Higher education institutions dominate research productivity in many parts of the world. Nonetheless, many academics in developing countries--including Tanzania--perform poorly in research. This study aims to qualitatively explore the barriers to research productivity in Tanzanian public higher education institutions. Using semi-structured…

This article reviews the impact of the COVID-19 pandemic on key elements of transnational higher education (TNHE) in science, technology, engineering, and mathematics (STEM) disciplines. The challenges faced by mentors and mentees across the pre-, mid-, and post-pandemic periods in relation to teaching methods, learning outcomes, assessments, and…

We are an interdisciplinary group of colleagues dedicated to partner engagement and team science. This influences our academic work, informs our research mentorship and capacity-building initiatives with junior scholars, conditions how we communicate with individuals outside of our disciplines, and makes lifelong learning a priority for ourselves…

With the development of globalization, transnational higher education is gradually becoming an essential means for many countries to achieve internationalization. Nowadays, Sino-foreign cooperative universities and programmeshave been turned into an important form of internationalization of Chinese higher education, increasingly attracting the…

Background: Internationally, teacher education usually involves close school-university cooperation. In Norway, such collaboration includes enabling student teachers to develop into researching teachers. In this article, our interest lies in how the Change Laboratory (CL), a form of participatory workshop, can lay the foundation for three-way…

The rich learning that accompanies collaborative research practices can go unappreciated without systematic reflection and examination, which is an under-researched area. In this arts-informed inquiry, grounded in the experiences of four scholars, we show how artmaking was integrated into a qualitative research process to represent findings. In…

The field of evaluation has experienced greater professionalization in the areas of evaluator education and training. Growth in these areas included sensitivity to issues of diversity, with efforts to attract and retain evaluators of color. Currently, there is limited scholarship on navigating a world with more opportunity but still dealing with…

Purpose: School-university partnerships are the core of effective teacher preparation programs, and central to this model are the classroom teachers who mentor preservice teachers into the profession. This article describes an innovative collaboration that transcends institutional boundaries, operating in a hybrid space, aimed at supporting…

The role of the principal in leading schools is vital to the success of the school. Mentors play a critical role in supporting educational leadership candidates during the clinical experience at the graduate level. This qualitative embedded single case design study explores the perceptions of mentors related to support from IHEs, collaboration,…

Purpose: Professional development schools (PDSs) advocate links between schools and teacher education programs, but how do mentor teachers in schools experience their role in this? Therefore, this research focuses on mentor teachers to investigate the change brought about by the implementation of a complex-wide PDS. Design/methodology/approach:…

This study estimated the direct and indirect contributions of mentorship and institutional support (IS) to academic staff's research productivity (RP) at a public university in Cross River State. Two mediator variables--collaboration and institutional culture (IC), were introduced to determine their roles in the nexus between the predictors and…

Over the past five years, Albany State University (ASU) has reconstituted its Education Specialist Leadership Tier II Program to prepare school principals to work in some of the least served schools in southwest Georgia (and, as described below, outside of Georgia as well). Prior to the redesign of the program, ASU was struggling with a limited…

Educative mentoring positions mentors and mentees as co-learners within a collaborative relationship, while emphasising reciprocal learning. However, research exploring educative mentoring is limited to teacher-mentors, restricting our understanding of the potential learning opportunities an educative stance provides mentors in other occupational…

ITE has been criticised for being disconnected, with different languages being spoken in the two learning arenas of campus and schools. Bringing people together, such as through formal university-school partnerships, is not enough to open up communicative learning spaces -- sites of collaborative learning that are democratic, safe and supportive.…

Purpose: The purpose of this paper is to describe a thriving partnership between Frostburg State University and the Garrett County Public Schools that aims to improve teacher effectiveness and retention through the implementation of a robust induction program. The initiative includes sustained, strategic mentoring; extensive professional…