PurposeThe purpose of this study was to discuss the history and political development of vocational education in Indonesia began before independence until independence era.Design/methodology/approachAnalysis of related documents and literature was used to explore the policies and politics of vocational education in Indonesia. Some documents traced were in the form of laws and regulations and previous writings related to the politics and policies of vocational education in Indonesia.FindingsThe politics of vocational education at this time reinforces identity politics in the form of the language of instruction in the politics of vocational education. In addition, the school curriculum at this time tried to accommodate the interests of the colonizers. Change slowly occurred when Indonesia declared independence, and vocational education slowly underwent changes and development. Apart from still strengthening its identity in the form of language, culture and social structure, Indonesian vocational education has also been oriented toward the development of the country.Research limitations/implicationsAlthough the author has identified Indonesia's vocational education policies and politics, several things still require further investigation, especially the impact of culture in politics and vocational education policies including the contribution of community conditions.Practical implicationsThe findings of this paper can potentially raise interest in the politics of vocational education because of the many interest groups involved.Social implicationsThe findings can contribute in the conversion of interests between interest groups to allocated educational resources, both human resources and budgetary resources.Originality/valueThis paper not only describes aspects of Indonesian history and identity in vocational education and the politics of vocational education which were conducted previous studies but also provides information on strategies for converting interests between groups in the interests of vocational education.
{"title":"Policies and politics development of vocational education in Indonesia: a historical perspective","authors":"Yasdin Yasdin, Syafiuddin Parenrengi, Hasriani Hasriani, Ridwan Daud Mahande","doi":"10.1108/aeds-06-2023-0059","DOIUrl":"https://doi.org/10.1108/aeds-06-2023-0059","url":null,"abstract":"PurposeThe purpose of this study was to discuss the history and political development of vocational education in Indonesia began before independence until independence era.Design/methodology/approachAnalysis of related documents and literature was used to explore the policies and politics of vocational education in Indonesia. Some documents traced were in the form of laws and regulations and previous writings related to the politics and policies of vocational education in Indonesia.FindingsThe politics of vocational education at this time reinforces identity politics in the form of the language of instruction in the politics of vocational education. In addition, the school curriculum at this time tried to accommodate the interests of the colonizers. Change slowly occurred when Indonesia declared independence, and vocational education slowly underwent changes and development. Apart from still strengthening its identity in the form of language, culture and social structure, Indonesian vocational education has also been oriented toward the development of the country.Research limitations/implicationsAlthough the author has identified Indonesia's vocational education policies and politics, several things still require further investigation, especially the impact of culture in politics and vocational education policies including the contribution of community conditions.Practical implicationsThe findings of this paper can potentially raise interest in the politics of vocational education because of the many interest groups involved.Social implicationsThe findings can contribute in the conversion of interests between interest groups to allocated educational resources, both human resources and budgetary resources.Originality/valueThis paper not only describes aspects of Indonesian history and identity in vocational education and the politics of vocational education which were conducted previous studies but also provides information on strategies for converting interests between groups in the interests of vocational education.","PeriodicalId":44145,"journal":{"name":"Asian Education and Development Studies","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48729156","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 : 2023-08-08DOI: 10.1108/aeds-03-2023-0024
Gulnaz Zahid, Siobhan Neary
PurposeThis study explores faculty members’ (FMs’) perceptions of the internationalization of curriculum (IoC) at the undergraduate level through the collection of data from two countries: Pakistan and the UK. The similarities and differences in internationalization strategies were explored. Historical and existing educational ties between the two contexts and an equally emerging focus on internationalization at home (IaH) provided a major cornerstone for this study.Design/methodology/approachQuantitative data were collected from two universities using a cross-sectional and comparative research design by employing a reliable and valid scale with three subscales: curriculum embedded in labor market information, curriculum embedded in employability skills and curriculum embedded in global citizenship (CGC). A comparison between the perceptions of these two universities, by taking perceptions of FMs across their disciplines, and experienced and less experienced FMs was made.FindingsThe findings indicate a global influence on the local context for IaH and the importance of experienced FM. Various disciplines in these universities are congruent with respect to these three subscales, except for one, the CGC for engineering and design. The findings reveal the global influences on the local contexts in the internationalization of curriculum and the relevance of experienced FMs in terms of curriculum and labor market experiences rather than years of service. The findings examine the importance of IaH in both contexts. Since the study was quantitative in nature, an in-depth understanding of FMs’ experiences could not be obtained.Practical implicationsGlobalization and intercultural ties have led to IaH, as intercultural ties and connections seem to contribute to IoC. Context- and discipline-related differences provide implications for IoC, considering sociocultural and institutional factors.Originality/valueThis study provides a new perspective to help understand the influence of globalization on internationalizing higher education.
