u le. P a r t ic ip a n t s in th e in te rv ie w s were co n fin ed to th e in te r v ie w e r and th e in te rv ie w e e (e x c e p t on th e r a r e occasion when an in t e r p r e t e r helped f o r c l a r i f i c a t i o n p u rp o s e s ). The in te rv ie w e e s were a l l acquainted w ith th e in t e r v ie w e r . The purpose fo r th e in te r v ie w was to o b ta in in fo rm a tio n and feedback re g a rd in g exp erien ces o f p a r t ic ip a n ts in th e s i s t e r c o lle g e program between N a tio n a l Taichung I n s t i t u t e o f Commerce o r N a tio n a l T a ip e i I n s t i t u t e o f Technology and Lansing Community C o lle g e . Each in te rv ie w e e was advised t h a t he would be quoted in th e d is s e r t a t io n m a t e r ia l o f th e in te r v ie w e r . Q uestions were as fo llo w s : 1. What i s your name? J a c q u e lin e D. T a y lo r (Am erican name); 2. T a i , J a -L in g (C hinese name) What p o s itio n do you hold a t your i n s t it u t io n ? V ic e P re s id e n t f o r C o lle g e and Community R e la tio n s 3. How long have you been a f f i l i a t e d w ith your in s t it u t io n ? 6 - 1 /2 yea rs 4. What i s your e d u c a tio n a l background? A sso ciate Degree - Lansing Community C o lle g e BS/BA - Aquinas C o lle g e MA - M ichigan S ta te U n iv e r s ity D o c to ra l C andidate - M ichigan S ta te U n iv e r s ity 5. Why do you t h in k you were s e le c te d by your P re s id e n t to p a r t ic ip a t e in th e s i s t e r c o lle g e program w ith Lansing Community C ollege? Because o f my enthusiasm , hard work and commitment to LCC and to s tre n g th e n in g th e s i s t e r c o lle g e program . 317 6. What does a s i s t e r c o lle g e r e l a t i o n s h ip mean t o you? d e f in e th e term " s i s t e r c o lle g e r e l a t i o n s h ip . " P le a s e A c r o s s - c u lt u r a l m u tu a lly b e n e f i c i a l r e la t io n s h ip between two i n s t i t u t i o n s to e s t a b lis h a fo rm a l process f o r exchange o f f a c u l t y , s t a f f , s tu d e n ts , e d u c a tio n a l m a t e r ia ls and te a c h in g re s o u rc e s . A way to le a r n from each o t h e r . 7. What a re your c a re e r goals? To do a good jo b a t Lansing Community C o lle g e , in th e l o c a l and w o rld community, and to become a p r e s id e n t o f a community c o lle g e someday. 8. How do you f e e l th e s i s t e r c o lle g e exchange program e x p e rie n c e b e n e f it s your c a re e r? When I f i r s t p a r t ic ip a t e d in th e s i s t e r c o lle g e program I was A d m in is tr a tiv e S e c r e ta r y to th e P re s id e n t o f Lansing Community C o lle g e , th en I wa3 promoted to A d m in is tr a tiv e A s s is ta n t to th e P r e s id e n t, (a P r e s id e n t's C o u n c il p o s it io n ) and A d m in is tr a tiv e S e c r e ta r y to th e Board o f T ru s te e s ; th en I was promoted in 1984 to V ic e P re s id e n t f o r C o lle g e and Community R e la tio n s . P a r t i c ip a t i n g in th e s i s t e r c o lle g e program over th e p ast s ix y e a rs has p ro v id e d me an o p p o r tu n ity t o broaden my base o f Knowledge in c r o s s - c u lt u r a l r e l a t i o n s , th e e d u c a tio n a l system in ROC (T a iw a n ), Japan, and K o re a . I t has a ffo rd e d me an o p p o r tu n ity to te a c h in a f o r e ig n c u l t u r e , a c c e p t r e s p o n s i b i l i t i e s o f a n a tu re t h a t in c lu d e c o -le a d in g and c o o rd in a tin g g o o d w ill m is sio n s f o r th e S ta te o f M ic h ig a n , h i p d ev elo p and a d m in is te r th e o n ly s tu d e n t academic w o rk /s tu d y program in e x is te n c e in Japan f o r any U .S . C o lle g e o r U n iv e r s it y , p re s e n t workshops and sem inars on th e s e s p e c ia l programs (Japan A d venture s tu d e n t w o rk /s tu d y program and s i s t e r c o lle g e r e l a t i o n s h i p s ) , h s s u f f i c i e n t l y added to my background and knowledge so t h a t th e r e cou ld be a f u r t h e r c a re e r o p p o r tu n ity t h a t in c lu d e s an i n t e r n a t i o n a l component. 9. How do you f e e l th e s i s t e r c o lle g e exchange program e x p e rie n c e b e n e f it s your i n s t i t u t i o n ? S tudents? C olleagues? Our s tu d e n ts and c o lle a g u e s a re b e n e fite d th ro u g h a s s is t in g them to have o p p o r tu n itie s to le a r n more about a n o th e r c o u n try ’ s e d u c a tio n a l system ; le a r n more about a n o th e r c u lt u r e th ro u g h th e exchange p r o fe s s o rs , a d m in is tr a t o r s , and s tu d e n ts who come to our c o lle g e ; i t o f f e r s our f a c u l t y / s t a f f and s tu d e n ts an o p p o rtu n ity to t e a c h /le a r n /s t u d y o v e rs e a s , *»nd h lp s our stud nts sp c i a l l y p re p a re f o r t o d a y 's w o rld o f i n t e r - c u l t u r a l r e l a t io n s h ip s . The i n s t i t u t i o n as a whole b e n e f it s through p ro v id in g c u r r e n t /r e le v a n t programs o f an i n t e r n a t i o n a l n a tu re and has gain ed a n a t io n a l and 318 i n t e r n a t i o n a l r e p u t a t i o n as a le a d e r in i n t e r n a t i o n a l e d u c a tio n . The C h in e s e and J ap a n e s e la n g u a g e s h a v e been added t o th e L a n s in g Community C o lle g e c u r r ic u lu m as a r e s u l t o f in c re a s e d i n t e r n a t i o n a l i n t e r a c t i o n and i n t e r e s t . S tu d e n ts h ave i n s t r u c t o r s who a r e more k n o w le d g e a b le a b o u t th e w o rld and i n t e r n a t i o n a l / i n t e r c u l t u r a l r e l a t i o n s , and L a n s in g Community C o lle g e i s b e t t e r a b le t o s e r v e t h e needs o f b u s in e s s and in d u s t r y as i t r e l a t e s t o i n t e r n a t i o n a l t r a i n i n g . 1 0 . How do you f e e l th e s i s t e r b e n e f i t s y o u r comm unity? c o lle g e exchange program e x p e r ie n c e P r o v id e s an e d u c a tio n a l i n s t i t u t i o n t h a t i s c u r r e n t in m e e tin g t o d a y 's e d u c a tio n and t r a i n i n g need3 in r e l a t i o n t o t o d a y 's i n t e r n a t i o n a l r e s o u rc e p e o p le t o th e com m unity t o t a l k w it h and s h a re id e a s w it h U. S. c o u n te r p a r t s t o l e a r n new m ethods o r p r o c e d u re s . 1 1 . What d o e s /d id y o u r i n s t i t u t i o n e x p e c t you t o a c c o m p lis h w h ile you a r e /w e r e in v o lv e d i n t h e s i s t e r c o l le g e exchange program? I n 1980 when I f i r s t p a r t i c i p a t e d my a s s ig n m e n t was t o r e a f f i r m and s tr e n g th e n th e n e w ly e s t a b lis h e d s i 3 t e r c o lle g e r e l a t i o n s h i p s w it h th e P r e s i d e n t s / f a c u t l y / s t a f f and s tu d e n ts o f N a t io n a l T a i p e i I n s t i t u t e o f T e c h n o lo g y and N a t io n a l T a ic h u n g I n s t i t u t e o f Commerce; t o d e m o n s tra te L a n s in g Community C o l l e g e 's com m itm ent t o a c t i v e l y p a r t i c i p a t e in th e exchange p ro g ra m . 1 2 . What d id y o u r i n s t i t u t i o n / y o u e x p e rie n c e ? do t o p r e p a r e f o r y o u r exchange P r e s id e n t Gannon c a r e f u l l y b r i e f e d me r e g a r d in g a l l in f o r m a t io n he had a v a i l a b l e on th e s i s t e r c o lle g e s and o t h e r in f o r m a t io n on th e ROC (T a iw a n ) and i t s e d u c a t io n a l s y s te m . An LCC s t a f f member who came from T a iw a n h e lp e d me p r e p a r e my b u s in e s s c a rd s i n C h in e s e , g ave me a C h in e s e name, g o t name c a r d s , and w orked w ith me on some C h in e se la n g u a g e , h i s t o r y and c u l t u r a l backg ro u n d w h ich was h e lp fu l. P r e s id e n t Gannon a ls o made a rra n g e m e n ts w ith P r e s id e n t Tang and P r e s id e n t Yoh t o a p p ro ve my exchange v i s i t so t h a t I c o u ld o b t a in my v is a t o e n t e r th e ROC ( T a iw a n ) . A rra n g e m e n ts w ere made f o r o t h e r o f f i c e members t o c o v e r my d u t i e s w h ile I wa3 g o n e. 13. What d o /d id you e x p e c t o f y o u r h o s t c o lle g e i n o r d e r t o h e lp you g a in t h e m ost from y o u r exchange e x p e rie n c e ? I hoped th e y w ould make a rra n g e m e n ts f o r l i v i n g q u a r t e r s and te a c h me th e way3 t o t r a v e l t o and from th e i n s t i t u t i o n s ; w ould p r o v id e o p p o r t u n it ie s t o t e a c h , and t a l k t o f a c u l t y , s t a f f , and s tu d e n ts ; 319 p ro v id e o p p o r tu n itie s to p a r t i c i p a t e in c u l t u r a l e v e n ts ; t o see p la c e s o f i n t e r e s t and o f h i s t o r i c a l s ig n if ic a n c e ; t o work in th e P r e s id e n t's o f f i c e s and to v i s i t o th e r e d u c a tio n a l i n s t i t u t i o n s . Ov r a i l in tr o d u c t io n to th become my c o lle g e . s i s t r c o l l ge so i t would t r u l y 14. How d id /d o e s your fa m ily f e e l about your s e le c t io n and your b in g away from home f o r th r e e to s ix months? (M in e was o n ly o f s ix weeks d u r a t io n s in c e i t exchange o f th e p ro g ra m .) My f a m ily f e l t i t go. was t h e f i r s t was a v e ry s p e c ia l o p p o r tu n ity and t h a t I should 15. How a re you fin a n c in g your s i s t e r c o lle g e exchange and how does your i n s t i t u t i o n a s s is t you f i n a n c i a l l y d u rin g t h i s exchange program? The f i r s t tim e w ith p e rs o n a l funds and w ith p e rs o n a l v a c a tio n tim e . The second and t h i r d tim e s th e o p p o r tu n ity to te a c h and le a r n and conduct re s e a rc h in s i s t e r c o lle g e s came a t th e end o f o th e r i n t e r n a t i o n a l d u tie s w ith th e E d u c a tio n a l P a rtn e rs fo r I n t e r n a t i o n a l C o o p eratio n and M ic h ig a n 's G o o d w ill M is s io n to Shiga P r e f e c tu r e , Japan; th u s th e r e was l i t t l e e x t r a expense f o r th e in s titu tio n . LCC p a id my s a la r y w h ile I was gone and p ro vid ed round t r i p t r a n s p o r t a t io n from Japan t o T aiw an . (E x p la in e d reason f o r t h i s e a r lie r .) 16. Have you l iv e d o r t r a v e le d in th e R .O .C , (T a iw a n ) b e fo re o f t r a v e le d th e r e b e fo re your in v o lv e m e n t in th e s i s t e r c o lle g e program? Ho. 17. What was your image o f th e ROC (T a iw a n ) p r io r to your s i s t e r c o lle g e exchange exp erien ce? I had alm ost no id e a excep t from th e s l id e s , pho to g rap h s, and c o n v e rs a tio n s w ith P re s id e n t Gannon and o th e r Chinese I had ta lk e d w it h . I knew from h is t o r y s tu d ie s th e background and developm ent o f th e c u r r e n t governm ent, b u t had no co n c e p tio n o f th e f e e l in g between th e Taiw anese and th o se who came to Taiwan from M ainland China in th e l a t e 1 9 4 0 's . Nor did I have any r e a l concept o f th e e d u c a tio n a l system except t h a t T had i d e n t i f i e d Chinese as being 320 s c h o la r ly . I was a P e a rl Buck fan and when v e ry young had read " th e Good E a rth " and p ro b a b ly unconsciously based some p reco n cep tio n s o f M ainland China and th e Chinese people and c u lt u r e on th e b a s is o f t h a t book. 18. What i s your image o f th e ROC (T aiw an ) a f t e r l i v i n g th e r e d u rin g your s i s t e r c o lle g e exchange? R e s e a rc h e r's v iew o f R .O .C . p r io r to and a f t e r s i s t e r c o lle g e e x p e rie n c e is als o l i s t e d in t h i s a re a . I had never exp erien ced th e d e n s ity o f t r a f f i c o r th e e x te n s iv e c o n s tru c tio n p r o je c ts t h a t seemed to be going up everyw here, a ls o th e d e n s ity o f p o p u la tio n t h a t c o n s ta n tly crowded th e s t r e e t s ; th e p o v e rty d w e llin g s n ex t to th e new b u ild in g s , th e s t r e e t vendors w ith t h e i r c a r ts n ex t to th e modern departm ent s to re s ; th e tem ples busy day and n ig h t . I t i s d i f f i c u l t to d e s c rib e d e d ic a tio n to ed u catio n t h a t I w itnessed by a l l segments o f th e i n s t i t u t i o n ; th e s tu d e n ts in t h e i r un ifo rm s who s a lu te d t h e i r in s t r u c to r s (and me) and clapped when we e n tered a room, th e re s p e c t fo r te a c h e r s ); th e extrem e open welcome and overwhelm ing kin d n e s s , and th e w illlin g n e s s to o p en ly respond to e ve ry q u e s tio n , e v e ry re q u e s t I made f o r in fo r m a tio n , th e d e s ir e to t a l k to me as an American and th e warm h o s p i t a l i t y w ith so many d i f f e r e n t kin d s o f fo o d , and le a r n in g to "gombay" in fr ie n d s h ip and re s p e c t, th e c u l t u r a l t r a v e ls to h i s t o r i c a l s it e s ; th e e d u c a tio n a l v i s i t s to 12 d i f f e r e n t e d u c a tio n a l i n s t i t u t i o n s (on my f i r s t exchange) as a p a r t o f a re v ie w team o f r a d io , newspaper, t e le v is io n r e p o r te r s and e d u cato rs; th e t e le v is io n t h a t o n ly had Chinese language coming from i t , th e Chinese music perm eating th e a i r from a l l th e t a x i cabs; th e elem en tary school c h ild r e n in t h e i r uniform s h a p p ily heading f o r sch ool; th e s e a re a l l i n d e l ib l e c u lt u r a l memories w ith th e m ajor im pact o f what the s p e c ia l fr ie n d s h ip has meant to my l i f e . 19. What is your im pression o f NTIT and NTIC now t h a t you have p a r t ic ip a t e d in th e s i s t e r exchange program? Both a re to p i n s t i t u t i o n s w ith o n ly th e top stu d en ts ad m itted through passing a rig o ro u s e n tran ce e x a m in atio n ; both have developed c lo s e co n ta c ts w ith business and in d u s tr y fo r c o o p e ra tiv e in te rn s h ip s and t r a in i n g programs f o r t h e i r s tu d en ts e .g . NITT has a c o o p e ra tiv e agreement w ith N a tio n a l Taiwan Power Co. T h is company has an o f f i c e on campus and ad vises th e i n s t i t u t i o n re g a rd in g c u rric u lu m . I have seen both i n s t i t u t i o n s upgraded to N a tio n a l I n s t it u t io n s from P r o v in c ia l i n s t i t u t i o n s which p ro vid es more p r e s tig e and more e x te n s iv e budgets. Both have to p q u a lif ie d in s t r u c t o r s . 321 2 0 . What ways have you added to or changed your te a c h in g methods s in ce you p a r t ic ip a t e d in th e s i s t e r c o lle g e exchange? Have ta u g h t v e ry r a r e l y due to la c k o f tim e , b u t when te a c h in g I have added an i n t e r n a t io n a l component to t a l k about s i s t e r c o lle g e s and what t h i s can mean fo r our s tu d e n ts , 2 1 , What was' good about your s i s t e r c o lle g e exchange exp erien ce? The te a c h in g exp e rie n c e in a d i f f e r e n t c u lt u r e ; th e o p p o r tu n itie s to work d i r e c t l y w ith th r e e d i f f e r e n t p re s id e n ts in s i s t e r c o lle g e s ; th e freedom to become b e t t e r acq uainted and i n t e r a c t w ith s tu d e n ts , f a c u l t y / s t a f f ; th e p r i v il e g e o f "b e lo n g in g " to s i s t e r i n s t i t u t i o n s , becoming V ic e P re s id e n t o f NTIC w ith my own o f f i c e ; th e v i s i t s to over 30 i n s t i t u t i o n s and d iscu s sio n s w ith MOE o f f i c i a l s , g o vern m en tal, and e d u c a tio n a l ag e n cies; th e g a in in g o f co n fid en c e and sense o f belo n g in g in l i v i n g in ano ther c u ltu r e and c o u n try ; and la s t in g bonds o f fr ie n d s h ip s and high re s p e c t b u i l t w ith p e o p le . The e x c e lle n t sch ed u lin g and o p p o rtu n ity to be in v o lv e d w ith a l l segments o f th e i n s t i t u t i o n as a s i s t e r . 22 . How could th e s i s t e r c o lle g e exchange have been b e tte r ? More language p re p a ra tio n on my p a r t . 23 , How do you e v a lu a te your exp erien ces In th e program? E x c e lle n t 2*1. How do you th in k your P re s id e n t e v a lu a te s your e x p e rie n c e in th e program? Very good. 2 5 . Would you recommend t h i s s i s t e r c o lle g e exchange program to your co lleag u e s? Yes, w ith o u t h e s it a t io n unle33 i t seemed obvious t h a t th e y would not f i t in t o th e s e le c tio n c r i t e r i a . 2 6 . What sug gestio ns do you have to improve th e s i s t e r c o lle g e program and r e la tio n s h ip ? The re s e a rc h e r l i s t e d areas such as language s tu d y , p r e - o r ie n t a t io n b r ie f in g s r e : c u lt u r e and s i s t e r c o lle g e s , s y s te m a tiz in g th e program through th e development and use o f form s, and these suggestions have been placed in th e recommendations in Chapter V. 322 EXCHANGE PROFESSOR AT LCC 9 /8 1 - 12/81 EXCHANGE PARTICIPANT QUESTIONNAIRE Q u e s tio n n a ire f o r in d iv id u a ls who have p a r t ic ip a te d in th e s i s t e r c o lle g e program between N a tio n a l Taichung I n s t i t u t e o f Commerce or N a tio n a l T a ip e i I n s t i t u t e o f Technology and Lansing Community C o lle g e . In te rv ie w s f o r p a r t ic ip a n ts from NTIC & NTIT were s e t up in th e R epublic o f China (Taiw an ) a t th e i n d iv id u a l's i n s t i t u t i o n in accordance w ith t h e i r te a c h in g a n d /o r a d m in is tr a tiv e s ch ed u le. P a r t ic ip a n t s in th e in t e r v l ws were co n fin ed to th e in te r v ie w e r and th e in te rv ie w e e (e x c e p t on th e r a r e occasion when an in t e r p r e t e r helped f o r c l a r i f i c a t i o n p u rp o s e s ). The in te rv ie w e e s were a l l acq uainted w ith th e in t e r v ie w e r . The purpose fo r th e in te r v ie w was to o b ta in in fo rm a tio n and feedback re g a rd in g exp erien ces o f p a r t ic ip a n ts in th e s i 3 t e r c o lle g e program between N a tio n a l Taichung I n s t i t u t e o f Commerce or N a tio n a l T a ip e i I n s t i t u t e o f Technology and Lansing Community C o lle g e . Each in te rv ie w e e was advised t h a t he would be quoted in th e d is s e r t a t io n m a t e r ia l o f th e in te r v ie w e r . Q uestions were as fo llo w s : 1. What is your name? T s a i, Chen-Li 2. Chinese Name C h arles T s a i American Name What p o s itio n do you hold a t your i n s t it u t io n ? D ir e c to r o f th e F o re ig n Language program N a tio n a l Taichung I n s t i t u t e o f Commerce. 3. How long have you been a f f i l i a t e d w ith your i n s t it u t io n ? 15 years 4. What i s your e d u c a tio n a l background? B achelor o f A rts - 5. N a tio n a l Chen-Chi U n iv e r s it y , Taiwan Why do you th in k you were s e le c te d by your P re s id e n t to p a r t ic ip a t e in th e s i s t e r c o lle g e program w ith Lansing Community C ollege? Each year th e HOE wants to send some people to th e They g iv e us v i s i t i n g perm ission and P re s id e n t Yoh me t h i s chance. He asked me which c o lle g e I would th e U .S . P re s id e n t Gannon had been to our C o lle g e f r ie n d s w ith P re s id e n t Yoh. I always thought t h a t U .S . t o le a r n . wanted to g iv e l i k e to go in and he is good P re s id e n t 323 Gannon was a good P r e s id e n t, and T d eterm in ed t h a t is i s th e P re s id e n t t h a t I would l i k e t o le a r n fro m , so I suggested LCC, and P re s id e n t Yoh a g re e d . Then we asked f o r and re c e iv e d P re s id e n t Gannon's a p p ro v a l. 6. What does a s i s t e r c o lle g e r e la t io n s h ip mean t o you? d e fin e th e term " s i s t e r c o lle g e r e l a t i o n s h ip . " P le a s e I t means exchange o f f a c u l t y and s tu d e n ts . I t a ls o means we w i l l h e lp each o th e r w ith in fo r m a t io n , te x tb o o k s and m a t e r ia ls so we can both be b e t t e r i n s t i t u t i o n s . 