Index
Annual Review of Comparative and International Education 2020
ISBN: 978-1-80071-908-8, eISBN: 978-1-80071-907-1
ISSN: 1479-3679
Publication date: 2 August 2021
This content is currently only available as a PDF
Citation
(2021), "Index", Wiseman, A.W. (Ed.) Annual Review of Comparative and International Education 2020 (International Perspectives on Education and Society, Vol. 40), Emerald Publishing Limited, Leeds, pp. 403-418. https://doi.org/10.1108/S1479-367920210000040024
Publisher
:Emerald Publishing Limited
Copyright © 2021 Alexander W. Wiseman
INDEX
A-level/IGCSE curriculum
, 372, 379
Academia
, 28
Academic dimension
, 61, 65–66
Academic dishonesty (AD)
, 331–332
higher education
, 330–331
lessons from international research
, 337–340
mass-media and civil society against
, 332–334
Romanian higher education institutions against
, 334–336
Romanian research on
, 336–337
Academic Rankings of World Universities (ARWU)
, 320
Academic(s)
, 128
factors
, 318–319
mobility
, 198–200, 208
networking platforms
, 159
plagiarism
, 335
Adult Education Survey
, 162
Advance knowledge on women’s education and empowerment
, 185–187
Advanced Placement curriculum (AP curriculum)
, 370, 372
Adverse selection
, 49–51
Algorithmization of education governance
, 152
Alliance of Asian Liberal Arts Universities (AALAU)
, 131
Amalgamation
, 152
American Association for Advancement of Science (AAAS)
, 43
American education
, 32
American International Schools (AIS)
, 32
black experience in
, 35–36
critical race theory
, 36–37
equity efforts
, 34–35
hiring practices
, 33–34
imitating American racism
, 32–33
American Political Science Association
, 28
American racism, imitating
, 32–33
American University of Beirut (AUB)
, 266
Amsterdam University College (AUC)
, 139
Anthropocene
, 102, 104
Anthropology
, 84
Anti-Black racism
, 32
Anti-racist efforts
, 37
Applied linguistics
, 84
Apps
, 28
Arab Gulf region
, 346
Artes liberals
, 129
Artificial intelligence
Asignifying rupture
, 151
Assemblages
, 155
EU and CARICOM as complex educational assemblages
, 153–158
exploring implications
, 167–168
lens in CIE
, 150–153
regulated and unregulated big data
, 158–159
territorialization and deterritorialization with Big Data
, 159–167
theory
, 150
Assimilation process
, 33
Association of American Colleges & Universities (AACU)
, 137
Australian Trade and Investment Commission (Austrade)
, 308
Author context
, 6–7
author number
, 10
institutional affiliation
, 11–12
journal access status
, 10–11
lead author gender
, 11
methodology
, 12–13
overlap
, 12
overlap
, 8, 12
trends in
, 9–13
unit of analysis
, 12
Author number
, 6, 15–16
Authority
, 50
Awareness raising
, 283, 292, 297–298, 300
Basic CA
, 110
Best practices
, 73, 75, 364, 381, 395
Bhutan
IE development in
, 285–289
realities and complexties of IE in two countries
, 296–300
Big data
, 151–153
Bilateral agencies
, 172–173
Bilingual pedagogies
, 86
Bill and Melinda Gates Foundation (BMGF)
, 251
BIPOC educators
, 33
Black educators
, 36
Black experience in AIS
, 35–36
Black Lives Matter
, 32
Black racism
, 32
Black Students
, 34
Bolivarian Alliance for the Peoples of Our America (ALBA)
, 166
Bologna Process
, 162
Brain drain
, 198–199
brain drain in Russia
, 205–207
combating
, 201–205
efforts to combat brain drain in Russia
, 207–211
phenomenon
, 199–201
Bringism
, 371, 384
British Association for International and Comparative Education Society (BAI CE)
, 179
British Columbia Curriculum (BC curriculum)
, 372
British Council
, 63, 308, 355
Buddhism-oriented reincarnation
, 283
Cairo American College (CAC)
, 391, 393
Capacity
, 50
Carbon footprints
, 103, 105, 111, 116
Caribbean Advance Proficiency Examination (CAPE)
, 157
Caribbean Association of National Training Agencies (CANTA)
, 161
Caribbean Common Market
, 155–156
Caribbean Community (CARICOM)
, 27, 152, 155–157, 160, 166
assemblage
, 157
as complex educational assemblages
, 153–158
epistemological outcome
, 155
Caribbean Educational Policy Space (CEPS)
, 156
Caribbean Examination Council (CXC)
, 157
Caribbean identity
, 155
Caribbean Secondary Education Certificate, CSEC)
, 157
Caribbean Single Market (CSM)
, 156
Caribbean Single Market and Economy (CSME)
, 157
Caribbean Vocational Qualifications (CVQs)
, 157
Central American Integration System (CAIS)
, 166
Central Department of Statistics and Information (CDSI)
, 76
Centre for British Teachers (CfBT)
, 354
Cervantes Institute
, 317
Child Friendly Schools framework
, 87
Child research net (CRN)
, 292
Children with disabilities
, 282–283, 286–287, 289–290, 292, 296–302
China
cultural soft power
, 63
internationalization of education in
