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Article
Publication date: 1 May 2002

David Weidman

Back when I was studying for my MBA, the world was a different place. Then, business change was measured in years, sometimes even decades. Now, we measure the rate of change in…

358

Abstract

Back when I was studying for my MBA, the world was a different place. Then, business change was measured in years, sometimes even decades. Now, we measure the rate of change in months and, in some cases, even days. These changes are just as radical as in decades past, but they occur much faster. When there are difficult economic conditions, change accelerates further, with the resulting impact felt across the globe. But how will this new “Oh, that was the case six minutes ago” culture alter the way we provide the leadership skills to do business?

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Journal of Business Strategy, vol. 23 no. 5
Type: Research Article
ISSN: 0275-6668

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Book part
Publication date: 3 June 2008

John C. Weidman and Adiya Enkhjargal

Fig. 1 shows a conceptual framework describing several core elements of corruption in higher education, taking into consideration the complex inter-relationships among educational…

Abstract

Fig. 1 shows a conceptual framework describing several core elements of corruption in higher education, taking into consideration the complex inter-relationships among educational institutions, national and local government agencies, external agencies, and stakeholder communities. It is not meant to be an exhaustive representation but rather to show key general elements in the complex process of corruption in education, more generally, and higher education, in general. It represents a conceptual synthesis based on my own work on sector-wide approaches (SWAPs) to education planning (Weidman, 2001) and educational reform in the formerly Soviet style economic and education system of Mongolia (Weidman & Bat-Erdene, 2002) as well as the typologies of education corruption by Chapman (2002) and Rumyantseva (2005). This framework also reflects themes appearing in many reports and articles that, taken collectively, provide a detailed description of corruption at all levels of the educational systems in the E&E region (USAID, 2005; Anderson & Photos, 2003; Asian Development Bank, 2004; Broers, 2005; Levin & Satarov, 2000; Rostiashvili, 2004; World Bank, 2006a) as well as other parts of the world (Bray, 2003; Heyneman, 2004; Tanaka, 2001; Hallak & Poisson, 2007; Meier, 2004; Meier & Griffin, 2005).

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The Worldwide Transformation of Higher Education
Type: Book
ISBN: 978-0-7623-1487-4

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Book part
Publication date: 22 August 2014

John C. Weidman, W. James Jacob and Daniel Casebeer

There has been a resurgence of interest in comparative and international research on teacher education that has been driven, in large part, by the emergence over the past two…

Abstract

There has been a resurgence of interest in comparative and international research on teacher education that has been driven, in large part, by the emergence over the past two decades of comprehensive international studies of student achievement supported by (1) the Organisation for Economic Co-operation and Development (OECD), Programme for International Student Assessment (PISA) and (2) the International Association for the Evaluation of Educational Achievement (IEA), Trends in International Mathematics and Science Study (TIMSS), and Progress in International Reading Literacy Study (PIRLS). Widely published country rankings that set benchmarks for student achievement suggest the importance of understanding more fully what specific characteristics set highly ranked countries apart, especially quality of teaching and teacher education.

Recent literature on comparative and international teacher education is reviewed, focusing on special issues of Prospects (Vol. 42, March 2012, “Internationalization of Teacher Education”), sponsored by the UNESCO International Bureau of Education (IBE) in Geneva, Switzerland, and the International Journal of Science and Mathematics Education (Vol. 11, August 2013, “International Perspectives on Mathematics and Science Teacher Education for the Future”), sponsored by the National Science Council of Taiwan.

A conceptual framework for describing the complexity of teacher education in comparative and international context is presented, adapting an approach used for understanding educational change and reform in emerging democracies. The chapter concludes with a discussion of theoretical perspectives that have been applied to teacher education in comparative and international education with recommendations for new directions that might inform scholarly understanding as well as practice.

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Book part
Publication date: 30 October 2018

Josipa Roksa, Soojeong Jeong, David Feldon and Michelle Maher

Studies of inequality in higher education on both undergraduate and graduate levels have rarely examined experiences of Asians and Pacific Islanders (APIs). In this study, we…

Abstract

Studies of inequality in higher education on both undergraduate and graduate levels have rarely examined experiences of Asians and Pacific Islanders (APIs). In this study, we focus on the experiences and outcomes of API students in doctoral education. More specifically, we examine socialization experiences and research productivity of three groups of students: domestic API, international API, and domestic white students. The results, based on a national cohort of PhD students in biology, reveal notable differences in experiences and outcomes of domestic and international API students. Although variation in socialization experiences explains differences in research productivity in the first year, that is not the case in the second year of doctoral study. In the second year, international API students have publication productivity comparable to their white peers, despite less favorable socialization experiences. Domestic API students, however, have lower research productivity than their white peers, even though they have comparable socialization experiences. Given the presumption of APIs’ success, especially in the STEM fields, findings for domestic API students are surprising and not aligned with the model minority stereotype. Contributions to research on API students, doctoral education, and socialization theory are discussed.