7. What a re your c a re e r goals? To be Chairman o f th e F o re ig n Language Departm ent and t h a t i s what I am doing and was doing when I was s e n t to LCC. A ls o , I t h in k i t i s im p o rta n t f o r my c a r e e r to g e t a M a s te r 's Degree which I would l i k e t o do in th e f u t u r e . 8. How do you f e e l th e s i s t e r c o lle g e exchange program e x p e rie n c e b e n e f it s your c a re e r? I t helped me to im prove my w r i t in g s k i l l s and my te a c h in g s k i l l s f o r th e E n g lis h la n g u a g e . I t a ls o helped to broaden my c a r e e r and h e lp me lo o k a t new methods o f te a c h in g . 9. How do you f e e l th e s i s t e r c o lle g e exchange program e x p e rie n c e b e n e fit s your i n s t i t u t i o n ? stu d en ts? co lle a g u e s ? The knowledge t h a t I gained in my w r i t in g c la s s and in th e Teaching E n g lis h as a Second Language c la s s helped me t o im prove my te a c h in g h ere and i t help ed me to h e lp th e te a c h e rs in my d e p a rtm e n t. A ls o , I was f o r t u n a t e , and I was a t LCC th e same tim e t h a t many Korean p ro fe s s o rs were t h e r e f o r a s p e c ia l t r a in i n g program . I to o k a s p e c ia l c la s s w ith th e Korean p ro fe s s o rs on th e U .S .A . e d u c a tio n a l system ta u g h t by D r . Thuy and I le a rn e d a l o t from t h a t c la s s . I know now t h a t I should a d ju s t my way o f te a c h in g . I should fo llo w th e o rd e r o f our c o lle g e and th e MOE and a ls o use what I le a rn e d a t LCC and MSU - th e p r a c t i c a l way o f te a c h in g , l e t s tu d e n ts ask q u e s tio n s and g iv e them tim e to ask th e s e q u e s tio n s and ta k e tim e t o answer th e q u e s tio n s . I want my stud nts t o g iv e t h e i r id eas and I t a lk e d to a l l my f a c u l t y members about t h i s te a c h in g method. A ls o , when I came back I r e a l l y t r i e d my b e s t t o g iv e su g g estio n s to b e a u t if y our campus and l e t our s tu d e n ts know t h a t LCC i s a b e a u t if u l and c le a n campus on which to s tu d y . ( P r e s id e n t Yoh is 324 a ls o impressed w ith th e beau ty o f th e LCC campus and now we have added b e a u t if u l garden landscaped areas to our campus w ith flo w e r s , shrubs and tr e e s which we d id not used to h a v e .) T r a f f i c was smoother and people obeyed t r a f f i c r u le s in th e U .S. When I te a c h I ask my s tu d en ts to obey th e t r a f f i c r u le s and to be a good c i t i z e n . We say t h a t our co u n try is 4 ,0 0 0 y ea rs o ld , but we do not know how to fo llo w th e t r a f f i c r u le s ! Our people sometimes want to b u ild w a lls and gates and t h is makes th e b e a u t if ic a t io n more c o m p lic a te d . When I te a c h now my c o n v e rs a tio n a l E n g lish is much im proved. When I atte n d ed MSU I found out th e r e was an o ld fashioned E n g lis h and I le a rn e d th e modern E n g lis h . We had been using o ld fashioned E n g lish in Taiw an, Now th e r e i s a more e f f i c i e n t use o f E n g lis h here and t h is a ls o help s in w r it in g l e t t e r s and correspondence fo r P re s id e n t Yoh. One problem when I came back — I s t i l l have to p r a c tic e my E n g lis h by m y s e lf to im prove because most o f our cla s s e s a re in Chinese (e x c e p t f o r th e E n g lis h language c la s s I t e a c h ) . I t seems e a s ie r f o r a l l o f us to e x p la in in Chinese and q u ic k e r. But i t would be n ic e to p r a c tic e E n g lis h w ith each o th e r , to o . 10. How do you f e e l th e s i s t e r c o lle g e exchange program e xp erien ce b e n e fits your community? By h e lp in g th e te a c h e r to be b e t t e r t h i s help s stu d en ts le a r n more. 11. What d o e s /d id your i n s t i t u t i o n exp ect you to accom plish w h ile you a re /w e re in v o lv e d in th e s i s t e r c o lle g e exchange program? P re s id e n t Yoh wanted me to le a r n much more sin ce I was Chairman o f th e Departm ent and he wanted to have me study more and to g e t my M a s te r’ s Degree and earn some c r e d it s towards my M a s te r's d eg re e. He a ls o wanted me to le a r n th e American te a c h in g methods to h elp my in s t r u c to r s in my departm ent and my s tu d en ts in t h e i r le a r n in g process. 12. What did your in s t it u t io n / y o u do to p rep a re f o r your exchange experience? P re s id e n t Yoh made th e c o n ta c t w ith P re s id e n t Gannon, gave me th e tim e to go to th e U .S . and th e tim e to p rep are w ith my language classe s b e fo re I went to th e U .S . I prepared my p erso n al data In fo rm a tio n and sent i t w ith an a p p lic a tio n to th e MOE. A fte r th e MOE approved my xchange v i s i t , th e y sen t me to th e Language C enter (th e MOE p aid th e expenses) 325 and t r a in e d me in th e E n g lish language f o r s ix weeks. I needed the e x tr a t r a in i n g even though my m ajor was E n g lis h and I ta u g h t Business E n g lis h . 13. What d o /d id you exp ect o f your host c o lle g e in o rd er to h e lp you g ain th e most from your exchange experience? P re s id e n t Yoh wanted P re s id e n t could le a r n more about w r it in g Language. However, I was a b le and took Teaching E n g lis h as a Gannon to h e lp me go to HSU so I and te a c h in g E n g lis h as a Second to g et a good w r it in g c la s s a t LCC Second Language a t MSU. 1*1. How d id /d o e s your fa m ily f e e l about your s e le c tio n and your being away from home fo r th r e e to s ix months? My c h ild r e n were l i t t l e so t h a t is a problem , b u t we f e l t th a t I should do t h is t o improve m y s e lf and my d ep artm ent. 15. How a re you fin a n c in g your s i s t e r c o lle g e exchange and how does your i n s t i t u t i o n a s s is t you f i n a n c i a l l y d u rin g t h is exchange program? I re c e iv e d my r e g u la r s a la r y from NTIC, b u t o n ly a t th e r a t e o f p ro fe s s o r. I d id not g et my f u l l Chairman pay. Courses were fu rn is h e d by LCC, and I gave some le c tu r e s a t LCC and re c e iv e d some pay f o r those le c t u r e s . 16. Have you liv e d or tr a v e le d in th e U .S ./R .O .C . p re v io u s t o your s i 3 t e r c o lle g e exchange? No. 17. What was your image o f th e U n ited S ta te s p r io r to your s i s t e r c o lle g e exchange exp erien ce? TV and movies show t h a t American s tu d en ts a re m is c h ie v io u s ; t h a t th e y have a l o t o f tim e fo r p ranks. I can now l e t my s tu d en ts know t h a t t h is is not t r u e , t h a t American stu d e n ts study h a rd , a re s e r io u s , p o l i t e and th ey do lis te n . I want our stu d en ts to know th e r e a l s i t u a t i o n . 18. What i s your image o f th e U n ited S ta te s a f t e r l i v i n g th e re d u rin g your s i s t e r c o lle g e exchange? T r a f f i c was most o r d e r ly . The environm ent and th e landscapes were v e ry b e a u t i f u l . So many people b u ild t h e i r own house and the houses a re t h e i r own d e s ig n . E v e ry th in g is p a in te d and i t makes 326 th e house lo o k b e a u t i f u l . I tr a v e le d to many U .S . c i t i e s a f t e r my s i s t e r exchange wa3 completed and th e h i s t o r i c a l s it e s were s ig n i f i c a n t in my m ind. The c lean surroundings wa3 e s p e c ia lly noted by me (and ta lk e d about to my stu d e n ts and f a c u l t y . ) There a re no w a lls or g a te s . In my co u n try e v e ry th in g seems t o be behind a g a te . You can fin d th e b u ild in g s you want by w a lk in g to them - you don’ t have to go through th e g ate where th e r e is a g ate k e e p e r. I f th e g ateke ep er does n o t know you, you m ight not g e t in t o th e i n s t i t u t i o n . C u ltu r a l d iffe r e n c e s in c lu d e d a d iff e r e n c e in e n t e r t a in in g . You can g et to g e th e r j u s t f o r fun and exchange id eas or do b u s in e s s . You have a q u ie t e r way o f *nt r t a i n i n g . We i n v i t e a l o t o f people and e a t a l o t and drank a l o t and have fun but we cannot exchange id eas or do business d u rin g t h a t tim e . 19. What is your impression o f the s is te r college you v is ite d a fte r your exchange experience? At LCC e v e ry th in g was in o rd e r; th e campus wa3 b e a u t if u l and so c le a n . When I a r r iv e d e v e ry th in g was s e t and I was hosted so much. The schedule was arranged and t h is was h e lp f u l to my te a c h in g and le a r n in g . Everyone was so h e l p f u l. I d id n o t d r iv e even in Taiwan so I c o u ld n 't d r iv e in Lansing and t h i s was in c o n v e n ie n t, but I had good r id e s from you and from o th e r classm a tes . So, i t i s th e h e lp fu ln e s s and th e h o s tin g from LCC people th a t I a ls o remember v e ry much. A g ain , I remember being th e re a t th e same tim e as the Korean p ro fe s s o rs and I made some good f r ie n d s , I a ls o tr a v e le d on f i e l d t r i p s w ith th e Koreans and LCC perso nnel and t h is wa3 v e ry h e l p f u l. The L ib r a r y was r e a l l y e x c e lle n t . 2 0 . What ways have you added to or you p a r t ic ip a te d in th e s i s t e r changed your te a c h in g c o lle g e exchange? methodss in c e The U .S . has f l e x i b l e te a c h in g methods w ith s tu d en ts being a b le to ask q u e stio n s and exchange id eas w ith th e te a c h e rs . In ROC (Taiw an) th e method is d i f f e r e n t . We must each accordin g to th e program w ith ready-m ade m a t e r ia ls . We must be fin is h e d w ith c e r t a in area3 by a c e r t a in tim e . Our methods a re more r i g i d . We t a l k and t a l k ( le c t u r e ) in o rd e r to f in i s h th e m a te r ia ls on tim e . I f th e stu d en ts ask q u e stio n s i t puts you b e h in d . At LCC and a t MSU th e y say "Today we have to teach c h a p te r f i v e and then th e in s t r u c to r te a c h e r , b u t i f a s tu d e n t asks a q u e s tio n , th en the te a c h e r stops to s o lv e t h a t problem and maybe you f in i s h what you have to l a t e r , but th e c h a p te r w i l l n o t be ta u g h t a g a in . The s tu d en t is more re s p o n s ib le fo r le a r n in g . 327 Our high schools a re more te a c h in g to th e e x a m in a tio n . At le a s t in th e c o lle g e i t becomes a l i t t l e b e t t e r because we o n ly have to teach to th e m id -term and th e f i n a l e x a m in a tio n s , and our in s t r u c to r s can design h is /h e r own e x a m in a tio n . In hig h school th e stu d en ts must ta k e exam inations ev e ry day in th e area o f Chinese, E n g lis h or M ath, e t c . , I now have my stu d en ts ta k e notes and I g iv e them w r it in g assignments and check t h e i r notebooks them, and I s t i l l g iv e them m id -term and f i n a l e x a m in a tio n s . Some o f t h is I have based on th e ways t h a t I le a rn e d a t LCC and MSU. 2 1 . What was good about your s i s t e r c o lle g e exchange experience? In a d d itio n to th e good c la s s e s I to o k a t LCC and MSU and w ith th e Korean p ro fe s s o rs I worked w ith Athena Chou (W arner) in th e Chinese C onversation c la s s a t LCC and v is it e d and t a lk e d /le c t u r e d a t o th e r LCC c la s s e s . Also I v i s i t e d and had d iscu s sio n s w ith D r. Bramer, C hairperson o f th e Communications Departm ent and I le a rn e d much from him . I a ls o v is i t e d re a d in g c la s s e s , business w r it in g c la s s , and a Journalism c la s s . M r. B e n tle y , th e in s t r u c t o r in th e Jou rn alism c la s s , wa3 a ls o th e in s t r u c t o r in my w r it in g c la s s . He was a good te a c h e r who helped me improve my w r it in g s k i l l s which was good fo r my te a c h in g a t my i n s t i t u t i o n . He ta u g h t th e th e o ry o f w r it in g and in tro d u ced a r t i c l e s to le a r n from and then asked me to w r it e and c o r r e c t any m istakes t h a t were made. My e x p e rie n c e w ith th e c u lt u r e and ways o f American l i v i n g make i t e a s ie r to e x p la in to my s tu d e n ts . Geography i s b e t t e r known and ex p la in e d because I have been t h e r e . 2 2 . How could th e s i s t e r c o lle g e exchange have been b e tte r ? I f I could have had a TV in my room, i t would have h e lp e d . I could have le a rn e d more E n g lis h from a TV. I watched TV in th e rooms o f th e Korean p ro fe s s o rs sometimes. Even though I am a te a c h e r o f E n g lish I s t i l l needed to know how to speak E n g lis h b e t t e r in o rd e r to teach American s tu d en ts b e tte r. My c h ild r e n were young and sometimes I g o t homesick when I would g e t a l e t t e r from my w if e . 2 3 . How do you e v a lu a te your exp erien ces in th e program? Good. I many new te a c h in g tra v e le d gained in w r i t in g , l i s t e n i n g , speaking s k i l l s . I made f r ie n d s , Am erican, Korean, and C hinese. I le a rn e d new methods and le a rn e d about th e U .S . e d u c a tio n a l system . I throughout th e U .S . as a guest o f P re s id e n t Yoh and went 328 to C hicago, W ashington, D .C ., New York C it y , Boston, Los Angeles, Las Vegas, San Diego and H a w a ii. T his was a p a r t o f th e good le a r n in g e x p e rie n c e . I was in v it e d to homes to share U .S . l i v i n g exp erien ces and U .S. h o lid a y s l i k e Thanksgiving 30 I le a rn e d more about th e c u ltu r e o f th e U .S . I read th e E n g lis h newspapers everyday - Lansing S ta te J o u rn a l, S ta te News from HSU, Open L in e and Lookout from LCC. I read many magazines and used th e L ib r a r y a t LCC w hich was e x c e lle n t . I have le a rn e d so many th in g s to h e lp my stu d en ts and my in s t r u c t o r s . 2 4 . How do you t h in k your P re s id e n t e v a lu a te s your e xp erien ce in th e program? He in d ic a te s t h a t he f e e ls good about my p a r t ic ip a t io n and he g iv e s me more assignm ents t h a t he knows I can com plete because o f my improvement o f th e E n g lis h language and w r it in g s k i l l s . For example I had to w r it e our NTIC c a ta lo g in E n g lis h which I d id . Tog eth er we a re t r y in g to w r it e an a r t i c l e f o r th e AACJC J o u rn a l. I do a l l th e E n g lis h l e t t e r fo r P re s id e n t Yoh; com plete a l l my departm ent c h a ir r e s p o n s i b il it i e s ; te a c h . A lso o th e r s p e c ia l assignments in c lu d e d th e new v id e o ta p e w ith E n g lis h d ia lo g u e w r it t e n and tr a n s la te d by me w ith a s s is ta n c e from my departm ent in s t r u c t o r s . 2 5 . Would you recommend t h is s i s t e r c o lle g e exchange program to your colleagues? Yes because o f a l l th e reasons d escrib ed throughout - a l l th e ways I have improved and helped my s tu d en ts and my c o lle a g u e s . 2 6 . What sug gestio ns do you have to improve th e s i s t e r c o lle g e program and r e la tio n s h ip ? Now, s in c e I have e x p e rie n c e in th e exchange program I can h elp o th e r s , I t e l l them about t h e i r t r a v e l , how to ta k e a bus, how to s ta y in a h o t e l , t e l l them about th e a ir p la n e t r a n s f e r s , e s p e c ia lly in Chicago where i t is so huge; how to fin d t h e i r way around; which p laces to v i s i t ; a ls o which u n iv e r s it ie s and c o lle g e s th e y should lo o k a t . I t h in k t h a t someone should be a b le to h e lp our people p rep are t h is way fo r th i r x p -r i nc s . I t is im p o rta n t f o r f a c u lt y and s tu d en ts t o p a r t ic ip a t e in t h is exchange program , and I t h in k t h a t more s h o rt term v i s i t s would be h e lp f u l to b u ild th e in t e r e s t and to in v o lv e more p e o p le . They want to v i s i t , b u t th e y do not g et th e o p p o r tu n itie s f o r long v i s i t s , so I t h in k s h o rt v i s i t s fo r a number o f stu d en ts and 329 p ro fe s s o rs would be h e l p f u l . A ls o , I t h in k t h a t i t would be good f o r you to send p ro fe s s o rs and s tu d e n ts to our c o lle g e to le a r n . We can a l l le a r n about each o t h e r ’ s c u lt u r e and c o u n try t h a t way. One th in g I w ish you would check o u t i s t h a t th e American I n s t i t u t e i n Taiwan sometimes re fu s e s to g iv e a v is a t o u s . They make i t d i f f i c u l t because th e y d o n 't seem to t r u s t us even when we have our l e t t e r o f i n v i t a t i o n from you o r from a n o th e r s i s t e r c o lle g e in th e U .S . I t to o k th r e e v i s i t s f o r our Dean o f S tu d en ts to g et h is v is a when he was in v i t e d t o Johnson County Community C o lle g e . They d id n ’ t t r u s t him and s a id t h a t he m ig h t t r y to s ta y in th e U n ite d S t a t e s . 330 EXCHANGE PROFESSOR AT LCC 4/83 - 6/83 EXCHANGE PARTICIPANT QUESTIONNAIRE Q u e s tio n n a ire f o r In d iv id u a ls who have p a r t ic ip a t e d in th e s i s t e r c o lle g e program between N a tio n a l Taichung I n s t i t u t e o f Commerce o r N a tio n a l T a ip e i I n s t i t u t e o f Technology and Lansing Community C o lle g e . In te r v ie w s f o r p a r t ic ip a n t s from NTIC & NTIT were s e t up in th e R epublic o f China (T a iw a n ) a t th e i n d i v i d u a l ’ s i n s t i t u t i o n in accordance w ith t h e i r te a c h in g a n d /o r a d m in is tr a t iv e s c h e d u le . P a r t ic ip a n t s in th e In te r v ie w s were c o n fin e d to th e In te r v ie w e r and th e in te rv ie w e e (e x c e p t on th e r a r e occasion when an i n t e r p r e t e r helped f o r c l a r i f i c a t i o n p u rp o s e s ). The in te rv ie w e e s were a l l a c q u ain te d w ith th e i n t e r v ie w e r . The purpose f o r th e in te r v ie w was to o b ta in in fo rm a tio n and feedback r e g a rd in g e x p e rie n c e s o f p a r t ic ip a n t s in th e s i s t e r c o lle g e program between N a tio n a l Taichung I n s t i t u t e o f Commerce o r N a tio n a l T a ip e i I n s t i t u t e o f Technology and Lansing Community C o lle g e . Each in te r v ie w e e was advised t h a t he would be quoted in th e d is s e r t a t io n m a t e r ia l o f th e in t e r v ie w e r . Q uestions were as f o llo w s : 1. What i s your name? Yeh, M in-sung 2. Chinese Name V ic t o r Yeh American Name What p o s itio n do you h o ld a t your i n s t it u t io n ? Chairman - Departm ent o f Buisness A d m in is tra tio n N a tio n a l Taichung I n s t i t u t e o f Commerce 3. How lo n g have you been a f f i l i a t e d w ith your i n s t i t u t i o n ? 10 ye a rs 4. What i s your e d u c a tio n a l background? B achelor S cien ce - N a tio n a l Taiwan Normal U n iv e r s it y M a s te r’ s Degree in P u b lic A d m in is tra to n - U n iv e r s it y o f San F ra n c is c o , CA 5. Why do you th in k you were selected by your President to p a r t ic ip a t e in th e s i s t e r c o lle g e program w ith Lansing Community C o lleg e? Because I had s tu d ie d in U .S . and Canada b e fo r e and because our C o lle g e needed to have someone have more knowledge in th e a re a o f computer s c ien c e and computer a s s is te d i n s t r u c t i o n . 331 6. What does a s i s t e r c o lle g e r e la tio n s h ip mean to you? d e fin e th e term " s is t e r c o lle g e r e la t io n s h ip ." Please A chance to exchange id eas and in fo rm a tio n w ith a c o lle g e in ano ther c o u n try ; a ls o a chance to study in ano ther co u n try and to le a rn new te a c h in g methods. 7. What a re your c a r e e r g o a ls? To be a h ig h s ch o o l p r i n c i p a l i s my h ig h e s t g o a l. To keep d o in g a good Job h e r e ; a ls o t o g e t t o s tu d y more in th e U .S . so I can g e t my P h .D . 