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Self-policing or self-improving?: analysing peer reviews between schools in England through the lens of isomorphism (2020)
Book Chapter
Greany, T. (2020). Self-policing or self-improving?: analysing peer reviews between schools in England through the lens of isomorphism. In School peer review for educational improvement and accountability: Theory, practice and policy implications (71-94). Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-030-48130-8_4

Peer reviews are not compulsory for schools in England, but they have become increasingly common in recent years. There is no single model for how peer reviews operate, but they generally involve staff from at least one other school in reviewing pra... Read More about Self-policing or self-improving?: analysing peer reviews between schools in England through the lens of isomorphism.

Soft Power Determinants in the World and Implications for China: A Quantitative Test of Joseph Nye's Theory on Three Soft Power Resources and of the Positive Peace Agreement (2019)
Journal Article
Lai, H. (2019). Soft Power Determinants in the World and Implications for China: A Quantitative Test of Joseph Nye's Theory on Three Soft Power Resources and of the Positive Peace Agreement. Copenhagen Journal of Asian Studies, 37(1), 8-35. https://doi.org/10.22439/cjas.v37i1.5904

Statistical tests are conducted on two explanations of soft power. One is Joseph Nye's argument that political values, foreign policy, and cultural appeals shape soft power, and the other is the positive peace argument which suggests the significant... Read More about Soft Power Determinants in the World and Implications for China: A Quantitative Test of Joseph Nye's Theory on Three Soft Power Resources and of the Positive Peace Agreement.