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The purpose of this paper is to characterize the trends for educational innovation in higher education in Brazil, constructing a conceptual model of innovation trends in the sector.

A preliminary profile online was done with 76 experts in university education, and 17 were contacted for in-depth perceptions. The analysis of the content was made of all material and, as a result, the critical analysis of the results, which culminated in the development of a conceptual model and characterization of trends, dimensions and subdimensions to innovation in higher education.

The dimension universal design of accessibility and learning had major considerations, contributing to implementation of new innovative practices for higher education. Some subdimensions emerged, namely, governance, risk management, curricular extension and affirmative policies.

The difficulty in performing the deepening of all dimensions involved in terms of plurality of specialties involved.

The use of the model and characterization of trends could serve as tools to support the strategic planning of HEI, and the trends allow planning innovation practices, favoring improvements of higher education institutions (HEI), students, employees and community to learning organization.

The identification of trends for higher education, highlighting innovation indicators or successful practices, and the characterization of the dimensions and subdimensions trends, and undeniable contribution to measure the educational innovation in higher education.

Encourages researchers, in partnership with institutions, to develop scientific projects with other institutions and researchers, to meet interests not only of HEI as a whole but also of countries that prioritize education with quality, to reach the real educational objectives.

This paper aims to analyse contrasting discourses on education and competitiveness from four countries to show the different national values that are a key driver in economic development.

The paper uses content analysis to compare and contrast the newspaper discourse surrounding the OECD Program for International Student Assessment (PISA) in four countries with above OECD average performance: Japan and South Korea (improving performance) and Australia and Finland (declining performance). PISA has attracted much government and public attention because it reflects education and the economic value of that education.

There are key contrasts in the discourses of the four countries. Despite shifts to globalised perspectives on education, strong national and cultural differences remain. Educational competitiveness and economic competitiveness are strong discourses in Japan and South Korea, while in Australia and Finland, the focus is on educational competitiveness. The media in Finland has few references to economic competitiveness and it does not feature in Australia. The discourse themes on PISA from 2001 to 2015 are presented with trends in educational attainment and shifting national perspectives on education.

Analysis is limited to the top two circulation newspapers in English language in each country over 2001 to 2015. These newspapers in Finland, Japan and South Korea include translated content from local language papers.

The paper provides longitudinal perspectives to understand the contrasting societal values placed on education and how these relate to perspectives on competitiveness. This media evidence on national discourses can inform education policy orientations in the four countries examined.

This study used data from the General Social Survey (2011) to examine the trends in intergenerational educational mobility in Canada for the 1940–1989 birth cohorts. To this end, the purpose of this study is to focus on the relationship between mothers' education and children's education.

The study estimated intergenerational regression and correlation coefficients and several mobility indices, namely, the Prais–Shorrocks index, immobility index, upward mobility index and downward mobility index.

The study found considerable gender differences with respect to the trends in these coefficients and indices. The study found that, over the period of study, the correlation coefficient slightly increased for sons while it decreased for daughters. The Prais–Shorrocks index, immobility index, upward mobility index and downward mobility index show that educational mobility has increased for daughters while that of sons has decreased over time. Finally, the relative educational opportunities indicators also suggest a similar result that educational mobility has increased for the daughters while it fell for the sons.

A number of studies used Canadian data to examine intergenerational educational mobility. However, no study particularly focused on the relationship between mothers' education and children's education. In recent years, women's labor force participation rate and employment rate increased significantly. Thus, it will be interesting to see how mothers' education is related to children's education in Canada.

This study investigates how working-age Asian immigrants' educational attainment and professional abilities when arriving in the United States have evolved over the past 4 decades and draws inferences on the impact of the US employment based visa policies.

Using data from the 1980, 1990 and 2000 census and American Community Survey for 2001 to 2019, the study adopts multivariate regression and regression discontinuity design to investigate the trends in educational and occupation selection among Asian immigrants and the association with policy changes in the H1B visa program.

The findings suggest that new Asian immigrants were more positively selected for education than non-Asian immigrants and US natives and this pattern of positive selection increased over time. Newly arrived South Asian and East Asian immigrants had the highest share of highly educated professionals than Southeast Asians and US-born persons. I infer that the enactment and changes in the H1-B program might have contributed to the changing patterns of the educational and occupational selection among East and South Asian Immigrants. The results also shed light on how Asian immigrants' skill selection might be related to the size of Asian diasporas in the US and sending countries' income, inequality and education level.

