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Research has shown that employers and industry are key partners in work-based learning and can hinder or enhance access to vocational education training (VET). Our capabilities approach focus concerns increasing employer understanding of what is involved in engaging in the work-based component of school-based VET for students with disability. It seeks to identify enhancers and barriers to both employer and student participation in work-based learning in workplaces and strategies to address the barriers. Using a qualitative approach, this interpretive research aims to answer the following principal question: How can employers, students, teachers and other influencers of student education and career pathway choice work together to increase opportunities for successful participation of students with disability in the work-based component of school-based VET? Employers and staff at organisations that support/place school-based VET students with disabilities were interviewed and inductive content analysis was used to code interview transcripts. Findings indicate that while communication and relationships are key factors in ensuring successful work-based learning placements, lack of understanding related to the spectrum of disability can be a barrier. Interview participants also identified workplace and policy barriers. Addressing the implications of our research findings will assist in increasing the willingness of employers to engage in work-based learning for school VET students with disability. This shift in practise has the potential to develop the workforce of the region and create greater breadth of opportunities for work-based learning in the community for school VET students with disability, leading to improved employment outcomes for people with disability.

Summative assessment is often considered a motivator that drives students' learning. Higher education has a responsibility in promoting lifelong learning and assessment plays an important role in supporting students' capability to make evaluative judgements about their work and that of others. However, as research often focuses on formal pedagogical design, it is unclear what behaviours summative assessment prompts, thus the relationship between summative assessment, learning and evaluative judgement requires further investigation. Drawing on a small-scale ethnography-informed study, this paper adopts a practice theory approach to explore how undergraduate physics students from three year levels make evaluative judgements in the context of summative assessment tasks. The contexts explored through observations and interviews include a graded in-class tutorial, an out-of-class study group for an in-semester assignment, and individual preparation for examinations. The findings suggest that while summative assessment is a crucial aspect of students' learning context, it does not fully shape students' practices. Instead, students engage in incidental conversations about the quality of their work and how to do things in their studies. By focusing on what students "actually do," this study integrates formal and informal aspects of students' learning, highlighting the tensions between undergraduate practices and intended learning outcomes.

Purpose: To gather insight into how graduating business students are preparing for the workplace and their future careers and how this has been impacted by COVID-19. Design/methodology/approach: In total, 144 business students at an Australian university who had recently completed an internship and were nearing graduation took part in the study. Group A was surveyed before COVID-19 had emerged and Group B undertook their internships during a COVID-19 lockdown when the related economic downturn had become apparent. The responses were analysed using career construction theory (CCT). Findings: This study concludes that graduating students do not generally place greater emphasis on career planning in times of economic downturn. However, they do devote more effort to job search and networking activities. They also display more career decisiveness and are less willing to seek out information about potential careers or their suitability for them. Their confidence in embarking on a career was not impacted. Research limitations/implications: This enables us to form a more complete picture of how graduating students perceive their work-readiness and the action they feel is important in order to improve their employability. Practical implications: This has implications for career practitioners and employers of graduates as it adds to the knowledge of employability and the decision-making process in times of economic crisis and is particularly important for the tertiary education sector as it seeks to better target initiatives to aid employability in graduates. Originality/value: The results increase the understanding of the impact of COVID-19 on early career development and argue that early-career decision-making is a specific area requiring investigation.

