Pub Date : 2024-03-28DOI: 10.1177/20965311241240482
Inyoung Song, Yangson Kim
This study examined the factors influencing the tokenization of international faculty in Korean universities. It also explored how domestic faculty and staff perceive the role of international faculty and the process by which they adapt to the Korean education system. The study used a qualitative design. Universities were arranged by region and objectives (research-oriented, teaching-oriented, or combined teaching and research) for sampling, and in-depth interviews were conducted with three groups: international faculty, Korean faculty, and Korean staff. First, Korean faculty and staff expressed low expectations of international faculty based on their different definitions of internationalization. Second, these low expectations resulted in role encapsulation, limiting the functions of international faculty. In addition, although Korean universities compete to hire international faculty, they do not provide them with adequate support post-hire. The burden of this lack of support is often passed on to Korean faculty, instilling a negative perception of international faculty. Using the framework of tokenism, this study analyzed Korean universities’ efforts to hire international faculty as part of university internationalization; it determined whether the latter ultimately became major actors in the internationalization strategy.
{"title":"Working as a “Token”: Different Perspectives on the Role of International Faculty in Korean Universities","authors":"Inyoung Song, Yangson Kim","doi":"10.1177/20965311241240482","DOIUrl":"https://doi.org/10.1177/20965311241240482","url":null,"abstract":"This study examined the factors influencing the tokenization of international faculty in Korean universities. It also explored how domestic faculty and staff perceive the role of international faculty and the process by which they adapt to the Korean education system. The study used a qualitative design. Universities were arranged by region and objectives (research-oriented, teaching-oriented, or combined teaching and research) for sampling, and in-depth interviews were conducted with three groups: international faculty, Korean faculty, and Korean staff. First, Korean faculty and staff expressed low expectations of international faculty based on their different definitions of internationalization. Second, these low expectations resulted in role encapsulation, limiting the functions of international faculty. In addition, although Korean universities compete to hire international faculty, they do not provide them with adequate support post-hire. The burden of this lack of support is often passed on to Korean faculty, instilling a negative perception of international faculty. Using the framework of tokenism, this study analyzed Korean universities’ efforts to hire international faculty as part of university internationalization; it determined whether the latter ultimately became major actors in the internationalization strategy.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140370578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-28DOI: 10.1177/20965311241240479
Xiaogang Wu (吴晓刚), Xin Li (李欣), Jia Miao (缪佳)
Infancy and early childhood are critical stages for the development of both cognitive and socioemotional skills, which are predictive of subsequent academic success, labor market outcomes, and socioeconomic achievement. Empirical research both in China and in other countries has revealed that nurturing quality is increasingly divergent among social classes, leading to intergenerational accumulation of advantage/disadvantage, declining social mobility, and exacerbating class inequality. The article aims to systematically examine existing theoretical and empirical research on early childhood development and social mobility and provide a holistic comparative and analytical framework for future research in the context of China. This article systematically reviews relevant theories and empirical research in the field and provides preliminary findings of early childhood education investment in China, using the data from the China Family Panel Studies (CFPS). Specifically, the article focuses on the differences in early childhood education investment and child development among families of different socioeconomic statuses and discusses the potential impact of these differences on children's future development. The findings of this study reveal distinct patterns in early childhood education investment and child development across diverse socioeconomic strata in China. China's initiatives to enhance children's education and human capital have robust theoretical foundations and timely policy implications. However, despite the ongoing efforts, early childhood parenting and education programs lack systematic research, emphasizing the urgent need for intervention programs and comprehensive databases to inform evidence-based policymaking. The article concludes with a comprehensive analytical framework for the study of early childhood development and social mobility in China, which has implications for promoting human capital investment and facilitating social mobility.
