Search

The article discusses the papers of John William Colenso, the first Anglican Bishop of Natal, South Africa, and his family, which date from the 1850s through the 1930s, but most extensively cover the period 1874 to 1910. It comments on the family's efforts to defend the Zulu people of Natal and Zululand in South Africa, particularly noting Colenso's protests over the trial of Natal Zulu chief Langalibalele. His relations with colonial officials and with the Aborigines Protection Society (APS) are noted. The author also describes the location of archival materials in Great Britain and South Africa and comments on their use and value in historical research.

Purpose: There is a widely held belief that sustainable development (SD) policies are essential for universities to successfully engage in matters related to sustainability, and are an indicator of the extent to which they are active in this field. This paper aims to examine the evidence which currently exists to support this assumption. It surveys a sample of universities in Brazil, Germany, Greece, Portugal, South Africa and the UK and the USA to ascertain the extent to which universities that are active in the field of sustainable development have formal policies on sustainable development, and whether such policies are a pre-condition for successful sustainability efforts. Design/methodology/approach: The study involved 35 universities in seven countries (five universities respectively). A mixed-methods approach has been used, ranging from document analysis, website analysis, questionnaires and interviewing. Findings: Although only 60 per cent of the sampled universities had a policy that specifically addressed SD, this cannot be regarded as an indicator that the remaining 40 per cent are not engaged with substantial actions that address SD. Indeed, all of the universities in the sample, regardless of the existence of a SD formal policy, demonstrated engagement with environmental sustainability policies or procedures in some form or another. This research has been limited by the availability and ability to procure information from the sampled universities. Despite this, it is one of the largest research efforts of this kind ever performed. Research limitations/implications: This research has been limited by the availability and ability to procure information from the sampled universities. Practical implications: The findings provide some valuable insights into the connections between SD policies on the one hand and the practice of sustainable development in higher education institutions on the other. Social implications: Universities with SD policies can contribute to models of economic growth consistent with sustainable development. Originality/value: The study is the one of the largest research efforts of this kind ever performed.

Purpose: This paper discusses how service design can be used to activate a transition of textile artisan communities towards a sustainable future. Design/methodology/approach: Two participatory case studies were undertaken with textile artisans in the UK and South Africa. These led to the development of an original methodological framework for "crafting situated services" – services designed to be meaningful to the local communities within which they are embedded. An evaluation study assessed the originality of the framework, its relevance for tackling real-world problems, its extensibility and the rigour of the research process. Findings: The framework brings together a variety of roles, methods and tools that designers can adopt in order to enter communities, make sense of sustainable futures, facilitate the co-design of situated services and activate legacies within communities. Building on emerging anthropological approaches, the framework makes a bridge between service management and service design for social innovation, advancing the field towards design for social entrepreneurship. Originality/value: Arguing against the idea of the designer "parachuting" into communities to create services regardless of the local context, the concept of "situated services" is proposed in this paper, alongside a process for "crafting" meaningful social innovations. This requires the service designer to adopt a more situated and embedded approach to designing with communities in order to align with their needs and aspirations, interweave places, time, people and practices within the process, and co-design contextually better services. [ABSTRACT FROM AUTHOR]

Understanding lay theories on the causes of economic inequality is the first step to comprehending why people tolerate, justify, or react against it. Accordingly, this paper aims to develop and validate with two cross-sectional studies the Attributions for Cross-Country Inequality Scale (ACIS), which assesses how people explain cross-country economic inequality–namely, the uneven distribution of income and wealth between poor and rich countries. After selecting and adapting items from existing scales of attributions for poverty and wealth, in Study 1, we tested the factorial structure of this initial pool of items in three countries with different levels of economic development and inequality, namely, Italy (n = 246), the UK (n = 248), and South Africa (n = 228). Three causal dimensions emerged from the Exploratory Factor Analysis: "rich countries" (blaming the systematic advantage of and exploitation by rich countries), "poor countries" (blaming the dispositional inadequacy and faults of poor countries), and "fate" (blaming destiny and luck). The retained items were administered in Study 2 to three new samples from Italy (n = 239), the UK (n = 249), and South Africa (n = 248). Confirmatory Factor Analysis (CFA) corroborated the factorial structure of the ACIS, and Multi-Group CFA supported configural and metric invariances of the scale across countries. In addition, we show internal consistency and construct validity of the scale: the scale correlates with relevant constructs (e.g., beliefs about cross-country inequality and ideological orientation) and attitudes toward relevant policies related to international redistribution and migration. Overall, the scale is a valid instrument to assess causal attribution for cross-national inequality and is reliable across countries. By focusing on resource distribution from an international perspective, this scale will allow researchers to broaden the discussion on economic inequality to a global level. [ABSTRACT FROM AUTHOR]

