Pub Date : 2022-04-22DOI: 10.1108/ijced-08-2021-0080
Vafa Asgarova, K. Tsang
PurposeIt has been suggested that social impacts on young people are stronger in collectivistic societies than in individualistic societies due to stronger social norms. Therefore, the satisfaction of psychological needs might be more challenging for students in collectivistic societies. As Azerbaijani society is collectivistic, the purpose of this study was to explore the ways in which the need for the self-determination of Azerbaijani master's students is met in relation to their social circles.Design/methodology/approachForty-four Azerbaijani master's students were interviewed for this study, and their answers were analyzed from the perspective of basic psychological needs for autonomy, competence and relatedness within self-determination theory (SDT).FindingsThe findings of the current study suggest that Azerbaijani students' social environment is not supportive of furthering higher education through achieving a master's degree, and in some cases, this negatively affects students' well-being. Families in Azerbaijan mainly view higher education as being employment focused due to experiences of employment insecurity in the country.Research limitations/implicationsThe participants of the current study were from middle- and low-income families in Azerbaijan, as the interviewer obtained basic information on the educational and occupational situations of participants' families in addition to the interviewees' own states. Perhaps due to financial needs, it was mainly found that families valued making money over long-term self-development aspirations in their children. Reaching larger numbers of participants, future studies may purposefully sample individuals from higher-income families to reveal whether families with fewer financial concerns were more autonomy-supportive in the aspirations by young people to further their education or how the pattern of their support varied due to socioeconomic status.Practical implicationsIt is hoped that the presented results may guide the relevant authorities in the regulation of the employment strategies of youth in Azerbaijan, as high levels of youth unemployment and massive shifts to self-employment and low-skilled occupations create few opportunities to realize self-development aspirations in Azerbaijan. More efficient policies should be implemented to improve recruitment to good-quality jobs and increase the value of skills and knowledge in employment.Social implicationsInterconnected cultural factors determine families' views of furthering education and affect how they satisfy the psychological needs of students in their education lives. It is anticipated that the present study will be useful for students mainly from developing countries in coping with their social environments in pursuing their self-development aspirations.Originality/valueUnlike previous studies, the authors suggest that through “gained autonomy”, Azerbaijani youth who comply with their elders when less experienced tend to gain control ov
{"title":"Students' self-determination in Azerbaijan","authors":"Vafa Asgarova, K. Tsang","doi":"10.1108/ijced-08-2021-0080","DOIUrl":"https://doi.org/10.1108/ijced-08-2021-0080","url":null,"abstract":"PurposeIt has been suggested that social impacts on young people are stronger in collectivistic societies than in individualistic societies due to stronger social norms. Therefore, the satisfaction of psychological needs might be more challenging for students in collectivistic societies. As Azerbaijani society is collectivistic, the purpose of this study was to explore the ways in which the need for the self-determination of Azerbaijani master's students is met in relation to their social circles.Design/methodology/approachForty-four Azerbaijani master's students were interviewed for this study, and their answers were analyzed from the perspective of basic psychological needs for autonomy, competence and relatedness within self-determination theory (SDT).FindingsThe findings of the current study suggest that Azerbaijani students' social environment is not supportive of furthering higher education through achieving a master's degree, and in some cases, this negatively affects students' well-being. Families in Azerbaijan mainly view higher education as being employment focused due to experiences of employment insecurity in the country.Research limitations/implicationsThe participants of the current study were from middle- and low-income families in Azerbaijan, as the interviewer obtained basic information on the educational and occupational situations of participants' families in addition to the interviewees' own states. Perhaps due to financial needs, it was mainly found that families valued making money over long-term self-development aspirations in their children. Reaching larger numbers of participants, future studies may purposefully sample individuals from higher-income families to reveal whether families with fewer financial concerns were more autonomy-supportive in the aspirations by young people to further their education or how the pattern of their support varied due to socioeconomic status.Practical implicationsIt is hoped that the presented results may guide the relevant authorities in the regulation of the employment strategies of youth in Azerbaijan, as high levels of youth unemployment and massive shifts to self-employment and low-skilled occupations create few opportunities to realize self-development aspirations in Azerbaijan. More efficient policies should be implemented to improve recruitment to good-quality jobs and increase the value of skills and knowledge in employment.Social implicationsInterconnected cultural factors determine families' views of furthering education and affect how they satisfy the psychological needs of students in their education lives. It is anticipated that the present study will be useful for students mainly from developing countries in coping with their social environments in pursuing their self-development aspirations.Originality/valueUnlike previous studies, the authors suggest that through “gained autonomy”, Azerbaijani youth who comply with their elders when less experienced tend to gain control ov","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"53 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91068362","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 : 2022-01-11DOI: 10.1108/ijced-06-2021-0062
