Pub Date : 2023-08-03DOI: 10.1108/ijced-07-2022-0055
D. Mukhamejanova, Zhadyra Konurbayeva
Purpose This study examines diaspora engagement and return migration programs aimed at providing diaspora youth with an opportunity to obtain higher education in Estonia and Kazakhstan. In particular, the authors sought to identify the main motivations, benefits and challenges of the programs, as well as understand how the programs contribute to the ethnic identity formation of diaspora students.Design/methodology/approach The paper employed a qualitative multiple-case study research design. In both countries, data were collected by means of 26 semi-structured interviews with return migrant students and experts involved in implementing the programs.Findings The study findings suggest that the primary motivations for diaspora youth to return to their homelands are tuition-free higher education, financial support and repatriation prospects in both countries. In Estonia, the scholarship holders struggled with language requirements for university admissions, the cost of living insufficiently covered by the monthly stipend and limited integration opportunities. In Kazakhstan, the students had to face the Russian language barrier and socio-cultural marginalization in their everyday life. It was also found that the return migrant students in Estonia and Kazakhstan develop hybrid identities to integrate into their domestic society. They reinforce their ethnic identities and negotiate their diasporic identities to make sense of their own background and cultural heritage and acclimatize to life in the new context.Originality/value The study provides practical implications for policy implementers and policymakers in Estonia and Kazakhstan. It can also be useful for the worldwide research community interested in exploring education-oriented diaspora engagement and return migration programs and their influence on the ethnic identity of diaspora students.
{"title":"Diaspora engagement and return migration for educational purposes in Estonia and Kazakhstan","authors":"D. Mukhamejanova, Zhadyra Konurbayeva","doi":"10.1108/ijced-07-2022-0055","DOIUrl":"https://doi.org/10.1108/ijced-07-2022-0055","url":null,"abstract":"Purpose This study examines diaspora engagement and return migration programs aimed at providing diaspora youth with an opportunity to obtain higher education in Estonia and Kazakhstan. In particular, the authors sought to identify the main motivations, benefits and challenges of the programs, as well as understand how the programs contribute to the ethnic identity formation of diaspora students.Design/methodology/approach The paper employed a qualitative multiple-case study research design. In both countries, data were collected by means of 26 semi-structured interviews with return migrant students and experts involved in implementing the programs.Findings The study findings suggest that the primary motivations for diaspora youth to return to their homelands are tuition-free higher education, financial support and repatriation prospects in both countries. In Estonia, the scholarship holders struggled with language requirements for university admissions, the cost of living insufficiently covered by the monthly stipend and limited integration opportunities. In Kazakhstan, the students had to face the Russian language barrier and socio-cultural marginalization in their everyday life. It was also found that the return migrant students in Estonia and Kazakhstan develop hybrid identities to integrate into their domestic society. They reinforce their ethnic identities and negotiate their diasporic identities to make sense of their own background and cultural heritage and acclimatize to life in the new context.Originality/value The study provides practical implications for policy implementers and policymakers in Estonia and Kazakhstan. It can also be useful for the worldwide research community interested in exploring education-oriented diaspora engagement and return migration programs and their influence on the ethnic identity of diaspora students.","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89480018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-28DOI: 10.1108/ijced-09-2022-0067
Wei Liu, C. Huang
PurposeThe goal is to explore the role of international education in a developing country's nation building in a mostly indigenous process.Design/methodology/approachThis study reviews China's history of international education set in the larger context of different nation building tasks in the past two centuries.FindingsThe unique case of China with dramatic ups and downs in national fortunes in the past two hundred years serves to show that an open attitude to and an active engagement in international education are contributing factors for national prosperity. The case of China also serves to show that a self-determined agenda is of paramount importance in international education as a tool for nation building.Originality/valueFew studies so far have paid attention to the specific relationship between the internationalization of higher education and nation building, so the topic of the paper is an important one and a necessary addition to the existing literature. What has been the role of international education in China's national transformation? What contributions has international education made to China's achievement of nation building goals at different stages of this transformation process? What implications can other developing nations draw from China's case with regard to the role of international education in nation building? These are the questions the researchers hope to answer in this study.