{"title":"Faculty members’ perceptions of internationalization of curriculum: globalization and localization, a comparative study","authors":"Gulnaz Zahid, Siobhan Neary","doi":"10.1108/aeds-03-2023-0024","DOIUrl":"https://doi.org/10.1108/aeds-03-2023-0024","url":null,"abstract":"PurposeThis study explores faculty members’ (FMs’) perceptions of the internationalization of curriculum (IoC) at the undergraduate level through the collection of data from two countries: Pakistan and the UK. The similarities and differences in internationalization strategies were explored. Historical and existing educational ties between the two contexts and an equally emerging focus on internationalization at home (IaH) provided a major cornerstone for this study.Design/methodology/approachQuantitative data were collected from two universities using a cross-sectional and comparative research design by employing a reliable and valid scale with three subscales: curriculum embedded in labor market information, curriculum embedded in employability skills and curriculum embedded in global citizenship (CGC). A comparison between the perceptions of these two universities, by taking perceptions of FMs across their disciplines, and experienced and less experienced FMs was made.FindingsThe findings indicate a global influence on the local context for IaH and the importance of experienced FM. Various disciplines in these universities are congruent with respect to these three subscales, except for one, the CGC for engineering and design. The findings reveal the global influences on the local contexts in the internationalization of curriculum and the relevance of experienced FMs in terms of curriculum and labor market experiences rather than years of service. The findings examine the importance of IaH in both contexts. Since the study was quantitative in nature, an in-depth understanding of FMs’ experiences could not be obtained.Practical implicationsGlobalization and intercultural ties have led to IaH, as intercultural ties and connections seem to contribute to IoC. Context- and discipline-related differences provide implications for IoC, considering sociocultural and institutional factors.Originality/valueThis study provides a new perspective to help understand the influence of globalization on internationalizing higher education.","PeriodicalId":44145,"journal":{"name":"Asian Education and Development Studies","volume":"1 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62016146","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 : 2023-07-28DOI: 10.1108/aeds-02-2023-0015
Athar Ullah, A. Mukherjee
PurposeThe purpose of this study to add to the body of knowledge by examining and discussing school choice trends through the perspective of rational choice theory. This qualitative research explores rationale behind the choice of government schools by middle-class parents in contemporary India. This research will also shed light on the features of the schools that parents consider while making school selection process. Finally, research focuses upon the process and context of decision-making and dynamics involved therein. In other words, the attempt is being made to understand what is the yardstick used by parents to differentiate “good” and “bad” school.Design/methodology/approachThis qualitative research was conducted in two government (central and state) schools in Lucknow, India. The findings of the study are based on 22 qualitative interviews conducted with parents of school-going children, and principal or headmaster of the school. The interviews were unstructured and open-ended and were supported by observations. The observation was not only made of the social setting but also the reaction of the participants. The idea was to develop an emic view of the subject by exploring valid narratives. Pseudonyms were used to report the finding so as to maintain the confidentiality of the research subjects.FindingsThis research found that the majority of the parents chose school according to their social class, that is, the lower middle-class parents sent their wards to state government primary school, while the middle-class parents preferred to send their wards to central government school (Kendriya Vidyalaya). This study, therefore, lends credence to the contention that the middle class is a variegated social category and the dynamics of school choice vary across its subcategories. This lends credence to the contention that school choice decision is not solely a utilitarian choice and may be guided by emotion as well.Originality/valueThe originality of the research lies in the fact that the authors are extending the arguments made by the rational choice theory. The theory proposes that individual makes rational decisions motivated by self-interest and people look for the finest product or service and in pursuing them attempt to maximize their overall utility. Derivatively, Indian parents rationally make school choice decisions for their wards, gathering information and weighing various options and subsequently choose the “best” school for their children. This study moves beyond the prevailing perception that public schools offer low-quality education, and nobody attends such schools out of choice.