8. How do you f e e l th e s i s t e r c o lle g e exchange program exp erien ce b e n e fits your ca re e r? The s o c ia l e v a lu a tio n is d i f f e r e n t a f t e r you have been to th e U .S . I t is h ig h e r than b e fo r e . Once you a re abroad your s ta tu s i s much h ig h e r . S tudents re s p e c t you more i f you have been to th e U .S . F a c u lty and s t a f f lo o k up to you. U .S . i s b e t t e r to go to than o th e r n a tio n s because o f th e h ig h ly developed science and te c h n o lo g y . Had a prom otion t o Chairman o f Department o f Business A d m in is tra tio n s in c e s i s t e r exchange e x p e rie n c e . T h is i s a la r g e r d ep artm ent. 9, How do you f e e l th e s i s t e r c o lle g e exchange program exp erien ce b e n e fit s your i n s t it u t io n ? Students? Colleagues? Changed te a c h in g methods and gave th e stu d en ts more chance to ask q u e stio n s and have d is c u s s io n . The o ld method was fo r stu d en ts to ju s t l i s t e n and never d is c u s s . I t ' s very good to l e t th e s tu d en ts express what th ey t h in k and to t r a i n them in th e a b i l i t y to express th em selves. The stu d e n ts l i k e t h i s because th e y can f r e e ly express what th e y t h in k . The o th e r in s t r u c to r s do not know I have changed methods. They rem ain th e same, b u t I use th e newmethods in P r in c ip le s o f Management. I want to see how th e t e s t in g comes out and do some com parative s tu d ie s on th e le a r n in g o f s tu d en ts w ith t h is new method. Then maybeI w i l l t a l k to o th e r in s t r u c to r s about i t . 10. How do you f e e l th e s i s t e r c o lle g e exchange program e xp erien ce b e n e fits your community? Respondent d id n o t answer t h i s q u e s t io n . 332 11. What d o e s /d id your i n s t i t u t i o n expect you to accom plish w h ile you a re /w e re in v o lv e d in th e s i s t e r c o lle g e exchange program? They approved what I wanted to study and expected me to com plete th e s e s tu d ie s : Management Methods Business Techniques Computer Techniques C1) Study more (2 ) See more o f th e U .S . (3 ) Take computer a s s is te d in s t r u c t io n co u rses. ( 4 ) Learn new te a c h in g methods ( 5 ) Wanted to le a r n to understand d i f f e r e n t le a r n in g r a te s o f s tu d e n ts . ( 6 ) Learn more about th e d i f f e r e n t le a r n in g en vironm en t. ( 7 ) Learn more about th e v a r i e t y o f ages a t a community c o lle g e . ( 8 ) Wanted to c o l l e c t new in fo rm a tio n about computer scien ce and m athem atics. 12. What d id your in s t it u t io n / y o u do to p re p a re fo r your exchange exp erien ce? E n g lish Language C enter e x p e rie n c e and s tu d ie s f o r two months. 13. What d o /d id you exp ect o f your host c o lle g e in o rd e r to h e lp you gain th e most from your exchange exp erien ce? H elp me ach iev e th e assig n m e n ts /g o als s e t by my i n s t i t u t i o n (as l i s t e d in response to q u e s tio n 1 1 .) and me 14. How d id /d o e s your fa m ily f e e l about your s e le c tio n and your being away from home f o r th re e to s ix months? I ' v e been in v o lv e d b e fo re in s tu d ie s away from home, so they understand t h a t i t i3 o f a s s is ta n c e to my p re s e n t jo b and my f u tu r e jo b o p p o r tu n it ie s . 15. How a re you fin a n c in g your s i s t e r c o lle g e exchange and how does your i n s t i t u t i o n a s s is t you f i n a n c i a l l y d u rin g t h i s exchange program? Receive r e g u la r pay from HTIC; th e y p a id fo r my tr a n s p o r ta tio n and g iv e me some l i v i n g expenses. 16. Have you liv e d o r tr a v e le d in th e U .S . p revio u s to your s i s t e r c o lle g e exchange? Yes, in San F ran c isc o w h ile stu d y in g f o r my M a s te r’ s D egree. 333 17. What was your image o f the United States p rio r to your s is te r college exchange experience? The main d iff e r e n c e in th e two c u ltu r e s is t h a t our c h ild r e n a l l show p r o p r ie ty to t h e i r p a re n ts . In th e U .S . i t is d i f f e r e n t Respect f o r th e p a re n ts i s th e main d if f e r e n c e . U .S . and Taiwan a re very d i f f e r e n t c u lt u r e s . The h is t o r y o f th e Chinese c u lt u r e is lo n g e r than American h is t o r y , so th e Chinese people are more c o n s e r v a tiv e . Our c u lt u r e stems from Confuscious and we welcome guests - we a re not e g o tis t s (e x p la in e d t h a t to him t h is mean "n o t s e lf - c e n t e r e d ) ; we l i k e people and we l i k e to welcome f r ie n d s . (C o n s e rv a tiv e was d e fin e d by him to mean th a t we dare not show our f e e lin g s to o th e rs im m e d ia te ly .) In a n c ie n t tim es we Chinese peo ple depended on th e a g r i c u l t u r a l l i f e so we became la z y in th e a re a o f s c ie n c e . I f we g e t th e h a rv e s t in and we have enough to e a t , we d o n 't th in k about being more advanced; we o n ly w o rrie d about what we have so t h a t i s why s c ien c e and tech n o lo g y a re not h ig h ly developed a t t h i s tim e . Our knowledge o f s c ien c e i s l im i t e d . The h is t o r y o f America i s younger than ours so th e American people are more v iv id — ( v iv id d escrib ed as: young men who w i l l t r y e v e ry th in g - not l i k e an o ld man j u s t s i t t i n g th e r e - — America is l i k e a young man who is v i t a l and e n e r g e tic . American people m ig ra te d from many o th e r c o u n trie s so t h a t th e y have to face d i f f i c u l t i e s and f ig h t t h e i r d i f f i c u l t i e s , o th e rw is e th e y c a n 't le a v e t h e i r homelands. In T aiw an/C hina th e Chinese do not have o th e r c u ltu r e s as a p a r t o f t h e i r background. (A t t h i s p o in t we ta lk e d about th e d i f f e r e n t race s in th e U .S . and how t h a t b o th e rs some people from C h in a. He s a id : Americans a re more f r e e to develo p t h e i r s e l f w i l l s , n o t l i k e Chinese peo ple who are sometimes bound by many s o c ia l r e g u la tio n s o r o th e r r e g u la t io n s . So th e Americans are f r e e to develop them selves and t h e i r t a l e n t s . This i s why th e r e is a b ig d iff e r e n c e between scien c e development in A m erica. Many businessmen a re i n d u s t r ia l peo ple in th e U .S . and th e y sup port re s e a rc h and developm ent, b u t in Taiwan business and in d u s tr y do not c o n tr ib u te as much to scien c e and tech n o lo g y developm ent. The Chinese have more s u p e r s titio n s ( b e l i e f w ith o u t fo u n d a tio n ) because th e y were l i v i n g in an age o f a g r i c u l t u r a l l i f e ; th e r e f o r e th e scien c e and tech n o lo g y a re very d i f f i c u l t t o d e v e lo p . (S u p e r s titio n was a ls o d es crib e d as "n o t a f r a i d , j u s t t h e i r n a tu re and t h e i r t r a d i t i o n - more a c c e p tin g o f th in g s as th e y a r e . ) (Those who do wish to develop s c ie n c e and te c h n o lo g y , and th e r e a re some, a re encouraged by th e government by th e government seein g t h e i r plan s and then paying some money t o support th e p r o je c ts .) 33*f I n a n c ie n t tim e in th e a g r i c u l t u r a l age t h e r e w ere la r g e f a m i l i e s and th e y a l l l i v e d to g e th e r and t h e r e was food enough f o r a l l o f them so th e y d o n 't have t o w ork h a rd and s in c e th e y had enough t o e a t th e y d o n 't lo o k f o r o th e r t h i n g s , th e y h ave t h e i r food and s h e l t e r and th o s e a re th e main t h i n g s . (We t a lk e d about M a s lo v ’ s h ie r a r c h y o f needs h e re and how many C h in ese a r e a t th e f i r s t l e v e l o f j u s t s a t i s f y i n g food and s h e l t e r n e e d s .) 1 8. What i s your im age o f th e U n ite d S ta te s a f t e r l i v i n g t h e r e d u rin g your s i s t e r c o lle g e exchange? Had l i v e d in U .S . b e f o r e , b u t th e second v i s i t i s b e t t e r because i t h e lp s us t o see som ething d e ep e r and b e t t e r . 19. What i s your im p ression o f th e s i s t e r c o lle g e you v is i t e d a f t e r your exchange exp erien ce? 1) A l l c la s s e s a re open. 2 ) The stu d e n ts must t a l k . 3 ) In Taiw an, b ig cla s s e s o f 50 stu d e n ts - in th e U .S . s m a lle r c la s s e s . *1) In th e U .S . a m ix tu re o f old and young - In Taiwan younger. 5 ) More freedom in using courses in th e U .S. 6 ) P ro fe s s o rs have more freedom . 7 ) LCC - th e r e i s more v id e o /T v /c o m p u te rs ; more te a c h in g equipment f o r s tu d en ts to use. 8 ) In NTIC a l l s tu d en ts a re re q u ire d to wear uniform s w ith stu d en t name and number. 9 ) More stu d e n ts wear glasses in Taiw an. 10) At LCC stu d e n ts can change classroom s e a s ie r - a t NTIC, f ix e d classroom s. 11) A l l stu d e n ts (m ale) have s h o rt h a ir a t NTIC ( r e q u ir e d ) ; no long h a i r . 12) Every s tu d e n t h ere must ta k e P h y s ic a l Education eve ry year and m i l i t a r y co u rs es, both male and fe m a le . 13) O rg a n iz a tio n o f th e c o lle g e i s d i f f e r e n t - Government p ro v id e s a l l budget a t NTIC. 14) NTIC does n o t have a Board o f T ru s te e s . 15) MOE ap p o in ts p re s id e n t o f th e C o lle g e in Taiw an. 16) NTIC has a f i v e yea r program f o r stu d en ts who come d i r e c t l y from ju n io r high sch ool; a 2 y e a r program f o r stu d en ts who come from s e n io r v o c a tio n a l high sch o o l; 3 yea r program w ith t h e i r a i r sch o o l; supplem entary school - 3 y e a r program and n ig h t school - 3 y e a r program . In th e U .S . you have ex te n s io n c e n te r s . 17) Everyone has to ta k e e n tra n c e exam ination h e re no m a tte r which program th e y are i n . (He s a id t h a t r e g u la r day stu d en ts have a h a rd e r e x a m in a tio n .) 18) A l l schools a re on th e same c a le n d a r (K -1 2 ; c o lle g e ; u n i v e r s i t y ) ; th e sem ester i s d i f f e r e n t than in th e U .S . In Taiwan th e sem ester begins September 22 - January 26, 335 January 2 6 -F e b ru a ry 26 is v a c a tio n ; F eb ru ary 17-June 20 second sem ester. No summer courses a t a l l . A ir school is th e o n ly d i f f e r e n t one in Taiw an. T h e ir f i r s t semester begins Feb ru ary 27 and t h e i r second semester i s September 26-Ja n u ary 26; no summer program f o r a i r school e i t h e r . 19) D r a f t in Taiwan - boys must go in t o th e m i l i t a r y f o r two years r ig h t a f t e r th ey g rad u ate from NTIC (and in a l l T a iw a n ); g i r l s a ls o ta k e m i l i t a r y t r a in i n g (n u rs in g ) but do not go in t o m i l i t a r y s e r v ic e upon com pletion o f program. 2 0 . What ways h ave you added t o o r changed y o u r te a c h in g methods s in c e you p a r t i c i p a t e d in th e s i s t e r c o lle g e exchange? Changed te a c h in g methods and gave th e s tu d en ts more chance to ask qu e stio n s and have d is c u s s io n . The old method was fo r stu d en ts to ju s t l i s t e n and never d is c u s s . I t ' s very good to l e t th e stu d en ts express what th e y t h in k and to t r a i n them in th e a b i l i t y to express th em selves . The stu d e n ts l i k e t h is because they can f r e e ly express what th ey t h in k . The o th e r in s t r u c to r s do not know I have changed methods. They rem ain th e same, but I use th e new methods in P r in c ip le s o f Management. I want to see how th e t e s t in g comes out and do some com parative s tu d ie s on th e le a r n in g o f stu d en ts w ith t h i s new method. Then maybe I w i l l t a l k to o th e r in s t r u c to r s about i t . 21. What was good about your s i s t e r c o lle g e exchango experience? S tudied o fte n in th e Lansing Community C o lle g e l i b r a r y and a t th e M ichigan S ta te U n iv e r s ity M athem atics l i b r a r y . Both e x c e lle n t . East Lansing Inn was okay. 2 2 . How could th e s i s t e r c o lle g e exchange have been b e tte r ? I d id not g et th e computer a s s is te d in s t r u c tio n t h a t I w anted. It was not y e t developed a t LCC and th e re was no o p p o rtu n ity a t MSU. Wanted to v i s i t some o th e r c o lle g e s and th e r e was no t r a n s p o r t a t io n . Needed 3ome more E n g lish as a Second Language. Wanted to ta k e some exten s io n co u rses. Wanted more b r i e f i n g on whole c o lle g e (TV , e t c . ) s im ila r to the vid e o ta p e b r i e f i n g developed by N TIT. Would have been b e t t e r to arrange one room fo r 2 persons and come in a p a ir to have each o th e r to t a l k to and go out to g e th e r . O therw ise alone too much. We s t i l l need s tu d en t exchange. A s tu d e n t group should v i s i t your 336 c o lle g e f o r a s h o rt tim e to l e t s tu d en ts understand your c u ltu r e and le a r n E n g lish in your c o u n try . We are now sending a group o f stu d en ts to our s i s t e r c o lle g e in Japan and we had alm ost *10 stu d e n ts make a p p lic a tio n f o r th e 15 p o s itio n s t h a t could go. P arents in Taiwan have become r ic h e r and t h e i r f a m ilie s support t h e i r c h ild r e n to go abroad. The P re s id e n t and th e MOE have to approve t h i s . The l e t t e r o f i n v i t a t i o n from your P re s id e n t is v e ry im p o rta n t. S t i l l had d i f f i c u l t y in u n d erstanding (needed to develo p more l is t e n i n g s k i l l s ) ; f e e ls s t i l l cannot 3peak v e ry w e ll even w ith th e e x tr a long study and being in U .S . 2 or 3 tim e s . 23. How do you e v a lu a te your exp erien ces in th e program? Very good. V i s i t i n g p ro fe s s o r p o lic y i s v e ry good and we must keep c o n tin u in g it. 24. How do you t h in k your P re s id e n t e v a lu a te s your exp e rie n c e in th e program? I t h in k good. 25. Would you recommend t h is s i s t e r c o lle g e exchange program to your co lleag u e s? Yes. 26. What suggestions do you have to improve th e s i s t e r c o lle g e program and r e la tio n s h ip ? (T h is p ro fe s s o r asked t h a t h is responses from #22, Areas t h a t Could Have Been B e tte r in h is Exchange E x p e rie n c e , a ls o be l i s t e d as areas t h a t would improve th e program .) I d id n o t g et th e computer a s s is te d in s t r u c t io n t h a t 1 w anted. It was not y e t developed a t LCC and th e r e was no o p p o rtu n ity a t MSU. Wanted to v i s i t some o th e r c o lle g e s and th e r e was no t r a n s p o r t a t io n . Needed some more E n g lish as a Second Language. Wanted to ta k e some exten s io n co u rses. Wanted more b r i e f i n g on whole c o lle g e (TV , e t c . ) s im ila r to th e vid eo tap e b r i e f i n g developed by N TIT. Would have been b e t t e r to arrange one room f o r 2 persons and come in a p a ir to have each o th e r to t a l k to and go out to g e th e r . O therw ise alo n e to o much. 337 We s t i l l need s tu d en t exchange. A s tu d e n t group should v i s i t your c o lle g e f o r a s h o rt tim e to l e t stu d en ts understand your c u lt u r e and le a r n E n g lis h in your c o u n try . We are now sending a group o f stu d en ts to our s i s t e r c o lle g e in Japan and we had alm ost 40 s tu d en ts make a p p lic a tio n f o r th e 15 p o s itio n s t h a t could go. P arents in Taiwan have become r ic h e r and t h e i r f a m ilie s support t h e i r c h ild r e n to go abroad. The P re s id e n t and th e MOE have to approve t h i s . The l e t t e r o f i n v i t a t i o n from your P re s id e n t is v e ry im p o rta n t. S t i l l had d i f f i c u l t y in u n d erstan d in g (needed to develo p more lis t e n in g s k i l l s ) ; f e e ls s t i l l cannot speak v e ry w e ll even w ith th e e x tr a long study and being in U .S . 2 or 3 tim e s . 338 EXCHANGE PROFESSOR AT LCC 9 /8 4 - 12/84 EXCHANGE PARTICIPANT QUESTIONNAIRE Q u e s tio n n a ire fo r in d iv id u a ls who have p a r t ic ip a te d in th e s i s t e r c o lle g e program between N a tio n a l Taichung I n s t i t u t e o f Commerce or N a tio n a l T a ip e i I n s t i t u t e o f Technology and Lansing Community C o lle g e . In te rv ie w s f o r p a r t ic ip a n ts from NTIC & NTIT were s e t up in th e R epublic o f China (Taiw an ) a t the i n d iv id u a l ’ s i n s t i t u t i o n in accordance w ith t h e i r te a c h in g an d /o r a d m in is tr a t iv e sch edule. P a r t ic ip a n t s in th e in te rv ie w s were c o n fin ed to the in te r v ie w e r and th e in te rv ie w e e (e x c e p t on th e r a r e occasion when an in t e r p r e t e r helped f o r c l a r i f i c a t i o n p u rp o s e s ). The in te rv ie w e e s were a l l acquainted w ith th e in t e r v ie w e r . The purpose fo r th e in te r v ie w was to o b ta in in fo rm a tio n and feedback re g a rd in g exp erien ces o f p a r t ic ip a n ts in th e s i s t e r c o lle g e program between N a tio n a l Taichung I n s t i t u t e o f Commerce o r N a tio n a l T a ip e i I n s t i t u t e o f Technology and Lansing Community C o lle g e . Each In te rv ie w e e was advised t h a t he would be quoted in th e d is s e r t a t io n m a t e r ia l o f th e in t e r v ie w e r . Q uestions were as fo llo w s : 1. What is your name? Yen, T a ih -D e r 2. Chinese Name Teddy Yen American Name What p o s itio n do you hold a t your i n s t it u t io n ? In s t r u c t o r - I n d u s t r i a l E n g in e erin g N a tio n a l T a ip e i I n s t i t u t e o f Technology 3. How long have you been a f f i l i a t e d w ith your I n s t it u t io n ? 13 years 4. What is your e d u c a tio n a l background? I atte n d e d church school and then g e n e ra l high s c h o o l. atte n d ed Taramsu S enio r C o lle g e fo r th r e e y e a rs . 5. Then I Why do you t h in k you were s e le c te d by your P re s id e n t to p a r t ic ip a t e In th e s i s t e r c o lle g e program w ith Lansing Community C ollege? P re s id e n t Tang wanted me to le a r n American te a c h in g methods and customs. I work v e ry hard in our d ep artm en t. My work l i f e is v e ry s e r io u s . I do not smoke, go to m ovies, dance 339 o r have bad h a b it s . My tim e is d is t r ib u t e d between my work and my f a m ily . My b e h a v io r i s good and the te a c h in g i n s t i t u t e is v e ry happy w ith me. Our i n s t i t u t e has se n t o th e r te a c h e rs to th e U .S . f o r t r a in in g in p re v io u s y e a rs . They have sent m o s tly e l e c t r i c a l en g in eers and then o th e r dep artm en ts. Then i t was th e tu rn o f th e In d u s t r ia l E n g in e erin g D epartm ent, and I was th e o n ly one in th e departm ent who had not been abroad. 6. What does a s i s t e r c o lle g e r e la t io n s h ip mean to you? d e fin e th e term " s i s t e r c o lle g e r e la t io n s h ip ." P lease S is t e r c o lle g e to me means g e ttin g to know your c o lle g e b e t t e r and having a chance t o study th e re so I can le a r n and b rin g back in fo rm a tio n to my s tu d e n ts . I t means an exchange o f id e a s , and I hope t h a t my LCC p r o fe s s o r, Jim Johnson, and o th e rs can v i s i t our c o lle g e so th e y can le a r n about my c o lle g e and then we can have an exchange o f d is c u s s io n and id e a s . I t is b e t t e r i f we both v i s i t each o t h e r 's i n s t i t u t i o n . Then we can discuss b e t t e r . 7. What a re your c a re e r goals? I do n o t want to be promoted to p ro fe s s o r because I have no B a c h e lo r's Degree. I j u s t want to teach my stu d en ts and te a c h my stu d e n t w ith my h e a rt as w e ll as my head. I want to pay a t t e n t io n to my c h ild r e n . My b r o t h e r 's IQ i s much b e t t e r than m in e, b u t I have not g r e a t a m b itio n over te a c h in g my s tu d en ts to make my c o n tr ib u tio n to my c o u n try and my s o c ie ty and s t i l l have enough tim e to h e lp my c h ild r e n . 