210 results
Search Results
52. END 2015: International Conference on Education and New Developments. Conference Proceedings (Porto, Portugal, June 27-29, 2015)
- Author
-
World Institute for Advanced Research and Science (WIARS) (Portugal) and Carmo, Mafalda
- Abstract
We are delighted to welcome you to the International Conference on Education and New Developments 2015-END 2015, taking place in Porto, Portugal, from 27 to 29 of June. Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. Our International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2015 received 528 submissions, from 63 different countries, reviewed by a double-blind process. Submissions were prepared to take form as Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference, 176 submissions (33% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished researcher, Professor Dr. Martin Braund, Adjunct Professor at Cape Peninsula University of Technology in Cape Town, South Africa and Honorary Fellow in the Department of Education at the University of York, UK, to whom we express our most gratitude. This volume is composed by the proceedings of the International Conference on Education and New Developments (END 2015), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and had the help of our respected media partners that we reference in the dedicated page. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also cover different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity); Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. (Individual papers contain references.)
- Published
- 2015
53. Asian Women in Transitions: How Modernization Affects Their Lives.
- Author
-
Chiang, Linda H.
- Abstract
East Asia is the region which has experienced unprecedented growth in the past few decades. This growth resulted in the increase in education opportunities and the empowerment of women. Modernization and globalization provided opportunities for many women in China, Hong Kong, Korea, Singapore, Taiwan, and Japan. Modern Asian women can obtain higher education and gain status in their careers; they are at the crossroads between tradition and modernity. This paper provides information about the women's movements in China, Hong Kong, Japan, Korea, Singapore, and Taiwan. Readers obtain an understanding of globalization and its impact on women's lives in these societies. It concludes that the status of women has improved dramatically over the last 30 years; but there are still obstacles that prevent women from achieving equity in political participation, equal pay, and equal share of household responsibilities. Contains a 13-item bibliography. (Author/BT)
- Published
- 2002
54. Access to Academic Libraries: An Indicator of Openness?
- Author
-
Wilson, Katie, Neylon, Cameron, Montgomery, Lucy, and Huang, Chun-Kai
- Abstract
Introduction: Open access to digital research output is increasing, but academic library policies can place restrictions on public access to libraries. This paper reports on a preliminary study to investigate the correlation between academic library access policies and institutional positions of openness to knowledge. Method: This primarily qualitative study used document and data analysis to examine the content of library access or use policies of twelve academic institutions in eight countries. The outcomes were statistically correlated with institutional open access publication policies and practices. Analysis: We used an automated search tool together with manual searching to retrieve Web-based library access policies, then categorised and counted the levels and conditions of public access. We compared scores for institutional library access feature with open access features and percentages of open access publications. Results: Academic library policies may suggest open public access but multi-layered user categories, privileges and fees charged can inhibit such access, with disparities in openness emerging between library policies and institutional open access policies. Conclusion: As open access publishing options and mandates expand, physical entry and access to print and electronic resources in academic libraries is contracting. This conflicts with global library and information commitments to open access to knowledge.
- Published
- 2019
55. The International Context of Teacher Preparation: Rejoinder to 'Isn't It Time We Did Something about the Lack of Teaching Preparation in Business Doctoral Programs?'
- Author
-
Gibbs, Graham
- Abstract
This paper, a rejoinder to "Isn't It Time We Did Something about the Lack of Teaching Preparation in Business Doctoral Programs?" by Marx et al., suggests glancing at practices outside the United States to get some perspective on the nature of the problem of why so little emphasis is placed on teaching preparation in business doctoral programs prior to rushing off to run teaching development programs for doctoral students. Most training for university teachers round the world, and certainly the most extensive, sophisticated and demonstrably effective training, occurs after academics take up their first academic position. The United States is almost unique in not taking "in-service" training of university teachers seriously and relying largely on "preservice" training of graduate teaching assistants (GTAs). It is difficult to disentangle issues concerning the adequacy of preparation of future academics from the general context of values and rewards, from the nature of dominant performance indicators in teaching and research, and from the national context of the higher education market. This paper suggests that much of the Marx et al. article could have been written about any aspect of trying to improve teaching within systems where the market is driven by reputation, and where reputation is not about teaching--and it has been said many times before. To bring about much change in U.S. universities it may be necessary to change what reputation indicates, though that is a tall order. The phenomena described with such outrage are in large part a feature of North American higher education and are by no means universal or inevitable. [For "Isn't It Time We Did Something about the Lack of Teaching Preparation in Business Doctoral Programs?," see EJ1112595.]
- Published
- 2016
- Full Text
- View/download PDF
56. Mathematics Learning in Mainland China, Hong Kong and Taiwan: The Values Perspective
- Author
-
Seah, Wee Tiong, Zhang, Qiaoping, Barkatsas, Tasos, Law, Huk Yuen, and Leu, Yuh-Chyn
- Abstract
Drawing on 1386 questionnaire responses, 11- and 12-year old primary students in mainland China, Hong Kong, and Taiwan valued the same six orientations in their mathematics learning. These are achievement, relevance, practice, communication, information and communication technologies [ICT], and feedback. Each of these six values was also embraced to different degrees by students across the three regions. These findings shed light on how students' values might be used to support learning, at the same time emphasising that such values are culture-dependent. [For the complete proceedings, see ED597799.]
- Published
- 2014
57. Embracing Ambiguity: Agile Insights for Sustainability in Engineering in Traditional Higher Education and in Technical and Vocational Education and Training
- Author
-
Towey, Dave, Walker, James, and Ng, Ricky
- Abstract
Purpose: Embracing reflective practice and retrospection, with a goal of identifying commonalities, this paper aims to examine delivery of engineering subjects in both traditional higher education (THE) and technical and vocational education and training (TVET). Design/methodology/approach: Reflections on actions and autoethnography were used to examine the teaching and learning experiences of three educators across two higher education (HE) institutions (HEIs) in the greater Chinese context. Literature reviews and historical contexts are outlined to support the approaches and insights identified. Findings: This paper presents a number of common characteristics and challenges identified across both THE and TVET. Drawing on the successful embrace of ambiguity and change in recent software engineering (SE) development paradigms, recommendations are made for how the agile SE themes can be applied in a larger sense to address the wider challenges facing both THE and TVET. Originality/value: To the best of the authors' knowledge, this is the first time that engineering education has been examined and contrasted in the contexts of THE and TVET. The similarities and common challenges may represent a new focus for related work, and the presented insights, from agile methodologies in SE, represent a new perspective for viewing future HE and TVET sustainability.
- Published
- 2019
- Full Text
- View/download PDF
58. School Leadership and Borderlands: Crossing into Uncharted Territory
- Author
-
Clarke, Simon and O'Donoghue, Tom
- Abstract
Recently there has been an increasing recognition of the need to investigate how different contexts influence the nature and character of school leadership and to demonstrate how leaders in schools located within different environments shape their leadership accordingly. This has led to a growing body of work that has emerged from investigations into the ways leadership is understood and practiced in such distinctive environments. One such context that is likely to be revealing in this regard, yet which appears to have been somewhat neglected, apart from research on education along the border between the U.S.A. and Mexico, relates to leadership of schools located in 'borderlands'. By this, the authors mean schools that are situated at the confluence of different countries. A number of ways suggest themselves as to how to bring leadership in borderland education settings (other than in relation to the U.S.A.) out of the shadows. This paper is offered as a contribution by illuminating the nature of the various types of schools within these contexts, the issues and influences that their school leaders face, and the strategies that school leaders adopt to deal with the associated complexities. It is divided into four main sections. The first section examines the distinctive features of borderland contexts, especially in regard to the occurrence of recent developments and activities that have made them increasingly fluid. Secondly, the associated literature pertaining to education policies and practices in borderlands is interrogated. Thirdly, consideration is given to the implications that such complex contexts have for understandings and practices of school leadership. Finally, attention is turned to some ways in which school leadership may be nurtured in borderland contexts. In doing so, the authors highlight a variety of questions to pursue in conducting empirical projects which, they suggest, would help to establish a foundation for building a solid body of professional knowledge aimed at illuminating the complexity of leadership in borderland education settings and at encouraging others to rise to the challenge.