{"title":"“Learn from barbarians to control barbarians”: what role has international education played in China's nation building?","authors":"Wei Liu, C. Huang","doi":"10.1108/ijced-09-2022-0067","DOIUrl":"https://doi.org/10.1108/ijced-09-2022-0067","url":null,"abstract":"PurposeThe goal is to explore the role of international education in a developing country's nation building in a mostly indigenous process.Design/methodology/approachThis study reviews China's history of international education set in the larger context of different nation building tasks in the past two centuries.FindingsThe unique case of China with dramatic ups and downs in national fortunes in the past two hundred years serves to show that an open attitude to and an active engagement in international education are contributing factors for national prosperity. The case of China also serves to show that a self-determined agenda is of paramount importance in international education as a tool for nation building.Originality/valueFew studies so far have paid attention to the specific relationship between the internationalization of higher education and nation building, so the topic of the paper is an important one and a necessary addition to the existing literature. What has been the role of international education in China's national transformation? What contributions has international education made to China's achievement of nation building goals at different stages of this transformation process? What implications can other developing nations draw from China's case with regard to the role of international education in nation building? These are the questions the researchers hope to answer in this study.","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89907411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-14DOI: 10.1108/ijced-12-2022-0084
G. M. Alam, M. Forhad
PurposeThis study examines whether education in developing countries directly impacts their foreign income from the top export sector.Design/methodology/approachAs most developing countries follow developed nations to shape their development, this study assumes developing countries as education-follower and developed countries as education-leader countries. Considering selected countries from the South Asian Regional Cooperation (SAARC) and African countries as follower countries and Group of Seven (G7) as leader countries, this study employs Dumitrescu-Hurlin Granger non-causality tests.FindingsThis study finds that education-follower countries' achievements do not directly impact foreign earnings from their leading export sectors. However, findings also confirm that leader countries have a bidirectional causal relationship between tertiary education and earnings from high technology exports.Originality/valueTo the best of the authors' knowledge, this is the first study urging research-intensive education with comparative advantages in international trade. Using educational attainment on export earnings from the leading sector, findings support dependency theory in education is still existed.
{"title":"Educational achievements and export earnings: a comparison between leader and follower countries","authors":"G. M. Alam, M. Forhad","doi":"10.1108/ijced-12-2022-0084","DOIUrl":"https://doi.org/10.1108/ijced-12-2022-0084","url":null,"abstract":"PurposeThis study examines whether education in developing countries directly impacts their foreign income from the top export sector.Design/methodology/approachAs most developing countries follow developed nations to shape their development, this study assumes developing countries as education-follower and developed countries as education-leader countries. Considering selected countries from the South Asian Regional Cooperation (SAARC) and African countries as follower countries and Group of Seven (G7) as leader countries, this study employs Dumitrescu-Hurlin Granger non-causality tests.FindingsThis study finds that education-follower countries' achievements do not directly impact foreign earnings from their leading export sectors. However, findings also confirm that leader countries have a bidirectional causal relationship between tertiary education and earnings from high technology exports.Originality/valueTo the best of the authors' knowledge, this is the first study urging research-intensive education with comparative advantages in international trade. Using educational attainment on export earnings from the leading sector, findings support dependency theory in education is still existed.","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90377547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-14DOI: 10.1108/ijced-05-2023-0039
Peng Liu, Xuyang Li, C. Zhuoma
PurposeThe purpose of this study is to understand the research on numeracy coach in the Canadian context.Design/methodology/approachThis study was a systematic review of studies about numeracy coaching in Canada, which described the trend of knowledge production on this topic. The study made use of qualitative meta-analysis. According to Timulak (2009, p. 591), qualitative meta-analysis is “an attempt to conduct a rigorous secondary qualitative analysis of primary qualitative findings. Its purpose is to provide a more comprehensive description of a phenomenon and an assessment of the influence of the investigation on findings.” By using meta-analysis, this article analyzed the general pattern of knowledge production, the nature of the publications, the focal topics, the research methods and the citation impact of numeracy coaching studies in Canada. The literature analyzed in this review included all the available sources we were able to find with regard to Canadian numeracy coaches. The sources included peer-reviewed journal articles, online magazines, program reports and information from non-profit organizations, as well as doctoral theses.FindingsResearch about numeracy coaches in Canadian contexts remains in an initial stage, and there is, as yet, no accepted definition of a Canadian numeracy coach. Scholars in this area have been fond of empirical studies and qualitative research methods. This research has shown that numeracy coaches, who can be regarded as directors, evaluators and consultants in schools, also experience difficulties such as a lack of background knowledge in math. Scholars have advised several ways to improve the quality of coaching activities, including teacher collaboration and coaching models. The citation impact of the current Canadian literature about numeracy coaches has been quite uneven; only a few articles have been cited by other researchers. This article concludes by summarizing the results of this meta-analysis, its limitations and suggestions for future research.Originality/valueThis is one of important studies to explore numeracy coach research in Canadian context. Theoretical and practical significance is explored.
