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Background: Mentorship is critical to success in postgraduate science, technology, engineering, math, and medicine (STEMM) settings. As such, the purpose of this study is to comprehensively explore the state of mentorship interventions in postgraduate STEMM settings to identify novel practices and future research directions. The selection criteria for reviewed articles included: (1) published between 2002 and 2022, (2) peer-reviewed, (3) in English, (4) postgraduate mentees, (5) a program where mentorship is a significant, explicit focus, and (6) a description of mentee outcomes related to the mentorship intervention. Overall, 2583 articles were screened, and 109 articles were reviewed. Results: Most postgraduate STEMM mentorship intervention studies lack strong evidence to evaluate the effectiveness of the intervention, with only 5.5% of articles designed as randomized controlled trials. Most mentorship interventions (45.6%) were created for faculty, and few (4%) were for postdoctoral researchers. Also, only 18.8% of interventions focused on underrepresented groups in STEMM. Most interventions (53.7%) prescribed a dyadic structure, and there was more mentorship training for mentors than mentees. Conclusion: Overall, these findings identify gaps in mentorship interventions and provide step-by-step guidance for future interventions, including a consideration for underrepresented groups and postdoctoral scholars, robust mentorship training, and more randomized controlled trials.

Indigenous Australian students generally attain poorer educational outcomes compared to non-Indigenous students. However, some remote schools are challenging the status quo by providing schooling experiences where Indigenous students thrive. Using an Indigenous research paradigm and a comparative case study methodology, we conducted interviews with stakeholders from two different remote community schools where students were predominantly Indigenous. Recognising the limitations of assessing student success solely on westernised concepts of success, we adopted a strengths-based approach. Using thematic analysis, qualitative data were analysed to yield themes that were sorted using a model of Indigenous wellbeing comprising five dimensions (academic, cultural, physical, psychological and social wellbeing). Responses from stakeholders (teachers, community leaders and students) show that success can be achieved when local culture is respected and incorporated into the curriculum by dedicated staff who maintain open communication with community. While both schools shared a largely common approach to Indigenous education, a hallmark was their responsiveness to local needs.

Indigenous youth comprise over half of the Indigenous Australian population; however, there is a scarcity of research that focuses on improving Indigenous Australians' wellbeing in higher education. The purpose of this study was to identify Indigenous-devised strategies to support wellbeing of salience to Indigenous Australian higher education students. Using Indigenous methodology, Indigenous youth (N = 7; aged between 18 and 25 years) studying at three higher education institutions in Australia participated in semi-structured interviews. Thematic analysis identified strategies and solutions for supporting and enhancing Indigenous youth wellbeing in higher education. Participants suggested that their wellbeing would benefit from increased opportunities for them to gain role models. They also suggested culturally supportive higher education environments were critical and could be achieved by employing more Indigenous academics and Indigenous mentors to implement personalised student support, introducing mandatory cultural competency training for all staff, and employing culturally safe counselling services. Indigenous youth also suggested strategies for enhancing institutional policy such as ensuring Indigenous culture and perspectives were taught across all faculties; developing reconciliation action plans, financial support, and scholarships to require proof of Aboriginality and evidence of hardship; and an institutional wellbeing strategy designed to support Indigenous students' wellbeing.

In response to a workforce crisis, Australia's early childhood education and care workforce strategy for the next decade, "Shaping our Future," was released in September 2021. This strategy was developed through a three-stage, 'top-down' process in which open consultation on pre-defined strategies was the final stage. Analysing data from the voices of those working at the frontline (N = 794), we take a complementary 'bottom-up' approach, mapping accounts of workforce challenges to "Shaping our Future"'s six focus areas. We identify areas of salience and silence. Recognition, Leadership and Capability, and Wellbeing were salient focus areas while Attraction (and Retention), Qualifications and Career Pathways, and Data and Evidence were not. "Paperwork" and "challenging behaviours" were identified as major impediments to workplace wellbeing and educational effectiveness. Missing strategies identified were "review of regulatory burden" and "redress of place-based inequities" for those working with children and families who experience complex and challenging life circumstances.

