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Universities can play a key role in contributing to a sustainable future for our planet and its inhabitants. In times of constant changes, there is a growing urgency to reflect on the vision of universities as well as their respective practices and projects that can promote the creation of sustainable societies. As is evident in scholarly literature, there is a need to empower universities and enhance their ability to prepare individuals who can confront global sustainability challenges and pursue sustainable development. The United Nations' adoption of the 2030 Agenda for Sustainable Development in 2015 recognised that societal problems were territorially blind, meaning that no country has sufficient knowledge or research capacity to solve all challenges on its own. To that end, this qualitative, comparative research study represents the unified effort of two very different countries to explore the topic of education for sustainable development (SD) at universities. The study employed a document analysis of selected publicly funded universities in Canada and South Africa. Gathered documents are from the past seven years and include the universities' mission and vision statements, annual reports, and strategic plans. The three main questions addressed in this work are: (a) What is the status and role of higher education for SD in Canada and South Africa? (b) What areas of SD are on the agenda of universities under investigation in Canada and South Africa? (c) What are the main similarities and differences between the two contexts under investigation? Findings indicate that universities focus on several aspects of SD, namely sustainable education, sustainable relationships, and sustainable initiatives. The paper discusses these areas for each country in connection to their contextual setting. Although the study's findings cannot be generalised, they can be informative for other universities and contexts and thus contribute to the body of knowledge about education for SD in higher education.

COVID-19 has caused a change in the demography of the Early Childhood Education (ECE) teaching fraternity. This paper problematizes the ECE curriculum delivery gap created by the influence of COVID-19. Central to this paper is the assumption that online learning might limit the stimulation of children's holistic development. Reflecting on their experiences, the authors examine the influence of COVID-19 on pedagogy for ECE pre-service and kindergarten curriculum through the lens of design thinking theory. The reflections are based on one open and distance learning institution in South Africa and one kindergarten program in Canada. The findings reveal challenges, such as digital inequality brought on by socio-economic imbalances and opportunities. The authors suggest the digital literacy skills needed to mitigate the influence of COVID-19 in the ECE pre-service and kindergarten curriculum delivery [ABSTRACT FROM AUTHOR]

As our understanding of the process of resilience has become more culturally and contextually grounded, researchers have had to seek innovative ways to account for the complex, reciprocal relationship between the many systems that influence young people's capacity to thrive. This paper briefly traces the history of a more contextualized understanding of resilience and then reviews a social–ecological model to explain multisystemic resilience. A case study is then used to show how a multisystemic understanding of resilience can influence the design and implementation of resilience research. The Resilient Youth in Stressed Environments study is a longitudinal mixed methods investigation of adolescents and emerging adults in communities that depend on oil and gas industries in Canada and South Africa. These communities routinely experience stress at individual, family, and institutional levels from macroeconomic factors related to boom-and-bust economic cycles. Building on the project's methods and findings, we discuss how to create better studies of resilience which are able to capture both emic and etic accounts of positive developmental processes in ways that avoid the tendency to homogenize children's experience. Limitations to doing multisystemic resilience research are also highlighted, with special attention to the need for further innovation. [ABSTRACT FROM AUTHOR]

Tower-mounted camera-based wildfire detection systems provide an effective means of early forest fire detection. Historically, tower sites have been identified by foresters and locals with intimate knowledge of the terrain and without the aid of computational optimisation tools. When moving into vast new territories and without the aid of local knowledge, this process becomes cumbersome and daunting. In such instances, the optimisation of final site layouts may be streamlined if a suitable strategy is employed to limit the candidate sites to landforms which offer superior system visibility. A framework for the exploitation of landforms for these purposes is proposed. The landform classifications at 165 existing tower sites from wildfire detection systems in South Africa, Canada and the USA are analysed using the geomorphon technique, and it is noted that towers are located at or near certain landform types. A metaheuristic and integer linear programming approach is then employed to search for optimal tower sites in a large area currently monitored by the ForestWatch wildfire detection system, and these sites are then classified according to landforms. The results support the observations made for the existing towers in terms of noteworthy landforms, and the optimisation process is repeated by limiting the candidate sites to selected landforms. This leads to solutions with improved system coverage, achieved within reduced computation times. The presented framework may be replicated for use in similar applications, such as site-selection for military equipment, cellular transmitters, and weather radar. [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.

