Introduction and Acknowledgement -- 1 Higher Education Drives Development -- 2 APPEAR - Creating Transnational and Transcultural Spaces of Knowledge -- 3 THE CENTRAL AMERICAN CONTEXT -- 3.1. Desarrollo Participativo Integral Rural - The growing involvement of the National Agricultural University with rural communities -- 3.1.1 The project - DEPARTIR -- 3.1.2 Changing minds and structures: Evolution or revolution? -- 3.1.3 So what are we going to do about gender?! -- 3.1.4 Enumeration of results -- 3.2. Improvement of Social Work Education to Foster Social Development and Poverty Reduction: An Academic Exchange of Theory, Methodology and Practice -- 3.2.1 The project - Trabajo Social - Educación y Cambio Social -- 3.2.2 Public space, safety and security -- 3.2.3 Social work and gender aspects: Why can social work not be considered gender blind? -- 3.2.4 Enumeration of results -- 3.3 Bioremediation of Contaminated Sites: Research and Education -- 3.3.1 The project - BIOREM -- 3.3.2 BIOREM and its people - researchers and beneficiaries -- 3.3.3 Gender monitoring -- 3.3.4 Enumeration of results -- 3.4 An Interdisciplinary Approach for the Sustainable Development of Spontaneous Human Settlements in the Central Urban Area of Managua -- 3.4.1 The project - Urban Managua -- 3.4.2 Seeking partnership between academics and practitioners -- 3.4.3 Transforming city: The challenge of developing the centre of Managua -- 4. Enumeration of results -- 4 THE CONTEXT OF THE PALESTINIAN TERRITORIES -- 4.1. Capacity Building for Rural Development in Occupied Palestinian Territory -- 4.1.1 The project - RURAL DEV -- 4.1.2 The project's importance -- 4.1.3 Cross-cultural exchange and teamwork -- 4.1.4 Enumeration of results -- 4.2. Conflict, Participation and Development in Palestine -- 4.2.1. The project - CPDP.

4.2.2. Emancipatory knowledge production under occupation -- 4.2.3. Ethics in conducting fieldwork in conflict areas - Occupied Palestinian Territory -- 4.2.4 Enumeration of results -- 5 THE NEPALESE CONTEXT -- 5.1 Development of an Academic Programme on Energy Systems Planning and Analysis in Nepal -- 5.1.1 The project - ENERGY -- 5.1.2 Energy as a crucial element for sustainable development -- 5.1.3 How to see technical problems from a different point of view -- 5.1.4 Enumeration of results -- 6 THE CONTEXT OF MOZAMBIQUE -- 6.1. Strengthening Universities' Capacities for Improved Access, Use and Application of ICTs for Social Development and Economic Growth in Mozambique -- 6.1.1 The project - ICT4D -- 6.1.2 The project's importance -- 6.1.3 Between high expectations and daily routine -- 6.1.4 Enumeration of results -- 7 THE EAST AFRICAN CONTEXT -- 7.1 Master's Programme in Medical Anthropology and International Health -- 7.1.1 The project - MA-MEDANIH -- 7.1.2 The Southern perspective -- 7.1.3 The Northern perspective -- 7.1.4 Enumeration of results -- 7.2. Strengthening Universities' Capacities for Mitigating Climate Change Induced Water Vulnerabilities in East Africa -- 7.2.1 The project - WATERCAP -- 7.2.2 Enhancing the relevance of partnerships between higher education institutions and development partners -- 7.2.3 Does knowledge really emerge when knowledge is needed? -- 7.2.4 Enumeration of results -- 7.3. Promoting Gender Responsive Budgeting and Gender Mainstreaming -- 7.3.1 The project - GENDER -- 7.3.2 To hear and to be heard: Reflecting on power relations and knowledge production from a postcolonial perspective -- 7.3.3 The prospects of and constraints upon gender budgeting and mainstreaming in Uganda -- 7.3.4 Enumeration of results.

7.4. Promotion of Professional Social Work towards Social Development and Poverty Reduction in East Africa -- 7.4.1 The project - PROSOWO -- 7.4.2 Making cross-national academic partnerships work -- 7.4.3 "Mzungu, how are you?" Reflections on the human element of North-South partnerships -- 7.4.4 Enumeration of results -- 8 THE CONTEXT OF BURKINA FASO -- 8.1. Elements for a Burkina Faso National Pharmacopoeia: Monographs Redaction and Quality Control of Endangered Antimalarial Medicinal Plants -- 8.1.1 The project - MEAMP -- 8.1.2. The project`s importance -- 8.1.3. Complexities of implementation and dissemination challenges -- 8.1.4. Enumeration of results -- 8.2. Sustainable Management of Water and Fish Resources in Burkina Faso -- 8.2.1 The project - SUSFISH -- 8.2.2 A transdisciplinary approach to the integration of people, fisheries, socio-economic factors and higher education -- 8.2.3 Joint research and scientific exchange for higher education -- 8.2.4. Enumeration of results -- 9 THE ETHIOPIAN CONTEXT -- 9.1. Academic Partnership on Legal and Human Rights Education -- 9.1.1 The project - APLHRE -- 9.1.2 The project and its people -- 9.1.3 The importance of the cooperation -- 9.1.4. Enumeration of results -- 9.2 Strengthening Rural Transformation Competences of Higher Education and Research Institutions in the Amhara Region, Ethiopia -- 9.2.1 The project - TRANSACT -- 9.2.2 Ensuring sustainable agricultural development, enhancing transdisciplinary skills and developing interdisciplinary competences -- 9.2.3 Transforming research? A critical reflection -- 9.2.4 Enumeration of results -- 9.3 Responding to Poverty and Disability through Higher Education and Research -- 9.3.1 The project - RESPOND-HER -- 9.3.2 Reflections on mutual learning experiences -- 9.3.3 Lessons learnt from the Austrian perspective -- 9.3.4 Enumeration of results.

10 STUDENT MOBILITY -- 10.1. The Second Component of APPEAR -- 10.1.1. Scholarships within the new framework -- 10.2. Perspectives from Students and a Supervisor -- 10.2.1 Experiences of scholarship holders -- 10.2.2 From Kenya to Austria - key lessons learnt -- 10.2.3 Gains, deeds and suggestions: A personal reflection on PhD study -- 10.2.4 What does it mean to be a scientific supervisor within the APPEAR Scholarship Programme? My experience of supervising the doctoral thesis of Wossen Argaw Tegegn -- 10.2.4 Of PhD, beer and Redbull: My student life -- Authors.