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Research capacity development is increasingly important worldwide. The ever-changing research landscape driven by globalisation, technological advancements, and the use of new methodologies calls for globally competent researchers. Yet, little is known about research knowledge, skills and values that globally competent researchers need to engage ethically and competently in research projects and research communities across disciplines and across geographic borders. Informed by an international community of 38 scholars in Education from 17 countries of Global South and Global North, this forward-looking study provides a much-needed emerging definition for a globally competent researcher and competencies required by such a researcher. Furthermore, the preliminary findings showcase research learning opportunities and challenges associated with training globally competent researchers. As evident from the findings, more attention needs to be devoted to understanding the preparation of future researchers able to conduct quality research in the interconnected world. The article has potential to be informative to a wide audience from the research world, including professors, researchers, graduate students, research personnel and management.

Introduction 2 Approach followed 4 The policy process (including language in education) 5 Policy implementer appointments 12 Policy fatigue

This study examines the little-studied phenomenon of teacher mentoring for global consciousness. It reviews the relationship between secondary school teachers participating in an international service-learning (ISL) project in Nicaragua and an NGO, Canadian Youth Abroad (CYA). CYA facilitates short, but intensive, ISL experiences. The teachers work for a publicly funded Catholic district school board in Ontario, Canada. Teachers who travel to Nicaragua with the students are mentored and accompanied by more experienced peers - "veteran" CYA/ISL teacher-participants. The mentoring process seeks to impart the CYA’s particular transformative values to the new teacher-participants and through them, to their students. These values challenge the dominant charitable "help the poor" model of North-South engagement. The teacher-mentors follow CYA's Freirian pedagogical model that stresses the value of solidarity between Canadian and Nicaraguan participants.

As an indicator of nations' prosperity and economic competitiveness, research impacts the mounting roles and requirements placed upon academic researchers. Internationally, researchers are expected to effectively operate in the fastchanging and demanding research environment. Such effectiveness corresponds mainly to their ability to establish international and interdisciplinary collaborations, secure internal and external grants, and most importantly deliver tangible research outputs. As such, this desired research excellence impacts researchers' academic appointments, recognitions and promotions. Driven by research productivity and pursuit of academic excellence, researchers' individual autonomy may become restricted. This work is based on (a) an international study exploring research productivity within higher education institutions across 15 countries and (b) a relevant international literature review. The voices of 32 participants portray competencies required from and requirements placed upon academic researchers at their respective universities. Findings show that the role of academic researchers is changing and the requirements pose challenges to researchers' autonomy. The research productivity quest along with opportunity-driven decisions may not only restrict researchers' autonomy but also compromise their academic integrity.

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