Pub Date : 2019-01-25DOI: 10.1108/IJCED-08-2018-0029
E. Tsvetkova, S. Lomer
Purpose The purpose of this paper is to analyse critically the Russian Academic Excellence Initiative (the Project 5-100), designed to propel five leading Russian universities into world university rankings (WURs) by 2020, and research it through the lens of neoliberalism. The paper seeks to reveal recurrent discourses and dominant orders of discourse constituting the overall concept of “excellence” in Russian higher education (HE) policy. Design/methodology/approach Since the Project 5-100 has been designed in line with a neoliberal model of academic excellence initiatives, emphasising “competition as a driver of excellence” (Hazelkorn, 2009), Fairclough’s approach to critical discourse analysis (CDA) has been adopted as a qualitative research method. There is no universally accepted definition of “excellence” in HE policy; therefore, this CDA also aims at revealing the Russian government’s vision of the concept and its voice in HE policy. Findings The paper concludes that the government reinforces neoliberal discourse on the HE agenda and transforms the 5-100 Universities’ identities through emphasising the role of WURs in modernising the HE system. Consequently, within the neoliberal paradigm, the Project 5-100 can be regarded as a manifestation of the commodification of “excellence” in Russian HE policy. Originality/value This research intends to broaden knowledge of excellence initiatives in HE policy and reveal their features and neoliberal natures. It also seeks to contribute in terms of showcasing a qualitative study of the Project 5-100 for future comparative analyses of similar HE policies.
{"title":"Academic excellence as “competitiveness enhancement” in Russian higher education","authors":"E. Tsvetkova, S. Lomer","doi":"10.1108/IJCED-08-2018-0029","DOIUrl":"https://doi.org/10.1108/IJCED-08-2018-0029","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to analyse critically the Russian Academic Excellence Initiative (the Project 5-100), designed to propel five leading Russian universities into world university rankings (WURs) by 2020, and research it through the lens of neoliberalism. The paper seeks to reveal recurrent discourses and dominant orders of discourse constituting the overall concept of “excellence” in Russian higher education (HE) policy.\u0000\u0000\u0000Design/methodology/approach\u0000Since the Project 5-100 has been designed in line with a neoliberal model of academic excellence initiatives, emphasising “competition as a driver of excellence” (Hazelkorn, 2009), Fairclough’s approach to critical discourse analysis (CDA) has been adopted as a qualitative research method. There is no universally accepted definition of “excellence” in HE policy; therefore, this CDA also aims at revealing the Russian government’s vision of the concept and its voice in HE policy.\u0000\u0000\u0000Findings\u0000The paper concludes that the government reinforces neoliberal discourse on the HE agenda and transforms the 5-100 Universities’ identities through emphasising the role of WURs in modernising the HE system. Consequently, within the neoliberal paradigm, the Project 5-100 can be regarded as a manifestation of the commodification of “excellence” in Russian HE policy.\u0000\u0000\u0000Originality/value\u0000This research intends to broaden knowledge of excellence initiatives in HE policy and reveal their features and neoliberal natures. It also seeks to contribute in terms of showcasing a qualitative study of the Project 5-100 for future comparative analyses of similar HE policies.\u0000","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77445909","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 : 2019-01-18DOI: 10.1108/IJCED-07-2018-0024
D. Mukhamejanova
Purpose Kazakhstan has taken considerable steps to improve the incoming mobility of international students; however, despite these measures, the number of international students studying in Kazakhstan is still very low. Research indicates that in order to attract and retain international students it is necessary to build a thorough understanding of their experiences in the host country. The purpose of this paper is to gain a better understanding of international students’ experiences in Kazakhstan by exploring how they exercise their human agency while adapting to the academic and socio-cultural life in Kazakhstan. Design/methodology/approach The author used a purposeful criterion sampling to select six international students from Afghanistan, Great Britain, Russia, South Korea, Ukraine and the USA studying at Kazakhstani universities to participate in this research. The primary data collection was semi-structured in-depth interviews. Supportive methods included a demographic questionnaire and a researcher journal. Findings The study revealed that the international students actively employed their human agency to negotiate their studying and to adapt to their life in Kazakhstan. They did not simply adjust to the host environment, but also learned from it and attempted to transform it according to their circumstances and goals. Research limitations/implications The implication is that Kazakhstani universities and any other higher education institutions that seek to increase the number of their international students should consider not only how to attract these students, but also how to adapt their institution’s practices and regulations to create an inclusive learning environment for their diverse student population. It is also very important for higher education institutions to provide international students with the necessary conditions to exercise their human agency because as it was revealed by this study, international students’ human agency is a very powerful mechanism helping them live and learn comfortably in their host country. Originality/value Taking into consideration the reviewed previous research, this was the first attempt to use Albert Bandura’s social cognitive theory for the purpose of building an understanding about how international students exercise their agency while adapting to the academic and socio-cultural life in the host country. The social cognitive theory allows investigating international students as active and self-sufficient agents of their own adaptation process who can and do change themselves, and have the potential to navigate and alter their host environment to achieve their own goals. This study encourages researchers and practitioners to think about international students outside the dimension of internationalization as a means of improving country’s economic capital.
