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Taiwan serves as a case study to investigate the association between the expansion and reform of higher education and the growth of science production. More specifically, what driving forces facilitated the growth of science production in different types of Taiwanese universities and other sectors, from 1980 to 2011.

The contribution charts differential contributions to overall production. Taiwanese data from Thomson Reuters’ Science Citation Index Expanded (SCIE) is analyzed to show the expansion of the higher education system and its relationship to the production of science. The author uses sociological organization theories to facilitate our understanding of how and why the landscape of science production changed.

Results show that the growth of science production is associated with processes of isomorphism and competition within the higher education system. Findings also suggest that universities quickly seized upon external opportunities and turned themselves into what is known as the “knowledge conglomerate.” Unique organizational features bolster universities’ position as the driving force behind advancing national innovation.

This study extends previous research by examining multiple sectors of higher education, using longitudinal and recent data, and highlighting themes that have been ignored or overlooked, such as competition and collaboration among universities and industry partners.

As the World Bank approaches its fiftieth year of involvement in the education sector, its Sector Strategy for Education 2020 focuses on key challenges created in the past decade. With the successes in building up primary education systems, millions of matriculating students in many developing countries will now be seeking secondary and tertiary education. For most observers, this is a crisis: even if enough schools could magically be built in time, there would not be nearly enough trained teachers to staff them. For some observers, this is a crisis that can be coped with: information and communications technologies (ICT) have reached a stage where virtual schools and distance learning can be employed at scale to meet such challenges. Curiously, the Education Sector Strategy 2020 makes no mention of virtual schools or distance learning. In fact, it contains only a single, ambivalent reference to ICT for education. The curious silence belies the World Bank's vital leadership and active involvement over the years in identifying and funding model ICT uses in the education sector. However, this chapter is ultimately not about arguing over the extent to which ICT should be mentioned in the World Bank's Education Sector Strategy. Instead, the goal here is to draw attention to a specific opportunity that the World Bank has before it to shape and guide the many ICT-based virtual school projects that will be undertaken in the coming decade. The crucially important opportunity is one for which the World Bank is uniquely suited: to seed and grow an open e-learning movement based on open source, open educational resources, and open pedagogy for secondary and tertiary education in the developing world.

The background and context of Australian Library and Information Services (LIS) education and the role LIS education plays in constructing the Australian workplace are explored in this chapter. It provides an analysis of the broader historical, social and educational imperatives which have shaped Australian LIS education. It also examines the pedagogical, structural and epistemological construct surrounding the development of education for LIS in that country. Specific questions are raised about divisions in LIS education and training which lay the framework for further research and discussion. The historical context for LIS education is covered and insights into the nature and background of the broader educational frameworks which have influenced it are provided.

This study conducts a comparative analysis of the impact of educational mismatch on Spanish wages. This paper aims to focus on the industrial, construction and service sectors at three levels of disaggregation: sector, occupation and gender.

The over-education, required education and under-education (ORU model), was applied to data from the 2018 Spanish Wages Structure Survey conducted by the Spanish National Statistics Institute.

The industrial sector is the one that best manages over-education by offering the highest returns to each year of over-education. It is also the sector that most values the education of women, particularly those in highly qualified positions.

This study compares the wage effects of educational mismatch in the service, industry and construction sectors. Previous literature has ignored the latter sectors in this field of study, but the results of the present study show that the industrial sectors significantly value and remunerates worker education. Therefore, it may be worthy to focus certain economic and social policies on this sector, to contribute to reducing gender wage gaps and gender employment discrimination in the economy.

This paper aims to examine obstacles to international services trade in tertiary education. It specifically analyzes Japan's international trade in education from three different angles: status of international transactions of tertiary education services; the restrictions on international education services transactions as well as domestic regulations in education sectors; and the relevancy of domestic regulations in the education sector.

The paper first argues that obstacles to international education services transactions usually take the form of domestic regulations rather than direct restrictions, using the case study of Japan. Japan is an interesting case to assess since it has a strong desire to regulate the education sector and has been conducting regulatory reforms recently. The paper then considers the relevancy of domestic regulations in Japan's education sector by comparing them against regulations in other sectors where governments also have a strong desire to maintain regulatory powers, such as in legal and banking services.

While it looks that the Japanese education sector is free from restrictions on international services transactions, domestic regulations are the serious obstacles to trade. Japan's education industry has two principal problems regarding domestic regulations: unclear demarcation between the government and University Council; an emphasis on the restriction on new entrant rather than a smooth solution of “bankruptcy”.

As far as the business operations of foreign universities in Japan are concerned, the emphasis of regulations should be placed on the smooth solution of “bankruptcy” of these universities rather than the restriction of their entry similar to the case of banking sector. It should be also noted that the demarcation between the government and University Council in exercising power is ambiguous. Thus, both parties should maintain transparency in the decision‐making process.

Surprisingly, there are only a few studies that analyze Japan's tertiary education system in terms of the obstacles to international services transactions. This paper is one of the first attempt to examine the status of international transactions of tertiary education services and the restrictions on international education services transactions. It then considers the relevancy of domestic regulations in the education sector in comparison with banking and legal services sectors.

