Asian Education and Development Studies最新文献

{"title":"“My expectation did not meet reality”: challenges of undergraduate students in English-medium instruction in Kazakhstan","authors":"Nazerke Amanzhol, Aray Amanova, Bayan Kerimbekova, Akerke Zholamanova, Yerbol Sarmurzin","doi":"10.1108/aeds-06-2023-0062","DOIUrl":"https://doi.org/10.1108/aeds-06-2023-0062","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>As a result of the ongoing globalization and commercialization of higher education, English is increasingly being used as the language of instruction in universities across the globe. Despite the growing popularity of English-medium instruction (EMI) for academic subject instruction in Kazakhstan, there is limited research on regional university undergraduate students' attitudes towards learning EMI. This article explores a case study of a chemistry undergraduate program in Kazakhstan, where EMI is used. This study seeks to identify beliefs related to EMI, student attitudes and the challenges faced when studying science in English.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Qualitative data were collected using open-ended questionnaires and semi-structured interviews with individuals selected using purposive sampling, which were then triangulated using classroom observations. The study employed a thematic analysis methodology to examine the gathered data, which included transcripts from interviews, audio logs from classroom observations and survey responses.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Following an in-depth look at the main themes, there were a variety of codes that made more sense when arranged in one of the four primary groups. These categories primarily focused on the possible obstacles that may be encountered when adopting EMI in Kazakhstan's higher education institutions. They are as follows: linguistic, managerial, cultural and emotional.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The results of this study will contribute to the development of improved EMI policies and practices that are more comprehensive, equitable and efficient.</p><!--/ Abstract__block -->","PeriodicalId":44145,"journal":{"name":"Asian Education and Development Studies","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138563867","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}

{"title":"University–industry linkages and agendas for future studies: a systematic literature review and bibliometric analysis","authors":"B. Amarathunga, Ali Khatibi, Zunirah Mohd Talib","doi":"10.1108/aeds-08-2023-0104","DOIUrl":"https://doi.org/10.1108/aeds-08-2023-0104","url":null,"abstract":"PurposeThis study aims to theoretically and experimentally investigate the literature on university–industry linkages (UILs) through a systematic literature review and bibliometric analysis. Seven research questions were addressed in the present study: (1) descriptive characteristics of the literature on UIL, (2) trends of annual scientific publications on UIL, (3) the most relevant and high-impact sources on UIL, (4) the most globally cited articles on UIL, (5) the most relevant countries on UIL, (6) outcomes of Bradford's Law of Scattering and Lotka's Law of scientific productivity and (7) the trending research areas and avenues for future studies on UIL.Design/methodology/approach Systematic literature review and bibliometric analysis mapping techniques were applied to the present study to analyze 907 articles extracted from the Scopus database. Analysis tools used were Biblioshiny software and VOSviewer software.Findings Findings show that the UIL is a progressively growing discipline with a record of a 5.71% average annual growth rate in scientific production each year from 1970 to 2023. The United States, China and the United Kingdom were the most productive countries in the field of UIL in terms of total scientific production and citations. Academic entrepreneurship, industrial ecology, social network analysis, active learning, engineering education, health economics, public health, university–industry relationships, communication, causal layered analysis and competitiveness are the potential avenues for future researchers in the field of UIL based on the thematic map of keywords analysis.Originality/value This study contributes to the debate on UIL by offering a comprehensive literature review. The findings of the current study will benefit graduates, universities, industries and the community at large.","PeriodicalId":44145,"journal":{"name":"Asian Education and Development Studies","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138598926","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}

