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This chapter presents a discussion of innovations in pedagogic approaches for high-achieving, pre-degree pathway program students at the University of Edinburgh, Scotland.

The question under discussion in the academic language classroom is the extent to which dynamic cohorts of multi-lingual, multi-cultural and multi-disciplinary students are being enabled to fulfill individual learning goals as well as the institution’s expectations of pathway learners and academic language users. Wingate (2015) argues that in the absence of an epistemological and socioculturally embedded literacy instruction, students are not equitably prepared for success in the discipline or the wider institution. The chapter reviews critiques of English for Academic Purposes (EAP) and Academic Literacies by addressing “the best of both worlds” (Wingate & Tribble, 2012, p. 492) approach.

The chapter continues with a case study into the Academic Vocabulary in Literacy strand of the Foundation EAP course on the International Foundation Programme at Edinburgh University. There then follows close analysis of innovation by course designers to adapt the “best of both traditions” model (Wingate & Tribble, 2014, p. 2) into an integrated academic language and literacy approach. It is posited that this approach could enable attempts at transition for high-achieving foundation students by experiencing language in dynamic and multi-modal genres.

The purpose of this paper is to examine the gap between what should happen and what actually happens in Sino‐UK transnational education (TNE) provision, with a focus on the barriers of language and culture.

Following a literature review, an exploratory study was carried out using the non‐probability‐based snowball sampling method. In total, 38 programme managers from ten Sino‐UK TNE providers responded to a questionnaire survey, with eight of them taking part in a subsequent semi‐structured interview. Additional data were collected via observations at staff meetings and classes.

Demand for Sino‐UK TNE based in China was in decline for reasons including demographic changes, increased competition and expansion in the Chinese state sector. Due to barriers of language and culture, the overall learning experience of TNE students in China was not found comparable with that of their counterparts in the UK in terms of learning, teaching and academic support.

Without further research, the findings of this study may not be generalised to all Sino‐UK providers due to the non‐probability based sampling method.

Managers of a Sino‐UK TNE partnership on both sides need to be open about the language and culture induced challenges facing the sector and be committed to addressing them in the long term if they are to continue their operation.

The paper presents admissions from practitioners about the disparities between the rhetoric and reality of the current Sino‐UK TNE provision, which raise questions critical to the future survival of the sector.

The purpose of this paper is to explain the current role of foreign foundations in the cross-border mobility of Russian elite scientists.

The methodology is based on a combination of a quantitative survey (December 2004-February 2005) of former Russian Humboldtians and qualitative research (expert interviews in 2005 and in 2012, respectively) of Russian alumni of the Alexander von Humboldt foundation (Germany).

For Russian elite researchers participating in academic mobility, in 2000s it is rather cross-border mobility’ brain circulation’ rather than “brain drain” a dominant form of academic mobility typical. Even in 2000s, western foundations still played a significant while twofold role – promoting emigration of for a small part of Russian elite researchers, on the one hand, while and getting access to top-level labs, etc. and to international academic chains of excellence for the majority of them, on the other. Coming back to the home country, affiliation with foreign foundations reduces the dependence of Russian elite researchers on hierarchical structures within the national state science system and promotes project teams and network forms of interaction their career. However, Russian scientists dependence on foreign funding affect both the scope of research and their academic status (mostly – second-level positions within research projects, etc.). Among the reasons to for leave leaving Russia it is primarily the desire to remain have closer access to their academic community and the equipment to do on the top level in research. The paper formulates some measures to foster incentives to stay in Russia and respectively to support re-emigration of elite researchers, in form of world class research labs and strengthening the motivation of senior researchers to work in the home country.

Research limitations consist in using of only one of the alumni networks of several western foundations database.

The paper is unique as regards the empirical results; its value consists in their organizational, social and political implications.

The purpose of this paper is to review the current literature on transnational education (TNE) as a form of business relationship and reflects on the experience of a mid‐ranking post‐92 UN institution in developing and managing TNE programmes in China. It seeks to highlight the challenges encountered at the various stages of partnership development and evaluate the effectiveness of the practical measures taken.

The underpinning research employs a combination of longitudinal live case study tracing the history of three of the institution's TNE partnerships in China over the past ten years and action research involving the author both as the researcher and active participant.