COVID-19 forced the digitalisation of teaching and learning in a response often described as emergency remote teaching (ERT). This rapid response changed the social, spatial, and temporal arrangements of higher education and required important adaptations from educators and students alike. However, while the literature has examined the constraints students faced (e.g. availability of the internet) and the consequences of the pandemic (e.g. student mental health), students' active management of these constraints for learning remains underexplored. This paper aims to "think with" COVID-19 to explore student agency in home learning under constrained circumstances. This qualitative study used semi-structured interviews to understand the day-to-day actions of nineteen undergraduate students managing their learning during the COVID-19 lockdowns in Victoria, Australia. Emirbayer and Mische's multiple dimensions of agency -- iterative, projective, and practical-evaluative -- are used to explore student experience. The findings illustrate students' adaptability and agency in navigating life-integrated learning, with most of their actions oriented to their present circumstances. This practical evaluative form of agency was expressed through (1) organising self, space, time, and relationships; (2) self-care; and (3) seeking help. Although this study took place in the context of ERT, it has implications beyond the pandemic because higher education always operates under constraints, and in other circumstances, many students still experience emotionally and materially difficult times.

Peer mentoring programs are commonly used to facilitate the transition of new students into higher education settings. Peer mentors' experiences and emotions during mentoring are important but under-researched. We report exploratory work to address this gap in a two-phase study using a grounded theory approach. In Phase 1 mentors in an Australian university responded to online (n=35) or face-to-face (n=10) questions about their emotions during a peer mentor program. Emotions were found to be primarily positive, mentors varied in the extent to which they express emotions, and emotions relating to different time points were evident. In Phase 2, we examined temporal dimensions of emotions in more depth with peer mentors in a German university and added anticipated future emotions to existing categories. Connections between mentors' emotions and their own early experiences at university were explored, with another category of recalled prior emotions being added. Our findings are consistent with previous research regarding the positive and negative emotional aspects of being a peer mentor and further contribute to the understanding of the complexity of emotions in mentoring, specifically peer mentoring in higher education settings.

Purpose: Universities have traditionally focused on imparting theoretical knowledge, which graduates then transfer to the workplace. However, the unpredictable modern workplace makes this transfer less certain. Whilst the gap between theory and practice has often been considered from an employer and academic standpoint, less is known about the graduate perspective. The purpose of this study is to determine the ways in which theoretical knowledge and practical experience interact for graduating students. Design/methodology/approach: The views of 86 undergraduate business approaching graduation were gathered on how they applied theory to practice during their recent internship. Findings: Graduating students apply theory that they have learnt at university through the direct application of fundamental knowledge and through workplace experience, which built on and deepened the knowledge accumulated at university. The findings indicate that there is, indeed, a gap between theory and practice but that employability skills may assist in the transfer process. Research limitations/implications: The research broadens the understanding of how theoretical knowledge is applied in practice and helps to determine if graduating students are prepared to meet the demands of an ever-changing workplace. Practical implications: The results give us insight into how theory and practice interact for graduating students and give support to universities further exploring experiential learning opportunities for students and continuing to the development of employability skills. Originality/value: The findings encourage a more nuanced debate regarding the role of universities and that both the provision of core theoretical concept and employability skills are necessary for graduates to effectively use their academic education in the modern workplace.

The research, focused on parents with children in years 5-10 in three low-socioeconomic rural and regional communities, drew on an understanding of educational aspiration as culturally and socio-spatially embedded to develop practical strategies for parents to engage with their children as they made education and career pathways choices. It draws from principles of community- based participatory research to address the gap between parental aspirations for their children and parental knowledge by linking parents to expert knowledge and quality resources, building their confidence to discuss post-year 10 options and support their children's choices. This paper reports results from the evaluation of a successful 'initiative' to support parents and families in rural/regional Tasmania to access information about their children's options for post school education and contribute to their aspirations for further study. This research highlights the challenges in engaging parents in disadvantaged communities around education. Establishing trust takes time. Parents are well placed to deliver parent information programs that engage other parents in their children's education and career journeys. Programs must understand the community they are operating in and walk alongside its parents to design programs. Those aiming to increase parents' ability to support children's education should deliver targeted programs in community settings that respond to the context and needs of that community. Facilitators should act as bridges between community, industry, schools and parents to address the gap between parental aspirations and parental knowledge.