- Published
- 2019
- Full Text
- View/download PDF
59. Pre-Service Mathematics Teachers' Professional Modeling Competencies: A Comparative Study between Germany, Mainland China, and Hong Kong
- Author
-
Yang, Xinrong, Schwarz, Björn, and Leung, Issic K. C.
- Abstract
Although mathematical modeling plays an important role in many curricula worldwide, significant discrepancies persist in the importance of mathematical modeling in ordinary mathematics classrooms and teacher education. This paper compares pre-service mathematics teachers' professional mathematical modeling competencies in three different regions--Germany, Mainland China, and Hong Kong--where educational and cultural traditions differ, including the role of mathematical modeling. In total, 232 pre-service mathematics teachers from the three regions completed a modeling task covering mathematics content knowledge (MCK) of modeling and mathematical pedagogical content knowledge (MPCK) of modeling. The results show that pre-service teachers from Germany demonstrated the strongest MCK and MPCK of mathematical modeling; by contrast, pre-service mathematics teachers from Mainland China and Hong Kong demonstrated relatively weaker MCK and MPCK of mathematical modeling. MCK and MPCK of mathematical modeling were also found to be unevenly developed at different competence levels for the three regions. These differences may be attributed to the history of mathematical modeling in mathematics curricula, teacher education, and teaching culture in these three regions.
- Published
- 2022
- Full Text
- View/download PDF
60. Mainland Chinese Students' Multilingual Experiences during Cross-Border Studies in a Hong Kong University: From a Language Ideological Perspective
- Author
-
Sung, Chit Cheung Matthew
- Abstract
This paper reports the findings of a qualitative study on a group of mainland Chinese students' multilingual experiences during their cross-border studies in a Hong Kong university from a language ideological perspective. Drawing on in-depth interviews as the primary dataset, the study investigated the language ideologies held by the participants about Cantonese, Putonghua and English. Findings indicated that while the participants espoused a distinct set of language ideologies about Cantonese, Putonghua and English underlying their multilingual experiences in the university, the ideology of language as identity and the ideology of language as commodity emerged as the two major language ideologies. It was also revealed that the ideological tensions arising from the co-existence of the multiple and competing language ideologies resulted in the participants' ambivalences in their use of, and/or investment in, particular languages. Findings also point to the role of the participants' language ideologies in maintaining the social hierarchy of languages within the local language ecology and reproducing the group boundaries between local and mainland Chinese students.
- Published
- 2022
- Full Text
- View/download PDF
61. Governance of Open Universities--A Few Observations on Trends in Asia
- Author
-
Kaushik, Madhulika and Dhanarajan, G.
- Abstract
Like all organisations, good governance is a fundamental requirement for the responsible and accountable management of universities in general and open universities in particular. This is to ensure that these (open) universities remain relevant to their mission of facilitating unfettered access to higher education for citizens and at the same time continue being reliable contributors to personal and institutional developments, the vital ingredients to maintaining sustained national development. While several studies have, in the past, been conducted on governance of universities, almost all of them have centred around conventional, face-to-face institutions. Not much published literature is in evidence on the governance of Open Universities. This paper, drawing from a study on the governance of a few open universities in Asia, tries to discuss the nature of their challenges, and the lessons that can be drawn from their practices and experience. The study focused on aspects relating to institutional autonomies such as curriculum, budgeting and financial management, admission standards, conferment of qualifications, academic staff appointments, development and promotions and research policies. Our findings indicate that, similar to conventional systems, the state plays a crucial role in many aspects of governance both in publicly funded and privately supported institutions. Recent attempts at governance transformation towards greater institutional autonomies is beginning to show limited changes in some but not all jurisdictions studied.
- Published
- 2018
62. Supporting Cross-Cultural Pedagogy with Online Tools: Pedagogical Design and Student Perceptions
- Author
-
Deng, Liping, Shen, Ying Wang, and Chan, Jackie W. W.
- Abstract
This paper is a report of a cross-cultural online collaboration between two cohorts of pre-service teachers in Hong Kong, China and an American university in St. Paul, Minnesota. It explicates the pedagogical design and implementation of online tools for group collaboration and students' perceptions of the benefits and challenges. Multiple web-based tools (e.g. Slack, Zoom) were selected and recommended to the students to facilitate resource sharing, communication, and artefact construction. Overall, students valued the experience of collaborating in a global virtual team in spite of some challenges encountered. Findings from this study indicated that the merits and perils of cross-cultural online collaboration coexisted and centered on three aspects: cross-cultural communication, group collaboration, and technological tools. The students greatly appreciated the values of online tools and manifested the ability to appropriate the tools to fulfill the needs of group work. The implications for pedagogical design are also discussed and technological tools supporting cross-cultural online collaboration are recommended.
- Published
- 2021
- Full Text
- View/download PDF
63. Educational Initiatives for Older Learners
- Author
-
Swindell, Rick
- Abstract
A rapidly ageing population has given rise to many innovative later life learning programs that engage older adults in the kinds of activities that are associated with successful ageing. Experts of all kinds retire and retired expert volunteers would seem to be the best people to run learning programs for other retirees. One of the best known approaches to later life learning is the low cost, widely accessible, University of the Third Age (U3A) model in which retired volunteers provide all the teaching/learning activities as well as the necessary administration expertise. Several leaders in late life adult education in different countries were contacted by email to contribute brief descriptions of U3A-like organisations within their regions. This paper contains summary details of: Lifelong Learning Institutes, Osher Institutes and Elderhostel in North America; and various U3A approaches in Australasia, China, Europe, South Africa, South America and a number of countries in Asia. The five elements of the Successful Aging model are related to these learning approaches leading to a proposition that many of them can be argued to be successful ageing organisations. The world first virtual U3A, U3A Online, which utilises volunteer teachers, administrators and other skilled volunteers from different countries, is also described. The paper concludes by noting that the Internet has opened up a low cost medium for research collaboration by U3As everywhere and calls for an international network of U3A researchers who carry out constituency research studies which would benefit the wider ageing population, nationally and internationally. The following is appended: U3A Online. (Contains 1 figure and 1 footnote.) [This paper has been adapted from a paper presented in January 2009 for the launch of the Hong Kong Elder Academy at the Hong Kong Institute of Education.]
- Published
- 2009
64. Reforms in Pedagogy and the Confucian Tradition: Looking below the Surface
- Author
-
Ho, Felix M.
- Abstract
This Forum article addresses some of the issues raised in the article by Ying-Syuan Huang and Anila Asghar's paper entitled: "Science education reform in Confucian learning cultures: teachers' perspectives on policy and practice in Taiwan." An attempt is made to highlight the need for a more nuanced approach in considering the Confucian education tradition and its compatibility with education reforms. In particular, the article discusses issues concerning the historical development of the Confucian education tradition, challenges in reform implementation that are in reality tradition-independent, as well as opportunities and points of convergence that the Confucian education tradition presents that can in fact be favorable to implementation of reform-based pedagogies. [For "Science Education Reform in Confucian Learning Cultures: Teachers' Perspectives on Policy and Practice in Taiwan," see EJ1173394.]
