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This paper is a critical systematic literature review of empirical work on creative pedagogies from 1990 to 2018. It responds to the increased international attention being afforded creativity and creative pedagogies in research, policy and practice and examines the evidence regarding creative pedagogical practices and the potential impact of these on students' creativity. The methodology encompassed four stages. Firstly, an educational database keyword search was undertaken and 801 papers identified, manual searches added 12 further papers. Secondly, through applying inclusion/exclusion criteria, 89 papers were identified for closer scrutiny; these papers focused on students aged 0-18 years in formal educational settings and were peer-reviewed reports of empirical work. Thirdly, these papers were subjected to in-depth review and rating, this reduced the included selection to 35 papers. Finally, these papers were subject to further analysis and synthesis. The findings reveal that seven interrelated features characterise creative pedagogical practice, namely generating and exploring ideas; encouraging autonomy and agency; playfulness; problem-solving; risk-taking; co-constructing and collaborating; and teacher creativity. The paper also reveals that the evidence for the impact of these pedagogical practices on students' creativity is inconclusive. It highlights the complexities and challenges of documenting creative pedagogies in the years of formal schooling and concludes with key recommendations and implications for research, policy and practice.

While internationalization is among the top strategic priorities of universities and colleges globally, research into the expanse of internationalization in the kinesiology discipline is not well researched. Given this gap, critical consideration of the state and status of the phenomenon is needed. Knowing more about what is being done in the name of internationalization within kinesiology and reflecting on how those actions and outcomes are aligned, or not, with key theoretical guidance is necessary in order to plan for improvement accordingly. For these reasons, this paper first provides a primer on internationalization in higher education, including how the phenomenon has come to be defined as well as key contemporary critiques associated with it. In particular, we highlight Beck's (2012) theoretical concept of 'eduscape' to critically consider the influences of globalization on internationalization within higher education kinesiology as well as Khoo, Taylor, and Andreotti's (2016) principles of intelligibility, dissent, and solidarity to consider the ways kinesiology scholars engage critically with internationalization processes. Presented next is a review of the kinesiology literature that is explicitly focused on internationalization. Then, the results of a pilot survey into the views of National Association for Kinesiology in Higher Education (NAKHE) members and other Western kinesiology scholars on internationalization is reported next. The paper concludes with recommendations as to how NAKHE and the broader community of Western kinesiology scholars might best navigate internationalization moving forward. We recommend the complexity-informed and principle-driven approach of inclusive leadership as a means of pursuing cognitive justice in the 21st century.

Student learning outcomes assessment examines whether programs cover the material stated in their learning goals, whether students are learning the material, and the impact on student retention, graduation, post-graduation outcomes, and institutional accreditation, with the aim of providing faculty with data that can be used to help programs evolve or improve. While there is a plethora of research regarding effective methods of assessment used in the United States, little has been written regarding cross-national comparisons of assessment methodologies. This paper examines the current state of assessment in several nations and regions, and draws parallels in practices across countries. A literature search using the term "outcomes assessment" yielded 228 articles, of which, only 35 described practices outside the United States. Generally, searches on the terms "outcomes assessment" and "global" tend to return studies of outcomes assessment of teaching about global issues as it is practiced in the United States, rather than results about outcomes assessment practices used in other countries.

This paper first discusses the Common European Framework of Reference Languages: Learning, teaching and assessment CEFR 2001 and the revisions to this framework in CEFR 2018. It then looks at the Frameworks of Reference for English Language Education in Thailand, Japan, Vietnam, Malaysia and China which are based on CEFR. The main purpose of this study is to highlight the potential issues that need to be addressed including international forms of assessment such as TOEFL, IELTS, TOEIC and how the rating in CEFR can be compared to the scores obtained in these high-stake standardized tests of language proficiency. The indications are that using the same proficiency scales as the basis for rating scale criteria may lead to perceived equivalence but does not necessarily lead to a greater comparability of shared criteria. The implications from a number of studies are that different tests use similar criteria that are based on the same descriptors, but the comparability is only assumed.

