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1 – 10 of 852The study systematically analyses the path dependency and path-shaping of borrowed education policy, tracing it from the global through the national to individual schools. It also…
Abstract
Purpose
The study systematically analyses the path dependency and path-shaping of borrowed education policy, tracing it from the global through the national to individual schools. It also revisits the case schools after five years to map the school level policy paths.
Design/methodology/approach
Recently, path-dependency heuristics have drawn attention in predicting educational policy trajectories. However, these studies are primarily theoretical, and those empirical studies do not capture what happens at the school level. This paper fills the research gap by presenting a model that synthesises the research from diverse fields and is informed by findings from a longitudinal case study of educational outsourcing in public schools in Hong Kong and Korea.
Findings
The findings highlight path dependency interactions across educational levels diachronically and synchronically, while aptly incorporating the creative ways school leaders exercise their agency therein. The paper concludes with new insights into policy trajectory and education outsourcing.
Originality/value
The study substantiates and extends previously suggested theoretical models on the paths of travelling educational policies and identifies the factors that shape the paths. It also sheds light on how school leaders navigate the structures that constrain their actions or create a new path and pursue their educational goals.
Details
Keywords
Commercially produced educational materials often reflect the pedagogical beliefs and culture(s) of the content developers. While many teachers involved in teaching English as a…
Abstract
Purpose
Commercially produced educational materials often reflect the pedagogical beliefs and culture(s) of the content developers. While many teachers involved in teaching English as a foreign language have relied on commercially published content in the past, the advent of ubiquitous technology has afforded them the ability to create content that is contextualised and to share it with other educators across the globe. The purpose of this study is to investigate cultural determinants which affect the pedagogical decisions of teachers when designing content.
Design/methodology/approach
This case study, conducted at a higher educational institution in the Gulf, addresses the issues that arise when cultures or ideologies of educators as material developers are different to that of the target audience. Three semi-structured interviews with teachers were conducted in an effort to understand cultural determinants that influence decision-making about pedagogy when creating in-house content to motivate undergraduate students on an English language program in the United Arab Emirates.
Findings
The results of this study indicated that the participants maintained mainly essentialist perspectives of local cultures and sub-cultures and their thinking in content creation was not all that different to that of commercial publishers.
Practical implications
This study holds implications for awareness-raising and pedagogical training for educators involved in in-house content development.
Originality/value
This case study addresses an area that has been under-researched in the Gulf region.
Details
Keywords
The first part presents a review of concepts relating to reflection, drawing on the literature in this area. This literature review relates to the following aspects of reflection…
Abstract
The first part presents a review of concepts relating to reflection, drawing on the literature in this area. This literature review relates to the following aspects of reflection: the definition of reflection, the process of reflection, strategies in reflection, content of reflection, barriers to reflection, and advantages of reflection.
The second part of this paper presents an investigation into the perceptions of a small sample of English language educators and supervisors, through personal interviews with 9 teachers and 3 supervisors from one higher education institution and other educational institutions in the United Arab Emirates. The findings of the investigation are analyzed with respect to the dimensions that appear in the literature review. These findings show that the teachers do have some knowledge of reflection. They reveal that the teachers: attitudes towards reflection and its applicability in the teaching and learning process is largely positive, mixed with some degree of skepticism. Teachers agree that reflection is useful, but many seem uncertain about how it can be applied in their situation. In some cases the interviewees seemed to be more concerned about the technicalities of their job, making collaborative reflection appear less of a priority.
Vasanthrie Naidoo and Maureen Nokuthula Sibiya
The purpose of this paper is to share insights, research findings and discuss key issues related to graduate experiences with transnational nursing education (TNE).
Abstract
Purpose
The purpose of this paper is to share insights, research findings and discuss key issues related to graduate experiences with transnational nursing education (TNE).
Design/methodology/approach
The authors used a qualitative approach and sampled national and international nurse graduates to identify challenges and best operating practices in cross-border nursing program facilitation.
Findings
This research paper has provided a platform for graduates to lend their voices to the promotion of effective cross-border nursing education delivery and suggests that although international collaborations endeavor to maintain high academic standards in TNE, there is still a need to re-engineer, revise and adapt curricular content, learning, teaching and assessment practices to aid the nursing student.
Research limitations/implications
Identified challenges affecting the facilitation and delivery of cross-border nursing education programs can act as levers to improving service quality of present and future cross-border programs to the nursing student. This will assist future nursing students to recognize culture shock and embrace their decision to pursue nursing.
Practical implications
The experience of being involved in TNE for nursing students may not be that much different than students of other disciplines. While not able to be generalized to the entire population, the reports by the nursing students in this sample appear to be valuable and worthwhile to continue supporting and encouraging other TNE opportunities.
Originality/value
This paper explores cross-border nursing education experiences from national and international perspectives. The authors were able to explore inherent TNE challenges from diverse population and cultural backgrounds.
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