{"title":"School choice decision of middle-class parents in urban India: a sociological introspection","authors":"Athar Ullah, A. Mukherjee","doi":"10.1108/aeds-02-2023-0015","DOIUrl":"https://doi.org/10.1108/aeds-02-2023-0015","url":null,"abstract":"PurposeThe purpose of this study to add to the body of knowledge by examining and discussing school choice trends through the perspective of rational choice theory. This qualitative research explores rationale behind the choice of government schools by middle-class parents in contemporary India. This research will also shed light on the features of the schools that parents consider while making school selection process. Finally, research focuses upon the process and context of decision-making and dynamics involved therein. In other words, the attempt is being made to understand what is the yardstick used by parents to differentiate “good” and “bad” school.Design/methodology/approachThis qualitative research was conducted in two government (central and state) schools in Lucknow, India. The findings of the study are based on 22 qualitative interviews conducted with parents of school-going children, and principal or headmaster of the school. The interviews were unstructured and open-ended and were supported by observations. The observation was not only made of the social setting but also the reaction of the participants. The idea was to develop an emic view of the subject by exploring valid narratives. Pseudonyms were used to report the finding so as to maintain the confidentiality of the research subjects.FindingsThis research found that the majority of the parents chose school according to their social class, that is, the lower middle-class parents sent their wards to state government primary school, while the middle-class parents preferred to send their wards to central government school (Kendriya Vidyalaya). This study, therefore, lends credence to the contention that the middle class is a variegated social category and the dynamics of school choice vary across its subcategories. This lends credence to the contention that school choice decision is not solely a utilitarian choice and may be guided by emotion as well.Originality/valueThe originality of the research lies in the fact that the authors are extending the arguments made by the rational choice theory. The theory proposes that individual makes rational decisions motivated by self-interest and people look for the finest product or service and in pursuing them attempt to maximize their overall utility. Derivatively, Indian parents rationally make school choice decisions for their wards, gathering information and weighing various options and subsequently choose the “best” school for their children. This study moves beyond the prevailing perception that public schools offer low-quality education, and nobody attends such schools out of choice.","PeriodicalId":44145,"journal":{"name":"Asian Education and Development Studies","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45517384","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 : 2023-07-11DOI: 10.1108/aeds-01-2023-0011
Mohd Syahidan Zainal Abidin, M. Mokhtar, M. Arsat
PurposeThe issue of Education for Sustainable Development (ESD) has been on the rise in recent years, with concerns being raised by various stakeholders about its potential effects on education and the environment. However, little research has been done into school leaders' fundamental challenges in addressing ESD.Design/methodology/approachA qualitative, single-case study was embarked on to examine the experiences of Malaysian school leaders who actively engaged ESD in their schools. The data were collected by using semi-structured interviews among four school leaders in schools involved in Johor Sustainable Education Action Plan (JSEAP). A thematic analysis was used to understand the challenges and later drive the strategy used to overcome those challenges.FindingsThis preliminary study revealed that the principals perceived the ESD's four main challenges: encouraging positive thinking and passion, acquiring ESD knowledge, developing system thinking, and curriculum adaptation. Based on this study's findings, school leaders need to make concerted efforts to overcome these challenges, such as finding best practices, encompassing support systems, and exploring innovative partnerships to address ESD effectively in their schools.Research limitations/implicationsThis paper is limited to a case analysis of the selected schools and cannot be generalized to a larger population.Practical implicationsThe results of the study may be of interest to other school leaders and educators who are concerned about ESD and its role in their schools, as well as to other academics who are interested in the topic of ESD and the challenges faced by school leaders in implementing sustainable practices.Originality/valueTo the authors' knowledge, this is the first study investigating ESD challenges in the Malaysian context. The novel finding helps the readers understand the recent phenomena of ESD implementation better and, at the same time, compare it to other settings.
