Collaboration In Education Research Articles

Challenges in Toileting Evaluation and Interventions for Children With Cerebral Palsy: A Delphi Study.

Toileting difficulties have a significant impact on the daily lives of children with cerebral palsy (CP), yet research on this issue remains inadequate. There is a critical need to better understand the challenges health care professionals face in addressing toileting difficulties. To explore challenges faced by health care professionals in toileting evaluation and interventions for children with CP ages 6-18 yr. A mixed-methods study with a two-phase exploratory sequential design and using a global Delphi consensus technique. Email communication. Fifty-two national and international allied health professionals and 16 mothers of children with CP were involved in the preparation of the Delphi questionnaire. Additionally, 162 professionals participated in the Delphi study. Challenges were identified and refined iteratively through the Delphi questionnaire. Consensus was measured using a Likert scale, considering agreement percentages and median scores. The study revealed strong consensus (94.4%), emphasizing the need for comprehensive training, particularly in working with pediatric populations. Concerns about limited research on and training in toileting function (88.9%) and challenges such as inadequate assessment environments and sanitation facilities (96.9%) underscore the need for practical and innovative educational methods to illustrate toileting procedures. Additionally, the findings highlight concerns about toileting issues and diverse commitment levels among professionals. This study pinpointed critical challenges in toileting management for children with CP. These high-consensus findings stress the urgent need for holistic strategies, comprehensive education, and interdisciplinary collaboration to improve the quality of life and independence of these children. Plain-Language Summary: Toileting difficulties have a significant impact on the daily lives of children with cerebral palsy (CP), yet research on this issue remains inadequate. This study highlights significant gaps faced by health care professionals in understanding and addressing challenges in toileting evaluation and intervention for children with CP. Insights from professionals stress the critical need for global collaboration, standardized assessments, and improved education to effectively tackle CP-related toileting issues for children.

‘The upside-down’ healthcare professional students’ experiences of delirium: an all-Ireland focus group study

BackgroundDelirium is a complex neuropsychiatric syndrome characterised by an acute state of confusion, with a substantial impact on medical inpatients. Despite its growing recognition as a global healthcare concern, delirium remains underdiagnosed, partly due to a lack of awareness among healthcare professionals. The aim of this study was to explore how healthcare professional students experience caring for individuals experiencing delirium, the influence of their current pre-registration healthcare education, and importance of interprofessional teamwork in their role.MethodsThis qualitative study used a focus group approach to collect data from 40 healthcare professional students, including nursing, pharmacy, and medical students, across two universities in Ireland. The focus groups explored participants’ experiences of caring for people with delirium, their delirium education, and their collaboration with interdisciplinary teams. The data were analysed using a reflexive thematic analysis approach.ResultsFollowing thematic analysis, three themes are reported. The first is “The Upside Down,” revealing student perceptions of caring for people with delirium who are facing distressing situations. The second team reported is, “Teamwork Makes the Dream Work,” emphasising the critical role of interprofessional collaboration in delirium management and patient outcomes. Finally, the theme of “A Little Is Not Enough,” highlighted students’ critiques of current delirium education in their pre-registration training. Collectively, these themes illuminate challenges in delirium care, advocate for teamwork in healthcare settings, and call for improvements in educational preparation for future healthcare professionals.ConclusionsThis study contributes to the existing literature by providing insights into the perspectives of healthcare professional students on delirium care. The findings also highlight the challenging nature of caring for individuals with delirium and the need for improved delirium education and interdisciplinary collaboration.

The internationalization of Chinese social sciences research: publication, collaboration, and citation patterns in economics, education, and political science

ABSTRACT Despite recent Chinese government policies aiming to balance international and national publishing patterns, the enduring impact on China's global engagements, publications, and collaborations remains uncertain. Analyzing 8,962 publications from Scopus between 2016 and 2020, the paper assesses publication, collaboration, and citation patterns among the top 500 productive China-affiliated scholars within Economics, Education, and Political Science. Results indicate that publications are primarily in Western journals, with Political Science often focusing on China-specific issues, suggesting potential ‘silos’. Co-authorship patterns show Western dominance, with diverse international collaborations in Education and Economics, but more national-focused in Political Science. The paper concludes with discussions on practical implications and study limitations.

