Comparative Education Studies Research Articles

Analiza percepției cadrelor didactice asupra educației dincolo de școală - Studiu comparativ

In the context of the educational system in Romania, analysis of teacher perceptions on outdoor education becomes a crucial factor, as the role of teachers in this process involves a change in methodology, approach, organizational fonns, student- teacher relationship, evaluation. The comparative study of outdoor education has continued the results of European research project "Outdoor Education: Authentic Learning in the context of landscapes" financed by European Union Comenius 2.1 action, developed by a partnership of educational institutions in five European countries: Austria, Czech Republic. Germany, Sweden and UK over three years. The overall objective of the analysis focused national and European perspectives on outdoor education to promote a uniform approach to Jhis form of education.

Transnational accreditation for public schools: IB, PISA and other public–private partnerships

ABSTRACTThis article examines a particular type of public–private partnership (PPP) that is rarely studied in comparative educational policy studies: one in which a government funds privately run international schools. The aim of this PPP is to enrich and thereby improve the regular curriculum or to the quality of education in public schools. As the exponential growth of International Baccalaureate (IB) illustrates, such forms of PPP have increased significantly over the past few years. The authors show that transnational accreditation holds a special appeal for the middle class that is committed to cosmopolitanism, international mobility, and global citizenship. However, international standards schools such as IB are not alone with advancing a transnational accreditation of their educational programmes. Symbolically, Programme in International Student Assessment also provides a transnational accreditation, albeit not on individual education programmes but rather on entire educational systems. The article examines the reasons for the popularity of this type of PPP, analyses the interaction between the private and public education sectors, and investigates how governments explain, and what they expect from, the close cooperation with private education providers.

Attitudes Toward Obese People: A Comparative Study of Nursing, Education, and Social Work Students

Stigmatization and bias toward the obese population has been studied globally in a variety of professional groups, supporting the existence of negative attitudes and weight bias against this population. Attitudes fostering the prevalence of stigmatization undermine the effectiveness and quality of health care. Studies have not compared attitudes and beliefs of graduate and undergraduate students from professional schools within the same university. As an exemplar, this study compared nursing students' attitudes and beliefs toward obese individuals with students' attitudes in other professional schools. The Attitudes Toward Obese Persons and Beliefs About Obese Persons scales were administered to undergraduate and graduate nursing students and graduate education and social work students at a US northeastern university. Analyses indicated students who were younger; in nursing programs; and reported not having a friend or family member who is overweight had significantly worse attitudes than others. Gender, location of residence, perceptions of own body weight, and participating in an exercise regimen were not significant. Understanding attitudes toward obese people may guide educators as they train nursing, education, and social work students. Reducing negative attitudes, beliefs, and stigmatization is an important starting point in the battle against this growing public health concern.

A comparative analysis of public affairs master’s programs in the United States and the Latin American region

ABSTRACTNetwork of Schools of Public Policy, Affairs, and Administration has been seeking to become a global leader in Public Policy & Administration (PPA) education by sharing knowledge and experiences across its members and other associate programs around the world. The Latin America and the Caribbean (LAC) region is part of this endeavor and Mexico represents a strategic partner for this network. Comparative studies of PPA higher education are relatively recent but only focus on the supply-side (programs offered by universities) among developed countries. A competency map framework was extended to considering the supply and demand-sides (universities and employers) of the PPA education market. By comparing official information of 301 master’s programs between the United States, LAC region, and Mexico, this study identifies similarities/differences of general characteristics and competencies from the supply side as a first part of an investigation. The results provide insights of PPA higher education between these countries and regions with some practical implications.

