Pub Date : 2019-04-01DOI: 10.14425/JICE.2019.8.1.17
J. Ngo, L. Meek
This paper describes the current state of governance and reforms of Indonesia’s higher education system. It seeks to identify the impact of and the constraints on the national higher education reform agenda with respect to institutional autonomy for public universities. Under the prevailing government regulations, 11 public universities have been converted to autonomous institutions and given financial and organizational autonomy. Financial autonomy means a change of the public funding mechanism from line-item budgeting to lump-sum funding, thereby accentuating the importance of outputs and performance, competition and market orientation. In response, the need for a spirit of innovation to increase research outputs and to achieve internationalization has become an important driver for universities. Managerial autonomy entails a loosening of state control in internal university governance. In autonomous universities, the Board of Trustees now holds most authority, representing a range of stakeholders, including the Government which appoints 35% of the members.
{"title":"Higher Education Governance and Reforms in Indonesia: Are the Matrices of Autonomy Appropriate?","authors":"J. Ngo, L. Meek","doi":"10.14425/JICE.2019.8.1.17","DOIUrl":"https://doi.org/10.14425/JICE.2019.8.1.17","url":null,"abstract":"This paper describes the current state of governance and reforms of Indonesia’s higher education system. It seeks to identify the impact of and the constraints on the national higher education reform agenda with respect to institutional autonomy for public universities. Under the prevailing government regulations, 11 public universities have been converted to autonomous institutions and given financial and organizational autonomy. Financial autonomy means a change of the public funding mechanism from line-item budgeting to lump-sum funding, thereby accentuating the importance of outputs and performance, competition and market orientation. In response, the need for a spirit of innovation to increase research outputs and to achieve internationalization has become an important driver for universities. Managerial autonomy entails a loosening of state control in internal university governance. In autonomous universities, the Board of Trustees now holds most authority, representing a range of stakeholders, including the Government which appoints 35% of the members.","PeriodicalId":42500,"journal":{"name":"Journal of International and Comparative Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45448015","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 : 2018-10-01DOI: 10.14425/jice.2018.7.2.97
Jonathan Demenge, B. Shrestha
The High Impact Tourism Training (HITT) was a Technical and Vocational Education and Training (TVET) programme implemented by the Netherlands Development Organisation (SNV). It targeted informal workers from the tourism sector, notably women and youth, unskilled and semi-skilled workers in seven countries in Sub-Saharan Africa and Asia: among them, Nepal. Through innovative solutions, the programme aimed to provide vocational training in tourism related activities to workers from the informal sector, women and youths - who usually had limited access to formal education - in order to increase their employability and income. After drawing the contours of the TVET sector and listing the main challenges to education in Nepal, the article shows how the HITT initiative chose to address them. Based on quantitative and qualitative evidence, we show that the strategy of intervention rests principally on two pillars: the introduction of active learning methods, and close collaboration with the private sector at every stage of the process, from the analysis of the sector and needs, to the design of the training, to the implementation. The article further dwells on the potentialities, limits and replicability of the HITT programme in Nepal.
