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Book part
Publication date: 14 December 2023

Anas Hajar and Mehmet Karakus

This study systematically maps the research trends in the domain of “shadow education” over the last 40 years using metadata extracted from the SCOPUS database. The results reveal…

Abstract

This study systematically maps the research trends in the domain of “shadow education” over the last 40 years using metadata extracted from the SCOPUS database. The results reveal that the outputs of shadow education research have grown exponentially within the last decade. Bray and his colleagues from the University of Hong Kong, East China Normal University, and the Education University of Hong Kong have been the most prolific and influential research team. They are followed by Park and Byun from the USA, who have mostly worked on East Asian contexts. The USA, Hong Kong, South Korea, and the People’s Republic of China, have been the main sources of contributions and the University of Hong Kong has been the leading university in this field. Educational studies, economics, psychology, linguistics, and sociology have been the main disciplines researched within shadow education. Shadow education studies have revealed how shadow education can be a major instrument for maintaining and exacerbating social inequalities. They have also largely focused on the tangible (quantifiable) benefits related to improving students’ examination results. This study’s results stress the importance of regulating the private tutoring market, suggesting areas for ongoing research.

Details

Annual Review of Comparative and International Education 2022
Type: Book
ISBN: 978-1-83753-738-9

Keywords

Book part
Publication date: 14 December 2023

Chanita Rukspollmuang, Jaratdao Reynolds and Praphan Chansema

Initiating a practical model for embedding transformative learning in education that will promote sustainable development is a challenge for higher education. Siam University…

Abstract

Initiating a practical model for embedding transformative learning in education that will promote sustainable development is a challenge for higher education. Siam University decided to assign a task force with the mission to work with communities in order to propose guidelines of learning for sustainability (LfS) based on real-life experiences. Selected communities which have agreed to be the community living labs for teaching and learning activities of the university were chosen based on the Bray and Thomas’ Cube Model. There are differences in sizes (number of members), locations (urban, suburban), and histories (old settlement with long history and rich culture and the newly settlement communities consisting of migrated members). Community-based participatory research (CBPR) was applied in the study. The initial model was developed from the synthesis of experiential work with communities in sustainability-related projects. After revision, the “Learning for Sustainability Action Model” was proposed. Success factors in implementing the model were also suggested.

Details

Annual Review of Comparative and International Education 2022
Type: Book
ISBN: 978-1-83797-484-9

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Abstract

Details

Journal of International Cooperation in Education, vol. 25 no. 2
Type: Research Article
ISSN: 2755-029X

Article
Publication date: 13 February 2024

Mark Adrian Govier

This study aims to identify the political alignment and political activity of the 11 Presidents of Britain’s most important scientific organisation, the Royal Society of London…

Abstract

Purpose

This study aims to identify the political alignment and political activity of the 11 Presidents of Britain’s most important scientific organisation, the Royal Society of London, in its early years 1662–1703, to determine whether or not the institution was politically aligned.

Design/methodology/approach

There is almost no information addressing the political alignment of the Royal Society or its Presidents available in the institution’s archives, or in the writings of historians specialising in its administration. Even reliable biographical sources, such as the Oxford Dictionary of National Biography provide very limited information. However, as 10 Presidents were elected Member of Parliament (MP), The History of Parliament: British Political, Social and Local History provides a wealth of accurate, in-depth data, revealing the alignment of both.

Findings

All Presidents held senior government offices, the first was a Royalist aristocrat; of the remaining 10, 8 were Royalist or Tory MPs, 2 of whom were falsely imprisoned by the House of Commons, 2 were Whig MPs, while 4 were elevated to the Lords. The institution was Royalist aligned 1662–1680, Tory aligned 1680–1695 and Whig aligned 1695–1703, which reflects changes in Parliament and State.

Originality/value

This study establishes that the early Royal Society was not an apolitical institution and that the political alignment of Presidents and institution continued in later eras. Furthermore, it demonstrates how the election or appointment of an organisation’s most senior officer can be used to signal its political alignment with government and other organisations to serve various ends.

