This paper identifies an overarching strategy that consultants can use to focus institutional level development work: the institutional zone of proximal development (IZPD). The paper explicates the IZPD concept following Vygotsky (1978). The case study of distance education course development in tertiary education in Bhutan illustrates the six processes within the IZPD that supported successful implementation. Evidence showed that the consultancy had contributed to the institutionalisation of change. Three implications for consultants using the IZPD are presented. The concept of the IZPD is new to the development literature.

This HERDSA Guide takes a new approach to higher degree research supervision by conceptualizing the research task via what we call the Research Matrix. The matrix links methodology, design and practical realities in one view using the research questions as the key focus. It uses a two dimensional framework like a spreadsheet. In the early stages the research questions (and sub questions) form the first columns) and then design and methodological features are added as they develop. In the latter stages, its multi-dimensional nature helps to keep control of the project in terms of time, breadth and depth.

This exploratory study aimed at understanding the role of women teaching in a university in the Maldives is a first of its kind. The many studies of academic women in Western countries guided the 20 semi-structured interviews. The data were thematically analysed with the assistance of NVivo. Becoming an academic appeared to be an independent decision for the majority of women. There was little parental influence. A common theme was the women perceived that, in general, they worked harder than men. They perceived little or no work differences, despite the observation that men filled senior positions at the university. Although work/life balance was difficult to maintain, a striking finding was that the majority of the women were quite satisfied. From the point of view of most of the women interviewed, gender was little or not an issue, in that there was no indication of frustration or anger amongst the women interviewed. Several issues are identified for future research.

No research has previously been carried out on women in Bhutan becoming and being academics. Although there is a strong legal environment for gender equality generally, in practice there are socio-cultural interpretations of Buddhist teachings that have negatively impacted upon women. We used interviews following Giddens' structuration theory where signification is given prominence. In this exploratory study, eight research assistants (RAs) interviewed two junior and two senior female academics each in English. Each RA transcribed the data which were analyzed with the assistance of NVivo. The major inspiration for the younger women to become academics was their teachers. Parents, family and partners were also seen as important support. Social structures and practices, supported by certain Buddhist interpretations, were dominant in affecting these academic women's role. Teaching load was apparently shared equally but research and service roles were strongly gendered. Discriminatory practices were identified including unequal access to learning opportunities (including overseas), in research and in access to power (information). Two thirds of the interviewed women had practical suggestions about how to improve gender equity though very few mentioned affirmative action strategies common in the West. The vast majority of the 30 women interviewed indicated that they were happy with their work as academics. Policy, practice and research implications are identified.

We briefly make a case for re-conceptualising research project supervision/ advising as the consideration of three inter-related areas: the learning and teaching process; developing the student; and producing the research project/outcome as a social practice. We use this as our theoretical base for an heuristic tool, 'the research management matrix' and this is the major focus of this paper. The matrix facilitates the work of supervision. In the matrix we privilege the research questions. The research management matrix can be easily used to focus on key research features and the relationships amongst them. The timing of different parts of research is introduced so that practical goals are identified. This facilitates project and research student learning management and timely completions. For these reasons the research management matrix is a useful tool for supervisors/advisors.

The argument of this article is that assessment in higher education in the professions can benefit from quality assessment tasks linked to professional practice. Such an assessment task would need to be authentic requiring considerable intellectual skill as well as attending to the realities of professional demands. The idea of authentic assessment is developed by using five of Boud et al.'s propositions in higher educational assessment. This idea is illustrated by the use of action research in a teaching internship, that is, data driven learning in the workplace which also serves as an assessment task in the final year of a professional Bachelor degree. Some difficulties and some illustrative, positive student reactions are presented.

There are two parts to this chapter: the first contains some ideas about identifying significant research questions and how to structure the argument leading to their identification. On the way, we point out some useful tools to assist you in your study. The second part introduces you to our research matrix as a device to facilitate your work. The matrix is a table or spreadsheet that uses the significant questions as the organising feature (left-hand column) guiding the research design and the methodological decisions of the study (headings of the first row). Many of our candidates have found using the research matrix has repaid their efforts for a number of reasons. For some it is a tool that allows them to see the study as it develops, and eventually the whole study is apparent in the one place. For others it keeps them on track because it provides a vehicle for discussion with supervisors. In its simplest relatively complete form, the research matrix looks like Table 10.1 for a primary research question and three sub-questions. For a matrix like this to work effectively the research questions have to be largely established beforehand. There is little point in working out the matrix until the key concepts have been identified and established by identifying what they are in the research questions and, if required, their sub-questions. Put another way, the research design and methodology follow the articulation of the research questions. However, getting the research questions right is not straightforward. Let's begin with this issue.

In Bhutan relatively few studies at the higher education level have been done and fewer still reported in international journals. This pilot study highlights the present practices and culture of teaching and learning at one of the teacher education colleges of the Royal University of Bhutan (RUB). It looks broadly across the issues of teaching/learning practices and identifies ways forward in teaching and learning. It is largely qualitative research based on constructivist principles using the case study design. Multiple methods were used including lesson observations, focus group discussions, questionnaires and interviews to seek answers to the questions of this study. The study found that college lecturers' behaviors varied between teacher-centered and learner-centered practices. Although lecturers were conversant with many of the concepts of learner-centered pedagogy, there were some grey areas in understanding notably in assessment and evaluation. Planning, implementation and assessment practices were only to some extent congruent with RUB policies and the present situation can be largely understood through a socio-historical analysis as well as the resource base to the teaching and learning approaches and academics' knowledge and experiences.

Penny Nightingale's short guide for advisors of Ph.D. candidates builds upon the previous HERDSA guide, 'Supervising postgraduates' (Moses, 1985). Nightingale’s rationale for restricting the guide to Ph.D.s recognizes that postgraduate education, and doctoral education in particular, has moved on considerably in the past two decades. Thus the guide has a strong focus and this is a strength. At the same time her advice is more broadly useful for all would-be advisors of postgraduate research. Nightingale is very aware of the different research traditions in the sciences, social sciences and the creative arts, as well as interdisciplinary studies, and traverses this territory well. Nightingale is not dictatorial. She provides a wealth of advice tempered with a wide range of suggestions.

Cambodia's higher education is under development. This is the first study of the role of women teaching in a university in Cambodia. There has been many studies of academic women in western countries and these guided the 16 interviews in Khmer that were carried out by young female researchers, translated by them and then analysed with the assistance of NVivo. Becoming an academic for many Cambodian women meant support from their parents and others close to them. Receipt of an international scholarship may have been critical. Perhaps the most important issue for these academic women was the need to balance demands on their time. Teaching hours could be negotiated, potentially at least, but only where the student numbers warranted it. An affirmative action approach appears to have developed at one of the two universities. Areas for future research are identified.