{"title":"International students in Kazakhstan","authors":"D. Mukhamejanova","doi":"10.1108/IJCED-07-2018-0024","DOIUrl":"https://doi.org/10.1108/IJCED-07-2018-0024","url":null,"abstract":"\u0000Purpose\u0000Kazakhstan has taken considerable steps to improve the incoming mobility of international students; however, despite these measures, the number of international students studying in Kazakhstan is still very low. Research indicates that in order to attract and retain international students it is necessary to build a thorough understanding of their experiences in the host country. The purpose of this paper is to gain a better understanding of international students’ experiences in Kazakhstan by exploring how they exercise their human agency while adapting to the academic and socio-cultural life in Kazakhstan.\u0000\u0000\u0000Design/methodology/approach\u0000The author used a purposeful criterion sampling to select six international students from Afghanistan, Great Britain, Russia, South Korea, Ukraine and the USA studying at Kazakhstani universities to participate in this research. The primary data collection was semi-structured in-depth interviews. Supportive methods included a demographic questionnaire and a researcher journal.\u0000\u0000\u0000Findings\u0000The study revealed that the international students actively employed their human agency to negotiate their studying and to adapt to their life in Kazakhstan. They did not simply adjust to the host environment, but also learned from it and attempted to transform it according to their circumstances and goals.\u0000\u0000\u0000Research limitations/implications\u0000The implication is that Kazakhstani universities and any other higher education institutions that seek to increase the number of their international students should consider not only how to attract these students, but also how to adapt their institution’s practices and regulations to create an inclusive learning environment for their diverse student population. It is also very important for higher education institutions to provide international students with the necessary conditions to exercise their human agency because as it was revealed by this study, international students’ human agency is a very powerful mechanism helping them live and learn comfortably in their host country.\u0000\u0000\u0000Originality/value\u0000Taking into consideration the reviewed previous research, this was the first attempt to use Albert Bandura’s social cognitive theory for the purpose of building an understanding about how international students exercise their agency while adapting to the academic and socio-cultural life in the host country. The social cognitive theory allows investigating international students as active and self-sufficient agents of their own adaptation process who can and do change themselves, and have the potential to navigate and alter their host environment to achieve their own goals. This study encourages researchers and practitioners to think about international students outside the dimension of internationalization as a means of improving country’s economic capital.\u0000","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74702217","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 : 2019-01-08DOI: 10.1108/IJCED-05-2018-0010
M. Wood, F. Su
Purpose The purpose of this paper is to explore parents as “stakeholders” in higher education in England and how they perceive teaching excellence. Design/methodology/approach The study adopted a qualitative research design using an interpretative approach through which the authors aimed to develop understandings of parents’ perspectives as higher education “stakeholders”. The empirical data were gathered via focus group interviews and an online survey with 24 participants in the UK. Findings This study found that the majority of parents wished to be treated as an important stakeholder group in higher education. Parent participants perceived that teaching excellence could be evidenced through indicators and measures, for example, the design and delivery of the courses, progress measures, contact hours, speed of return of marked work, graduate employability and so on. They also saw value and significance in the students’ exposure to ideas and perspectives not previously experienced, in zeal and passion in the teaching, and in an academically nurturing, understanding and supportive pedagogical relationship between academic and student. Originality/value This study uncovered some apparent tensions, contradictions and challenges for parents as stakeholders in higher education, for example, in reconciling the co-existence of their desire to be involved and engaged with scope for students to be formed as independent young adults. Parents’ desire to measure teaching excellence is also compounded by their concern that excellent teaching is thereby reduced to a box-ticking exercise. This study has implications for higher education institutions wishing to engage parents as a stakeholder group in a meaningful way.