This paper discusses insights from a larger study of popular educators' deployment of Freire's pedagogical principles during facilitator training. The paper focuses on data from two facilitators and attempts to examine how popular education principles are applied in two different socio-economic and political contexts, Canada and South Africa. Freire's early work on popular education traditions formed the base of the theoretical lens; Foley's theory of ideology with other critical theorist's concepts and critiques of Freire are drawn upon to analyse the evolution of Freire's critical pedagogy and to examine what factors affect its deployment in different contexts. The research design is grounded in interpretivist epistemology and uses a case study approach to examine Freire's pedagogical approaches in two different contexts. Three forms of qualitative data collection tools were utilised: semi-structured interviews, observations and document analysis. Key findings from this study illuminate the influential significance of facilitators' individual ideologies and organisational cultures and demands. It describes how education's relationship with the state must be analysed to assemble a comprehensive understanding of what social and political factors affect pedagogical choices and styles. This study offers more knowledge to the literature concerning the recontextualisation of pedagogy and the factors that affect it. [ABSTRACT FROM AUTHOR]

Copyright of Brazilian Journal of Occupational Therapy / Cadernos Brasileiros de Terapia Ocupacional is the property of Cadernos de Terapia Ocupacional da UFSCar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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]

Universities can play a key role in contributing to a sustainable future for our planet and its inhabitants. In times of constant changes, there is a growing urgency to reflect on the vision of universities as well as their respective practices and projects that can promote the creation of sustainable societies. As is evident in scholarly literature, there is a need to empower universities and enhance their ability to prepare individuals who can confront global sustainability challenges and pursue sustainable development. The United Nations’ adoption of the 2030 Agenda for Sustainable Development in 2015 recognised that societal problems were territorially blind, meaning that no country has sufficient knowledge or research capacity to solve all challenges on its own. To that end, this qualitative, comparative research study represents the unified effort of two very different countries to explore the topic of education for sustainable development (SD) at universities. The study employed a document analysis of selected publicly funded universities in Canada and South Africa. Gathered documents are from the past seven years and include the universities’ mission and vision statements, annual reports, and strategic plans. The three main questions addressed in this work are: (a) What is the status and role of higher education for SD in Canada and South Africa? (b) What areas of SD are on the agenda of universities under investigation in Canada and South Africa? (c) What are the main similarities and differences between the two contexts under investigation? Findings indicate that universities focus on several aspects of SD, namely sustainable education, sustainable relationships, and sustainable initiatives. The paper discusses these areas for each country in connection to their contextual setting. Although the study’s findings cannot be generalised, they can be informative for other universities and contexts and thus contribute to the body of knowledge about education for SD in higher education. [ABSTRACT FROM AUTHOR]

This paper explores the methods of recognizing customary marriages conducted between Indigenous participants within Canada and South Africa, respectively. It primarily focuses on the functional and philosophical consequences of these methods on the validity of the customary marriages. This paper begins by establishing the problem of misrecognition, which is an injustice that devalues and dehumanizes marital relationships that differ from the European norm. It then turns to an analysis of the forms of recognition in both Canada and South Africa. The former is examined through an investigation of historical case law and more recent constitutional issues, while the latter analysis focuses on statutory requirements and their interpretation by the courts. Each of the sections are followed by a substantive and functional critique of each country's system. The final section introduces a theoretical proposal for recognizing customary marriages in Canada in a way that would best achieve justice for their Indigenous participants. [ABSTRACT FROM AUTHOR]

