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This article highlights the nascent efforts between College Unbound, Brown University, and Providence College--three very different types of institutions in Providence, Rhode Island--to foster cross-institutional capacity for place-based community engagement. By collectively engaging our institutions, we experimented with what collaboration around community engagement might look like within our local context. In this article, we share our approach and reflections in working to cultivate a place-based collaboration that is community-centric and grounded in students' lived experiences, along with limitations, lessons learned, and next steps related to our collaborative work. Through our efforts, we situate cross-institutional collaborations as an opportunity for more sustained and transformative work within higher education community engagement.

Medical education in Jordan has evolved rapidly in the last 50 years as successive governments and higher education leaders have responded swiftly to developing healthcare sector demands. Despite significant progress being made, there remain a substantial number of challenges for the Jordanian medical education system that require careful attention in the years and decades ahead. This article provides a historical summary of medical education in Jordan, outlines some of the important areas that require development, and describes plans for a new medical school and teaching hospital in Amman at the newly established Kingdom University of Health Sciences, due to open in 2026. This ambitious project is being funded by the Saudi Jordanian Investment Fund and is being supported by partnerships with high-ranking, well-established institutions in the UK and USA. This article highlights the significant value in a partnership approach to developing a medical education program as it strives to overcome some of the existing challenges facing medical education in Jordan.

Purpose: This paper aims to focus on academic library managers' learning practices in the context of cooperative work supported by computational artefacts. Academic library managers' everyday work is mainly cooperative. Their cooperation is supported predominantly by computational artefacts. Learning how to use the computational artefacts efficiently and effectively involves understanding the changes in everyday work that affect managers and, therefore, it requires deep understanding of their cooperative work practices. Design/methodology/approach: Focused ethnography was conducted through participant observations, interviews and document analysis. Ten managers from a university library in Sweden participated in the research. A thematic method was used to analyse the empirical material. Computer supported cooperative work (CSCW) and work-integrated learning was used as the conceptual lens. Findings: Five learning practices were identified: collaboration, communication, coordination, decision-making processes and computational artefacts' use. The findings show that learning is embedded in managers' cooperative work practices, which do not necessarily include sufficient training time. Furthermore, learning was intertwined with cooperating and was situational. Managers learned by reflecting together on their own experiences and through joint cooperation and information sharing while using the computational artefacts. Originality/value: The main contribution lies in providing insights into how academic library managers learn and cooperate in their everyday work, emphasizing the role of computational artefacts, the importance of the work context and the collective nature of learning. It also highlights the need for continual workplace learning in contemporary knowledge work environments. Thus, the research generates contributions to the informatics field by extending the understanding of managers' work-integrated learning in their everyday cooperative work practices supported by computational artefacts' use. It also contributes to the intersection of CSCW and work-integrated learning.

Although environmental education (EE) scholars celebrate the diversity of organizations that engage in this work, the challenge remains how to bring these organizations together. Over the last decade, scholars have called for building bridges, but we still know very little about organizational networking and integration processes in EE. In this paper, I analyzed a case study of the first local education office (LEO) to manage an EE network in California. Drawing on institutional theory, I found that the LEO cultivated a local EE organizational field through three complementary strategies of relational work: enabling connections, aligning the field, and holding space. These three strategic tools enabled EE organizations to connect, develop a shared meaning system, and grow their capacity to serve schools. Based on my findings, I propose a model for managing local EE networks, as well as theoretical constructs for understanding organizational processes within the evolving EE landscape.

In this program description, the authors explain how a doctoral-level embedded service-learning opportunity, part of Project PURPLE (Preparing Urban and Rural Personnel as Leaders in Education), a collaborative personnel preparation training program, taught future faculty to meet the needs of urban and rural schools in high-need settings. The collaboration between two large institutions in the U.S. same state offered scholars a unique opportunity to engage in teaching, research, and service across institutions. For the service-learning project, teams of cross-institution scholars partnered with consultants from a regional special education cooperative that provides technical assistance to a large rural geographical area. Eleven scholars completed seven diverse service projects, ranging from training education professionals to engaging caregivers. This description discusses these projects, along with the benefits to the scholars and the regional cooperative. It also explores implications for practice for future personnel preparation collaborations and possible avenues for future research.