Role of NEP 2020 in Encouraging Global Partnerships in Indian Higher Education

The Government of India's National Education Policy (NEP) 2020 places a strong emphasis on internationalization and foreign collaborations in higher education. NEP 2020 is a powerful instrument for building worldwide collaborations because of its innovative approach to internationalization. The policy encourages cooperation through initiatives including combined degree programs, academic mobility, and research alliances with respectable foreign universities. It facilitates the process for foreign universities to establish campuses in India and encourages Indian institutions to increase their global presence. By promoting credit transfer programs and reciprocal qualification recognition, NEP 2020 aligns Indian education with global standards. This research examines the ways in which NEP 2020 has enabled these collaborations, pinpoints obstacles, and assesses their consequences for higher education in India. Both quantitative and qualitative techniques were used to assess a sample of 117 academic institution respondents. To guarantee thorough results, statistical testing and hypothesis validation were carried out. This study also examined the effects of NEP 2020 on international partnerships in Indian higher education, assessed the results, and pinpointed solutions to problems. The results advance knowledge of how policy frameworks improve HEIs' internationalization and competitiveness in the global market.

Exploring homeplace as a nexus of learning and socially reproductive labour: A feminist perspective on internationalisation at a distance

This paper explores the concept of homeplace, examining how it serves as a nexus for learning, reproductive labour, and internationalisation while problematising the gendered and depoliticised nature of international distance education. Drawing on 60 interviews with international distance students at a South African university, the research employs Black and critical feminist perspectives to critique how the blurred boundaries between private and public spheres shape learning experiences. It addresses a gap in the international distance education literature by highlighting the insufficient consideration of the social reproduction responsibilities played out in homeplaces. Our findings reveal that homeplace is neither a gender‐neutral nor an idealised study environment. Instead, it leads to unequal participation in learning spaces and internationalisation efforts. Digital platforms, crucial for connectivity and collaboration in international education at a distance, also perpetuate gendered power dynamics that marginalise women's voices and contributions, but women, however, reach out and support each other in these online spaces. The research teases out the tensions between homeplace as a site for learning, living, and social reproduction, emphasising the need for international distance education institutions to address the gendered dynamics in their design and delivery that disproportionately burden those with responsibilities for social reproduction. Practitioner notesWhat is already known about this topic International distance education focuses on distance education provided internationally. Internationalisation at a Distance (IaD) activities aim to reach a broader audience beyond local students, leveraging online and blended learning models. IaD activities depend on the home as one of the main spaces of study while seeing online platforms as the main point of internationalisation. Thus far, the literature on IaD has not undertaken a critical feminist analysis or deployed Black feminist theories to explore power relations in such spaces. What this paper adds Examines how the politics of the “homeplace” can be used to understand the educational experiences of international distance education students. Argues that current debates often overlook how the homeplace as a gendered site influences students' international distance education journeys. Highlights the gendered nature of the homeplace and complexities of studying from home and online, particularly for women Provides a critical feminist analysis of IaD, situating and problematising the homeplace as the main site for IaD. Implications for practice and/or policy Emphasises the need for institutional policies that consider the homeplace as a significant site for internationalisation at a distance. Recommends the development of support systems and resources to help students manage conflicting demands of home and study. Advocates for a more nuanced approach to distance education that addresses the diverse needs of students, including those balancing significant responsibilities like employment and family obligations.

Personality-Driven Adoption of WhatsApp and Facebook for Educational Collaboration: Academic Performance as a Mediator

