Prelims

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THE EDUCATIONAL INTELLIGENT ECONOMY

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INTERNATIONAL PERSPECTIVES ON EDUCATION AND SOCIETY

Series Editor: Alexander W. Wiseman

Recent Volumes:

Series Editor from Volume 11: Alexander W. Wiseman

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INTERNATIONAL PERSPECTIVES ON EDUCATION AND SOCIETY VOLUME 38

THE EDUCATIONAL INTELLIGENT ECONOMY: BIG DATA, ARTIFICIAL INTELLIGENCE, MACHINE LEARNING AND THE INTERNET OF THINGS IN EDUCATION

EDITED BY

TAVIS D. JULES

Loyola University Chicago, USA

and

FLORIN D. SALAJAN

North Dakota State University, USA

United Kingdom – North America – Japan – India – Malaysia – China

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Emerald Publishing Limited

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First edition 2020

Copyright © 2020 Emerald Publishing Limited

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ISBN: 978-1-78754-853-4 (Print)

ISBN: 978-1-78754-852-7 (Online)

ISBN: 978-1-78754-854-1 (Epub)

ISSN: 1479-3679 (Series)

Endorsements Page

An extremely important addition to the Comparative and International Education literature that stands out for its comprehensiveness and erudition. The topics covered here are not only thematically diverse, but extend the boundaries of scholarly inquiry by raising fundamental questions with which all members of the Comparative and International Education scholarly community must seriously engage. Irving Epstein, Ben and Susan Rhodes Endowed Professor in Peace and Justice, Chair of Educational Studies, Director of the Center for Human Rights, Illinois Wesleyan University

This book sparkles with insights about the emerging Educational Intelligent Economy and the challenges that new, fast-paced, commodified and borderless technologies are posing to policymaking and governance. This is the new “go-to” reference for my own explorations of big data, machine learning, AI and predictive intelligence that I have been waiting for! Radhika Gorur, Associate Professor, Deakin University. Australia

The book offers readers “concerned descriptions” of the current developments and provides valuable and timely contributions for exploring dilemmas, risks and potentialities of the dynamics of the Educational Intelligent Economy. A very insightful knowledge repertoire is finally furnished to interfering with and possibly challenging the existing power asymmetries in education research agendas and global policy. Paolo Landri, Deputy Director and Senior Researcher, Institute of Research on Population and Social Policies, National Research Council in Italy

Contents

About the Contributors

Luis F. Alvarez León is Assistant Professor of Geography at Dartmouth College. He is a Political-Economic Geographer with research interests in the spatial, political, regulatory, and economic dimensions of the digital information economy. In particular, he is interested in examining the evolution and implications of geospatial data, media, and technologies – ranging from Google Street View to self-driving car navigation, content geotargeting, and remotely sensed satellite data. His work contributes to a geographical understanding of the spatial configuration of information economies and their associated social transformations. He received his PhD in Geography from UCLA in 2016.

Euan Auld is Assistant Professor at The Education University of Hong Kong. He holds a PhD in International and Comparative Education and Policy Studies from the UCL Institute of Education. His research to date has focused primarily on large-scale international assessments and their influence on education research and policy, drawing on philosophical perspectives and narrative theory.

Elizabeth Bruce, Independent Researcher and Consultant, USA, has a Bachelor of Science degree in Textile Chemistry from Clemson University, South Carolina, USA, and a Master of Education degree in Globalization and Educational Change from Lehigh University, Pennsylvania, USA. Her personal research publications have centered on Africa, including bioethics training in higher education and the intersection of HIV/AIDS policies and education. She has been part of collaborative work with colleagues at Lehigh examining the scientization of mass education worldwide. Her consulting work includes research support and collaboration on a project basis.

Vasudha Chaudhari is a PhD candidate at the Institute of Educational Technology (IET), The Open University, UK. Her research is funded by the Leverhulme doctoral scholarship program, under the Open World Learning project (https://iet.open.ac.uk/projects/owl). Her research interests include technology-enhanced professional learning and design-based research methodology. Her dissertation research focuses on the development and implementation of technological scaffolding on proactive work behavior of finance professionals during times of uncertainty. As part of her PhD, Vasudha is using design-based research methods for developing an LiU (Learning in Uncertainty) app, that supports professionals’ proactive work behavior through personalized self-regulated learning strategies to be used during periods of uncertainty. She has conducted impact events and workshops at the Chartered Institute of Securities and Investments, London to help finance professionals recognize the need for self-regulating their CPD activities during uncertain times. Apart from her PhD activities, Vasudha has been an organizing committee member of Computers and Learning Research Group, which is one of the UK’s leading and longest running research groups in the use of technologies in education. Apart from her academic endeavors, she has 11 plus years of industry experience in the field of data analytics and information technology.