This study aims to characterise inter-organisational collaboration and support networks between schools in a privatised, marketised, and competitive school system. It is located within and contributes to a body of literature on school networks, which has primarily focused on studying the architecture and conditions for the sustainability of the arrangements where collaboration and support between schools are meant to take place. However, there has been less focus on examining the partnerships themselves, particularly those formed organically by schools. This is an exploratory study that takes a novel "convergent" mixed-method egonet Social Network Analysis approach. Primary data were produced from interviews with sixteen primary school headteachers from a local area in Santiago, Chile. Participants were encouraged to name and reflect on other schools with which their schools have an inter-organisational relationship. Insights show that schools draw on both mandated and organically formed inter-organisational relationships to collaborate and support each other. These ties tend to be built with schools alike and geographically close. Some of the main drivers to turn to others are ensuring the sustainability of schools, generating coordinated responses to policy mandates, sharing practice and knowledge, and ensuring students' schooling trajectories. This study, situated within the broader context of school networking literature, proposes that schools exist within multiple networks, with various connections serving different purposes, some of which are rarely acknowledged. It suggests that while formal school networks and governance structure are important, they are insufficient to represent the inter-organisational relationships in which schools are involved.

The purpose of this study is to conduct a bibliometric analysis of research on open and distance learning, focusing on articles affiliated with institutions or authors in Türkiye. Articles were retrieved from the Web of Science (WoS) database, those indexed in the SSCI, SCIE, and ESCI categories, published between 2020 and 2024. A total of 1,229 articles were identified through this search. VOSviewer software was used to analyze the distribution of publications by year, keyword co-occurrence, co-authorship networks, co-citation, and citation patterns of journals. The findings indicate that "distance education" and "COVID-19" were the most frequently occurring keywords, reflecting the increasing shift to digital education during the pandemic. Bozkurt A. was the most prolific author, with extensive collaboration in national and international publications. Among institutions, Anadolu University stood out as the leading contributor, reflecting its central role in the development of distance education in Türkiye. Additionally, there was a significant increase in research output during the 2020-2024 period, mirroring global trends in the field.

Leadership for social justice is a goal and a challenge for the National Pedagogical University (UPN) in Mexico City. The purpose of this study is to examine the role of UPN directors in the context of leadership for social justice. The focus of the study is on those who are responsible for preparation and continuous training of teachers (García, 2006; Jiménez, 2009). The research design was qualitative based on subjective interpretation from the meanings generated by the participants (Bisquerra, 2014). It describes and analyses the experiences of five directors of school units through in-depth interviews where both the person and the environment are of interest. The findings were reported in the voices of the directors. Supportive factors included teamwork through building consensus and recognition of achievements, commitment to students, and critical awareness. The obstacles to leadership included the quality of facilities, vertical management, job uncertainty, the challenging profile of the students, and inter-institutional relations. This study of leadership of directors of UPN has the potential to strengthen the management of the UPN school units and enhance institutional objectives to promote inclusion and guarantee the right to education. It also has implications for the study of social justice leadership in other educational contexts.

Centers for Teaching and Learning (CTLs) have long collaborated with academic librarians, especially around the Scholarship of Teaching and Learning, but full, reciprocal partnerships are relatively rare. This exploratory, interview-based study seeks to gain insight into how participants (n=4) experienced one such partnership, focused on building institutional capacity for engagement with scoping reviews in SoTL. Our findings reveal that these types of partnerships can have distinctive influences on participating faculty members that extend beyond a single program, service, or project. These insights illuminate the challenges and opportunities long-term partnerships present to both the institutionalization of SoTL and the evolving positionality of both educational developers and librarians (and their respective units).

The independent campus curriculum policy and implementation in Indonesian universities have faced many challenges during the past two years. This approach is complicated by the Indonesian school system, which divides education into religious and general institutions. The study aims to investigate the challenges and opportunities that Islamic Universities in Indonesia encounter when implementing the policy of the Independent Campus Curriculum as part of an educational policy reform initiative. We employed a case study approach and purposive sampling to select our prospective participants. Nine Islamic universities representing Indonesia's eastern and western regions were chosen purposively. Thirteen leaders of Islamic universities who occupy various structural positions related to implementing the Independent Campus Curriculum were interviewed. Our research showed that Indonesian Islamic universities must establish grant money, encourage cooperation and partnerships with relevant institutions, and generate a wide range of activities following a publicly accessible independent campus curriculum policy. Despite implementation problems, Islamic institutions' independent campus curriculum policy change offers great potential for campus quality improvement. This curriculum allows Islamic colleges to expand their collaborative networks and improve student skills. Our research has provided a new perspective on implementing the Independent Campus Curriculum, but only for Islamic higher education officials. A complete understanding requires input from students, stakeholders, and other interested parties.