{"title":"Parents as “stakeholders” and their conceptions of teaching excellence in English higher education","authors":"M. Wood, F. Su","doi":"10.1108/IJCED-05-2018-0010","DOIUrl":"https://doi.org/10.1108/IJCED-05-2018-0010","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to explore parents as “stakeholders” in higher education in England and how they perceive teaching excellence.\u0000\u0000\u0000Design/methodology/approach\u0000The study adopted a qualitative research design using an interpretative approach through which the authors aimed to develop understandings of parents’ perspectives as higher education “stakeholders”. The empirical data were gathered via focus group interviews and an online survey with 24 participants in the UK.\u0000\u0000\u0000Findings\u0000This study found that the majority of parents wished to be treated as an important stakeholder group in higher education. Parent participants perceived that teaching excellence could be evidenced through indicators and measures, for example, the design and delivery of the courses, progress measures, contact hours, speed of return of marked work, graduate employability and so on. They also saw value and significance in the students’ exposure to ideas and perspectives not previously experienced, in zeal and passion in the teaching, and in an academically nurturing, understanding and supportive pedagogical relationship between academic and student.\u0000\u0000\u0000Originality/value\u0000This study uncovered some apparent tensions, contradictions and challenges for parents as stakeholders in higher education, for example, in reconciling the co-existence of their desire to be involved and engaged with scope for students to be formed as independent young adults. Parents’ desire to measure teaching excellence is also compounded by their concern that excellent teaching is thereby reduced to a box-ticking exercise. This study has implications for higher education institutions wishing to engage parents as a stakeholder group in a meaningful way.\u0000","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86019395","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 : 2019-01-08DOI: 10.1108/IJCED-10-2018-0044
Mitsuko Maeda, Y. Ono
Purpose Lesson study (LS) is a professional development approach that has been attracting attention as an educational innovation since the late 1990s. The purpose of this paper is to investigate factors that contribute to the adoption of LS by schools in developing countries without development assistance. Design/methodology/approach The diffusion of innovation theory was used as an explanatory device. The study examined the characteristics of LS perceived by 28 teachers in an Indonesian primary school, where LS was actively and autonomously adopted without development assistance. Data were collected from multiple sources, including interviews with some teachers and a questionnaire for all 28 teachers. Findings While previous studies have indicated that LS as an educational innovation lacks the ideal sets of perceived characteristics that could promote its adoption, this study found that such negative characteristics were mitigated in the Indonesian school. It also found that some of the factors facilitating LS adoption may be information on the outcomes of LS and less hierarchical relationships among teachers and professors. Furthermore, active school leadership was found to be a significant factor in this adoption. Originality/value Regarding adoption of LS in developing countries, previous studies focused on how development assistance works, what strategies of development assistance are necessary for introducing LS and how development assistance programs can be sustained. However, scant attention has been paid to how schools in developing countries have fared without development assistance. This study sheds light on this missing point.
{"title":"Diffusion of lesson study as an educational innovation","authors":"Mitsuko Maeda, Y. Ono","doi":"10.1108/IJCED-10-2018-0044","DOIUrl":"https://doi.org/10.1108/IJCED-10-2018-0044","url":null,"abstract":"\u0000Purpose\u0000Lesson study (LS) is a professional development approach that has been attracting attention as an educational innovation since the late 1990s. The purpose of this paper is to investigate factors that contribute to the adoption of LS by schools in developing countries without development assistance.\u0000\u0000\u0000Design/methodology/approach\u0000The diffusion of innovation theory was used as an explanatory device. The study examined the characteristics of LS perceived by 28 teachers in an Indonesian primary school, where LS was actively and autonomously adopted without development assistance. Data were collected from multiple sources, including interviews with some teachers and a questionnaire for all 28 teachers.\u0000\u0000\u0000Findings\u0000While previous studies have indicated that LS as an educational innovation lacks the ideal sets of perceived characteristics that could promote its adoption, this study found that such negative characteristics were mitigated in the Indonesian school. It also found that some of the factors facilitating LS adoption may be information on the outcomes of LS and less hierarchical relationships among teachers and professors. Furthermore, active school leadership was found to be a significant factor in this adoption.\u0000\u0000\u0000Originality/value\u0000Regarding adoption of LS in developing countries, previous studies focused on how development assistance works, what strategies of development assistance are necessary for introducing LS and how development assistance programs can be sustained. However, scant attention has been paid to how schools in developing countries have fared without development assistance. This study sheds light on this missing point.\u0000","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84311279","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 : 2019-01-08DOI: 10.1108/IJCED-08-2018-0026
A. Poole