This paper aims to identify the current state of knowledge management (KM) diffusion in LIS schools. In terms of content, we have identified two principal approaches to the perception of KM in the LIS community: an active approach, seeing KM as an opportunity for the LIS community to change; and a passive approach, seeing KM merely as a topic of information management with a new label. Our research analyzed study programs at 145 LIS schools and in 188 LIS study programs in the United States, Canada, Europe (in particular, Russia), Australia, India, South Africa, China, Japan, Singapore, and Brazil and observed the inclusion or non-inclusion of KM courses in those programs. We employ a narrower approach to defining a KM course as being one having the term "knowledge management" in its name. The findings indicate that KM courses are integrated in one-third of the LIS study programs analyzed, and in schools with an information science focus this figure can rise to around 45%. Given the importance of this area and various views regarding KM diffusion in LIS schools, we recommend that those who have already implemented a KM course in their LIS programs create an informal community of practice (CoP) on KM implementation in LIS schools and build an open database of lessons learned from such integration, thereby capturing and sharing this crucial knowledge in a single place.

The article examines current trends in the development of the national models of higher education in Russia and European countries. The paper reveals the key problems of their functioning in the context of the processes of globalization, standardization, and integration into the pan-European and global educational space. These processes are described through the prism of the national interests of the states. Emerging from the comparative description, content presentation and qualitative analysis, the article assesses the level of development of the national models of higher education, i.e., Russian, European and American. This allowed identifying key similarities, as well as the most important differences, which mainly stem from the difference in the state regulation of national educational systems. It is the role of the state that is leading in the formation of national educational systems and the creation of high-quality models of higher education. The state is also responsible for the transformation and adaptation of these models. The models target providing the national and world labor market with highly professional human resources. Based on the comparative aspects outlined in the article, as well as on the qualitative analysis data, the authors have come to the following main conclusions regarding the trends and prospects for the development of the Russian higher education sector: a) Firstly, the Russian model of higher education was built during an accelerated transition from a one-level to a multilevel education. The result of this shift is the labor market disbalance, which nowadays does not allow the formation of the adequate perception of specialists holding a "bachelor's degree" which is unfamiliar and obscure to many employers; b) Secondly, the Russian educational system, and the higher education model, replicate the Western European and American approaches without considering the realities of the national educational market and the labor market. Therefore, the high proportion of the population with higher education cannot provide the necessary socio-economic development potential of the country; c) Thirdly, the reform of the Russian model of higher education should continue but not in terms of accelerating the processes of its integration into the world educational system. There is much evidence that the correct direction lies within the domain of creating incentives and conditions that will ensure the training of highly skilled professionals correlating with the market demand.

This paper investigates the place of pedagogy in language-in-education policy through an analysis of how the macro-level of government policy interacts with the micro-level of local educational practice. It argues that pedagogy is typically considered a micro-level activity and policy frequently devolves decision-making about pedagogy to micro-level agents. For this reason, pedagogy is often invisible in policy texts. Pedagogy becomes a concern for macro-level policy when micro-level practice is constructed as being a problem and policy seeks to intervene to reform practice. However, whether pedagogy is explicitly discussed in policy, it remains nonetheless relevant for policy implementation and ultimately for the success of policy change. The silence about pedagogy in policy texts may render invisible the capacity for pedagogical change at the micro-level and the capabilities and resources needed to effect change. The paper will examine these issues through an investigation of a series of language policy contexts in which pedagogy is either an explicit concern or it remains implicit.

Major demographic changes around the world. Disproportionate sovereign debt. A shift from North America, Western Europe, and Japan to emerging economies as centers of growth. Unprecedented levels of market risk and volatility. The structure of the global economy is undergoing significant changes. Michael Oyster, managing principal of Fund Evaluation Group, explored this topic with Sam DeRosa-Farag, principal of the investment team at Morgan Creek Capital Management, and Stephen Wood, chief market strategist at Russell Investments.

Purpose: The purpose of this paper is to examine the prevalence of repatriate support practices in organizations within the context of the current literature in this field of study. Design/methodology/approach: A total of 42 firms employing 3,234 expatriates were surveyed regarding human resource practices that support repatriation. Analysis focused on support practices as predictors of voluntary and involuntary turnover. Findings: Results indicate that the majority of firms surveyed used two or fewer repatriate support practices. While 60 percent of firms offered logistical assistance, such as relocation services, less than 70 percent offered career and training support for repatriates. The most common cause of involuntary turnover is the lack of job openings in the home organization upon reentry, while the most common cause of voluntary turnover is the organization's poor utilization of the expatriate's skills acquired on the overseas assignment. Organizations with more support practices reported a lower average repatriate turnover compared to organizations with fewer support practices. Practical implications: While previous literature suggests that repatriate support practices are critical, this research finds that few organizations are providing sufficient support to mitigate turnover. Originality/value: In contrast to much of the research on repatriation that relies on individual perceptions, this paper utilizes organization level survey data provided by 42 firms that document their repatriate support practices. (Contains 4 tables and 1 figure.)

