Yes / The central aim of the paper is to examine the nature and function of higher education in Africa, and to explore the potential for partnerships between institutions in the Global North and South to assist in meeting the current capacity challenge. The paper starts with a critical exploration of the contemporary shifts taking place in higher education around the world and how this is transforming academic and professional identities. Following this is an analysis of the rationales that drive the process of ¿internationalisation¿ of higher education. We argue that internationalisation and globalisation present both a challenge and an opportunity for the rapidly expanding systems of higher education in Africa. We then go on to consider how international partnerships might support the development of Higher Education institutions in Africa and we present a critical analysis of the pitfalls and potentials of such collaborations. We also reflect on a long-term collaborative relationship between the Universities of Bradford (UK) and Mzumbe (Tanzania). From this we take the view that robust and strategic long-term partnerships can avoid neo-colonial relationships and offer potential for both partners, but this requires institutional commitment at all levels. This literature review serves as a foundational study, which will feed into further papers reflecting on the evolution and practice of the partnerships in place between JEFCAS (University of Bradford) and HE institutions in Africa.

Collaborations to produce innovative models that link postsecondary education to workforce development initiatives have increased as multiple stakeholders respond to the call to develop a diverse, well-prepared STEM workforce. University and industry stakeholders in engineering agree that collaborating to share expertise and implement programs that aim to support the school-to-workforce transition for engineering graduates is critical. However, in light of existing efforts, a more nuanced view of university-industry partnerships from the student participant perspective is needed to provide data to engineering educators and professionals to support effective partnership design and use of resources. The purpose of this qualitative single case study was to understand how experiences in the Co-op Development Program (CDP) influence student participants’ subsequent career decision-making with respect to pursuing engineering industry positions. Guided by Social Cognitive Career Theory (SCCT), this study examined the role that cooperative education experiences have on how students view and act on the potential employment opportunities that university and industry partners anticipate. Semi-structured interviews with eight former CDP participants, employed in industry at the time of the study, served as the primary data source. Additionally, program related documents, a profile questionnaire, and a conference proceeding were utilized to provide in-depth context of the CDP. Results indicate that all participants voiced a desire to work in the aerospace industry to explore short-term interests or to accomplish longer-term career entry goals. Furthermore, participants most frequently discussed experiences that required them to employ a sense of selfagency to complete work tasks (e.g., guiding themselves through uncertainty, observations of the environments, and interactions with engineering professionals) as learning experiences. Finally, participants primarily connected their learning experiences to their beliefs about what work looks like as a full-time engineer, their abilities to perform in an engineering role, and perceptions of fit across different engineering roles and workplaces. Major contributions of this study include extending the analytic generalizability of Social Cognitive Career Theory, creating operationalized definitions of learning experiences, and linking those experiences to students’ beliefs of the engineering industry pathway / Ph. D. / Persistent calls to the field of engineering education to help develop diverse, well-prepared engineers for the STEM workforce have fostered collaborations across university and industry stakeholders. As stakeholders focus efforts on supporting student persistence at several critical junctures, there has been a renewed interest in supporting the school-to-workforce transition for engineering graduates. With calls to develop a more tech-savvy workforce, innovative approaches to supporting and preparing students to enter the workforce have become even more necessary; thus it is important to understand how university- industry partnerships generate experiences that contribute to students' eventual workforce entry. The structure of the Co-op Development Program and the perspective of eight former CDP participants addressed how learning experiences shaped the career decisions of engineering participants immediately following graduation. A qualitative single case study approach was used and Social Cognitive Career Theory (SCCT) guided the study. Major contributions of this study include extending the analytic generalizability of Social Cognitive Career Theory, creating operationalized definitions of learning experiences embedded within that framework, and linking those experiences to how students’ beliefs were shaped on their pathway to an early career within engineering industry. The themes identified in this study can help CDP managers and university stakeholders better support co-op participants and potentially allocate resources that will serve as the basis for future co-op design recommendations. Stakeholders may also use findings to promote the role of university and industry partnerships in supporting the student workforce transition. Future researchers may extend the study design across multiple cases and leverage recommendations for qualitative and quantitative investigations to address some of the limitations embedded within this research design and further contribute to the discussion of preparing students for professional work environments through university-industry partnerships. Ultimately, findings of this study give voice to the student partner in university-industry partnerships as themes identified in this study help CDP managers and university stakeholders to establish interventions and serve as the basis for future co-op design recommendations.

