Constructing “world-class” as “global”: a case study of the National University of Singapore

This article investigates the ways in which newly-established higher education institutions (HEIs) position themselves as “world-class” through constructing themselves as “global”. With the escalating “free market” and competitive forces arising from the marketization of education, most universities see a construction of themselves as global universities as a necessity, where the global mark is valued as a signal of quality across markets and thus positions the universities as world-class. This study specifically examines how one very successful emerging university, the National University of Singapore, constructs and promotes itself as a global institution through three strategies.     

Profiting from technological innovation by others: The effect of competitor patenting on firm value

In 1986, Teece proposed a seminal framework for analyzing why innovators may fail to benefit from their innovations. He argued, in part, that firms with the requisite complementary assets can often expropriate an innovator's returns especially when appropriability regimes are weak. In this paper, we explore the implications of this framework from the perspective of an incumbent firm—more precisely, of investors in that firm—facing innovation by established corporate rivals and by inventors from outside its industry. We demonstrate that the financial-market value of publicly traded firms depends on patented innovation by competitors (both established rivals and industry outsiders). Our empirical study generates three main results. First, the financial-market value of an incumbent is negatively associated with “important” patenting by outside inventors. Second, in industries characterized by weak appropriability regimes or by a strong reliance on complementary assets, this relationship is reversed: important patenting by outsiders is positively associated with the incumbent's financial-market value. Third, the effect of outsiders’ patented innovation on the focal incumbent is qualitatively different than that of established rivals’ patented innovation on the incumbent. These results are consistent with implications of Teece [Teece, D., 1986. Profiting from Innovation, Research Policy] and with recently developed models that formalize elements of his framework. More generally, these results support theories about both the market-stealing and spillover effects of innovation.     

When Empathy is Not Enough

Journalism that humanizes marginalized communities can advance social justice by appealing to collective solidarity. News reporting, however, often encourages audience empathy instead of solidarity by representing social injustice as individual problems. This paper examines mechanisms of empathy and solidarity in two news outlets that participated in The San Francisco Homeless Project. The San Francisco Homeless Project was a collaborative journalistic effort in June 2016 that called for attention and action to address homelessness. The San Francisco Chronicle’s coverage represents homeless people as beset with individual problems, which encourages empathy, and its accompanying solutions journalism suggests expanded individual services to address these problems. On the other hand, AlterNet emphasizes shared conditions that homeless people endure, which situates homelessness as a social injustice and invites solidarity against systemic factors that produce and maintain homelessness. This distinction is important because strictly evoking empathy for individuals places journalism on a trajectory to suggest individualistic remedies to an issue like homelessness, whereas inviting solidarity charts a course for large-scale social change.     

Connecting science to everyday experiences in preschool settings

In this paper I discuss the challenges of teaching science concepts and discourse in preschool in light of the study conducted by Kristina Andersson and Annica Gullberg. I then suggest a complementary approach to teaching science at this level from the perspective of social construction of knowledge based on Vygotsky’s theory (1934/1987). In addition, I highlight the importance of the relational aspect of knowing using feminist standpoint theory (Harding 2004). I also draw from feminist research on preservice elementary teachers’ learning of science to further underscore the connection between learning content and everyday experiences. Combining these research strands I propose that science needs to be grounded in everyday experiences. In this regard, the idea is similar to the choices made by the teachers in the study conducted by Andersson and Gullberg but I also suggest that the everyday experiences chosen for teaching purposes be framed appropriately. In and of itself, the complexity of everyday experiences can be impediment for learning as these researchers have demonstrated. Such complexities point to the need for framing of everyday experiences (Goffman 1974) so that children can do science and construct meaning from their actions. In the conclusion of my discussion of science and its discourse in preschool settings, I provide examples of everyday experiences and their framings that have the potential for engaging children and their teachers in science.     

