Index

Citation (2023), "Index", Wiseman, A.W. (Ed.) Annual Review of Comparative and International Education 2022 (International Perspectives on Education and Society, Vol. 46A), Emerald Publishing Limited, Leeds, pp. 235-244. https://doi.org/10.1108/S1479-36792023000046A020 Publisher: Emerald Publishing Limited Copyright © 2024 Alexander W. Wiseman INDEX Academia, 7, 14, 114, 168, 187 Academic capitalism, 54 Academic identity, 53 Academic mobility, 51, 53 Academic paradigm toward neo-statism, 222–228 Academic research, 163 Academic traditions, 220 Academic vanguard for national integration, 228 Access, 92 Accountability, 92, 100, 135 Accreditation, 92 Admission to higher education, 209 Africa, 31, 49, 70–80 American International Schools (AIS), 31 Annual Review, 2, 22 Annual Review of Comparative and International Education, 2–3, 21, 175 Annual review of comparative and international education, purposes of, 4–7 Annual Review of Comparative and International Education (2020) (ARCIE), 12, 26 area studies and regional developments, 28 comparative education trends and directions, 27 conceptual and methodological developments, 27 corpus analysis supported by online platform, 29, 33–38 method, 29 new developments in comparative and international education, 28–29 online platform for corpus analysis, 29 preliminary analysis, 31–33 research-to-practice, 28 results, 31 stages of analysis, 29–31 Aotearoa New Zealand, 148 formal school systems, 154 Apolitical education, 132 Area studies, 10 Assessments and standards, 92 Association for the Promotion of Japanese Language Education (APJLE), 65 survey, 65 Australia, 148 Australian formal school systems, 154 Author co-citation analysis (ACA), 50 Bibliographic coupling of author keywords, 203 of authors, 197 of countries, 198, 207 of institutions, 199 of sources, 207 Bibliometric analysis leading countries and collaborative networks, 198–199 materials and methods, 196–197 most prominent researchers and collaborative networks, 197–198 present study, 196 prominent institutions, 199–201 results, 197 review of h-classics, 204–205 scientific venues and foundations of shadow education research, 201–203 study aims, 196 topic foci of research in shadow education, 203–204 “Black Lives Matter” movement, 33 Border studies, cross-border field work based on, 188–189 Brain drain, 27, 32, 48, 53, 82 British, 72, 134, 150, 220 Budget, 49, 61, 81, 86 Canada, 27, 31 Capital investment, 79 Caribbean Community (CARICOM), 27, 36 Central Asia, 207, 209 Chief Executive (CE), 222 China, 27–28, 150, 228 Chinese University of Hong Kong, The, 221 Citation analysis, 204 Citizenship education, 42 Co-authorship analysis of authors, 197 of countries, 198 Co-citation analysis, 207 of journals, 202 Co-word analysis, 51 Collaborative networks, leading countries and, 198–199 Colonialism, 137 “Commercialization” of education, 27 Commission for University Education (CUE), 74 Comparative and international education, 2–9, 176 Comparative education, 2021(see also Higher education (HE)) arguing Ad Hominem, 168 contested definitions and scholarly frameworks, 21–23 difference, 14–15 interface between comparative and international education and other fields, 166–167 new developments in, 28–29 postmodernism, 164–165 professionalization of, 7–9 promises and pitfalls in, 23 purposes of annual review of, 4–7 reflecting on organizational categories in annual review, 12–14 reflecting on state of field, 9–11 research with agenda, 168–169 surfeit of subjectivism, 163–164 theories and methods of, 176–177 trends and directions, 27 types of research, 169–170 Comparative education research, 180–181 back and forth between generalization and differentiation, 182 debates on methodology of, 182 deepening meaning of conducting fieldwork, 184–185 field-oriented, 180–182 future directions for fieldwork-in-depth studies, 185–189 in Japan, 180 Comparative higher education studies theoretical, limitation of neo-liberalism in, 216–217 Comparative study, 10, 28, 195, 230 Competence, 114 Competency-Based Curriculum (CBC), 73 Content analysis, 26, 29, 31, 33 Corpus analysis, 26 online platform, 29, 33–38 COVID-19 pandemic, 157 Critical Race Theory (CRT), 31 Critical reflexivity, 134–135 Cross-border field work based on border studies, 188–189 Curriculum, 73, 92, 129, 133, 137 development, 72 Curriculum for universities (CUE), 73 Decolonial internationalizing of curriculum, 138 Decoloniality beyond “first/third world” epistemes, 139–141 Debate, 4–5 Decision-making