The Academic Profession and University Governance Participation in Japan: Focusing on the Role of Kyoju-kai

Yonezawa, Akinori

doi:10.7571/esjkyoiku.8.19

Cited by 10 publications

(2 citation statements)

References 8 publications

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“…Moreover, Yonezawa (2014) argues that the Japanese regulatory framework, such as the National University Corporation Law enacted in 2003, which is considered as a national governance structure, has mostly affected the outcomes of the education system in Japan. This means that education quality seemed to be attributed to better country-level governance indicators.…”

Section: Literature Review and Hypothesis Developmentmentioning

confidence: 99%

“…For instance, De Silva Lokuwaduge and Armstrong (2015) studied the impact of the micro-level governance structures on the performance of Australian universities from 2005 to 2007. Similarly, Yonezawa (2014) collected a one-time data point for examining the governance-education quality nexus in Japan in 2011. Finally, previous studies focus only on the effects of micro-level governance structures on education quality (De Silva Lokuwaduge and Armstrong, 2015; Education quality De Silva and Armstrong, 2012;Boer and Goedegebuure, 2007;Meek, 2003;Goedegebuure et al, 2009;Williamson and Piattoeva, 2019;Lingard, 2019;among others).…”

Section: Literature Review and Hypothesis Developmentmentioning

confidence: 99%

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How can national governance affect education quality in Western Europe?

Gerged

Elheddad

2020

IJSHE

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Purpose As the international society faces unprecedented challenges associated with resource scarcity, governance scandals, increasing injustice and inequality, new opportunities for higher education institutions are emerging. This paper aims to investigate the association between national governance standards and education quality across nine western European countries, namely, the UK, Germany, France, Finland, Norway, Switzerland, Sweden, Denmark and Ireland. Design/methodology/approach Using panel data from 2002 to 2017, this paper uses fixed-effects and random-effects models to examine the relationship between national governance (proxied by voice and accountability (V&A) indicator) and education quality (proxied by human development index: education index). This analysis is supplemented with conducting instrumental variable (IV) estimations to address any concerns regarding the expected occurrence of endogeneity problems. Findings The findings are suggestive of a significant and positive relationship between national governance and education quality in Europe. This implies that national governance standards, such as V&A, are essential actors in the enhancement of the quality of educational institutions’ outcomes. Research limitations/implications Policymakers should implement stricter regulations and ensure that accountability indicators are motivated if they wish to increase the spending on education, which is associated with better qualities of educational institutions. A culture of continuous review of education policies needs to be upheld in the Western Europe region to be watchful of any emerging problems while maintaining a sustainable relationship between the rule of law and the education administration. Originality/value So far, a minimal number of studies focussed on examining the role of country-level governance in advancing education quality. This study, therefore, extends the body of prior literature by investigating the possible effect of national governance structures on education quality across a sample of Western European countries.

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Section: Literature Review and Hypothesis Developmentmentioning

confidence: 99%