English

Comparative education studies within the perspective of globalization are seen as important studies, as they reveal the problems in education and show defective aspects of the systems applied in other countries. This way they improve the available system. The purpose of this research is to study the current curriculum of Life Science lesson within the context of four main elements comparatively. The Life Science lesson, which is assessed in the Social Studies course in many countries, is taught in Germany in a similar way as the content in Turkey. Therefore, Germany was chosen as the country for compararison. The study is a qualitative study and the data was analyzed by document review method. Document review is the examination of a text by the researcher according to various criteria. In other words, it collects records and documents related to a study and encodes and analyzes them according to a certain norm and system. The research is limited to the analysis of the current curriculum of the Life Science lessons in Turkey and Germany. The results obtained in the research will support the understanding of the Life Science Education Program in Turkey and contribute to the new studies to be carried out. Key words: Life Science course, comparative education, basic elements of the program, Turkey, Germany. &nbsp

The Comparative Education and History of Education: An Introductory Approach to Comparative Education History

비교교육학의 학문적 정체성을 확인하기 위한 학사적(學史的) 정리를 하는데 가장 적합한 학문적 방법론은 역사학일 것이다. 그런 의미에서 이 글은 교육사학의 관점에서 비교교육학이라는 학문을 조명하며, 비교교육학사에 대한 시론적(試論的) 접근을 목적으로 한다. 모든 학문에는 그 학문의 역사를 정리하는 것이 이를 전공하는 사람들을 위해서도, 그리고 학문 자체의 발전을 위해서도 반드시 필요하다. 본 연구를 통해 얻어진 결론은 다음과 같다. 첫째, 일반적으로 비교교육학의 연구방법은 ‘비교연구’뿐만 아니라, 개별적 ‘지역연구’도 포함하는 것이지만, ‘비교교육학사’라는 시간계열에 의한 연구를 통해 학문적 깊이를 더 할 수 있다. 둘째, 비교교육학의 시기별 발전과정은 1단계 비교교육학 전사(前史), 2단계 ‘맹아기’, 3단계 ‘성립기’, 그리고 4단계 ‘발전기’로 나누어 볼 수 있다. 특히 세계화 시대를 맞아 비교교육학의 학문적 확장 가능성은 매우 높다는 점에서 추가적으로 ‘확장기’를 고려해 볼 필요가 있다. 셋째, 비교교육학의 학문적 정체성 확보를 위해서도 ‘비교교육학사’에 대한 이해가 필요하다. 이를 통해 비교교육학에 대한 개념적 이해와 함께 향후 비교교육학의 전망과 과제를 보다 쉽게 확인할 수 있을 것으로 기대되기 때문이다.In order to confirm the academic authenticity of comparative education, the academic methodology which is also appropriate for the historical arrangement is the history. In this sense, this article focuses on the study of comparative education from the viewpoint of history of education and aims for a tentative approach to comparative education history. In every discipline, it is essential to organize the history of the discipline both for those majoring in it and for the development of the discipline itself. The conclusions obtained from this study are as follows. First, in general, the method of studying comparative education includes not only ‘comparative studies’ but also ‘regional studies’, but it can add academic depth through the study of time series called ‘comparative education history’. Second, the developmental process of the comparative education can be classified into four stages; the first stage is ‘the pre-history’ of the comparative education, the second stage is the ‘embryo stage’, the third stage is the ‘establishment stage’, and the fourth stage is the ‘development stage’. Especially, in the era of globalization, the academic potential of comparative education is even higher, so it is possible to add an ‘expanding period’. Third, it is necessary to understand the ‘comparative education history’ in order to secure the academic identity of the comparative education study. It is expected that it will be possible to more easily confirm the perspectives and issues of comparative education in the future, together with a good conceptual understanding of comparative education.