- Published
- 2018
- Full Text
- View/download PDF
65. The Changing Academic Profession in International Comparative and Quantitative Perspectives. Report of the International Conference on the Changing Academic Profession Project, 2008. RIHE International Seminar Reports. No.12
- Author
-
Hiroshima University, Research Institute for Higher Education (Japan)
- Abstract
This year the Research Institute for Higher Education in Hiroshima University hosted an international conference in close collaboration with Hijiyama University. The main purpose of the 2008 conference was to enable the participants to give preliminary country/regional reports based on their national/regional surveys. This publication reports the proceedings of the conference. The following papers are presented at the conference: (1) International Implications of the Changing Academic Profession in Japan (Akira Arimoto); (2) The Context for the Changing Academic Profession: A Survey of International Indicators (William K. Cummings); (3) The Changing Academic Profession in Canada: Exploring Themes of Relevance, Internationalization, and Management (Amy Scott Metcalfe); (4) The Changing Academic Profession in the United States: 2007 (Martin Finkelstein and William Cummings); (5) The Academic Profession in England: Still Stratified after All These Years? (William Locke); (6) Changes in the Finnish Academic Profession Reflect Reforms in Higher Education (Timo Aarrevaara and Seppo Holtta); (7) Academic Staff in Germany: "Per Aspera Ad Astra?" (Ulrich Teichler); (8) The Changing Academic Profession in Italy: Accounts from the Past, First Insights from the Present (Michele Rostan); (9) The Australian Academic Profession: A First Overview (Hamish Coates, Leo Goedegebuure, Jeannet Van Der Lee and Lynn Meek); (10) Governance and Decision-Making Related to Academic Activities: The Case of Higher Educational Institutions in Malaysia (Muhammad Jantan and Morshidi Sirat); (11) A Preliminary Review of the Hong Kong CAP Data (Gerard A. Postiglione and Hei Hang Hayes Tang); (12) Progress of the Academic Profession in Mainland China (Hong Chen); (13) Analyses of the Educational Backgrounds and Career Paths of Faculty in Higher Education Institutions in Beijing Municipality, China (Yan Fengqiao and Chen Yuan); (14) The Changing Academic Profession in an Era of University Reform in Japan (Tsukasa Daizen and Atsunori Yamanoi); (15) Brazilian Academic Profession: Some Recent Trends (Elizabeth Balbachevsky, Simon Schwartzman, Nathalia Novaes Alves, Dante Filipe Felgueiras dos Santos, and Tiago Silva Birkhoz Duarte); (16) Mexican Academics at the Turn of the Twenty-First Century: Who Are They and How Do They Perceive Their Work, Institutions and Public Policies (A Preliminary Analysis) (Jesus Francisco Galaz-Fontes, Laura Elena Padilla-Gonzalez, Manuel Gil-Anton, Juan Jose Sevilla-Garcia, Jose Luis Arcos-Vega, Jorge Martinez-Stack, Sergio Martinez-Romo, Gabriel Arturo Sanchez-de-Aparicio-y-Benitez, Leonardo Jimenez-Loza and Maria Elena Barrera-Bustillos); (17) The Academic Profession in Argentina: Characteristics and Trends in the Context of a Mass Higher Education System (Monica Marquina and Norberto Fernandez Lamarra); and (18) The Academic Profession in South Africa in Times of Change: Portrait from the Preliminary Results of the Changing Academic Profession (CAP) Research Project (Charste C. Wolhuter, Philip Higgs, Leonie G. Higgs, and Isaac M. Ntshoe). Appended are: (1) CAP Questionnaire; (2) Conference Program; and (3) List of Participants. Individual papers contain figures, tables, references and footnotes.
- Published
- 2008
66. The Raven's Progressive Matrices: A Cross-Cultural Perspective.
- Author
-
Jenkinson, Jo
- Abstract
Nine papers are presented that focus on the Raven Progressive Matrices tests. An overview of research on the Progressive Matrices; a review of international norming studies; recent data from China, Hong Kong, Brazil, New Zealand, and Australia; and a comparison of data for retarded and nonretarded children are presented. (SLD)
- Published
- 1989
67. College and University Ranking Systems: Global Perspectives and American Challenges
- Author
-
Institute for Higher Education Policy, Washington, DC., Sanoff, Alvin P., Usher, Alex, Savino, Massimo, Clarke, Marguerite, Sanoff, Alvin P., Usher, Alex, Savino, Massimo, Clarke, Marguerite, and Institute for Higher Education Policy, Washington, DC.
- Abstract
When U.S. News & World Report began its ranking of American colleges in 1983, publishers in other countries quickly followed with their own hierarchical measures, providing consumer information (and opportunities for institutional marketing) while attempting to impact the quality of higher education. In the course of the last two decades, higher education ranking systems and "league tables" (as they are referred to in the United Kingdom and elsewhere) have emerged in dozens of countries. These rankings are conducted not only by media in the private sector, but also by professional associations and governments. Over the decades since higher education rankings first appeared, numerous debates have surfaced about their methodologies, objectivity, impact on colleges and universities, and role in the structure of accountability within nations that use them. Although there has been significant research, especially in the United States, about the ways in which rankings might be improved, there has been less research on what other countries have been doing and how their ranking systems differ from U.S. rankings. In addition, there has been very little research on how rankings may impact students' access to postsecondary education, their selection of particular colleges, and their paths to graduate from school and/or find employment. The goal for this monograph is to better understand the ways in which ranking systems function and how lessons learned from other countries that use higher education ranking systems might influence similar practices in the United States. Toward this end, this monograph chronicles recent efforts that have brought together rankers and researchers from around the world to study higher education rankings. The monograph includes three papers that were commissioned to examine various perspectives on rankings around the world and lessons they might provide for rankings in the United States: (1) The "U.S. News" College Rankings: A View from the Inside (Alvin P. Sanoff); (2) A Global Survey of Rankings and League Tables (Alex Usher and Massimo Savino); and (3) The Impact of Higher Education Rankings on Student Access, Choice, and Opportunity (Marguerite Clarke). Includes appendix: The Berlin Principles on Ranking of Higher Education Institutions. (Contains 16 notes and 2 tables. Individual papers contain references.) [Jamie P. Merisotis, Alisa F. Cunningham, Arnold M. Kee, Tia T. Gordon, and Lacey H. Leegwater contributed to the introduction and "Next Steps."]
- Published
- 2007
68. New Horizons in Education, 2003.
- Author
-
Hong Kong Teachers Association., Ho, Kwok Keung, Ho, Kwok Keung, and Hong Kong Teachers Association.
- Abstract
This journal, written in English and Chinese, includes the following papers: "Values for Creativity: A Study among Undergraduates in Hong Kong and Guangzhou" (Xia Dong Yue and Kok Leung); "The Present Situation of Family Education at the Turn of the Century: An Investigation in Three South-Eastern Provinces in China" (Feng Luo); "Philosophers Compete, Children Glitter: An Explication of the Characteristics of Postmodern Multiple Intelligences Inspired Education" (Kwok Cheung Cheung); "The Relation of Shame and Guilt-Proneness to Moral Orientations in Hong Kong Chinese Adolescents" (Kin Tung Wong); "Teacher Development: Knowing More about Emotions and Emotional Awareness" (Ching Leung Lung and Mei Ngan Tam); "The Everyday English Every Day Summer Camp" (Gertrude Sachs, Serlina Seun, Catherine Yung, Angel Lau, and Catherine Chan); "Enhancing the Professional Development of Student-Teachers in Primary and Secondary Education through Establishing Institute-School Partnership" (May Hung Cheng and Yee Fan Tang); Combining Information Technologies and Cognitive Apprenticeship to Provide Instruction in Expository Writing in Large University Classes" (Graham Passmore and John Mitterer); "Toward Solving the Disciplinary Problem of Students: Strategies of Some Christian Schools" (Che Leung Lau); and "A Developmental Profile and Chinese Index of New Horizons in Education" (William Wu and Kwok Keung Ho). (Papers contain references.) (SM)
- Published
- 2003
69. Educational Reforms and Coping Strategies under the Tidal Wave of Marketization: A Comparative Study of Hong Kong and the Mainland.
