Pub Date : 2022-11-11DOI: 10.1080/13803611.2022.2143132
Keji Fan
{"title":"Infusing critical thinking into your course: A concrete practical approach","authors":"Keji Fan","doi":"10.1080/13803611.2022.2143132","DOIUrl":"https://doi.org/10.1080/13803611.2022.2143132","url":null,"abstract":"","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"27 1","pages":"423 - 425"},"PeriodicalIF":1.4,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42131501","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 : 2022-07-29DOI: 10.1080/13803611.2022.2103571
Caroline Sahli Lozano, Kathrin Brandenberg, Anne Sophie Ganz, S. Wüthrich
ABSTRACT Students with special educational needs (SEN) are at risk of lower teacher expectations due to disability-related negative labelling effects. In most educational systems, students with SEN receive measures such as accommodations (adjustments of the learning/assessment conditions), curriculum modifications (adjustments of the learning objectives), or additional support from special education teachers to support inclusion in regular school. Here, we examine whether the receipt of such measures, even in the absence of a formally assessed SEN or disability diagnosis, is sufficient to evoke negative labelling effects. Using data from 110 lower secondary school classes in Switzerland, we show that students with reduced learning objectives or individual support by a special education teacher get systematically underestimated by their teachers regarding their cognitive abilities, although this is not the case for students receiving accommodations. These findings provide important implications for the application of such measures and the prevention of educational inequalities.
{"title":"Accommodations, modifications, and special education interventions: influence on teacher expectations","authors":"Caroline Sahli Lozano, Kathrin Brandenberg, Anne Sophie Ganz, S. Wüthrich","doi":"10.1080/13803611.2022.2103571","DOIUrl":"https://doi.org/10.1080/13803611.2022.2103571","url":null,"abstract":"ABSTRACT Students with special educational needs (SEN) are at risk of lower teacher expectations due to disability-related negative labelling effects. In most educational systems, students with SEN receive measures such as accommodations (adjustments of the learning/assessment conditions), curriculum modifications (adjustments of the learning objectives), or additional support from special education teachers to support inclusion in regular school. Here, we examine whether the receipt of such measures, even in the absence of a formally assessed SEN or disability diagnosis, is sufficient to evoke negative labelling effects. Using data from 110 lower secondary school classes in Switzerland, we show that students with reduced learning objectives or individual support by a special education teacher get systematically underestimated by their teachers regarding their cognitive abilities, although this is not the case for students receiving accommodations. These findings provide important implications for the application of such measures and the prevention of educational inequalities.","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"27 1","pages":"396 - 419"},"PeriodicalIF":1.4,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47088144","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 : 2022-05-19DOI: 10.1080/13803611.2022.2041853
Malcolm Tight
ABSTRACT The internationalisation of higher education has typically been seen as a contemporary trend driven by Western developed nations, whereby particular elite models of provision, most frequently delivered in the English language, influence practice globally. This has involved either the recruitment of international students and staff, notably to the United States, Australia, the United Kingdom, and other Western countries, or the opening by their universities of branch campuses overseas. The picture is, however, rather more complex than this, with many other national and institutional players involved, in different ways at different levels, and patterns varying from region to region. This article explores the research evidence on the internationalisation of higher education beyond the West through a systematic review of recent academic writing. In doing so, it draws attention to the challenges and opportunities identified in the research literature, and questions whether the internationalisation of higher education is a truly global phenomenon.
