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The oversight of ethical conduct of research is often placed on the university institution in partnership research. How institutions ensure the ethical conduct of research varies and for research being done with Indigenous communities, communities themselves are now conducting their own research ethics reviews. However, this chapter aims to place some onus of responsibility on the researcher themselves, to develop their own moral compass when working with Indigenous communities. (Borrowing from Toombs (2012). Ethical research for indigenous people by indigenous researchers. Aboriginal & Islander Health Worker Journal, 36(1), 24–26.) notion of the moral compass, the authors will discuss their own experiences as Indigenous researchers and how a moral compass is critical even in light of the best research ethics policies.

The authors focus on the Canadian and Australian context and provide examples from their own experiences as Indigenous people, researchers, and research ethics administrators. The focus of this chapter is to highlight some of the unethical research that has been conducted on Indigenous peoples and the policy and community response to that research. The authors explore how to build better relationships through research with Indigenous peoples.

This chapter does not aim to provide a thorough review of literature on research ethics with Indigenous peoples; however, some of this literature is cited. The focus of this chapter is to share the experiences related to policy from the perspective of two Indigenous researchers.

The authors of this volume present a wide range of perspectives, case studies, and theories on partnerships for international development. The authors discuss the leadership approaches, principles, frameworks, and elements needed to develop effective university partnerships for international development. In the age of globalization, these types of international partnerships are an essential element to drive political reform, social development, and economic growth, and as such, they have become an essential element in today’s global system of higher education. Within the context of a rapidly changing higher education system, international collaborations encourage diverse and inclusive learning environments. Readers of this volume will also understand the principles for making international joint activities structurally sound and socially oriented.

This chapter examines the everyday experiences of short women, focusing on the problems they face and the coping strategies used to navigate being short in a heightist society. Further, this chapter views height as a stigmatized identity, which both negatively and positively impacts short women.

Sixteen qualitative interviews were conducted with women 5′2″ and under.

Using the literature on stress, and coping models laid out by social psychologists, this chapter elucidates the unique place of short women in American society.

While there has been a wealth of literature on how short stature impacts men, research on how short stature impacts women has been scant.

Web 2.0 technologies are resulting in great shifts: “from institutions to networks, from vertical structures to horizontal systems, from hierarchies to heterarchies, from bureaucracies to individuals, from centre to periphery, from bordered territories to virtual cyberspace” (Fraser & Dutta, 2008, p. 2). When we think about how these shifts apply to our experiences advising and mentoring our students in higher education, we do not think it is a stretch to say that when these technologies are employed thoughtfully, these eruptions likely do occur in particular ways that can, in fact, facilitate student support, development, and learning in new ways. Though we use a variety of social media applications to facilitate our practice as mentors and advisors, we acknowledge Daloz's (1999) concern about technology: “More, faster, and farther seem to be the driving values. Thus entangled in the Internet, spun about at hyperspeed, drowning in information, starved by virtual reality, should we wonder that we hunger for real reality? Can such technology nourish our need for community, intimacy, contemplative time, wisdom?” (p. xxv). Daloz sincerely questioned if technology could in fact support “good mentoring.” A mere eleven years later, we two advisors/mentors (one from a large public university in the East; one from a small private university in the West) answer with a resounding “Yes!” In fact, in our experiences, social media technologies can extend the possibilities of good educational mentoring and advising in higher education.