- Author
-
Chan, David and Mok, Ka-ho
- Abstract
This report compares and contrasts the educational reforms and coping strategies that have been adopted by socialist China and capitalist Hong Kong as they face the challenges of global marketization (the introduction of market competition and other private initiatives). It charts marketization's influence on decision-making and social policies around the world. One of the outcomes of this global trend is the international quality-assurance movement in streamlining the education institutions. The paper examines the effects of managerialism on Hong Kong's experience and the policy context of quality assurance in education. It discusses the policy of decentralization in schools and the impact derived from the introduction of internal competition. The text describes similar conditions in the mainland by examining the policy context of marketization of education in China, the policy of decentralization and marketization of education, features of marketized education, and the use of competition to enhance efficiency and effectiveness. Examples of market-driven curricula and programs are also provided. The paper concludes by cautioning that recent educational developments in Hong Kong and China have reflected global trends in the reduction of the government's role in education. However, the tide of marketization should not be treated as a simplistic notion of an undifferentiated universal trend. (Contains 99 references.) (RJM)
- Published
- 1999
70. The Effects of Work-Integrated Education and International Study Exchange Experience on Academic Outcomes
- Author
-
Cheng, Louis T. W., Armatas, Christine A., and Wang, Jacqueline W.
- Abstract
In this paper, we report on the analysis of data collected from 684 students majoring in Accounting and Finance, to examine the relationship between academic outcomes and Work-integrated Education (WIE) and International Study Exchange (ISE) experiences. Both WIE and ISE are common elements of undergraduate business education because of the benefits to students' skills development they provide, particularly in the areas of graduate attribute development. This study examined the relationship between the change in students' academic performance and the amount and type of WIE a student undertook and whether or not they participated in an ISE. Findings showed that both completing a higher amount of WIE and undertaking an ISE are positive predictors of change in a student's grade point average. In addition, students who undertook industry-relevant WIE or WIE sourced by the school had higher grades on graduation. As well as benefits to overall academic achievement, the results showed that students who participated in ISE had significantly higher grades in the final year, major project, as well as a higher grade on graduation. Furthermore, undertaking an ISE and also doing extra WIE had the greatest effect on change in GPA. These findings strongly suggest that relevant WIE and ISE experiences are valuable for helping students be academically more successful when they return to study at their home institution.
- Published
- 2021
- Full Text
- View/download PDF
71. Multi-Sited Understandings: Complicating the Role of Elite Schools in Transnational Class Formation
- Author
-
Lillie, Karen
- Abstract
It has been argued that a transnational elite class is emerging, and that elite schools are 'choreographing' this process. This article nuances this developing theoretical framework with empirical data from an economically elite boarding school in Switzerland. It demonstrates that young men and women at this site linked to a global economy whilst refracting geopolitical tensions in their interactions with one another. This draws our attention to the multi-sited understandings that elite young people develop, despite the widespread assumption that in modern globalisation, wealth can break down cultural and juridical borders. This paper thus importantly contributes to an emerging discussion about the possibilities and constraints of transnational class formation at elite schools. In particular, it suggests that different kinds of elite schools may fill different kinds of roles when it comes to such processes.
- Published
- 2021
- Full Text
- View/download PDF
72. 'I Feel Lost and Somehow Messy': A Narrative Inquiry into the Identity Struggle of a First-Year University Student
- Author
-
Ding, Feng and Curtis, Fiona
- Abstract
The transition to university life is challenging, involving academic adaptation and social and lifestyle adjustment, so it is no surprise that attrition is at its highest in the first year of attending university. Studies have investigated factors influencing students' adjustment, and the formation of a new learner identity within university has proven to be crucial. However, few studies have provided rich qualitative longitudinal data to illustrate identity formation in the first year of university. Adopting a narrative inquiry approach, this paper tells the story of Christy, a mainland Chinese student attending a university in Hong Kong, who struggled in her first year. With data collected from in-depth interviews, the participant's journal entries and email correspondence, this narrative inquiry illustrates the development of Christy's identity as a university student.
- Published
- 2021
- Full Text
- View/download PDF
73. Curriculum Reform and Supporting Structures at Schools: Challenges for Life Skills Planning for Secondary School Students in China (with Particular Reference to Hong Kong)
- Author
-
Lee, John Chi-Kin
- Abstract
Demand has risen for the introduction of career education in senior secondary schooling to enhance students' transition from study to work. Against such a background, this paper aims to discuss the curriculum reforms and supporting structures in schools and to explore the challenges of life skills planning for secondary school students in China with particular reference to Hong Kong. Literature review and examples from Hong Kong and China indicate that although various Vocational (Career) Development Education and Career and Life Planning Education (CLPE) activities and school-based curriculum development take place at schools, a clear linkage between study opportunities and career choices, enhancement of learning experiences at work through activities such as job shadowing and provision of a curriculum to enhance career and life planning across years as dimensions of intervention, seem not to be found at secondary schools in Hong Kong. This paper will also look into the implications for future development of CLPE.
- Published
- 2017
- Full Text
- View/download PDF
74. Is Liberal Studies a Political Instrument in the Secondary School Curriculum? Lessons from the Umbrella Movement in Post-Colonial Hong Kong
- Author
-
Fung, Dennis Chun-Lok and Lui, Wai-Mei
- Abstract
This paper examines whether Hong Kong teachers and students perceived Liberal Studies and its ongoing curriculum review as politically driven during and after the Umbrella Movement, a large-scale civil disobedience campaign that took place in September 2014. The findings presented herein show that both groups disagreed with the claim that Liberal Studies was used as a political instrument to instigate students' participation in the protest movement. Moreover, they also reveal that teachers have maintained their neutrality towards controversial issues related to politics during Liberal Studies lessons. Whilst the participating teachers and students considered the government's proposed reform of Liberal Studies to be politically motivated, they held differing attitudes towards the addition of more China-related elements to the subject. On the basis of these results, this paper analyses the potential role of Liberal Studies in the democratisation of local society. It also provides an indication of the curriculum's dynamic nature, explanation of students' resistance to the review policy and suggestions for the subject's future development.
- Published
- 2017
- Full Text
- View/download PDF
75. Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (80th, Chicago, Illinois, July 30-August 2, 1997): Communication Tech and Policy.
- Author
-
Association for Education in Journalism and Mass Communication.