Work-integrated learning (WIL) has gained significant attention in higher education for its impact on employability. This study presents a comprehensive bibliometric analysis of WIL research from 2002 to 2023, using data from 1,392 articles indexed in Scopus. The analysis highlights key trends, influential authors, institutions, and collaboration networks, revealing that WIL research has grown substantially, particularly since 2013. The findings underscore the dominance of Australian institutions and authors in the field and the multidisciplinary nature of WIL, which spans social sciences, business, engineering, and healthcare. Through co-authorship and co-citation analyses, this study identifies the central themes and most cited works that shape WIL research. The study also explores the global distribution of WIL research, noting strong collaborative networks, particularly between Australia, New Zealand, and Canada. By mapping the evolution of WIL research, this study provides a valuable reference for future studies, helping to guide research directions and deepen the understanding of WIL's role in enhancing employability.

Written by the SECEIJ Special Forum editorial team, this Project Report summarizes the interdisciplinary, collaborative, and inspiring research journey and theoretical background leading to the creation of a strategic plan for the 'IKE Alliance for Transforming STEM Education. 'IKE, which stands for Indigenous Knowledges, Encouragements, Engagements, and Experiences, means knowledge in the Native Hawaiian language. This article outlines the importance of honoring Indigenous epistemologies in STEM education and across institutions and communities as we work to increase the presence of Native American, Alaska Native, Native Hawaiian, and Pacific Islander students in STEM. Our goal is to build authentic and durable partnerships locally and nationally through respecting, honoring, engaging, cultivating, and consulting with Native Nations and communities.

As opportunities for face-to-face teaching, in-person conference attendance, travel, professional exchanges, digital collaboration, and formal institutional and organizational partnerships have gained traction, English language teaching (ELT) professionals have the chance, once again, to engage in numerous types of collaboration. In this article, the authors begin by presenting a case study of their own cross-cultural partnership. Their collaborative efforts, which took place in both face-to-face and virtual modalities, centered on a joint ELT research project and related activities. In their case-study presentation, they describe the circumstances that led to their collaboration; the authors also provide a snapshot of the emphases of their joint research, the research-related activities that they engaged in, and the results of their efforts. The authors then turned to the lessons that they learned from their collaboration, lessons that they have framed as tips for successful collaborative efforts.

This study explores the academic and social experience of international students in colleges in the United States of America. Specifically, the study focuses on colleges with a high percentage of international students as they represent diverse cultural backgrounds and contribute significantly to the campus environment. Data were collected from 30 participants (undergraduate students) across five focus group interviews and a thematic analysis was performed. For academic experience, four sub-themes emerged: relationship with professors, academic resources, liberal arts requirements; and class participation weightage. For social experience, four sub-themes emerged: role of student clubs and societies; inter-college collaborations; intercultural sensitivity; and religious/cultural events. Findings provide valuable implications on how colleges with a high population of international students can improve the academic and social experience of these students.

Continuing education (CE) plays a crucial role in workforce development and economic growth across Asia, yet the landscape of CE research in the region has not been comprehensively mapped. A comprehensive bibliometric analysis of continuing education (CE) research in Asia from 1972 to 2023 was carried out, utilizing data from the Scopus database to map the evolving landscape of CE research in the region. Findings revealed a significant surge in research output since the late 1990s, with East Asian countries, particularly China, Hong Kong (China), and Taiwan (ROC), emerging as leaders in the field. The analysis uncovers several key patterns: institutional collaborations tend to cluster regionally, there's a noticeable generational gap in researcher's networks, and the healthcare sector dominates CE research topics. Recent trends indicate a shift towards digital learning approaches and learner-centered methodologies. The study also highlights the need for increased cross-border collaborations and expansion of CE research beyond the healthcare sector. This research contributes to a deeper understanding of CE research trends in Asia and provides insights for future directions in the field.

