Pub Date : 2023-06-28DOI: 10.1080/10564934.2023.2226634
I. Kushnir
Abstract This article presents an analysis of an increasingly political nature of the rationales behind the memberships of the UK and Germany in the European Higher Education Area (EHEA). This analysis is guided by rational-choice neo-institutionalism and is based on expert interviews with key stakeholders in both countries as well as their relevant official communications. This article serves as an important stepping-stone to the investigation of the link between EHEA memberships and its signatories’ external politics.
{"title":"Rational-Choice Neo-Institutionalism in Europeanization in the UK and Germany: A Toolkit Offered by Their Memberships in the European Higher Education Area","authors":"I. Kushnir","doi":"10.1080/10564934.2023.2226634","DOIUrl":"https://doi.org/10.1080/10564934.2023.2226634","url":null,"abstract":"Abstract This article presents an analysis of an increasingly political nature of the rationales behind the memberships of the UK and Germany in the European Higher Education Area (EHEA). This analysis is guided by rational-choice neo-institutionalism and is based on expert interviews with key stakeholders in both countries as well as their relevant official communications. This article serves as an important stepping-stone to the investigation of the link between EHEA memberships and its signatories’ external politics.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"18 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85442737","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 : 2023-01-02DOI: 10.1080/10564934.2023.2222725
Richard Nennstiel, Zoé Brosy
Abstract This paper aims to illustrate the extent to which structural changes and institutional modifications within the higher education landscape influenced the rates of completion, dropout, and changes in the subject of study of Swiss university students between 1975 and 2018. Using administrative data, our results indicate that the completion rate and the subject of study change rate increased during that period. Furthermore, student dropout rates fell significantly over the observation period.
{"title":"Less Student Dropout, More Frequent Change of Study Subjects: Evidence from Swiss Administrative Data, 1975–2018","authors":"Richard Nennstiel, Zoé Brosy","doi":"10.1080/10564934.2023.2222725","DOIUrl":"https://doi.org/10.1080/10564934.2023.2222725","url":null,"abstract":"Abstract This paper aims to illustrate the extent to which structural changes and institutional modifications within the higher education landscape influenced the rates of completion, dropout, and changes in the subject of study of Swiss university students between 1975 and 2018. Using administrative data, our results indicate that the completion rate and the subject of study change rate increased during that period. Furthermore, student dropout rates fell significantly over the observation period.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"10 1","pages":"44 - 59"},"PeriodicalIF":0.8,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80449401","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 : 2023-01-02DOI: 10.1080/10564934.2023.2217803
Aliya Kuzhabekova, Zh.B. Amankulova
Abstract The aim of this study was to understand how international students sponsored by the “Bolashak” program administered in Kazakhstan perceived the support provided by the host institutions and the funding agency during the unprecedented COVID-19 pandemic. We conducted a cross-sectional survey to gain a foundational understanding and basic description of the central phenomenon. Our findings demonstrate that “Bolashak” scholarship recipients seem generally satisfied with the overall level of support provided, however, they seem to feel better supported by the host institutions than the scholarship administering agency. We employed a combination of three theories—Principal–Agent Theory, Institutional Isomorphism Theory, and the Theory of Institutional Dynamics in Interorganizational Collaboration, which help to explain our findings. Study findings suggest several areas of improvement for institutional emergency response and sponsored students.
