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The major analytical research question addressed in this paper is: What are Thailand's strengths and weaknesses as an international education hub for students from the Asian region? The key descriptive research question is: What is the nature of the educational experience of Asian students in Thailand? The two major research methodologies of the study are mixed research methods and comparative case studies, with the use of in-depth interviews of influential experts, surveys, and an autoethnography. In terms of major findings, there has been a dramatic growth of Asian students at Thai universities during the past two decades. Thailand's major advantages relate to low costs, location, quality campus facilities, and a welcoming attitude toward outsiders, while major disadvantages are the quality of many of Thailand's international programs often related to low English language capabilities. The paper concludes by presenting a creative new architecture for thinking about Asian study abroad in Thailand.

How should educators teach about one of the most complex and pressing issues of our times? This paper presents an empirically-grounded framework to help educators understand the opportunities and challenges of engaging youth around the topic of migration, including migration involving refugees. It stresses the importance of inviting youth to dialogue in ways that involve "slowing down, sharing stories, and making connections." The framework emerged from a design-based research study involving an experimental online learning community and curriculum on the topic of human migration. Posts and comments involving 140 teens from seven countries were closely analyzed using a modified grounded theory approach that incorporated constructivist principles. 14 interviews with participating educators also informed the analysis. The framework proposes that youth be supported to develop (1) curiosity and engagement about individual migration stories and migration in general, (2) nuanced understanding of the complex and diverse factors that help shape historical and contemporary migration experiences, and (3) critical awareness of their own and others' perspectives on migration and migrants. A visual representation is provided. Specific examples of student dialogue are unpacked to illustrate the framework, with discussion of the following cognitive and affective challenges: "the Three O's" of overgeneralization, overconfidence, and othering. The paper argues that youth of all backgrounds need opportunities to learn about migration in ways that allow them to leverage their various experiences and perspectives and engage with one another in meaningful, authentic ways.

Several studies have investigated how the TESOL program influenced the construction of Non-Native English Speaker Teachers' identities, yet few literature concerns about the negotiation of NNESTs' identity as legitimate speakers and teachers of English. This paper was an auto-ethnographic investigation of my personal experience as one of international students in the TESOL program at an Australian university. Drawing on Norton's theory of language and identity, this study examined a complex process of my identity formation as a legitimate speaker and teacher of English after studying one of a critical pedagogical unit 'Language, Culture, and Curriculum'. The findings revealed that the TESOL program enabled me to discover and explore another part of myself as a legitimate speaker and teacher of English through linguistic constructs and rich knowledge given in that unit. It also supported that a critical pedagogical unit could empower international students to form their identities as confident and professional English teachers back to their countries.

Changing attitudes towards disabilities have resulted in corresponding transformations in social justice and human rights issues that have led to an increase in inclusive education practices across the world and a corresponding change in emphasis to address social inclusion of students with disability in the inclusive classroom. Research indicates that students with disabilities do not automatically benefit from the opportunities of inclusive education. To understand the situation of these students, their perspectives should be reported. The following paper reports results of three international studies from Australia, Indonesia, and the Netherlands, whereby students with disabilities were provided an opportunity to express their thoughts and perceptions regarding friendships and acceptance in the inclusive classroom, using a range of methodologies. Despite differences in culture and abilities, the students across all three studies highlighted the importance of having a friend and being socially accepted by their peers.

Purpose: This paper aims to explore Indonesian students' perceptions of student exchanges or studies abroad regarding cultural intelligence's influence on innovative behavior through interpersonal trust. Design/methodology/approach: This study has used a quantitative research approach. Data analysis uses an approach structural equation modeling-partial least squares (SEM-PLS) supported by program computer software Smart-PLS 3.0. An online questionnaire was distributed to 224 respondents, but only 214 were qualified. In this study, the respondent is Indonesian students who have been completed or are currently conducting student exchanges or studying abroad in the Asia and Australia region. Findings: This pilot study reveals that high cultural intelligence students positively affect their individuals' innovative behavior. Moreover, interpersonal trust levels would mediate the influence of cultural intelligence on individual innovative behavior students. These results indicate that most Indonesian citizen students who took part in student exchanges or studying abroad had high cultural intelligence. Originality/value: This study focused on influence cultural intelligence on individuals' innovative behavior, which is referred to as cross-cultural interaction. Also, this study focused on Indonesian citizen students who took part in student exchanges or studying abroad. This kind of research has not been thoroughly or even not been discussed in academic research. Therefore, it was necessary to put this issue into a science education and management science.