The Big Five Personality Traits—openness, conscientiousness, extraversion, agreeableness, and neuroticism—are widely regarded as a comprehensive framework for understanding individual differences. These traits influence various behaviors, including social interactions, learning preferences, and technology adoption. Objectives of the study were; 1) To analyze the relationship between the Big Five Personality Traits and students' adoption of WhatsApp and Facebook for educational collaboration. 2) To investigate the association between social network site usage and academic performance of the students. 3) To evaluate the mediating role of academic performance in the relationship between the Big Five Personality Traits and the educational use of WhatsApp and Facebook. All 8617 Students of grade 10th of District Attock, (4,868 Boys & 3,749 Girls) at secondary and higher secondary school level in 248 public schools were the population of the study. 816 students were the sample for this study from the population. Proportional Sampling technique was used for sampling. Big Five Personality Tool consists of 39, Usage of Social Network Sites tool consists of twenty nine different items for five basic and commonly used Social Network Sites. Reliability of the tools was found by using Cronbach’s Alpha. For content validity, both research tools were validated from the experts of field of education while for construct validity, EFA was performed. The findings from the PROCESS procedure (Model 4) offer insights into the relationships between Big Five Personality Traits (BFPTs), Academic Performance (AP), and Social Network Sites (SNSs). The analysis shows that BFPTs significantly predict Scholastic Performance (SP), with a positive coefficient of 1.528 (p < 0.01). The model's R-squared value of 0.528 indicates that 52.81% of the variance in Scholastic Performance can be explained by BFPTs. This relationship suggests that students' personality traits are strongly related to their academic performance. Hence, it is recommended that, Interventions should focus on improving both Scholastic Performance and personality traits to help students manage their social media usage effectively.

Model for an International Case Sharing Program to Enhance Global Palliative Care Education.

In Thailand, the field of palliative medicine is growing but access and training remain limited. We sought to expand education of resident physicians at Chiang Mai University (CMU) in Thailand through development of an international case sharing program. The goals of this project were to increase knowledge of core palliative care topics, to cultivate a culture of reflective clinical practice, and to create a model for collaboration in international palliative care education that can be replicated by other institutions. We used a virtual case conference platform, in which two Family Medicine residents from CMU selected a challenging palliative care case. They prepared the case using an outline that included reflections on ethics, compassion and social responsibility. The residents presented the case in English to palliative care faculty from Thailand and Minnesota. Each case was followed by unstructured discussion. Over the course of 5.5 years (Nov 2018 - Mar 2024), 14 cases were presented. Each case discussion included at least 3 to 7 core palliative care topics. The program was adopted as one of the core activities of the Department of Family Medicine at CMU and led to clinical practice changes. We present a sustainable, convenient, low-cost, cross-cultural palliative care case conference model that has the potential to enrich palliative care education globally.

Innovation and Intellectual Property Rights: A Case Study of Zambia

The paper explores the intricate relationship between innovation and intellectual property rights (IPRs) within Zambia's diverse economic sectors. It investigates the impact of patent filings, research and development (R&D) expenditure, the number of science graduates, government funding, and international collaborations on fostering innovation across Zambia's ten provinces. The study highlights Zambia's efforts to enhance its innovation ecosystem through government policies, stakeholder contributions, and international partnerships. Despite significant strides, challenges such as limited R&D funding, inadequate infrastructure, and weak enforcement of IPRs persist. The research findings reveal that increased R&D expenditure and a higher number of science graduates significantly boost patent filings, underscoring the critical role of investment in research and education. However, the effectiveness of government funding in driving innovation remains uncertain. The paper concludes with recommendations for strengthening Zambia's innovation framework, emphasizing the need for robust IPR enforcement, enhanced public awareness, and continued support for higher education and international collaboration. This study provides valuable insights into the role of IPRs in promoting innovation in developing countries, with broader implications for similar economies.

Managing the Curriculum in Small Schools and Multi-Grade Classrooms

Abstract The research examines the teaching challenges faced by rural, small multi-grade schools, which include logistical obstacles, insufficient resources, and a variety of learner requirements. Curriculum management in small multi-grade classrooms is the subject of this literature review research methodology paper. In these situations, educators are confronted with the necessity of developing novel educational approaches to address diverse learner requirements and resource constraints. The literature reviewed emphasizes the importance of curriculum management in ensuring the efficacy of teaching and the success of learners. The research endeavours to identify community support and participation in ensuring professional development methods in multi-grade schools. The literature results indicated that effective curriculum management enhances small and multi-grade education, as well as presents unique challenges and opportunities for educators. To optimise curriculum delivery in multi-grade classes, it is necessary to implement effective strategies and methodologies. Rural multi-grade classrooms can succeed with appropriate teaching practices and teacher professional development. The study concentrated on prior research on small multi-grade institutions. Curriculum management necessitates community support, differentiated instruction, and flexible planning. Schools may benefit from engagement with their communities and the adaptation of multi-grade teaching practices to meet local needs through the research initiative. The Ecological Systems Theory was employed as a prism to emphasise the numerous influences on multi-grade teaching and suggests that policymakers and educational leaders allocate professional development, curriculum adaptation, and collaborative planning time for small schools. Educator collaboration, resource funding, and specialised training programs for multi-grade teachers are all recommended. The research indicates that institutional reforms are necessary to guarantee that all learners have access to quality education, irrespective of their location, and to enhance the sustainability and success of rural and multi-grade education.

