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Human nutrition is a growing field with an increasing job market and high demand for university study, yet graduates report feeling underprepared for and unaware of potential job opportunities. This scoping review aimed to identify employment initiatives used in undergraduate programs to support an evidence-based approach to the development of future initiatives for human nutrition courses. The scoping review following PRISMA-ScR criteria was initially conducted in October 2018 and updated in April 2020. Search terms were selected to identify studies that reported on employability or work-readiness embedded within the course curriculum for undergraduate students. Fourteen papers met the eligibility criteria. Papers included were from Australia (9), United Kingdom (2), United States (1), New Zealand (1) and Germany (1). Papers described initiatives fitting broad categories of placements, project-based industry collaboration, practice-based eLearning, mentoring and building graduate attributes. Placements were the most common type of initiative and project-based industry collaboration demonstrated the highest levels of student and employer satisfaction. The success of initiatives was often attributed to incorporating diverse approaches to real-world, problem-solving skills. Mentoring and eLearning were used to promote employability soft skills, while industry-based placements provided students with practical experience. Placement in specific workplace settings should be representative of the diverse job options for nutrition graduates. Human nutrition degrees should consider incorporating strategies that develop soft skills and project-based skills while exposing students to diverse workplace settings within industry.

If any engineering courses are unlikely to be transferable between Australasian and overseas universities, one could argue that civil engineering capstone design courses with a strong practical engineering focus would be the least likely. This analysis considers two capstone design courses in the US and New Zealand. The analysis examines the approaches each university has taken to improve design education through simulating professional practice. The two approaches are superficially very different with different course structure and course requirements. In addition the emphasis on site and project, and the consequent dependence on country-specific matters related to regulation and codes, would lead one to expect low transferability. Closer analysis shows that the learning objectives of the courses are relatively similar and that the relationship between site and design are key for both. The challenges faced by the two approaches have much in common, reflecting similar student experiences, and so high transferability. The paper provides details on learning objectives and challenges faced at the two programs to aid others who wish to analyse capstone design experiences across multiple universities. The conclusion is that transferability between these two design experiences is high. The implication is that, through similar forces for educational change in both countries, internationalisation of engineering education is high. [ABSTRACT FROM AUTHOR]

The term 'Creative Practice as Research' is now in common usage in the tertiary sector, although it is relatively new in its inception. This article traces the rise of the term (and its variations), which emerged about the same time as the tertiary auditing processes, such as Aotearoa New Zealand's Performance-Based Research Fund (PBRF). But creative practitioners had already been sneaking production into the traditional university, at times facing resistance and even derision from scholars undertaking more conventional research within the arts, humanities and social science departments. The author argues that the term Creative Practice as Research, and the many practices under its umbrella such as journalism, is now widely accepted, in part because it has been convenient, fulfilling particular needs within a changing tertiary landscape. Its greater acceptance allows traditional universities to respond to student demand for skills-based learning without losing their reputation for research excellence. But the term also suits the former polytechnics, or 'new universities', that are eager to imbue their craft and technical teaching history and practice with richer research content. Drawing on a new wave of 'production studies', the article also explores how a specific instance of Creative Practice, the documentary, does indeed fulfil the requirement of research as articulated through other academic disciplines such as the social sciences. Furthermore, documentary and other creative practices can contribute to 'impact', an increasingly important metric deployed in the assessment of research within the tertiary sector. [ABSTRACT FROM AUTHOR]