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Narratives of international educational exchange programmes such as the US–sponsored Fulbright and the Commonwealth–centred Carnegie grants reveal the formative role these exchanges played in extending the geographical, scholarly, and professional boundaries of women's worlds. Notably, these award schemes influenced, shaped and expanded the career aspirations and professional experiences of a group of women from Australia and New Zealand. In this article, we take up the question of the distinctive opportunities each programme presented for women awardees and consider their differing experiences primarily due to the specific programme on which they embarked. We argue that the extent to which participation in an exchange programme might have provided benefits to individual Australian and New Zealand women could also become the spur for awardees to advocate for an expansion of opportunities for other women. Furthermore, we consider whether hidden obstacles existed that hindered women's career pathways and successes. [ABSTRACT FROM AUTHOR]

From 1950, the Fulbright Program of academic exchange brought a stream of visiting American scholars to Australia and Australians to the USA. The first wave of these scholars to study Aboriginal society and culture, principally through the discipline of anthropology, played a significant role in developing the field of Aboriginal studies, and in bringing Aboriginal art, music and dance into greater public prominence in the 1950s and early 1960s. We reconstruct these exchanges, track the influence of notable scholars and identify the contribution they made to researching, teaching and collecting Aboriginal art. In featuring the role of women who contributed expertise to the field, as postgraduates, senior researchers or as wives accompanying academic husbands, we reveal their importance and expose a little-known feature of the Program. Scholar Ed Ruhe is recognised for bringing his pioneering collection of Aboriginal art to the USA; this article shows he was not alone. [ABSTRACT FROM AUTHOR]

The paper is based on research conducted with support from the German Academic Exchange (DAAD) Research Stays for Academics funding. While German cities vary in their transport patterns and mobility cultures (Klinger et al. 2013; Scheiner 2012); they have in common federal laws including those defining the purpose of public streets and the basis of rights to them. This paper examines how such higher-level legal norms and rights relating to public streets shape and constrain parking management across heterogenous German cities. Following Treib et al. 's (2007) typology of modes of governance, the paper argues that certain binding or 'hard' federal policy dimensions frame competing claims to curb space. They do so in ways that privilege parked cars as traffic ; and that constrain the limited political frameworks within which German cities may vary their approaches to parking. They also define the conditions through which emerging forms of mobility are able to be established (Marsden et al. 2020). The paper draws on interviews, primarily with transport planners, undertaken to compare car parking approaches across 8 German cities with different transport mode shares; and on a desktop review of parking and related laws mentioned in these interviews. • Examines how higher-level legal norms and rights shape parking management in German cities of varying transport and mobility cultures. • German road laws restrict parking fines and use of revenue, define the purpose of streets as traffic , and define car parking as traffic. • Following Treib et al's (2007) typology of modes of governance, argues 'hard' federal policy dimensions frame competing claims to curb space. • Implications include high rates of illegal parking; limits to pricing or conversion of street space; and uneven take-up. • Road rights privileging parked cars encode 20th century automobility, and define conditions through which new forms of mobility may emerge. [ABSTRACT FROM AUTHOR]

Transnational collaborations in faculty development aim to tackle challenges in resource and financial constraints, as well as to increase the quality of programs by collaborating expertise and best evidence from different centres and countries. Many challenges exist to establishing such collaborations, as well as to long-term sustainability once the collaboration ceases. Using the experiences of researchers from medical schools in Indonesia and Australia, this paper provides insights into establishing and sustaining a transnational collaboration to create a faculty development initiative (FDI) to improve clinical teacher practice. Viewed through the lens of the experiences of those involved, the authors describe their learnings from pathways of reciprocal learning, and a synergistic approach to designing and implementing a culturally resonant FDI. The importance of activities such as needs assessment and curriculum blueprinting as ways of establishing collaborative processes and the bilateral exchange of educational expertise, rather than as a mechanism of curriculum control, is highlighted. The relevance of activities that actively foster cultural intelligence is explored as is the importance of local curriculum champions and their role as active contributors to the collaborative process. [ABSTRACT FROM AUTHOR]

International education is widely recognised as providing a range of positive outcomes for students, universities, and both the source and destination countries. New Zealand politicians, however, see international education as a means of generating significant export earnings able to subsidise the local provision of university education. New Zealand universities have been criticised as underperforming in comparison to their Australian counterparts in attracting revenue from international students. This article explores the evidence of that observation by examining the patterns of enrolment by international students in New Zealand and Australian universities. The analysis identifies significant drivers of the international student enrolments in Australia and discusses potential strategic and policy implications for international education in New Zealand that respond to these drivers. [ABSTRACT FROM AUTHOR]

Governments and educational institutions promote study abroad in the belief that it offers valuable learning experiences for all students. Yet studies suggest that equitable access to study abroad is more myth than reality. This study took a narrative approach supported by survey data to explore this issue at one Australian university. The survey indicated that the majority of students are effectively excluded from the university's Student Exchange Programme, and that those included generally have high cultural, social and economic capital. Interviews revealed how multiple dimensions of privilege typically work to make study abroad imaginable, affordable and do-able for some. These findings are complicated by one student's atypical narrative, which serves to raise further questions for research. [ABSTRACT FROM AUTHOR]