{"title":"Education for sustainable development from the lenses of Malaysian school leaders: a preliminary study","authors":"Mohd Syahidan Zainal Abidin, M. Mokhtar, M. Arsat","doi":"10.1108/aeds-01-2023-0011","DOIUrl":"https://doi.org/10.1108/aeds-01-2023-0011","url":null,"abstract":"PurposeThe issue of Education for Sustainable Development (ESD) has been on the rise in recent years, with concerns being raised by various stakeholders about its potential effects on education and the environment. However, little research has been done into school leaders' fundamental challenges in addressing ESD.Design/methodology/approachA qualitative, single-case study was embarked on to examine the experiences of Malaysian school leaders who actively engaged ESD in their schools. The data were collected by using semi-structured interviews among four school leaders in schools involved in Johor Sustainable Education Action Plan (JSEAP). A thematic analysis was used to understand the challenges and later drive the strategy used to overcome those challenges.FindingsThis preliminary study revealed that the principals perceived the ESD's four main challenges: encouraging positive thinking and passion, acquiring ESD knowledge, developing system thinking, and curriculum adaptation. Based on this study's findings, school leaders need to make concerted efforts to overcome these challenges, such as finding best practices, encompassing support systems, and exploring innovative partnerships to address ESD effectively in their schools.Research limitations/implicationsThis paper is limited to a case analysis of the selected schools and cannot be generalized to a larger population.Practical implicationsThe results of the study may be of interest to other school leaders and educators who are concerned about ESD and its role in their schools, as well as to other academics who are interested in the topic of ESD and the challenges faced by school leaders in implementing sustainable practices.Originality/valueTo the authors' knowledge, this is the first study investigating ESD challenges in the Malaysian context. The novel finding helps the readers understand the recent phenomena of ESD implementation better and, at the same time, compare it to other settings.","PeriodicalId":44145,"journal":{"name":"Asian Education and Development Studies","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47327577","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 : 2023-06-19DOI: 10.1108/aeds-08-2022-0111
Thomas Bolli, Johanna Kemper, M. Parajuli, Ursula Renold, B. Thapa
PurposeThe authors analyse drivers and barriers of implementing and scaling-up a pilot project of a dual vocational and education programme in Nepal.Design/methodology/approachThe 5C protocol distinguishes five categories of drivers and barriers of education reforms: commitment, capacity, clients, content and context. The authors build on the 5C protocol to develop a qualitative empirical framework based on semi-structured interviews amongst stakeholders.FindingsThe results show that involved actors are committed. Capacity in terms of available resources also represents an implementation driver, but companies lack information about the programme. Consequently, industry associations should receive a more prominent role in the motivation of companies to provide training places. The content category is the most challenging implementation barrier because the programme represents a substantial change, compared to the current vocational education and training (VET) programmes in Nepal.Originality/valueFirst, the authors propose a framework for a qualitative content analysis to analyse the drivers and barriers of implementing and scaling-up education reforms. Second, the authors provide novel information about drivers and barriers of an education reform in Nepal.
