Mentoring Matters: An Exploratory Survey of Educational Leadership Doctoral Students’ Perspectives

There is limited research on quantitative differences between men and women’s experiences in doctoral programs. We aim to fill that gap by sharing findings from a web-based exploratory survey of perceived gender differences on quality mentoring in educational leadership doctoral programs. According to survey results, there is limited statistical significance in terms of gender differences in programmatic supports and scholarly progress. However, women experience feelings of self-doubt due to negative experiences with advising and mentoring, including difficulties making connections to a quality mentor. Furthermore, both female and male participants shared common definitions of what constitutes quality mentorship and believed mentorship was important, but lacking in varying degrees. Finally, all participants agreed that their educational leadership preparation programs should provide additional support in terms of writing and research development. Participants also shared important recommendations for strengthening mentoring experiences as well as future research methods and foci.     

School‐to‐work transition services for students with disabilities in Malaysia: organisations' views on policy and practices

Transition services are required by law for students with disabilities in many developed countries. In Malaysia, however, there is still no specific legislation mandating that school‐to‐work transition planning and services be provided to students with disabilities. This study investigated the state of the transition services provided by educational organisations to students with disabilities in Malaysia. A mixed method research design, which utilises both quantitative and qualitative research techniques, was employed to obtain information from 23 government organisations and NGOs involved in the education and training of students with disabilities. This study found that the organisations surveyed were aware of the lack of transition support and call attention to the importance of instituting a national policy on school‐to‐work transition services and supported employment systems for students with disabilities. The legislative and educational implications for Malaysia are discussed.     

The impact of organizational learning capacity from the socio-cognitive perspective on organizational commitment

This study is to examine the impact of organizational learning on affective commitment in Korea. In particular, this study addressed the importance of organizational learning as an HRD strategy from the socio-cognitive perspective. Data were collected from four large companies located in the area of Seoul, South Korea. There were 233 usable questionnaires yielding a response rate of 61 %. Multiple regression analysis and principal factor analyses were applied to conduct a data analysis. The results showed that a linear relationship existed between the organizational learning capacity and affective commitment (R ² = .495). Four dimensions were statistically significant with the exception of “feedback.” Participative decision-making is the most important factor. Finally, the study discussed some implications for HRD theory and practice.     

Education 3.0: breaking the mold with technology

In order to meet the needs of today's knowledge economy, education needs to move beyond the industrial age approach of treating all learners as if they are the same and adopt a learner-centered model of education suitable for the information age. To support this model, a new and transformative technology is needed that focuses on mastery and customized learning. This article reviews the existing approaches to educational technology before proposing a new, customizable, open, and interoperable technology: a personalized integrated educational system (PIES) that provides full functionality for students, teachers, parents and other stakeholders and bridges the gaps between formal and informal learning. PIES' four primary functions: record keeping, planning, instruction, and assessment, as well as secondary functions, are defined and described. Future challenges and research opportunities are also identified.     

The role of model building in problem solving and conceptual change

This study examines the effects of the activity of building systems models for school-based problems on problem solving and on conceptual change in elementary science classes. During a unit on the water cycle in an Asian elementary school, students constructed systems models of the water cycle. We found that representing ill-structured problems as system models improves problem solving as well as creating beneficial conceptual change related to the topic.