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Asian Education and Development Studies
Journal Prestige (SJR): 0.233  Citation Impact (citeScore): 1 Number of Followers: 5  Hybrid journal * Containing 2  Open Access article(s) in this issue *ISSN (Print) 2046-3162 - ISSN (Online) 2046-3170 Published by Emerald  [362 journals]
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- Chinese students in the global south: a case study of mobility to Chile
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Authors: Andrés Bórquez Basáez, José Manuel Morales Valdés, Osvaldo Guzmán Núñez
Abstract: The following article Chinese students' migration projects to the global south. Little work has sought to deepen the understanding of Chinese students' mobility to developing countries. This is key to determining a more complete profile of Chinese students and whether they fit into the categories of foreign students described by mainstream literature. In order to understand the respective experiences and points of view of foreign students in on the process of choosing the country of study, we proceeded to identify different students of Chinese origin who have made their trip to Chile during the last decade. In addition, documents on China's international student mobility policy were reviewed, mainly focusing on documents dealing with Chinese students going abroad. Chinese students are increasingly looking to travel to countries in the Global South as an opportunity to differentiate themselves. Chile emerges as an attractive destination as it is seen as a stable country in Latin America. It is a place where China has several strategic interests that may allow future professional development. This article focuses on this aspect, mainly on how Chinese students perceive Chile as a place to pursue higher education. There is strong evidence of Chinese student flows to developed countries, but there are still insufficient studies on South-South mobility.
Citation: Asian Education and Development Studies
PubDate: 2024-07-25
DOI: 10.1108/AEDS-04-2024-0082
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Problem solving strategies used in mathematics textbooks for Turkish
middle schools-
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Authors: Seda Türkmen Dural, Yüksel Dede
Abstract: This study investigated the problem-solving strategies used in solving problems in the learning domain of numbers and operations in mathematics textbooks for Turkish middle schools. To this end, four middle school mathematics textbooks published by the Ministry of National Education of Turkey (MEB in Turkish), one from each grade level (Grades 5–8), were examined. The data in this document analysis study were analyzed using semantic content analysis. The findings revealed that mathematics textbooks' most used problem-solving strategies for each level were drawing a figure (diagram), writing equality and inequality, making a table and making a systematic list. Drawing a diagram (figure) strategy was the most used strategy at each grade level, while working backwards was the least used one. Another finding was that finding a pattern and solving a simpler analogous problem strategies were rarely used at each grade level. This study points out how problem-solving strategies used Grades 5-8 mathematics textbooks in a different culture like Türkiye. So, it may also give some important clues for applying problem-solving strategies in mathematics classrooms in a different culture. This study may draw the attention of educational stakeholders and textbook authors who want to understand and implement problem-solving strategies in mathematics classrooms by considering a different cultural perspective. This study may point to the importance of using problem-solving strategies in mathematics and daily and social learning environments due to the nature of mathematical problem-solving and problem-solving strategies. This document review study examined the problem-solving strategies used in Turkish middle school mathematics textbooks, and the data were analyzed using semantic content analysis. The findings revealed that mathematics textbooks' most used problem solving strategies for each level were drawing a figure (diagram), writing equality and inequality, making a table and making a systematic list. Drawing a diagram (figure) strategy was the most used strategy at each grade level, while working backwards was the least used one. Another finding was that finding a pattern and solving a simpler analogous problem strategies were rarely used at each grade level.
Citation: Asian Education and Development Studies
PubDate: 2024-07-18
DOI: 10.1108/AEDS-02-2024-0050
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Is internationalization abroad a prerequisite for university students'
intercultural competence development'-
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Authors: Xiaoqing Wang, Yuting Shen
Abstract: This study aims to examine how intercultural competence (IC) among university students can be enhanced through two streams of higher education internationalization: internationalization abroad and internationalization at home (IaH). By doing so, it aims to improve university students' IC through identifying which factors are more effective in fostering IC. The study is not solely a literature review, but rather a conceptual exploration based on a selective review of the literature. Due to the exploratory nature of this study, we employed a thematic analysis approach to reviewing English language literature while incorporating relevant Chinese literature to ensure a more balanced representation. We found that international students’ IC is influenced by their overseas learning experiences, which are closely related to the duration of stay, language proficiency, intercultural contact, university management and teachers and administrative support. On the other hand, domestic students’ IC has been influenced by various IaH experiences primarily within their home university campus, such as foreign language learning, international curriculum, extracurricular activities, communication between domestic and international students, integrated management of international students, the use of Internet and communication technology and so forth. Although a direct and definitive comparison is lacking, some comparative analyses suggest that IaH experiences may yield better results in enhancing the IC of domestic students. This article advances the understanding of IC development. We call for further research that values the importance of IaH in the increasingly uncertain globalization and delves into comparative analysis of the effects of two streams of higher education internationalization.