{"title":"Supporting Sponsored International Students during COVID-19 Pandemic: Insights from a Study of Kazakhstani “Bolashak” Scholarship Recipients","authors":"Aliya Kuzhabekova, Zh.B. Amankulova","doi":"10.1080/10564934.2023.2217803","DOIUrl":"https://doi.org/10.1080/10564934.2023.2217803","url":null,"abstract":"Abstract The aim of this study was to understand how international students sponsored by the “Bolashak” program administered in Kazakhstan perceived the support provided by the host institutions and the funding agency during the unprecedented COVID-19 pandemic. We conducted a cross-sectional survey to gain a foundational understanding and basic description of the central phenomenon. Our findings demonstrate that “Bolashak” scholarship recipients seem generally satisfied with the overall level of support provided, however, they seem to feel better supported by the host institutions than the scholarship administering agency. We employed a combination of three theories—Principal–Agent Theory, Institutional Isomorphism Theory, and the Theory of Institutional Dynamics in Interorganizational Collaboration, which help to explain our findings. Study findings suggest several areas of improvement for institutional emergency response and sponsored students.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"44 1","pages":"30 - 43"},"PeriodicalIF":0.8,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74978851","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 : 2023-01-02DOI: 10.1080/10564934.2023.2179926
Anas Hajar, A. Sagintayeva, Zhanna Izekenova
Abstract This quantitative study examined the scale, nature and effectiveness of private supplementary tutoring (PT) at one of the transition points in Kazakhstan’s education system during the COVID-19 pandemic. The data were collected from 366 secondary school students. The findings show that 73.8% of participants received PT, mainly to help them prepare for the university entrance examination. Seventy-four percent of fathers and 83% of mothers were holders of university degrees and they had the economic means to invest in more and better PT for their children. Thus, PT has the potential to be a force for reducing equity, and so effective policies to regulate PT should be adopted.
{"title":"Private Supplementary Tutoring at a Transition Point in Kazakhstan’s Education System: Its Scale, Nature, and Policy Implications","authors":"Anas Hajar, A. Sagintayeva, Zhanna Izekenova","doi":"10.1080/10564934.2023.2179926","DOIUrl":"https://doi.org/10.1080/10564934.2023.2179926","url":null,"abstract":"Abstract This quantitative study examined the scale, nature and effectiveness of private supplementary tutoring (PT) at one of the transition points in Kazakhstan’s education system during the COVID-19 pandemic. The data were collected from 366 secondary school students. The findings show that 73.8% of participants received PT, mainly to help them prepare for the university entrance examination. Seventy-four percent of fathers and 83% of mothers were holders of university degrees and they had the economic means to invest in more and better PT for their children. Thus, PT has the potential to be a force for reducing equity, and so effective policies to regulate PT should be adopted.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"15 1","pages":"16 - 29"},"PeriodicalIF":0.8,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82195834","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 : 2023-01-02DOI: 10.1080/10564934.2023.2173079
L. Sercu
Abstract This study contributes to the literature studying Internationalization at Home (IaH) as a way to develop intercultural competence in university students. It investigates how a group of students studying at Belgium’s oldest (°1425) and largest mainly white university perceive intercultural competence and their university’s initiatives to promote its development among local students. The results gained from the thematic analysis of 53 semi-structured interviews show that students’ conceptualizations of intercultural competence validate theoretical frameworks and definitions. Also, although students are mainly supportive of their university’s IaH initiatives they also suggest interesting ways to better support students in acquiring intercultural competence.
{"title":"Internationalization at Home and the Development of Intercultural Competence. Belgian University Students’ Views","authors":"L. Sercu","doi":"10.1080/10564934.2023.2173079","DOIUrl":"https://doi.org/10.1080/10564934.2023.2173079","url":null,"abstract":"Abstract This study contributes to the literature studying Internationalization at Home (IaH) as a way to develop intercultural competence in university students. It investigates how a group of students studying at Belgium’s oldest (°1425) and largest mainly white university perceive intercultural competence and their university’s initiatives to promote its development among local students. The results gained from the thematic analysis of 53 semi-structured interviews show that students’ conceptualizations of intercultural competence validate theoretical frameworks and definitions. Also, although students are mainly supportive of their university’s IaH initiatives they also suggest interesting ways to better support students in acquiring intercultural competence.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"22 1","pages":"1 - 15"},"PeriodicalIF":0.8,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84634109","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 : 2022-10-02DOI: 10.1080/10564934.2022.2159433
Silvie Válková, Markus Öbrink
Abstract Students and teachers from different language backgrounds are at risk of becoming victims of conflicting trends and conventions when writing in English. This study compares conventions of English academic writing at several European universities with what is taught in English-speaking countries. Data were collected with questionnaires and by surveying university guidelines published online. The analysis shows that the basic concepts are similar, but there are differences in the attitude to accessible and inclusive language. This, however, does not seem to reflect on students’ appreciation of their own needs, since they seem pleased with their courses and their own abilities.
