The development of the knowledge and skills of students can only be complete when the tenets of civic engagement are inculcated in them to respond to the needs of society. However, due to the weakening role of higher education institutions to develop a university ethos that stimulate civic interest and participation among students, it has become necessary to examine the aspects that enhance civic engagement. Using social-cognitive and transformative learning theories, we examined six major aspects namely, civic knowledge, civic skills, civic culture, cultural diversity, social responsibility and, students as partners to reveal the sets of relationships and antecedents that enhance civic participation among students. We relied on a mixed method approach for gathering and analysing data from students in an HEI setting in Ghana (n=261).Results revealed that cultural diversity experience, social responsibility, and students as partners represent important aspects for stimulating civic participation among students in HEIs.

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team and the intersection of emerging leaders and adult transformative learning concepts, respectively. In the fifth chapter, learning through global collaborations is discussed, while the sixth chapter explains collaborative leadership through play-building. The final two chapters focus on collaborative learning environment for adult learners and the theory behind collaborative learning.

Adults who enrol in higher education institutions (HEIs) often have contributions that could serve in enhancing the planning and implementation of their programmes. Importantly, while terms such as active learner engagement and knowledge co-creation dominate adult learning discussions, there are unanswered questions pertaining to how adult learners negotiate coownership of their learning. The current empirical study explores the relevant factors that could enhance adult learners' involvement in negotiating co-ownership of learning in a higher education setting. A mixed method of gathering and analysing data from adult learners (n = 200) was followed. While structural equation modelling (SEM) served as the quantitative data analysis method, codes, categories and themes developed from the focus group discussions and interviews were used to analyse the qualitative data. The study revealed that negotiating co-ownership of learning among adult learners in HEIs is influenced by the level of engagement and adult learners' acquisition of relevant core knowledge and skills. The authors discuss the implications of the results by reflecting on the pluses of negotiating co-ownership of learning at the institutional and classroom levels while also showing how the lack of these provisions could hinder effective learning among adult learners.