{"title":"Internationalisation of higher education beyond the West: challenges and opportunities – the research evidence","authors":"Malcolm Tight","doi":"10.1080/13803611.2022.2041853","DOIUrl":"https://doi.org/10.1080/13803611.2022.2041853","url":null,"abstract":"ABSTRACT The internationalisation of higher education has typically been seen as a contemporary trend driven by Western developed nations, whereby particular elite models of provision, most frequently delivered in the English language, influence practice globally. This has involved either the recruitment of international students and staff, notably to the United States, Australia, the United Kingdom, and other Western countries, or the opening by their universities of branch campuses overseas. The picture is, however, rather more complex than this, with many other national and institutional players involved, in different ways at different levels, and patterns varying from region to region. This article explores the research evidence on the internationalisation of higher education beyond the West through a systematic review of recent academic writing. In doing so, it draws attention to the challenges and opportunities identified in the research literature, and questions whether the internationalisation of higher education is a truly global phenomenon.","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"27 1","pages":"239 - 259"},"PeriodicalIF":1.4,"publicationDate":"2022-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45031092","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 : 2022-05-15DOI: 10.1080/13803611.2022.2073454
J. Calero, Álvaro Choi
ABSTRACT There is strong controversy over the application and effects of the Linguistic Immersion Policy in Catalonia, a policy that established that the Catalan language should constitute the only vehicular language during the different levels of compulsory schooling. While some of the effects of this policy have been determined, the evidence on other effects is scarce or non-existent. Within this group is the determination of the effect on academic performance of receiving schooling in a language other than the mother tongue. This paper analyses the performance of 15-year-old students as a function of their mother tongue. To do this, multivariant techniques are applied to the data provided by the assessments of PISA-2015. The results indicate that Spanish speakers obtain worse results than Catalan speakers all other variables been equal. The reduction in the level of competencies varies, in turn, among different subgroups of this collective.
{"title":"The effects of linguistic immersion on cognitive competencies","authors":"J. Calero, Álvaro Choi","doi":"10.1080/13803611.2022.2073454","DOIUrl":"https://doi.org/10.1080/13803611.2022.2073454","url":null,"abstract":"ABSTRACT There is strong controversy over the application and effects of the Linguistic Immersion Policy in Catalonia, a policy that established that the Catalan language should constitute the only vehicular language during the different levels of compulsory schooling. While some of the effects of this policy have been determined, the evidence on other effects is scarce or non-existent. Within this group is the determination of the effect on academic performance of receiving schooling in a language other than the mother tongue. This paper analyses the performance of 15-year-old students as a function of their mother tongue. To do this, multivariant techniques are applied to the data provided by the assessments of PISA-2015. The results indicate that Spanish speakers obtain worse results than Catalan speakers all other variables been equal. The reduction in the level of competencies varies, in turn, among different subgroups of this collective.","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"27 1","pages":"369 - 395"},"PeriodicalIF":1.4,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47620211","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 : 2022-04-23DOI: 10.1080/13803611.2022.2041850
Yun Ge (Rochelle) (葛贇)
