Index

Citation (2023), "Index", Wiseman, A.W. (Ed.) Annual Review of Comparative and International Education 2022 (International Perspectives on Education and Society, Vol. 46B), Emerald Publishing Limited, Leeds, pp. 211-220. https://doi.org/10.1108/S1479-36792023000046B017 Publisher: Emerald Publishing Limited Copyright © 2024 Alexander W. Wiseman INDEX Academia, 7, 14 Academic autonomy, 167–168 Academic capitalism, 179 Academic mobility, 139 Academics, 22 Access, 22, 31 Accountability, 81, 98, 103, 194, 198 Accreditation, 98, 105–107, 109, 156 Accumulated Conversion Barriers, 27, 29 Action, 55 Action coordination, place/instruments of, 130 Action model, 52 Activities, 55 Admission policies, 30, 35 Admission process, 40 Africa, 145–146 Agenda for Sustainable Development (2030), 50 Ako, 78 Amendment of the University Establishment Standards, 106 American higher education system, 104 Annual Review of Comparative and International Education (ARCIE) (2020), 2–4, 7, 12–14, 209–210 Annual Reviews, 2, 4, 7, 209–210 Aotearoa New Zealand context, 75 Area studies, 10, 93 building comparison in, 94–95 Article review process, 141 Assessments, 188–189, 200 Association for the Study of Higher Education (ASHE), 101 Association of American Colleges and Universities (AAC&U), 109 Author co-citation analysis (ACA), 152 Berlin Declaration on Education for Sustainable Development (2021), 51 Bibliometric analysis, 138, 159 Bibliometric review, 161 Big data analysis, 94 Bio-Circular-Green Economy Model (BCG Economy Model), 50, 62 Bologna Process, 102, 112–113, 156 Bonn Declaration, 51 British colonial rule, 188 Budget, 98, 103 “Butterfly collector” approach, 94 Campus sustainability, 51, 53–54 Canada, 74–75, 77, 80 Canadian context, 76–77 Capabilities Approach (CA), 27 barriers in higher education admissions in Turkey and China, 29–31 framework, 28 Capability, 28 Central administration, 106 Central Education Council, 104–105, 114 Centralization, 98–99 China, 26 barriers in Higher education admissions in, 29 comparing and contrasting, 27–28 Citizens Foundation, 188 Civil society, 133 Co-create, co-design, co-produce, and co-reflect (4Cos), 65–67, 69 Colonialism, 75 Commitment from other Partners, 67 Common education, 106–107 Community action model, 54–55 Community Commitment, 67 Community living labs, sustainability projects in, 58 Community sustainability, 51, 54 Community-based participatory research (CBPR), 58 Community-driven model (CAM), 54 Comparative and international education, 93–94, 208, 210 Comparative and International Education Society (CIES), 94 Comparative approaches, 56–57 Comparative education, 3–4, 93–94, 207(see also Inclusive education) difference, 14–15 professionalization of, 7–9 purposes of annual review of, 4–7 reflecting on organizational categories in annual review, 12–14 reflecting on state of field, 9–12 scholars, 21 tools of, 9–10 Comparative study, 10, 31, 56 Competence, 155, 170 Composite Deterrence Plan (CDP), 195 Comprehensive Response Plan (CRP), 195 Concentric diversification, 209 Conglomerate diversification approach, 209 Consortium of Higher Education Researchers (CHER), 101 Content analysis, 32, 155, 186, 192 “Copy & paste” process, 120 Council of Higher Education (CoHE), 30 COVID-19 pandemic, 166, 173–176, 209–210 virus, 175 Criminology, 9 Critical Cultural Political Economy of Education (CCPEE), 186 approach, 186 framework, 190 Cultural Political Economy (CPE), 186 Culturally responsive pedagogy, 83–84 Curricular reforms, 193, 196 Curriculum, 6, 8 Curriculum, campus, culture, and community (“Four Cs” approach), 54, 63 Danish developments, 171–172 Danish government, The, 178 Danish Research Council, 171 Debate, 4 Decentralization, 99, 113 Declaration of the Salamanca Conference, 120 Decolonizing process, 86 Demography, 9 Development, 