{"title":"High Impact Tourism Training (HITT) Programme in Nepal.","authors":"Jonathan Demenge, B. Shrestha","doi":"10.14425/jice.2018.7.2.97","DOIUrl":"https://doi.org/10.14425/jice.2018.7.2.97","url":null,"abstract":"The High Impact Tourism Training (HITT) was a Technical and Vocational Education and Training (TVET) programme implemented by the Netherlands Development Organisation (SNV). It targeted informal workers from the tourism sector, notably women and youth, unskilled and semi-skilled workers in seven countries in Sub-Saharan Africa and Asia: among them, Nepal. Through innovative solutions, the programme aimed to provide vocational training in tourism related activities to workers from the informal sector, women and youths - who usually had limited access to formal education - in order to increase their employability and income. After drawing the contours of the TVET sector and listing the main challenges to education in Nepal, the article shows how the HITT initiative chose to address them. Based on quantitative and qualitative evidence, we show that the strategy of intervention rests principally on two pillars: the introduction of active learning methods, and close collaboration with the private sector at every stage of the process, from the analysis of the sector and needs, to the design of the training, to the implementation. The article further dwells on the potentialities, limits and replicability of the HITT programme in Nepal.","PeriodicalId":42500,"journal":{"name":"Journal of International and Comparative Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48051856","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 : 2018-10-01DOI: 10.14425/JICE.2018.7.2.65
Andrew Nowlan, RuoLan Wang
Applying a mixed-methods design, this study aims to generate knowledge regarding decreasing study abroad involvement amongst Japanese students. Based on data collected from a group of first-year Japanese university students, the authors propose six qualities of a predominantly willing, or self-selecting, group of study abroad participants, including 1) achievement in English-proficiency testing; 2) prior international experience and authentic cross-cultural interactions; 3) purpose and meaning connected to international experience, 4) a perception of barriers to study abroad as surmountable; 5) flexible beliefs on job hunting and lifetime employment; and 6) greater international posture. This paper concludes with a discussion on the applicability of our findings to universities across Japan and in the Asia- Pacific region. Furthermore, we discuss the potential of fostering study abroad intent in the second language classroom, thus leading to greater study abroad interest and participation.
{"title":"Study Abroad Self-Selection amongst First-Year Japanese University Students.","authors":"Andrew Nowlan, RuoLan Wang","doi":"10.14425/JICE.2018.7.2.65","DOIUrl":"https://doi.org/10.14425/JICE.2018.7.2.65","url":null,"abstract":"Applying a mixed-methods design, this study aims to generate knowledge regarding decreasing study abroad involvement amongst Japanese students. Based on data collected from a group of first-year Japanese university students, the authors propose six qualities of a predominantly willing, or self-selecting, group of study abroad participants, including 1) achievement in English-proficiency testing; 2) prior international experience and authentic cross-cultural interactions; 3) purpose and meaning connected to international experience, 4) a perception of barriers to study abroad as surmountable; 5) flexible beliefs on job hunting and lifetime employment; and 6) greater international posture. This paper concludes with a discussion on the applicability of our findings to universities across Japan and in the Asia- Pacific region. Furthermore, we discuss the potential of fostering study abroad intent in the second language classroom, thus leading to greater study abroad interest and participation.","PeriodicalId":42500,"journal":{"name":"Journal of International and Comparative Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46515163","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 : 2018-10-01DOI: 10.14425/jice.2018.7.2.111
M. Pilgrim, G. Hornby, T. Inniss
This article examines the implications of selective secondary school education in Barbados for the provision of an inclusive and equitable education system and highlights its impact on educational outcomes. The concepts of inclusion and equity in education are discussed and their importance in achieving the education goals of nations within the Englishspeaking Caribbean are highlighted. The historical development of the selective secondary school system in Barbados is outlined and the inequity perpetuated by high stakes selection examinations are examined. The ongoing effects of the ability grouping that result from this process are discussed. The need for a move away from a selective secondary education system is proposed and a possible means for bringing about this change in Barbados is explored. This has important implications for countries in the Caribbean and in other parts of the world that have selective secondary school education systems.
{"title":"Selective Secondary School Education in Barbados: The Need for Change.","authors":"M. Pilgrim, G. Hornby, T. Inniss","doi":"10.14425/jice.2018.7.2.111","DOIUrl":"https://doi.org/10.14425/jice.2018.7.2.111","url":null,"abstract":"This article examines the implications of selective secondary school education in Barbados for the provision of an inclusive and equitable education system and highlights its impact on educational outcomes. The concepts of inclusion and equity in education are discussed and their importance in achieving the education goals of nations within the Englishspeaking Caribbean are highlighted. The historical development of the selective secondary school system in Barbados is outlined and the inequity perpetuated by high stakes selection examinations are examined. The ongoing effects of the ability grouping that result from this process are discussed. The need for a move away from a selective secondary education system is proposed and a possible means for bringing about this change in Barbados is explored. This has important implications for countries in the Caribbean and in other parts of the world that have selective secondary school education systems.","PeriodicalId":42500,"journal":{"name":"Journal of International and Comparative Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44395617","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 : 2018-10-01DOI: 10.14425/JICE.2018.7.2.127
M. Samuel
Malaysia is ethnolinguistically diverse. According to Ethnologue, for a population of over 30 million, 134 languages are spoken within its territory, of which 112 are indigenous and 22 non-indigenous. Against this backdrop of ethnolinguistic vitality, only some of these languages figure in the formal education system either as the medium of instruction (as in the case of Malay and, for some time, English) or as a subject within the school curriculum (as in the case of Iban, Kadazandusn, Tamil, Chinese and Arabic). This edited volume, which is published under the Routledge Critical Studies in Asian Education series, provides an overview of the “positioning of these languages” within the education system, “for the purpose of integration of the Malaysian peoples” (p.1). In this regard, the “positioning” of languages within the education system is ostensibly political in nature, and is tied closely to Malaysia’s postcolonial responses to the project of nation-building, of developing national unity with a population that is linguistically and also culturally and socially diverse. The book is organized in 10 chapters, each authored or co-authored by key researchers in the area.