Learning experience and perceived competencies of doctoral students in Hong Kong

This study focuses on doctoral students’ professionalisation as future academics across academic disciplines, using a Hong Kong research-oriented university as a case study. Doctoral students acquire the norms, knowledge/skills, and values required for the academic profession through their learning experiences. The study aims to explore how doctoral students perceive their professional competences and what are the major factors of learning experiences influencing perceived competencies among them. Data collection of the study is based on a questionnaire designed by international team members in a previous project entitled A Comparative Study of Doctoral Education in Asian Flagship Universities. Drawing on data from 490 respondents in Hong Kong, the current study uses descriptive and regression analyses to examine and compare the factors influencing doctoral students’ perceived competencies in terms of tasks, ideas and attitudes. The results show that the competencies of doctoral students are influenced by various factors, such as curricula, supervision style and learning culture. Overall, the study suggests that the formal and informal learning experiences of doctoral students must be carefully designed and implemented to foster the development of their professional knowledge, skills and values.

Hotspot Analysis of Entrepreneurship Education Based on SNA

The purpose of this paper is to find out the hotspots of our country’s entrepreneurship education in recent ten years. Taking 3736 papers published in CSSCI, SCI, and core journals from CNKI from 2007 to 2017 classified in the field of entrepreneurship education as data source, the paper use BICOMB and UCINET to analyze the word frequency, centrality and cluster subgroup of the key word co-occurrence network. The study found that in the past ten years, the overall number of literature on entrepreneurship education is increasing. Entrepreneurship education, college students and colleges and universities are the key words in the co-word network. The research fields represented by keywords are scattered in four aspects: the implementer of entrepreneurship education, the implementation of entrepreneurship education, entrepreneurship culture and comparative study of overseas Entrepreneurship Education. The circulation of knowledge in various fields is more closely, but the knowledge exchange between different areas is relatively small.

The Exploration of the Usefulness of Comparative Educational Approach in Education Policy Studies

이 연구의 목적은 교육정책 탐구에 있어서 비교교육연구접근이 활용되는 영역과 내용, 방법 등의 분석을 통하여 합리적인 교육정책 개발과 집행을 위해 비교 교육(학)연구 접근의 유용성을 규명하는 데 있다. 본 논문에서 제시한 교육정책(학)연구의 개념구조의 요소들, 즉 교육정책이념, 교육정책과정과 분석, 교육정책내용과 환경을 한국비교교육학회에서 학술지로서 발간하고 있는 ‘비교교육연구’의 내용 분석틀로 사용하였다. 분석결과, ‘비교교육 연구’(1971년부터 2017년 9월)에 게재된 총 748편의 논문 중 교육정책(학)연구 관련 논문은 157편(21.1%)인 것으로 나타났다. 교육정책연구 관련 전체 논문 182편(내용 중복 25편) 중에서, 교육정책이념 1편(0.54%), 교육정책과정 40편(21.98%), 교육정책분석 7편(3.85%), 교육정책내용(교육개혁 제외) 60편 (32.97%), 교육개혁 51편(28.02%), 그리고 교육정책환경과 관련한 연구 23편 (12.64%)으로 나타났다. 또한, 교육정책과정에 관한 연구 논문 40편을 분석한 결과 교육정책집행에 관한 논문이 가장 많은 것(24편, 60%)으로 나타났다. 교육개혁에 관한 논문을 제외한 교육정책내용으로 분류된 60편 연구논문 중 정책유형의 분석한 결과 국제 비교연구의 특성상 배분정책(27편, 45.0%)과 재분배정책(23편 33.3%)이 주종을 이루고 있음을 알 수 있다. 본 연구에서 비교교육(학)연구 접근을 통해 분석된 주요 교육정책에 관한 연구 혹은 정책 집행에 대한 연구결과들은 궁극적으로 비교교육학의 학문적 측면에서 비교교육연구 방법과 절차의 타당성, 정교성을 개발시키고, 또한 실제 합리적인 교육정책 개발과 집행에 유용한 시사점을 제공하게 될 것이다.The purpose of the study is to identify the usefulness of comparative educational research approach for rational educational policy development and operation through the analysis of the area, contents, methods, and so on that comparative educational research approach in educational policy studies is used. For achieving the purpose, the study examined as the follows. First, the study discussed the academic traits and research target of educational policy and comparative education using the academic trait of definition method and the academic trait of approach method. Second, the study examined the contents of the exploration of educational policy studies in comparative education. For this, the study analyzed previous research on the relationship between comparative education and general education. And using articles published in Journal of Comparative Education, the study analyzed the contents of educational policy research in comparative education. Based on the main results, the discussions and suggestions are provided.