3–4, 6 Development education, 11, 54 Differentiated school system, global norm of inclusive education confronts, 120–122 Discipline Based Education Research (DBER), 113–114 Discrimination, 30, 77 Discriminatory Barriers (DB), 27 Diversification, 209–211 Diversity, 208 Division of Labor, 99 Dynamic diversification, 208 Early Childhood Education (ECE), 189 EAU Survey (2018), 102–103 Education, 9, 21, 75, 77, 81, 193(see also Inclusive education) conceptual, theoretical, and methodological framing, 190–192 Pakistan’s educational landscape, 187–190 political project of neoliberalization and education, 197–200 towards securitization of education in Pakistan, 192–197 Education for All (EFA), 196 Education for Sustainable Development (ESD), 51, 53, 199 Education policies, 128 Education process, 29 Education reform, 197 Education systems, 51 Education-related professionals, 98 Educationa l development in Japan centralization, 99 common education, 106–107 comparisons with other countries, 112 DBER, 113–114 decentralization, 99, 113 division of labor, 99 2018 EAU Survey, 102–103 educational developers, 106, 108 Europe, 112 faculty development, 107 findings, 114 frames of analysis, 99 governmental policies, 100 higher education in Japan, 103–104 higher education policies, 104–105 history of, 106 2014 ICED Survey, 101–102 JACUE, 109–110 literature review, 100 managerial growth, 102 National university association of higher education centers, 108–109 2005 NIER Survey, 108 online education, 114 2016 POD Survey, 101 proliferation, 110–111 staff development, 114 training of educational developers, 111–112 university assessment and accreditation, 107 2020 University College London and King’s College London Report, 100–101 university management, 105–106 university reform and competitive grants, 107–108 USA, 112 Educational conferences, 127 Educational context, 29 Educational developers, 106, 108 training of, 111–112 Educational development, 113 Educational management concept, 98 Educational phenomena, 95 Educational policy, 2, 121, 123, 128, 133 Educational reform, 77, 98, 106, 108, 110, 112, 186–187 Effective Teacher Profile (ETP), 77–78, 82 Emotional intelligence (EI), 6 English, 187 English-taught degree programs (ETDP) Equitable higher education admissions capabilities approach framework, 28–31 comparing and contrasting Turkey and China, 27–28 methods and data sources, 31–32 results, 32–41 Equitable research-to-practice, 22–23 Equity-based admissions to higher education, 26 ERA communication (2012), 168 ERA Progress Report, 169 Euraxess platform, 169 Euraxess Worldwide, 169 European Association of Universities (EAU), 102 European Charter for Researchers and Code of Conduct for the Recruitment of Researchers, 169 European Commission (EC), 52, 178 European Higher Education Society, The (EAIR), 101 European Network of Living Labs (ENoLL), 52 European Research Area (ERA), 167 European research policy and recruitment patterns, 168–170 European Union (EU), 167 European University Association (EUA), 176 Evidence-based programs, 23 Faculty development, 107 Federal education policy, 121 Federal government, 191 Federal Republic of Germany (KMK), 121 Financing, 187 Functioning, 28 Further and Higher Education (FHE), 52 Gender equality, 44, 168 General data protection regulations (GDPR), 166 General education, 51, 57, 62 General Teaching Council for Scotland, 54 Geographical Heterogeneity Barriers (GHB), 27 Geopolitics, 175–176 Germany federal structure of, 121 UN CRPD in, 120 GHB, 39 Global Citizenship Education (GCE), 199 Global Gender Gap Index (2021), 43 Global norms, 120 Global North, 13 Global setting, security and control, 176–178 Globalization, 167–168, 173, 176 Governance regimes, 127–131 research, 125, 128 Government constellations, 125–131 action coordination, 130 guiding