Sharing the ocean: fostering blue synergies for sustainable whale-watching

Whale-based tourism activities offer unique opportunities for humans to observe cetaceans in their natural habitats. Well-planned experiences can provide educational value and promote respectful enjoyment of marine wildlife. Conversely, poorly managed activities can negatively impact cetaceans by injuring or killing them (through collisions with boats) or altering their behavior, such as resting time, nursing or diving. This study presents an example of designing and implementing a whale-based tourism activity in the Canary Islands (Spain), with the participation of researchers, whale-watching operators and tour guides, public policy-makers, and civil society, with a strong focus on educational values. The coastal communities are crucial in promoting sustainable whale-watching practices through educational initiatives, community engagement, and stakeholder collaboration. The paper employs a process-monitoring approach to evaluate the whole procedure of whale-watching activity implementation. We assume that the success of any tourism activity depends on the process that leads to its creation. The analysis emphasizes the need for careful planning and execution to design and implement marine tourism experiences. Concerns for tourism satisfaction and safety and the need for environmental sustainability challenge the management of whale-watching operations. In this regard, engaging local communities, addressing safety and conservation concerns, and promoting responsible tourism practices are essential for mitigating these challenges and ensuring the long-term viability of whale watching as a sustainable and educational activity.

Re-Examining interprofessional simulation: Using social identity theory to explore the influence of ‘profession’ on interprofessional learning

In this article we explore and reflect upon a shared experience of interprofessional simulation-based education (IP-SBE) in the United Kingdom (UK) which caused us to discuss the assertion by the Interprofessional Education Collaborative (IPEC) that “interprofessional learning experiences help prepare future health professionals for enhanced team-based care of patients and improved population health outcomes.” We utilized social identity theory (SIT) to consider the impact of ‘profession' on identity and its role in the behaviors we observed during an IP-SBE conference workshop. In this workshop the personal importance given to one's professional group dominated and hindered the opportunity for interprofessional group working and this reflected our experiences in IP-SBE more widely. Belonging to an 'in-group' is a strong force that, although at times a negative force, could be used to promote the ambitions of IP-SBE. IP-SBE sessions could look to form an 'in-group' based on a characteristic that is not clinical professional background and in doing so be more successful in attaining the aspirations of IPEC and the interprofessional educational community.

Gamifying Learning with AI: A Pathway to 21st-Century Skills

ABSTRACT This systematic review examines how gamification and artificial intelligence (AI) can converge to foster essential 21st-century skills like creativity, collaboration, and critical thinking in education. The review followed the main PRISMA statement guidelines, resulting in 175 articles for qualitative content analysis and bibliometric network visualization using VOSviewer. Key findings emerged: 1) Priority skills included creativity, collaboration, communication, and critical thinking. 2) Gamification enhances motivation, engagement, and skill acquisition via game elements. 3) AI personalizes learning experiences, provides feedback, and adapts gamified content. 4) Social interactions in virtual gamified environments promote collaboration. Gamification taps into motivational aspects of games, while AI enables personalized, adaptive learning experiences. Together, they offer innovative strategies for transforming education into an engaging, personalized process for developing vital competencies. This review provides valuable insights for teachers, instructional designers, and policymakers seeking to prepare students for future challenges through leveraging gamification and AI in fostering 21st-century skills.