Citation: Asian Education and Development Studies
PubDate: 2024-07-16
DOI: 10.1108/AEDS-02-2024-0040
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Digital competence of students in higher education: an assessment
framework in Vietnam-
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Authors: Lam Pham Tra, Thoa Dau Thi Kim
Abstract: This study investigates the digital competence (DC) of undergraduate students, considering three key dimensions: use of Information and Communication Technologies (ICT) resources, knowledge about ICT resources, and attitude towards ICT. We also examined the relationship between these aspects in order to build a DC assessment framework. A structured questionnaire was administered to students from several universities in Vietnam in order to assess their DC. A PLS analysis was conducted based on data from 551 valid responses. Statistical analyses showed that the DC of students was quite low. The findings certify that knowledge of ICT resources is a total intermediate variable in the impact of attitude towards ICT on the use of ICT resources by students. Our findings provide important implications for policymakers and teachers' insights for authorities, universities, and scholars to develop strategies for DC of students in higher education. This study is the first to explore the DC assessment framework for students in higher education in an emerging market, Vietnam.
Citation: Asian Education and Development Studies
PubDate: 2024-07-16
DOI: 10.1108/AEDS-04-2024-0080
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Inefficient urban-rural resource allocation and reduced tuition benefits
for preschool education: an example from a Chinese county-
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Authors: Weiyue Yang, Quanbao Jiang
Abstract: Taking urban-rural disparity into account, this research examines the current service provision of preschool education at the local level in China. Following a qualitative design, the research is based on a case study on the preschool service provision in Luochuan County in China, with data collected from semi-structured interviews with grassroots officials and residents from the county’s rural and urban regions. This research finds that preschool services are inefficiently delivered between the county’s rural and urban areas. While services are oversupplied in rural regions, the popular demand for urban kindergartens is inadequately addressed. Moreover, the tuition subsidy offered by the local government has drastically decreased in recent years. This research is confined to a single-case study, so its findings are not necessarily applicable to all Chinese localities. Nevertheless, it proves that these problems in preschool service provision can be a result of the central authority’s tight control. Given China’s rapid urbanization and fertility decline, this research argues that overinvestment in rural kindergartens can be a widespread phenomenon throughout China. It also suggests a decreasing popular demand for other public services, such as childcare, in Chinese rural regions. This research calls for special attention to the persistent regional discrepancy in preschool service standards and the welfare cuts after the revenue centralization reform. This research contributes to a clearer picture of the current preschool service delivery by Chinese local governments, which remains largely underexplored by far. It also provides updates on the country’s long-existing urban-rural discrepancy in preschool services.
Citation: Asian Education and Development Studies
PubDate: 2024-07-09
DOI: 10.1108/AEDS-02-2024-0035
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Academic leadership and job performance: the effects of organizational
citizenship behavior and informal institutional leadership
Open Access Article-
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Authors: Kamila Ludwikowska, K.A. Zakkariya, Nimitha Aboobaker
Abstract: Grounded on the distributed theory and the social exchange theory, the current study investigates the determinants that positively influence job performance among educators within the realm of higher education in India. It particularly assesses the impact of perceived academic leadership on performance and explores the mediating and moderating effects of organizational citizenship behavior and informal institutional leadership. Employing a descriptive research design, this study encompasses a broad cross-section of faculty members from various higher educational institutions across India. Data were gathered from 826 educators using a snowball sampling technique, with questionnaires administered online. Each variable was measured using prevalidated scales. The findings from the moderated mediation model indicate a significant indirect relationship between perceived academic leadership and job performance, which is mediated by organizational citizenship behavior. Furthermore, informal institutional leadership demonstrates significant conditional indirect effects, enhancing the link between academic leadership and job performance up to a threshold, beyond which its influence diminishes. This study pioneers the exploration of academic dynamics beyond mere titles and ranks in the Indian educational sector. It delineates both the direct and indirect roles these dynamics play in enhancing faculty performance, providing a novel insight into the complexities of academic leadership.
