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The study of the role of the pedagogy of partnership (PoP) in building the professional competence of future primary school teachers is relevant in the context of modern educational and pedagogical transformations, which require the preparation of teachers for new challenges and creating a favourable learning environment. Therefore, the aim of our study was to check the effect of observing the pedagogical partnership principles in the educational process on the development of the communicative competence of future primary school teachers. The study employed the following psychodiagnostic methods: the Thomas-Kilmann conflict mode instrument (TKI), Myers-Briggs type indicator (MBTI), Snyder's self-control in communication. The implementation of the PoP programme in higher education institutions (HEIs) has a positive effect on the development of the communicative competence of future teachers, in particular, on developing the ability for self-control and increasing the scope of psychological knowledge. The study revealed some important correlations. Our results indicate that cooperation and the ability to make compromises are directly related to the communicative abilities of future teachers. Further research can be focused on studying the impact of pedagogical partnership on other aspects of future teacher training, such as methodical mastery, motivation for learning and development.

This research examines the significance of higher education institutions (HEIs) as anchors in their host cities and their community engagement strategies between 1980 and 2020. By examining four case studies of urban-based universities that are members of the Coalition of Urban and Metropolitan Universities (CUMU) across diverse geographical and socio-economic contexts, this study analyzes the impact of anchor strategies on local communities, economic development, and urban revitalization. Two public institutions--Rutgers University-Newark (RU-N) and the University of Pretoria Mamelodi Campus (South Africa)--and two private institutions--Syracuse University (S.U.) and the University of Pennsylvania (UPenn)--comprise the four selected case studies of urban-based institutions. A comparative analysis of the case studies reveals that effective anchor strategies frequently involve multidimensional approaches that address the social, economic, and public safety challenges of their respective cities. In addition, the study identifies the key factors contributing to the efficacy of anchor strategies, such as strong leadership, stakeholder collaborations, and maximizing the role of mission and vision. The findings of the study highlight the interplay between universities and their environments rooted in their host cities. This can serve as a model for other universities interested in becoming anchor institutions or otherwise participating in the work of urban serving higher education institutions.

With the development of technology, the circulation of information around the world has accelerated. Journalism has now entered social media and mobile phones and has started to accompany people everywhere. The role of the media in education helps to learn, develop and keep alive a culture, and then transfer it to new generations. Media messages prepared for educational purposes aim to educate the individual and society on certain issues. The media is integrative with publications that raise awareness of the country, state and nation, make people popular, protect and protect national values. Thanks to the developing technology, politicians benefit from the educational role of the media by using new media tools as well as traditional media. In this study, the concepts of communication and media are explained in detail. In the continuation of the study, it was tried to reveal what needs to be done about the realization of a successful corporate perception management by mentioning the importance of corporate perception management in public administration by making use of the developing technology. Using content analysis, the interviews of the President of the Turkish Republic of Northern Cyprus, Ersin Tatar, in the TRNC and universities in Turkey in October 2023 were examined.

Higher education institutions play a crucial role in advancing sustainable development goals. They bear the responsibility of informing and encouraging all stakeholders, including faculty members, students, and industry partners, to collaborate towards achieving these goals. While many universities are integrating Sustainable Development Goals into their operations and educational programs, there is an increasing need to establish collaborative platforms with private sectors and non-governmental organizations to further champion this agenda. Educating the future workforce is a key responsibility of these institutions, and they should actively raise students' awareness of these goals, enabling them to develop competencies related to sustainability. This study aims to explore how higher education institutions can effectively raise awareness of sustainable development goals. In addition, the research contributes to the literature by presenting a curriculum designed in a Turkish higher education institution to foster awareness of sustainable development goals. The findings hold the potential to significantly enrich existing literature on awareness-raising practices and the promotion of sustainability strategies, extending beyond higher education institutions to organizations at large.

