由於近年來全球高等教育快速國際化，台灣的政府協同多數大專院校在校園中積極推動國際化的相關政策與措施，吸引外籍生來台就學。儘管相關政策讓在台外籍生的人數大幅成長，外籍生於語言與學業生活中仍然遇到不少困難，像是不熟悉中文所帶來的挫折 (Roberts, Chou, & Ching, 2010) 或是難以適應台灣教師的教學方式 (Chen, 2014)。然而，先前的研究僅探討在台外籍生現下的生活經驗以及所遇之困境，且這些研究在進行結果分析與討論時，並未將外籍生的個人成長歷史及學習經驗納入考量，也忽略了外籍生因應困境的解決方法。

因此，本研究以Darvin與Norton (2015) 和Norton (1995) 提出的「投資理論」(investment)，Bourdieu (1977, 1986) 提出的「資本論」(capital)，以及Kanno與Norton (2003) 提出的「想像共同體」(imagined communities)，探討在台灣高等教育快速國際化的環境下，外籍生遇到的困境與因應對策，以及相關政策與台灣文化如何影響外籍生在台的求學歷程和獲取資源的管道。本研究發現，隱藏於國際化相關政策下的意識形態給予外籍生所擁有的資本 (capital) 不同的價值，讓外籍生在台求學時受到幫助或者削弱。然而，本研究亦發現即便在台外籍生的勢力被削弱，他們仍會運用在不同國家與社群中穿梭而擁有的多元資本與身分來展現自主能力，以融入台灣的生活、作語言與學業上的投資 (investment) 並擺脫不受歡迎的身份。

Since the turn of the century, Taiwan, alongside many other Asian countries, has tried to internationalize its higher education by recruiting overseas students. Despite the increasing number of international student enrollment brought upon by the implementation of various programs, the previous studies have found that international students encountered various academic and linguistic difficulties when trying to adjust to the practices of Taiwanese campuses, such as the frustration caused by Chinese characters (Roberts, Chou, & Ching, 2010) and “monotonous” courses (Chen, 2014). However, the analyses offered by the previous studies have merely focused on international students’ current sojourning lives and the problems they have encountered. Little has been done to explore the issues with international students’ life trajectories and envisioned futures and with the solutions they use to deal with the encountered challenges.

Through the lens of investment (Darvin & Norton, 2015; Norton, 1995), capital (Bourdieu, 1977, 1986), and imagined communities (Kanno & Norton, 2003), this study explores the intricate relationship between the challenges the international students face and the investment they make and the interaction between internationalization-related policies, programs, and practices and the international students’ learning trajectories, aspirations, and resources. This study demonstrates that the interaction between ideologies behind the policies and institutional cultures resulted in the different values of international students’ capital, (dis)empowering international students when they made investment during their sojourn. However, even though disempowered, international students, shifting across communities with multiple identities and various forms of capital, were able to exert their agency and transform their capital into the useful resources to blend into the local cultures, make linguistic and academic investment, and resist the undesirable identities.

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