This paper describes the experience of mentoring at a graduate level and the broader benefits of the relationship to the participants. Interpretation of the experience was achieved through conducting semi-structured interviews, generating patterns and then discusssing and analysing the findings from the experience. Five MPhil/PhD students and two supervisors participated in the study. Seven semi-structured interviews were used to explore the experiences of participants—two of whom were supervisors, while five were graduate students. The data were analyzed by identifying themes.

Quality has always been a major concern in higher education; in fact some accrediting agencies date back to the 1800s (Rhoades and Sporn 2002). Since the mid-1980s, issues of quality assurance have been raised in various coun­tries and international fora with increasing rapidity. Today there is an on­going international conversation about the quality of higher education and quality assurance in tertiary education worldwide.

The imperatives for the establishment of quality assurance mechanisms, and the need to create a culture of quality within higher education have been well established in the various debates on quality which have intensified since the 1980s.

This investigation sought to identify the variables which had a significant influence on the academic achievement of students enrolled at the University of the West Indies (UWI), Mona. The author investigated the relative influence of certain variables which previous research had shown to influence academic achievement at the higher education level.

This study examined the impact on the lives of mature women of their participation in full-time undergraduate degree programmes at the University of the West Indies, Mona. Factors explored included the women’s stated motives for entering the university; differences in these motives based on specific demographic and biographic characteristics; the impact of this experience on their multiple gender roles; the personal and/or institutional challenges these women faced, and the coping mechanisms they employed in order to persist with their programmes of study.

Extensive information exists regarding the university choice process for some students, but little is known about the process for students who do not move directly from high school diploma to higher education. In this article, we explore the process that these nontraditional students take to earning a university education.

Any meaningful attempt to identify and explain the constraints on the credibility of the university system in developing countries should be based on an appreciation of the historical context in which this institution of higher education evolved. The purpose of this paper however is to undertake an examination of the present day realities of institutional and ideological factors which impede the successful realization of the espoused goals of the university in new states. These states are often categorized in the literature as belonging to the 'Third World' (Altbach [5]).

Higher education has been positioned as an important contributor to development in low-income countries in the context of the knowledge economy. This paper assesses the potential for building sustainable higher education systems that can contribute to development in low-income countries. The premise of this paper is that developing countries cannot be researched in isolation. The intensification of higher education relationships across national borders means that developments

According to the Global Education Digest 2009 (UNESCO Institute for Statistics [UIS], 2009), the number of students pursuing tertiary education globally has skyrocketed over the past 37 years, from 28.6 million in 1970 to 159.5 million in 2008. Today, there is widespread concern in the Caribbean region about the issue of gender and achievement in education in general, and higher education in particular. This paper explores this phenomenon regionally and globally, providing a critical analysis of explanations and theorizing that have emerged to understand this situation in both contexts.

The mission of ACHEA is to “promote the highest professional and ethical standards and the continuing development of the management capacity among those who have administrative and managerial responsibilities in higher education in the Caribbean by enhancing the skills of individual members through the provision of training and development programmes and opportunities for effective networking” (http://sta.uwi.edu/ACHEA/).