Pub Date : 2024-03-06DOI: 10.1108/jice-09-2023-0022
A. Hou, Christopher Hong-Yi Tao, Kyle Zi-Wei Zhou, Arianna Fang-Yu Lin, Edward Hung Cheng Su, Ying Chen
PurposeIn 2022, the International Network for Quality Assurance (QA) Agencies in Higher Education (INQAAHE) published the new guidelines by adding three QA modules in response to the changing higher education landscape. The paper aims to investigate the transformative focus of quality assurance in higher education globally as well as Asian response to three new QA modules according to the INQAAHE ISGs.Design/methodology/approachThe research conducted a quantitative approach for data collection. An on-line survey was conducted to perceive QA practices, perceptions toward new emerging QA modules and challenges encountered. In total, there were 26 responses from 18 territories with 22 QA agencies. A total of 13 out of them have a national qualifications framework in place.FindingsThree are three major findings in the study. First, national policy and criteria and standards in distance education have been developed in the majority of Asian nations. Second, non-signatories of the Tokyo Convention had a higher proportion of having related policies, regulations and criteria in CBHE and distance education. Third, national policies and regulations; and lack of professional staff are two common challenges implementing QA in new types of providers.Originality/valueThe findings are of value for policymakers, QA agencies and universities to advocate the new QA model as a systematic approach in response to changing higher education landscape in the post pandemic era.
{"title":"Evolution of quality assurance in higher education from INQAAHE GGP to ISGs − Are quality assurance agencies in Asia ready to the emerging modules?","authors":"A. Hou, Christopher Hong-Yi Tao, Kyle Zi-Wei Zhou, Arianna Fang-Yu Lin, Edward Hung Cheng Su, Ying Chen","doi":"10.1108/jice-09-2023-0022","DOIUrl":"https://doi.org/10.1108/jice-09-2023-0022","url":null,"abstract":"PurposeIn 2022, the International Network for Quality Assurance (QA) Agencies in Higher Education (INQAAHE) published the new guidelines by adding three QA modules in response to the changing higher education landscape. The paper aims to investigate the transformative focus of quality assurance in higher education globally as well as Asian response to three new QA modules according to the INQAAHE ISGs.Design/methodology/approachThe research conducted a quantitative approach for data collection. An on-line survey was conducted to perceive QA practices, perceptions toward new emerging QA modules and challenges encountered. In total, there were 26 responses from 18 territories with 22 QA agencies. A total of 13 out of them have a national qualifications framework in place.FindingsThree are three major findings in the study. First, national policy and criteria and standards in distance education have been developed in the majority of Asian nations. Second, non-signatories of the Tokyo Convention had a higher proportion of having related policies, regulations and criteria in CBHE and distance education. Third, national policies and regulations; and lack of professional staff are two common challenges implementing QA in new types of providers.Originality/valueThe findings are of value for policymakers, QA agencies and universities to advocate the new QA model as a systematic approach in response to changing higher education landscape in the post pandemic era.","PeriodicalId":356133,"journal":{"name":"Journal of international cooperation in education","volume":"98 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140261189","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 : 2024-03-05DOI: 10.1108/jice-09-2023-0021
Jane Knight
PurposeThis article focuses on regional-level cooperation in higher education by examining the functional, organizational and political approaches (FOPA) framework for higher education regionalization and using supra-national regional universities as established and successful examples of regional-level higher education cooperation among countries.Design/methodology/approachA conceptual framework is used to provide the structure for analyzing the key approaches to higher education regionalization, followed by an analysis of supra-national regional universities to demonstrate the application of the model.FindingsThe FOPA framework for higher education regionalization includes three approaches. The first is the functional approach, which includes both collaborative academic and research activities among higher education institutions as well strategies and policies to help align systems across a region. The second is the organizational approach, which focuses on networks, organizations, institutions and programs, which facilitate partnerships. The third is the political approach, which includes regional-level agreements, declarations and strategic plans to promote higher education collaboration. Key higher education activities for each approach are discussed in generic terms, with examples provided from major regions of the world.Research limitations/implicationsThe research was based on desk research only. No interviews were conducted.Practical implicationsA conceptual analysis and a model were provided for the concept of regionalization of higher education and for regional universities, which can help readers locate their interests and research in the regionalization of higher education. Examples of three different types of regional universities were provided to give concrete illustrations of a regional university.Social implicationsOne of the rationales driving regional universities is to address and increase a sense of regional identify and to meet the social, economic and educational needs of the specified region.Originality/valueRegional universities, such as the University of West Indies, Arab Open University and the Pan-Africa University, are an understudied phenomenon. Using them as innovative and sustainable examples of higher education regional cooperation and the FOPA model, this study illustrates how single-campus, multiple-campus and virtual regional universities are functioning to meet the diversified needs and priorities across a region through cooperation among countries.
