Excellence in Higher Education (E-Journal)
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Challenges in Education Research in Taiwan: Research Institutes and Organizations, Research Policies, and Problems
Full text linkSince the 1990s, many education researchers and policy makers worldwide have reviewed education research to attempt to provide strategies to improve the quality of such research in their countries. Taiwan’s government has launched policies and funded support to set the benchmark for Taiwan’s leading universities in international academic competition. The external environment of global competition based on research policy influences the ecosystem of social science research production. To assure the quality of education policy, peer review from within the education community is one approach to supplementing the government’s governance, including the establishment of research institutes, promotion, rewards, and research value. This study tracked the mode of academic research and provides an overview of the status of academic education research in Taiwan. Because education research is part of the humanities and social sciences fields, this study identified the challenges in educational research by examining the trend of social science research and by analyzing research organizations, policy, and the evaluation of research performance. Due to the environment of education research in Taiwan is not friendly to education researcher to accumulate papers in SSCI or international journal, additional concerns entail how education research communities can develop and agree on its quality
Retraction Note to: “Global Assessment in the World Bank Education Strategy 2020”
Full text linkThis article published in Volume 2, Issue 1, pages 29-41 (DOI 10.5195/ehe.2011.41) has been retracted at the request of the editors. The editors became aware of the issue on 21 March 2016 and quickly began investigating the situation. Several locations in the article contain plagiarized texts from various authors, either with inadequate or no attribution. Specifically, these include: excerpts from Marilee J. Bresciani’s 2006 book Outcomes-Based Academic and Co-Curricular Program Review: A Compilation of Institutional Practices appearing on page 30; excerpts from Tom Schuller and Stéphan Vincent-Lancrin’s chapter in the 2009 book International Organizations and Higher Education Policy: Thinking Globally, Acting Locally? appearing on page 31; excerpts from the Organisation for Economic Co-operation and Development (OECD) website “UNESCO, OECD guidelines for quality provision in cross-border higher education” appearing on page 31; excerpts from David H. Kamens and Connie L. McNeely’s 2010 article, “Globalization and the Growth of International Education Testing and National Assessment” published in the Comparative Education Review appearing on page 31, and; excerpts from E. J. K. McKellar’s conference paper “Change our assessment practices? Why should we? The theory behind assessment practices” appearing on pages 32-33. The author apologizes to the journal and to its readers for the errors noted above
Book review: Gregorutti, G., & Delgado, J. E. (Eds.). (2015). Private universities in Latin America: Research and innovation in the knowledge economy. New York: Palgrave Macmillan.
No full textEstablished on a Napoleonic, professional training mission, universities in Latin America have not centered their activities in conducting research. This statement applies to traditional public universities, though Latin America’s leading universities boast some research tradition. Contemporary worldwide trends such as the increased economic value of knowledge, the demand of private firms to develop research and innovation, the multiplication of accountability stages, and the rise of new modes of academic activity have led public and private universities in Latin America to increase their research footprint. In most cases, public universities have driven this push. Private universities, rather than developing comprehensive research portfolios, tend to cover niches of research that are usually funded by international agencies or other non-governmental organizations. Thus, Private universities in Latin America: Research and innovation in the knowledge economy is mainly about outliers, what we might call the research underdogs of higher education (HE), and how they have grown due to or despite public policy
Book Review: Universities and Regional Development: A Critical Assessment of Tensions and Contradictions
Full text linkEdited by Rómulo Pinheiro, Paul Benneworth and Glen A. JonesLondon and New York: Routledge, 2014. 265 pp
Book Review: Higher Education, Leadership and Women Vice Chancellors
Full text linkThe paucity of women leaders in higher education continues despite advancement by women in other fronts of the educational pipeline. Today, more women are attending and graduating from college in the United States, but something occurs en route to the top-level leadership positions in these same college settings. The portrait of college leaders continues to consist of White men, as it has since the initial founding of universities. Paula Burkinshaw analyzes the situation of the missing women leaders in the United Kingdom, specifically in the position of Vice Chancellor. Burkinshaw’s long career in leadership development in university settings initially provided her with an awareness of the underrepresentation of women in top leadership positions. As she began her doctoral studies, she had an opportunity to ask “where are the women?” Her book builds on her dissertation research, which involved one-on-one interviews with 18 women who were vice chancellors
