International Education Survey Research Articles

Through the looking glass: Extending the “satisfaction mirror” in thirty-nine countries

This article examines the “satisfaction mirror” hypothesis of a link between employee job satisfaction and client satisfaction, which has been studied in the business literature but remains relatively unexplored in public management. Using data from an international education survey covering 39 countries in 2015 and 2019, our empirical results show strong support for the satisfaction mirror in the pooled analysis. For all 39 countries, the end outcome (parent satisfaction) is always positively correlated with student satisfaction, and it is correlated with teacher satisfaction and test scores in a large majority of the countries. Across years, there is significantly more fluctuation in model fit, suggesting that within-country events play an important role in the applicability of the satisfaction mirror model. The article concludes with a discussion of theoretical and policy implications of national and organizational factors of the satisfaction mirror effect in different national contexts.

Impact of International Immersion Experiences in Occupational Therapy Education: A Retrospective Survey

Purpose. The purpose of this study was to determine the impact of an international education experience on participants’ self-perceived personal growth, international perspective, and intellectual development using a modified version of the International Education Survey (IES). Method. Seventy-one participants, representing occupational therapy practitioners and students from multiple universities, completed the survey. Results. Mean scores were highest for impact in the area of International Perspectives (M= 5.32), followed by Personal Development (M=4.65), and Intellectual Development (M=4.05). Additionally, 100% of the participants responded that all university students should be encouraged to engage in international education experiences (M=6.66). Qualitative comments related to the impact of their experiences revealed increased awareness and appreciation for cultural differences, a feeling of personal growth, and a reshaping of both personal life priorities and professional responsibilities. Study limitations include the relatively small sample size, variability of length of participants’ international experience, as well the variability in the number of immersion experiences reported. Conclusions and Recommendations. Engaging students in international immersion experiences during academic preparation had a positive impact on participants’ self-perceived cultural competence. Future research should explore the impact of the length of time and number of international experiences on practitioners’ perceptions of cultural competence as well as the impact of immersion experiences on professional practice.

Do student demographics and country location affect the international learning experience of nursing students?

Objective: Nursing students who participate in overseas placements are considered to have excellent opportunities to broaden their horizons and promote their personal and professional development. This study examines and compares nursing students’ learning outcomes from their international experience in various countries.Methods: This is a cross-sectional descriptive study. The study was conducted in a university that arranges overseas clinical placements for nursing students in pre-registration programmes. The participants were students in different years of study from a variety of nursing programmes. A questionnaire developed by the researchers, the International Education Survey was used to collect data.Results: One hundred and forty-five valid questionnaires were collected. The students spent their summer overseas placement in a variety of countries, including the United Kingdom, United States, Japan, and mainland China. On a macro level, students benefitted from the experiences. For international perspective, the students who visited Japan gave the highest rating of 5.30 (SD = 0.51), while the score for China was among the lowest at 5.02 (SD = 0.51). For personal development, the mean score was 4.58 (SD = 0.84) for students who visited China, while the highest mean score was 5.16 (SD = 0.54) for students who visited the US. For intellectual development, the lowest mean score was 4.45 (SD = 0.97) for students who visited China, while those who visited the US gave the highest rating of 5.14 (SD = 0.62). There was a significant difference in the scores for personal development between students who travelled to different countries, at p < .05. A chi-square test showed a significant association in international perspective between junior and senior students.Conclusions: Demographics and country location influenced the students’ overseas learning experience. Nurse educators are encouraged to use a reflective approach to help students to identity what they have gained from their placement, to maximize the value of their overseas experiences.

1K1-N5 これからの科学教育研究の国際交流 : 国際教育調査を通じた交流に基づく提案(これからの科学教育研究の国際交流,国際交流委員会企画セッション,転換期の科学教育)

1K1-N5 これからの科学教育研究の国際交流 : 国際教育調査を通じた交流に基づく提案(これからの科学教育研究の国際交流,国際交流委員会企画セッション,転換期の科学教育)

Long-term effects on nursing alumni: Assessing a course in public and global health.