Watch a therapist get sued: A medicolegal interprofessional simulation on rehabilitation therapy documentation

Health science educators are charged with the responsibility to teach paper and electronic medical documentation to include accuracy of documentation aligned with standards of practice and ethical principles. Characteristically, ethical principles are taught in discipline-specific curriculum. This article describes an interprofessional education (IPE) medicolegal simulation-based learning activity designed for and implemented with occupational therapy (OT) and physical therapy (PT) graduate students. Activities included watching a simulated student OT and PT co-treatment vignette, reviewing student documentation in a simulated medical chart that was co-signed by the simulated clinical supervisors, observing a live deposition with the simulated clinical supervisors by legal representation, and debriefing the simulation focusing on the Interprofessional Education Collaborative Core Competency Domain: Values and Ethics.1 The learning objectives for this simulation were for students to better understand the values and ethics of professional written and verbal communication and to be able to explain the significance of accurate medical documentation for safe and effective delivery of patient care. A reflective assignment for students to expand on their IPE experience was used to assess students. Most students provided insightful perspectives and authentic comments demonstrating a better understanding of standards of ethical conduct through written documentation. This article will provide the means to integrate an immersive medicolegal IPE simulation, focusing on the importance of medical documentation that can be modeled in respective educational and clinical programs.

Constructing Closeness in Educational Collaboration in Extended Hours ECEC

AbstractAlthough quality early childhood education and care (ECEC) and strong collaborations between families and ECEC educators are important for all children, they may be particularly important for children and families who utilize nighttime or weekend ECEC. This study focuses on ECEC educators’ discourses about closeness versus distance in educational collaborations between parents with nonstandard schedules and professionals who work in extended hours ECEC. The data for this study were collected by interviewing ECEC teachers (n = 12) and nurses (n = 18) working in Finland. Research findings: Using the principles of discourse analysis, we found three tensional discourses: (a) the timing of ECEC and asynchrony; (b) a sense of time versus hurry; and (c) care versus criticism. Practice and policy: The findings revealed that extended hours ECEC provides both challenges and possibilities for creating close educational collaboration with parents. This has important implications for the kinds of structural supports and training educators in extended hours ECEC may need to foster quality collaboration with families.

Navigating Shifts in Europe-China Higher Education Cooperation: An Institutional Logics Perspective

Understanding the changing dynamics of Europe-China cooperation is essential, particularly against the backdrop of recent geopolitical shifts that have added layers of complexity to this relationship. This shifts underscore the need for a nuanced analysis of the drivers of such international collaboration, which represents a gap in both theoretical and empirical research. Our study explores the complex nature of this cooperation from the perspective of institutional logics, focusing on how societal changes have influenced the interaction of scientific, economic, and political logics underlying the cooperation from 1975 to the present. Through analysing relevant literature and policy documents, our findings uncover how varying logics' compatibilities between and within the two regions have influenced the course of Europe-China higher education collaboration. In doing so, this paper not only addresses a gap in the literature on the intricate factors shaping Europe-China academic relations but also establishes a theoretical foundation for future research on international higher education cooperation in a rapidly evolving global context.

Trilogi Kapabilitas Pemimpin Perspektif Al- Qur’an dalam Usaha Pengkolaborasian Tenaga Kependidikan

This study aims to investigate a tripology of leader capabilities structured in three aspects namely, how a leader can respond, how a leader has the management abilityto respond so as to anticipate changes and how to control the work capacity of managers in the organization, so that the work carried out in every management, in particular educational management, can run as expected. This study uses qualitative method which the discussion source is obtained through a literature review methodology by collecting data in related literature. The results of the study reveal that social resources collabaration in educational field is an effective strategy that integrates professional collaboration, sustainable training, and shared leaarning to vercome challenges in education and to improve the quality of teaching. By educational staff collaboration, it allows teachers to meet. Share best practices, and adopt innovative methods which relevant to the needs of the current curriculum. In line to the Holly Qur’an which instructs educational staff to give maximum efforts by optimizing social resources in educational field.

Bridging Gaps With Experience: Priming Faculty for Successful Online Course Development

This article presents a novel approach to faculty onboarding in the development of online courses through an experiential learning framework, as implemented at the University of Michigan’s School of Public Health. By integrating faculty into a comprehensive, hands-on training process, the initiative aims to bridge common gaps in online course development and facilitate collaborative efforts among faculty and course development teams. The paper details the structured three-phase approach aimed at enhancing faculty's practical understanding of online education terminology, processes, and collaboration with cross-functional teams. The documented outcomes indicate a marked improvement in the efficiency, quality, and overall engagement of faculty in the course development process. They underscore the critical role of hands-on experience coupled with reflective practices in priming faculty for effective collaboration with diverse course development teams, proposing this model as a scalable and adaptable blueprint for faculty development practices.

