Comparative Education And The Geographical Factor

Brock, Colin

doi:10.14425/00.45.71

Cited by 7 publications

(4 citation statements)

References 33 publications

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“…As highlighted in the geographic cluster of HEIs, this new form of urbanization contributes to the development of learning regions as discussed in literature (Brocka, 2013). As exemplified in this section, the massification of higher education has similarly pushed for the expansion of university towns, alongside the call for broader advancement through the promotion of innovative learning regions, as supported by policy orientations in the country.…”

Section: Higher Education and Development In China: University Towns And Learning Regionsmentioning

confidence: 99%

“…The role of higher education (HE) for development, exhibited through the massification of the sector alongside the persistent calls for human resource generation, has seen a shift in initiatives for this sector in recent times (Marginson, 2016; Mok, 2016). From the micro-variations view of education to a more global approach to knowledge spaces, the push for more remarkable advancements brought by the latter has seen the emergence of the learning regions for regional development (see Brock, 2018; Brocka, 2013). Alongside this, the greater role of HE in terms of providing for more specific training, knowledge generation and exchange, has pushed for government policy re-orientations to drive for a more integrated HE sector to its community (Symaco & Wan, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Higher Education for Development: The Role of University Towns in China

Mei

Symaco

2021

Sage Open

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China’s expansion in higher education has also given rise to developing university towns in sub-cities to deal with increasing enrollments and contribute to broader socio-economic development. Taking Xiasha University Town in Hangzhou as a case study, this paper adopts a tripartite framework of teaching, research, and service to investigate the role of university towns in human capital and skills development, regional innovation, and social and community services. This paper is the first to systematically evaluate Hangzhou’s largest university town after more than two decades since its development; it also provides a more nuanced and contextual approach to university town developments similar to others in China or broader learning region integrations globally. Documentary research and interviews from relevant stakeholders were utilized to collect data. This study presents the three dimensions contextualized within Xiasha and points to issues that can further improve such through a more efficient resource-sharing scheme, a focused discipline orientation, more significant investments in research and development, and a more active role in community engagement.

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Section: Higher Education and Development In China: University Towns And Learning Regionsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Higher Education for Development: The Role of University Towns in China

Mei

Symaco

2021

Sage Open

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“…En 1972, a partir del llamado realizado por Hones y Ryba en Toronto a la comunidad geográfica, se creó un grupo de trabajo en la Comisión de Educación Geográfica de la UGI para establecer una especialidad en geografía de la educación (Brock, 2013a). Retomando el llamado, Colin Brock (2013b), en su artículo "The geography of education and comparative education", analizó el papel de la geografía en el servicio de la educación comparada y en 1984 presentó dos aportaciones a la geografía de la educación bajo la influencia de Peter Haggett (1972).…”

Section: Las Contribuciones De La Geografía De La Educaciónunclassified

geografía de la educación para el siglo XXI

Sterling

2020

Tlalli. Rev. de Inv. en Geog.

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La finalidad de este artículo es analizar los campos de estudio de la geografía de la educación, y educación comparada, sus puntos en común y diferencias. Se revisan los antecedentes y los avances en la geografía de la educación, principalmente en los países europeos, donde tiene un mayor desarrollo, de acuerdo con la obra existente; asimismo se examinan los conceptos básicos de su campo de estudio, sus herramientas y los temas que aborda, mencionando los principales geógrafos dedicados a este campo de la geografía. Se profundiza sobre la importancia de la geografía de la educación y cómo se nutre de la educación comparada y de diversos campos, tanto de la geografía humana, como de las ciencias sociales en general, de manera que se manifiesta su naturaleza multidisciplinaria e interdisciplinaria. Con base en las revisiones de la obra de geógrafos europeos y latinoamericanos el artículo concluye señalando la importancia de realizar nuevos estudios de geografía de la educación en otras regiones del mundo para contribuir en la solución de los numerosos problemas educativos, ya que los trabajos de investigación llevados a cabo por educadores, por lo general carecen de la dimensión espacial que aporta la geografía.

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“…The (re-)emergence of a spatial turn in education research is part of a broader and deeper (re-)assertion of space in critical social theory. Brock (2013) traces the origins of a turn to geography in education research to the 1980s, but points significantly to a return to spatial analysis of educational issues from around 2000. Within this realm, Holloway and Jons (2012: 483) point out that despite 'schemes directly designed to address' inequitable provision, 'multiple axes of social difference, as well as urban/rural divides, continue to shape access to school education'.…”

Section: Space Place and The Management Of Teachers' Workmentioning

confidence: 99%

Principals’ support for teachers’ working conditions in devolved school settings: Insights from two Australian States

McGrath‐Champ¹,

Stacey²,

Wilson³

et al. 2017

Educational Management Administration & Leadership

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Shifts in schooling policy have had substantial impact upon the role of principals as well as the relationship that principals have with their teaching staff. In this paper we report on the initiatives 30 principals in a diverse range of devolved Australian government schools adopt to shape and support the local, school-level working conditions of teachers. Surprisingly, principals were commonly unable to articulate -or even respond to -this matter. More commonly principals reported being oriented to lifting capability through a focus on student outcomes, a focus that is consistent with much of the devolution and autonomy rhetoric. Of those who could respond regarding working conditions, dispositions of paternalistic 'care', basic distributive actions or even a lack of influence or control were reported, and clear spatial and social dimensions accompanied these patterns. Given that devolution has recently created new responsibilities for principals in Australian government schools, including in relation to staff, this finding is understandable but none the less holds substantial implications and raises questions about the managerial capacity needed for schools to be sustainable, positive workplaces.

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Comparative Education And The Geographical Factor

Cited by 7 publications

References 33 publications

Higher Education for Development: The Role of University Towns in China

Higher Education for Development: The Role of University Towns in China

geografía de la educación para el siglo XXI

Principals’ support for teachers’ working conditions in devolved school settings: Insights from two Australian States

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