Today, an increasing number of higher education institutions are recognizing the importance of preparing students to communicate, live, and work effectively with others from different cultural backgrounds (Appiah-Kubi, 2020; Eliyahy-Levi, 2020; Iuspa, 2019). Providing opportunities for students to travel abroad has been an integral part of the higher education experience for many years. However, with the global pandemic resulting in limited travel, universities are developing new and innovative ways to provide international experiences for students. The purpose of this cross disciplinary project was to explore an international virtual student collaboration between two universities, one in the United States and one in Southeast Asia. Twenty students were matched across universities to examine one of the U.N. Sustainable Development Goals: #2 Zero Hunger (https://sdgs.un.org/goals). Fighting hunger is not a new problem in our world, but the focus has been greater in the midst of a world-wide pandemic. Many people have lost jobs or had their income severely impacted. Students from both universities worked collaboratively to explore the issues of fighting hunger during a pandemic and focused on finding solutions that can last long after the end of this current pandemic.

Globalization and the call for global citizenship education have enabled virtual exchange to prepare healthcare students as emerging healthcare professionals for working in an increasingly interconnected and diverse world. Integrating virtual exchange opportunities into undergraduate curricula in higher education equips students with the knowledge, skills, and attributes needed to be responsive to global healthcare challenges. This study reports on the perceptions of undergraduate healthcare students from geographically distant locations on how (if any) participating in an international virtual exchange project fostered their intercultural competence. Anchored in social constructivism and adopting a qualitative methodology, data was collected using an online, open-ended reflective questionnaire. Findings from the thematic analysis highlight that integrating virtual exchange into curriculum design can foster intercultural competence, preparing healthcare students as emerging professionals for the world of work that necessitates an appreciation for diverse ways of knowing, being, and doing to ensure optimal healthcare.

The aim of this study is to examine the views of preschool teachers in Turkey and Europe on eTwinning projects comparatively and to determine the extent to which teachers' experiences are similar and different. It is expected that the findings will motivate preschool teachers and administrators to develop eTwinning projects. In this study, case study method was used as a qualitative research design. Thirty-two preschool teachers from Turkey and Europe were reached through convenience sampling, one of the purposive sampling methods. A semi-structured interview form was used as a data collection tool. The first part of the interview form included general information questions about the teachers and the second part included questions about the teachers' views on eTwinning projects. From the data obtained, it was determined that Turkish teachers created more codes than their European colleagues, however, teachers in both groups generally had positive views about eTwinning projects and took part in these projects voluntarily.

This article proposes two models and four principles for creating taxonomies of transferable skills that reflect and enable cross-institutional partnership between academic and professional services colleagues. Such language or taxonomies provide a shared focus for all institutional stakeholders in support of students' development and future employment outcomes. An anonymised UK university case study demonstrates the models and principles in practice through a cross-institutional collaboration between the Careers Service, other student services teams, and academic departments. Universities, subject/programme teams, academics, careers services, extra-curricular programme teams, and teaching and learning professionals can use the principles and models in this article to create transferable skills taxonomies for their students that can be owned by all university stakeholders, and are relevant to the graduate workplace.

Experiential education, the process of providing students with applied learning opportunities within and outside the classroom, is rife with organizational complexity. This article examines Ontario's Strategic Mandate Agreements using qualitative content analysis to see how conceptions and communications of experiential learning have changed over time, and how universities have responded to government pressure to foster experiential learning. Drawing on frame analysis, findings reveal that universities have developed a considerable amount of institutional infrastructure and initiatives to support the expansion of experiential learning, and these efforts have been framed in relation to current discourse about graduate skill readiness. However, these outward signalling responses are not necessarily aligned with internal organizational processes (i.e., expansion of co-curricular learning). These mandate agreements represent official accounts of institutional priorities, which leave the door open for future research to examine micro-foundations of experiential learning through the perspectives of the faculty and staff inhabiting these institutions.