Citation: Asian Education and Development Studies
PubDate: 2024-07-09
DOI: 10.1108/AEDS-04-2024-0074
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- ChatGPT in education: unveiling frontiers and future directions through
systematic literature review and bibliometric analysis-
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Authors: Buddhini Amarathunga
Abstract: This is a dual-focused study that anticipates qualitatively and quantitatively examining the literature on the recently initiated revolutionizing concept of ChatGPT in education by performing a Systematic Literature Review (SLR) and bibliometric analysis. Current study analyzed eight research questions: (1) the main information and annual scientific publications on ChatGPT in education, (2) the pioneer authors and collaborative authors exploring ChatGPT in education, (3) the authors' productivity through Lotka’s Law of
Authors ’ Scientific Productivity, (4) the most pertinent sources on ChatGPT in education and how are sources clustered through Bradford’s Law of Scattering, (5) the most related, cited countries and the nature of international collaborations exploring ChatGPT in education, (6) the most relevant publications exploring ChatGPT in education, (7) the most occurring and trending keywords in the empirical studies on ChatGPT in education, and (8) the themes and areas for future investigations on ChatGPT in education. The current study was designed as a SLR and bibliometric analysis, extracting articles from the Scopus database and utilizing both Biblioshiny and VOSviewer software for advanced scientific mapping and visualizations via quantitative and qualitative analysis approaches. The results indicated that ChatGPT in education is a progressively evolving worldwide concept generating 45 scientific publications from 2023 to 2024 (May). The USA, China, and Indonesia are the most productive countries that have published articles on ChatGPT in education. The education systems, AI, students, educational computing, human experiments, teaching, educational status, chatbots, generative AI, academic integrity, educational technology, worldwide education, and technology acceptance are the pertinent future directions in the field of ChatGPT in education. The analysis’s outcomes will enhance the area of study with theoretical and practical implications and benefit students, teachers, policymakers, regulators of educational and higher educational sectors, government, and the general public worldwide with effective utilization of ChatGPT in education.
Citation: Asian Education and Development Studies
PubDate: 2024-07-09
DOI: 10.1108/AEDS-05-2024-0101
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Medical tourism in South East Asia: science mapping of present and future
trends-
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Authors: Muhammad Ashraf Fauzi, Norhana Mohd Aripin, Nur Sofia Nabila Alimin, Irene Wei Kiong Ting, Walton Wider, Siti Sarah Maidin, Ahmed Zainul Abideen
Abstract: This study evaluates the knowledge structure of medical tourism within the geographical context of South East Asia. This region is one of the growing economic powerhouses in the world, and tourism activities have contributed a lot to its advancement. Applying a science mapping technique using bibliometric analysis, the current and emerging themes and future trends are analyzed using bibliographic coupling and co-word analysis. Findings show that current trends produced four themes: Fundamentals of medical tourism in Southeast Asia, determinants of tourist medical tourism visits, quality of medical and health service in Southeast Asia and impact of medical tourism on national economic growth. The future trends also produced four themes related to navigating excellence in medical tourism, medical tourism and economic growth, service quality in medical tourism services and accredited destinations in the globalized era of medical tourism. This study is relevant to all stakeholders, operators and local communities in Southeast Asia tourism destinations to provide the best medical tourism with the best quality service and technologies. This study fills the gap by performing a bibliometric approach to reviewing medical tourism in Southeast Asia using a science mapping technique. Crucial themes are produced through topological and temporal streams that provide critical insight for future developments in medical tourism in the region.
