12 research outputs found
China’s internationalized higher education during Covid-19: Collective student autoethnography
No full textThis is an accepted manuscript of an article published by Springer in Postdigital Science and Education on 08/05/2020, available online: https://doi.org/10.1007/s42438-020-00128-1
The accepted version of the publication may differ from the final published version.This article presents 15 autoethnographical texts detailing student experiences at Beijing Normal University in the midst of the Covid-19 pandemic. Contributions have been collected over 6 weeks between 15 February and 1 April 2020, edited by Hejia Wang (assisted by Moses Oladele Ogunniran and Yingying Huang), and supervised by Michael Peters. Through shared in-depth empirical feelings and representations from a wide variety of cultural, historical, and social contexts, the article outlines an answer to the question: How do students, connected virtually but separated physically in an internationalized university, deal with disruption brought about by the Covid-19 pandemic? Student testimonies offer reflections on Covid-19 and Chinese international education, experiences of online teaching and learning, reflections on university coping mechanisms, an account of realities and feelings related to changes in academic life, and discussions on coping strategies in Chinese international higher education. Contributors expose their individual feelings, effects, benefits, challenges, and risk management strategies. Collected at the peak of the Covid-19 pandemic, these testimonies are unable to offer systemic answers to challenges facing the whole world. However, these experiences and feelings will provide important inputs to global discussions about the future of the world, after Covid-19.Published onlin
Resilient Leadership: Theory and Innovation in Chinese Higher Education
No full textThe research gaps in the connection between resilient leadership and innovation necessitate this paper, especially as the world is moving away from the global pandemic of COVID-19. This paper has successfully reviewed theory and innovation under resilient leadership in Chinese higher education. The paper explores various concepts under resilient leadership. Variables and indicators of resilient leadership were reviewed. It also focuses on related models and theories under resilient leadership. Three models of resilient leadership: the compensatory model, challenge model, and the protective factor model were examined. Constructivist self-determination theory serves as a guiding principle for this paper. This theory was derived from social learning theory, which integrates psychoanalytic theory, constructivist thinking, and cognitive development theory. The paper also delved into resilient leadership and various online educations in Chinese higher education. Keywords: Resilient Leadership, Innovation in Online Education, Innovation in Chinese Higher Education DOI: 10.7176/JEP/12-10-14 Publication date: April 30th 202
The Comparison and Contrast of Higher Education Entrance Examination System in China and Nigeria; Lecturers’ Perspective.
No full textThis research is finance by: China National Education Science Planning on the general Project “Study on Synergy Effect of Incentive Policy For Primary and Secondary School Teachers”. Abstract Literatures were reviewed based on the study with classical test theory (CTT). Purposive sampling technique was used to select University of Ibadan in Nigeria and Beijing Normal University in China while snowball sampling approach was used to select one hundred and twenty-two (122) lecturers in Beijing Normal University in China and 100 (one hundred) lecturers in University of Ibadan in Nigeria making a total of 222 (two hundred and twenty-two) respondents (lecturers) in both countries. Three objectives were generated for this study. Descriptive statistics of frequency counts was used in analysing the results. The findings revealed that lecturers’ perspective of Gaokao was that there should be another screening exercise for students after passing Gaokao. The findings also showed lecturers’ perspective of Waec/Utme was that the presence of Post-UTME screening exercise for students after passing UTME was the best. The paper recommended that Chinese government should embark on programmes that will reorientate Chinese students on all examinations especially university entrance examination Gaokao. Nigerian government should allow score obtained in the UTME to be used for admission for more than one year. Keywords: Higher education entrance examination, lecturers’ perspective, Chinese Gaokao, Nigeria Waec/Utme, China and Nigeria education system. DOI: 10.7176/JEP/10-11-03 Publication date: April 30th 2019
Education in and for the Belt and Road Initiative: The pedagogy of collective writing
No full textThis paper is an experiment in collective writing conducted in Autumn 2019 at the Faculty of Education at Beijing Normal University. The experiment involves 12 international masters’ students reading the course based on the Belt and Road Initiative (BRI), their professor Michael Peters, visiting professor Petar Jandri c, and a mix of senior Chinese and Western scholars. To successfully complete the course, the students were required to produce a 3000-word paper of publishable quality. As part of this writing process, we decided to engage in the experiment of collective writing where we aimed to produce a single paper consisting of the abstracts. This collective paper was developed in 7 steps. (1) Students submitted their 250-word abstracts. (2) Students were introduced into the methodology of collective writing, and 2 student-editors – Ogunniran Moses Oladele and Benjamin Green – volunteered to work on the paper. (3) Michael Peters wrote the introduction. (4) Abstracts were expanded to 500 words and integrated into a single document. (5) Petar Jandri c began to edit the paper and write a conclusion. (6) Students presented their abstracts in the class, where Michael Peters and Petar Jandri c provided direct feedback. (6) Revised abstracts were again integrated into a single document by student editors, and proofread / copy-edited in several exchanges with the instructors (7) The paper was subject to the process of open review, and the reviewer’s comments were included in the paper. Resulting from months of collective work, the final paper provides a wide range of views and perspectives to the question of education as a part of the BRI initiative
The Impact Of World Bank And Other International Organizations On Higher Education System In Nigeria
No full textEducation is an essential tool for human, economical, societal and technological development. When education is properly utilized and financed, learning outcomes with higher quality are achieved. Under-funding is the critical challenge facing the Nigerian higher education (NHE) system. There is considerable increase in the demand for NHE and government could no longer adequately finance it because of this increasing-demand. This paper attempts to assess the impact of international organization in NHE system. Among the key important international organizations operating in Nigerian Education (NE) are the World Bank, IMF, EU, UNICEF, UNESCO and many NGOs operating from both in and out of the country. The paper concludes by recommending that adequate consecration should be given to higher education since basic education and secondary level have so far benefitted more from the World Bank. It is also recommended that all other international organizations and other sectors should focus on impacting NHE if truly high quality education is desired for Nigerian university students