process, 102 Decoloniality, 136–141 Decolonization, 150, 153 movements, 154 Descriptive method, 97 Devalue theory, 165 Development education, 11 Development of university education, 77 Development-related benefits, 70 Developments in Tanzania’s education, 77 Dichotomous approach, 187 Differentiation, 184 Diploma of Secondary Education (DSE), 227 Discrimination, 77, 82 Diversity, 9, 21, 23, 28, 109 Early Childhood Education (ECE), 154 Early Grades Reading assessment (EGRA), 158 East Africa educational developments in East Africa during colonial and post-colonial periods, 71–78 future strategies for improvement of university education in, 85–86 nature and source of challenges facing university education in, 79–85 East African Common Services Organization, 72 East African context, 70 East China Normal University (ECNU), 197 Economic geography, 208 Economic power, 156 Economics, 151–152 Education, 8, 70 Education for All (EFA), 32, 100 Education industry, 27, 31 Education policy, 92 Education Policy Outlook (EPO), 95 Education reform, 32 analyzing changes over time in education reform policy discourse, 94 neoliberal, 102 Education Reform Act (1988) (ERA), 93 Education Resources Information Center (ERIC), 109 Education standards, 95 Education systems, 181 Education University of Hong Kong (EduHK), 197 Educational developments in East Africa during colonial and post-colonial periods, 71 Kenyan context, 72–75 Tanzania’s Context, 77–78 Uganda’s Context, 75–77 Educational policy, 2, 156, 202 Educational reform, 28, 35, 39, 183 Educational research, 162 Emotional intelligence (EI), 6 Employability, 111 English for specific purposes, 113 English language and employability, 111 general perspectives on language and employability skills, 110–111 major themes identified, 110 method, 109 overview of articles included in study, 109–110 Employability skills, 110–111 English, 111 English for specific purposes (ESP), 110, 113, 115 English language and employability, 111 proficiency, 112 review, 129 English-taught degree programs (ETDP), 58, 63, 65 Entrepreneurship, 223 Equity, 3, 128 Erasures, 139–141 ERIC, 54, 109 European Union (EU), 27, 46 Examination-oriented education system, 77 Expatriate academics, 50, 54 Extraction method, 31 Feminism, 39 Feminist theory, 39 Field-based approach, development of, 186–187 Field-oriented research methods, 189 Field–oriented comparative education research in Japan, 180–182 Fieldwork, deepening meaning of conducting, 184–185 Fieldwork-in-depth studies, future directions for, 185 cross-border field work based on border studies, 188–189 development of field-based approach, 186–187 international agenda-based approach, 185–186 novel approaches of perceiving “field” as comparative unit, 187 triangulation of culture, 187–188 Financing, 92 internationally competitive research, 225–226 reforms, 100 Foreign languages, 111 Formal education systems, history of, 153–155 Fractures, 139–141 Fragmented terminology 46 Framework for Action on Sustainable Development, 81 Free primary education (FPE), 72 Fulbright Commission, 46 General education, 8 Generalization, 184 Generalized comparative education, 184 Geopolitical relations, 216, 219 Germany, 50, 181, 198–199, 201, 219 Global 30 project, 58, 61–62 Global agendas navigation, 156–157 Global Citizenship (GC), 132 Global citizenship education (GCE), 128 Global competencies, 132 Global education development, 138 Global education policy, 92, 97, 100 Global Footprint Network, 149 Global North, 13, 31, 130, 141 Global social policies, 152 Global Teaching Method (GTM), 135 Globalization of education policy, 92 Globalization of universities, 59–62 Governance, 85–86, 150, 228 Graduate employability, 108 program, 112 Greenhouse gas (GHG), 32 Gross Domestic Product (GDP), 70 Growth Strategy, 62 h-classics, 205 review of, 204–205 h-index, 205 Heads of Universities Committee (HUCOM), 228 Higher education (HE), 22, 109, 216 discourse shaping, 222 exploring non-local student market, 225 financing internationally competitive research, 225–226 higher education in Hong Kong, 220–221 in Hong Kong, 220–221 key features of neo-statistic a, 229nalytical framework, 228 market-conformed and government-sponsored competitiveness, 225 neo-liberalism, neo-statism, and, 216 neo-statism and three-dimensional analytical framework, 218–220 policy, 223 promised “national integration”, 224–225 reflections, 228 regime cohesion, 226–228 “regional education hub”, 223–224 renewed “international outlook”, 