The considerations of how Nationally Determined Contributions (NDCs) to global climate action under the Paris Agreement are ambitious and fair, or equitable, is expected to guide countries' decisions with regards to the ambition and priorities of those contributions. This article investigates the equity aspect of the NDCs of four cases (Canada, the EU, Kenya, and South Africa) utilizing a combination of document analysis and expert interviews. It interrogates both the NDC documents themselves and, uniquely, the role of international and domestic equity considerations within the domestic policy processes that led to the formulation of the NDCs. For this, 30 participants and close observers of these processes were interviewed. We find countervailing effects of equity on ambition, with an enabling, or ambition-enhancing, effect resulting from international equity, in that these four Parties show willingness to do more if others do, too. In contrast, tempering effect appears to result from domestic equity concerns, for example with regards to real, perceived, or anticipated adverse distributional impacts of climate action across regions, sectors, and/or societal strata. Political cultures differ across the four case studies, as do the key actors that influence domestic policies and the preparations of NDCs. This paper also demonstrates that research on equity in NDCs can benefit from expanding its scope from the contents of NDC submissions to also examine the underlying decision-making processes, to generate insights that can contribute to future NDCs being both equitable and ambitious. [ABSTRACT FROM AUTHOR]

Indigenous peoples throughout the world, despite being known to suffer from increased risk of stroke and traumatic brain injury (TBI), are marginalised in terms of access to rehabilitation services and have poorer health outcomes than non-indigenous peoples. Speech-language pathology services for indigenous people with aphasia have rarely been discussed in either clinical or research fora in this field, with few guidelines available for clinicians when working with indigenous clients, families, and communities. Exploiting the broad input gathered through the collective problem-solving of a focus group, the paper integrates the input of a group of practitioners and researchers at an international roundtable held in 2016 to generate a "declaration" of issues that need to be addressed regarding aphasia services for indigenous clients with aphasia. The paper aims to promote a transformative approach to service delivery that is driven by decolonizing attitudes and practices, and acknowledges historical, sociopolitical, linguistic, and family contexts as a framework for understanding indigenous clients with aphasia. [ABSTRACT FROM AUTHOR]

This paper explores the methods of recognizing customary marriages conducted between Indigenous participants within Canada and South Africa, respectively. It primarily focuses on the functional and philosophical consequences of these methods on the validity of the customary marriages. This paper begins by establishing the problem of misrecognition, which is an injustice that devalues and dehumanizes marital relationships that differ from the European norm. It then turns to an analysis of the forms of recognition in both Canada and South Africa. The former is examined through an investigation of historical case law and more recent constitutional issues, while the latter analysis focuses on statutory requirements and their interpretation by the courts. Each of the sections are followed by a substantive and functional critique of each country’s system. The final section introduces a theoretical proposal for recognizing customary marriages in Canada in a way that would best achieve justice for their Indigenous participants. [ABSTRACT FROM AUTHOR]

Presents the preface for the September 1, 2002 issue of "Environmental and Applied Acarology", which contains the Proceedings of the 4th International Conference on Ticks and Tick-Borne Pathogens held at The Banff Centre in Banff Alberta, Canada, from 21 to 26 July 2002. Continuation of the tradition established in 1992 at the first Conference in St. Paul Minnesota, USA, and developed subsequently at Kruger National Park, South Africa (1995) and the High Tatra Mountains, Slovakia (1999); Further division of the papers into sessions concerning the tick?pathogen interface (three papers), tick?host interface (3 papers), tick?host?pathogen interface (8 papers), remote sensing and mapping of tick-borne pathogens (3 papers) and finally session six containing six papers dealing with various aspects of tick control; Acknowledgement of those contributing to such a successful conference:.

