International Journal of Comparative Education and Development最新文献

{"title":"Book review: International faculty in Asia: in comparative global perspective","authors":"Ningyang Chen","doi":"10.1108/ijced-02-2024-129","DOIUrl":"https://doi.org/10.1108/ijced-02-2024-129","url":null,"abstract":"","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140442305","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":"Aligning academic career management in the evolving landscape of Cambodian public universities","authors":"Chan Hum, Tae-Hee Choi, Sing-Kai Lo, Say Sok, Wai Mui Christina Yu","doi":"10.1108/ijced-06-2023-0049","DOIUrl":"https://doi.org/10.1108/ijced-06-2023-0049","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study examines the management practices and alignment features needed to develop academic staff’s careers, mainly focusing on teaching competencies in the evolving landscape of Cambodian public universities.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>A multiple-case research design was adopted to collect data from interviews with 11 academic leaders and focus-group discussions (FGDs) with 13 academic teachers at two public universities in provincial Cambodia. A thematic approach was performed to code and analyse data to address the research questions.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>This study found that the management of academic careers in the selected universities was hybrid, deregulating state control to relative institutional autonomy for contracted employees but rather centralised management for civil servants. However, weak institutional leadership and negligence in formulating comprehensive institutional guidelines for strategic human resource management (HRM) have caused misalignments of management practices to develop academic careers in the studied contexts.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>This case study limits its findings to two universities in provincial Cambodia. Nevertheless, this study adds to the scarce literature on the research topic in Cambodian public universities and opens a path for cross-institutional and national comparative studies on similar foci.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This is a ground-breaking study set in the evolving space of Cambodian public higher education, where attention to the research area remains limited.</p><!--/ Abstract__block -->","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139901796","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":"Developing a sense of belonging among ethnic minority youth in Hong Kong: challenges and opportunities","authors":"M. Hue, Shahid Karim","doi":"10.1108/ijced-05-2023-0034","DOIUrl":"https://doi.org/10.1108/ijced-05-2023-0034","url":null,"abstract":"PurposeDeveloping a sense of belonging among immigrant youth in multicultural contexts has attracted significant attention from scholars during the last few decades. Studies have already underscored how various educational factors hinder or facilitate students’ sense of belonging to the school or the larger society. Although most students in Hong Kong schools are ethnic Chinese, a significant number of non-Chinese children make students diversity an essential aspect of schooling. The study investigated how schools can develop a sense of belonging among ethnic minority youth in Hong Kong.Design/methodology/approachAs the education system in Hong Kong lacks a multicultural education policy, how can schools help develop a sense of belonging to the school and the larger society among young ethnic minority people? To answer this question, this paper consolidates the two sets of data originally gathered for two research projects. The data was collected through semi-structured in-depth interviews with nine secondary school teachers (Chinese and non-Chinese) and 15 students (non-Chinese) and analysed thematically.FindingsThe thematic analysis of the qualitative data identified several challenges and opportunities for developing ethnic minority students’ sense of belonging in Hong Kong.Research limitations/implicationsResearchers in comparative education can further explore how multicultural education and inclusive education approach together can help ensure inclusive and equitable quality education for all and cater to students' diverse learning needs across the education systems.Practical implicationsGiven that the aims of multicultural education and inclusive education resonate with each other, schools can focus on the Whole School Approach to developing a sense of belonging among ethnic minority youth in Hong Kong. However, policymakers and practitioners may need to adopt a multifaceted perspective on inclusive education that strives to ensure equitable quality education for all.Originality/valueThe study contributes to the existing body of scholarship on multicultural education and inclusive education. The study findings underscore the importance of an interdisciplinary research framework in education and advocate an integrative approach to supporting students with diverse learning needs in multicultural contexts.","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139782156","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":"Developing a sense of belonging among ethnic minority youth in Hong Kong: challenges and opportunities","authors":"M. Hue, Shahid Karim","doi":"10.1108/ijced-05-2023-0034","DOIUrl":"https://doi.org/10.1108/ijced-05-2023-0034","url":null,"abstract":"PurposeDeveloping a sense of belonging among immigrant youth in multicultural contexts has attracted significant attention from scholars during the last few decades. Studies have already underscored how various educational factors hinder or facilitate students’ sense of belonging to the school or the larger society. Although most students in Hong Kong schools are ethnic Chinese, a significant number of non-Chinese children make students diversity an essential aspect of schooling. The study investigated how schools can develop a sense of belonging among ethnic minority youth in Hong Kong.Design/methodology/approachAs the education system in Hong Kong lacks a multicultural education policy, how can schools help develop a sense of belonging to the school and the larger society among young ethnic minority people? To answer this question, this paper consolidates the two sets of data originally gathered for two research projects. The data was collected through semi-structured in-depth interviews with nine secondary school teachers (Chinese and non-Chinese) and 15 students (non-Chinese) and analysed thematically.FindingsThe thematic analysis of the qualitative data identified several challenges and opportunities for developing ethnic minority students’ sense of belonging in Hong Kong.Research limitations/implicationsResearchers