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The main objective of research is to ascertain the existing situation of STEAM education research over three decades based on the Scopus database. The entire documents are 256 findings globally data shorted by year, region, and highest cited to 100 documents. The analysis technique used VOSViewer, Microsoft Excel and word cloud generator. The result of document type article is ranks first in Global and conference paper rank first in South East Asia. The sources that have published the top cited papers are "Journal of Small Business Management" in global and the "Education Sciences" in South East Asia. Meanwhile, the author with the most citations is Jeon M from the U.S.A. Specifically, the country with the most publications is US with 31 articles and 2553 citations. Whereas the majority of Southeast Asian countries have 9 articles and 10 citations. Supported the visualization analysis, VOSViewer's global region is divided into 4 clusters and 62 keywords to assist with the visualization analysis. A pair of clusters containing 14 keywords each for the South Asia region. The terms program, project, environment, model, and implication are frequently used in STEAM throughout the world. The keyword STEAM education appears in analyses conducted in South-East Asia. The outcome of this research can serve as a resource for scholars interested in STEAM and education. Further research into STEAM education trends can be conducted by focusing on a single region or on more specific issues.

The aim of this study is to identify the most prolific countries in the field of special education and to discuss the widespread impact of their papers by taking into account the country's h-index. Through a bibliometric analysis, the data were collected in the Web of Science Core Collection category "Education, Special" in the Social Science Citation Index during 2011-2020. The 25 most prolific countries in the field of special education were determined in terms of paper productivity, and it was seen that the leading country was undisputedly the USA (54.42%). Meanwhile, a strong positive correlation was found between the h-index and the number of papers published by the countries (r=0.864). On the other hand, when the ranking in terms of the number of papers was reconfigured by the h-index, it was relatively changed. The possible reasons for this change for the countries with the most changing rankings were discussed by considering some definitive criteria such as the journal quartiles, the percentage of international and domestic, and the percentage of open access papers. This study reports a positive correlation between the quality and quantity in the field of special education for the publications of countries. It has been shown that where the positive correlation deviates, then especially, the journal quartiles, the percentage of international collaboration and the percentage of open access papers have a significant effect. The bibliometric findings may be useful to enrich the discussion about the widespread impact of papers and debate whether the use of h-index is acceptable for cross-national comparisons.

The major analytical research question addressed in this paper is: What are Thailand's strengths and weaknesses as an international education hub for students from the Asian region? The key descriptive research question is: What is the nature of the educational experience of Asian students in Thailand? The two major research methodologies of the study are mixed research methods and comparative case studies, with the use of in-depth interviews of influential experts, surveys, and an autoethnography. In terms of major findings, there has been a dramatic growth of Asian students at Thai universities during the past two decades. Thailand's major advantages relate to low costs, location, quality campus facilities, and a welcoming attitude toward outsiders, while major disadvantages are the quality of many of Thailand's international programs often related to low English language capabilities. The paper concludes by presenting a creative new architecture for thinking about Asian study abroad in Thailand.

The various possibilities that social media offers to language learners and teachers have long been recognized by researchers within the field of language instruction, and many studies have been carried out in an attempt to address and unpack its potential contributions. This paper aims to review such research on the use of mainstream social media in language teaching and learning published in "Computer Assisted Language Learning," a top tier (i.e., Q1) journal indexed in major citation index systems (e.g., Arts & Humanities Citation Index, the Social Sciences Citation Index and Scopus), between the years 2016-2020 inclusive. For the purposes of the study, a total of 23 articles that meet the selection criteria is reviewed and presented in five sections. The first section deals with the majority of the articles, which are found to be on the use of social networking in language teaching and learning. In the following sections, studies on the use of videoconferencing, wikis, blogging and forums are discussed. Collectively, the studies reviewed in this paper outline a critical role for the use of social media in language instruction and the study aims to provide valuable insights for researchers, teachers and learners.

This paper introduces a relatively novel theoretical approach to investigate cross border student mobilities in East Asia, a region growing in importance as a provider of international education. It does so by bringing Sara Ahmad's writings on the sociality of emotions, with Jacques Derrida's analyses of hospitality. We draw on empirical data from a cross national study to explore the emotions that shape student decisions to choose East Asian study destinations. By problematising the gift of the scholarship, using Derridean understandings of hospitality, we reveal the limits of contemporary forms of international education. Reflecting on histories of Asia-focused student mobilities, the paper highlights the entanglements of hostility and hospitality, and the inseparability of hosts and guests. It is this realisation that will enable ethical, non-exploitative forms of education.

A major cluster of economic engines that have changed Asian higher education, Hong Kong, Singapore, South Korea, and Taiwan have all developed high-income societies as well as world-class universities which linked local "knowledge economies" to global science and created hubs for international collaborations and mobility. However, there has been limited analysis of interdependencies between the rise of world-class universities and changes in the flows of international talent. This paper elaborates on the concept of higher education internationalization that aims at enhancing geopolitical equity in global mobility and re-positioning local students for improved access to the world-class excellence. The paper compares key themes and patterns that define the Tiger societies' unique positions in the field of global higher education.

