Asia Pacific Education Review最新文献_第4页

A narrative inquiry into Ghanaian international students’ experiences in South Korea through the perspective of critical multiculturalism 批判性多元文化视角下加纳留学生在韩国经历的叙事探究

IF 2.2 3区教育学

Asia Pacific Education Review Pub Date : 2025-07-06 DOI: 10.1007/s12564-025-10067-w

Yi Yin Chen, Changsoo Hur

引用次数: 0

Teaching for, as, and with an undergraduate interdisciplinary curriculum in Hong Kong: dynamic positionings of teaching assistants 香港本科跨学科课程的教学：助教的动态定位

IF 2.2 3区教育学

Asia Pacific Education Review Pub Date : 2025-07-04 DOI: 10.1007/s12564-025-10063-0

Man Ho Adrian Lam

{"title":"Teaching for, as, and with an undergraduate interdisciplinary curriculum in Hong Kong: dynamic positionings of teaching assistants","authors":"Man Ho Adrian Lam","doi":"10.1007/s12564-025-10063-0","DOIUrl":"10.1007/s12564-025-10063-0","url":null,"abstract":"<div><p>Teaching assistants are increasingly important in assisting, facilitating, and supporting interdisciplinary undergraduate courses, especially among large research-intensive universities. Nonetheless, there is limited attention on their perceptions and experiences of process, content, and structure of their role identity formation and enactment. This study involves a series of individual interviews with 25 teaching assistants involving in the undergraduate interdisciplinary Common Core Curriculum at the University of Hong Kong. Using the framework of Dynamic Systems Model of Role Identity, this study illustrates these teaching assistants’ dynamic positionings as they construct and navigate their identities among the university, course instructors and teachers, and students. This study reveals that there is a variety of conceptualisations and constructions of identity among these teaching assistants in response to who they are and what it is that they do in the undergraduate interdisciplinary curriculum context. On the one hand, they remain passive and reactive when fitting themselves as teaching assistants with assigned roles and responsibilities in alignment with the institutional expectations and norms. On the other hand, they remain active and purposive under the drive of being and becoming teaching assistants they desire and aspire under their unique beliefs and actions. Such seemingly paradoxical tension reveals the conscious and agential identity construction among teaching assistants as mediated by and interacted with institutional structures and professional forces in the wider university landscape. This study contributes to the field by revealing how university teaching assistants involved in interdisciplinary education navigate the interplay between institutional cultures and frontline realities through individual and collective identity negotiation.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"27 3","pages":"1017 - 1033"},"PeriodicalIF":2.2,"publicationDate":"2025-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s12564-025-10063-0.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148699584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Fostering global competence in Chinese university students within a diverse international and multilingual context 培养中国大学生在多元国际和多语言环境下的全球竞争力

IF 2.2 3区教育学

Asia Pacific Education Review Pub Date : 2025-07-03 DOI: 10.1007/s12564-025-10062-1

Xi Wu

{"title":"Fostering global competence in Chinese university students within a diverse international and multilingual context","authors":"Xi Wu","doi":"10.1007/s12564-025-10062-1","DOIUrl":"10.1007/s12564-025-10062-1","url":null,"abstract":"<div><p>Academia and higher education have increasingly emphasised the importance of global competence, driven by university efforts aimed at cultivating students capable of engaging with global sustainable development, which largely relates to pragmatic frameworks oriented towards the competitiveness of students and institutions. Informed by a theoretical exploration of global competence, this qualitative study involved semi-structured interviews to investigate the development of such competence among 21 students at three Chinese universities, situated within an international and multilingual environment, and examined the challenges they encountered. These challenges arose from pragmatic educational rationales; unbalanced geo-power relations; uneven access to international resources; foreign language and intercultural barriers; as well as familiar Chinese social, cultural, and educational norms and habits. This study presents recommendations for (Chinese) university educational policies and practices aimed at fostering dedicated (rather than pragmatic) and inclusive international, multilingual, and decolonised curricula, programmes, and learning environments. It emphasises the necessity of pedagogical support that encourages students to critically engage with significant global issues through an interdisciplinary lens within international and multilingual contexts. This support also involves minimising challenges related to pragmatic educational rationales, geo-power influences, insufficient foreign language competence, and cultural factors. Doing so may help nurture globally competent students who are capable of critical examination, understanding diverse international perspectives, engaging in effective intercultural interactions, and exercising social and moral agency to foster responsible action towards global sustainable development.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"27 3","pages":"1001 - 1015"},"PeriodicalIF":2.2,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148699606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Understanding doctoral students’ socialization process for research: a comparison of students’ experiences across genders and disciplines in two research-intensive public universities in Pakistan 理解博士生的研究社会化过程：巴基斯坦两所研究型公立大学学生跨性别和学科经历的比较