in comparative education can further explore how multicultural education and inclusive education approach together can help ensure inclusive and equitable quality education for all and cater to students' diverse learning needs across the education systems.Practical implicationsGiven that the aims of multicultural education and inclusive education resonate with each other, schools can focus on the Whole School Approach to developing a sense of belonging among ethnic minority youth in Hong Kong. However, policymakers and practitioners may need to adopt a multifaceted perspective on inclusive education that strives to ensure equitable quality education for all.Originality/valueThe study contributes to the existing body of scholarship on multicultural education and inclusive education. The study findings underscore the importance of an interdisciplinary research framework in education and advocate an integrative approach to supporting students with diverse learning needs in multicultural contexts.","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139841771","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 importance of the school principals' role in the digital transformation of the education sector","authors":"Hessa Al Nuaimi, Syed Zamberi Ahmad, Khalizani Khalid","doi":"10.1108/ijced-05-2023-0044","DOIUrl":"https://doi.org/10.1108/ijced-05-2023-0044","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study examines the critical elements that contribute to the effective adoption of educational digital resources (EDRs) in schools, with a focus on school principals and their leadership, from a strategic pedagogical standpoint.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Using survey data from 200 school principals, measurement and structure models are tested through structural equation modeling to quantify the impact between constructs.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The findings indicate that the most important factor influencing how effectively schools are transforming digitally is how beneficial school principals believe EDRs to be. Other important elements include the environment of the school, the technical assistance and service provided for the EDRs, and the professional and personal background of the principal.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>Principals should be a fundamental component of educational plans for digital transformation, considering things like their age, leadership and teaching experience. Other components include contextual elements like school size, complexity and digital culture. A school principal's ability to promote an open dialogue – that enables educational communities to view the integration of EDRs into pedagogical models as an opportunity to improve outcomes – can assist a digital culture transition, rather than via the principal's authority or bureaucratic influence.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This research is among the pioneer to study the role of school principals in the UAE towards understanding the direction for digital transformation.</p><!--/ Abstract__block -->","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138579856","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":"Impacts of South Asian's culture, income, education and expectations on parental involvement in children's academic achievement","authors":"Shahid Rasool, Hasan Aydin, Jingshun Zhang","doi":"10.1108/ijced-01-2023-0002","DOIUrl":"https://doi.org/10.1108/ijced-01-2023-0002","url":null,"abstract":"<h3>Purpose</h3>\u0000<p> The purpose of this quantitative study was to fill the knowledge gap and to investigate relationships between cultural background and various demographic factors influencing parental involvement behaviors that prompt them to engage in their children's academic activities.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p> A quantitative research method was used to collect data to answer research questions and explore relationships between variables (Fraenkel <em>et al.</em>, 2015). The researchers created the survey on Qualtrics and conducted a pilot study to improve the survey based on the recommendations of the pilot study's participants. Some items were reworded suggested by an expert committee to finalize the instrument. This survey mainly consisted of two sections to collect data on participants' demographics and cultural background. The participants used multiple-choice options to answer items pertaining to family demographics. They were asked to use a 5-point Likert scale: very often = 5, often = 4, sometimes = 3, rarely = 2 and never = 1 to respond to survey items regarding cultural background and parental involvement behaviors.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p> The correlation coefficient showed a statistically significant relationship between parents' expectations, educational level and their involvement behaviors in children's academic achievement. However, parents' income and cultural background had no statistically significant relationships with parental involvement in their children's academic achievement.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p> The results of this study have potentially broad implications for educational leaders, policymakers, educators and parents to develop policies for diverse students to enhance their educational achievements.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p> The researchers reviewed extensive literature and found the gap in regional studies particularly related to one of the fastest-growing, financially stable and highly educated ethnic groups in the country. The researchers developed a brand new instrument on Qualtrics and distributed a survey via online and direct administration to collect primary data from 200 participants.</p><!--/ Abstract__block -->","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138560588","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":"Remedial education program for Syrian refugees: ensuring their learning during a protracted crisis","authors":"Taro Komatsu, Kaoru Ghalawinji-Yamamoto, Yukari Iwama, Sayo Hattori","doi":"10.1108/ijced-02-2023-0008","DOIUrl":"https://doi.org/10.1108/ijced-02-2023-0008","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The purpose of this paper is to explore how vulnerable refugee children's education can be supported in the first asylum country during a long-term, complex crisis. More specifically, the authors examine the impact of a remedial education (RE) program on academically challenged Syrian refugees' sustained learning and well-being in Jordan during a protracted emergency.