Completing a higher education degree is a game changer for the success of Indigenous youth. However, there is a paucity of research which explores the enablers of and barriers to Indigenous higher education youth (18-25 years) wellbeing. This systematic literature review aimed to explore the nature and scope of international research that engages with Indigenous youth to identify the enablers of and barriers to youth's wellbeing when undertaking higher education. Twenty-eight studies met our selection criteria. Major enablers of youth's wellbeing included social connections and support. Barriers included: lack of culturally appropriate support, home sickness, financial stress and negotiating with family. These findings have highlighted a significant gap in research and practice and point to the importance of hearing Indigenous higher education youth's voices for identifying salient strategies for respectful promotion of wellbeing in higher education.

Numbers of online postgraduate coursework students are increasing within higher education and this raises questions of identity - what being a student means to this more mature cohort. This in-depth qualitative investigation explores postgraduate student identities within online learning. We conducted interviews (14) and collected completed longitudinal audio diaries from students (3) enrolled in a range of postgraduate programs. We interpreted two social imaginaries or 'figured worlds' that describe participants' sense of who they ought to be. The "life-on-campus" figured world projected a 'traditional' student who read textbooks, inhabits classrooms and talks with lecturers. Alternatively, "my-time-and-screen" figured world projected a technologically-enabled student whose world is mediated by software, devices, their own spaces and a sense of self-sufficiency. These insights afford new ways of thinking about the diversity of the student cohort and how course designs might accommodate the multiplicity of ways online postgraduate students view themselves and their studies.

The progressive democratisation of Australian higher education has numerous causes including the increase in the number of universities and therefore university places across the later 20th and into the 21st century, as well as initiatives by governments of different ideological hues to increase the total percentage of the population with a university degree. This latter impulse, in particular, has increased significantly the number of students entering university via pathway programs, meaning programs which provide the opportunity to undertake study to inculcate university-standard skills and enable matriculation into university for people who are otherwise ineligible. The students in pathway programs are sometimes disengaged from learning, coming from so-called non-traditional pathways that may signify a disconnect between them and their institutions of learning. This practice report, therefore, examines efforts to address "connectedness" in pathway programs at a regional university in Australia. The pathway programs at UniSQ College are underpinned by an inclusive and holistic teaching philosophy that supports students' access to higher education. Through the lenses of social, emotional, cognitive, behavioural, and collaborative engagement, practitioners examined and reflected on ways in which this philosophy was embedded in the day-to-day work of UniSQ College through deliberate efforts to promote and maintain connectedness. By reflecting on and articulating these connections, we have provided a base for developing a future evaluative framework that will critically examine the extent to which our practices, through student engagement, foster connectedness.

The study of classics has been part of Australian and New Zealand higher education from the beginnings of tertiary education in these countries, followed shortly after by the study of ancient history. This article offers an analysis of current units of study in each Australian and New Zealand public university that continues to teach classics and ancient history. Set in the context of the origins of this field in both countries and contemporary debates on the value of studying not only the humanities in general but also classics and ancient history in particular, this article offers detailed analysis of what is taught and how universities conceptualize the merit and usefulness of this field of study. Analysis reveals some decline in more traditional areas, but also identifies the evolutionary trajectories that classics and ancient history have followed, including departures from the 'sober' political history to offerings that have been enabled by methodologies prevalent in social and gender history.

Purpose: The value of transverse skills, including human capabilities, has been acknowledged for a significant period of time by major organisations such as UNESCO and the World Economic Forum. This paper reports on the application of microcredentials linked to the Human Capability Framework in a major telecommunications organisation that has a vision to establish a baseline to develop the levels of capability for both individual employees and the entire workforce. In this case study, capability is evidenced through learning and applied performance specified in a microcredential that carries a credit-entry score into higher education qualifications. The value of the microcredentials lies not in recognising learning outcomes; rather, it lies in an individual's ability to validate their full potential, open sustainable employment opportunities and prepare for emergent new roles. Design/methodology/approach: This commentary offers a case study of how a major Australian telecommunications organisation implemented microcredentials that are aligned to the Human Capability Framework Standards reference model. Findings: The approach in this case study demonstrates how a company that confidently invests in non-traditional learning approaches that increase the value of human capital can tangibly grow the capacity of the workforce to deliver not only its strategy but also its cultural values. Originality/value: The multi-award-winning model described in this case study is novel and clearly informs current research and thinking addressing this topic.