The purpose of this study was to investigate how elementary teacher preparation programs (TPPs) in Virginia are preparing undergraduate students to engage with families in developing family-school partnerships. Preservice teachers are completing their TPPs with little to no coursework or field experiences working with families (Epstein and Sheldon, 2023; Patte, 2011; Walker and Dotger, 2012; Zygmunt-Fillwalk, 2011). Previous research suggests beginning teachers are entering the field having had limited opportunities to develop their knowledge, skills, and practices for family engagement. This qualitative study involved one-on-one interviews with nine professors or program coordinators from the undergraduate elementary education teacher preparation program at seven public four-year institutions in Virginia. Interview questions sought the perceptions, coursework, and practices of family engagement that are used to prepare elementary teachers to communicate and establish a welcoming culture for families of their students. Interview data was analyzed through the Data Analysis Spiral process using descriptive coding and theming as primary coding methods. The outcomes of this qualitative study indicated that while professors value family engagement concepts such as school and community partnerships, communicating with families, and culturally responsive work, limited opportunities continue to exist for direct instruction and preservice teacher practice in partnering with families. Implications included suggestions for increased coursework in family engagement with direct instruction and hands-on opportunities for preservice teachers to engage with families, revisions to elementary education program plans of study, and the inclusion of required family engagement coursework for licensure. / Doctor of Education / Preservice teachers are completing their teacher preparation programs (TPPs) with little to no coursework or field experiences working with families. Previous research suggests beginning teachers are entering the field having had limited opportunities to develop their knowledge, skills, and practices for family engagement. The purpose of this study was to investigate how elementary TPPs in Virginia are preparing undergraduate students to engage with families in developing family-school partnerships. To identify program coordinator and professor perceptions and practices to prepare teachers to engage with families in family-school partnerships, a basic qualitative methodology was employed. Individual online interviews were conducted with nine program coordinators and professors from the undergraduate elementary TPP at seven public four-year institutions in Virginia. Interview data was analyzed through the Data Analysis Spiral process using descriptive coding and theming as primary coding methods. The outcomes of the study indicate that while professors value family engagement concepts such as school and community partnerships, communicating with families, and culturally responsive work, limited opportunities continue to exist for direct instruction and preservice teacher practice in partnering with families. Implications included suggestions for increased coursework in family engagement with direct instruction and hands-on opportunities for preservice teachers to engage with families, revisions to elementary education program plans of study, and the inclusion of required family engagement coursework for licensure.

At the World Humanitarian Summit in 2016, an agreement was made between some of thelargest international humanitarian organizations and donors to implement measures toenhance partnerships between international and local humanitarian organizations, in an effortto localize humanitarian responses. Since then, criticism has been raised that there exists agap between policy and practice in relation to localization and partnerships, arguing that nosubstantial effort is being placed to address uneven power dynamics or decision-makingpower within these local/international partnerships. This thesis utilized a case-study approachon Christian Aid´s Rohingya Crisis Response in Bangladesh, conducted in collaboration withlocal partners to examine barriers in creating equitable partnerships between international andlocal humanitarian organizations, as well as possible actions to facilitate partnership equity.A theoretical framework on equitable partnership is constructed based on the components ofequality, mutuality and transparency, informed by partnership practices of thee humanitarianpartnerships, and analyzed in relation to practices by Christian Aid in their partnership. The findings show that primary barriers to facilitating partnerships that are equitable includethe exclusion of the local partner in key processes, such as operational planning anddecision-making, lack of mutual understanding of differences in skills and capacity, resultingin responsibilities that are not clearly defined and limited opportunities for complementarity.This amounts to the conclusion that Christian Aid´s partnership lacked any actual transfer ofpower to the local partner, thus facilitating a partnership that remains hierarchical in practice.Possible actions identified to mitigate this is to jointly define support needs and capacity,create space for negotiation and flexibility, and actively include the local partner indecision-making. The findings underline that the theoretical components of equitablepartnership can be translated into practice, with the aim of creating partnerships that are inline with international localization commitments.

This study deals with the impact of the Education Quality Improvement Partnerships programme (EQUIP) on school management teams in two rural schools where it was implemented for three years. A qualitative evaluative research design was used involving initial baseline studies, document analysis, observation and eight naïve sketches. The literature study discusses factors that constitute effective management and leadership and characteristics of effective schools. The findings were based on an analysis of the impact of the EQUIP programme on the key performance areas of school management before and after the intervention. Important conclusions derived from this study showed that there was significant improvement in the way schools were managed after the intervention, particularly in achieving the goals of the schools' strategic plans. It was also found that curriculum monitoring was only partially successful and that remedial programmes for learners with reading and other learning challenges needs serious attention. / Educational Studies / M.Ed. (Education Management)

