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This study aims to analyze the process of academic spin-offs’ de-internationalization, examining the internal and external factors that influence this strategy.

This study uses a conceptual methodological approach that integrates a theoretical review to examine the factors influencing academic spin-offs’ decisions to cancel or reduce their presence in international markets, whether voluntarily or involuntarily, in whole or in part, and at early or later stages of their internationalization process.

The results suggest that academic spin-offs face more significant challenges in their internationalization process than other small- and medium-sized enterprises. Each of the factors analyzed can explain the type, extent and timing of de-internationalization, and their impact may vary according to the pattern of internationalization followed by these firms. Furthermore, this paper highlights that academic spin-offs de-internationalization processes are often influenced more by internal factors than by external ones. Equally, it is recognized that these factors do not act independently in de-internationalization but are interrelated and may be conditioned by each other.

This study offers various perspectives by assessing the nonlinear internationalization patterns of academic spin-offs. Moreover, it contributes significantly to the literature on academic entrepreneurship and internationalization by integrating de-internationalization as an essential component of the international academic spin-off life cycle.

The purpose of the study was to examine graduate student perspectives on the common and unique roles peer mentors and supervisors play in supporting student success and wellbeing during their program.

A qualitative research design involving semistructured interviews with 62 thesis-based masters and doctoral students from four professional faculties, Education, Medicine, Nursing and Social Work, at a large public research-intensive university in Canada.

Findings transcend the four disciplines of study. Communities of support are described that involve both supervisors and peers in combination, clusters of meaning by supervisory paradigm are identified and original findings presented that expand upon the learning alliance framework by explicitly considering the role of peer mentors in graduate student success.

While supervisors bear primary responsibility for fostering effective research-based relationships, this study’s findings strengthen the argument that mentoring and advising of graduate students is most effective when conducted within a collaborative community of support that involves learning alliances among faculty, peers, program staff and academic leaders across the institution.

A four-pronged approach to graduate education that emphasizes the collective responsibility of institutions, programs, supervisors and students in creating a supportive ecosystem for holistic graduate student academic success and wellbeing is recommended.

Key argument that it is essential to embrace a collaborative and community of support mindset, where multiple stakeholders actively contribute to the wellbeing and academic development of graduate students throughout their programs.

A cross-disciplinary perspective is offered on the importance of both supervisors and peers in assisting thesis-based graduate students to successfully navigate academic, social and personal journeys through graduate school.

The purpose of this paper was to investigate the utility of including emotional development (ED) assessment into a Positive Behaviour Support (PBS) approach in clinical practice with a patient with an intellectual disability (ID) and challenging behaviour.

Interviews were conducted with four staff involved in the care of the patient. The interviews were transcribed and analysed using thematic analysis and three reflective sessions were completed with the lead psychologist of the service.

Using thematic analysis, four themes were identified: getting everyone around the table: a collaborative approach, complementary approaches: a feedback loop, helping to make sense of the individual and ensuring a voice for service users.

This was a case study selected from routine clinical practice and as such generalisability may be limited. This case study was designed as an exploration of the potential benefits of incorporating ED alongside PBS for ID and provides a basis for future research.

This study highlights the value of integration of ED assessment for people with ID and challenging behaviour within a healthcare team.

There is a lack of literature relating to ED and challenging behaviour within an ID population, particularly exploring ED within a PBS framework. This study provides a starting point for exploring how practice can be improved through incorporating ED assessment for individuals with ID and challenging behaviour.

International and national education policy identifies the need for young people to develop knowledge and understanding of sustainability and to use this knowledge for positive action. This paper reflects on a larger curriculum investigation project that used the Curriculum Design Coherence (CDC) Model with in-service teachers as a professional learning framework to engage their learners with sustainability in geography education. This paper outlines the diffractive insights of two teacher educators, making sense of our contribution to the project in order to explicitly discern our roles.

Our enquiry is situated within the participatory paradigm in which we recognise the roles of teachers and teacher educators are entangled in the co-production of knowledge.

We find that curriculum design, with its focus on disciplinary knowledge is an important aspect of curriculum coherence in relation to the concept of sustainability. Significantly informed collaboration between teachers and teacher-educators enriches professional learning through engagement with both research materials and conceptually informed dialogues.

We conclude that more research on the role of teacher knowledge with practitioners, is needed to enable professional empowerment so that in turn young people can become informed and critical citizens.

This paper draws on a posthumanist philosophy and a diffractive methodology to make explicit the epistemic role of the teacher educator in a climate change and sustainability education project.