Community and campus partners can benefit from place-based community engagement to enact a commitment to racial equity and community-driven decision-making. Racial equity is paramount in place-based community engagement. However, very little attention has been given to how whiteness in the ideological foundations of higher education shapes the work lives of professionals, faculty, and the collaborations they form to address community issues. Thus, the purpose of this case study is to foreground some paradoxes of whiteness-at-work (Yoon, 2012) in an informal place-based community engagement collaboration between the Center for Public Life at Oklahoma State University-Tulsa and members of the historic Greenwood community in Tulsa, Oklahoma. We take a reflexive stance (Ozias & Pasque, 2019), examining our own experience to explore how Yoon's (2012) concept of whiteness-at-work serves as a tool for advancing the racial equity agenda of place-based community engagement. We conclude that whiteness-at-work provides a useful lens through which to begin explicitly surfacing ways in which place-based community engagement can reify and perpetuate white hegemony. This approach also provides a starting point for racial "justice-in-the-doing," the internal, interpersonal, and institutional work to disrupt hegemonic whiteness" (Yoon, 2022), in place-based community engagement that may move us further toward garnering the racial equity to which we aspire.

Scholars deem university partnerships with public schools as an innovative opportunity to marry research and practice. In part because they can support developing and implementing evidence-based interventions that improve school culture, academics, and community participation. However, what is less discussed are the barriers and challenges of bringing two vastly different organizations, such as a university and public school together for partnership. Practitioners and scholars document even less about how street-level bureaucrats, those delivering programs within and across complex organizations that make up the partnership, see, experience, and navigate the barriers. The Heinz Fellows were on the ground in public schools, on behalf of the university, navigating those barriers and challenges that were a blend of unforeseen circumstances, unaccounted-for realities, and underestimation of systems "as usual." As noted by Ahmed (2012), school systems, like other institutions, become an accumulation of historical activity. Street Level Bureaucracy theory (Weatherley & Lipsky, 1977) examines how frontline workers, such as Heinz Fellows, traverse between and betwixt complex environments with little direct supervision and employ discretion and coping to accomplish program goals. Alas, hindsight is twenty-twenty. From a post-partnership lens, productive tensions, uncomfortable conversations, and a clearer path forward are advanced to navigate the tensions of university/public school partnerships. A clearer path forward must begin with a pre-partnership assessment of each organization's strengths, limitations, and resources.

This study aimed to construct a causal relationship model of factors influencing communication arts students' qualification for sustainability communication (SC), examine the goodness-of-fit model with empirical data, and analyze the effect size of the causal relationship model in terms of influencing factors. Data were collected from 400 communication arts students using a set of questionnaires rated on a five-point scale. The results were analyzed using IBM SPSS Statistics 23.0 and LISREL version 8.80 to determine the causal relationship model. The findings revealed that the construct of the causal relationship model of factors influencing SC of these students comprised four latent variables measured from 12 observed variables. Moreover, the influencing factors were consistent with the empirical data at a good level considering the accordance index, which consisted of x2 = 13.153, df = 25, p-Value = 0.974, RMSEA = 0.000, Standardized RMR = 0.006, GFI = 0.996, and AGFI = 0.979. The causal relationship model of the factors affecting SC revealed that education sustainable development could have direct, indirect, and total effects; the knowledge-based journalist concept could have direct, indirect, and total effects; and communication art principles could have direct and total effects, respectively.

In response to the COVID-19 pandemic, a California public university launched the Pandemic Histories Archive Project (PHAP) in collaboration with the library. This online service-learning opportunity empowered undergraduates to describe and reflect on their pandemic experiences and represent their communities by contributing to the library's digital archive. From 2020-2021, nearly 300 undergraduate students completed PHAP's asynchronous online training modules and documented the COVID-19 pandemic and social justice issues by producing materials such as field notes, interviews, photographs, and reflections. According to open-ended surveys, students responded favorably to this novel project, valuing the creative freedom, knowledge, and skills gained through community archiving. This case study summarizes the literature on online and service-learning, presents the pros and cons of each, and offers recommendations for creating a student-centered learning environment. PHAP's teaching approaches, which emphasized student wellness and strengths, can be applied beyond the pandemic in future online, hybrid, and in-person courses.