, 60
reform
, 370
Chinese characteristics
, 60
academic dimension
, 65–66
conceptual resources and analytical frames
, 60–61
economic dimension
, 64–65
key findings
, 61
political dimension
, 61–62
socio-cultural dimension
, 63
Chinese Communist Party (CCP)
, 61
Chinese cultures
, 60
Citizenship
, 61, 103, 107–108, 128–130, 137, 141–142, 175, 188
Civic responsibility
, 140
Civil Service Commission (CSC)
, 361
Civil society
, 51
against academic dishonesty
, 332–334
demands
, 130
Classic curriculum theory
, 375
Classroom practices
, 85
Climate change (CC)
, 103
Cloud video and audio conferencing platforms
, 29
Co-authoring
, 27
Co-authorship
, 30
Coalition for Clean Universities (CCU)
, 332
Code of ethics
, 330, 332
Collaboration in disruptive times
, 28–29
Collaborative imperative
, 26–27
College choice
, 313
College choice theories (CCT)
, 309
for international students
, 313
Colleges of Excellence (COE)
, 79
Colonial-era schooling
, 84
Colonization
, 32
Colonized curriculum
, 33
Communicating research outcomes
, 40
Community
, 89
members
, 216
programs
, 154
Turkish
, 316
Community of Latin American and Caribbean States (CELAC)
, 166
Comparative and International Education (CIE)
, 3, 26, 84, 103–104, 150, 216, 258
assemblage theory in
, 150–153
author number
, 15–16
brief epilogue
, 29–30
collaboration in disruptive times
, 28–29
collaboration sites in
, 26–28
comparative journal of curriculum, learning, and assessment, and research
, 14–15
environmental impacts of
, 115–116
methodology
, 4–5, 16–18
multiyear trends in comparative and
, 13–19
reflections on comparative and
, 19–20
sustainability themes in
, 259–260
trends in author context
, 9–13
trends in journal access status
, 5–9
unit of analysis
, 18–19
Comparative and International Education Society (CIES)
, 26, 29–30, 179, 258
Comparative education
, 176, 178
comparative education-related research
, 40
field of
, 173
Comparative Education Review (CER)
, 179
Comparative inquiry into school leadership capacity
, 54–55
Comparative international education
, 37
Comparative study
, 284
Complex educational assemblages
, 150, 152–153
EU and CARICOM as
, 153–158
Conceptual framing
, 177–178
Concrete ideas
, 152
Conference closure
, 26
Confucianism
, 63, 133
Confucius Institutes (CIs)
, 60, 63
Connectivity
, 151
Considerations project
, 115–117
Consultants
, 73
Contemporary Chinese politics
, 62
Content analysis (CA)
, 104
Content analyst approach
, 111
Contextual
ESD
, 108
variations
, 108, 348
Continuing Vocational Training Survey
, 162
Contributorship
, 27
Controlocracy
, 62
Cooperation
, 128
Coronavirus
, 166
Corporate philanthropy
, 246
Cost-benefit analyses
, 87
Council for Christian Colleges & Universities (CCCU)
, 131
Council of Higher Education Accreditation (CHEA)
, 320
Council of Human and Social Development (COHSOD)
, 156
Counter-colonial effort
, 87
COVID-19 pandemic
, 28–29, 114, 128, 166, 321, 398–399
Critical feminist theory
, 178
Critical mass
, 266
Critical race theory (CRT)
, 36–37
Cultivation
, 130
Cultural adjustments
, 392–393
Cultural diplomacy
, 62, 64
Cultural factors
, 318
Cultural heterogeneity
, 381
Cultural identification
, 339
Curriculum
construction of international schools
, 384–386
development
, 375
implementation
, 375, 380–381
management and evaluation
, 382
objectives
, 378–379
resources
, 381–382
structures
, 379
Curriculum Development and Enhancement Project
, 355–356
Dakar Framework for Action (2000)
, 47–48, 106
Dante Alighieri Society
, 317
Decentralization
, 54
educational value
, 48
of higher education
, 334
Decision-making
in MOE
, 353–354
processes
, 330
Decolonizing knowledge and pedagogy
, 87, 221, 228
Deterritorialization, 151–152 (see also Territorialization)
with big data
, 159–167
deterritorializing pressures
, 159
Deutsche Gesellschaftfür Internationale Zusammenarbeit (GIZ)
, 316
Development
decade
, 106
professional
, 51–54
Differentiation
, 393
Digital Education Action Plan
, 164
Digitization of education governance
, 152
Diploma Programme (DP)
, 375
Diplomacy
, 61
Directory of Open Access Journals (DOAJ)
, 4
Disability
, 283, 286–287, 300
disability-inclusive campuses
, 267
rights
, 273
Disadvantaged children
, 283
Discrimination
, 32, 172, 177, 181
forms
, 283
racial
, 186
sex
, 181
Disruptive times, collaboration in
, 28–29
Dissemination process
, 283
Divergence
, 51
Dominant languages
, 89–91, 223–226
Doutoku
, 284
Dual degree programs
, 198
Dynastic monarchies
, 348
E-learning
, 392
Early Childhood Care and Development (ECCD)
, 294
East European Cultural Foundation (EECF)
, 243
Economic dimension
, 61, 63–65
Economic empowerment
, 172, 176–177, 189