What is it about afterschool that gives it so much potential to powerfully influence educational best practices around the world? This paper will explore what truly defines "afterschool" beyond the time- and location-based pedagogy of the term and will make the case for the use of "expanded learning" or "expanded opportunities" as the terms that most clearly describe this critical time of youth learning and development. This paper will explore the cultural and bureaucratic differences countries have that influence how young people spend their time and what those differences say about a country's views on child development and its aspirations for its youth. Beyond an exploration of cultural differences, this paper will also discuss the trends that are influencing our international efforts to shift the view of expanded learning programs beyond a safe place to keep children occupied while their parents work, toward a fundamental space for child development and educational innovation.

Seamless learning has a significance that has been increasing in recent years, and an increasing number of studies on the subject in the literature draws attention. This study aimed to examine the research on seamless learning between 1996 and 2020 with the bibliometric analysis method. The Scopus database was used in the collection of the data. After various screening processes, a total of 389 publications were included in the analysis. Descriptive analysis and bibliometric analysis were used in the analysis of the data. The distribution of publications by years, types of publications, sources, and languages were analyzed in the research. Additionally, visual maps were created with analyses of co-author, cocitation, and co-word. At the end of the study, it was seen that there has been an increase in the number of publications from the past to the present, articles and papers were predominant, and that most of the studies were carried out in English. As a result of bibliometric analysis, it was concluded that the most efficient countries in seamless learning were the United Kingdom, the United States, and Singapore. Also, it has been determined that the National Institute of Education, Center for International Education and Exchange, and Kyushu University institutions are dominant. The most frequently mentioned authors cited in studies in many different fields are M. Sharples, L.-H. Wong, and H. Ogata. According to the co-word analysis, the keywords seamless learning, mobile learning, ubiquitous learning, and mobile-assisted language learning stand out in the field of seamless learning.

Purpose: This paper aims to present a comprehensive review of the present state and trends of smart education research. It addresses the need to have a systematic review of smart education to depict its research landscape in view of the growing volume of related publications. Design/methodology/approach: A bibliometric analysis of publications on smart education published in 2011 to 2020 was conducted, covering their patterns and trends in terms of collaboration, key publications, major topics and trends. A total of 1,317 publications with 29,317 cited references were collected from the Web of Science and Scopus for the bibliometric analysis. Findings: Research on smart education has been widely published in various sources. The most frequently cited references are all theoretical or discussion articles. Researchers in the USA, China, South Korea, India and Russia have been most active in research collaborations. However, international collaborations have remained infrequent except for those involving the USA. The research on smart education broadly covered smart technologies as well as teaching and learning. The emerging topics have addressed areas such as the Internet of Things, big data, flipped learning and gamification. Originality/value: This study depicts the intellectual landscape of smart education research, and illustrated the evolution and emerging trends in the field. The results highlight its latest developments and research needs, and suggest future work related to research collaborations on a larger scale and more studies on smart pedagogies.

This Forum article addresses some of the issues raised in the article by Ying-Syuan Huang and Anila Asghar's paper entitled: "Science education reform in Confucian learning cultures: teachers' perspectives on policy and practice in Taiwan." An attempt is made to highlight the need for a more nuanced approach in considering the Confucian education tradition and its compatibility with education reforms. In particular, the article discusses issues concerning the historical development of the Confucian education tradition, challenges in reform implementation that are in reality tradition-independent, as well as opportunities and points of convergence that the Confucian education tradition presents that can in fact be favorable to implementation of reform-based pedagogies. [For "Science Education Reform in Confucian Learning Cultures: Teachers' Perspectives on Policy and Practice in Taiwan," see EJ1173394.]

Fitts' Law is, more often than not, thought of as standard knowledge in the field of Human-Computer Interaction. However, in many occasions, interface components are being built by professionals with little or no knowledge of HCI principles (e.g., software menus are often being built by software developers with no designer input). How much appreciation of Fitts' Law exists among developers, and how does it affect our collaboration with them and the software they build and we use? To help answer this question, a survey among 65 designers and developers was conducted, as well as an analysis of the Computer Science undergraduate curricula from 94 internationally high-ranked universities. The contribution of this paper is twofold: firstly, treating Fitts' Law as an Open Educational Resource and, secondly, the analysis identified gaps that extend beyond HCI Education and fall in the sphere of Epistemology.

Indonesia always continually failed international assessments even though many efforts have been made. The results of PISA 2012 put Indonesian students in the worst position. In contrast, East Asian countries' performance well in mathematics, reading, and science. Indeed, Singapore has the best performance in the Southeast Asia region even in the world as well as Shanghai-China. The position of Indonesia is lower than Viet Nam, Thailand, and Malaysia in South-East Asia. Therefore, by carrying out a literature review, this paper analyzes what is happening in Indonesia beyond assessment, especially in science. Assessment reform from the above East Asian countries was also depicted to complete the discussion. Thus, this paper not only analyzed the lack of science content in Indonesia compared to other countries, but also described some lessons that can be drawn in relation to the content tested in the PISA science test from East-Asian countries.

This paper views seeking the optimal balance between state strengths and the scope of state functions for "good governance" as the formation of a homogenization-heterogenization matrix of policy initiatives in different social settings. Homogenization refers to a global tendency for institutional changes and governance framework to change state capacity, while heterogenization refers to the local adaptation of these global transformations. The paper attempts to take educational decentralization as an example of policy initiatives to assess and analyse the significance of the two opposite poses in four East Asian newly industrialized economies (NIEs) (Hong Kong, Singapore, Korea, and Taiwan). The paper's position is that it may be useful to see these four NIEs as making up two clusters. It sees political democratic transitions in Korea and Taiwan as important local factors affecting the developments of educational decentralization in the two societies, while reforms in Hong Kong and Singapore seem to be more consequences of managerial and market values. However, the NIEs face the question of how to maintain sufficient "stateness" in the decentralization process. To conclude, the paper considers that achieving the balance of "stateness" is the key to success in state-building.