Purpose: Microteaching is a teacher training method based on microclasses (groups of four or five students) and microlessons lasting no more than 5-20 min. Since it was first explored in the late 20th century in experiments at Stanford University, microteaching has evolved at the interdisciplinary level. The purpose of this paper is to examine the networks found via an analytical bibliometric study of the scientific output related with microteaching in teacher training, through a study and examination of the Web of Science database. Design/methodology/approach: This research was conducted with the VOSviewer tool for content analysis through data mining and scientific network structure mapping by means of the normalisation technique. This technique is based on the association strength indicator, which is interpreted as a measurement of the similarity of the units of analysis. Findings: Two hundred and nine articles were thus obtained from the Web of Science database. The networks generated and the connections among the various items, co-authorship and co-citation are presented in the results, which clearly indicates that there are significant authors and institutions in the field of microteaching. The largest cluster is made up of institutions such as Australian Catholic University. The most often-cited document is by Rich and Hannafin. Allen (1968), who defines microteaching as a technique based on microclasses and microlessons, is the author most often cited and has the largest number of connections. Research limitations/implications: This research's limitations concern either aspects that lie beyond the study's possibilities or goals that have proved unattainable. The second perspective, which focuses on skill transfer, contains a lower percentage of documents and therefore has a weaker central documentary structure. Lastly, the authors have also had to bear in mind the fact that the scientific output hinges upon a highly specific realm, the appearance and/or liberalisation of digital technologies and access to those technologies in the late 20th century. Originality/value: This research shows that microteaching is a promising area of research that opens up vast possibilities in higher education teacher training for application in the realm of technologies. This paper could lead to several lines of future research, such as access to and the universal design of learning from the standpoint of different communication and pedagogical models based on microteaching.

Incidents of police brutality are an increasing concern around the world. South Africa faces its own excessive use of force by police exemplified by the case(s) of Khosa v Minister of Defence and Military Veterans 2020 7 BCLR 816 (GP) as well as that of Nathaniel Julies. Countries such as the United Kingdom (UK) and the United States of America (US) have seen positive results from leveraging advancements in technology to provide detailed, firsthand accounts of what happens during a police encounter. In light of the fourth industrial revolution, which brings together with it advancements in data processing and storing, the purpose of this paper is to investigate what value can such advancements in technology can bring to the South African criminal justice system and what possible barriers there could be in its implementation. This paper analyses the effects of Body-Worn Cameras in UK and US jurisdictions on improved police-citizen encounters and overall quality of policing. Body-Worn Cameras have been found to have value in improving police-citizen encounters. However, adoption may be slow because of budgetary constraints related to Information Technology (IT) infrastructure. [ABSTRACT FROM AUTHOR]

Purpose: Exploiting the mandatory provision of integrated reporting in South Africa, this paper aims to investigate whether this regulatory switch from the conventional annual report is associated with differences in the level of textual risk disclosure (TRD). This paper also examines the economic usefulness of this regulatory change by observing the impact of TRD on the complying firms' market values. Design/methodology/approach: Archival data are collected and examined using time-series difference design and difference-in-differences design. Findings: The authors find that the level of TRD within the mandatory integrated reporting is significantly lower than that of annual reports. The authors find that the impact of TRD in integrated reporting on market value compared to that of annual reports is statistically not different from zero. The authors' further analyses suggest that corporate governance effectiveness is not a moderating factor to the study results. The results are robust to comparisons with the voluntary adoption of integrated reporting in the UK. Originality/value: Collectively, the study results suggest that managers' adherence to the mandatory provision of integrated reporting has significantly decreased the level of (voluntary) TRD they tended to convey within the conventional annual reports, resulting in a trivial impact on market value. These unintended consequences should be of interest to the International Integrated Reporting Council and other bodies interested in integrated reporting. [ABSTRACT FROM AUTHOR]

