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Background To critically evaluate a global learning partnership called “McMUST,” which was initiated collaboratively between Mbarara University of Science and Technology (MUST) in Uganda and McMaster University in Canada in 2014. Methods A combination of quantitative and qualitative data collection methods was used. Evaluation forms were used to collect satisfaction and learning experience data from Canadian and Ugandan psychiatry residents during eight of 11 visits to Uganda by Canadian faculty and residents. The visits occurred between 2015 and 2023 and involved Canadian faculty and residents collaborating with local counterparts in psychiatry at MUST. Quantitative data were analyzed using means and standard deviations, while qualitative comments underwent conventional content analysis. Results Satisfaction ratings from 56 evaluations out of a total possible of 62 were consistently high across all visits (Range = 3.83-5.00 / 5.00, M  = 4.52, SD  = 0.41). Qualitative findings revealed five themes: (1) Enriched learning , highlighting the transformative experience for residents in challenging existing perspectives; (2) Effective pedagogy , emphasizing the value of diverse learning strategies; (3) Navigating cross-cultural and professional roles , focusing on Canadian residents’ transformative learning journeys; (4) Patient experiences—Humanizing psychiatric education , underscoring a shared focus on humanistic patient care; and (5) Enhancing future visits , addressing challenges and suggesting improvements, such as extending visit durations, supporting ongoing connections between residents, and advocating for bidirectional travel. Conclusions The consistently high satisfaction ratings across multiple visits indicate that the global learning partnership between MUST and McMaster University has been successful in providing an enriching learning experience for residents participating in collaborative clinical work and learning of psychiatry in Uganda. Despite many positive findings, our partnership was not immune to some of the equity-related problems that have been documented in the literature. Going forward, advocacy efforts to gather resources that will allow for bidirectional travel for residents will be essential. Our findings also highlight opportunities to evaluate impact longitudinally, especially on participants’ clinical practice and patient outcomes.

Despite a growing awareness of academic entrepreneurship undertaken by professors around the globe, there remain unanswered questions regarding how individual and organizational characteristics shape academics’ decision to engage in entrepreneurial activities. Drawing on data from the 2017–18 Academic Profession in the Knowledge-based Society (APIKS) survey, this study examines research-based and teaching-based academic entrepreneurship engagement in two countries, namely Canada and China, and examines through logistic regressions how academics’ individual research orientation and perceptions of their university’s expectations affect their likelihood of engaging in entrepreneurial activities. The results show that a majority of faculty members in the two countries are involved in entrepreneurial activities, including research-based activities (such as contract research, joint research and publications, and consultancy) and teaching-based activities (such as supervising student internships, volunteer-based work, and public lectures). Regression results suggest that academics who emphasize a theoretical research orientation are less likely to demonstrate entrepreneurial involvement, while academics who report a practical, commercial, or social research orientation are more likely to demonstrate entrepreneurial involvement. Academics who perceive that their university expects them to engage in entrepreneurial activities are also more likely to do so. These findings shed light on ways to reinforce academics’ social involvements and contributions in both countries.

Background Medical student and resident participation in short-term international trips for trainees (STINTTs) has increased in the past few decades. However, there has been no systematic review of trainees’ actual ethical experiences. The authors sought to identify what ethical issues medical trainees encounter during STINTTs, as elicited by and reported in peer-reviewed, quantitative and qualitative research papers. Methods The authors systematically searched five academic databases finding 659 unique titles and abstracts. The authors applied inclusion and exclusion criteria to these titles and abstracts resulting in fourteen papers, which were analyzed using qualitative thematic synthesis. Results The qualitative analysis of the papers generated four themes: (1) Trainees’ Concerns Over Perpetuating Medical Tourism; (2) Struggling to Identify and Balance the Benefits and Harms of STINTTs; (3) The Complicated Trainee Mens (mind); and (4) Ethical Situations Encountered by Trainees. The fourth theme, which was the largest, was further divided into (a) Navigating social and cultural dynamics, (b) Trainees’ experiences related to the learner role, and (c) Ethical situations not qualifying for other catagories. Some of these issues reported in the empirical research papers are well represented in the broader literature on STINTTs, while others were less so—such as mistreatment of trainees. All included papers were published after 2010, and comprised a total of less than 170 medical trainees. Conclusions Medical trainees report experiencing a wide range of ethical challenges during short-term international trips in which they engage in clinical or research activities. The authors call educators’ attention to specific challenges that trainees face. The relevant literature covering US and Canadian STINTTs is relatively young and largely qualitative. The authors briefly sketch a program for expanding the research on this increasingly common educational experience.

