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As humanity reaches the 5.0 industrial revolution, education plays a critical role in boosting the quality of human resources. This paper reports bibliometric research on emerging TiP during 1993-2022 in the educational field to analyse its development on any level of education during the last three decades. This study employed a Scopus database. The findings are that the trend of TiP publication in educational fields has tended to increase every year during the past three decades and conference paper became the most published document type, the USA is the country which produces the most publications; "Students" being the most occurrences keyword and total link strength. The publication of the TiP is ranked to the Quartile 1, which implies that a publication with the cited performance is a publication with credibility because the publisher has a good reputation. Researchers can find the topics most relevant to other metadata sources such as Web of Science, Publish, and Perish.

Purpose: Microteaching is a teacher training method based on microclasses (groups of four or five students) and microlessons lasting no more than 5-20 min. Since it was first explored in the late 20th century in experiments at Stanford University, microteaching has evolved at the interdisciplinary level. The purpose of this paper is to examine the networks found via an analytical bibliometric study of the scientific output related with microteaching in teacher training, through a study and examination of the Web of Science database. Design/methodology/approach: This research was conducted with the VOSviewer tool for content analysis through data mining and scientific network structure mapping by means of the normalisation technique. This technique is based on the association strength indicator, which is interpreted as a measurement of the similarity of the units of analysis. Findings: Two hundred and nine articles were thus obtained from the Web of Science database. The networks generated and the connections among the various items, co-authorship and co-citation are presented in the results, which clearly indicates that there are significant authors and institutions in the field of microteaching. The largest cluster is made up of institutions such as Australian Catholic University. The most often-cited document is by Rich and Hannafin. Allen (1968), who defines microteaching as a technique based on microclasses and microlessons, is the author most often cited and has the largest number of connections. Research limitations/implications: This research's limitations concern either aspects that lie beyond the study's possibilities or goals that have proved unattainable. The second perspective, which focuses on skill transfer, contains a lower percentage of documents and therefore has a weaker central documentary structure. Lastly, the authors have also had to bear in mind the fact that the scientific output hinges upon a highly specific realm, the appearance and/or liberalisation of digital technologies and access to those technologies in the late 20th century. Originality/value: This research shows that microteaching is a promising area of research that opens up vast possibilities in higher education teacher training for application in the realm of technologies. This paper could lead to several lines of future research, such as access to and the universal design of learning from the standpoint of different communication and pedagogical models based on microteaching.

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.

Governance and regulation of the use of live animals in research and teaching is examined in Australia, Malaysia, Indonesia, the Philippines, Singapore, Thailand, China, Japan and India. A comparison of the systems in different countries will enable the determination of best practice and fit-forpurpose regulation. The most comprehensive government regulation of animal welfare in institutions covers a broad range of animals and institutions are required to have an Institutional Animal Care and Use Committee, whose membership is specified in guidelines or regulations. The work of the Committees is rigorously overseen by government and facilities that use live animals are audited externally. All countries examined have legislation governing the use of live animals in research, although only Australia and Malaysia have a fully equivalent mandated oversight of teaching. Teaching that uses live animals is partly covered in the Philippines, Japan, Singapore and Thailand This paper thus aims to review the regulation of animal use in different Asian jurisdictions in order to determine best practices that are appropriate to those settings. The most comprehensive oversight is provided in Australia and Malaysia that essentially use the same regulatory framework.

This rapid systematic review aims to examine emerging evidence on the effects of COVID-19 on educational institutions and assess the prevalence of e-learning changes in the sector. This paper reviews literature on learning, teaching, and assessment approaches adopted since the COVID-19 outbreak, and assesses the impact on the sector, staff, and students, summarizing findings from peer-reviewed articles. It categorizes these into five key themes: (1) digital learning; (2) e-learning challenges; (3) digital transition to emergency virtual assessment (EVA); (4) psychological impact of COVID-19; and (5) creating collaborative cultures. This represents the first systematic review of COVID-19's impact on education, clarifying current themes being investigated. The author suggests that the term 'emergency virtual assessment' (EVA) is now added for future research discussion. Finally, the paper identifies research gaps, including researching the impact on lesser developed countries, the psychological impact of transition, and the important role of leadership and leadership styles during the transition and handling of the pandemic.

