摘要
The universal phenomenon of internationalization as mainstream of higher education is often based on the assumption that there is value added to the quality of higher education systems when enhancing the international dimension of teaching,research and service(Knight,1997).Questioning the validity of the assumption,this study examined the relationship between internationalization and quality of Professional Doctorate in Education(Ed.D.)of U.S.A.Using the pre-existing data provided in the process of the course of“Comparative Education Research”instructed by Ms.Song,the study conducted the discussion and analysis from the perspective of diverse learners(Normore&Cook,2009)of doctoral students in terms of the factors included mentorship interaction,curriculums,participation,financial support and expectations,skills and quality.The results showed that the variables in internationalization were strongly related with the indicators of quality in Ed.D.education on the following extends:research and methodology capability,application and solution to problem,access of resources,management,creation and innovation,completion rates and publications.