IF 2.2 3区教育学

Asia Pacific Education Review Pub Date : 2025-06-27 DOI: 10.1007/s12564-025-10061-2

Sabika Khalid, Endale Tadesse

{"title":"Understanding doctoral students’ socialization process for research: a comparison of students’ experiences across genders and disciplines in two research-intensive public universities in Pakistan","authors":"Sabika Khalid, Endale Tadesse","doi":"10.1007/s12564-025-10061-2","DOIUrl":"10.1007/s12564-025-10061-2","url":null,"abstract":"<div><p>The socialization framework has become the most frequently adopted theoretical perspective on doctoral students’ experiences; however, the corresponding evidence has focused on Western countries, making it feasible to design strategies to foster the benefits of doctoral education in that context only. This study extends the literature by exploring doctoral students’ socialization process for research, which influences their professional identity development, in terms of how this process differs across genders and disciplinary cultures in the context of two research-intensive public universities in Pakistan. Thus, the study involved semistructured interviews of 24 doctoral students, i.e., 12 from each university. The findings suggest that students face a challenging and desperate learning environment that does not facilitate a successful socialization process. The study confirms that the sociocultural context of the country in question determines the orientation of students’ socialization process based on the complementary impacts of being a woman and working in the <i>soft sciences</i> on the double-edged sword effect observed among women with regard to social and academic sharing and disciplinary segregation. Consequently, feasible implications for practice, policy, and future research are addressed.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"27 3","pages":"983 - 1000"},"PeriodicalIF":2.2,"publicationDate":"2025-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148699741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Social justice and multiculturalism in Asia–Pacific education: seeking contextualized theories and practices 亚太地区教育中的社会正义与多元文化：寻求情境化的理论与实践

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2025-06-25 DOI: 10.1007/s12564-025-10052-3

Yun-Jeong Shin

引用次数: 0

The role of student–teacher college practicum experience on teaching self-efficacy, belief in the profession, and intention to teach in Kazakhstan 师生大学实习经历对哈萨克斯坦教学自我效能感、专业信念和教学意向的影响

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2025-06-23 DOI: 10.1007/s12564-025-10059-w

Assylbek Zhamalashov, Matthew Gordon Ray Courtney, Aliya Olzhayeva, Ayaulym Bauyrzhanova, Diana Kalemeneva

{"title":"The role of student–teacher college practicum experience on teaching self-efficacy, belief in the profession, and intention to teach in Kazakhstan","authors":"Assylbek Zhamalashov, Matthew Gordon Ray Courtney, Aliya Olzhayeva, Ayaulym Bauyrzhanova, Diana Kalemeneva","doi":"10.1007/s12564-025-10059-w","DOIUrl":"10.1007/s12564-025-10059-w","url":null,"abstract":"<div><p>In post-Soviet Kazakhstan, the increasing youth population, shortage of teachers, and low levels of novice teacher retention constitutes an impending national crisis. While the country attempts to resolve this issue by improving the status of the profession vis-à-vis improved pay and conditions, little empirical work has focused on evaluating the role that teacher training has on improving the supply of quality teachers. The study at hand contributes to this under-researched area by focusing on the role of the student–teacher practicum experience. Based on an online response-driven sampling approach, this study draws upon 213 student-teachers from 16 institutions in Kazakhstan. Descriptive statistics reveal that student-teachers were, on average, only slightly to moderately satisfied with their practicum experience with most of the variance in satisfaction existing within-institutions. Using structural equation modeling, we find evidence that the quality of the practicum experience is a major driver of student–teacher self-efficacy, belief in the profession, and intention to work in the profession. We conclude that teacher training institutions in the country should prioritize improving student-teachers’ general practicum experience by offering structured and authentic teaching experiences, adequate feedback, and support from experienced teachers. Future research directions are also offered.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 3","pages":"827 - 838"},"PeriodicalIF":2.3,"publicationDate":"2025-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144918505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

What organizational supports matter in scholar development? An investigation of early career academics’ experiences in China 什么样的组织支持对学生的发展很重要？中国早期职业学者的经验调查

IF 2.2 3区教育学

Asia Pacific Education Review Pub Date : 2025-06-19 DOI: 10.1007/s12564-025-10054-1

