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The OECD's PISA is seen as a 'global yardstick' against which countries measure the quality of their education systems. In 2018 PISA included an assessment of global competence. This paper starts with the premise that in using a single global instrument to 'measure' this phenomenon, PISA claims standardisation over contextually rich data that can then inform policy and, arguably, in turn practice. Data for this study is based on tracking 'global competence' through documentary analysis, interviews, and then 'survey encounters' where PISA global competence questionnaire items were discussed by principals and teachers in three schools in Victoria, Australia. The analysis illustrates that schools and teachers variously educate for global competence according to the specific cultural context, policy and curriculum in ways that highlight the inadequacy of a global metric. With the growing attention to educating for global citizenship and the OECD's development of global measures, this investigation of localised understandings of global competence magnifies the 'situatedness' of knowledge (and therefore assessment practices). Questions are raised about what is ignored in metrics when such a contested concept is operationalised, and points to the lack of validity of this metric because it de-contextualises how global competence is understood by teachers and enacted in curriculum.

Purpose: Work integrated learning (WIL) activities, especially internships, are essential for career preparation and development. This paper applies career adaptability and capital theories to examine how international internships help undergraduate business students in their career exploration, preparation and development. Design/methodology/approach: This study used data from 20 interviews, including 15 undergraduate business students from two universities in Australia and Thailand who undertook internships in Asian countries, three internship administrators across two universities, and two overseas internship partners. Thematic-based analysis using the Nvivo program and duoethnographic reflections of the internship coordinators in Australia was applied for data analysis. Findings: The data analysis indicates that international internship experiences facilitate students to become culturally savvy, build their international professional networks, enhance the level of self-perceived competency and cultivate a globalised career adaptability perspective. Research limitations/implications: This study contributes to theory-building within the WIL literature, international internship experiences, students' career adaptability and capital. Practical implications: Although international internship opportunities are available to students, few students are willing to challenge themselves in a foreign setting. The study's insights provide a better understanding of how university administrators could set up a task force of academics and professional staff to consider a cohesive resourcing structure for the long-term sustainability of the international internship programs. Originality/value: This study highlights how the international internships enhanced students' globalised social, cultural and human capital and their ability to adapt to culturally diverse business contexts. The international internship experience can also increase student's confidence to enter the global labour market and seek opportunities beyond their original country of residence.

This paper examines the impact of the World Trade Organization's (WTO) General Agreement on Trade in Services (GATS) on transnational higher education in four countries: New Zealand, Australia, Singapore and Malaysia. The GATS is a multilateral agreement through which WTO members commit to voluntary liberalisation of trade in services, including education. Transnational (or offshore) education refers to education that is delivered by an institution based in one country to students located in a different country. Two of the countries considered, New Zealand and Australia, have made commitments under GATS to allow relatively unrestricted cross-border provision of education in their countries, while the other two countries, Singapore and Malaysia, have made no such commitment. There is currently considerable activity in renegotiating countries' commitments to GATS as part of the Doha round of WTO negotiations, and simultaneously bilateral free trade agreements are being proposed between countries in the region. In this context, this paper examines the practical impact that GATS has had on these two countries that have made commitments regarding education, and the likely impact that similar commitments by Malaysia and Singapore would have on the tertiary education systems in those major importing countries. (Contains 1 note.)

Purpose: The purpose of this paper is to examine the HRD practices of multinational enterprises (MNEs) operating in Australia to understand the value that MNEs place on investment in their human capital, particularly managerial talent. Design/methodology/approach: Drawing on a representative sample of 211 MNEs operating in Australia, this paper investigates the extent (using frequencies) and determinants (using logistic regression analysis) of training and development expenditure, management development strategies, talent management and succession planning policies. Findings: The findings suggest that less than 20 per cent of MNEs operating in Australia are investing over 4 per cent of their annual pay bill on training and development. Furthermore, almost a quarter of firms invest less than 1 per cent in training and development. However, most MNEs invest in their managers and those with high potential through the use of management development programmes, talent management strategies and succession planning. Interestingly, in comparison to US MNEs, Australian MNEs were less likely to use management development or talent management programmes for senior management or high performing staff. Research limitations/implications: The current study is cross-sectional and represents a snapshot of MNEs' HRD practices at one point in time. The study measured the perceptions of the most senior HR manager and did not include the views of other organisational participants. The authors suggest the need for future research studies that incorporate longitudinal research designs and the views of different organisational actors. Practical implications: HR managers or HRD specialists need to develop a strong understanding of the Australian institutional context, as well as demonstrate the importance/business case for an integrative approach to HRD. Originality/value: This paper fulfils an identified need to study the HRD practices of MNEs operating in Australia, particularly focusing on the value that MNEs place on their human capital.