Details

Journal of Management History, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1751-1348

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Open Access
Article
Publication date: 18 June 2020

Axel Kaehne, Lucy Bray and Edmund Horowicz

Co-production has received increasing attention from managers and researchers in public services. In the health care sector, co-production has become a by-word for the meaningful…

Abstract

Co-production has received increasing attention from managers and researchers in public services. In the health care sector, co-production has become a by-word for the meaningful engagement of patients yet there is still a lack of knowledge around what works when co-producing services. The paper sets out a set of pragmatic principles which may guide anyone embarking on co-producing health care services, and provides an illustration of a co-produced Young People’s Health Research Group in England. We conclude by outlining some learning points which are useful when establishing co-production projects.

Details

Emerald Open Research, vol. 1 no. 2
Type: Research Article
ISSN: 2631-3952

Keywords

Article
Publication date: 6 October 2023

Gazi Mahabubul Alam and Md. Abdur Rahman Forhad

Education can be classified into formal and informal sectors—the first category as a regular schooling system and the latter category as private tutoring. After completing…

Abstract

Purpose

Education can be classified into formal and informal sectors—the first category as a regular schooling system and the latter category as private tutoring. After completing secondary education, students in many countries receive education from private tutoring to get admission into the university. This study examines the effect of private tutoring on university admission and subsequent students' academic achievement at the university level.

Design/methodology/approach

Using survey data from Bangladesh as a case study, this study employs a two-stage least squares (2SLS) methodology.

Findings

Considering that coaching centers offer services such as private tutoring, this study finds that an informal education for admission greatly helps academic achievement. Students who benefit from informal schooling are more likely to achieve higher grades in subsequent programs.

Originality/value

This study strongly suggests that formal education at the secondary school level is unable to meet the academic expectations that are demanded at the tertiary level. This forces the development of private tutoring, which supports the students from more financially well-off families to perform well at the cost of educational disparity.

Details

Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 27 February 2023

Su Yun Bae and Ruoh-Nan Yan

This research applied Homer and Kahle's (1988) theoretical framework, which describes the hierarchical relations of personal values, attitude and behavior to test the moderated…

Abstract

Purpose

This research applied Homer and Kahle's (1988) theoretical framework, which describes the hierarchical relations of personal values, attitude and behavior to test the moderated mediation model. The major focus of this study was to evaluate how individual characteristics such as fashion involvement and materialism influenced the formation of socially responsible attitudes and ethical fashion purchasing intentions. By focusing on fashion aficionados and materialists, this research examines each step of the hierarchical model by exploring the relation between values and attitude and evaluating the attitude–behavior gap. The main finding highlights the critical role that attitude plays in ethical fashion consumption.

Design/methodology/approach

Different sets of latent models with each ethical quality such as ethical concern and ethical obligation were tested to explore if those consumer characteristics had any moderating effects on both front-end (IV-M) and back-end (M-DV) relations of Homer and Kahle's (1988) hierarchical model.

Findings

Both ethical values failed to instill a socially responsible mindset in individuals who were heavily immersed in fashion or materialism. Once such attitudes were formed, however, those who were fashion-conscious or materialistic were more likely to purchase ethical apparel than those who were less interested in fashion or materialism.

Originality/value

Previous research has mainly identified external or situational factors that create the attitude or intention and behavior gap in ethical consumption. Given the lack of understanding about psychological factors in understanding the gap, this study added to the literature by identifying fashion involvement and materialism as critical factors positively influencing attitude and behavioral intention associations.

Details

Journal of Fashion Marketing and Management: An International Journal, vol. 27 no. 6
Type: Research Article
ISSN: 1361-2026

Keywords

Book part
Publication date: 14 December 2023

David Brown

This chapter provides a brief overview of community sanctions in Australia and examines the extent to which McNeill’s analysis in Pervasive Punishment (2019) is applicable in the…