This study aimed to qualitatively analyze the experiences and perceptions of students at a nursing college in Japan who studied abroad in Asia and North America, thereby identifying the full range of benefits of study abroad programs for Japanese nursing students. We conducted a qualitative analysis of the reflection papers and free-response questionnaire items completed by 50 Japanese undergraduate nursing students who participated in 9 study abroad programs in Asia and North America. Content analysis of the data proceeded from typological and deductive to data-driven and inductive, recursively and collaboratively. The results reveal perceived benefits in the areas of English language proficiency and motivation; knowledge of nursing practices, healthcare systems, and global health; cultural awareness and sensitivity; and various types of identity development (second-language motivation and identity, national/ethnic identity, professional identity, identity as a global citizen, and personal growth). It was also shown that students' perceptions of what they learned or gained varied according to the specific characteristics of each study abroad program. Study abroad experiences are often critical turning points that enhance nursing students' identity formation in the context of multiple and overlapping communities of practice. They also enhance core elements of the educational mission of a nursing college, particularly relating to liberal arts and internationalization. These findings can inform the development of assessment tools to be used in conjunction with study abroad programs at nursing colleges.

Background Global health (GH) electives are on the rise, but with little consensus on the need or content of pre-departure training (PDT) or post-return debriefing (PRD) for electives in postgraduate medical education. Methods Using a 2-iteration Delphi process to encourage discussion and consensus, participants from 14 medical schools across Canada provided input to promote more uniform policy towards defining GH electives, when PDT and PRD should be mandatory and what curriculum should be included. Results There is consensus that PDT and PRD should be mandatory for international electives. Respondents felt that PDT should include a broad range of topics including objectives, travel safety, personal health, logistics, ethics of GH, scope of practice/supervision, and cultural awareness. PRD should include elective evaluation, lessons learned, knowledge translation, review of health and safety, and issues of reintegration. The format of PDT and PRD needs to be individualized to each institution to fit within the limitations of faculty who can serve as facilitators. Global health educators agreed on the importance of mandatory PDT and PRD for remote Canadian aboriginal electives, but did not feel that they could make recommendations without additional input of aboriginal scholars. Conclusions All residency programs that send residents on international electives should work towards instituting quality, mandatory PDT and PRD. PDT and PRD should be recognized by universities as having academic merit and by program directors as core resident learning activities. Curriculum and objectives could be arranged around CanMEDS competencies, a physician competency framework that emphasizes qualities beyond medical expert such as professionalism, health advocate, and collaborator.

This paper studies marriages across black, white, and Asian racial lines. Marrying across racial lines is a rare event, even today. Interracial marriages account for approximately 1 percent of white marriages, 5 percent of black marriages, and 14 percent of Asian marriages. Following a brief history of the regulation of race and romance in America, I analyze interracial marriage using census data from 1880–2000, uncovering a rich set of cross-section and time-series patterns. I investigate the extent to which three different theories of interracial marriage can account for the patterns discovered. After also testing a social exchange theory and a search model, I find the data are most consistent with a Becker-style marriage market model in which objective criteria of a potential spouse, their race, and the social price of intermarriage are central.

This article assesses changing interest from India in Canadian versus U.S. universities since the 2016 U.S. presidential election, as measured by search activity reports from Google Trends. The findings indicate a rise in Indian interest toward Canadian versus U.S. universities was underway before the election. After controlling for this trend effect, there remains widespread evidence of a substantial shift in interest toward Canadian universities with search activity rising 70%–85% for Canadian versus U.S. universities in the postelection period. This shift in interest toward Canadian universities shows no sign of dissipating. Canadian universities are likely to make further enrollment gains of Indian students versus U.S. counterparts in upcoming recruiting classes.

Universities traverse epistemic, sectoral and geopolitical boundaries with increasing frequency, but along the way encounter challenges in mitigating unequal capacities, soaring costs and proprietary concerns. The bridging of disparate stakeholder interests requires an enormous effort, as research policies, institutional norms and organizational cultures in global science often remain irreconcilable. In seeking to identify strategic leverages for optimal balance in cross-border partnerships, this paper considers the case study of the Structural Genomics Consortium, which represents a synergy of resources, interests and commitments by research universities, governments and industries in Canada, Sweden and the UK. By triangulating data derived from content analysis of institutional materials, interviews and participant observations in Toronto, the study zeros in on the Canadian equilibration of symbolic, cultural and organizational forces aimed at securing long-term stakeholder support across institutional, sectoral and geopolitical domains.

The modern Learning City concept emerged from the work of OECD on lifelong learning with streams of Learning Cities and Educating Cities having much in common but having little contact with each other. While the early development of Learning Cities in the West has not been sustained, the present situation is marked by the dynamic development of Learning Cities in East Asia - especially in China, the Republic of Korea, and Taiwan. In this context, the paper discusses the evolution of three generations of Learning Cities since 1992 and speculates on the future. The experience of the first generation is discussed in terms of development in the UK, Germany, Canada, and Australia where initiatives, with some exceptions, have not been sustained. Beijing and Shanghai are discussed as examples of the innovative second generation in East Asia, which is seen as a community relations model in response to the socio-economic transformation of these countries. International interest in Learning Cities has now been enhanced following a major UNESCO International Conference on Learning Cities in Beijing in October 2013, which is to be followed by a Second International Conference in Mexico City. The Beijing Conference adopted the Beijing Declaration on Learning Cities supported by a Key Features document. The paper speculates on possible future development post Mexico City, including the situation in Australia, which is seen as opening opportunities for innovative initiatives. [Author abstract]