Factors Differentiating Research Involvement among Faculty Members: A Perspective from Cambodia
Full text linkDespite very low research involvement and productivity of its faculty, research activities are not totally absent at Cambodian higher education institutions. This study seeks to diagnose influential factors that differentiate between Cambodian faculty who get involved in research activities and those who do not, with special emphases placed on involvement in research activities that are decently context-specific. Self-reported survey questionnaires were administered to faculty at ten selected Cambodian universities; the total sample (with usable returned questionnaire sets) amounted to 444 faculty members. Drawing on logistic regression analysis, the study detected that faculty obtaining their terminal degrees abroad, being full-timers, spending more time on research, and having high research self-efficacy were more likely to engage in research activities. As for institutional characteristics, large faculty size and available research funding sources were also correlated with research involvement. This study situates the findings in the research context of Cambodian higher education and discusses the practical meanings that the statistically significant variables imply
Factors Contributing to EFL Teachers\u27 Professional Development in Indonesia
Full text linkThis study was aimed at investigating factors contributing to English as a Foreign Language teachers’ professional development and how these factors have shaped their professionalism. The subjects of the study included six English teachers at senior high schools under the Ministry of Education and the Ministry of Religious Affairs in three different regions in Indonesia. Findings of the study reveal that there are both personal and environmental factors identified as having contributed to an EFL teacher’s professionalism, both prior to and after their induction into EFL teaching. Prior to the induction, two of the personal factors were identified: an early interest in English and a high aptitude, although early exposure to English may also be considered an environmental factor. After induction, their professional development is affected by: the level of job satisfaction, commitment to their own learning and student learning, communication skills, and resilience as personal factors, and students, school facilities, teacher colleagues, curriculum change, school leadership, and the supervisory system as environmental factors
Knowledge Management Implementation at the Women’s Branch of the Institute of Public Administration in Saudi Arabia: A Proposed Model
Full text linkThis article aims to introduce a proposed model of knowledge management implementation at the Women’s Branch of the Institute of Public Administration (WIPA). The model was built after a review and analysis of literature related to knowledge management implementation in higher education institutions. The research includes three sections. The first section deals with a theoretical framework of knowledge management, including a knowledge management definition, components of knowledge management systems, an academic knowledge framework, an organizational knowledge framework, and processes of knowledge management. The second section reviews and discusses the proposed model of knowledge management implementation at WIPA. Finally, the article concludes with a discussion of the success factors and expected barriers to the proposed model
Parent Involvement on School Committees as Social Capital to Improve Student Achievement
Full text linkThis study explores how the participation of parents on school committees improves student achievement. In decentralized education systems like the one in Indonesia, parents’ participation has become a focal point for improving the quality of education. The data for this study were collected using questionnaires distributed to 250 students in state senior high schools, selected by quota-purposive sampling. The qualitative findings of this research are threefold: most parents participated in student learning only by providing material aspects, such as tuition and books; most parents had a misconception that it was the school that should solely be responsible for the education of their children; busy parents tended to ignore the progress of their children’s learning. In order to create social capital for their children, parents need to be active in the learning process, cooperate with school officials, and get involved in the planning of social activities
The University of Zambia School Teaching Experience: Is It Effective?
Full text linkTeaching practice exercises serve the purpose of orienting the teacher into real classroom situations where the novice puts his or her skills into practice. Education students at the University of Zambia (UNZA) go through the school teaching experience after their third year of study. This comes after they have arguably completed enough content and methodology courses to teach. The purpose of this study was to establish the effectiveness of the UNZA school teaching experience. The research instruments used were interview guides, observation checklists, and focus group discussions. The respondents included 80 serving teachers, 80 student teachers, and 10 head teachers drawn from 10 high schools in the Lusaka District. In addition, 10 lecturers from UNZA were also sampled. The findings revealed that the design and delivery of the UNZA student teaching experience was not effective