Cooperative and Work-integrated Education (CWIE) programs have been widely accepted as educational programs that can effectively connect what students are learning to the world of work through placements. Because a global quality standards framework could be a very valuable resource and guide to establishing, developing, and accrediting quality CWIE programs, this study was aiming at the development of a global standards framework, implementation strategy and a quality evaluation model for CWIE programs. A focus Group comprised of practitioners and researchers of CWIE programs in Thailand, South Africa, Namibia and Canada came together to develop such a framework using Activity Theory. Content analysis and text data mining methods were employed to establish the evaluation model. The authors believed that this standards framework and a well-tested quality evaluation model could act as a valuable resource and guide, as well as a tool, for CWIE practitioners and administrators across all disciplines on a global scale. [Paper presented at the World Association for Cooperative and Work-Integrated Education, International Research Symposium on Cooperative and Work-Integrated Education, (2nd, Victoria, British Columbia, Canada, 2016).]

COVID-19 has caused a change in the demography of the Early Childhood Education (ECE) teaching fraternity. This paper problematizes the ECE curriculum delivery gap created by the influence of COVID-19. Central to this paper is the assumption that online learning might limit the stimulation of children's holistic development. Reflecting on their experiences, the authors examine the influence of COVID-19 on pedagogy for ECE preservice and kindergarten curriculum through the lens of design thinking theory. The reflections are based on one open and distance learning institution in South Africa and one kindergarten program in Canada. The findings reveal challenges, such as digital inequality brought on by socioeconomic imbalances and opportunities. The authors suggest the digital literacy skills needed to mitigate the influence of COVID-19 in the ECE preservice and kindergarten curriculum delivery.

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]

Setting the stage for a special section dedicated to interrogating the Canada–South Africa relationship, the paper finds the current South Africa–Canada relationship to be disconnected, fraught and uneasy. This comes as a surprise given the close ties forged during South Africa's democratic transition. In line with a history of support and shared membership of the Commonwealth, G20, Cairns Group and involvement in the Kimberley Process, it is assumed that both countries are natural allies on the international stage. Instead, South Africa and Canada have consistently been on opposite sides of big international problems. The paper considers whether apparent differences between traditional and emerging middle powers create challenges in fostering meaningful cooperation and advances a number of conceptual conditions important in understanding when and how middle power cooperation occurs. The authors examine an important condition for emerging middle powers in prioritising cooperative endeavours, aid and trade, and draw conclusions from the South Africa–Canada case. [ABSTRACT FROM PUBLISHER]

This paper undertakes a high-level description and comparative analysis of the, respective, Canadian and South African approaches to carbon taxation, with a view to identifying lessons for design and implementation of carbon taxation regimes, particularly in light of reinvigorated international interest in carbon markets and pricing. We find that, while the Canadian examples demonstrate the importance of simplicity, the more complex and nuanced South African approach, if effectively implemented, will permit taxpayers greater of control over their tax liability. We conclude that optimally designed carbon taxation regimes will achieve balance between simplicity, complexity and flexibility, taking into account national circumstances, capacities and requirements, cognisant of international developments. [ABSTRACT FROM AUTHOR]

The correct and timely assessment of the airport pavements surface quality is fundamental to verify the presence of any irregularities that could be detrimental to aircraft operations. Furthermore, a rough runway can increase the maintenance costs of both pavements and aircrafts landing gears, due to the increment of dynamic loads and fatigue phenomena on airplanes structural elements, reducing their service life. Nowadays, the maintenance budget available by airport agencies is very restricted, thus, it is necessary to define properly the type and the extension of interventions able to restore runway evenness. In this paper, the roughness assessment of real runway profiles is carried out using first of all BBI and IRI but also ProFAA simulation model, with particular attention to Cockpit Vertical Accelerations, underling the different impact on airport pavement management of the results provided by them. In particular, very low correlations for the whole sample of examined profiles were found between IRI and BBI (R2 = 0.11) and between IRI and cockpit vertical acceleration (R2 = 0.03), while a better correlation was obtained between BBI and cockpit vertical acceleration (R2 = 0.59). Neglecting runway profiles characterised by long wavelengths roughness, a very high correlation between IRI and BBI (R2 = 0.91) was found, that underlines their different sensitivity to long wavelengths. In particular, it was found that for roughness characterised by low wavelengths, the IRI method seems to be more conservative than BBI. In addition, two different IRI acceptance thresholds were taken into account, one used in South Africa (2 m/km) and one adopted in Canada (2.7 m/km). For the whole profiles sample, little differences were found in their runway sections evaluation (about 4%) compared to BBI method; while, considering the reduced sample where profiles characterised by long wavelengths roughness were excluded, the use of IRI limit of 2 m/km would seem to be too conservative. [ABSTRACT FROM AUTHOR]