Most business schools in the U.S. are employing various initiatives to "internationalize" their curriculum in order to prepare students to participate more effectively in a globally interconnected business world. An integral part of these initiatives is to encourage more students to participate in study abroad programs. Though it maybe optimal for students to study abroad for a semester or more, many students do not have the time, resources or confidence to commit to a long-term experience. Consequently, short-term two to three week study abroad programs (SSA) are often a viable and worth while experiential alternative. Often, the process of developing a short-term study abroad experience can be daunting. We use a case study approach to examine how short-term study programs were initiated, planned, organized and implemented in five countries--Malaysia, Singapore, Chile, Germany and Australia. These programs were led by business faculty, at an AACSB accredited Midwestern University, each of whom also had prior experience in conducting study abroad programs. These faculty leaders provided detailed accounts related to each of the programs. A guide using probing questions was prepared through a triangulation process that included the faculty leaders and an administrator that had reviewed and audited 12 previous short-term study abroad programs. Drawing on actual SSA experiences and outcomes, this paper proposes a SSA framework consisting of planning, marketing, conducting and evaluating stages that can make the study abroad process understandable, efficient and easier to implement.

This paper provides a network analysis of the international flow of students among 210 countries and the factors determining the structure of this flow. Among these factors, bilateral hyperlink connections between countries and the number of telephone minutes (communication variables) are the most important predictors of the flow's structure, followed by trade, the physical distance between countries, a common border between countries and a common language between two countries. The USA is by far the most central country in the flow of international students, followed by China, the UK, France, Germany, Australia and India. These results are discussed in light of World-System Theory. Future research should examine how the network of international student flows changes over time and consider additional factors to provide a better understanding of the network as an international system.

Purpose: The main purpose of the present paper is twofold: to examine and compare the current strategies and policies that are employed by the UK, Australia and Singapore and to recommend appropriate strategies and policies to higher education institutions and the Hong Kong government and elsewhere that are interested in expanding their efforts in recruiting the growing number of students from other countries who are planning to study overseas. Design/methodology/approach: The data for this project were obtained primarily from documents and in-depth interviews. Documents include government reports, policy addresses, official statistics, etc. The in-depth interviews were conducted in Hong Kong as well as in the four studied cities--Mumbai, New Delhi, Jakarta, and Kuala Lumpur. Interviewees included government officials, academics, higher education institutions' representatives, consultant generals, and officials from policy bodies. Findings: It is clear from the findings of this present study that a set of favorable policies and strategies at the national level was behind the success of these competitors. Such policies are not confined to educational policies but are extended to population and employment policies. Research limitations/implications: Though the study examined policies and strategies employed by three countries, findings from the study may generate useful information to countries that may be interested in exporting their higher education to Asian markets. Practical implications: The paper suggests that if Hong Kong is to attain success in becoming an international exporter of education services, it may need to adopt favorable policies at institute and system level, and in so doing it can definitely benefit by carefully studying the strategies and policies employed by these three competitors. Originality/value: Few studies have examined and compared strategies and policies employed by these three key major players of higher education services. This study provides some useful strategies and policy recommendation to education decision makers in Hong Kong and elsewhere that may be interested in entering Asian markets. (Contains 1 table.)

Internationalisation of education, and more specifically tertiary education, all over the world has contributed to a significant overhaul in student composition. Parallel to this runs the need for graduates to leave university with a range of professional skills. In response to this, universities actively encourage the development of such skills in their programs by integrating the teaching and assessing of professional skills into academic programs. This paper reports on the efficacy of a professional skills program and its support structures as used in the Bachelor of Commerce degree program of a university. The paper outlines how the skills were taught and assessed in the International Management 375 unit and presents data on the changes in students' perceptions of their skill levels. The interpretation of the data is further differentiated on the base of gender, language and country of origin. (Contains 6 tables.)

