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The purpose of this study was to examine the application of the collaborative research supervision approach (CRSA) to learning projects in higher education, using socialisation, externalisation, combination and internalisation (SECI) dimensions. The study, therefore, examined how these dimensions assisted learners in Botswana's higher education to generate research knowledge.

The study used a mixed-method research approach and exploratory research design. Purposive sampling was used to examine how the CRSA dimensions were employed in a classroom of 111 higher education learners who were carrying out research projects. Out of this population, 97 responded to a questionnaire, and 14 learners participated in a face-to-face interview. One hundred and eleven research documents produced by learners were analysed, and 42 observations were conducted.

The study found that the four dimensions of CRSA assist greatly in the development of knowledge of the research processes. This study confirms that the CRSA in higher education institutions has the potential to enhance research knowledge and skills, build learners' confidence in research, engage in learning, reduce workload, reduce the frustration of doing research and help learners complete their work in time. Learners with weak research skills easily catch up with their average-performing peers.

It is important to recognise the methodological limitations of this study. The study used a mixed method and a single case. As a result, the results' significance cannot be justified. Additionally, the context and methodology restrict the findings' generalisability. There is obviously potential for additional cases since this article only offers a preliminary analysis of the single case issue. Consequently, the study recommends that yet another study could be conducted to check if the approach could be used for graduate learners. Another study could also be conducted to check if the approach could be used as a supervisory approach that can provide prospects for knowledge sharing and creating learning in an organisation.

The study discovered that when properly implemented, CRSA arrangement enhances research knowledge development and reduces the workload for both the supervisor and the student. When choosing this desired research supervision approach, either in terms of policy or in actual practice, it is important to take the potential for information exchange into account. This might result in improved research supervision efficacy in higher education and hence the production of better quality graduate learning projects.

This study recommends the use of the CRSA in higher education, so as to help learners with weak research skills, to collaboratively work with learners with high and average research skills. It also improves the quality of supervisor–learner learning relationship.

The research results were given to participants and respondents for approval to find out if what was written was what they said. The research results were also given to colleagues to check whether the analysis is balanced and fair and to check biases and exaggerations.

The purpose of this study was to identify the headship instructional leadership proficiencies, and how they influenced academic performance in high and low performing rural primary schools of Kweneng region.

Qualitative approach, using a multi-cross case study analysis was used. Data were collected through an in-depth, semi-structured and focus group interviews, observations and document analysis. Purposive sampling methods were used, and the study drew data from 56 participants. These were 4 school heads, 4 deputy school heads, 4 heads of department, 8 senior teachers, 12 teachers and 24 learners.

The cross-analysis case study findings revealed that high-performing rural primary schools involved their staff and stakeholders in crafting and implementation of the school vision, mission, values and strategic plans. This approach helped them in monitoring school and classroom instructions; hence, resulting in improved academic performance. On the contrary, low-performing schools paid lip service to “involvement” approach.

The implication for further study is that any future study can consolidate and expand the findings of this research by focusing on Botswana's rural secondary schools.

The implication of this study is that the ability of an excellent school head with instructional leadership proficiencies can change a low-performing rural primary school into a high-performing rural primary school. Therefore, schools heads who have instructional leadership proficiencies can be placed in low-performing schools for transformation.

Moreover, the social implication is that school heads from low-performing schools should benchmark instructional leadership proficiencies from high-performing schools.

The written case study narratives were given to participants for approval to find out if what was written was what they said. After their approval, the research supervisors validated them to check for biases and exaggerations.