Increasing rates of adult-onset diabetes in low- to middle-income countries (LMICs) present a growing healthcare concern that requires a regulatory approach and local community engagement. Cross-sector collaboration (CSC) is an effective strategy for improving community health. CSC is not effectively used to manage adult-onset diabetes in LMICs, nor is there public policy advocating CSC in the management of diabetes. This qualitative exploratory case study explored how leadership and resources affect the use of CSC to assist in managing the adult-onset of diabetes in a CSC in Cameroon. A purposeful sampling strategy was used to identify participants for semistructured interviews of 10 executives involved in the CSC. CSC theory provided a theoretical framework. Collected data were organized by audio recording, transcribing, translating, member checking, and thematically coding data using NVivo 12 software. Data from a review of documents and researcher observations were triangulated with interview data. Findings revealed that poverty, access to health care, and rising diabetes prevalence contributed to environmental turbulence. Goal-setting and objectives, intersectoral-communication, fostering trust and respect, and sharing data and motivating people presented leadership effectiveness challenges. The following resource challenges emerged in the CSC: public policy, money, skills and expertise, equipment and supplies, and connection to the target population. This increased scientific understanding could help government policy-makers and nongovernmental organizations expand public policy leading to a decrease in the prevalence and burden of adult-onset diabetes.

This study deals with the impact of the Education Quality Improvement Partnerships programme (EQUIP) on school management teams in two rural schools where it was implemented for three years. A qualitative evaluative research design was used involving initial baseline studies, document analysis, observation and eight naïve sketches. The literature study discusses factors that constitute effective management and leadership and characteristics of effective schools. The findings were based on an analysis of the impact of the EQUIP programme on the key performance areas of school management before and after the intervention. Important conclusions derived from this study showed that there was significant improvement in the way schools were managed after the intervention, particularly in achieving the goals of the schools' strategic plans. It was also found that curriculum monitoring was only partially successful and that remedial programmes for learners with reading and other learning challenges needs serious attention. / Educational Studies / M.Ed. (Education Management)

Submitted by Mirtha Oquendo (mio2101@gmail.com) on 2012-08-14T18:22:32Z No. of bitstreams: 1 MirthaOquendoDissertation.pdf: 1360694 bytes, checksum: 72bc8866bc1105aaeddaf1380dab58c2 (MD5) / Approved for entry into archive by ÁUREA CORRÊA DA FONSECA CORRÊA DA FONSECA (aurea.fonseca@fgv.br) on 2012-08-23T12:44:56Z (GMT) No. of bitstreams: 1 MirthaOquendoDissertation.pdf: 1360694 bytes, checksum: 72bc8866bc1105aaeddaf1380dab58c2 (MD5) / Approved for entry into archive by Marcia Bacha (marcia.bacha@fgv.br) on 2012-08-23T18:49:04Z (GMT) No. of bitstreams: 1 MirthaOquendoDissertation.pdf: 1360694 bytes, checksum: 72bc8866bc1105aaeddaf1380dab58c2 (MD5) / Made available in DSpace on 2012-08-23T18:51:04Z (GMT). No. of bitstreams: 1 MirthaOquendoDissertation.pdf: 1360694 bytes, checksum: 72bc8866bc1105aaeddaf1380dab58c2 (MD5) Previous issue date: 2012-06-06 / This study seeks to evaluate how enterorganizational and interpersonal trust affects the degree of State interference in the operations of public-nonprofit partnerships (PNPs). We conducted a qualitative case study in two Brazilian PNPs, Projeto Guri and Orquestra Sinfônica do Estado de São Paulo, through documental analysis and semi-structured interviews. Content analysis of the data yielded a trust framework that begins to explain how a variety of factors, including the protective qualities of the management contract and the strength of the board, moderate the relationship between interpersonal and interorganizational trust in PNPs. The study reveals that unlike Zaheer et al (1998), interpersonal trust had a unique and prominent effect on State interference and types of collaboration in PNPs. Parting from the suggestions by previous authors to contextualize PNP literature findings, the framework takes into account the highly personalistic qualities of Brazilian culture as well as historical and institutional context while highlighting the crucial role of interpersonal trust in Brazilian PNPs. / Este estudo busca avaliar como a confiança interpessoal e a confiança interorganizacional afeta o grau de interferência estatal na operação das parcerias estabelecidas entre o Estado com o terceiro setor. Conduzimos um estudo de caso qualitativo em duas organizações sociais brasileiras (OS), Projeto Guri e Orquestra Sinfônica do Estado de São Paulo, por meio de análise de documentos e entrevistas. A análise dos dados coletados gerou um modelo que explica como uma série de fatores, incluindo as qualidades do contrato de gestão e o poder dos conselhos das organizações sociais, moderam a relação entre confiança interpessoal e interorganizacional nas parcerias. O estudo revela que ao contrário de Zaheer et al (1998), a confiança interpessoal influenciou expressivamente o nível de interferência do Estado e o padrão de colaboração observado nas parcerias do Estado com o terceiro setor. Outros autores sugerem que as teorias sobre parcerias com o terceiro setor sejam contextualizadas. Desta forma, o modelo considera o contexto histórico e institucional do Brasil. Além disso enfatiza a importância do personalismo na cultura brasileira ao mesmo tempo em que destaca a proeminência da confiança interpessoal.

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