Ximena D. Burgin, Sheila Coli Coli, Mayra C. Daniel
PurposeThe COVID-19 pandemic is a unique event that forced K-12 schools to rethink the delivery of instruction to protect the well-being of school system stakeholders. Teachers, school administrators and parents had to adapt to and embrace new ways of teaching and learning by utilizing available technology. The purpose of this study is to examine the challenges encountered by in-service teachers when moving from face-to-face to online teaching.Design/methodology/approachThis study utilized a qualitative phenomenological research methodology to examine Ecuadorian and Uruguayan teachers' perceptions and experiences transitioning from face-to-face to online teaching during the COVID-19 pandemic. This comparative study used convenience sampling to include 12 K-12 teachers from Ecuador and Uruguay.FindingsThe results of this study produced two themes that evidenced the demands placed on educators. The first theme was job demands, relating to teachers' perceptions about workload, preparation time and curriculum issues. The second theme related to available support provided by the school administrators and technology issues faced by teachers and students. Even though the teachers demonstrated adaptability for educating students during the pandemic, the experiences from both countries should be considered by teacher training programs and in post-graduate professional development.Originality/valueThis article examined how COVID-19 affected teachers in Uruguay and Ecuador. Data analysis documented the challenges encountered by teachers transitioning to online learning during the pandemic. The findings inform a larger audience about the needs of teachers working online.
{"title":"Ecuadorian and Uruguayan teachers' perceptions and experiences of teaching online during COVID","authors":"Ximena D. Burgin, Sheila Coli Coli, Mayra C. Daniel","doi":"10.1108/ijced-06-2021-0062","DOIUrl":"https://doi.org/10.1108/ijced-06-2021-0062","url":null,"abstract":"PurposeThe COVID-19 pandemic is a unique event that forced K-12 schools to rethink the delivery of instruction to protect the well-being of school system stakeholders. Teachers, school administrators and parents had to adapt to and embrace new ways of teaching and learning by utilizing available technology. The purpose of this study is to examine the challenges encountered by in-service teachers when moving from face-to-face to online teaching.Design/methodology/approachThis study utilized a qualitative phenomenological research methodology to examine Ecuadorian and Uruguayan teachers' perceptions and experiences transitioning from face-to-face to online teaching during the COVID-19 pandemic. This comparative study used convenience sampling to include 12 K-12 teachers from Ecuador and Uruguay.FindingsThe results of this study produced two themes that evidenced the demands placed on educators. The first theme was job demands, relating to teachers' perceptions about workload, preparation time and curriculum issues. The second theme related to available support provided by the school administrators and technology issues faced by teachers and students. Even though the teachers demonstrated adaptability for educating students during the pandemic, the experiences from both countries should be considered by teacher training programs and in post-graduate professional development.Originality/valueThis article examined how COVID-19 affected teachers in Uruguay and Ecuador. Data analysis documented the challenges encountered by teachers transitioning to online learning during the pandemic. The findings inform a larger audience about the needs of teachers working online.","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"41 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79187043","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 : 2021-11-03DOI: 10.1108/ijced-03-2021-0027
Md. Bayezid Alam, Zhiyong Zhu
PurposeThis study explores the development trajectory of private tutoring in Bangladesh. Specifically, it illustrates how private tutoring has emerged and expanded in the country's education system and examines how governments have responded on this issue.Design/methodology/approachThe authors adopted a case study methodology for this study. Data were gathered from different secondary sources such as books, official documents, scholarly articles, and newspaper reports. The data analysis process consists of three-phases of activities: data reduction, data display, and conclusion drawing/verification.FindingsPrivate tutoring historically existed in Bangladesh. It is rapidly expanded in the country's education system – from primary to higher secondary level. Currently, it has reached an industrialization stage, where commercial coaching has become a major type of tutoring. The expansion of private tutoring is the inevitable result of the continued privatization and marketization of education. To bring the private tutoring under a framework, the government has taken some regulatory measures that can be characterized as “laissez-faire.” The existing measures are largely ineffective, as the policy makers followed an “top-down” approach when framing the policies.Originality/valueThis study, to the best of the authors' knowledge, is the first to target the historical aspects of private tutoring in Bangladesh. It has potential to fill out the literature gap on private tutoring by analyzing its policy aspect.
