Abstract
Highlights and Features under The Best Program: Asia Management Collage (AMC) of Asia University (AU)
Over the past 22 years since its establishment, AU has been devoted to the implementation of an EMI Enhancement Plan. As AU’s international recognition and academic reputation has continued to grow, the university is now listed in major world university rankings, such as THE, QS, US News & World Report, and ARWU.
Of the 7 colleges at AU, AMC has achieved the greatest success in internationalization and can pride itself for the following strengths and advantages: (1) AMC has been accredited by AACSB; (2) AMC ranked 152nd in the 2022 THE World University Ranking for “Business and Economics”, which is the top 2 in Taiwan and no. 1 in all private universities; (3) Students have the opportunity to apply for dual degree programmes with well-known sister universities, including BHMS(Switzerland), UWE(UK), CSUSB(USA), NIU(USA), MBS(France), RSB(France), UVic(Canada) , etc. Students in dual degree Programmes take EMI Programmes at AU before going abroad for further learning or internships; (4) More than 83% (n=60) of AMC faculty are certified in EMI training workshops; (5) AMC promotes AI application, FinTech, circular economy and sustainable management.
In 2021, the Ministry of Education (MOE) selected the AMC as one of the “Advance into Key Cultivation Colleges” under the Best Program. AMC complies with three principles advised by the MOE, that: (1) Students have sufficient choices; (2) Instructors have been well-prepared, and (3) Universities provide great support.
Students have sufficient choice.
1. Follow the National Development Goals, EMI courses feature innovation, sustainable development, and global perspectives
Considering the national development goals and important businesses promoted by the government, AMC specializes in developing three main fields: (1) AI management (AU Money, AU Fashion, AU Eat, AU Shop, and AU BonBon are included), (2) FinTech, (3) Circular Economy.
2. Apply Assurance of Learning (AoL) in AACSB to ensure the quality of EMI courses
In 110 academic year, we have achieved a 100% observation rate and our 40 EMI courses have been observed and provided with beneficial suggestions by lecturers from the Center for the Development of Language Teaching and Research (CDLTR) at AU. Every semester, our EMI office collects EMI teaching questionnaires, proposes improvement plans, and holds EMI consulting meetings. A course assessment committee meets regularly to enhance the quality of EMI courses.
3. Reform English courses and activities to enhance students’ language ability.
To prepare students for EMI courses, AU has designed a 4-year learning plan for students to become bilingual users. Freshman students take 6-credit courses for general communication ability enhancement. Upon entering their sophomore year, they are grouped by their college to take English for General Specific Purposes (EGSP) courses, which integrate content knowledge with language learning.
In the110 academic year, CDLTR designed and implemented an additional two-hour practice course for all freshman students to improve their English ability. Consequently, all students from AMC now have a total of five-hour devoted in English enhancement.
To enhance self-learning support, CDLTR has already purchased a wide variety of English self-learning software packages (e.g., Criterion, Active Reading, Tense Buster, etc.) encouraging students to foster their self-paced learning habits. CDLTR also holds presentation and writing contests, to broaden and evaluate students speaking and writing abilities which are not included in some standardized tests.
4. Track students ‘learning performance’ and review for better courses design.
To understand AMC students’ performance in EMI courses, their homeroom teachers and instructors received immediate feedback from students. Their follow-ups were displayed in the teacher evaluation and learning feedback sheets. Before midterm, EMI assessment meetings were held to analyze and assess students’ learning performance. With analysis and assessment, instructors can adjust their course designs. In 110 academic year, 39 EMI instructors were reviewed by students with teaching excellence.
Instructors have been well-prepared.
1. Arrange EMI training workshops with outstanding academic institutions.
In 110 academic year, CDLTR hosted three EMI training workshops commissioned by Oxford EMI Center, The Queensland Institute, University of Victoria. 22 instructors at AMC have been certified. From 104 to 110 academic year, the number of instructors who have been certified in EMI training workshops is over 60 (over 83% of instructors at AMC).
2. Activate cross universities collaboration and arrange EMI conferences.
In 110 academic year, CDLTR hosted two conferences, one regional and the other international. Distinguish EMI scholars and trainers were invited, including Philippa Coleman and Fiona Wiebusch (directors from Queensland Institute, Australia), James C. F. Huang (Chairman of Taiwan External Trade Development Council, and the former Minister of Foreign Affairs), and Ben Beaumont (senior trainers from Oxford EMI Center) to give us keynote speeches. More than 320 people in total attended the two conferences. The two conferences have attracted numerous participants from other universities.
Universities provide great support.
1. Stride toward sustainable bilingual education, include bilingual education and internationalization in AU’s development plan.
AU focuses on internationalization, and we have incorporated bilingual education into our short-term, mid-term, and long-term development goals within our development plan. AU has designed strategies and key performance indicators to ensure we reach the goal of sustainable bilingual education.
2. Create an international bilingual campus.
AU continues to create an international, friendly environment, on a campus for all students. AU has committed to the following measures: (1) to expand the English administrative services and enhance administration staff’s English communication ability; (2) establish an SOP for bilingual education; (3) administration staff at International College must achieve 850 or above on TOEIC to ensure great communication; (4) to offer incentives to English-speaking administration staff at other units and encourage them to address affairs for international students; (5) to make bilingual road signs, notifications, labels, menus etc.. on campus; (6) to build an international campus for students and give them a home away from home.
