Index
Annual Review of Comparative and International Education 2022
ISBN: 978-1-83753-739-6, eISBN: 978-1-83753-738-9
ISSN: 1479-3679
Publication date: 14 December 2023
This content is currently only available as a PDF
Citation
(2023), "Index", Wiseman, A.W. (Ed.) Annual Review of Comparative and International Education 2022 (International Perspectives on Education and Society, Vol. 46A), Emerald Publishing Limited, Leeds, pp. 235-244. https://doi.org/10.1108/S1479-36792023000046A020
Publisher
:Emerald Publishing Limited
Copyright © 2024 Alexander W. Wiseman
INDEX
Academia
, 7, 14, 114, 168, 187
Academic capitalism
, 54
Academic identity
, 53
Academic mobility
, 51, 53
Academic paradigm toward neo-statism
, 222–228
Academic research
, 163
Academic traditions
, 220
Academic vanguard for national integration
, 228
Access
, 92
Accountability
, 92, 100, 135
Accreditation
, 92
Admission to higher education
, 209
Africa
, 31, 49, 70–80
American International Schools (AIS)
, 31
Annual Review
, 2, 22
Annual Review of Comparative and International Education
, 2–3, 21, 175
Annual review of comparative and international education, purposes of
, 4–7
Annual Review of Comparative and International Education (2020) (ARCIE)
, 12, 26
area studies and regional developments
, 28
comparative education trends and directions
, 27
conceptual and methodological developments
, 27
corpus analysis supported by online platform
, 29, 33–38
method
, 29
new developments in comparative and international education
, 28–29
online platform for corpus analysis
, 29
preliminary analysis
, 31–33
research-to-practice
, 28
results
, 31
stages of analysis
, 29–31
Aotearoa New Zealand
, 148
formal school systems
, 154
Apolitical education
, 132
Area studies
, 10
Assessments and standards
, 92
Association for the Promotion of Japanese Language Education (APJLE)
, 65
survey
, 65
Australia
, 148
Australian formal school systems
, 154
Author co-citation analysis (ACA)
, 50
Bibliographic coupling
of author keywords
, 203
of authors
, 197
of countries
, 198, 207
of institutions
, 199
of sources
, 207
Bibliometric analysis
leading countries and collaborative networks
, 198–199
materials and methods
, 196–197
most prominent researchers and collaborative networks
, 197–198
present study
, 196
prominent institutions
, 199–201
results
, 197
review of h-classics
, 204–205
scientific venues and foundations of shadow education research
, 201–203
study aims
, 196
topic foci of research in shadow education
, 203–204
“Black Lives Matter” movement
, 33
Border studies, cross-border field work based on
, 188–189
Brain drain
, 27, 32, 48, 53, 82
British
, 72, 134, 150, 220
Budget
, 49, 61, 81, 86
Canada
, 27, 31
Capital investment
, 79
Caribbean Community (CARICOM)
, 27, 36
Central Asia
, 207, 209
Chief Executive (CE)
, 222
China
, 27–28, 150, 228
Chinese University of Hong Kong, The
, 221
Citation analysis
, 204
Citizenship education
, 42
Co-authorship analysis
of authors
, 197
of countries
, 198
Co-citation analysis
, 207
of journals
, 202
Co-word analysis
, 51
Collaborative networks, leading countries and
, 198–199
Colonialism
, 137
“Commercialization” of education
, 27
Commission for University Education (CUE)
, 74
Comparative and international education
, 2–9, 176
Comparative education
, 2021
(see also Higher education (HE))
arguing Ad Hominem
, 168
contested definitions and scholarly frameworks
, 21–23
difference
, 14–15
interface between comparative and international education and other fields
, 166–167
new developments in
, 28–29
postmodernism
, 164–165
professionalization of
, 7–9
promises and pitfalls in
, 23
purposes of annual review of
, 4–7
reflecting on organizational categories in annual review
, 12–14
reflecting on state of field
, 9–11
research with agenda
, 168–169
surfeit of subjectivism
, 163–164
theories and methods of
, 176–177
trends and directions
, 27
