Pub Date : 2023-04-21DOI: 10.1177/17454999231167948
S. Pearce
Across the world, the international school sector is changing at a rapid pace, having an impact on all facets of international schools, from curriculum to clientele. This article describes an emerging concept from this sector that I have termed the internationally-national school, borne from the nationally affiliated schools that currently exist within the sector that have adapted and evolved. It seeks to contribute to the discourse on international schools and the typologies used to categorise them. In order to embed this concept as a subsection of international schools, this article critically analyses three established frameworks currently in use to classify international schools and positions the internationally-national school within each framework. From this analysis, I conclude that internationally-national schools should be a recognised part of the international school landscape and that there is a need for an update to some of these frameworks as they lack the flexibility required to keep pace with the everchanging sector.
{"title":"Internationally-national schools: A critical review of this developing sector and the frameworks that define international schools","authors":"S. Pearce","doi":"10.1177/17454999231167948","DOIUrl":"https://doi.org/10.1177/17454999231167948","url":null,"abstract":"Across the world, the international school sector is changing at a rapid pace, having an impact on all facets of international schools, from curriculum to clientele. This article describes an emerging concept from this sector that I have termed the internationally-national school, borne from the nationally affiliated schools that currently exist within the sector that have adapted and evolved. It seeks to contribute to the discourse on international schools and the typologies used to categorise them. In order to embed this concept as a subsection of international schools, this article critically analyses three established frameworks currently in use to classify international schools and positions the internationally-national school within each framework. From this analysis, I conclude that internationally-national schools should be a recognised part of the international school landscape and that there is a need for an update to some of these frameworks as they lack the flexibility required to keep pace with the everchanging sector.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"18 1","pages":"351 - 372"},"PeriodicalIF":2.1,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43566133","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 : 2023-04-05DOI: 10.1177/17454999231163401
Viseshiri Pongsin, Nuttaporn Lawthong, Gerald W. Fry, Lakeesha Ransom, Seongdok Kim, Ngoc Nguyen Thi My
The major analytical research question addressed in this paper is: What are Thailand’s strengths and weaknesses as an international education hub for students from the Asian region? The key descriptive research question is: What is the nature of the educational experience of Asian students in Thailand? The two major research methodologies of the study are mixed research methods and comparative case studies, with the use of in-depth interviews of influential experts, surveys, and an autoethnography. In terms of major findings, there has been a dramatic growth of Asian students at Thai universities during the past two decades. Thailand’s major advantages relate to low costs, location, quality campus facilities, and a welcoming attitude toward outsiders, while major disadvantages are the quality of many of Thailand’s international programs often related to low English language capabilities. The paper concludes by presenting a creative new architecture for thinking about Asian study abroad in Thailand.
{"title":"Thailand as a new international higher education hub: Major challenges and opportunities, a policy analysis","authors":"Viseshiri Pongsin, Nuttaporn Lawthong, Gerald W. Fry, Lakeesha Ransom, Seongdok Kim, Ngoc Nguyen Thi My","doi":"10.1177/17454999231163401","DOIUrl":"https://doi.org/10.1177/17454999231163401","url":null,"abstract":"The major analytical research question addressed in this paper is: What are Thailand’s strengths and weaknesses as an international education hub for students from the Asian region? The key descriptive research question is: What is the nature of the educational experience of Asian students in Thailand? The two major research methodologies of the study are mixed research methods and comparative case studies, with the use of in-depth interviews of influential experts, surveys, and an autoethnography. In terms of major findings, there has been a dramatic growth of Asian students at Thai universities during the past two decades. Thailand’s major advantages relate to low costs, location, quality campus facilities, and a welcoming attitude toward outsiders, while major disadvantages are the quality of many of Thailand’s international programs often related to low English language capabilities. The paper concludes by presenting a creative new architecture for thinking about Asian study abroad in Thailand.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"18 1","pages":"249 - 276"},"PeriodicalIF":2.1,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43386114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-26DOI: 10.1177/17454999231163402
L. Tran, Huy Bui
Despite a range of internationalisation efforts at the government and institutional levels, Vietnam remains on the periphery of the existing scholarship on international education, especially inbound mobility. Drawing on interviews with 38 participants, this article provides insights into how Australian students arrive at a comparative, international perspective in their field of study and develop Vietnamese cultural literacy during their short-term mobility to Vietnam. The study also brings to the fore the hindrances, in particular language barrier, facing Australian students in mobility programs. The article points out how the New Colombo Plan can play an important role in raising the awareness of the value of learning an Asian language like Vietnamese and enriching Vietnamese cultural literacy among young Australians. It concludes with practical recommendations for incorporating the development of regional languages and cultural literacy in learning abroad programs.