Overseas placements are promoted in many tertiary institutions as a valuable component of undergraduate programs. Institutional ethnography, as a mode of inquiry that begins in the actual doings of people, was employed in this study to understand preservice teachers' perceptions of their learning from an innovative model of overseas placement. In this paper, we explore an 'epistemology of experience' facilitated by the features of this model; the 'live-in' nature and intensive mentoring provided by university academics. We argue that overseas placements, overly restricted by regulatory authorities, can make a valuable contribution to initial teacher education at the theory-praxis nexus.

There is growing interest in the introduction of Einsteinian concepts of space, time, light and gravity across the entire school curriculum. We have developed an educational programme named 'Einstein-First', which focuses on teaching Einsteinian concepts by using simple models and analogies. To test the effectiveness of these models and analogies in terms of student attitudes to physics and ability to understand the concepts, various short and long interventions were conducted. These interventions were run with Years 6-10 academically talented and average IQ students. In all cases, we observe significant levels of conceptual understanding and improvement in student attitudes, although the magnitude of the improvement depends on age group and programme duration. This paper reports an unexpected outcome with regards to gender effects. We have compared male and female outcomes. In most cases, independent of age group, academic stream and culture (including one intervention in Indonesia), we find that female students enter our programmes with substantially lower attitude scores than males, while upon the completion of the programme, their attitudes are comparable to the boys. We discuss possible reasons for this effect. The overall results of students' conceptual understanding and attitudes from different interventions provide evidence that Einsteinian physics can be taught to high school students.

This paper examines the international education market and Australia's significant and growing involvement. Whilst much research has been carried out, it is less common for this research to be undertaken from the perspective of those who have yet to make the decision to study abroad. This study examines Indonesia, which was once a prominent source country for Australian international students. Student intention to study in Australia is examined through the Theory of Planned Behavior. Both qualitative and quantitative studies identify several factors influencing students' study intentions. Significantly, this study explores the concept that cultural ethnicities may be a better indicator of student intention, than the commonly held demarcation of political boundaries. Using Indonesia as an example, it is shown that country alone may not always be the best indicator of a homogeneous unit that demonstrates similar homogenous cultural traits. This has implications for all marketers of international education.

Human generated environmental problems are significant issues of global concern. Despite this, varying attitudes towards environments continue to exist across the globe, impacting on environmental decision-making and action at local, national and international levels. This paper probes some of the similarities and differences in environmental attitudes amongst pre-service teachers in Australia, Republic of Maldives and Indonesia. Data were collected using an established environmental attitude questionnaire and individual interviews. The three communities exhibited a similar range of environmental attitudes using the established questionnaire but significant differences emerged when the interview data were analysed phenomenographically. These differences reflect diversity within and across cultural groups that cannot be satisfactorily explained by the theory underpinning the established questionnaire. Consequently, a revised conceptual framework is proposed.

Purpose: The purpose of this paper is to investigate how students from Australia, Indonesia and Malaysia differ in their propensity to complain and attitudes to complaining. Design/methodology/approach: A self-administered questionnaire was designed using established scales to assess respondent reactions to a service failure by a university. The survey was completed by a sample of university students on an Australian university campus. ANOVA was used to compare differences between groups and regression was used to explore the relationship between attitudes and their complaining behaviours. Findings: Australian students have a less positive attitude to complaining than Malaysian and Indonesian consumers. Contrary to expectations, "switching" behaviours were not revealed as a separate dimension of complaining behaviours, however switching was identified with online complaining as part of a new complaining dimension related to taking action outside of the organisation. Malaysian and Indonesian students are more likely to complain in this way. Surprisingly, Indonesian students are less likely to remain loyal to the service provider and Australian students were less likely to "voice" internally to the service provider. Having a positive attitude to complaining was positively related to taking action outside the organisation and to voicing within the organisation, while negative attitudes to complaining were positively related to remaining loyal to the service provider for Australian and Malaysian students. Research limitations/implications: The findings are limited to consumers of complex services such as University degrees. They are also limited to Indonesian, Malaysian and Australian consumers. Other service contexts, cultures and product failure situations should be investigated in the future. Originality/value: This research bridges an inherent gap in the literature by exploring the complaining behavior of students in an Asia-Pacific context. Service organisations can use the findings to better interpret and respond to complaining behavior by students from different nationalities. In particular, it helps faculty and university administrators to manage dissatisfied students from diverse national backgrounds and assists marketers to develop marketing initiatives and communication policies for the student recruitment process. (Contains 6 tables.)

