Introduction

  • Mary Gobbi University of Southampton, UK
Keywords: quality assurance frameworks, internationalisation, intergenerational learning, doctoral education, higher education models

Abstract

Three of the eight papers that comprise this Edition of the Journal, focus on different aspects of intergenerational learning. The remaining five papers address internationalisation strategies in Africa; career paths of local and international doctoral students; peer tutoring programmes, perspectives of science teachers, including mathematics and physics, and models of Higher Education. The papers reflect a varied range of participant countries both in terms of the authors, but perhaps more importantly the study sites including several from Latin America (Africa, Chile, Bulgaria, Paraguay, Peru, Spain, Turkey and Uzbekistan). Similarly, the programmes of study range from dental education, geological sciences, teacher education (in various forms), ongoing development of academic staff and the evolution of embryonic Higher Education systems. From these rich and diverse papers, one can see the crucial importance of eliciting, at national level, (1) those factors that are unique to the national context and culture; and (2) those that are like other systems and countries, whether in a historical moment of evolution, or those that resonate with contemporary and parallel contexts. Building the national and international evidence base in Higher Education requires both types of study, if only to satisfy the criterion of generalisablity.

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Author Biography

Mary Gobbi, University of Southampton, UK

Emeritus Professor (University of Southampton, UK) and Editor of Tuning Journal for Higher Education since 2019. Professor Gobbi (PhD, MA Ed, Dip N ,Dip Ned, RN) has been Tuning Nursing co-ordinator since 2003 and is an expert educational developer and evaluator, with extensive national and international experience. These include projects within the European Union (e.g. technologies in healthcare training, on Sectoral Skills Councils for Nursing’; role and training of health care assistants; developing a European MSc in Advanced Rehabilitation Technologies,); South Sudan (developing standardized in service midwifery training)’; Germany and US (Leadership Competences for executive nurse leaders); Republic of Georgia (developing bachelors nurse education); and Canada (comparing EU and Canadian nurse education and advising on masters level standards). Mary has experience with different levels of education for nurses and other health care professionals (from care assistant to post doctoral level); and with different educational strategies and technologies (from the use of grading in practice, simulation and use of mobile technologies to improve critical care education and resuscitation performance using ‘smart technologies’). She has supervised 10 doctoral students to successful completion.

Published
2025-06-30
How to Cite
Gobbi, Mary. 2025. “Introduction”. Tuning Journal for Higher Education 12 (1). https://doi.org/10.18543/tjhe.3307.

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