Purpose: This research moves beyond a focus on employability skills and explores student perceptions of preparedness for graduate life in a more holistic manner. Design/methodology/approach: Final-year business students were asked to outline their concerns regarding graduate life and the personal and professional challenges anticipated in their careers. The results are presented in the context of graduate capitals, which is a broader view than the more traditional skills-based approach. Findings: The results indicate students do not feel underprepared for the workplace in terms of human capital, social capital, cultural capital and identity capital. However, many students feel inadequately prepared in terms of psychological capital and their ability to deal with the expected challenges of the workplace such as stress, long hours and the demands of a professional environment. Research limitations/implications: This study extends our knowledge of student preparation for the workplace and suggests research opportunities to better understand psychological capital development in graduates. Practical implications: Greater confidence and a perception of preparedness may be increased for graduates if opportunities for psychological capital development and increased promotion of its importance are enhanced. Social implications: The results encourage a more holistic approach to employability in graduates and have relevance for all stakeholders concerned with graduate outcomes and workplace transition. Originality/value: The paper presents work-readiness in the context of graduate capitals, which is broader than the traditional skills-based approach. It also focuses on student perceptions of their level of preparation for the workplace. This has enabled results which highlight psychological capital development as a key area in which students feel underprepared

In this study, we investigated the value of a concept map marking guide as an alternative formative assessment tool for science teachers to adopt for the topic of energy. Eight high school science teachers marked students' concept maps using an itemized holistic marking guide. Their marking was compared with the researchers' marking and the scores of a multiple-choice diagnostic test. Statistical analysis revealed that teachers evaluated students' concept maps consistently, but the concept map scores were only mildly correlated with the multiple-choice test scores. We explored what each assessment method revealed in terms of students' understanding with one student's performance as a showcase. Teachers' views on using the marking guide of concept maps as an assessment tool were also included. We discuss the value of the concept map marking guide as a formative assessment tool for science teachers to create and modify in order to encourage students' conceptual learning.

The proportion of higher education students with disability is increasing. We know there is institutional variation in retention and performance of higher education students with disability, and there is a need to understand the reasons for this. This exploratory national study examines supports and adjustments provided by universities, including the role of disability practitioners, influence retention and performance of students with disability. The study uses a mixed-methods approach. National equity retention and performance data are analysed by higher education institution. Qualitative data on institutional policies and practices collected from a purposive sample of Australian higher education institutions are then analysed. Findings from the study include identification of factors linked to retention and performance of students with disability, including different types of disability.

Aims: Workforce entry is a key transition period. It offers an ideal, but under-utilised opportunity to implement intervention strategies to prevent mental health and substance use problems among young people. A brief psychological wellbeing and substance use intervention targeting a high-risk group--apprentice chefs--was undertaken to explore this opportunity. Method: A RCT design (N ¼ 71) was used. The intervention group received two face-to-face sessions, and controls received five related information sheets during the first 2 weeks of training, with 4-month follow-up. Results: These apprentices were a high-risk group for alcohol and other drug harm and poor psychological wellbeing. At T1, 70% of the participants had AUDIT scores indicating problem drinking; 28% had used cannabis and 18% had used amphetamines in the last 12 months; and 24% had high K10 scores. At T2, the intervention group had significantly reduced risky alcohol use (p = 0.008), improved psychological distress (p = 0.045) and ability to talk with supervisors about work issues (p = 0.001) and cope with work stress (p = 0.001) and verbal abuse (p = 0.005), compared to the control group. Conclusions: Brief tailored interventions, delivered in an occupational training environment, have potential to reduce substance use risk and enhance young workers' psychological wellbeing.