222–233 research, 22 shifting academic paradigm toward neo-statism, 222 studies, 217–218 theoretical implications, 229–231 theoretical limitation of neo-liberalism in comparative higher education studies, 216–217 Higher education institutions (HEIs), 27, 59, 108 Highly skilled foreign professionals, 61 foreign workers, 58 History, 10, 166 Homogenization, 139 Homophobia, 167 Hong Kong (HK), 216 higher education in, 220–221 public policymaking system, 222 Hong Kong University of Science and Technology (HKUST), 221 Human capital theory, 70 Hypotheses, 183 Ideology, 101 IMA, 46 Immigration, 149 Inclusion, 10, 28, 109, 133, 136–137s Inclusive education, 167 Inclusivity, 130, 167 Independence, 71–80 Indigenous knowledges, 139 Indigenous methods, 139 Informal learning, 155–156 Information communication technology (ICT), 80, 84 “Instrumental” international curriculum approaches, 128 International agenda type of research, 186 International agenda-based approach, 185–186, 189 International assessments, 100 International Association of Universities’ Global Survey, 130 International curricula, 132, 137, 141 International development, 32, 157 International education, 3–4, 131, 135 arguing Ad Hominem, 168 critical reflexivity, 134–135 decoloniality beyond “first/third world” epistemes, 139–141 decoloniality and international education, 136–141 difference, 14–15 interface between comparative and international education and other fields, 166–167 international education for social justice, 132 method, 128 misalignment between instrumental vs. transformative frameworks, 129–132 new developments in, 28–29 peppering of pedagogies, 135–136 postmodernism, 164–165 privileging positionalities and multiplicity of perspectives, 133–134 professionalization of, 7–9 promises and pitfalls in, 23 purposes of annual review of, 4–7 reflecting on organizational categories in annual review, 12–14 reflecting on state of field, 9–11 research with agenda, 168–169 surfeit of subjectivism, 163–164 theories and methods of, 176–177 types of research, 169–170 International Education Strategy (2019–2024), 130 International Encyclopedia of Education (IEE), 95 International experience, 78 International mobility findings and implications, 47–54 method, 47 International organizations, 46, 49, 95, 97, 100 International relations, 7, 175, 184 International strategies, 78 International students, 58–59, 62, 64 Internationalization, 31, 34, 229 of higher education, 36 strategies, 217 Internationalization of Curriculum (IoC), 128–130, 133 Internationalization of higher education (IHE), 46, 64 decrease of budget, 62 examination of key indicators, 62–64 implication, 65–66 policy structure and context, 60 positioning in growth strategy and identification of plan’s objectives, 61–62 purport, measures, and budget at start, 60–61 Internationalized pedagogy, 139 Isomorphism, 5 Japan, 58, 60, 62 back and forth between generalization and differentiation, 182 comparative education research in, 180 debates on methodology of Comparative education research in Japan, 182 deepening meaning of conducting fieldwork, 184–185 field-oriented comparative education research in Japan, 180–182 future directions for fieldwork-in-depth studies, 185–189 Japan Comparative Education Society (JCES), 180 annual conference, 189 Japan Revitalization Strategy (2016), 61 Japan’s official development assistance (ODA), 58 Japanese language schools, 58, 59, 66 Japanese phenomenon of fieldwork, 176 Japanese Society of Comparative Education, 185 Japanese universities, 59 Jomtien Education for All Conference (1990), 72 Kenyan context, 72–75 Kenyan educational system, 73 Kenyan government, 74 Key performance indicators (KPI), 61 Knowledge economy, 53 Knowledge transfer, 34, 38, 48, 53 Labor markets, 108 Language, 110, 152–153 English for specific purposes, 113 English language and employability, 111 general perspectives on language and employability skills, 110–111 major themes identified, 110 method, 109 overview of articles included in study, 109–110 Leadership, 80 Learning, 33–34, 100 Learning outcomes, 93, 102, 116, 157 Learning standards, 95, 100–101 Legislative Council (LegCo), 226 Letter of Interim Authority (LIA), 74 Literature review, 162 London Missionary Society, The, 153 “Look North” strategy, 150 Malaysia, 109–111, 187 Management, 101 Market-conformed and government-sponsored competitiveness, 225 Massification, 75 Meta–analysis area studies and regional developments, 28 comparative education trends and