Understanding the nature of science (NOS) has emerged as a core curricular goal since at least the 1960s. While science education reforms around the world have shed light on various epistemic and social underpinnings of science, how science curriculum documents portray the nature of other related disciplines such as mathematics and engineering has drawn little attention. Such lack of attention is surprising, given the growing interest among educators in the integrated approach to science, technology, engineering and mathematics (STEM) education and the frequent emphasis on STEM in recent curriculum policy. The study reported in this paper aimed to understand how recent science education reform documents from the USA, Korea and Taiwan compare with regard to their representation of the nature of STEM disciplines. Using the framework of the family resemblance approach (FRA), we present a comparative analysis of three recent science education standards documents to examine their coverage of the epistemic underpinnings of STEM disciplines, particularly with regard to the disciplinary aims, values and practices. The results indicate that the features specific to science and shared by science and engineering were most frequently addressed in the standards documents, whereas mathematics-related features were rarely mentioned. Furthermore, there was variation in the coverage in terms of the nature of STEM disciplines. Based on the findings, we discuss the contributions of the FRA framework in analysing STEM curricula in an interdisciplinary manner and make suggestions for integrating the nature of STEM disciplines in science curriculum documents.

Purpose: The purpose of this paper is to provide a systematic review of studies on antecedents of the corporate reputation of higher education institutions (HEIs) from the perspectives of employees. Design/methodology/approach: The approach is an examination of previous literature on antecedents of corporate reputation in HEIs, published between 2010 and 2020. Findings: The findings show that general and specific factors of corporate reputation in HEIs are being employed as strategic tools to survive the competitive nature of the higher education landscape. Originality/value: Factors of corporate reputation in HEIs from the perspectives of employees are an understudied area with little academic literature available.

Purpose: This paper aims to explore the holistic picture of sustainability curricula in Asian higher education. Design/methodology/approach: Content analysis was conducted based on Asian management education for sustainability in higher education. Online courses arrangement, teaching methods, instructors' educational background and cross-referencing data between triple bottom line and sustainability courses have been investigated. Findings: The paper provides empirical insights about the current state of sustainability education in Asia. The results show that there is an opportunity for interdisciplinary integration, as there are imbalanced sustainability courses offered by business, science and engineering schools. It also suggests that Asian universities should add an international connection and active promotion of sustainability education on their Web sites. Research limitations/implications: Findings are based on web-based sustainability-related courses. Future research could apply method of case study to do a deeper study. Practical implications: The paper provides an overview of Asian management education for sustainability and curricula analysis through our research, and that this will further assist in the development of interdisciplinary integration in Asian management education for sustainability. Originality/value: This paper is the first attempt to gain better understanding of sustainability-related courses offered in leading business/management colleges in Asia.

Reflective practice is at the core of teacher education programmes and is highly regarded as an essential component in the education of new and experienced teachers. Given the recent interest in language use and the role of discourse in articulating knowledge of one's practice, this paper focuses on how two groups of early career teachers from distinct teaching contexts engage in reflection. The study aims to (i) investigate how they reflect and (ii) explore to what extent their reflections may be influenced by their contexts. The paper mines two small written sub-corpora, which are part of the larger 200,000-word Corpus of Reflective Practice (CoRP). Using corpus-based tools and methodologies, the paper identifies distinct trends which reveal insights into different conceptualisations of reflective practice. As a result, the paper raises awareness of the need to consider (inter)national cultural sensitivity, and questions the assumption that early career reflective practice is flexible enough to work across cultural, social and institutional differences and influences without more careful guidance and consideration. The paper also highlights a predominant shared trait across the data which signals the need to see reflective practice as a process and to value the kind of reflective practice in which early practitioners engage as being reflective of their stage in the process.

In this paper, the authors reviewed the empirical augmented reality (AR) and online education studies, and those focused on designing or development of AR to help students learn, published in SSCI, SCI-EXPANDED, and A&HCI journals from 2003 to 2012. The authors in this study found that the number of AR and online education studies has significantly increased since 2009. Based on this review, it is found that contributors from Spain, Romania, Taiwan, and Germany had the most publications on AR and online education during 2003 to 2012. Moreover, the analysis of these selected papers reveals that most empirical AR and online education studies were conducted at universities, as well as in computer science courses. Furthermore, the quantitative research method was used more in the reviewed papers. The findings and analysis from this review may provide potential directions and insights for future AR and online education research.

The status of English as a global language has played a significant role in contemporary language education policies across the world. In East Asia, the hegemony of English has been reflected in a number of central governments' policies of recruiting native English-speaking teachers (NESTs) to participate in English language education. This paper focuses on the NESTs recruitment policies in Japan, Korea, Hong Kong and Taiwan with the aim of examining how teacher professionalism is represented in these policy discourses and how this conceived teacher professionalism impacts on English teaching and learning in these countries. Through the analysis of policy texts and documents, we argue that teacher professionalism has been assigned a different agenda by the governments who subscribe to "native speaker norms" and legitimise unqualified and inexperienced NESTs in the profession of English language teaching (ELT). These anti-professionalism policies have not achieved the intended consequence of improving students' English proficiency, but have instead resulted in the unintended consequences of damaging the quality of English instruction and jeopardising the professional identity of local non-native English-speaking teachers (NNESTs) in these countries. The results reveal an urgent need to evaluate the effectiveness of these NEST recruitment programmes.