目的本研究的目的是了解在加拿大背景下对数学教练的研究。设计/方法/方法本研究系统回顾了加拿大关于数学训练的研究，描述了这一主题的知识生产趋势。本研究采用定性荟萃分析。根据Timulak (2009, p. 591)，定性荟萃分析是“对主要定性发现进行严格的二次定性分析的尝试。其目的是对一种现象进行更全面的描述，并评估调查对调查结果的影响。”本文运用元分析的方法，分析了加拿大数学教练研究的知识生产的一般模式、出版物的性质、焦点话题、研究方法和被引影响。本综述分析的文献包括我们所能找到的关于加拿大数学教练的所有可用资料。这些来源包括同行评议的期刊文章、在线杂志、项目报告和来自非营利组织的信息，以及博士论文。关于加拿大计算教练的研究仍处于初级阶段，到目前为止，还没有公认的加拿大计算教练的定义。这方面的学者一直喜欢实证研究和定性研究方法。这项研究表明，在学校中可以被视为主管、评估者和顾问的数学教练也会遇到诸如缺乏数学背景知识等困难。学者们提出了几种提高辅导活动质量的方法，包括教师合作和辅导模式。目前加拿大关于数学教练的文献的引用影响是相当不平衡的;只有几篇文章被其他研究人员引用。本文最后总结了本次荟萃分析的结果、局限性和对未来研究的建议。原创性/价值本研究是探索加拿大数学教练研究的重要研究之一。探讨了理论和现实意义。
{"title":"Understanding numeracy coach research in Canada: a review","authors":"Peng Liu, Xuyang Li, C. Zhuoma","doi":"10.1108/ijced-05-2023-0039","DOIUrl":"https://doi.org/10.1108/ijced-05-2023-0039","url":null,"abstract":"PurposeThe purpose of this study is to understand the research on numeracy coach in the Canadian context.Design/methodology/approachThis study was a systematic review of studies about numeracy coaching in Canada, which described the trend of knowledge production on this topic. The study made use of qualitative meta-analysis. According to Timulak (2009, p. 591), qualitative meta-analysis is “an attempt to conduct a rigorous secondary qualitative analysis of primary qualitative findings. Its purpose is to provide a more comprehensive description of a phenomenon and an assessment of the influence of the investigation on findings.” By using meta-analysis, this article analyzed the general pattern of knowledge production, the nature of the publications, the focal topics, the research methods and the citation impact of numeracy coaching studies in Canada. The literature analyzed in this review included all the available sources we were able to find with regard to Canadian numeracy coaches. The sources included peer-reviewed journal articles, online magazines, program reports and information from non-profit organizations, as well as doctoral theses.FindingsResearch about numeracy coaches in Canadian contexts remains in an initial stage, and there is, as yet, no accepted definition of a Canadian numeracy coach. Scholars in this area have been fond of empirical studies and qualitative research methods. This research has shown that numeracy coaches, who can be regarded as directors, evaluators and consultants in schools, also experience difficulties such as a lack of background knowledge in math. Scholars have advised several ways to improve the quality of coaching activities, including teacher collaboration and coaching models. The citation impact of the current Canadian literature about numeracy coaches has been quite uneven; only a few articles have been cited by other researchers. This article concludes by summarizing the results of this meta-analysis, its limitations and suggestions for future research.Originality/valueThis is one of important studies to explore numeracy coach research in Canadian context. Theoretical and practical significance is explored.","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83148074","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 : 2023-02-28DOI: 10.1108/ijced-06-2022-0046
S. Dar, Sobia Bano
PurposeThis study intends to unveil the imbalance in gender portrayal, reflected in English textbooks, used at the primary level in the four provinces of Pakistan.Design/methodology/approachWithin the framework of feminist critical discourse analysis (FCDA), this paper aims to explore the ways in which gender stereotypes and ideologies are inculcated through the discursive schemes in the selected textbooks. The methodology adopted is to connect the linguistic features in the texts (the Micro) to the social factors (the Macro). The analysis has been done on two levels: on the first level, the content analysis was employed to quantify the gender representation in the textbook. On the second level, the discourse analysis was carried out to view gender stereotypes in the wide spectrum of social norms.FindingsThe results of this study reveal a significant disproportion and imbalance in gender representation in the four books. They clearly show that the textbooks in Pakistan contribute to the socialization of children in a very traditional and stereotypical way. The findings of the study recommend extensive awareness at societal level in general, and particular reforms in the education sector for a step toward a progressive and prosperous society.Originality/valueThe current paper is innovative as it demystifies how gendered ideologies are ingrained in the curriculum, used for English language teaching in a developing country like Pakistan. It fosters the value addition in existing research since it investigated the gender disparity systematically by employing quantitative content and qualitative FCDA.