{"title":"Languages in the Malaysian Education System: Monolingual Strands in Multilingual Settings","authors":"M. Samuel","doi":"10.14425/JICE.2018.7.2.127","DOIUrl":"https://doi.org/10.14425/JICE.2018.7.2.127","url":null,"abstract":"Malaysia is ethnolinguistically diverse. According to Ethnologue, for a population of over 30 million, 134 languages are spoken within its territory, of which 112 are indigenous and 22 non-indigenous. Against this backdrop of ethnolinguistic vitality, only some of these languages figure in the formal education system either as the medium of instruction (as in the case of Malay and, for some time, English) or as a subject within the school curriculum (as in the case of Iban, Kadazandusn, Tamil, Chinese and Arabic). This edited volume, which is published under the Routledge Critical Studies in Asian Education series, provides an overview of the “positioning of these languages” within the education system, “for the purpose of integration of the Malaysian peoples” (p.1). In this regard, the “positioning” of languages within the education system is ostensibly political in nature, and is tied closely to Malaysia’s postcolonial responses to the project of nation-building, of developing national unity with a population that is linguistically and also culturally and socially diverse. The book is organized in 10 chapters, each authored or co-authored by key researchers in the area.","PeriodicalId":42500,"journal":{"name":"Journal of International and Comparative Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45364252","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 : 2018-10-01DOI: 10.14425/jice.2018.7.2.83
Luong Thi Hong Gam, S. Parry, M. Hayden
Within Vietnam’s higher education system, traditional norm-referenced approaches to student assessment continue to be widely adopted. Though the system is progressively being reformed with a view to achieving comparability with leading higher education systems globally, student assessment policies and practices have so far proven to be resistant to change. This article addresses the challenge of achieving change in these policies and practices. It is informed by an ethnographic investigation of experiences with student assessment for a selected sample group of academic staff members at three significant teacher training universities in Vietnam. A framework for achieving change is proposed in light of these experiences and having regard to insights from the relevant conceptual literature.
{"title":"Achieving Change in Student Assessment Policies and Practices: A Pressing Challenge for Vietnam’s Higher Education System","authors":"Luong Thi Hong Gam, S. Parry, M. Hayden","doi":"10.14425/jice.2018.7.2.83","DOIUrl":"https://doi.org/10.14425/jice.2018.7.2.83","url":null,"abstract":"Within Vietnam’s higher education system, traditional norm-referenced approaches to student assessment continue to be widely adopted. Though the system is progressively being reformed with a view to achieving comparability with leading higher education systems globally, student assessment policies and practices have so far proven to be resistant to change. This article addresses the challenge of achieving change in these policies and practices. It is informed by an ethnographic investigation of experiences with student assessment for a selected sample group of academic staff members at three significant teacher training universities in Vietnam. A framework for achieving change is proposed in light of these experiences and having regard to insights from the relevant conceptual literature.","PeriodicalId":42500,"journal":{"name":"Journal of International and Comparative Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46142082","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 : 2018-04-26DOI: 10.14425/JICE.2018.7.1.17
M. Tee, M. Samuel, N. M. Nor, R. Sathasivam, Hutkemri Zulnaidi
This article reports the findings on classroom practice in Malaysia, as the nation attempts to transform the education system to better prepare children for the 21st Century. The goal of the study is to describe an overview of classroom practice in Malaysia, to provide essential empirical data to inform discussions in one of the most important areas in education – what happens in the classroom in relation to national aspirations, policies and practices. A random sampling of 24 secondary schools from across the country led to a sample size of 140 teachers. Lessons facilitated by these teachers were video recorded and analysed. The findings revealed that classroom practice was largely the same throughout the country, and lacked the kinds of activities widely associated with creating engaging and thinking classrooms. Systemic issues and possible ways forward are discussed in light of these findings.