This paper presents a bibliometric analysis of highly cited articles published in the Web of Science category "Education and Educational Research" in the Social Science Citation Index (SSCI). A total of 2091 journal articles published in this category and cited more than 100 times up to the end of the year 2016 were retrieved as highly cited articles. Distributions of highly cited articles per publication year, journals, institutions and countries were analysed, as well as the citation life cycle of the top-cited articles. The USA, its institutions and researchers are the absolute leaders in the category of Education and Educational Research according to the results of the conducted analysis.

Along with its multicultural transformation, Korea is experiencing structural challenges of multicultural education that has been often criticized as assimilation driven and immigrant education oriented. In fact, multicultural education targeted at the Korean public should be as equally important as the newly arrived migrants, if not less. The paper seeks to identify existing complications of multicultural education in Korea by reviewing its practices in the sociopolitical context, while providing alternatives from the perspectives of geography. The importance of localization and place-based pedagogy is exemplified by the strength of geography education, emphasizing its compatibility and contributory potential to multicultural education. In addition, geography field trip lessons of Daegu that may be of interest to multicultural educators are presented as reference lessons in further developing multicultural education in Korea. By teaching multicultural education more 'multiculturally,' geography education not only outright reflects the richness of Korea's growing cultural diversity, but also lends its flexibility nature and all-encompassing approaches to enhance social cohesion and inclusion.

This paper investigates achievement gaps between low and high socioeconomic students in 19 high-income countries. On average, math scores of students with indicators of high socioeconomic status (SES) are over one standard deviation above those with low SES indicators. The paper estimates the extent to which these achievement gaps can be attributed to differences in classroom- and school-level resources available to students from different SES backgrounds. In some countries, achievement gaps can be largely explained by differences in the characteristics of schools attended. However, in many other countries, the gap appears more closely related to differences in the characteristics of the students. The results point to the importance of institutional difference among countries in explaining international differences in the quality of education received by different groups within a nation. (Contains 4 tables, 2 figures and 13 notes.)

Research about identity has undergone a discursive turn in recent years, with a shift from conceptualising identity as an essentialistic, pre-existing construct that drives social interaction, to a more fluid and hybrid construct that is constituted through discourse. As a result, a number of recent studies investigating the construction of international student identities have supposedly adhered to this latter, postmodernist-inspired notion of identity in their analyses. However, upon closer examination, these studies appear to be premised on the assumption that what international students say can be "equated" with their identities, without critical attention being paid to the way in which identities emerge as a conjoint construct through interaction. In this paper, it is argued that identities are invariably jointly constructed by participants through discourse, even in interviews and focus groups where the researcher is ostensibly taking a neutral stance, and thus more attention needs to be paid to the ways in which identities are discursively negotiated through interaction. (Contains 5 notes.)

Higher Education is experiencing an increasingly diverse student population. Students bring a range of skills and experiences to their courses; they have different backgrounds and different needs. This fluidity requires an approach to teaching that encompasses the social aspects of learning. It has been suggested that authentic approaches to teaching and learning can assist in offering a perspective on learning which views learning as "enabling participation in knowing". We propose that the authentic learning practices developed in The Gift design project, discussed in this paper, constituted approaches which acknowledged that students' interests and experience are intrinsically bound up with motivation and engagement and, as such, have a major influence on the ways in which learning is constituted and developed. The Gift project has developed a range of innovative formative strategies which have provided both students and tutors with opportunities to become involved in peer assessment and review, peer feedback and reflection on learning outcomes. This re-conceptualisation of the assessment process has provided valuable insights into the development of learning skills such as problem solving, critical analysis, and the development of creativity and learner autonomy.

East Asian dominance in international large-scale assessments is widely known. This is often explained as an outcome of highly competitive, exam-oriented education systems in East Asia, wherein students partake in a fierce competition for limited college entrance. Although achievement scores may be comparatively higher, the argument goes, the relative success comes at a steep price, with the emphasis on high-stakes tests heightening student stress and anxiety. In this paper we refute this persistent and out-dated stereotype by focusing on changes in Japanese education over the past several decades. The two original studies we report herein show that not only do Japanese students feel less school-related anxiety and stress than they once did, but these levels are now comparable to students in America, Australia, and the United Kingdom. In showing that stereotypes do not match empirical realities, we seek to open a richer discussion around East Asian student achievement. We conclude by extending the discussion to recent changes in China, Taiwan, and South Korea. We then raise the possibility that fundamentally different outlooks on the learning process explain both differences in achievement and the persistence of the West's distorted images of Japanese and East Asian education.