The Association of Southeast Asian Nations (ASEAN) has led the way in constructing the East Asian region with China, Japan, and South Korea, and an inter-regional entity with the European Union (EU)--known as the Asia-Europe Meeting (ASEM). The initial aims were security and trade. Recently, however, higher education has been brought into these regionalising processes, largely as a response to the globalising of neoliberalism. The paper argues that regions are social, economic, and political constructions shaped by both material forces and cultural factors. It emphasises the importance of the latter and explains three mechanisms at work: "harmonisation" to build intra-ASEAN higher education cooperation; "socialisation" to create the ASEAN+3 region; and "mutual learning" to engage with the EU in shaping an "ASEM Education Area". These mechanisms influence the ways in which regional actors form new conceptions of self and other, negotiate norms, and (re)construct their identities and interests, thus creating new forms of cooperation and community. Particularly, "mutual learning" generates the outcome of a deeper negotiation for an equal partnership between the "Asia" and the "Europe" in ASEM. Hence, higher education regionalism emerges as a way to reposition Southeast Asia.

With the advent of mass higher education and the consequent absorption of significant national resources, both public and private, it is inevitable that universities are increasingly expected to meet a range of societal needs. They are expected to "connect" with society at large. In this paper, we argue that connectivity is best integrated with research, teaching and scholarship and should not be relegated to a "third stream". We compare degrees of connectivity of 50 national systems of higher education using ten indicators, making a distinction between domestic and international connectivity. The strongest finding is that smaller countries exhibit the highest level of international connectivity. The higher education systems in countries with large absolute numbers of researchers such as the USA, China and Japan are relatively self-contained compared with countries such as Ireland, Switzerland and Singapore. Another finding is the relative insularity of the education sector in Eastern Europe, including the Russian Federation. When differences in levels of economic development are allowed for, among lower-income countries South Africa stands out as having a well-connected higher education sector.

Aim: To evaluate number and quality of publications in gastroenterology, hepatology and digestive endoscopy from Western Europe (Belgium, Denmark, France, Germany, Great Britain, Italy, the Netherlands, Spain, Sweden, Switzerland), Japan and USA over a recent 5-year period. Methods: We screened by computer for full liver/gastrointestinal-related articles and reviews the top 40% of journals (according to the annual rating of the SCI Journal Citation Reports; Institute for Scientific Information database) in most clinical and basic science disciplines in the years 1992–1996. To be credited with an article, a given country had to be the site of the first institution where the work was conducted. Papers were rated according to the impact factor of the Institute for Scientific Information and to the ratio impact factor/mean European impact factor. Data were also normalized for nondefense research and development expenditure. Results and Conclusions: As randomly tested, the computer search had an error of ± 5–10%. In Europe, Great Britain achieved the highest total impact factor and the highest number of papers. Most of the British impact factor came from publications in British journals. The total USA impact factor exceeded that of Europe by 20%. The average impact factor for a single paper was highest for the USA and, in Europe, for Germany. The temporal trend of total impact factor showed Spain improving by 9% per year, with Germany and Italy also displaying a substantial growth. Expressed per funds allocated in nondefense research and development, Great Britain and the USA had the highest cumulative impact factor.Copyright © 2000 S. Karger AG, Basel [ABSTRACT FROM AUTHOR]

Science education in the United States is compared to the programs in Eastern Europe and the U.S.S.R., Japan and the Far East, and Western Europe. Student attitudes, scientific literacy of students, teacher qualifications, academic achievement, high school completion rates, educational reform, and national curriculums are discussed. (KR)

Purpose - The purpose of this paper is to review current policy and practice in management of analogue-digital switch in broadcasting. Design/methodology/approach - The paper adopts a case study approach. Findings - The paper finds that with regard the objectives of switch-off, the broad policy aims of clearing spectrum, modernising infrastructure, and improving the services to the consumer are shared across the major countries studied. Uncertainty about the cash value and potential alternative uses of spectrum is natural given rapid technological change, but the common potential broadcasting uses include mobile television, high definition digital terrestrial television, and more digital broadcasters and channels, including regional and local developments. Research limitations/implications - The study is restricted to Europe, Japan and North America. Practical implications - The study has implications for assessment of European switchover strategies and role of Digital Terrestrial. Originality/value - There are some overviews, but none of so up to date, nor with this geographical coverage. [ABSTRACT FROM AUTHOR]

