scholarly journals Comprehensive research on LGBT legal policy in East Asia toward the formation of an international comparative research centre

Impact ◽  
2020 ◽  
Vol 2020 (8) ◽  
pp. 12-14
Author(s):  
Hiroyuki Taniguchi
Keyword(s):  
East Asia ◽  
Liberal Arts ◽  
Comparative Research ◽  
Associate Professor ◽  
Research Centre ◽  
Same Sex ◽  
Legal Policy ◽  
International Comparative Research ◽  
The World ◽  
International Comparative

The legal and human rights of a LGBT (Lesbian, Gay, Bisexual, Transgender) person has increased in countries around the world in recent years. For example, the UK Parliament passed the Marriage (Same Sex Couples) Act, which allowed same-sex marriage in England and Wales, in 2013 and it came into force the following year. There has also been a relaxation in the requirements for sex change. In the wake of such changes, international comparative studies and research has gained traction, with many academics establishing projects that seek to look at the differences in policies and rights for LGBT persons in different countries. However, much of the existing research is focused on Western legal policy and is generally centred on Europe and the US. Of course, this only accounts for a small proportion of the people in the world and so while such research is welcomed, knowledge gaps clearly still exist and more needs to be done to fill them. Associate Professor Hiroyuki Taniguchi, based at the Kanazawa University Institute of Liberal Arts and Science is working on a comparative study of LGBT legal policies in the countries of East Asia. He hopes to form an international comparative research centre that will help people access the information they need to understand their rights.

scholarly journals Educational systems of Eastern European countries as a subject of international comparative research

2020 ◽  
Vol 13 (32) ◽  
pp. 1-15
Author(s):  
Tetiana Dudka ◽  
Mykola Chumak ◽  
Nina Lytvynenko ◽  
Valentuna Benera ◽  
Tamara Serhiienko
Keyword(s):  
Empirical Data ◽  
Comparative Studies ◽  
Comparative Research ◽  
European Countries ◽  
Educational Systems ◽  
Eastern European ◽  
International Comparative Research ◽  
The World ◽  
International Comparative ◽  
Eastern European Countries

The article analyzes the level of development of educational systems in Eastern European countries by using empirical data from international comparative studies. The tools of comparative analysis are used to group the studied publications, which directly or indirectly consider an educational system at the level of different countries and regions of the world. The newest western approaches to the issue of educational systems are represented. The unsurpassed value of multi-object international comparative research in the study of educational systems of the world enabling the analysis of the phenomenon at the interdisciplinary level is emphasized. The author's definition of “international comparative research” is formulated based on modern scientific studies, which is interpreted as a special type of research, which purpose is to conduct multilevel analysis to compare macro-objects, based on subjective empirical data. Emphasis is done on the lack of a unified terminological apparatus of the studied issue in modern science, which indicates the availability of the following definitive plurality: “comparative studies”, “international issues”, “cross-cultural studies”, and “international comparative studies”. The analysis of the level of development of educational systems of Eastern European countries is based on a comparison of official statistical materials of the World Bank. The processed statistical materials are correlated with the results of descriptive statistics during the testing of statistical hypotheses. Subject analysis of educational systems in Eastern Europe is based on a comparison of empirical data on three criteria – international educational projects, the highest educational results (“S.A.B.E.R”), and the amount of external funding for the educational branch.

Welvaart en arbeidsmotivatie: een internationale vergelijking

2011 ◽  
Vol 27 (1) ◽  
Author(s):  
Rudi Wielers ◽  
Ferry Koster
Keyword(s):  
International Comparison ◽  
Comparative Research ◽  
Work Motivation ◽  
Work Hours ◽  
World Values Survey ◽  
Work Centrality ◽  
Work Ethics ◽  
International Comparative Research ◽  
The World ◽  
International Comparative

Affluence and work motivation: an international comparison Affluence and work motivation: an international comparison New labour market policies in western countries aiming to extend work years and work hours per worker meet strong resistance. A prominent thesis in the literature is that the increase of affluence causes decline in work ethics; another thesis is that in affluent societies work motivation is less extrinsic and more intrinsic. In the article, we test these thesis in an international comparative research design. Using the World Values Survey 2000, we test whether and how GDP affects work ethics. The results of the tests show decreasing work centrality with increasing GDP, but not a significant change in work orientations. These results support the thesis of declining work ethics, and do not support the thesis of increasing intrinsic motivation.

scholarly journals Legislative science advice in Europe: the case for international comparative research

2017 ◽  
Vol 3 (1) ◽  
Author(s):  
Caroline Kenny ◽  
Carla-Leanne Washbourne ◽  
Chris Tyler ◽  
Jason J. Blackstock
Keyword(s):  
Comparative Research ◽  
International Comparative Research ◽  
Science Advice ◽  
International Comparative

Doing qualitative comparative research on teaching: Challenges and benefits of working with grounded theory

2016 ◽  
Vol 11 (4) ◽  
pp. 422-433
Author(s):  
Claudia Rupp
Keyword(s):  
Grounded Theory ◽  
Foreign Language ◽  
Research Design ◽  
Comparative Research ◽  
Research Projects ◽  
Research On Teaching ◽  
International Comparative Research ◽  
International Comparative ◽  
Methodological Aspects ◽  
Teaching Challenges

The last decades have seen the completion of an increasing number of qualitative comparative research projects on teaching. Challenges and benefits which might arise from a qualitative international comparative research design have been considered. However, very little has been published on challenges and benefits which may arise from using grounded theory in international comparative research projects. This article explores some of these challenges and benefits, focusing on two methodological aspects: the emergent process of developing a grounded theory and analysing data in a foreign language. In order to illustrate the argument, an international comparative PhD project is used. The project is centred on how teachers see themselves with regards to accountability reforms in England and Germany.

Mapping the field of international comparative research in school social work

2020 ◽  
pp. 002087281989774
Author(s):  
Kathrin Franziska Beck ◽  
Juha Hämäläinen
Keyword(s):  
Social Work ◽  
Comparative Research ◽  
Work Practice ◽  
School Social Work ◽  
Social Work Practice ◽  
School Social Workers ◽  
Culturally Appropriate ◽  
International Comparative Research ◽  
International Comparative ◽  
National Boundaries

This article maps the field of international comparative research in school social work. For this purpose, a systematic literature review was conducted and subjected to a narrative synthesis. The review reveals 11 publications that are predominantly non-empirical, take mainly Asian, European, North American countries and Australia and New Zealand into account, and are focused on profession-related and sociopolitical aspects of school social work. A synthesis of school social work practice themes transcending national boundaries emerged from the findings, covering child-, family-, school-, and community-related issues. Accordingly, children are predominantly confronted with similar issues, irrespective of the place where they live, such as violence toward themselves, at home, in school, and in their community. Bearing in mind methodological challenges when carrying out comparative studies, recommendations include the conduct of practice-focused studies that generate new stimuli to improve already well-developed practices in a culturally appropriate way and enable mutual learning among school social workers.

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