For over 150 years Australia has exported bulk, undifferentiated, commodities such as wool, wheat, meat and sugar to the UK and more recently to Japan, Korea, and the Middle East. It is estimated that, each year, Australia's farming system feeds a domestic population of some 22 million people, while exporting enough food to feed another 40 million. With the Australian population expected to double in the next 40 years, and with the anticipated growth in the world's population to reach a level of some 9 billion (from its present level of 7 billion) in the same period, there are strong incentives for an expansion of food production in Australia. Neoliberal settings are encouraging this expansion at the same time as they are facilitating importation of foods, higher levels of foreign direct investment and the commoditisation of resources (such as water). Yet, expansion in food production--and in an era of climate change--will continue to compromise the environment. After discussing Australia's neoliberal framework and its relation to farming, this paper outlines how Australia is attempting to address the issue of food security. It argues that productivist farming approaches that are favoured by both industry and government are proving incapable of bringing about long-term production outcomes that will guarantee national food security.

Using qualitative and quantitative analysis this paper presents a teaching model based on experiential learning in a large "International Business" unit. Preliminary analysis of 92 student evaluations determined the effectiveness of experiential learning to allow students to explore the association between theory and practice. The analysis of the student responses identify that the students were able to complete all four stages of Kolb's Learning Styles Inventory (KLSI), the components of experience, critical reflection, abstract conceptualization, active experimentation, through the participation in experiential activities in this unit. The cognitive and affective experiences of students learning were measured using a battery of 15 Likert scale items. The scores for all the 15 items were found to be significantly above the scale midpoint of 3 validating a positive learning experience. The respondents were strongly of the opinion that the experiential learning activities helped them learn (Cognitive) and they liked participating in the activity (Affective). The attitudinal scores of Asian students were compared to the other students and a significant difference was found in only one of the 15 attitudinal items of the Likert scale administered to the students. The Asian students found experiential activities material too complex as opposed to the other students. (Contains 5 tables, 2 figures, and 5 footnotes.)

This article discusses the effects of imperialism on British (or chiefly English) social life and education in the nineteenth century rather than examining the effects on the colonised as is usually done. It is shown that the nineteenth century was infused with different visual and written images which helped develop attitudes and ideas which influenced social change in Britain. The "imperial gaze" demonstrated a fascination with the unknown and exotic; a scientific curiosity to discover, collect, classify and explain; an economic desire to find and exploit; and mixed motivations from religious, humanitarian and nationalistic impulses to convert, "civilise" and dominate. In different ways and at different levels this entailed a wish to "know" and an urge to pass on presumed "truths" that interlocked imperial influences into educational enterprise, although not necessarily within formal schooling. As the century progressed, events within the expanding empire, combining with scientific theories, helped to develop cultural arrogance, dominated by ideas of white, Western superiority. Yet there was no homogenous, uncontested discourse. As post-imperial debates suggest, chronological shifts, differing gender and class responses are significant. Effects could be paradoxical as those of imperial opportunities and rhetoric were on women's lives. Examples from other imperial nations, especially France and the Netherlands, indicate parallel imperial, sometimes imperialistic, concerns and interests and varying consequences, but in different contexts. The paper ends with some suggestions on how the difficulties of analysing the effects of empire on social change and education could be addressed within history of education. (Contains 1 figure and 79 footnotes.)