{"title":"‘It’s a few weeks I’ll cherish forever’: Transformative curriculum-specific learning, language awareness and cultural literacy development for Australian students in Vietnam through New Colombo Plan mobility programs","authors":"L. Tran, Huy Bui","doi":"10.1177/17454999231163402","DOIUrl":"https://doi.org/10.1177/17454999231163402","url":null,"abstract":"Despite a range of internationalisation efforts at the government and institutional levels, Vietnam remains on the periphery of the existing scholarship on international education, especially inbound mobility. Drawing on interviews with 38 participants, this article provides insights into how Australian students arrive at a comparative, international perspective in their field of study and develop Vietnamese cultural literacy during their short-term mobility to Vietnam. The study also brings to the fore the hindrances, in particular language barrier, facing Australian students in mobility programs. The article points out how the New Colombo Plan can play an important role in raising the awareness of the value of learning an Asian language like Vietnamese and enriching Vietnamese cultural literacy among young Australians. It concludes with practical recommendations for incorporating the development of regional languages and cultural literacy in learning abroad programs.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"18 1","pages":"228 - 248"},"PeriodicalIF":2.1,"publicationDate":"2023-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43680251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-23DOI: 10.5206/cie-eci.v51i2.14794
Jennifer Walsh Marr
This article explores the relevance of Weber’s sociocultural concept of ideal types in the context of modern Canadian post-secondary education. Ideal types are simplified or distilled representations of socio-cultural values, with relevance to various social (Prandy, 2002) and educational (Hayhoe, 2007; Hayhoe & Li, 2017; Wong & Chiu, 2021) analyses. This article builds upon Hayhoe and Li’s (2007) comparison of Confucian and Western ideal types, focusing on implications for internationalized education and implicit values within. The article explores the caveats of reductive thinking regarding cultures, particularly considering culture as a proxy for race where values differ. It revisits research exploring Western students studying in an East Asian context and East Asian students studying in a Western context (Chen, 2014; Maton & Chen, 2020), using ideal types as an analytical lens for underlying values and gaps in expectations. Specifically, it considers the pedagogical implications of the differing educational cultures and values as represented by Western and Confucian ideal types, and how a broader appreciation might supplement teaching approaches founded on either type to be more inclusive and beneficial for the various learners in Canadian higher education.
{"title":"Ideal Types and Ideal(ized) students in Internationalized Post-secondary Pedagogy","authors":"Jennifer Walsh Marr","doi":"10.5206/cie-eci.v51i2.14794","DOIUrl":"https://doi.org/10.5206/cie-eci.v51i2.14794","url":null,"abstract":"This article explores the relevance of Weber’s sociocultural concept of ideal types in the context of modern Canadian post-secondary education. Ideal types are simplified or distilled representations of socio-cultural values, with relevance to various social (Prandy, 2002) and educational (Hayhoe, 2007; Hayhoe & Li, 2017; Wong & Chiu, 2021) analyses. This article builds upon Hayhoe and Li’s (2007) comparison of Confucian and Western ideal types, focusing on implications for internationalized education and implicit values within. The article explores the caveats of reductive thinking regarding cultures, particularly considering culture as a proxy for race where values differ. It revisits research exploring Western students studying in an East Asian context and East Asian students studying in a Western context (Chen, 2014; Maton & Chen, 2020), using ideal types as an analytical lens for underlying values and gaps in expectations. Specifically, it considers the pedagogical implications of the differing educational cultures and values as represented by Western and Confucian ideal types, and how a broader appreciation might supplement teaching approaches founded on either type to be more inclusive and beneficial for the various learners in Canadian higher education. ","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"24 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80178092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-23DOI: 10.5206/cie-eci.v51i2.13973
S. Schecter, M. Merecoulias
This article addresses findings of a pilot study focused on the schooling experiences and social and cultural adaptation of international/visa students who have come to Canada to learn English and obtain an Ontario Secondary School Diploma. Nonnative speakers of English and noncitizens of Canada, they are generally brought to Canada by relatives who depart after installing them with host families with whom they have had virtually no previous contact. Respondents reported that most of these youths’ parents have made considerable sacrifices in the hope that acquisition of “legitimate” English will give their child access to global citizenship and a secure future. Findings indicate that many early study abroad international students experience difficulties with second language socialization and are considered “at risk” for academic failure. Testimony from educators and focal students reveals that this cohort experiences significant adaptation issues, including: loneliness and disorientation, depression, and disabling circumstances resulting from injudicious choices.