{"title":"Assessing language impoliteness of primary school teachers in Indonesia","authors":"Yusri Yusri, R. Mantasiah, Muhammad Anwar","doi":"10.1108/aeds-08-2023-0098","DOIUrl":"https://doi.org/10.1108/aeds-08-2023-0098","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study investigated the use of language impoliteness of primary school teachers in communicating with their students during the learning process.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The methodology of this study used a mixed-method approach by involving 100 primary school teachers in the fifth and sixth grades. The researcher used the language politeness/impoliteness scale developed by Mantasiah <em>et al.</em> (2019) to measure teachers' language impoliteness. This scale was developed based on Brown and Levinson's theory who divided politeness maxims into six consisting of tact maxim, generosity maxim, approbation maxim, appreciation maxim, agreement maxim and sympathy maxim. The levels of teachers' language impoliteness were divided into five categories (5 = always, 4 = often, 3 = sometimes, 2 = rarely, 1 = never).</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The finding shows that 28% of teachers were in the sometimes category and 33% of teachers were in the rarely category. The results signify that some teachers tend to speak impolitely with the students during the learning process. They considered that it was acceptable as they did not know the negative effects caused by their impolite language. Moreover, teachers were more likely to violate sympathy, tact and agreement maxims than other maxims.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The finding of this study can be applied generally at all levels of education, ranging from primary education to higher education, as a base to develop a program to improve the soft skills of teachers especially the way teachers communicate with their students in the learning process. By understanding language politeness theory, the awareness of teachers in communicating in the learning process can be improved, which can affect positively to the quality of learning process.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Numerous studies conducted on communication skills of teachers focused on using communication sciences approach. This study tried to use another approach to portray the communication skills of teachers based on language politeness uttered using linguistics approach. Moreover, previous studies preferred to conduct language politeness and impoliteness of teachers in senior high schools and lecturers in university, and there is still lack of studies focusing on language politeness of primary school teachers.</p><!--/ Abstract__block -->","PeriodicalId":44145,"journal":{"name":"Asian Education and Development Studies","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138519497","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}

{"title":"Influence of Teachers’ Preparedness on English Curriculum Implementation in Kenyan Schools","authors":"Josiah Mwachi Waiti, Rosemary Khitieyi Imonje, Mercy Mugambi","doi":"10.20849/aes.v8i2.1375","DOIUrl":"https://doi.org/10.20849/aes.v8i2.1375","url":null,"abstract":"The Government of Kenya (GoK) touts teacher-preparedness as a critical factor that shows the equipping of a professional teacher for quality performance and satisfactory learner performance in national examinations. Despite the efforts by the GoK, there is a worrying trend of students completing school with reading and writing difficulties. The Kenya National Examinations Council (2020) contends students’ poor performance in English for the past 5 years, falling short of the average mean of 50%. Descriptive research design was used. A sample of 44 principals, 88 teachers and 345 form three students across 50 public secondary schools in Kakamega North, were targeted. A questionnaire, interview schedule, classroom practice observation schedule, and focus group discussion guide were used to collect data. Qualitative data was analyzed thematically whereas quantitative data was presented through tables, percentages and frequencies. Chi-square test was performed to test hypothesis. Response rate was 79.5%. The findings indicated that majority (97.1%) of the teachers participated in coursebooks and other revision textbook in-service courses as per the changing trends in teaching of English whereas ICT workshops had low percentages, a gap pointing on teacher level of preparedness. The findings from principals indicated, teachers of English sometimes declined to take up ICT in-service trainings for fear of additional responsibilities in school. Findings from FGDs show, teachers were rated average by most students in terms of preparedness in material use in classrooms. On determining the extent to which teacher level of preparedness influence implementation of English curriculum in school, teachers’ opinions had a Mean of 4.0000; Standard deviation of 3.08338; and Skewness of .397, indicating teacher level of preparedness has a high and strong positive influence on implementation of English curriculum in school if well checked and applied. The study established a significant relationship between teacher level of preparedness and implementation of English curriculum (p=0.007<0.05). Findings concur with KNEC (2020), contending students’ poor performance in English as unsatisfying.","PeriodicalId":44145,"journal":{"name":"Asian Education and Development Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135192143","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}

{"title":"Replacing the old with the new: long-term issues of teacher professional development reforms in Indonesia","authors":"Shintia Revina, Rezanti Putri Pramana, Christopher Bjork, Daniel Suryadarma","doi":"10.1108/aeds-12-2022-0148","DOIUrl":"https://doi.org/10.1108/aeds-12-2022-0148","url":null,"abstract":"Purpose This paper is among the first case studies in developing countries that comprehensively investigate the historical evolution of a country's teacher professional development (TPD) system, the outcomes of the current TPD and the factors underlying the stagnation of TPD quality. Design/methodology/approach The authors collected data from three types of sources—documents, observations and interviews. Documents examined included the handbooks of the TPD program, handouts for teachers, training modules from TPD workshop sessions and research publications or reports on TPD programs in Indonesia introduced from the 1970s to 2018. The authors conducted formal interviews with trainers, education stakeholders and teachers who participated in recent TPD. Findings The findings indicate that, on paper, TPD initiatives in Indonesia have included some of the positive features of TPD highlighted in the literature. However, these factors have not been consistently included in the reforms rolled out over the decades, and, indeed, many of the less desirable features of those reforms have endured. The analysis also reveals the absence of four key factors in multiple TPD reforms that led to teachers' and other stakeholders' dissatisfaction with the TPD implementation. These include consideration of teachers' skills, background and capacities; relevance of training; feedback provided to teachers; and workshop follow-up. Originality/value The research indicates that the long-term issues of ineffectiveness of TPD in Indonesia are driven by the incoherence of different elements of the education system. This extends beyond the technical and operational elements of the TPD itself. The absence of a clear vision of the purposes of teacher development has created confusion and uncertainty for teachers.","PeriodicalId":44145,"journal":{"name":"Asian Education and Development Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135808436","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}