{"title":"Higher education cooperation at the regional level","authors":"Jane Knight","doi":"10.1108/jice-09-2023-0021","DOIUrl":"https://doi.org/10.1108/jice-09-2023-0021","url":null,"abstract":"PurposeThis article focuses on regional-level cooperation in higher education by examining the functional, organizational and political approaches (FOPA) framework for higher education regionalization and using supra-national regional universities as established and successful examples of regional-level higher education cooperation among countries.Design/methodology/approachA conceptual framework is used to provide the structure for analyzing the key approaches to higher education regionalization, followed by an analysis of supra-national regional universities to demonstrate the application of the model.FindingsThe FOPA framework for higher education regionalization includes three approaches. The first is the functional approach, which includes both collaborative academic and research activities among higher education institutions as well strategies and policies to help align systems across a region. The second is the organizational approach, which focuses on networks, organizations, institutions and programs, which facilitate partnerships. The third is the political approach, which includes regional-level agreements, declarations and strategic plans to promote higher education collaboration. Key higher education activities for each approach are discussed in generic terms, with examples provided from major regions of the world.Research limitations/implicationsThe research was based on desk research only. No interviews were conducted.Practical implicationsA conceptual analysis and a model were provided for the concept of regionalization of higher education and for regional universities, which can help readers locate their interests and research in the regionalization of higher education. Examples of three different types of regional universities were provided to give concrete illustrations of a regional university.Social implicationsOne of the rationales driving regional universities is to address and increase a sense of regional identify and to meet the social, economic and educational needs of the specified region.Originality/valueRegional universities, such as the University of West Indies, Arab Open University and the Pan-Africa University, are an understudied phenomenon. Using them as innovative and sustainable examples of higher education regional cooperation and the FOPA model, this study illustrates how single-campus, multiple-campus and virtual regional universities are functioning to meet the diversified needs and priorities across a region through cooperation among countries.","PeriodicalId":356133,"journal":{"name":"Journal of international cooperation in education","volume":"22 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140263899","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 : 2023-11-14DOI: 10.1108/jice-11-2023-056
Md Tariqul Islam
{"title":"Book review: Shadow Education in the Middle East: Private Supplementary Tutoring and its Policy Implications","authors":"Md Tariqul Islam","doi":"10.1108/jice-11-2023-056","DOIUrl":"https://doi.org/10.1108/jice-11-2023-056","url":null,"abstract":"","PeriodicalId":356133,"journal":{"name":"Journal of international cooperation in education","volume":"42 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139276975","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 : 2023-09-08DOI: 10.1108/jice-11-2022-0036
Yoshitaka Tanaka
PurposeThis research clarifies the birth and evolution of “Social Study” in Myanmar through analyzing the differences of contents and approaches between “Social Studies” under the military administration and that under the recent democratic administration.Design/methodology/approachThe author obtained “Social Studies” textbooks that were used both in the past as well as in present day and translated them into English. The textbooks’ contents were analyzed in detail while referring Japanese and American “Social Studies” textbooks. Specifically, the author focused on the content structure of the textbooks and the learning objectives and approaches used. Each textbook was analyzed in accordance with the era in which they were used considering the social and political conditions at those times. In addition, the author clarified the necessary competencies for the people of Myanmar during the new era through discussions with many Myanmar educators. Based on this research, the author advised the Ministry of Education on the content of new “Social Studies” textbooks and supported their development.FindingsThe idea of child-centered education introduced under the military administration was further strengthened in the recent new “Social Studies” textbooks allowing students to learn by tapping into their interests and also encouraging deep thinking and creativity. This approach changed their learning from memorization without deep thinking in the past to contemplating things and creating new ideas.Originality/valueThe findings can provide curriculum developers and educators in other countries with a broad direction on how to reform “Social Studies” and related subjects curricula and textbooks in their own countries in the future.
