Pub Date : 2022-08-24DOI: 10.1177/10283153221121394
Chen Chen, F. Vanclay
Transnational higher education is big business. However, it is unclear what transnational universities must do to behave in a responsible way or to gain a social licence to operate. Examining the University of Nottingham Ningbo China (UNNC) and Xi'an Jiaotong-Liverpool University (XJTLU), we discuss what universities could do to gain approval from host communities. They have to meet home and host country regulations, and the expectations of local communities and other stakeholders. Consideration of their social licence and of the negative and positive social impacts they create will contribute to their reputation and ability to access local knowledge. To earn a social licence to operate and grow, universities must understand and respond to their local context, share benefits with local communities, and have effective community engagement practices. In the universities we studied, there was limited information provided to community stakeholders and poor stakeholder engagement. However, high levels of trust from residents existed, partly because of the good reputation of universities generally.
{"title":"Universities Need a Social License to Operate and Grow: Reflecting on the University-Community Engagement of two Transnational Universities","authors":"Chen Chen, F. Vanclay","doi":"10.1177/10283153221121394","DOIUrl":"https://doi.org/10.1177/10283153221121394","url":null,"abstract":"Transnational higher education is big business. However, it is unclear what transnational universities must do to behave in a responsible way or to gain a social licence to operate. Examining the University of Nottingham Ningbo China (UNNC) and Xi'an Jiaotong-Liverpool University (XJTLU), we discuss what universities could do to gain approval from host communities. They have to meet home and host country regulations, and the expectations of local communities and other stakeholders. Consideration of their social licence and of the negative and positive social impacts they create will contribute to their reputation and ability to access local knowledge. To earn a social licence to operate and grow, universities must understand and respond to their local context, share benefits with local communities, and have effective community engagement practices. In the universities we studied, there was limited information provided to community stakeholders and poor stakeholder engagement. However, high levels of trust from residents existed, partly because of the good reputation of universities generally.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46956463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-15DOI: 10.1177/10283153221121395
Savo Heleta
In 2019, the South African government approved the Department of Higher Education and Training's (DHET) Policy Framework for Internationalisation of Higher Education in South Africa. The framework provides policy guidelines universities will need to follow when developing institutional internationalisation policies. Using critical discourse analysis, this review posits that the DHET missed an opportunity to rethink internationalisation in line with critical debates and scholarship on transformation and decolonisation of knowledge. Instead of aligning internationalisation of higher education in South Africa with progressive visions of contextually relevant and decolonised education, the framework reflects dominant Eurocentric approaches, practices and definitions of internationalisation. As such, DHET’s framework fails to provide a much-needed guide for development of institutional policies that can contribute to higher education internationalisation in South Africa becoming more authentically international and embracing a more representative set of global knowledges and ways of knowing in a horizontal, pluralistic and non-hegemonic way.
{"title":"Critical Review of the Policy Framework for Internationalisation of Higher Education in South Africa","authors":"Savo Heleta","doi":"10.1177/10283153221121395","DOIUrl":"https://doi.org/10.1177/10283153221121395","url":null,"abstract":"In 2019, the South African government approved the Department of Higher Education and Training's (DHET) Policy Framework for Internationalisation of Higher Education in South Africa. The framework provides policy guidelines universities will need to follow when developing institutional internationalisation policies. Using critical discourse analysis, this review posits that the DHET missed an opportunity to rethink internationalisation in line with critical debates and scholarship on transformation and decolonisation of knowledge. Instead of aligning internationalisation of higher education in South Africa with progressive visions of contextually relevant and decolonised education, the framework reflects dominant Eurocentric approaches, practices and definitions of internationalisation. As such, DHET’s framework fails to provide a much-needed guide for development of institutional policies that can contribute to higher education internationalisation in South Africa becoming more authentically international and embracing a more representative set of global knowledges and ways of knowing in a horizontal, pluralistic and non-hegemonic way.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41327509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The current study sought to launch a guideline for how the staff and the administration members treat students respectfully in the different educational stages. Given the importance of effective communication in the educational process and achieving the goals of learning efficiently, there is a need to develop practical guidelines for how all members of the educational system deal with students since they are the target group of the educational process.Considering the recent global changes and the successive effects on the educational system, the practices within the education system have been similarly affected. Some students refrained from completing their scientific studies due to maltreatment by the administration or some staff members in many educational institutions. Accordingly, the motivation and passion for scientific research and learning decreased. Hence, it requires interventions by those in charge of the educational system to set ethical and academic adjustments for the staff members and administration. They should be more attractive elements for students for learning and scientific research than be factors for reluctance and expulsion outside the educational organization.Consequently, preparing a guideline that includes practices and moral situations for dealing with the students at various educational levels may be purposeful in improving dealing with their students with respect.