This paper suggests that there is no set formula for initiating a Sino‐UK TNE partnership but personal connections and Chinese speaking staff would help to increase the chance of success. At the outset it is important to work out the precise form of partnership and its associated financial implications for both parties. Whilst cultural differences and differences in educational tradition, communication style and organisational practices are among the factors affecting the operation of a TNE partnership over its life‐cycle, changes in macro‐economic factors such as exchange rate can also lead to termination of a TNE project. Partners in a TNE relationship are therefore advised to develop an exit strategy in case things do not work out.

Based on the actual experiences of a real UK institution, the challenges identified in this paper are likely to be encountered by similar UK institutions operating in China and thus the solutions discussed may be adopted or adapted.

Higher education has recently experienced an advancement in teaching and learning methods. Academics are experimenting with innovative techniques in using e-learning due to the global pandemic which has given a new dimension to classroom teaching. Hybrid teaching is becoming the new norm for classroom teaching which includes both face-to-face and online modes. Smart gadgets and technology are being used to design classroom delivery, assessment, and evaluation of students. The use of innovative teaching and learning methods becomes crucial to motivate and teach a spirit of learning. The development in the information and communication technologies (ICTs) sector has led to knowledge-intensive, interdependent and internationalized societies exploring and experimenting with opportunities for the design and delivery of education. ICTs are opening up new horizons to facilitate the exchange of creativity and intercultural dialogue. This book volume highlights case studies and innovative teaching methods used by academics across the globe. It talks about how teaching staff should stimulate students’ active engagement in their own learning processes leading to transformative student learning. It discusses the in-class approach of implementing high-quality project-based learning activities that integrate learning in an authentic real-world manner. Chapters are dedicated to experiential learning which encourages critical thinking and creative problem-solving skills in students which is the essence of innovative teaching-learning methods. Academics are applying these methods to ensure that the student learning process is free flowing and stimulates students toward role-playing and mastering problem-based learning.

This paper aims to review global adolescent empowerment programmes and develops and proposes a model that can be used with vulnerable adolescents. The model reflects theory and experience drawn from the literature.

The review is a synthesis of articles on empowerment theory, models and programme evaluations. Literature is selected and critiqued that reflects aspects of empowerment as described by Freire or relating to empowering models that could be generalised and related specifically to vulnerable adolescent programmes. Vulnerable adolescents within the context of this paper have been identified as those experiencing social, economic, cultural or physical disadvantage.

The findings document that empowerment programmes do not fully integrate the theory or pedagogy of empowerment as described by Freire. In most cases the goals of empowerment programmes, when stated, do not reflect the transformative or social action aspects of empowerment theory. Nevertheless there are sufficient examples of successful empowerment programmes with marginalised populations to warrant more rigorous application and evaluation of empowerment theory with this population in a variety of social settings. The relationship between the facilitator and participants and the development of critical consciousness are two vital aspects of empowerment theory that are unexplored and need further study.

Many empowerment programmes for vulnerable adolescents in resource‐poor countries have not been evaluated or have not been published. Lack of consistency in the use of terminology and evaluation also makes it difficult to compare studies.

This paper proposes a model of empowerment that could be effective in addressing the health needs of marginalised adolescents and is based on theory and field experiences.

Standardisation in education is an ambiguous process. Standards of time, measurement, technology and other aspects have evolved historically as basic preconditions for social life and communication, in education as well as in society at large. But excessive standardisation, especially in domains of culture and knowledge, often works as cultural and symbolic violence, undermining the qualities of education and learning situations. This chapter investigates these ambiguities, presenting concepts of standards and standardisation and developing their implications for education through selected theoretical contributions and empirical cases. The theoretical contributions include Berger and Luckmann's constructivist sociology of knowledge, Bourdieu's theory of symbolic capital and Habermas' theory of communicative action. The empirical cases include the processes of centralisation and standardisation of education in the United States and the process of standardisation in European higher education.

Practical work is regarded as an essential part of learning; hence most tertiary institutions have included a practical component in their physics courses. There is a concern about the effectiveness of the practical work in most universities. The purpose of this study is to assess the contributions of simulations on 20 Foundation Physics students' practical work at the University of Limpopo.

Two tests, “Determining and interpreting resistive electric circuits concepts test” and the “Test of integrated science process skills” were used. A class test, observation sheet and worksheets for students' practical work were analyzed. Interviews with a selected group of students were also conducted.

Results indicated that the simulations contributed positively on students' understanding of electric circuits. However, the study revealed that the students who did simulations do not differ from those who did not do the simulations with regards to the development of process skills.

The value of this research is the application of simulation in physics with specific testing methods. In addition, the research is unique in a South African context.