Globalizing whiteness? Visually re/presenting students in global university rankings websites

ABSTRACTAmid debates about the role and impact of global university rankings (GURs), very few have closely examined how GURs media outlets construct meanings of higher education (HE) in their visual representations. We critically examine publicly available visual media of students in the Times Higher Education World University Rankings and US News and World Report websites. Drawing on Stuart Hall’s heuristics of representation and attending to visual grammars, we argue whiteness maintains its racial hegemony in GURs’ student imagery through its flexibility and in/visbility. Furthermore, whiteness is entangled with other systems of oppression, particularly patriarchy, homonormativity, and heterosexuality. We suggest that GURs rankings media are not simply constructing and informing us about the quality and excellence of HE, but simultaneously teaching us how to view students, often reproducing oppressive racialized and gendered ideologies. We end with methodological implications of visual cultural studies in comparative education.

Prospects of Border Studies in Comparative Education

Prospects of Border Studies in Comparative Education

A Comparative study of vocal music education between China and the United States

As is known to all, China and the United States have different historical and cultural backgrounds, and thus have their own characteristics in the process of carrying out higher normal music education. In order to implement quality education fully, promote the comprehensive development of music education students, this article will focus on the multi-faceted comparison of music education between Chinese and American, and actively absorb the aspects that American music education is worthy of reference, in order to improve the level of music education in China.

Comparative Study of Cultural Competency Education

Comparative Study of Cultural Competency Education

РОЗВИТОК ПОРІВНЯЛЬНОЇ ПРОФЕСІЙНОЇ ПЕДАГОГІКИ В УКРАЇНІ: ОСВІТОЛОГІЧНИЙ КОНТЕКСТ

The article presents a quantitative and qualitative analysis of comparative studies on professional education in Ukraine since the years of independence (since 1991); the consideration of the concept of «comparative professional education», the main provisions of its methodology; the analysis of the tasks and specifics of comparative studies in the field of professional education. It should be emphasized that the question of the methodology of conducting comparative studies is a weak link in the studies of Ukrainian comparativists. Actual is the study of the experience of European countries and the USA regarding the methodology of conducting comparative education studies. The article shows that the specificity of comparative professional education requires an interdisciplinary approach to research, taking into account external factors (historical, social, cultural, economic, political, etc.) of influence on the system, tendencies, content, technology, forms and methods of professional education in foreign countries that is possible to carry out on the principles of Educology. In Ukraine, there is a lack of associations or societies on educational comparative studies that would coordinate comparative studies, in particular in the field of professional education, in the country, establish cooperation with other institutions of the research infrastructure of Europe, the USA. Canada, etc., systematically hold scientific and practical conferences, seminars, discussion platforms, etc. It is worth noting that the conclusions of comparative studies are left only conclusions of the dissertations and are practically not used in the development of political decisions in the field of education, the development of the principles of reforming and modernizing education in the country. We consider it is necessary to create a system for familiarization of the competent authorities responsible for the formation of educational policy in Ukraine, with important conclusions of comparative studies, in particular, of doctoral level.

Status of Education Administration in Comparative education study

Status of Education Administration in Comparative education study

The internationalisation of studies in adult education. The Example of COMPALL: Comparative Studies in Adult Education and Lifelong Learning

This paper analyses international contexts of adult education and higher education as a framework for the COMPALL Joint Module. The module is designed to develop international knowledge, comparative research methods, intercultural competences, didactical insights, and networking experiences. The paper outlines the structure of the module and describes how such internationalisation impacts the participants. The evaluation shows that participants of the Joint Module develop not only intercultural competences, but also methodological, didactical, and networking competences. Furthermore, the module forges close partnerships between the respective universities as well as sustainable networks that extend beyond those of young students in adult education. The Joint Module gave several participants a fresh outlook on employability by integrating international perspectives into their prospective work contexts.