{"title":"International Students in Ontario Secondary Schools: Demystifying the Stereotype","authors":"S. Schecter, M. Merecoulias","doi":"10.5206/cie-eci.v51i2.13973","DOIUrl":"https://doi.org/10.5206/cie-eci.v51i2.13973","url":null,"abstract":"This article addresses findings of a pilot study focused on the schooling experiences and social and cultural adaptation of international/visa students who have come to Canada to learn English and obtain an Ontario Secondary School Diploma. Nonnative speakers of English and noncitizens of Canada, they are generally brought to Canada by relatives who depart after installing them with host families with whom they have had virtually no previous contact. Respondents reported that most of these youths’ parents have made considerable sacrifices in the hope that acquisition of “legitimate” English will give their child access to global citizenship and a secure future. Findings indicate that many early study abroad international students experience difficulties with second language socialization and are considered “at risk” for academic failure. Testimony from educators and focal students reveals that this cohort experiences significant adaptation issues, including: loneliness and disorientation, depression, and disabling circumstances resulting from injudicious choices.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"5 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90321689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-23DOI: 10.5206/cie-eci.v51i2.14108
C. Huang, Wei Liu
Education abroad experiences have been found to be beneficial to students’ personal growth, intercultural awareness, and career preparedness. However, the rate of Canadian postsecondary students’ participation in education abroad has been low, particularly to Asia. Lack of financial resources and uncertainty in credit transfer are identified as common challenges that stop students from pursuing such opportunities. In this paper, the Canada Learning Initiative in China (CLIC), a Canadian consortium of 12 top Canadian research-intensive universities, is introduced as a model to increase students’ participation in study abroad in China. After an introduction to the design of the program in response to students’ expressed challenges, a thematic analysis is conducted on students’ self-reported learning experiences to glean the impact of such an initiative on students. This study shows that consortia can be utilized as an effective approach to increasing the scope and quality of students’ participation in education abroad.
{"title":"Canada Learning Initiative in China (CLIC): A Consortium Approach to Increasing Students’ Participation in Education Abroad to China","authors":"C. Huang, Wei Liu","doi":"10.5206/cie-eci.v51i2.14108","DOIUrl":"https://doi.org/10.5206/cie-eci.v51i2.14108","url":null,"abstract":"Education abroad experiences have been found to be beneficial to students’ personal growth, intercultural awareness, and career preparedness. However, the rate of Canadian postsecondary students’ participation in education abroad has been low, particularly to Asia. Lack of financial resources and uncertainty in credit transfer are identified as common challenges that stop students from pursuing such opportunities. In this paper, the Canada Learning Initiative in China (CLIC), a Canadian consortium of 12 top Canadian research-intensive universities, is introduced as a model to increase students’ participation in study abroad in China. After an introduction to the design of the program in response to students’ expressed challenges, a thematic analysis is conducted on students’ self-reported learning experiences to glean the impact of such an initiative on students. This study shows that consortia can be utilized as an effective approach to increasing the scope and quality of students’ participation in education abroad. ","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"1 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90352161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-23DOI: 10.5206/cie-eci.v51i2.15206
M. Jacquet, Diane Gérin-Lajoie, Gwénaëlle André
L’article proposé porte sur les trajectoires de vie de deux jeunes hommes, Benjamin et Pierre, issus de l’immigration qui vivent dans les communautés francophones de Toronto et d’Edmonton. Grâce au récit de vie, nous examinons de près les processus à l’œuvre dans leur expérience d’intégration scolaire et sociale. Nous partons du principe que l’intégration est un processus social dynamique, inscrit dans le long terme, multidimensionnel et non linéaire. Ce regard porté à la notion d’intégration reconnait que ce processus se déroule sur un continuum intégrant l’expérience pré et post-migratoire de la personne immigrée. Comment Benjamin et Pierre décrivent-ils leur expérience d’immigration ? Comment se représentent-ils leur intégration tant scolaire que sociale au moment de leur arrivée ? C’est à travers le discours de ces jeunes que nous examinons ces questions. Notre analyse portera notamment sur les notions de motilité et d’altérité.
