Since the 1990s, global academic publishing has been transformed by digitisation, consolidation and the rise of the internet. The data produced by commercially-owned citation indexes increasingly defines legitimate academic knowledge. Publication in prestigious high impact journals can be traded for academic promotion, tenure and job security. African researchers and publishers labour in the shadows of a global knowledge system dominated by Northern journals and by global publishing conglomerates. This book goes beyond the numbers. It shows how the Ghanaian academy is being transformed by this bibliometric economy. It offers a rich account of the voices and perspectives of Ghanaian academics and African journal publishers. How, where and when are Ghanas researchers disseminating their work, and what do these experiences reveal about an unequal global science system? Is there pressure to publish in reputable. international journals? What role do supervisors, collaborators and mentors play? And how do academics manage in conditions of scarcity? Putting the insights of more than 40 Ghanaian academics into dialogue with journal editors and publishers from across the continent, the book highlights creative responses, along with the emergence of new regional research ecosystems. This is an important Africa-centred analysis of Anglophone academic publishing on the continent and its relationship to global science.

Since the 1990s, global academic publishing has been transformed by digitisation, consolidation and the rise of the internet. The data produced by commercially-owned citation indexes increasingly defines legitimate academic knowledge. Publication in prestigious 'high impact' journals can be traded for academic promotion, tenure and job security. African researchers and publishers labour in the shadows of a global knowledge system dominated by 'Northern' journals and by global publishing conglomerates. This book goes beyond the numbers. It shows how the Ghanaian academy is being transformed by this bibliometric economy. It offers a rich account of the voices and perspectives of Ghanaian academics and African journal publishers. How, where and when are Ghana's researchers disseminating their work, and what do these experiences reveal about an unequal global science system? Is there pressure to publish in 'reputable'. international journals? What role do supervisors, collaborators and mentors play? And how do academics manage in conditions of scarcity? Putting the insights of more than 40 Ghanaian academics into dialogue with journal editors and publishers from across the continent, the book highlights creative responses, along with the emergence of new regional research ecosystems. This is an important Africa-centred analysis of Anglophone academic publishing on the continent and its relationship to global science.

Language and Decolonisation is the first collection to bring together views from across scholarly communities that are committed to the agenda of decolonising knowledge in language study. Edited by leading figures in the field, the chapters offer new insights on how ‘decolonising’ can be adopted as a methodology for charting the next steps in solving practical language-related problems in educational and related social policy areas. Divided into two sections, the book covers the coloniality of language, the materiality of culture and colonial scripts, the decolonisation imperative, multilingualism discourse and decolonisation, and decolonising languages in public discourse. With 20 chapters authored by experts from across the globe, this pioneering collection is an essential reference and resource for advanced students, scholars, and researchers of language and culture, sociolinguistics, decolonial studies, racial studies, and related areas.

A collective project arising from a dynamic configuration of research concerned with systematic, critical and reflexive inquiry into the normative frames, institutional workings and lived realities of research, this dexterously-crafted Handbook acts as a working guide to the rapidly-evolving interdisciplinary field of meta-research. Bringing together cutting-edge multidisciplinary scholarship, it expertly outlines key domains including the public value, policy and governance of research, knowledge dynamics, and research cultures and careers. This title contains one or more Open Access chapters.