{"title":"Principals in Indian inclusive schools: bridge over troubled waters","authors":"Sarikha Srinivasavarathan, Poornima Rajendran","doi":"10.1108/aeds-07-2023-0086","DOIUrl":"https://doi.org/10.1108/aeds-07-2023-0086","url":null,"abstract":"Purpose The international academic literature agrees that principals act as change agents and are vital in creating and promoting an inclusive school culture. In this article, the authors proclaim that Indian schools lack school leadership to accomplish inclusive education (IE) characterized by local needs. The article emphasizes the importance of school principals and discusses how principal vacancies, insufficient training and lack of autonomy jeopardize inclusive and equitable quality education in Indian schools. Contextualized policies, professional standards for principals, research that highlights principals' perspectives and autonomy for principals are required to strengthen principals, who are the primary advocates for IE, to create a more democratic, equitable and just society. Design/methodology/approach The authors base their arguments and opinions on the latest National Education Policy (NEP, 2020), data/statistics from various educational organizations in India, and research findings of global scholars. Findings The data and statistics show that principals in Indian schools do not receive the essential assistance to implement IE successfully. A lack of adequate data regarding the subject of debate is another point made by the authors. Social implications Understanding the hardships faced by Indian school principals would help readers recognize the leadership challenges for IE in India. Addressing these challenges is one of the best ways to fulfill the equity and inclusion goals emphasized in UN Sustainable Development Goal #4. Originality/value This article is the first to emphasize the importance of prioritizing principals in Indian schools, among other agents when trying to achieve inclusion.","PeriodicalId":44145,"journal":{"name":"Asian Education and Development Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135944877","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}

{"title":"Why they do not care? Exploring young Indonesians' low participation in proenvironmental activities","authors":"Ina Nur Ratriyana","doi":"10.1108/aeds-03-2023-0029","DOIUrl":"https://doi.org/10.1108/aeds-03-2023-0029","url":null,"abstract":"Purpose Youths are known as a challenging group to be engaged in environmental programs due to their fickle characteristic. This study would like to offer Global South and developing countries' perspectives by using Indonesia as a case study. This study gives a lesson about the top-down approach in Indonesia's proenvironmental program and its trajectories toward youth participation. Design/methodology/approach Using a case study approach, this article tries to deeply understand the issues happening in Indonesia, particularly among the young people living in several cities in Indonesia. The author was helped by the first participant, a student with experience with air pollution campaigns. Using snowball approach, the authors was helped by the first participant to contact with her friends from different cities to join as the participant in this research. To obtain their dynamic perspectives, the researcher conducted three focus group discussions via Zoom, each with a duration of 1.5–2 h. The researcher asked for their written permission to be participants through WhatsApp text and then verbally via Zoom video call. This research was done during the lockdown status of COVID-19 pandemic; thus, it was advised to do every research activity online. Based on their experience, the participants were divided into three groups: volunteers, influencers and university students aged 18–21. These Focus Group Discussion (FGD) results were transcribed and coded into behavior, peer support and knowledge by the author. Findings This study found that youths in Indonesia are concerned about the community's perspective on the environment; thus, their behavior will mirror others as part of a collectivist society. Parents, friends and the community are their role models when practicing proenvironmental behavior. Next, environmental education should be embedded in school curricula and religious centers. In addition, they should apply an open and democratic approach to reach youths' participation effectively. Programs and curricula with a top-down approach should be avoided to maintain sustainable actions. Last, there is an urgent need to develop citizens' literacy about environmental issues because it will highly influence young generations. Research limitations/implications There should be more discussion on developing environmental knowledge for citizens at large. First, the next research should focus on the curricula development in formal and nonformal organisations, focusing on youths' voices during the process. In a proenvironmental program, honoring and prioritizing youth voices is central to youth work. Second, there should be further research on using a democratic approach for building conversation and discussion on environmental issues rather than a top-down approach. Further, researchers must focus on Indonesians' literacy in general, especially older and mature citizens, since their perspective will affect youths' behavior in the long term. These positive attit","PeriodicalId":44145,"journal":{"name":"Asian Education and Development Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135944832","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}