Internationalisation in higher education (IHE) is often seen as a response to globalisation (Altbach & Knight, 2007; Altbach et al., 2009; de Wit & Altbach, 2021; de Wit & Knight, 1996). Globalisation refers to “the reality shaped by an increasingly integrated world economy, new information and communications technology, the emergence of an international knowledge network, the role of the English language, and other forces beyond the control of academic institutions” (Altbach et al., 2009, p. 7). This is seen as a key force and a context that is fundamentally reshaping the role and institutional structure of higher education (Beck, 2012; Maringe & Foskett, 2010). Globalisation has driven studentmobility on a large scale through a greater awareness of information, opportunities, and increased propensity to travel. Neither education nor knowledge is restricted by the boundaries of nation-states and/or regional cultures. Academics and students can select from a vast array of educational modes and research universities on a global scale. Cross-border education, including real and virtualmovement of students, academics, and educational programmes from one country to another, has become prevalent. According to the statistics provided by Gürüz (2011), the total enrolment of international students in the whole world was only 0.11 million in 1950. The number increased from 1.35 million to 2.75 million from 1995 to 2010. Within less than a decade, the size of international education mobility further doubled to 5.3 million in 2017 (the statistics about international students were retrieved from the UNESCO website: http://uis.unesco.org/en/uis-student-flow). The increased number of students reflects the rapidly enlarged size of involved institutions and higher education systems. The large-scale international student mobility is accompanied by the rise of the knowledge-based economy and the changing governance structure of higher education (de Wit & Altbach, 2021; Mok & James, 2005). In a knowledge-based society, talents and innovation are crucial for economic development and competitiveness. Driven by the requirements of economic and national development, the later part of the 20th century witnessed a trend of massive growth of higher education in many nationstates. At the same time, there has been a trend towards decentralisation and financial retrenchment in higher education. For instance, some industrialised countries, such as the United Kingdom and the United States, adopted neoliberal policies to restructure their public spheres (Calleja, 1995), which continue to the present. In the sphere of higher education, the adopted policies concentrated on financial cuts (Beerkens, 2003) and the rise of students as consumers in a market of universities competing for students, with the market regulated by governments in the role of providing public services to privatised higher education rather than public goods (Biesta et al., 2021). In mainland China, with the e
高等教育国际化（IHE）通常被视为对全球化的回应（Altbach&Knight，2007；Altbach等人，2009年；de Wit和Altbach，2021；de Wit&Knight，1996）。全球化是指“日益一体化的世界经济、新的信息和通信技术、国际知识网络的出现、英语的作用以及学术机构无法控制的其他力量所塑造的现实”（Altbach等人，2009年，第7页）。这被视为从根本上重塑高等教育角色和制度结构的关键力量和背景（Beck，2012；Maringe和Foskett，2010年）。全球化通过提高对信息、机会的认识和旅行倾向的增加，在很大程度上推动了学生的积极性。教育和知识都不受民族国家和/或地区文化边界的限制。学术界和学生可以从全球范围内的各种教育模式和研究型大学中进行选择。跨境教育，包括从一个国家到另一个国家的学生、学者和教育计划的真实和虚拟教育，已经变得普遍。根据Gürüz（2011）提供的统计数据，1950年，全世界的国际学生总入学人数仅为11万。从1995年到2010年，这一数字从135万增加到275万。在不到十年的时间里，2017年国际教育流动规模进一步翻了一番，达到530万（有关国际学生的统计数据可从联合国教科文组织网站检索：http://uis.unesco.org/en/uis-student-flow)。学生人数的增加反映了相关机构和高等教育系统的规模迅速扩大。大规模的国际学生流动伴随着知识经济的兴起和高等教育治理结构的变化（de Wit&Altbach，2021；莫和詹姆斯，2005年）。在知识型社会，人才和创新对经济发展和竞争力至关重要。在经济和国家发展要求的推动下，20世纪后半叶，许多国家的高等教育出现了大规模增长的趋势。与此同时，高等教育出现了权力下放和财政紧缩的趋势。例如，一些工业化国家，如英国和美国，采取了新自由主义政策来重组其公共领域（Calleja，1995），这种政策一直延续到现在。在高等教育领域，所采取的政策集中在财政削减（Beerkens，2003）和在大学争夺学生的市场中，学生作为消费者的崛起，市场由政府监管，为私有化的高等教育而非公共产品提供公共服务（Biesta et al.，2021）。在中国大陆，随着高等教育规模的扩大，国家政府将其监管模式从“国家控制模式”分散到“国家监督模式”
{"title":"Internationalisation of higher education: new players in a changing scene","authors":"Yun Ge (Rochelle) (葛贇)","doi":"10.1080/13803611.2022.2041850","DOIUrl":"https://doi.org/10.1080/13803611.2022.2041850","url":null,"abstract":"Internationalisation in higher education (IHE) is often seen as a response to globalisation (Altbach & Knight, 2007; Altbach et al., 2009; de Wit & Altbach, 2021; de Wit & Knight, 1996). Globalisation refers to “the reality shaped by an increasingly integrated world economy, new information and communications technology, the emergence of an international knowledge network, the role of the English language, and other forces beyond the control of academic institutions” (Altbach et al., 2009, p. 7). This is seen as a key force and a context that is fundamentally reshaping the role and institutional structure of higher education (Beck, 2012; Maringe & Foskett, 2010). Globalisation has driven studentmobility on a