Training the next generation of public health practitioners to promote health equity requires public health graduate programs to cultivate students' skills in community partnership. The Council on Education for Public Health (CEPH) requires Master of Public Health (MPH) students to produce a high-quality written product as part of their culminating Integrative Learning Experience (ILE). Because CEPH recommends that ILE written products be useful to community partners, ILEs can draw lessons from the field of experiential education, especially the social justice aligned principles of critical service-learning (CSL). However, the current literature lacks descriptions of how to operationalize CSL's principles within graduate-level culminating experiences. To help fill this gap, we discuss a CSL ILE for MPH students, called Capstone. We describe CSL's key components and explain and assess how each is operationalized. We hope Capstone's model will help educators engage more deeply with CSL practices to advance health equity.

Background: Teacher education programmes often prioritise theory over practical experience, leaving students struggling to connect classroom learning with real-world application. Addressing this gap, a proposed model integrates online coursework with mentored practicebased experiences through full-time placements in selected schools. Aim: The study delves into the experiences of first-year school-based student teachers (SBST) enrolled in a full-time undergraduate online programme aimed at bridging the theory-practice divide. Setting: First-year student teachers in the 2021 and 2022 cohorts (N = 30) placed full time in selected schools participated in the study. Methods: Using an interpretive qualitative research design, data were collected via focus group interviews with first-year student cohorts. Data was analysed using the cultural-historical activity theory combined with the constant comparative method. Results: Two primary findings emerged. Firstly, SBSTs faced difficulties balancing academic requirements between the school and the programme. Secondly, the varying degrees of support from stakeholders within both the programme and school environment influenced the quality and meaningfulness of SBSTs' learning experiences. Conclusion: The convergence of university and school activity systems revealed tensions and contradictions yet also presented opportunities for expanded learning when coursework and classroom practices aligned. Despite criticisms of universities being overly theoretical, the research indicates that SBSTs prioritise practical experience in school settings, potentially overshadowing the significance of theoretical knowledge. Contribution: This study contributes to knowledge of the challenges faced by student teachers and highlights the need to address these contradictions through open dialogue within teacher education programmes.

The purpose of this mixed methods study was to investigate students' perceptions of their personal and social responsibility skills during and following an eight-week physical activity (PA) afterschool program (ASP) focused on social-emotional learning (SEL) competencies. Specifically, student knowledge of SEL competencies and general PA attitudes were evaluated in a pre- and post-program design. Session specific focus groups after each session were also collected. Elementary students (N = 134; "Mage" = 9.87) from five elementary school programs participated in the study. Quantitative results showed that significant increases in students perceived personal and social responsibility skills increased. In addition, positive attitudes toward PA increased while negative attitudes decreased across the program. Qualitative findings revealed four general themes: (a) knowledge of skills preluded application; (b) self-consciousness of competencies increased; (c) COVID restrictions resulted in surface-level communication/relationships; and (d) peer relationships lacked depth. Student progress in their awareness and knowledge of SEL skills increased in the program. Additionally, evidence to slight decrease in survey responses is reflective of a phenomenon in that students have an inflated sense of SEL competencies at first, but following training they have a more honest and knowledgeable reflection of them. Awareness of SEL skills and abilities would found to happen before action in the authentic setting. It appears that frameworks like the Teaching Personal and Social Responsibility (TPSR) model can be effective in structure afterschool programs to improve awareness in short-term programming.

In this article, the authors share what they learned from considering a collection of narrative reflections written by six high school educators, all co-authors, who have integrated youth participatory action research (YPAR) into their instructional practice. Taken together, the written reflections shed light on teachers' reasons not only for pursuing YPAR but also for persisting with YPAR in their particular school context. The authors found that all teachers shared a commitment to social justice, yet their individual purposes for engaging with YPAR varied. Drawing on the teachers' written reflections, the authors delve into teachers' motivations for integrating YPAR into their teaching practice in order to conceptualize teachers' reasons for facilitating YPAR in school.

Work-integrated learning (WIL), as an educational approach, is facilitated through relationships between Higher Education Institutions (HEIs) and external 'host' organizations. Responsible host organizations should recognize that students undertaking WIL come from a range of different cultures, socio-economic backgrounds, and have varying academic, physical, and other capabilities. An inclusive workplace will seek to facilitate a positive and rewarding experience for all WIL students. Recent WIL literature has seen a strong focus on inclusive access to WIL. This article examines key elements that can contribute to host organizations providing an inclusive environment for students. Socio-cultural theories related to learning in the workplace are used as a theoretical lens. An Inclusive WIL Workplace Framework is proposed, highlighting principles, practices, and supervisor and co-worker characteristics, that can be utilized by workplaces to assess their inclusivity and address any gaps, and by students to understand the expectations of HEIs on host organizations.

