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There has been significant interest of late into how academics spend their time during both their working and personal lives. Inspired by research around academic lives, this paper explores the narratives of 25 early career academics in Australian institutions across the country. Like several others, we propose that one of the fundamental aspects of time in academia is that of labour spent doing formal, instrumental and bureaucratic tasks. This impinges on the other side of academic life, the writing, research and discovery that bring subjective value to the academic. Using a Weberian framework however, we argue that there are two distinct rationalisations of these 'times' occurring. One is the formal, instrumentally imposed rationalisation of the university itself and the second is a more personally defined subjective rationalisation of research and writing. In terms of the latter, we argue that younger academics are not only seeing these times as important for their sense of self in the present but also for their projected vision of what they will become later in their professional career. [ABSTRACT FROM AUTHOR]

The papers in this special issue provide support for continued scrutiny of interactional competence (IC) as an important component of the speaking construct. The contributions underscore the complex nature of IC and remind us of the multiple factors that affect any construct definition. At the same time, each study offers insights into those factors through their explorations of IC. In this final paper, we first briefly review key findings from the papers that confirm what is already known about IC and that provide new information to our understanding of the construct of IC. After summarizing points of convergence and of divergence, we turn to a discussion of areas that require additional targeted attention and offer four generalizations as starting points for research. In the final section, we take a critical look at the challenges associated with including IC in the speaking construct and the implications of the studies in this special issue for the relationship between IC and proficiency. [ABSTRACT FROM AUTHOR]

This paper aims to identify what aviation experts consider to be the key features of effective communication by examining in detail their commentary on a 17-minute segment of recorded radiotelephony discourse between a Russian pilot and a Korean air traffic controller. The segment was played to three practising pilots and three air traffic controllers. Their commentary on the qualities of communication displayed in the interaction was recorded and coded thematically, using a grounded ethnography approach. The analysis revealed that although the Russian pilot was viewed as having limited English proficiency, the strategies he used to make himself understood were evaluated positively as fulfilling the requirements of the professional role. By contrast, the Korean air traffic controller, although not evaluated as having limited proficiency, was criticized for his lack of professional knowledge. The discourse analysis and the feedback given by these expert informants highlight not only the nature of the miscommunication arising in unexpected situations, but also the multiple factors that may contribute to it. While language proficiency is clearly an issue, there are many other sources of miscommunication that emerge during the exchange. These findings are used to critique the narrow, language-focused oral proficiency construct as articulated in the holistic descriptors and the rating scale stipulated by the International Civil Aviation Organization (ICAO, 2010) as the basis for tests of aviation English worldwide. Instead the paper proposes an expanded construct of oral communication incorporating elements of professional knowledge and behaviour with a focus on interactional competence specific to this context. [ABSTRACT FROM AUTHOR]

In Australia, there is a dearth of research applying the theoretical lens of critical race theory to explore Muslim university students' experiences in higher degree education institutions. The prevailing approach has been to focus on institutional barriers and policies. This article deviates from such studies by framing the analysis in terms of a comparison between Muslim and non-Muslim white students in higher degree education institutions in New South Wales (NSW) Australia in order to operationalize whiteness in Australia's settler colonial society as a central category of analysis. The article seeks to explore how Muslim and non-Muslim students experience and respond to the university as a white institution, considering how Muslim students engage in both adaptive and maladaptive coping strategies in response to the university as a white institution, and how white, non-Muslim students experience the normativity, invisibility and hegemony of whiteness in the university. [ABSTRACT FROM AUTHOR]