{"title":"A discursive exploration of gender in primary textbooks of English in Pakistan","authors":"S. Dar, Sobia Bano","doi":"10.1108/ijced-06-2022-0046","DOIUrl":"https://doi.org/10.1108/ijced-06-2022-0046","url":null,"abstract":"PurposeThis study intends to unveil the imbalance in gender portrayal, reflected in English textbooks, used at the primary level in the four provinces of Pakistan.Design/methodology/approachWithin the framework of feminist critical discourse analysis (FCDA), this paper aims to explore the ways in which gender stereotypes and ideologies are inculcated through the discursive schemes in the selected textbooks. The methodology adopted is to connect the linguistic features in the texts (the Micro) to the social factors (the Macro). The analysis has been done on two levels: on the first level, the content analysis was employed to quantify the gender representation in the textbook. On the second level, the discourse analysis was carried out to view gender stereotypes in the wide spectrum of social norms.FindingsThe results of this study reveal a significant disproportion and imbalance in gender representation in the four books. They clearly show that the textbooks in Pakistan contribute to the socialization of children in a very traditional and stereotypical way. The findings of the study recommend extensive awareness at societal level in general, and particular reforms in the education sector for a step toward a progressive and prosperous society.Originality/valueThe current paper is innovative as it demystifies how gendered ideologies are ingrained in the curriculum, used for English language teaching in a developing country like Pakistan. It fosters the value addition in existing research since it investigated the gender disparity systematically by employing quantitative content and qualitative FCDA.","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87021919","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 : 2023-02-07DOI: 10.1108/ijced-06-2022-0047
Qiumei Wang, M. Langager
PurposeGiven the less mature homeschooling ecosystem in China, together with the similarity of purpose, the current study examined the lived experiences of curricular choice making in the USA and China and categories of respective families (homeschools), as a way of understanding curricular flexibility. In addressing these features, based on an updated model of curricular flexibility as it applies to homeschooling, the authors examined the aspects of who, what, when, where and how to see if this context offers new light. The authors then consider ways in which the model can be further updated for greater analytical clarity and accuracy. The purpose of this paper is to address these issues.Design/methodology/approachA descriptive case study was conducted in the Xi'an city of China and the Seattle metropolitan area of the USA. A survey and two rounds of semi-structured interview data were collected from ten homeschooling families in both contexts.FindingsThe study found families’ adjusted curricula for different motives, as they navigated differing societal contexts, and curricular flexibility in homeschooling contexts was theorized as standardization and structuring strategies and social dimensions, and family preference patterns were identified. Chinese homeschooling families had comparatively less variety of available resources and freedom to homeschools compared to American counterparts, and they operated with the awareness of a standard national curriculum and its social implications.Originality/valueThis study elaborates on a little-discussed topic – the overall curriculum of each homeschool and motives influencing changing curricular choices during the process of homeschooling. And it is the first paper to use the model to explicitly define curricular flexibility in the homeschooling context, thus extending the existing theoretical discussion of curricular flexibility.