{"title":"Birth and evolution of “social studies” in Myanmar: dramatic changes in contents and approaches","authors":"Yoshitaka Tanaka","doi":"10.1108/jice-11-2022-0036","DOIUrl":"https://doi.org/10.1108/jice-11-2022-0036","url":null,"abstract":"PurposeThis research clarifies the birth and evolution of “Social Study” in Myanmar through analyzing the differences of contents and approaches between “Social Studies” under the military administration and that under the recent democratic administration.Design/methodology/approachThe author obtained “Social Studies” textbooks that were used both in the past as well as in present day and translated them into English. The textbooks’ contents were analyzed in detail while referring Japanese and American “Social Studies” textbooks. Specifically, the author focused on the content structure of the textbooks and the learning objectives and approaches used. Each textbook was analyzed in accordance with the era in which they were used considering the social and political conditions at those times. In addition, the author clarified the necessary competencies for the people of Myanmar during the new era through discussions with many Myanmar educators. Based on this research, the author advised the Ministry of Education on the content of new “Social Studies” textbooks and supported their development.FindingsThe idea of child-centered education introduced under the military administration was further strengthened in the recent new “Social Studies” textbooks allowing students to learn by tapping into their interests and also encouraging deep thinking and creativity. This approach changed their learning from memorization without deep thinking in the past to contemplating things and creating new ideas.Originality/valueThe findings can provide curriculum developers and educators in other countries with a broad direction on how to reform “Social Studies” and related subjects curricula and textbooks in their own countries in the future.","PeriodicalId":356133,"journal":{"name":"Journal of international cooperation in education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123637709","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 : 2023-07-03DOI: 10.1108/jice-01-2023-0004
Julius Atuhurra, Yoonjung Kim-Hines, M. Nishimura
PurposeThis research explores the impact of the locally grown strategies for learning support, as a positive deviance (PD) study, during the COVID-19 pandemic in rural Uganda.Design/methodology/approachThe researchers employed a randomized control trial (RCT) as an original design whereby 50 schools received a full package of SMS and WhatsApp peer groups of head teachers, 50 schools received SMS only and another 50 served as a control group. As an analytical method, this study adopted a difference-in-difference (DID) model to analyze the impact of the radio talk shows promoted through SMS followed by discussion among WhatsApp peer groups. The data collected in June 2021 and February 2022 were used due to the COVID-19-related data limitation of the baseline survey collected in 2019.FindingsThe authors found that the local radio talk shows as a PD intervention had a humble impact on preventing pupils’ dropout during the school closures for two years in Uganda. However, the authors did not obtain a significant result on the impact of the PD intervention on pedagogical support or learning outcomes at the school level. The authors also found that the pupils have significantly dropped their level of proficiencies in literacy and numeracy during the pandemic.Originality/valueThe findings could be of value for the leaders, educators and policymakers to understand the most recent update of learning situation in Uganda and the potential impact of locally grown strategies for learning which does not require external inputs.
{"title":"How did local wisdom and practice make schools thrive during the pandemic? Evidence from a positive deviance study in rural Uganda","authors":"Julius Atuhurra, Yoonjung Kim-Hines, M. Nishimura","doi":"10.1108/jice-01-2023-0004","DOIUrl":"https://doi.org/10.1108/jice-01-2023-0004","url":null,"abstract":"PurposeThis research explores the impact of the locally grown strategies for learning support, as a positive deviance (PD) study, during the COVID-19 pandemic in rural Uganda.Design/methodology/approachThe researchers employed a randomized control trial (RCT) as an original design whereby 50 schools received a full package of SMS and WhatsApp peer groups of head teachers, 50 schools received SMS only and another 50 served as a control group. As an analytical method, this study adopted a difference-in-difference (DID) model to analyze the impact of the radio talk shows promoted through SMS followed by discussion among WhatsApp peer groups. The data collected in June 2021 and February 2022 were used due to the COVID-19-related data limitation of the baseline survey collected in 2019.FindingsThe authors found that the local radio talk shows as a PD intervention had a humble impact on preventing pupils’ dropout during the school closures for two years in Uganda. However, the authors did not obtain a significant result on the impact of the PD intervention on pedagogical support or learning outcomes at the school level. The authors also found that the pupils have significantly dropped their level of proficiencies in literacy and numeracy during the pandemic.Originality/valueThe findings could be of value for the leaders, educators and policymakers to understand the most recent update of learning situation in Uganda and the potential impact of locally grown strategies for learning which does not require external inputs.","PeriodicalId":356133,"journal":{"name":"Journal of international cooperation in education","volume":"75 11-12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120897770","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 : 2023-03-28DOI: 10.1108/jice-07-2022-0021
Chiemi Kurokawa
PurposeThis paper examines the drivers of brain gain by investigating the motivations of migrants who plan to return and contribute to their home country. It focuses on highly skilled Sudanese migrants in Japan, including a group of “plan-to-return” migrants (P-group), who intend to gain knowledge abroad that they will use to contribute to their homeland upon their return.Design/methodology/approachThe participants are 24 highly skilled Sudanese migrants in Japan, 10 of whom are part of the P-group. To understand their motivation to contribute to their home country, the study applies the qualitative life course approach, using Elder's four life course themes: lives in time and space, the timing of lives, linked lives and human agency.FindingsThe P-group is characterised by a high level of motivation for self-development, which motivates them to study abroad. The analysis finds that the P-group's drive to contribute had been nurtured by a spirit of mutual aid in Sudanese society, which emphasises Islamic values and social ties. Religious norms, personal interactions and emotional ties to Sudan are especially influential on the P-group's motivation to contribute to their home society.Originality/valueThis study identifies drivers that lead to brain gain. Whereas previous studies have noted the relationship between return intentions and willingness to contribute to the home countries; they have not investigated influences on motivations to contribute. The results suggest that Sudan might already possess a system for local human resource development to encourage brain gain.
