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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.

Seamless learning has a significance that has been increasing in recent years, and an increasing number of studies on the subject in the literature draws attention. This study aimed to examine the research on seamless learning between 1996 and 2020 with the bibliometric analysis method. The Scopus database was used in the collection of the data. After various screening processes, a total of 389 publications were included in the analysis. Descriptive analysis and bibliometric analysis were used in the analysis of the data. The distribution of publications by years, types of publications, sources, and languages were analyzed in the research. Additionally, visual maps were created with analyses of co-author, cocitation, and co-word. At the end of the study, it was seen that there has been an increase in the number of publications from the past to the present, articles and papers were predominant, and that most of the studies were carried out in English. As a result of bibliometric analysis, it was concluded that the most efficient countries in seamless learning were the United Kingdom, the United States, and Singapore. Also, it has been determined that the National Institute of Education, Center for International Education and Exchange, and Kyushu University institutions are dominant. The most frequently mentioned authors cited in studies in many different fields are M. Sharples, L.-H. Wong, and H. Ogata. According to the co-word analysis, the keywords seamless learning, mobile learning, ubiquitous learning, and mobile-assisted language learning stand out in the field of seamless learning.

The paper provides an overview of the global research on graduate education. The study applied a combination of a bibliometric and social network analysis methods to bibliographic data from Thompson Reuters' Web of Science. More specifically, a keyword search approach was used to retrieve 2,454 articles on graduate education from 1996 until 2020. The set was processed with the VantagePoint software. The paper reports the findings in the form of lists of top scholars, research centres, and countries contributing to research on graduate education. The findings include similar lists of the key funding agencies, contributing disciplines and publication venues, as well as maps representing collaborative activity in the field between institutions, and countries. Finally, the frequency of utilisation of groups of author-supplied keywords is analysed to determine the basic thematic structure of the research on the topic. The originality of the paper consists in the fact that it represents the first attempt to map the landscape of research on graduate education using bibliographic data. It can be used to supplement the results of literature reviews on the topic, which apply a more in-depth content analysis-based approaches to a limited number of papers to determine the thematic structure of the field.

Teaching and learning research in higher education, often referred to as the Scholarship of Teaching and Learning (SoTL), is still relatively novel in many academic contexts compared to the mainstay of disciplinary research. One indication of this is the challenges those who engage in SoTL report in terms of how this work is valued or considered credible amongst disciplinary colleagues and in the face of institutional policies and practices. This paper moves beyond the literature that describes these specific challenges to investigate how 23 experienced SoTL researchers from five different countries understood the notion of credibility in relationship to their SoTL research and how they went about developing credibility for their work. Semistructured interviews were facilitated and analyzed using inductive analysis. Findings indicate that notions of credibility encompassed putting SoTL research into action and building capacity and community around research findings, as well as gaining external validation through traditional indicators such as publishing. SoTL researchers reported a variety of strategies and approaches they were using, both formal and informal, to develop credibility for their work. The direct focus of this paper on "credibility" of SoTL work as perceived by experienced SoTL researchers, and how they go about developing credibility, is a distinct contribution to the discussions about the valuing of SoTL work.

Student learning outcomes assessment examines whether programs cover the material stated in their learning goals, whether students are learning the material, and the impact on student retention, graduation, post-graduation outcomes, and institutional accreditation, with the aim of providing faculty with data that can be used to help programs evolve or improve. While there is a plethora of research regarding effective methods of assessment used in the United States, little has been written regarding cross-national comparisons of assessment methodologies. This paper examines the current state of assessment in several nations and regions, and draws parallels in practices across countries. A literature search using the term "outcomes assessment" yielded 228 articles, of which, only 35 described practices outside the United States. Generally, searches on the terms "outcomes assessment" and "global" tend to return studies of outcomes assessment of teaching about global issues as it is practiced in the United States, rather than results about outcomes assessment practices used in other countries.

This paper presents a compilation of personal reflections from 66 contributors on the impact of, and responses to, COVID-19 in accounting education in 45 different countries around the world. It reveals a commonality of issues, and a variability in responses, many positive outcomes, including the creation of opportunities to realign learning and teaching strategies away from the comfort of traditional formats, but many more that are negative, primarily relating to the impact on faculty and student health and well-being, and the accompanying stress. It identifies issues that need to be addressed in the recovery and redesign stages of the management of this crisis, and it sets a new research agenda for studies in accounting education.

This review aims to address the major sources of stress experienced by international students, the role of individual differences, the chronology of their stress levels and wellbeing over time, and gaps in the existing literature. Two electronic databases (PubMed and Psych Info) were searched for English peer-reviewed articles using eight search terms. Thirty-eight studies were included in this paper and divided into themes and sub-themes including sources of stress, individual differences and mental health including stress, depression and wellbeing. The findings highlight major stressors and show mixed results in some areas due to the lack of homogenous samples based on country of origin or ethnicity and sometimes context differences concerning the country or university social dynamics. Limitations were identified in the methodology, and several recommendations for future research are included.

This paper presents a review of peer-reviewed publications (2007-2017) on digital open educational practices (OEPs). It explores trends and patterns in this emerging area of study by examining paper abstracts and bibliographic data indexed in the Scopus database using a combination of descriptive statistics, text mining, social network analysis, and content analysis. Findings demonstrated two major strands of OEP research: those who discuss OEP in the context of open educational resources, mostly in terms of open educational resource creation, adoption and use, and those who discuss OEP in relation to other areas, including open scholarship, open learning, open teaching or pedagogy, open systems and architectures, and open source software. Based on the findings of this study and in the light of the broader literature on OEPs, we echo the calls for a need to conceptualize OEPs as a multidimensional and unifying construct.