The impact of a cultural awareness course among nursing students may affect the particular person for years to come. Cultural awareness can be taught via many methods, often requiring study abroad and/or extreme investment of time, money and effort. There is little research on sustained effects on nursing alumni from such a course. The purpose of this descriptive survey study was to determine the long term outcomes of a cultural awareness course and 2) compare the long term effects between alumni who went abroad and those who chose to complete the course locally. One hundred and twenty-one nursing alumni completed the International Education Survey (IES) (Zorn, 1996) with additional open-ended questions. Quantitative and qualitative results concluded: 1) nursing alumni were influenced long term by a course dedicated to public and global health and 2) all alumni had statistically significant IES scores but alumni who studied abroad had the greatest increase.

Evolving approaches to the study of childhood poverty and education

ABSTRACTSocial scientists have conceptualised poverty in multiple ways, with measurement approaches that seek to identify absolute, relative, subjective, and multi-dimensional poverty. The concept of poverty is central in the comparative education field, but has been empirically elusive in many large, international educational surveys: these studies have not typically included measures that correspond to prevalent conceptualisations or measurement strategies in the poverty literature. In this paper, we contrast poverty conceptualisation and measurement in the poverty literature with socio-economic measures prominent in major international educational surveys. Disconnects between these approaches, and implications for understanding how the disadvantages of poverty in childhood are reflected in educational surveys, are considered. We discuss key challenges that continue to shape possibilities for incorporation of poverty-related concepts into educational surveys. We close with a set of recommendations and considerations.

International Educational Surveys: The Review of School Assessment Surveys

This paper is dedicated to the initiation and implementation of large-scale surveys in education field at different educational and age levels. In order to determine the feasibility of such surveys and their importance for the subsequent analysis of the obtained data, the authors reviewed the concept of evaluation and assessment. The analysis of existing researches allowed to submit a classification of large-scale surveys on the basis of which different school surveys and their implementation in the Russian Federation were reviewed (PISA, PIRLS, TIMMS). The design features of such surveys are not only the data collection of the test results but also the collection of the context information. Moreover such results give an oppurtunity to look at the data on the international level, the successfulness of the country education policy, the population capabilities, the gaps in education process and activities and the competencies distribution among the population. The competencies here mean a person's ability to apply his/her knowledge in a variety of (new, unknown or familiar) contexts and real-life situations. The implementation of competency-based approach in forming the national education policy, the necessity of competencies forming and development are very important components for full inclusion in education sector at the national and international levels.

Обзор международных образовательных проектов в области послешкольного образования

<p>В данной статье авторы рассматривают международные образовательные исследования. Целью статьи является обзор наиболее масштабных исследовательских международных образовательных проектов в области послешкольного образования. Рассматриваются такие проекты, как «Оценка результатов обучения в высшем образовании» (AHELO), «Программа международной оценки компетенций взрослых» (PIAAC), а также «Международное исследование преподавания и обучения» (TALIS) и «Международное исследование навыков по отношению к занятости и производительности труда» (STEP).</p><p>Целью перечисленных исследований является оценка компетенций, т. е. способности применять знания и навыки в нестандартных или новых ситуациях профессионального или повседневного характера, а также факторов, влияющих на уровень компетенций. В статье описываются методология проектов, структура измерительных материалов, объем и состав выборки, реализовывался ли проект в Российской Федерации.</p><p>Результаты обзора позволяют сделать вывод о необходимости участия Российской Федерации в масштабных исследовательских международных проектах с целью включения в международные базы данных, получения возможности реализации сравнительных исследований и последующего анализа, которые позволят понять сильные и слабые стороны российской образовательной системы, оценить риски и возможности, а также использовать наилучшие международные практики и опыт при модернизации образовательного сектора. Основываясь на результатах вышеперечисленных проектов, Россия сможет более эффективно формировать и использовать необходимые компетенции, поддерживая и внедряя идею обучения взрослых людей в течение жизни, преодолевая существующие несоответствия спроса-предложения на специалистов различной квалификации.</p>