types of research
, 169–170
Comparative education research
, 180–181
back and forth between generalization and differentiation
, 182
debates on methodology of
, 182
deepening meaning of conducting fieldwork
, 184–185
field-oriented
, 180–182
future directions for fieldwork-in-depth studies
, 185–189
in Japan
, 180
Comparative higher education studies theoretical, limitation of neo-liberalism in
, 216–217
Comparative study
, 10, 28, 195, 230
Competence
, 114
Competency-Based Curriculum (CBC)
, 73
Content analysis
, 26, 29, 31, 33
Corpus analysis
, 26
online platform
, 29, 33–38
COVID-19 pandemic
, 157
Critical Race Theory (CRT)
, 31
Critical reflexivity
, 134–135
Cross-border field work based on border studies
, 188–189
Curriculum
, 73, 92, 129, 133, 137
development
, 72
Curriculum for universities (CUE)
, 73
Decolonial internationalizing of curriculum
, 138
Decoloniality beyond “first/third world” epistemes
, 139–141
Debate
, 4–5
Decision-making process
, 102
Decoloniality
, 136–141
Decolonization
, 150, 153
movements
, 154
Descriptive method
, 97
Devalue theory
, 165
Development education
, 11
Development of university education
, 77
Development-related benefits
, 70
Developments in Tanzania’s education
, 77
Dichotomous approach
, 187
Differentiation
, 184
Diploma of Secondary Education (DSE)
, 227
Discrimination
, 77, 82
Diversity
, 9, 21, 23, 28, 109
Early Childhood Education (ECE)
, 154
Early Grades Reading assessment (EGRA)
, 158
East Africa
educational developments in East Africa during colonial and post-colonial periods
, 71–78
future strategies for improvement of university education in
, 85–86
nature and source of challenges facing university education in
, 79–85
East African Common Services Organization
, 72
East African context
, 70
East China Normal University (ECNU)
, 197
Economic geography
, 208
Economic power
, 156
Economics
, 151–152
Education
, 8, 70
Education for All (EFA)
, 32, 100
Education industry
, 27, 31
Education policy
, 92
Education Policy Outlook (EPO)
, 95
Education reform
, 32
analyzing changes over time in education reform policy discourse
, 94
neoliberal
, 102
Education Reform Act (1988) (ERA)
, 93
Education Resources Information Center (ERIC)
, 109
Education standards
, 95
Education systems
, 181
Education University of Hong Kong (EduHK)
, 197
Educational developments in East Africa during colonial and post-colonial periods
, 71
Kenyan context
, 72–75
Tanzania’s Context
, 77–78
Uganda’s Context
, 75–77
Educational policy
, 2, 156, 202
Educational reform
, 28, 35, 39, 183
Educational research
, 162
Emotional intelligence (EI)
, 6
Employability
, 111
English for specific purposes
, 113
English language and employability
, 111
general perspectives on language and employability skills
, 110–111
major themes identified
, 110
method
, 109
overview of articles included in study
, 109–110
Employability skills
, 110–111
English
, 111
English for specific purposes (ESP)
, 110, 113, 115
English language
and employability
, 111
proficiency
, 112
review
, 129
English-taught degree programs (ETDP)
, 58, 63, 65
Entrepreneurship
, 223
Equity
, 3, 128
Erasures
, 139–141
ERIC
, 54, 109
European Union (EU)
, 27, 46
Examination-oriented education system
, 77
Expatriate academics
, 50, 54
Extraction method
, 31
Feminism
, 39
Feminist theory
, 39
Field-based approach, development of
, 186–187
Field-oriented research methods
, 189
Field–oriented comparative education research in Japan
, 180–182
Fieldwork, deepening meaning of conducting
, 184–185
Fieldwork-in-depth studies, future directions for
, 185
cross-border field work based on border studies
, 188–189
development of field-based approach
, 186–187
international agenda-based approach
, 185–186
novel approaches of perceiving “field” as comparative unit
, 187
triangulation of culture
, 187–188
Financing
, 92
internationally competitive research