{"title":"Early Childhood Development and Social Mobility in China","authors":"Xiaogang Wu (吴晓刚), Xin Li (李欣), Jia Miao (缪佳)","doi":"10.1177/20965311241240479","DOIUrl":"https://doi.org/10.1177/20965311241240479","url":null,"abstract":"Infancy and early childhood are critical stages for the development of both cognitive and socioemotional skills, which are predictive of subsequent academic success, labor market outcomes, and socioeconomic achievement. Empirical research both in China and in other countries has revealed that nurturing quality is increasingly divergent among social classes, leading to intergenerational accumulation of advantage/disadvantage, declining social mobility, and exacerbating class inequality. The article aims to systematically examine existing theoretical and empirical research on early childhood development and social mobility and provide a holistic comparative and analytical framework for future research in the context of China. This article systematically reviews relevant theories and empirical research in the field and provides preliminary findings of early childhood education investment in China, using the data from the China Family Panel Studies (CFPS). Specifically, the article focuses on the differences in early childhood education investment and child development among families of different socioeconomic statuses and discusses the potential impact of these differences on children's future development. The findings of this study reveal distinct patterns in early childhood education investment and child development across diverse socioeconomic strata in China. China's initiatives to enhance children's education and human capital have robust theoretical foundations and timely policy implications. However, despite the ongoing efforts, early childhood parenting and education programs lack systematic research, emphasizing the urgent need for intervention programs and comprehensive databases to inform evidence-based policymaking. The article concludes with a comprehensive analytical framework for the study of early childhood development and social mobility in China, which has implications for promoting human capital investment and facilitating social mobility.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140371353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-24DOI: 10.1177/20965311241237239
Deoksoon Kim, Katrina Borowiec, Drina Kei Yatsu, S. Wortham
Educational technology (“EdTech”) served a pivotal role in keeping schools functioning during the beginning of the COVID-19 pandemic. Little is known about EdTech leaders’ roles in shaping this response. This study explores EdTech leaders’ perspectives and backgrounds, their response to the pandemic, how they envision their roles as educators, and their perspectives about how technology facilitates educational innovation. This study uses a qualitative, phenomenological approach to understand how 11 EdTech leaders experienced the pandemic. Participants were recruited for interviews in summer 2021 via purposive sampling to include diverse backgrounds and perspectives. Data were analyzed inductively. The findings show that a four-category typology can be used to describe EdTech leaders’ diverse backgrounds and experiences. Leaders emphasized equity and open collaboration in their pandemic responses, by expanding access to their tools and adapting their products as users’ needs evolved. EdTech leaders anticipate streamlined user experiences, improvements in online learning, and increased adoption of artificial intelligence and simulated learning environments. This study addresses a gap in the research concerning EdTech leaders’ perspectives on their efforts to support educators and their experiences during the pandemic. We hope this study sparks additional research on EdTech leaders’ experiences and roles in education.
{"title":"Voices From the Industry: How EdTech Leaders Responded to the COVID-19 Pandemic","authors":"Deoksoon Kim, Katrina Borowiec, Drina Kei Yatsu, S. Wortham","doi":"10.1177/20965311241237239","DOIUrl":"https://doi.org/10.1177/20965311241237239","url":null,"abstract":"Educational technology (“EdTech”) served a pivotal role in keeping schools functioning during the beginning of the COVID-19 pandemic. Little is known about EdTech leaders’ roles in shaping this response. This study explores EdTech leaders’ perspectives and backgrounds, their response to the pandemic, how they envision their roles as educators, and their perspectives about how technology facilitates educational innovation. This study uses a qualitative, phenomenological approach to understand how 11 EdTech leaders experienced the pandemic. Participants were recruited for interviews in summer 2021 via purposive sampling to include diverse backgrounds and perspectives. Data were analyzed inductively. The findings show that a four-category typology can be used to describe EdTech leaders’ diverse backgrounds and experiences. Leaders emphasized equity and open collaboration in their pandemic responses, by expanding access to their tools and adapting their products as users’ needs evolved. EdTech leaders anticipate streamlined user experiences, improvements in online learning, and increased adoption of artificial intelligence and simulated learning environments. This study addresses a gap in the research concerning EdTech leaders’ perspectives on their efforts to support educators and their experiences during the pandemic. We hope this study sparks additional research on EdTech leaders’ experiences and roles in education.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140385482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-24DOI: 10.1177/20965311241240491
Efrat Eilam
This conceptual paper aims to interrogate the current epistemological and cross-cultural approaches used to conceptualize climate change (CC) education, to critically point out ineffective approaches and false assumptions, and to propose practical suggestions that may support the development of a defensible and well-argued CC curriculum. Building on the author's earlier work in developing a systematic literature review and using a range of literary sources, the study examines CC epistemologically as a body of knowledge using various lenses. It further interrogates the suitability of Education for Sustainable Development (ESD) to act as a framework for CC education. The findings suggest that CC as a body of knowledge, lacks a shared conceptualization and shared terminology. An in-depth interrogation of the ESD framework reveals that it is a problem-based agenda, unfit as a framework for hosting CC curriculum. A range of hindrances were found to be associated with this agenda, including its transient, ephemeral nature, tensions between ESD and the content-based curriculum and between ESD and CC science basis. Additionally, ESD's overall poor theorizing is noted. The study makes a set of recommendations, which includes dissociating CC education from ESD, considering implementation of CC as a curricular topic in its own right, and using commonly agreed CC terminology.