directions, 27 conceptual and methodological developments, 27 corpus analysis supported by online platform, 29, 33–38 method, 29 new developments in comparative and international education, 28–29 online platform for corpus analysis, 29 preliminary analysis, 31–33 research-to-practice, 28 results, 31 stages of analysis, 29–31 Migrant academics, 54 Millennium Development Goals (MDGs), 100, 152, 154 Ministry of Economy, Trade, and Industry (METI), 61 Ministry of Education, Culture, Sports, Science, and Technology (MEXT), 61 Ministry of Foreign Affairs (MOFA), 61 Mirrors, 139–141 Mobility of academics, 46 Mobility-related items, 39 Monitoring and evaluation, 92 National Assessment Program–Literacy and Numeracy (NAPLAN), 156 National Council for Higher Education (NCHE), 76 National Integration, 224–225 academic vanguard for, 228 National-level strategies, 130 Nationalism, 222 Neo-institutionalist theory, 102 Neo-liberalism, 6, 216–217 limitation of neo–liberalism in comparative higher education studies theoretical, 216–217 Neo-statism, 216–220, 228–229 Neo-statist approach, 215 Neo-statistic analytical framework, key features of, 228 Neoliberal education reforms, 101 analyzing changes over time in education reform policy discourse, 94 data, 94–97 existing literature on, 93–94 methods, 97 results, 97–99 wave, 92–93 New Caledonian referendum process, The, 150 New Zealand, 149 Non-formal education, 155 Non-formal learning, 155–156 Non-local student market, exploring, 225–226 North America, 27, 32–33, 49, 129 Oceania, 148–149 demography, 149–150 economics, 151–152 geography, 148–149 history of formal education systems, 153–155 informal and non-formal learning, 155–156 languages, 152–153 navigating global agendas, 156–157 politics, 150–151 prospects, 157–158 regional contexts, 148 religion, 153 Oceania Comparative and International Education Society, 157 One Belt One Road (OBOR), 224 Organization for Economic Cooperation and Development (OECD), 95, 217 Organizational accountability for fostering elite cohesion, 227–228 Organizational structures, 92 Pacific Agreement on Closer Economic Relations Plus (PACER plus), 151 Pacific Circle Consortium, 157 Pacific Education Development framework (PEDF), 148 Pacific Island, 153 contexts, 151 Pacific Islands Forum (PIF), 151 Pacific Islands Literacy and Numeracy Assessment (PILNA), 157–158 Pacific languages, 152 Pacific Regional Education Framework (PacREF), 148 PacREF 2018–2030 Pacific Islands Forum Secretariat, The, 157 Pakistan, 27 Pandemic, 28–30, 231 Pedagogy of articulation, 134 peppering of, 135–136 People’s Republic of China (PRC), 198, 216 Peppering of pedagogies, 135–136 Phenomenological approach, 164 Phenomenology, 164 Physical geography, 208 Pilot Scheme on Corporate Summer Internship, 227, 227 Plan to accept 300,000 international students decrease of budget, 62 examination of key indicators, 62–64 implication, 65–66 policy structure and context, 60 positioning in growth strategy and identification of plan’s objectives, 61–62 purport, measures, and budget at start, 60–61 Policies, 4, 27, 49, 82, 101, 188, 216 Policy areas, 92, 94, 97 Policy Review Commission, 75 Policymaking, 216, 219, 222, 224, 229 Political economy, 218 Political geography, 208 Politically conservative education reform, 93 Politics, 150–151 “Post-structural” pedagogical approaches, 133 Postmodernism, 164–165 Poverty, 75, 152 Poverty-eradication, 70 Power dynamics, 32, 34, 36, 38 Powers of imperative co-ordination, 218 Preferred reporting items for systematic reviews and meta-analyses (PRISMA), 47 Private tutoring, 203, 205, 208 in Malaysia, 194 Professionalization of comparative and international education, 7–9 Program for International Student Assessment (PISA), 100, 156 Quacquarelli Symonds (QS), 224 Quality, 92 of education, 80 “Rational model” of reform, 102 Recruitment, 66, 130 Reflective practice, 2, 13 Reflexivity, 134 Regime cohesion, 226 academic vanguard for national integration, 228 containing expression of political discontent, 226–227 organizational accountability for fostering elite cohesion, 227–228 Region’s systems of education, 82 Regional Education Hub, 223–224 Regional educational for a, 157 Reorganization, 77 Research agendas, 171 Research Assessment Exercise (RAE), 221 Research Endowment Fund (REF), 226 Research types, 169–170 Researchers, 11, 48, 128, 165 Resources, 8, 73, 196, 224 Reviews, 2, 4, 128 Reviews of National Policies for Education (RNPE), 95 Scheme for Admission of Hong Kong Students