Lisa Damaschke-Deitrick is Professor of Comparative and International Education at Lehigh University, Pennsylvania, USA. She holds a Doctorate in Social Sciences from the University of Tübingen, Germany, a Master’s in International Relations from the Free University Amsterdam, and a Bachelor from the University of Bielefeld, Germany. In her research, she focuses on how education is used as a solution or panacea for societal issues. She examines educational policies for poverty prevention with the focus on early-school leavers. She conducts research on educational policies and practices designed to facilitate refugee youth’s participation in their new host countries. She is also part of a research group examining the scientization of mass education worldwide.

Petrina M. Davidson completed her PhD in Comparative and International Education at Lehigh University, USA. She has an MS in Teaching, Learning, and Leadership with an Emphasis on Curriculum and Instruction from Oklahoma State University, and a BA in English and Education from the University of Tulsa. Before moving to Pennsylvania, she worked for one of the largest school districts in Oklahoma, where she taught high school English for four years and served as the district’s secondary English curriculum coordinator for one year. She currently works with the Iacocca Institute in Lehigh University’s Office of International Affairs on the internationalization of higher education initiatives and evaluations. Her research interests include the institutionalization of education, curriculum in post-conflict societies, education for refugees and marginalized populations, measures of teacher quality, and the internationalization of higher education.

D. Brent Edwards Jr. is Associate Professor of Theory and Methodology in the Study of Education at the University of Hawaii, Manoa. Previously, he was a Visiting Scholar at the University of Amsterdam, a Fulbright Scholar at the University of Central America, and a Post-doctoral Researcher at The University of Tokyo. His work focuses on (a) the global governance of education and (b) education policy, politics, and political economy, with a focus on low-income countries. He has two recent books: Global Education Policy, Impact Evaluations, and Alternatives: The Political Economy of Knowledge Production and The Trajectory of Global Education Policy: Community-based Management in El Salvador and the Global Reform Agenda (Palgrave Macmillan 2018 (for both)).

John Fischetti is Professor, Head of School and Dean of Education at the University of Newcastle, Australia. His 35-year career includes research in school reform, educational leadership, and the issues facing teaching and teacher education in today’s transformative, interconnected world. John holds a Doctorate in Professional Development, School Reform, and Educational Leadership, Masters work in Secondary Education, and a BA in Economics and American Government. Previously he served as Dean and Professor of Educational Leadership at the College of Education at Southeastern Louisiana University. John is a strong advocate for educational equity. A reframed curriculum with an equity agenda can unleash human capacity for the collaborative, global innovation age that demands not only advanced literacy, numeracy, and technology skills but care, compassion inspiration, and love. To enable every child to be successful, John proposes that we need a different kind of teacher for a different type of school.

Tavis D. Jules is Associate Professor of Cultural and Educational Policy Studies at Loyola University Chicago, specifically focusing on Comparative and International Education and International Higher Education. His vast professional and academic experiences have led to research and publications across the Caribbean and North Africa. He is President of the Caribbean Studies Association, Book Review Editor for the Caribbean Journal of International Relations and an International Institute of Islamic Thought Fellow. His most recent books include: Educational Transitions in Post-Revolutionary Spaces: Islam, Security and Social Movements in Tunisia (with Teresa Barton, Bloomsbury 2018); Re-Reading Education Policy and Practice in Small States: Issues of Size and Scale in the Emerging Intelligent Society and Economy (with Patrick Ressler, Peter Lang 2017); and The New Global Educational Policy Environment in the Fourth Industrial Revolution: Gated, Regulated and Governed (Emerald 2016).

