Journal articles and papers
Bulletin of Institute for Education and Student Services, Okayama University, 2021
Japan's National Universities are now subject to "corporate" structures that, by recognizing the ... more Japan's National Universities are now subject to "corporate" structures that, by recognizing the universities as legal persons and not simply parts of the state apparatus, aim to more closely follow models in many Western countries. The COVID-19 pandemic has disrupted their development of more proactive institutional plans and indeed institutional identities. This study traces and explains vocabulary associated with current challenges for universities around the world, and argues that the broad concept of sustainability is a central theme around which a university may build and sustain an enduring self-image.
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Studies on Social Environments, 2021
During the global coronavirus crisis that played out throughout 2020 and 2021, countries and thei... more During the global coronavirus crisis that played out throughout 2020 and 2021, countries and their internal geographic divisions sought to contain the virus’s spread. The various parts of Japan and Australia would undergo multiple spells of lockdown, and their economies would suffer greatly. Educational campuses closed for long periods, with teaching and learning going online as best educators and students could manage. The vulnerability of international students, whether cut off from families and with limited support networks, prevented from traveling for studies, or sent back to their home countries, has been particularly notable. As representatives of an increasingly interwoven globalization, international students were faced with improvised policy responses that sometimes initially overlooked their needs. Here we apply the lenses of the Japanese notion of wa —harmonious calm— and an Australia that is self-consciously girt by sea, as well contrasting a Japanese sense of insulation with Australian isolation, to explore the two countries’ notions of self-care and attitudes towards the international students they attract. Japan’s efforts to incorporate international students within their education system acknowledge the need for greater cultural exchange, while in Australia higher education is promoted as an export industry as well as offering pathways to permanent immigration. Both Japan’s and Australia’s higher education systems emerge from the pandemic with challenges and opportunities to redirect, intensify or moderate different aspects of international education strategy and rules.
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Quality Assurance in Education, 2021
This study aims to explain the primacy that rapid, centralised decision-making gained in higher e... more This study aims to explain the primacy that rapid, centralised decision-making gained in higher education institutions during the COVID-19 pandemic, with a particular focus on Australian universities. This paper draws on discussions regarding policy problems of an international, purpose-convened on-line policy network involving over 100 registrations from multiple countries. It analyses emerging institutional policy governance texts and documents shared between network participants, applies policy science literature regarding traditional institutional policy-making routines and rapid decision-making, and references media reportage from 2020. The paper traces how higher education institutions rapidly adjusted to pandemic conditions and largely on-line operations.
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Centre for Global Higher Education, 2021
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CPU, 2017
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Support for immigrant children, and in particular those who have fled conflict, is crucial for fa... more Support for immigrant children, and in particular those who have fled conflict, is crucial for facilitating integration into a new life. The school environment is a key space for providing psychosocial support to mitigate the impact of the displacement experience and for promoting successful settlement outcomes. This study considers the historical context which sees Chile adding, to considerable Latin American immigration, selected cohorts of humanitarian refugees from the other side of the world, in this case, Farid, a boy from Baghdad's Palestinian community who arrived with his family in Chile after living two years in the Al-Tanf camp. Based on a qualitative approach, including three ninety-minute interviews, the study considers Farid's pre-, peri-and post-immigration experiences, paying special attention to instances and processes of integration and exclusion in the Chilean school context. The research contributes to understanding the refugee experience in a country broadly unfamiliar with the reception of highly vulnerable people from markedly different cultures. Ultimately, the inclusion of refugees is a challenge and an opportunity for an education system and a society connecting ever more intricately with the wider world.
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Societal reconciliation and the transition from trauma to peace are increasingly prominent themes... more Societal reconciliation and the transition from trauma to peace are increasingly prominent themes in psychosocial studies. In Chile, 3 decades after a transition from a long dictatorship (1973-1990) to restored democratic rule, the measurement of progress in reconciliation remains imprecise, despite a large body of testimony and other empirical evidence. This study explores the factor structure and measurement invariance of the Social Psychological Index for Transitional Political Reconciliation (SPITPR-5F) in a sample of 559 participants from Valparaíso, Chile. Exploratory factor analysis and multigroup confirmatory factor analysis was performed to test the invariance of the correlated 5-factor structure with respect to sex and age variables. The reconciliation index shows good levels of reliability (w = .91), and results support a correlated 5-factor model of political reconciliation. Similarly, the fit index indicates the validity of the model and supports its strict invariance by gender but not by age. These results suggest that the SPITPR-5F is an evaluative five-factor measure of political reconciliation across the Chilean population. Public Significance Statement This study offers a valid and reliable model to measure progress in political reconciliation. The proposed model includes the measurement of variables political tolerance, social cohesion, support for democracy and human rights, institutional trust, and respect for rule of law and due process. Together these 5 dimensions help to properly represent the concept of political reconciliation.