This paper By Ward et al. (Journal of Child Psychology and Psychiatry, 2019) in the issue of the JCPP, is an excellent example of preparing a new programme for parents with children at high risk of present and future behaviour problems. It was to be delivered in a very deprived population in a township in South Africa. We discuss the paper but also raise questions about developing new programmes when they are already successful programmes available and discuss whether it is time for programme developers to meet to discuss what works best and for whom. Read the full article at doi: 10.1111/jcpp.13129 [ABSTRACT FROM AUTHOR]

Intermittent Water Supply (IWS) is characterised as drinking water distribution systems that are supplied with water for less than 24 hours/day on average. The filling transition from non-supply to pressurised supply is a period of hydraulic instability that negatively impacts water quality, deteriorates infrastructure integrity and intensifies social inequalities. Understanding the factors contributing to the severity of impact from filling is vital to develop effective management strategies. This paper investigates the hydraulic phenomena induced during the short-term IWS filling period and how this behaviour can be exacerbated by elevation and other hydraulic system factors, such as velocity and pressure. Controlled laboratory experiments conducted in the UK and field studies performed in operational networks across South Africa are presented. Results demonstrate the crucial role elevation plays in the network response during the filling transition, emphasising the need for greater consideration of elevation in IWS and well-maintained air relief valves in strategic locations. [ABSTRACT FROM AUTHOR]

This scoping review explores the professional literature in allied healthcare to determine which self-assessments of mentor skills are the most valid and reliable for use in occupational therapy doctoral capstone programs. The aims of this scoping review include mapping evidence related to mentor assessments in healthcare, exploring implications for occupational therapy doctoral mentor training programs, and identifying common characteristics of mentor self-assessments for occupational therapy programs to consider when developing capstone mentoring resources. Researchers applied and reported via PRISMA Extension for Scoping Reviews (PRISMA-ScR). A librarian and authors formulated keywords and database selections to search PubMed/MEDLINE/PMC, and Embase were searched from across healthcare professions for training outcomes, mentor self-assessment, mentor attributes, and use of researcher-developed assessments. The search was limited to English publications from the last 20 years. Data were extracted for quantitative information regarding study characteristics and qualitative information about mentoring skills. A total of 852 results were delivered across all databases. Nineteen papers met the final eligibility criteria and were included in the data extraction. Populations were included from several healthcare professions, including 11 nursing, four healthcare researchers, one pharmacy, one midwifery, one medicine, and one medical dietetics. Countries included the United States (n = 7), Finland (n = 5), United Kingdom (n = 4), Japan (n = 1), South Africa (n = 1) and Canada (n = 1). The authors identified four valid self-assessment tools, demonstrating III and IV levels of evidence, that may be implemented by occupational therapy programs as they develop resources for mentor programs. Occupational therapy programs can use the mentor attributes found in this scoping review to create their own mentor assessment measures or may choose to use a validated tool. The authors recommend additional research in mentor education and mentor skill acquisition. [ABSTRACT FROM AUTHOR]

The principles of diversity and inclusion are valued across the higher education sector, but the ways in which these principles are translated into pedagogic practice are not always evident. Students who are first in their family to attend university continue to report barriers to full participation in university life. They are more likely to leave their studies early, and to achieve lower grades in their final qualifications, than students whose families have previous experience of higher education. The purpose of this study was to explore whether a mismatch between staff perceptions and students' experiences might be a possible contributor to these disparities. The study explored and compared staff discourses about the experiences of first generation students at two universities, one in the United Kingdom (UK), and the other in South Africa (SA). One-to-one interviews were carried out with 40 staff members (20 at each institution) to explore their views about first generation students. The results showed that staff were well aware of challenges faced by first generation students; however, they were unsure of their roles in relation to shaping an inclusive environment, and tended not to consider how to use the assets that they believed first generation students bring with them to higher education. This paper explores these staff discourses; and considers proposals for challenging commonly-voiced assumptions about students and university life in a broader context of diversity and inclusive teaching practice. [ABSTRACT FROM AUTHOR]