The findings of this literature review are applicable to university libraries globally, as students accessing libraries are now more culturally diverse than was the case historically. Prior to the COVID-19 pandemic, this diversity was due to increased numbers of international students attending selected universities in Europe, Australia, New Zealand, the UK and Canada. The literature suggests that the different information seeking, cultural transition, information disruption, English-language challenges and learning styles of Asian international students are not fully understood by western university libraries. Consequently, university libraries may not have strategically aligned to their university's internationalisation objectives. Lack of understanding of the experiences of Asian international students potentially attenuates their well-being and academic success. Furthermore, this lack of adaption could place universities, such as those in Australia, at risk of not meeting national regulatory compliance expectations. This review examines the literature about the context of Asian international students' use of Australian university libraries and introduces a research project that explores the lived experience of using Australian university libraries. The review identifies literature regarding the changing profile of Asian international students enrolled in Australian universities, their information-seeking behaviour, cross-cultural dimensions, their communication skills, and the expectations of an Australian university library. The review of this literature also seeks to explore who is studying international students, which methods are being used to do so, and which topics are of particular interest to the researchers. Finally, the review considers new post-COVID-19 pandemic opportunities for both libraries and other service areas to understand the needs of Asian international students as universities competitively recruit for their return. [ABSTRACT FROM AUTHOR]

In the assessment of speaking, a psycholinguistically based speaking construct has predominated. In this paper, we argue for the integration of the construct of interactional competence (IC) in speaking assessments to broaden the range of defensible inferences from speaking tests. IC emphasizes the co-constructed nature of interaction and enables the rating of L2 users' ability to deploy interactional tools that lead to shared understandings. Recent work on IC shows that levels of development can be distinguished, for example, in the sequential organization of social actions such as requests and refusals. This can in turn inform interactionally specific ratings. Furthermore, an IC perspective allows a fine-grained analysis of interactions between examiners and test takers to detect effects of examiner talk. Apparent misunderstandings or disfluencies by test takers can be examiner-induced with the test taker's response actually demonstrating interactional ability rather than lack of proficiency. We argue that inclusion of IC as a construct in testing speaking opens new perspectives on oral proficiency and enhances the validity of speaking assessments. [ABSTRACT FROM AUTHOR]

People from out-of-home care backgrounds are largely absent from Australian higher education equity policy. Compared with the UK, Australia has moved slowly to consider legislative and programme incentives for young people who leave state, foster or kinship care and who wish to access higher education. One major reason for the relative inaction of the Australian higher education sector towards this cohort is the rigidity of the national equity framework established in 1990. This article argues that policy reform is required to improve the participation of people from out-of-home care backgrounds in Australian higher education. Effort could be directed into revising the national equity framework, in particular by including out-of-home care as a specific group to be monitored. In addition to revising the national policy architecture, further devolution of equity policy to institutional level may enable greater engagement with the out-of-home care cohort. [ABSTRACT FROM AUTHOR]

This paper reports the quantitative findings of a study on conceptions of positive career outcomes held by Chinese students who returned home to work after gaining higher education qualifications in Australia. The study explores what positive career outcomes mean to Chinese returnees, the actual positive career outcomes Chinese returnees have experienced and contributing factors to the positive career outcomes achieved. Both quantitative and qualitative research methods are used and here the analysis of the quantitative findings is presented. The survey data show that Chinese returnees assign greater importance to ‘soft outcomes’ relating to personal and life fulfilment than ‘hard outcomes’ such as employment results. Also, the discrepancy between the returnees’ ideal and actual outcomes is greater in the soft outcomes than the hard outcomes. Statistical analysis indicates three emergent, distinct groups of conceptions of positive career outcomes. The qualitative findings will be presented separately. [ABSTRACT FROM AUTHOR]

This article presents estimates of the private monetary benefits in Australia associated with the completion of Bachelor degrees for a range of fields of study under a range of different assumptions. For the average person, results show strong monetary incentives to complete these degrees and the private rate of return compares favourably with the real long-term bond rate. However, differences can be observed in rates of return according to gender and discipline of study with, generally, lower returns for women and for those holding degrees in the humanities. The results are calculated on varying assumptions which provide evidence of the robustness of the conclusions. Finally, implications for policy, such as university financing and increases in university places, are discussed. [ABSTRACT FROM AUTHOR]

The introduction of open-plan (OP) academic offices is critically examined through interviews undertaken in Scotland and Australia. The development is discussed in the context of the increased managerialism in higher education. The conclusion is that, despite a rhetoric of synergy, the dominant rationale for OP is one of cost reduction and that the experience for many academics is proving detrimental to both scholarship and professional identity. [ABSTRACT FROM PUBLISHER]