{"title":"Curricular flexibility: a comparative case study of homeschooling curriculum adjusting in the USA and China","authors":"Qiumei Wang, M. Langager","doi":"10.1108/ijced-06-2022-0047","DOIUrl":"https://doi.org/10.1108/ijced-06-2022-0047","url":null,"abstract":"PurposeGiven the less mature homeschooling ecosystem in China, together with the similarity of purpose, the current study examined the lived experiences of curricular choice making in the USA and China and categories of respective families (homeschools), as a way of understanding curricular flexibility. In addressing these features, based on an updated model of curricular flexibility as it applies to homeschooling, the authors examined the aspects of who, what, when, where and how to see if this context offers new light. The authors then consider ways in which the model can be further updated for greater analytical clarity and accuracy. The purpose of this paper is to address these issues.Design/methodology/approachA descriptive case study was conducted in the Xi'an city of China and the Seattle metropolitan area of the USA. A survey and two rounds of semi-structured interview data were collected from ten homeschooling families in both contexts.FindingsThe study found families’ adjusted curricula for different motives, as they navigated differing societal contexts, and curricular flexibility in homeschooling contexts was theorized as standardization and structuring strategies and social dimensions, and family preference patterns were identified. Chinese homeschooling families had comparatively less variety of available resources and freedom to homeschools compared to American counterparts, and they operated with the awareness of a standard national curriculum and its social implications.Originality/valueThis study elaborates on a little-discussed topic – the overall curriculum of each homeschool and motives influencing changing curricular choices during the process of homeschooling. And it is the first paper to use the model to explicitly define curricular flexibility in the homeschooling context, thus extending the existing theoretical discussion of curricular flexibility.","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81277863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-11DOI: 10.1108/ijced-08-2022-0060
Tongrui Liu, Yuri Sato, Jeremy Breaden
PurposeThis study aims to compare Chinese students' educational and career trajectories in Japan and Australia and to explore the factors that have influenced their choices that shaped their trajectories.Design/methodology/approachThe authors applied the push-pull and life planning models to compare the factors that shaped the Chinese students' trajectories in Japan and Australia. The mixed-method approach was adopted by combining the result of 353 questionnaire responses and ten semi-structured interviews of Chinese international graduates to understand the factors influencing their decision-makings when choosing a study destination, a workplace and a place for settlement. The authors also interviewed six human resources managers of local companies to understand how Chinese international graduates are evaluated in the host country's labor market.FindingsWhen choosing a study destination, cultural interest and inexpensive tuition fees are the pull factors for Japan, while family and friends' recommendations are strong motivations in choosing Australia. After graduation, utilization of capacity/specialty is a pull factor to work in Japan, while the prospect of promotion, good living environment and consideration for spouse/parents/children are the pull factors for Australia. Chinese graduates in Australia have stronger aspiration to remain in their study destination.Originality/valueSince there are few cross-national studies on international students' trajectories, this study filled the research gap by comparing the trajectories of Chinese students in Japan and Australia and clarifying the factors that shaped them.
