Framing "World Class" Differently: International and Korean Participants' Perceptions of the World Class University Project

Autor/inn/en	Jang, Deok-Ho; Kim, Leo
Titel	Framing "World Class" Differently: International and Korean Participants' Perceptions of the World Class University Project
Quelle	In: Higher Education: The International Journal of Higher Education and Educational Planning, 65 (2013) 6, S.725-744 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-012-9573-9
Schlagwörter	Evaluation Methods; Cultural Differences; Cooperation; Semantics; Foreign Countries; Network Analysis; Interviews; Focus Groups; Qualitative Research; Attendance; Educational Administration; Research Methodology; Reputation; Institutional Evaluation; Cultural Context; Higher Education; Educational Research; South Korea + Suchen Sie Ihr Suchwort? Kultureller Unterschied; Co-operation; Kooperation; Semantik; Ausland; Netzplantechnik; Interviewing; Interviewtechnik; Qualitative Forschung; Anwesenheit; Bildungsverwaltung; Schuladministration; Schulverwaltung; Research method; Forschungsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsforschung; Pädagogische Forschung; Korea; Republik
Abstract	This study analyzes how the world class university (WCU) project in Korea is perceived by participating international scholars and Korean principal investigators by conducting focus group interviews and utilizing semantic network analysis. While international scholars and Korean principal investigators agree that the success of WCU depends on mutual collaboration, the expansion of qualitative evaluation, and effective student education, their core interests and values differ. International scholars place much weight on core educational values that are tied with students and research. On the other hand, Korean principal investigators take greater interest in the administrative side, including formal evaluation, regulation, and attendance for the required number of class days. This difference in assessing the WCU project emerges as an obstacle to mutual understanding and collaboration. Rather than judging which group's frame of reference is better or more relevant, our analysis focuses on offering a context-specific understanding of frame while avoiding the cliche of "cultural difference." Lastly, the analysis of frames offers some useful implications for the Korean higher education research and policy community. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10