Increasing interprofessional education experiences and collaboration: Outcomes of a virtually-based continuing education program

PurposeAn academic medical center implemented a yearlong virtual continuing education program to prepare health professions educators to develop, deploy and evaluate new interprofessional educational experiences for providers and learners. Materials and methodsPrimary program outcome measures were the number of participants who (1) completed the program, (2) presented a medical education topic to program participants, and (3) designed an interprofessional educational experience in collaboration with fellow participants or colleagues. Participation outcomes were measured by session attendance and completion of presentations on the medical education topic and designed interprofessional educational experience. Surveys administered at 3 time points assessed participants’ perceptions of the program. Changes in knowledge, skills, and attitudes were analyzed using paired t-tests. ResultsNineteen participants (100 %) from 7 professions achieved the primary program participation outcomes and met their own goals. There were statistically significant increases in knowledge and skills at the end of the program. High rates of implemented interprofessional educational experiences (57 %) were reported one year after program completion. Participants also identified program strengths and areas for improvement. ConclusionsLongitudinal continuing education programs in virtual formats can support both individuals and teams of educators in their own professional development and in designing interprofessional education experiences.

Integrating real-world entrepreneurship with international learning: insights from a blended intensive programme

Purpose This study aims to illustrate how a university can leverage a Blended Intensive Programme (BIP) to act as a boundary spanner in international collaborations and multi-stakeholder value co-creation. This research explores the potential of a reimagined study abroad program to connect disparate entrepreneurial ecosystems and enhance the university’s role in fostering international collaborative projects. Design/methodology/approach This study uses a case study methodology to investigate an Erasmus+ BIP aimed at integrating real-world entrepreneurship with international learning. Data were collected through surveys, interviews and participant observation, providing a robust analysis of how such programs can bridge entrepreneurial ecosystems internationally. Findings The study shows how a blended study-abroad program not only enhances students’ learning outcomes but also can bridge local and international entrepreneurial ecosystems. By facilitating rich exchanges and value co-creation among students, faculty, industry and government stakeholders, the blended format of the program—integrating virtual and in-person elements—proved crucial in maintaining continuity and engagement amid global disruptions. The study highlights the university’s pivotal role both as a facilitator of global business education and international collaboration. Research limitations/implications The study’s findings are based on a single BIP, so they may not apply to all similar programs worldwide. To understand the broader applicability and impact across different contexts, future research should include diverse BIPs from various regions and sectors. Practical implications This research highlights the multifaceted benefits of blended intensive study-abroad programs. The collaborative model serves as a template for enhancing the practical value of higher education globally. Originality/value The study provides insights into the potential of blended intensive programs for universities to extend their role as boundary-spanners through a unique model for international collaboration and multi-stakeholder engagement. This approach addresses the challenges of global disruptions and sets a precedent for future educational practices in international business.

Navigating Challenges in Online Cybersecurity Education: Insights from Postgraduate Students and Prospects for a Standardized Framework

This study focuses on the challenges encountered in online cybersecurity education. It adopts an exploratory research design using a mixed-methods approach to investigate the perceptions and experiences of postgraduate students enrolled in an online cybersecurity program. The collection of data is structured into two distinct phases. In the initial phase, qualitative insights are gathered through workshops with students and industry experts, followed by administering a questionnaire to delve deeper into students’ perceptions and challenges. Thematic analysis of the responses reveals significant interest in online cybersecurity programs but also highlights issues such as ineffective communication and poor engagement. The findings highlight the necessity for a standardized framework to improve communication, engagement, and overall effectiveness in virtual learning environments. By empowering instructors to design more interactive courses and leveraging technology efficiently, the framework aims to improve student motivation, satisfaction, and learning outcomes. Moreover, it serves as a valuable resource for institutions, fostering collaboration and innovation in cybersecurity education. Implementing this framework will create a more conducive learning environment, directly enhancing student preparation for success in the dynamic field of cybersecurity.