{"title":"Drivers and barriers of implementing a dual VET programme in Nepal","authors":"Thomas Bolli, Johanna Kemper, M. Parajuli, Ursula Renold, B. Thapa","doi":"10.1108/aeds-08-2022-0111","DOIUrl":"https://doi.org/10.1108/aeds-08-2022-0111","url":null,"abstract":"PurposeThe authors analyse drivers and barriers of implementing and scaling-up a pilot project of a dual vocational and education programme in Nepal.Design/methodology/approachThe 5C protocol distinguishes five categories of drivers and barriers of education reforms: commitment, capacity, clients, content and context. The authors build on the 5C protocol to develop a qualitative empirical framework based on semi-structured interviews amongst stakeholders.FindingsThe results show that involved actors are committed. Capacity in terms of available resources also represents an implementation driver, but companies lack information about the programme. Consequently, industry associations should receive a more prominent role in the motivation of companies to provide training places. The content category is the most challenging implementation barrier because the programme represents a substantial change, compared to the current vocational education and training (VET) programmes in Nepal.Originality/valueFirst, the authors propose a framework for a qualitative content analysis to analyse the drivers and barriers of implementing and scaling-up education reforms. Second, the authors provide novel information about drivers and barriers of an education reform in Nepal.","PeriodicalId":44145,"journal":{"name":"Asian Education and Development Studies","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47213219","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 : 2023-06-15DOI: 10.1108/aeds-01-2023-0003
Susana Alejandra Osorio Solano, J. E. Serrano-Moreno
PurposeThis study analyzes how the notion of the people emerged in two (neo)liberal societies during the crisis in 2019: Hong Kong and Chile.Design/methodology/approachFrom a qualitative and comparative perspective, 131 middle-class individuals were interviewed during heightened contentious activity in Hong Kong and Chile. The interviews were analyzed based on Ruiz's model for sociological discourse analysis.FindingsThe study shows that in contexts strongly influenced by liberalism, the notion of “people” is not advertised antagonistically against the individual but as complementary, and to this end, it emphasizes the heterogeneity of repertoires or demands. The comparison of these two movements highlighted the importance of democratic institutions in shaping the outcomes and effectiveness of protests.Research limitations/implicationsEnacting the National Security Law in Hong Kong and the mandatory blockade imposed by both governments in response to the COVID-19 pandemic required an adaptation in the design and execution of the interviews, adopting a hybrid format. The volatility that characterizes periods of political crisis requires longitudinal follow-up. This article does not capture but can be explored in associated research publications.Originality/valueThe research offers two significant contributions: it addresses the immediate context by conducting on-site research during the most significant contemporary crises in Hong Kong and Chile. Secondly, it problematizes the understanding of the people in liberal societies and proposes it as a complementary (and not antagonistic) concept to that of the individual.
{"title":"What lies behind the people? An approach to the 2019 mobilizations in Hong Kong and Chile through sociological discourse analysis","authors":"Susana Alejandra Osorio Solano, J. E. Serrano-Moreno","doi":"10.1108/aeds-01-2023-0003","DOIUrl":"https://doi.org/10.1108/aeds-01-2023-0003","url":null,"abstract":"PurposeThis study analyzes how the notion of the people emerged in two (neo)liberal societies during the crisis in 2019: Hong Kong and Chile.Design/methodology/approachFrom a qualitative and comparative perspective, 131 middle-class individuals were interviewed during heightened contentious activity in Hong Kong and Chile. The interviews were analyzed based on Ruiz's model for sociological discourse analysis.FindingsThe study shows that in contexts strongly influenced by liberalism, the notion of “people” is not advertised antagonistically against the individual but as complementary, and to this end, it emphasizes the heterogeneity of repertoires or demands. The comparison of these two movements highlighted the importance of democratic institutions in shaping the outcomes and effectiveness of protests.Research limitations/implicationsEnacting the National Security Law in Hong Kong and the mandatory blockade imposed by both governments in response to the COVID-19 pandemic required an adaptation in the design and execution of the interviews, adopting a hybrid format. The volatility that characterizes periods of political crisis requires longitudinal follow-up. This article does not capture but can be explored in associated research publications.Originality/valueThe research offers two significant contributions: it addresses the immediate context by conducting on-site research during the most significant contemporary crises in Hong Kong and Chile. Secondly, it problematizes the understanding of the people in liberal societies and proposes it as a complementary (and not antagonistic) concept to that of the individual.","PeriodicalId":44145,"journal":{"name":"Asian Education and Development Studies","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45474567","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 : 2023-05-12DOI: 10.1108/aeds-09-2022-0123
Nur Shahida Mat Ishah, Khai-Loon Lee, G. Nawanir
PurposeThe purpose of the paper is to determine the importance of digital literacy (DL) in educational supply chain (EduSC) sustainability.Design/methodology/approachA semi-systematic review technique was used with Google Scholar and Scopus databases.FindingsThe growing use of technology and digital resources revealed a significant digital divide between people, educational processes and access to technologies and suitable infrastructures, as well as the need for DL, particularly in the EduSC in the 21st century. According to the results, just 58.6% of EduSC researchers emphasize economic sustainability, while 72.4% emphasize environmental sustainability. A total of 93.1% of scholars examine the impact of DL on society, demonstrating the significance of DL in the EduSC.Originality/valueDL was discovered to have the greatest impact on society, with students and educators being related to all processes in an EduSC.
