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In our rapidly globalising world, “the global scholar\" is a key concept for reimagining the roles of academics at the nexus of the global and the local. This book critically explores the implications of the concept for understanding postgraduate studies and supervision. It uses three conceptual lenses – “horizon\", “currency\" and “trajectory\" – to organise the thirteen chapters, concluding with a reflection on the implications of Covid-19 for postgraduate studies and supervision. Authors bring their perspectives on the global scholar from a variety of contexts, including South Africa, Australia, the United States, the United Kingdom, Chile, Germany, Cyprus, Kenya and Israel. They explore issues around policy, research and practice, sharing a concern with the relation between the local and the global, and a passion for advancing postgraduate studies and supervision.

In this article, we explore the term ‘programme renewal’ and then continue to point out why programme renewal bodes an essential topic for continuous inquiry and attention. We also highlight the importance of approaching programme renewal from a sound theoretical base and point to the important issue of promoting critical citizenship with students in learning programmes. We finally point to the links between programme renewal and critical citizenship through four sample cases.

In our rapidly globalising world, \"the global scholar\" is a key concept for reimagining the roles of academics at the nexus of the global and the local. This book critically explores the implications of the concept for understanding postgraduate studies and supervision. It uses three conceptual lenses - \"horizon\", \"currency\" and \"trajectory\" - to organise the thirteen chapters, concluding with a reflection on the implications of Covid-19 for postgraduate studies and supervision. Authors bring their perspectives on the global scholar from a variety of contexts, including South Africa, Australia, the United States, the United Kingdom, Chile, Germany, Cyprus, Kenya and Israel. They explore issues around policy, research and practice, sharing a concern with the relation between the local and the global, and a passion for advancing postgraduate studies and supervision.

The academic performance and retention of first-year students are under scrutiny worldwide. In view of the emphasis on first-year success, a support group was established in a first-year module - Financial Accounting 178 - at Stellenbosch University in South Africa. The article reports on students perceptions of their participation and their pass rates within the support group. Both qualitative and quantitative data were obtained from interviews, questionnaires, and an analysis of support group pass rates. The overall conclusion from this study is that students in financial accounting perceived their participation as positive and an increase in pass rates, compared to previous results, was observed. Small-group participation, tutorial classes, and peer student assistance all appear to contribute positively to improved performance of support groups. A number of areas for possible future research were identified from the results.

Within university teaching, student feedback is considered a valuable professional learning tool for academics (Brennan & Williams, 2004; Cathcart, Greer & Neale, 2014). Conversely, Smith (2008) and Chung Sea Law (2010) argue that the link between student feedback and improving academics’ teaching practices is less clear. While student feedback may provide valuable information about students’ learning experiences, it does not necessarily lead to the improvement of teaching practices (Kember, Leung & Kwan, 2002; Smith, 2008). Contextual factors seem to play an important role in mediating the relationship between student feedback and improving teaching (Boud & Molloy, 2013). The value of teaching improvement at research-intensive

The theme of ‘the global scholar’, as it relates to postgraduate studies and supervision, is complex and multi-layered. Postgraduate supervisors and their students are often also ‘global scholars’ as members of international disciplinary and interdisciplinary networks, digital platforms and research teams, contributors to global scholarship, global travellers, participants on the international conference circuit (currently severely curtailed by Covid-19), and in many other ways. They are also global citizens in an increasingly complex, connected and compressed world. An academic’s profile as a global scholar emerges and evolves as their career develops, for example, as they publish in international journals, collaborate across