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Research in the Sociology of Education
Type: Book
ISBN: 978-1-78769-077-6

Keywords

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Book part
Publication date: 19 May 2009

Yoshiko Nozaki, Rima Aranha, Rachel Fix Dominguez and Yuri Nakajima

One of the most significant worldwide transformations in education over the past several decades has been the drastic increase in women's access to colleges and universities…

Abstract

One of the most significant worldwide transformations in education over the past several decades has been the drastic increase in women's access to colleges and universities. Research suggests that the trend of the narrowing gender gap in higher education is remarkable (particularly, among the industrialized nations), and sometimes it involves an interesting phenomenon – women outnumbering men, in what some scholars refer to as a “reverse gender gap” (Goldin, Katz, & Kuziemko, 2006; Woodfield & Earl-Novell, 2006; King, 2006; Mortenson, 1999). This higher education gender gap trend is consistent with a general global trend of narrowing gender gaps in education in recent decades. The data – at least, analysis of statistical data from countries around the world – support the contention that the disparity between men and women, at all levels of education and in terms of both academic achievement and enrollment rates, is not as dramatic as it once was (Arnot, David, & Weiner, 1999; United Nations Children's Fund, 2005).

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Gender, Equality and Education from International and Comparative Perspectives
Type: Book
ISBN: 978-1-84855-094-0

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Book part
Publication date: 14 December 2023

Abstract

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Annual Review of Comparative and International Education 2022
Type: Book
ISBN: 978-1-83753-738-9

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Book part
Publication date: 14 December 2023

Abstract

Details

Annual Review of Comparative and International Education 2022
Type: Book
ISBN: 978-1-83797-484-9

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Article
Publication date: 8 June 2021

Anne Campbell, David Wick, Amy Marcus, JoAnn Doll and Aleena Yunuba Hammack

The purpose of this study is to explore what new knowledge is gained at academic and professional conferences by describing how this knowledge complements or contradicts…

215

Abstract

Purpose

The purpose of this study is to explore what new knowledge is gained at academic and professional conferences by describing how this knowledge complements or contradicts campus-based learning and previous experiences of graduate students. Through gaining insights into conference-based learning, researchers and policymakers can create more complex and dynamic graduate student learning experiences and design conferences that welcome and encourage graduate student perspectives and voices.

Design/methodology/approach

Rooted in transformative learning theory, this qualitative study explores what and how master’s level graduate students learn at professional and academic conferences.

Findings

Findings point to four categories of learning through conferences: students acquired empirical knowledge, gained insights into professional and scholarly trends and values, explored diversity of the conference body and their own belonging and benchmarked their knowledge in relationship to scholars and professionals. Interviewees gained this knowledge by linking conference-based learning to their graduate school curriculum and previous knowledge and experiences.

Practical implications

Findings suggest considerations for educators, policymakers and administrators to enhance learning in graduate programs through in-person and virtual conference attendance.

Originality/value

This study adds to minimal existing research on graduate student learning beyond the campus that contributes to holistic learning at the master’s level. The findings on conference-based learning for graduate students go beyond the common notion of conferences as places of socialization for graduate students. These findings are increasingly relevant as academic and professional conferences are being reconsidered in the shift to the virtual space.

Details

Studies in Graduate and Postdoctoral Education, vol. 12 no. 3
Type: Research Article
ISSN: 2398-4686

Keywords

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Book part
Publication date: 22 August 2014

Abstract

Details

Annual Review of Comparative and International Education 2014
Type: Book
ISBN: 978-1-78350-453-4

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Book part
Publication date: 12 November 2021

Kaylee Litson and David Feldon

There is currently a great deal of attention in psychometric and statistical methods on ensuring measurement invariance when examining measures across time or populations. When…

Abstract

There is currently a great deal of attention in psychometric and statistical methods on ensuring measurement invariance when examining measures across time or populations. When measurement invariance is established, changes in scores over time or across groups can be attributed to changes in the construct rather than changes in reaction to or interpretation of the measurement instrument. When measurement in not invariant, it is possible that measured differences are due to the measurement instrument itself and not to the underlying phenomenon of interest. This chapter discusses the importance of establishing measurement invariance specifically in postsecondary settings, where it is anticipated that individuals' perspectives will change over time as a function of their higher education experiences. Using examples from several measures commonly used in higher education research, the concepts and processes underlying tests of measurement invariance are explained and analyses are interpreted using data from a US-based longitudinal study on bioscience PhD students. These measures include sense of belonging over time and across groups, mental well-being over time, and perceived mentorship quality over time. The chapter ends with a discussion about the implications of longitudinal and group measurement invariance as an important conceptual property for moving forward equitable, reproducible, and generalizable quantitative research in higher education. Invariance methods may further be relevant for addressing criticisms about quantitative analyses being biased toward majority populations that have been discussed by critical theorists engaging quantitative research strategies.

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