Economic enticement
, 63
Economic factors
, 318
Economic integration
, 155
Economy
, 103
Edo Period
, 284
Educación intercultural bilingüe
, 228
Education
, 2, 73
for children with disabilities
, 285–289
governance
, 152
for international understanding
, 372, 375
in Kuwait
, 350
philanthropy for CIE
, 246–248
policy
, 72, 283
process
, 76
for self-determination
, 84
sovereignty
, 385
system in Kuwait
, 350–355
Education for All movement (EFA movement)
, 282
Education for sustainable development (ESD)
, 102, 105, 107–108, 260
Education reforms
, 50, 73, 346
education system in Kuwait
, 350–355
in Gulf region
, 346–348
integrated education program
, 355–360
Kuwait’s political and economic status
, 348–350
MOE
, 360–361
Education research
case study of Kazakhstan
, 41–43
comparative and international education-related research
, 40–41
possible solutions
, 43–44
Education Resources Information Center (ERIC)
, 262
Education-to-work transitions
, 76
Educational administration
, 62
Educational amalgamation
, 152–153, 158–160, 162–163, 167
Educational decision-making
, 353
Educational development
, 91
Educational effectiveness
, 86
Educational governance
, 243
geometries
, 151
instrument of collaboration in
, 156
patchwork
, 154
regulation
, 160
Educational gradualism
, 156
Educational philosophy
, 374
Educational policy
, 27
Educational practices
, 346
Educational processes and AD
, 334
Educational reforms
, 137
Efficacy for stakeholder engagement
, 53
Elementary approach
, 111
Emergent bilinguals
, 225
Emergent multilinguals
, 225
Emigration
, 198–200, 205–207, 209
Emphasis on education
, 102
Empower women
, 175
Empowerment
, 89, 221
citizen
, 161
and community education
, 87
self-empowerment
, 178
of women and girls
, 172
English Language Learning (ELL)
, 393
Enlarging geographical space
, 153
Environment
, 103
Environmental education (EE)
, 102
Environmental impact(s)
of CIE research
, 115–116
of research
, 104, 115
statement
, 111–114
Environmental sustainability
, 102
Equality Act of 2006
, 186
Equitable access
, 91
Equity efforts
, 34–35
ERASMUS Program
, 154
Eritrean Human Resource Development Project
, 266
Ethical education of young people
, 330
Ethics infrastructure
, 330
Ethnography research
, 247
Euro-centric knowledge production
, 84
Eurocentric patriarchy
, 174
European Association for Quality Assurance in Higher Education (ENQA)
, 320
European Credits and Transfer System (ECTS)
, 154
European dimension
, 154
European identity
, 153
European Liberal Arts Initiative (ELAI)
, 131
European Liberal Arts Network (ELAN)
, 131–132
European Statistical System
, 160
European Union (EU)
, 27, 91, 152, 226, 309
as complex educational assemblages
, 153–158
Eurosphere
, 154
Eurostat
, 163
Every Student Succeeds Act (ESSA)
, 384
Exchange relationships
, 49–50
Experimentation, LAE
, 129, 136, 138
Exploratory literature review
, 262
Facebook
, 28, 163
Faculty of Journalism
, 333
Feminism
, 173–174, 177
Feminist theories
, 177
Finance Center for South-South Cooperation (FCSSC)
, 4
Flagship
, 9
Foreign policy coordination
, 155
Foreign schools
, 370
Forum on China-Africa Cooperation (FOCAC)
, 270
Framework Convention on Climate Change
, 106
Francophone African countries
, 218
Francophone University Agency (AUF)
, 308
Free-market capitalism
, 176
Freedom of speech
, 164
French Alliance
, 380
Fulbright Commission
, 308
Functional bilingualism
, 218
Functional cooperation
, 155
Fundamental Law of Education (FLE)
, 285
Further education
, 74–75
Gender
differences by journal access status
, 7
discrimination
, 172–174
equality
, 175
representation
, 176, 191
theories
, 185
General Authority for Statistics Saudi Arabia (GaStat)
, 76
General Certificate of Education Advanced Level (A-level)
, 370, 373
General education
, 130–131
Generalism, 143n2
Geographic factors
, 319
Geopolitics
, 317–318
German Academic International Network (GAIN)
, 198
Ghost authorship
, 27
Girls education
, 172
Global alumni advocacy networks, case for
, 272–273
Global citizenship
, 140
Global competence
, 140, 373–374, 379
Global education industry (GEI)
, 72, 247
GEI influenced TVET in Saudi Arabia
, 77–79
policy transfer and TVET
, 73–74
Saudi Arabia and
, 75–76
Saudi TVET and
, 76–77
TVET in Saudi Arabia
, 74–75
Global Education Monitoring Report (2013–14)
, 48, 259
Global Education Policy
, 247
Global Education Program
, 210
Global Educational Reform Movement (GERM)
, 346
Global North
, 2–4, 72, 84
Global pandemic
, 2
Global philanthropic involvement
, 245, 246, 248
Global South
, 2–4, 40–41, 72
contexts
, 2
international scholarships in
, 260–262
Global student mobility
, 308