Three practitioners -- a film-maker, a photographer and a film curator, all working in higher education, teaching film production, photography and film studies -- discuss their reflections on co-convening a decolonising pedagogy workshop-conference hosted in May 2019 at HDK-Valand, University of Gothenburg, Sweden. They draw from their unique geographical positions -- South Africa, Sweden and the UK respectively -- to reflect on the nuances and differences of how race and subjectivity shape classroom interactions with the curriculum, and the institutional challenges in developing transformational pedagogy practices. The conversation uses as its impetus this shared experience of co-convening and facilitating the 'Decolonising pedagogy: Exploring processes in image-making' workshop-conference, and leads to discussion of broader issues of historical conditions and the geopolitical contexts that have determined the subsequent impact and outcomes in their different universities.

Teacher education has gathered interest globally and nationally among teachers, educators, researchers and policy makers. Madalinska-Michalak, O 'Doherty and Assuno Flores (2018) observe that regional/ national, social, economic, political and historical factors impact upon teacher education and 'it is also impacted by global problems and tendencies' (pp. 567). This paper builds on these debates and examines the effects of global discourses of teacher education in the national contexts of developed and developing countries, for example, Guyana, Japan, South Africa, United States of America (USA) and the United Kingdom (UK). This includes consideration of teacher education and training before and during the current global COVID-19 pandemic (UNESCO, 2020). The paper concludes that teacher education continues to be under scrutiny due to global and national expectations, the demand of and how they are positioned in preparing teachers for the 21st century. Notwithstanding, as globalisation becomes more integrated in societies globally teacher education curricula not only has to retain its emphasis on standards, but equally its agility to ensure that the needs of all learners are met.

In 1964, the UK government imposed an arms embargo on South Africa, which it maintained until the end of the white minority rule. What explains this embargo? Using mainly archival evidence, this paper demonstrates that domestic political dynamics in the United Kingdom mediated the influence of the transnational anti-apartheid and anti-colonial struggles on the British government. The United Kingdom imposed and maintained this embargo due in part to a domestic advocacy network, whose hub was the Anti-Apartheid Movement. The paper provides a comprehensive explanation of an important issue in British foreign policy, the anti-colonial struggle, and Southern Africa's history. There are theoretical implications for foreign policy analysis concerning the role of advocacy networks, interactions between local and global activism, the role of political parties' ideology and contestation, the effects on foreign policy of changes in a normative environment, the effects of norm contestation, and normative determinants of sanctions. [ABSTRACT FROM AUTHOR]

The paper tries to explain how, 14 years into democracy, the poor have moved from being central to post-apartheid reconstruction to being depicted by political leaders as lacking moral fibre and depending on 'handouts'—from deserving to undeserving poor. This has occurred within the ruling African National Congress, even though sympathy for the poor remains constant outside of government. To do so, the paper starts in mid- and late-nineteenth-century England, where Victorian intellectuals and policy-makers grappled with the challenge of a growing urban proletariat and the emergence of what Disraeli described as 'two nations'—a recurrent theme of the ANC government under President Mbeki—and the two newly democratising countries grappled with the 'revolutionary threat and humanitarian disgrace' of poverty. The paper then analyses recent ANC discourse around the poor and anti-poverty interventions. The unresolved tensions within the ANC-led tripartite alliance, it is argued, are directly implicated in its failure adequately to conceptualise poverty, and 14 years into democracy, South Africa lacks an anti-poverty strategy, targets, or target groups. The paper ends by suggesting a method for identifying the 'ultra-poor', which is critical in place of the 'spray and pray' approach currently in use if poverty is substantially to be rolled back. [ABSTRACT FROM AUTHOR]