{"title":"Récits de vie de jeunes immigrants et immigrantes diplômés des écoles de langue française à Toronto et Edmonton","authors":"M. Jacquet, Diane Gérin-Lajoie, Gwénaëlle André","doi":"10.5206/cie-eci.v51i2.15206","DOIUrl":"https://doi.org/10.5206/cie-eci.v51i2.15206","url":null,"abstract":"L’article proposé porte sur les trajectoires de vie de deux jeunes hommes, Benjamin et Pierre, issus de l’immigration qui vivent dans les communautés francophones de Toronto et d’Edmonton. Grâce au récit de vie, nous examinons de près les processus à l’œuvre dans leur expérience d’intégration scolaire et sociale. Nous partons du principe que l’intégration est un processus social dynamique, inscrit dans le long terme, multidimensionnel et non linéaire. Ce regard porté à la notion d’intégration reconnait que ce processus se déroule sur un continuum intégrant l’expérience pré et post-migratoire de la personne immigrée. Comment Benjamin et Pierre décrivent-ils leur expérience d’immigration ? Comment se représentent-ils leur intégration tant scolaire que sociale au moment de leur arrivée ? C’est à travers le discours de ces jeunes que nous examinons ces questions. Notre analyse portera notamment sur les notions de motilité et d’altérité.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"6 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84234426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-23DOI: 10.5206/cie-eci.v51i2.15107
Linyuan Guo-Brennan
This is book review of a timely publication on addressing social justice issues unique to migrant and refugee learners, a vulnerable yet underserved population in global higher education systems. It examines how higher education institutions globally can increase access, participation, and success of displaced people in the global context. It fills a gap in the current literature on international higher education. This book summarizes the existing body of knowledge on international migration, students' voices and experiences from different nations and continents, and higher education policy, leadership, programs, and services for displaced students. Through presenting cutting-edge scholarship on diversity, equity, and inclusion in global higher education, the book exemplifies critical scholarship and innovative practices in improving atypical students' access to higher education in the global context.
{"title":"Book Review of Higher Education in the Era of Migration, Displacement and Internationalization","authors":"Linyuan Guo-Brennan","doi":"10.5206/cie-eci.v51i2.15107","DOIUrl":"https://doi.org/10.5206/cie-eci.v51i2.15107","url":null,"abstract":"This is book review of a timely publication on addressing social justice issues unique to migrant and refugee learners, a vulnerable yet underserved population in global higher education systems. It examines how higher education institutions globally can increase access, participation, and success of displaced people in the global context. It fills a gap in the current literature on international higher education. This book summarizes the existing body of knowledge on international migration, students' voices and experiences from different nations and continents, and higher education policy, leadership, programs, and services for displaced students. Through presenting cutting-edge scholarship on diversity, equity, and inclusion in global higher education, the book exemplifies critical scholarship and innovative practices in improving atypical students' access to higher education in the global context. ","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"24 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83744122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-23DOI: 10.5206/cie-eci.v51i2.15155
Punita Lumb
This paper explores how international partnerships are conceptualized between core Anglophone, European and African universities. Internationalization strategies are examined from a decolonial lens to situate the findings within a global context that is entangled in the consequences of colonialism and ongoing coloniality that continue to perpetuate global inequities, including devaluing of indigenous and local knowledge. Findings suggest that institutions in the Global North still view Africa, and the Global South in general, from a deficit lens and in need of aid, knowledge and direction. Strategies from the Global North use terms like mentoring, development and poverty reduction when describing their partnerships in the Global South. In contrast, institutions from Africa highlight their desire to be knowledge producers and contribute to research excellence on a global level. Furthermore, institutions in all regions frame strategic international partnerships as those that will boost their reputation or image as they engage in a race for status and global rankings; however, strategies do not describe how they will approach such partnerships in a very uneven global playing field between the Global North and Global South. Finally, the Global South continues to be viewed as a source of international students and as such, partnerships pursued in Africa and the Global South by core-Anglo and European institutions focus on recruitment of students as one of the rationales or benefits of partnerships. Given these findings, international strategies for Global North-South partnerships continue to reproduce colonial hierarchies of privilege, preventing more equitable approaches to partnerships.
