Authors:J. C. Shin; Gerard A. Postiglione; K. C. Ho Abstract: In the original publication of this article, the acknowledgement section was incorrectly published. The correct acknowledgement section is given below. PubDate: 2018-06-02 DOI: 10.1007/s12564-018-9542-9
Authors:Joyce M. Guerrero; Mendiola Teng-Calleja; Ma. Regina M. Hechanova Abstract: Implicit change leadership theory (ICLT) highlights the importance of determining congruence between the ideal and actual change leadership schemas of employees in successful change management. This paper utilized ICLT in exploring effective change leadership and management in secondary schools and examined how these influence teachers’ commitment to change. Data were gathered from 707 secondary school teachers from both private and public high schools in the Philippines. Findings indicated that (1) teachers seem to have a more holistic and integrative view of change leadership schemas than employees of business organizations, (2) teachers’ change leadership schemas significantly predicts perceived effectiveness of change management, and teachers’ affective commitment to change, and (3) perceived effectiveness of change management significantly mediates the effect of change leadership schemas on teachers’ affective commitment to change. This study expanded the applicability of ICLT in basic education settings and contributes to the understanding of effective change leadership and change management in schools. Implications on practice and further recommendations for school leaders are also discussed. PubDate: 2018-05-26 DOI: 10.1007/s12564-018-9545-6
Authors:Ching Ying Huang Abstract: University–industry collaboration (UIC) has been booming for several decades worldwide. Integrating knowledge and resources from universities and industries has become a common method to maintain the innovation capacities of the industries. UIC activities have been promoted in Taiwan through various incentive policies for more than 20 years. However, most university faculty members still obtain research resources from government-related organizations much more than from the industries. Thus, this study focuses on the mechanism between faculty inputs and UIC outputs and tries to answer how faculty characteristics, background, motivation, and the collaboration patterns between universities and industries affect the work outputs of university faculty members. The sample consisted of 2031 questionnaires, and 376 traceable questionnaires were deemed valid and were analyzed. The results showed that age, gender, universities, work experience, award records, seniority of the faculty member, and the strength of social ties between the collaborative teams indeed had significant effects on the UIC outputs. The results of this study may be informative for the industries when business organizations are interested in seeking academia partners to achieve their expected collaboration outputs. PubDate: 2018-05-26 DOI: 10.1007/s12564-018-9546-5
Authors:Fei Guo; Ni Kang; Jinghuan Shi Abstract: Doctoral education programs, being the cradle of the next-generation scientists and scholars, undertake the mission of transforming a talented student into a promising scholar. This transformation is featured by two simultaneous processes: academic professionalization and scholarly socialization. Institutional environment, academic advisors, and more importantly the interaction between these factors and individual students play the key roles in the transformation. Using data from a longitudinal survey of Cohort 2014 doctoral students in Tsinghua University, this study explores students’ experience during the first year in a doctoral program—a crucial stage of the transformation, with a focus on their preparation for and initial adaption to the role of a scholar. Implications for doctoral students, academic advisors, and institutions are discussed based on the findings. PubDate: 2018-05-24 DOI: 10.1007/s12564-018-9529-6
Authors:Endang Susantini; Sutiman Bambang Sumitro; Aloysius Duran Corebima; Herawati Susilo Abstract: Strategies applied in this study consisted of a metacognitive strategy combined with cooperative learning (MSCL) and one without cooperative learning (MS). Both strategies used the self-understanding and evaluation sheet (SUES). The aims of this study were to investigate the effect of MSCL and MS on the quality of the learning process in genetics classroom. High- and low-ability students were also compared with regard to the effect of both strategies on their academic performance. Four learning process variables were examined: metacognitive skills, collaborative skills, genetics knowledge, and academic achievement. A quasi-experimental research design was used to compare the MSCL (n = 30) and MS (n = 30) groups in which each group consisted of low (n = 15)-ability and high (n = 15)-ability students. Results showed that MSCL group portrayed higher collaborative skills but lower metacognitive skills than MS group. However, both groups had no influences on other variables: genetics knowledge and academic achievements. In addition, high-ability students performed higher metacognitive skills, genetics knowledge, and academic achievements than low-ability students, whereas both of them showed relatively similar collaborative skills. As a suggestion, this study recommends that metacognitive strategy can be done in collaborative designs by using SUES as the authentic assessment. PubDate: 2018-05-10 DOI: 10.1007/s12564-018-9540-y