to Mainland Higher Education Institutions, 227 Scholarship, 49, 72 School curriculum, 154, 208–209 Science, Technology, Engineering, and Mathematics (STEM), 82 Scientific mobility, 46, 51 Scoping review, 108, 111 SCOPUS database, 109, 196, 205, 210 Second languages, 111 Self-reflexivity, 134 Shadow education, 194–195 scientific venues and foundations of, 201–203 topic foci of research in, 203–204 SketchEngine (SE), 29, 33 Skills, 8, 74, 78, 108, 111, 114 Social factors, 231 Social justice education, 133 international education for, 132–136 Social needs, 84 Social sciences, 48, 175 Socio-emotional learning (SEL), 6 Sociology, 9 Solution, 72–74, 102 Special Administrative Region (SAR), 216, 220 Standards, 92, 94 Strategies, 83 Structural Adjustment Programs (SAP), 77 Student assessment, 101 Student mobility, 51 Subjectivism, surfeit of, 163–164 Survey, 60 Sustainable development, 81 Sustainable Development Goals (SDGs), 32 Systematic review, 46–47, 50 Systems Approach for Better Education Results (SABER), 95 Tanzania Vision 2025, 85 Tanzania’s Commission for Universities (TCU), 80, 82 Tanzania’s Context, 77–78 Teachers, 92 Teaching, 2, 6, 8, 221 Technical and Vocational Education and Training (TVET), 154 Technology, 157–158 Thailand, 187 Theoretical frameworks, 2 Theorizing, 183–184 Three-dimensional analytical framework, 218–220 Top Global University Project, 59 Traditional, 37, 39 Transformation, 75 Transformative approach, 132 Transformative international curriculum approaches, 128 Transphobia, 167 Trends in International Mathematics and Science Study (TIMSS), 195 Triangulation of culture, 187–188 Turkey, 27–28, 32, 207 Uganda context, 75–77 university education, 76 Umbrella movement, 33 UNICEF, 83 United Arab Emirates (UAE), 27 United Kingdom (UK), 219 United Nations Educational, Scientific and Cultural Organization (UNESCO), 36, 95 Unity, 4 Universal Post O-Level Education and Training (UPOLET), 76 Universal Post Primary Education and Training (UPPET), 76 Universal Primary Education (UPE), 75 Universal Secondary Education (USE), 76 Universities in East Africa, 71, 80 University education on regional development educational developments in East Africa during colonial and post-colonial periods, 71–78 future strategies for improvement of university education in East Africa, 85–86 nature and source of challenges facing university education in East Africa, 79–85 University Grants Committee (UGC), 221, 225 University of Hong Kong (HKU), 197, 199, 221 University of Toronto, 129 University reform, 59 VOSViewer, 47 Web of Science, 109 Western Europe, 27, 32 Western universalization-oriented methodologies, 189 Westernization, 137 World Bank, 32, 34 World Council of Comparative Education Societies, 180 World Data on Education (WDE), 95 World Education Reform Database (WERD), 93 Book Chapters Prelims Chapter 1: 10 Years of Reflection on the Field of Comparative and International Education: What Difference Does it Make? Part 1. Comparative Education Trends and Directions Introduction to Part 1: Comparative Education Trends and Directions Chapter 2: Trends and Directions in the 2020 Annual Review of Comparative and International Education (ARCIE): A Meta-analysis Chapter 3: International Mobility of Academics: Science Mapping the Existing Knowledge Base Chapter 4: Dilemma Between Internationalization of Higher Education and Japanese Language Education: Outcomes and Issues of the Plan to Accept 300,000 International Students Chapter 5: The Impact of University Education on Regional Development: A Comparative Study of Kenya, Uganda, and Tanzania Chapter 6: What's in a Wave? The Content of Neoliberal Education Reforms, 1970–2018 Chapter 7: Language and Employability in Higher Education Research: A Scoping Review Chapter 8: International Education from Theory to Practice: A Literature Review Chapter 9: Adaptation, Decolonization, and Integration: Oceania and Global Trends Chapter 10: Underwhelmed by Research in Comparative and International Education Part 2. Conceptual and Methodological Developments Introduction to Part 2: Conceptual and Methodological Developments Chapter 11: Fieldwork with Depth: Its Implication and Future Directions of Comparative Education Research in Japan Chapter 12: An Inevitable Phenomenon: A Bibliometric Analysis of Shadow Education Research (1982–2022) Chapter 13: Neo-statism and Comparative Research in Higher Education: Experience from Hong Kong Index

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.