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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
Pub Date : 2021-07-26DOI: 10.1108/ijced-10-2020-0075
Wesley Teter, Libing Wang
PurposeThe impacts of the COVID-19 pandemic have transformed the global outlook for international higher education. Given the rapid shift to online learning, the Tokyo Convention in the Asia-Pacific entrusted to UNESCO has become an important policy framework to facilitate regional collaboration, authoritative information sharing and recognition of qualifications across diverse modes of learning. This paper examines the role of the Tokyo Convention to establish an inclusive platform for monitoring and collaborative governance of mobility and internationalization based on fair and transparent recognition policies and practices in the Asia-Pacific.Design/methodology/approachIn August 2019, a standardized survey instrument was sent by the Secretariat of the Tokyo Convention Committee at UNESCO Bangkok to competent recognition authorities in 46 countries in the Asia-Pacific, including the eight State Parties to the Tokyo Convention that ratified the Convention as of the reporting period. In total, qualitative data from n = 27 countries/states was received and analyzed to assess implementation of the Tokyo Convention throughout the region. The research design illustrates how normative instruments such as the Tokyo Convention are monitored and assessed over time.FindingsA multi-stakeholder approach based on collaborative governance is needed to effectively monitor implementation and implications of the Tokyo Convention for diverse higher education stakeholders in the Asia-Pacific region.Research limitations/implicationsImplications include establishing baseline data and methods for monitoring implementation of the Tokyo Convention. Based on collaborative governance theory, the paper explores potential for a multi-stakeholder approach to promote mutual accountability in the Asia-Pacific and to develop mechanisms for inclusive participation in the governance of the forthcoming Global Convention on recognition.Originality/valueAs the first systematic review of its kind, this paper includes a unique dataset and insights into UNESCO's methodology to monitor implementation of standard-setting instruments for qualifications recognition in the Asia-Pacific.
{"title":"Monitoring implementation of the Tokyo Convention on recognition: a multi-stakeholder approach to the internationalization of higher education in the Asia-Pacific","authors":"Wesley Teter, Libing Wang","doi":"10.1108/ijced-10-2020-0075","DOIUrl":"https://doi.org/10.1108/ijced-10-2020-0075","url":null,"abstract":"PurposeThe impacts of the COVID-19 pandemic have transformed the global outlook for international higher education. Given the rapid shift to online learning, the Tokyo Convention in the Asia-Pacific entrusted to UNESCO has become an important policy framework to facilitate regional collaboration, authoritative information sharing and recognition of qualifications across diverse modes of learning. This paper examines the role of the Tokyo Convention to establish an inclusive platform for monitoring and collaborative governance of mobility and internationalization based on fair and transparent recognition policies and practices in the Asia-Pacific.Design/methodology/approachIn August 2019, a standardized survey instrument was sent by the Secretariat of the Tokyo Convention Committee at UNESCO Bangkok to competent recognition authorities in 46 countries in the Asia-Pacific, including the eight State Parties to the Tokyo Convention that ratified the Convention as of the reporting period. In total, qualitative data from n = 27 countries/states was received and analyzed to assess implementation of the Tokyo Convention throughout the region. The research design illustrates how normative instruments such as the Tokyo Convention are monitored and assessed over time.FindingsA multi-stakeholder approach based on collaborative governance is needed to effectively monitor implementation and implications of the Tokyo Convention for diverse higher education stakeholders in the Asia-Pacific region.Research limitations/implicationsImplications include establishing baseline data and methods for monitoring implementation of the Tokyo Convention. Based on collaborative governance theory, the paper explores potential for a multi-stakeholder approach to promote mutual accountability in the Asia-Pacific and to develop mechanisms for inclusive participation in the governance of the forthcoming Global Convention on recognition.Originality/valueAs the first systematic review of its kind, this paper includes a unique dataset and insights into UNESCO's methodology to monitor implementation of standard-setting instruments for qualifications recognition in the Asia-Pacific.","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79498042","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 : 2021-07-14DOI: 10.1108/ijced-10-2020-0074
Jung Hyun Ryu, A. Nguyen
PurposeThe research aims to provide the basis for a better understanding of the internationalization of higher education in Vietnam. First, it examines Vietnam's higher education reforms and policy/ legal frameworks for the promotion of internationalization since the implementation of Doi Moi in 1986. Secondly, it analyzes the internationalization activities at the national and institutional levels. At both levels, the internationalization activities are categorized into internationalization at home and cross borders (Knight, 2012). Finally, the paper discusses the challenges Vietnamese HE is facing and presents policy directions.Design/methodology/approachThis study employs a case study research strategy to examine and gain understanding of internationalization of higher education in Vietnam as a phenomenon. The study collected detailed information using a variety of data collection procedures over a period of time. First, it analyzes Vietnam's higher education reforms as well as policy and legal framework for the promotion of internationalization. Then, using Knight's framework, the study analyzed the internationalization at home and crossborder educational activities at the national and institutional levels. At the national level, strategic policy goals and programs were explored. Then, it chose Vietnam National University- Hanoi as a institutional case to learn its institutional strategies on cross border programs and mobility, reputation building, research cooperation.FindingsVietnam has continuously reformed its legal and policy framework of higher education to better integrate into the global higher education market and also to meet the national demand for economic development. Predominant rationale for Vietnam to engage in crossborder programs is for brain development, specifically in the academics and public sector. Meanwhile internationalization at home is driven by (1) international programs and universities and (2) initiative to enhance competitiveness of its higher education institutes. Vietnam hosts different models of international universities, including classical, satellite and co-founded. However, issues and challenges remain, such as poor lack of systematic cooperation and coordination at the governmental level, retaining talents, and finally finances.Originality/valueWritten for the special edition on Internationalization of Higher Education in the Era of SDGs: Asia–Pacific Perspective, the study aims to provide a basis for understanding the current situation of internationalization higher education in Vietnam and how it compares to its partners in the region. This study is unique as it provides a two-layer analysis, at the national and institutional levels capturing macro and micro perspectives in one scene. In addition, this study includes rich empirical data, which was rare in previous literature due to limited access.