Changing attitudes towards disabilities have resulted in corresponding transformations in social justice and human rights issues that have led to an increase in inclusive education practices across the world and a corresponding change in emphasis to address social inclusion of students with disability in the inclusive classroom. Research indicates that students with disabilities do not automatically benefit from the opportunities of inclusive education. To understand the situation of these students, their perspectives should be reported. The following paper reports results of three international studies from Australia, Indonesia, and the Netherlands, whereby students with disabilities were provided an opportunity to express their thoughts and perceptions regarding friendships and acceptance in the inclusive classroom, using a range of methodologies. Despite differences in culture and abilities, the students across all three studies highlighted the importance of having a friend and being socially accepted by their peers. [ABSTRACT FROM AUTHOR]

Rapid digital transformation is taking place due to the COVID-19 pandemic, forcing organisations and higher educational institutions to change their working and learning culture. This study explores the challenges of rapid digital transformation arising during the pandemic in the higher education context. This research used the Q-methodology to understand the nine challenges that higher education encountered, perceived differently as four main patterns: (1) Digital-nomad enterprise; (2) Corporate-collectivism; (3) Well-being-oriented; and (4) Pluralistic. This study broadens the current understanding of digital transformation, especially in higher education. The nine challenges and four patterns of transformation actors serve as a starting point for organisations in supporting technological choice and strategic interventions, based on individual, group, and organisational behavioural levels. Moreover, five propositions, based on the competing concerns of these challenges, establish a framework for comprehending the ecosystem that enables rapid digital transformation. Strategies, prerequisites, and key factors during the (digital) technology development process benefit the cyber-society ecosystem. As a practical contribution, Q-methodology was used to investigate perspectives on digitalisation challenges during the pandemic. [ABSTRACT FROM AUTHOR]

The Asia-Pacific region has the highest number of active smokers in the world. Efforts to reduce tobacco use should implement evidence-based measures. The Association of Pacific Rim Universities is a non-profit network of more than 50 universities representing 18 economies. In 2017, it held a virtual global health case competition relating to the use of universities as platforms for tobacco control. This study is a content analysis of tobacco control proposals submitted by 24 teams from 10 economies. Content analysis of the 10-min videos examined (1) general tone and scope of videos; (2) contextual analysis; (3) intervention approaches; (4) theoretical framework; (5) primary versus secondary prevention; (6) individual versus structural approaches. Proposals were not comprehensive; most included some but not all elements recommended by the WHO FCTC. Smoking was often referred to as a 'habit' (instead of an addiction), which likely explains the predominance of individual-level behavior change interventions (smoking cessation) over structural interventions (tobacco ad or sales bans). The most common intervention was the enforcement of current bans on smoking (proposed in 78% of videos), perceived as a major barrier to tobacco control. While most proposals emphasized individual components (e.g. health education and peer support), some also proposed to create more supportive smoke-free environments through billboards, posters and cues to action, such as 'no smoking' reminders and signs with cessation hotline numbers. University faculty, students and campus-wide organizations are well positioned to lead tobacco control efforts. More work is needed to support the establishment of smoke-free campus environments. [ABSTRACT FROM AUTHOR]

Studies have described the value of international clinical placements from the student perspective. However, little has been reported on the experiences of clinical facilitators during international clinical placements. This study is part of a larger study that explored shared learning experiences of Australian and Balinese midwifery students and clinical facilitators during a two-week international clinical placement in Bali, Indonesia. This paper reports on the experiences of clinical facilitators from both visiting and host countries in facilitating Australian and Balinese midwifery students whilst on clinical placement in Bali. A qualitative research design using focus group discussion was used to gain insight into the experience of the clinical facilitators. Data was analysed using thematic analysis and three broad themes emerged, those being "new experiences", "differences in midwifery practice" and "revised learning approach". New experiences included learning together and English language challenges. Working together allowed the exploration of midwifery practice differences between countries and an appreciation of the different approaches to teaching and learning practices. These findings suggest that international midwifery placements benefit clinical facilitators from host and visiting countries through learning together, creating new experiences and exploring different midwifery and facilitation practices. • International midwifery placements benefit clinical facilitators from host and visiting countries. • Clinical facilitators experience themselves as learners on international placement. • Immersion in the placement formed relationships that overcame language barriers. • Clinical facilitators appreciate shared learning about teaching and student support. [ABSTRACT FROM AUTHOR]