Background: The Project Yi Jin (PYJ), an alternative pathway for secondary school leavers and adults to further their education, has been receiving full support from the government, the Federation for Continuing Education in Tertiary Institutions (FCE) in Hong Kong and the public. Graduates of PYJ have the equivalent academic status of their counterparts in the main stream education. It was first implemented in 2000/01 by the FCE and has been offered to more than 35,000 students by 2006/07. With the success of the programme as a safety-net for a mass education system, it should continue to function more vigorously as new reforms are being implemented in the Hong Kong education scene in the future. The Chief Executive in his 2004 Policy Address has set out the direction to develop a new secondary and university system, i.e., (3+3) for secondary + 4 (tertiary) [the old one is (3+2+2)+3], to be launched in 2010/11, that will effectively prepare the next generation to cope with the challenges of the 21st century and the demands of the rapidly developing knowledge-based society. The new system, together with substantial modified curricula including the newly developed applied learning courses (ApL), is supposed to be able to look after all secondary students. Aims and focus of discussion: This paper aims to argue the necessity of launching a new version of Project Yi Jin (nPYJ) concurrently together with the new 3+3+4 academic system. In light of the contemporary global educational systems as compared to that of Hong Kong, it is postulated that the launching of nPYJ as a continuation of the successful PYJ is both legitimate and indispensable with regard to the carefully observed current global fashion of lifelong learning and continuing education in which diversity, equity, and flexibility are highly valued. Method: A comprehensive comparative review was carried out on eleven selected oriental and occidental countries and regions, namely, Australia, Canada, Germany, Japan, South Korea, United Kingdom, United States, China, Taiwan, Singapore and Macao, focusing on the worldwide trend of constant high school drop-out rate as well as the mentioned countries' respective senior secondary schooling articulation policy leading to higher education, in particular shedding light on the establishment of alternative pathways towards tertiary education alongside the conventional educational track. Conclusion: With the literature backdrop and empirical support, it is shown that high school drop-outs are inevitable no matter how well-defined an education system may be. Thus this is where the "safety-net" contingency plan is found essential. A new version of Project Yi Jin (nPYJ), to be offered in parallel with the Hong Kong's new 3+3+4 secondary academic curricula, is indispensable to the new educational structure in the territory which fundamentally helps transform the conventionally somewhat segregated and elite educational system into a mass one. Regarding the curricular design, both PYJ and nPYJ will focus on generic skills and a wide range of electives will be offered as well to arouse students' interest of study. (Contains 1 figure, 1 table and 5 footnotes.)

Numerous studies have been published heralding the benefits of physical education in school education. Sport and physical activities form the major content in learning and the arrangement serves as the major source of development in students. This paper identifies "quality" as an internationally concerned issue and within the concept, the perceptual framework in learning is then placed with focus. To conduct this study, a sample of N = 799 ("11 Asian cities") physical education professionals working in different levels were invited to participate in a questionnaire survey with 37 items designed to forge the conceptualization of quality learning in physical education. Results from statistical analysis showed 24 items grouped in 3 subfactors being retained after EFA, of 37 items that were framed through content analysis to assess the quality physical education learning among the PE professionals. The retained three factors from the EFA were further assessed with robust confirmatory factor analysis (CFA). The 3-factor model demonstrated a good fit with the data (CMIN/DF = 7.367, NFI = 0.888, CFI = 0.901, PCFI = 0.748, RMSEA = 0.089). In this sample, the QPEL demonstrated an acceptable three-factor structure, internal consistency and inter-factor correlation. These items were appropriate to provide the necessary understanding of the diversified practice in the learning of quality physical education.

International students have continued to be the focus of simplistic stereotyping in media discourse where they are frequently identified as one of the forces behind declining academic standards in Australian universities. Their English language skills, in particular, have continued to be the focus of debate both in the mainstream media and in higher education research and policy. It is argued in this paper, however, that such debates do not sufficiently acknowledge the moral and affective complexity of the so-called "English problem" amongst international students in Australian universities. Drawing from an analysis of small group interviews with international students, domestic students and university staff, the beliefs and experiences of various parties about the English language skills of international students are examined. A key finding from this analysis is that the English language skills of international students, and their concomitant interactions with others, can be the object of both complaints and troubles talk. These complaints or troubles can be either ratified or resisted by those participants. The difficulties international students may experience in using English thus have complex moral and affective consequences. The way in which the so-called English problem in Australian universities is generally couched as one of objective, measurable deficiency on the part of international students arguably neglects the moral and affective complexity of the difficulties facing international students. This neglect leads, in turn, to an impoverished understanding of the English language capabilities of international students.

This paper empirically examines the impact of academic research on high-tech manufacturing growth of 28 Organisation for Economic Co-operation and Development (OECD) and emerging countries over the 1991-2005 period. A standard research and development (R&D) expenditure based measure is found to be too general to capture the input in high-tech research. To overcome this problem, a novel proxy for high-tech research investment--the supercomputer capacity--is proposed. Empirical evidence strongly supports this choice of variable. It is also found that academic R&D exerts a larger growth effect on high-tech output than its industry and government counterparts, but only the impact differential between academic and government R&D is statistically significant.

When students look at their classmates in the classroom, consciously or unconsciously, they see competitors both for academic recognition and social success. How do they fit in relation to others and how do they succeed in achieving both? Traditional views on the drive to succeed and the fear of failure are well known as motivators for achieving academic success but is it that simple a dichotomy? Do students also view success through a fear of success and a purposeful intent to fail--referred to in this text as the drive to fail? Students recognize the importance of social position in class but how is this perceived and will they sacrifice social position for academic standing or vice versa? This paper considers these issues by analyzing the results of a student survey and opinions offered by the students. The discussion considers the survey, academic standing, social position, cultural variables, perception of success and failure, and concluding comments.