{"title":"A Guideline to Respecting the Staff Members and the Administration to Students in the Educational Stages and Its Impact on Their Motivation for Academic Achievement--A Qualitative Study","authors":"Fatma El Zhraa Salem Mahmoud","doi":"10.5296/jse.v12i3.20043","DOIUrl":"https://doi.org/10.5296/jse.v12i3.20043","url":null,"abstract":"The current study sought to launch a guideline for how the staff and the administration members treat students respectfully in the different educational stages. Given the importance of effective communication in the educational process and achieving the goals of learning efficiently, there is a need to develop practical guidelines for how all members of the educational system deal with students since they are the target group of the educational process.Considering the recent global changes and the successive effects on the educational system, the practices within the education system have been similarly affected. Some students refrained from completing their scientific studies due to maltreatment by the administration or some staff members in many educational institutions. Accordingly, the motivation and passion for scientific research and learning decreased. Hence, it requires interventions by those in charge of the educational system to set ethical and academic adjustments for the staff members and administration. They should be more attractive elements for students for learning and scientific research than be factors for reluctance and expulsion outside the educational organization.Consequently, preparing a guideline that includes practices and moral situations for dealing with the students at various educational levels may be purposeful in improving dealing with their students with respect.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85860610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Edmund Anamboi Aduko, Emmanuel Issah Azuuga, Adakudugu Edward Apenen, Anthony Baawuo
The study used a questionnaire survey to collect quantitative data from respondents. The independent variables of interest were level of math and science self-efficacy beliefs, as well as self-efficacy for teaching math and science. The questionnaire survey was voluntarily completed by 60 teachers, comprising 45 male and 15 female. The respondents ranged in age from 19 to 38 years. The findings of the study revealed that the mathematics and science teachers at the basic school had high level of self-efficacy beliefs. The study further discovered that though not strong, there is a positive relationship between math and science teachers’ self-efficacy and their ability to teach math and science. The findings also found that math and science teachers’ scores on the MSSEB scale for mathematics and science self-efficacy beliefs were generally higher than their scores on the SETMS scale for self-efficacy for teaching mathematics and science. The ability to effectively explain math /science concepts to students received the lowest mean rating in comparison to others. Teachers' self-efficacy beliefs and self-efficacy can be important considerations for teacher professional development training as a powerful intervening factor for teacher effectiveness and student performance outcomes.
{"title":"Assessing Mathematics and Science Self-Efficacy Beliefs for Teaching","authors":"Edmund Anamboi Aduko, Emmanuel Issah Azuuga, Adakudugu Edward Apenen, Anthony Baawuo","doi":"10.5296/jse.v12i3.20010","DOIUrl":"https://doi.org/10.5296/jse.v12i3.20010","url":null,"abstract":"The study used a questionnaire survey to collect quantitative data from respondents. The independent variables of interest were level of math and science self-efficacy beliefs, as well as self-efficacy for teaching math and science. The questionnaire survey was voluntarily completed by 60 teachers, comprising 45 male and 15 female. The respondents ranged in age from 19 to 38 years. The findings of the study revealed that the mathematics and science teachers at the basic school had high level of self-efficacy beliefs. The study further discovered that though not strong, there is a positive relationship between math and science teachers’ self-efficacy and their ability to teach math and science. The findings also found that math and science teachers’ scores on the MSSEB scale for mathematics and science self-efficacy beliefs were generally higher than their scores on the SETMS scale for self-efficacy for teaching mathematics and science. The ability to effectively explain math /science concepts to students received the lowest mean rating in comparison to others. Teachers' self-efficacy beliefs and self-efficacy can be important considerations for teacher professional development training as a powerful intervening factor for teacher effectiveness and student performance outcomes.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74786122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-05DOI: 10.1177/10283153221105318
Nico Jooste, C. Hagenmeier
On 6 November 2020, the Policy Framework for Internationalisation of Higher Education in South Africa was promulgated. It provides high-level principles and guidelines for the internationalisation of higher education in South Africa, lays down specific rules for certain aspects of the process and aims to shape the process of internationalisation at South African higher education institutions, redressing past inequalities whilst addressing policy imperatives of higher education in a democratic South Africa. In this paper, we analyse the context and content of the Policy Framework. We first explore the context by discussing the historical background leading to the development and drafting of the Policy Framework, whereafter we analyse the substantive content of the Policy Framework. We consider its suitability for advancing the South African higher education system's internationalisation objectives, interrogate whether it can provide direction for comprehensive internationalisation of higher education in the country and provide recommendations on the way forward devoting attention to strategies for successful policy implementation.
