這篇論文著重在有關教育產量的構成要素討論在高等教育之下學生的需求;並且單就教育輸出方面探索，企圖找出在台灣教育體制與越南學生之間的相互關連。這篇論文最終的目的是為提供在台外國學生在全球化的今日一個入學台灣高等教育的應徵對策。問卷調查研究對象主要是由台灣留學生人數最多的越南學生（包括已有在地學習經驗的舊學生和較少經驗的新學生）。
1. 根據這篇論文發現：越南學生常見主要追求國外高等學歷需要是為往後職業有更好的前景而追求外國學歷。
2. 在這篇論文中總共有14 個重要的影響原因，分別是 當適相關設備的提供，教授的素質，教學方式的品質與內容，資格證書在越南的鑒定， 學校的課程，生活費，學費，研究結果指出學術研究能力與財務援助是最前面兩名重要因素，往返台灣與越南的交通費排第三，再來是學習語言需求，學生素質，校園環境與宗教場所依次緊追其後。
3. 在這所有14 個重要的影響原因之中，只有其中三項是被評估為強烈滿意（被已有在台高等教育經驗的在台越南學生）。這些依次是：學術研究能力，教授的素質與 校園環境。有7項是被已有在台高等教育經驗的在台越南學生列入介於滿意和無意見的：學習語言需求，當適相關設備的提供，學校的課程，生活費，財務援助和學費。其他4項依次原因是：資格證書在越南的鑒定，學生素質，宗教場所，往返台灣與越南的交通費等被列為介於無意見與不滿意中間。
4. 在台灣，相較使用英文做為溝通工具之學生，使用中文之學生較為滿意。

This study drew light on educational product constituents, discussed students’ needs in higher education and attempted to find out the connection between Taiwan’s educational supply and Vietnamese demands in terms of products in education. The final purpose of this research is to contribute to Taiwan’s foreign student recruitment strategy in the midst of globalization. A questionnaire survey was conducted on Vietnamese students (experienced and inexperienced) who are the most dominant group of foreign students in Taiwan. The study produced four major findings:
1. The common core need of Vietnamese students in the pursuit of overseas higher education was to gain foreign degree for a better career prospects.
2. Fourteen factors were ranked in importance in which Availability of appropriate faculty, Quality of lecturers, Quality of teaching methods, Recognition of the qualifications in Vietnam, Curriculum, Cost of living, Tuition fee, Quality of academic facilities and Financial aids were on top of the list, followed by Cost of transportation between Taiwan and Vietnam, Required language for study medium, Quality of students, Campus environment and Religious facilities.
3. Among the fourteen factors above, only three of them were assessed as strongly satisfactory by experienced students (students who have experienced Taiwan higher education). They were Quality of academic facilities, Quality of lecturers and Campus environment. Seven of them were rated between satisfactory and neutral: Required language for study medium, Quality of teaching methods, Availability of appropriate faculty, Curriculum, Cost of living, Financial aids and Tuition fee. The remaining four factors which were Recognition of the qualifications in Vietnam, Quality of students, Religious facilities and Cost of transportation between Taiwan and Vietnam, were evaluated to be between neutral and dissatisfactory.
4. Students who were using Chinese as language medium in Taiwan were found to be more satisfied than those using English as the medium.

CONTENT

Page
ACKNOWLEDGEMENTS 1
CHINESE ABSTRACT 2
ENGLISH ABSTRACT 3

INTRODUCTION 5
I. Higher Education and Globalization 5
II. Demand for Overseas Higher Education in Vietnam 6
1. Environmental Changes 6
2. Local Market’s Capacity 6
3. Demand for Better Education 7
III. Taiwan Higher Education 8
1. History of Taiwan Higher Education 8
2. Why Taiwan? 9
3. Taiwan Education Motivation 10

LITERATURE REVIEWS 12
I. Educational Marketing 12
II. Educational Product 14
III. What Students Look For in Overseas Higher Education? 17


METHODOLOGY 22
I. Samples 22
II. Measurement/ Five-point Scale 24
III. Survey Procedures 24
IV. The Questionnaire 25
V. Data Collection 27

DATA ANALYSIS AND INTERPRETATION 29
I. Demographics Parameters 29
II. Potential Levels 31
III. Core Need for Overseas Study 34
IV. Importance vs. Satisfaction 35

DISCUSSION 43
I. Findings 43
II. Uniqueness of The Research 44
III. Recommendations 45
IV. Limitations and Future Research Directions 47

REFERENCES 48


APPENDIXES

Appendix A. English Questionnaire Form 1 51
Appendix B. English Questionnaire Form 2 56
Appendix C. Vietnamese Questionnaire 61
Appendix D. Tables D1, D2, D3 – Importance Levels 72

CONTENTS OF TABLES AND FIGURES

Table 1. Response Rate 28
Table 2. Potential Levels Divisions 32
Table 3. Potential Levels Distributions 33
Table 4. Core Need for Overseas Study 34
Table 5. PL1-Importance vs. Satisfaction 36
Table 6. PL2-Importance vs. Satisfaction 39
Table 7. PL3-Importance vs. Satisfaction 40
Table 8. Preferred Language of Study Medium vs. Satisfaction 41

Figure 1. Age Ranges 29
Figure 2. Gender 30
Figure 3. Qualifications Pursuing (Obtained) 31

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