{"title":"Writing Academic: A Comparison Between Academic Writing Courses in English in the Aurora Alliance and in English-Speaking Countries","authors":"Silvie Válková, Markus Öbrink","doi":"10.1080/10564934.2022.2159433","DOIUrl":"https://doi.org/10.1080/10564934.2022.2159433","url":null,"abstract":"Abstract Students and teachers from different language backgrounds are at risk of becoming victims of conflicting trends and conventions when writing in English. This study compares conventions of English academic writing at several European universities with what is taught in English-speaking countries. Data were collected with questionnaires and by surveying university guidelines published online. The analysis shows that the basic concepts are similar, but there are differences in the attitude to accessible and inclusive language. This, however, does not seem to reflect on students’ appreciation of their own needs, since they seem pleased with their courses and their own abilities.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"77 1","pages":"130 - 143"},"PeriodicalIF":0.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89632258","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 : 2022-10-02DOI: 10.1080/10564934.2022.2140061
M. Bielik, Lenka Ďulíková, Olha Rotko, Nataliia Voronska
Abstract The present exploratory study examines pre-service primary school teacher university training in inclusive education in the Czech Republic and Ukraine. Based on the theory of planned behavior (TPB), attitudes, subjective norms, and self-efficacy of first- and last-year students were assessed. The overall differences in item scores between first-year and last-year students are in both countries small and insignificant. These results suggest that the potential of professional training is not fulfilled. Therefore, we suggest further proactive university curriculum development based on the research-supported forms of training.
{"title":"Pre-Service Primary School Teacher University Training for Inclusive Education in the Czech Republic and Ukraine: An Exploratory Study","authors":"M. Bielik, Lenka Ďulíková, Olha Rotko, Nataliia Voronska","doi":"10.1080/10564934.2022.2140061","DOIUrl":"https://doi.org/10.1080/10564934.2022.2140061","url":null,"abstract":"Abstract The present exploratory study examines pre-service primary school teacher university training in inclusive education in the Czech Republic and Ukraine. Based on the theory of planned behavior (TPB), attitudes, subjective norms, and self-efficacy of first- and last-year students were assessed. The overall differences in item scores between first-year and last-year students are in both countries small and insignificant. These results suggest that the potential of professional training is not fulfilled. Therefore, we suggest further proactive university curriculum development based on the research-supported forms of training.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"92 1","pages":"83 - 101"},"PeriodicalIF":0.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80499630","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 : 2022-10-02DOI: 10.1080/10564934.2022.2135103
Kalli Drousioti
Abstract Teaching material and textbooks undoubtedly operate politically and should be scrutinized concerning the knowledge that they construct and legitimize. But such scrutiny often involves new hegemonies and political complicities that also require further scrutiny. Following Ernesto Laclau and Chantal Mouffe’s discourse analysis the present article critiques one such hegemony: that which sets civic identity against ethnic identity and, to prioritize the former, depoliticizes or even effaces the latter. To illustrate the need for further scrutiny of such politics the article carries out a deconstructive reading of a text (that of Yannis Papadakis, 2008) that is representative of this hegemony. This reading reveals that Papadakis tacitly blames ethnic identity as such for the wrongful treatment of Otherness, thus incriminating ethnic attachment wholesale and, therefore the very Otherness in whose name he purportedly deploys his social constructionism. I argue that Papadakis’ modernist suggestion to disconnect the present from the historical past undermines ethnicity while failing to stave off essentialist and racial understandings of it. At cross-purposes with social constructionism, Papadakis’ critique of the pernicious political operations of ethnic identities ends up annihilating ethnic identities.