In March 2004, Stephen Ball and others presented a symposium at the conference of the British Educational Research Association (BERA) on the necessity of theory in educational research. Like Ball, I have observed that theory, not just social theory, is a difficult space and one that divides researchers (those comfortable with theory and those less so), within educational research. It is an aspect of educational research training that rarely receives the attention essential for "quality" educational research. In the context of the contemporary research assessment exercises, it is worth reflecting on the relationship between research informed by social theory and expectations of quality and impact. In this paper I revisit the argument made by Ball and others for the necessity of theory, and discuss its role in framing research questions, informing analysis, and promoting reflexivity on the significance and relevance of research. I illustrate this process by discussing the ways theory can assist in the generation of research agendas and questions. I conclude the paper with an example of how a team of educational researchers from Australia, UK and New Zealand have made use of social theory to inform an Australian Research Council (ARC) funded project investigating the recontextualisation of health knowledge in schools. (Contains 1 endnote.)

This paper presents a bibliometric analysis of highly cited articles published in the Web of Science category "Education and Educational Research" in the Social Science Citation Index (SSCI). A total of 2091 journal articles published in this category and cited more than 100 times up to the end of the year 2016 were retrieved as highly cited articles. Distributions of highly cited articles per publication year, journals, institutions and countries were analysed, as well as the citation life cycle of the top-cited articles. The USA, its institutions and researchers are the absolute leaders in the category of Education and Educational Research according to the results of the conducted analysis.

The purpose of this article is to explore the development of the knowledge base on middle leadership in schools. Since the seminal reviews conducted by Bennett a contemporary scan only of the scholarly literature on middle leaders/leadership in schools has not been undertaken. Consequently, this article looks at outputs relating to this topic by examining research papers indexed in the Web of Science and in SCOPUS between 2003 and 2017. The prime purpose of this review is to offer some reflections on the development of the empirical base on middle leadership in schools since 2003 and to highlight some of the implications for future research. The article concludes that middle leadership in schools remains an ongoing focus of research inquiry in a growing number of countries but suggests that the knowledge base would benefit from more sophisticated empirical studies and greater theoretical analysis.

This paper reflects upon international arts education action and relative local in-action. The first half of the paper provides a brief narrative of the World Alliance for Arts Education's advocacy work and the development of the UNESCO Seoul Agenda: Goals for the development of arts education. The second half of the paper highlights a dance education research project in New Zealand that relates to strategies and actions noted within the Seoul Agenda. This dance education research reveals both the power and impotence of policies and events such as the Seoul Agenda and International Arts Education Week. The research reveals that when you step off the global stage and turn to your own backyard, reality strikes hard. Arts education is valued, yet relatively few teachers, fewer schools and even fewer governments are actually willing to fully realise the potential of arts education. Arts education for all the rhetoric lacks commitment and investment. Using dance education as a lens, this research examines what teachers in New Zealand are doing in their classrooms and what this means for local communities, teachers, schools, teacher education institutions, advocacy and support organisations, then provides suggestions so that dance and other arts can fulfil their potential.

There are many reasons to develop closer links between research and teaching. To do this, we argue the need to move beyond university rhetoric that fractures the engagement of teaching with research and instead focus on the development of what is necessary to bring these two core academic activities closer together. Opening with a review of the current literature on research-led teaching, the paper then highlights the various debates about whether or not the divide between research and teaching can be broached. We then explore a number of often contradictory myths that we argue universities subscribe to in their efforts to bring teaching and research together as they simultaneously create structures to separate them. The paper seeks to better "marry" research and teaching activities in higher education settings, concluding with a set of principles that could be used by university leaders to guide the implementation of research-led teaching. (Contains 1 table.)

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.

This collaborative research project devised a framework to support professional development for e-learning within New Zealand's diverse and integrated tertiary education sector. The research was supported by New Zealand's Ministry of Education. The research included reviews of developments in the United Kingdom, Australia and New Zealand and a range of survey and interview approaches in New Zealand to explore variation in conceptions of e-learning and of professional development for e-learning and the factors that influence the uptake and delivery of current professional development opportunities in institutional contexts. The proposed framework was designed to accommodate highly varied conceptions about e-learning and e-learning professional development and varied contexts within which e-learning develops in different institutions. The framework emphasises a development spiral including analysis of needs, incentives and opportunities followed by active engagement in e-learning or research into e-learning and an evaluative exploration of progress. This paper describes the research and the framework and discusses approaches to apply and evaluate the framework within the diverse institutions that comprise New Zealand's tertiary education sector. (Contains 1 figure.)

What might geography in "the universities" look like if geographers seriously confronted the growing dichotomy between research and teaching? This challenge goes to the heart of "the university" as a site of learning. The authors argue that the globalizing character of higher education gives urgency to re-charting the university as an environment that prioritizes co-learning as the basis for organizing educational activities in geography and potentially beyond discipline boundaries. By co-learning is meant systematic approaches to maximizing the synergies between research and teaching activities to capitalize on prior learning and experiences of all involved. The authors' argument is that feedback gained through co-learning will reshape the nature and quality of both research and teaching environments as we know them. Four methodological framings of co-learning, derived from established practice in geography, are presented, to highlight possible directions of development that are especially strategic in the current context of globalizing higher education. It is suggested that with strategies that explicitly maximize co-learning, the development of geography could occur in distinctive ways that would not happen if research and teaching were progressed in isolation. (Contains 3 notes.)