Global university rankings (GURs)
, 105
Global warming
, 103
Globalization
, 72, 199
Globalized economy
, 27
GNH education
, 293
green school concept of
, 285
GNH-infused education
, 284
Goethe Institute
, 63, 317
Google Hangouts
, 29
Google Scholar
, 28, 262
Greco-Roman philosophy
, 128
“Green school concept” of GNH education
, 285
Greenhouse gas (GHG)
, 103
Group of Twenty (G20)
, 319
Guest authorship
, 27
Gulf Cooperation Council (GCC)
, 348
H1N1
in Asia
, 399
pandemic
, 397–398
Health protocols
, 2
Hegemonic ideology
, 34
Hegemony
patriarchal
, 173
Western
, 136
Heterogeneity
, 151
Higher education (HE), 60, 198, 258, 330–331 (see also Comparative and International Education (CIE))
administrators
, 128
philanthropy
, 244
Higher education institutions (HEIs)
, 104, 330
Higher School of Economics (HSE)
, 209
Highly skilled migrant workers
, 199
Hiring practices
, 33–34
History of education
, 84
Holistic language system
, 225
Honor code
, 330
HORIZON 2020
, 154
HRD 2030 Strategy
, 161
Human capital
, 74, 361
competitiveness
, 62
flight
, 198
Human Capital Development (HCD)
, 161
Human capital theory (HCT)
, 73
Human Resource Development (HRD)
, 157
Human Resources Development Fund (HRDF)
, 76
Hyperauthorship
, 27
Hyperdocs
, 394
Ibn Khaldun
, 323, 325
Ideal type
, 133
Imperialism
, 32
Incentives
, 51
Inclusion
, 282
Inclusive education (IE), 282 (see also Higher education (HE))
development in Bhutan
, 285–289
system development in Japan
, 289–293
Inclusive environment, maintaining
, 393–394
Inclusive schools
, 282, 300
Indigenous epistemologies
, 221
Indigenous Studies
, 84
Individualized Education Plans (IEPs)
, 393
Informal learning networks
, 89
Informal systems
, 330
Information and communication technologies (ICT)
, 89, 223
Information asymmetry
, 49–50, 54
Informing gender responsive policy and practice
, 187–188
Instagram
, 163
Institutional actors
, 140
among polity, market, and nation
, 141
Institutional affiliation
, 7–8, 11–12
Institutional policy
, 6
Institutionalist framework
, 132
Instructional leadership
, 48–50
professional development for
, 52
Instructional materials
, 53
Instructional supervision
, 48
Integrated education program
, 355
first phase of reform
, 355–357
second phase of reform
, 357–360
Integrated Education Reform Program (IERP)
, 354
Integration policy
, 282
Integrity
, 27, 42, 63, 331, 333–334, 341
Internal brain drain
, 205
International Association for Evaluation of Educational Achievement (IEA)
, 352
International Baccalaureate (IB)
, 370
International Baccalaureate Curriculum (IBC)
, 372–373, 375, 379
International Baccalaureate Organization (IBO)
, 374
International Christian University (ICU)
, 134
International curriculum
, 372–373
International development agencies
, 51
International education
, 371–372
in China
, 383–384
in developed countries
, 373–374
international education-related research
, 40
International Education Act
, 374
International Education Funders Group (IEFG)
, 249
International inquiry into school leadership capacity
, 54–55
International Journal of Educational Development (IJED)
, 179
International level, sustainability at
, 269–271
International Network for Quality Assurance Agencies in Higher Education (INQAAHE)
, 320
International policy
, 86
International Primary Curriculum (IPC)
, 372
International Quality Group (CIQG)
, 320
International scholarships
, 262
case for global alumni advocacy networks
, 272–273
ESD framework
, 271
findings
, 263
in Global South
, 260–262
method
, 262
selection criteria and analysis
, 262–263
sustainability at international level
, 269–271
sustainability at national level
, 268–269
sustainability at organizational level
, 266–268
sustainability at program level
, 264–265
sustainability themes in CIE
, 259–260
International schools
, 372, 391
International Student College Choice Theories (ISCCT)
, 314
International student mobility to Turkey
, 309–311
International Student Offices (ISOs)
, 319
International Theology License Program
, 321
International Union of Conservation of Nature (IUCN)
, 102
Internationalization
, 198
of education
, 60
in higher education
, 317–318
of higher education
, 60
Interpretive CA
, 110
Interventionism
, 176
Interviews
, 12, 36, 90, 103, 109, 143, 185–186, 377
Isomorphism
, 312
Japan
IE system development in
, 289–292, 294
realities and complexties of IE in two countries
, 296–300
Jomtien Education for All (1990)
, 172
Jomtien principles of Education
, 106
Journal access status
, 6, 10–11
author context
, 6–7
author context overlap
, 8
author number
, 6
comparative and international education article characteristics
, 5–6
institutional affiliation