{"title":"Factors influencing international students' trajectories: a comparative study of Chinese students in Japan and Australia","authors":"Tongrui Liu, Yuri Sato, Jeremy Breaden","doi":"10.1108/ijced-08-2022-0060","DOIUrl":"https://doi.org/10.1108/ijced-08-2022-0060","url":null,"abstract":"PurposeThis study aims to compare Chinese students' educational and career trajectories in Japan and Australia and to explore the factors that have influenced their choices that shaped their trajectories.Design/methodology/approachThe authors applied the push-pull and life planning models to compare the factors that shaped the Chinese students' trajectories in Japan and Australia. The mixed-method approach was adopted by combining the result of 353 questionnaire responses and ten semi-structured interviews of Chinese international graduates to understand the factors influencing their decision-makings when choosing a study destination, a workplace and a place for settlement. The authors also interviewed six human resources managers of local companies to understand how Chinese international graduates are evaluated in the host country's labor market.FindingsWhen choosing a study destination, cultural interest and inexpensive tuition fees are the pull factors for Japan, while family and friends' recommendations are strong motivations in choosing Australia. After graduation, utilization of capacity/specialty is a pull factor to work in Japan, while the prospect of promotion, good living environment and consideration for spouse/parents/children are the pull factors for Australia. Chinese graduates in Australia have stronger aspiration to remain in their study destination.Originality/valueSince there are few cross-national studies on international students' trajectories, this study filled the research gap by comparing the trajectories of Chinese students in Japan and Australia and clarifying the factors that shaped them.","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86003944","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 : 2022-12-23DOI: 10.1108/ijced-07-2022-0050
Onder Koklu
PurposeThis study aims to identify the main motivational factors that led practicing teachers to choose teaching as a profession in the United States and Turkey. Another purpose of this research is to investigate the possible significant difference between male and female teachers from the United States and Turkey considering motivational factors that lead them to choose teaching as a profession.Design/methodology/approachQualitative and quantitative methods were used to collect and analyze the data. First, randomly selected middle grades teachers were asked to write personal statements where they explain their main reasons for choosing teaching as a career. Then, qualitative data obtained from personal statements were coded. The coding process allowed the researcher to create factors. Then, cross-tabular representation was produced by descriptive data. Finally, ANOVA was run in order to identify significant differences among groups of participants in terms of all motivational factors.FindingsResults indicated that (1) female teachers are motivated mostly by “Leisure and Comfort”; (2) “Enjoyment of subject” is a big motivator for US male teachers; (3) Turkish male teachers are motivated mostly by “Necessities” (4) male teachers have no strong desire to work with kids; (5) female teachers enjoy teaching more comparing the male teachers; (6) US Female teachers feel more personal fulfillment in teaching.Practical implicationsMotivational factors and reasons for choosing a teaching career can be further investigated by qualitative case studies with selected male and female teachers in order to better understand the reasons that derived both male and female teachers to specific kinds of motivational factors. That may provide a tick description of how motivation for the teaching profession develops over time starting from early memories and experiences in education and schooling. Through the lens of these kinds of qualitative studies, we may better understand how lived experiences are affecting decision-making by developing interest in specific areas.Originality/valueAlthough there is a considerable amount of studies conducted to examine preservice teachers' reasons given for joining the teaching profession, limited research has been done with practicing teachers to better understand the factors that motivated them to join the teaching profession.