Purpose This paper was written in response to the tendency for the international education literature to position the international teacher in essentialist and western-centric terms. The international school landscape has changed significantly in the last 20 years, leading to the rise of type C non-traditional international schools, which requires a reconceptualisation of the international teacher. The purpose of this paper is to explore how a Chinese English teacher (Daisy) in an internationalised school in Shanghai constructed her identity as an international teacher. Design/methodology/approach This paper drew upon concepts from the teacher identity literature in order to construct a comparative conceptual framework comprised of personal, professional and cross-cultural domains of experience. Commensurate with this framework, in-depth phenomenological interviewing and member-checking were utilised in order to gain access to the participant’s lived experiences. Member-checking and data analysis became a dialogic and recursive process in which rapport was continually maintained and strengthened through the sharing of raw and analysed data, with additional comments and suggestions being fed back into an emerging interpretation in order to generate more data and enhance validity. Findings The findings highlighted how Daisy was active in not only constructing her identity as an international educator but also mobilising this identity to challenge the western-centric nature of international education. The findings also revealed moments of discursive dissonance. Daisy simultaneously constructed an identity as an “internationalising” teacher, but was also constructed as an international teacher through a discourse that presented international education as constructivist, and therefore western-centric, in nature. Implications and recommendations are made for practice and research based on these findings. Originality/value This paper offers an alternative perspective on the international teacher experience, which continues to be western-centric in focus, by exploring the development of an international teacher identity from a Chinese perspective.
{"title":"I am an internationalising teacher","authors":"A. Poole","doi":"10.1108/IJCED-08-2018-0026","DOIUrl":"https://doi.org/10.1108/IJCED-08-2018-0026","url":null,"abstract":"\u0000Purpose\u0000This paper was written in response to the tendency for the international education literature to position the international teacher in essentialist and western-centric terms. The international school landscape has changed significantly in the last 20 years, leading to the rise of type C non-traditional international schools, which requires a reconceptualisation of the international teacher. The purpose of this paper is to explore how a Chinese English teacher (Daisy) in an internationalised school in Shanghai constructed her identity as an international teacher.\u0000\u0000\u0000Design/methodology/approach\u0000This paper drew upon concepts from the teacher identity literature in order to construct a comparative conceptual framework comprised of personal, professional and cross-cultural domains of experience. Commensurate with this framework, in-depth phenomenological interviewing and member-checking were utilised in order to gain access to the participant’s lived experiences. Member-checking and data analysis became a dialogic and recursive process in which rapport was continually maintained and strengthened through the sharing of raw and analysed data, with additional comments and suggestions being fed back into an emerging interpretation in order to generate more data and enhance validity.\u0000\u0000\u0000Findings\u0000The findings highlighted how Daisy was active in not only constructing her identity as an international educator but also mobilising this identity to challenge the western-centric nature of international education. The findings also revealed moments of discursive dissonance. Daisy simultaneously constructed an identity as an “internationalising” teacher, but was also constructed as an international teacher through a discourse that presented international education as constructivist, and therefore western-centric, in nature. Implications and recommendations are made for practice and research based on these findings.\u0000\u0000\u0000Originality/value\u0000This paper offers an alternative perspective on the international teacher experience, which continues to be western-centric in focus, by exploring the development of an international teacher identity from a Chinese perspective.\u0000","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74553453","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 : 2019-01-07DOI: 10.1108/IJCED-10-2018-0038
Trudi Cooper
Purpose The purpose of this paper is to explore: why the concept of teaching excellence has been uncritically accepted into the lexicon of university management; and how it has been used to co-opt university teaching staff into supporting the myth that teaching quality can be maintained as financial support for teaching has declined. Design/methodology/approach This paper is conceptual and analytical rather than empirical and a critical management perspective is adopted. Findings Per capita funding of university teaching has declined steadily. The concept of teaching excellence has been used to distract attention away from discussions about funding and the conditions required to promote good teaching in universities. The construction of teaching excellence as an attribute of individual teachers has co-opted university teachers into supporting the illusion that teaching quality can be maintained, despite falling organisational support and decreased funding. Research limitations/implications Teaching in universities can only be improved through changes to the management approach and maintenance of per capita funding, and ultimately democratisation of universities. This will require changes to the regulatory framework, and national policy. Practical implications The author concludes that teaching excellence is unhelpful as a concept. Instead the focus of discussion needs to return to ensuring that the necessary conditions for responsive teaching are in place. Social implications Democratise the workplace and management methods; adopt matrix management structures; Rebalance to focus on social benefit and public good. Originality/value This paper uncovers tensions, contradictions and missing elements in current policy and concludes with suggestions for change.