, 7–8
lead author gender
, 7
methodology
, 9
trends in
, 5
unit of analysis
, 8–9
Kazakhstan case study
, 41–43
Knowledge exchange
, 40
Knowledge-based economy
, 76
Kuwait
achievements in international assessment
, 352–353
attempts to reform education system and seeking international consultants
, 354–355
decision-making in MOE
, 353–354
economic situation and challenges
, 349–350
education reform in
, 347
education system in
, 350–351
political and economic status
, 348
political structure and power
, 348–349
proposed solution
, 350
struggle of providing education quality
, 351–352
Kuwait National Curriculum and Standards for grades 1 through 12 (KNC 1–12)
, 356
Kuwait National Curriculum Framework (KNCF)
, 356
Kyoto Mouain
, 282
L1-based MLE
, 84–87, 218–221
Labor market, gender equality in
, 175
Laissez-faire
, 331
“Language nest” models
, 222
Language(s)
, 84
in CIE
, 84–85, 216–217
dynamics between dominant and non-dominant languages
, 89–91, 223–226
education functions
, 87
issues
, 216
L1-based MLE
, 85–87, 218–221
language-as-resource orientation
, 216
language-in-education policy
, 84, 86, 216
mapping
, 86
points of synergy and future directions
, 226–229
policy
, 84, 89, 216, 224
of research
, 41
revitalization and education
, 84, 87–89, 221–223
teaching
, 222
Large-scale digital data sets
, 152
Latin American Caribbean Economic System (SELA)
, 166
Lead author gender
, 7, 11
Leadership
, 36, 53, 352
instructional
, 48, 51
school
, 48–49
VUCA
, 393
Learning curriculum
, 375
Learning Support specialists (LSS)
, 393
Legitimacy
, 73
Liberal arts education (LAE), 128–129 (see also Inclusive education (IE))
competing for global excellence with twenty-first century skills
, 139–140
experiments across continents
, 133–139
theory and method
, 132–133
and upsurge around globe
, 129–132
Liberal feminism
, 172–173, 179
advance knowledge on women’s education and empowerment
, 185–187
advancing liberal feminist theory
, 181–185
conceptual framing
, 177–178
informing gender responsive policy and practice
, 187–188
limits and possibilities of
, 189–190
methods and sources
, 178–180
and personal autonomy
, 173–177
research review findings
, 180–181
Liberal feminist
, 179
Liberal feminist theory, advancing
, 181–185
Limited decision rights
, 49
Linguistic landscape analysis
, 225
Literacies
, 84
Literacy assessment
, 85, 293
Local journals
, 41
current situation with
, 42
Local models
, 129, 132
Macro level
analysis
, 308
focused development
, 176
Mainstreaming
, 187–188, 282, 302
Market fundamentalism
, 27
Maslow’s hierarchy
, 394
Mass-media against academic dishonesty
, 332–334
Math, English, Science, and Arabic national learning assessments (MESA national learning assessments)
, 356
Mature regionalism
, 155–156
Mevlana Exchange Program (MEP)
, 310
Middle East and North Africa region (MENA region)
, 244, 346
Middle Years Programme (IB-MYP)
, 375
Millennium Development Goals (MDGs)
, 172, 220
Minister of Education
, 335
Ministry of Economy and Planning (MEP)
, 74, 76–77
Ministry of Education (MOE)
, 74, 347
Ministry of Education and Science (MES)
, 42
Ministry of Higher Education (MOHE)
, 75
Ministry of Labour (MOL)
, 76
Minority culture
, 174
Modernity of international education in China
, 383–384
Multi-dimensional frame
, 61
Multiculturalism
, 34
Multilateral agencies
, 172–173
Multilingual education (MLE)
, 84
Multilingual pedagogies
, 86
Multiplicity
, 151
National Center for Education Development (NCED)
, 354, 347
strengthening
, 356–357
National curriculum
, 375
standards
, 381
National education standards
, 356
National identity
, 60–61, 91, 160, 379–380, 385
National level, sustainability at
, 268–269
National policy
, 86
National qualifications frameworks (NQFs)
, 78
National Statistical Offices (NSOs)
, 157
National Taiwan University (NTU)
, 136
Nationalism
, 128
Nature of international education in China
, 383–384
Neo-modern curriculum
construction of international schools
, 382–383
contents
, 380
implementation
, 380–381
interview
, 377
literature review
, 371–375
management and evaluation
, 382
methodology
, 375–376
modernity and nature of international education in China
, 383–384
objectives
, 378–379
observation
, 378
participants
, 376–378
resources
, 381–382
structures
, 379
survey
, 376
triple challenges facing curriculum construction of international schools in China
, 384–386
Neo-tributary mentality
, 64
Neoliberalism
, 107
Nepotism
, 333
Network governance
, 247
Network of Foundations Working for Development (netFWD)
, 242
New Institutional Theory (NIT)
, 132
New Institutionalism (NI)
, 309
for internationalization of higher education
, 312