The aim of this study is to explain the educational practices that emerged with the concept of “new normal” in an overview. In line with this goal, the experiences of academics who are experts in their fields have been utilized.

This paper draws on both academic and trade literature. Interviews with representatives from schools providing tourism education in North Cyprus were conducted online and in-person. The qualitative research method in the form of the interview method was employed in the research. The research participants consist of 15 academics working in the field of tourism education. Additionally, concerning the selection of these participants, sector experience and applied lecture status were taken into consideration. As the second dimension of the research, an extensive literature review was conducted and the subject was expanded by explaining it with examples from around the world.

It has been revealed in the research that educational institutions and tourist businesses have to constantly renew themselves technologically. The findings obtained from academics include the innovations they use in the “new normal” tourism education in applications such as Hybrid/BL – Blended Learning, VR – Virtual Reality, Artificial intelligence, LMS & In-class response systems, API-based software systems in the courses they teach. The common opinion of academics who want to provide a better education is that educational institutions should always be infrastructurally prepared for such emergencies.

The global COVID-19 pandemic created economic destruction in many countries and brought life to a halt. In the tourism sector, one of the sectors most affected by the COVID-19 problem, various restrictions were imposed on touristic activities. While this situation caused a decrease in demand in the tourism sector, it paved the way for great technological changes and resulted in the adoption of new educational practices in institutions providing tourism education. This paper traces these new development in the face of the pandemic crisis.

This chapter presents a comparative perspective on international education in Canada and Australia in the light of recent federal proposals for improving international education programs. The study provides an account of the multiple benefits of international education and introduces the concept of public sector entrepreneurship (PSE) as a necessity for creating and administering comprehensive programs, aimed at increasing Canada’s share of the international education market. The chapter compares Canadian and Australian international education policies with a special emphasis on the entrepreneurial approach applied in Australia. Moreover, the chapter discusses potential contributions to Canadian human capital through attractive immigration policies for international graduates. The findings reveal that Canada needs centralized management of international education programs. Following the Australian model, the establishment of a specialized agency to administer programs at federal level and to coordinate activities at provincial level is essential for success. PSE is represented by applying a market approach and revising residency and immigration strategies. Further research is required for a more detailed analysis of the costs and benefits of necessary capital investments and implications of changing the policy framework governing skilled migration.

The Further Education and Training (FET) sector is being positioned as a centrepiece of the government's post-pandemic recovery. However, issues of capacity and staff churn are threatening the potential success of this strategy. Unfortunately, there has been almost no strategic analysis of teacher churn in the English FET system or of the derivative issues of recruitment and retention, both of which jeopardise the sector's capacity to deliver high-quality teaching and improve workforce skills. This paper examines these issues for policymakers and sector leaders and makes suggestions on how these can be redressed. A call for a more joined-up FET sector is presented.

This is a follow-up paper to a report published by the Education and Training Foundation in 2022 on teacher recruitment in the English FET sector. This paper pulls together all of the most recent research on the English FET sector on teacher recruitment and retention and frames these against the DfE's Skills for Jobs policy commitments. It also analyses a number of proposed solutions, reflecting on their merits and potential consequences.

An updated profile of FET institutions within the college, private training and adult subsectors is offered, showing how the FET sector in England has been in steady decline, which is juxtaposed against the rhetoric of industrial productivity and economic renewal. Four variables, namely funding, institutional numbers, staffing and learner numbers are examined to explore this disparity. A more in-depth analysis of recruitment and retention research follows, showing that pay, job insecurity and status are the factors influencing the decision to start an FET career. Strategies for remedying the “crisis” are assessed, including the role of national campaigns and professional bodies.

The first point for any research programme is to draw together the research data and themes that have been previously discussed in order to build a platform for future investigation, which is what this paper does. There are clear steers on where future research might be located: staff well-being, professional status, recruitment methods and what is meant by an FET career. These are factors that affect the desirability of FET work and the sector's ability to recruit high-quality candidates. The consequences of not doing this research is the likely continuation of the status quo, which is unsustainable for the FET sector and potentially catastrophic to UK productivity.

Policymakers and sector leaders are presented with analysis and advice on the impact of teacher shortages and the factors that contribute to this. The evidence to support these factors is explored and solutions discussed in light of this evidence. A research agenda is suggested including an appeal for professional organisations and FET stakeholders to work together to solve the recruitment and retention crisis. The power of research to enlighten and inform is one of several conclusions proposed.

Addressing the factors that corrode staff professionalism and increase teacher attrition is an essential component of a wider discourse to improve the desirability of an FET career. Issues of status and esteem are interwoven in this analysis, as are the implications of not recruiting talented teachers and assessors. This includes staff well-being – a rare topic in FET journal papers – as well as organisational culture and importance of the FET mission, which is considered to be embedded in an ethic of public service. This mission is linked via the Augur Report to the sector's transformational properties to raise social mobility.

There is no precedent for this paper. It is the first article that has provided a comprehensive examination of teacher recruitment and retention issues affecting the whole FET sector in England. Whilst its comparative analysis builds on the Education and Training Foundation (2022) earlier report, it uniquely draws on other contemporary research that triangulates and discusses these findings, including setting out a new agenda for change and future research. In doing so, new issues are introduced for discussion including professional status and staff well-being.