Purpose The purpose of this paper is to examine the impact of work-based research projects at postgraduate level. The focus of this paper is to measure the impact of masters- and doctoral-level work-based projects which was the specific contribution of one group of researchers to the Nixon et al.’s (2008) study. Design/methodology/approach This paper is based on data generated as part of a wider study that examines the impact of work-based learning projects across undergraduate through to doctoral level from the perspective of employers and from the employees perspective. The research study is based on a sample of alumni who had graduated from work-based masters and professional doctorate programmes and their corresponding employers in a UK higher education institution. Findings At masters and doctorate level the work-based project can often make an impact on the work context and also have a developmental effect on the employee who becomes a practitioner-researcher to undertake the project. Originality/value This paper finds that work-based projects are often an investment that companies make that have the propensity to yield tangible business success as well as providing an incentive for key staff to remain in the company and achieve university recognition.

No abstract

No abstract

No abstract

Purpose This study aims to explore the internal migration experiences and health/well-being issues of 38 girls and women working as Kayayei (head-porters) in Accra, Ghana. Design/methodology/approach Data were collected from seven focus group interview sessions, and thematic analysis was used to analyse the data. Findings The results revealed the geographic, structural and family issues that promote increased migration of females to the cities. The findings betray the potential negative effects of migration on the participants’ quality of life, including accessing health services. They also suggest that the Kayayei phenomenon is a significant child protection, health/well-being concern yet to be given adequate attention in ways that consider the implications of such large internal migration of females on the overall human resource development capacities of rural communities. Originality/value This is an original study with data collected to explore internal rural to urban migration and its effect on health and well-being of young girls and women.

Purpose The purpose of this paper is to examine teachers’ perspectives on school leaders’ selection and development strategies in order to propose/recommend strategies that are relevant to the context of the United Arab Emirates. Design/methodology/approach The study gathered data through group discussion of school teachers who attended the module “leadership for school improvement” taught by the researchers. The teachers who participated in this study include local and expat teachers who are currently working in both public and private schools in the UAE. The reports of the group discussion were used as transcripts and thematic analysis was used to analyse the results. Findings The results indicate that there is a strong aspiration for setting better standards for the selection of the school leaders. There is great interest in engaging experts and instrumenting accredited continued professional development training on developing school leaders. The respondents emphasised on the required qualifications, experiences and knowledge, and the need for mentorship approach. Research limitations/implications The key limitation of the study is the smaller sample size. Practical implications The outcome of the study offers necessary insight to the decision makers on the selection and development of school leaders in the UAE. Social implications The study insists that the social and cultural values of the UAE to be considered in the selection and development of school leaders in the UAE. Originality/value The study offers potential gap and scope for further research on school leadership in the UAE that could be further explored with many samples and cases for broader understanding.

Lifelong Learning has in recent years become a fundamental element of many educational policy strategies aimed at achieving the goal of socio-economic development. The role of universities in this is viewed by some as crucial and requires some attention. This article examines the concept of lifelong learning and suggests another way in which it could be conceptualised. It further reflects on how two European universities understand and implement lifelong learning and the implications for European regional educational policies in view of the knowledge society.

Purpose -Higher education is increasingly being scrutinised and discourse centred on its usefulness to stakeholders. In 1992, the University for Development Studies (UDS) was established in Northern Ghana with a mission to engage with local communities to develop the area. This paper aims to understand the quality perspective of the university within the contexts of the needs of its catchment community and quality requirements of other stakeholders guided by issues arising from the questions of who really should define quality, in what context, for whose benefit, and with whose resources. Design/methodology/approach -The paper takes a qualitative approach using semi-structured interviews, documentary and artefacts to generate data from the UDS. Findings -Although donors play a crucial role in ensuring quality, the findings suggest that the basis for any effective quality should move beyond the traditional precepts to make it reflect local needs and realities within an international context guided by effective quality monitory and evaluation mechanisms. Practical implications -The paper provides practical suggestions of appropriate quality assurance models for higher education institutions in the developing world. Originality/value -The paper identifies some quality dilemmas in higher education in developing contexts.