{"title":"Anti-Ethnic Hegemony, Identity Construction and Political Complicities","authors":"Kalli Drousioti","doi":"10.1080/10564934.2022.2135103","DOIUrl":"https://doi.org/10.1080/10564934.2022.2135103","url":null,"abstract":"Abstract Teaching material and textbooks undoubtedly operate politically and should be scrutinized concerning the knowledge that they construct and legitimize. But such scrutiny often involves new hegemonies and political complicities that also require further scrutiny. Following Ernesto Laclau and Chantal Mouffe’s discourse analysis the present article critiques one such hegemony: that which sets civic identity against ethnic identity and, to prioritize the former, depoliticizes or even effaces the latter. To illustrate the need for further scrutiny of such politics the article carries out a deconstructive reading of a text (that of Yannis Papadakis, 2008) that is representative of this hegemony. This reading reveals that Papadakis tacitly blames ethnic identity as such for the wrongful treatment of Otherness, thus incriminating ethnic attachment wholesale and, therefore the very Otherness in whose name he purportedly deploys his social constructionism. I argue that Papadakis’ modernist suggestion to disconnect the present from the historical past undermines ethnicity while failing to stave off essentialist and racial understandings of it. At cross-purposes with social constructionism, Papadakis’ critique of the pernicious political operations of ethnic identities ends up annihilating ethnic identities.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"37 1","pages":"63 - 82"},"PeriodicalIF":0.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73791292","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 : 2022-10-02DOI: 10.1080/10564934.2022.2158106
Omer Ozer
Abstract This cross-national comparative study examined “internationalization” and “quality” in the English and Turkish higher education (HE) sectors, thereby presenting a comparative discussion of the state of HE in the two countries. Using a phenomenological approach, the study generated qualitative and quantitative data from different sources. The findings suggest that all stakeholder groups largely understand internationalization and quality similarly; however, there were marked differences in the obstacles to internationalization and quality management.
{"title":"Internationalization and Quality From the Perspectives of Stakeholders in the English and Turkish Higher Education Sectors","authors":"Omer Ozer","doi":"10.1080/10564934.2022.2158106","DOIUrl":"https://doi.org/10.1080/10564934.2022.2158106","url":null,"abstract":"Abstract This cross-national comparative study examined “internationalization” and “quality” in the English and Turkish higher education (HE) sectors, thereby presenting a comparative discussion of the state of HE in the two countries. Using a phenomenological approach, the study generated qualitative and quantitative data from different sources. The findings suggest that all stakeholder groups largely understand internationalization and quality similarly; however, there were marked differences in the obstacles to internationalization and quality management.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"25 1","pages":"116 - 129"},"PeriodicalIF":0.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72373963","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 : 2022-10-02DOI: 10.1080/10564934.2023.2167091
Gökhan Önal, Çiğdem Baki Pala
Abstract This article analyses the extent to which history education (HE) in Turkey adheres to the HE principles proposed by the Council of Europe. A compulsory history textbook is analyzed in detail. The analysis finds an understanding of HE that marginalizes minorities due to nationalist and militarist content. The Atatürk’s Principles and History of Reforms (APHR) course also fail to include controversial historical issues and does not adopt a multiperspective approach. Thus, a vital question has emerged: Is the APHR a course that serves to develop universal values such as respect for differences, a culture of inclusion, and support for democracy, or does it continue to be used solely as a tool for reproducing national values or more precisely, the dominant groups’ values? This question reveals the significance of developing a HE curriculum in Turkey and elsewhere that reflects current realities and also supports intercultural dialogue.
{"title":"History Education in Turkey: Tensions between National and Global Views","authors":"Gökhan Önal, Çiğdem Baki Pala","doi":"10.1080/10564934.2023.2167091","DOIUrl":"https://doi.org/10.1080/10564934.2023.2167091","url":null,"abstract":"Abstract This article analyses the extent to which history education (HE) in Turkey adheres to the HE principles proposed by the Council of Europe. A compulsory history textbook is analyzed in detail. The analysis finds an understanding of HE that marginalizes minorities due to nationalist and militarist content. The Atatürk’s Principles and History of Reforms (APHR) course also fail to include controversial historical issues and does not adopt a multiperspective approach. Thus, a vital question has emerged: Is the APHR a course that serves to develop universal values such as respect for differences, a culture of inclusion, and support for democracy, or does it continue to be used solely as a tool for reproducing national values or more precisely, the dominant groups’ values? This question reveals the significance of developing a HE curriculum in Turkey and elsewhere that reflects current realities and also supports intercultural dialogue.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"314 1","pages":"157 - 170"},"PeriodicalIF":0.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74242305","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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