orientation, expected effects, 128–129 key actors, 129 Minister of Education Erdsiek-Rave, 125 Minister of Education Klug, 125–126 Minister of Education Wende, 126–127 multi-level systems, 130 structures, distribution of rights of disposal, 129–130 Government of New Zealand, The, 77 Government Savings Bank (GSB), 59 Governmental Policies, 100 Green cluster, 152 Gross Domestic Product (GDP), 188 Healthy Space Project, 59, 62 High schools, 74, 77 of New Zealand and Canada, 80 Higher education (HE), 26, 98, 139, 148, 156, 167, 170, 174 barriers in higher education admissions in Turkey and China, 29 in Japan, 103–104 policies, 40–41 Higher Education Council in Turkey, 159 Higher education institution (HEI), 26 Higher education policies, 104–105 Higher Education Policy Reforms, 156 Higher education reform, 99 Higher education research, 111 Higher education students, 160 Higher education studies, 155 Higher education system (HES), 26 Hirangatanga, 83–84 Hiroshima University, 111 Historical Policy Analysis (HPA), 192 History, 10, 58, 69 “Home Stay” project, 62 Hong Kong, 105 Horizon Europe, 167 Host country, 175 Human Resources Strategy for Researchers, 169 Humboldtian model of “academic selfrule”, 27 Hypotheses, 95 ICED Survey (2014), 101–102 Ideology, 170, 191 Immigration, 158, 160 Imperialism, 87n4 Implementation process, 121 Inclusion, 124, 126, 133 inclusion-related developments, 122 Inclusion shock, 121 Inclusive education, 126(see also Comparative education; International education) global norm of inclusive education confronts differentiated school system, 120–122 methodological framework, 124–125 one period of investigation, 125–127 situation in federal state of Schleswig-Holstein, 122–124 Inclusivity, 201 Independence, 107, 176 Indian Control of Indian Education, 75 Indigenous culture, 77 Indigenous learners, 80 Indigenous pedagogy, 76 Indigenous school systems, 75 Indigenous students, disparities in academic achievements of, 74–75 Information and Communication Technology (ICT), 98, 198 Infusion model, 55 InPrax project, 129 Institutional Commitment, 67 Institutional Operational Barriers (IOB), 27, 37 IOB-related issue, 38 Institutional policies, 169 Institutional Research (IR), 111 Institutional strategies, 158 Integration in Schools, 123 Integration process, 161 Integrative school system, 123 Inter Services Public Relations (ISPR), 200 Interdisciplinary four-step approach, 56 International academic mobility, 168 International collaboration on higher education and research, 166 International Consortium for Educational Development (ICED), 101, 112 International cooperation, 167 International documents, 120 International education, 3–4, 93, 207 difference, 14–15 professionalization of, 7–9 purposes of annual review of, 4–7 reflecting on organizational categories in annual review, 12–14 scholars, 21 International Islamic University, 194 International mobility of academics, 166 International recruitment patterns, 170 International relations, 7 International research collaboration, 167, 179 International researcher, 168, 172, 174–175 International scholars, 155 International standardization, 167–168 International Student Mobility, 156 International students, 128, 156 in Turkey, 145 Internationalization, 156, 169, 173, 176 in Denmark, 171 Internationalization of higher education (IHE), 138–139 conceptual framework, 140–141 data extraction and analysis, 142 existing state of literature, 143–146 impact factor, 149–152 intellectual structure of knowledge base, 152–155 limitations and future research, 161 literature review, 139–140 methodology, 141 productivity, 146–149 purpose of research, 140 results, 143 search criteria and identification of sources, 141–142 topical foci in knowledge base, 155–159 Intersecting model, 55 Japan higher education in, 103–104 