{"title":"Rethinking teaching excellence in Australian higher education","authors":"Trudi Cooper","doi":"10.1108/IJCED-10-2018-0038","DOIUrl":"https://doi.org/10.1108/IJCED-10-2018-0038","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to explore: why the concept of teaching excellence has been uncritically accepted into the lexicon of university management; and how it has been used to co-opt university teaching staff into supporting the myth that teaching quality can be maintained as financial support for teaching has declined.\u0000\u0000\u0000Design/methodology/approach\u0000This paper is conceptual and analytical rather than empirical and a critical management perspective is adopted.\u0000\u0000\u0000Findings\u0000Per capita funding of university teaching has declined steadily. The concept of teaching excellence has been used to distract attention away from discussions about funding and the conditions required to promote good teaching in universities. The construction of teaching excellence as an attribute of individual teachers has co-opted university teachers into supporting the illusion that teaching quality can be maintained, despite falling organisational support and decreased funding.\u0000\u0000\u0000Research limitations/implications\u0000Teaching in universities can only be improved through changes to the management approach and maintenance of per capita funding, and ultimately democratisation of universities. This will require changes to the regulatory framework, and national policy.\u0000\u0000\u0000Practical implications\u0000The author concludes that teaching excellence is unhelpful as a concept. Instead the focus of discussion needs to return to ensuring that the necessary conditions for responsive teaching are in place.\u0000\u0000\u0000Social implications\u0000Democratise the workplace and management methods; adopt matrix management structures; Rebalance to focus on social benefit and public good.\u0000\u0000\u0000Originality/value\u0000This paper uncovers tensions, contradictions and missing elements in current policy and concludes with suggestions for change.\u0000","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84452499","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 : 2019-01-07DOI: 10.1108/IJCED-08-2018-0028
P. Wood, M. O’Leary
Purpose Teaching excellence remains a contested term in English higher education (HE). This paper begins by reflecting on its complex and sometimes blurred meaning, charting the divergence between academic interests in the complexity and contextual questions relating to practice development and organisational and sectoral shifts which have been driven by managerialism, accountability and “top-down” ideas of change. The authors argue that this divergence, epitomised in the development of the teaching excellence framework, has led to a confused, if ubiquitous, use of excellence to identify organisational and sector-led ideas of what it means to deliver quality teaching. However, these frameworks have become progressively detached from the complexity of practice investigated by those interested in pedagogy. The paper aims to discuss this issue. Design/methodology/approach This is a conceptual paper which brings together literature from teaching excellence, organisational science, time and HE to develop an alternative approach to pedagogic development. Findings Based on a critique of the current, confused conceptualisation of teaching excellence, the authors offer a different narrative which demonstrates how a reconsideration of the factors is important in developing critical and challenging teaching opportunities. Based on a “bottom-up” system focusing on dialogue, sustainability and “unhasty” time, the authors argue for a re-establishing of a holistic approach in HE providers based on emergent pedagogies as opposed to teaching excellence. Originality/value This paper demonstrates why teaching excellence has become conceptually fractured in an English context, and why a new approach to pedagogic development needs to be considered to establish a more positive and critical approach at both the institutional and sectoral levels. This paper outlines a possible approach to developing such renewal.