{"title":"Private tutoring in Bangladesh: evolution, expansion, and policy responses","authors":"Md. Bayezid Alam, Zhiyong Zhu","doi":"10.1108/ijced-03-2021-0027","DOIUrl":"https://doi.org/10.1108/ijced-03-2021-0027","url":null,"abstract":"PurposeThis study explores the development trajectory of private tutoring in Bangladesh. Specifically, it illustrates how private tutoring has emerged and expanded in the country's education system and examines how governments have responded on this issue.Design/methodology/approachThe authors adopted a case study methodology for this study. Data were gathered from different secondary sources such as books, official documents, scholarly articles, and newspaper reports. The data analysis process consists of three-phases of activities: data reduction, data display, and conclusion drawing/verification.FindingsPrivate tutoring historically existed in Bangladesh. It is rapidly expanded in the country's education system – from primary to higher secondary level. Currently, it has reached an industrialization stage, where commercial coaching has become a major type of tutoring. The expansion of private tutoring is the inevitable result of the continued privatization and marketization of education. To bring the private tutoring under a framework, the government has taken some regulatory measures that can be characterized as “laissez-faire.” The existing measures are largely ineffective, as the policy makers followed an “top-down” approach when framing the policies.Originality/valueThis study, to the best of the authors' knowledge, is the first to target the historical aspects of private tutoring in Bangladesh. It has potential to fill out the literature gap on private tutoring by analyzing its policy aspect.","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"59 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90914832","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 : 2021-11-02DOI: 10.1108/ijced-04-2021-0037
Óscar Espinoza, L. González, N. Mcginn
PurposeThe objective of the present study was to assess which teachers hired to teach secondary school dropouts are most likely to adapt their practices to match their students' characteristics. Chile recently initiated a system “second chance” schools for dropouts. Most of the teaching staff were recruited from the secondary schools from which the students had withdrawn. There was little variation in instructional practices or schedules. The second chance schools provide intensive instruction, small classes and flexibility in schedules and sequence of courses. The study sought to identify the teachers most likely to adapt old practices or learn new ones in order to provide students a different educational experience than that offered in conventional secondary schools.Design/methodology/approachThe sampling design for this study was developed by the Statistics Department of the Ministry of Education. Taking enrollment into account, they randomly selected second chance schools from 13 of Chile's 16 regions. Then, they randomly selected 617 teachers from 38 of the selected schools. The teachers were invited to respond to a self-administered survey questionnaire that covered beliefs about and attitudes toward dropouts, and frequency of use of different teaching methods. The analytical procedures used include nonparametric correlations and logit regression.FindingsTeaching methods in the second chance schools are influenced mostly by type of in-service training and not by student characteristics. Most teachers expect most students to graduate; teachers with more years of teaching are the least optimistic.Originality/valueRelatively little research on second chance schools has been published in Latin America. The Second Opportunity Schools are the first effort in Chile to provide public secondary school to dropouts. The study provides detailed information about background and training linked to current teachers' instructional practices. The findings suggest actions that can be taken to improve the new schools.