Background: COVID-19 pandemic has tremendously caused significant health impacts leading to high load of ICU critical patients. Multiple Intensive Care Unit (ICU) admission framework and triaging score have been adapted worldwide for admission of COVID-19 patients. The aim of this article is to review the COVID-19 ICU admission policy in five (5) countries, identify challenges and provide recommendations. Materials and Methods: Literature review was carried out through searching available literature from online databases such as EBSCO, PubMed, Research Gate, Google Scholar and Google search engine. The selected information used in this review is taken from any journal, article, report, thesis, national report, news update regarding the topic. Result: The ICU admission policy in 5 countries, namely South Africa, USA, UK, Hong Kong and Malaysia were reviewed. Different countries apply different guidelines to triage, prioritize and admit severe COVID-19 patients to ICU such as Color-coded Priority Scale in South Africa, Critical Care Triage Tool in USA, COVID-19 Critical Care Guideline in UK, COVID- 19 Critical Care Triage Tool in Hong Kong and ICU Admission Prioritization Criteria in Malaysia. The ICU admission decision-making is supported with multiple ICU scorings such as Sequential Organ Failure Assessment (SOFA), Clinical Frailty score and National Early Warning score 2 (NEWS2). Conclusion: The COVID-19 ICU admission policies in these countries are well established and have been practised appropriately despite challenges faced by the ICU practitioners. All five selected national guidelines in this paper correspond to the WHO framework on the ICU admission policy. Ethical issues and legal supports on the ICU practitioners in ICU admission decision-making requires great attention form government and relevant policy stakeholders. [ABSTRACT FROM AUTHOR]

This article offers a global overview of the burgeoning field of micro-credentials and their relationship to lifelong learning, employability and new models of digital education. Although there is no globally accepted definition of micro-credentials, the term indicates smaller units of study, which are usually shorter than traditional forms of accredited learning and courses leading to conventional qualifications such as degrees. The paper aims to provide educators with a helicopter view of the rapidly evolving global micro-credential landscape, with particular relevance to higher education leaders, industry stakeholders and government policy-makers. It addresses five questions: (i) What are micro-credentials? (ii) Why micro-credentials? (iii) Who are the key stakeholders? (iv) What is happening globally? and (v) What are some of the key takeaways? Drawing on a European-wide perspective and recent developments in The Republic of Ireland, the paper concludes that micro-credentials are likely to become a more established and mature feature of the 21st-century credential ecology over the next five years. While the global micro-credential landscape is currently disconnected across national boundaries, more clarity and coherence will emerge as governments around the world increasingly align new credentialing developments with existing national qualification frameworks. The micro-credentialing movement also provides opportunities for governments and higher education institutions in partnership with industry to harness new digital learning models beyond the pandemic.

This paper presents a compilation of personal reflections from 66 contributors on the impact of, and responses to, COVID-19 in accounting education in 45 different countries around the world. It reveals a commonality of issues, and a variability in responses, many positive outcomes, including the creation of opportunities to realign learning and teaching strategies away from the comfort of traditional formats, but many more that are negative, primarily relating to the impact on faculty and student health and well-being, and the accompanying stress. It identifies issues that need to be addressed in the recovery and redesign stages of the management of this crisis, and it sets a new research agenda for studies in accounting education.

Job insecurity is a widespread workplace stressor that has been extensively investigated using quantitative approaches. With the use of a critical organisational psychology framework, we conducted a meta‐synthesis of 20 qualitative studies to investigate the experience of job insecurity among vulnerable employee groups (i.e., women and immigrants). The qualitative meta‐synthesis results suggest that there are meaningful differences. Specifically, whereas women were more concerned with and exposed to deteriorating working conditions, men experienced job insecurity as a threat to their identity. Among immigrants, the experience of job insecurity is viewed as largely intersecting with the legal system, impacting their ability to remain in their country and making them feel powerless. Thematic evidence also emerged regarding individual actions that participants use to attain security in contrast to corporate strategies that enhance job insecurity. We contribute to the critical organisational psychology literature by discussing how these results test common academic theories and neoliberal assumptions pervasive within the job insecurity literature: We highlight how organisations manufacture job insecurity, question the existence of harmonious social exchanges, discuss the use of job insecurity as a form of worker control, consider the role of the legal context in aiding worker exploitation and argue for an intersectional view of job insecurity. [ABSTRACT FROM AUTHOR]