这篇概念性论文旨在探讨当前用于气候变化（CC）教育概念化的认识论和跨文化方法，批判性地指出无效的方法和错误的假设，并提出切实可行的建议，以支持开发有理有据的CC课程。本研究以作者早先进行的系统性文献综述工作为基础，利用一系列文学资料，从认识论的角度，使用各种视角对作为知识体系的 CC 进行了研究。研究进一步探讨了可持续发展教育（ESD）是否适合作为 CC 教育的框架。研究结果表明，CC 作为一个知识体系，缺乏共同的概念和术语。对可持续发展教育框架的深入研究表明，它是一个基于问题的议程，不适合作为 CC 课程的框架。可持续发展教育与基于内容的课程之间以及可持续发展教育与 CC 科学基础之间的矛盾。此外，还注意到可持续发展教育的理论化程度总体不高。研究提出了⼀系列建议，其中包括将⾃ 然社区教育与可持续发展教育区分开来，将实施⾃ 然社区教育视为⼀个课程主题，以及使用共同商定 的⾃然社区教育术语。
{"title":"Interrogating Climate Change Education Epistemology: Identifying Hindrances to Curriculum Development","authors":"Efrat Eilam","doi":"10.1177/20965311241240491","DOIUrl":"https://doi.org/10.1177/20965311241240491","url":null,"abstract":"This conceptual paper aims to interrogate the current epistemological and cross-cultural approaches used to conceptualize climate change (CC) education, to critically point out ineffective approaches and false assumptions, and to propose practical suggestions that may support the development of a defensible and well-argued CC curriculum. Building on the author's earlier work in developing a systematic literature review and using a range of literary sources, the study examines CC epistemologically as a body of knowledge using various lenses. It further interrogates the suitability of Education for Sustainable Development (ESD) to act as a framework for CC education. The findings suggest that CC as a body of knowledge, lacks a shared conceptualization and shared terminology. An in-depth interrogation of the ESD framework reveals that it is a problem-based agenda, unfit as a framework for hosting CC curriculum. A range of hindrances were found to be associated with this agenda, including its transient, ephemeral nature, tensions between ESD and the content-based curriculum and between ESD and CC science basis. Additionally, ESD's overall poor theorizing is noted. The study makes a set of recommendations, which includes dissociating CC education from ESD, considering implementation of CC as a curricular topic in its own right, and using commonly agreed CC terminology.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140385500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-15DOI: 10.1177/20965311241238233
Lili Yang (杨力苈), Soyoung Lee (이소영), Yusuf Ikbal Oldac
Students develop and grow throughout higher education. However, the underlying mechanism remains unclear. Building on the premise that individuals develop and grow through interacting with the world, this study explores how students develop, grow, and become empowered in higher education through the lens of I–world interactions. This study employs a multicultural and multidisciplinary approach by first examining different cultural philosophical approaches to I–world interactions. This is followed by an elaboration of what the interactions mean for individual development and growth in higher education by drawing on psychology, sociology, and educational research. This study argues that there are three essential elements of I–world interactions across three philosophical approaches: acknowledged, exercised, and enhanced individual agency. In higher education, students are strong agents, as demonstrated by sociological theories of agency and psychological evidence of agentic human functioning. Students actively exercise their agency, particularly when interacting with the environment. If organized and practiced well, universities can help students enhance their agency. The three shared elements and empirical evidence together form the foundation for understanding how students become empowered in higher education and for positioning the enhancement of students’ agency at the center of higher education across contexts.