8. How do you f e e l the s i s t e r c o lle g e exchange program exp erien ce b e n e fit s your career? I t helped me to le a r n American te a c h in g methods and LCC was so open fo r me t h a t i t h e lp e d . I do n o t agree w ith th e American system as a w hole, but I l i k e p a r t o f th e te a c h in g methods. I t h in k we can mix Taiwan and American te a c h in g methods. I n Taiw an, always th e te a c h e r speaks - - speaks - - speaks and th e y do not g iv +h stu d e n t enough tim e to speak, th e r e i s no tim e fo r s tu d en t o p in io n . B u t, I d is a g re e w ith American s tu d en ts when th ey put t h e i r f e e t on the desk. I d i s l i k e i t t h a t th e American stu d en ts a re im p o lite to th e in s t r u c t o r . In Taiwan th e stu d en ts c a l l me Lausu Yen - Teacher Yen, b u t in America th e y Just c a l l th e te a c h e r Jim Johnson, T h is shows no fa m ily u p b rin g in g and i t is not a proper way o f speaking or does not show re s p e c t to him . We must always re s p e c t o ld e r gentlem en and those in h ig h e r p o s itio n s . I always stand up when my f a t h e r en tered th e room. (A u th o r's n o te : M r. Yen had d i f f i c u l t y u n d erstanding t h a t i t was a p p ro p ria te f o r him to c a l l me on th e phone s in c e he f e l t I was in a h ig h e r p o s itio n and i t was not proper f o r him to phone someone 3^0 in a h ig h e r p o s it io n . He a l3 o had a problem u n d e rs ta n d in g t h a t i t was a p p ro p r ia te f o r me to d r iv e a c a r to p ic k him up — again because o f my d i f f e r e n t p o s it io n . He came t o accep t me as a f r ie n d and th en i t was okay t o c a l l me or have me d r iv e a c a r to p ic k him up. I s in c e r e ly a p p re c ia te d h is r e s p e c t and i t was a good le a r n in g e x p e rie n c e f o r both o f u s . He f i n a l l y was a b le to s t a r t c a l l i n g me "Jack T a y lo r" in s te a d o f M rs. T a y lo r . ) 9. How do you f e e l th e s i s t e r c o l le g e exchange program e x p e r ie n c e b e n e f i t s your i n s t i t u t i o n ? s tu d e n ts ? c o lle a g u e s ? The most b e n e f it was in opening my eyes to th e American te a c h in g methods and t h a t w i l l h e lp our i n s t i t u t i o n . When we can mix th e b e s t from Am erica and th e b e s t from Taiwan t h i s makes a much b e t t e r system fo r th e s tu d e n ts . We have developed a b e t t e r r a t i o o f in s t r u c t o r to s tu d e n ts than th e r e i s in th e h ig h sch o o ls in Taiwan — in h ig h school i t is u s u a lly 1:50 and in our c o lle g e i t i s 1:30 and i t i s im p o rta n t f o r our in s t r u c t o r s to be v e ry d i l i g e n t and v e ry s te a d y and we must have th e b e s t methods f o r te a c h in g s in c e our s tu d e n ts go on to some e x e c u tiv e l e v e l p o s itio n s th ro u g h o u t our c o u n try . The in tr o d u c t io n f o r my c o lle a g u e s o f th e b e s t o f American te a c h in g methods w ith th e b e s t o f th e Taiw an ese, and a ls o th e te x tb o o k s and m a t e r ia ls t h a t I can b r in g b ac k. 10. How do you f e e l th e s i s t e r c o lle g e exchange program e x p e rie n c e b e n e f it s your community? I t h in k our community, our c o lle g e and our w hole a re a g a in s when we can g iv e q u a l i t y e d u c a tio n to our s tu d e n ts . Any way t h a t we can im prove th e q u a l i t y o f our e d u c a tio n b e n e f it s th e community. 11. What d o e s /d id your i n s t i t u t i o n ex p e c t you to accom plish w h ile you a re /w e re in v o lv e d in th e s i s t e r c o lle g e exchange program? They wanted me to le a r n A m erican t te a c h in g m ethods. A ls o , They wanted me t o make good f r ie n d s and keep in touch w ith my f r ie n d s to keep le a r n in g . I made good f r ie n d s w ith Jim Johnson and H a r r is Dean and B i l l Z u h l. And S h e rry (w o rk e r in M r. Z u h l's o f f i c e ) to o k me t o church many tim e s so t h a t I co u ld le a r n th e r e l ig i o u s customs in A m erica. Sunday ''e ry o n e seems to go to church in A m erica: even on TV everyone goes t o church on Sunday. There was a b ig s to r y on H a r r is Dean and me in your s tu d e n t newspaper because he c a lle d me t o read some Chinese and I found o u t t h a t he had been a f l i e r o ve r th e Burma Highway d u rin g th e tim e my f a t h e r was in m ainland C h in a . We became good f r ie n d s . 3*1 P re s id e n t Tang had b r i e f i n g w ith me when I re tu rn e d and he seemed to f e e l t h a t good r e la t io n s w ith LCC were key in my le a r n in g e xp erien ce and in th e s i s t e r c o lle g e r e la t io n s h ip . 12. What did your in s t it u t io n / y o u do to p repare fo r your exchange experience? They gave me in fo rm a tio n and in s tru c te d me to le a r n much about your co u n try and your i n s t i t u t i o n . They have me a one month in te n s iv e E n g lis h course which was v e ry in te n s iv e and v e ry exp e n s iv e . I went e ig h t hours a d ay. The te a c h e rs were a l l American and i f you s a id one word in Chinese y~u could be fin e s NT$10. T hat month was r e a l l y a b e n e f it to me so t h a t I could speak to th e Am ericans. 13. What d o /d id you expect o f your host c o lle g e in o rd e r to h e lp you g ain th e most from your exchange experience? Continued exchange o f your s tu d en t and c o lle g e newspapers - The Lookout and th e Open L in e a re im p o rta n t. You need to send us more in fo rm a tio n on your c o lle g e and on America to h e lp our stu d en ts and f a c u lt y be b e t t e r prepared to come to th e U n ited S ta te s . We need to have b e t t e r p re p a ra tio n in language, c u lt u r e and you can h e lp us w ith t h is by sending m a te r ia ls and your people to h e lp u s. A ls o , i t would be b e t t e r i f our stu d en ts could have some p a r t -t im e work w h ile th e y go to your c o lle g e . T h is would h e lp our studen ts p rep a re to work in America a f t e r th ey g ra d u a te . The East Lansign Inn where you had me s ta y was n o t to o bad, but not too good. 14. How d id /d o e s your fa m ily f e e l about your s e le c tio n and your being away from home f o r th r e e to s ix months? My fa m ily was happy f o r me to have th e o p p o r tu n ity , b u t i t meant being away from them fo r s e v e ra l months, and I was v e ry h"mesick fo r them. 15. How a re you fin a n c in g your s i s t e r c o lle g e exchange and how does your i n s t i t u t i o n a s s is t you f i n a n c i a l l y d u rin g t h is exchange program? My c o lle g e pays f o r my s a la r y , some l i v i n g my round t r i p t i c k e t . A ls o , my w ife w orks. expenses and paid fo r 342 16. Have you liv e d o r t r a v e le d s i s t e r c o lle g e exchange? in th e U .S ./R .O .C . p re v io u s t o y'-'ur No. 1 7 . What was your image o f th e U n ite d S ta te s p r i o r to y^ur s i s t r c o l l ge exchange e xp erien ce? My f a m ily and my b r o th e r had l iv e d in Am erica so th e y h 1 ped me to understand some ahead o f t im e , b u t I d id n o t know what to e x p e c t. 18. What is your image o f th e U i t e d your s i s t e r c o lle g e exchange? S ta te s a f t e r l i v i n g th e r e d u rin g 1 g o t used to e a tin g American fo o d . I t h in k t h a t Americans waste e l e c t r i c power to o much. In Taiw an, we use gas and o n ly tu r n on th e gas m eter when i t i s needed. American f a m ilie s use power too much. I was impressed by everyone who goes t o school p a r t - t im e w h ile th e y e w o rk in g . Our government does n o t have enough budget f o r e d u c a tio n . MSU’ s budget was more th an one whole y e a r f o r e d u c a tio n in Taiw anI American TV news was v e ry h e lp f u l and gave me deep u n d e rs ta n d in g and more im p re ssio n s o f th e U .S . The te a c h e rs a t one o f th e schools were on s t r i k e w h ile I was t h e r e . T h a t was i n c r e d ib le to me t h a t te a c h e rs would s t r i k e ! A ls o , I was s u rp ris e d t h a t most American s tu d e n ts work v e ry h d and behave them selves v e ry w e l l . T h is i s d i f f e r e n t than what we see on th e TV program in in American m o vies. R e s e a rc h e r's v iew o f R .O .C . p r i o r to and a f t e r s i s t e r c o lle g e e x p e rie n c e i s a ls o l i s t e d in t h i s a r e a . 19. What is your im p re ssio n o f th e s i s t e r c o lle g e you v i s i t e d your exchange e xp erien ce? I was v e ry im pressed w ith LCC's equipm ent and f a c i l i t i e s . equipment seems much b e t t e r th an what we have a t N T IT . a fte r The I was v e r y im pressed w ith your P u b lic S a fe ty Departm ent and how h e lp f u l th e y a re to ev e ry o n e . We do n o t have a P u b lic S a fe ty D epartm ent. I was im pressed w ith so many p a r t - t im e s tu d e n ts who work w h ile going to school and who a re a l l ag es, e s p e c ia lly th e s tu d e n t a id e s . 3^3 2 0 . What ways have you added to or changed your te a c h in g methods s in c e you p a r t ic ip a te d in th e s i s t e r c o lle g e exchange? I have t r i e d to have le s s o f th e speaking speaking speaking from th e in s t r u c t o r and have t r i e d to encourage th e stu d en ts to ask some q u e stio n s and have t r i e d to ta k e some tim e to l i s t e n to s tu d en t o p in io n s . 2 1 . What was good about your s i s t e r c o lle g e exchange experience? Good le a r n in g exp erien ces in th e c la s s e s I to o k which in c lu d e d : P e r s o n a lity o f Management and E n g lish as a Second Language. I a ls o worked a l o t o f tim e in th e Language L a b o ra to ry . I s t i l l read E n g lish newspapers to p r a c tic e my E n g lis h . The P e rs o n a lity o f Management was v e ry d i f f i c u l t f o r me. P e r s o n a lity p lays a v e ry im p o rta n t r o l e in management and the w o r k /labor union r o le i3 v e ry im p o rta n t. More union i s stre s s e d in th e U .S . In Taiw an, unions a re not as stro n g s in c e i t cannot perform i t s d u tie s because th e government fo r b id s th e la b o r union to g a in much s tre n g th in Taiw an. T le a rn e d so much about la b o r laws and w orker b e n e fits from t h i s c la s s and em ployee/em ployer r e la t io n s h ip s . Jim Johnson had much p a tie n c e w ith me and my q u e stio n s and he spent an evening h e lp in g me to understand b e t t e r . There were not v e ry many s tu d en ts in t h is c la s s and I t h in k i t i s a v e ry im p o rta n t c la s s . There would be more stu d e n ts in te r e s te d in Taiw an. In Taiwan th e re is more emphasis on p ro d u ctio n management and le s s on la b o r management s in c e th e re is no sh o rtage o f la b o r in Taiw an. In Taiwan i f you don’ t l i k e to work th e r e is always someone e ls e to ta k e your p la c e . 2 2 , How could th e s i s t e r c o lle g e exchange have been b e tte r ? Some o f th e in s t r u c to r s promised me m a te r ia ls and th e y d id not f o llo w through and send th e m a t e r ia ls . I t i s v e ry im p o rta n t to fo llo w through and p ro v id e th e m a t e r ia ls to our c o lle g e because th e y a re so h e lp f u l to our s tu d e n ts . 2 3 . How do you e v a lu a te your e x p erien ces in th e program? Good. 21!. How do you th in k your P re s id e n t e v a lu a te s your e x p e rie n c e in th e program? He seemed pleased when I b r ie fe d him when I re tu rn e d and seemed to f e e l t h a t I had a good le a r n in g e x p e rie n c e t h a t would h e lp our s tu d e n ts and our c o l l e g e . 2 5 . Would you recommend t h is s i s t e r c o lle g e exchange program to your c o l l agues? Y es, because i t is th e b e s t way to le a r n , t o be r ig h t in th e c la s s and make fr ie n d s w ith f a c u lt y and stu d en ts in th e s i s t e r c o lle g e . A ls o , i t is a good way to see th e equipment and fin d more m a t e r ia ls and books fo r our s tu d e n ts , and le a r n the American te a c h in g methods. 2 6 . What sug gestio ns do you have to improve th e s i s t e r c o lle g e program and r e la tio n s h ip ? The p re p a ra tio n and th e fo llo w -th r o u g h a re th e most im p o rta n t. You should send us more m a t e r ia ls to b e t t e r p rep are our people and have your people come h ere to h e lp us p re p a re . A ls o , your people should fo llo w through on what th e y prom ised. APPENDIX D SISTER COLLEGE AGREEMENTS 3^5 3*6 AN agreement to cooperate BETWEEN TAICHUNG INSTITUTE OF COMMERCE AND LANSING COMMUNITY COLLEGE IN THE INTEREST of educational cooperation and in the epirit of agreement to contribute to the international and intercultural education of peoplea, Taichung Inetitute of Commerce of tho Republic of China and the Lansing Community College of the United States of America enter into an agreement to develop cultural and educational relationship aa sister-colleges. I. Taichung Institute of Commerce and Lansing Community College agree to entertain a relationship which allows far the transfer of educational material!, institutional publications! course literature and instructional information such as films and video tapes, II. Taichung Institute of Commerce and Lansing Community College are prepared to explore the faculty opportunities and to seek ways to bolstsr the faculty members of the sister-college to participate the cultural projects in the hosting country. III. Taichung Institute of Commerce and Lausing Community College agree to consider the hosting of cultural eventa from the other countryt which may enrich or expand educational understanding and experiences of faculty and students of sister-colleges. Herewitht in an age when mankind has been brought together through technology! this relationship serves to bring the people of diverse cultures closer through our pursuits of educational ideals and human understanding. In witness whereof! the signing parties have hereunto set their hands on the 21st day of November! 1979. Philip J.yGanhon, president Lansing Community College Taichung Institute of Commerce 347 M t t i S ; £ t t i a « f f l K f « f f 3 t f c £ i K £ # E I H i 8 • GTS I f & # * * # ¥ & * # ^ i g f r T ? ‘J : - ' r a * s » « w 5 ifi' » & » *& *» * • _=' - . J u « A u A tt±a fiS iX fb tts E » ' l a ia in s s m s r a w x t t K K • w i u a a a a ^ a w w a a - til IB • m ® * a & ft & fis f fi • -ts c s M & tg ii/s ; • h & b w : ^ a s n ^ - t - A f c i — a u— a -$ f « ,//• /)../! -b- m m b ' H ' & & ij . m 3^8 TAIW AN PHOVINCIAL TAIPEI INSTITUTE OF TECHNOLOGY 3. Section 1, Shin - Sheng South Road Taipei, Taiwan, Republic of China AN AGREEMENT TO COOPERATE BETWEEN TAIPEI INSTITUTE OF TECHNOLOGY AND LANSING COMMUNITY COLLEGE IN THE INTEREST of educational cooperation and in the spirit of agreement to contribute to the international and intercultural education of peoples* Taipei Institute of Technology of the Republic of China and the Lansing Community College of the United States of America enter into an agreement to develop cultural and educational relationship as sister-colleges* I. Taipei Institute of Technology and Lansi'ng Community college agree to entertain a relationship which allows for the transfer of educational materials, institutional publications* course literature and instructional information such as films and video tapes* II. Taipei Institute of Technology and Lansing Community College are prepared to explore the faculty exchange opportunities and to seek ways to bolster the faculty members of the sister-college to participate the cultural projects in the hosting country, III.Taipei Institute of Technology and Lansing Community College agree to consider the hosting of cultural events from the other country* which may enrich or expand educational understanding and experiences of t • faculty and students of the sister-colleges. 349 TAIW AN PROVINCIAL TAIPEI INSTITUTE OF TECHNOLOGY 3. Section 1, Shin * Sheng South Road Taipei, Taiwan, Republic of China Herewith, in an age when mankind has been brought together through technology, this relationship serves to bring the people of diverse cultures closer through our pursuits of educational ideals and human understanding* In witness whereof, the sig'ning parties have hereunto set their hands on the 20th day of November,1979. Philip J. Gannon, annon President Lansing Community College Chih Tang, Presideryr / Taipei Institute ofxP^chnology 350 Ji;reHmt-ni For 5istci'huotl Tii-s UETKKEN U1NG HSIN ENGINEERING COLLEGE, REPUBLIC OF CHINA A.YD OKLAHOMA CITY UNIVERSITY, UNITED STATES OF AMERICA. Whereas, Mins Hsln Engineering College and Oklahoma City University desire and Intend to establish a slster-college relationship to promote academic cooperation and to strengthen cultural ties between the Republic of China and the United States of America, therefore: It is understood: I. Qualified faculty exchange: (1) The period for the exchange of professors to teach or conduct research is limited to one (1) year.. (2) The number of hours the exchange professor teaches shall be fixed In ac­ cordance with the rules of the college to'which he Is assigned. IX. Students from Ming Hsln Engineering College for advanced study at Oklahoma City University. If the Ulng Hsln Engineering College's students attend Oklahoma City University to study a subject related to their major field, they should attend for a dura­ tion of two (2) years; if they study a subject not related to their major field, they should attend for three (3) or more years for bachelor degrees. The above is dependent on each department requirement of Oklahoma City University. III. Exchange of mutually agreed-upon academic publications and other materials: (1) The publications and•materials to be exchanged will be provided free of chargo by each side. A mutually agreed upon charge will be assessed for the exchange of expoelally costly materials. (2).