- Abstract
The Communications Tech and Policy section of the Proceedings contains the following eight papers: "The Wayward Bureaucracy: Government Assessment of FCC Organization and Performance" (Philip M. Napoli); "Understanding Internet Adoption Dynamics" (David J. Atkin, Leo W. Jeffres, and Kimberly Neuendorf); "Online Newsgathering Trends, 1994-96" (Bruce Garrison); "Does WEB Advertising Work? Memory for Print vs. Online Media" (S. Shyam Sundar, Sunetra Narayan, Rafael Obregon, and Charu Uppal); "Duopoly Market Structure as Public Policy: Lessons from the Cellular Telephone Industry" (Hugh S. Fullerton); "The Internet: Is the Medium the Message?" (Mark W. Tremayne); "Flying Freely but in a Cage: An Empirical Study of the Potential Effects of the Internet on Democratic Development in China" (Edgar Shaohua Huang); and "Bystanders at the Revolution: A Profile of Non-Users of Computer Mediated Communication in Hong Kong Universities" (Charles Elliott). Individual papers contain references. (CR)
- Published
- 1997
76. The Historical Evolution of Career Development in China and Hong Kong.
- Author
-
Weiyuan, Zhang
- Abstract
This paper examines the historical evolution of career development in China and Hong Kong. It reports that, according to Zhang (1994), the evolution of career guidance in China can be divided into six stages: the rise of vocational guidance and education (1917-1949); reorientation (1950-1965); abandonment (1966-1976); transition (1977-1986); experimentation (1987-1989); and expansionism (1990-present). Career development in Hong Kong is rather a recent development and can be classified into three stages: the rise and development of vocational guidance (1958-1978); the transitional period from vocational guidance to career guidance (1978-1990); and the consolidation period (1990-present). It states that changes are expected again as the two governments begin to draw closer than they have in 100 years. (Contains 13 references.) (JDM)
- Published
- 1997
77. Developments in Teacher Education in Hong Kong: 1997 and Beyond.
- Author
-
Pang, K. C.
- Abstract
This paper describes the initial and inservice education of teachers in Hong Kong, and explores improving teacher education in the context of a changing era. According to the Basic Law for the future Hong Kong Government after China takes over in 1997, Hong Kong will not dispose of the existing educational system, but will build on it and continue it. For primary and junior secondary teachers, initial teacher education is mainly by preservice studies. Secondary five or secondary seven school graduates pursue a full-time course leading to a Certificate in Primary or Secondary Education. For senior secondary and sixth form teachers, initial teacher education is offered by the Faculty of Education of the universities. Inservice Teacher Education in Hong Kong is described, including award-bearing provisions, non-awarding-bearing provisions, and school-based provisions. Current developments in teacher education are discussed, as well as expectations beyond 1997. Emphasis on teacher education in Hong Kong has traditionally been on initial education, focusing primarily on developing teachers' capabilities in implementing the centrally developed curricula, and has been viewed mainly as the role of universities and colleges. It is expected that recent changes will lead to significant improvements. Further, developments in teacher education in Hong Kong will have an impact on China as well, including establishment of the Hong Kong Institute of Education as a major teacher education institution and upgrading the quality of primary school and kindergarten teachers. Details of teacher education programs are outlined, including areas of improvement, modularization and credit-bearing courses, and a wider variety of degree courses. (ND)
- Published
- 1995
78. Shifting Journalistic Paradigms: Editorial Stance and Political Transition in Hong Kong.
- Author
-
Chan, Joseph Man and Lee, Chin-Chuan
- Abstract
This paper suggests that the upcoming transfer of Hong Kong from Great Britain to the People's Republic of China (PRC) in 1997, offers a unique opportunity to observe how changing configurations in the political environment influence mass media. The article investigates how the Hong Kong press, which spans the entire left-center-right ideological spectrum, has begun to adapt its "journalistic paradigms" because of the political transition. The paper also (1) develops the concept of "journalistic paradigm" (taken-for-granted and unspoken assumptions); (2) traces the emergence of a dualistic power structure (colonial and Xinhau [New China] News Agency) in Hong Kong; (3) examines political ideology and partisan affiliation of the press; and (4) compares the direction and magnitude of editorial paradigm shifts in relation to press ideology. A content analysis of several newspapers, reported in the paper, reveals that the shifts of the "journalistic paradigms" are contingent upon the press' political affiliations--the rightist press has gradually converged with the centrist press, shifting from an initial stance favoring continued British rule to accommodate the PRC's takeover of Hong Kong, and the leftist press has reduced its anti-colonial overtone. One table of data and 73 notes are included. (MS)
- Published
- 1988
79. The View Finder: Expanding Boundaries and Perspectives in Special Education. Volume Two.
- Author
-
Council for Exceptional Children, Reston, VA. Div. of International Special Education and Services., Michael, Robert J., Upton, Graham, Michael, Robert J., Upton, Graham, and Council for Exceptional Children, Reston, VA. Div. of International Special Education and Services.
- Abstract
This monograph presents 14 brief papers on special education in other countries or comparisons between countries. Papers have the following titles and authors: "Legal Foundations of Special Education: A Comparison of the United States Public Law 94-142 and the China Compulsory Education Law" (Hong Bo Wang et al.); "International Networks in Staff Development" (Tony Best); "Poverty and Handicap in the Republic of Yemen" (Azza Qirbi); "Hong Kong in 1997: Through Train or All Change?" (Nick Crawford); "Special Education Down Under" (David R. Mitchell); "Development of Special Education in the Republic of Korea" (Seung-Kook Kim); "Attitudes of High School and College Students toward Persons with Disabilities in the Republic of Korea" (Yong G. Hwang and Carmen Iannaccone); "Interviews with Mothers of Severely Handicapped Children: School Leavers in Japan" (Louise Fulton and Virginia Dixon); "Video Training Packages for Parent Education" (Roy McConkey); "Development of Special Education in Ghana" (Selete Kofi Avoke and Mawutor Kudzo Avoke); "Special Education in Japan" (Shigeru Narita); "Special Needs Education in Zambia" (Darlington Kalabula); "Inclusion and Integration in Europe: A Human Rights Issue" (Christine O'Hanlon); and "Towards the Comparative Study of Special Education" (Lesley Barcham and Graham Upton). Papers contain references. (DB)
- Published
- 1993
80. Patterns in Japanese Comparative Education Practices: A Contrast with North America and Greater China
- Author
-
Yamada, Shoko
- Abstract
This paper explores the convergence and divergence in the discourses and practices of comparative education in Japan, North America, and Greater China. Research demands, institutional settings, and social and historical background determine the nature of the research discussed and practiced in each place. Some particular patterns were identified in Japanese traditional comparative education such as thick description, limited reference to theories, and a focus on systems and the structural level rather than on classroom practices and pedagogy. Further, an orientation to borrowing foreign policy ideas and to learning about the educational system in neighboring Asian countries has made some themes and geographic research sites popular. Examination of research trends reveals that similar demands to identify policy options also exist in Mainland China and Taiwan. Together with the research on policies and practices in other countries, in Japanese comparative education there is a strong tradition of area studies based on deep linguistic and cultural understanding of the research sites. Such a research approach is often found among members who conduct investigations in East Asia and Southeast Asia. In addition, there is another group of scholars who show strong interest in international agendas such as development or gender and who conduct research contributing to these fields. This type of scholar has increased since the 1990s and tends to focus on regions such as Africa and South Asia. This has brought Japanese research trends closer to that of North America where a large number of publications were on Africa, Latin America, and Asia throughout the post-World War II period. Because of the multi-disciplinary nature of this academic field and its openness to quality research from diverse academic traditions, I argue that comparative education can serve as a platform for academic collaboration for advancing the horizon of research.
- Published
- 2016
81. Social Services and Aging Policies in the U.S. and Asia. Presentations. Asia-U.S. Conference on Social Services and Aging Policies (Pensacola, Florida, August 8-11, 1988).
- Author
-
International Exchange Center on Gerontology, Tampa, FL. and Sheppard, Harold L.