The story of changing the skill profile (educational and occupational profile) of newly arrived Asian immigrants during 1980–2019 can provide valuable policy implications. US immigration policies are routinely criticized for being inefficient and outdated. The economic prosperity of Asian countries over time also provides an excellent opportunity to test the theories pertaining to how sending countries' income, inequality and education level of the population are associated with Asian migrants' education and occupation when arriving in the US. This study can provide insightful perspectives for policymakers and business decision-makers to adapt to the changing demographics of Asian migrant workers. The most recent reports on Asian immigrants in the US highlighted the aggregated trends of migration flow and education. Still, none have provided a longitudinal and nuanced review of Asian immigrants' educational and occupational selection into the US.

It is unfortunate yet true that in India, research starts and ends with a Ph.D. The steady decline in the quality of doctoral research has been an articulated concern among Indian academics at a time when research and innovation should be a priority. One of the feasible ways of resurrecting or reconstructing Indian research is to open up to examine contemporary international trends. Against this backdrop, the study aimed to make a comparative analysis of doctoral research in education in top-ranking international and top-ranking Indian universities.

Adopting a comparative education methodology, this paper examines 100 doctoral dissertations from the top 10 international universities as per Quacquarelli Symonds (QS) ranking and 100 doctoral theses from the top 10 Indian universities following National Institutional Ranking Framework (NIRF) submitted in the past decade. Four significant issues were investigated during the comparison – topic, procedure, presentation, and dissemination – based on the premeditated Research Quality Relevance Metrics (RQRM) designed by the authors for quality improvement of research.

Findings revealed stark differences between two trends in all four domains. The top international universities focus on the contemporariness scattered across diverse issues while Indian studies continue to engage on a few archetypal conventional issues with dreary reiterations. The newness of thought is rare in Indian research, while the interdisciplinary mixing of methods and practices had been the hallmark of its international comportment. Practice orientation has been a unique research attribute found in the top 10 international universities. The methods applied have attempted to reduce the age-old gap between educational research and practice. Methodological innovativeness, structural orientation, readability, and dissemination of research were also exemplary in those international theses, whereas Indian theses are still reeling under orthodox surveys with hesitant reporting.

This study put an exclusive mirror in front of Indian doctoral research on its current state in respect of international standards. At the same time, it upholds a framework to promote research quality and impact. Dimensions of research quality relevance matrices and recommendations for effective doctoral research are two vibrant contributions to the intelligentsia in general for bringing Indian research out of its cocoon to make it internationally comparable.

It reports a study conducted by the researchers and the write-up is based on the empirical findings only.

The purpose of this article is to discuss approaches to sustainable decision-making for integrating emerging educational technologies in library instruction while supporting evidence-based practice (EBP).

This article highlights recent trends in emerging educational technologies and EBP and details a model for supporting evidence informed decision-making. This viewpoint article draws on an analysis of recent literature, as well as experience from professional practice.

Authors discuss the need for sustainable decision-making that addresses a perceived lack of evidence surrounding emerging technologies, a dilemma that many library educators and practitioner-researchers will have faced in their own library instruction. To support the evidence-informed selection and integration of emerging educational technologies, a two-pronged model is presented, beginning with an articulation of pedagogical aims, alignment of technological affordances to these aims and support of this alignment via hard evidence available in the research literature, as well as soft evidence found in the environmental scan.

This article provides an outline and synthesis of key issues of relevance to library practitioners working within a challenging and ever-changing landscape of technologies available for learning and instruction. The proposed approach aims to create a sustainable model for addressing problems of evidence and will benefit academic librarians considering emerging educational technologies in their own pedagogy, as well as those who support the pedagogy of others.

The objectives of this study are threefold: firstly, to measure the impact of educational inequality on income inequality, and per capita income; secondly, to measure the impact of gender inequality in education on income inequality, per capita income and educational inequality; and lastly, to test the Kuznets inverted U-shape hypothesis between inequality in education and average year of schooling.

