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Since the 1990s, many education researchers and policy makers worldwide have reviewed education research to attempt to provide strategies to improve the quality of such research in their countries. Taiwan's government has launched policies and funded support to set the benchmark for Taiwan's leading universities in international academic competition. The external environment of global competition based on research policy influences the ecosystem of social science research production. To assure the quality of education policy, peer review from within the education community is one approach to supplementing the government's governance, including the establishment of research institutes, promotion, rewards, and research value. This study tracked the mode of academic research and provides an overview of the status of academic education research in Taiwan. Because education research is part of the humanities and social sciences fields, this study identified the challenges in educational research by examining the trend of social science research and by analyzing research organizations, policy, and the evaluation of research performance. Due to the environment of education research in Taiwan is not friendly to education researcher to accumulate papers in SSCI or international journal, additional concerns entail how education research communities can develop and agree on its quality.

PurposeThis study seeks to explore team goal orientation as a team characteristic that affects team members' self‐regulation, and conflict management approach as a self‐regulation tactic. Its purpose is to investigate the moderating effect of team goal orientation and conflict management approach on the linkage between task conflict and relationship conflict.Design/methodology/approachData were received from 529 team members in 120 R&D teams in Taiwan. The hypothesis is tested using hierarchical regressions.FindingsThe results indicate that team goal orientation and a conflict management approach moderated the relationship between task conflict and relationship conflict. The positive relationship between task conflict and relationship conflict was weaker under conditions of higher team learning orientation and lower team performance orientation. The positive association between task conflict and relationship conflict was also weaker among teams that engaged in cooperative conflict management and did not engage in the avoiding conflict management approach.Research limitations/implicationsThe study is cross‐sectional in design, limiting the ability to make causal assertions about links between task conflict and relationship conflict.Practical implicationsTo prevent detrimental relationship conflict triggered by task conflict, supervisors may need to use goal orientation disposition as a criterion in selecting team members. Supervisors also could frame the tasks and discussions of team members towards learning rather than performance goals, enabling team members to openly share divergent opinions and take advantage of task conflict.Originality/valueThe study facilitates understanding of how to unbundle the linkage between task conflict and relationship conflict in teams, along with making contributions to conflict theory.

Extending previous research on transformational leadership (TFL), the present study explores the mechanisms that explain the relationship between TFL and team performance. Drawing on the three-stage model of TFL (Conger & Kanungo, 1998), we theorize that TFL predicts high levels of team performance through shaping team goal orientation and group affective tone. To test the hypotheses, we use data collected from managers and members of 61 research and development teams and use the partial least squares analysis to test hypotheses. The results show that TFL positively predicts positive group affective tone through team learning goal orientation but negatively predicts negative group affective tone via team avoiding goal orientation. Finally, we find that positive group affective tone is positively associated with team performance, whereas negative group affective tone is negatively associated with team performance.

This article examines how demographics (gender) and cultural values (power distance) differentially moderate the relationship between mentoring (mentor presence) and career attainment (compensation and organizational position) among 390 managers and professionals in two contrasting cultures (Taiwan versus the USA). The four-way interaction of gender x mentor x power distance x country was significant for both dependent variables, supporting our hypotheses based on theories of power distance and gender egalitarianism. In hierarchical cultures such as Taiwan's, mentored women with high power distance reported higher career returns than did mentored women with low power distance. In contrast, in egalitarian cultures such as the USA's, mentored women with low power distance reported higher career returns than did mentored women with high power distance. Our findings demonstrate variation in mentoring outcomes, not just across, but also within, cultures for men and women. We discuss results along with implications for mentoring and cross-cultural theory, research, and practice.