Interdisciplinary service-learning (IDSL) has become a staple of healthcare education over the last two decades as a mechanism of training students to provide cohesive, team-based health care in a complicated and sometimes fragmented health care system. This case study describes the perceived learning of Doctor of Physical Therapy (DPT) students from [Blinded] University who attended a week-long interdisciplinary, interuniversity service-learning trip in rural [Blinded]. Qualitative data from two consecutive year teams (n = 26) were collected via surveys and focus groups and thematically analyzed for motivation to attend the trip and perceived learning. Intrinsic motivation to "give back" and desire to hone professional skills were the primary drivers for desiring to attend the trip. Three themes of perceived learning that emerged were: 1) impact on core values, 2) perceived improvement in para-clinical (soft) skills including interdisciplinary fluency and cultural competence, and 3) improvement of clinical (hard) skills. The dominant theme was the impact the trip had on students' core values. The learning occurred predominantly in Bloom's affective domain and aligned with the physical therapy profession's Core Values and Code of Ethics.

This paper outlines how four community colleges, and a large public university, collaborated to support over 80 paraprofessionals who sought to finish their bachelor's degree and earn licensure. Funding from a statewide "Grow Your Own" initiative allowed the teacher educators at the community colleges and university to put in place structures to support non-traditional students, and each other, during the first year of this program. Lessons learned and next steps are highlighted.

Bolman and Deal (2017) presented four traditional frames of reference through which the complexity of an organization and its issues can be discerned. They identified the (a) structural, (b) human resources, (c) political, and (d) symbolic frames as the classifications for understanding the challenges in the body of an organization. For the purposes of this article, we, the authors, have defined, summarized, and provided examples of each of the four frames. Furthermore, we developed the idea for and assessed the use of a new frame that accounts for a less tangible but critical element of an organization's essence. We discuss the eudemonia frame as one that people use to understand the perceived harmonious synergy of an organization and its relation to many critical components. The proposed new frame serves as a grounding force enabling anyone utilizing the four frames to recenter and refocus their interpretation of a complex issue in an organization's core. It serves as an additional lens through which organization members may calibrate thoughts and analysis to ensure a greater level of synergy between the perception of the individuals and the overall well-being of the organization as its own entity. Much like a tuning fork can be struck against a variety of objects to align sound frequencies, we believe through our experiences that the fifth frame can be applied to all frames of thinking to gauge alignment of strategic thinking, decision making, problem solving, collaboration, and success in any organizational context.

Background: Over 8 million children with disabilities live in Africa and are candidates for augmentative and alternative communication (AAC), yet formal training for team members, such as speech-language therapists and special education teachers, is extremely limited. Only one university on the continent provides postgraduate degrees in AAC, and other institutions provide only short modules at an undergraduate level. The need for an introductory training course on AAC that is accessible by university students continent-wide was identified. An online programme, namely an intelligent tutoring system (ITS), was identified as a possible option to facilitate interactive learning without the need for synchronous teaching. The use of an ITS is shown to be effective in developing knowledge and clinical reasoning in the health and rehabilitation fields. However, it has not yet been applied to student teaching in the field of AAC. Aim: To determine both the feasibility of an ITS to implement an AAC curriculum for students in four African countries, and the usability and effectiveness of such a system as a mechanism for learning about AAC. Method & Procedures: The study included two components: the development of a valid AAC curriculum; and using the ITS to test the effectiveness of implementation in a pre- and post-test design with 98 speech-language therapy and special education students from five universities. Outcomes & Results: Statistically significant differences were obtained between pre- and post-test assessments. Students perceived the learning experience as practical, with rich content. Conclusions & Implications: The findings suggest that the ITS-based AAC curriculum was positively perceived by the students and potentially offers an effective means of providing supplementary AAC training to students, although modifications to the system are still required.

As cross-border education continues to evolve, a comprehensive understanding of the latest trends requires an awareness of the behaviours of partner universities and host governments. This case study examines two joint-venture universities in China and compares their institutional approaches to resource acquisition. It compares their strategies in four dimensions: initial launch, choice of name, capacity building, and strategy in leveraging resources from the local government. The divergent strategies show that both universities use their particular advantages to obtain different resources to sustain their development. This study presents a portrait of a dynamic organisational environment for cross-border in China. While the government plays a key role in the establishment of the universities, their resource acquisition effectiveness depends on how successfully they integrate their agendas with local needs.