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Using the 2012 United Nations human security framework, the authors analyze the quantitative results of program evaluation, supplemented by qualitative surveys and stakeholder interviews that asked about the aspirations of refugee children and their guardians, their school experience and the refugee–host community relationship.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The authors' data suggest that the program enhanced targeted Syrians' protection and empowerment. Their increased sense of safety and improved academic performance and learning motivation were likely owing to child-friendly classroom management and pedagogies that facilitated interactive and differentiated learning. Their human security was further strengthened when they learned with Jordanian children who experienced similar academic challenges and with teachers sympathetic to their plight. Meanwhile, a human security framework calls for humanitarian agencies' strategic engagement with local partners to ensure refugees' learning continuity.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Refugee education studies in first asylum countries are rare. Even rarer are studies focusing on academically low-achieving refugees with full consideration of the protracted and complex nature of a crisis. This study suggests effective measures to increase their human security while calling for humanitarian aid organizations to use long-term thinking.</p><!--/ Abstract__block -->","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138537332","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":"“I never display my emotions”: emotion suppression among Ultra-Orthodox female teachers","authors":"Izhar Oplatka, Riki Vertaimer","doi":"10.1108/ijced-06-2023-0056","DOIUrl":"https://doi.org/10.1108/ijced-06-2023-0056","url":null,"abstract":"Purpose The current study explored the process of emotion regulation among Ultra-Orthodox female teachers in Jewish educational system in Israel. Design/methodology/approach The study employed a semi-structured interview comprising 13 Ultra-Orthodox female teachers in single-sex education for girls. Findings The teachers preferred to suppress their positive and negative emotions rather than displaying them in their interactions with students, emphasizing the importance of self-restraint and self-control in their professional work and in their religious society. Originality/value The paper sheds light on the connection between traditional societies whose culture is grounded deeply in their religious faith and teachers' modes of emotion regulation. The findings may enhance the understanding of cultural and contextual influences on teachers' emotion regulation and shed light on the ways in which female teachers balance their personal feelings with emotional rules in the religious society in which they live and work.","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136078438","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 double reduction policy and education development in China","authors":"Keqing Zhong, Jae Park","doi":"10.1108/ijced-09-2022-0063","DOIUrl":"https://doi.org/10.1108/ijced-09-2022-0063","url":null,"abstract":"Purpose This policy review paper is an analysis of the Double Reduction Policy (DRP) of China that was promulgated in July 2021. It looks into its rationale as well as different stakeholders' early reactions to the policy. Design/methodology/approach Critical policy analysis (CPA) method was used to identify (1) the artefacts, such as language, objects and acts, that were significant carriers of the DRP; (2) communities of meaning, interpretation, speech and practice that are relevant to the DRP and its implementation; (3) the local discourses relevant to the DRP; and (4) the tension points and their conceptual sources (affective, cognitive and/or moral) by different DRP stakeholders. As per the comparative education field, this paper compares the pre-DRP and post-DRP periods to tease out how the policy affects different stakeholders of education. Findings The DRP in China could be attributed to diverse factors such as demography, socialist economic and developmental visions and manpower structure. The implementation of the DRP has generated uneven reactions among different stakeholders and geographical regions both in speed and scale. While education stakeholders have no choice but to adopt the policy, they face challenges derived from a sudden halt of private educational resources and subsequent increased duties of parents and schools. Originality/value The significance of this early policy analysis lies in offering an insight into education development in China by analysing and deliberating the DRP from different perspectives.","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135688950","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":"Surmounting the gap: the impact of the COVID-19 pandemic on education for families in the Galapagos Islands","authors":"Oliver James Carrick","doi":"10.1108/ijced-12-2022-0085","DOIUrl":"https://doi.org/10.1108/ijced-12-2022-0085","url":null,"abstract":"Purpose The COVID-19 pandemic caused schools across the world to close their physical facilities and switch from face-to-face classes to remote learning. This research investigates the consequences of school closures during the pandemic on families and children from marginalized sections of society. The setting of the Galapagos Islands is characterized by poor Internet access and performance, resulting in a detrimental effect on the education of students from vulnerable sectors of society. Design/methodology/approach Using data from an empirical context, this case study seeks to enhance statistical results from a provincial level household survey with quantitative information from participatory development planning workshops and plans. Findings Statistical analysis evidences the compound effect of the COVID-19 pandemic on the more vulnerable families living in the Galapagos. Both economic wellbeing and children's ability to attend classes online during school closures were linked to respondents' education levels. Participatory development planning workshops highlighted further inequality, and the plans resultant from the process sought to overcome challenges and address needs by contextualizing education for sustainable island living. Originality/value This case study emphasizes the impact of school closures due to the COVID-19 pandemic on vulnerable sectors of society. In the Galapagos Islands, the response to the compound effect of the pandemic and the other situational challenges has been to contextualize the educational curriculum towards the goal of sustainable living. The lessons learned from this experience will be applicable to other remote island groups.","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135353918","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}