{"title":"A comparative study on motivational factors in choosing teaching profession","authors":"Onder Koklu","doi":"10.1108/ijced-07-2022-0050","DOIUrl":"https://doi.org/10.1108/ijced-07-2022-0050","url":null,"abstract":"PurposeThis study aims to identify the main motivational factors that led practicing teachers to choose teaching as a profession in the United States and Turkey. Another purpose of this research is to investigate the possible significant difference between male and female teachers from the United States and Turkey considering motivational factors that lead them to choose teaching as a profession.Design/methodology/approachQualitative and quantitative methods were used to collect and analyze the data. First, randomly selected middle grades teachers were asked to write personal statements where they explain their main reasons for choosing teaching as a career. Then, qualitative data obtained from personal statements were coded. The coding process allowed the researcher to create factors. Then, cross-tabular representation was produced by descriptive data. Finally, ANOVA was run in order to identify significant differences among groups of participants in terms of all motivational factors.FindingsResults indicated that (1) female teachers are motivated mostly by “Leisure and Comfort”; (2) “Enjoyment of subject” is a big motivator for US male teachers; (3) Turkish male teachers are motivated mostly by “Necessities” (4) male teachers have no strong desire to work with kids; (5) female teachers enjoy teaching more comparing the male teachers; (6) US Female teachers feel more personal fulfillment in teaching.Practical implicationsMotivational factors and reasons for choosing a teaching career can be further investigated by qualitative case studies with selected male and female teachers in order to better understand the reasons that derived both male and female teachers to specific kinds of motivational factors. That may provide a tick description of how motivation for the teaching profession develops over time starting from early memories and experiences in education and schooling. Through the lens of these kinds of qualitative studies, we may better understand how lived experiences are affecting decision-making by developing interest in specific areas.Originality/valueAlthough there is a considerable amount of studies conducted to examine preservice teachers' reasons given for joining the teaching profession, limited research has been done with practicing teachers to better understand the factors that motivated them to join the teaching profession.","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90341802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-24DOI: 10.1108/ijced-08-2022-0057
A. Kundu, Mrityunjoy Kaibarta, Subhadip Mukherjee
PurposeIt is unfortunate yet true that in India, research starts and ends with a Ph.D. The steady decline in the quality of doctoral research has been an articulated concern among Indian academics at a time when research and innovation should be a priority. One of the feasible ways of resurrecting or reconstructing Indian research is to open up to examine contemporary international trends. Against this backdrop, the study aimed to make a comparative analysis of doctoral research in education in top-ranking international and top-ranking Indian universities.Design/methodology/approachAdopting a comparative education methodology, this paper examines 100 doctoral dissertations from the top 10 international universities as per Quacquarelli Symonds (QS) ranking and 100 doctoral theses from the top 10 Indian universities following National Institutional Ranking Framework (NIRF) submitted in the past decade. Four significant issues were investigated during the comparison – topic, procedure, presentation, and dissemination – based on the premeditated Research Quality Relevance Metrics (RQRM) designed by the authors for quality improvement of research.FindingsFindings revealed stark differences between two trends in all four domains. The top international universities focus on the contemporariness scattered across diverse issues while Indian studies continue to engage on a few archetypal conventional issues with dreary reiterations. The newness of thought is rare in Indian research, while the interdisciplinary mixing of methods and practices had been the hallmark of its international comportment. Practice orientation has been a unique research attribute found in the top 10 international universities. The methods applied have attempted to reduce the age-old gap between educational research and practice. Methodological innovativeness, structural orientation, readability, and dissemination of research were also exemplary in those international theses, whereas Indian theses are still reeling under orthodox surveys with hesitant reporting.Research limitations/implicationsThis study put an exclusive mirror in front of Indian doctoral research on its current state in respect of international standards. At the same time, it upholds a framework to promote research quality and impact. Dimensions of research quality relevance matrices and recommendations for effective doctoral research are two vibrant contributions to the intelligentsia in general for bringing Indian research out of its cocoon to make it internationally comparable.Originality/valueIt reports a study conducted by the researchers and the write-up is based on the empirical findings only.