United States and Republic of Korea (ROK) leaders have tried to manage their respective approaches to China to avoid creating problems in bilateral relations and in the U.S.-ROK alliance. U.S. policymakers have been careful not to place Seoul in the position of having to choose between Washington and Beijing. However, a U.S. military conflict with China would bring differences in U.S. and ROK interests to the fore and force South Korean leaders to make tough choices in response to U.S. requests for diplomatic, economic, and military support. This paper considers what types of diplomatic and economic support the United States might expect from the ROK in the event of a U.S.-China conflict over Taiwan. It then examines potential U.S. requests for military support from the ROK in three scenarios: 1) a PRC joint firestrike campaign intended to inflict sufficient damage to compel Taiwan to negotiate its political status with Beijing; 2) a PRC joint blockade intended to inflict sufficient damage to Taiwan's economy to compel negotiations; and 3) a joint island landing campaign intended to seize Taiwan and bring it under PRC control. Each involves a different type of military conflict, a different projected duration, and different military demands. [ABSTRACT FROM AUTHOR]

Empirical evidence of Asian students' traditional citizenship values was provided in the Asian Regional Module (ARM) of the International Civic and Citizenship Study. This paper is based on a secondary analysis of the ARM data. Three issues are addressed. First, a theoretical analysis of the ARM constructs contributes to their construct validity. Second, the endorsement of these constructs by students from five Asian societies is compared indicating that some of the differences between societies were statistically significant, although effect sizes were generally weak or moderate. Third, the predictive validity of the constructs was examined. They had a small but differential effect on students' civic knowledge and a generally negligible effect on school participation. Variance at school and individual level accounted for by the ARM constructs differed across societies. The implications of these results for civic education and future research in the field are discussed. (Contains 5 tables.)

This study examines generalized trust and trust in institutions in Confucian Asia, covering six countries namely, China, Japan, Singapore, South Korea, Taiwan and Vietnam, and one dependent region, Hong Kong. Using data from the 2006 AsiaBarometer Survey, our study affirms the reliability and validity of using a two-item scale to measure generalized trust. Our analysis suggests that due to demographic differences, there are variations in the level of generalized trust of countries in Confucian Asia, despite the fact that these societies share a similar background in Confucian philosophy. The relationships between generalized trust and political trust, and between generalized trust and trust in public institutions, are weak but positive. The positive relationship between generalized trust and trust in economic institutions is only significant for some of the economies, while trust in international institutions has the weakest relationship with generalized trust for all societies. We conclude the paper with research implications.

The paper reviews Asia-Pacific higher education and university research, focusing principally on the "Confucian" education nations Japan, Korea, China, Hong Kong China, Taiwan, Singapore and Vietnam. Except for Vietnam, these systems exhibit a special developmental dynamism--still playing out everywhere except Japan--and have created a distinctive model of higher education more effective in some respects than systems in North America, the English-speaking world and Europe where the modern university was incubated. The Confucian Model rests on four interdependent elements: (1) strong nation-state shaping of structures, funding and priorities; (2) a tendency to universal tertiary participation, partly financed by growing levels of household funding of tuition, sustained by a private duty, grounded in Confucian values, to invest in education; (3) "one chance" national examinations that mediate social competition and university hierarchy and focus family commitments to education; (4) accelerated public investment in research and "world-class" universities. The Model has downsides for social equity in participation, and in the potential for state interference in executive autonomy and academic creativity. But together with economic growth amid low tax regimes, the Confucian Model enables these systems to move forward rapidly and simultaneously in relation to each and all of mass tertiary participation, university quality, and research quantity and quality.

This paper highlights the quantitative performance of scholarly LIS research in Asian countries based on articles published during 2001-2007 in journals indexed by the Social Science Citation Index of Web of Knowledge. The quantitative performance of Asian countries has been judged and compared on the basis of various quantitative indicators: (a) size of scientific activity measured by volume of production in various types of publications during the period of study, (b) authorship pattern and collaboration of scientific activity measured by co-authorship and the amount of national and international collaboration, (c) the pattern of citations measured by counting the cited and citing references of published articles, and (d) a newly developed metrics-research performance. The results show that during the last seven years, the publication rate has increased twofold and, among the Asian countries, the authors of the People's Republic of China contributed the greatest number of articles, followed by Taiwan and South Korea. There is also an increasing trend toward collaborative research among Asian authors, with most of the collaboration occurring either among authors from the same country or with authors of non-Asian origin. The research performance analysis indicates that articles written by authors from South Korea received the highest number of citations, followed by Taiwan. Although the quantity of articles published by authors of Taiwan and South Korea is higher than Singapore and Israel, the articles contributed by authors from these latter two blocks appear in higher-impact journals. These findings show the increasing contribution made by Asian scholars to the international LIS literature, and the quality of that research. (Contains 3 figures and 9 tables.)

Since the mid-1980s, power sector liberalization has been embraced at different levels in the East Asian countries of China, Japan, South Korea and Taiwan. The dominant rationale underlying power liberalization has been a quest for efficiency improvements, to be achieved by substituting private market activity for public regulations and by opening a country's electricity system to the global economy and management techniques. However, as the power system is increasingly liberalized, the possibility of establishing a local energy system, which has the great potential to restore sustainable environment-society relations, has been diminished. As an alternative to the power liberalization strategy, this paper proposes a restoration of local energy regimes based on the model of an energy commons and a decentralization paradigm. The innovative energy-policy model of the Sustainable Energy Utility, as applied in the case of Seoul, Korea, is explored as a possible option for a local energy strategy for East Asian countries. (Contains 4 figures and 6 notes.)