Paid maternity leave policy attracts considerable attention in Australia and internationally, not least because taking a maternity break and employment re-entry benefits economies, businesses and well-being. The literature on factors contributing to a positive relationship between paid employment, reproduction and caring is fragmented and continues to highlight the complexity of the matter. Drawing on qualitative interviews, and Williams' theory of domesticity ideology and Pocock's work/care regimes, I examine women's paid employment re-entry experiences and management strategies following maternity leave in higher education in Australia. This analysis develops a critical conceptualisation of women making 'constrained choices' and 'forced decisions' to manage work/care, and relates to gender inequality in the workplace–household intersection; taking a step back in paid employment; outsourcing housework; and the complexity of childcare. Findings highlight the need for support models to promote work/life balance in the context of debates about gender equality and flexibility, and the workplace–household intersection. [ABSTRACT FROM AUTHOR]

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Since 2006 there have been significant changes in the labour market for university graduates, most notably the Global Financial Crisis of 2007 and the subsequent downturn in gross domestic product growth, and a huge expansion in university places. This article presents estimates of the monetary returns in Australia associated with the completion of bachelor degrees in 2016 for a range of fields of study and compares them to the estimates for 2006. The results show that for the median person, there are still good monetary incentives to complete these degrees and the private rate of return compares favourably with the long-term real bond rate. However, the article also concludes that the return to an individual investing in bachelor education had mostly declined in the period 2006–2016. There is, again, considerable variation between disciplines and for some, completion of a bachelor degree does not yield positive returns. The key factors determining the monetary rate of return are the discipline of the degree and the graduates' subsequent labour force status. Graduates in full-time employment in most disciplines avoided being among those with low (or negative) rates of return. In addition, there is some evidence of skills mismatch and over skilling among the lowest paid university graduates. [ABSTRACT FROM AUTHOR]

Peer mentoring is often considered the single most effective strategy for increasing student retention and student satisfaction. As a consequence, mentoring programs have been implemented at most universities and are an essential feature of best practice transition programs. Yet, the literature is inconsistent regarding what the term entails and how it is applied, leading to diverse opinions about what constitutes a mentoring program. It could be argued that agreement on a definition of mentoring is secondary to the benefits of its practice and that an emphasis on terminology is just playing semantics. However, this article argues that terminology does matter and that elucidating what mentoring entails is crucial to the comparative evaluation and improvement of mentoring practice as well as the identification of best practice. The article goes on to suggest how mentoring boundaries might be set by drawing on experiences from an Australian University. [ABSTRACT FROM AUTHOR]

It is important that educators understand learning styles as an evolving individual characteristic. We investigate the changes in learning styles and preferences of first-year undergraduate nursing/midwifery students after six months of preliminary testing. Curry’s ‘onion ring model’ proposes a stable inner ‘Information processing’ style (assessed by instruments such as Kolb Learning Style Inventory) compared to the outer ‘Instructional preference’ style (assessed by the VARK (Visual/Aural/Read–Write/Kinaesthetic) questionnaire), which is more easily influenced by external factors. Therefore, re-examining students after one semester of teaching should result in an increase in multimodal VARK learning with lesser changes to the LSI results. A cross-sectional survey with pre-post design (n = 96) showed 45% of students remaining in the same VARK mode, 30% becoming more multimodal and 25% showing changes. Surprisingly, the LSI questionnaire showed similar results with 45% of students remaining in the same learning modality and 55% of students changing. This research highlights the dynamic changes within students’ information processing and instructional preferences. [ABSTRACT FROM AUTHOR]

One aspect of transnational education that is anticipated to grow in prominence is the international branch campus. This article is a case study of Monash University Malaysia, a Malaysian-Australian transnational education alliance which has achieved a measure of success in a field fraught with risk. It offers an analysis of the dynamic interplay between global processes and the logics of practice of situated national and institutional interests. The article shows that global processes such as marketization are realized in specifically local conditions. The joint venture was able to find its market in the particular configurations of the Malaysian postcolonial state, ethno-nationalism and neoliberalization. [ABSTRACT FROM PUBLISHER]