Taoli Wang, Wenjing Wang, Kun Dai

{"title":"What organizational supports matter in scholar development? An investigation of early career academics’ experiences in China","authors":"Taoli Wang, Wenjing Wang, Kun Dai","doi":"10.1007/s12564-025-10054-1","DOIUrl":"10.1007/s12564-025-10054-1","url":null,"abstract":"<div><p>Early career academics (ECAs) face significant challenges transitioning into academic roles, yet research on comprehensive organisational support needed for their development remains limited. This qualitative study investigated how higher education institutions (HEIs) support ECAs’ career development in China’s neoliberal academia. Based on organisational support theory, we conducted semi-structured interviews with 32 untenured academics at two Chinese research universities within their first five years in the current job. Thematic analysis revealed three key dimensions of organisational support: instrumental (resources and facilities), emotional (care and integration), and academic (training and mentoring). While instrumental and emotional support helped address ECAs’ basic needs, academic support turned out to be crucial yet often insufficient for professional growth. The findings suggest HEIs should provide comprehensive and tailored support across all three dimensions while considering disciplinary differences and academics’ career stages. This study extends organisational support theory in higher education by highlighting academic support as a distinct dimension beyond traditional instrumental-emotional frameworks. The findings inform policies for developing more effective support systems for ECAs in research universities, particularly in countries implementing neoliberal reforms.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"27 3","pages":"909 - 922"},"PeriodicalIF":2.2,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148699605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Disability counseling competencies: the influence of training and ınter-group contact 残疾咨询胜任力：培训与ınter-group接触的影响

IF 2.2 3区教育学

Asia Pacific Education Review Pub Date : 2025-06-13 DOI: 10.1007/s12564-025-10056-z

Elif Emir Öksüz, Michael D. Brubaker

{"title":"Disability counseling competencies: the influence of training and ınter-group contact","authors":"Elif Emir Öksüz, Michael D. Brubaker","doi":"10.1007/s12564-025-10056-z","DOIUrl":"10.1007/s12564-025-10056-z","url":null,"abstract":"<div><p>Counseling needs of individuals with disabilities (IWDs) can include, but are not limited to, issues related to disability. Thus, counselors from all specialty areas should be competent to work with this minority group. When counselors have an appropriate level of disability competence, they can provide culturally appropriate services addressing power dynamics, oppression, privilege, and other minority issues associated with the disability status. The aim of this research was to examine how disability-focused training, disability program conduciveness, multicultural counseling completion status, level and quality of intergroup contact, and disability multicultural counseling competencies (MCC – self-awareness, perceived knowledge, and perceived skills) of master’s-level counselor trainees are associated. The study involved 216 students, with the majority being female. The disability MCC self-awareness scale score was the highest, while the perceived skills scale score was the lowest. The perceived knowledge and skills scale scores also varied significantly among students from different counseling specialty programs. Multiple regression analyses revealed that program conduciveness, disability-focused training, as well as the level and quality of intergroup contact predict the disability MCC of counselor trainees. This research revealed the growing necessity for high-quality disability-focused training that includes opportunities for contact, particularly for students in non-rehabilitation counseling programs.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"27 3","pages":"943 - 953"},"PeriodicalIF":2.2,"publicationDate":"2025-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s12564-025-10056-z.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148699803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Comparing cultures of school leadership effectiveness: rural leadership behaviors between China and the U.S. 学校领导效能的文化比较：中美农村领导行为

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2025-06-12 DOI: 10.1007/s12564-025-10053-2

Andrew Pendola, Huacong Liu

引用次数: 0

Exploring means–ends decoupling in the tenure track system of China’s “Double First-Class” universities: an institutional logics perspective 中国“双一流”大学终身教职制度的目的与手段脱钩：制度逻辑视角

IF 2.2 3区教育学

Asia Pacific Education Review Pub Date : 2025-06-11 DOI: 10.1007/s12564-025-10055-0

Shubo Liu, Mengna Lv, Qiuli Huang, Xu Zhang

{"title":"Exploring means–ends decoupling in the tenure track system of China’s “Double First-Class” universities: an institutional logics perspective","authors":"Shubo Liu, Mengna Lv, Qiuli Huang, Xu Zhang","doi":"10.1007/s12564-025-10055-0","DOIUrl":"10.1007/s12564-025-10055-0","url":null,"abstract":"<div><p>The tenure track system in China’s “Double First-Class” universities was instituted with a triad of objectives: (a) fortifying universities through talent cultivation, (b) invigorating the enthusiasm and creativity of junior faculty, and (c) nurturing and safeguarding young talents to ensure the ascendance of exceptional individuals. Yet, these aspirations have not been fully actualized. Although existing literature often attributes this shortfall to the incomplete transplantation of the system, the endogenous institutional factors at play and their examination through the perspective of means–ends decoupling remain unclear. Building on the literature on means–ends decoupling and institutional logics, this study employed a qualitative research method to explore the manifestations of means–ends decoupling and the mechanisms that underpin its occurrence and persistence within the tenure track system. Our findings indicate that this decoupling largely results from logic conflicts, where market, management, and state logics operate independently to marginalize academic logic, engendering practices (e.g., academic tournaments) that misalign intended goals with actual outcomes. Moreover, the compatibilities among market, management, and state logics sustain the decoupled tenure track practices, thereby perpetuating the phenomenon of means–ends decoupling.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"27 3","pages":"923 - 942"},"PeriodicalIF":2.2,"publicationDate":"2025-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148699757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0