This article critically considers these recent developments and political context, proposing an approach to manage sensitive research in the complex contemporary political environment. The first part of the article defines security-sensitive research as research having risk associated with foreign interference, cybersecurity, biosecurity or terrorism. The second discusses recent political developments, foreign interference laws and government reforms seeking to better manage the security risks of sensitive research projects in Australia, and briefly surveying relevant developments in the United Kingdom and the United States. The third part examines the ideological and practical issues for universities in complying with the new government requirements and undertaking research in the contemporary political environment. It argues that universities must engage with ongoing societal developments and government reform to adapt their management of security sensitive research, and balance priorities, such as integrity and academic freedom, with broader critical priorities, such as the national interest.

Key international and Australasian bodies have reported research suggesting the accounting profession is one of the most vulnerable to disruption through automation and changed business models. But research discussed in this paper confirms that while component parts of an accounting 'job' will be replaced by technology, the capabilities required to perform remaining accounting and finance activities would not only endure, they would spread across many non-accounting roles. This report presents the findings from the final stage of a validation process that was conducted by Chartered Accountants Australia and New Zealand (CA ANZ) across Australia and New Zealand. The report confirms 24 capabilities, including six considered essential requirements for every professional seeking to work in accounting, finance, and related work roles. The findings provide evidence that these capabilities, in contrast to recent reports suggesting employment opportunities for accounting graduates are in decline, can create opportunities for sustainable careers. The validation project and survey results provide unexpected insight into the capabilities of different age groups and professionals at different career stages that are considered important. The research outlined in this paper will not only inform continuing professional education for members but also help refine the design of post-graduate curriculum and continuing professional development.

This paper proposes social living labs for informed learning as an innovative approach to interprofessional and community education. It presents a new conceptual model and practice framework suited to rapidly changing, information-intensive work and social environments. The proposed approach is theoretically informed and evidence based. It integrates concepts from three complementary fields: Informed learning as information literacy pedagogy that enables using information critically and creatively to learn (information science); interprofessional education as a professional learning model with a cross-disciplinary and community reach (health sciences/medicine); and social living labs as informal learning context and problem-solving process (community development). After reviewing relevant literature, the paper introduces the concepts and research that underpin social living labs for informed learning. Then it presents a new conceptual model and a practice framework to guide their design and implementation. To illustrate the practical application of this approach, a hypothetical scenario envisages health practitioners, librarians and community members collaborating in a social living lab to address health and social challenges related to child obesity. The paper concludes by discussing anticipated benefits and limitations of the approach and possible wider application. As a contribution to theory, the paper uncovers a previously unrecognised synergy between the principles of informed learning, social living labs and interprofessional education. Supporting information literacy research and practice, the paper identifies a significant role for informed learning in community and professional education, and a novel strategy for health information literacy development. The paper is of interest to educators, researchers, and practitioners across information literacy, community development, healthcare, and other professional fields.

There is synergy between the investigative practices of police detectives and social scientists, including work-based researchers. They both develop lines-of-inquiry and draw on multiple sources of evidence in order to make inferences about people, trends and phenomena. However, the principles associated with lines-of-inquiry and sources of evidence have not so far been examined in relation to work-based research methods, which are often unexplored or ill-defined in the published literature. We explore this gap by examining the various direct and indirect lines-of-inquiry and the main sources of primary and secondary evidence used in work-based research, which is especially relevant because some work-based researchers are also police detectives. Clearer understanding of these intersections will be useful in emerging professional contexts where the work-based researcher, the detective, and the social scientist cohere in the one person and their research project. The case we examined was a Professional Studies programme at a university in Australia, which has many police detectives doing work-based research, and from their experience we conclude there is synergy between work-based research and lines of enquiry. Specifically, in the context of research methods, we identify seven sources of evidence: (1) creative, unstructured, and semi-structured interviews; (2) structured interviews; (3) consensus group methods; (4) surveys; (5) documentation and archives; (6) direct observations and participant observations; and (7) physical or cultural artefacts, and show their methodological features related to data and method type, reliability, validity, and types of analysis, along with their respective advantages and disadvantages. This study thereby unpacks and isolates those characteristics of work-based research which are relevant to a growing body of literature related to the messy, co-produced and wicked problems of private companies, government agencies, and non-government organisations and the research methods used to investigate them.