There is an urgent need for landscape-scale ecological restoration to reverse habitat loss and recover ecosystem functions and services. Given the unique nature of coastal and marine ecosystems a roadmap to overcome current barriers and guide transformative change is needed to achieve large-scale restoration. We conducted a national scale program of engagement with restoration practitioners, decision makers, industry, researchers, community groups, and Indigenous groups in Australia to map out the current state of implementation, barriers encountered and aspirations for the future. In collaboration with a graphic facilitator, we distilled the findings into ten guiding principles which are communicated through an engaging conceptual model. Here we articulate the ten guiding principles for large-scale coastal and marine ecological restoration and include discussion of the rational, the current state in Australia, and ideas for moving forward with respect to each principle. The principles are: 1) Co-design is central; 2) Fit-for-purpose governance; 3) No-gap funding; 4) Access to social, economic and biophysical data; 5) Evidence-based and transparent decision making; 6) Coordinated and at scale; 7) Robust monitoring, evaluation and reporting; 8) Clear strategy to adapt to climate change; 9) Nature-based solutions are implemented; and 10) Knowledge is shared effectively. We then evaluated the principles against three large-scale restoration programs in the UK, USA and Australia and found that their characteristics broadly adhere to each of the principles. Implementation of the roadmap is now necessary and will aid in achieving return of ecological functions in line with international commitments and societal goals. • Scaling up restoration in coastal and marine ecosystems requires a roadmap to overcome key barriers. • We report outcomes from a national program of engagement with the Australian marine restoration community. • Findings are distilled into ten guiding principles for landscape scale coastal and marine ecological restoration. • Assessing the principles against three successful international programs finds that they broadly model these principles. • Following the roadmap will enable development of successful large-scale marine restoration programs. [ABSTRACT FROM AUTHOR]

Globally, single-use plastics (i.e., items only used once before being discarded plastic, such as straws, plastic bags, cigarette butts) are a substantial contributor of debris in the environment. In response, policy interventions to minimise single-use plastics and packaging have increased in the past decade (e.g., national and state level bans on plastic bags). Reduction strategies that tackle debris items at the source (i.e., Source Reduction Plans (SRPs)) have been suggested as a key strategy to achieve a reduction in debris in the environment. SRPs differ in their implementation approach, since different items require different methods depending on their characteristics, pathway, and source. In Australia, several SRPs have been applied by communities and the Tangaroa Blue Foundation (TBF). Globally, there is a lack of information available concerning the challenges associated with the implementation of SRPs, such as policy considerations and costs. Therefore, there is a need to measuring the effectiveness of specific SRPs as mitigation tools, to identify their strengths and weaknesses, and determine the best reduction approaches for specific items. We measured the effectiveness of two quantifiable SRP projects at different scales: cigarette butts (consumer level) and strapping bands used in fisheries (industrial level). There was a marginally significant decline in strapping bands in the environment over time (2004–2020), although we were unable to associate this directly to the SRP intervention (ban on ships). At a consumer level, there was a decline in the rate of cigarette butts flicked on the ground during sporting events post-SRP, with an overall reduction of 45.4% in number of cigarettes per spectator. Our results suggest the outcomes differ depending on the type of SRP, due to the different characteristics of the tackled item (i.e., source, pathway) and the respective SRP implementation mechanism. We highlight the importance of SRPs and make recommendations on future steps towards reducing single-use plastics in the environment. [Display omitted] [ABSTRACT FROM AUTHOR]