-Rasearch on certain problems of mutual concern will be specified as follows: (a) Each party may entrust the other to conduct such research; (b) The parties may join together to conduct such research; and (c) In either case, the number of the Joint researchers and the sharing of the expenses will be discussed and fixed from time to time according to the requirements of each individual project. IV. Joint Initiation of Establishment of Graduate School For China Studies In Oklahoma City University. Implementation of these Understandings concerning the qualified faculty exchange, transfer of students, exchange of educational materials and initiation of establishment of Graduate School in China Studies as described above shall start as of the day of June 22, Nineteen Hundred and Eighty Four. Ming Hsin Engineering College President Dr. Lee Hung-chao Isignature; Chun Chi eh Chung Iti'i'ruscntatlva of National Assembly Republic of China. /V. nt k '- j (s tfii.itu r■ e a)' Oklahoma City University President' Dr. Jerald Walker c n a tu r a ) Dr. Donald B, H sidenc luciuia CoAHno. (signature) n b u rc h * Hi a m + $ ig 0 m m x .n m h # ® u s u ia # :* ® © ® 3 fe ftlB ]a { S T 9 iJ ® B iJ : Jffi ° r . ->m ’ ® & ® .m m > • r& T G I 9 8 4 $ 1 0 H 5 Q < sm x*9 ft9 » m iia m ** « * ^ $1 & «* fln if f& am M B M iisaB M iiB aiaaiaiaig!ai3a3aB li3B aa ig « 'ig 'g 352 AGREEMENT OF ACADEMIC COOPERATION THIS AGREEMENT, made and en tered in t o on the 9 th day o f Jan u ary, 1981, by and between San Jose S ta te U n iv e r s it y and Tunghai U n iv e r s it y . WITNESSETH: WHEREAS, the p a r t ie s d e s ire and in te n d to s tre n g th e n th e c u l t u r a l t ie s and academic c o o p e ra tio n e x is t in g between the U n ite d S ta te s o f Am erica and the R ep u b lic o f C h in a. NOW THEREFORE, i t ARTICLE I . i s agreed t h a t : San Jose S ta te U n iv e r s it y and Tunghai U n iv e r s it y w i l l seek means to Implement the m utual exchange o f f a c u lt y members, acco rd in g to the fo llo w in g p r in c ip le s : (1 ) The maximum number o f f a c u lt y members to be exchanged w i l l be one o r two each y e a r from each p a r t y . (2 ) The p e rio d o f each exchange w i l l be lim it e d to one y e a r , a l ­ though the p e rio d may be extended f o r an a d d it io n a l y e a r w ith th e consent o f both p a r t ie s . (3 ) F a c u lty members nominated f o r exchange under t h is agreement w i l l be s e le c te d by th e home (n o m in a tin g ) i n s t i t u t i o n from among the ranks o f i t s p ro fe s s o rs and a s s o c ia te p ro fe s s o rs through a s e le c t io n process to be e s ta b lis h e d i n t e r n a l l y to t h a t I n s t i t u t i o n , nom inated to th e h o st ( r e c e iv in g ) i n s t i t u t i o n , and approved by the host I n s t i t u t i o n i f the nominated f a c u lt y members f u l l y meet th e standards e s ta b lis h e d i n t e r n a l l y by th e h ost i n s t i t u t i o n . (4 ) Remuneration o f exchange p ro fe s s o rs s h a ll co n tin u e to be the r e s p o n s ib ilit y o f th e home I n s t i t u t i o n and not th e h o s t i n s t i t u t i o n . (5 ) Teaching courseloads and w orking hours and c o n d itio n s s h a ll be 353 in accordance w ith th e e s ta b lis h e d r u le s and p r a c tic e s o f the host i n s t i t u t i o n , alth o u g h courseloads and w orking hours may be reduced a t the d is c r e t io n o f the host i n s t i t u t i o n . ARTICLE I I . San Jose S ta te U n iv e r s it y and Tunghai U n iv e r s it y w i l l seek means to implement the m utual exchange o f s tu d e n ts , acco rd in g to the fo llo w in g p r in c ip le s : (1 ) Exchange s tu d en ts must meet the adm ission req u irem en ts o f the i n s t i t u t i o n and the departm ent o r i n s t i t u t e to which nom inated. (2 ) Exchange s tu d en ts may ta k e coursework f o r c r e d i t , which may be a p p lie d towards a degree i f d e s ire d ; o r , in the case o f research s tu d e n ts , may do n o n c re d it work as m u tu a lly agreed upon in advance. (3 ) Exchange s tu d en ts s h a ll en jo y w a iv e r o f t u i t i o n and o f such o th e r i n s t i t u t i o n a l fees as may l e g a l l y be w aiv ed , w h ile a tte n d in g the host i n s t i t u t i o n under the p ro v is io n s o f t h is agreem ent. (4 ) The exchange s tu d e n t who f a i l s to meet th e academic requirem ents o f the host i n s t i t u t i o n may be p laced on p ro b a tio n f o r a p e rio d n o t to exceed s ix months. I f a t the end o f th a t p e rio d the s tu d e n t has f a i l e d to a t t a i n the re q u ire d s ta n d a rd , h is /h e r p a r t ic ip a t i o n in th e exchange w i l l be te rm in a te d . (5 ) Once a m utual exchange has been e n te re d i n t o , i f one member o f th e exchange w ithdraw s b e fo re the end o f th e d e s ig n ate d p e rio d o f exchange, th e s ta tu s o f the o th e r member o f the exchange w i l l not be a ffe c te d . (6 ) Exchange stu d e n ts s h a ll r e tu r n to t h e i r home c o u n trie s upon co m pletio n o f th e exchange p e rio d agreed upon. ARTICLE I I I . San Jose S ta te U n iv e r s it y and Tunghai U n iv e r s it y w i l l 35k m u tu a lly exchange agreed-upon p u b lic a tio n s and s c h o la rly and o f f i c i a l m a t e r ia ls . ARTICLE I V . T h is agreement may be re v is e d from tim e to tim e , p ro v id in g th a t the p a r t ie s m u tu a lly consent th e r e t o . Agreements and r e v is io n s In c lu d e but are not lim it e d to any and a l l agreements to exchange s c h o la rs , s tu d e n ts , o r f a c u l t y ; exchange, d o n ate , o r o th e rw is e p ro vid e p u b lic a tio n s , s c h o la r ly o r o f f i c i a l m a t e r ia ls ; and p ro v id e f in a n c ia l support o r s e rv ic e s to in d iv id u a ls , programs, sem inars, o r i n s t it u t io n s under the s u p e rv is io n o f the o th e r p a r ty . ARTICLE V . Im p lem en tatio n o f t h is agreement and any r e v is io n s th e r e to s h a ll r e q u ir e the ap p ro val o f the P re s id e n ts o f San Jose S ta te U n iv e r s ity and Tunghai U n iv e r s it y . ARTICLE V I . For San Jose S ta te U n iv e r s it y , im p lem en tatio n o f t h is agreement s h a ll be s u b je c t to th e ap p ro val o f the C h a n c e llo r o f the C a lif o r n ia S ta te U n iv e r s it ie s and C o lle g e s . For Tunghai U n iv e r s it y , im p lem en tatio n o f t h is agreement s h a ll be s u b je c t to th e ap p ro v a l o f i t s Chairman o f Board o f T ru s te e s . IN WITNESS THEREOF, the p a r t ie s have hereunto s e t t h e i r hands and sea ls on th e day and y e a r f i r s t s ta te d above. SAN JOSE STATE UNIVERSITY a i l F u lle r to n reJidunc TUNCHAI UNIVERSITY Ko-uang Mei P r e s id e n t ( MIUIF-TRY TAT PE■ OF EDUCATION TAIWAN THE f.EPU X IC OF CHINA. EDUCATIONAL COOPERATION A :REEMENT BETWEEN THE MINISTRY OF EDUCATION OF THE REPUBLIC OF CHINA AND THE UNIVERECTE CATHOLIQUE DE LOUVAIN. The Ministry of Education of the Republic of China and the University Catholioue de Louvain (Catholic University of Louvain ) agree to cooperate in the field or university development. ■— * By this cooperation agreement both sides declare to promote the ex­ change of professors and research fellows between University Catholique de Louvain on the one side and the universities supervised by the Mi- . m s t r y ori the other. The exchange program will cover all fields inclu­ ding Natural Science, Social Science and Humanities. During calendar years ,1983-198^ the Ministry of Education of the Repu­ blic of China will facilitate the efforts of Louvain scholars who in­ tend to visit universities in the Republic of China. The Ministry will offer two scholarships each year to students or researcn fellows from the Universite Catholique de Louvain. These scholarships will cover the tuition, room and board expense s os specified by the Ministry. During calendar 1903“ 1905 the Universite Catholique de Louvain will of­ fer two scholarships each year to the Ministry of Education of the Re­ public of China. These scholarships will cover the expenses for the avardees to obtain a degree o f Ph. D. or a degree of Master at the Universite Catholique de Louvain. This date on the eighteenth day of January 1983* M£r. Ed. MASTSAUX ector ? v Bureau of International Cultural and Educational Relations Ministry of Education. 356 CDUCATOI\AL COOPERATION AGREEMENT IJETW EN THE MINISTRY OP EDUCATION OF THE REPUBLIC OF CUIN.'. AND THE AUSTRIAN FOREIGN STUDENTS SERVICE The Minxstry of Education, of the Republic of China and the .'.ustvina Foreign Stuuent.*.! Service agree to cooperate in the I ielcl of u n i­ versity ctovulopnumt. By this cooperation agreement both sides declare to promote the exchange of students between the Austrian Foreign Students service on the one side and the universities5^ on the othex-. supervised by the Ministry The £cchanga program will covor all fjelds in ludins Natural Science. Social Science and Humanities. During calendar years 1933-198? the Ministry of Education, of the Republic of China will offer at least four scholarships oach year to students recommended by the Austrian Foreign Students Service. These so .olwrships will cover the Tuition and NT$7tGQ0 per itontlallowanco a.- specified by the Ministry. During l ilu.idar yuars 1 9 8 3 - 1 9 8 5 the Austrian Foroign Students Ser­ vice wi i ! 0 -":fur it least four scholarships each year to M 10 Mj.u:i.s ti > of Euuct-.ic of the Republic of Chinn. Thesn scholaj ship ; w.. 11 cover ti- ; t i.tii 1 and 5i5bO Austrian S. for icrachio ti or .'or research fellow* per month aliowanco ji« spruifiud by the Austrian Authorit tew. This dm. > o r the Twenty-fifth day of July 1933. L^-* 4^ 's fy /J L. 'i/X /Lsu& 6j Dr. Guni'iar WinliLer Austrian I*’oi sign Students Service ;.) namelyN a t i o n t l * rlw ou Norm al U n i v e r s i t y N a i - iO ‘ t-T,l ' n .lw i’.-i V J n .L v e r.'ti I.v Dr. Michael Lee Bureau of I u t 1I. Ciiltural & Educational Relations Ministry i.C Education 357 EXCHANGE AGREEMENT between PITTSBURG STATE UNIVERSITY, PITTSBURG, KANSAS, U.S.A. and NATIONAL TAICHUNG INSTITUTE OF COMMERCE In recognition of the global responsibilities and mutual benefits of scholarly Interaction between two Institutions of higher education, Pittsburg State University proposes the following agreement with her sister institution, National Taichung Institute of Commerce. This Institutional agreement deals specifically with a baccalaureate program, a master's degree program and the establishment of a mechanism to arrange other Joint scholarly projects beneficial to both Institutions such as: student exchanges, faculty exchanges, visiting scholars, academic administrative tours of short duration. This agreement Is In principle only and subject. to approval by the Kansas State Board of Regents and the appropriate Pittsburg State University academic governance bodies, as well as the relevant policy making organizations of National Taichung Institute of Commerce. I. Baccalaureate Program A. In General 1. The purpose of this program Is to permit students who have graduated from National Taichung Institute of Commerce to enroll In on Identical or tike baccalaureate academic program at Pittsburg State University to continue their study, 2. A ll academic credits earned by National Taichung Institute of Commerce students will be accepted by Pittsburg State University. The application of these credits to particular baccalaureate degree programs will be dependent on the existing admission requirements of those programs. 3. Tile transfer student must have a minimum overall grade point average of 2.B (on a 4.0 scale) Tor all work attempted at National Taichung Institute of Commerce, In addition, the student must demonstrate proficiency In the English language by achieving a minimum TOEFL score of 520. 4. General policies governing international students attending Pittsburg State University apply to students participating In this program. 358 B. II. Financial Considerations 1. The National Taichung Institute of Commerce student will be charged the out-of-state undergraduate tuition at the time of receipt a t the application Tor admission. 2. A ll other costs of the program, such as travel, health Insurance, lodging, board, living expenses during recess periods, books and supplies, etc., will be borne by the student. Master's Degree Program A. In General 1. The purpose of this program Is to permit students who have graduated from National Taichung Institute of Commerce to enroll in a m aster's. degree academic program at PJ.ttsburg State University. 2. Students graduating from National Taichung Institute e f Commerce will be admitted as special undergraduate students and must complete at least 60 semester hours of academically relevant course work while in that status prior to being admitted to the graduate program. 3. National Taichung Institute of Commerce students must have a 3.0 grade point average In all academic work completed at National Taichung Institute of Commerce and 2.5 grade point average In the 60 hours taken at plttsburg State University. In addition, they must present evidence of English proficiency by achieving a minimum TOEFL score of 520 (except for the Kelce School o f Business and Economics In which the minimum TOEFL will be 540) and three letters o f reference from Pittsburg State University professors endorsing the student's capability to do graduate work. 4. , Certain programs have additional requirements unique to the academic programs that must be met prior to being admitted to graduate study in that program. 5. General policies governing International students attending Pittsburg State University apply to students participating In this program. 359 B. HI. Financial Considerations J, The student will be charged the out-or-state undergraduate tuition at the tim e of receipt of the application for admission for the 60 semester hours of baccalaureate level course work. For graduate courses, the student will be charged out-of-state graduate tuition, 2. All other costs o f the program, such as travel, health insurance, lodging, board, living expenses during recess periods, books and supplies, etc., will be borne by the student. General Provisions and Procedures A. The duration of this Agreement will be from August 26, 1985, to May 16, 1987. Students may enroll beginning January 14, 1985, B. Admission C. 1. Applications for admission tD either program should be sent to Pittsburg State Univerity. Attention: Assistant to the President for Republic of China International Faculty and Student Development three months prior to the scheduled time of departure. 2. The Assistant to the President for Republic of China International Faculty and Student Development shall monitor the applying student's credentials through the admission process. Orientation and Services 1. Pittsburg State University will provide and orientation to the United States in general, the Pittsburg, area, the University, and American higher education for all National Taichung Institute of Commerce graduates. 2. Counseling and advisement, both academic and personal, will be provided by the University's O ffice o f Student Services. 360 3. IV. V. The Assistant to the President for Republic of China International Faculty and Student Development will be available at all times to assist graduates of the National Taichung Institute of Commerce. Development of Additional Programs A. There exist opportunities to enter Into additional arrangements that will be of benefit to National Taichung Institute of Commerce and Plttsbung State University. Such programs as undergraduate and graduate student exchanges, faculty exchanges, a visiting scholar program, and short term administration exchanges hold significant potential 'fo r both Institutions. B. Pittsburg State University and National Taichung Institute or Commerce are encouraged to Identify, committees at both Institutions to work with Institutional liaison personnel to explore the details of such programs. C. It Is anticipated that such programs can be developed, proposed, and agreed to by January, 1935, leaving calendar year 1985, 1986 and six months of 1987 In which to implement the programs. Program Approvals A. Termination and Renewal 1. This Agreement may be terminated by either party given six months' notice. 2. Students, or others, participating In the programs shall be permitted to complete the program in which they are engaged without prejudice. 3. This Agreement may be renewed for another three-year period at the option of either Institution, Renewal discussions should be initiated In order to present renewal proposal February 1, 1987. 361 B. Approval It Is understood that this Agreement Is subject to the approval of the appropriate authorities In the Republic of China and the United States. The original Agreement Is written In English. President Pittsburg State University President ! National Taichung Institute of Commerce Date Date Board of Regents APPENDIX E ADDENDUM TO SISTER COLLEGE AGREEMENT 362 363 ADDENDUM TO SISTER-COLLEGE AGREEMENT BETWEEN NATIONAL TAICHUNG INSTITUTE OF COMMERCE AND LANSING COMMUNITY COLLEGE In pursuance o f th e s i s t e r c o lle g e agreement between N a tio n a l Taichung I n s t i t u t e o f Commerce and Lansing Community C o lle g e , signed November, 1979» i t is hereby agreed to develop e d u c a tio n a l and c u l t u r a l exchange programs t h a t w i l l f u r th e r fo s t e r academic e x c e lle n c e and m utual und erstan d in g among th e f a c u l t y , s t a f f , and stu d e n ts o f both c o lle g e s . I. FACULTY AND STAFF EXCHANGE A. Annual Exchange One f a c u l t y / s t a f f from N a tio n a l Taichung I n s t i t u t e o f Commerce and Lansing Community C o lle g e w i l l be exchanged a n n u a lly d u rin g each academic B. S e le c tio n o f F a c u lt y / S t a f f S e le c tio n o f f a c u l t y / s t a f f w i l l be th e r e s p o n s ib ilit y o f each c o lle g e ; however, each c o lle g e w i l l p ro v id e the o th e r c o lle g e w ith areas o f focus t h a t a re p r e fe r r e d . C. D u ra tio n The d u ra tio n o f th e exchange w i l l be f l e x i b l e , depending upon assignment and w i l l n o rm a lly be one term or one sem ester (a p p ro x im a te ly fo u r months or l e s s ) . D. R e s p o n s ib ility o f F a c u lt y / S t a f f R e s p o n s ib ilit ie s o f th e exchange f a c u l t y / s t a f f w i l l vary accordin g to th e p a r t ic ip a n t and may in c lu d e th e fo llo w in g : 1. N a tio n a l Taichung I n s t i t u t e o f Commerce F a c u lt y /S t a f f — teach i f a p p ro p ria te to assignment (team te a c h in g may be most a p p r o p r ia te ); — a tte n d E n g lis h as a Second Language (ESL) course a t host c o lle g e ; — study Lansing Community C o lle g e c u rric u lu m developm ent, o v e r a ll view o f community c o lle g e ed u catio n and te a c h in g methods and te c h n iq u e s; — o th e r assig n m en t(s) such as sem inars, workshops, or group le c t u r e s , as desig n ated by home o r host c o lle g e ; — o th e r coursework as d esig n ated by home c o lle g e ; — a tte n d a u n iv e r s it y g rad u ate cou rse. 36k 2. Lansing Community C o lle g e F a c u lt y / S t a f f — teach technical/business courses or English language (in clu din g conversational English and communication s k ills 3uch as w ritin g , speech, e t c .) ; — study host c o lle g e c u rric u lu m , o v e r a ll view o f Chinese e d u c a tio n a l system, and te a c h in g methods and te c h n iq u e s ; — o th e r assignments such as sem inars, workshops, o r group le c t u r e s , as d esig n ate d by home o r host c o lle g e . E. Compensation 1. S a la ry Each c o lle g e w i l l co n tin u e th e s a la r y f o r i t s own fa c u lty /s ta ff. 2. Honorarium f o r Teaching The host c o lle g e w i l l p ro v id e honorarium s f o r the v i s i t i n g f a c u l t y / s t a f f a t th e i n s t i t u t i o n a l p a r t -t im e p ro fe s s o r r a t e when a p p ro p r ia te . 3. Housing The h ost c o lle g e w i l l p ro v id e housing f o r the v is itin g fa c u lty /s ta ff. JJ. T ra n s p o rta tio n Each c o lle g e w i l l p ro v id e fo r th e tr a n s p o r ta tio n o f i t s own f a c u l t y / s t a f f between Taiwan and the U n ited S ta te s and m is cellan eo u s expense funds to cover ground tr a n s p o r ta tio n w h ile a t th e host c o lle g e . 5. Food Allowance Each c o lle g e w i l l p ro v id e a food allow ance f o r i t s own f a c u l t y / s t a f f . 6. P ro fe s s io n a l Development O p p o rtu n itie s In o rd e r to enhance th e c u lt u r a l le a r n in g exp erien ce th e host c o lle g e w i l l p ro v id e o p p o r tu n itie s fo r p a r t ic ip a t io n in s p e c ia l sem inars, c la s s e s , conferences a n d /o r f i e l d t r i p s . 365 IX . STUDENT EXCHANGE A. Work/Study Program Special work/study programs w ill be developed fo r students to p a rtic ip a te in exchange experiences. This work/study program experience w i l l be established by the host college in coordination with the home co lleg e. 1. Number o f P articip an ts The work/study program w il l involve one or two student p a rtic ip a n ts annually. 2. Duration The duration o f the work/study program w i l l cover periods up to three months with a one month experience being p re fe ra b le . 3. Accommodations Homestay accommodations w i ll be provided whenever possible. 