history of educationa l development in, 106–111 Japan Association for College and University Education (JACUE), 109–110 Japan Association of Education Research (JAHER), 110 Japan Society for Educational Sociology (JSES), 110 K-12 policies, 40 Keyword co-occurrence analysis, 155 Keyword-based strategy, 141 Khlong Ladphashi community, 60–61 Knowledge base intellectual structure of, 152–155 topical foci in, 155–159 Kotahitanga, 78 Landesverordnungüber Sonderpädagogische Förderung (SoFVO), 123 Language, 75 Leadership, 68, 85 Learning, 51, 53 Learning ecosystem, 58 Learning for Sustainability (LfS), 53–54, 63 Action Model, 52, 69 community action model, 54–55 comparative approaches, 56–57 conceptual framework, 52 development of learning for sustainability action model, 63–67 Khlong Ladphashi Community, 60–61 LL, 52–53 LLL and LfS, 53–54 objectives and methodology, 57 Poonbumpen Community, 61–63 success factors in implementing LFS action model, 67–69 sustainability projects in community living labs, 58–59 town & gown, 55–56 Learning Living Lab (LLL), 69 Learning outcomes, 75–76, 80, 86 Lertsuksom Community, 58–59 Liberal and General Education Society of Japan (LGESJ), 104, 109 Literature review, 100–103 Living Lab (LL), 52–54, 57 approach, 63 concept, 51 Living Learning Lab (LLL), 53–54, 57, 63 Local Green Market, 62 Madaris, 187 Madrassah, 187 federations, 188 mainstreaming, 187 system, 196 Malaysia, 145, 198 Mana motuhake 78 Manaakitanga, 78, 83 Management, 98, 100, 105 Manager Non-Academic Professional (MNAP), 100 Marginalized students, 86 Marie Curie Actions, 167 Massification of higher education, 104 Matariki, 83 Meritocratic HE selections, 43 Meta-analysis, 13 Methodological educationism, 186, 190 Minister of Education Erdsiek-Rave, 125 Minister of Education Klug, 125–126 Minister of Education Wende, 126–127 Ministry of Education, 103, 121, 128–130, 132 Ministry of Education, Culture, Sports, Science and Technology (MEXT), 103, 107 survey of professional staffs, 106 Ministry of Education and Research, 172 Ministry of Foreign Affairs, The, 177 Mobility, 139, 158 Mobility of academics, 105–106, 166 Mobility of researchers, 168, 176 Moment of education politics, 190 Moment of politics of education approaches, 191 MORE4 study, 169 Multi-level systems, 130 Mutaliya-e-Pakistan, 193 Nation Action Plan, 200 Nation-building process, 196 National Assembly, 186 National Certificate of Education Achievement (NCEA), 85 National Committee for Sustainable Development (CSD), 50 National Counter Terrorism Authority (NACTA), 192, 194 National Economic and Social Development Plans, 50 National Education Policy Framework, 186, 197, 199 National education system, 193 National Institute for Educational Research (NIER), 108 National Internal Security Policy (NISP), 193, 196 National narrative, 195 National Policy Education Policy Framework, 189 National research policy strategies, 168 National security policy, 195 National university association of higher education centers, 108–109 Nationalism, 199 Neoliberalism, 6, 197 Neoliberalization, political project of, 197–200 New Theory, 59 New Zealand, 74, 80, 83 context, 77–78 scholars and academics, 77 New Zealand Qualifications Authority (NZQA), 79 New Zealand School (NZS), 79, 83 NIER Survey (2005), 108 Non-academic professionals, 98 Non-academic staffs, 98 Non-governmental actors, 132 North America, 173, 175 North Atlantic Treaty Organization (NATO), 177 Norwegian developments, 172–173 Norwegian police security service, 178 NUAHEC, 110 One-child Policy, 30 Online education, 114 Organic farming, 62 Organisation for Economic Co-operation and Development (OECD), 167 Outcome-based approach, 190, 200 Pakistan constitution, 187 educational landscape, 187–190 securitization of education in, 192–197 Pakistan Tehreek-e-Insaf (PTI), 186 