CROSS CULTURAL INTERVIEWING IN COMPARATIVE EDUCATION RESEARCH-A MEANS TO GLOBAL UNDERSTANDING

Most of the conflicts, be it at local or international level, thrive on ignorance. The root cause of these disputes could be traced down to the belief of superiority of one over the other. It is through education that one can develop global understanding by getting to know of cultures other than ours. And for this, ‘if education is to contribute to the full realization of the individual, teachers and other educators remain key actors’ (UNESCO,2015, p.54). Cross cultural comparative studies can be one route towards developing our own capacities as educators entrusted with the task of illuminating young minds in our classrooms. The present paper aims to illustrate the role of cross cultural interviewing in comparative education research toward enhancing global understanding. It will demonstrate how a meaningful partnership between interviewer and interviewee in cross national and cross-cultural research in the field of teacher education enabled not only a comparative study of pre-service teacher education in an Indian and a Chinese university but led towards achievement of the one of the goals of education; ’developing an understanding of others and their history, traditions and spiritual values (UNESCO, 1996, p. 18).

Comparative educational study between online and offline interactions in the knowledge-based economy

Abstract The aim of this paper is to analyse from the educational point of view which are the interactions between online and offline, starting from a set of values that contribute to the stability and functionality of the knowledge-based economy. There are four factors that allow the integration and sharing of values through online and offline interactions: organizational culture, digital technology, implementation of creative methodologies and digital transformation. In this respect, the interactions specific to systems based on open governance were analyzed. Interactions between online and offline are also very important in the educational process. For this reason, we introduced a new concept, called TOTO ("Teaching Online, Transfer Offline" ↔ "Transfer Offline, Teaching Online"). This slogan is meant to promote the acquisition and transfer of knowledge in the future. Particular importance was given to studying the effects of the interactions between Personal Online Learning Networks and Offline Learning Teams. Since social media is a common tool for most socio-economic activities, it has been considered necessary to carry out a case study on the interactions specific to this environment.

Comparative Studies for What?

Comparative Studies for What?

A comparative study of interprofessional education in global health care

The World Health Organization (WHO) and its partners identify interprofessional (IP) collaboration in education and practice as an innovative strategy that plays an important role in mitigating the global health workforce crisis. Evidence on the practice of global health level in interprofessional education (IPE) is scarce and hampered due to the absence of aggregate information. Therefore, this systematic review was conducted to examine the incidences of IPE and summarize the main features about the IPE programs in undergraduate and postgraduate education in developed and developing countries. The PubMed, Embase, Web of Science, and Google Scholar were searched from their inception to January 31, 2016 for relevant studies regarding the development of IPE worldwide, IPE undergraduate and postgraduate programs, IP interaction in health education, IPE content, clinical placements, and teaching methods. Countries in which a study was conducted were classified as developed and developing countries according to the definition by the United Nations (UN) in 2014. A total of 65 studies from 41 countries met our inclusion criteria, including 45 studies from 25 developed countries and 20 studies from 16 developing countries. Compared with developing countries, developed countries had more IPE initiatives. IPE programs were mostly at the undergraduate level. Overall, the university was the most common academic institution that provided IPE programs. The contents of the curricula were mainly designed to provide IP knowledge, skills, and values that aimed at developing IP competencies. IPE clinical placements were typically based in hospitals, community settings, or both. The didactic and interactive teaching methods varied significantly within and across universities where they conducted IPE programs. Among all health care disciplines, nursing was the discipline that conducted most of the IPE programs. This systematic review illustrated that the IPE programs vary substantially across countries. Many countries, especially the academic institutions are benefiting from the implementation of IPE programs. There is a need to strengthen health education policies at global level aiming at initiating IPE programs in relevant institutions.