Citation: Asian Education and Development Studies
PubDate: 2024-07-05
DOI: 10.1108/AEDS-04-2024-0093
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Understanding the dynamics of English-speaking challenges for students in
Kazakhstan-
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Authors: Kymbat Yessenbekova
Abstract: The purpose of this paper is to explore the English-speaking challenges confronted by English as Foreign Language (EFL) students in the context of Kazakhstan, a Central Asian, post-Soviet nation, particularly focusing on the interrelation of English language fluency issues, psychological conditions and the influence of environmental factors. This qualitative inquiry is firmly situated in Krashen’s second language acquisition theory. The research cohort comprises ten undergraduates from the esteemed Foreign Languages and Translation Studies Department, their narratives forming the basis for data analysis. The author conducted structured interviews with the participants. The findings demonstrate that limited language proficiency not only hinders fluency but also initiates psychological challenges, forming a difficult cycle. Additionally, environmental elements, such as interactions with teachers and peers, have both beneficial and adverse impacts on speaking improvement. Acknowledging and tackling these complex dynamics is crucial for developing focused interventions that foster a supportive learning environment conducive to enhancing language acquisition and fluency. The limitation of this research is that the triangulation method in the form of additional semi-structured interviews and/or observation was not used to get more in-depth data. The study might be helpful for stakeholders to reflect on the English difficulties they experience and to prepare effective teaching and learning strategies. In particular, EFL teachers may need to use more speaking activities in lessons to help students overcome language barriers in speaking. EFL teachers might also adopt strategies such as not judging learners’ mistakes in the first phase of their language practices until they get used to speaking without any psychological blocks and paying additional attention to vocabulary and grammar knowledge in communicative lessons. EFL students may use the strategies to consciously evaluate their skills and not learn the speaking material by heart beforehand. In addition, university administration may organize regular speaking clubs for students in order to create an immersive environment. Moreover, they might require teachers to show up with their speaking capabilities before hiring English teachers, especially in English-related specialization departments. The research indicates a lack of support and a judgmental environment, passive involvement in communicative pursuits and memorization as instrumental strategies for augmenting oral proficiency. These reasons have created difficulties in speaking English for students studying in English-specialized departments in Kazakhstan.
Citation: Asian Education and Development Studies
PubDate: 2024-07-03
DOI: 10.1108/AEDS-04-2024-0083
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Young children’s attitudes toward science learning in
early learning grades
Open Access Article-
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Authors: Rommel AlAli, Ali Al-Barakat
Abstract: This research aims to investigate the attitudes of young children toward learning science in the early educational grades. The study involved conducting interviews with seventy-three children attending institutions in Sharjah, United Arab Emirates. The structured interview method was employed to collect valuable data. The findings of the interviews shed light on the inclination of young children to foster positive attitudes toward science education. These inclinations include the facilitation of knowledge acquisition that enables children to develop skills for applying scientific concepts in real-life contexts, the incorporation of hands-on activities both inside and outside the classroom, and the prioritization of child-centered approaches to learning. This research aims to explore the attitudes of young children in early educational grades toward learning science. Interviews were conducted with seventy-three children in Sharjah, UAE, using a structured interview method. The findings highlight children’s inclination toward positive attitudes in science education, including the importance of knowledge acquisition for applying scientific concepts in real-life contexts, hands-on activities inside and outside the classroom, and child-centered learning approaches. Based on these findings, the study provides recommendations and conclusions to enhance science education experiences for young children.
Citation: Asian Education and Development Studies
PubDate: 2024-07-02
DOI: 10.1108/AEDS-02-2024-0036
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Discovering students' continuous intentions to use ChatGPT in higher
education: a tale of two theories-
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Authors: Christine Nya-Ling Tan, Mcxin Tee, Kian Yeik Koay
Abstract: This study investigates the factors affecting university students’ intentions to continuously use ChatGPT by integrating the UTAUT3 (Unified Theory of Acceptance and Use of Technology) and ISS (Information Systems Success) theories. By using self-reported questionnaires, 388 usable data from university students in Malaysia were analysed using partial least squares structural equation modelling. The results indicate that hedonic motivation, habit, and facilitating conditions significantly impact students’ continuous intentions to utilise ChatGPT. Furthermore, system quality, information quality, service quality, and conversational quality significantly influence students’ ChatGPT satisfaction. Crucially, satisfaction is a critical factor in continuous intention to utilise ChatGPT. This research integrates UTAUT3 and ISS theories to understand factors influencing university students’ satisfaction with continuous intentions to use ChatGPT, filling the gap in previous studies that have focused on these theories separately.