{"title":"Discourses on Global North and Global South Partnerships in Internationalization Strategies","authors":"Punita Lumb","doi":"10.5206/cie-eci.v51i2.15155","DOIUrl":"https://doi.org/10.5206/cie-eci.v51i2.15155","url":null,"abstract":"This paper explores how international partnerships are conceptualized between core Anglophone, European and African universities. Internationalization strategies are examined from a decolonial lens to situate the findings within a global context that is entangled in the consequences of colonialism and ongoing coloniality that continue to perpetuate global inequities, including devaluing of indigenous and local knowledge. Findings suggest that institutions in the Global North still view Africa, and the Global South in general, from a deficit lens and in need of aid, knowledge and direction. Strategies from the Global North use terms like mentoring, development and poverty reduction when describing their partnerships in the Global South. In contrast, institutions from Africa highlight their desire to be knowledge producers and contribute to research excellence on a global level. Furthermore, institutions in all regions frame strategic international partnerships as those that will boost their reputation or image as they engage in a race for status and global rankings; however, strategies do not describe how they will approach such partnerships in a very uneven global playing field between the Global North and Global South. Finally, the Global South continues to be viewed as a source of international students and as such, partnerships pursued in Africa and the Global South by core-Anglo and European institutions focus on recruitment of students as one of the rationales or benefits of partnerships. Given these findings, international strategies for Global North-South partnerships continue to reproduce colonial hierarchies of privilege, preventing more equitable approaches to partnerships. ","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"50 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72512773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-23DOI: 10.5206/cie-eci.v51i2.14370
Marie-Ève Lefebvre, Émanuelle Maltais, Olivier Bégin-Caouette, Glen A. Jones, Grace Karram Stephenson, Amy Scott Metcalfe
Le présent article vise à évaluer, auprès des professeur·e·s universitaires canadiens, 1) la correspondance entre les différentes caractéristiques sociodémographiques (c.-à-d., âge, genre, citoyenneté, scolarité des parents, langue, province) sur la collaboration et la coécriture de publications avec des collègues internationaux, et 3) la correspondance entre la collaboration avec des collègues internationaux et la coécriture de publications avec des collègues internationaux. L’analyse statistique de réponses aux questionnaires (N = 2738) suggère que les caractéristiques sociodémographiques ont un effet de faibles magnitudes, bien que significatif, sur la collaboration et la coécriture de publications avec des collègues internationaux et qu’il y a une interaction entre ces deux variables. Nous aborderons ultérieurement l’impact des caractéristiques professionnelles sur la collaboration et la coécriture de publications avec des collègues internationaux.
{"title":"Correspondance entre des caractéristiques sociodémographiques de professeur·e·s universitaires canadiens sur la collaboration et la coécriture de publications avec des collègues internationaux","authors":"Marie-Ève Lefebvre, Émanuelle Maltais, Olivier Bégin-Caouette, Glen A. Jones, Grace Karram Stephenson, Amy Scott Metcalfe","doi":"10.5206/cie-eci.v51i2.14370","DOIUrl":"https://doi.org/10.5206/cie-eci.v51i2.14370","url":null,"abstract":"Le présent article vise à évaluer, auprès des professeur·e·s universitaires canadiens, 1) la correspondance entre les différentes caractéristiques sociodémographiques (c.-à-d., âge, genre, citoyenneté, scolarité des parents, langue, province) sur la collaboration et la coécriture de publications avec des collègues internationaux, et 3) la correspondance entre la collaboration avec des collègues internationaux et la coécriture de publications avec des collègues internationaux. L’analyse statistique de réponses aux questionnaires (N = 2738) suggère que les caractéristiques sociodémographiques ont un effet de faibles magnitudes, bien que significatif, sur la collaboration et la coécriture de publications avec des collègues internationaux et qu’il y a une interaction entre ces deux variables. Nous aborderons ultérieurement l’impact des caractéristiques professionnelles sur la collaboration et la coécriture de publications avec des collègues internationaux.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"1 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90713287","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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