{"title":"Second chance schools: background, training and current instructional practices of teachers","authors":"Óscar Espinoza, L. González, N. Mcginn","doi":"10.1108/ijced-04-2021-0037","DOIUrl":"https://doi.org/10.1108/ijced-04-2021-0037","url":null,"abstract":"PurposeThe objective of the present study was to assess which teachers hired to teach secondary school dropouts are most likely to adapt their practices to match their students' characteristics. Chile recently initiated a system “second chance” schools for dropouts. Most of the teaching staff were recruited from the secondary schools from which the students had withdrawn. There was little variation in instructional practices or schedules. The second chance schools provide intensive instruction, small classes and flexibility in schedules and sequence of courses. The study sought to identify the teachers most likely to adapt old practices or learn new ones in order to provide students a different educational experience than that offered in conventional secondary schools.Design/methodology/approachThe sampling design for this study was developed by the Statistics Department of the Ministry of Education. Taking enrollment into account, they randomly selected second chance schools from 13 of Chile's 16 regions. Then, they randomly selected 617 teachers from 38 of the selected schools. The teachers were invited to respond to a self-administered survey questionnaire that covered beliefs about and attitudes toward dropouts, and frequency of use of different teaching methods. The analytical procedures used include nonparametric correlations and logit regression.FindingsTeaching methods in the second chance schools are influenced mostly by type of in-service training and not by student characteristics. Most teachers expect most students to graduate; teachers with more years of teaching are the least optimistic.Originality/valueRelatively little research on second chance schools has been published in Latin America. The Second Opportunity Schools are the first effort in Chile to provide public secondary school to dropouts. The study provides detailed information about background and training linked to current teachers' instructional practices. The findings suggest actions that can be taken to improve the new schools.","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"5 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80960639","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 : 2021-10-18DOI: 10.1108/ijced-04-2021-0044
Wangqian Fu, F. Larbi
PurposeThere have been regular policy enactment and dynamism to ensure progress and sustainability in the development of higher education (HE) in China after the Cultural Revolution. This study was purposed to reveal the processes of the Chinese higher education (CHE) development through series of policy implementations from the epoch of economic reformation and opening-up policy.Design/methodology/approachThe authors employed document analysis, and selected and critically analyzed documents that include published articles and books, the official website of the Chinese Ministry of Education, and historical documentaries of the Chinese Cultural Revolution and their HE aftermath. Again, a semi-structured interview was utilized with a sample size of 20 academics vested in the CHE history. Five academics from four universities in China were interviewed to analyze the historical events of the CHE transformation and current policies about the CHE development.FindingsThe authors established that enrollment in the CHE has increased since the economic reformation; there has been the enhancement of the CHE internationalization in recent decades and the emergence of world-class universities and programs in the CHE as a result of the world class policies and projects. For consistency of the innovative programs toward HE development, the authors have posited some challenges, future goals and the global impacts of the CHE development and its sustainability.Originality/valueThe utilization of document analysis cements the claims by the interviewees, which enriches the value of the results. This study would provide literature guidance to international researchers to critically concoct theoretical assumptions from the findings to critically investigate the developmental policy pattern of HE institutions.