This study draws on the perceptions of students who have completed authentic project-based and work-integrated assessments and explores their perception of authenticity of the assessments in terms of real work projects. In response to industry and government expectations for work-ready graduates three authentic assessments, were developed in collaboration with industry partners, covering different business program subjects. Drawing on the literature, a three-dimensional framework for authentic assessment in workplace learning was developed. These dimensions -- realism, producing an authentic product, and workplace-based judgment criteria -- formed the basis for thematic analysis of students' perceptions. A case study approach was used with three authentic assessment cases. Qualitative data was gathered via focus groups and surveys guided by the three-dimensional framework. Findings suggest that factors such as social environments created by engaging with industry, realistic tasks that replicated industry activities, and working in teams contributed to the perception of an authentic project-based and work-integrated assessment.

Sonography is a highly specialized diagnostic imaging profession facing significant workforce challenges due to increased service delivery demands and a shortage of clinical training opportunities. Developing sustainable solutions is crucial for workforce growth. Using examples from the Australian workforce and education context, this paper explores the current sonography training pathways available and the benefits and challenges of each, highlighting the importance of work-integrated learning (WIL) in facilitating the development of professional identity, clinical competence and the quality of sonographer education. Conclusions are drawn that WIL is integral to the future of the sonography profession to improve patient outcomes and address workforce shortages. However, effective implementation requires careful planning and consideration of many factors, including regulatory requirements, industry partnerships, student and supervisor/tutor support, and issues related to equitable access and participation in WIL. Key recommendations are provided to encourage ethical student learning, university-industry collaboration, effective resource allocation, and WIL-specific research.

This paper proposes internship crafting as a strategy for addressing a range of challenges encountered by students, host organizations, and educators involved in the planning and undertaking of internships. Challenges include work that lacks relevance to students' aspirations, host organizations' difficulty in judging the amounts and types of work to provide, and educators' uncertainty regarding how to support the required negotiations. Internship crafting is explored as an opportunity to position students as active agents in the design of their internship experiences. The concept draws on the idea of job crafting, by which employees proactively co-design their tasks with colleagues and superiors to better align their strengths and interests with the needs of their organizations, for mutual benefit. Transposing job crafting onto internships creates a framework with the potential to empower students to co-design their internship experiences to advance both the needs of their host organizations and their own professional growth. [Paper presented at the Australian Collaborative Education Network (ACEN) conference (Melbourne, Australia, 2022).]

Relationships between students and external partners in work-integrated learning can vary and power dynamics, hierarchies and student agency have been under explored in research to date. Integrated research involving work-integrated learning, students as partners and transdisciplinarity presents an opportunity to enrich each of these fields. This paper presents the results of a case study of transdisciplinary project-based work-integrated learning in Australia. Our results highlight that reciprocity and the valuing of student knowledge are key elements in breaking down traditional power dynamics and enabling student agency, in line with the transdisciplinary principle of mutual learning. Participants who valued these elements in their relationship were less likely to frame the relationship in hierarchical terms and were more open to learning from one another. By empowering students to draw on their expertise and reframe challenges while also preparing partners for this kind of relationship, all parties can be positioned as learners within work-integrated learning.

This article explores the rise of digitalisation in Australian higher education and its impact on learning and teaching, administration, and regulatory obligations. This digitalisation can be epitomised by the prevalence of learning management systems (LMS) which have reshaped the conduct and configuration of education. As universities have embraced the LMS, as forced by the pandemic, the confluence of disruptive digitalisation combined with globalisation, regulatory reforms, and shifts in government funding models have seen the Australian higher education sector in constant evolution. This article contextualises the impacts of digitalisation using the lens of neoliberalism and globalisation, with past, current, and future state considerations in the sector. It includes a case study from a large metropolitan Australian university with a signature pedagogy of industry-partnered and flexible learning to consider how Higher Education Institutions (HEIs) in Australia must continue to evolve in identity and provision of learning to serve social interests for the future in digitalised contexts.

