Classifying higher education institutions in Korea: a performance-based approach

The purpose of this study was to classify higher education institutions according to institutional performance rather than predetermined benchmarks. Institutional performance was defined as research performance and classified using Hierarchical Cluster Analysis, a statistical method that classifies objects according to specified classification factors. In the analysis, 47 Korean universities with doctoral programs were classified as research universities (seven universities), research active universities (14 universities), and doctoral universities (26 universities). In the detailed discussions, profiles of each group were analyzed and discussed; and, disciplinary classifications were conducted in engineering, natural science, and social science and humanities. In addition, to validate the classifications, the research performances of these categories were compared with those of U.S. peers. In the comparisons, the research performance of Korean universities was similar to that of U.S. peers. From the analysis, the classification results emerging from the performance-based approach were shown to be equivalent to that of conventional classifications using predetermined benchmarks.

Preliminary Study: Special Education Doctoral Students’ Perceptions of Self-determination

This preliminary study investigated 118 special education doctoral students’ knowledge of and attitudes toward self-determination. In addition, this study examined the relationship between self-determination coursework and special education doctoral students’ perceptions of how well they were prepared for implementing self-determination in their future careers. The results indicated that although the majority of respondents possessed adequate knowledge of self-determination concepts, they reported lacking confidence in identifying how it can be taught and assessed. Most of the respondents indicated that they would integrate self-determination knowledge and skills into their future teaching; however, more than one-half of the doctoral students felt that they were unprepared with regard to the instruction of self-determination. Also, the findings indicated that there were statistically significant relationships between pre-service courses and doctoral students’ perceptions of self-determination. The results of this study showed a gap in current doctoral students’ knowledge about self-determination and confidence related to application within pre-service teaching.     

An analysis of Asia–Pacific educational technology research published internationally in 2000–2013

The past fourteen years have seen a significant rise in the percentage of Asia–Pacific papers on educational technology (ET) published internationally: from 13.7 % in 2000 to 38.4 % in 2013. This study seeks to identify the overall trends and gaps in this research. Of the 4,332 articles published in five selected international journals between 2000 and 2013, 1,137 (26.2 %) from the Asia–Pacific region [the Asia–Pacific (AP) region includes countries specified by UNESCO and Western Asia (Middle East) countries defined by United Nations] were selected for analysis. It was found that the majority of these came from Taiwan, Korea, Australia, Singapore and China, revealing a need for more studies from such countries as Japan and Indonesia, West and Central Asia and the Pacific Islands. The papers most commonly addressed issues at the micro-level in formal education, particularly higher education, focusing on the introduction of digital technology into on- or off-campus settings. There were few macro-level studies into such areas as policy making, quality assurance or evidence of educational outcomes and impact. It is suggested that researchers should undertake more such comprehensive studies into ET integration, not only in formal education but non-formal, informal, incidental and implicit learning.     

Higher education research in Asia: an archipelago,two continents or merely atomization?

This study analyzes higher education research in Asia since the 1980s, based on internationally indexed publication data, focusing on research approaches and themes. The analysis is based on scientometrics, science visualization, and social network analysis measures and methods. We find an increase in the number of higher education publications in both specialized and non-specialized higher education journals, although at a much faster rate in the latter. Based on the results of a community algorithm, research themes were grouped into two research approaches in line with theoretical expectations on the organization of higher education research: (1) teaching and learning approach and (2) policy approach. We found these approaches to have an equivalent representation in both specialized and non-specialized journals, although the system policy theme is found to be highly influential of other themes in specialized journals. However, a scholarship schism between the approaches is evident. Further, in the 1980s, the policy approach was dominant in Asia, while in the 2000s there is greater focus on the teaching and learning approach. A further analysis of eminent researchers of higher education in Asia confirmed the schism and indicated a slight cross-fertilization between higher research approaches, but also found evidence of the isolation/atomization of these scholars.     

