Search

Identity directly impacts how university students behave and make decisions in entrepreneurial practice. Therefore, it is significant to explore the factors influencing the identity construction of student-entrepreneurs to understand how processes are internalized by students, which may then affect their entrepreneurial identity. This article interrogates the formation and transition of the entrepreneurial identity of student-entrepreneurs in a Chinese research university. This paper argues that identity formation is a dynamic and nonlinear process where both role and social identities are involved in its development. Factors that would promote the desired identity formation would include, among others, a tolerant atmosphere across universities, integrating identity issues into the process of entrepreneurship education, and providing university-wide support for entrepreneurship which will be beneficial to improving and sustaining entrepreneurial identity among students. [ABSTRACT FROM AUTHOR]

This paper examines how internationalisation of higher education institutions is reflected through their mission and vision statements by comparatively analysing the mission and vision statements of selected universities in Malaysia and the Philippines. To carry out the study, twenty (20) mission and vision statements of public and private universities in Malaysia and the Philippines were collected and analysed, underlined by the importance of textual agency in policy orientations. The framework used in analysing the mission and vision statements includes the analysis of textual practice and discourse practice. The micro-level analysis of the discourse focused on the textual practice, such as vocabulary, grammar, and text structure. Moreover, the genre and style of text were also analysed. The findings of the study reveal that the mission and vision statements of universities in Malaysia and the Philippines align with respective country policies, and have something in common as far as the concept of internationalisation in higher education is concerned. It is also evident that universities in both countries emphasise the importance of producing global and competent graduates, and obtaining international recognition and world-class education. [ABSTRACT FROM AUTHOR]

Highlights • Contextual realities influence the social responsibility roles of universities in South East Asia. • Policy orientations influence the social responsibility agenda of universities in the ASEAN. • Higher education in the ASEAN has increasingly placed social responsibility in their agenda. Abstract This article discusses the role of ASEAN universities in social responsibility and sustainable development. Selected country case studies are presented to describe the changing role of universities situated in a region with great diversity and potential for further economic growth, as we explore the opportunities and challenges in promoting higher education institutions (HEIs) for greater sustainable development of communities. While there is a wide variety of initiatives—including engaging diverse communities in health, education and environmental sustainability projects— social responsibility and sustainability development is still far from being fully integrated into the core activities of the HEIs. This paper will examine the broader capacity of the universities' engagement in social responsibility, as interpreted within Boyer's framework on the scholarship of engagement. We argue that when HEIs develop an integral socially-responsible collaboration with the broader community, opportunities are created for unique epistemic advances for stakeholders involved. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses various reports within the issue on topics related to comparative education, which include emergence of a geography of education, knowledge-based economies, and educational restructuring.

Despite the massive education sector of the country, the Philippines – being located in the Pacific Ring of Fire and the typhoon belt – is home to a number of natural instabilities that frequently disrupt the school calendar. Conflict areas in selected parts of the island of Mindanao and the remote geographic features of the country also pose problems in education access. Poverty incidence is reported to be high in such locations and access to basic services such as education is exceedingly low as compared to mainstream Manila. Given the geographies of social exclusion, particularly in education, as exemplified by such issues, this article will detail the problems in education access in the Philippines as illustrated through: (a) the remote geographic locations of some parts of the country; (b) the devastations brought to schooling by natural disasters; and (c) the ‘geography of conflict’ in Mindanao. [ABSTRACT FROM AUTHOR]

Provides information on a study that investigated possible differences in student and faculty perception on student academic honesty and also proposed to detect possible differences in student variables such as year level and gender in view of the issue, and faculty gender difference in prospect of the same concern. Methodology of the study; Results and discussion on the study.

The article presents findings from a research project which explored how experiences of higher education supported – or not – the emergence of developmental leadership and the formation of networks among leaders of three political and social movements in the Philippines in the post-Marcos era. Based on life history interviews with key leaders, the study points to the importance of different forms of social capital, especially bridging capital, in navigating a stratified system within this oligarchical democracy. Experiences of higher education were important for leaders' development, but not necessarily in predictable ways. [ABSTRACT FROM AUTHOR]