ethanporcaro/eric-fulltext-meta huggingface dataset:
Embrace, Embed and Enliven: Advancing Social Responsibilities at the University of Northampton, England
Author: Thomas, Emel
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Campuses,Universities,Educational Strategies,Social Responsibility,Innovation,Entrepreneurship,Social Differences,Educational Environment,International Education,Higher Education,Networks,Social Change,Educational History,Institutional Mission,Policy Formation,Educational Policy

As the United Kingdom's (UK) first Ashoka U Changemaker Campus, the University of Northampton (UoN) has embarked on a strategy that embraces social enterprises. Social enterprise, innovation and entrepreneurship are key competences that have been used by the university to address social inequalities. This paper will account for the social engagement challenges that are influential in the UK's higher educational environment. International perspectives will be highlighted to demonstrate that significant advantages can be obtained by borrowing and adapting policies and practice strategies. Our primary aims are: to showcase the fundamental activities of social responsibility as demonstrated by UoN and provide examples of stakeholder demands during periods of significant change. We argue that it is essential for higher education institutions (HEI) to develop a more nuanced and innovative examination of community based initiatives and networks in order to sustain engagement and access.
Mobility, Mutual Recognition and ASEAN Community Building: The Road to Sustainable ASEAN Integration
Author: Chao, Roger Y., Jr.
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Mobility,International Cooperation,Educational Cooperation,Educational Policy,Study Abroad,Higher Education,Alignment (Education),Quality Assurance,Educational Quality,Foreign Countries,Geographic Regions,Peace,National Security,Civil Rights,International Trade,Social Responsibility,Sustainability,Strategic Planning,Foreign Students

This paper analyses the role of international mobility and mutual recognition to regional community building in the ASEAN region by reviewing policy documents and international student mobility statistics. ASEAN policy directives have evolved from regional economic cooperation to ASEAN Community building despite the limited mutual recognition agreements (MRAs) on professional services, and low and unbalanced intra-ASEAN student mobility. However the non-ratification of the 2011 UNESCO Asia and Pacific Recognition Convention, and the slow implementation of various regional frameworks supporting the establishment of an ASEAN Higher Education Area have limited the potential contribution of mobility and mutual recognition to the ASEAN Community building project. Recommendations to enhance its contribution includes expanding and implementing ASEAN MRAs to all professional disciplines, the development and institutionalisation of an ASEAN quality assurance system, promoting a balanced intra-ASEAN mobility, and ratification and implementation of the 2011 UNESCO Asia and Pacific Recognition Convention (Tokyo Convention).
Governance and Academic Culture in Higher Education: Under the Influence of the SSCI Syndrome
Author: Chou, Chuing Prudence
Date: 2017-00-00
Type: Journal Articles
Subjects: Governance,School Culture,Higher Education,Social Sciences,Citation Indexes,Universities,Educational Change,Neoliberalism,Foreign Countries,Writing for Publication,Periodicals,Publish or Perish Issue,Educational Policy,Global Approach

The trend towards neo-liberal policies which began in the 1980s has caused public finances around the world to be linked to market forces rather than state allocation. In consequence, the sharp reduction in public funding allotted to the education sector has affected both social values and educational quality. With the growing influence of globalization on higher education, many East Asian nations have enacted urgent university reforms designed to boost competitiveness of their domestic university systems. China's Projects 211 and 985; South Korea's BK21; Japan's National University Corporation Plan; and Taiwan's 'Five Year-Fifty Billion Plan have all been initiated in response to the process of globalization and the demand for global talent in academia. Elsewhere, governments in the Arab Middle East, the Americas, Europe, East and Southeast Asia have all initiated new policies to enhance the global competitiveness and international visibility of their flagship universities, and many of these focus in an unprecedented away on journal publication as the major performance criterion for faculty reward. The increasing extent to which government policies worldwide favour measurements derived from publication indexes such as SCI/SSCI has led to strengthened managerial governance over academic culture and the academic profession itself. This paper argues that a phenomenon of 'publish globally and perish locally' has emerged, especially in the humanities and social sciences which are most vulnerable to 'SSCI Syndrome', and that this trend is detrimental to academic effectiveness and diversity.
Shadow Education in Malaysia: Identifying the Determinants of Spending and Amount of Time Attending Private Supplementary Tutoring of Upper Secondary School Students
Author: Wan, Chang Da
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Finance,Expenditures,Tutoring,Secondary School Students,Ethnicity,Parent Background,Fathers,Educational Attainment,Academic Achievement,Geographic Location,Correlation

