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The purpose of this study was to gain a deeper understanding of the experiences and challenges of Middle Eastern refugee mothers in using technology for language learning in regional Australian context.

This study used a qualitative research design and used a narrative enquiry technique to understand participants’ experiences of language acquisition with limited access to technology in new resettlement setting.

The findings presented in this paper were derived from a qualitative investigation conducted on a sample of 21 refugee mothers from Middle Eastern countries. The research aimed to explore the role of a language education programme on their integration within the regional Australian context. Participants discussed a variety of aspects of their everyday lives within their new resettlement context while offering insights on the language education programme and its impacts on their educational progress. The theme “lack of access/use of technology in English language learning” emerged from the narratives. This paper draws on selected interview data from the participants.

This study fills the gap in the literature on Middle Eastern refugees in regional Australia by exploring how lack/limited technology access can impact language acquisition of women from under-represented contexts.

The purpose of this paper is to examine how entering students and graduating students from an education doctorate (EdD) program viewed themselves as learners, leaders, and action researchers. Further, the paper examines differences in the identity trajectories between the two groups. Finally, the paper suggested a new identity status – scholarly and influential practitioners (SaIP) emerged from melding the three identity statuses.

The paper employed a mixed method design.

Results indicated students new to the program held strong identities as learners and leaders, but not as action researchers; whereas graduates held stronger views of each type of identity, especially as researchers. Program features such as cycles of action research (CAR), and leader-scholar communities were instrumental in influencing graduates’ identities as researching professionals.

SaIP emerge when doctoral programs enhance the learner and leader identity statuses of doctoral students while at the same time fostering the construction of a researching professional identity status.

Development of researching professionals can be accomplished by fostering a researcher ethos during their participation in a doctoral program. For working professionals, this can be accomplished by requiring and supporting ongoing CAR in a doctoral program.

With respect to social implications, researching professionals, especially those in education offer substantial promise of achieving the educational reforms the school so desperately need.

This research examines how one institution has attempted to develop researching professionals during their preparation in an EdD program, which is based on Carnegie Project for the Education Doctorate (CPED) working principles and design features.

Professional practice doctorate programs’ purpose is to prepare practitioners in the industry to lead and solve current and future complex problems with the application of research. The authors aim to argue that leadership, critical friends, and engagement of the education community together have the potential to assist in enhancing professional practice doctorate graduates’ outcomes.

From three case studies of redesign and implementations of Ed. D. programs associated with the Carnegie Project on the Education Doctorate, the authors discuss how distributed leadership and implementation of contemporary motivational concepts within a university empowers and incentivizes faculty to develop and enhance effectiveness of professional practice doctorates.

The concept of critical friends, those who are not invested in a specific situation, can provide objective and fresh insight and is applied as a reform strategy. Engaging the industry, that is, the education community, to further in‐context experiences for both faculty and graduate students provides not only venues for research and continual updates in the field, but also access to data, participants, and information needed for both doctoral dissertations in practice, but also faculty research. The authors conclude that the three concepts support enhancement of effectiveness of professional practice doctorate programs and accountability for graduates’ impact in the workplace.

The authors’ analyses of two professional doctorate programs generated three themes as important contributors to the (re)design, implementation, and evaluation of the Ed.D.: leaders, critical friends, and the education community. By considering the roles of leaders, critical friends, and the education, a conceptual model can be developed to support success.

Higher education has become a more active sector in most of countries recently. Facing a more globalized society and a more competitive scenario, institutions all over the world are transforming and improving diverse strategies of internationalization to provide innovative experiences to students and professors. Therefore, the main objective of this chapter is to describe the strategies of internationalization at Universidad de Monterrey (UDEM) Mexico such as mobility of students and professor, institutional culture, curriculum, strategic alliances but the most important, international collaboration at classrooms. UDEM is a private higher institution with more international experiences in student mobility in Mexico, and the first with more collaborative online international learning (COIL) projects in Latin America. Using a qualitative research method, this chapter demonstrates that UDEM’s strategies of internationalization both, abroad and at home, transformed actions, functions, and processes at UDEM impacting the quality and experience of education. These strategies have impacted students positively. Besides, these strategies of internationalization have the potential to be replicated in other higher education institutions (HEIs).