Regional financial arrangements and monetary integration in East Asia and Europe have made considerable progress in recent years. This paper discusses whether governments in both regions, Japan and Germany as the most advanced regional economies in particular, can use the new dynamics as levers to raise their status vis-à-vis the United States. It will be argued that activities are defensive rather than offensive, aiming at protecting the respective region from financial risk. Japan, in particular, would find it difficult to raise its status vis-à-vis the United States significantly by promoting regional financial and monetary integration, principal reasons being actor heterogeneity, the role of China, hesitation to bear burden and risk, and the historical legacy of a bank-oriented system. [ABSTRACT FROM AUTHOR]

The "images" which have commonly distinguished Brussels' relations with Beijing (starting from the 1990s) and Tokyo (since the Cold War years) appear to actually be the result of the concurrence of events and of structuring factors that denoted trade problems on the surface, or dysfunctions generated by the systemic variable. Nonetheless, in this paper I try to explain that these problems are fundamentally based on a much more complex and inherent divergence of two universes of values and different political cultures. Zhao Tingyang's theory on "relation rationality" and the Japanese ethical notion of "relational coexistence" (linked to Watsuji Tetsuro) may help to inscribe and construct modern historical relations between China and Japan towards Europe into a narrative by bringing - in Carol Gluck's words - "the outside in". Finally, I analyze the relationship between the three actors in the light of the systemic changes occurred after the end of the bipolar system and especially following the 9/11 terrorist attacks, trying to highlight the potential of their political dialogue. [ABSTRACT FROM AUTHOR]

This paper examines empirically whether more stringent domestic environmental policies reduce the international competitiveness of environmentally sensitive goods (ESGs). Our time series evidence indicates that there are no systematic changes in trade patterns of ESGs in thelast three decades, despite the introduction of more stringent environmental regulations in most of the developed countries in the 1970s and 1980s. This observed phenomenon is then subjected to a multi-country econometric test using an extended gravity-equation framework. The test suggests that, overall, more stringent environmental regulations do not reduce total exports, exports of ESGs and exports of non-resource-based ESGs. Neither was there any evidence to support the hypothesis that new trade barriers emerge to offset the effects of more stringent environmental regulations. [ABSTRACT FROM AUTHOR]

In this paper, I argue that living with no or few children and low fertility was widespread in pre-industrial societies. After a critical discussion of demographic transition theory and the concept of "natural fertility", I investigate fertility in early modern Europe. In doing so, I follow the suggestion of "cultural demography" and combine quantitative and qualitative research. I show a great extent and many variations of deliberate birth control before the "fertility decline" took place. This finding should help to see the actual level of fertility as less exceptional and dramatic than it is often claimed. [ABSTRACT FROM AUTHOR]

We initiate some comparisons between Japan, Europe and USA on how far there is governmental support for the ethical, legal, social and environmental dimensions of nanotechnology development. It is evident that in the USA and Europe nanotechnology is now firmly embedded in the consideration of ELSI. Yet Japan has not yet adequately recognized the importance of these dimensions. The history of bioethics in Japan is short. In Europe, as early as 2004, a nanotechnology report by the UK's Royal Society referred to the possibility of some nanotubes and fibres having asbestos-like toxicity. The negative history of asbestos in Europe and USA is not yet fully identified as a Japanese problem. Japan is therefore in the process of seeking how best to address societal aspects of nanotechnology. Should the precautionary principle be applied to Japan's nanotechnology initiative as in Europe? Should 5–10% of the government's nanotechnology budget be allocated to ELSI research and measures? We propose that the government and industrial sector in Japan play a much more proactive part in the regional and international growth of research into the wider risk assessment, social, health and environmental context of nanotechnologies, not simply try to borrow lessons from the West at a later date. [ABSTRACT FROM AUTHOR]

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Transport is absolutely essential to the continued existence of a nuclear industry that includes large-scale power generation, sophisticated research, and medicine. Indeed, transport of nuclear materials ishardly a new business. What is new is the public's awareness and distrust of this transport-a distrust fuelled by the well-funded and skilled manipulation of the nuclear industry's detractors. The nuclear industry itself has only recently begun to acknowledge the importance and the implications of transport. This paper looks at the public andmedia response to the European-Japanese and the US Department of Energy's transport campaigns and quotes from several telling newspaper articles. It emphasizes the need for the nuclear industry to continue to be vigilant in its efforts to reach the public, media and governments with good science, openness and well-communicated facts. [ABSTRACT FROM AUTHOR]