, 225–226
reforms
, 100
Foreign languages
, 111
Formal education systems, history of
, 153–155
Fractures
, 139–141
Fragmented terminology 46
Framework for Action on Sustainable Development
, 81
Free primary education (FPE)
, 72
Fulbright Commission
, 46
General education
, 8
Generalization
, 184
Generalized comparative education
, 184
Geopolitical relations
, 216, 219
Germany
, 50, 181, 198–199, 201, 219
Global 30 project
, 58, 61–62
Global agendas navigation
, 156–157
Global Citizenship (GC)
, 132
Global citizenship education (GCE)
, 128
Global competencies
, 132
Global education development
, 138
Global education policy
, 92, 97, 100
Global Footprint Network
, 149
Global North
, 13, 31, 130, 141
Global social policies
, 152
Global Teaching Method (GTM)
, 135
Globalization of education policy
, 92
Globalization of universities
, 59–62
Governance
, 85–86, 150, 228
Graduate employability
, 108
program
, 112
Greenhouse gas (GHG)
, 32
Gross Domestic Product (GDP)
, 70
Growth Strategy
, 62
h-classics
, 205
review of
, 204–205
h-index
, 205
Heads of Universities Committee (HUCOM)
, 228
Higher education (HE)
, 22, 109, 216
discourse shaping
, 222
exploring non-local student market
, 225
financing internationally competitive research
, 225–226
higher education in Hong Kong
, 220–221
in Hong Kong
, 220–221
key features of neo-statistic a, 229nalytical framework
, 228
market-conformed and government-sponsored competitiveness
, 225
neo-liberalism, neo-statism, and
, 216
neo-statism and three-dimensional analytical framework
, 218–220
policy
, 223
promised “national integration”
, 224–225
reflections
, 228
regime cohesion
, 226–228
“regional education hub”
, 223–224
renewed “international outlook”
, 222–233
research
, 22
shifting academic paradigm toward neo-statism
, 222
studies
, 217–218
theoretical implications
, 229–231
theoretical limitation of neo-liberalism in comparative higher education studies
, 216–217
Higher education institutions (HEIs)
, 27, 59, 108
Highly skilled
foreign professionals
, 61
foreign workers
, 58
History
, 10, 166
Homogenization
, 139
Homophobia
, 167
Hong Kong (HK)
, 216
higher education in
, 220–221
public policymaking system
, 222
Hong Kong University of Science and Technology (HKUST)
, 221
Human capital theory
, 70
Hypotheses
, 183
Ideology
, 101
IMA
, 46
Immigration
, 149
Inclusion
, 10, 28, 109, 133, 136–137s
Inclusive education
, 167
Inclusivity
, 130, 167
Independence
, 71–80
Indigenous knowledges
, 139
Indigenous methods
, 139
Informal learning
, 155–156
Information communication technology (ICT)
, 80, 84
“Instrumental” international curriculum approaches
, 128
International agenda type of research
, 186
International agenda-based approach
, 185–186, 189
International assessments
, 100
International Association of Universities’ Global Survey
, 130
International curricula
, 132, 137, 141
International development
, 32, 157
International education
, 3–4, 131, 135
arguing Ad Hominem
, 168
critical reflexivity
, 134–135
decoloniality beyond “first/third world” epistemes
, 139–141
decoloniality and international education
, 136–141
difference
, 14–15
interface between comparative and international education and other fields
, 166–167
international education for social justice
, 132
method
, 128
misalignment between instrumental vs. transformative frameworks
, 129–132
new developments in
, 28–29
peppering of pedagogies
, 135–136
postmodernism
, 164–165
privileging positionalities and multiplicity of perspectives
, 133–134
professionalization of
, 7–9
promises and pitfalls in
, 23
purposes of annual review of
, 4–7
reflecting on organizational categories in annual review
, 12–14
reflecting on state of field
, 9–11
research with agenda
, 168–169
surfeit of subjectivism
, 163–164
theories and methods of
, 176–177
types of research
, 169–170
International Education Strategy (2019–2024)
, 130
