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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]

Discourses about the value of effort and hard work are prevalent and powerful in many western societies and educational contexts. Yet, paradoxically, in these same contexts effortlessachievement is often lauded, and in certain discourses is heralded as the pinnacle of success and a sign of genius. In this paper we interrogate discourses about effort and especially ‘effortlessness’ in Swedish and English educational contexts. Informed, in particular, by interview data generated in upper secondary schools in Sweden and secondary schools in England, we address the questions: why is effortless achievement attractive, and for whom is it possible to be discursively positioned as an effortless achiever? We argue that the subject position of ‘effortless achiever’ is not available to all categories of students equally, and for some it would be almost impossible to attain; the intersections of gender, social class, ethnicity and institutional setting are influential. We end by considering the problematic implications of effortless achievement discourses. [ABSTRACT FROM PUBLISHER]

This paper outlines the current knowledge base for men's experiences of studying social work in the UK. Given the relatively limited knowledge of these experiences, this paper also examines the findings from other literatures in order to inform this study, including nursing and primary school teaching educational literature. Men progress more poorly than women in social work, nursing and primary school teaching courses, and in other countries in addition to England. This paper also explores the educational experience of men in education and higher education more generally. The findings of a regression analysis are presented here. This analysis was conducted with secondary data from the GSCC of student progression on undergraduate and postgraduate social work courses in England between 2006 and 2011. Some potential reasons for these progression issues are identified from the related literatures and from the wider educational literature. Also indicated are some areas for further study to support a more diverse, representational profession and workforce. [ABSTRACT FROM PUBLISHER]

Extant research on family migration for education has focused almost exclusively on the education of children. We thus know very little about family migration when it is driven by the educational projects of parents. To begin to redress this gap, this paper explores the experiences of families who have moved to the United Kingdom primarily to enable the mother or father to pursue a degree. It argues that, in common with what we know of UK student-parents, both choices about and experiences of higher education are strongly differentiated by gender. [ABSTRACT FROM PUBLISHER]