This paper presents a comparison of first-level LIS education and training between South Africa and Canada, and based on this comparative description, qualitative identification of similarities and differences are made to highlight strengths and weaknesses in each case. The paper concludes that while similarities exist, the differences stem largely from the different social contexts in which this education is located. Notwithstanding this, there are lessons to be learnt from the endeavors of each of these countries. [ABSTRACT FROM AUTHOR]

This paper examines the ways in which environmental justice (EJ)--in its myriad forms--has developed as a concrete and material challenge to the dominant (neo-liberal) discourse of ecological modernisation. The concept of 'environmental justice' is problematised and the fast conceptual transfer beyond the borders of the US, where it originated. The shift in the concept of environmental justice is explored in two urban environments in Toronto, Canada, and Hermanus, South Africa, with a specific emphasis on urban water policies and politics and their relation to concerns of environmental justice. The term 'environmental justice' in the context of urban environments must be defined within this context for each site under study; the paper argues against a universalising use of the term. In localising the term 'environmental justice', it is not proposed that its use be restricted to a specific site, but that its use is embedded in a multiscalar urban world specific to a particular site. It is argued specifically that what is and is not environmentally just cannot be discussed merely from the point of view of localised differentials in the exposure to environmental costs or benefits. Instead, the articulated scales of justice are explored in and among the case study cities. It is argued that in reality, injustice perceptions and justice demands are constructed through relative, scale-sensitive political and discursive processes. [ABSTRACT FROM AUTHOR]

This paper discusses insights from a larger study of popular educators' deployment of Freire's pedagogical principles during facilitator training. The paper focuses on data from two facilitators and attempts to examine how popular education principles are applied in two different socio-economic and political contexts, Canada and South Africa. Freire's early work on popular education traditions formed the base of the theoretical lens; Foley's theory of ideology with other critical theorist's concepts and critiques of Freire are drawn upon to analyse the evolution of Freire's critical pedagogy and to examine what factors affect its deployment in different contexts. The research design is grounded in interpretivist epistemology and uses a case study approach to examine Freire's pedagogical approaches in two different contexts. Three forms of qualitative data collection tools were utilised: semi-structured interviews, observations and document analysis. Key findings from this study illuminate the influential significance of facilitators' individual ideologies and organisational cultures and demands. It describes how education's relationship with the state must be analysed to assemble a comprehensive understanding of what social and political factors affect pedagogical choices and styles. This study offers more knowledge to the literature concerning the recontextualisation of pedagogy and the factors that affect it.

The demands arising from the COVID-19 pandemic have amplified the importance of resilience not only for students, but also for academics. This narrative review examines a phenomenon which has received little research attention, despite its significance during the pandemic, namely the resilience of academics in higher education. We refer to this as 'academic resilience'. The review investigates how academic resilience in higher education has been addressed in scholarship, with particular attention to the five major pandemics from 2001 to 2020. A review of fourteen relevant papers shows a lack of attention to the resilience of university teaching staff. Uncovering how academics overcome and withstand adversity on the one hand, and how higher education institutions have managed and supported the resilience of their staff on the other, this paper offers a conceptualisation of academic resilience that goes beyond the individual/environmental binary in scholarship.

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.