International Encyclopedia of Education (IEE)
, 95
International experience
, 78
International mobility
findings and implications
, 47–54
method
, 47
International organizations
, 46, 49, 95, 97, 100
International relations
, 7, 175, 184
International strategies
, 78
International students
, 58–59, 62, 64
Internationalization
, 31, 34, 229
of higher education
, 36
strategies
, 217
Internationalization of Curriculum (IoC)
, 128–130, 133
Internationalization of higher education (IHE)
, 46, 64
decrease of budget
, 62
examination of key indicators
, 62–64
implication
, 65–66
policy structure and context
, 60
positioning in growth strategy and identification of plan’s objectives
, 61–62
purport, measures, and budget at start
, 60–61
Internationalized pedagogy
, 139
Isomorphism
, 5
Japan
, 58, 60, 62
back and forth between generalization and differentiation
, 182
comparative education research in
, 180
debates on methodology of Comparative education research in Japan
, 182
deepening meaning of conducting fieldwork
, 184–185
field-oriented comparative education research in Japan
, 180–182
future directions for fieldwork-in-depth studies
, 185–189
Japan Comparative Education Society (JCES)
, 180
annual conference
, 189
Japan Revitalization Strategy (2016)
, 61
Japan’s official development assistance (ODA)
, 58
Japanese language schools
, 58, 59, 66
Japanese phenomenon of fieldwork
, 176
Japanese Society of Comparative Education
, 185
Japanese universities
, 59
Jomtien Education for All Conference (1990)
, 72
Kenyan context
, 72–75
Kenyan educational system
, 73
Kenyan government
, 74
Key performance indicators (KPI)
, 61
Knowledge economy
, 53
Knowledge transfer
, 34, 38, 48, 53
Labor markets
, 108
Language
, 110, 152–153
English for specific purposes
, 113
English language and employability
, 111
general perspectives on language and employability skills
, 110–111
major themes identified
, 110
method
, 109
overview of articles included in study
, 109–110
Leadership
, 80
Learning
, 33–34, 100
Learning outcomes
, 93, 102, 116, 157
Learning standards
, 95, 100–101
Legislative Council (LegCo)
, 226
Letter of Interim Authority (LIA)
, 74
Literature review
, 162
London Missionary Society, The
, 153
“Look North” strategy
, 150
Malaysia
, 109–111, 187
Management
, 101
Market-conformed and government-sponsored competitiveness
, 225
Massification
, 75
Meta–analysis
area studies and regional developments
, 28
comparative education trends and directions
, 27
conceptual and methodological developments
, 27
corpus analysis supported by online platform
, 29, 33–38
method
, 29
new developments in comparative and international education
, 28–29
online platform for corpus analysis
, 29
preliminary analysis
, 31–33
research-to-practice
, 28
results
, 31
stages of analysis
, 29–31
Migrant academics
, 54
Millennium Development Goals (MDGs)
, 100, 152, 154
Ministry of Economy, Trade, and Industry (METI)
, 61
Ministry of Education, Culture, Sports, Science, and Technology (MEXT)
, 61
Ministry of Foreign Affairs (MOFA)
, 61
Mirrors
, 139–141
Mobility of academics
, 46
Mobility-related items
, 39
Monitoring and evaluation
, 92
National Assessment Program–Literacy and Numeracy (NAPLAN)
, 156
National Council for Higher Education (NCHE)
, 76
National Integration
, 224–225
academic vanguard for
, 228
National-level strategies
, 130
Nationalism
, 222
Neo-institutionalist theory
, 102
Neo-liberalism
, 6, 216–217
limitation of neo–liberalism in comparative higher education studies theoretical
, 216–217
Neo-statism
, 216–220, 228–229
Neo-statist approach
, 215
Neo-statistic analytical framework, key features of
, 228
Neoliberal education reforms
, 101
analyzing changes over time in education reform policy discourse
, 94
data
, 94–97
existing literature on
, 93–94
methods
, 97
results
, 97–99
wave
, 92–93
New Caledonian referendum process, The
, 150
New Zealand