{"title":"Classroom Practice and the Quality of Teaching: Where a Nation is Going?","authors":"M. Tee, M. Samuel, N. M. Nor, R. Sathasivam, Hutkemri Zulnaidi","doi":"10.14425/JICE.2018.7.1.17","DOIUrl":"https://doi.org/10.14425/JICE.2018.7.1.17","url":null,"abstract":"This article reports the findings on classroom practice in Malaysia, as the nation attempts to transform the education system to better prepare children for the 21st Century. The goal of the study is to describe an overview of classroom practice in Malaysia, to provide essential empirical data to inform discussions in one of the most important areas in education – what happens in the classroom in relation to national aspirations, policies and practices. A random sampling of 24 secondary schools from across the country led to a sample size of 140 teachers. Lessons facilitated by these teachers were video recorded and analysed. The findings revealed that classroom practice was largely the same throughout the country, and lacked the kinds of activities widely associated with creating engaging and thinking classrooms. Systemic issues and possible ways forward are discussed in light of these findings.","PeriodicalId":42500,"journal":{"name":"Journal of International and Comparative Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2018-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42047562","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 : 2018-04-01DOI: 10.14425/JICE.2018.7.1.49
C. Wan, Say Sok, M. Sirat, L. Un
Cambodia and Malaysia are two Southeast Asian countries at dissimilar levels of socio-economic development. Their higher education systems are also on different developmental paths with varying motivations driving their respective development and progress, but the governance of higher education across these two systems has one striking similarity. Both systems see neoliberal principles and ideologies as a means to guide the development and governance of higher education, while the States, to varying degrees, still exert significant control and ‘guidance’ over the development and institutional governance. This similarity, albeit at varying degrees, can be seen through examining the issues and challenges concerning the governance of higher education in both countries such as reforms in autonomy and accountability as well as the state-university relationship. Beyond recognising this similarity, we argue the need for considering alternative paths of development for higher education in these countries, particularly alternatives that are more suitable and appropriate for the local needs and contexts in each of the two countries.
{"title":"Governance of Higher Education in Malaysia and Cambodia: Running on a Similar Path?","authors":"C. Wan, Say Sok, M. Sirat, L. Un","doi":"10.14425/JICE.2018.7.1.49","DOIUrl":"https://doi.org/10.14425/JICE.2018.7.1.49","url":null,"abstract":"Cambodia and Malaysia are two Southeast Asian countries at dissimilar levels of socio-economic development. Their higher education systems are also on different developmental paths with varying motivations driving their respective development and progress, but the governance of higher education across these two systems has one striking similarity. Both systems see neoliberal principles and ideologies as a means to guide the development and governance of higher education, while the States, to varying degrees, still exert significant control and ‘guidance’ over the development and institutional governance. This similarity, albeit at varying degrees, can be seen through examining the issues and challenges concerning the governance of higher education in both countries such as reforms in autonomy and accountability as well as the state-university relationship. Beyond recognising this similarity, we argue the need for considering alternative paths of development for higher education in these countries, particularly alternatives that are more suitable and appropriate for the local needs and contexts in each of the two countries.","PeriodicalId":42500,"journal":{"name":"Journal of International and Comparative Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49203132","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 : 2018-04-01DOI: 10.14425/JICE.2018.7.1.1
Mark Maca
The ‘overseas Filipino workers’ (OFWs) are the largest source of US dollar income in the Philippines. These state-sponsored labour migrations have resulted in an exodus of workers and professionals that now amounts to approximately 10% of the entire country’s population. From a temporary and seasonal employment strategy during the early American colonial period, labour export has become a cornerstone of the country’s development policy. This was institutionalised under the Marcos regime (1965-1986), and especially in the early years of the martial law period (1972-81), and maintained by successive governments thereafter. Within this context, this paper investigates the relationship between Marcos’ ‘New Society’ agenda, the globalization of migrant labour, and state sponsorship of labour exports. In particular, it analyses the significance of attempts made to deploy education policy and educational institutions to facilitate the state’s labour export drive. Evidence analyzed in this paper suggests that sweeping reforms covering curricular policies, education governance and funding were implemented, ostensibly in support of national development. However, these measures ultimately did little to boost domestic economic development. Instead, they set the stage for the education system to continue training and certifying Filipino skilled labour for global export – a pattern that has continued to this day.