Authors:Sylvia Y. F. Tang; P. M. Wong; Angel K. Y. Wong; May M. H. Cheng Abstract: This article reports a comparative study on the reasons for pre-service student teachers becoming teachers in Hong Kong and Macau. The study adopted a mixed methods research design, with 459 and 137 student teachers completing a questionnaire on teaching motivation and 35 and 15 student teachers joining a follow-up interview in Hong Kong and Macau, respectively. The study found that student teachers in both societies share commonality in their altruistic and intrinsic motivations, i.e. a sense of vocation. The difference in student teachers’ motivation reflects the contrasting perceptions of teachers’ work and the teaching profession in connection with the different educational systemic factors in Macau and Hong Kong. Government-initiated quantitative expansion and quality enhancement in education set the backdrop of an aspiring teaching profession with promising prospects as perceived by the student teachers in Macau. In contrast, the move towards "centralized-decentralization" with a focus on excellence, competition and accountability in education at a time of teacher surplus results in a demanding profession with gloomy prospects as perceived by the Hong Kong student teachers. These differences add to our understanding of how the development trajectories of different education systems and teaching professions influence young people’s motivation to become teachers in different societies. The study also provides insights for initial teacher education and offers suggestions for the education communities of the two societies. PubDate: 2018-05-09 DOI: 10.1007/s12564-018-9541-x
Authors:Xian Wu; Futao Huang Abstract: To attract and hire high-level international faculty to leading universities is an important task in building world-class universities in China. However, there is much left to explore and to understand about international faculty in China. Based on a brief review of China’s higher education system and international faculty, findings from A National Survey of International Faculty at Chinese Universities and Colleges (conducted in 2017), and case studies of four leading universities in Shanghai, this study explores the main characteristics and motivations of international faculty in China by discipline, age, gender, and so forth. More specially, it explores the individual, educational, and professional characteristics of international faculty at Chinese colleges and universities, how these characteristics vary among different groups of international faculty, and why they came to Chinese leading universities' PubDate: 2018-05-07 DOI: 10.1007/s12564-018-9535-8
Authors:Eunyoung Kim; Stefanie Benson; Taghreed A. Alhaddab Abstract: In the declining academic job market—with fewer tenured and tenure-track posts and an increased use of part-time faculty coupled with constant high attrition rates in doctoral education in the United States—the quality and value of graduate education have recently come under scrutiny. Most of the literature on graduate education focuses on doctoral training and socialization experiences, identifies factors that contribute to students’ degree completion, and illuminates what demographic characteristics may complicate the process of graduate education. While a growing body of research has documented the variations in graduate student socialization by department, academic discipline, and institutional and organizational contexts—and critiqued a monolithic treatment of doctoral education—few studies look at the relationship between doctoral training and career development. This study integrates doctoral socialization, role identity, and competence development into a conceptual model for examining factors that influence doctoral students’ intent to choose an academic career. Based on the data analysis of a sample of 316 doctoral students in a public, research-oriented U.S. university, we provide a discussion of key factors identified as important to doctoral students’ career aspirations and conclude with implications for practice and future research. PubDate: 2018-05-03 DOI: 10.1007/s12564-018-9537-6
Authors:Chang Da Wan; Sirat Morshidi Abstract: Malaysia aspires for its higher education to be relevant, referred, and respected globally. To achieve that, the Malaysia Education Blueprint (Higher Education) 2015–2025 spelt out the need to search for talent beyond national boundaries, as well as develop the capacity to attract, develop and retain this talent. International academics, who are non-Malaysian citizens, also make up part of this pool of talent. This paper examines issues surrounding the recruitment, integration, and retention of international academics in three public research universities. In addition to understanding the trend for employing international academics, a typology of international academics is proposed to enable a more focused understanding of the challenges and constraints in recruiting, integrating, and retaining international academics in Malaysian public universities. PubDate: 2018-05-02 DOI: 10.1007/s12564-018-9534-9
Authors:Jung Cheol Shin; Seung Jung Kim; Eunyoung Kim; Heejin Lim Abstract: This study investigates the relationships between students’ satisfaction with their doctoral program and motivational and socio-environmental factors. In this study, doctoral students’ satisfaction with their program is measured by their learning experiences such as quality of theoretical knowledge, research methodology, and competency. The survey data for this study were collected at a comprehensive and research-focused university in South Korea. Findings indicate that socialization and motivational factors are associated with doctoral students’ satisfaction with their program. Additionally, this study suggests that academic advisors should pay more attention to the changing job markets for PhD students because students’ satisfaction with their doctoral program is strongly related to their future job prospects. PubDate: 2018-04-28 DOI: 10.1007/s12564-018-9528-7
Authors:J. C. Shin; Gerard A. Postiglione; K. C. Ho Abstract: East Asian higher education is experiencing a massive growth in doctoral education with the world-class university initiatives. The growth of doctoral education in the region is remarkable especially as seen in the Chinese system which became positioned as the world’s second largest doctoral degree-granting system. Yet, there are growing issues in doctoral education related to system reform, graduate employment in a changing job market, program quality, research funding, and even the identity of doctoral education (professional training vs. training next generation scholars). These are globally emerging issues for policy makers and higher education scholars. This article will encourage academic discussions on the challenges and global trends in doctoral education from the comparative perspective of Anglo-American and European systems. PubDate: 2018-04-27 DOI: 10.1007/s12564-018-9527-8