This paper examines the determinants of spending and the amount of time attending private supplementary tutoring, or commonly known as private tuition, in Malaysia. Based on 343 self-reported questionnaires with upper secondary students across three states in Malaysia and using multiple regression analysis, we identified ethnicity, father's level of education and past academic performance as significant determinants of spending and amount of time attending private tuition. However, interestingly, we found that while geographical location and participation in internal tuition in schools were also determinants of spending, these two were not significant in determining the amount of time attending private supplementary tutoring. The identification of determinants of spending and amount of time, and in addition, the differences between these two illustrates the economic and educational dimensions of shadow education. More importantly, the insight also contributes to the formulation of possible interventions that can improve quality and reduce inequality in the mainstream education system.
Assessing Situated Knowledge
Author: Geerts, Walter M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Situated Learning,Educational Objectives,Teacher Educators,Secondary School Teachers,Teacher Education Programs,Knowledge Base for Teaching,Foreign Countries,Teaching Experience,Teaching Conditions,Video Technology,Universities,Summative Evaluation,Performance Based Assessment,Case Method (Teaching Technique),Verbal Tests,Problem Solving,Test Reliability,Test Items,Test Construction,Test Validity

Subconsciously, experienced teachers make use of situated knowledge: knowledge that is connected to, and arises from, the interactions between the physical environment where the action takes place and a material body acting in that environment. Since situated knowledge is important in day-to-day teaching to solve incidents, it should be taught in teacher training courses. Consequently, in the test at the end of such a course, these learning objectives should be tested. By using cases and by setting higher learning objectives that explicitly address the situated nature of this knowledge, situated knowledge can be assessed. In this study, the main question is: Do teacher trainers use cases that are aimed at acquiring situated knowledge? An empirical study, carried out in eleven secondary teacher-training programs in the Netherlands, revealed that just a single program did indeed assess situated knowledge. Considering its importance, however, it is essential that it is included in all secondary teacher-training programs. To assist teacher training programs to achieve this goal, this article offers recommendations for implementing tests with cases to assess situated knowledge.
Issues in European Educational Change over the Last 30 Years
Author: Corner, Trevor E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Educational History,Educational Trends,European History,Educational Policy,International Cooperation,Treaties,Educational Development,Politics of Education,Vocational Education,Higher Education,Elementary Secondary Education

Pan-European integration, based on theories of neo-functionalism and inter-governmentalism dates back to the Treaty of Paris of 1951, and has been an important force in the development of education and social policy across Europe since that time. This paper concentrates on the social, political and educational changes that have come about in many of the 28 sovereign states that now claim membership and are therefore subject to the EU treaties that cover educational policy and training issues. Choosing a selection of education developments, social policy and historical changes within European member states, the author seeks to illustrate how and where change has occurred and the implications that follow. It argues that, whilst European integration has been an important force of social and educational change, there are counteracting forces of national and regional interests, linguistic and cultural factors and historical trends that severely limit inter-governmental action and intention.
Analyzing the Relationship between International Accreditation and the Quality of High-End Business Talents in China
Author: Sun, Xinqi
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,Accreditation (Institutions),International Cooperation,International Education,Competition,Foreign Countries,Business Schools,Student Attitudes,Undergraduate Students,Graduate Students

In recent years, with the deepening of internationalization of higher education and the increasing intensification of international academic exchanges and cooperation, a large number of business schools in China participated in the process of international accreditation and evaluation in order to improve their quality of training and competitive power. Obtaining internationally acknowledged accreditations such as AACSB, EQUIS, AMBA raises their status among internationally outstanding business schools and a testimony of the quality of their business school. The existing research literature mainly focuses on the evaluation and policy review of international accreditation. Little or no research has been conducted empirically on the effectiveness of international accreditation. This study focuses on students as main stakeholders of education and their acceptance of the credibility of such international accreditations and their perception of education quality attached. This study is the result of an empirical research conducted through a survey questionnaire. A major finding of this research is evident in students' offering a high degree of recognition to international accreditation Moreover, the &quot;4+2&quot; education mode led by international accreditation has a good impact on the improvement of the quality of training in business schools. The findings of the study would provide decision makers of business school effective data support and relevant policy advice.
Skills Development: A Review with Reference to Southeast Asia
Author: Parry, Jane
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Skill Development,Labor Market,Cognitive Ability,Thinking Skills,Information Systems,Labor Force Development,Education Work Relationship