The study has adopted the Marin and Psacharopoulos (1976) model of human capital in which income earned by an individual can be estimated as a function of number of year spent in schooling or education. Gini coefficient is used as a measure of income inequality, while inequality in education is measured by Gini index of educational inequality. Gender inequality in education is measured by the difference between male and female enrolment ratios as a proportion of male enrolment. The study utilizes the data of six South Asian countries, i.e. Bangladesh, India, Maldives, Nepal, Pakistan and Sri Lanka from 1980 to 2010 at five-year average and employs fixed effect model (FEM) and random effect model (REM) for estimation.

Result suggests that educational inequality and average year of schooling have positive and significant impact on income inequality. Primary (basic) education and tertiary (higher) education reduce income inequality, while secondary education widens income inequality. Negative relationship exists between educational inequality and per capita income. Unequal distribution of education among boys and girls at primary level increases income inequality, while reduces income inequality at tertiary level. Gender inequality in secondary and tertiary level of education reduces per capita income, while unequal distribution of education among boys and girls further increases the educational inequality. Kuznets inverted U-shape hypothesis does not hold between education expansion and educational inequality, while weak U-shape relationship exists in South Asian countries.

Government has to provide free education in poor regions and makes employment programs to reduce the income and educational inequality respectively, while to remove gender inequality in education it is necessary to build more schools especially for girls. Government has to launch different online education programs for expansion in education at all levels.

This study adds to the literature by analyzing whether the inequality in income increases (decreases) due to increase (decrease) in educational and gender inequality in South Asian countries. This study contributes in the existing literature by developing a measure of educational and gender inequality in education in South Asian countries.

The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-04-2020-0226.

Global trends in the new public management (NPM) of education have manifested themselves differently in different countries. Its manifestation, the significant issue that this paper addresses, is whether it has led to any changes in education in the third level sector in the Republic of Ireland in the last 10 years. This will be achieved through a critical exploration of the expression of higher educational reform worldwide, and a review of its impact on higher education (HE) in Ireland. Within this, there are a number of specific objectives: to discuss the context of HE (including policy issues and stakeholders) in the Republic of Ireland; to summarise the main trends of NPM in HE; to critically evaluate the concept of educational reform, and through an articulation of a theoretical framework, explore this growing global trend and examine whether Irish HE is developing in a similar direction.

The purpose of this paper is to evaluate the forecasting performance of grey prediction models on educational attainment vis-à-vis that of exponential smoothing combined with multiple linear regression employed by the National Center for Education Statistics (NCES).

An out-of-sample forecasting experiment was carried out to compare the forecasting performances on educational attainments among GM(1,1), GM(1,1) rolling, FGM(1,1) derived from the grey system theory and exponential smoothing prediction combined with multivariate regression. The predictive power of each model was measured based on MAD, MAPE, RMSE and simple F-test of equal variance.

The forecasting efficiency evaluated by MAD, MAPE, RMSE and simple F-test of equal variance revealed that the GM(1,1) rolling model displays promise for use in forecasting educational attainment.

Since the possible inadequacy of MAD, MAPE, RMSE and F-type test of equal variance was documented in the literature, further large-scale forecasting comparison studies may be done to test the prediction powers of grey prediction and its competing out-of-sample forecasts by other alternative measures of accuracy.

The findings of this study would be useful for NCES and professional forecasters who are expected to provide government authorities and education policy makers with accurate information for planning future policy directions and optimizing decision-making.

As a continuing effort to evaluate the forecasting efficiency of grey prediction models, the present study provided accumulated evidence for the predictive power of grey prediction on short-term forecasts of educational statistics.

That “education should be geared to modernisation, the world and the future” is the developmental trend of modern education and the current orientation of educational reform. After the 1980s, three major historical currents emerged in the world: peace and development, the new industrial revolution, and the ideological emancipation movement. In the historical stage of peace and development, education will become the most important industry for various countries as they seek subsistence, development and even supremacy. The new industrial revolution has been signalled by the rapid development of the intellectual industries, mainly those of education, scientific research, and information. In the process of further expanding the use of “electronic brains” (i.e. computers, lasers, genetic engineering, biological technology, superconductors and other high‐technology), the potential for “human brains” – namely the wisdom of human beings – must be further tapped and developed. Therefore research into the functions of the human brain (such as observation, memory, thinking and imagination), and into the ways and means of how best to develop its functions comprehensively, has become the new subject of theory and practice in education. Future education will certainly be international in concept.