This book chronicles the establishment of Ghana's first university degree program in home science. It brings to life the challenges and opportunities experienced through the evolution of a British model of "domestic science" to a more North American-oriented model of the discipline and profession of home economics. The result is a university degree rooted in the culture and family systems of Ghana. Set within the larger context of women's education in pre and post-independence Ghana, the book highlights the importance of the interface between the discipline and national development. The challenges of establishing such a program within a traditional university structure are illustrated, as well as the struggle to base the program in research on the needs of Ghanaian families. The book shines a light on the leadership styles and persistence of the first four department heads whose individual and cumulative achievements changed the course of home science/home economics in the country. The book covers the department's history from its beginnings in the late 1960s and the difficulties in designing appropriate curricula and developing academic staff, through the challenges presented by hard economic times, to 2010 when the department was renamed the Department of Family and Consumer Sciences. The Department is now taking steps to become a School under the newly named College of Agriculture and Consumer Sciences. Enroute we learn about the collaboration between the department and other agencies, professional associations, and potential employers which result in a stronger profession throughout the country and the growth of women and family-centered programming. The partnerships between the University of Ghana and, first, Cornell University in New York State, and, second, The University of Guelph in Ontario, Canada provide examples of international cooperation at its best. The contributions of the first four department heads - remarkable women from America, Canada, and Ghana-are highlighted. Much of Dr. Anokwa's research builds on the actual historic material from the department and former staff. Historical documents in the form of letters, annual reports, curricula reviews, curricula, proposals for research and funding, course outlines, student evaluations, international student exchange, staff training and all the endeavors that go to make an academic endeavor flourish, have been made available to the reader in the appendix. Additionally, for each of the twelve chapters photographs enhance the telling of the story. For alumnae and staff, the photos will evoke memories. For other readers they give a visual account of what is told in the narrative. Remembering the Journey: The History of the Home Science Programme at the University of Ghana will be an excellent reference book on what worked in one Third World academic environment.

Modern-day science is under great pressure. A potent mix of increasing expectations, limited resources, tensions between competition and cooperation, and the need for evidence-based funding is creating major change in how science is conducted and perceived. Amidst this perfect storm is the allure of research excellence, a concept that drives decisions made by universities and funders, and defines scientists research strategies and career trajectories. But what is excellent science? And how to recognise it? After decades of inquiry and debate there is still no satisfactory answer. Are we asking the wrong question? Is reality more complex, and excellence in science more elusive, than many are willing to admit? And how should excellence be defined in different parts of the world, particularly in lower-income countries of the Global South where science is expected to contribute to pressing development issues, despite often scarce resources? Many wonder whether the Global South is importing, with or without consenting, the flawed tools for research evaluation from North America and Europe that are not fit for purpose. This book takes a critical view of these issues, touching on conceptual issues and practical problems that inevitably emerge when excellence is at the center of science systems. Emerging from the capacity-building work of the Science Granting Councils Initiative in sub-Saharan Africa, it speaks to scholars, as well as to managers and funders of research around the world. Confronting sticky problems and uncomfortable truths, the chapters contain insights and recommendations that point towards new solutions both for the Global South and the Global North.

This book celebrates the benefits of continuing professional development (CPD) for your growth as an educator. The authors weave together an international selection of case studies to offer CPD which transcends educational trends. Thematic chapters put your professional identity at the heart of the book and encourage you to take control of your career development, allowing you to show leadership whatever your role. This book: •Challenges you to reflect on and evaluate your experiences of professional development •Includes reflection points and personal development planning to support your reading •Places equity and social justice at the heart of effective personal development •Encompasses the challenges and opportunities of embracing digital technologies •Illustrates professional development for leaders and educators in a range of cultures and contexts Drawing on multiple global perspectives of professional development in education and training from early childhood to higher education settings, this book offers strategies for all career stages: from the student educator to the experienced senior leader and is the perfect fuel for career development. “As well as being a valuable contribution to professional knowledge in this field, this resource can be thoroughly recommended to educational professionals as a guide to practice.” Professor David Egan, Emeritus Professor of Education, Cardiff Metropolitan University, UK “This book is well written and is crucial for any educator at any stage of the education landscape.” Paul Miller, PhD, Professor of Educational Leadership & Social Justice Alison Fox, Helen Hendry and Deborah Cooper are colleagues in the Faculty of Wellbeing, Education and Language Studies at The Open University, UK, and teach on the Masters in Education programme, in particular the Leadership and Management and Learning and Teaching pathways. They engage in international research associated with professional learning.