The study examines data from surveys and interviews with teacher candidates and local education mentors at a Midwestern university who were involved in a Grow Your Own program; this article focuses on results for the teacher candidates. Using data based on demographics, financial need, and academic performance, the researchers identified eight educator preparation candidates from under-represented backgrounds. Each teacher candidate was invited to receive an academic scholarship of $1,500 per semester for two terms, fall 2022 and spring 2023, with the understanding each scholarship recipient would be paired with a university mentor and an in-district mentor from one of two rural school districts with close proximity to the Midwest university. Teacher candidates were required to attend introductory meetings, professional learning, and culminating sessions in order to receive and retain the scholarship funds. Researchers sought to understand perceptions on mentoring, financial support, and professional development from the teacher candidates while investigating the impact of mentoring on retention. The qualitative case study included a pre- and post-survey for scholarship recipients. The scholarship recipients also participated in a focus group interview. Findings included the importance of the scholarship funds to the teacher candidates that went beyond financial implications, and being selected to participate made them "feel special." The relationships formed with the university faculty and the local education mentors became a "network" allowing the teacher candidates to feel confident and valued; they became the educators they will continue to rely on throughout their careers. The professional development provided opportunities for participants to see, in real-time, the concepts that were discussed in abstract during their education courses.

A former United States government senior policy advisor recommended that each university ought to formulate an Africa strategy within its long-term strategic objectives. This study explored the potential for historically black colleges and universities (HBCUs) to further engage with Africa as a sustainability strategy, with an eye toward sustaining their missions and enhancing their global impact. The study utilized AutoHBCUology™, a multi-phase originally constructed mixed methodological design. The findings shed light on the multifaceted landscape of sustainability pathways and leadership commitment to internationalization with Africa among senior-level leaders at HBCUs. The emphasis on institutional leadership, stability, connectivity, and repositioning as pathways to sustainability underscores the multifaceted approach required to ensure the long-term viability of HBCUs in an ever-evolving educational landscape. The specific examination of leadership commitment to internationalization with Africa reveals a strong inclination toward professional high-level engagement, particularly through conferences and discussions with African Ministries of Education and institutions. However, fiscal resource allocation for internationalization with Africa may not be a high priority compared to other considerations. Nevertheless, the commitment to student-related activities, such as encouraging faculty, staff, and students to engage in educational exchanges, signifies a proactive stance toward fostering international experiences with Africa. Despite constraints, targeted Africa engagement may promote HBCU sustainability. Overall, this study aimed to initiate critical dialogue on typically unexplored sustainability dimensions for HBCUs in partnership with African nations.

Students from underrepresented populations--females, working class, and youth from marginalized racial/ethnic groups--are less likely than their middle-class Asian and White male peers to study computer science (CS) in college. The dearth of CS undergraduates from these groups contributes to projected labor force shortages. Sources of the dilemma include weak or absent inspiration and CS preparation in middle schools and negative stereotypes suggesting certain groups do not belong in CS. This case study describes three years of a community collaboration between a local university and a nearby middle school attended by primarily low-income students of color. The University of North Carolina Charlotte/Wilson STEM Academy Partnership focused on undergraduates majoring in CS teaching monthly workshops designed to inspire and academically prepare the middle schoolers for college and CS majors by teaching them coding and computational thinking while also challenging stereotypes about who belongs in CS. Post-workshop assessments, reflective essays, interviews, and administrative data were thematically coded. Findings suggest the workshops sparked interest in college and CS, undermined toxic stereotypes, and nurtured the academic self-confidence of middle schoolers. The Partnership provided the undergraduates with opportunities to meet their own academic goals while "paying it forward." Results suggest that the Partnership can serve as a model starting point for disrupting the disproportionalities in female and underrepresented minority students in CS.