- Abstract
These proceedings contain an introduction and 26 papers arranged in five sections: (1) People's Republic of China and Taiwan (Republic of China); (2) Hong Kong, Singapore, and Thailand; (3) Korea; (4) Japan and the Western Pacific; and (5) United States. Paper titles and authors are as follows: "Recent Social Security Policies and Developments in the People's Republic of China (PRC)" (Liu); "Long-Term Care for the Elderly in China" (Liang, Gu); "Retirement Policy, Health and Social Services for the Elderly in Shanghai" (Wong); "Informal Social Support Systems in China" (Liu); "Cognitive Impairment among the Elderly in Shanghai, China" (Yu et al.); "Intergenerational Relations in Contemporary China--Descriptive Findings from Shanghai" (Barusch et al.); "Family Structure and Elderly Problems in Taiwan" (Shu); "Taipei Municipal Government Budgetary Issues for Elderly Services" (Bai); "The Family as a Social Welfare Support System for the Elderly in Taipei, Taiwan, Republic of China" (Yang); "Need of the Elderly for Home Care Services in a Changing Society--The Case of Taipei Metropolitan City" (Chan); "Survey of an Interdisciplinary Study on Aging in Taipei--Sample, Instrument and Interview" (Hsieh); "Welfare Policies for the Aged on Both Sides of the Taiwan Strait--A Comparison" (Tsai); "The Coping Behavior of Caregivers in Hong Kong" (Kwan); "Segregated Housing and Residential Services for the Chinese Elderly in Hong Kong" (Ngan); "Social Support Networks for the Elderly in a High Rise Public Housing Estate in Singapore" (Cheung); "The Impact of Living Arrangements of the Elderly on Government Programs in Thailand" (Wongsith); "Operation and Development of Programs for Community Care for the Low Income Elderly in Seoul" (Cho); "Indicators of Health Status of Older People in Korea" (Koh); "The Korean-American Urban Elderly" (Kim, Kim); "The Roles of Government, Family, and the Elderly Individual Caring for Older Persons in Japan" (Maeda); "An Overview of Aging in the Western Pacific" (Andrews); "Gerontology in Higher Education in the United States" (Rich); "A Theoretical Overview of Ageism in the United States: Criticisms and Proposals toward a New Outlook" (Jan, Thacker); "Direct Care Personnel Shortages in Long-Term Care: Global Implications" (Cowart); "Quality of Care in Sheltered Housing--Regulation or Education?" (Streib); and"Financial Models for Long-Term Care: USA" (Sutton-Bell). (NLA)
- Published
- 1991
82. Identity and Citizenship in Hong Kong: A Theoretical Reflection Using Chinese Landscape Painting
- Author
-
Tu, Derrick
- Abstract
In this paper, I examine Hong Kong's identity and citizenship through the Chinese landscape painting, "Mountain Palace", by Dong Yuan. Specifically, I ask: how can a reading of "Mountain Palace" using Jullien's concepts of presence and absence provide insights into current issues of identity and citizenship in Hong Kong? I argue that citizenship is not a static identity but a manifestation of historical processes in a constant state of becoming. Rather than focusing on political tensions or recolonization, I suggest that Hong Kong is already part of Mainland China, but its unique identity needs to be recognized.
- Published
- 2020
- Full Text
- View/download PDF
83. Antecedents of Corporate Reputation with Employees in Higher Education Institutions: A Systematic Review
- Author
-
Rashid, Sufyan and Mustafa, Hasrina
- Abstract
Purpose: The purpose of this paper is to provide a systematic review of studies on antecedents of the corporate reputation of higher education institutions (HEIs) from the perspectives of employees. Design/methodology/approach: The approach is an examination of previous literature on antecedents of corporate reputation in HEIs, published between 2010 and 2020. Findings: The findings show that general and specific factors of corporate reputation in HEIs are being employed as strategic tools to survive the competitive nature of the higher education landscape. Originality/value: Factors of corporate reputation in HEIs from the perspectives of employees are an understudied area with little academic literature available.
- Published
- 2020
- Full Text
- View/download PDF
84. Wither Teacher Professional Development? The Challenges of Learning Teaching and Constructing Identities across Boundaries in China
- Author
-
Trent, John
- Abstract
Teacher professional development (TPD) is regarded as crucial to fostering teacher improvement. Recent calls for the internationalization of teacher education and professional development, including teachers undertaking courses taught abroad, have enhanced the scope of TPD opportunities. Yet, little is currently known about how such international experiences of TPD shape the perspectives of these teachers. It is also unclear how the learning these teachers experience in foreign settings is reflected in their engagement in the practices and activities of schools and classrooms upon returning to their home country. Therefore, this paper reports the results of a study that explores the perspectives and experiences of one group of in-service mainland Chinese teachers who undertook professional development in Hong Kong. Grounded in a theory of teacher identity construction and using in-depth interviews, results suggest that the teacher's identities were shaped by the learning they experienced during professional development. However, following their return to teaching positions in mainland China, relations of power within their schools blocked the construction of their preferred teacher identities in practice. Suggestions are made for supporting the identity construction aims of teachers who undertake international professional development and implications for future research are considered.
- Published
- 2020
- Full Text
- View/download PDF
85. Young Chinese Australians' Subjectivities of 'Health' and '(Un)Healthy Bodies'
- Author
-
Pang, Bonnie, Alfrey, Laura, and Varea, Valeria
- Abstract
Young people with English as an Additional Language/Dialect backgrounds are often identified in public health messages and popular media as "bodies at risk" because they do not conform to the health regimens of contemporary Western societies. With increasing numbers of Chinese students in Australian schools, it is necessary to advance teachers' understandings of the ways in which these young people negotiate notions of "health" and "(un)healthy bodies". This paper explores the ways in which young Chinese Australians' understand health and (un)healthy bodies. The data upon which this paper focuses were drawn from a larger scale study underpinned by critical, interpretive, ethnographic methods. The participants in this study were 12 young Chinese Australians, aged 10--15 years, from two schools. Photographs of a variety of bodies were sourced from popular magazines and used as a means of interview elicitation. The young people were invited to comment on the photographs and discuss what "health" and the notion of a "(un)healthy body" meant to them. Foucault's concepts of discursive practice and normalisation are used alongside Chinese concepts of holistic paradigms and Wen--Wu to unpack the young people's subjectivities on health and (un)healthy bodies. The findings invite us to move beyond Western subjectivities of health and (un)healthy bodies and highlight the multidimensional and diverse perspectives espoused by some of the young Chinese Australians in this study. The research findings can inform future policy and practice relevant to the exploration of health and (un)healthy bodies in health and physical education and health and physical education teacher education.
- Published
- 2016
- Full Text
- View/download PDF
86. The Development of Local Private Primary and Secondary Schooling in Hong Kong, 1841-2012
- Author
-
Cheung, Alan C. K., Randall, E. Vance, and Tam, Man Kwan
- Abstract
Purpose: This paper is a historical review of the development of private primary and secondary education in Hong Kong from 1841-2012. The purpose of this paper is to examine the evolving relationship between the state and private schools in Hong Kong. Design/methodology/approach: This paper utilizes sources from published official documents, public data available on government websites, archival documents and newspapers. The authors also carried out a few individual interviews with legislators, government officials and principals who were familiar with the history of private education in Hong Kong. Findings: The colonial Hong Kong Government adopted laissez-faire policy in greater part of its rule until 1970s. The year 1978 marked the period of "state control" until the 1990s when privatization and deregulation emerged as a world trend in the governance of education. The role of government changed to that of "supervision" instead of "control." Further, it is shown that the change of sovereignty did not avert the trend of decentralization, deregulation and privatization in education which is entrenched in the management of public affairs in human societies. Originality/value: The findings provides an illuminating look into the development of a society and how it grapples with the fundamental questions of the degree of social control and proper use of political power in a colonial setting.
