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Geopolitics is shaping the international education landscape. International education has trationally been used as a tool to boost transnational cooperation, foster multilateral and global ties, and reduce tensions between nations. Such a role has been eroded and international education has been weaponised in the context of escalating political turbulences and disputes over the COVID-19 pandemic. In particular, the relationship between Australia and China, with international student flows interrupted due to COVID-19, is overshadowed by escalating geopolitical tensions in the Indo-Pacific region. Based on a qualitative study, this article examines stakeholders' views on the responses of the Australian international education sector and universities to emerging geopolitical tensions. The conjuncture of geopolitics, COVID-19 and Australia's former government responses magnified a sense of crisis for universities and the international education sector as it was at risk because of their financial reliance on international students. Based on the findings, recommendations are made for the framing of a reciprocal, coordinated, responsive and empathetic international education sector to mitigate geopolitical risks and ensure more sustainable and ethical development for the sector.

Academics are seen as primary agents in the enactment of higher education internationalisation. However, the achievements of internationalisation are claimed to be constrained by the lack of academics' involvement and expertise. This research, therefore, compares the policies and practices of capacity building for academics in internationalisation between Australian and Vietnamese universities. More specifically, this research seeks to unpack ideologies and understandings of internationalisation, institutional arrangements of capacity building for academics in internationalisation, and academics' individual agency in engaging and building their capacity for internationalisation. Using the Capability Approach as a theoretical framework (Sen, 1992, 1999), the research argues that academics' participation in internationalisation is determined by social and institutional conditions, combined with their individual aspirations and active roles in creating internationalisation and professional development opportunities. This suggests the significance of an enabling structure and active individual agency in expanding academics' capabilities for successful participation in internationalisation.

Purpose: This paper examines the influence of leader humility on knowledge sharing intention. Drawing on social exchange theory (SET), we test the direct and indirect mechanisms to explain the influence leader humility has on knowledge sharing intention. Design/Methodology/Approach: A two-wave, time-lagged field study was conducted. We surveyed 252 professional employees from Australia. Findings: Results show a significant direct, positive association between leader humility and knowledge sharing intention. While leader humility had a direct, positive association with affective trust in supervisor and work engagement, it did not directly impact on organizational citizenship behaviors directed toward the individual (OCB-I). There were three SET-related, serial mediators in the relationship between leader humility and knowledge sharing intention. These were affective trust, work engagement, and OCB-I. Research Limitations/Implications: Future studies should collect multi-source data such as peers' or supervisors' ratings of the focal respondents' work engagement, OCB-I, and knowledge sharing behaviors to augment single-source data. Future studies could adopt an affect theory of social exchange to further explore the relationships tested in this study. Originality/Value: This study contributes to the affect SET and knowledge management literature on how leadership behaviors impact the intention to share knowledge. Our study highlights the preference of the willingness to share knowledge with their co-workers is mediated by affective trust in their immediate supervisors, work engagement, and OCB-I that are equally important as treating their subordinates with humility. [ABSTRACT FROM AUTHOR]

Academics are seen as primary agents in the enactment of higher education internationalisation. However, the achievements of internationalisation are claimed to be constrained by the lack of academics' involvement and expertise. This research, therefore, compares the policies and practices of capacity building for academics in internationalisation between Australian and Vietnamese universities. More specifically, this research seeks to unpack ideologies and understandings of internationalisation, institutional arrangements of capacity building for academics in internationalisation, and academics' individual agency in engaging and building their capacity for internationalisation. Using the Capability Approach as a theoretical framework (Sen, 1992, 1999), the research argues that academics' participation in internationalisation is determined by social and institutional conditions, combined with their individual aspirations and active roles in creating internationalisation and professional development opportunities. This suggests the significance of an enabling structure and active individual agency in expanding academics' capabilities for successful participation in internationalisation. [ABSTRACT FROM AUTHOR]

Tourism is a cornerstone of Australia's economy. As highly publicised bushfires rage throughout the country, it is essential to consider the effects of this crisis on Australia's tourism industry. This practical paper explores Chinese outbound tourists' responses to the catastrophe. Three themes (climate change and bushfires, coping strategies when travelling in bushfire areas, and concerns about news coverage of government's actions regarding bushfires) reveal how the disaster has influenced tourists' travel-related perceptions of Australia as an overseas destination. Findings offer new insights for tourism stakeholders in destinations experiencing disastrous events. Future research directions are also discussed. [ABSTRACT FROM AUTHOR]

This study examines the roles of task characteristics, organisational social support, and individual proactivity on innovative work behaviour (IWB) in the public sector. Analysing empirical data from 154 employees from a government agency in Australia, we found that task characteristics, organisational social support, and proactive personality have a positive impact on IWB. Proactive personality is also found to be a moderator in the relationship between task characteristics and IWB. The findings suggest the need to design human resource practices that better identify proactive and innovative job applicants in the recruitment and selection process. Further, we highlight the requirement to organise and design work that recognises the need to develop social support to improve IWB. The implications of the study for further research on IWB are discussed. [ABSTRACT FROM AUTHOR]

Abstract: This paper uses the job demands‐resources theory to examine the consequences of changes on nursing work. Data were collected from 220 public sector nurses in Australia to test the model. We conducted a two‐wave data collection process where independent variables (organisational change, workload, job control, nursing administrative stressors, cynicism about organisational change, and demographic variables) were collected in Time 1. The dependent variables (nursing work engagement and job satisfaction) were collected 6 months later. Changes to nursing work were found to cause high workload and an increase of administrative stressors that leads to an increase in nurses’ change cynicism. Job control was needed to cope with the increase in workload and reduction in cynicism about change. Cynicism about organisational change was found to have a direct negative effect on nurses’ engagement which in turn was found to negatively impact job satisfaction. Our contribution to theory and practice arises from the discovery that the connections between organisational change, work environment variables, and job outcomes of nurses are more complicated than previous research suggests. Theoretical and practical implications will be discussed. [ABSTRACT FROM AUTHOR]