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Collaborative research papers are widely acknowledged to be more impactful than single‐authored studies in higher education amidst subject area known to alter citation counts. While preceding studies have mostly recognised these two as the antecedents of research impact separately, it needs to be clarified whether the interaction of research area and type of collaboration causes any moderation. Comprehensive knowledge of differences in impact caused by a certain combination of type and area is important because, if citation impact is associated only with a particular combination, the impact‐based research stimulation programs without regard to combination consequences may be cost‐ineffective if not self‐destructing. This study investigates how research collaborations in academia impact the productivity and impact of university faculty. The focus is on the impact variation due to the type of academic collaboration (internal, domestic, international) and the research area. For the empirical test of this study, publicly open data from 1368 faculty in one of the leading Russian higher education institutions—HSE University. Results have two‐fold nature. STEM (Science, Technology, Engineering and Math) researchers are more likely to collaborate with domestic co‐authors. This result accentuates the specifics of the academic traditions in the research areas highly recognised for having a long and successful history and worldwide impact on science. The collaborations built on international coauthorship are associated with higher publication visibility rates for researchers from emerging fields in Russia, like those in social sciences and humanities, whereas institutional collaborations are found to be positively related to the share of cited documents. This article sheds light on the differences in academic collaboration mechanisms influencing research productivity and impact in two distinct research areas. It invites revisiting policies stimulating collaborative activities in universities, demonstrating their potentially discrepant consequences. The study's substantial contribution also refers to the use of panel data on personal attributes, research productivity and impact, which is a rare case for research collaboration studies. [ABSTRACT FROM AUTHOR]

People with disabilities are increasingly actively involved within research projects. For many of them this is a temporary role, but some work on longer-term projects and even build a career out of it. This is the case for the first author of this paper. He has worked as a researcher for almost six years. He is involved in various projects, all highly diverse in terms of subject, design, scope and collaboration with fellow researchers. In this paper, he looks back on his experiences in recent years. Together with colleagues, he reflects on his contribution to the various projects, his own development as a researcher and the impact of the work on his personal life. He finds that the essence of the motto ‘Nothing about us, without us’ has become increasingly intertwined with his life and identity through his work.

Rwanda started teaching English to support sustainable development and deliver the five key pillars that will help Rwandans transition from their existing way of life to the society they all desire and are happy to be a part of. As a follow-up to the Sustainable Development Goals and the Berlin Declaration on Education for Sustainable Development, the government ensured the standardisation and teaching of English. In order to assist the implementation of English teaching nationally, the theoretical paper explains how the 4Rs Framework—relationship-building, recognition, responsibilities, and reciprocity—combine to generate synergy among many stakeholders and cross-sectoral collaboration. The study presents literature on Rwanda's Vision 2050, education for sustainable development, and teaching using English as a medium of communication. It is founded on a critical literature review. The article discusses options for national transformation while emphasising the importance of locally rooted collaboration. The 4Rs technique is intended to foster discussion among important players about the issues and problems facing the area of education in emergencies rather than serving as a rigid theoretical framework. The study shows the connections between and tensions among the various "Rs," as well as the efficiency of the 4R dimensions in encouraging the teaching of English. The study considered ways to get beyond the approach's drawbacks and difficulties to support sustainable schooling in Rwanda. This framework encourages the creation of a synergistic educational ecosystem that equips students with the information, skills, and attitudes required to actively participate in Rwanda's path to sustainable development.