The Han sphere, including Vietnam, Korea, Japan, Taiwan and China, adopted Han characters and classical Han writing as the official written language before the 20th century. However, great changes came with the advent of the 20th century. After World War II, Han characters in Vietnam and Korea were officially replaced by the romanised "Chu Quoc Ngu" and phonemic Hangul, respectively. In Japan, the number of Han characters in use decreased, and the syllabic "Kana" system was promoted to a national status. In Taiwan, although Taiwanese romanisation was developed centuries ago, Han characters remain the dominant orthography in current Taiwanese society. This paper examines Taiwan's orthographic transition from the perspective of the Han sphere. Both internal and external factors have contributed to the different outcomes of orthographic reform in these countries. Internal factors include the general public's demand for literacy and anti-feudal hierarchy. External factors include the political relationships between these countries and the origin of Han characters (i.e. China). (Contains 5 notes.)

Private supplementary tutoring has long been a major phenomenon in parts of East Asia, including Japan, Hong Kong, South Korea and Taiwan. In recent times it has grown dramatically in other parts of Asia and in Africa, Europe and North America. The factors underlying the growth of private tutoring vary, but in all settings it has major implications for learning and livelihood. Families with the necessary resources are able to secure not only greater quantities but also better qualities of private tutoring. Children receiving such tutoring are then able to perform better in school, and in the long run to improve their lifetime earnings. By contrast, children of low-income families who do not receive such benefits may not be able to keep up with their peers and may drop out of school at an earlier age. Tutoring also of course has a direct impact on the livelihoods of the tutors, providing employment and incomes for a range of professionals and amateurs of different age groups. The dynamics of inter-relationships are complex, and vary from one setting to another. This paper argues that private supplementary tutoring deserves much more attention from policy makers and researchers. (Contains 1 table.)

Using multivariate discriminant analysis and the data from the Third International Mathematics and Science Study (TIMSS) 1999, this paper made 5 individual comparisons between the U.S. middle school system and 5 Asian middle school systems, which have typically been top ranked in mathematics and science achievement scores. The discriminant analysis was based on variables related to school and classroom environment as well as students' out-of-school life, home background, and self-perceptions about mathematics and science. The results reveal significant differences between American schools and their Asian counterparts. The author explains these differences in terms of the societal difference in the position of schooling in the lives of American adolescents versus the more central position of schooling in the lives of their East Asian counterparts.

With the spread of globalization and information technology, the goal of English education in East Asian countries has recently undergone drastic change, with one such change being the introduction of English at the elementary school level. Based on a sociocultural theoretical framework, this study attempts to identify and compare the ways in which local elementary school teachers consider classroom activities in English that are "effective" in their given sociocultural and policy contexts. Employing multivocal ethnography, classroom activities in these countries were videotaped and edited. The edited videotape was shown to elementary school teachers in South Korea, Japan and Taiwan, who were then asked to discuss various aspects of teaching practice and activities in small groups. Among the many issues raised by teachers, this paper focuses on their concerns and challenges in employing communicative activities with respect to (1) creating motives and goals that drive communicative activities; (2) identifying developmentally appropriate mediational means; and (3) situating activities in specific contexts. The study found that teachers' challenges were due to a lack of understanding of three factors, including what constitutes "teaching for communicative purposes", the roles that developmental factors play in EFL learning and teaching, and strategies for harmonizing learning/teaching and context. (Contains 1 table and 3 notes.)

China has initiated a series of "economic sanctions" against South Korea, affecting Korean pop stars visiting China and Korean investments in China. Sanctions were imposed on South Korea in response to the decision of South Korea to deploy Terminal High Altitude Area Defense (THAAD) in 2016. Furthermore, the Global Daily assembled local population to boycott Korean products and investments in China. However, the Chinese Foreign Ministry has never positively confirmed these activities as economic sanctions to South Korea related to the THAAD installation. In other words, the Chinese government singled a relatively weak message via these sanctions to South Korea. As a result, the THADD implementation continued in South Korea. In the paper, I interpret China's rationale to impost puzzling economic sanctions, which have a weak resolution, to South Korea and Taiwan. As signaling theory argues, economic sanctions with insufficient resolution, which are more likely to fail, is a more provocative foreign policy. By reviewing China's sanctions usage to South Korea and Taiwan, I propose arguments of bureaucratic competition to answer why China launched such sanctions to other countries: those are caused by domestic institutions who are seeking reward from the Communist Party of China. By comparing shifts of leadership between domestic agencies, the paper provides evidence to support the proposed argument. I also include two alternative explanations to strengthen the proposed argument, albeit connecting the paper with other two larger streams of research, which address analyses of China's aggressive foreign policies as well as the domestic politics of economic sanctions. [ABSTRACT FROM AUTHOR]