4. Transportation Transportation w i l l be the re s p o n s ib ility o f the In d iv id u a l student or the home co lleg e. 5. Academic C redit Credits earned by students at the host college may or may not be tran sferred and accepted by the home college. 6. Work Schedule and Arrangements Work schedule and arrangements w ill be the re s p o n s ib ility o f the host college in coordination with the home co lleg e, B. Resident Student Program In order to provide opportunities for students who wish to study as resident foreign students in both colleges, the follow ing arrangements w il l be made: 1. Admission Both colleges w il l issue admission to students with a reasonable le v e l o f language p ro ficiency and who are recommended by th e ir college Presidents or the P resident's designee. 366 Both c o lle g e s w i l l p ro v id e a s s is ta n c e in s e le c tin g a p p ro p ria te academic cou rses. 2. T u it io n , Fees, and L iv in g Expenses A p p ro p ria te t u i t i o n and fe e s w i l l be assessed f o r stu d en t p a r t ic ip a n t s . S tudents w i l l be re s p o n s ib le fo r t h e i r own p erso n al l i v i n g expenses. III. CULTURAL ORIENTATION EXCHANGE PROGRAM Group f a c u l t y /s t a f f / s t u d e n t c u l t u r a l exchange v i s i t s are encouraged. These v i s i t s w i l l be e s ta b lis h e d through c o o rd in a tio n and c o o p e ra tiv e e f f o r t s o f th e host and home c o lle g e s and can be o f v a ry in g le n g th s ranging from a p erio d o f s e v e ra l days to s e v e ra l weeks. IV . ORIENTATION AND EVALUATION For th e programs s t ip u la te d in S e c tio n s I , I I and I I I , each c o lle g e w i l l p ro v id e c u l t u r a l and language o r ie n t a t io n c la s s e s p r io r to d e p a rtu re fo r th e fo r e ig n co u n try assignm ent. Each c o lle g e w i l l p ro v id e a p p ro x im a te ly one week o f c u l t u r a l and c o lle g e o r ie n t a tio n a f t e r a r r i v a l in th e h o st c i t y and p r io r to beg inning the assignm ent. T h is w i l l a llo w tim e f o r th e f a c u l t y /s t a f f / s t u d e n t to become f a m il ia r w ith lo c a l hou sing , s to r e s , t r a n s p o r t a t io n , e t c . Each f a c u l t y /s t a f f / s t u d e n t w i l l have an o p p o rtu n ity to meet w ith th e P re s id e n t o f th e host c o lle g e or h is /h e r designee upon com pleting th e s ta y in o rd e r to discuss and e v a lu a te th e o v e r a ll e x p e rie n c e . In c o n ju n c tio n w ith group a c t i v i t i e s or e v e n ts , th e group le a d e r w i l l meet w ith th e P re s id e n t or h is /h e r desig n ee. P re s id e n t P re s id e n t Date Date 11/85 APPENDIX F PARTICIPANT VITAE 367 368 Dr. Vincent Wen-Shion Chang, President National Tafpel Institute of Technology 3, Section I, Hsin-Sheng South Road Taipei, Taiwan, Republic of China Telephone: (02) 771-4193 Personal Information: Birth Date: June 10, 1938 Birth Place: Taipei, Taiwan, Republic of China Marital Status: Married Children: 3 Daughters Health: Excellent Hobbies: Travel, Music and Sports Education: 1961 Bachelor Chemistry Department Chung-Yuan Christian College of Science & Engineering Chung Li, Taiwan, Republic of China Major in Chemistry 1965 Master Graduate School of Science & Engineering Waseda University, Tokyo, Japan Major in Applied Chemistry 1966 Doctor Same as above Area of Specialization: Applied Biochemistry Experience: 1985-present President National Taipei Institute of Technology 1978-present Advisor China Petroleum Cooperation, RAD Center 1978-84 President National Kaohaiung Institute of Technolgoy 1972-78 Professor Chemistry Department, National Kaohaiung Teachers' College Dean of Studies 1969-72 Assoc. Prof. (part-time) 1969-72 Project Leader Acting Chief 196L-62 Chern. Instructor Chemistry Department, Chung-Yuan Christian College of Science & Engineering Union Industrial Research Institute, Ministry of Economic Affairs Applied Chemistry Lab. Chinese Air Force Preparatory School 369 U n iv e rs ity Teaching Experience: 1978-86 Industrial Chemistry Organic Chemistry Seminar National Kaohsiung Institute o£ Technology 1972-78 Organic Chemistry Applied Biochemistry National Kaohsiung Teachers' College 1969-72 Fermentation Technology (special lecture) National Taiwan University 1969-72 Stereochemistry Microbial Chemistry Chung Tuan Christian College o£ Science & Engineering Research: 1981 Developing technical manpower in Taiwan 1978- Studies 1977 Studies on the influences of the University Joint Entrance Examin­ ation toward high schools education in Taiwan area and the ways of improving which were supported by the Ministry of Education, Republic of China, (joint research) 1974 The Survey study of science teaching on the Public middle schools in Taiwan area which was supported by the National Science Council, Republic of China, (joint research) 1975- Studies 1969-72 Microbiological leaching of copper from low grade orea which was supported by the National Science Council, Republic of China. 1969-72 Studies on the submerged culture of Basidiomycetes which was supported by the National Science Council, Republic of China. 1963-68 Studies on the production and its utilization of cellulase by . submerged culture which were supported by the Asia Glass Foundation for the contribution to industrial technology. In 1970, they were supported by the National Science Council, Republic of China. on the vocational & technical education on immobilized enzymes Publications: Since 1965, more than 40 research papers have been published in the publications such as Waseda Applied Chemical Society Bulletin. Chemical Abstracts. Bulletin of Science and Engineering Research Laboratory. Journal of Fermentation Technology. Kaohsiung Teachers* College Journal, etc. Symposium and Study Group Meeting Attended: May 1985 Symposium on Technical and Vocational Education 19B5, ROC Jan. 1985 ROC Delegation to Sino-Japan Science and Technology Association Convention 1985, Taipei 370 Oct. 1984 Conference on Technical and Vocational Education, Bahrain Aug. 1984 The 11th Symposium Participated by Chinese and Japanese Educators, Kaohsiung, Taiwan, R.O.C. March 1982 ROC Delegation to American Association of Communities and Junior Colleges Convention May 1981 The Board Meeting of the Advisors for Science & Technology, the Executive Yuan, R.O.C. March 1981 Conference on Technical andVocationalEducation South A fr ic a July 1980 The 7th Symposium Participated by Chinese & Japanese Educatiors 1976 The 65th Symposium of National Reconstruction, R.O.C. 1974 The First International Seminar on World Peace, Seoul, Corea 1972 The 4th International Fermentation symposium, Kyoto, Japan Dec. 1971 Study Group Meeting on Food Irradiation for the South East and East Asian Countries, sponsored by FAO/IAEA, Bangkok, Thailand. Oct. 1970 Special Post-Graduate Training Course on the Chemistry of Natural Compounds, sponsored by UNESCO, Delhi, India 1968 The 9th Symposium ofEnzymatic Degradation Osaka, Japan andTraining, ofcell Wall Substances, Community & Service Activities: President of JCI Local Chapter, the Port JC. 1976 Honor: Honorary Citizen of the City of Pensacola, Florida, U.S.A. Reference: Dr. Kuang-tsu Ksueh, Immediate Past Vice Director Personnel Administration Bureau, Executive Yuan Taipei, Taiwan, Republic of China Dr. Paul L.C. Hao, Senior Advisor Industrial Technology Research Institute Taiwan, Republic of China Dr. S.J. Usami, Dean of Studies Graduate School of Science & Engineering Waseda University Tokyo, Japan 371 CURRICULUM VITAE PHILIP J . GANNON, Ph.D. 1985 372 GENERAL INFORMATION NAME: P h il ip J . Gannon ADDRESS: 2107 H o lid a y Lane L an sin g, MI 146917 TELEPHONE: Home: (5 1 7 ) 321-0517 DATE OF BIRTH: PLACE OF BIRTH: J u ly 2 3 , 1922 New B a ltim o re , MI HEALTH: E x c e lle n t MARITAL STATUS: M a rrie d t o : CHILDREN: M ich ael (3 0 ) K ath leen (2 8 ) Thomas (2 5 ) MILITARY SERVICE: U .S . Navy C ap tain P i l o t , U .S .N .R . Commanding O f f ic e r - ■ A n ti-S ubm arine H e lic o p te r Squadron B usiness: (5 1 7 ) 1183-1851 L o is Ann Gannon 373 e d u c a t io n a l h is t o r y Ph.D. M ichigan S ta te U n iv e r s ity East L an sin g, MI 1979 M.A. M ichigan S ta te U n iv e r s ity East L an sin g , MI 1954 B.A. A lb io n C o lle g e A lb io n , MI 1947 N o rth ern High School D e t r o i t , MI C e r tific a tio n : ( A l l Permanent C e r t i f i c a t e s ) Elem entary Secondary J u n io r C o lle g e 37*1 RECORD OF EDUCATIONAL EMPLOYMENT 1957 - P resent P re s id e n t C h ie f E x ecu tiv e O f f ic e r Lansing Community C o lleg e L an sin g , M ichigan 1956 - 1957 S p e c ia l A s s is ta n t to S u p erin ten d en t o f Schools Lansing P u b lic Schools L an sin g , M ichigan 1955 - 1957 Research C o n su ltan t M ichigan S ta te U n iv e r s ity Community Development Program East L an sin g , M ichigan 1957 - 1958 In s t r u c to r (E x te n s io n ) U .S . A ir Force Reserve M ichigan S ta te U n iv e r s ity 1949 - 1953 Science Teacher B a t t le Creek P u b lic Schools B a t t le C reek, MI 1948 - 1949 In s t r u c t o r Zoology and Zoology L a b o ra to ry Duke U n iv e r s ity Durham, North C a ro lin a F u rth e r In fo rm a tio n : 1957 - P res en t Guest L e c tu re r & In s t r u c t o r M ichigan S ta te U n iv e r s it y U n iv e r s ity o f M ichigan Wayne S ta te U n iv e r s ity U n iv e r s it y o f C a li f o r n ia Los Angeles U n iv e r s it y o f F lo r id a 1978 In s t r u c t o r Management Course C o lle g e o f Education M ichigan S ta te U n iv e r s ity A d jun ct P ro fesso r C o lle g e o f Education M ichigan S ta te U n iv e r s ity 1980 - P resen t 375 PROFESSIONAL EXPERIENCE STATE Past P r e s id e n t, M ichigan C o uncil o f Community C o lleg e A d m in is tra to rs Past P r e s id e n t, M ichigan A s s o c ia tio n o f H igher Education Commissioner, H igher Education F a c i l i t i e s / A u t h o r i t y G overnor’ s Commission on H igher E d u catio n , Task Force on Governance and C o o rd in a tio n Chairman, Governance Comm ittee, L e g is la t iv e Community C o lle g e Task Force Exam iner, S ta te o f M ic h ig a n , Departm ent o f E d u catio n , H ig h er Education S p e c ia l C o n su lta n t to Governor M il li k e n o f th e S ta te o f M ichigan fo r v o c a tio n a l-te c h n ic a l ed u catio n Board o f D ir e c t o r s , M ichigan P a rtn e rs o f th e Americas NATIONAL Commissioner & Exam iner, N orth C e n tra l Commission on C o lleg es 4 U n iv e r s it ie s Committee member, I n t e r n a t i o n a l / I n t e r c u l t u r a l Consortium Committee, American A s s o c ia tio n f o r Community & J u n io r C o lleg es Committee member, N a tio n a l A s s o c ia tio n f o r F o reig n S tudent A f f a ir s American A s s o c ia tio n o f C o lle g ia t e R e g is tra rs and Admissions O ff ic e r s Committee member, N a tio n a l C o uncil on E v a lu a tio n o f F o reig n E d u c a tio n a l C r e d e n tia ls , American A s s o c ia tio n o f C o lle g ia te R e g is tra rs and Admissions O ff ic e r s Committee member, Media Systems A d visory C ouncil (S u b s id ia ry o f H a rc o u rt, B rac e, Jovanovich, I n c , ) Commission member, Commission on Governm ental R e la tio n s American C o uncil on Education C o n s u lta n t, Ohio Board o f Regents, Program E x c e lle n c e , 1 9 8 4 -8 5 , 1985-86 Chairm an, Board o f D ir e c t o r s , E d u c a tio n a l P a rtn e rs f o r I n t e r n a t io n a l C o o p e ra tio n , I n c . , 1983-85 Board Member, U n ite d S ta te d Departm ent o f E d u catio n , N a tio n a l A dvisory Board on I n t e r n a t io n a l Education Programs 376 PROFESSIONAL EXPERIENCE (C ontinu ed ) INTERNATIONAL C o u n trie s (1 ) B e liz e , C e n tr a l America (2 ) B r a z il, South Am erica (3 ) Canada Purpose o f T r ip Date 1971 M ich igan H ig h e r E d u catio n R e p re s e n ta tiv e f o r th e E d u catio n M is s io n to B e liz e , C e n tra l A m erica. My r e s p o n s i b i l i t y in t h i s p r o je c t was to in t e r v ie w and s e le c t s tu d e n ts from B e liz e see k in g adm ission to c o lle g e s and u n i v e r s i t i e s in M ic h ig a n . 1983 Requested by th e In te r-A m e r ic a n Organ­ iz a t i o n f o r H ig h er E d u catio n (th ro u g h th e Am erican C o u n c il on E d u c a tio n ) to make a p r e s e n ta tio n a t th e U n iv e rs id a d e F e d e ra l da B ahia in S a lv a d o r da B a h ia . The t i t l e o f th e p r e s e n ta tio n was, "H ig h e r Ed ucatio n In th e 19 9 0 f s ." F req u en t v i s i t s over th e l a s t tw e n ty y e a rs t o postseco n d ary i n s t i t u t i o n s to re v ie w c u rric u lu m and f a c i l i t i e s , p re ­ d o m in a n tly in O n ta rio and Quebec. ( 4 ) Hong Kong 1982 To v i s i t p o ly te c h n ic a l i n s t i t u t i o n s to re v ie w f a c i l i t i e s and c u r r ic u lu m . ( 5 ) Japan Two t o th r e e t r i p s a n n u a lly f o r th e fo llo w in g purposes: (a ) To v i s i t s i s t e r c o lle g e in H iko n e, Shiga P r e fe c tu r e ; (b ) Developm ent and im p le m e n ta tio n o f academic w o rk /s tu d y program f o r Lansing Community C o lle g e s tu d e n ts in O tsu , Japan; (c ) C o n s u lta n t to p r iv a t e f ir m , Biwako K isen Steam ship Company, L t d . ; (d ) A ppointed by Governor M i l l i k e n o f M ich igan t o le a d S ta te o f M ich ig an Good H i l l M is s io n to Shiga P r e fe c tu r e (1981 & 1 9 8 3 ); 1979-85 377 PROFESSIONAL EXPERIENCE (C ontinued) (Japan - c o n tin u e d ) (e ) A d visor to Governor Blanchard f o r 1985 M ichigan Good W il l t o Shiga P r e fe c tu r e ; (f) C o n s u lta n t f o r business and in d u s try in Japan Example: The development and im p lem en tatio n o f a Management - Union L ea d ersh ip P r o je c t fo r a la r g e M ichigan in d u s tr y , in v o lv in g v i s i t s to in d u s tr ie s such as: K i r iu Machine M an u factu rin g C o ., L td . Kojim a Ir o n Works NTN Toyo, L t d . Kanai Motor Wheel H ita c h i Zosen Osaka Motor Wheel (6 ) R epublic o f Korea Two to th re e v i s i t s a n n u a lly f o r th e fo llo w in g purposes: 1979-85 (a ) E stab lish m en t o f and p e r io d ic v i s i t s to s i s t e r c o lle g e s In Kongju, S e o u l, and Pu3an; (b ) Korean co n su ltan cy f o r th e M in is t r y o f E d u c a tio n , and th e T e c h n ic a l Education Research I n s t i t u t e . T h is in v o lv e d v i s i t i n g tw o - and fo u r -y e a r c o lle g e s and u n iv e r s it ie s as w e ll as heavy and l i g h t in d u s tr ie s in K o rea. The purpose o f th e work was to e v a lu a te th e r o le and fu n c tio n o f te c h n ic a l c o lle g e s in m eeting th e needs o f business and In d u s tr y ; (c ) Three in -c o u n tr y v i s i t s to g ath e r re s e a rc h m a te r ia ls and v a lid a t e in fo rm a tio n f o r th e World Education S e rie s on th e R epublic o f Korea; (d ) C o n s u lta n t f o r business and in d u s tr y ; (e ) Buslness-Education-M anagem ent Seminar in O ctober 1984, in v o lv e d p a r t ic ip a n t s v i s i t i n g Samsung C o rp o ra tio n , a la r g e Korean con glom erate. 378 PROFESSIONAL EXPERIENCE (C ontinued) (7 ) Mexico M id -1 9 6 0 's S e v e ra l v i s i t s to re v ie w f a c i l i t i e s and c u rric u lu m a t postsecondardy i n s t i t u t i o n s . (8 ) N ig e r ia 1977 N a tio n a l R e p re s e n ta tiv e o f American A s s o c ia tio n fo r Community & J u n io r C o lleg es f o r th e U .S . S ta te Departm ent on th e N ig e ria n Task F o rc e . My r e s p o n s ib ilit y in t h is p r o je c t was to in te r v ie w and s e le c t N ig e ria n stu d en ts seeking adm ission to te c h n ic a l i n s t i t u t e s , community c o lle g e s and fo u r -y e a r c o lle g e s in th e U n ited S ta te s . (9 ) Taiwan One to two t r i p s a n n u a lly fo r th e fo llo w in g purposes: 1979-85 To meet w ith o f f i c i a l s o f th e M in is t r y o f Education and r e p r e s e n ta tiv e s o f business and in d u s tr y to re v ie w f a c i l i t i e s and c u rric u lu m in te c h n ic a l e d u c a tio n a l I n s t i t u t i o n s , and to v i s i t s i s t e r c o lle g e s in T a ip e i and Taichung. (1 0 ) Saudi A rab ia 198M V is it e d a t th e re q u e s t o f th e U .S . Departm ent o f Labor t o a n a lyze and a s s is t in th e develop­ ment o f On-The-Job and T ra in th e T r a in o r programs fo r in d u s tr y and postsecondary e d u c a tio n . (1 1 ) P e o p le 's R epublic 1985 o f China Chinese T e le v is io n U n iv e r s it ie s and P o ly te c h n ic s P r o je c t . Consulted f o r a th ree-m o n th p e rio d a t th e re q u e s t o f th e World Bank and th e B r it is h C o u n cil to re v ie w P o ly te c h n ic I n s t i t u t e s . 379 PUBLICATIONS TITLE PUBLICATION " W h irly B ird E d u catio n ” M ichigan E d ucatio n A s s o c ia tio n J o u rn a l "R ole o f Secondary School P r in c ip a ls " M ich ig a n A s s o c ia tio n o f Secondary School P r in c ip a ls B u ll e t in "The Role o f Community C o lleg es" M ichigan C h alleng e M ichigan Chamber o f Commerce " In Defense o f the W h a tc h a m a c a llit" American School and U n iv e r s ity "What Happened to th e Iv y ? " Community and J u n io r C o lle g e J o u rn a l "The S ta te o f Things" M ichigan Academ ician "Communication, In fo rm a tio n and Management In fo rm a tio n Systems" C a u s e /E ffe c t (M IS ) " F i f t y Years o f Community Involvem ent M ichigan" C o lle g e s , Chapter in J u n io r C o lle g e s , Twenty in S ta te s American A s s o c ia tio n o f Ju n io r P u b lis h e r "M ichigan a t th e Crossroads" C hapter in B alan cin g S ta te and L ocal C o n tro l New D ir e c tio n s f o r Community C o lleg es Jossey Bass P u b lis h e rs "F u tu re O u tlo o k: •World C la s s ' C o lleg es " Community and J u n io r C o lle g e J o u rn a l A p r il 1983 "Lansing Community C o lleg e I n t e r n a t io n a l Programs" Community and J u n io r C o lle g e J o u rn a l Decem ber/January 1 9 8 4 -8 5 , Page 64 "M r. Chips and th e C o lleg e P re s id e n t" Community and J u n io r C o lle g e J o u rn a l Feb ru ary 1985 380 CONSULTANCY REPORT "R eport o f Consultancy on J u n io r T e c h n ic a l C o lle g e Education in th e R epublic o f K orea, November 2 0 , 1980 - December 3 1 , 1981" (A Report to th e T e c h n ic a l E ducation Research I n s t i t u t e and the M in is t r y o f E d u catio n , R epublic o f Korea) MONOGRAPHS "An O verview o f F a c to rs A ffe c tin g the Economic C lim a te o f C e n tra l M ic h ig a n ," F a l l , 1982 "Postsecondary E ducation in th e 1 9 9 0 's" F a l l , 1982 BOOK Korea: A Study o f th e E d u c a tio n a l System o f th e R ep u b lic o f Korea and a Guide to th e Academic Placem ent o f S tu d en ts in E d u c a tio n a l I n s t i t u t i o n s o f th e U n ite d S t a t e s , 1985, W orld E ducation S e r ie s , p ub lished by th e American A s s o c ia tio n o f C o lle g ia te R e g is tr a r s and Admissions O f f ic e r s , supported by a g ra n t from th e U n ited S ta te s In fo rm a tio n Agency 381 SPECIAL RESEARCH REPORTS COMPLETED " O r g a n iz a tio n a l Communication Study in Academia" Research R e p o rt, 116 pages, 1979 " P u b lic A t t it u d e s and O p in io n s Toward Academic I n s t i t u t i o n s " Research R e p o rt, 116 pages, 1979 "S tuden t A t t it u d e s and O pinions Toward Academic I n s t i t u t i o n s " Research R e p o rt, 137 pages, 1979 " A n t ic ip a to r y D e c is io n -M a k in g and A d m in is tr a tiv e Management In fo rm a tio n System f o r Academia" A s e r ie s o f re s e a rc h r e p o r t s , 1978 "An In te g r a te d D ata Base Management In fo rm a tio n System: S e le c te d B ib lio g ra p h y " Research R e p o rt, 115 pages, 1977 A "A Study in Management-By-Communication o f th e I n t e r n a l C o n s titu e n c ie s o f Academia" Research R e p o rt, 21 pages, 1977 "Some L eg al and C o n s t it u t io n a l C o n s id e ra tio n s R egarding Use o f F a c i l i t i e s o f Academic I n s t i t u t i o n s " Research R e p o rt, 41 pages, 1977 "The S tu d e n ts ' Assessment o f Course O ffe r in g s in th e Departm ent o f H u m a n itie s : A S y s te m a tic S tudy" Research R e p o rt, 220 pages, 1976 "The A t t it u d e s , O pinions and Images o f Lansing Community C o lle g e " Research R e p o rt, 154 pages, 1976 " D e c is io n Making In fo rm a tio n f o r P u b lic Communication Management" Research R e p o rt, 11 pages, 1976 "The Management o f P u b lic Communication Programs a t Lansing Community C o lle g e : Some P lan s and S t r a t e g ie s " Research R e p o rt, 24 pages, 1977 382 SPECIAL RESEARCH REPORTS COMPLETED (C o n tin u e d ) " A n a ly s is o f O pinions o f V o te rs and Key E d u c a tio n a l Leaders Toward Governance o f P o st-S eco n d ary E d u catio n in M ich ig a n " D is s e r t a t io n f o r th e Degree o f P h .D ., M ich ig an S ta te U n iv e r s it y Volume I , 195 pages; Volume I I , 311 pages. 