This article provides a detailed analysis of individual preferences towards public financial aid to students from low-income families. Who favours/opposes such aid? What are the determinants of the respective preferences? I argue that three sets of factors jointly shape these preferences: materialistic self-interests, political attitudes, and the status quo of the higher education subsidy systems by generating positive feedback-effects. Results of multilevel ordered logit models utilizing the International Social Survey Program (ISSP) data for up to 22 countries over two decades indicate that self-interest matters: students strongly favour subsidies as do their parents, while those paying for the spending and those not expecting to benefit oppose such aid. Moreover, political attitudes are important: Supporters of redistribution and of increased public education spending in general, as well as leftwing voters, are much more likely to support students. On the macro-level, the findings suggest that positive feedback-effects exist: in countries with generous subsidy systems, public support for subsidies is higher. This article is the first to systematically analyse preferences towards higher education subsidies across countries and time and demonstrates how positive feedback-effects increasingly lock-in countries’ tuition-subsidy paths, making the systems resistant to (radical) change. As such, it speaks to the literature on the political economy of skill formation, the welfare state, public opinion and the public opinion–policy link. [ABSTRACT FROM PUBLISHER]

Students from financially disadvantaged backgrounds, rural areas, non-English speaking backgrounds and those who are Aboriginal and Torres Strait Islander, have traditionally been underrepresented in higher education in Australia. The UC 4 Yourself experience day is an outreach program by the University of Canberra for schools identified as having substantial numbers of students from financially disadvantaged backgrounds. It provides a full day of participation in, and gaining information about, university life. The current article reports on two survey studies (N = 525; N = 183) investigating the effectiveness of this program. Students who participated in the program were more likely to plan to attend university and were better able to imagine themselves as university students after their campus visit. Findings from the two studies suggest that the actual visit, despite its brevity, provides a unique experience by simultaneously establishing a knowledge base and facilitating the psychological transformation necessary to imagine a new future. [ABSTRACT FROM AUTHOR]

Tests measuring academic language are traditionally associated with visible, high-stakes decisions of whether or not English language learners are admitted to post-secondary institutions. However, a new form of assessment in higher education is now gaining prominence. Post-entry (or post-enrolment) language assessments (PELA) determine the academic language learning needs of students once they are accepted into a post-secondary institution (Dunworth, 2009; Murray, 2010; Read, 2013). Rather than simply making a summative, evaluative judgment about student ability upon admission, post-entry assessments are designed to specify the level and type of language support required. This use of results is in line with formative and assessment for learning approaches for the use of assessment data (Black & William, 1998; Hill & McNamara, 2012; Rea-Dickins, 2008). This review of the Diagnostic English Language Needs Assessment (DELNA) program reflects increased interest in assessments focused on supporting student learning. In this review, I refer to the DELNA program as it is implemented within the University of Auckland, New Zealand. [ABSTRACT FROM AUTHOR]

New government education policies stress both social justice and economic imperatives. The tensions between these goals for universities are familiar themes for critique. The diversity, and shift in cultural capital among university students is also a concern. The authors of this article teach sociology at an Australian university with a comparative over-representation of students with low levels of cultural capital in academic literacy: research, reading and writing skills. In this article we outline and discuss the approach and outcomes of a pilot online program ‘Leap into Sociology’, developed to help sociology students increase their academic literacy in sociology. The program is, like other academic skills support programs, premised on an understanding that the development of academic research and writing skills needs to be ‘embedded’ in discipline units to be most useful for students. Our discussion considers these challenges in relation to current tensions in higher education work and policy contexts. [ABSTRACT FROM PUBLISHER]

An introduction to the journal is presented in which the authors explain the issue's focus on sociology education in Australia, noting such topics as Australian indigeneity in sociology education, social justice and sociology teaching, and massive online open courses (MOOCs).