{"title":"A Cross-Cultural Exploration of Student Development in Higher Education: Acknowledging, Exercising, and Enhancing Agency","authors":"Lili Yang (杨力苈), Soyoung Lee (이소영), Yusuf Ikbal Oldac","doi":"10.1177/20965311241238233","DOIUrl":"https://doi.org/10.1177/20965311241238233","url":null,"abstract":"Students develop and grow throughout higher education. However, the underlying mechanism remains unclear. Building on the premise that individuals develop and grow through interacting with the world, this study explores how students develop, grow, and become empowered in higher education through the lens of I–world interactions. This study employs a multicultural and multidisciplinary approach by first examining different cultural philosophical approaches to I–world interactions. This is followed by an elaboration of what the interactions mean for individual development and growth in higher education by drawing on psychology, sociology, and educational research. This study argues that there are three essential elements of I–world interactions across three philosophical approaches: acknowledged, exercised, and enhanced individual agency. In higher education, students are strong agents, as demonstrated by sociological theories of agency and psychological evidence of agentic human functioning. Students actively exercise their agency, particularly when interacting with the environment. If organized and practiced well, universities can help students enhance their agency. The three shared elements and empirical evidence together form the foundation for understanding how students become empowered in higher education and for positioning the enhancement of students’ agency at the center of higher education across contexts.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140237213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-13DOI: 10.1177/20965311241239344
Shirley Pan (潘江雪), Bo Wang (王博)
Highlights Among the East Asian nations, a recurring predicament faced by educational institutions is that of providing inclusive but high-quality education. Active involvement of non-governmental organizations (NGOs) in education is valuable in China. Adream was such an NGO on education in China, established in 2008 with a singular and noble objective: promotion of equitable access to quality education within the disadvantaged regions of China. The trajectory of Adream's endeavor to secure equitable access to quality education in rural China stands as a compelling exemplar of the transformative potential that NGOs wield within the realm of education.
{"title":"Quest for Equitable Education in Phases: Insights From an NGO in China","authors":"Shirley Pan (潘江雪), Bo Wang (王博)","doi":"10.1177/20965311241239344","DOIUrl":"https://doi.org/10.1177/20965311241239344","url":null,"abstract":"Highlights Among the East Asian nations, a recurring predicament faced by educational institutions is that of providing inclusive but high-quality education. Active involvement of non-governmental organizations (NGOs) in education is valuable in China. Adream was such an NGO on education in China, established in 2008 with a singular and noble objective: promotion of equitable access to quality education within the disadvantaged regions of China. The trajectory of Adream's endeavor to secure equitable access to quality education in rural China stands as a compelling exemplar of the transformative potential that NGOs wield within the realm of education.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140246427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-12DOI: 10.1177/20965311241237238
Linda Darling-Hammond
Highlights Around the world, nations are grappling with the longstanding inequalities in education and society that were made more visible during the pandemic—along with the increasing educational demands of our fast-changing, knowledge-based world. This article outlines the anatomy of educational inequality and the demands for students to develop “learning ability.” It argues that to address these issues, we must reinvent education systems—often designed around a now antiquated factory model—so that schools can become more student-centered and supportive of whole child development; focused on deeper learning that meets the demands of today's society; culturally and linguistically connected and sustaining; grounded in collaboration among students, staff, families, and communities; and equitable in the opportunities provided and outcomes achieved. It describes policy strategies to accomplish these aims, with a strong emphasis on the changes in educator preparation and in-school supports needed for developing powerful teaching.
{"title":"Reinventing Systems for Equity","authors":"Linda Darling-Hammond","doi":"10.1177/20965311241237238","DOIUrl":"https://doi.org/10.1177/20965311241237238","url":null,"abstract":"Highlights Around the world, nations are grappling with the longstanding inequalities in education and society that were made more visible during the pandemic—along with the increasing educational demands of our fast-changing, knowledge-based world. This article outlines the anatomy of educational inequality and the demands for students to develop “learning ability.” It argues that to address these issues, we must reinvent education systems—often designed around a now antiquated factory model—so that schools can become more student-centered and supportive of whole child development; focused on deeper learning that meets the demands of today's society; culturally and linguistically connected and sustaining; grounded in collaboration among students, staff, families, and communities; and equitable in the opportunities provided and outcomes achieved. It describes policy strategies to accomplish these aims, with a strong emphasis on the changes in educator preparation and in-school supports needed for developing powerful teaching.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140249434","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-01DOI: 10.1177/20965311231224083
Katrina Liu (刘艳), Rebecca Tschinkel, Richard Miller
This study analyzes digital equity realities in U.S. K-12 schools and the role that school leadership plays in digital equity. Based on Selwyn’s conception of technology as three interlocking elements (access, educational practices, and social context), we applied the ideals of equity and social justice to each of the three elements to conceptualize a framework of digital equity, situating school practice in the larger social, cultural, and political context of the United States. Guided by this framework, we conducted a systematic literature review of the current state of digital equity and school leadership in K-12 schools. The findings demonstrate that U.S. K-12 schools face digital inequity issues, including inequitable access to technology, exclusionary and punitive educational practices using technology, and an unjust social context for technology in schools. These findings indicate that school leadership plays an important role in digital inequity. Based on these findings, we present a framework to assist K-12 leaders in enhancing digital equity, including addressing educational inequities and creating an inclusive social context for the school, ensuring equitable accessibility to technology in schools, and supporting teachers in developing meaningful and equitable practices using technology to address the opportunity gaps encountered by marginalized learners.