Authors:Hugo Horta Abstract: This study explores the association between PhD students’ self-perception of skills and their career plans, which are analytically transformed into three non-academic sectors in relation to the academic sector (which serves as the baseline). Drawing on a representative sample of PhD students at a globally oriented research university in Asia (the University of Hong Kong), and using factor analysis, cluster analysis, and regressions, the study finds that self-perception of skills and career plans of PhD students are associated. These findings show that students with a strong perception of managerial skills are more inclined to consider career paths outside academia upon graduation. The study also finds that student perceptions of having strong managerial skills are more conducive for considering a career outside academia than having a strong aggregate self-perception in a broad set of skills. Further differences in the association between self-perception of skills and career plans are found for STEM and non-STEM PhD students. The initial motivation to earn a PhD remains strong throughout doctoral study programs and strongly predicts goal-associated career choices upon graduation. Finally, this study discusses the implications of these findings and makes policy recommendations. PubDate: 2018-04-26 DOI: 10.1007/s12564-018-9532-y
Authors:Futao Huang Abstract: The purpose of this study is to explore key aspects of the personal, educational, and professional characteristics of international faculty and their work roles at Japanese universities based on findings from a national survey of international faculty in 2017. Main findings include the following: first the demographic profile of international faculty differs from their Japanese colleagues in terms of their highest degree awarded, academic rank, and between disciplines; second, three broad types of international faculty could be practically identified, and which differ according to their size and professional roles within their institutions; third, in addition to both teaching and research, international faculty are also strongly expected to undertake any activities which cannot be accomplished by Japanese colleagues, especially help enhance the international reputation of their current universities. PubDate: 2018-04-26 DOI: 10.1007/s12564-018-9536-7
Authors:Yun Ge; K. C. Ho Abstract: This paper adopts a political economy perspective in understanding how the country context frames the development of higher education doctoral science, technology, engineering, and mathematics (STEM) programs. We argue that a country’s commitment to research and development spending as a strategy to maintain its economic competitiveness creates the market for research labor. This embeddedness of STEM doctoral training programs in the country’s science and technology system enlarges differences between STEM and non-STEM doctoral programs. This argument is validated from a survey of doctoral students in leading Pacific Asian universities which shows that STEM doctoral programs have stronger research networks, are better financed, use better facilities, and incorporate a variety of research placements. The embeddedness of STEM programs is further illustrated from the case of Singapore. Singapore-based STEM doctoral students mention enjoying better financial support and receiving better career advice from their supervisors. They depend on collaborative peer learning and cite more varied employment options when asked about their career plans. PubDate: 2018-04-25 DOI: 10.1007/s12564-018-9531-z
Authors:Jisun Jung Abstract: 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. PubDate: 2018-04-24 DOI: 10.1007/s12564-018-9530-0
Authors:Jung Cheol Shin; Douglas R. Gress Abstract: Interest in the careers of expatriate academics has rapidly grown in recent years. The specified organizational and cultural norms to which a host-university expects expatriate academics to conform, however, have been left largely unexplored. A conjoined question, too, is whether or not the university is successfully managing for diversity. The present research therefore examines input from six senior managers at a leading Korean university, finding that it has its own expectations for expatriate academics although these expectations are not formally codified. The case university does not expect outstanding research from them because of acknowledged limitations in the research environment. Managers are satisfied with the teaching of expatriate academics with caveats, but their participation in service activities is a perceived challenge. This, language deficiency, and absences over paid term breaks diminish ‘we-ness’ and positive perceptions of expatriate faculty. Change, however, may come in time. For now, some colleges and departments may be defending the status quo rather than pursuing true ‘Leadership Practices for Diversity,’ but there are nonetheless positive developments in some academic units; expatriate academics are making their way up the ranks, and university level initiatives suggest that more change could be around the corner. PubDate: 2018-04-24 DOI: 10.1007/s12564-018-9539-4