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Higher Education, 2017
Chilean higher education has expanded greatly in recent decades, primarily through drawing on the... more Chilean higher education has expanded greatly in recent decades, primarily through drawing on the private contributions of students and families, and an increased number and variety of institutions. In the context of attempts to address criticism that the sector is not free, public or high-quality enough, this article examines the association between education and its moral and ethical dimensions, and their separate yet complementary consideration alongside economic development, through the two centuries of the Chilean state's existence. Since the beginning of the current decade, discontent with the framing and performance of higher education as a whole has grown. The overview traces this process not as fresh crisis, but part of a social question pondered repeatedly in the past and supported with varying success through educational and political initiatives. This historical (and historiographic) approach illuminates the limits of conceiving of higher education as either an economic good or as a human right, and an overlooked need to support its benefits through policy. Not simply an interpenetration with economic thinking, but also a lack of sufficient appreciation of Chile's fundamental and singular character, present as challenges in understanding expanded access's function and its prospective contribution to growing debates around ethics and inequality.
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Educar em Revista, 2020
Este artículo analiza los conflictos y dilemas de la Educación Superior chilena, construida y mas... more Este artículo analiza los conflictos y dilemas de la Educación Superior chilena, construida y masificada bajo políticas neoliberales desde 1980 hasta nuestros días. En particular, el trabajo se centra en los efectos de la reforma impulsada por el gobierno de Michelle Bachelet en 2016, la que tuvo como objetivo declarado quitar centralidad al mercado y garantizar la gratuidad de los estudios superiores, intentando con ello responder al movimiento social en 2011, protagonista del mayor ciclo de protestas conocido desde el retorno a la democracia en 1990 en Chile hasta ese momento. Basado en un análisis socio-histórico, con énfasis en el análisis de la transformación del Estado, se concluye que la Educación Superior mantiene su inercia mercantil, blindada por una burocracia estatal de estrecho vínculo con los poderes de mercado e ideológicos que controlan la enseñanza superior privada. En este arreglo, la crisis generada por la expansión de mercado-de legitimidad de la Educación Superior y sentido de su proyecto-sigue irresuelta.
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This study follows a former child refugee’s experience of family resettlement in Chile. Born into... more This study follows a former child refugee’s experience of family resettlement in Chile. Born into the Palestinian Iraqi community further imperiled by the 2003 invasion of Iraq, his family fled first to the Al-Tanf refugee camp before placement in Chile. While most of the world’s refugees dwell in marginal conditions in areas neighboring conflicts, another strain of permanent settlement has been highly developed amongst some of the wealthiest countries. For countries such as Chile—by strict definition now high-income, but only newly considering a role as a haven for refugees—tentative steps toward resettlement protocols mean that case data are limited. By carefully studying a family’s resettlement and subsequent experience from a child refugee’s reflections, it is possible to sketch out and understand a range of challenges at the human scale of supporting refugees.
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Academia Letters, 2021
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Papers
Peace and Conflict: Journal of Peace Psychology, 2020
Societal reconciliation and the transition from trauma to peace are increasingly prominent themes... more Societal reconciliation and the transition from trauma to peace are increasingly prominent themes in psychosocial studies. In Chile, 3 decades after a transition from a long dictatorship (1973-1990) to restored democratic rule, the measurement of progress in reconciliation remains imprecise, despite a large body of testimony and other empirical evidence. This study explores the factor structure and measurement invariance of the Social Psychological Index for Transitional Political Reconciliation (SPITPR-5F) in a sample of 559 participants from Valparaíso, Chile. Exploratory factor analysis and multigroup confirmatory factor analysis was performed to test the invariance of the correlated 5-factor structure with respect to sex and age variables. The reconciliation index shows good levels of reliability (w = .91), and results support a correlated 5-factor model of political reconciliation. Similarly, the fit index indicates the validity of the model and supports its strict invariance by gender but not by age. These results suggest that the SPITPR-5F is an evaluative five-factor measure of political reconciliation across the Chilean population. Public Significance Statement This study offers a valid and reliable model to measure progress in political reconciliation. The proposed model includes the measurement of variables political tolerance, social cohesion, support for democracy and human rights, institutional trust, and respect for rule of law and due process. Together these 5 dimensions help to properly represent the concept of political reconciliation.