{"title":"Moving beyond teaching excellence","authors":"P. Wood, M. O’Leary","doi":"10.1108/IJCED-08-2018-0028","DOIUrl":"https://doi.org/10.1108/IJCED-08-2018-0028","url":null,"abstract":"\u0000Purpose\u0000Teaching excellence remains a contested term in English higher education (HE). This paper begins by reflecting on its complex and sometimes blurred meaning, charting the divergence between academic interests in the complexity and contextual questions relating to practice development and organisational and sectoral shifts which have been driven by managerialism, accountability and “top-down” ideas of change. The authors argue that this divergence, epitomised in the development of the teaching excellence framework, has led to a confused, if ubiquitous, use of excellence to identify organisational and sector-led ideas of what it means to deliver quality teaching. However, these frameworks have become progressively detached from the complexity of practice investigated by those interested in pedagogy. The paper aims to discuss this issue.\u0000\u0000\u0000Design/methodology/approach\u0000This is a conceptual paper which brings together literature from teaching excellence, organisational science, time and HE to develop an alternative approach to pedagogic development.\u0000\u0000\u0000Findings\u0000Based on a critique of the current, confused conceptualisation of teaching excellence, the authors offer a different narrative which demonstrates how a reconsideration of the factors is important in developing critical and challenging teaching opportunities. Based on a “bottom-up” system focusing on dialogue, sustainability and “unhasty” time, the authors argue for a re-establishing of a holistic approach in HE providers based on emergent pedagogies as opposed to teaching excellence.\u0000\u0000\u0000Originality/value\u0000This paper demonstrates why teaching excellence has become conceptually fractured in an English context, and why a new approach to pedagogic development needs to be considered to establish a more positive and critical approach at both the institutional and sectoral levels. This paper outlines a possible approach to developing such renewal.\u0000","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88117191","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 : 2018-11-21DOI: 10.1108/IJCED-05-2018-0009
Swapna Nair
Purpose The purpose of this paper is to assess the channels of education financing as they exist currently in Iraq. It argues that the current model of financing is highly centralized and in order to encourage a school-based management and better school outcomes, there needs to be decentralization of financing. The paper considers block grants as a mechanism for decentralization and explores other country experiences in this area. Design/methodology/approach The paper opts for both an analytical and exploratory study of the financing channels in the education sector in Iraq based on both primary field-based surveys and secondary sources of information such as World Bank and UN documents. For understanding other country experience of school block grant provision, the paper reviews literature and attempts to find learnings for Iraq. Findings The paper provides a detailed insight into the service delivery modal and channels of education financing in Iraq across multiple tiers. It argues that the centralized model of education financing is one of the factors that contribute to weak school governance and school performance indicators. It explores the idea of school block grants as a model of decentralized financing and a review of other country experiences on provision of school block grants gives some interesting insights into what might work for Iraq. Research limitations/implications Economic wars, sanctions and conflict have severely affected the country and as a consequence there are very limited data and information available and this has impacted the study. Furthermore, though the country has been liberated from ISIS, the peace is fragile and any research findings have to be seen in this background. Practical implications The paper does not stop at identifying the problem, i.e. centralization of financing but attempts to explore and provide a way to get around this in the form of provision of school block grants. Originality/value There are very few studies that explore the service delivery model and financing channels in the education sector in Iraq and therefore this paper should add value to any discussion on post-conflict reconstruction.
{"title":"School block grants as a model of financial decentralization in Iraq","authors":"Swapna Nair","doi":"10.1108/IJCED-05-2018-0009","DOIUrl":"https://doi.org/10.1108/IJCED-05-2018-0009","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to assess the channels of education financing as they exist currently in Iraq. It argues that the current model of financing is highly centralized and in order to encourage a school-based management and better school outcomes, there needs to be decentralization of financing. The paper considers block grants as a mechanism for decentralization and explores other country experiences in this area.\u0000\u0000\u0000Design/methodology/approach\u0000The paper opts for both an analytical and exploratory study of the financing channels in the education sector in Iraq based on both primary field-based surveys and secondary sources of information such as World Bank and UN documents. For understanding other country experience of school block grant provision, the paper reviews literature and attempts to find learnings for Iraq.\u0000\u0000\u0000Findings\u0000The paper provides a detailed insight into the service delivery modal and channels of education financing in Iraq across multiple tiers. It argues that the centralized model of education financing is one of the factors that contribute to weak school governance and school performance indicators. It explores the idea of school block grants as a model of decentralized financing and a review of other country experiences on provision of school block grants gives some interesting insights into what might work for Iraq.