Pandemic, 166, 175–176 situation, 175 Panorama Strategy (2021–2027), 172–173 Parental factors, 36 Peace education, 208 Personal Restraint Barriers (PRB), 27 Phenomenological design, 31 Phenomenology, 26 Plan to Accept 300, 000 International Students POD Survey (2016), 101 Policies, 4–5, 27, 112 Policy, 4–5 Policymaking, 200–201 Political economy, 186, 190 Politics, 4, 127, 133 Poonbumpen community, 61–63 Poverty, 31, 74, 77 Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), 141 Private schools, 187–188 Private sector, 187 Private tutoring, 37 Professional and Organizational Development (POD), 101 Professionalization of comparative and international education, 7–9 Programme for International Student Assessment (PISA), 123 Public-private partnership, 197 Public–private–people–partnership (Four “Ps”), 52 Purple cluster, 152 Quadruple Helix model, 63, 65 Qualitative approaches, 95 Quality, 31, 37, 42, 189 Quality assurance, 100, 103 Quality education, 189, 199 Quota policy, 43 Rebranding process, 61 Recruitment, 146, 159, 166, 168, 175, 179 Red cluster, 152 Reflective practice, 2, 14 Regional developments, building comparison in, 94–95 Regional research policy strategies, 168 Regional studies, 93 Relationship-building pedagogy, 81–83 Research, 74, 166 Research communities, 178 Research disciplines, 167 Research Institute for Higher Education (RIHE), 108 Research process, 58 Research system, 168 Researcher mobility, 168, 174–175 Researchers, 11, 58, 61, 144, 160, 168, 170, 175 Resources, 8, 31, 54–55, 86 Reviews, 2, 4, 141, 161 Round Table Inclusion, 130 Round Table Inclusive Education, 127 San Francisco Tobacco Free Project (SFTFP), 54 Saskatchewan, 74–76, 83 Saskatchewan High School (SHS), 79, 83–84 Saskatchewan Ministry of Education Plan for 2021–22, The, 76 Scandinavia Danish developments, 171–172 European research policy and recruitment patterns, 168–170 globalization and international standardization vs. academic autonomy, 167–168 handling of Covid-19 Pandemic, 173–176 Norwegian developments, 172–173 policy issues in, 170–171 security and control in more tense global setting, 176–178 Scandinavian, 168 Schleswig-Holstein, situation in federal state of, 122–124 Scholarship, 43, 209 School Education Law (SEL), 104 Science Education Initiative (SEI), 113 Scottish Government, The, 54 Secondary Education Achievement Score (SEAS), 30 Securitization of education in Pakistan, 192–197 Security policies, 194–195 Siam University (SU), 51, 57–58, 60 Single National Curriculum (SNC), 186, 190, 196, 198 Skills, 8, 15, 40, 84, 186, 198 Snowball sampling, 31 Social class, 42 Social cohesion, 192 Social factors, 29 Social needs, 98 Social science, 8 Socio-emotional learning (SEL), 6 Socioeconomic status (SES), 26 Sociology of education, 10 Solution, 40 Special interest groups (SIGs), 208 Staff Development (SD), 114 Staff mobility, 156 Standardized tests, 85 Standards, 99, 169 Static diversification, 208 STEM fields, 36 Strategies, 50, 53, 175 Student factor, 35 Student learning outcomes (SLOs), 189, 198 impact on, 84–85 Student mobility, 158 Students, Staff, and Surrounding communities (3S’s communities), 51 SU Research Center for Community Development (SU RCFCD), 59 Sufficiency Economy Philosophy (SEP), 50–51, 59, 65 Survey, 59, 102, 175 Sustainability paradigm, 50 Sustainability projects in community living labs, 58 Lertsuksom community, 58–59 Sustainable development (SD), 50–51, 65 Sustainable Development Goals (SDGs), 50 Sustainable equitable education, 22 Systematic review, 138 Tax-to-GDP ratio, 189 Te Kotahitanga EFT, 78 Teaching, 2, 6, 51 Teaching strategies in New Zealand and Canadian high schools Canadian context, 76–77 culturally responsive pedagogy, 83–84 data collection and analysis, 80 disparities in academic achievements of indigenous students, 74–75 