{"title":"The rebirth of the Chinese higher education: analysis of higher education policies from the economic reform to date","authors":"Wangqian Fu, F. Larbi","doi":"10.1108/ijced-04-2021-0044","DOIUrl":"https://doi.org/10.1108/ijced-04-2021-0044","url":null,"abstract":"PurposeThere have been regular policy enactment and dynamism to ensure progress and sustainability in the development of higher education (HE) in China after the Cultural Revolution. This study was purposed to reveal the processes of the Chinese higher education (CHE) development through series of policy implementations from the epoch of economic reformation and opening-up policy.Design/methodology/approachThe authors employed document analysis, and selected and critically analyzed documents that include published articles and books, the official website of the Chinese Ministry of Education, and historical documentaries of the Chinese Cultural Revolution and their HE aftermath. Again, a semi-structured interview was utilized with a sample size of 20 academics vested in the CHE history. Five academics from four universities in China were interviewed to analyze the historical events of the CHE transformation and current policies about the CHE development.FindingsThe authors established that enrollment in the CHE has increased since the economic reformation; there has been the enhancement of the CHE internationalization in recent decades and the emergence of world-class universities and programs in the CHE as a result of the world class policies and projects. For consistency of the innovative programs toward HE development, the authors have posited some challenges, future goals and the global impacts of the CHE development and its sustainability.Originality/valueThe utilization of document analysis cements the claims by the interviewees, which enriches the value of the results. This study would provide literature guidance to international researchers to critically concoct theoretical assumptions from the findings to critically investigate the developmental policy pattern of HE institutions.","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77818988","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 : 2021-09-03DOI: 10.1108/ijced-03-2021-0025
Sovansophal Kao
PurposeThis study aimed to examine the effects of Cambodia's New Generation Schools (NGS), as compared to their traditional counterparts, in enhancing the seven constructs: (1) science and math achievement, (2) science and math self-efficacy, (3) science and math outcome expectations, (4) attitudes toward science, (5) interactive science and math lessons, (6) support from science and math teachers and (7) encouragement and support in science from family.Design/methodology/approachThe two observations data was collected using self-rated questionnaire from 301 11th graders from five upper secondary schools located in three provinces of Cambodia. Independent sample t-test, Analysis of Covariance (ANCOVA) and dependent sample t-test were used to analyze the repeated measures data.FindingsThe study revealed that students from the NGS exhibited statistically higher scores for most constructs, especially for attitudes toward science. However, when controlling for the differences in the first observation data, the significant effects of the three constructs have been neutralized. Moreover, though there was an increase in science activities outside school, there was a negative trajectory in the other two sub-constructs of attitudes toward science and support from science and math teachers, both in NGS and traditional schools.Practical implicationsThese findings point some practical implications for enhancing the effectiveness of the two school types and further research.Originality/valueThere is heavy investment in new form of schools across the world to enhance students' learning and academic achievement in science and math in K-12 and to promote their interest in STEM in higher education. However, there is little document on the effectiveness of this new form of school, particularly in the Cambodian context.
{"title":"A quantitative investigation of the effects of new generation vs traditional upper secondary schools in Cambodia through the lens of STEM transfer model","authors":"Sovansophal Kao","doi":"10.1108/ijced-03-2021-0025","DOIUrl":"https://doi.org/10.1108/ijced-03-2021-0025","url":null,"abstract":"PurposeThis study aimed to examine the effects of Cambodia's New Generation Schools (NGS), as compared to their traditional counterparts, in enhancing the seven constructs: (1) science and math achievement, (2) science and math self-efficacy, (3) science and math outcome expectations, (4) attitudes toward science, (5) interactive science and math lessons, (6) support from science and math teachers and (7) encouragement and support in science from family.Design/methodology/approachThe two observations data was collected using self-rated questionnaire from 301 11th graders from five upper secondary schools located in three provinces of Cambodia. Independent sample t-test, Analysis of Covariance (ANCOVA) and dependent sample t-test were used to analyze the repeated measures data.FindingsThe study revealed that students from the NGS exhibited statistically higher scores for most constructs, especially for attitudes toward science. However, when controlling for the differences in the first observation data, the significant effects of the three constructs have been neutralized. Moreover, though there was an increase in science activities outside school, there was a negative trajectory in the other two sub-constructs of attitudes toward science and support from science and math teachers, both in NGS and traditional schools.Practical implicationsThese findings point some practical implications for enhancing the effectiveness of the two school types and further research.Originality/valueThere is heavy investment in new form of schools across the world to enhance students' learning and academic achievement in science and math in K-12 and to promote their interest in STEM in higher education. However, there is little document on the effectiveness of this new form of school, particularly in the Cambodian context.","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"17 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73074121","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 : 2021-08-26DOI: 10.1108/ijced-03-2021-0026
Akemi Ashida
PurposeThis longitudinal study aims to understand the circumstances of and changes in student enrollment in Honduras by comparing geographically and socioeconomically different areas and students' year of school entrance.Design/methodology/approachThe sample was made up of 4,043 students from seven primary schools in a regional city and the capital city. Students' enrollment patterns, schooling and trajectories from entrance to departure, whether as a result of graduating or dropping out, were examined.FindingsThe number of students who graduated without repetition increased, and most of the students accessed primary education at the official entrance age. However, grade repetitions and dropouts were observed in the regional city in particular, and differences were also found in the school departure age by region. In the regional city, continuation of schooling after a change in residence has become more common in recent years. Adopting an automatic promotion policy could be one strategy for reducing grade repetitions and dropouts; however, further discussion is required to prepare a remedial opportunity for students who might otherwise lack the minimum proficiency level.Originality/valueFew studies have examined changes in school enrollment in Honduras from a micro perspective. This study contributes a practical approach to exploring educational trends in the region by explaining how students reached their final grades by tracking trajectories, which has not been observed so far in terms of the accumulated average.