large scale through a greater awareness of information, opportunities, and increased propensity to travel. Neither education nor knowledge is restricted by the boundaries of nation-states and/or regional cultures. Academics and students can select from a vast array of educational modes and research universities on a global scale. Cross-border education, including real and virtualmovement of students, academics, and educational programmes from one country to another, has become prevalent. According to the statistics provided by Gürüz (2011), the total enrolment of international students in the whole world was only 0.11 million in 1950. The number increased from 1.35 million to 2.75 million from 1995 to 2010. Within less than a decade, the size of international education mobility further doubled to 5.3 million in 2017 (the statistics about international students were retrieved from the UNESCO website: http://uis.unesco.org/en/uis-student-flow). The increased number of students reflects the rapidly enlarged size of involved institutions and higher education systems. The large-scale international student mobility is accompanied by the rise of the knowledge-based economy and the changing governance structure of higher education (de Wit & Altbach, 2021; Mok & James, 2005). In a knowledge-based society, talents and innovation are crucial for economic development and competitiveness. Driven by the requirements of economic and national development, the later part of the 20th century witnessed a trend of massive growth of higher education in many nationstates. At the same time, there has been a trend towards decentralisation and financial retrenchment in higher education. For instance, some industrialised countries, such as the United Kingdom and the United States, adopted neoliberal policies to restructure their public spheres (Calleja, 1995), which continue to the present. In the sphere of higher education, the adopted policies concentrated on financial cuts (Beerkens, 2003) and the rise of students as consumers in a market of universities competing for students, with the market regulated by governments in the role of providing public services to privatised higher education rather than public goods (Biesta et al., 2021). In mainland China, with the e","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"27 1","pages":"229 - 238"},"PeriodicalIF":1.4,"publicationDate":"2022-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41514529","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 : 2022-04-17DOI: 10.1080/13803611.2022.2061515
Ana-Maria Vioreanu
2.1 Identify the major parts of the neuron, the nervous system, and the cerebral cortex, and describe their functions. 2.2 Evaluate biological perspectives on abnormal behavior. 2.3 Describe the key features of psychodynamic models of abnormal behavior and evaluate their major contributions. 2.4 Describe the key features of learning-based models of abnormal behavior and evaluate their major contributions. 2.5 Describe the key features of humanistic models of abnormal behavior and evaluate their major contributions. 2.6 Describe the key features of cognitive models of abnormal behavior and evaluate their major contributions. 2.7 Evaluate ethnic group differences in rates of psychological disorders. 2.8 Evaluate the sociocultural perspective in our understanding of abnormal behavior. 2.9 Describe the diathesis-stress model of abnormal behavior. 2.10 Evaluate the biopsychosocial perspective on abnormal behavior. 2.11 Identify three of the major types of helping professionals and describe their training backgrounds and professional roles. 2.12 Describe the goals and techniques of the following forms of psychotherapy: psychodynamic therapy, behavior therapy, person-centered therapy, cognitive therapy, cognitive-behavioral therapy, eclectic therapy, group therapy, family therapy, and couple therapy. 2.13 Evaluate the effectiveness of psychotherapy and the role of nonspecific factors in therapy. 2.14 Evaluate the role of multicultural factors in psychotherapy and barriers to use of mental health services by ethnic minorities. 2.15 Identify the major categories of psychotropic or psychiatric drugs and examples of drugs in each type, and evaluate their strengths and weaknesses. 2.16 Describe the use of electroconvulsive therapy and psychosurgery and evaluate their effectiveness. 2.17 Describe the use of psychosurgery and evaluate its effectiveness. 2.18 Evaluate biomedical treatment approaches.