1979 "R ep o rt o f C o nsultancy on J u n io r T e c h n ic a l C o lle g e E d u catio n i n th e R e p u b lic o f K o re a, November 20-1980-D ecem ber 3 1 , 1981" R eport to th e T e c h n ic a l E d u catio n Research I n s t i t u t e and th e M in is t r y o f E d u c a tio n , R e p u b lic o f Korea 383 COMMUNITY SERVICE/PUBLIC SERVICE Boy Scouts o f A m erica, C h ie f Okemos C ouncil M e r it Badge C o u nselor, Packm aster, Awardsman, Scout Troop Committee U n ite d Community Chest (Now U n ite d Way) Chairm an, Government & Education D iv is io n G eneral Campaign Chairman, 1974 P r e s id e n t, Board o f D ir e c t o r s , 1975 Lansing B ic e n te n n ia l Commission Chairman 1976 C a p ito l Area Comprehensive H e a lth P lan n in g A s s o c ia tio n Past Member, Board o f D ir e c to r s Chamber o f Commerce o f G re a te r Lansing Member Past V ic e P r e s id e n t, Board o f D ir e c to r s Member, Long Range P lann ing Committee Lansing G eneral H o s p ita l Pa3t Member, Board o f D ir e c to r s Past P re s id e n t American Red Cross Board o f D ir e c to r s C a p ito l C e n te n n ia l Committee Co-Chairm an, Education Committee Bank o f Lansing Board o f D ir e c to r s Lansing R o tary Club Member & serve on In t e r n a t io n a l Committee C ity Club o f Lansing Past P re s id e n t and Board o f D ir e c to r s Economic Development Board - C it y o f Lansing Board Member 384 COMMUNITY SERVICE/PUBLIC SERVICE (C o ntinued) G re a te r Lansing Urban League, In c . Board Member Lansing H o s p ita l Finance A u th o rity Board Member Human R e la tio n s Com m ittee, C ity o f Lansing Member o f E s ta b lis h in g Committee A e ro n au tic s Museum Foundation Board o f D ir e c to r s R. E. Olds Museum Past member o f Board o f D ir e c to r s Lansing Symphony A s s o c ia tio n Past board Member D e t r o it I n s t i t u t e o f Technology Former Member o f Board o f T ru s te e s Lansing Community C o lleg e Foundation Board Member L ib r a r y o f M ichigan Foundation Board Board Member 385 HONORS AND AWARDS Teach ers Day Award, S ta te o f M ic h ig a n , M ich ig a n S ta te F a i r , 1965 M ich ig an C o u n c il o f Community C o lle g e A d m in is tra to r s - awarded D is tin g u is h e d S e rv ic e Honor by Community C o lle g e P re s id e n ts f o r 1962 and 1963 Commanding O f f i e r o f Squadron d e s ig n a te d Top T a c t i c a l Squadron, N aval A ir S t a t io n , Grosse l i e , M ic h ig a n , 1969 "Man o f th e Y ear 1968" Award by Lansing Lodge # 1 9 6 , B .P .O . E lks " D is tin g u is h e d Alum ni Award" by A lb io n C o lle g e , 1971 Community S e rv ic e Award from th e Lansing R e g io n a l Chamber o f Commerce, 197*1 Lansing O u ts ta n d in g C it iz e n Award by P ro c la m a tio n o f M ayor, 1969 "Man o f th e Y e ar" Award by Lansing L i f e G en eral Agents A Managers A s s o c ia tio n "M ich ig an M inutem an", G o v e rn o r's Award, 1978 Award o f M e r i t , Lansing G e n e ra l H o s p it a l, 1979 "Man o f th e Y ear" Award, Lansing K iw a n is Club L is te d in "Who's Who in Am erica" D is tin g u is h e d S e rv ic e Award, A s s o c ia tio n o f In d ependent C o lle g e s and U n iv e r s it ie s o f M ic h ig a n , May, 1981 386 ASSUME Natnei Tang, Chih ( ) < Birth Place & Datei Shao-yang, Hunan Province) October 26th, 1918 1 I4 Education! 1. 8.Ed,* National Teacher's College, Hunan, 1943 2, Graduate School, National Chenfcehi University, Chungking, 1945 ' 3. industrial Education,,Graduate School, University of Tennessee, Tennessee, U.S.A. 1954 4, Industrial Education^,Graduate]School, Pennsylvania State University, Pa., U.S.A. 1904 Si National War College, Taipei,.1964 6. Doctor of EducationChon.), Angeles University,Angeles city, Philippines, 1973 Experiences) 1. Dean of students,.H unan Provincial Institute of Technology, 1944 2. Director, Department of Civil Affairs, Chiayi city Government, Taiwan, 1945-46 3* Principal, Taiwan Provincial Chiayi Senior.Vocational Industrial School, Chiayi, 1946-53 4. Counselor, Taiwan Provincial Government5. Professor, National Taiwan Normal University 6. President, Taiwan Provincial Kaohsiung Institute of Technology, Kaohsiung, Taiwan, 1953-71 T. Director, Department of Technologies'!*. L vocational Education, Ministry of Education; Taipei 1968-70 Present Position! 1. President, Taipei Institute of Technology, Taipei,19712. Fellow, National Science Council, 19673. Standing Board Director, Metal Industry Development Center, Kaohsiung, 1962- Publications) 1, Theory and Practice of IndusfcrjiSbhool Cooperation, (National war College Press*ITaipei) 1964 2. Prospects of Taiwan's Technological-Vocational Education (Ministry of Education Press, Taipei ) 1970 Participation in International Activities) 1. Chief Chinese delegate to the ilth meeting of world Confederation of Organizations of Teaching Profession, Stockholm, Sweden, 1962 , 2. Head of a five-member mission to inspect overseas Chinese education and industrial, development, 1967 3. Chief Chinese delegate to thp Technical-vocational Education seminar, west Berlin, 1967 4. Guest of the U.S. State Department for a two-month inspection tour of American technological and vocational education, 1969 5 .Chief Chinese delegate to the American Association of Community Junior Colleges(AAGJA), 52nd Convention, United States, 1972 6 . Advisor, Chinese mission to the First Nation-Wide American Computer Conference, N e w York, 1973 7 Special Advisor to the Government of the Republic of Paraguay on the technical and vocational education, Asuncion, Paraguay, 1975 Citation awarded by late President Chiang Kai-shek for "distinguished contributions to the resettlement of retired servicemen", 1964 Decoration! Marital Status) Harried to former Miss. Chiang Yu-yunt three sons one daughter 387 r n Clifford Sung-nlen Yoh, 1Z9 Sanmln Road, Sac. 3, Taichung, Taiwan, REPUBLIC OF CHINA. L- J Hr Yoh Sung-Nien, President of National Taichung Institute of Commerce and a — --Specialist in Vocational Education of the Republic of China, was born In Shanghai in 1923. He received a Haster’s degree from the Craduate School, University of Wisconsin-Stout, USA, in 19-77. Chemical Calculation and the Principles of Chemistry are two of his main works. Hr Yoh, known as President Clifford Sung-Hien Yoh, rendered his distinguished service as Executive Secretary to the World Bank Project Unit of the Hinistry of Education, 1971-74, as Professor at the National Taiwan Institute of Technology, 1974-73, and as Chief Secretary to Taiwan Provincial Department of Education, 1973-78. He was appointed President, National Taichung Institute of Commerce in 1978. A man of strong will and high principle, his uncommon insight and excellent leadership as well as great learning have made him a remarkable college president in his country. He has been devoted to the .development of vocational education at home and abroad, and his insight into World trade has led to his laying great emphasis upon the reinforcement of language ability, development of data processing and the competition of international trade. As a result he has established for his community and country three new departments at his College, Commercial Arts, Foreign Languages for Business, and Electronic Data Processing. To meet the increasingly important international education for which he had earnest enthusiasm-and remarkable accomplishments he has established fourteen sister colleges, 13 In the USA, 1 in Japan. Hr Yoh Sung-Nien has been striving to raise the qualities of accademlc researches of his students and faculty, and has aade a great contribution to the education of his own country and promoted the circulation of the International Education and culture, and gained a great deal of international friendship and respect. 388 CURRICULUM VITAE DR. TA I SUNG KIM 1985 389 GENERAL INFORMATION NAME: D r . T a l Sung Kira ADDRESS: 3832 Sandlewood D r iv e Okemos, MI 48864 TELEPHONE: (5 1 7 ) 34 9 -4 9 4 7 DATE OF BIRTH: August 18, PLACE OF BIRTH: Seoul, Korea CITIZENSHIP: U n ite d S ta te s C it iz e n ( n a t u r a liz e d 1973) 1935 390 EDUCATIONAL BACKGROUND Year Completed Elem entary School: Ducksoo Elem entary School S e o u l, Korea 1947 M id d le School: Seoul M id d le School S e o u l, Korea 1950 High School: Seoul High School S e o u l, Korea 1953 U n iv e r s it y : Seoul N a tio n a l U n iv e r s ity S e o u l, Korea 1957 P a c if ic Lutheran U n iv e r s ity (a tte n d e d ) Tacoma, Washington Degree B .L . 1959-60 M ichigan S ta te U n iv e r s ity Ea3t L an sin g , M ichigan 1963 M.A. M ichigan S ta te U n iv e r s ity East L an sin g , M ichigan 1974 Ph.D . 391 Professional E x p e rie n c e : D ir e c to r o f I n t e r n a t io n a l Programs Lansing Community C o lle g e L an sin g, M ichigan 1968 - P res en t P ro fe s s o r Departm ent o f S o c ia l S cience 1968 - P resent In s t r u c t o r Departm ent o f S o c ia l S cience M ichigan S ta te U n iv e r s ity G raduate and Teaching A s s is ta n t Departm ent o f S o c ia l S cience M ichigan S ta te U n iv e r s ity Government E x p erie n ce: A ide to th e V ic e M in is t e r M in is t r y o f N a tio n a l Defense The R epublic o f Korea P ro fe s s io n a l A c tiv itie s : Member o f Lansing Community C o lle g e c o n s u lta n c y team f o r Motor Wheel top management to meet w ith management o f f i c i a l s and to u r wheel m anufacturers in Japan. 1965 - 1968 1962 - 1965 1957 - 1958 May, 1984 O cto b er, 1984 Member o f Lansing Community C o lle g e c o n su ltan cy team f o r Motor Wheel C o rp o ra tio n to develo p a c o rp o ra te management-union le a d e rs h ip p r o je c t . The co n su ltan cy in clu d ed e s ta b lis h m e n t o f i t i n e r a r y and c o o rd in a tio n o f v i s i t s to business and in d u s tr y in Japan f o r management and union members. 1984 C o -D ire c to r o f E d u c a tio n a l P a rtn e rs f o r I n t e r n a t io n a l C ooperation B u sin ess-E d u catlo n Management Seminar in Korea and Japan. Did in -c o u n tr y c o o rd in ­ a tio n and c o n ta c t in both Korea and Japan a3 w e ll as s e rv in g as in t e r p r e t e r in both c o u n tr ie s . 1984 D ir e c t o r o f Japan Adventure S tu d e n t 1982 - P re s e n t Academic Work Study Program. C oordinated th e developm ent o f t h i s unique program in 1982 w ith P re s id e n t Gannon o f Lansing Community C o lle g e , and Governor Takemura o f Shiga P r e fe c tu r e and P re s id e n t Shigematsu 392 o f Biwako Klsen Steamship Company. The Japan Adventure Student Academic Work/Study Program is the only student academic work/study program fo r a U.S. college or u n iv e rs ity in Japan. Both above a c t iv it ie s included p r e - tr ip in-country tr ip s to make contacts with In d u stries and estab lish m utually agreeable discussion agendas and it in e r a r ie s . Served as protocol advisor and in te rp re te r fo r Kotor Wheel Corporation. Research Associate to President o f Lan3ing Community College in consultancy fo r the Technical Education Research In s t it u t e , M in is try o f Education, Republic o f Korea 1980 ■ Present Coordinator o f Overseas Study Program Lansing Community College Led groups o f LCC students to Japan and Korea in 1975 and 1977; and, in 1980, led a group o f LCC students to Japan, Korea and Taiwan Special Assistant to the President o f 1979 - Present Lansing Community College in Asian A ffa irs Accompanied the President and served as in te rp re to r during tr ip s to Japan and Korea. P anelist a t the Western Social Science Conference, Denver, Colorado 1978 P anelist a t Second J o in t Conference o f Korean P o lit ic a l Science Association and Korean P o lit ic a l S c ie n tis ts in North America held in Seoul, Korea 1977 393 College A c tiv itie s : Member o f In te rn a tio n a l Club Michigan State U niversity President, Korean Student Organization Michigan State U n iversity College Award: F u ll tu itio n scholarship P a c ific Lutheran U n iversity Community Service: Chairman, Board o f D irectors The Korean Church o f Lansing (Interdenom inational) Chairman, Executive Committee representing a l l Korean residents in Michigan and Northern Ohio M ilita r y Experience 1978 - Present 1974 President The Korean Association o f Greater Lansing 1973 - 1974 PFC, The Republic o f Korea Army 1957 - 1959 39* Publications: "The Impact of the Pres3 and Public Opinion On Japan's Foreign Policy Making," The Korean P o lit ic a l Science Association Journal, 1977 1977 "Japan's S ecurity P olicy: A Study o f the Relationship Among the Decision Maker's Perceptions, the Press, and Public Opinion During 1952-1971." (Ph.D. D is s ertatio n ) 1974 "The Legal Status o f Korean Residents in Japan" (M.A. Thesis) 1973 395 PERSONAL INFORMATION FORM I. Name ; L a s t C h A N ^ F ir s t j . A d d r a u : N o .8 L>mr 9 1 S lC . ^ Number Ta ip ri; 3. v-v.___________ a I C-2. •4. Date of BW h 1 6 . M arital Statue t| 3 Zipcoda ?________ ^ Cay Month F em ale C ° f C f t ‘ ‘r' c siate Area Cade 5. Sex : □ *TcM»J County Telephone: Middle Street T C ity n I i f Year Male j 3inftle|~^fM arrted | |w idoe(er) ) 1Divorced j | Separated 7. Eduatton (F m lo u s colleges attended ) : T fo tf L m t a t e o f 7 r t l * < S * t f . Z i f e L _ £ & C ____________3 Name itSlty ' Name f* C ity C ,X ,( tto ju v itu t P fflw Country Yeara Attended MabTS^Jecta^ Degrees Country Yeara Attended Main SlA>y»cta Degrees Employment n istm ? t ■Please JU i'b r u im ctogtOBIUnJai , alt-posttton you Here held aince leering college. Date Position Employer Address From To *• (A) Ahstanf Tn fv i Xmt,rure 9. Present P osition: itn't -Tisr.Mt* *f la)pdt -Ity TusnucC^ MaUfTearfilng Subjects Poalttat lOStudy Field Intended In the In-S areloe Training Program : 1i) /A y iT .t j£±=j! itA -fr -fw . ‘■J ■zL»J2j? subjects Intended to l each: II. J a_om - - V - 1 m ra r i t A F ai/ i * r t » r < y A \ i/- A ^ p J L x tJryt*+ l^ W f yJLxfX «a^U u/ £ 396 Ttwummj TA HW A JUNIOR COLLEGE OF TECHNOLOGY I. Ta Hwa Rd. Chung Lin Hsin'Chu Taiwan Republic of China Peraunnl Data .uni Purposes of Research Nntuc in full! Birth placet Tion-Chl Ciicu Llu-Shiii County, Fu-Kang province The Republic of Chinn* llirth datei Nor. 7, 1940 Marital Status I Married, three children. Education! B.3. & M.S. of Nntiimnl Cheng— Chi Univ. Experiences * 1. Instructor of National Chcng-Chi UiiIt. (1968-6 9 ) 2. Instructor (l969-7l)i associate profcssor(l97174) niul profcssor( 1974-75) *>f Ming-Shin Jr. College of Technology; dean of studics(1969-72) and denn of studeiits( 1972-75). 3. Principal of Kuaug-Fu Senior Vacationn 1 High School (1973-78). f4. President of Ta—Hva Jr. College of Technology (1978- ). Motives! 1. The Ministry of Education of our country lias been making a plan for 10 year development of vocational education. It will have much influence upon the future of our couutry.- So, the most impoi taut work that we have to do is how the vocational education can be coordinate vith the development of ccuiuusy and society. 397 TeH036/962777 TA H W A JUNIOR COLLEGE OF TECHNOLOGY I. Ta Hwa Rd. Chung Lin Hsin-Chu Taiwan Republic or China — cuiiiinueil — We Must take advantage lit the liiatory and Merits of developed countrica in vocational education. 1 have devoted myself to the vocationnr education for wore than 15 years, I have known a lot about vocational education of our country, and 1 take great interact in it. Laat year, 1 had got a cltaucc to vialt acvcral e o a m n l t y collcgea lit U.S.A., but 20 daya vaa toe abort to aee in the whole. Therefore, I hope I would linve another opportunity to go deep iu thla field. Lansing Cuumuulty College ia the beat uuc that 1 have vial ted. Preaidcnt Gaijpn ia the klndeat and the must hoapitable uau with whoa I have made acquaintaiice in U,3.A. I am sure that lie can help ne to nake an arrangement on a y reaearcli. Objective! A research on the vocational education in U.S.A. and coaparisuu between U.S.A. and R.O.C. Period ! Feb.1983- Feb.198%. Sxpcnsc i supported by Board of Trustee. < >u 398 Chinese name: Chou, Ching Hui Nam* : John C. Chou Birth : Jan. 22, 1943 m 1. Education: 1) Graduated from TAIPEI INSTITUTE OF TECHNOLOGY in 1964 majoring in ELECTRICAL ENGINEERING# 2) Graduated fro* THE GRADUATE SCHOOL - SYRACUSE UNIVERSITY in 1982 majoring in COMPGTZR E N G I ­ NEERING. 2. Specialization: 1) Familiarize with ELECTRICAL ENGINEERING and ELECTRONIC ENGINEERING. 2) Specialize In SEMICONDUCTOR MANUFACTURING PROCESSES and COMPUTER ENGINEERING. 3. Experience: 1) More than 16 years teaching experience in the Electrical Engineering. 2) Have devoted to design digital equipment and maintain auto-testlng system for many years. 3) In 1972, been Invited by A.I.D# to participate in * a 26-week on-the-job training to add pratlcal knowledge and technical experience in I.C. fabri­ cation processes and cosputer-alded-circultdeslgn. * i During the 'six-month stay In HEWLETT-PACKARD and T.I# I.C. plants, have Involved in R/D projects and accepted auto-tester design training. 4) In 19&1 and 1982, been Invited by STATE UNIVERSITY of NEW YORK to be the exchange professor and teach .in Dutchess Community College. 399 j, Dissertation: 1) " A STUDY OK THE STABILITY AND COMPENSATING METHODS OF THE OPERATIONAL AMPLIFIER 11 2) " DESIGN HIGH FREQUENCY E.C.L. D-TYPE FLIP FLOP WITH COMPUTER SIMULATION PROGRAM " 3) " A STUDY ON DESIGNING THE MICREPROCSSSOHBASED UNIVERSAL PROGRAMMABLE SEQUENTIAL CONTROLLER 11 -6. Publications: 1) MICROELECTRONICS 2) FUNDAMENTALS OF MICROCOMPUTERS 3) OP/AMP CIRCUIT DSSIGH if) EXPERIMENTS IN ELECTRONICS 5) INDUSTRIAL ELECTRONICS 6) FUNDAMENTALS OF AUTOMATIC CONTROL 7. P.rsssnt status: 1) FULL PROFESSOR IN NATIONAL TAIPEI INSTITUTE , OF TECHNOLOGY 2) .MARKETS DEVELOPING ADVISOR OF PAN-ASIA ELECTRONICS CO., LTD, *400 CURRICULUM VITAE JACQUELINE DIANE TAYLOR 1986 GENERAL INFORMATION NAME: Ja c q u e lin e Diane T a y lo r ADDRESS: 1329 Elmwood Lansing, Michigan 48917 TELEPHONE: Home: Business: C517) 323-1057 (517) 483-1852 HEALTH: E x c e lle n t 402 EDUCATIONAL BACKGROUND C u rre n tly C andidate fo r Ph.D. (ABD) Higher Education A d m in is tra tio n Michigan S ta te U n iv e rs ity East Lansing, Michigan Degree Expected 1986 M. A. H igher Education A d m in is tra tio n Michigan S ta te U n iv e rs ity East Lansing, Michigan 1982 B.S. Business A d m in is tra tio n Aquinas C o llege Cum Laude Grand Rapids, Michigan 1980 A ssociate Degree Business/Management Lansing Community C o llege Magna Cum Laude Lansing, Michigan 1977 403 PROFESSIONAL EXPERIENCE 1984 - Present V ic e P re s id e n t fo r C o lleg e and Community R e la tio n s Lansing Coranunity C o llege Lansingt Michigan 1982 - 1984 A d m in is tra tiv e A s s is ta n t to p re s id e n t Cabinet Level P o s itio n Lansing Coranunity C o llege Lan sin g, Michigan 1982 - Present A d m in is tra tiv e S e c re ta ry to Lansing Coranunity C o lleg e Board o f Trustees Lansing Community C ollege Lansing, Michigan 1979 - 1982 A d m in is tra tiv e S e c re ta ry to P re s id e n t Lansing Coranunity C o lleg e Lansing, Michigan 1969 - 1979 Promoted from e n try le v e l Accounts Payable c l e r i c a l p o s itio n to S e c re ta ry to S u perin ten dent and S e c re ta ry to Board to system-wide C le r ic a l S e rv ice s C o ordin ato r to D ir e c to r o f Finance and C o n tr o lle r o f School D i s t r i c t w ith $12 m illio n annual budget. Grand Ledge P u b lic Schools Grand Ledge, Michigan R e s p o n s ib ilitie s included e s ta b lis h ­ ment, c e r t i f i c a t i o n and c o lle c t io n o f ta x l e v y 'o f a l l governm ental u n its w ith in school d i s t r i c t s . Also handled e le c tio n r e s p o n s ib ilit ie s . 