To mitigate marine debris and promote sustainable marine industries, legislation and regulations surrounding the management of marine debris have been adopted worldwide. One of the most well-known and important agreements is the International Convention for the Prevention of Pollution from Ships (MARPOL), which focuses on reducing all types of ship-sourced marine pollution. MARPOL Annex V, which deals with the disposal of solid waste, came into force on 31 December 1988. However, was only amended to include a complete ban on waste disposal as of 1 January 2013. Assessing the effectiveness of key regulations is fundamental for supporting evidence-based decisions regarding the management of our oceans. Here, we evaluated whether MARPOL Annex V translated into a decrease in the incidence of shipping- and commercial fishing-sourced debris on remote beaches in Australia using 14 years of standardised, community-driven data. From 2006 to 2020 there was a significant change over time in the density of fishing and shipping debris on Australian beaches; debris density increased up to 2013 followed by a decrease until mid-2017. Although the new regulation started in January 2013, the decrease in density was not recorded until one year later. The decline was only observed for 4 years, reinforcing the existence of lags between the implementation of international agreements and the corresponding potential reduction in debris in the environment. This provides compelling evidence that international agreements and policies by themselves are not enough to solve the debris problem, with improved implementation and enforcement also required. We discuss future perspectives and solutions to reduce ocean-sourced litter inputs into the ocean and highlight the urgent need for action. [Display omitted] • We assessed the effectiveness of MARPOL Annex V in reducing ocean-sourced debris. • Thirteen years of standardised community-driven data in Australia were analysed. • We observed a significant change in the density of ocean-sourced debris over time. • A lag persists between MARPOL Annex V implementation and the observed results. • We highlight the urgent need for action to reduce ocean-sourced litter. [ABSTRACT FROM AUTHOR]

Abstract: Tree decline has been documented in farming and grazing landscapes around the world, with negative consequences for biodiversity and important ecosystem services. We have used solution-oriented transdisciplinary research to understand the possible consequences of scattered tree decline in Australia''s temperate grazing landscapes, and explore appropriate management and policy responses. Here, we document the scenario modelling process that culminated our stakeholder engagement. We simulated tree decline and its consequences for landscape aesthetics and biodiversity, using photo-realistic visualisations based on photographs identified as significant by graziers, and empirically derived habitat relationships for a series of birds and bats. The results foreshadow dramatic visual and ecological impacts for the region. We also modelled the aesthetic and habitat impacts of fully costed remediation scenarios, including widespread scattered tree planting and densely seeding poor paddocks under temporary stock exclusion. The visualisations revealed to the research team that: (1) dense seeding has a more lasting impact for scattered trees than scattered planting; (2) the benefits of any kind of planting is short-lived if accompanied by conventional grazing practices; and (3) grazed woodlands are most at risk. The graziers to whom we presented our scenarios in the last of our stakeholder workshops responded well to both kinds of visualisations, but it was clear that the experience also extracted a cost. We reflect here on our methods and outcomes, and draw out lessons from our work for other studies of this kind. [Copyright &y& Elsevier]

• Restoring river-floodplain connectivity promotes rehabilitation of riparian forests. • Flooding increases seed germination, seedling establishment, tree growth and seedfall. • Tree seedling recruitment may be additionally limited by competition and seed supply. Riparian forest loss and degradation due to river-floodplain disconnection is a global problem. Prospects for the maintenance and recruitment of riparian trees via restored flooding can be uncertain, in part due to competition from understorey vegetation and limited availability of tree propagules. In a field-based trial, we assessed the response of a keystone riparian tree to restored flooding, reduced competition and seed addition. We built diversion weirs to reconnect floodplains supporting riparian forest. Using a multiple control-intervention-reference study design with two restored flooding (intervention) sites, two naturally-engaged (reference) and two dry (control) sites, we assessed seedling recruitment of the dominant tree, Eucalyptus camphora , with and without clearance of understorey vegetation and with and without seed addition. We also assessed the growth of extant trees using dendrometers and seedfall using funnel traps at all six sites. Our weirs resulted in extensive flooding of the adjacent floodplain, while control sites remained dry. Flooding increased seed germination, seedling establishment, tree growth and seedfall. However, seed germination benefits were only realised where understorey vegetation was cleared and seed was added. Seedling establishment was also limited by dry summer conditions, except where flooding duration was longest (∼6 months cf. < 3 months). Restored flooding via river-floodplain reconnection is likely to promote the rehabilitation of riparian forests degraded by flow regulation or stream modification through benefits at multiple tree life-history stages. However, widespread tree recruitment may require complementary works that reduce competition via clearing of understorey vegetation and alleviate seed limitation by direct seeding or planting. [ABSTRACT FROM AUTHOR]