In a context of rapid economic growth, skills development systems have become increasingly important to countries in Southeast Asia in response to skills gaps generated by changing labour-market conditions. Countries in the region have no alternative but to invest in the development and maintenance of these systems. This paper asserts that in doing so they should recognise the importance of adopting a definition of skills that encompasses cognitive and soft skills as well as technical skills, they should regard as being essential to the development of effective labour market information systems, and they should adopt and institutional frameworks that are adequate to the task of managing complex and effective national skills development systems.
Understanding &apos;Education for All&apos; in Contexts of Extreme Poverty: Experiences from Burkina Faso
Author: Charvon, Guillaume
Date: 2016-00-00
Type: Journal Articles
Subjects: Access to Education,Poverty,Foreign Countries,Community Role,Community Education,Social Networks,Correlation,Educational Attainment,Outcomes of Education,Indigenous Knowledge,Social Support Groups,Innovation,Action Research,Academic Achievement,Educational Opportunities,Educational Attitudes,Barriers,Hunger,Natural Disasters,Cultural Context

This paper examines the meanings attached to Education for All from the often ignored or misunderstood perspectives of people living in extreme poverty. Allowing people to voice their own understandings of the difficulties they face offers new insights into the essence of the tension between the worlds of reproduction and innovation and the possibilities of achieving harmony between them. Community meanings attached to Education for All were explored by way of a major participatory, action-oriented research project conducted in contexts of poverty in Burkina Faso. The study noted that the experience of poverty and famine influence the value that parents and children attached to formal education, and therefore their interest and ability to engage with it. Community-based education, for example, helped to reproduce knowledge associated with day-to-day living and achieving, at least, a basic livelihood. Formal schooling, on the other hand, was associated with developing new understandings and ambitions, yet also distanced children and young people from local knowledge, social networks and sources of support often needed if the outcomes of school-based education did not lead to improved livelihoods.
Is There a &apos;Mid-Rank Trap&apos; for Universities?
Author: Wan, Chang Da
Date: 2015-00-00
Type: Journal Articles
Subjects: Universities,Achievement Rating,Institutional Characteristics,Educational Policy,Educational Development,Governance,Strategic Planning,Foreign Countries,Barriers,Economic Development,Human Capital,Specialization,Administrative Organization,Leadership

The middle-income trap is an economic phenomenon to describe economies that have stagnated at the middle-income level and failed to progress into the high-income level. Inspired by this economic concept, this paper explores a hypothesis: is there a 'mid-rank trap' for universities in the exercise to rank universities globally? Using the rankings between 2004 and 2014 that were jointly and separately developed by Times Higher Education and Quacquarelli Symonds Company, this paper argues that there is indeed a phenomenon, which I term as 'mid-rank trap' whereby universities remain stagnant for a decade in a similar band of the rankings. Having established the hypothesis for universities, the paper examines policies and interventions that have been successfully carried out to elevate economies away from the middle-income trap, and importantly, to draw out the underlying principles of these economic policies and interventions that can be incorporated into policymaking and strategic planning for universities using the Malaysian higher education system as a case study.
I Am a College Graduate: Postsecondary Experiences as Described by Adults with Autism Spectrum Disorders
Author: Lizotte, Michelle
Date: 2018-00-00
Type: Journal Articles
Subjects: College Graduates,Autism,Pervasive Developmental Disorders,Postsecondary Education,Adults,Academic Accommodations (Disabilities),Testing Accommodations,Interpersonal Competence,Sensory Experience

As the number of individuals with autism spectrum disorders (ASD) attending postsecondary education increases, so does the need for first-hand information regarding experiences and barriers. This study uses phenomenological methodology to examine the postsecondary education experiences of adults with ASD who obtained a college degree. Previous research identified that individuals with ASD enrolled in college at lesser rates than individuals with other types of disabilities. This pilot qualitative study examined the experiences of six college graduates with ASD as they described their experiences in PSE. Participants described their academic, social, and sensory experiences. Study results indicate that PSE students with ASD benefitted from academic accommodations such as preferential seating or extended time on tests. Implications for professionals and suggestions for future research are included.
Assessing Key Performance Indicators in Government Secondary Schools of Matabeleland Region in Zimbabwe
Author: Hadebe, Lillie Beth
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Indicators,State Schools,Secondary Schools,Foreign Countries,School Effectiveness,Correlation,Secondary School Teachers,Secondary School Students

