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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.

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.

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.

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.

Using teacher certification to induce educational change is a common practice in many countries. However, teacher change from these certification programmes, in particular, from the widely used “short-term” programmes, is not given due attention. Do teachers change on short-term programmes? Is teacher development (TD) on short-term programmes qualitatively different from that of long-term programmes? Answering these questions, the purpose of this paper is to address the identified research gap and contribute to the ongoing discussion on an effective teacher education provision.

This comparative, qualitative study mainly draws on a case study of an in-service certification programme in South Korea. It also draws on publications which report on TD on a comparable, long-term certification programme in the USA. In both contexts, semi-structured interviews, lesson observations, and document research were conducted and the data were analysed through thematic content analysis.

Participants experienced three major, interrelated patterns of cognitive change: capturing and repositioning their assumptions, gaining and seeking pedagogical implications, and inner conflicts and reconciliation in both programmes. The participants also found their learning an emotional process. TD on the short-term programme was not qualitatively different from that of a comparable long-term programme.

This is the first paper which systematically investigates TD from a short-term training, as compared to a comparable long-term programme. This research has significance as it has implications for effective design and management of TD programmes.

This study examines the management practices and alignment features needed to develop academic staff’s careers, mainly focusing on teaching competencies in the evolving landscape of Cambodian public universities.

A multiple-case research design was adopted to collect data from interviews with 11 academic leaders and focus-group discussions (FGDs) with 13 academic teachers at two public universities in provincial Cambodia. A thematic approach was performed to code and analyse data to address the research questions.

This study found that the management of academic careers in the selected universities was hybrid, deregulating state control to relative institutional autonomy for contracted employees but rather centralised management for civil servants. However, weak institutional leadership and negligence in formulating comprehensive institutional guidelines for strategic human resource management (HRM) have caused misalignments of management practices to develop academic careers in the studied contexts.

This case study limits its findings to two universities in provincial Cambodia. Nevertheless, this study adds to the scarce literature on the research topic in Cambodian public universities and opens a path for cross-institutional and national comparative studies on similar foci.

This is a ground-breaking study set in the evolving space of Cambodian public higher education, where attention to the research area remains limited.

Without universal access to a Covid-19 vaccine, many countries seek to prevent coronavirus outbreaks by closing schools and having students learn remotely. This study aims to examine its challenges for linguistic minority (LM) students and some practical strategies – both generally for all students and specifically for LM students.

This study synthesises the research literature and practices across countries on equity and remote learning. It helps (1) understand the differential difficulties during an epidemic across primary, secondary and tertiary school students, especially LM students from low socioeconomic status (SES) families who lack economic, human, cultural or social capital in family or school contexts, based on Bourdieu's theory, and (2) identify additional resources and flexible, creative solutions for improving access and learning conditions for LM students. The authors discuss examples from 13 countries and territories (including developed and developing economies) of transformations of in-class learning to online learning in part or whole.

The limited economic, cultural and social capital of LM students, especially from low SES families, and their schools, along with communication barriers hinder their remote learning. Crisis-induced school budget shortfalls require creative ways to transition teachers, students and parents to remote learning and to provide customised support for LM students. Schools can (1) partner with non-governmental organisations, religious organisations, businesses and government services to access/share remote learning resources for LM students; (2) help teachers, students and parents develop needed skills (via online systems, peer support groups and hotlines); (3) restructure teacher lessons and duties for remote teaching; and (4) capitalise on technology (e.g. texts, chats, whiteboards) to support LM students' remote learning – some of which can exceed their traditional face-to-face learning experiences.

This article is among the first to examine how the Covid-19 crisis disproportionately affects the remote learning of LM students, to specify effective, practical remedies and to inform suitable education and social policies across countries.

The purpose of this study is to explore the effect of tourists’ needs for healing experience (NHE) on behavioral intentions for transformation (BIT) with healing involvement (HI) as a mediator. Using the two sub-constructs of BIT in the tourism industry (i.e. selection of healing tour products and transformational intention of healing tour behavior), this study evaluates BIT.

The survey was administered to visitors in healing resorts/centers in Korea; 383 completed surveys were used to investigate the hypothesized relationships of this study using regression analysis.

The study results confirmed the hypothesized relationships: the positive effects of NHE on BIT and the significant mediating role of HI in the relationships between NHE and BIT.

The relationships among NHE, HI and BIT can improve the understanding and practices of healing experience and the development of healing products in the tourism industry. This study offers a meaningful and extended perspective on customers’ experience and product development by interpreting customers’ desires and needs.

This study explores the under-researched subject of NHE and HI from a transformative economic perspective. The study is among the first to examine the structural relationships among NHE, HI and BIT. The uniqueness of the study is highlighted by the use of two sub-dimensions of the BIT industry (i.e. selection of healing tour products and transformational intention of healing tour behavior) in a tourism context.

This paper aims to identify the effect of social structure variables on the purchase of virtual goods. Using field data, it also tests whether their effects on a social networking service are dynamic.

To achieve the research objectives, the authors have applied the random effects panel Tobit model with actual time-series corporate data to explain a link between network structure factors and actual behavior on social networking services.

The authors have found that various network structure variables such as in-degree, in-closeness centrality, out-closeness centrality and clustering coefficients are significant predictors of virtual item sales; while the constraint is marginally significant, out-degree is not significant. Furthermore, these variables are time-varying, and the dynamic model performs better in a model fit than the static one.

The findings will help social networking service (SNS) operators realize the importance of understanding network structure variables and personal motivations or the behavior of consumers.

This study provides implications in that it uses various and dynamic network structure variables with panel data.