Christopher Kirchgasler is Assistant Professor of Curriculum and Global Studies at the University of Wisconsin-Madison. His work examines the historical, ethnographic, and comparative qualities of schooling, particularly as they relate to notions of inclusion, equity, and justice. His research directs attention to how contemporary transnational school reforms are “haunted” by a coloniality of knowledge that defines who and what are seen and acted on as the “problems” of individual and social development. He has co-edited A Political Sociology of Educational Knowledge: Studies of Exclusion and Difference (Routledge 2017) and his work has been published in the American Educational Research Journal.

Allison Littlejohn is Dean of Learning and Teaching in the College of Social Sciences, University of Glasgow, UK and Professor of Education in the School of Education. She is a learning scientist, specializing in professional and digital learning. Her expertise is in applying educational theory and evidence in developing and evaluating complex interventions for professional learning, which capitalize on the use of digital technologies. Her work has made contributions to the understanding of how people learn for work in diverse contexts and cultures across the Energy, Finance, Health, Education, and International Development sectors. Professor Littlejohn has been awarded over 40 research grants funded by organizations including the Economic and Social Research Council, The European Commission, The Bill and Melinda Gates Foundation, the Energy Institute, British Petroleum, the Higher Education Academy, Jisc, the Higher Education Funding Council for England, and the Scottish Funding Council. Her research focuses on the role of professional learning in resolving global challenges and has been published as six books and over 200 articles.

Sean Mackney is an educational leader and entrepreneur, passionate about exploring opportunities for innovation and student empowerment. He is currently Principal and CEO of Petroc College, UK. Prior to joining Petroc, he held the positions of PVC (Research, Enterprise and External Relations) and PVC (Education) at Bucks New University, Director of Student Education and Engagement at University of Exeter, Deputy CEO at the Higher Education Academy and Head of Learning and Teaching Policy at the HE Funding Council for England. Currently completing his doctorate with the University of Bath, his research focuses on power and discourse in the policymaking process.

Aleksei Malakhov is a Software Analyst at TVO – The Ontario Educational Communications Authority in Toronto ON. He earned his Master’s degree in International Educational Development at Teachers College Columbia University in New York NY. Aleksei’s main professional interest is educational technology and its impact on international education. He has recently supported the launch of Virtual Learning Environment for Ontario’s largest high school – TVO’s Independent Learning Centre (ILC), a project mandated by Ontario’s Ministry of Education. As a member of a modern digital data-driven educational organization working on the Distribution Enhancements team, Aleksei has an opportunity to explore the new possibilities that Big Data and Artificial Intelligence have to offer the educational sector and the society at large.

Jason McGrath is a PhD Candidate at the Faculty of Education, University of Newcastle, Callaghan, NSW Australia. Jason is a doctoral student at the University of Newcastle investigating What if compulsory education was a twenty-first century invention? School scenarios of the future through a counterfactual analysis. A related recent article was What if compulsory schooling was a 21st-century invention? Weak signals from a systematic review of the literature. Jason holds an MEd (Research) from the University of Newcastle examining the topic “Collaborative Teaching Partnerships”: Team Teaching as a way of Supporting New Professionals into Teaching and a BA Dip Ed in English and History from Macquarie University. He has over 25 years of experience as an Educator in schools and is currently Principal of a large K-12 public school.

Victoria Murphy is currently a PhD candidate in the Institute of Educational Technology in the Open University, UK. Her research is sponsored by the Energy Institute and focuses on exploring how energy companies learn following accidents and near-misses to prevent future incidents. Victoria holds a special interest in industrial collaboration, as rigorous academic research techniques can bring insights to problems faced by practitioners. Before her PhD, Victoria worked in various technology companies and saw the potential of Big Data to inform decisions. She believes that Big Data holds the potential to develop more nuanced understandings of what it means to learn and provide evidence of that learning, especially for adults in their life-long developmental journey. However, she is also interested in ensuring that populations are educated on the limits of Big Data-based analytics.

Bjorn Nordtveit is Visiting Faculty at Zhejiang Normal University, and Associate Professor at the University of Massachusetts Amherst since 2011, after serving for five years as Research Assistant Professor at the Faculty of Education, University of Hong Kong. Before joining academia, he worked for 12 years (1994–2005) with UNESCO in the Lao PRD and with the World Bank (mostly in West African countries) on non-formal youth and adult education. His research focuses on three areas: (i) aid effectiveness in education and development, including public–private partnerships and integrated service provision; (ii) child protection in contexts of adversity; and (iii) critical and alternative epistemologies, including critical autoethnography, decolonial methods, and critical discourse analysis. His most recent book is Schools as Protection? Reinventing Education in Contexts of Adversity (Springer 2016). Bjorn Nordtveit is the Editor of the Comparative Education Review (2013–2023).