1966 - 1969 O ffic e Manager, P h y s ic ia n 's O ffic e L an sin g, Michigan 404 ADMINISTRATIVE AND EXECUTIVE EXPERIENCE 1984 - Present V ice P res id e n t f o r C o lleg e and Coranunity R e la tio n s Accountable to th e P re s id e n t fo r d ev elo p in g , m a in ta in in g , and c o o rd in a tin g th e C o lle g e 's program f o r e f f e c t iv e communication and r e la tio n s w ith th e C o lle g e 's in te r n a l and e x te r n a l c o n s titu e n c ie s , a t th e lo c a l, s t a t e , n a tio n a l and in te r n a tio n a l le v e ls . T h is in clu d es governmental lia i s o n a t th e s t a t e , lo c a l, n a tio n a l, and in te r n a tio n a l le v e ls . The p o s itio n s o f D ir e c to r o f Community R e la tio n s and E xecutive D ir e c to r o f th e C o llege Foundation re p o rt to t h is p o s itio n . Responsible fo r budgets o f n e a rly one m illio n d o lla r s fo r the o f fic e s o f th e P re s id e n t and C o lleg e and Coranunity R e la tio n s . 1982 ■ Present A d m in is tra tiv e S e c re ta ry to Board o f Trustees Work w ith Board Personnel and In s t r u c tio n Committee; co o rd in a te p o lic y re v ie w and r e v is io n w ith Board o f T ru stee Members. R e s p o n s ib ility f o r a l l Board o f T ru s te e agenda p re p a ra tio n , o f f i c i a l m in utes, and m aintenance o f records. 1982 ■ 1984 A d m in is tra tiv e A s s is ta n t to P res id e n t Served as s p e c ia l a s s is ta n t to th e P re s id e n t w ith r e s p o n s ib ilit y f o r lia is o n w ith a l l campus groups in c lu d in g s tu d en ts, f a c u lt y , and a d m in is tra to rs as w e ll as s p e c ia l p ro je c ts as assigned by th e P re s id e n t. D u tie s also in cluded o v e r a ll management o f P re s id e n t's o f f i c e s t a f f in c lu d in g a l l budget r e s p o n s ib ilit ie s . ( F i r s t woman to achieve c a b in e t le v e l s ta tu s a t Lansing Community C o lle g e ) 1983 ■ Present E x - o f f ic io member o f Committee to e s ta b lis h th e Lansing Cotrmunity C o lleg e Leadership Academy and con tinue on o v e r a ll Advisory Coranittee. 1983 • Present E x - o f f ic io member o f Lansing Community C o lleg e Foundation Board 1982 ■ 1983 Coordinated th e re n o v a tio n and r e fu r b is h in g o f 1893 Herrmann House on campus. The Herrmann House serves as a Conference Center fo r Lansing Community C o lle g e . I n charge o f use o f Conference Center as w e ll as a l l m aintenance. 1983 - Present Chairman o f Lansing Community C o lleg e Foundation Committee to fu rn is h Conference C enter *t05 1983 E s ta b lis h e d a rose garden on Lansing Community C ollege campus through th e G re a te r Lansing Rose S o c ie ty . F in a liz e d November, 1983. 1 9 8 0 ,1 9 8 2 ,198U Chairman o f Diana Award Committee f o r Lansing Community C o lle g e . k 06 ADMINISTRATIVE AND EXECUTIVE INTERNATIONAL EXPERIENCES 1985 A s s is te d S ta te o f M ic h ig a n , Department o f Education w ith the development and c o o rd in a tio n o f 1985 M ichigan Good W ill M ission to Shiga P r e fe c tu r e , Japan. C o -le a d e r o f 1980 and 1963 M ichigan Good W i l l M ission s to Japan, 1985, 198y and 1980 ( I n Taiw an) Served as A d m in is tra tiv e L ia is o n between Lansing Community C o lleg e and P re s id e n ts o f s i s t e r c o lle g e s in Taiwan w h ile com pletin g a study o f v o c a tio n a l/te c h n ic a l ed u cation in Taiw an. Met w ith o f f i c i a l s and to u re d 20 e d u c a tio n a l in s titu tio n s . Taught C o n v e rs a tio n a l E n g lis h on sem inar b a s is to ju n io r c o lle g e stu d en ts in N a tio n a l Taichung I n s t i t u t e o f Cotrtnerce and N a tio n a l T a ip e i I n s t i t u t e o f Technology. Gave speeches to audiences o f 300 - 3 *00 0 Taiwanese stu d e n ts as p a r t o f e d u c a t io n a l/c u lt u r a l exchange and in b u ild in g s i s t e r c o lle g e r e la t io n s h ip s . 1982 - Present A s s is te d w ith development and o v e r a ll c o o rd in a tio n o f Japan Adventure s tu d e n t Academic W ork/Study Program. Only program o f i t s k in d by any U n ite d S ta te s c o lle g e or u n iv e r s it y in Japan. T h is In v o lv e d developm ent o f c u rric u lu m , s e le c tio n o f p r o je c t c o o rd in a to rs , in s t r u c t o r s , and s tu d e n t p a r t ic ip a n t s f o r years 1982, 1983* and 1984, as w e ll as lia i s o n d u tie s w ith c o o rd in a to rs , in s tr u c to r s and Japanese business and governm ental o f f i c i a l s . In clu d ed o n - s lt e v i s i t w ith Lansing Community C o lle g e P re s id e n t and Deans a t w o rk /s tu d y s i t e conducted i n Japan in summer o f 1983 and f a l l o f 1984. O c to b e r, 1984 A s s is te d in development and c o o rd in a tio n and served as c o -le a d e r o f Business Education Management Seminar f o r E d u c a tio n a l P a rtn e rs f o r I n t e r n a t io n a l C o o p e ra tio n . R e s p o n s ib ilitie s in c lu d e d development o f resou rce m a t e r ia ls , correspondence, i t i n e r a r y , seminars and in -c o u n tr y bu sin ess, government, and in d u s tr y m eetings w ith to p management o f f i c i a l s in Korea and Japan. Twenty p a r t ic ip a n ts in clu d ed c h ie f e x e c u tiv e o f f i c e r s from b u s in e s s , In d u s try and ed u catio n across th e U n ite d S ta te s , 1984 A s s is te d in i n t e r n a t io n a l con sultan cy f o r Motor Wheel C o rp o ra tio n top management team focused on m eetings and to u rs to wheel m an u factu rin g in d u s tr ie s in Japan. *t07 1980 - 1981 C oordinated th e e d u c a tio n a l program f o r tw enty-seven Korean Professors in vo lved in s tu d ie s a t Lansing Community C ollege fo r periods o f s ix months to a y e a r. 198 O S et up fo re ig n v i s i t o r exchange program f o r Lansing Coranunity C o lleg e w ith U. S. S ta te Department and con tinue to o p e ra te th a t program f o r v i s i t i n g p ro fesso rs from s is t e r c o lle g e s . 1980 - present Developed s p e c ia l c o lle g e e v e n ts . in c lu d in g Coranunity Leadership B re a k fa s ts f o r s t a t e , n a tio n a l and in t e r n a t io n a l d ig n it a r ie s such as Governor Takemura o f Shiga P r e fe c tu r e , Japan, E s ta b lis h and c o o rd in a te schedules, i t i n e r a r i e s , and e d u c a tio n a l programs f o r a l l v i s i t i n g fo re ig n d ig n it a r ie s and exchange professo rs from s ls t e r - c o lle g e s . 1981 - Present Member o f Advisory Committee fo r th e M ichigan S ta te Department o f Education on M ich igan-S hig a S is t e r S ta te Program. 1980 - Present Coordinated a c t i v i t i e s o f Japanese v i s i t o r s to Lansing Community C o lleg e and in area a c t i v i t i e s as a p a rt o f M ichigan-S higa S is t e r S ta te Program. COMMUNITY AND PROFESSIONAL SERVICE 1985-86 Member - YWCA Member - Phi D e lta Kappa Board o f D ir e c t o r s , M ichigan S ta te U n iv e r s ity C o lleg e o f E ducation Alumni A s s o c ia tio n T re a s u re r - Ingham County School O f f ic e r s A s s o c ia tio n Member P lann ing/A d m issions Committee C a p ita l Area U n ited Way 1982 - Present Member o f American A s s o c ia tio n o f Women in Coranunity and J u n io r C o lle g e s , (S t a te C o o rd in a to r - 1986) 1977 Member o f e s ta b lis h in g Committee and C h a rte r Member o f Grand Ledge C h a p te r, American Business Women's A s s o c ia tio n 1984 C h a rte r member o f Zonta Club o f M ichigan C a p ita l Area 1978 - P resent Served as o f f i c e r on e x e c u tiv e board f o r 4 years as w e ll as S c h o la rs h ip Committee fo r 4 years and am member o f American Business Women's A s s o c ia tio n , 1963 - P resent Church r e s p o n s i b il it i e s over th e years have In c lu d e d o f f i c i a l d u tie s as v e s tr y person and P re s id e n t o f E p iscopal Church Women as w e ll as s e rv in g as Sunday school te a c h e r and ch a irp e rs o n o f many s p e c ia l e v e n ts . 409 HONORS 1984 S e le c te d as Leader o f th e 8 0 's by League fo r In n o v a tio n and AACJC 1979 R e c ip ie n t o f Grand Ledge Board o f Education R esolution fo r o u tstan d in g s e rv ic e and d e d ic a tio n to school d i s t r i c t 1972 Woman o f th e Year Award, American Business Women's A sso ciatio n EDUCATIONAL HONORS B .5 . Aquinas C o lleg e Cum Laude 1980 A ssociate Degree Lansing Community C o lleg e Hagna Cum Laude 1977 MO PERSONAL INFORMATION FORM una: Lot ISA t Flrat it r . N u o b a r ' s*™« r _______ Stxaat T c itcftu /J a city & 0 u L t , ’t * 4 C fa h *. A o o =' fcounty Stata A naC odr .ta at Birth t « .P F tfflila 1 Courtby Zipeoda N u o b a r : Mo/rth rltBl S M a :| C4ic*\—&1 1 Middle I D 13 W a y T . * 7 mt M ai* 131/tgU| vjM«rri»d Qwidow<«r) [ loiTorcad 1 [saaaratad ucatfon (F rtfto u a ceUagM attandad) i C fe**-tAL UnC. * e i ' Ta u h a I C ity atn* 1 C ity (f£+ / f , 44 . CountryY w ri A t t a n d a d M a i n Subjacte Oagraaa- Country O ig ra ia ' Y w a A ttm dai Main fljfejacta ployaw t H istory t Plaaaa Hat in chronological ordar, a ll poaltlon you Hava haM alnea loafing collaga. Date _ Jasttlan Employ a r Addraoo Froca Ta . 7id'T.M * Hi*A f«M . /¥/.fc n j ■ftnjhi— tfte rrJX Lk — Ta*» 7 *A *J W a r. f r r p . t i i i k f o H j — T ri„ l /1 i t = ,J)i IjbLU f Hfrh S W f , . fo n j-flta t. u an t Position t In x frh fc 4 school fa tl'ik C ity Main Teaching Subjacw A fu r S a fe .p n fa s s * * ' Poaltlon * dy Flald Zntandad in tha In«S arrlca Training Pnograa t o*V & * + a j r C ' l r O riH tL^.--------------------------------------- . vj6’sft C a m ^ a s . * fi»W a / * fero rtr. ._ ijecta Intandad to l'eac*»! h?tre.<(> _.. __ — - .. - ----------------------- ■— — Ml D a t a Sheet Name: Charles C h e n - l i Tsa i Address; 1-3, Lane 15, J u n g H u a r St. Taichung, Taiwan, R. O. C. Birth date: A p r i l 24, Birth place: H s i s h u i Hsien, Health: Excellent Marital status: Married Experience: August, to p r e sen t 1970 1937 Hupei Province I n s t r u c t o r o£ E n g l i s h Taiwan Provincial Taichung I n s t i t u t e of C o m m e r c e Taichung, T a i w a n August, 1968 to July, 1970 E n g l i s h tea c h e r P r o v i n c i a l Feng Y u a n S e n i o r H igh School Fen g Yuan, Taichung, T a i w a n February, 1968 to July, 1968 Travel Officer Fa r E a s t e r n ' A i r T r a n s p o r t Corp. Kaohsiung, T a i w a n August, 1966 to January, 1968 English teacher P r o v i n c i a l M a K u n g H i g h School Penghu (Pescadores), Taiwan Education: G r a d u a t e d in June, 1965 D e p a r t m e n t of W e s t e r n L a n g u a g e and Literature National Chengchi University M u Cha, Taipei, T a i w a n Course taught: Business English Courses p l a n n e d to study: E n g l i s h C o m p o s i t i o n or R e s e a r c h Writing, R h e t o r i c Time p l a n n e d to stay: O n e s e m ester December) (from S e p t e m b e r to PERSONAL INFORMATION FOrtM Name! Last v ic to T Address: Middle H in- 5unB Yeh A lle y 16, Lane 311, Ta-Ya Road, " Taichung, Taiwan, County TKy" Telephone: 400 •i Zlpcode umber 11 Month I Female n i Marital Status:! Republic o f China Country State J_ TS941A ° 12_ krea Code Date ot Birth: Sex: □ First 06 "Bay" I 1938 Year Male I Single! 7 I Married I windowter)! loivorcedl I Separated Education (Previous colleges attended): Taiwan Normal U niv. T a ip e i hl'ama * City R. 0 . C. Country f. Vears Attended Mathematics B. Sc. Main Subjects degrees N il Mathematics igKvnxiattJCniraretty- ThflKggy Bay' Panada . : ; t . City Country Veers A item led Main Subjects Degress Emoloyment History: Please list In chronological order, all position you Have hela since leaving college. Position E le c t r ic a l (A) (B) (C) Employer Taiwan Power Address 39 E. Ho-Ping Rd. T a ip e i, Taiwan Engineer Company Mathematics Chuhg-Ching S e ria Teacher . Middle School Brunei In d u s t r ia l Tech. Hsin-Chu Syfetems Research I n s t . Taiwan A n a ly s t. Present Position: T SfigSst,I 'f964 A p r il, 1969 J a n ., 1970 O c t.. 1971 F e b ., 1973 J u ly , 1974 A ssociate Pr Taichung In s t , o f Commerce Taichung B .C .C . & D ata Processing hhd Dineetoi School City Main leaching Subjects Position . Study Field Intended in the In-Service Training rrogram : Computer Science and Data Processing 413 RESUME Na m e : Bate of Birth: YEH Min-sung Sex: Male November 6, 193B Place of Birth: Chiayl, Taiwan Present Address :526 Tai-yuan Road, Sec. 1, Taichung, Taiwan Tel. No.: Education: (04) 235-0589 1. National Taiwan Normal University, Taipei,'Taiwan Sep. 1959-June 1965, B. Sc. 2. Lakehead University, Thunder Bay, Ontario, Canada Sep. 1971-June 1972. 3. Tara-kang University, Taipei, Taiwan, Sep. 1931January 1982. 4. University of San Francisco, San Francisco, Calif. U.S.A., January 1982-Xpyii:i983, M.P.A. 5. Lansing Community College, Lansing, Michigan, USA April 1983-June 1983. Trainhing: 1. Power Technic Trainhing"Clafls;, Taipower Training Center, Taiwan Power Co., Taipei, Taiwan, February 1959-August 1959. 2. Electronic Computers Trainriitfg Class,'Research'In­ stitute of E.Efrg,,National Taiwan University, Taipei, Taiwan, Oct. 1967-Nov. 1967 Experience: 1. Electrical Engineer, Taiwan Fower Co., Taipei, Taiwan, August 1959-April 1969. 2. Part-time Mathematics Teacher, George Senior High School, Taipei, Feb. 1965-Jan. 1966. 3. Part-time Math. Teacher, Chi-Kuang Senior Highrj . ' \ Commercial School, Taipei, Aug. 1967-July 1968. 4. Provincial Min-Hsiung Senior provincial Min- Hsiung Senior High School ,5-. Math. Teacher, Chung-cheng Middle School, Seria, Brunie, Jan. 1970-Sep. 1971. 6. Systems Analyst, Union Industrial Research In­ stitute, Hsinchu, Taiwan, Aug. 1972-Oct. 1973. 7. Instructor, FilipinO-Chthese Summer Cultural & Educational Seminars, 1973, Manila, Philippines 41*1 8) Associate Research Fellow, Industrial Techno­ logy. Institute, Hsinchu, Taiwan, July 1973July 1974.____________________________________ 9) Instructor, and Director, Computer Center, Provincial Taichung Institute of Commerce, August 1974, Taichung, Taiwan. 10) Associate Prof. and Chairman,-Sept. of Banking & Insurance, Taichung Institute of Commerce. 11) Associate Prof. and Chairman, Dept, of Electronic Data Processing, Taichung Institute of Commerce. 12) Visiting Prof., lansing Community College, Lansing, Michigan, U. S. A. April 1983-June 1983. Present Occupation: 1) Prof. and Chairman, Dept, of Business Admini­ stration, National Taichung Institute of Commrerce, Taichung, Taiwan. 2) Payt-time-Prof., Dept, of Information Science, Taichung Providence College of Arts & Science, Taichung, Taiwan, Sep. 1993-dated. 3) Committeeman, Committee of Academic Activies, China Computer Society, Taipei, Taiwan, April 1984-dated. Professional Membership: 1) Membership of China Computer Society, Taipei. 2) Membership of Chinese Statistical Association Taipei, Taiwan. 3) Membership of Systems Analysis Society of the R. 0. C., Taipei, Taiwan* Teacher's Certificate: 1) Senior High School Math. Teacher Certificate, Dept, of Education, Taiwan Provincial Govern­ ment, Taichung, Taiwan, 2 ) ’Instructor Certificate.,- Ministry'of Education, R. 0. C., Taipei. 3) Associate Prof. Certificate, Ministry of Education, R. 0. C., Taipei. -- 2 — *tl 5 WRITING: 1. Papers: 1) A study of hydro power at the three streams on Taiwan Power System(Taipower), (Taipei: Taipower Engineering Monthly, February 1965), PP. 1-7. 2) The thunderstorm accident of Taipower System^. (Taipei: Taipower Engineering Monthly, August 1967), PP.17-24. 3) A study of hydro power of Ku-kuan Pondgate(l),(Taipei: Taipower Engineering Monthly, February 1968), PP.6-12. 4) A study of hydro power of Ku-kuanlPohdgate(2),(Taipei: Taipower Engineering Monthly, March 1968), PP. 1-4. 5) A study of hydro power of reserved at Wu-shou and Sun Moon lake, (Taipei: Taipower Engineering Monthly, June 1968), PP. 7-13. 6) A study of power outage rate of steam power generator sets an Taipower System, (Taipei:^Taipower Engineering Monthly, October 1968), PP. 1-8. 7) A study of Analog Computer and its applications, (Taipei: Chipa*. Computer Quarterly; March 1976), Vol.10 No. 1, PP. 33-47. 8) A study of Chebyshev Polynomials and apply to curve fitting, (Taichung: Taichung Institute of Commerce Bulletin, June 1976), Vol. 8, PP. 103-141. 9) A study of Chebyshev Polynomials, (Taichung: Taichung Institute of Commerce Bulletin, June 1979), Vol. 11, PP.4375. 2. Thesis: The Theory of " Oriental " Bureaucracy: A critical analysis ( San Francisco: University of San Francisco, April 1982). 3. Books: 1) Introduction to Computer .Science,(Taichung: University Books Co., August 1974). 416 2) Basic Concepts of Computer (Taipei; Sung-Kuang Computers and Books Co., August 1978). 3) Computer Programming in FORTRAN IV (Taipei: Sung-kuang. Computers and Books Co., August 1978). 4) Computer Programming in COBOL (Taichung: University Books Co., September 1979). 5) Computer Programming in Advanced COBOL (Taichung: University Books Co., Ianuary 1981). 6) Computer Programmin in FORTRAN IV Examples (Taipei: Tung Chen Computers Co., March 1981). 7) Computer Programming in RPG II (Taipei: San-ming Books Co., August 1982). 8) Computer Programming in BASIC (Taipei: Wu-nan Books Co., August 1983). 9) Fundamentals of Computer Science (Taipei: King's Publications ■ Co., August 1984). 10) Basic Concepts of Computer for Senior High School (Taipei: Sung-kuang Computers and Books Co., November 1984). 11) Fundamentals of Data Processing (Taipei:Chen-hua Tech. Books Co., January 1985, Expected). — 4 — *17 PbftS O N A L INFORM AVION P Q k M ■itffio: 1-ast uUrv^as Van 6F. #1. Lane 41 NujnUr Teddy Middle e-Dhows 02 Area Code .i:oi IJlrth i 5 Month 1 1'e.iulo Lir.ral Stntuu :[ ca Taih-der Lou-Ye Street__________________ Wiits't Taipei________________ Taiwan Cminiy StLIu City ■ex : r First j ____ R. 0. C.________106 Couitlry Zipcole 70B9725___________ Number I 15 Djy I 1942 Yutir Male jSlnclejVlMorrtod i !rtldov>(er) | IPtvorced I "'|Ssparafcjd ’duraLjon (Previous colleges attended)! Departs eat of Taipei _B* o. c. R » flt f i w r ■ s ‘u'-'3 Country Year* Attended city Country Ye>ut* /'.(tutKiuJ ' u ia f» U ic M f t a OKt^ANiZAltON U IA M h o a k j > cm ir u s iu s Eltclid I oai4: « c« *ciu ie IIC M 1 U T niAIIMI I M U C tM A l l i f i M f l v t A c iW i F ia |* * » 4oa» t OcvllO^MII MMCTM PtIMMlI T I lor (or C olJ«l*'C aa ■ aally B u iiftft lo r A lo iR ln n ilM £ r N) N) m A rti A S rliitu i tu liu ii IIIOiTiVI MMCTOa IlllMil/Millir P Iv iriM iM lllM t ftfta I IIU D lU j a im S i i 4«i i IrrliR o l« iy §t Applied Scwicth T a ltc o o o « a ir r liti« k <#4 l i l t Arlb O lvU Jon D ivU iB * Fmoiiil Strvkfb Dlvltto* 0/.P&& National Taichung Institute of Commerce Tbe Secretariate I t'lrttnwifData Procetstug D ept. | Organization F o ffiifu la n g u a g e s f o r Business tJ g p f, j Accounting & Statistics D e p u j ftidtiw A Insurance D ept.) B u sin ru Management D cpt.j C u m w e rc ia l j4 f tr D r p f. 1.1 Academ ic A f fa irs O ffice C urriculum Arrangem ent O ffice Registrar O ffice Publishing House lib ra ry A u d io visu a l Center Language Center Com puter Center Academ ic C ouncil Student A ffa irs O ffk