The aim of this study was to determine the examination of the researches about the use of technology by fine arts teachers. The study was conducted according to the content and citation analysis model. In this context, Web of Science (WOS) Core Collection indexes were included. In the document scanning in the WOS environment, the keywords 'Fine arts', 'Teachers' and 'Technology' were searched. In total, 169 documents were examined and analysed one by one. They were analysed according to year, document type, WOS content category, country, source title, organisation and citation, authors, publication language and categories. As a result of this research, the first study was conducted in 2004, while the most studies were conducted in 2016. It was concluded that the published studies had the most Proceedings papers as the document type. The area where the studies of fine arts teachers on the use of technology are mostly carried out is Education Educational Research, according to the Web of Science content category. The most researched title in the distribution according to the Source Title field is 'International Multidisciplinary Scientific Conferences on Social Sciences and Arts.' The university with the most studies is Kazan Federal University. The 19 authors who conducted the studies have a large number of studies in this field. It was concluded that other authors had only one study in the field. Again, when we look at the distribution of the countries and documents according to the language of writing, the country with the most studies is China and the language of the documents is English. The area continues to evolve.

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.

Due to global attention on student employability, employers are expected to be involved in institutional governance in higher education and quality assurance (QA). Due to the difficulties in recruiting motivated employers to participate in external QA governance and process, this has become a challenging issue in many Asian nations. The paper aims to explore employer legitimacy in Asian national higher education regulations and EQA system according to a four-dimensional diagram of institutional governance model. There are two major findings. First, Asian governments developed QA policies with a focus on employer engagement but the emerging practice is still ineffective. Second, approaches of employer engagement in QA governance vary context to context, such as HK and Malaysia in the excellence mode; Taiwan, Indonesia, Australia, New Zealand belong to advanced type; and China, Thailand, and Vietnam fall in the intermediate category.

In this study, the variables having impact on the student motivation have been analyzed based on the articles, conference papers, master's theses and doctoral dissertations published in the years 2000-2017. A total of 165 research papers were selected for the research material and the data were collected through qualitative research techniques through document review and content analysis. According to the research results, the most important factors affecting student motivation are the fields of teacher, teachers' classroom management skills and their teaching methods. In this research, factors having less influence on the student motivation are parental communication, student characteristics and study fields. In addition, relational search type was used more than others, mostly students were selected as the study group and most researches were conducted in USA and Turkey.

Drawing on data gathered from British Council seminars in Hong Kong, Tokyo and Dubai on "Absent Talent: Women in Research and Academic Leadership" (2012-2013), this paper discusses academic women's experiences and explanations for women's under-representation as knowledge leaders and producers in the global academy. Participants from South and East Asia, the Middle East, North Africa, Australasia and Europe shared experiences and identified desires for future action in the form of a "Manifesto for Change." The paper combines empirical data on enablers, impediments and attractions with consideration of debates on women's exclusions and disqualifications from academic leadership and knowledge production. A key question is whether women are desiring, dismissing or being disqualified from senior leadership positions in the global academy.

This article synthesises findings from two systematic reviews that examined evidence of the link between large-scale assessments (LSAs) and education policy in economically developing countries and in countries of the Asia-Pacific. Analyses summarise evidence of assessment characteristics and policy goals of LSAs that influence education policy, when LSAs are used in the policy-making cycle and types of education policies impacted, and factors that influence the use of LSAs in policy-making. Results show national assessments conducted at both primary and secondary school levels to have an impact on education policy. LSAs are used more often for monitoring education quality and equity purposes followed by accountability purposes. International assessments are more often used to leverage policy priorities than other assessment types. LSAs feature mainly at the monitoring and evaluation stage of the policy cycle. The education policies impacted by LSAs relate considerably more to curricular reforms and performance standards as well as assessment bodies and activities and far less to resource allocation and teaching and learning policies. Finally, whereas the quality of assessment programmes facilitate impact, financial constraints and uncertainty as well as weak assessment bodies hinder the impact of LSAs on education policy.

This article represents the collaborative efforts of two college faculty, one in the USA and one in Australia, exploring notions of internationalization of colleges of education and research on multilingualism and teacher education. First, the paper presents experiences of interactions with international researchers in Mexico, Brazil, Germany, Austria, Italy, Finland and Australia. Second, it presents research of three overseas immersion language teaching and learning experiences pursued with teacher candidates from Australia in Indonesia, Korea and China. The article focuses on two questions: in what ways can teacher educators enhance their expertise to prepare teachers for multicultural teaching in a global context? How can teacher educators and institutions create contexts and experiences where teachers and prospective teachers develop their knowledge, skills and dispositions to teach from an international and multicultural perspective? In essence, how can faculty prepare teachers to internationalize curricula and effectively teach students, not only from different ethnic groups and cultures but also different nations and languages?