Fadia Nordtveit’s (previously Fadia Hasan) research on international communication, global youth activism, new media technologies, and social change led her to found The BGreen Project, an international nonprofit that connects and mobilizes global youth to collaborate in building new discourses on environmental action and sustainable social change. Her academic-community engaged research connects the global north and south and has led to the book titled Participatory Action Research and the Environment: The BGreen Project in the U.S. and Bangladesh (Routledge 2017). Fadia’s goals as a Researcher and Educator are aligned with a holistic approach that aims to connect networked people and communities in an interdisciplinary, unique and glocal academic universe to produce bigger, richer, and more inclusive outcomes.

Kevin Roessger received his BS in Psychology, MS in Administrative Leadership, and PhD in Adult and Continuing Education from the University of Wisconsin-Milwaukee. He is Associate Professor of Adult and Lifelong Learning at the University of Arkansas, Fayetteville, USA. Dr Roessger currently serves as Co-editor of adult education’s flagship research journal Adult Education Quarterly, as well as a reviewer for the journals Adult Learning and Journal of Continuing Higher Education. He has published numerous articles and book chapters in the field’s most respected outlets and is currently overseeing a grant from the Department of Corrections that examines the effect of correctional education programs on recidivism and post-release employment. Dr Roessger’s research interests include reflective learning strategies and developing reflective skills in adult learners.

Elizabeth Anne Roumell received her BA in German Literature and International Studies, Master’s in International Studies, and PhD in Adult and Postsecondary Education from the University of Wyoming. She is Associate Professor in the Department of Educational Administration and Human Resource Development at Texas A&M University, College Station, USA and teaches graduate courses related to teaching and training adults, distance learning, and international and comparative education. Dr Roumell currently serves as Co-editor of adult education’s flagship research journal Adult Education Quarterly and reviews for several journals in adult, distance, and higher education. Dr. Roumell’s areas of research emphasis include adult and workforce education policy, adult learning in distance environments, and identity development in intercultural contexts. She was the recipient of the Northern Rocky Mountain Educational Research Association’s 2017 Early Career Award, and the American Association for Adult and Continuing Education’s 2013 Early Career Award.

Florin D. Salajan is Associate Professor in the School of Education at North Dakota State University, Fargo, USA. He teaches undergraduate and graduate courses in teacher education, comparative education and instructional methods. His areas of research interests include comparative and international education, European higher education policies, European education policy analysis, teacher education in comparative perspective, comparative e-learning, and information and communication technology in teaching and learning. His work has been published in the Comparative Education Review, Compare, European Journal of Education, European Educational Research Journal, European Journal of Higher Education and Educational Policy.

Robin Shields’s research analyzes the globalization of higher education, using social network analysis and related research methods to understand shifting relationships between institutions, individuals, and nation-states. He has applied these methods to several domains, including international student flows in higher education, social media networks, and research collaboration. Robin has acted as Principal Investigator for research funded by the Higher Education Academy and Leadership Foundation for Higher Education. He is also Co-Investigator on an ESRC-funded project studying cross-cultural perspectives on Global Citizenship in Higher Education. Robin teaches on the DBA in Higher Education Management, the Education Doctorate, and several MA and undergraduate programs.

Yun You completed her PhD at the Institute of Education, University College London and is working as a “Peak Discipline Project” post-doctoral research fellow at the East China Normal University, currently focusing on destructing the Western dominant construction, representation and referencing of East Asian education, and moving further, elaborating Chinese educational ideas and practices from sui generis onto-epistemological lenses.

Ryan Ziols is Assistant Professor of Early Childhood and Elementary Education at Georgia State University. Broadly, his research focuses on the cultural politics of national and transnational STEM/STEAM education. His current work historicizes how mental and socio-emotional health have become moving targets of STEM/STEAM reform and how data analytics, machine learning, and artificial intelligence affect possibilities for inclusion, equity, and justice in policy, research, and practice.

FOREWORD

Gita Steiner-Khamsi