A Microscopic Examination of the Educational system between China and Nigeria: A Comparative Study
No full textThe article uses a comparative approach to analyse the educational systems of China and Nigeria. It examines the present approaches involved in Chinese and Nigerian educational systems. And in the final analysis, it also compares the education of Chinese students and Nigerian students. Secondary qualitative data were used in both explanatory and descriptive approach. Empirical studies that are related to education system in both China and Nigeria were also assessed. These types of data are mostly used in both survey type and case study analyses. Thus, case study research method is used in the article. Data gathered were presented to compare the education system in both China and Nigeria. The gathered data were used to juxtapose and compare the education systems in both China and Nigeria. The article is expected to: provide better understanding of China and Nigeria education systems; provide a vivid comparison of educational systems of China and Nigeria; show comparisons of Chinese and Nigerian students and give suggestions as to the ways by which the education systems of both countries could be enhanced. Key Words: Chinese Education system, Nigerian Education System, Comparisons between Chinese and Nigerian Education Systems. DOI: 10.7176/JEP/10-32-02 Publication date: November 30th 201
The Sense of Hope and Future Between Chinese Students and Tanzanian Students
No full textA sense of hope and aspirations for the future are often conceptualized as components of resilience for undergraduate students. However, less is known about the factors that may influence how these undergraduate students develop their sense of hope and future and how those aspirations may impact their experiences after school. The main objective of this study is to examine the sense of hope and future between Chinese and Tanzanian students. Specifically, the study examines the sense of hope of Chinese students and Tanzanian students, investigates the future of Chinese students and Tanzanian students, and compares the sense of hope and the future of Chinese students and Tanzanian students. The study adopted a non-experimental correlational research design with mixed methods of both quantitative and qualitative data along with purposive sampling technique and simple random sampling technique to select 21 Tanzanian university students and 24 Chinese university students from each country; this, therefore, gave an overall total of 45 participants. The instrument (Questionnaire on Sense of Hope and Future between Chinese Students and Tanzanian Students) was developed and used for the study. The study's findings revealed that Chinese and Tanzanian students had complete confidence in the future, and there is a high sense of hope between Chinese students and Tanzanian students. The findings also showed that Chinese and Tanzanian students energetically pursued their goals, and there was a high sense of hope between them. The findings revealed that the present ideal situation determined the future of Chinese and Tanzanian students; there is a high sense of future between Chinese and Tanzanian students. The findings again revealed a high sense of future between Chinese and Tanzanian students. The findings lastly indicated that there is a significant difference between the sense of hope and the future of Chinese students and the sense of hope and the future of Tanzanian students. The sense of hope and future among Chinese students is higher than that among Tanzanian students, yet there is a positive sense of hope and future between Chinese students and Tanzanian students. Some of the study's implications are creating awareness of the future among Chinese and Tanzanian students. Parents in both China and Tanzania need to become conscious of the sense of hope and future of their children and how these children can be affected. Government parastatals should enable proper planning by the stakeholders for these youths. This study finally has implications on how the policy documents were distributed to operators through school authorities, the government, the Ministry of Education, online, the board of education, colleagues, and the local Inspectorate of Education (LIE) bought from the seminar. DOI: 10.7176/JEP/14-34-04 Publication date: December 31st 202
From perpetrator to peacebuilder: rethinking education in conflict-affected societies
No full textThis chapter explores the nexus between
education and confict, positioning
education as a contested domain that shapes,
and is shaped by, a broad range of social,
political, economic and cultural dynamics in
confict-afected societies. On the one hand,
violent conficts and structural violence have
detrimental efects on educational processes and
outcomes. On the other hand, education itself
can (re)produce structural violence in society.
Bringing together the felds of social science and
cognitive neuroscience, this chapter provides
a multi-faceted lens through which to address
the challenges of education in diferent confict
contexts from around the world, highlighting
that the search for a collective peaceful future is
complex
Building Capacity for Sustainability Education: An Analysis of Vocational Teachers’ Knowledge, Readiness, and Self-Efficacy
No full textIn contributing towards the discourse on developing teachers’ capabilities for Education for Sustainable Development (ESD), this study examines the relationships between sustainability
knowledge, readiness, and self-efficacy for teaching sustainability concepts among vocational teachers in Malaysian colleges. Grounded in Bandura’s self-efficacy theory, the research assesses the combined effect of teachers’ sustainability knowledge and readiness on their ability to teach sustainability effectively. Using a cross-sectional survey design, a sample of three hundred and seventy-five (375) vocational college teachers and structural equation modeling (SEM), the results indicate no significant
link between teachers’ sustainability knowledge and their readiness for ESD. However, a positive relationship between teachers’ readiness and their self-efficacy was found. The study shows that while sustainability knowledge does not directly enhance readiness for ESD, it is a strong predictor
of self-efficacy in teaching sustainability. Moreover, readiness has a greater effect on self-efficacy than sustainability knowledge alone, highlighting the importance of conceptual understanding in building teachers’ confidence and competence in sustainability education. Despite focusing specifically on Malaysia and using self-reported data, which to some extent limits the study’s findings, the outcomes
offer practical insights for educational policymakers, vocational institutions, and educators. They underscore the need for a comprehensive educational approach beyond just knowledge transfer. This research contributes to the sustainability education discourse and suggests areas for future studies, including exploring contextual differences and adopting longitudinal study designs to better understand the dynamics between sustainability knowledge, readiness, and teaching self-efficacy in vocational education