This paper examines the changing geo-political situation in the Asia-Pacific Region from an Australian defense policy perspective. The article focuses on China, the US, and Indonesia and examines Australia's strategic defense needs for the coming decade. The paper concludes by laying out four strategic defense options for Australia, 1. maintaining the US alliance, 2. going back to "fortress Australia," 3. towards Asian integrations, and 4. the "New Zealand" option. [ABSTRACT FROM AUTHOR]

Poor safety is a perennial problem for the construction industry worldwide. The concept of safety climate has been strongly linked to safety performance, yet inconsistent methodologies make international comparisons problematic. In addressing this gap in research, a comparative safety climate survey of 515 construction operatives and managers in Australia, Indonesia, and China is presented using a standardized tool. The results highlight interesting similarities and differences between safety climate in each country and question taken–for–granted assumptions that safety climate in countries with relatively mature regulatory structures like Australia are more positive than in less developed countries like Indonesia and China. Results also highlight the intermediating effects of factors such as management commitment and cultural differences in shaping safety climate. Highlighting the potential value of theories of new institutionalism and cultural and ethical relativism, the paper concludes by raising important new practical, theoretical, and methodological questions about the merits and challenges of making international comparisons of safety climate, even when using standardized measurement tools. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to provide a basis for the construction professionals and stakeholders to understand the critical factors influencing resource availability in a post-disaster situation. The study reported in this paper is part of ongoing research concerned with developing a methodology to improve the outcomes of resource availability for projects in post-disaster environments. This study attempts to address the following questions: what factors impinge upon the availability of resources in a disaster recovery project and what are the common resource availability determinants across different recovery environments? Design/methodology/approach – The method of analysis in this investigation is a comparative case study. The researchers took part in disaster field trips to Indonesia, China and Australia during their recovery from natural disasters. By using case studies and a triangulation method, critical factors that affected resource availability in the three examined countries were identified and compared. Findings – A comparative analysis shows that specific cultural elements, the socio-economic environment and the political agenda in the three countries influenced their resourcing problems and the solutions they adopted. Despite different resourcing approaches in the three cases, competence of construction professionals, and government response and intervention were identified as common determinants to resourcing disaster recovery projects. Research limitations/implications – The research findings contribute to the project management methodology to post-disaster reconstruction. Practical implications – From this research, decision makers and construction practitioners can have a clearer direction for improving their resourcing effort in a post-disaster situation. This study provides a basis for the construction professionals and stakeholders to understand the critical factors influencing resource availability in a post-disaster situation, with a view to enhancing their capability of managing disaster recovery projects. Social implications – A comparative analysis of three cases provides a multi-perspective view of the resourcing issues in a post-disaster situation. As many problems are faced in disaster recovery projects, resource availability intrinsically links to chronic conditions of vulnerability in existence in the broader social system prior to a disaster. The five aspects of resourcing discussed in the paper show the key areas of recovery planning in relation to resource availability. Originality/value – In large and complex disaster recovery operations, the availability of resources is bound to be limited. Identified resourcing problems are likely to be universal and can be anticipated and pre-planned for, irrespective of the environment when a disaster happens. The paper provides a basis for the construction professionals and stakeholders to understand the critical factors influencing resource availability in a post-disaster situation. [ABSTRACT FROM AUTHOR]

This study presents a survey of the attitudes of corporate managers and managerial students across Australia, the People's Republic of China and Indonesia toward 18 key contemporary environmental management issues. The study sought to explore whether respondents from these countries, characterized by differing levels of development, also differ in their attitude toward environmental management. Results indicated that, despite age being a moderating factor, significant differences did exist between the 676 country respondents on 15 of the 18 questions. Contrary to expectations, Australian respondents were more cautious of supporting a forthright view on environmental issues, whilst Chinese respondents favoured a more centralized approach to decision making regarding the environment. The results lend marginal support to the new environmental paradigm (NEP), but also to the radicalization of environmental issues and age as a possible influence on respondent beliefs. Copyright © 2006 John Wiley & Sons, Ltd and ERP Environment. [ABSTRACT FROM AUTHOR]