Reflections on international comparative education survey methodology: a case study of the European Survey on Language Competences

This paper reflects on the methodology used in international comparative education surveys by conducting a systematic review of the European Survey on Language Competences (ESLC). The ESLC was administered from February to March 2011, with final results released in June 2012. The survey tested approximately 55,000 students across 14 European countries with the goals of (1) providing comparative data on foreign language competence and (2) informing policy on language learning and teaching. The paper argues that there is a gap between the purpose of international comparative education surveys such as the ESLC and the methodology used, and thus also the ability of the data to feed into and inform policy. It is suggested that further methodological advances and improvements are needed if surveys are to produce data that give a clearer and more in-depth understanding of what actually goes on in classrooms and positively impact on learning and teaching.

A Mixed Methods Evaluation of an International Service Learning Program in the Dominican Republic

To examine the impact of an international service learning experience (ISL) using a quantitative and qualitative approach. A descriptive study was used to explore the impact of an ISL experience on global awareness, professional and personal growth with 11 baccalaureate nursing students in the Dominican Republic. Students participated in a three credit ISL program in the Dominican Republic which included pre- and postexperience seminars and a 2-week, on-site immersion experience. The International Education Survey (IES) was used as the quantitative measure. Content analysis of Critical Reflective Inquiry (CRI) narratives was used as the qualitative method. Students reported a high overall impact (M = 5.9) using the IES with high means for the Professional Student Nurse Role (M = 6.10, SD: 0.74), Personal Development (M = 6.08, SD: 0.76), International Perspectives (M = 6.03, SD: 0.71), and a lower mean for Intellectual Development (M = 5.40, SD: 0.69). CRI narratives revealed specific areas of impact, for example, increased empathy and ability to communicate effectively with patients from life situations very different from their own. Further exploration of the usefulness of various evaluation tools and methodological designs is warranted to understand this type of pedagogy and its' impact on student learning outcomes short- and long-term.

Assessing the Hypothesis of Measurement Invariance in the Context of Large-Scale International Surveys

In the field of international educational surveys, equivalence of achievement scale scores across countries has received substantial attention in the academic literature; however, only a relatively recent emphasis on scale score equivalence in nonachievement education surveys has emerged. Given the current state of research in multiple-group models, findings regarding these recent measurement invariance investigations were supported with research that was limited in scope to few groups and relatively small sample sizes. To that end, this study uses data from one large-scale survey as a basis for examining the extent to which typical fit measures used in multiple-group confirmatory factor analysis are suitable for detecting measurement invariance in a large-scale survey context. Using measures validated in a smaller scale context and an empirically grounded simulation study, our findings indicate that many typical measures and associated criteria are either unsuitable in a large group and varied sample-size context or should be adjusted, particularly when the number of groups is large. We provide specific recommendations and discuss further areas for research.

New Citizens for Globalised Societies? Citizenship Education from a Comparative Perspective

Comparative studies on civic and citizenship education have already a solid tradition. The International Association for the Evaluation of Educational Achievement (IEA) conducted its first study of civic education covering 10 countries in 1971. However, cross national education studies flourished only in turn of the Millennium when the number of studies and countries involved increased remarkably. The last IEA International Civic and Citizenship Education Study (ICCS) in 2009 had already 38 participating countries, among them 12 non-European countries and 16 emerging democracies. Citizenship education has always been at the core of mass schooling in modern nation-states since the 18 th century (Boli 1989). As nation states try to adapt to increasing economic, political and social interdependence, former approaches to citizenship education are called to meet the challenges of globalisation. The ICCS survey offers the opportunity to answer some pressing issues related to questions of social integration, equity and viability of democracies. What are the national approaches to education? How do schools combine educating knowledge, attitudes and values? Can schools reduce the impact of socio-economic and cultural disadvantages? Are the best educational practices transferrable to other countries? This is only a very short list of common issues in all international educational surveys. Besides these commonalities there are some special reasons why comparative studies on citizenship education gain importance today. Firstly, democracy and democratic governance itself are changing. The quality of governance is shifting and the effect of political institutions on the overall performance of contemporary democracies is faltering (Dalton 2004). Political representation – the linkage between citizens’ demands and political decisions – is becoming problematic in globalised markets and multilevel political settings (Mair et al. 2009). This is thought to have led to problems of political participation. Citizens tend to be more critical and even to distrust democratic institutions (Milner 2010). Political engagement tends to diversify and citizens tend to adopt new modes of becoming informed about politics (Norris 2000). As political science literature reveals, established and emerging democracies react differently to these changes (Norris 2004; van Deth et al. 2007). The study of the mechanisms affecting civic trust and engagement can shed light on the working of democracy and provide a piece of the jigsaw in understanding the linkage between citizens and the government in globalised societies. Secondly, societies have become more dynamic and open. This implies that virtually all developed countries today are multicultural with a notable share of immigrant population. High migration combined with the economic