\u0000\u0000\u0000Research limitations/implications\u0000Economic wars, sanctions and conflict have severely affected the country and as a consequence there are very limited data and information available and this has impacted the study. Furthermore, though the country has been liberated from ISIS, the peace is fragile and any research findings have to be seen in this background.\u0000\u0000\u0000Practical implications\u0000The paper does not stop at identifying the problem, i.e. centralization of financing but attempts to explore and provide a way to get around this in the form of provision of school block grants.\u0000\u0000\u0000Originality/value\u0000There are very few studies that explore the service delivery model and financing channels in the education sector in Iraq and therefore this paper should add value to any discussion on post-conflict reconstruction.\u0000","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2018-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86155960","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 : 2018-08-20DOI: 10.1108/IJCED-07-2018-0015
J. Dillabough, O. Fimyar, Colleen McLaughlin, Zeina Al-Azmeh, Shaher Abdullateef, Musallam Abedtalas
Purpose This paper stems from a 12-month collaborative enquiry between a group of Syrian academics in exile in Turkey and academics from the University of Cambridge into the state of Syrian Higher Education after the onset of the conflict in 2011. The purpose of this paper is to draw on 19 open-ended interviews with exiled Syrian academics; two focus groups; mapping and timeline exercises; and 117 interviews collected remotely by collaborating Syrian academics with former colleagues and students who were still living inside Syria at the time of data collection. The findings of the research suggest that Syrian HE after 2011 was fragmented across regions; in some cases non-existent, and in others deemed to be in a state of reform in order to meet student needs. Key issues that emerged from this work are human rights’ abuses directed against academics and students including the detainment, purging and kidnapping of academics, an increased militarisation of university life and a substantive loss of academic and human capital. Design/methodology/approach The overall design involved two workshops held in Turkey (in June and July, 2017) at which the Cambridge team explained the stages of undertaking qualitative research and planned the collaborative enquiry with Syrian co-researchers. The first workshop addressed the nature of qualitative research and explored the proposed methods of interviewing, using timelines and mapping. The instruments for interviewing were constructed in groups together and mapping was undertaken with the 21 Syrian academics in exile who attended the workshop. Syrian academics also built their own research plans as a way of expanding the consultation dimension of this project inside Syria, engaged in survey and interview protocol planning and discussed ways to access needed documentation which could be drawn upon to enrich the project. The Syrian co-researchers interviewed remotely HE staff and students who had remained in, or recently left, Syria; the key criterion for group or participant selection was that they had recent and relevant experience of Syrian HE. The second workshop focused on data analysis and writing up. There was also wide consultation with participants inside and outside Syria. As part of the research, the Cambridge team conducted open-ended interviews with 19 Syrian academics and students living in exile in Turkey. This involved interviewing Syrian scholars about their experiences of HE, policy changes over time and their experiences of displacement. The researchers developed this protocol prior to the capacity-building workshops based on previous research experience on academic and student displacement, alongside extensive preparation on the conditions of Syrian HE, conflict and displacement. In addition to interviewing, a pivotal element of methodological rigour was that the authors sought to member check what participants were learning through mapping and timeline exercises and extensive note-taking thr
{"title":"Conflict, insecurity and the political economies of higher education","authors":"J. Dillabough, O. Fimyar, Colleen McLaughlin, Zeina Al-Azmeh, Shaher Abdullateef, Musallam Abedtalas","doi":"10.1108/IJCED-07-2018-0015","DOIUrl":"https://doi.org/10.1108/IJCED-07-2018-0015","url":null,"abstract":"\u0000Purpose\u0000This paper stems from a 12-month collaborative enquiry between a group of Syrian academics in exile in Turkey and academics from the University of Cambridge into the state of Syrian Higher Education after the onset of the conflict in 2011. The purpose of this paper is to draw on 19 open-ended interviews with exiled Syrian academics; two focus groups; mapping and timeline exercises; and 117 interviews collected remotely by collaborating Syrian academics with former colleagues and students who were still living inside Syria at the time of data collection. The findings of the research suggest that Syrian HE after 2011 was fragmented across regions; in some cases non-existent, and in others deemed to be in a state of reform in order to meet student needs. Key issues that emerged from this work are human rights’ abuses directed against academics and students including the detainment, purging and kidnapping of academics, an increased militarisation of university life and a substantive loss of academic and human capital.