- Published
- 2016
- Full Text
- View/download PDF
87. International Instructional Systems: Social Studies
- Author
-
Brant, Jacek, Chapman, Arthur, and Isaacs, Tina
- Abstract
This paper reports on research conducted as part of the International Instructional System Study that explored five subject areas across nine jurisdictions in six high-performing countries. The Study's overall aim was to understand what, if anything, there is in common in the curricula and assessment arrangements among the high-performing jurisdictions to see if there are aspects of instructional system design that might account, in part, for high performance. This paper focuses on social studies which in most jurisdictions includes elements of history, geography and citizenship and highlights a number of emerging issues. These include the advantages and disadvantages of teaching history and geography separately or within a social studies programme; the extent to which key concepts are embedded within the social studies/history/geography curricula; whether the level of demand should be considered in terms of a generic taxonomy or in terms of subject specific models; how progression might be defined and considerations of an appropriate balance between teacher assessment and external assessment.
- Published
- 2016
- Full Text
- View/download PDF
88. Transnational Teaching Experiences: An Under-Explored Territory for Transformative Professional Development
- Author
-
Smith, Karen
- Abstract
In an increasingly global higher education environment, many universities are taking their educational services overseas. One model of overseas provision is through transnational (offshore) education. Transnational teaching challenges the prevailing understanding of an academic role at every level. Transnational teachers are expected to work in environments, climates and classrooms which are culturally very different to their own. Assumptions about university education are shaken and teachers find themselves having to return to and question the fundamentals of their teaching, learning and assessment practices. This paper argues that the experience of being a transnational teacher and working in a culture very different to one's own forces reflection which can lead to "perspective transformation"; as such it could be a powerful professional development opportunity which should be nurtured and supported. This paper draws on the growing body of published literature on staff experiences of transnational teaching and my own experiences as a transnational teacher to support this argument. It shows that the "novel experiences" of transnational teaching encourage content, process and premise reflection that can, with appropriate support, ultimately improve teaching practice not just in the transnational context, but also back home. (Contains 1 table and 1 note.)
- Published
- 2009
- Full Text
- View/download PDF
89. Cross-Border Higher Education Institutions in Mainland China: A Developmental Perspective
- Author
-
Wu, Mei and Li, Shengbing
- Abstract
Cross-border higher education institutions are considered a main way to fulfill the educational internalization in Mainland China; to some extent they represent the attitude of entering the international market. In this paper, the history, status quo, and future of Chinese-foreign cooperatively-run schools are analyzed and discussed. Cross-border higher education institutions in Mainland China have experienced the process from accidental and disorder to a systematic and quality orientation.
- Published
- 2015
90. A Review of Characteristics and Experiences of Decentralization of Education
- Author
-
Mwinjuma, Juma Saidi, Kadir, Suhaida bte Abd, Hamzah, Azimi, and Basri, Ramli
- Abstract
This paper scrutinizes decentralization of education with reference to some countries around the world. We consider discussion on decentralization to be complex, critical and broad question in the contemporary education planning, administration and politics of education reforms. Even though the debate on and implementation of decentralization education can result from differences in ideological and philosophical backgrounds (McGinn & Welsh, 1999), in this scrutiny we begin by theorizing the concept, provides dimensions and goals of decentralization and demonstrate how decentralization has been implemented in some countries. Finally, conclusion is assumed in this debate as a summary and a conduit to further discussion and investigation of educational decentralization.
- Published
- 2015
91. Questioning Centre-Periphery Platforms
- Author
-
Postiglione, Gerard A.
- Abstract
How much is hegemony and how much is self-determination in the higher education systems in Southeast Asia? This paper argues that while the question of centre and periphery is still relevant to the analysis of international university systems, the analytical frameworks from which it has arisen may lose viability in the long term. Southeast Asian states are making use of higher education to act in ways that will contribute to the altering of their peripheral position in the global economic and political system. While changes in Southeast Asian higher education are closely tied to global markets and follow what sometimes appears to be a dependent pattern of adaptations driven by Western developed economies, the paper argues that there is also a significant amount of resistance. As Southeast Asian countries adapt in ways that help embed economic globalisation within their national landscape, the manner in which the adaptation occurs is more selective, open, and democratic than before. Moreover, while global communication with core (centre) university systems has been more open and transparent, the system is closed to direct intervention from the outside, making hegemony a less plausible explanation for the manner in which the system is reacting within the new global environment of financial interdependency.
- Published
- 2005
- Full Text
- View/download PDF
92. An Overview of Management Education for Sustainability in Asia
- Author
-
Wu, Yen-Chun Jim, Shen, Ju-Peng, and Kuo, Tsuang
- Abstract
Purpose: This paper aims to explore the holistic picture of sustainability curricula in Asian higher education. Design/methodology/approach: Content analysis was conducted based on Asian management education for sustainability in higher education. Online courses arrangement, teaching methods, instructors' educational background and cross-referencing data between triple bottom line and sustainability courses have been investigated. Findings: The paper provides empirical insights about the current state of sustainability education in Asia. The results show that there is an opportunity for interdisciplinary integration, as there are imbalanced sustainability courses offered by business, science and engineering schools. It also suggests that Asian universities should add an international connection and active promotion of sustainability education on their Web sites. Research limitations/implications: Findings are based on web-based sustainability-related courses. Future research could apply method of case study to do a deeper study. Practical implications: The paper provides an overview of Asian management education for sustainability and curricula analysis through our research, and that this will further assist in the development of interdisciplinary integration in Asian management education for sustainability. Originality/value: This paper is the first attempt to gain better understanding of sustainability-related courses offered in leading business/management colleges in Asia.
- Published
- 2015
- Full Text
- View/download PDF
93. Higher Education Ambitions and Societal Expectations
- Author
-
Cabau, Béatrice
- Abstract
In 2004, i.e. seven years after the retrocession of Hong Kong to the People's Republic of China (PRC), the then Chief Executive aimed to promote the former British colony as 'Asia's world city'. The same year, the University Grants Committee echoed this ambition by envisaging the Hong Kong Special Administrative Region (HKSAR) as becoming an 'education hub' in the region with the main objective of attracting international students for study and work. A few years later, education services were designed as one of the six industries able to propel Hong Kong towards a knowledge-based economy. This paper aims to illustrate the challenges of the former British colony to acquire a strong local academic identity and profile to answer the needs of a knowledge-based society driven by globalisation. These challenges will be scrutinised in the interlinked perspectives of the concepts of higher education (HE) hub and internationalisation of the HE sector in Hong Kong, illuminating local, regional and global concerns. The main conclusion is that one of the biggest challenges is to strike a balance between forces of globalisation and their consequences upon the Hong Kong community's needs and enhancing ties with the PRC as stated in the HKSAR policy. So the balance is to be found between (national) convergence and (international/global) engagement. This profile has repercussions for implementing a HE internationalisation policy anywhere in the world.
- Published
- 2014
94. An Overview of Research on Emotions in Asian Learners and Educators: Implications and Future Directions
- Author
-
Hall, Nathan C.
- Abstract
In contrast to a burgeoning research literature on the role of emotions in learning and instruction in Western culture, research on how emotions impact student and teacher development in Asian countries is lacking. The present paper reviews seven publications included in the 2019 Special Issue of The Asia--Pacific Education Researcher examining the role of emotions in Asian learners and in Asian educators. Three studies conducted with Asian students across education levels (primary, secondary, post-secondary) and countries (China, Singapore) explored students' emotions ranging from global constructs (engagement, satisfaction) to discrete experiences (hope, gratitude) in relation to personality, self-regulation, persistence, and contextual variables (perfectionism, self-compassion, resilience, relatedness). Four studies additionally investigated the emotional experiences of pre-service and practicing Asian teachers (China, Hong Kong, Philippines) in relation to varied motivational variables (self-efficacy, self-theories, passion, psychological capital), social-environmental factors (cooperative interactions, practicum evaluations), as well as psychological and physical health (coping styles, burnout, sleep quality). Study findings and protocols are discussed with respect to specific directions for future research on academic emotions in an Asian educational context.