{"title":"Policy Framework for the Internationalisation of Higher Education in South Africa: A Compass for Comprehensive Internationalisation?","authors":"Nico Jooste, C. Hagenmeier","doi":"10.1177/10283153221105318","DOIUrl":"https://doi.org/10.1177/10283153221105318","url":null,"abstract":"On 6 November 2020, the Policy Framework for Internationalisation of Higher Education in South Africa was promulgated. It provides high-level principles and guidelines for the internationalisation of higher education in South Africa, lays down specific rules for certain aspects of the process and aims to shape the process of internationalisation at South African higher education institutions, redressing past inequalities whilst addressing policy imperatives of higher education in a democratic South Africa. In this paper, we analyse the context and content of the Policy Framework. We first explore the context by discussing the historical background leading to the development and drafting of the Policy Framework, whereafter we analyse the substantive content of the Policy Framework. We consider its suitability for advancing the South African higher education system's internationalisation objectives, interrogate whether it can provide direction for comprehensive internationalisation of higher education in the country and provide recommendations on the way forward devoting attention to strategies for successful policy implementation.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44129866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-16DOI: 10.1177/10283153221105322
A. Crowley-Vigneau, Yelena Kalyuzhnova, A. Baykov
So-called 'world-class universities’ emerged on the global higher education scene following the Second World War. Their development in countries around the world, particularly since the early 2000s, has evolved into an international norm, although not without debate and contestation. This paper applies Constructivist theory to reflect on how local contestation affected the implementation of this norm of world-class universities in Russia, at a time when the internationalization of higher education was a national priority (i.e. before the beginning of hostilities in Ukraine). The authors employ process tracing to follow the norm from its emergence on the international stage to its contemporary adoption by Russia with Project 5-100, drawing on a case study based on 22 targeted expert interviews to identify the types and roots of resistance in Russian universities. The findings indicate that Russian contestation reflects in most cases difficulties adapting to new requirements and the fear of being left behind rather than an overall rejection of the international norm of world-class universities. The study reveals that international actors are essential not only to norm diffusion on the international stage, but also during domestic norm implementation as they are instrumental in overcoming contestation.
{"title":"World-class Universities in Russia: A Contested Norm and its Implementation","authors":"A. Crowley-Vigneau, Yelena Kalyuzhnova, A. Baykov","doi":"10.1177/10283153221105322","DOIUrl":"https://doi.org/10.1177/10283153221105322","url":null,"abstract":"So-called 'world-class universities’ emerged on the global higher education scene following the Second World War. Their development in countries around the world, particularly since the early 2000s, has evolved into an international norm, although not without debate and contestation. This paper applies Constructivist theory to reflect on how local contestation affected the implementation of this norm of world-class universities in Russia, at a time when the internationalization of higher education was a national priority (i.e. before the beginning of hostilities in Ukraine). The authors employ process tracing to follow the norm from its emergence on the international stage to its contemporary adoption by Russia with Project 5-100, drawing on a case study based on 22 targeted expert interviews to identify the types and roots of resistance in Russian universities. The findings indicate that Russian contestation reflects in most cases difficulties adapting to new requirements and the fear of being left behind rather than an overall rejection of the international norm of world-class universities. The study reveals that international actors are essential not only to norm diffusion on the international stage, but also during domestic norm implementation as they are instrumental in overcoming contestation.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41440240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-12DOI: 10.1177/10283153221105325
M. S. Hughes, Victor O. Popoola
This study explored the racial bias perceptions of study abroad alumni following international learning experiences in East Africa. Ninety-seven participants, who completed a semester-long study abroad between Fall 2016 – Spring 2019, were recruited into the study. Open-ended survey questions evaluated perceptions of racial bias, racial prejudice, and racial identity development. Six themes emerged, following thematic analysis: (1) integration of race-conscious curriculum and experiential learning, (2) mutuality in local relationships, (3) immersive experiences with rural host families, (4) U.S. faculty in the study abroad context, (5) exposure to implications of racism in a field study, and (6) student reflections of racial majority/minority dynamics. Student perceptions of how and why study abroad experiences influenced implicit racial bias, racial colorblindness, critical consciousness, and racial identity development could inform higher education curricula. Implications for future study abroad practice include empowerment of students of color, opportunities for anti-racism learning, and the relevance of race-conscious curricula in study abroad programs.