New School Insight (NSI)
, 371
Non-academic institutions
, 331
Non-dominant languages
, 89–91, 223–226, 228
Non-Governmental Organizations (NGOs)
, 172
Normalization project
, 115, 117–118
North Atlantic Treaty Organization (NATO)
, 319
Norwegian Agency for Development Co-operation (NORAD)
, 316
Office of Overseas Schools
, 33
Official development assistance (ODA)
, 242
One Belt One Road (OBOR)
, 64, 66
Online learning platforms
, 394
Open access
journals
, 6, 9
publication
, 2–3
Open regionalism
, 155
Open source platforms
, 28
Organization for Economic Co-operation and Development (OECD)
, 242, 319
Organizational climate
, 330
Organizational level, sustainability at
, 266–268
Outcome expectancy
, 52
Overseas scholarships
, 262
Pandemic
, 2, 20
COVID-19
, 29
teaching social justice through
, 400–401
Paradigm shift
, 394–395
Party-state-centric mode
, 60
Party-state-centrism
, 62
Patriarchal hegemony
, 173
Patriarchy
, 175, 186, 188
Patrilocality
, 172
Patronage
, 333
Pédagogie convergente
, 228
People-centeredness
, 63
People-to-people diplomacy
, 62
People’s Republic of China (PRC)
, 60
Personal self-efficacy
, 52
Philanthropy for development
, 245
Philanthropy in education, 241–242 (see also Liberal arts education (LAE))
contemporary education researc h on philanthropy
, 242–246
education philanthropy for CIE
, 246–248
emerging areas of research
, 248–250
Piloting
, 85, 136
Pinterest
, 163
Plagiarism
, 333
Policy
borrowing
, 75
development
, 220, 268, 288, 300
learning
, 73
promulgation process
, 282
transfer and TVET
, 73
Political assemblages
, 153
Political dimension
, 61–62
Political factors
, 319
Political leadership
, 349
Polymath, 143n1
Polymorphism
, 155
Post-World War II liberal feminism
, 175
Postsecondary education
, 137, 244
Poststructurist approach
, 188
Power dynamics
, 224
Presidency for Turks Abroad and Related Communities (YTB)
, 316
Primary education
, 86, 242, 292
Primary Years Programme (PYP)
, 375
Principal–agent approach
, 49
Principal–agent problem
, 49–51
Private international schools
, 370
Process evaluation
, 66, 265
Professional associations
, 26
Professional development
, 48
influencing school leader efficacy
, 51–54
Professional mobility
, 199–200
Professional societies
, 26
Professionalization
, 17
Program level, sustainability at
, 264–265
Progress in International Literacy Study (PIRLS)
, 352
Project 211
, 65
Project based learning
, 380, 384
Protests
, 401
Black Lives Matter
, 32
teaching social justice through
, 400–401
Public diplomacy
, 308
Public schools
, 370
Publications
, 40
open access
, 2
requirements
, 42
Punitive peer heteroregulation
, 164
QS World University Rankings (QS-WUR)
, 320
Qualitative CA
, 110
Qualitative research methods
, 9
Quality of higher education institutions
, 320
Quality of life
, 102
Questionnaires
, 295, 377
identical
, 295
SACRE
, 284
standardized
, 284
Racialized experiences
, 37
Racism
, 37
systemic
, 32
in United States
, 34
Randomized control trial
, 53
Reconceptualizations
, 152
Reexamination of inclusive education
conceptual framework
, 292–294
data and methods
, 294–295
education for children with disabilities and development of IE in Bhutan
, 285–289
IE system development in Japan
, 289–292
previous studies
, 283–284
rationales for comparison
, 284–285
realities and complexties of IE in two countries
, 296–300
Reflective practice
, 14
Regional hubs
, 309
Regional Statistical Database
, 157
Regional Strategy for the Development of Statistics (RSDS)
, 157, 161
Regulated analytics
, 152
Regulated Big Data
, 158–159
Regulated data
, 153
Regulated instruments of educational amalgamation
, 152–153, 158–160
Relationships, Autonomy, Mastery and Purpose (RAMP)
, 395
Rentier mentality
, 350
Representativeness
, 2
Researchgate
, 28
(Re)territorialisation
, 151
Rewarding behavior
, 102
Rio Earth Summit
, 106
Romania ethical codes
, 331
Romanian Academic Society (RAS)
, 332
Romanian higher education institutions against academic dishonesty
, 334–336
Romanian research on academic dishonesty
, 336–337
Rose Hall Declaration
, 156
Rural women
, 11, 155
Russia, brain drain in
, 205–207
Salamanca Statement
, 282, 287, 291
Saudi Arabia
GEI influenced TVET in
, 77–79
Saudi Arabia and
, 75–76
TVET in
, 74–75
Saudi Arabia Qualifications Framework (SAQF)
, 78
Saudi TVET and GEI
, 76–77
Saudisation
, 74
Scheveningen Memorandum
, 163
Scholarship
, 89
Scholarship Program Research Network
, 262
School building management
, 48
School leaders
, 48–49, 392–393
School leadership
capacity
, 47
Dakar Framework for Action
, 47–48
developing effective
, 356
directions for comparative and international inquiry into