{"title":"Educational supply chain sustainability","authors":"Nur Shahida Mat Ishah, Khai-Loon Lee, G. Nawanir","doi":"10.1108/aeds-09-2022-0123","DOIUrl":"https://doi.org/10.1108/aeds-09-2022-0123","url":null,"abstract":"PurposeThe purpose of the paper is to determine the importance of digital literacy (DL) in educational supply chain (EduSC) sustainability.Design/methodology/approachA semi-systematic review technique was used with Google Scholar and Scopus databases.FindingsThe growing use of technology and digital resources revealed a significant digital divide between people, educational processes and access to technologies and suitable infrastructures, as well as the need for DL, particularly in the EduSC in the 21st century. According to the results, just 58.6% of EduSC researchers emphasize economic sustainability, while 72.4% emphasize environmental sustainability. A total of 93.1% of scholars examine the impact of DL on society, demonstrating the significance of DL in the EduSC.Originality/valueDL was discovered to have the greatest impact on society, with students and educators being related to all processes in an EduSC.","PeriodicalId":44145,"journal":{"name":"Asian Education and Development Studies","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47388898","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 : 2023-05-12DOI: 10.1108/aeds-03-2023-0021
Worapinya Kingminghae, Yi Lin
PurposeThe purpose of this study is to explore how three experiential factors – perceived social support from host-country nationals (HCNs), adaptation difficulties, and attitude towards assimilating into the host culture and society – influence the generation of worthwhile feelings and the intention to pursue expatriate career opportunities in the host country among short-term studying abroad (STSA) students.Design/methodology/approachThis study used data from a survey of 297 Thai students who studied in Chinese universities between 2015 and 2019. A bivariate probit model was applied due to its ability to account for the potential correlation of errors between the two binary outcome variables: worthwhileness and aspiration for expatriate careers.FindingsAdaptation difficulties reported by students negatively impacted their willingness to work in the host country, but did not diminish their perception of the sojourn as worthwhile. Satisfaction with social support from HCNs was found to not only enhance the worthwhileness of the sojourn but also inspire students' expatriate career intentions in the host country. The study also found that while willingness to assimilate into the host culture and society primarily enhanced the worthwhileness of the trip, its effect on students' willingness to consider working in the host country was relatively weak, compared with the effect of social support from HCNs.Research limitations/implicationsThe generalizability of the findings from this study may be limited to country pairs that are geographically and culturally similar.Originality/valueAlthough it is commonly believed that STSA programs help inspire students to develop aspirations for international careers or lifestyles, the specific roles of various factors in their experiences abroad have not been sufficiently studied. This study aims to clarify the different effects between social support received, adaptation difficulties experienced, and inner acculturation attitudes on both the evaluation of the trip itself and the long-term life goals of students participating in STSA programs.