{"title":"Education in the ‘New Society’ and the Philippine Labour Export Policy (1972-1986)","authors":"Mark Maca","doi":"10.14425/JICE.2018.7.1.1","DOIUrl":"https://doi.org/10.14425/JICE.2018.7.1.1","url":null,"abstract":"The ‘overseas Filipino workers’ (OFWs) are the largest source of US dollar income in the Philippines. These state-sponsored labour migrations have resulted in an exodus of workers and professionals that now amounts to approximately 10% of the entire country’s population. From a temporary and seasonal employment strategy during the early American colonial period, labour export has become a cornerstone of the country’s development policy. This was institutionalised under the Marcos regime (1965-1986), and especially in the early years of the martial law period (1972-81), and maintained by successive governments thereafter. Within this context, this paper investigates the relationship between Marcos’ ‘New Society’ agenda, the globalization of migrant labour, and state sponsorship of labour exports. In particular, it analyses the significance of attempts made to deploy education policy and educational institutions to facilitate the state’s labour export drive. Evidence analyzed in this paper suggests that sweeping reforms covering curricular policies, education governance and funding were implemented, ostensibly in support of national development. However, these measures ultimately did little to boost domestic economic development. Instead, they set the stage for the education system to continue training and certifying Filipino skilled labour for global export – a pattern that has continued to this day.","PeriodicalId":42500,"journal":{"name":"Journal of International and Comparative Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43819813","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 : 2018-04-01DOI: 10.14425/JICE.2018.7.1.35
Nanludet Moxom, M. Hayden
This paper reports on an ethnographic exploration of the culture of institutional governance at one of the five public universities in Laos. Drawing on documentary materials, on-site observations made over an extended period, and semi-structured interviews conducted with 31 academic managers from across all management levels at the site institution, the paper seeks to throw light on the institution’s embedded practices of internal governance, as well as on the beliefs, values and aspirations associated with those practices. A constructivist and interpretive methodology was employed to generate data. The picture to emerge is one of a university hemmed in by State controls and ideology, in which there is an overwhelmingly bureaucratic and managerial culture, and in which a governance structure that could potentially support institutional and academic autonomy does not do so. Resource constraints also contribute to the institution’s limited capacity to exercise autonomy.
{"title":"The Culture of Institutional Governance at a University in Laos: An Ethnographic Exploration","authors":"Nanludet Moxom, M. Hayden","doi":"10.14425/JICE.2018.7.1.35","DOIUrl":"https://doi.org/10.14425/JICE.2018.7.1.35","url":null,"abstract":"This paper reports on an ethnographic exploration of the culture of institutional governance at one of the five public universities in Laos. Drawing on documentary materials, on-site observations made over an extended period, and semi-structured interviews conducted with 31 academic managers from across all management levels at the site institution, the paper seeks to throw light on the institution’s embedded practices of internal governance, as well as on the beliefs, values and aspirations associated with those practices. A constructivist and interpretive methodology was employed to generate data. The picture to emerge is one of a university hemmed in by State controls and ideology, in which there is an overwhelmingly bureaucratic and managerial culture, and in which a governance structure that could potentially support institutional and academic autonomy does not do so. Resource constraints also contribute to the institution’s limited capacity to exercise autonomy.","PeriodicalId":42500,"journal":{"name":"Journal of International and Comparative Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46042680","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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