This paper reports on a case study of Japanese exchange students that investigated the ways such students note and evaluate various types of contact between native and host academic cultures while participating in new communities of practice at an Australian university. In this study, language management theory (Jernudd & Neustupný, 1987; Neustupný, 1985, 1994, 2004) was employed in conjunction with Lave and Wenger's (1991) concept of legitimate peripheral participation in order to investigate the sociocultural influence on cognitive processes of language management. The findings illustrate that not only norm deviations but also the phenomena relating to norm universality and compatibility generated processes of noting and evaluation. This study also provides an insight into mechanisms of self- and other-noting, as well as negative evaluations of norm deviations, and sheds light on positive evaluations of common disciplinary knowledge and cross-cultural situational similarities. Based on the findings, this paper indicates that noting and evaluation in language management processes should be considered in relation to students' social positionings, their power relations with other community members, their perceptions of self, and the context where the management occurs. [ABSTRACT FROM AUTHOR]

Australian universities maintain almost 900 offshore programs delivered to more than 100 000 students, primarily in the nations of Singapore, Malaysia, China, and Hong Kong (Universities Australia, 2009; IDP, 2009a). Although offshore students comprise an estimated 30 per cent of international student enrolments at Australian universities (IDP, 2009b), there is evidence that many local institutions neither prepare academics to add value beyond their core teaching roles, nor create the environment in which academics become formally aware of their potential to serve as part-time marketers on behalf of their institutions (see, for example, Dunn & Wallace, 2006). Thus, the aim of this exploratory study was to determine the extent to which such international management deficiencies exist in a sample institution. The results of the study indicate that substantial potential exists for the more-active participation of academics in marketing processes while engaged in offshore teaching activities, and that deliberate strategies to achieve this outcome were both demanded and desired. Further research will be undertaken to confirm the validity of this conclusion. [ABSTRACT FROM AUTHOR]

This paper aims to locate student exchange as a mode of tourism within a sociological framework. Data was collected through in-depth interviews with seven Australian undergraduate students who participated in an exchange program in 2005 or 2006. The results suggest that the exchange experience goes beyond tourism in the consumerist tradition of Urry's (2002a) influential The Tourist Gaze. Instead, participants identified their experience as a more authentic engagement with their host country and culture than encountered when they had backpacked or holidayed in the area. They attributed this difference to opportunities for sharing in the leisure activities of the local culture and participating in the routines of everyday life. simultaneously, participants remained conscious of their 'foreigner status'. These experiences resonate with Cohen's (2004) Phenomenology of Tourist Experiences, though they cannot be classified within a single mode in this typology. This research concluded that student exchange is complex and not adequately articulated within these existing theories. [ABSTRACT FROM AUTHOR]

This paper reports the findings of qualitative case studies aimed at exploring student experiences of offshore programmes delivered in Singapore, Hong Kong and Malaysia by Australian universities. The paper draws on a cross-case analysis of the studies to develop propositions about student experience and identity formation in the context of offshore education. The propositions are that: offshore students consider international education to be part of a long-term trajectory of identity formation, with the choice of programme delivery being a strategy to progress along the trajectory; offshore students seek identity as members of the educational community through pursuing local ways of belonging; and offshore students deal with the demands of family, work and study by prioritizing and compartmentalizing roles and activities. The findings provide insights into student perspectives on what makes a quality educational experience for international students studying offshore. [ABSTRACT FROM AUTHOR]

In this paper the regulatory differences between Australia and New Zealand in higher education are examined to determine if they have encouraged the entry of Australian universities into the New Zealand education market. Some general observations are also made about the nature of regulatory competition and the manner in which it influences the development of the international education export industry. [ABSTRACT FROM AUTHOR]

The article reports on the visit of science teachers and educators from Japan to Australia from August 12-18, 2012, which is part of the annual science teacher exchange between the Australian Science Teachers Association and the Sony Teachers Association (SSTA) of Japan. The Japanese teachers went to Canberra Marist College, the Questacon and other science education resource facilities. SSTA members who visited Australia include Takayuki Kokado, Yoshinori Masaoka and Kumiko Idei.

The article offers information on foreign exchange student programs at the University of Melbourne in Australia. The university's Global Mobility Program reportedly provides students the chance to study and travel. The two major programs that allow students to live abroad include the Exchange Program or the Study Abroad Program. Stuart Hibberd, manager of Education Abroad Student Programs, explained the advantage of the Study Abroad Program.

The article reports that the National Union of Australian Students will establish a Pacific Bureau to develop relations between students in the Pacific area. The Union will provide a ship to exchange Australian students with their New Zealand counterparts for academic and social studies in the two dominions. The scheme will extend to South Africa, Indonesia, and the Philippines if it will become successful.