{"title":"The active degree of written questions in the Macau Legislative Assembly: a qualitative comparative analysis (QCA)","authors":"Chunlin Tang, Sike Liu, Si Deng","doi":"10.1108/aeds-08-2023-0100","DOIUrl":"https://doi.org/10.1108/aeds-08-2023-0100","url":null,"abstract":"Purpose This study intends to explore the configuration that affects the active degree of written questions in the Macau Legislative Assembly. Design/methodology/approach This study takes the members elected by the sixth Legislative Assembly of Macau as samples and uses the fuzzy set qualitative comparative analysis method. Five conditional factors are discussed, including multiple concurrent factors and complex causal mechanisms, which lead to the difference in the active degree of written questions. Findings The main conclusions are as follows: (1) Not Serving in the government is a necessary condition for a high active degree of the written question, and (2) The driving mechanism of a high active degree of written question can be divided into two paths. Among them, direct election into the Legislative Assembly is the crucial factor. Originality/value Traditional research mainly uses quantitative research methods. This study uses qualitative comparative analysis (QCA), which is a hybrid method designed to bridge the qualitative (case-oriented) and quantitative (variable-oriented) research gap.","PeriodicalId":44145,"journal":{"name":"Asian Education and Development Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136059221","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}

{"title":"Macau: a society with no political party – based on the comparison with Hong Kong","authors":"Shenghua Lou, Chunlin Tang","doi":"10.1108/aeds-08-2023-0103","DOIUrl":"https://doi.org/10.1108/aeds-08-2023-0103","url":null,"abstract":"Purpose This paper attempts to explain the phenomenon that Macau has a parliament (Legislative Assembly) and mass suffrage but no political parties. Design/methodology/approach This paper reviews the development process of “parliament – mass suffrage – political party” in Hong Kong and Macau and tries to explain why Macau does not have a party using comparative research methods. Findings The political party development of Hong Kong and Macau was influenced by both the (former) colonial power and China, and whether there were political parties in these two regions was the result of the game between China and the (former) colonial power. China hoped to limit the development of party politics in the two regions. Since Britain felt reluctant to cooperate with China, political parties in Hong Kong developed. At the same time, Portugal chose to defer to China, which led Macau not to have a political party. Originality/value Existing studies have yet to explain why there are no political parties in Macau, and this paper is the first attempt to do so.","PeriodicalId":44145,"journal":{"name":"Asian Education and Development Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136057659","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}

{"title":"Teachers’ Evaluation and Their Professional Development in Greece","authors":"Giorgos Maggopoulos, Konstantia Svarna","doi":"10.20849/aes.v8i2.1360","DOIUrl":"https://doi.org/10.20849/aes.v8i2.1360","url":null,"abstract":"The purpose of this study is to explore the views of teachers regarding their evaluation and professional development. The preferred methodology is a qualitative approach which has used the semi-structured interview as a data collection technique on a sample of ten primary school teachers. The respondents considered as the main purpose of their evaluation the improvement which results from the interlinkage between the identification of weaknesses and the implementation of training interventions. As far as the evaluation criteria are concerned, they mainly highlighted the teacher's professional skills, the learning environment and the consistency of service. Persons close to the teacher, such as the director, colleagues, the teachers themselves and the Education Advisοr are considered to be the most appropriate actors. The benefits of the evaluation include the rewarding of the teachers and the recognition of their work, as well as the establishment of a culture of evaluation, while the disadvantages include negative emotions and unfair practices (e.g., stress, fear, pressure, insecurity, competition), negative consequences (e.g., salary reduction, dismissal), categorization of teachers and additional workload. Professional development is regarded as extremely useful and necessary and is achieved through formal, non-formal or informal processes. Finally, the respondents considered that the teachers’ evaluation is directly linked to their professional development, as the former feeds the latter.","PeriodicalId":44145,"journal":{"name":"Asian Education and Development Studies","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87266074","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}