Citation: Asian Education and Development Studies
PubDate: 2024-07-01
DOI: 10.1108/AEDS-04-2024-0096
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Graduate employability skills, trending avenues and research gaps: a
systematic literature review and bibliometric analysis-
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Authors: Buddhini Amarathunga, Ali Khatibi, Zunirah Mohd Talib, S.M. Ferdous Azam, Jacquline Tham
Abstract: Current study theoretically and technically analyzed the empirical literature on Graduate Employability Skills (GES) and aimed to investigate ten research questions: 1) the specific features of the retrieved empirical studies on GES, 2) the trends of empirical scientific production of GES, 3) the most relevant and high-impact sources in the field of GES, 4) clustering the sources through Bradford’s Law of Scattering, 5) the highly cited articles on GES, 6) the most relevant countries on GES, 7) the most pertinent and high-impact authors on GES, 8) authors' productivity through Lotka’s Law of authors’ Scientific Productivity, 9) the trending research avenues for future investigations on GES, and 10) identified research gaps relevant to the field of GES. The Scopus database was used to extract data, and VOSviewer and Biblioshony tools were used for the study's bibliometric analysis and systematic literature evaluation. The present study analyzed 864 sources containing 1816 articles from 4378 authors that address GES. Publications on GES were steadily increasing, with a notable upswing beginning in 2010 and reaching a record high of 232 articles in 2019. The UK, Australia, and Malaysia are the top three nations in terms of number of publications and cumulative citations. The thematic map of keywords revealed which themes future researchers need to investigate: work-integrated learning, entrepreneurship, industry 4.0, sustainability, management education, business education, project-based learning, education, curriculum development, learning, and graduate skills. The present study provides theoretical, practical, and social implications for graduates, the higher education industry, policymakers, the economy, and society.
Citation: Asian Education and Development Studies
PubDate: 2024-06-17
DOI: 10.1108/AEDS-04-2024-0085
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- AI rising in higher education: opportunities, risks and limitations
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Authors: Adrian John Davis
Abstract: The aim of this paper is twofold: to explore the significance and implications of the rise of AI technology for the field of tertiary education in general and, in particular, to answer the question of whether teachers can be replaced by intelligent AI systems such as androids, what that requires in terms of human capabilities and what that might mean for teaching and learning in higher education. Given the interdisciplinary nature of this conceptual paper, a literature review serves as a methodological tool to access data pertaining to the research question posed in the paper. This exploratory paper gathers a range of evidence from the philosophy of mind (the mind-body problem), Kahneman’s (2011) System 1 and System 2 models of the mind, Gödel’s (1951) Two Incompleteness Theorems, Polanyi’s (1958, 1966) theory of tacit knowing and Searle’s (1980) Chinese Room thought experiment to the effect that no AI system can ever fully replace a human being because no machine can replicate the human mind and its capacity for intelligence, consciousness and highly developed social skills such as empathy and cooperation. AI is rising, but there are inherent limits to what machines can achieve when compared to human capabilities. An android can at most attain “weak AI”, that is, it can be smart but lack awareness or empathy. Therefore, an analysis of good teaching at the tertiary level shows that learning, knowledge and understanding go far beyond any quantitative processing that an AI machine does so well, helping us to appreciate the qualitative dimension of education and knowledge acquisition. ChatGPT is robotic, being AI-generated, but human beings thrive on the human-to-human interface – that is, human relationships and meaningful connections – and that is where the true qualitative value of educational attainment will be gauged. This paper has provided evidence that human beings are irreplaceable due to our unique strengths as meaning-makers and relationship-builders, our capacity for morality and empathy, our creativity, our expertise and adaptability and our capacity to build unity and cooperate in building social structures and civilization for the benefit of all. Furthermore, as society is radically automated, the purpose of human life and its reevaluation will also come into question. For instance, as more and more occupations are replaced by ChatGPT services, more and more people will be freed up to do other things with their time, such as caring for relatives, undertaking creative projects, studying further and having children. The investigation of the scope and limitations of AI is significant for two reasons. First, the question of the nature and functions of a mind becomes critical to the possibility of replication because if the human mind is like a super-sophisticated computer, then the relationship between a brain and mind is similar (if not identical) to the relationship between a computer as machine hardware and its programme or software (Dreyfus, 1979). [ ] If so, it should be theoretically possible to understand its mechanism and reproduce it, and then it is just a matter of time before AI research and development can replicate the human mind and eventually replace a human teacher, especially if an AI machine can teach just as intelligently yet more efficiently and economically. But if AI has inherent limitations that preclude the possibility of ever having a human-like mind and thought processes, then our investigation can at least clarify in what ways AI/AGI – such as ChatGPT – could support teaching and learning at universities.