{"title":"Doctoral research in education: a comparative study on Indian and international trends","authors":"A. Kundu, Mrityunjoy Kaibarta, Subhadip Mukherjee","doi":"10.1108/ijced-08-2022-0057","DOIUrl":"https://doi.org/10.1108/ijced-08-2022-0057","url":null,"abstract":"PurposeIt is unfortunate yet true that in India, research starts and ends with a Ph.D. The steady decline in the quality of doctoral research has been an articulated concern among Indian academics at a time when research and innovation should be a priority. One of the feasible ways of resurrecting or reconstructing Indian research is to open up to examine contemporary international trends. Against this backdrop, the study aimed to make a comparative analysis of doctoral research in education in top-ranking international and top-ranking Indian universities.Design/methodology/approachAdopting a comparative education methodology, this paper examines 100 doctoral dissertations from the top 10 international universities as per Quacquarelli Symonds (QS) ranking and 100 doctoral theses from the top 10 Indian universities following National Institutional Ranking Framework (NIRF) submitted in the past decade. Four significant issues were investigated during the comparison – topic, procedure, presentation, and dissemination – based on the premeditated Research Quality Relevance Metrics (RQRM) designed by the authors for quality improvement of research.FindingsFindings revealed stark differences between two trends in all four domains. The top international universities focus on the contemporariness scattered across diverse issues while Indian studies continue to engage on a few archetypal conventional issues with dreary reiterations. The newness of thought is rare in Indian research, while the interdisciplinary mixing of methods and practices had been the hallmark of its international comportment. Practice orientation has been a unique research attribute found in the top 10 international universities. The methods applied have attempted to reduce the age-old gap between educational research and practice. Methodological innovativeness, structural orientation, readability, and dissemination of research were also exemplary in those international theses, whereas Indian theses are still reeling under orthodox surveys with hesitant reporting.Research limitations/implicationsThis study put an exclusive mirror in front of Indian doctoral research on its current state in respect of international standards. At the same time, it upholds a framework to promote research quality and impact. Dimensions of research quality relevance matrices and recommendations for effective doctoral research are two vibrant contributions to the intelligentsia in general for bringing Indian research out of its cocoon to make it internationally comparable.Originality/valueIt reports a study conducted by the researchers and the write-up is based on the empirical findings only.","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81722203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-13DOI: 10.1108/ijced-04-2022-0024
Xudong Ning, Jeannet Stephen
PurposeThis research explores the standard language ideology in Chinese foreign language education policies. The most substantial in relation to language policy and management in regard to language ideology are beliefs associated with the values on the named language and its varieties (Spolsky, 2009). In the standard language ideology, the standard is treated as being valuable linguistic capital and possessing prestige as well as authority. Mandarin is the most well-accepted standard Chinese, and similarly, UK English or US English is the most popular and Standard English (SE) in China.Design/methodology/approachThe theoretical framework in this research is critical discourse analysis (CDA) and discourse-historical approach (DHA) to guide the data collection and data analysis. This research will review recent and seminal literature obtained from the China National Knowledge Infrastructure (CNKI) on language policy in China in relation to standard language ideology. The literature also investigates Chinese state's English language ideologies using official language education policies (FLEPs).FindingsThe results show that standard language ideology is a common mindset found within official state policies in regard to SE. The authors argue that the Chinese trust on the ideology of standard language appears to not be aligned to recent worldwide trends such as globalization and multilingualism.Originality/valueThis research can provide insights into future language planning and language policy in China and shows that the future research could do more on language planning in China.
{"title":"Exploring the standard language ideology in China's language policy","authors":"Xudong Ning, Jeannet Stephen","doi":"10.1108/ijced-04-2022-0024","DOIUrl":"https://doi.org/10.1108/ijced-04-2022-0024","url":null,"abstract":"PurposeThis research explores the standard language ideology in Chinese foreign language education policies. The most substantial in relation to language policy and management in regard to language ideology are beliefs associated with the values on the named language and its varieties (Spolsky, 2009). In the standard language ideology, the standard is treated as being valuable linguistic capital and possessing prestige as well as authority. Mandarin is the most well-accepted standard Chinese, and similarly, UK English or US English is the most popular and Standard English (SE) in China.Design/methodology/approachThe theoretical framework in this research is critical discourse analysis (CDA) and discourse-historical approach (DHA) to guide the data collection and data analysis. This research will review recent and seminal literature obtained from the China National Knowledge Infrastructure (CNKI) on language policy in China in relation to standard language ideology. The literature also investigates Chinese state's English language ideologies using official language education policies (FLEPs).FindingsThe results show that standard language ideology is a common mindset found within official state policies in regard to SE. The authors argue that the Chinese trust on the ideology of standard language appears to not be aligned to recent worldwide trends such as globalization and multilingualism.Originality/valueThis research can provide insights into future language planning and language policy in China and shows that the future research could do more on language planning in China.","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91369453","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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