This paper examines the rise of anti-Korean sentiment in contemporary Taiwan particularly at the turn of the 2010s. It moves beyond conceptualizing emotion as psychological status to conceive anti-Korean sentiment as a cultural text that debunks the complexity of emotion as an active agent of collective (un)consciousness. Specifically, the paper considers anti-Korean sentiment in Taiwan as an affective space where young Taiwanese demonstrate their active engagement in (re)locating Taiwan in the global imaginative map and their struggle for national identity in the midst of increasing geopolitical tensions in East Asia. Instead of seeing anti-Korean sentiment from an international relations perspective, this paper studies anti-Korean sentiment from a bottom-up perspective through in-depth interviews with young Taiwanese who are actively engaging with anti-Korean discussions and explore various ways that anti-Korean sentiment mediates and transforms imaginative relations between Taiwan and Korea and beyond. [ABSTRACT FROM AUTHOR]

Two broad and seemingly contradictory perspectives exist on U.S. alliances with South Korea and Taiwan. One focuses on how Washington carefully designed the alliances to rein in its overly warlike junior partners, while the other focuses on the surprisingly big influence of Seoul and Taipei that belied the power asymmetry in their relationships with Washington. This paper shows the influence of small allies is not a static feature of asymmetrical alliances designed to restrain them; small allies might exert unduly large influence at the stage of alliance formation, but once the alliance is institutionalised, they may lose much of the initial leverage. The findings lend empirical support to the view of alliances as a stabilising force, rather than a force multiplier, in international politics. [ABSTRACT FROM AUTHOR]

Describes efforts to implement an international program between the Montessori program at Xavier University and Korea and Taiwan. Describes eight challenges confronting the project: (1) communication; (2) class participation; (3) sharing culture with the American students; (4) transportation; (5) connection with others; (6) visas and immigration laws; (7) curriculum; and (8) assignments. (SD)

Hexatoma Latreille, 1809 is a large genus of short-palped crane flies with a worldwide distribution. Accounting for more than 60 percent of global species, 362 extant species occur in Asia. Prior to our study, Hexatoma crane flies on the Korean Peninsula (both the Democratic People's Republic of Korea and the Republic of Korea) had been studied for 90 years starting in 1930, but only three species had been recorded, with one of them being a misidentification. This study adds six species to the fauna of the Korean Peninsula, all of which belong to the subgenus H. (Eriocera) Macquart, 1838. General information on genus and subgenus morphological characters is presented in this paper, with a redescription of each species based on Korean specimens, as well as illustrations of both sexes, the elevation range, the period of activity, habitat information, general distribution, and a distribution map for the Korean Peninsula. Three species H. (E.) ilwola Podenas, sp. nov., H. (E.) pianigra Podenas, sp. nov. and H. (E.) serenensis Podenas, sp. nov. are described as new to science. Hexatoma (E.) lygropis (Alexander, 1920) is deleted from the Korean species list as a misidentification. This publication is a continuation of our previous work on short-palped crane flies (Limoniidae) from Korea. [ABSTRACT FROM AUTHOR]

Reviews current Asian educational systems, pointing out that comparison with the United States system is not possible. The educational systems reflect the societies' needs, which differ from culture to culture. (MD)

Purpose – Human resource management (HRM) practices have been re-evaluated under the pressures and constraints of factors such as globalization, inward and outward investment patterns, multinational companies (MNCs), indigenous cultures and institutions. This paper aims to compare changes and continuities in key aspects of HRM in South Korea and Taiwan. It examines the impacts on HRM policies - particularly employment security, extensive training, performance based pay and employee influence - and the role of a core-periphery model. Time effects, country effects and the interaction between them are explored. Design/methodology/approach – The research was undertaken across a decade at three time periods between 1996 and 2005 and in both locally-owned firms and MNC subsidiaries using questionnaires. Findings – The authors find, first, recognizable general patterns over time; second, significant interaction effects of country and time; third, some HRM practices more culturally bounded than others. Practical implications – These include issues relating to companies using more core-periphery and performance based employment. Originality/value – The paper makes use of an under-used perspective, both comparative and longitudinal, at three time periods in two under-researched contexts of South Korea and Taiwan. [ABSTRACT FROM AUTHOR]

East Asian nations have become increasingly diverse in their ethnic composition since the 1990s. A large proportion of recent immigrants consists of women from China, Vietnam, Indonesia, Thailand and the Philippines, who migrated following their marriage to male citizens from South Korea and Taiwan. To study this new group of foreign residents, the governments of both Taiwan and South Korea have conducted national surveys since 2000. This paper conducts a content analysis of the questions of these surveys to elaborate a criticism of the ethnic statistics produced from them. These surveys provide relevant information on this group of new residents, but they also have the potential to reinforce existing negative stereotypes due to prior assumptions that shaped the content of questionnaires. The analysis reveals that the production of statistics on migrants is influenced by three ideologies: assimilation, patriarchy and nationalism. [ABSTRACT FROM AUTHOR]

This paper explains the difference between Korea's vocal movements and feeble parties versus Taiwan's stable parties and dependent movements from the political dynamics formed under the authoritarian state. Taiwan's party-based authoritarianism provided ground for party development but not for independent social movements. Korea's personal dictatorship was inimical to party development but engendered a contentious movement sector. [ABSTRACT FROM AUTHOR]

In June 2010, the People's Republic of China and Taiwan signed the Economic Cooperation Framework Agreement (ECFA), a preferential trade agreement, which is arguably the most important agreement between China and Taiwan. In this paper, we analyze ECFA and investigate its implications for South Korea since China is South Korea's largest trade partner and Taiwan is its sixth largest. We find that ECFA will have significant political and economic implications for South Korea due to China's role in East Asia and South Korea's competition with Taiwan in the China market. [ABSTRACT FROM AUTHOR]