{"title":"Abnormal psychology in a changing world (10th ed.)","authors":"Ana-Maria Vioreanu","doi":"10.1080/13803611.2022.2061515","DOIUrl":"https://doi.org/10.1080/13803611.2022.2061515","url":null,"abstract":"2.1 Identify the major parts of the neuron, the nervous system, and the cerebral cortex, and describe their functions. 2.2 Evaluate biological perspectives on abnormal behavior. 2.3 Describe the key features of psychodynamic models of abnormal behavior and evaluate their major contributions. 2.4 Describe the key features of learning-based models of abnormal behavior and evaluate their major contributions. 2.5 Describe the key features of humanistic models of abnormal behavior and evaluate their major contributions. 2.6 Describe the key features of cognitive models of abnormal behavior and evaluate their major contributions. 2.7 Evaluate ethnic group differences in rates of psychological disorders. 2.8 Evaluate the sociocultural perspective in our understanding of abnormal behavior. 2.9 Describe the diathesis-stress model of abnormal behavior. 2.10 Evaluate the biopsychosocial perspective on abnormal behavior. 2.11 Identify three of the major types of helping professionals and describe their training backgrounds and professional roles. 2.12 Describe the goals and techniques of the following forms of psychotherapy: psychodynamic therapy, behavior therapy, person-centered therapy, cognitive therapy, cognitive-behavioral therapy, eclectic therapy, group therapy, family therapy, and couple therapy. 2.13 Evaluate the effectiveness of psychotherapy and the role of nonspecific factors in therapy. 2.14 Evaluate the role of multicultural factors in psychotherapy and barriers to use of mental health services by ethnic minorities. 2.15 Identify the major categories of psychotropic or psychiatric drugs and examples of drugs in each type, and evaluate their strengths and weaknesses. 2.16 Describe the use of electroconvulsive therapy and psychosurgery and evaluate their effectiveness. 2.17 Describe the use of psychosurgery and evaluate its effectiveness. 2.18 Evaluate biomedical treatment approaches.","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"27 1","pages":"420 - 422"},"PeriodicalIF":1.4,"publicationDate":"2022-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44022774","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 : 2022-03-15DOI: 10.1080/13803611.2022.2041871
Xiujuan Xie
ABSTRACT This study explores how transnational higher education partnerships in China influence Chinese students’ intercultural communicative competence (ICC) and their motivation to study abroad. There is a growing trend for Chinese students to experience cultural diversity. However, not much research has been conducted to understand how transnational higher education (TNHE) partnerships play a role in preparing students for motivation and cultural skills. The current research is a qualitative case study of the University of Nottingham Ningbo China, a university exemplifying TNHE partnerships in China. Byram’s model of ICC, published in 2009, was adopted as the basis for deductive thematic analysis. Research findings show that Chinese students purposively choose to study at a TNHE university for its English teaching and learning environment. This research found that TNHE partnerships in China positively affect students’ ICC development, and that ICC plays an important role in their intention to study abroad.
{"title":"Transnational higher education partnerships in China: exploring the impact of Chinese students’ intercultural communicative competence on their motivation to study abroad","authors":"Xiujuan Xie","doi":"10.1080/13803611.2022.2041871","DOIUrl":"https://doi.org/10.1080/13803611.2022.2041871","url":null,"abstract":"ABSTRACT This study explores how transnational higher education partnerships in China influence Chinese students’ intercultural communicative competence (ICC) and their motivation to study abroad. There is a growing trend for Chinese students to experience cultural diversity. However, not much research has been conducted to understand how transnational higher education (TNHE) partnerships play a role in preparing students for motivation and cultural skills. The current research is a qualitative case study of the University of Nottingham Ningbo China, a university exemplifying TNHE partnerships in China. Byram’s model of ICC, published in 2009, was adopted as the basis for deductive thematic analysis. Research findings show that Chinese students purposively choose to study at a TNHE university for its English teaching and learning environment. This research found that TNHE partnerships in China positively affect students’ ICC development, and that ICC plays an important role in their intention to study abroad.","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"27 1","pages":"280 - 308"},"PeriodicalIF":1.4,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43577110","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 : 2022-03-03DOI: 10.1080/13803611.2022.2041858
Yun Ge (Rochelle), K. Ho
ABSTRACT Since the launch of the One Belt and One Road Initiative (BRI) in 2013, the internationalisation of China’s tertiary education has entered a new stage. Central to the BRI is investment and strategic planning for talent cultivation, knowledge production, and transmission. This paper explains how the BRI redirects, reinforces, and intensifies China’s strategic planning and actions for internationalising its education. It adopts a policy analysis approach and reviews three key aspects of development and shifting emphasis of internationalisation under the impact of the BRI: international education networks along the Six BRI Economic Corridors, vocational colleges as new players in international education, and promotion of the Chinese language as a new global language. The analysis captures an important moment in which international education processes are being visibly altered through China’s strategies to take the lead in economic globalisation and to compete for a central place in the world via the BRI.