The liberalisation of agricultural trade is strongly contested as an international policy project. In the context of the current World Trade Organisation (WTO) Doha trade round, concerns revolve around the implications of freer trade for rural livelihoods and environments. Analysis of this complex and morally charged issue offers important insights into the nature of resistance to the neoliberal agenda. This resistance has been expressed in terms of perceived threats to the "multifunctionality" of agriculture and its ability to provide public environmental and social benefits. We focus specifically on Australia and the European Union (EU), key players in the WTO process but diametrically opposed in their embrace of, or resistance to, agricultural neoliberalisation. While the EU has sought to maintain trade barriers in order to protect both marginal areas and the market advantages derived from a heavily-subsidised, productivist agriculture, Australia relies on "competitive productivism"--unsubsidised, highly productive agriculture--to win markets. There is nevertheless evidence that the compatibility of market rule with agri-environmental (and, to a lesser extent, social) sustainability is being contested in both Australia and the EU, particularly at the regional scale. The nature and terms of this contestation are different, however, given the radically divergent macro-economic and socio-political contexts in which it is being framed. The debate about the socio-environmental implications of market opening within the agriculturally protectionist environment of the EU is largely anticipatory and risk-averting, while in the already market-exposed Australian context it is increasingly compensatory and harm-minimising. In this paper, we argue that neoliberalisation as a policy agenda is reshaped in different states and regions through processes of resistance and accommodation arising from particular geographical, historical, political and institutional contexts, and as a response to crises.

The continuing growth of Australia's international education market is causing providers to consider moving from international business approaches to global strategies. This paper examines factors affecting a regional Australian educational provider's approach to the international student market, using Tropical North Queensland TAFE (TNQT) for this case study. TNQT is located in Cairns, Australia, and currently provides English Language Intensive Courses for Overseas Students, and Vocational Education and Training courses to international students of predominantly Asian nationalities. Evaluation of the industry's market, cost, environment and competitive factors are undertaken to examine the viability of a global strategy for TNQT. This analysis concludes that the significant effect of potential benefits of local alliances and strategies on this market for regional educational providers needs to be understood.

The South African Council on Higher Education (CHE) withdrew its accreditation of 15 Master of Business Administration (MBA) degrees in May 2004. MBAs for which accreditation was withdrawn include those offered in South Africa by Bond University (Australia) and De Montfort University (UK). CHEs decisions have significant implications for students, graduates, the labour market, the international credibility of national higher education quality assurance systems and for international trade in higher education. CHE regulates "fitness of purpose" by specifying major dimensions of the MBA programme mission, as well as regulating important aspects of teaching and learning, provider governance structures and procedures, employment matters and research. The particular research method, for example, to be used by universities in MBA programmes is prescribed by CHE. In general CHE closely regulates various decisions historically made by universities. The CHE model embraces aspects of MBA provision but it does not require an independent, scientific analysis of the efficacy of the assessments of student skills, knowledge and reasoning ability that are conducted by providers. Neither is it concerned with conceptualising or measuring labour market judgements of MBA quality. This paper argues that these are significant deficiencies and that potential students and other stakeholders in South African MBA programmes will thus be seriously misled if they rely on the results of the CHE MBA review to make MBA programme choices, employment, recruitment, remuneration and promotion decisions or to formulate public policy.

The increasing trend for the globalisation of business has highlighted the need for a better understanding of the factors that influence levels of intercultural awareness within organisations. Within the higher education sector, one initiative that aims to address this issue is student study abroad programs. This paper reports on a study that investigates factors that influence Australian students propensity to engage in these programs. Using both qualitative and quantitative analysis, we examined the role of students personality in the decision to participate in study abroad programs. The implications for education in international business are discussed. (Contains 5 tables.)

Reviews European Community and Australian language policies. Considers cultural-economic interface in Australia with respect to current interest in teaching Asian languages for trade purposes. Discusses Australia's growing acceptance of languages other than English and its affect on Aboriginal people. Urges the better utilization of the country's existing linguistic resources. (DMM)

Maintains that economic geography is alive and well. Describes some of the challenges facing research in economic geography and highlights the changing approaches being applied to economic geography. Includes sections on structural change, economic reorganization, and internationalization of manufacturing and finances. (JDH)

Consists of an interview with Bill Mollison about the concept of bioregional association, that is, an association of residents of a natural and identifiable region. Topics also touched on are importation of products, unemployment, and job satisfaction. (CH)

Discusses Australia's growth since European settlement and its development into a major world trader in industrial and high technology raw materials. Examines the country's expanding relations with New Zealand and other Pacific states which is the outgrowth of the realization that all will gain from greater international cooperation. (GEA)