{"title":"From a short-term study abroad student to a future expatriate – contrasting the effects of social support from the host-country nationals, sociocultural adaptation, and acculturation attitude","authors":"Worapinya Kingminghae, Yi Lin","doi":"10.1108/aeds-03-2023-0021","DOIUrl":"https://doi.org/10.1108/aeds-03-2023-0021","url":null,"abstract":"PurposeThe purpose of this study is to explore how three experiential factors – perceived social support from host-country nationals (HCNs), adaptation difficulties, and attitude towards assimilating into the host culture and society – influence the generation of worthwhile feelings and the intention to pursue expatriate career opportunities in the host country among short-term studying abroad (STSA) students.Design/methodology/approachThis study used data from a survey of 297 Thai students who studied in Chinese universities between 2015 and 2019. A bivariate probit model was applied due to its ability to account for the potential correlation of errors between the two binary outcome variables: worthwhileness and aspiration for expatriate careers.FindingsAdaptation difficulties reported by students negatively impacted their willingness to work in the host country, but did not diminish their perception of the sojourn as worthwhile. Satisfaction with social support from HCNs was found to not only enhance the worthwhileness of the sojourn but also inspire students' expatriate career intentions in the host country. The study also found that while willingness to assimilate into the host culture and society primarily enhanced the worthwhileness of the trip, its effect on students' willingness to consider working in the host country was relatively weak, compared with the effect of social support from HCNs.Research limitations/implicationsThe generalizability of the findings from this study may be limited to country pairs that are geographically and culturally similar.Originality/valueAlthough it is commonly believed that STSA programs help inspire students to develop aspirations for international careers or lifestyles, the specific roles of various factors in their experiences abroad have not been sufficiently studied. This study aims to clarify the different effects between social support received, adaptation difficulties experienced, and inner acculturation attitudes on both the evaluation of the trip itself and the long-term life goals of students participating in STSA programs.","PeriodicalId":44145,"journal":{"name":"Asian Education and Development Studies","volume":"1 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44280404","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}
Enhancing informal learning through technology in museums is a relatively underdeveloped concept in China. This paper aims to investigate the potential of incorporating technology into ocean museums to facilitate informal learning from the perspective of an educator. The background of the museum and the existing challenges are discussed in detail, followed by the selection of suitable technologies and their rationale. The major theories guiding this approach are immersive learning, learning by doing, and productivity orientation.
{"title":"Creating Informal Learning in Ocean Museums in China: A Case of Shenzhen Shekou Aquarium","authors":"Shubing Liang","doi":"10.20849/aes.v8i1.1333","DOIUrl":"https://doi.org/10.20849/aes.v8i1.1333","url":null,"abstract":"Enhancing informal learning through technology in museums is a relatively underdeveloped concept in China. This paper aims to investigate the potential of incorporating technology into ocean museums to facilitate informal learning from the perspective of an educator. The background of the museum and the existing challenges are discussed in detail, followed by the selection of suitable technologies and their rationale. The major theories guiding this approach are immersive learning, learning by doing, and productivity orientation.","PeriodicalId":44145,"journal":{"name":"Asian Education and Development Studies","volume":"5 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74714985","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 : 2023-04-18DOI: 10.1108/aeds-09-2022-0120
Qiaoping Zhang, Jing Guo, Yichen Wei
PurposeThis study explored the mathematical dispositions of Hong Kong mathematics pre-service teachers (PSTs). It also constructed a mathematical disposition framework comprising their affective, cognitive and functional dispositions towards the subject.Design/methodology/approachThirty-one participants completed three structured metaphor tasks and one open-ended metaphor task in which they shared their views on mathematics. Responses were examined qualitatively and quantitatively. Coding based on thematic analysis was utilized to summarize the specific contents of the mathematical dispositions expressed by the PSTs, and a 5-level scoring scale was employed to evaluate the strength of the dispositions as represented by different metaphor types.FindingsThe findings suggest that the mathematical dispositions of pre-service mathematics teachers were generally positive. However, the overall level was not high. The most prevalent metaphors used to describe mathematics were “rice”, “blue” and “dog”.Research limitations/implicationsHong Kong mathematics PSTs' mathematical dispositions are examined by using metaphorical tasks. Three categories are identified: affective, cognitive and functional dispositions towards mathematics.Originality/valueThis study has proposed an original framework for describing mathematical disposition.
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