- Published
- 2019
- Full Text
- View/download PDF
95. School-Aged Children and Decisions for Studying Abroad in Canada
- Author
-
Tamtik, Merli
- Abstract
Purpose: The purpose of this paper is to examine parental and students' decisions regarding participating in K-12 level study abroad programs in Manitoba, Canada. Design/methodology/approach: The study reports on data collected through document analysis and semi-structured interviews with 18 international students and 14 parents. Findings: The findings suggest that the key factors influencing decisions are perceptions of enhanced career prospects, changing global environments and broadened post-secondary education choices. Country-specific factors include quality and safety of the learning environment, multiculturalism and reputation associated with the country and people. Research limitations/implications: The participants were primarily students and parents from the EU countries associated primarily with horizontal mobility. Experiences of students from the main sending countries (China, South Korea and Japan) might differ. Practical implications: The results are relevant to educational managers in designing high-quality international programs and recruitment agents. Originality/value: The study adds important empirical evidence to the limited research that has been conducted on study abroad experiences at the K-12 level. It is one of the first in the Canadian context. It provides unique perspectives in USA and Canada comparisons for study abroad of school-aged children.
- Published
- 2019
- Full Text
- View/download PDF
96. The Predicting Roles of Approaches to Learning, L2 Learning Motivation, L2 Learning Strategies and L2 Proficiency for Learning Outcomes: A Comparison between Mainland and Hong Kong Chinese Students
- Author
-
Yu, Baohua
- Abstract
This study examined (1) differences in background, integrative/instrumental motivation, learning approach, leaning strategy and proficiency in second language (L2) and (2) the determinants of learning outcomes between Hong Kong and Mainland (Chinese) students. To achieve this, a questionnaire survey was distributed to 773 s language learners across four universities in Hong Kong and Mainland China to students in Bachelor of Education (English Language) programmes. The results showed that L2 proficiency was the strongest predictor of learning outcomes for Hong Kong and Mainland students, while integrative motivation was also a significant predictor of learning outcomes in both sample groups. In addition, instrumental motivation, deep approaches, and learning strategies were found to be significant predictors of learning outcomes for Mainland students. Mainland students demonstrated lower levels of motivation, learning approaches, learning strategies, L2 proficiency, as well as learning outcomes relative to Hong Kong students. Implications for curriculum design, classroom teaching and assessment, and future research are discussed in the paper.
- Published
- 2019
- Full Text
- View/download PDF
97. Push and Pull Factors Influencing Mainland Chinese MEd Students in Hong Kong
- Author
-
Cheung, Alan, Guo, Xin, Wang, Xiaorui, and Miao, Zhuang
- Abstract
Purpose: The purpose of this paper is to examine the key factors affecting Mainland Chinese students pursuing a Master of Education degree in Hong Kong on their study abroad decision and return intentions. Design/methodology/approach: The current study employed a mixed-methods approach to investigate factors that affect Mainland Chinese students pursuing MEd degrees in Hong Kong. Participants were first invited to fill out a questionnaire. After collecting and analyzing the survey data, in-depth interviews with a selected group of students were carried out by the research team to obtain useful qualitative data to triangulate the survey findings. A purposeful and convenience sampling method, carried out through the personal network of the research team, was used to recruit MEd Mainland Chinese students in Hong Kong to participate in the current study. Findings: The findings provided compelling evidence that Hong Kong was an attractive study destination to this particular group of MEd Chinese students. The findings also indicated that academic factors were more important than social, cultural and economic factors when it came to choosing their study destination. In contrast to previous studies, participants expressed a much stronger desire to return home upon graduation. The three most influential predictors of their decision to return were the lack of a Hong Kong teaching certificate (r=+0.36), the opportunity to contribute to their hometown (r=+0.31) and the inclination to be closer to family and friends (r=+0.20). Originality/value: While a number of studies have been carried out to study why Mainland Chinese students chose Hong Kong as their study destination to pursue their teacher training degree, none of these studies focused exclusively on fee-paying MEd Chinese students. Hong Kong is facing keen competition from both traditional host countries and emerging host countries to recruit students from Mainland China. It is therefore crucial to understand the needs of these Mainland Chinese students in a competitive, globalized, tertiary education market, as the satisfaction of students, in the form of positive discussion among alumni, promotes a university's reputation and sustains its advantage in attracting students.
- Published
- 2019
- Full Text
- View/download PDF
98. Middle Leaders and Middle Leadership in Schools: Exploring the Knowledge Base (2003-2017)
- Author
-
Harris, Alma, Jones, Michelle, Ismail, Nashwa, and Nguyen, Dong
- Abstract
The purpose of this article is to explore the development of the knowledge base on middle leadership in schools. Since the seminal reviews conducted by Bennett a contemporary scan only of the scholarly literature on middle leaders/leadership in schools has not been undertaken. Consequently, this article looks at outputs relating to this topic by examining research papers indexed in the Web of Science and in SCOPUS between 2003 and 2017. The prime purpose of this review is to offer some reflections on the development of the empirical base on middle leadership in schools since 2003 and to highlight some of the implications for future research. The article concludes that middle leadership in schools remains an ongoing focus of research inquiry in a growing number of countries but suggests that the knowledge base would benefit from more sophisticated empirical studies and greater theoretical analysis.
- Published
- 2019
- Full Text
- View/download PDF
99. Hong Kong Bilingual Legislation and Plain Language Drafting: A Communicative Approach
- Author
-
Chan, Clara Ho-yan
- Abstract
This paper proposes law drafting techniques, especially in Chinese, that aim to enhance the fluency and readability of Hong Kong bilingual legislation. The study is based on the plain language guide published by the Department of Justice of Hong Kong in 2012, with the goal of helping the current legislation to comply with the guidelines. Using data from seven recently-enacted ordinances, the analysis illustrates drafting techniques for their English and Chinese versions in accordance with the plain language guide published by the Department of Justice. This process is accomplished by suggesting revisions for relevant Chinese sections of legislation and their corresponding English sections according to contrasting aspects of English and Chinese grammars. The discussion will also evaluate the plain language drafting and the overall theoretical and philosophical trend of law drafting in Hong Kong, in light of the "Seven Standards of Textuality" proposed by de Beaugrande and Dressler. This is believed to be the first undertaking to study plain legal language against its official guidelines in the Hong Kong context.
- Published
- 2018
- Full Text
- View/download PDF
100. An Investigation into the Academic Acculturation Experiences of Mainland Chinese Students in Hong Kong
- Author
-
Vyas, Lina and Yu, Baohua
- Abstract
Over the past few decades, Mainland China has witnessed a massive outflow of students to higher education institutions in Hong Kong. In the context of an up-surge in Mainland Chinese students in Hong Kong, this research aims to explore (1) why Mainland Chinese students choose to study in Hong Kong over other higher education systems, (2) perceptions about the advantages and disadvantages of studying in Hong Kong, and (3) challenges in the process of acculturation from their homeland to Hong Kong. Five key themes are identified: education, finance, learning culture, language, and discrimination/labelling. While Mainland Chinese students often struggle to blend into the new environment, most gradually become accustomed to the local way of life. What remains a challenge is (perceived) discrimination following political tensions over the "one China, two systems" framework. This paper identifies the expectations and dissatisfactions of the participants with regard to studying in Hong Kong, ultimately offering higher-education administrators an insight into how to better cater for the expanding share of Mainland Chinese students in Hong Kong's universities. This research is significant because it extends the literature by examining acculturation and cultural adaptation issues in an increasingly globalized context.
- Published
- 2018
- Full Text
- View/download PDF
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.