{"title":"Perceptions of Experiential Learning and Racial Bias Following International Study Abroad in East Africa: A Qualitative Study","authors":"M. S. Hughes, Victor O. Popoola","doi":"10.1177/10283153221105325","DOIUrl":"https://doi.org/10.1177/10283153221105325","url":null,"abstract":"This study explored the racial bias perceptions of study abroad alumni following international learning experiences in East Africa. Ninety-seven participants, who completed a semester-long study abroad between Fall 2016 – Spring 2019, were recruited into the study. Open-ended survey questions evaluated perceptions of racial bias, racial prejudice, and racial identity development. Six themes emerged, following thematic analysis: (1) integration of race-conscious curriculum and experiential learning, (2) mutuality in local relationships, (3) immersive experiences with rural host families, (4) U.S. faculty in the study abroad context, (5) exposure to implications of racism in a field study, and (6) student reflections of racial majority/minority dynamics. Student perceptions of how and why study abroad experiences influenced implicit racial bias, racial colorblindness, critical consciousness, and racial identity development could inform higher education curricula. Implications for future study abroad practice include empowerment of students of color, opportunities for anti-racism learning, and the relevance of race-conscious curricula in study abroad programs.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47446608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-12DOI: 10.1177/10283153221105321
Franka van den Hende, C. Whitsed, Robert J. Coelen
Following a rapidly changing external environment, internationalization has become an institutional phenomenon with strategic relevance for universities worldwide. However, the frequently reported gap between theory and practice remains. Engaging staff and achieving successful organizational implementation appears increasingly problematic with more stakeholders and disciplines involved. This study explores the long-time gap between strategy and implementation with Pettigrew's organizational change framework (1987). We conducted a systematic scoping literature review of articles about curriculum internationalization (N = 325) published in English in peer-reviewed journals between 2000 and 2022. Our study demonstrates that the organizational change perspective provides guidelines to improve and facilitate the process. Based on an organizational change perspective we developed a comprehensive framework that may contribute to more effective strategies for staff engagement and meaningful implementation outcomes for curriculum internationalization in higher education.
{"title":"An Organizational Change Perspective for the Curriculum Internationalization Process: Bridging the Gap Between Strategy and Implementation","authors":"Franka van den Hende, C. Whitsed, Robert J. Coelen","doi":"10.1177/10283153221105321","DOIUrl":"https://doi.org/10.1177/10283153221105321","url":null,"abstract":"Following a rapidly changing external environment, internationalization has become an institutional phenomenon with strategic relevance for universities worldwide. However, the frequently reported gap between theory and practice remains. Engaging staff and achieving successful organizational implementation appears increasingly problematic with more stakeholders and disciplines involved. This study explores the long-time gap between strategy and implementation with Pettigrew's organizational change framework (1987). We conducted a systematic scoping literature review of articles about curriculum internationalization (N = 325) published in English in peer-reviewed journals between 2000 and 2022. Our study demonstrates that the organizational change perspective provides guidelines to improve and facilitate the process. Based on an organizational change perspective we developed a comprehensive framework that may contribute to more effective strategies for staff engagement and meaningful implementation outcomes for curriculum internationalization in higher education.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48005116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
According to a questionnaire and interview survey of 689 students, teachers, and parents from six primary and secondary schools in Hong Kong, China, both public and government-funded schools use traditional Chinese teaching materials and Cantonese as the medium of instruction, while private schools use original English textbooks and English as the medium of instruction. All schools' self-selected teaching materials and teachers have a major colonial education legacy, in that they do not objectively introduce the growth process of Chinese culture and socialism, affecting students' ability to acquire a correct world outlook and ideal. In everyday life, students primarily speak Cantonese, and their Putonghua proficiency is poor. In Hong Kong, the competition for college entrance exams and jobs is fierce, and nearly half of students see no hope and expect to migrate to the mainland for university and employment in order to advance. This study proposed specific reform strategies and implementation methods for language teaching in Hong Kong primary and secondary schools to increase patriotism, university enrolment, and employment rates among Hong Kong students.