{"title":"Sudan's brain gain: what motivates the intention of skilled Sudanese in Japan to return and contribute to their home country","authors":"Chiemi Kurokawa","doi":"10.1108/jice-07-2022-0021","DOIUrl":"https://doi.org/10.1108/jice-07-2022-0021","url":null,"abstract":"PurposeThis paper examines the drivers of brain gain by investigating the motivations of migrants who plan to return and contribute to their home country. It focuses on highly skilled Sudanese migrants in Japan, including a group of “plan-to-return” migrants (P-group), who intend to gain knowledge abroad that they will use to contribute to their homeland upon their return.Design/methodology/approachThe participants are 24 highly skilled Sudanese migrants in Japan, 10 of whom are part of the P-group. To understand their motivation to contribute to their home country, the study applies the qualitative life course approach, using Elder's four life course themes: lives in time and space, the timing of lives, linked lives and human agency.FindingsThe P-group is characterised by a high level of motivation for self-development, which motivates them to study abroad. The analysis finds that the P-group's drive to contribute had been nurtured by a spirit of mutual aid in Sudanese society, which emphasises Islamic values and social ties. Religious norms, personal interactions and emotional ties to Sudan are especially influential on the P-group's motivation to contribute to their home society.Originality/valueThis study identifies drivers that lead to brain gain. Whereas previous studies have noted the relationship between return intentions and willingness to contribute to the home countries; they have not investigated influences on motivations to contribute. The results suggest that Sudan might already possess a system for local human resource development to encourage brain gain.","PeriodicalId":356133,"journal":{"name":"Journal of international cooperation in education","volume":"115 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116437975","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 : 2023-03-24DOI: 10.1108/jice-03-2023-048
Kazuhiro Yoshida
{"title":"Guest editorial: International cooperation in education at the new stage","authors":"Kazuhiro Yoshida","doi":"10.1108/jice-03-2023-048","DOIUrl":"https://doi.org/10.1108/jice-03-2023-048","url":null,"abstract":"","PeriodicalId":356133,"journal":{"name":"Journal of international cooperation in education","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129948844","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 : 2023-03-24DOI: 10.1108/jice-03-2023-050
Nozomi Sakata
{"title":"Book review: Shadow Education in Africa: Private Supplementary Tutoring and its Policy Implications","authors":"Nozomi Sakata","doi":"10.1108/jice-03-2023-050","DOIUrl":"https://doi.org/10.1108/jice-03-2023-050","url":null,"abstract":"","PeriodicalId":356133,"journal":{"name":"Journal of international cooperation in education","volume":"43 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120806285","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 : 2023-03-24DOI: 10.1108/jice-03-2023-049
J. Tilak
{"title":"Book review: Revisiting the educational heritage in India","authors":"J. Tilak","doi":"10.1108/jice-03-2023-049","DOIUrl":"https://doi.org/10.1108/jice-03-2023-049","url":null,"abstract":"","PeriodicalId":356133,"journal":{"name":"Journal of international cooperation in education","volume":"137 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126168447","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 : 2023-03-24DOI: 10.1108/jice-03-2023-051
Takamichi Asakura
{"title":"Book review: Shadow education in Myanmar: private supplementary tutoring and its policy implications","authors":"Takamichi Asakura","doi":"10.1108/jice-03-2023-051","DOIUrl":"https://doi.org/10.1108/jice-03-2023-051","url":null,"abstract":"","PeriodicalId":356133,"journal":{"name":"Journal of international cooperation in education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131236154","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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