{"title":"Internationalization of higher education in Vietnam: current situations, policies, and challenges","authors":"Jung Hyun Ryu, A. Nguyen","doi":"10.1108/ijced-10-2020-0074","DOIUrl":"https://doi.org/10.1108/ijced-10-2020-0074","url":null,"abstract":"PurposeThe research aims to provide the basis for a better understanding of the internationalization of higher education in Vietnam. First, it examines Vietnam's higher education reforms and policy/ legal frameworks for the promotion of internationalization since the implementation of Doi Moi in 1986. Secondly, it analyzes the internationalization activities at the national and institutional levels. At both levels, the internationalization activities are categorized into internationalization at home and cross borders (Knight, 2012). Finally, the paper discusses the challenges Vietnamese HE is facing and presents policy directions.Design/methodology/approachThis study employs a case study research strategy to examine and gain understanding of internationalization of higher education in Vietnam as a phenomenon. The study collected detailed information using a variety of data collection procedures over a period of time. First, it analyzes Vietnam's higher education reforms as well as policy and legal framework for the promotion of internationalization. Then, using Knight's framework, the study analyzed the internationalization at home and crossborder educational activities at the national and institutional levels. At the national level, strategic policy goals and programs were explored. Then, it chose Vietnam National University- Hanoi as a institutional case to learn its institutional strategies on cross border programs and mobility, reputation building, research cooperation.FindingsVietnam has continuously reformed its legal and policy framework of higher education to better integrate into the global higher education market and also to meet the national demand for economic development. Predominant rationale for Vietnam to engage in crossborder programs is for brain development, specifically in the academics and public sector. Meanwhile internationalization at home is driven by (1) international programs and universities and (2) initiative to enhance competitiveness of its higher education institutes. Vietnam hosts different models of international universities, including classical, satellite and co-founded. However, issues and challenges remain, such as poor lack of systematic cooperation and coordination at the governmental level, retaining talents, and finally finances.Originality/valueWritten for the special edition on Internationalization of Higher Education in the Era of SDGs: Asia–Pacific Perspective, the study aims to provide a basis for understanding the current situation of internationalization higher education in Vietnam and how it compares to its partners in the region. This study is unique as it provides a two-layer analysis, at the national and institutional levels capturing macro and micro perspectives in one scene. In addition, this study includes rich empirical data, which was rare in previous literature due to limited access.","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79436231","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 : 2021-07-01DOI: 10.1108/IJCED-02-2021-0014
Siyuan Li
PurposeChina's Confucius Institutes (CIs) have been under increasing scrutiny in the West while their development in Africa has been steady and strong. This article aims to examine the establishment, operation and effects of this institute in Africa, and discuss its role in a wider context of education, development and China's foreign policy towards Africa.Design/methodology/approachThis empirical research is a case study of China's Confucius Institutes in Africa. Fieldwork data was collected in China and seven CIs in four African countries.FindingsThis research found that the CIs were not just Chinese language and culture promotion organisations in Africa. Rather, they played a deeper and more profound role in training local individuals, involving them in different forms of Chinese presence in Africa and linking their own personal development with the rise of China. In that sense, this article argues that the CI plays a positive role in promoting China's soft power and national interest in Africa. This article also highlights the problems of the institute's operational mode, and casts doubt on some aspects of its future development.Originality/valueThis research systematically examines the establishment, operation and effects of the CIs in Africa, in an attempt to understand the real role of this institute in China's foreign policy towards Africa and demonstrate the uniqueness of the situation of the CIs in Africa.
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Pub Date : 2021-04-02DOI: 10.1108/ijced-08-2020-0052
Chang Da Wan, Doria Abdullah
Purpose
The purpose of this paper is to examine the policies and practices of internationalisation of higher education in Malaysia, and to specifically explore how Sustainable Development Goals are translated into policies and practices.
Design/methodology/approach
This paper takes a chronological and historical approach to examine policies and practices on internationalisation of higher education in Malaysia. This includes identifying patterns, trends and shifts on internationalisation at the system and institutional levels.
Findings
At the system level, Malaysia has transformed from a sending to receiving country, from being an aid recipient to an equal partner, and from a host to a provider. At the institutional level, internationalisation transforms from a fad to a norm, and from having unilateral collaboration to setting up multinational collaborations with international partners. Equally important, the paper discusses the role of internationalisation to address the global Sustainable Development Goals, and identify policy gaps at the national level and the de facto practices of Sustainable Development Goals at the institutional level.
Originality/value
This paper charts the changes of internationalisation of higher education in Malaysia, and importantly, shows gaps to incorporate the global Sustainable Development Goals and to relate this global agenda to the internationalisation of higher education.
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