Harnessing international support for the struggle against apartheid was a major aspect of international solidarity work, and publicising the atrocities of apartheid and the role of the liberation movements in combating apartheid was therefore a campaign priority. The British Anti-Apartheid Movement (AAM) emphasised informing the British public about developments in South Africa as one of its core functions. In this article one aspect of this activity - namely the AAM's own publication, The Anti-Apartheid News - is analysed. A survey of the paper illustrates how the AAM used it to inform the British public about both apartheid and the African National Congress's (ANC) history and ideology. Through the newspaper the AAM was able to increase international solidarity with and support for the ANC. The article argues that the AAM therefore played a pivotal role in popularising the ANC and helping to establish its reputation internationally as the authentic representative of the people of South Africa. [ABSTRACT FROM AUTHOR]

Recent studies have begun to sketch the history of the Anti-Apartheid Movement in Britain, providing a convincing framework for understanding the transnational nature of the movement and its significance within the emergence of a global civil society. This article expands upon this work by exploring aspects of the ideological and the moral framework around which anti-apartheid sentiment began to crystallise in Britain in the late 1950s. Drawing on archival material from Church archives in both Britain and South Africa, as well as the expansive papers of the Africa Bureau, it focuses upon the activities of the well-known 'turbulent priests' who pioneered the campaign against apartheid in Britain: Michael Scott, Trevor Huddleston and Canon John Collins. It considers their status as the heirs of nineteenth-century humanitarianism before sketching the development of a Christian critique of South African racial policies during the 1930s and 1940s. The article then outlines the emergence of Michael Scott as a pioneer of anti-apartheid protest in the late 1940s, and his role in the parallel development of an international critique of South African policy and an embryonic language of human rights. In the early part of the 1950s, anti-apartheid protest evolved within the small and fissiparous British anti-colonial lobby, as its most vocal proponents began increasingly to articulate protest against apartheid in terms of solidarity with African political aspirations. The final section of the article describes how key ideological and strategic features of anti-apartheid protest were firmly established by the end of the 1950s. [ABSTRACT FROM AUTHOR]

This paper will examine the ways in which ‘textbook’ survey research methods need to be adapted and refined for research with forced migrants, and the ways in which cross-national contexts, as well as research within one national context with forced migrants from different communities, affect the utilization of survey methods. Linked to this, the ways in which survey design issues need to be sensitive to the diversity between and within countries and communities will be explored. The paper will draw on two surveys, one a UK national survey and the other a multi-sited comparative survey in the UK and South Africa, to explore access to forced migrants in different contexts and the appropriateness of different modes of data collection between and within countries and communities (e.g. paper self-completion, face-to-face interviews and web-based surveys). The impact of politics, language and literacy, gender, and immigration status, especially irregular and insecure statuses, will be examined. [ABSTRACT FROM AUTHOR]

This paper examines legislation concerning language policy and language choice in the UK and South Africa. In particular an account of the pressures and imperatives to which such policy development must respond is provided. The paper suggests that the comparison between South Africa and the UK is relevant and compelling, not least because both countries respond to an awareness of multilingualism and internationalism in both the schooling and higher education systems, though in different ways and with different effects. The paper explores the degree to which language policies may facilitate, but may also obstruct, language development and choice in HEIs in the UK and South Africa. [ABSTRACT FROM AUTHOR]

Purpose - The paper aims to respond conceptually, rather then empirically, to policy ignorance. It seeks to examine certain aspects of whistleblower protection offered in the common law countries of Australia, New Zealand, South Africa, and the UK. Design/methodology/approach - The paper provides a four-country comparison of whistleblower protection laws against 13 characteristics gleaned from the international literature on whistleblower legislation. This analysis is informed by considerations of the common law and corruption and critical state theory. Findings - The conclusion reached is that the whistleblower laws established in the common law countries of Australia, New Zealand, South Africa, and the UK variously contain serious structural deficiencies, particularly with respect to the scope of protection and the construction of corruption. The concern is that whistleblowers seeking protection under these inadequate programs will be hurt and there will be negligible impact on the profile of corruption. Research limitations/implications - The major weakness in the analysis was the subjective and arbitrary way the disclosure management characteristics were selected to assess the disclosure laws of Australia, New Zealand, South Africa, and the UK. Future research should seek more objective indictors of performance as well as a consideration of exterior indicators such as the impact of disclosure policies on corruption. Practical implications - If the findings here are validated in subsequent research, then governments should urgently review their current whistleblower policies in order to improve disclosure protection. Originality/value - A conceptual framework informed by considerations of corruption, the common law and critical state theory was used to put whistleblower protection in a wider context where state interest competed with the needs of whistleblowers. [ABSTRACT FROM AUTHOR]