Generalized full-information item bifactor analysis.

Full-information item bifactor analysis is an important statistical method in psychological and educational measurement. Current methods are limited to single-group analysis and inflexible in the types of item response models supported. We propose a flexible multiple-group item bifactor analysis framework that supports a variety of multidimensional item response theory models for an arbitrary mixing of dichotomous, ordinal, and nominal items. The extended item bifactor model also enables the estimation of latent variable means and variances when data from more than 1 group are present. Generalized user-defined parameter restrictions are permitted within or across groups. We derive an efficient full-information maximum marginal likelihood estimator. Our estimation method achieves substantial computational savings by extending Gibbons and Hedeker's (1992) bifactor dimension reduction method so that the optimization of the marginal log-likelihood requires only 2-dimensional integration regardless of the dimensionality of the latent variables. We use simulation studies to demonstrate the flexibility and accuracy of the proposed methods. We apply the model to study cross-country differences, including differential item functioning, using data from a large international education survey on mathematics literacy.

Is It Worth It? Measuring the Long-Term Effects of an International Experience for Nursing Students in Ecuador

In 1999, a community college in Florida initiated a study abroad program that included a transcultural nursing Web-based course and a 2-week clinical component in Ecuador. The investigator collected data from 36 participants using Zorn's International Education Survey to measure 4 dimensions of impact of the international experience. Results revealed that impact on the professional role dimension was most significant, followed by the international perspective dimension, the personal development dimension, and the intellectual development dimension. Conclusions were that nursing international experiences do influence nurses' future professional and personal development.

US 15-year-olds average in international education survey

US 15-year-olds average in international education survey

The effect of student participation in international study

Comparative Nursing in England and France is taught at the University of Wisconsin Oshkosh every winter interim, usually departing shortly after Christmas and returning the second week in January. A convenience sample of 38 nursing alumni who have completed the same 2-week international study tour during the past 5 years completed the International Education Survey (IES) developed at the University of Wisconsin-Eau Claire School of Nursing. The IES examines the impact of the international experience on the professional nurse role, international perspectives, personal development, and intellectual development.

The long-term impact on nursing students of participating in international education.

Internationalizing the nursing curriculum is essential to the education of the nurse professional prepared for the rapidly changing challenges of the 21st century. Despite recognition of this essential need, the long-term effects of international education on nursing students have not been examined. The purpose of this study was to describe the long-term impact of study abroad experiences on baccalaureate graduates. Using a descriptive survey design, data were collected from 27 alumni (88 per cent response rate) who completed the International Education Survey. Although the impact was found to decrease over time, respondents reported the highest impact in enhanced international perspective and increased personal development; lower impact was reported in the professional nurse role and intellectual development dimensions. Students who participated in longer programs (12 to 16 weeks) reported higher long-term impact than those participating in 3- to 4-week programs. Respondents' age at the time of the international education was positively correlated with personal development. No association was found between the respondents' year in college in which they participated and reported long-term impact. This study is a contribution to the efforts of those who are committed to making nursing education relevant in a global society.