Local special education administrators (LSEAs) are integral in facilitating career development services for students with disabilities alongside their peers, particularly in rural school districts. This qualitative study explored the perceptions of 12 LSEAs regarding their contributions related to career development for students with disabilities in their southeastern U.S. rural districts and the factors they perceive to shape their own ability in this area. The emergent grounded theory indicated that LSEAs viewed their own roles in career development to vary widely and compete with other priorities as well as to be contextualized by their knowledge and awareness of opportunities within their districts and communities. Furthermore, LSEAs perceived these roles to be shaped by their collaborations within their districts, their partnerships in the community, the involvement of students' families, and training and supports available to them. Recommendations for research, practice, and policy with respect to extending the contributions of LSEAs are provided.

This qualitative study explores the early implementation of a university school leadership preparation program and school district collaborative effort to develop school leaders and sustain leadership capacity in nine rural school districts. Emerging findings drawn from survey, focus-group, and participant observation data include (a) the development of a strong leadership network of professional relationships that included peers and district mentors, (b) a sense of individual leadership growth and targeted professional development preparing participants for their next leadership role, and (c) an emerging statewide rural school leadership development network.

As the complex responsibilities of principals and teachers expand, the need for effective professional development (PD) is greater than ever. This quantitative study examines the PD needs of schools and the relationship between PK-12 and Institutions of Higher Education (IHEs), as perceived by principals, identifying areas for collaboration. Thirty-nine variables were analyzed using exploratory factor analysis, bivariate correlation analysis, and linear regression analysis. Findings reveal that principals report the potential of partnership benefits, between PK-12 and IHE's for PD needs, as a predictor of all need variables ranging from improved communication with teachers to increased teacher proficiency in curriculum and instruction, disciplinary expertise in mathematics, whole child development, diversity, and technology. Furthermore, results provide evidence that schools have PD needs beyond academics and there is a potentially powerful role for IHEs to collaborate with PK-12 schools.

The aim of this study was to explore the results of and conditions for systemic large-scale school improvement. Through a multi-level analysis and a theoretical framework inspired by organization- and sensemaking-oriented theories, the study examines how a Swedish large-scale school improvement program, "Collaboration for the Best School Possible," played out in two Swedish municipalities. School actors at four organizational levels (at the National Education Agency, Local Education Authority, school leader, and teacher levels) in the two municipalities were interviewed. Because these school actors' sensemaking is linked to different aspects of the national largescale improvement program, the analysis shows a variation in the strengthening of the couplings between these organizational levels. The different nature of the couplings affected the implementation process and the results of the program. While the national large-scale program seemed to have contributed to an improvement in the schools' quality assurance systems and leadership practices, there were difficulties in maintaining general and sustainable changes in schools' instructional practices. The conclusion of the study was that, even if a national large-scale school improvement program is well designed and backed up with many resources, it must be perceived as legitimate among the local school actors at the different organizational levels. This points to the importance of managing the balance between top-down efforts and visions and local professional knowledge and experience.

States have introduced a range of strategies and legislative policies aimed at increasing college matriculation through readiness strategies and initiatives that offer strong collaboration between secondary and postsecondary education. Early college high school (ECHS) models are one-way that colleges, primarily community colleges, can serve underrepresented students in their journey to postsecondary opportunities. Additionally, pathways in technology (P-TECH) models further connect students' academic experience to workforce opportunities and the acquisition of relevant skills. This article highlights the benefits connected to dual enrollment, the design of ECHS and P-TECH models, and provides recommendations for strategy considerations when implementing these opportunities for students.

The global research system is pluralising as more researchers and institutions around the world contribute to knowledge creation. However, global research remains highly unequal because of the hegemonic influence yielded by Global North/West. The unequal dynamics impact the dynamics of international research collaboration (IRC). Through in-depth qualitative interviews, this study investigates the dynamics of epistemic injustice, positional good and hegemony in IRC. The data are collected from the Turkish higher education system because its unique position at the Global North/West and South/East borders can make the distinctions and inequalities more visible. Findings indicate that Fricker's (2007) epistemic injustice and Hirsch's (1976) positional competition are crucial factors in creating or reinforcing hegemony in IRC. A strong value is attached to collaborating with Global Northern/Western scholars or institutions. IRC with the West seems to procure a higher epistemic value. The higher epistemic value increases positional competition to collaborate with those in the Global North/West. Also, funding obtained from the Global North/West is seen as more credible and valuable, reinforcing the main argument for the higher epistemic value and positional good ascribed to IRC with the Global West/North.

