Characteristics that Define an Exceptional International School According to Stakeholder Perspectives. A Thai Case Study

Abstract

Research in international schools has lagged behind the growth of such schools (Lee et al, 2012). This paper offers support to international school leaders by identifying the ten most important characteristics of international schools as reported by three significant stakeholder groups (administrators/teachers, parents and students) in one case study international school. An initial phase utilised a Delphi framework whereby interviews led to the identification of 68 separate items, ranging from school ethos to teachers’ credentials, which formed the basis of a follow-up questionnaire which was implemented following piloting. It was found that for 46 of the 68 items the three stakeholder groups were not statistically independent, sharing a common perspective on these items’ relative importance. Similarly, four items appeared in all three stakeholder groups’ top ten, while six items appeared in two out of three stakeholder groups’ top ten.

Optimizing Operation Time and Travel Distance for Motorcycle Ambulances in Emergency Medical Services

“…In Thai society, most parents tend to travel to pick up and drop off the students at school regularly, in contrast with the Western countries in which students travel to and from school on their own. 24,25 In addition, in a closer examination of the relationship between operation time and criteria-based dispatch level, it was found that motorcycle ambulances can reach patients with resuscitated level (red) from 6:00AM-9:00AM and 3:00PM-6:00PM faster than traditional van ambulances. This may be due to EMS personnel being trained to respond quickly in this type of patients; the example of patients categorized as red following criteria-based dispatch in this study were unresponsive patients, seizure, respiratory distress, shock, air-way obstruction, or major trauma, all which need immediate treatment.…”

International Education in Asia: The Changing Market

“…The popularity of British international schools among local national parents can be seen as reflective of their desire for their children to go to universities overseas and become members of the global middle class, given the perceived cultural capital and education such schools are believed to provide (Bunnell 2019; Fahey and Ganguly, 2021; Poole, 2020; Rush, 2014). Equally, a ‘British style’ of schooling is particularly valued, these schools emphasising their ‘Britishness’ in their imagery and marketing (Bunnell et al, 2020).…”