In 2005, Australian universities were required by a federal government, well known for its hostility to unions, to develop representative forms of employee consultation. This requirement posed a considerable threat to union voice in the sector. The article examines the union response to this situation. Our findings suggest that in the short term, the unions adopted a strategy of compliance with this requirement through support for the development of hybrid forms of voice, such as staff consultative committees. The unions then sought to dominate these committees by ensuring that union members were elected as staff representatives, thereby safeguarding the dominance of union voice. The non-union employee representation that was created, however, was constrained as an expression of employee voice. The findings are consistent with Anglo-Saxon literature focusing on the union substitution role of non-union forms of employee representation. There are also resonances in the union strategy with European trends for complementary relations between unions and union-dominated forms of non-union employee representation. However, while our study confirms the importance of the role of the state in determining the structure of non-union employee representation, it departs from the literature in demonstrating an instance where union substitution was sought by the state rather than by management. [ABSTRACT FROM PUBLISHER]

This article examines gender differences in publication productivity and factors correlated with high productivity in Australian universities, during the periods 1991–3 and 2005–7. Measured as a weighted sum of books and journal articles, females reported significantly fewer publications than men during both periods. Gender differences appear to have reduced over time, with female publishing increasing from 57 percent of the male average in 1991–3 to 76 percent in 2005–7. Statistical analyses reveal that women published at similar levels to men of equal rank during both periods, except among Level A staff in 1991–3 where males published significantly more. Academic rank, doctorate qualifications, research time and international research collaboration were the strongest factors positively associated with publication productivity, but women typically reported significantly lower levels on each of these factors. Institutional and family characteristics were comparably poor predictors. [ABSTRACT FROM PUBLISHER]

The issue of racist violence appeared in the Australian media and politics in mid-2009 following a spate of attacks on international students in Melbourne and Sydney. The racist aspect of these attacks was downplayed, authorities describing them as ‘opportunistic’ and a ‘regrettable fact of urban life’. The denial of racism is a familiar hallmark of contemporary racism; for some scholars, it is a defining criterion of what has been called the ‘new racism’. But the denial of racism around the attacks on Indian international students also had an economic imperative. Negative media coverage within India posed a substantial threat to the AUS$18.6 billion international education export market, with potential students and sponsors becoming concerned about their security should they elect to study in Australia. Data from the Challenging Racism project provide compelling evidence on the racist context of the attacks. The Indian media and politicians maintained an outraged position on the attacks, affecting student interest in Australia. And as the substantial economic costs became clearer, Australian governments came to more openly acknowledge a racist element to the attacks, also hinting at structural issues regarding community relations and attitudes which required policy attention. [ABSTRACT FROM PUBLISHER]

This article raises the question of whether comparative national models of communications research can be developed along the lines of Hallin and Mancini's (2004) analysis of comparative media policy, or the work of Perraton and Clift (2004) on comparative national capitalisms. Taking communications research in Australia and New Zealand as its starting point, the article considers what might be the relevant variables in shaping an 'intellectual milieu' for communications research in these countries, compared with those of Europe, North America and Asia. Some possibly relevant variables include: type of media system (e.g. how significant is public service media?); political culture (e.g. are there significant left-of-centre political parties?); dominant intellectual traditions; level and types of research funding; the overall structure of the higher education system; and where communications sits within it. In considering whether such an exercise can or should be undertaken, we can also evaluate, as Hallin and Mancini do, the significance of potentially homogenising forces. These would include globalisation, new media technologies, and the rise of a global 'audit culture'. The article raises these issues as questions that emerge when we consider, as Curran and Park (2000) and Thussu (2009) have proposed, what a 'de-Westernized' media and communications research paradigm may look like. [ABSTRACT FROM AUTHOR]

Casualization of teaching has become a major issue in Australian universities. In 1990 casuals delivered about a tenth of all university teaching. By 2008 between a third and a half of university teaching was being delivered by casuals. Quantitative studies have assessed the scale of casualization; this qualitative study addresses the experience of casual academics. It documents a sharpening class divide among academics, which has become institutionally embedded. It reports on interviews with casual academics examining how the divide is experienced, and how it may be addressed. Academic casuals report underpayment and compromised quality; they experience persistent income insecurity; and they find themselves voiceless in the workplace. These experiences are interpreted as aspects of class subordination, and possibilities for addressing them are discussed. [ABSTRACT FROM AUTHOR]