Citation: Asian Education and Development Studies
PubDate: 2024-06-11
DOI: 10.1108/AEDS-01-2024-0017
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Business student problem-solving skills and e-learning management in
Malaysia: mediating role of student psychological motivation and peer
collaboration-
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Authors: Aizza Anwar, Andrea Tick, Yi Shern Lim, Daisy Mui Hung Kee, Lilis Surienty
Abstract: E-learning has demonstrated its value as a powerful tool for enhancing students' educational experience. This paper uses a quantitative approach to examine the impact of students' cognitive problem-solving skills on their e-learning management ability. In addition, it investigates the parallel mediation role of student psychological motivation and peer collaboration. Moreover, the moderating role of gender was examined to identify the difference in e-learning management ability among male and female students. Data were collected from 214 Malaysian business students using an online survey. For the analysis, the researcher utilized both SPSS and a SMART PLS software. The results show that cognitive problem-solving skills directly impact student e-learning management. Moreover, psychological motivation and peer collaboration mediate the relationship between cognitive problem-solving and student e-learning management. The study's results reported that female students' psychological motivation is higher than males in managing their e-learning environment. The study found that an e-learning environment helps students develop cognitive problem-solving skills, and students can manage their e-learning independently. The COVID-19 pandemic in 2020 worldwide has shifted the educational system from a traditional approach to an online context. There is a lack of studies examining students' cognitive problem-solving skills, their ability to manage e-learning and investigating gender differences. The findings reported here are novel in the context of Malaysia. Little evidence exists about the impact of problem-solving among business students on e-learning management ability while providing insight into gender differences.
Citation: Asian Education and Development Studies
PubDate: 2024-06-04
DOI: 10.1108/AEDS-11-2023-0155
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Job-field underemployment: its effect on career obstacles in the Israeli
labor market-
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Authors: Sharon More
Abstract: The purpose of the current article is to examine the effect of the inefficient allocation of academic individuals in the Israeli labor market in terms of mismatch between their fields of education and occupation – a phenomenon referred in the literature as “horizontal mismatch” and “job-field underemployment” – on their duration of unemployment, in the local labor market. A sample size of 8,554 participants have taken part in the survey by the Central Bureau of Statistics: Undergraduate students at academic institutions in Israel in the academic year of 2010–2011, who were sampled again in the academic year of 2017–2018, to determine the nature of their integration into the labor market, and the quality of their career progress. The study’s methodology is statistical-correlational, and its data mainly based on the answers of the participants in the research tool (questionnaire). A T-test for independent samples (via SPSS) has proven the key results. The average cumulative annual duration of unemployment, as of graduation with a bachelor’s degree, among the mismatched graduates, was found to be higher than the average cumulative annual duration of unemployment among the matched graduates. The current study’s originality lays both in its large sample size (8,554), and in the repeatability element of its sampling (test-retest reliability). Also, its findings regarding the consequences of the nature of the match between the educational field and occupational field – on the quality of integration of academics in the Israeli labor market, are pioneers in this field.