Abstract

This chapter provides a brief overview of community sanctions in Australia and examines the extent to which McNeill’s analysis in Pervasive Punishment (2019) is applicable in the Australian context. Two key issues in the Australian context are, firstly, state and territory-level variations within a federal political structure, and secondly, disproportionate Indigenous imprisonment and community sanction rates and the generally destructive impact of the criminal legal system on Indigenous communities and peoples. The chapter argues that developing a better agonistic politics around community sanctions requires descending from the broad level of historical and sociological analysis to examine state and territory-level variations in judicial and correctional structures, histories and cultures. Further, that Australian community sanctions cannot be understood without a primary focus on the differences between Indigenous and non-Indigenous rates, experiences and meaning. The key to addressing the destructive impact of criminal legal processes and practices on Indigenous peoples lies in developing Indigenous governance, empowerment, self-determination, sovereignty and nation-building. Two recent developments promoting Indigenous governance are examined: the Uluru Statement from the Heart and Justice Reinvestment projects initiated by First Nations communities, highlighting the importance of activism, contest and struggle by community organisations.

Details

Punishment, Probation and Parole: Mapping Out ‘Mass Supervision’ In International Contexts
Type: Book
ISBN: 978-1-83753-194-3

Keywords

Book part
Publication date: 8 December 2023

Sue Kyung Kim

A narrative inquiry was conducted to explore the complexities of learning English and Korean as subject matter in cross-cultural contexts in contributing to teacher identity, with…

Abstract

A narrative inquiry was conducted to explore the complexities of learning English and Korean as subject matter in cross-cultural contexts in contributing to teacher identity, with possible tensions of identity teachers experience as ethnic Koreans teaching at an international school in Korea that promotes non-Korean, international education in English as a “language of inclusion” and instruction. With expansions of international schools in South Korea, also growing are numbers of Korean teachers teaching at such schools as returnees, individuals with cross-cultural experience. Stories of one Korean language and literature teacher with international schooling experience were examined.

While identifying the practical benefits of acquiring English, she expresses her concern for the presumed loss of Korean as a product of the prioritized use of English on campus. Equally recognized are the diverse opportunities not commonly available at Korean public schools that the participant upholds from her own experience. She acknowledged that her opportunities for the development of English language skills to a high level of proficiency through international education is not commonly accessible to all students in the Korean public school system. She also considered possible impacts associated with prioritizing the use of English over Korean in her international education experience, including their influence on: her sense of identity as a teacher and as Korean; her cultural knowledge as Korean; and her teacher knowledge as she supports her students' learning of English as subject matter in ways that might, in turn, also impact their sense of identity as Korean.

Details

Smudging Composition Lines of Identity and Teacher Knowledge
Type: Book
ISBN: 978-1-83753-742-6

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Article
Publication date: 5 December 2023

Khusboo Srivastava and Somesh Dhamija

The study is an attempt to expand the knowledge about the psychological and behavioral aspects of Indian students studying abroad amidst fear of uncertainty and social unrest.

Abstract

Purpose

The study is an attempt to expand the knowledge about the psychological and behavioral aspects of Indian students studying abroad amidst fear of uncertainty and social unrest.

Design/methodology/approach

The exploratory study is employed to seek a better and deeper understanding of the possible impact of the potential war on the student abroad study process. In the study, the participants were selected from Delhi NCR of India. The thoughts and opinions of students on studying abroad under the fear of uncertainty were covered in a semi-structured interview.

Findings

Five broad themes emerged from the analysis of the interviews that influence students' choices and attitudes toward their decisions on studying abroad. The themes are “safety”, “fear of incomplete degree”, “financial stress”, “parents' apprehension” and “emotional breakdown”.

Practical implications

The study leveraged an understanding of the mindset of Indian students. Considering the student's doubts and fear over such uncertainty and war-like situations, the higher education policymaker can adopt some measures (hybrid education, short-term programs, student exchange programs, shift in destination, distance learning and new forms of educational technology) to cope with such upcoming challenges, ensuring their safety and pursuing their dreams by taking higher education abroad.

Originality/value

This qualitative study develops a comprehensive understanding of how students perceive such extreme crises and how their thoughts, attitudes and behavior toward studying abroad change. The study contributes to comprehending the student's description of perceptions, emotions, opinions and behaviors under the fear of uncertainty and social unrest.

Details

Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

Keywords

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