Understanding teachers' expectations of university social responsibility (USR) is imperative for formulating effective human resources strategies within higher education institutions (HEIs). This study delves into teacher perceptions of USR within the context of higher education institutions (HEIs) in emerging countries, examining how these perceptions influence teacher satisfaction. The mediating roles of HEIs' reputation and image in shaping this relationship are also explored. Data were collected from 140 teachers across 15 Vietnamese universities. The research model underwent evaluation through structural equation modeling (SEM) utilizing the Partial Least Squares path modeling. The results affirm a positive influence of teachers' perceived USR on their satisfaction with universities. Notably, both HEIs' reputation and image serve as mediating factors in this relationship. Regarding the specific USR constructs, the findings highlight that teachers' overall perception of USRs is constructed based on their engagement with educational, environmental research, and partnership responsibilities within HEIs. This study underscores the importance of cultivating a positive reputation and image when integrating USR into the governance strategies of higher education institutions.

This reflective essay addresses the nexus of two recent events in the United States: (1) the public scrutiny of the relationship between land grant universities and the expropriation of Indigenous lands and (2)the often uncritical and rapid uptake of settler land acknowledgments at public college and university events. We argue that written land acknowledgment statements need to accompany actions that align with declarations of respect and honor. Specifically, we offer readers three concrete ideas through which institutions may further land acknowledgments: challenging their historical legacies, fostering meaningful partnerships with Native Nations and Indigenous Peoples, and materializing resources for this highly underserved, long-neglected, often ignored community.

The role of the local government within the context of engagement and collaboration with universities has largely been understudied. Employing a cross-sectional design, this study of 67 universities and 78 municipalities from 29 states examines how collaborative capacity impacts university and local government perceptions of engagement and collaboration with each other. The findings indicate that local government trust is the primary catalyst for both engagement and collaboration between the parties.

This mixed-methods study delves into rural community service-learning (CSL) partnerships, shedding light on the complexities and dynamics of collaboration between colleges and rural communities. Through quantitative surveys and qualitative interviews, the research amplifies the voices of rural community partners, emphasizing the crucial role of trust, communication, and reciprocity. Challenges such as staff demands and organizational mismatches underscore the need for rural institutions to better prepare students and allocate resources to support their community partners effectively. The study advocates for transformative CSL approaches that prioritize community needs and nurture long-lasting collaborations. By providing insights into the impact of CSL on rural partners and organizations, this research offers valuable recommendations for improving future practices and fostering meaningful engagement in both rural and urban settings.

This Projects With Promise case study offers insights for addressing tensions between universities and communities in building partnerships and collectively rethinking "the field" of community engagement. We explore moving beyond a solely place-based understanding of "the field" into an ethos based on human interactions and mutual trust. Through an analysis of the Baltimore Field School (BFS) project, we argue that partnerships must be designed to create the time and space for self-reflexive qualitative methods that emerge from a personality-proof and sustainable infrastructure that can respond to crises and needs in both communities and universities. Rethinking and even "undoing" notions of institutional time and space within universities allows community-centered reflection that begins to cross the boundaries imposed by neoliberal institutions focused on profits above people. Exploring the distinct scholarly communities of higher education can inspire academics to rethink how universities can work with and not just for local communities.

Understanding the relevant aspects of the construction of knowledge in science, as well as the elements that are an essential part of a scientific inquiry, need to be discussed in teacher training courses in the area of natural sciences. This study aimed to identify and classify investigative elements present in the conceptions of undergraduates from a university in Brazil and another in Portugal who will be working in basic education. This is a qualitative study using content analysis to identify categories based on the students' responses, and a quantitative approach using descriptive statistics to quantify the absolute frequency of each response. The data were obtained during a preparatory course on inquiry teaching given to 30 undergraduates from both countries in 2023 through the analysis of a problem situation involving forensic entomology. The results showed that the most frequent investigative elements present in the students' answers are the problem, the formulation of hypotheses, the collection, analysis, and interpretation of data, and the conclusion.