Key Performance Indicators are a necessary guide to any organisation that needs to achieve its objectives. Hence to successfully measure performance, the organisation needs to identify Key Performance Indicators and this can only be done through an assessment of the organisation?s core activities. This paper, therefore, sought to identify and analyse Key Performance indicators in government secondary schools in Zimbabwe. The thesis used mixed method research methodology, adopting pragmatism as a research philosophy. A case study method was used, multi-cited in the three provinces of Matabeleland Region namely Matabeleland South, Matabeleland North and Bulawayo Metropolitan provinces. Purposive sampling was used to identify the sample of 16 schools, 23 education officers. Document analysis, observation and interviews were the research techniques used to collect data. The findings revealed that although there was a number of Key Performance Indicators used to measure performance, not all of them had strong correlation with O level results. The heads needed to critically identify Key Performance Indicators that were an actual measure of school performance, and from these a performance score card check could then be developed so as to monitor performance over a period of time.
Needs Assessment for Exchange Students in Taiwan
Author: Takaya, Kentei
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Exchange Programs,Foreign Students,Student Needs,Needs Assessment,Study Abroad,Cultural Differences,Social Support Groups,Student Adjustment,College Students,Enrollment,Second Language Learning,Barriers,Grading,Teaching Styles,School Orientation,Records (Forms),Multilingual Materials

With the growing mobility of international students in Asia and the Pacific, Taiwan has become actively involved in promoting international academic exchange. This research investigates the experience of exchange students from the Philippines and mainland China and examines their needs while studying in Taiwan. Qualitative in-depth interviews were conducted with exchange students from the Philippines and mainland China. The findings suggest that while exchange students from the Philippines and mainland China both encountered difficulties during their study in Taiwan, exchange students from the Philippines were inclined to encounter more difficulties compared to those from mainland China due to language difficulties. Based on the findings of this study, suggested support services for future exchange students in Taiwan are outlined to match the needs of students from both Chinese and non-Chinese-speaking backgrounds.
New Directions in the History of Education
Author: McCulloch, Gary
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational History,Educational Trends,Historiography,Educational Sociology,Social Class,Unions,Politics of Education,Role of Education,Partnerships in Education,Trend Analysis,Educational Theories,Historical Interpretation

The history of education has often been interpreted either in terms of its importance for education, or for its value as part of history, or for its relevance to the social sciences. However, there is also an inclusive tradition in the history of education that appeals to all three of these constituencies, with distinguished pioneers in Emile Durkheim and Brian Simon, but which has tended to be neglected. Current research in the field is beginning to recognise the multifaceted nature of the history of education, leading to new awareness of theoretical and methodological issues, and new treatments often of themes such as social inequalities, teaching, learning, and comparative and transnational perspectives.
Convergence on Policy Goals: Character Education in East Asia and England
Author: Arthur, James
Date: 2016-00-00
Type: Journal Articles
Subjects: Values Education,Cross Cultural Studies,Asian Culture,Western Civilization,Cultural Differences,Evidence Based Practice,Teaching Methods,Educational Philosophy,Educational Policy,College Faculty,Public Officials,Intercultural Communication,Meetings,Conferences (Gatherings),Foreign Countries,Moral Values,Collectivism,Authoritarianism

The goal of character building in east Asian countries is often presented as a shared cultural construct and positioned within an east-west dichotomy. However, it is not at all clear that east Asian forms of character education are identifiable and distinct or that they always transcend national and cultural values. Jeynes (2008) has cautioned us to remember that cultural differences limit the extent to which we can learn lessons from another country, but how authoritative is this caution? The English Secretary of State for Education, Nicky Morgan, announced in December 2014 that she intended to secure England's place as a global leader by expanding the nation's provision and evidence base for character education. In this context, this article asks whether England shares any commonalities in the so-called east-west dichotomy on character education -- are they mutually exclusive or are they compatible. Is there a west--individual view and an east - collective view? Is the character education movement in east Asia more of an ideological and political movement? As the British government looks for policy solutions to new and challenging problems, including character education, what answers can it find from abroad? What can it learn, borrow or pinch from these east Asian countries and is there a convergence on policy goals for character education within and across these countries? The paper is based on the work (translated) of prominent east Asian academics and builds on the author's personal interface with officials in the Ministry of Education in Japan and Singapore as well as meetings and conferences with numerous academics in universities across east Asian countries to address these questions.