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At a time when the Latino population in the United States is growing and students are still facing daunting obstacles, Excelencia in Education is recognizing nine institutions for their clear [...]

Higher education institutions are moving towards highlighting the importance of research. According to the Department of Higher Education and Training in South Africa, the status of higher education institutions will be determined by the extent to which they are engaged in research and research-related activities. Higher education institutions have a role to play in generating new knowledge as well as producing appropriately skilled professionals. The current study explored key stakeholders' perspectives of the role of the research units within a faculty of health sciences that is clinically driven, and how these units could contribute towards developing and strengthening interprofessional postgraduate research, collaboration and capacity development amongst staff. The study adopted a qualitative, exploratory descriptive approach. Data were gathered from individual face-to-face, in-depth semi-structured interviews with 15 participants. Five themes emerged from the thematic analysis, namely: i) 'There's been intentions and there is the reality'; ii) 'Driving the research agenda and pulling it together'; iii) 'The stronger your base, the stronger your output, the stronger your future: Creating a succession pipeline'; iv) 'It takes a specific kind of personality to run a Unit' and v) 'The climate has changed, views have changed'. The findings of the study clearly indicated that the stakeholders perceived the role of the Units differently. The establishment of a 'Faculty Research Centre' with a contextually relevant framework or model could contribute towards developing a clear understanding and consistent description of a research centre. It may also facilitate the strengthening interprofessional, postgraduate research, collaboration, and capacity development amongst staff Keywords: Research units, research centre, stakeholders, capacity building, post-graduate research, interprofessional, collaboration, contextual framework, INTRODUCTION The role of research in higher education institutions in South Africa has been recognised by the Department of Higher Education and Training (DHET) to make a significant contribution within [...]

This article presents the findings of a qualitative and comparative study on the cultural experience of international students in North and South Europe. I employ a narrative approach and the focus of the research revolves around the autoethnographies of 25 international students in Helsinki and 25 in Florence. The narratives were prompted by in-depth interviews following a template divided into the three phases of travel conceived as a rite of passage: departure-preliminal, transition-liminal, arrival-postliminal. To explore the meaning of geographical mobility in the lives of these young people, I sketched a series of self-identity types connected to mobility experiences: the Fated, whose biographical premises are all pushing-pulling toward the status of international student; the Academic, who is fascinated by the idea of becoming a worldly intellectual and sees the PhD as a natural step; the Globetrotter, whose mobility is an end in itself: the goal is the next city-country; the Explorer, who is abroad looking for new cultural challenges, with a genuine desire to discover and understand specific places and people; the Runaway, who feels like a stranger at home and is escaping abroad for political or existential reasons. I believe that the interpretation of international students' sense of self-identity can be fruitfully achieved through the narrative path I have constructed (or a similar one)., Author(s): Pierluca Birindelli [sup.1] [sup.2] [sup.3] Author Affiliations: (1) grid.7737.4, 0000 0004 0410 2071, University of Helsinki, , Helsinki, Finland (2) International Studies Institute, , Florence, Italy (3) Gonzaga University, [...]

With the COVID-19 pandemic, concerns are raised across all populations and human activities. In higher education, college students with disabilities generally experience higher stress levels compared to peers without disabilities. The pandemic continues to negatively affect the well-being of college students with disabilities. In this study, we explored the impact of the COVID-19 pandemic on 105 college students with disabilities. We conducted a multiple mediation analysis to examine if the five pillars: positive emotion, engagement, relationships, meaning, and accomplishment (PERMA) mediated the relationship between stress level during COVID-19 and college problems. The result revealed that stress level during COVID-19 was significantly associated with all five PERMA pillars and stress level during COVID-19 significantly impacted college problems. Positive emotion was found to be the only significant mediator in the relationship between stress level during COVID-19 and college problems. This study highlighted the importance of helping to facilitate positive emotions for college students with disabilities under pandemic stress, as well as provided directions for post-pandemic recovery support. Keywords: COVID-19, stress, PERMA, college problems, college students, disability, Cultic groups involve individuals from all educational levels, socioeconomic statuses, genders, and ages, with some members being born into cults. Although the body of literature pertaining to experiences of individuals [...]

This paper reports music scholars' experiences with and perspectives on commercial textbooks and Open Educational Resources and situates these within the context of music instruction in higher education. Interviews with [...]