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Ten interviews of senior leaders gave a clear picture about what they considered mentoring should be in a College of Education in Ghana -- a coaching model of directive instruction and a hierarchical transfer of skills and knowledge. While mentoring was viewed as a central part of a training teacher's course, funds, attitudes and workload did not allow for in-house mentoring of staff. These findings are discussed with observations of how gender and religious cultural expectation affected the responses of the senior leaders and how the management structure at the college may be inhibiting it from implementing a system of mentoring. This paper was written as a collaboration between educational lecturers in Ghana and the UK and brings a global perspective on the situation. It concludes with recommendations to managers of educational institutions to implement a mentoring structure and widen the definition of what it means to be a mentor.

The question of why the works of Michel Foucault, Pierre Bourdieu and Jacques Derrida are often attributed to France by HE lecturers and students when the origins or developments of their key ideas come from northern Africa is examined from critical and personal standpoints. The article joins the call for the decolonisation of the HE curriculum and describes how the theory of these oft-cited thinkers and philosophers comes 'out of Africa' through an examination of their experiences in the Moorish regions of Tunisia and Algeria. Reasons for the attribution of the ideas to France include Eurocentrism, Wikipedisation of theory and the mythologisation of France. The article combines theoretical debate with personal reflection on what it means to be Algerian and witness a homeland disenfranchised in teaching and learning at HE. It also provides a way of contributing to the decolonisation of HE syllabuses through accurate attribution of knowledge.

Five teachers of higher education (HE)-level courses working in the further education (FE) sector recalled critical moments which helped to form their self-concepts. The researchers used life history method to encourage the teachers to be open about their lives and how they formed their personal and professional selves. Three common themes were discovered: a strong work ethic, resilience and "being caring". The paper describes and examines the critical moments in the teachers' lives which helped to form the self-concepts which have seen them achieve in their professional lives, and examines whether the common themes might be indicative of the types of characteristics needed to be a teacher of HE in FE.

There has been a growth in the last 10 years of higher education provision in the English further education sector. This article examines the thoughts and feelings of three higher-education-level teachers working in the further education sector. Using Ivor Goodson's life history approach, it identifies a high degree of compliance with the system by the teachers. In order to justify the conflict between organisational and teacher concerns, key strategies were formed. These included celebrating further education as a place which gives people a second chance, a students-first focus and the significance of the human connection made at work. There were also similarities between the underlying motivations of teachers to teach at a higher level than many of their colleagues, which included family, class, control and the significance of dominant others in their lives.

In this paper, we explore the use of "estrangement" autoethnography as a means to encourage student autonomy and enhance learning. We include a case study of a structured activity requiring estrangement in consumer spaces to challenge student perspectives of normal environments. Our students welcomed the activity as one which changed their perspectives on consumer culture, and which gave them experiential knowledge on which to base their use of theory. Through exploring this kind of activity as part of learning and teaching practice in cultural studies, this paper contributes evidence of the effectiveness of autoethnography in enhancing university student learning and provides a model for undertaking the performance of "estrangement".

This paper describes the Cyber Situational Understanding (Cyber SU) Proof of Concept (CySUP) software system for exploring advanced Cyber SU capabilities. CySUP distills complex interrelationships among cyberspace entities to provide the "so what" of cyber events for tactical operations. It combines a variety of software components to build an end-to-end pipeline for live data ingest that populates a graph knowledge base, with query-driven exploratory analysis and interactive visualizations. CySUP integrates with the core infrastructure environment supporting command posts to provide a cyber overlay onto a common operating picture oriented to tactical commanders. It also supports detailed analysis of cyberspace entities and relationships driven by ad hoc graph queries, including the conversion of natural language inquiries to formal query language. To help assess its Cyber SU capabilities, CySUP leverages automated cyber adversary emulation to carry out controlled cyberattack campaigns that impact elements of tactical missions. [ABSTRACT FROM AUTHOR]