Paradoxically, school leaders as a group report high levels of burnout but also high job satisfaction and passion for their work. School principals are passionate about their job, but this passion can be a double-edged sword leading to good (job satisfaction) and bad (burnout) outcomes. We extend the dualistic model of passion (DMP) in a study of changes over a 1-year period (3,996 school leaders) in three components of work passion (general, harmonious, and obsessive), burnout, and job satisfaction. We begin by placing the DMP into a broader framework of passion research and how passion is related to other well-being constructs. We then develop the rationale for integrating within the same study the obsessive passion and harmonious passion constructs used in DMP studies and general passion used in most other passion studies, but also the inappropriateness of the exclusion strategy based on general passion in DMP research. We found that Time1 harmonious passion was related to job satisfaction (positively) and burnout (negatively), while the pattern of relations was the opposite of obsessive passion. However, over time, harmonious passion and obsessive passion were moderated by general passion. The protective effect of harmonious passion on burnout was smaller when general passion was high, while undesirable obsessive passion effects were only evident when general passion was high. School principals' work passion may help them avoid burnout and maintain high job satisfaction, but only when manifested harmoniously. We describe how future studies of longitudinal passion can be integrated into the broader job demands-resources model.

This study, generated from considerations of embodied cognition, observational learning, and cognitive load theory, investigated the effect of mimicking gestures on learning to play piano tasks. Fifty university students from an Australian University, with two different levels of piano-playing experience, were randomly assigned to one of the two different gesturing conditions in a 2 (gestures vs. no-gestures) x 2 (novice vs. more expertise) design. All groups viewed an animated video presentation of four musical scores being played on a piano with the hand motions visible, accompanied by the sounds of the notes played. Participants in the gesturing condition were required to gesture while watching the presentations, but in the no-gesturing condition, gesturing was prohibited. Test results indicated a significant learning advantage to gesturing with reduced cognitive load. It was also evident that the efficacy of gesturing was influenced by learner expertise and task complexity.

In Australia, when a person wants to work in the outdoor education or recreation field, they can follow a number of different pathways to gain the required knowledge, skills and experience. Typically, this involves the completion of a formal program with either a training organisation or a university, depending on the qualification sought. Programs delivered by training organisations typically use a national training package to define the specific competencies (knowledge and skills) and the curriculum and outcomes of these programs are clearly defined, and qualifications are usually transferable around the country. Outdoor education programs delivered by universities in Australia, however, have no such clarity. This paper describes a research study that used the Delphi research method to consult with academics working in university outdoor education programs across Australia. The research set out to establish a set of threshold concepts that articulate what a student who completes at least a major in outdoor education knows and is able to do. Over two rounds of consultation the six authors of this paper formed the Delphi facilitation team, which solicited input and feedback from an expert panel. Nineteen different university academics participated in the research and produced seven threshold concepts, which are shared in this paper to encourage discussion and invite feedback from a wider range of stakeholders. More research is required to ascertain the efficacy of these threshold concepts in describing what graduates of university outdoor education programs know and can do.

Journey-based outdoor leaders can be at risk of nutrient deficiencies due to repetitive menus and/or poor dietary practices, with implications for resultant personal health and work performance. Careful meal planning and nutritional understanding can help alleviate this risk. However, overall intakes are also partly dependent on the dietary practices and preferences of outdoor leaders in the field as well as during their days off. This study identifies factors influencing the dietary practices of outdoor leaders from an Australian outdoor education provider and the resultant strategies they implement to manage their diets. Focus groups explored dietary preferences and motivations for dietary practices, with findings corroborated by field observations on two journey-based programs. Inductive thematic analysis identified three key themes influencing the dietary practices of outdoor leaders: food limitations, personal preferences, and social context.

Elite classical music programs continue to focus teaching in Western Classical traditions where the emphasis is on technical virtuosity in instrumental or vocal performance. In this paper we discuss group activities and assessments used in two Creative Arts disciplines (Performance and Journalism), at an Australian regional university, as examples of subjects which provide "real world" experience in order to promote resilience and tenacity in students. We incorporate narratives collected from students in performance and journalism to illustrate the value of recreating the complex division of labour of real world art practice, famously described by Becker (1982), as part of the musical learning experience. The paper concludes with reflections on how collaborative assessments/teaching activities can be developed to ensure the delivery of resilience and tenacity as a threshold learning outcome in a classical music course.