New generation’s career aspirations and new ways of marginalization in a postindustrial economy

The 1990s, a decade of democratic advances and consumption euphoria in South Korea, heralded a new wind called ‘neoliberal education’. It is within this historical juncture that I conducted an ethnographic research on low‐income youths who had dropped out of mainstream high schools. While I investigated these youths’ educational and career aspirations, I examined how discourses in neoliberal freedom and free marketization shape (and are shaping) these youths’ self‐fashioning. Central to my analysis is how this process of identity construction is intersected with class marginality. A predominate number of youths in my research express their preference in service sector and/or entertainment industries. The paper addresses how neoliberal discourses and consumerism ;rhetoric are negotiated and transformed in youth’s narratives on aspirations. The analysis speaks to the ideological pitfall of neoliberalism, echoing critical scholars’ thesis that neoliberalistic education with free market principles perpetuated and broadened existing inequalities.     

Ideology,nationalism, and education: the case of education reforms in the two Koreas

Asia Pacific Education Review - This research explores the influences of ideology and nationalism on education reforms in South and North Korea through a comparative historical analysis of...     

The distance learner competencies: a three-phased empirical approach

This study identifies a set of competencies displayed in the successful distance learner. It employed a three-phased approach. Phase I, conducted to develop an initial list of competencies, comprised Behavioral Event Interviews with nine successful distance learners. In Phase II, these competencies were reviewed, elaborated and categorized by seven distance education experts by means of semi-structured interviews. A list of 15 competencies in 5 clusters was then developed and in Phase III, these competencies and clusters were verified quantitatively by surveying 197 successful distance learners. The results reveal that all of these 15 competencies are critically important to, and commonly displayed by, successful distance learners and that of these, management skills is the most important. The findings and their implications are examined and the paper concludes with suggestions for further research into learner competencies.     

Learning from MOOCs: a qualitative case study from the learners’ perspectives

This study describes the massive open online course (MOOC) experiences of three educational technology scholars assuming the roles of learners. Adapting Carroll’s model of school learning as a theoretical framework, the study employed an autoethnography method to collect empirical data in three different MOOCs. Data analysis from regularly recorded journals revealed commonalities and differences in learner experiences. Based on the results, a refined version of Carroll’s model was produced to provide a foundation for future research and development into MOOCs.     

Shoe collar height effect on athletic performance,ankle joint kinematics and kinetics during unanticipated maximum-effort side-cutting performance

Side-step cutting manoeuvres comprise the coordination between planting and non-planting legs. Increased shoe collar height is expected to influence ankle biomechanics of both legs and possibly respective cutting performance. This study examined the shoe collar height effect on kinematics and kinetics of planting and non-planting legs during an unanticipated side-step cutting. Fifteen university basketball players performed maximum-effort side-step cutting to the left 45° direction or a straight ahead run in response to a random light signal. Seven successful cutting trials were collected for each condition. Athletic performance, ground reaction force, ankle kinematics and kinetics of both legs were analysed using paired t-tests. Results indicated that high-collar shoes resulted in less ankle inversion and external rotation during initial contact for the planting leg. The high-collar shoes also exhibited a smaller ankle range of motion in the sagittal and transverse planes for both legs, respectively. However, no collar effect was found for ankle moments and performance indicators including cutting performance time, ground contact time, propulsion ground reaction forces and impulses. These findings indicated that high-collar shoes altered ankle positioning and restricted ankle joint freedom movements in both legs, while no negative effect was found for athletic cutting performance.     

Scaffolding strategies for wiki‐based collaboration: Action research in a multicultural Japanese language program

Wikis can be used to encourage and support collaborative constructivist learning. However, their effectiveness depends upon the use of scaffolding strategies to guide the students in their use. This action research investigated three scaffolding strategies for wiki‐based multicultural Japanese language learning: worked examples, grouping and peer assessment. It was found that the use of a template explaining the learning objectives and expected learning process was more effective than detailed worked examples. It was also found that heterogeneous grouping and internal and external peer review were important factors and that wiki‐based collaborative learning can be culture laden and in conflict with traditional teaching and learning.