, 149
Non-formal education
, 155
Non-formal learning
, 155–156
Non-local student market, exploring
, 225–226
North America
, 27, 32–33, 49, 129
Oceania
, 148–149
demography
, 149–150
economics
, 151–152
geography
, 148–149
history of formal education systems
, 153–155
informal and non-formal learning
, 155–156
languages
, 152–153
navigating global agendas
, 156–157
politics
, 150–151
prospects
, 157–158
regional contexts
, 148
religion
, 153
Oceania Comparative and International Education Society
, 157
One Belt One Road (OBOR)
, 224
Organization for Economic Cooperation and Development (OECD)
, 95, 217
Organizational accountability for fostering elite cohesion
, 227–228
Organizational structures
, 92
Pacific Agreement on Closer Economic Relations Plus (PACER plus)
, 151
Pacific Circle Consortium
, 157
Pacific Education Development framework (PEDF)
, 148
Pacific Island
, 153
contexts
, 151
Pacific Islands Forum (PIF)
, 151
Pacific Islands Literacy and Numeracy Assessment (PILNA)
, 157–158
Pacific languages
, 152
Pacific Regional Education Framework (PacREF)
, 148
PacREF 2018–2030 Pacific Islands Forum Secretariat, The
, 157
Pakistan
, 27
Pandemic
, 28–30, 231
Pedagogy
of articulation
, 134
peppering of
, 135–136
People’s Republic of China (PRC)
, 198, 216
Peppering of pedagogies
, 135–136
Phenomenological approach
, 164
Phenomenology
, 164
Physical geography
, 208
Pilot Scheme on Corporate Summer Internship
, 227, 227
Plan to accept 300,000 international students
decrease of budget
, 62
examination of key indicators
, 62–64
implication
, 65–66
policy structure and context
, 60
positioning in growth strategy and identification of plan’s objectives
, 61–62
purport, measures, and budget at start
, 60–61
Policies
, 4, 27, 49, 82, 101, 188, 216
Policy areas
, 92, 94, 97
Policy Review Commission
, 75
Policymaking
, 216, 219, 222, 224, 229
Political economy
, 218
Political geography
, 208
Politically conservative education reform
, 93
Politics
, 150–151
“Post-structural” pedagogical approaches
, 133
Postmodernism
, 164–165
Poverty
, 75, 152
Poverty-eradication
, 70
Power dynamics
, 32, 34, 36, 38
Powers of imperative co-ordination
, 218
Preferred reporting items for systematic reviews and meta-analyses (PRISMA)
, 47
Private tutoring
, 203, 205, 208
in Malaysia
, 194
Professionalization of comparative and international education
, 7–9
Program for International Student Assessment (PISA)
, 100, 156
Quacquarelli Symonds (QS)
, 224
Quality
, 92
of education
, 80
“Rational model” of reform
, 102
Recruitment
, 66, 130
Reflective practice
, 2, 13
Reflexivity
, 134
Regime cohesion
, 226
academic vanguard for national integration
, 228
containing expression of political discontent
, 226–227
organizational accountability for fostering elite cohesion
, 227–228
Region’s systems of education
, 82
Regional Education Hub
, 223–224
Regional educational for a
, 157
Reorganization
, 77
Research agendas
, 171
Research Assessment Exercise (RAE)
, 221
Research Endowment Fund (REF)
, 226
Research types
, 169–170
Researchers
, 11, 48, 128, 165
Resources
, 8, 73, 196, 224
Reviews
, 2, 4, 128
Reviews of National Policies for Education (RNPE)
, 95
Scheme for Admission of Hong Kong Students to Mainland Higher Education Institutions
, 227
Scholarship
, 49, 72
School curriculum
, 154, 208–209
Science, Technology, Engineering, and Mathematics (STEM)
, 82
Scientific mobility
, 46, 51
Scoping review
, 108, 111
SCOPUS database
, 109, 196, 205, 210
Second languages
, 111
Self-reflexivity
, 134
Shadow education
, 194–195
scientific venues and foundations of
, 201–203
topic foci of research in
, 203–204
SketchEngine (SE)
, 29, 33
Skills
, 8, 74, 78, 108, 111, 114
Social factors
, 231
Social justice
education
, 133
international education for
, 132–136
Social needs
, 84
Social sciences
, 48, 175
Socio-emotional learning (SEL)
, 6
Sociology
, 9
Solution