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Journal of Loss and Trauma, 2020
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Conference presentations (not refereed)
As has been well established, the COVID-19 pandemic impacted higher education systems and institu... more As has been well established, the COVID-19 pandemic impacted higher education systems and institutions globally in numerous ways. At the systemic level, government health directives resulted in campus closures, social distancing, and vaccination regimes, while border control policy changes interrupted international flows. At the institutional level, higher education institutions optimised online modes and modalities for teaching, assessment, and student support; innovated to accommodate interruptions to research and professional activities; fast-tracked decision-making; and restructured staffing profiles and budgets. While the impacts of pandemic-induced changes will reverberate over forthcoming years, they also reveal lessons that can be used to inform preparations for future disruptions to higher education.
This presentation will outline the Higher Education in Emergencies Domains (HEED) framework (Leihy et al, 2022), developed from reviews of the literature relating to higher education-related responses to the COVID-19 pandemic. Analysis of this literature, beginning from March 2020, revealed nine, inter-related domains and corresponding domain indicators. These domains are: geopolitics and jurisdictions; system regulation; financing; infrastructure; teaching and learning; research and research training; pathways and portals in and out; governance and leadership; and human resources.
To support the work of higher education stakeholders preparing for an increasingly uncertain future, these domains can be considered alongside a Response-Recovery-Prevention-Preparation (RRPP) risk management cycle. The inclusion of this cycle enables higher education stakeholders to monitor decisions made against the nine domains and domain indicators across risk management phases. In the shorter term, this conceptualisation of the HEED framework will enable higher education stakeholders to review the various ways in which systems and institutions are recovering from the pandemic. More broadly, reflecting on the ways systems and institutions responded to, and recovered from the COVID-19 pandemic, the HEED framework may be used by higher education stakeholders to conceptualise comprehensive preparations for future disruptions to higher education.
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This presentation will outline the Higher Education in Emergencies Domains (HEED) framework (Leihy et al, 2022), developed from reviews of the literature relating to higher education-related responses to the COVID-19 pandemic. Analysis of this literature, beginning from March 2020, revealed nine, inter-related domains and corresponding domain indicators. These domains are: geopolitics and jurisdictions; system regulation; financing; infrastructure; teaching and learning; research and research training; pathways and portals in and out; governance and leadership; and human resources.
To support the work of higher education stakeholders preparing for an increasingly uncertain future, these domains can be considered alongside a Response-Recovery-Prevention-Preparation (RRPP) risk management cycle. The inclusion of this cycle enables higher education stakeholders to monitor decisions made against the nine domains and domain indicators across risk management phases. In the shorter term, this conceptualisation of the HEED framework will enable higher education stakeholders to review the various ways in which systems and institutions are recovering from the pandemic. More broadly, reflecting on the ways systems and institutions responded to, and recovered from the COVID-19 pandemic, the HEED framework may be used by higher education stakeholders to conceptualise comprehensive preparations for future disruptions to higher education.
This presentation will outline the Higher Education in Emergencies Domains (HEED) framework (Leihy et al, 2022), developed from reviews of the literature relating to higher education-related responses to the COVID-19 pandemic. Analysis of this literature, beginning from March 2020, revealed nine, inter-related domains and corresponding domain indicators. These domains are: geopolitics and jurisdictions; system regulation; financing; infrastructure; teaching and learning; research and research training; pathways and portals in and out; governance and leadership; and human resources.
To support the work of higher education stakeholders preparing for an increasingly uncertain future, these domains can be considered alongside a Response-Recovery-Prevention-Preparation (RRPP) risk management cycle. The inclusion of this cycle enables higher education stakeholders to monitor decisions made against the nine domains and domain indicators across risk management phases. In the shorter term, this conceptualisation of the HEED framework will enable higher education stakeholders to review the various ways in which systems and institutions are recovering from the pandemic. More broadly, reflecting on the ways systems and institutions responded to, and recovered from the COVID-19 pandemic, the HEED framework may be used by higher education stakeholders to conceptualise comprehensive preparations for future disruptions to higher education.