IEG-7100

Capano, G., & Pritoni, A. (2020). Exploring the determinants of higher education performance in Western Europe: A qualitative comparative analysis. Regulation & Governance, 14(4), 764-786. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=bth&AN=146319842&site=eds-live&scope=site&custid=natuniv

Many higher education systems (HESs) in Europe have undergone structural changes over the last 30 years. These changes have been made primarily to enhance the overall performance – defined as students' access, quality of teaching, and excellence in research – of universities. As such, almost all the countries that participated in this study decided to adopt policy strategies to foster institutional autonomy and differentiation, and greater managerial steering. However, although similar policy patterns have been replicated, performance indicators are remarkably variable across Western European countries. The study results suggest that when considering the performance of university systems (i.e. teaching), it is important to identify the most effective combination of institutional autonomy, evaluation, internal governance, and public funding. The study includes twelve universities in Western Europe: Austria, Denmark, England, Finland, France, Greece, Ireland, Italy, the Netherlands, Norway, Portugal, and Sweden. The results suggest that evaluation, generous public funding, and verticalized governance emerge as more relevant to university success.

Carpio, K.D. (2021). Education: An excellent opportunity to respect, maintain and promote Indigenous children's cultural and linguistic richness. Journal of Language Teaching & Research, 12(3), 325-332. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edsgao&AN=edsgcl.668019011&site=eds-live&scope=site&custid=natuniv

Education can provide the opportunity to affirm indigenous children's cultural and linguistic identity by using their funds of knowledge as an essential tool in the teaching and learning process. This paper emphasizes the importance of using indigenous children's voices, knowledge, and wisdom to continue to develop their talents and capacities to share, learn, inquire, analyze, and create. To do so, indigenous children should be given the opportunity to participate in meaningful activities that allow them to utilize their native language and culture which can be done through bilingual discussions, debates, artistic works, creation of poems, singing of songs, games and group activities related to their own indigenous culture while using both their native and second languages. Also, critical thinking skills can be developed using this type of activities that can be artistic and also promote collaborative work since bringing the community together is fundamental in the indigenous cosmovision. The authors share ideas to make the teaching and learning process more meaningful, respectful, harmonious, and enjoyable through artistic activities that promote indigenous children's own language, culture and cosmovision.

De Cieri, H., Fenwick, M., & Hutchings, K. (2005). The challenge of international human resource management: Balancing the duality of strategy and practice. International Journal of Human Resource Management,16(4), 584-598. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=bth&AN=17132361&site=eds-live&scope=site&custid=natuniv

This article lays the foundation for early research about the human resources needed to operate organizations on an international scale. According to the authors, the international movement meant that issues associated with the management of human resources across international borders are increasingly important to international human resource managers and academics. The research presented in this paper examines international human resource management (IHRM) pedagogy and practice in Australia. It reports academicians' and practitioners' understanding of the major issues for teaching and practice and elucidates developments and directions for this field.

Lwin, T. (2019). Global justice, national education and local realities in Myanmar: A civil society perspective. Asia Pacific Education Review, 20(2), 273-284. https://www.proquest.com/scholarly-journals/global-justice-national-education-local-realities/docview/2239441965/se-2?accountid=28180

This paper examines social justice in relation to the Myanmar education system from the perspective of stakeholder participation in decision-making; the social background of students; and, culture, language and local knowledge. Highlights are provided of the current state of education in Myanmar, including the national education law, the national education strategic plan and educational practice in different types of school systems. The author argues that the education system in Myanmar is centralized and there is little space for stakeholders’ participation in decision-making. Excluding local wisdom and indigenous knowledge can be considered as part of the colonization of knowledge, through the government education system. In conclusion, the author suggests key changes that are needed to support a socially just and humanistic approach to education.

Neri, S., & Wilkins, S. (2019). Talent management in transnational higher education: Strategies for managing academic staff at international branch campuses. Journal of Higher Education Policy & Management, 41(1), 52-69. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=bth&AN=133728584&site=eds-live&scope=site&custid=natuniv

The study investigates the practices of academic staff talent management at international branch campuses, with the aim of identifying a range of practical strategies that may address the unique challenges of managing talent in campuses located far away from the home country. These strategies are intended to improve service quality and add value to institutional profiles. The researchers concluded that the development of academic staff should be viewed as an investment, and the availability of research funding and teaching awards on campus may be used to attract, develop and retain talent.

Tabatadze, S., & Gorgadze, N. (2018). School voucher funding system of post-Soviet Georgia: From lack of funding to lack of deliverables. Journal of School Choice, 12(2), 271-302. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=ehh&AN=129102236&site=eds-live&scope=site&custid=natuniv

This research explores the school funding system in post-Soviet Georgia. The research was designed to answer the following research questions: (1) Does the voucher system promote cost effectiveness, and does increased funding improve the academic achievement of schools? (2) To what extent does the school voucher funding system promote freedom of school choice? (3) How effective is the school funding system in promoting the privatization of general education? The study revealed important problems in the general education funding system of post-Soviet Georgia in terms of cost effectiveness, school choice, and the development of the private school sector.

Wiggan, G., Smith, D., & Watson-Vandiver, M. J (2021). The national teacher shortage, urban education and the cognitive sociology of labor. The Urban Review: Issues and Ideas in Education, 53(1), 43-75. https://www.proquest.com/scholarly-journals/national-teacher-shortage-urban-education/docview/2487636177/se-2?accountid=28180

There are over 50.7 million students enrolled in the nation’s public schools, which is an all-time high. At this rate, within the next decade an estimated 1.5 million new teachers will be needed. The teacher shortage has become a national concern, which has drawn the attention of policy makers. To address this issue, it is crucial to examine the reasons for the teacher shortage in public K-12 schools and the resultant relationship between cognitive divisions of labor and the cycles of the economy. The article argues for a shift in the way the teaching profession is viewed, as well as for policy surrounding better preparation, compensation, support, and recruitment of diverse teachers. To that end, the article brings new analyses to the teacher shortage with the cognitive divisions of labor framework.

Williams, E. (2021). Language subjects: Placing Derrida’s Monolingualism in Global Education. Studies in Philosophy and Education: An International Journal, 40(2), 135-148. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edssjs&AN=edssjs.E11229BC&site=eds-live&scope=site&custid=natuniv

This study focuses on the contemporary discussions of multilingualism and language learning in the context of the global education agenda. The result, as the author posits, is that there is a destabilizing of assumptions that underpin multilingualism and the global education agenda that excludes their democratic and ethical goals.

Wolhuter, C. (2020). Education reforms worldwide: Incoming tide for comparative and international education. Bulgarian Comparative Education Society (BCES),18, 27-33. https://files.eric.ed.gov/fulltext/ED608387.pdf

The author provides an overview of the reforms that have taken place worldwide and the implications of those reforms for the field of Comparative and International Education. The article provides information about the societal trends that have changed education objectives and teacher and curricula development, globally.