emerging themes, 80 historical background, 75–76 impact on student learning outcomes, 84–85 New Zealand context, 77–78 participant selection, 79–80 relationship-building pedagogy, 81–83 research design, methodology and theoretical framework, 78 research questions, 79 site selection., 79 whole school initiatives, 80–81 Technology, 57, 114 Teleological approach, 200 Textbooks, 186, 193, 198, 200 Thai approach, 50 Thai Health Promotion Foundation, 59 Thailand, 50–51 THE Impact Rankings (2021), 51 Theoretical frameworks, 2, 9 Top-down process, 127 Traditional teaching strategy, 84 Transformation, 85 Trends in International Mathematics and Science Study (TIMSS), 190, 199 Triangulated method, 125 Triplex Helix model, 63, 65 TUNING project, 113 Turkey, 26 barriers in higher education admissions in, 29 comparing and contrasting, 27–28 Turkish HE admissions, 41 Turkish IHE, 139–140, 159 research, 143, 159 Turkish public schools, 38 21st century pedagogy, 76 UI GreenMetric World University Rankings, 51 UN Convention on the Rights of Persons with Disabilities (CRPD), 120–121, 125, 128 UN General Assembly, 50 UNESCO 2009 World Conference on Education for Sustainable Development, 51 Unified education system, 186 United Nations, 120 United Nations Sustainable Development Cooperation Framework (UNSDCF), 50 United States Comparative and International Education Society (US CIES), 208 Unity, 4 Universities, 27, 67 assessment and accreditation, 107 sector, 174 University College London and King’s College London Report (2020), 100–101 University Council, 104 University Establishment Law (2016), 114 University Establishment Standards (UES), 104 University management, 105–106 University of Tsukuba, 111 University reform and competitive grants, 107–108 University-Public/Private-Community (U-P-C), 65, 68–69 University–community partnerships, 55–56 VOSviewer, 146 Wananga, 78 War on terror, 197 Water and Power Development Authority (WAPDA), 187 Web of Science (WoS), 140–141, 149 Western Europe, 173 Westernization, 145 Whakapiringatanga. 78 Whanaungatanga, 83 Whole Institution Approach, 57 Whole school initiatives, 80–81 Work-related factors, 36 World Bank, The, 74 Year of Inclusive Education, 125 “Zero Waste” project, 62 Book Chapters Prelims Chapter 1: 10 Years of Reflection on the Field of Comparative and International Education: What Difference Does it Make? Part 3: Research-to-Practice Introduction to Part 3: Research-to-Practice Chapter 2: Stakeholder Perspectives on Barriers for Equitable Higher Education Admissions: Cases of Turkey and China Chapter 3: Learning for Sustainability Action Model: Lessons Learnt from Community Living Labs Chapter 4: A Comparative Inquiry of Teaching Strategies in New Zealand and Canadian High Schools: A Global Quest for Improved Educational Outcomes for Indigenous Students Part 4: Area Studies and Regional Developments Introduction to Part 4: Area Studies and Regional Developments Chapter 5: The Conflict Between Centralization and Decentralization of Higher Education: The Case of Educational Development in Japan Chapter 6: Inclusive Education as a Challenge for German School Systems. An Analysis of the Federal State of Schleswig-Holstein Chapter 7: Tracking the Research on the Internationalization of Higher Education in Turkey: A Bibliometric Analysis Chapter 8: Emerging Geopolitical Barriers to the Realization of International Policies for Collaboration in Higher Education and Research: The Case of Scandinavia Chapter 9: Education for Securitization and Neoliberalization: A Cultural Political Economy Analysis of Pakistan's Single National Curriculum Part 5: Diversification of the Field Chapter 10: What Happened to Diversification in The Field of Comparative and International Education? Index

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