Authors:Mei Li; Rui Yang; Jun Wu Abstract: Over the past decade or so, Chinese government has been strategically luring back overseas Chinese high-fliers to strengthen science, technology, and higher education. One of the major initiatives is the Thousand Youth Talents Scheme (TYTS) launched in 2011. By 2017, 2980 Thousand Youth Talents Scheme scholars (TYTSs) had been recruited into China’s universities, research institutes, and enterprises (Retrieved from http://www.1000plan.org). Enjoying favorable policies and possessing their unique capital, they are well positioned to transfer the knowledge, skills, and experiences obtained overseas to their home institutions, while at the same time face challenges and difficulties in their professional development at home. While China’s overseas talent policies, at both governmental and institutional levels, have been well documented, the lived experiences of such elite scholars have been little understood. Employing a qualitative method of semi-structure interviews, this article examines how they mobilize domestic and international resources and networks to construct their professional development spaces and navigate their careers in the Chinese academic environment. It reports that TYTSs have established advantageous conditions for their professional development in both national and global environment and participated in transnational knowledge production. They have made significant contributions to the development of their affiliated institutions by producing compelling publications, extending new research directions, and uplifting domestic academic communities. PubDate: 2018-04-24 DOI: 10.1007/s12564-018-9533-x
Authors:Shen Wenqin; Gao Yao; Zhang Bin; Jiang Jin Abstract: PhD graduates play an important role in the national innovation system. However, only a few studies have explored Chinese PhD graduates’ employment and development prospects because of limited data. To fill in this gap, this study conducted a survey of doctoral recipients in 13 Chinese universities. The authors drew on the national survey data and in-depth interviews to critically analyze the PhD graduates’ job preferences, employment outcomes, and factors that affect their employment sectors. Results indicate a notable difference between the graduates’ job preferences and their employment outcomes. The proportion of employment in academia is substantially below expected, particularly among female graduates. This study specifically focuses on the impact of gender and scientific output (including articles and patents) on the employment outcomes of PhD graduates. Compared with graduates employed by the non-academic sectors, male graduates have a lower probability of employment in universities and research institutions. Compared with those working in enterprises, PhD graduates employed in universities and research institutions published more during their doctoral study. For graduates who majored in science, engineering, and agricultural sciences, having patents increases their probability of working in the enterprises. PubDate: 2018-04-23 DOI: 10.1007/s12564-018-9538-5
Authors:Dauda Dansarki Isiyaku; Mohd Ahmad Fauzi Ayub; Suhaida AbdulKadir Abstract: This study investigated the antecedents to Nigerian business education teachers’ perceptions of the usefulness of technology in the classroom. Theoretical support for the study was based on the work of Venkatesh and Bala’s (Decis Sci 39(2):273–315, 2008) Technology Acceptance Model III where computer self-efficacy and perceived enjoyment were identified as antecedents to perceived ease of use of technology while subjective norm was identified as an antecedent to perceived usefulness. The study proposed a structural model to investigate whether computer self-efficacy, perceived enjoyment, and subjective norm were antecedents to teachers’ perceived usefulness of ICTs in Business Education classrooms of Nigerian tertiary institutions. The study was a survey research involving 212 teachers sampled from the Business Education faculties of 13 tertiary colleges in Northwestern Nigeria, sub-Sahara Africa. The research instrument for data collection was a structured questionnaire using items adapted from previously validated studies. The questionnaire yielded high-reliability coefficients both at the pilot and actual study stages. SPSS version 22 was used for descriptive statistics analyses, and AMOS 22 was used for structural equation modeling. The study model explained about 33% of the variance in teachers’ perceptions of the usefulness of ICTs in the classroom. Two of the hypotheses of the study were statistically significant. Teachers’ computer self-efficacy and perceived enjoyment of ICTs were found to significantly influence their perceived usefulness of ICTs. The study recommends that Nigerian teachers should be trained to integrate ICTs in the curriculum and be provided with ICT support services in order to help them with ICT difficulties in the classroom. PubDate: 2018-03-22 DOI: 10.1007/s12564-018-9525-x
Authors:Kwok-cheung Cheung; Soi-kei Mak; Pou-seong Sit Abstract: Secondary data analyses of large-scale international student assessment at the country level often reveal that educational systems which are high in academic achievement are found low in attitudinal outcomes of schooling, and vice versa. This is contrary to the non-negative attitude–achievement relationship frequently found at the student within-country level. Using attitudinal outcome mathematics self-concept, the afore-mentioned attitude–achievement paradox is hypothesized to stem from the incomparable student responses to Likert-type response scale of the attitude items. In this study, anchoring vignettes are used to examine whether it is feasible to tackle the effect of response style so as to improve the comparability of the self-concept measures across cultures and societies. Empirical evidences from PISA 2012 demonstrate that the paradox can be resolved satisfactorily, so that the attitude–achievement relationships at both student within-country and country levels are now in line with that predicted by contemporary self-concept theories in the literature. Using the anchored self-concept measure, Singapore’s and Shanghai-China’s 15-year-olds are found to perform pretty well cognitively and affectively in PISA 2012. PubDate: 2018-03-17 DOI: 10.1007/s12564-018-9526-9
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