{"title":"Digital Equity and School Leadership in a Post-Digital World","authors":"Katrina Liu (刘艳), Rebecca Tschinkel, Richard Miller","doi":"10.1177/20965311231224083","DOIUrl":"https://doi.org/10.1177/20965311231224083","url":null,"abstract":"This study analyzes digital equity realities in U.S. K-12 schools and the role that school leadership plays in digital equity. Based on Selwyn’s conception of technology as three interlocking elements (access, educational practices, and social context), we applied the ideals of equity and social justice to each of the three elements to conceptualize a framework of digital equity, situating school practice in the larger social, cultural, and political context of the United States. Guided by this framework, we conducted a systematic literature review of the current state of digital equity and school leadership in K-12 schools. The findings demonstrate that U.S. K-12 schools face digital inequity issues, including inequitable access to technology, exclusionary and punitive educational practices using technology, and an unjust social context for technology in schools. These findings indicate that school leadership plays an important role in digital inequity. Based on these findings, we present a framework to assist K-12 leaders in enhancing digital equity, including addressing educational inequities and creating an inclusive social context for the school, ensuring equitable accessibility to technology in schools, and supporting teachers in developing meaningful and equitable practices using technology to address the opportunity gaps encountered by marginalized learners.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140091103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-28DOI: 10.1177/20965311241232691
Ariunaa Enkhtur, Xixi Zhang (张希西), Ming Li (李明), Lilan Chen (陈丽兰)
This study examined the role of virtual student mobility (VSM) programs in developing international education partnerships and explored key factors for building successful transnational partnerships. Drawing on Yin’s case study approach, we explored several VSM programs offered by a Japanese national university in partnership with four research universities in China. Data sources included an autoethnographic account of planning and organizing virtual exchange programs and interviews with the partner universities’ virtual exchange program coordinators as well as with students who took different virtual exchange courses under the partnership. Our case study showed that VSM models require significant collaboration, support, and commitment from universities to offer high-quality exchange programs. The initial establishment of VSM programs relies on existing relationships, clear communication, and a commitment to collaborate; however, VSM programs’ success depends heavily on the quality of online support, as well as inter-university communication and collaboration between administrators and faculty and intra-university communication and collaboration with partner universities. Based on the research results and the previous literature on international higher education partnerships, we propose a renewed partnership model in VSM comprising three main characteristics: (1) effective coordination and support, (2) effective communication, and (3) a commitment to partnership. Amidst emerging VSM models in higher education, this study contributes to the literature by proposing a renewed partnership model for sustaining VSM programs.
{"title":"Exploring an Effective International Higher Education Partnership Model Through Virtual Student Mobility Programs: A Case Study","authors":"Ariunaa Enkhtur, Xixi Zhang (张希西), Ming Li (李明), Lilan Chen (陈丽兰)","doi":"10.1177/20965311241232691","DOIUrl":"https://doi.org/10.1177/20965311241232691","url":null,"abstract":"This study examined the role of virtual student mobility (VSM) programs in developing international education partnerships and explored key factors for building successful transnational partnerships. Drawing on Yin’s case study approach, we explored several VSM programs offered by a Japanese national university in partnership with four research universities in China. Data sources included an autoethnographic account of planning and organizing virtual exchange programs and interviews with the partner universities’ virtual exchange program coordinators as well as with students who took different virtual exchange courses under the partnership. Our case study showed that VSM models require significant collaboration, support, and commitment from universities to offer high-quality exchange programs. The initial establishment of VSM programs relies on existing relationships, clear communication, and a commitment to collaborate; however, VSM programs’ success depends heavily on the quality of online support, as well as inter-university communication and collaboration between administrators and faculty and intra-university communication and collaboration with partner universities. Based on the research results and the previous literature on international higher education partnerships, we propose a renewed partnership model in VSM comprising three main characteristics: (1) effective coordination and support, (2) effective communication, and (3) a commitment to partnership. Amidst emerging VSM models in higher education, this study contributes to the literature by proposing a renewed partnership model for sustaining VSM programs.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140418284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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