, 72–74, 102
Special Administrative Region (SAR)
, 216, 220
Standards
, 92, 94
Strategies
, 83
Structural Adjustment Programs (SAP)
, 77
Student assessment
, 101
Student mobility
, 51
Subjectivism, surfeit of
, 163–164
Survey
, 60
Sustainable development
, 81
Sustainable Development Goals (SDGs)
, 32
Systematic review
, 46–47, 50
Systems Approach for Better Education Results (SABER)
, 95
Tanzania Vision 2025
, 85
Tanzania’s Commission for Universities (TCU)
, 80, 82
Tanzania’s Context
, 77–78
Teachers
, 92
Teaching
, 2, 6, 8, 221
Technical and Vocational Education and Training (TVET)
, 154
Technology
, 157–158
Thailand
, 187
Theoretical frameworks
, 2
Theorizing
, 183–184
Three-dimensional analytical framework
, 218–220
Top Global University Project
, 59
Traditional
, 37, 39
Transformation
, 75
Transformative approach
, 132
Transformative international curriculum approaches
, 128
Transphobia
, 167
Trends in International Mathematics and Science Study (TIMSS)
, 195
Triangulation of culture
, 187–188
Turkey
, 27–28, 32, 207
Uganda
context
, 75–77
university education
, 76
Umbrella movement
, 33
UNICEF
, 83
United Arab Emirates (UAE)
, 27
United Kingdom (UK)
, 219
United Nations Educational, Scientific and Cultural Organization (UNESCO)
, 36, 95
Unity
, 4
Universal Post O-Level Education and Training (UPOLET)
, 76
Universal Post Primary Education and Training (UPPET)
, 76
Universal Primary Education (UPE)
, 75
Universal Secondary Education (USE)
, 76
Universities in East Africa
, 71, 80
University education on regional development
educational developments in East Africa during colonial and post-colonial periods
, 71–78
future strategies for improvement of university education in East Africa
, 85–86
nature and source of challenges facing university education in East Africa
, 79–85
University Grants Committee (UGC)
, 221, 225
University of Hong Kong (HKU)
, 197, 199, 221
University of Toronto
, 129
University reform
, 59
VOSViewer
, 47
Web of Science
, 109
Western Europe
, 27, 32
Western universalization-oriented methodologies
, 189
Westernization
, 137
World Bank
, 32, 34
World Council of Comparative Education Societies
, 180
World Data on Education (WDE)
, 95
World Education Reform Database (WERD)
, 93
- Prelims
- Chapter 1: 10 Years of Reflection on the Field of Comparative and International Education: What Difference Does it Make?
- Part 1. Comparative Education Trends and Directions
- Introduction to Part 1: Comparative Education Trends and Directions
- Chapter 2: Trends and Directions in the 2020 Annual Review of Comparative and International Education (ARCIE): A Meta-analysis
- Chapter 3: International Mobility of Academics: Science Mapping the Existing Knowledge Base
- Chapter 4: Dilemma Between Internationalization of Higher Education and Japanese Language Education: Outcomes and Issues of the Plan to Accept 300,000 International Students
- Chapter 5: The Impact of University Education on Regional Development: A Comparative Study of Kenya, Uganda, and Tanzania
- Chapter 6: What's in a Wave? The Content of Neoliberal Education Reforms, 1970–2018
- Chapter 7: Language and Employability in Higher Education Research: A Scoping Review
- Chapter 8: International Education from Theory to Practice: A Literature Review
- Chapter 9: Adaptation, Decolonization, and Integration: Oceania and Global Trends
- Chapter 10: Underwhelmed by Research in Comparative and International Education
- Part 2. Conceptual and Methodological Developments
- Introduction to Part 2: Conceptual and Methodological Developments
- Chapter 11: Fieldwork with Depth: Its Implication and Future Directions of Comparative Education Research in Japan
- Chapter 12: An Inevitable Phenomenon: A Bibliometric Analysis of Shadow Education Research (1982–2022)
- Chapter 13: Neo-statism and Comparative Research in Higher Education: Experience from Hong Kong
- Index