The Role of Relational and Instructional Classroom Supports in the Language Development of At-Risk Preschoolers

The present study examined the extent to which preschool classroom supports—relational support (RS) and instructional support (IS)—are associated with children's language development and whether these associations vary as a function of children's language ability. The language skills of 360 children within 95 classrooms were assessed using an expressive narrative task in the fall and spring of the preschool year, teachers rated RS in the fall, and observations of IS were collected across the year. Research Findings: Hierarchical linear models revealed main effects of IS, but not RS, on preschoolers’ development of expressive language skills. In addition, the associations between RS and IS on children's expressive language development were moderated by children's fall language ability. Specifically, the association between IS and language development was stronger for children with stronger expressive language skills, and the association between RS and language development was stronger for children with weaker expressive language skills. Practice or Policy: These findings suggest that professional development for preschool teachers might focus on aligning classroom supports with the needs of children with weaker language skills who are at risk for difficulty acquiring literacy.     

Working-class Sports Clubs as Agents of Political Socialisation in Finland, 1903–1923

This article focuses on political socialisation in Finnish working class sports clubs during the years 1903–1923. These sports clubs, which often were subdivisions of workers’ associations, were expected to teach their members about socialism and its implications for local and national politics. This article examines individual cases in which a member of a working class sports club could acquire information about socialism and, in more general terms, about the traditions of the working class. Concurrently, this paper provides a survey of socialist, and in some cases communist, ideology, which the sports clubs embodied and disseminated to their members. Research revealed that working-class sports clubs differed widely in the means and levels of political socialisation.     

Specific reading difficulties in Chinese, English, or both: longitudinal markers of phonological awareness, morphological awareness, and RAN in Hong Kong Chinese children

What are the longitudinal cognitive profiles of Hong Kong Chinese children with specific reading difficulties in Chinese only, in English only, or both? A total of 16 poor readers each of Chinese (PC) and English (PE) and 8 poor readers of both orthographies (PB) were compared to a control sample (C) of 16 children; all were drawn from a statistically representative sample of 154 Hong Kong Chinese children tested at ages 5 to 9 years. PE and PB children's mothers had lower education levels than did the other groups. With children's ages and mothers' education levels statistically controlled, the PE, PC, and PB groups were significantly lower than the C group on phonological awareness. The PB and PE groups also scored significantly lower than the others on English vocabulary across years, whereas the PC and PB groups were significantly poorer than the C and PE groups on morphological awareness across years. Finally, the PB group was significantly slower than the other groups on speed naming at every age tested, underscoring the potential importance of automaticity in reading across orthographies. Findings highlight the need to consider the issue of how to identify reading difficulties in a second language.     

Is there any chance to get ahead? Education aspirations and expectations of migrant families in China

In China, there is a growing group of ‘migrant children’, who reside in the city but do not have full rights to access education. Many have been granted a chance to study in public schools after the policy change, but they continue to have lower educational outcomes than the local students. To understand the inequality, this paper examines the educational goals of migrant families in Beijing. Based on the field interviews, it shows that even migrant children who aspire to attain higher education are nonetheless ‘blocked’ by discriminatory examination laws and limited resources. Their subjective outlook is derived from objective conditions and concrete experiences. Their family of origin determines the types of resources available to them, and thus plays an important role in the formation and justification of their educational goals. A realistic assessment of their chances of achieving their aspirations leads them to have lower expectations.     

Internationalising the Student Experience: Preparing Instructors to Embed Intercultural Skills in the Curriculum

The Internationalising the Student Experience Project was devised and piloted as a teaching innovation to improve the intercultural awareness of instructors and, subsequently, that of their domestic and international students. In this article we claim that instructor preparation in the use of the Alliance Building and Cultural Mapping tools of the international EXCELL (Excellence in Cultural Experiential Learning and Leadership) Program can provide a base for institutionalised support. We report and discuss this approach and the outcomes to the challenges of and opportunities for internationalising the curriculum in the broader higher education context.