{"title":"Research on the Reform Countermeasures and Implementation Path of Primary and Secondary School Language Education in Hong Kong SAR, China","authors":"Yang Feng, Xiya Wang","doi":"10.5296/jse.v12i3.19883","DOIUrl":"https://doi.org/10.5296/jse.v12i3.19883","url":null,"abstract":"According to a questionnaire and interview survey of 689 students, teachers, and parents from six primary and secondary schools in Hong Kong, China, both public and government-funded schools use traditional Chinese teaching materials and Cantonese as the medium of instruction, while private schools use original English textbooks and English as the medium of instruction. All schools' self-selected teaching materials and teachers have a major colonial education legacy, in that they do not objectively introduce the growth process of Chinese culture and socialism, affecting students' ability to acquire a correct world outlook and ideal. In everyday life, students primarily speak Cantonese, and their Putonghua proficiency is poor. In Hong Kong, the competition for college entrance exams and jobs is fierce, and nearly half of students see no hope and expect to migrate to the mainland for university and employment in order to advance. This study proposed specific reform strategies and implementation methods for language teaching in Hong Kong primary and secondary schools to increase patriotism, university enrolment, and employment rates among Hong Kong students.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75426741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Panagiotis Geropoulos, Maria Karadimou, Kostis Tsioumis
The subject of this work is the investigation of the existing educational legal framework that determines the operation of school units as well as the pedagogical directions of the principals towards the educational staff. The 43 leaders of secondary education who took part in the research expressed their views and perceptions about the difficulties and limitations posed by the bureaucratic structure of the Greek education system and the positive elements of this particular way of organization. In addition, they describe the pedagogical directions they give to the rest of the staff in the context of the operation of the school units. The survey was conducted in the summer and fall of 2020, the time when schools were called to adapt to the Covid-19 health crisis. The research problem of this work was the investigation of the possibilities of application of participatory administration in the wider centralized education system in combination with the instructions for the support of students and teachers. The analysis of qualitative data confirms the bureaucratic and centralized structure of the Greek educational system. However, in schools, principals apply different policies and practices to support the educational and student community depending on the needs and circumstances.
{"title":"Freedoms and Restrictions of School Leaders and the Pedagogical Guidance They Exercise in the Greek Bureaucratic System","authors":"Panagiotis Geropoulos, Maria Karadimou, Kostis Tsioumis","doi":"10.5296/jse.v12i2.19835","DOIUrl":"https://doi.org/10.5296/jse.v12i2.19835","url":null,"abstract":"The subject of this work is the investigation of the existing educational legal framework that determines the operation of school units as well as the pedagogical directions of the principals towards the educational staff. The 43 leaders of secondary education who took part in the research expressed their views and perceptions about the difficulties and limitations posed by the bureaucratic structure of the Greek education system and the positive elements of this particular way of organization. In addition, they describe the pedagogical directions they give to the rest of the staff in the context of the operation of the school units. The survey was conducted in the summer and fall of 2020, the time when schools were called to adapt to the Covid-19 health crisis. The research problem of this work was the investigation of the possibilities of application of participatory administration in the wider centralized education system in combination with the instructions for the support of students and teachers. The analysis of qualitative data confirms the bureaucratic and centralized structure of the Greek educational system. However, in schools, principals apply different policies and practices to support the educational and student community depending on the needs and circumstances.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88663164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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