{"title":"Comparative analysis of schooling situations using longitudinal data: improving enrollment patterns of individual children in Honduras","authors":"Akemi Ashida","doi":"10.1108/ijced-03-2021-0026","DOIUrl":"https://doi.org/10.1108/ijced-03-2021-0026","url":null,"abstract":"PurposeThis longitudinal study aims to understand the circumstances of and changes in student enrollment in Honduras by comparing geographically and socioeconomically different areas and students' year of school entrance.Design/methodology/approachThe sample was made up of 4,043 students from seven primary schools in a regional city and the capital city. Students' enrollment patterns, schooling and trajectories from entrance to departure, whether as a result of graduating or dropping out, were examined.FindingsThe number of students who graduated without repetition increased, and most of the students accessed primary education at the official entrance age. However, grade repetitions and dropouts were observed in the regional city in particular, and differences were also found in the school departure age by region. In the regional city, continuation of schooling after a change in residence has become more common in recent years. Adopting an automatic promotion policy could be one strategy for reducing grade repetitions and dropouts; however, further discussion is required to prepare a remedial opportunity for students who might otherwise lack the minimum proficiency level.Originality/valueFew studies have examined changes in school enrollment in Honduras from a micro perspective. This study contributes a practical approach to exploring educational trends in the region by explaining how students reached their final grades by tracking trajectories, which has not been observed so far in terms of the accumulated average.","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"17 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90576782","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 : 2021-08-13DOI: 10.1108/ijced-04-2021-0039
Reyhan Aslan, Melike Bekereci-Şahin
PurposeThis paper aims to focus on the long-term international experiences of a group of preservice English teachers who studied abroad as part of their training and recently returned home.Design/methodology/approachEmploying an interpretivist case study, five preservice English teachers participated in semi-structured, in-depth interviews. The participants were consulted to elicit feedback as the part of a member checking procedure.FindingsThis study revealed that the participants' views of their international experience were primarily shaped by two main themes: (1) postsojourn outcomes: intercultural learning, professional learning and personal growth and (2) “bumps” in the road: struggles in capitalizing the learning opportunities.Originality/valueRecruiting students for extended study abroad programs alone without a concerted effort to address (inter)cultural learning and growth might not guarantee the quality and the outcomes of such programs. Based on the findings, the role of meaningful and intentional collaboration within the participant groups and between the partner institutions as well as critical reflection opportunities to assist prospective teachers through their growth in intercultural learning was discussed.
