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This paper investigates computing students' entrepreneurial intentions, motivations, recognisable barriers and encouragements towards entrepreneurship, with a focus on gender. Two universities, one in Australia and one in the UK (n = 247), were used as locations for the research to consider two distinct contexts. In each university there were similarly high levels of interest in entrepreneurship among computing students, however some significant differences in responses were found, especially between male and female participants. Job flexibility was a strong motivation for the UK-based female participants; while female participants at the Australian university identified internal barriers (such as lack of confidence and experience). Enablers to entrepreneurial activity were identified, including access to incubators and academic support. Directing such support towards computing students, while recognising gender differences, could increase interest in, and take-up of, entrepreneurship. Recommendations are made regarding how universities can best support would-be entrepreneurs and encourage inclusive entrepreneurship into the future. [ABSTRACT FROM AUTHOR]

This paper provides an analysis of the literature on transnational education to identify the key challenges and success factors for the sustainable operation of transnational higher education (TNE) programmes as perceived by key stakeholders. Probing the stakeholders' perspectives and applying a systematic approach, this study analyses 227 English-written articles retrieved from the Web of Science database published from 2000 to 2021. Key challenges identified include difficulties in managing the TNE programmes, ensuring quality assurance, adapting the curricula to the local contexts, accommodating offshore students' learning styles, creating studying environments for TNE students equivalent to those in the home institutions, ensuring preparedness of the academic staff, and facilitating the knowledge transfer in the host countries. The analysis also highlights six factors for the sustainable development of TNE programmes, including the effectiveness of the operations, the internationalization of the curricula, the transnational experience of the students, the development of the transnational staff, the existence of a proper regulatory framework in the host countries, and the development of a global systematic data collection for quality assurance. In addition, the evidence collected suggests that while the transition from domestic into a foreign programme can be rewarding, it demands appropriate planning and implementation.

Academic work environments are becoming progressively more digitalised and focused on performativity and commodification, increasing the potential to force an unwanted merge of the boundary between work and non-work domains. This study aimed to explore academic wellbeing and the role played by factors related to work-life merge. Data were collected from a cross sectional survey of 605 Australian and 313 UK academics, who were found to have a short version Warwick-Edinburgh Mental Wellbeing Score of 21.47 ± 4.11 and 21.35 ± 4 respectively, which is significantly below population norms. Australian men's scores were significantly lower than Australian women (20.7 ±.31, p =.007). Job strain was evidenced by excessive work hours, high levels of intrusive work-related thoughts, reduced physical activity and a self-perception that work-life merge adversely affected psychological and physical health, and mostly only occurred to meet work demands. Action by government education and university leaders is urgently required to identify policy and management practices that are contributing to this ongoing health concern. The establishment of national and university based advisory groups and consideration of a data warehouse to curate a public dataset on the wellbeing of staff within universities could assist in ensuring the outcomes of any action are continually assessed. [ABSTRACT FROM AUTHOR]

Research into higher education has shown that for those who identify as Lesbian, Gay, Bisexual, Trans* and/or Queer (LGBTQ), universities are places where both direct and indirect discrimination is experienced. This paper reports the findings from a systematic search and review on gender and sexual diversity in professional practice placements. This was part of a broader project exploring the way that students were supported and educated to provide appropriate support for LGBTQ people using their services and whether students who identified as LGBTQ experienced specific issues regarding the (non)disclosure of their gender or sexual diversity in placement settings. Three primary themes were identified. Environment: which relates to the way that homophobic and transphobic discrimination is experienced in professional practice. Influence: the importance of faculty on the environment as both a positive and negative force. Interventions: how students support LGBTQ people who use their services and how educators intervene with students who identify as LGBTQ. Our review showed how students in all included disciplines report feeling under-prepared for the realities of working with LGBTQ people in practice. However there are examples of positive practices which can support LGBTQ students through navigating disclosure of their own identities, as well as enabling all students to act as advocates and allies for the LGBTQ service users and peers/colleagues that they will inevitably work with and alongside, throughout their careers.

This paper investigates computing students' entrepreneurial intentions, motivations, recognisable barriers and encouragements towards entrepreneurship, with a focus on gender. Two universities, one in Australia and one in the UK (n = 247), were used as locations for the research to consider two distinct contexts. In each university there were similarly high levels of interest in entrepreneurship among computing students, however some significant differences in responses were found, especially between male and female participants. Job flexibility was a strong motivation for the UK-based female participants; while female participants at the Australian university identified internal barriers (such as lack of confidence and experience). Enablers to entrepreneurial activity were identified, including access to incubators and academic support. Directing such support towards computing students, while recognising gender differences, could increase interest in, and take-up of, entrepreneurship. Recommendations are made regarding how universities can best support would-be entrepreneurs and encourage inclusive entrepreneurship into the future.

