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Universities engage in international collaboration for a number of reasons. In the global North, which is characterised by wealth and power, universities increasingly use international collaboration for competitiveness and marketisation. In contrast, the global South engages in collaboration to strengthen research and build knowledge capacity. Prior studies argue that trust, mutual benefits, and achieving shared understandings and ways of working are important for sustainable collaboration. However, the studies generally examine what makes a "good" collaboration well after collaboration has been initiated. The contribution of this study is therefore to exemplify the relationship-building process between academics from an Ethiopian and Swedish university. The study is based in "co-operative inquiry" and uses data collected in April 2019 from questions composed by each set of academics, which were deliberated during their initial meeting. Their experiences of enablement and constraint in research collaboration and their motivations for pursuing a new collaboration are in focus. [ABSTRACT FROM AUTHOR]

Background: Community engagement in research has gained momentum as people have realised the importance and value it brings to research. However, a lack of standardization in the engagement approach has been reported in the literature. This systematic review aims to identify and synthesize the different engagement approaches to contextualize future implementation efforts. Methods: The databases Patient Centred Outcomes Research Institute (PCORI), PubMed and Google Scholar were searched for English language studies published between 2008 and 2021 that focused on stakeholder involvement and phases of research engagement. Independent reviewers conducted literature search, screening, quality assessment, data extraction and analysis following previous study formats. Results: Of the 2227 original articles retrieved, 125 were reviewed fully, of which 48 studies were included in this review. Of these 48 studies, 34 (70.8%) were health studies involving any form of engagement, while 14 (29.2%) were non-health. Most studies originated from high income countries, mainly the USA and engaged ethnic minorities, patients, disadvantaged groups and war veterans. All studies reported engagement at various levels. However, there was no standard criteria to select the type of engagement. Engagement with communities was used to develop research tools, identify research questions and harness local experiences. There were different terminologies and engagement approaches, which makes it difficult to synthesise and conceptualize the evidence. Conclusions: Harnessing local experiences and perspectives by involving stakeholders at the earliest stage is beneficial in terms of clarifying approaches which best fits the local context. It is important to delineate between the traditional and community engagement approach. [ABSTRACT FROM AUTHOR]

Cutaneous leishmaniasis (CL) refers to a group of parasitic infections caused by the protozoan parasite Leishmania spp. Lack of knowledge and awareness regarding this disease creates a burden for patients with CL to deal with self-stigma. The aim of this ethnographic study is to provide an analysis of self-stigma experienced by patients with CL through an in-depth understanding of the self-stigma experienced by patients with cutaneous leishmaniasis. A qualitative data analysis approach was used for this study. Semi-structured interviews and participant observation were conducted with 33 individuals with CL, and data were analyzed using a thematic analysis method. Interviews revealed that individuals with CL experience severe self-stigma. The participants spoke of their struggle to live with physical appearances that differed from societal norms. Furthermore, they also highlighted that people with CL are often viewed as unclean and contagious, which further adds to their self-stigma. Fear of social exclusion often forced individuals with CL to isolate themselves, leading to a detrimental impact on their mental health and quality of life. This study provides valuable insights into the experiences of patients with CL who are subjected to self-stigma. The findings suggest that the lack of knowledge and the considerable misconceptions surrounding CL create barriers for patients to deal with the condition and the self-stigma attached to it. To address this issue, there is a need for dedicated public health campaigns and health education that increase awareness about CL and provide appropriate support and care for those affected. [ABSTRACT FROM AUTHOR]

The reintegration of returning citizens after release is influenced by the quality of the rehabilitation in correctional centers as well as the appropriateness of the transition programs and the support afterwards. The prison administration in Ethiopia provides vocational trainings and behavioral counseling to change the criminal intent of inmates. However, there is no formal transition program being implemented. The study examined the reintegration efforts of returning citizens in relation to their experiences in prison and after release. The reflections of inmates as well as prison staff are also considered to substantiate the returnees' experience after release. Although no formal transition programs are in place, returning citizens have managed to successfully reintegrate mainly because of the experiences in prison that influenced their behavior and the support from families and credit firms after release. The vocational training the returning citizens attended in prison did not, however, help them secure a job. The need to review existing training programs and strengthen the link between correction centers and stakeholders is discussed. [ABSTRACT FROM AUTHOR]

In urban areas where water is not adequately supplied, women's efforts to make a living out of water-intensive businesses face many challenges. The study examined how small-scale businesses run by women in Wukro town, Ethiopia are impacted by inadequate supply of water, and what coping strategies are employed. The lived experiences of women involved in small-scale water-intensive businesses, such as traditional beer brewing and coffee shops, were examined. In addition to these women, the perspectives and experiences of selected key informants as well as the officers at the local water utility have been assessed. Whether or not these women secure support from the social networks in their neighbourhood has also been considered. The study revealed that the unreliable supply of water in the town has impacted women involved in small business. It was indicated that some women manage to do well either by borrowing water from neighbours or purchasing from providers. In contrast, others who run businesses in rented houses with limited social networks expressed that they are struggling. Suggestions are made for the water utility to revise its working guidelines related to the provision of water services and to implement a gendered perspective in water management practices. [ABSTRACT FROM AUTHOR]

The article focuses on the retraction of a previously published study due to unauthorized data publication, with both authors concurring with the decision.

The purpose of the study was to develop an improved teaching evaluation questionnaire based on students' learning experiences and selected teacher characteristics identified as indicators of teaching quality. Teaching evaluation questionnaires are commonly designed either based on agreed indicators of teaching excellence, students' suggestions of characteristics of excellence, or dimensions identified from interviews conducted with excellent teachers. In this study, however, students' evaluation of their own learning experiences in learner centered classes and a hypothesized framework derived from the literature were used to develop the items for the questionnaire. Students attended to courses designed in a learner centered paradigm and evaluated their learning experiences. Based on the hypothesized framework and students' reflections of their experiences, items were designed and validated at various levels. Exploratory factor analysis resulted in a 24-item Student Evaluation of Learning and Teaching Questionnaire (SELTQ) that comprises four factors: assessment and feedback; course organization and presentation; student self evaluation; and students' level of engagement. As opposed to the questionnaire widely used in higher education institutions in Ethiopia that focuses on the evaluation of selected teacher characteristics, the new measure enables students to evaluate teaching in terms of their own learning progress. [ABSTRACT FROM AUTHOR]

This study was conducted in two public universities in Ethiopia to assess the impact of conceptions of teaching and learning on the evaluation of teaching quality. Students' and teachers' approaches to teaching and learning and their conceptions of the meaning of teaching have been examined. Results indicated that both teachers and students predominantly perceive teaching as transmitting knowledge and assessment as recall of factual knowledge. For the students, the mean values for teaching as transmitting knowledge and assessment as recall of facts were significantly correlated. The experiences and conceptions of both teachers and students reflect a teacher-focused approach to teaching and learning. The teaching evaluation questionnaire also reflects teacher performance as indicator of effectiveness. Improving the measure should be considered as a means of changing teachers' and students' conceptions of teaching and learning. [ABSTRACT FROM AUTHOR]