{"title":"Belt and Road Initiatives: implications for China’s internationalisation of tertiary-level education","authors":"Yun Ge (Rochelle), K. Ho","doi":"10.1080/13803611.2022.2041858","DOIUrl":"https://doi.org/10.1080/13803611.2022.2041858","url":null,"abstract":"ABSTRACT Since the launch of the One Belt and One Road Initiative (BRI) in 2013, the internationalisation of China’s tertiary education has entered a new stage. Central to the BRI is investment and strategic planning for talent cultivation, knowledge production, and transmission. This paper explains how the BRI redirects, reinforces, and intensifies China’s strategic planning and actions for internationalising its education. It adopts a policy analysis approach and reviews three key aspects of development and shifting emphasis of internationalisation under the impact of the BRI: international education networks along the Six BRI Economic Corridors, vocational colleges as new players in international education, and promotion of the Chinese language as a new global language. The analysis captures an important moment in which international education processes are being visibly altered through China’s strategies to take the lead in economic globalisation and to compete for a central place in the world via the BRI.","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"27 1","pages":"260 - 279"},"PeriodicalIF":1.4,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41609549","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 : 2022-03-03DOI: 10.1080/13803611.2022.2041872
Tirong Yang
ABSTRACT While existing research has explored the development of international branch campuses (IBCs) in Malaysia from several dimensions, the discussion on the IBCs’ identity development within the dynamics of higher education internationalisation can benefit from further elucidation. Applying the framework of institutional change, this research inquired how Malaysian IBCs proceeded with identity development in their institutional change and fit into the internationalisation agenda as a new set of players. Semi-structured interviews and non-participant observation were used to collect data, along with relevant documents used subsidiarily in the study. The results showed that the IBCs experienced various identity development processes in their institutional changes, showing a stable growth and enrichment of international, regional, and local elements. The identity development within IBCs’ institutional change sheds light on the development of higher education internationalisation.
{"title":"Identity development in institutional change of international branch campuses in Malaysia: an empirical study","authors":"Tirong Yang","doi":"10.1080/13803611.2022.2041872","DOIUrl":"https://doi.org/10.1080/13803611.2022.2041872","url":null,"abstract":"ABSTRACT While existing research has explored the development of international branch campuses (IBCs) in Malaysia from several dimensions, the discussion on the IBCs’ identity development within the dynamics of higher education internationalisation can benefit from further elucidation. Applying the framework of institutional change, this research inquired how Malaysian IBCs proceeded with identity development in their institutional change and fit into the internationalisation agenda as a new set of players. Semi-structured interviews and non-participant observation were used to collect data, along with relevant documents used subsidiarily in the study. The results showed that the IBCs experienced various identity development processes in their institutional changes, showing a stable growth and enrichment of international, regional, and local elements. The identity development within IBCs’ institutional change sheds light on the development of higher education internationalisation.","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"27 1","pages":"309 - 334"},"PeriodicalIF":1.4,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46868660","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 : 2022-03-01DOI: 10.1080/13803611.2022.2041878
Lingqin Zeng
{"title":"Internationalising programmes in higher education: an educational development perspective","authors":"Lingqin Zeng","doi":"10.1080/13803611.2022.2041878","DOIUrl":"https://doi.org/10.1080/13803611.2022.2041878","url":null,"abstract":"","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"27 1","pages":"364 - 367"},"PeriodicalIF":1.4,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46061026","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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