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Research on the writing of students with intellectual developmental disorder (IDD) stresses the large variation in the quality and content of writing these students produce. This study investigates in detail the processes and temporal aspects of text production of nine Swedish upper-secondary students with mild IDD. The students wrote 27 narratives that were computer keystroke logged. The analysis of their keystroke-logs showed (1) that writing fluency was lower than in other special needs writer populations, (2) considerable variation in composition behaviour; and (3) that revision was mainly focused on deleting and editing typos, and spelling. The findings highlight the importance of instructional individualisation and compensation in writing instruction in special needs schools. These are necessary elements for students to be able to engage to the best of their abilities in text production, regardless of degree of their disability, comorbidity and motoric challenges.

Joy is diffuse and challenging to define and demarcate. To highlight the individuality and collectiveunderstanding of joy, this paper considers joy in higher education at five points of life—the student, thedoctoral researcher, the early career lecturer, the established senior lecturer and the professor. Variousreports suggest that lecturers feel constrained, fearing that upsetting students could lead to formalcomplaints. Many are hesitant to intervene in classroom conflicts, worried about potential allegations ofabusive treatment, and feel unsupported by departmental leadership. Yet joy is experienced in highereducation. It is against this background that the focus of this paper considers the presence and natureof joy within higher education. Presented as a dialogue, the paper unites five voices across twocountries in a multiethnographic study to tease apart what it means to experience joy in higher educationsettings. Each participant examines joy in higher education through their personal lived experiences.This dialogue unfolds as an open exchange, moving both vertically and horizontally, as eachperspective deepens and broadens the individual and collective understandings of joy in highereducation.

This paper frames an ongoing research initiative emanating from a STINT teaching sabbatical undertaken by the first presenter of this paper at the National University of Singapore in the autumn term of 2024 with personal reflections on the teaching sabbatical and advice to outgoing teachers on such exchanges. It is thus in two sections: 

Section I The presentation begins with the first presenter’s personal motivations for her application, as well as the practical aspects of applying and preparations. Then, she will describe her experience on the ground. The course she taught and her students were quite different than she had expected, and she had to radically reconceive the course in a very short time in relation to the students, their backgrounds and abilities. She will discuss one successful assignment that she adapted from her teaching in Sweden: a Shakespeare adaptation assignment, which enabled students to exercise their creativity and situate an historical English literary text in their own cultural contexts. The presentation concludes with reflections on what the first presenter brought back with her to Sweden, as well as some advice to outgoing teachers on mobility programmes. 

Section II: Kirk Sullivan The section outlines an article that the first presenter has initiated with the second presenter: a participatory research article with a few students on her course. The article considers "why study abroad in Singapore as a foreign student."  

This longitudinal case study examines reading difficulties identified in Grade 2 and Grade 6 national assessment test (NAT) scores in relation to Grade 9 NAT in Swedish (L1) and English (L2). A norm-referenced screening was used in Grade 2 to assess word reading and reading comprehension. In line with the simple view of reading, four subgroups were identified: (1) Typical reading development, (2) Word reading difficulties, (3) Reading comprehension difficulties, and (4) Mixed difficulties. Results indicate that reading difficulties in primary school have long-standing implications for educational attainment in Swedish and English. In logistic regression models students with reading difficulties in Grade 2 and low Grade 6 NAT-scores had a higher probability to achieve low attainment levels in Grade 9. This implies that a norm-referenced screening in Grade 2 can be useful for identifying students at risk of low attainment in language subjects at the end of compulsory school.

The present volume can be linked to a growing awareness of the potential in doctoral education for international experiences to deliver the pragmatic as well as values-based benefits of internationalisation (Jones & Killick, 2007). The former include the sharing of different perspectives on the field of study, alternative approaches to research and problem-solving, creating international collaboration and publication opportunities, developing research networks and offering career opportunities. The ‘values-based’ rationale for intercultural engagement is equally relevant at doctoral level as at other stages of education. Learning to work in multinational and multicultural teams and being open to different approaches and perspectives has become even more important as professional and project-based doctorates increase. Doctoral education is now much more than preparing candidates for academic careers.

This groundbreaking book highlights the profound impact of internationalization in doctoral education, offering a variety of models to align with student interests and needs. 

It includes insights from over seventy contributors spanning more than thirty-five national contexts on six continents, who explore the values and benefits of internationalization at the doctoral level, such as social and cultural enrichment, academic and personal growth, network enhancement, and research collaboration, paving the way for meaningful career opportunities in academia or elsewhere. Evaluating the outcomes of internationalization and the development of researcher identities, the volume underscores the immeasurable value and impact of internationalized doctoral experiences while recognizing the importance of student agency. Reflections from students and graduates reveal the merits of international experiences but also address challenges and pitfalls, including environmental, economic, equity, and decolonization concerns.

With implementable recommendations for institutions, academics, and students, this important book offers guidance for the future of internationalization in doctoral education and emphasizes the importance of strategic institutional approaches. Internationalization of the Doctoral Experience: Models, Opportunities and Outcomes is essential reading for anyone interested in the evolving landscape and transformative potential of internationalization in doctoral education.

This final chapter represents the Editors’ reactions to the chapters and case reflections within this book. It is structured around the three sections – Models, Opportunities/Challenges and Outcomes – and concludes by providing suggestions for the future of doctoral experience internationalisation for institutions, academics and students.

The short-term international immersion model (STIIM) for the internationalisation of doctoral education is a meeting between groups, or cohorts, of doctoral students from at least two countries. This chapter describes STIIM, and through examples from a four-day meeting in Wales, we illustrate how STIIM meetings can be designed to support learning and internationalisation. The chapter frames STIIM in its historical context in Norway and Sweden, highlights the democratic aspects of the model, and demonstrates the importance of socialisation into the academy as a global arena as supported by the model.

Doctoral students are expected to develop internationally transferable qualities and skills alongside acquiring the disciplinary content of their thesis. However, how universities support the development of these qualities and skills through international experience can run into barriers that affect participation, experiences, and outcomes. This chapter focuses on those barriers that can be viewed as systemic, personal, and linguistic, specifically in relation to the models and cases studies presented in Section One of this volume. These challenges include the legal and administrative routes to consensus; the variation in notions of doctorateness and the examination of the dissertation; and the balancing of economic and environmental costs against cultural, democratic, and linguistic gains. This chapter highlights aspects to be considered on the route to consensus to minimise friction between academics, students, and universities and to improve the doctoral student international experience.

Teaching training can lag changes in school and society. With the onset of ubiquitous writing and mobile devices, the literacies experiences of today’s school and teacher students are different to those of most teacher trainers. In this chapter, a sequence of case studies is presented linking the school student, the teacher education student, and the teacher educator to provide a multifaceted picture of literacies development. Two questionnaires answered by 71 and 39 upper secondary school students, respectively, provided a picture of literacies use in upper secondary school (Case Study 1). The written tasks and the post-writing interviews with three upper secondary school students highlighted the tensions between out-of-school ubiquitous literacies and the in-school academic writing demands (Case Study 2). The teacher education student participatory research case study with four students challenged perceptions of how teacher education students learn academic literacies, and of student resilience (Case Study 3). Together, the case studies showed a disconnection in school between school student contemporary ubiquitous literacies and school literacies expectations. Although finding ways to ameliorate this disconnection through innovative teacher education is important, finding ways to simultaneously strengthen student teachers’ learning autonomy, strengthen the sustainability of their teaching to keep abreast of ubiquitous literacies changes is central to make school inclusive and sustainable.