Citation: Asian Education and Development Studies
PubDate: 2024-06-03
DOI: 10.1108/AEDS-01-2024-0005
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Building capacity and status through transnational joint doctoral
programs: a case study in China-
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Authors: Nian Ruan, Jingran Yu
Abstract: Through a case study of a recently established but rapidly growing research-intensive university in China, this study explores how transnational joint doctoral programs are strategically instrumentalized to overcome policy restrictions on postgraduate degree accreditation. It utilizes the cumulative (dis)advantage theory as the analytical lens. This study investigates the innovative, bottom-up initiation of transnational higher education tailored to the development goals of the university and this region, thus providing an alternative perspective for the dominant top-down discourse on transnational higher education research in China. This study employs a qualitative case study design that incorporates semi-structured interviews and document analysis to investigate the examined university’s joint doctoral programs. The study examines how, through its transnational joint doctoral programs, the case university actively accumulated the advantages of recruiting excellent research students, cultivating the public’s confidence and deepening international collaboration. These advantages created a virtuous circle, which further reinforced each other and accelerated the university’s development. The disadvantages include power disparities between the case university and its partners, students’ study discontinuity because of temporal and spatial division and the challenges of co-supervision. Accordingly, the university implemented counterstrategies such as adopting a differentiated stance with varying partners, offering flexible administrative and management supports and aligning differently with various supervisors’ collaboration styles. This study presents innovative institutional strategies in the Greater Bay Area of China to pursue rapid development and internationalization through transnational higher education programs. It also strives to illuminate the significant role of transnational higher education in facilitating experimental governance with Chinese characteristics.
Citation: Asian Education and Development Studies
PubDate: 2024-06-03
DOI: 10.1108/AEDS-02-2024-0041
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Found in translation, lost in education: artificial intelligence’s
impacts on translation tertiary education in Macao-
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Authors: Vanessa Amaro, Manuel João Pires
Abstract: To explore the interplay between human translators and AI tools, focusing on tertiary students' perceptions in the context of Portuguese-Chinese translations in Macao. This research employed a mixed-methods approach. Quantitative surveys were complemented by qualitative responses. Qualitative class observations (participant and non-participant) and autoethnography further enriched the insights. Participants included undergraduate and postgraduate students in translation studies from the Macao Polytechnic University. The data revealed a dual perspective: appreciation for AI’s efficiency contrasted with concerns about its potential to overshadow human touch in translations, especially in cultural nuances. Views on integrating AI into curricula were diverse, but a balanced, synergistic approach between human expertise and AI efficiency emerged as a common theme. This study offers a fresh perspective by integrating various methodologies, capturing both statistical and experiential insights on the evolving relationship between AI and human translation efforts in academia.
Citation: Asian Education and Development Studies
PubDate: 2024-05-14
DOI: 10.1108/AEDS-01-2024-0012
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Transnationalization of higher education in China and Asia: quality
assurance and students’ learning experiences-
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Authors: Ka Ho Mok, Tual Sawn Khai
Abstract: This study aims to fill this research gap by providing a comprehensive exploration of the transnationalization of higher education in China and Asia, with a particular focus on how institutions maintain quality assurance and how student learning experiences are reported. The transnationalization of higher education involves educational programs and services provided by institutions or universities in a country other than their home country where students from diverse countries are trained. The goal of transnational education is to offer higher education to students who face obstacles in physically entering the host country of a transnational program, encourage globalization, enhance cross-cultural communication and improve the quality of education by expanding students' learning opportunities, providing diverse educational experiences and elevating academic standards. The transnationalization of higher education has become a crucial endeavor in Asia, especially in countries such as China, Malaysia and Singapore, where rapid economic development and globalization have prompted the need to evolve into knowledge-driven economies to meet the increasing demand for higher education. The factors driving the expansion of transnational higher education in China and Asia include the desire for top-quality education, the allure of international students, the establishment of worldwide collaborations and aspirations to be recognized as centers of academic distinction. The rapid expansion and increasing importance of transnational higher education has underscored the vital role of quality assurance. To guarantee educational quality, maintain institutional reputation and improve overall student outcomes, several agencies and frameworks have been established to uphold international standards. Based upon extensive literature reveiw and case analysis, our findings indicated the quality assurance assessment varies and is primarily influenced by host countries and provider polices. However, students in transnational higher education programs report satisfaction with their experienes and the quality of their programs, which tends to meet their expecations. This study presents the first comprehsensive literatrue rewiew and case analysis of how transnational higher education in China, Sinapore, Malaysia and Vietnam uphold quality assurance and report students learning experiences. Additionally, the findings highlight why future researceh on this topic is crucial and why forestering colloboration among countries in Asian regions is imporant in term of growing geo-politics.