Scholarly studies of international student mobility programs have increased during the last two decades, particularly following the Bologna Declaration. Nevertheless, a systematic review of international student mobility programs and the outcomes and benefits derived from participation in such programs has not been undertaken. This paper provides a comprehensive review of studies examining the various outcomes of student participation in short-term international mobility programs and identifies under-researched areas such as employment and career outcomes. A future research agenda based on the review is outlined, along with recommendations for improving research designs in order to increase our understanding of the short- and long-term outcomes of international student mobility programs.

There has long been the suspicion amongst staff in Art & Design that the ratings given to their subject disciplines in the UK's National Student Survey are adversely affected by a combination of circumstances – a ‘perfect storm’. The ‘perfect storm’ proposition is tested by comparing ratings for Art & Design with those for a selection of other subjects chosen because they share some features that might lead to lower ratings on the survey. Data from a small-scale qualitative study are used to throw light on what might lie behind the sector-wide statistics. The comparisons suggest that there is some validity in the ‘perfect storm’ proposition. More broadly, the article points to the need for sophistication in interpreting findings from the survey, irrespective of the subject area. [ABSTRACT FROM PUBLISHER]

This article discusses the persistence of a gender gap among university-based academics, despite the development of equity policies and "family-friendly" initiatives. Over four decades of research are reviewed from the liberal states of Australia, Canada, New Zealand, USA and the UK, including my own qualitative interviews in Canada in 1973 and in New Zealand in 2008. The paper summarizes some of the structural, relational and interpretive factors contributing to the perpetuation of the gender gap. I argue that academic work has been influenced by similar global trends visible in other workplaces and that academics share the prevalent patterns of gender relations contributing to the gender gap. Despite over four decades of social change, including policy initiatives to improve the status of academic women, this article shows that the gender gap continues in these countries for similar reasons.

Past research revealed that International Branch Campuses (IBCs) are simultaneously under two types of isomorphic pressures. On the one hand, they are obliged to conform to the institutions of their host countries, which lead them towards homogenising with the local Higher Education Institutions (HEIs), hence deviate from their parent unit's model. On the other hand, they are required to maintain their parent unit's identity across borders. By adapting to the local context, IBCs gain legitimacy in their local milieus and thus reduce tensions with local stakeholders. By maintaining similarity with their parents, they differentiate from the local competitors and therefore better compete in the market place. This paper addresses the duality (between adherence to the parent's and local expectations) by studying six important Australian and British IBCs in two major higher education (HE) hubs in South East Asia. We identify the determinants of the IBCs' strategic choices and their responses to institutional pressures. The analysis suggests that IBCs have maintained a high level of similarity with their parent units in terms of curriculum, but not so much in terms of staffing. We argue that staffing will continue to be the biggest strategic challenge faced by IBCs.

This paper empirically examines the impact of academic research on high-tech manufacturing growth of 28 Organisation for Economic Co-operation and Development (OECD) and emerging countries over the 1991-2005 period. A standard research and development (R&D) expenditure based measure is found to be too general to capture the input in high-tech research. To overcome this problem, a novel proxy for high-tech research investment--the supercomputer capacity--is proposed. Empirical evidence strongly supports this choice of variable. It is also found that academic R&D exerts a larger growth effect on high-tech output than its industry and government counterparts, but only the impact differential between academic and government R&D is statistically significant.

This paper provides a citation network analysis of the publications in "Studies in Higher Education" from 1976 to 2013 inclusive. This represents the entire history of the journal to date. It analyses the most published authors, most cited authors and most discussed topics using keywords. 1056 articles were taken from Web of Science[superscript SM] as a source of primary data. These articles were determined to have 32,738 references. A small percentage of these articles, 218 articles, had 1030 keywords. A data visualisation and manipulation software, Gephi, was used to provide a visual representation of the associated citation networks. We compare the results with other higher education citation analyses published elsewhere--a small, but growing area of research. Results indicate that the five most published authors throughout the journal's history are Richardson, Kember, Becher, Boud and Elton. The five most cited authors are Entwistle, Marton, Ramsden, Biggs and Becher. The five most discussed topics, using keywords, excluding higher education, are "doctoral education", "assessment", "phenomenography", "student learning" and "identity", with a number of subordinate topic clusters amongst these. Results derived from this exercise are helpful in illuminating the evolving concerns of the journal and its readership, and providing a demonstration of a rigorous analytical technique for assessing journal citation data in the future.

This paper describes the impacts of work-integrated learning (WIL) curriculum components on general employability skills--professional work-readiness, self-efficacy and team skills. Regression analyses emphasise the importance of the "authenticity" of WIL placements for the development of these generic outcomes. Other curricula factors (alignment of learning activities and assessments with integrative learning, and the provision of supportive environments) also impact on generic outcomes. We explore three competing hypotheses for explaining the relationships between learning outcomes and authenticity on the one hand and the alignment of learning activities and assessments with integrative learning outcomes on the other: overlapping, proxy protective factor and mediation. We conclude that mediation is a plausible explanation for the observed relationships, based on an invocation of "availability heuristics" and "priming" to explain how these factors work together. Findings will have implications for the design and management of WIL curricula in universities.