\u0000\u0000\u0000Design/methodology/approach\u0000The overall design involved two workshops held in Turkey (in June and July, 2017) at which the Cambridge team explained the stages of undertaking qualitative research and planned the collaborative enquiry with Syrian co-researchers. The first workshop addressed the nature of qualitative research and explored the proposed methods of interviewing, using timelines and mapping. The instruments for interviewing were constructed in groups together and mapping was undertaken with the 21 Syrian academics in exile who attended the workshop. Syrian academics also built their own research plans as a way of expanding the consultation dimension of this project inside Syria, engaged in survey and interview protocol planning and discussed ways to access needed documentation which could be drawn upon to enrich the project. The Syrian co-researchers interviewed remotely HE staff and students who had remained in, or recently left, Syria; the key criterion for group or participant selection was that they had recent and relevant experience of Syrian HE. The second workshop focused on data analysis and writing up. There was also wide consultation with participants inside and outside Syria. As part of the research, the Cambridge team conducted open-ended interviews with 19 Syrian academics and students living in exile in Turkey. This involved interviewing Syrian scholars about their experiences of HE, policy changes over time and their experiences of displacement. The researchers developed this protocol prior to the capacity-building workshops based on previous research experience on academic and student displacement, alongside extensive preparation on the conditions of Syrian HE, conflict and displacement. In addition to interviewing, a pivotal element of methodological rigour was that the authors sought to member check what participants were learning through mapping and timeline exercises and extensive note-taking thr","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2018-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90330477","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 : 2018-08-20DOI: 10.1108/IJCED-06-2018-0013
Tom Parkinson, T. Zoubir, Shaher Abdullateef, Musallam Abedtalas, Ghana Alyamani, Ziad A Ibrahim, Majdi Al Husni, Fuad Alhaj Omar, Hamoud Hajhamoud, Fadi Iboor, Husam Allito, M. Jenkins, Abdulkader Rashwani, Adnan Sennou, Fateh Shaban
Purpose The purpose of this paper is twofold: first, to generate insight into the experiences of Syrian academics in exile in Turkey; and second, to explore approaches to collaboration and community building among academics in exile and with counterparts in the international academic community. Design/methodology/approach The study employs a hybrid visual-autobiographical narrative methodology, embedded within a large group process (LGP) design. Findings Findings are presented in two phases: the first phase presents a thematic analysis of narrative data, revealing the common and divergent experiences of 12 exiled academics. The second phase presents a reflective evaluation of undertaking the LGP and its implications for community building and sustaining Syrian academia in exile. Research limitations/implications While this is a qualitative study with a small participant group, and therefore does not provide a basis for statistical generalisation, it offers rich insight into Syrian academics’ lived experiences of exile, and into strategies implemented to support the Syrian academic community in exile. Practical implications The study has practical implications for academic development in the contexts of conflict and exile; community building among dispersed academic communities; educational interventions by international NGOs and the international academic community; and group process design. Originality/value The study makes an original contribution to the limited literature on post-2011 Syrian higher education by giving voice to a community of exiled academics, and by critically evaluating a strategic initiative for supporting and sustaining Syrian academia. This represents significant, transferable insight for comparable contexts.
{"title":"“We are still here”: the stories of Syrian academics in exile","authors":"Tom Parkinson, T. Zoubir, Shaher Abdullateef, Musallam Abedtalas, Ghana Alyamani, Ziad A Ibrahim, Majdi Al Husni, Fuad Alhaj Omar, Hamoud Hajhamoud, Fadi Iboor, Husam Allito, M. Jenkins, Abdulkader Rashwani, Adnan Sennou, Fateh Shaban","doi":"10.1108/IJCED-06-2018-0013","DOIUrl":"https://doi.org/10.1108/IJCED-06-2018-0013","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is twofold: first, to generate insight into the experiences of Syrian academics in exile in Turkey; and second, to explore approaches to collaboration and community building among academics in exile and with counterparts in the international academic community.\u0000\u0000\u0000Design/methodology/approach\u0000The study employs a hybrid visual-autobiographical narrative methodology, embedded within a large group process (LGP) design.\u0000\u0000\u0000Findings\u0000Findings are presented in two phases: the first phase presents a thematic analysis of narrative data, revealing the common and divergent experiences of 12 exiled academics. The second phase presents a reflective evaluation of undertaking the LGP and its implications for community building and sustaining Syrian academia in exile.\u0000\u0000\u0000Research limitations/implications\u0000While this is a qualitative study with a small participant group, and therefore does not provide a basis for statistical generalisation, it offers rich insight into Syrian academics’ lived experiences of exile, and into strategies implemented to support the Syrian academic community in exile.\u0000\u0000\u0000Practical implications\u0000The study has practical implications for academic development in the contexts of conflict and exile; community building among dispersed academic communities; educational interventions by international NGOs and the international academic community; and group process design.\u0000\u0000\u0000Originality/value\u0000The study makes an original contribution to the limited literature on post-2011 Syrian higher education by giving voice to a community of exiled academics, and by critically evaluating a strategic initiative for supporting and sustaining Syrian academia. This represents significant, transferable insight for comparable contexts.\u0000","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2018-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87606246","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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