This paper explores the role of the everyday in real and imagined responses to climate-changed landscapes emerging from South African and UK-based activities in a project exploring local knowledges and resilience. We analyse photographs and captions created by co-researcher residents in three climate-stressed settlements in South Africa. We then use participant-generated stories created in the UK to explore imagined future landscapes. We demonstrate important commonalities between the real and the imagined, and between Global South and Global North, including three key dynamics to involved in responses to harmscapes of the present that also animate imagined futures: intra-community relations, the development of place and landscape literacies and adaptations. Our process reveals the centrality of the ordinary to both present realities and future imaginaries. • Place knowledges and literacies are tied to repetition and the ordinary. • For some, the stresses of climate change are already ordinary. • Future ordinaries are important parts of climate change imaginaries. [ABSTRACT FROM AUTHOR]

Aim: Human immunodeficiency virus (HIV) nursing has become more prominent with the increase in chronic HIV infections. This study examined articles related to HIV nursing to determine how the profession has developed and its future direction. Design: A bibliometric analysis was conducted. Methods: HIV nursing‐related articles published in the Web of Science core collection between 1999 and 2022 were searched. VOSviewer was used to identify the contributions of countries, institutions and authors in HIV‐related care. Collaborative maps, hot topics and keywords trends were analysed using VOSviewer and CiteSpace. Results: A total of 1513 publications were extracted. An increase in articles published between 1999 and 2012 was observed. After 2012, the increase in the number of publications was relatively stable. Since 2016, a downward trend in the number of publications has occurred. The USA, South Africa and the UK were the leading contributors to publications related to HIV nursing. The focus of the HIV nursing research has gradually shifted from "HIV infection", "risk factors", and "transmission routes" to "social support", "depression", and "public health". The result shows that increased collaboration among countries/regions can improve the development of HIV nursing and effectively reduce the global HIV infection rate. The mental health of patients has become a research centre in the field of HIV nursing. This study provides direction in clinical practice and future research areas in this field. [ABSTRACT FROM AUTHOR]

The paper provides an overview of the global research on graduate education. The study applied a combination of a bibliometric and social network analysis methods to bibliographic data from Thompson Reuters' Web of Science. More specifically, a keyword search approach was used to retrieve 2,454 articles on graduate education from 1996 until 2020. The set was processed with the VantagePoint software. The paper reports the findings in the form of lists of top scholars, research centres, and countries contributing to research on graduate education. The findings include similar lists of the key funding agencies, contributing disciplines and publication venues, as well as maps representing collaborative activity in the field between institutions, and countries. Finally, the frequency of utilisation of groups of author-supplied keywords is analysed to determine the basic thematic structure of the research on the topic. The originality of the paper consists in the fact that it represents the first attempt to map the landscape of research on graduate education using bibliographic data. It can be used to supplement the results of literature reviews on the topic, which apply a more in-depth content analysis-based approaches to a limited number of papers to determine the thematic structure of the field.

The focus of this paper is to reflect on research ethics practices at universities and particularly on the additional considerations needed as "enterprise" becomes a key driver across the sector internationally. The outcome of the paper is to identify suitable guidelines for dealing with the management of research ethics in this changing environment. The focus of the research is informed not only by the currency of research ethics as a growing concern and challenge around the world, but also by its interrelationship with governance and enterprise. Applicable examples are taken from the South African and British contexts.

This paper examines legislation concerning language policy and language choice in the UK and South Africa. In particular an account of the pressures and imperatives to which such policy development must respond is provided. The paper suggests that the comparison between South Africa and the UK is relevant and compelling, not least because both countries respond to an awareness of multilingualism and internationalism in both the schooling and higher education systems, though in different ways and with different effects. The paper explores the degree to which language policies may facilitate, but may also obstruct, language development and choice in HEIs in the UK and South Africa.