{"title":"It is not just an academic experience: preservice teachers as long-term sojourners in a study abroad program in the USA","authors":"Reyhan Aslan, Melike Bekereci-Şahin","doi":"10.1108/ijced-04-2021-0039","DOIUrl":"https://doi.org/10.1108/ijced-04-2021-0039","url":null,"abstract":"PurposeThis paper aims to focus on the long-term international experiences of a group of preservice English teachers who studied abroad as part of their training and recently returned home.Design/methodology/approachEmploying an interpretivist case study, five preservice English teachers participated in semi-structured, in-depth interviews. The participants were consulted to elicit feedback as the part of a member checking procedure.FindingsThis study revealed that the participants' views of their international experience were primarily shaped by two main themes: (1) postsojourn outcomes: intercultural learning, professional learning and personal growth and (2) “bumps” in the road: struggles in capitalizing the learning opportunities.Originality/valueRecruiting students for extended study abroad programs alone without a concerted effort to address (inter)cultural learning and growth might not guarantee the quality and the outcomes of such programs. Based on the findings, the role of meaningful and intentional collaboration within the participant groups and between the partner institutions as well as critical reflection opportunities to assist prospective teachers through their growth in intercultural learning was discussed.","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"7 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89739693","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 : 2021-08-06DOI: 10.1108/IJCED-10-2020-0072
B. T. Thi Nguyen, S. Moore, Vu Quynh Nhu Nguyen
PurposeThis study focuses on Vietnamese international students who returned from their overseas doctoral education to home universities in Vietnam (henceforth Vietnamese overseas-trained returnees). The purpose is to explore the experience of these returnees “doing research” (i.e. being research active) when resuming a lecturing role at a Vietnamese regional university. In the context of research now receiving heightened attention in both the wider global higher education (HE) discourse and the Vietnamese HE sector, this study is timely and provides valuable insights.Design/methodology/approachIn total, 76 Vietnamese overseas-trained returnees from varied disciplinary backgrounds completed a questionnaire on their research motivation and their perceived constraints doing research. Eighteen subsequently took part in semi-structured interviews. The study draws on the notion of human agency from the sociocultural perspective to understand the coping strategies of the Vietnamese overseas-educated returnees in response to the challenges they encountered.FindingsThe results show that the returnees' motivations to conduct research varied, fuelled by passion, but constrained by multiple factors. Time constraints, heavy teaching loads, familial roles and lack of specialized equipment are key inhibiting factors in re-engaging in research for these returnees. Addressing them necessitated a great deal of readaptation, renegotiation and agentive resilience on the part of the returnees in employing different coping strategies to pursue research.Practical implicationsThe paper argues for a subtle understanding of the returnees' experience of re-engaging in research that is both complex and contextual. Implications are drawn for research development in the regional Vietnamese HE context and perhaps in other similar settings.Originality/valueThere is little empirical knowledge about how Vietnamese returned graduates – university lecturers – continue doing research after their return. Also underexplored in global discourse is research on foreign-educated returnees doing research, while they are an important source of human resources. The present study, therefore, fills these research gaps.
{"title":"Coping strategies of Vietnamese overseas-trained returnees to do research in home university contexts","authors":"B. T. Thi Nguyen, S. Moore, Vu Quynh Nhu Nguyen","doi":"10.1108/IJCED-10-2020-0072","DOIUrl":"https://doi.org/10.1108/IJCED-10-2020-0072","url":null,"abstract":"PurposeThis study focuses on Vietnamese international students who returned from their overseas doctoral education to home universities in Vietnam (henceforth Vietnamese overseas-trained returnees). The purpose is to explore the experience of these returnees “doing research” (i.e. being research active) when resuming a lecturing role at a Vietnamese regional university. In the context of research now receiving heightened attention in both the wider global higher education (HE) discourse and the Vietnamese HE sector, this study is timely and provides valuable insights.Design/methodology/approachIn total, 76 Vietnamese overseas-trained returnees from varied disciplinary backgrounds completed a questionnaire on their research motivation and their perceived constraints doing research. Eighteen subsequently took part in semi-structured interviews. The study draws on the notion of human agency from the sociocultural perspective to understand the coping strategies of the Vietnamese overseas-educated returnees in response to the challenges they encountered.FindingsThe results show that the returnees' motivations to conduct research varied, fuelled by passion, but constrained by multiple factors. Time constraints, heavy teaching loads, familial roles and lack of specialized equipment are key inhibiting factors in