Citation: Asian Education and Development Studies
PubDate: 2024-04-19
DOI: 10.1108/AEDS-01-2024-0004
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Pedagogical relationships in short-term study abroad programmes: exploring
the role of consumer identity in collaborative learning among Chinese
students in the UK-
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Authors: Yaqiao Liu, Yifei Liang, Yilan Guo
Abstract: The marketisation of higher education fosters the notion of students as consumers, highlighting the shifting dynamics of student–teacher relationships. This paper aims to contribute to ongoing discussions about students as consumers and their involvement in pedagogical practices. We explore students’ experiences in short-term study abroad (SA) programmes that involve collaborative learning, examining how a consumerism-oriented approach affects students’ perceptions of their pedagogical identities and student–teacher pedagogical relationships. A qualitative exploratory study was conducted to capture students’ rich and subjective perceptions and experiences. The data were gathered through semi-structured interviews with 15 Chinese undergraduate students who participated in a short-term SA programme at a UK university. Following data translation and transcription, a thematic analysis approach facilitated our exploration. Chinese students engage in SA programmes as a strategic investment in personal growth and transformation, with their consumer-oriented identity fostering a mutually beneficial relationship with educators and group members. This consumer mindset appears to enhance active student engagement and, to some extent, create reciprocal student–teacher interactions through power sharing and collaborative involvement. This study presents empirical data exploring the impact of consumer identity on the dynamics of student–teacher relationships in the SA context. It provides recommendations for implementing pedagogical approaches designed to mediate the influence of consumerism on student engagement, particularly in shaping collaborative student–teacher relationships. This study offers insights for future research on the effects of consumerism in higher education within cross-cultural contexts.
Citation: Asian Education and Development Studies
PubDate: 2024-04-12
DOI: 10.1108/AEDS-11-2023-0161
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- When infrastructures collide: transnational higher education and Chinese
international students' (im)mobility in the pandemic era-
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Authors: Xiaoyuan Li, Weile Zhou
Abstract: This study aims to unravel the tensions and convergences between market-oriented neoliberal education and state-serving transnational higher education (TNHE) practices through an infrastructural lens within the broad context of post-pandemic geopolitics. The study utilizes a case study approach, with a diverse array of data collection methods, including observations, interviews and review of material/online documents issued by the TNHE-related institutions and the Chinese Ministry of Education. The study identifies three findings: (1) Re-articulation of transnational infrastructures, valuing ‘glocal' education and casting immobility as advantageous yet quasi-mobile; (2) Infrastructural tensions arising from stakeholder contests over program control and (3) Infrastructural dialectics, illustrating how promised (im)mobility becomes a tightly regulated academic journey due to institutional constraints and conflicts. The findings elucidate the dynamic interplay between international education and TNHE amidst neoliberal pedagogical trends and pandemic-driven geopolitical shifts in China. While the interplay showcased a notable effect on Chinese students' (im)mobility during the pandemic, more empirical research is needed to understand international student (im)mobility issues in the post-pandemic era. This study explores the infrastructural intersections between international and transnational education during the unprecedented Covid-19. Findings may provide a reference for policymakers and practitioners to strategize the “glocal” approach to international/transnational education in China after the pandemic.
Citation: Asian Education and Development Studies
PubDate: 2024-03-12
DOI: 10.1108/AEDS-10-2023-0150
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Guest editorial: Transnationalization of higher education: challenges and
opportunities-
Free pre-print version: Loading...Guest editorial: Transnationalization of higher education: challenges and opportunities
Ka Ho Mok, Kun Dai
Asian Education and Development Studies, Vol. 13, No. 3, pp.193-194Asian Education and Development Studies2024-08-06
DOI: 10.1108/AEDS-06-2024-294
Issue No: Vol. 13, No. 3 (2024)
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