, 54–55
principal–agent problem
, 49–51
professional development influencing school leader efficacy
, 51–54
School-based approaches
, 89
School-based education
, 222
School-based management
, 48
reforms
, 51
School-based study
, 283
Schoolscape
, 225
Science, technology, engineering, and mathematics (STEM), 143n3
Second World War (WWII)
, 175
Security
, 155
Segmentarity
, 151
Segregation
, 282, 289–290, 301
Self-determination in formal schooling
, 87
Self-efficacy
, 51–52
Semi-structured interviews
, 295, 377
Separated education
, 282
Serendipity
, 30
Shared human rights
, 153
Signaling pattern
, 333
Silk Roads
, 64
“Silo” mentality
, 27
Skepticism
, 243, 246–247
Skype for Business
, 29
Small island developing states (SIDS)
, 155
Small-scale LAE
, 135
Social Big Data
, 164
Social factors
, 318
Social inclusiveness
, 189
Social justice
education
, 34–35
equity
, 35
Social media
conference apps
, 28
platforms
, 163
Social networks
, 319, 334
analysis
, 247
platforms
, 159
Social processes
, 26
Social science
, 242–243
Socialist equity
, 332
Society
, 40, 103
Socio-cultural dimension
, 61
Socio-politico-cultural arrangements
, 164
Sociolinguistics
, 84
Sociological models
, 313
Sociology of education
, 73
Soft power
, 60–61
South-South problem-solving
, 219
Southern Theory
, 72
Special Interest Groups (SIGs)
, 27, 260
Speech and Language Pathologist (SLP)
, 393
Stakeholder engagement, efficacy for
, 53
Standardization
, 73
Standing Committee of Caribbean Statisticians (SCCS)
, 158
Statistical systems
, 161
Stockholm Declaration of 1972
, 106
Structural inequality
, 175
Student Support Team
, 393
Study abroad
, 198, 200, 202, 204, 210, 314
Subscription-based journals
, 6
Subscription-based publications
, 3–4
Sui generis
, 153–154
Sustainability
, 108, 259
at international level
, 269–271
at national level
, 268–269
at organizational level
, 266–268
at program level
, 264–265
themes in CIE
, 259–260
Sustainability assessment tools (SATs)
, 104
Sustainable citizen
, 107
Sustainable development (SD)
, 102, 105
Sustainable Development Goals (SDGs)
, 105, 220, 242, 258
SDG 4
, 242
SDG 5
, 172, 174
Sustainable research methodologies
carbon footprints
, 103–104
CIE research
, 115
environmental impact statement
, 111–114
environmental impacts of CIE research
, 115–116
findings
, 114–115
literature review
, 104–109
methodology
, 109–111
twin projects
, 116–119
Synergy
, 226–229
Systemic Racism in International Education
, 33
Tbilisi Conference (1977)
, 106
Teacher
efficacy
, 53
incentives
, 52
outcome expectancy
, 53
perspectives
, 283–284, 300
Teaching through change
H1N1 pandemic
, 397–398
impact on curriculum
, 399
preparing for new teaching
, 398–399
from protest to pandemic
, 401
teaching social justice through pandemic and protest
, 400–401
unexpected challenges
, 399–400
Tech-philanthropy
, 250
Technical and vocational education and training (TVET)
, 72, 161
policy transfer and
, 73
in Saudi Arabia
, 74–75
Technical and Vocational Training Corporation (TVTC)
, 74
Techno-nationalism
, 64
Territorialization
, 152, 156
with big data
, 159–167
territorialization-in-the-abstract
, 162
territorialization-in-the-concrete
, 162
Territorializing pressures
, 158
Tertiary transition pathway
, 74
Theory of new institutionalism (TNI)
, 312
Theory of prejudice
, 32
Thousand Talent Plan
, 203
TikTok
, 163
Times Higher Education World University Rankings (THE-WUR)
, 320
Trans-disciplinary approaches
, 373
Trans-European Mobility Programme for University Studies (TEMPUS)
, 271
Trans-regional regimes
, 153
Transformation
, 108, 259
Translanguaging
, 90, 225
Transparency
, 115, 117–118
Trends in International Mathematics and Science Study (TIMSS)
, 352
Triadic reciprocal causation
, 53
Trial Journal
, 103
Tributary system
, 64
Triple loop learning
, 340
Tsing Hua University in Hsin Chu
, 136
Turkey
conceptual framework for examining rising number of international students in
, 312–313
international student mobility to Turkey
, 309–311
macro level analysis in
, 308–309
opportunities and threats for Turkey in attracting international students
, 323–324
strengths for attracting international students
, 313–319
weaknesses in attracting international students
, 319–322
Turkish Co-operation and Co-ordination Agency (TIKA)
, 315
Turkish Higher Education Quality Council (THEQC)
, 320
Türkiye Maarif Foundation (TMV)
, 315
Türkiye Scholarships Program
, 310
21st century skills
, 138–139, 142, 381
Twitter
, 28, 163
hashtags
, 28
Tyler Rationale
, 375
Ubuntu
, 90, 225
UNESCO Institute for Statistics (UIS), 324n1
Union of South American Nations (UNASUR)
, 166
Unit of analysis
, 8–9, 18–19