re-engaging in research for these returnees. Addressing them necessitated a great deal of readaptation, renegotiation and agentive resilience on the part of the returnees in employing different coping strategies to pursue research.Practical implicationsThe paper argues for a subtle understanding of the returnees' experience of re-engaging in research that is both complex and contextual. Implications are drawn for research development in the regional Vietnamese HE context and perhaps in other similar settings.Originality/valueThere is little empirical knowledge about how Vietnamese returned graduates – university lecturers – continue doing research after their return. Also underexplored in global discourse is research on foreign-educated returnees doing research, while they are an important source of human resources. The present study, therefore, fills these research gaps.","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"31 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90922329","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 : 2021-07-29DOI: 10.1108/ijced-04-2021-0035
Zhou Zhong
PurposeThis study describes and elucidates higher education internationalisation with an in-depth case study of China and its Tsinghua University using international entrepreneurship concepts. The study examines internationalisation as a dynamic reciprocal interplay between opening-up policy and higher education policy, especially world-class university policy.Design/methodology/approachThis is a qualitative mixed-method single case study. In desktop research, the study reviewed China's national policy documents on educational opening-up, Tsinghua's institutional strategy papers and research literature concerning internationalisation, entrepreneurship, Chinese higher education and Tsinghua University. In fieldwork research, the present researcher engaged in action, participatory and collaborative research about university internationalisation in her capacity as both a faculty and an international office administrator at Tsinghua.FindingsEntrepreneurial internationalisation in Chinese higher education has served multiple purposes simultaneously: (1) a pillar to support domestic confidence in educational opening-up for modernisation while also contributing to global development; (2) a cost-effective way to cultivate Chinese talent by accessing the international education market; (3) a quality imperative to stimulate domestic reform and innovation through Sino-foreign exchange and collaboration; (4) a public diplomacy measure building a global network of educational engagement; and (5) a differentiation strategy to stretch the capacity of the nation's top universities by benchmarking their global competitiveness.Originality/valueConceptualising opening-up as entrepreneurial internationalisation is key to understand China's higher education development. This study expounds this special term by connecting it with basic concepts in international entrepreneurship research. The analyses at system and institutional levels reinforce one another to forge a synthetic view by integrating policy and practice.
{"title":"Opening-up as entrepreneurial internationalisation in Chinese higher education","authors":"Zhou Zhong","doi":"10.1108/ijced-04-2021-0035","DOIUrl":"https://doi.org/10.1108/ijced-04-2021-0035","url":null,"abstract":"PurposeThis study describes and elucidates higher education internationalisation with an in-depth case study of China and its Tsinghua University using international entrepreneurship concepts. The study examines internationalisation as a dynamic reciprocal interplay between opening-up policy and higher education policy, especially world-class university policy.Design/methodology/approachThis is a qualitative mixed-method single case study. In desktop research, the study reviewed China's national policy documents on educational opening-up, Tsinghua's institutional strategy papers and research literature concerning internationalisation, entrepreneurship, Chinese higher education and Tsinghua University. In fieldwork research, the present researcher engaged in action, participatory and collaborative research about university internationalisation in her capacity as both a faculty and an international office administrator at Tsinghua.FindingsEntrepreneurial internationalisation in Chinese higher education has served multiple purposes simultaneously: (1) a pillar to support domestic confidence in educational opening-up for modernisation while also contributing to global development; (2) a cost-effective way to cultivate Chinese talent by accessing the international education market; (3) a quality imperative to stimulate domestic reform and innovation through Sino-foreign exchange and collaboration; (4) a public diplomacy measure building a global network of educational engagement; and (5) a differentiation strategy to stretch the capacity of the nation's top universities by benchmarking their global competitiveness.Originality/valueConceptualising opening-up as entrepreneurial internationalisation is key to understand China's higher education development. This study expounds this special term by connecting it with basic concepts in international entrepreneurship research. The analyses at system and institutional levels reinforce one another to forge a synthetic view by integrating policy and practice.","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"11 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86606125","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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