This study examines cooperative collection development (CCD) for area studies and foreign language collections at Association of Research Libraries (ARL) libraries, based on a 2020 survey. Respondents provided details about cooperative collection initiatives (CCIs) at their libraries and their attitudes toward CCD. Most respondents had a favorable opinion of CCD, citing access to a broader collection of materials and cost savings as primary reasons. Challenges include the work and time involved in managing CCIs. This composite picture of how libraries build collaborative collections and the perceived benefits and challenges of CCD will inform librarians and administrators alike as they consider how best to build area studies and foreign language collections.

We explore the role of organizational factors in research collaboration networks among European universities. The study of organizational drivers in shaping collaboration patterns is crucial for policy design aimed at reducing research fragmentation and fostering knowledge creation and diffusion. By using Exponential Random Graph Models (ERGMs) and controlling for spatial factors, we investigate the role of two main mechanisms guiding the partners' selection process: organizational attributes and homophily. We investigate two distinct scientific collaboration networks (i.e., projects and publications) and two research domains (Physical Sciences and Engineering, and Life Sciences) over the 2011-2016 time period. Our empirical evidence reveals that, among the main dimensions indicated by the literature, research capability (measured by the dimension of doctoral programs) has the clearest and most stable impact either on the tendency to establish collaboration ties or as homophily effect. In terms of policy implications, it emerges that organizational similarity in research capability matters and policy makers should consider doctoral programs as a strategic variable to promote successful collaborations in scientific research.

Background: The main goal of a health system is to maintain or improve people's health. The COVID-19 pandemic showed the fragility of health systems worldwide. In Mexico, the pandemic affected the performance of the health system, along with the presence of contextual conditions such as its segmentation and high prevalence of chronic diseases. Aims: To analyze from an approach to the functions of the health system, the service delivery, human resources, financing, and stewardship/governance in the local health services of five states of Mexico, from the perspective of the staff working in health centers. Methods: This is an exploratory qualitative study conducted from November 2020 to August 2021, involving 124 health professionals from 39 health facilities (18 rural and 21 urban). The technique used was the semi-structured interview. Interview guides were developed according to core topics. Subsequently, the thematic analysis method was used. Results: The lack of financial resources delayed prevention efforts and made it difficult for health centers to adapt to the crisis. Inequity was found in the distributive efficiency of staff between rural and urban areas and levels of care. In addition, there was evidence of capacity for coordination, capacity sharing, and joint participation between health institutions, civil authorities, and the population to face the emergency. Conclusions: We identified relevant public health actions that showed the capacity of local health services to organize a response to the pandemic at the level of the actors responsible for these services.

Schools of choice need to provide equitable access and opportunities to all students, including students with disabilities and emergent bilinguals. In the context of Early College High Schools, principals and school districts should be partners in ensuring admissions processes are non-discriminatory. In this fictional case, a new principal in a high-performing early college high school becomes concerned that the school has been denying or not actively recruiting students with disabilities and emergent bilingual students. However, when she raises her concern with her supervisors and predecessor, she gets no support. The teaching notes of this case review the literature on ethical leadership, school administration dilemmas, and bounded ethicality.

The growing importance of China as a major actor in international order has generated tremendous interest among social scientists, but scholarly debates remain in their disciplinary confines. Our study connects existing international relations research on China and the Belt and Road Initiative with two concepts in higher education studies--"knowledge power and knowledge diplomacy"--to reveal the multi-faceted approach that China applies towards its "outward-oriented" internationalization activities in the knowledge domain. By studying two instances of university alliance-building through the Belt and Road Initiative, an empirically less examined area in both international relations and higher education studies, we demonstrate how China embraces a "knowledge diplomacy" approach in the case of the University Alliance of the Silk Road and "knowledge power" in the case of the Asian Universities Alliance. We argue that the co-existence of the two approaches points to the aim of China's multi-faceted approach to its external relations in the knowledge domain. By combining alternative organizational structures and logics embodied in different university alliances, this approach presents a non-hegemonic attempt to normalize China's network centrality in an interdependent world. We conclude that China's Belt and Road Initiative university alliance-building efforts should open up a rich analytical space that encourages further exploration through a world-centered "tianxia" heuristic.