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<p>As English as a Medium of Instruction (EMI) becomes increasingly central to Taiwan’s higher education internationalization strategy, questions arise about how EMI engagement aligns with research productivity and faculty evaluation systems. This mixed-methods study examines the research performance and international collaboration of EMI faculty, alongside their perspectives on EMI’s role in teaching and research capacity building. Using a convergent design, the study draws on quantitative data from Scopus-indexed publications of 1,631 EMI faculty members across five public universities designated under Taiwan’s <i>Bilingual 2030</i> policy, analyzing research outputs and collaboration metrics. In parallel, qualitative data from eight semi-structured interviews with faculty members across five universities offer insights into how EMI teaching interacts with research, evaluation systems, and institutional support. Quantitative results show higher research output and international co-authorship in STEM-related fields and among senior faculty, though international collaboration appears less influential at higher academic ranks. Qualitative findings reveal that EMI supports international engagement and research capacity, while institutional incentives and evaluation systems remain misaligned with EMI goals. The findings underscore the need for clearer, discipline-sensitive policies and promotion pathways to support sustainable EMI implementation in Taiwan’s higher education system.</p>

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English as a Medium of Instruction (EMI) as opportunity or burden? Research pressure and teaching responsibilities for faculty in Taiwan’s non-English-dominant context

  • 期刊论文

  • 发表日期：

    2026年5月28日

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  • I-Chun Vera Hsiao,
  • Angela Yung Chi Hou,
  • Yi-Ting Hsu

摘要

As English as a Medium of Instruction (EMI) becomes increasingly central to Taiwan’s higher education internationalization strategy, questions arise about how EMI engagement aligns with research productivity and faculty evaluation systems. This mixed-methods study examines the research performance and international collaboration of EMI faculty, alongside their perspectives on EMI’s role in teaching and research capacity building. Using a convergent design, the study draws on quantitative data from Scopus-indexed publications of 1,631 EMI faculty members across five public universities designated under Taiwan’s Bilingual 2030 policy, analyzing research outputs and collaboration metrics. In parallel, qualitative data from eight semi-structured interviews with faculty members across five universities offer insights into how EMI teaching interacts with research, evaluation systems, and institutional support. Quantitative results show higher research output and international co-authorship in STEM-related fields and among senior faculty, though international collaboration appears less influential at higher academic ranks. Qualitative findings reveal that EMI supports international engagement and research capacity, while institutional incentives and evaluation systems remain misaligned with EMI goals. The findings underscore the need for clearer, discipline-sensitive policies and promotion pathways to support sustainable EMI implementation in Taiwan’s higher education system.