Unit of inquiry
, 373, 384
United Arab Emirates (UAE)
, 348
United Board for Christian Higher Education in Asia (UBCHEA)
, 131–132, 140
United International College (UIC)
, 135
United Nations (UN)
, 102, 172, 258, 319
United Nations Development Program (UNDP)
, 176–177
United Nations Educational Scientific and Cultural Organization (UNESCO)
, 102
United Nations Environment Program
, 102
United Nations International Centre for Technical and Vocational Education and Training (UNEVOC)
, 74
United States Agency for International Development (USAID)
, 316
Universal Declaration of Human Rights
, 175
University
, 4, 42
University College Freiburg (UCF)
, 139
University Ranking Based on Academic Performance (URAP)
, 320
Unregulated big data
, 158–159
Unregulated data
, 153
Unregulated instruments of educational subversion
, 152–153, 159, 163
Values Education
, 284
Venture philanthropy
, 245, 246, 248
Virtual CIES (vCIES 2020)
, 27, 29
Virtual co-authorship
, 29
Vocational education
, 74
Vocationalization
, 76–77
Volatility, uncertainty, complexity, and ambiguity leadership model (VUCA leadership model)
, 392
Watchdog of democracy
, 333
WCCES conference
, 26
Weak incentives
, 49
Well-being
, 394
Western culture
, 32
Western hegemonic views
, 32
Western learning
, 60
Western post-secondary education
, 33
Whole-person education
, 130–131
Wicked problems
, 27, 105
Women empowerment
, 172
Women in development (WID)
, 187
Women in international development
, 172
Women in leadership
, 192
Women’s education
, 173, 185–187
Women’s labor
, 172
Working groups (WGs)
, 356
Worklife complexity hypothesis
, 49
World Bank (WB)
, 187, 346–347
World Commission on Environment and Development (WCED)
, 105
Xenophobia
, 128
Youth studies
, 76, 266
Youth transitions
, 74
Yunus Emre Foundation (YEV)
, 316
Yunus Emre Institute (YEE)
, 315
Zoom
, 29
Zoombombing
, 29
- Prelims
- Trends in Published Comparative and International Education Research, 2014–2019, with a Focus on Open Access Journals and Global South Authors
- Part I: Comparative Education Trends and Directions
- Chapter 1: From Serendipity to Concrete Ideas: Professional Associations and Conferences in Comparative and International Education as Incubators of Academic Work
- Chapter 2: Yes, There is Racism in International Schools: A Discussion about the Black Experience in American International Schools
- Chapter 3: The Field Out There: How Can it Benefit from Comparative and International Education-Related Research?
- Chapter 4: Comparative and International Inquiry into School Leadership Capacity
- Chapter 5: Rethinking the “Chinese Characteristics” in China’s Internationalization of Higher Education as Soft Power
- Chapter 6: Transplanting Failures: The Role of the Global Education Industry in Saudi Arabia
- Chapter 7: Language Issues in Comparative and International Education
- Part II: Conceptual and Methodological Developments
- Chapter 8: Comparative and International Education Research: Considering Sustainable Research Methodologies
- Chapter 9: Exploring Liberal Arts Education in the Twenty-first Century: Insights from East Asia, North America, and Western Europe
- Chapter 10: A Comparative Examination of Regulated and Unregulated Big Data Analytics as (Re)Makers of Complex Educational Assemblages in the European Union and the Caribbean Community
- Chapter 11: Liberal Feminism in Comparative Education and the Implications for Women’s Empowerment
- Chapter 12: Addressing Brain Drain: Institutional and National Dimensions
- Chapter 13: Foregrounding Language Issues in Current Comparative and International Education Research
- Part III: Research-to-Practice
- Chapter 14: Philanthropy in Education: Making Sense of an Emerging Field
- Chapter 15: International Scholarships and Sustainability
- Part IV: Area Studies and Regional Developments
- Chapter 16: Reexamination of Inclusive Education – Its Dynamics, Challenges, and Complexities: Implications from an Empirical Study from Bhutan and Japan
- Chapter 17: The Emergence of Turkey as a Regional Hub for International Students: A Macro-Level Analysis
- Chapter 18: Fighting Academic Dishonesty in Romanian Universities: Lessons from International Research
- Chapter 19: Endless Education Reform: The Case of Kuwait
- Chapter 20: Reconstructing Neo-Modern Curriculum: An Investigation on Curriculum Development in International Schools in China
- Part V: New Developments in Comparative and International Education
- Chapter 21: Navigating Crisis with Diversity, Inclusion, and Equity in Mind
- Chapter 22: Teaching Through Change: From Pandemic to Protest in International Schools
- Index