Purpose: This paper aims to understand the development track of skills mismatch research and discover the hidden internal connections between literature. Design/methodology/approach: The authors gathered data through scientometric quantitative analysis using CiteSpace. Specifically, this article applied basic analysis, journal cocitation analysis (JCA), author cocitation analysis (ACA) and document cocitation analysis (DCA), cluster analysis, citation burstness detection, scientific research cooperation analysis and coconcurrence analysis of keywords of 3,125 documents from Web of Science core collections for the period 2000-2020. Findings: Through the document cocitation analysis and the keywords' co-occurrence, this article identifies influential scholars, documents, research institutions, journals and research hotspots in research on the skills mismatch phenomenon. The results showed that the publications had ballooned, and the phenomenon has become an interdisciplinary research subject. The USA and Finland remain the main contributors, which is attributed to their high-yield institutions such as the University of Helsinki, the University of Witwatersrand, the University of Washington and so on. While the African continent lacks research on skills mismatch even with the continent's effort to overcome such a crucial issue. The paper presents an in-depth analysis of skills and educational mismatch issues to better understand the evolutionary trajectory of the collective knowledge over the past 20 years and highlight the areas of active pursuit. Research limitations/implications: The authors only used Web of Science core collection to collect data; however, they can added Scopus indexed database as well to extend the research trends and explore more new research hot topics to solve the skills mismatch phenomenon. Originality/value: The scientometric analysis is of great significance for identifying the potential relationship between the literature and investigating the knowledge evolution of skills mismatch research. Organisation for Economic Co-operation and Development, the International Labor Organization and the World Health Organization are the giants who are mostly concerned of the mismatch skills phenomenon. Researchers can refer to this study to understand the status quo, gaps and research trends to deal with the skills mismatch issue.

Access to education for children with disabilities remains a significant challenge in many countries despite international agreement of its importance. This paper describes results from a comparative analysis of education for students with disabilities in Brazil, Canada, and South Africa with a focus on how differences in disability policies, pedagogy, professional development for teachers, and sociocultural factors shape access to schooling in these three countries. The paper also reviews relevant literature to discuss how structural and cultural barriers can exacerbate exclusionary practices. The analysis highlights ways that these countries and others can increase participation in society and enhance quality of life for individuals with disabilities.

In the face of ongoing school budget cuts, increasing student numbers and national educational policy environments that demand more from schools, like it or not, school leaders are being forced to be much more market-oriented in their thinking and ways of being than at any other time before. A school is an important site for social development, and in some communities in some countries, there may be only one school in an entire community. Nevertheless, as countries continue to grapple with reduced government funding on education, many schools risk the threat of closure. And, as education consumers (parents) and users (students) demand more and better value and results from schools, competition between schools have simultaneously increased. Thus, the environment in which school leaders' work is requiring and fostering entrepreneurial leadership. The findings reported in this paper, derive from a larger sixteen country, five continent study of 61 school leaders on the "Nature of School Leadership". The main conclusions presented in this paper are that, male and female school leaders approach entrepreneurial in very different ways; "national culture" and "national context" significantly influences and shape the work, and thus the attitudes and behaviours of school leaders, who must embrace entrepreneurialism as an essential skill, and a response to changes in school funding arrangements, and the changing role of education in national educational policy agendas.

Globalized labour mobility has led to questions regarding the degree to which social work education in one country can be applicable to practice in another. This paper examines social work education programmes and practice contexts in South Africa, England and Canada as examples through which to examine this question. [ABSTRACT FROM PUBLISHER]

Although concepts such as research without borders have become more commonplace in recent decades, few studies have investigated the capabilities that global researchers require to cross both cultural and disciplinary borders. This paper explores global capabilities along with strategies and spaces that may facilitate academic researchers' acquisition and development of global research competence. The study's dataset comprises responses of 26 participants across 15 countries -- all of whom are members of a specific comparative education society -- who contributed their views via e-questionnaire. Findings indicate that research capacity building is a dynamic process and global competence calls for complex skills and conscious attitudes. Commitment to expand scientific curiosity beyond one's own culture and academic discipline appears to be a main criterion in achieving global competence. Results of this study are not meant to be prescriptive but rather exploratory and informative for a broad group of academic stakeholders.