Anchor movements rest on the premise that people- and place-based initiatives can be mutually reinforcing. The community development movement, however, has been haunted for years by the people-place dilemma -- the idea that efforts to help people harm efforts to uplift places and vice versa. Most of the literature on the anchor strategy has focused on one horn of the dilemma, namely, the problem that revitalizing a place may lead to rising housing costs that burden and ultimately displace longtime lower-income residents of the neighborhood. In this article, we examine the other horn of the people-place dilemma -- that helping people in disinvested communities may enable them to move elsewhere, leaving behind poorer communities. We examine this issue through a case study of the St. Louis Anchor Action Network (STLAAN), a collaboration of 16 anchor institutions. St. Louis is a classic legacy city that once enjoyed rapid growth but is now characterized by a falling population and high poverty. We document longstanding trends that have drained STLAAN's focus geography of people and resources, as well as more recent growth of an "eds and meds" economy that presents an opportunity to address decades of disinvestment and decline. We document STLAAN's efforts to invest in its focus geography and the people who live there and conclude with research proposals that could help guide anchor initiatives facing similar challenges.

The purpose of this study is to understand the experiences of international students engaged in partnership programs between their high school and a destination college. Specifically, this study focuses on the experiences and perceptions of a group of Brazilian international students who graduated from a dual diploma high school program prior to arriving at a four-year research university in the United States to complete their postsecondary education. The study is guided by a conceptual model based in the literature around challenges of international students, Tinto's (1975) academic and social integration theory, and the four primary types of social interactions (Rose-Redwood & Rose-Redwood, 2013). We utilize a case study method centered on six interviews which investigated students' college experiences during their social and academic integration processes. The findings provide insight into how participation in the dual diploma high school program benefited international students in their college integration. [The publication year on the PDF is incorrect. The publication year is 2024.]

Background: The teachers in one sub-district in the North West province lacked technological knowledge and skills thus did not adopt a blended learning approach in their daily teaching. A partnership between the University of South Africa (Unisa) and schools in the district was forged to train teachers to acquire technological knowledge and skills. Objectives: To identify which online tools Unisa imparted to teachers, investigate how the acquired skills and knowledge helped teachers to adopt a blended learning approach and find out challenges that go with the application of technology. Method: Data were obtained through observation, one-on-one individual interviews and focus group discussions. Results: The Unisa training helped develop teachers' knowledge and skills in the use of TEAMS, Emails, WhatsApp, YouTube and the electronic content material. Teachers gave learners the electronic content (presentation slides and You-videos, question banks) for revision purposes. During the outbreak of coronavirus disease 2019 (COVID-19) learners were given work to do while at home using WhatsApp. Conclusion: The article concludes by indicating that partnerships between schools and institutions of higher learning are a necessity to empower teachers on the use of technology which will lead to the use of a blended learning approach. Contribution: The article adds to the body of knowledge by indicating the need for retraining of teachers especially on technological skills to prepare them for 4th Industrial Revolution and meet the needs of the new cohort of learners-born after technology.

This report presents an evaluation of students' experiences in a student-run clinic project in Aotearoa New Zealand, aiming to provide interprofessional learning opportunities and accessible health services to the community. Qualitative focus group interviews were conducted with students' post-clinical placement. A six-step thematic data analytic approach guided identification of three key themes: placement preparation and understanding expectations, interprofessional relationships and collaboration, and learning experience and value. Students reported positive experiences in this student-run clinic placement, including in respect to collaborative experiences, the development of interprofessional relationships, and value of the learning experience. This report highlights the need for enhanced pre-placement preparation and clarification of expectations regarding a community-based interprofessional placement experience, particularly for first year students. The student-run clinic model has potential to address healthcare disparities and enhance learning through community-engaged experiences. Results provide insights for educational institutions and healthcare providers looking to implement similar initiatives, emphasising collaborative partnerships and student-centred interprofessional education.

Inclusive work-integrated learning (WIL) requires collaboration between universities, host organizations and students, particularly, when designing and delivering WIL for students with disabilities. Host organizations, however, are not often included in the collaborations. This study explored host organization knowledge, capacity and challenges to providing WIL experiences for students with disability. A case study multi-method approach comprising an online survey and focus groups was undertaken. Host organizations, represented by supervisors, providing WIL to students enrolled in health courses at two Australian higher education institutions participated. The perceived need for student disclosure, office building limitations, and host organization limited knowledge of WIL expectations, training and student needs impeded the development and provision of optimal WIL experiences for students with disability. A strengths-based approach is proposed to improve the inclusion of host organizations in stakeholder collaborations, their capacity and confidence to support students with disability on WIL and to provide relatable student WIL experiences.