In this article we describe our attempt to challenge our anthropocentric gaze during an outdoor environmental education (OEE) research project involving a 10-day journey with high school students on the Snowy River in south-eastern Australia. Although much contemporary OEE research explores place responsive methodologies that provide possibilities for expanding beyond human centered practices, such movements can be difficult to make. We attempt, through this project, to shift our gaze away from a human-centered viewpoint to understand ways in which new perspectives of journeys, place(s) and learning might be available. To do this we adopt a "posthuman/relational materialist" approach to explore how the material world is creative of places, people and learning opportunities beyond human centered ways of seeing. We argue for a focus on the more-than-human aspects of places and engage posthuman concepts that allow us to challenge traditional ways of researching. In doing so we seek to uncover and acknowledge the agency of the more-than-human world, and how material places and their elements are valuable in the creation of emergent learning possibilities on an OEE journey. Rather than exact findings, this article is an exploratory journey of thinking OEE in different ways, to explore new opportunities for place and context responsive learning and environmental understanding.

Adaptive tutorials enable engaged, personalised and interactive online learning that includes instant adaptive feedback. By integrating an adaptive tutorial into a large and diverse engineering mathematics course, we explored its potential to support and guide students' learning from afar. The aim of this study was to assess whether students provided with an adaptive tutorial, could benefit from its use and whether they would engage in and take responsibility for their learning. Comparisons were made between students who did and did not use the tutorial. Quantitative and qualitative data analyses determined the impact of including an adaptive tutorial in a blended learning environment, where 58% of students engaged with the tutorial and 74% of them completed it. Improved confidence and understanding was reported by 98% of the participants. A comparison of examination results indicated that median scores for students who utilised the tutorial were significantly higher than those who did not.

Near-peer teaching is used within higher education because of its efficacy for both student teachers and learners. Our purpose in this paper is to highlight the possibilities of applying near-peer teaching pedagogies in outdoor and environmental higher education contexts. We begin by reviewing its use in the higher education sector, mainly focusing on health and medical education where it is regularly used. We then employ a qualitative methodology to examine the initial experience of near-peer teaching, in which third-year university undergraduate students teach first-year students in the field during a higher education outdoor environmental education programme in Australia. Both sets of students (teachers and learners) report valuing the experience for its authentic preparation for future outdoor environmental education, explicit outdoor environmental education curriculum and pedagogy content, and role in inducting first-year students into the community of professional practice within the programme. We also highlight distinct elements of the programme that contribute to the success of this unique near-peer teaching and learning experience and further discuss the limitations as a useful signpost for extending near-peer experiences across outdoor environmental education, and higher education more broadly.

Online education is widely regarded as increasing accessibility to higher education to individuals with disadvantage and disability, including those with a mental health disability. However, the learning challenges these students experience within the online learning environment are not well understood. The purpose of this qualitative case study was to better understand the barriers to learning that these students face in this environment. A qualitative content analysis of semi-structured interviews conducted with 12 students revealed three major learning barriers: (a) impact of impairment, (b) personal and situational circumstances, and (c) learning environment. These barriers were found to have wide-ranging consequences for the students' ability to fully engage in study and their overall wellbeing. The findings lend insight into the low retention rates for this cohort of students and the learning barriers that need to be addressed by online education providers to better enhance the educational experience of these students.

Objectives: To conduct a systematic review of effectiveness, and barriers and facilitators, of initial teacher training to promote health and well-being in schools. Design: Systematic review of the literature. Method: A total of 20 bibliographic databases were searched, including MEDLINE, EMBASE and the Social Science Citation Index. Studies were included if they reported research into the processes and/or outcomes of initial (pre-service) teacher training to promote health. Results: A total of 20 studies met the inclusion criteria, mainly from the UK and Australia. Twelve studies assessed outcomes, commonly using uncontrolled before and after assessment designs. Sixteen studies evaluated the processes of training. Training was diverse in terms of content, format and health topics. The studies demonstrated short-term increases in trainee teachers' factual knowledge of health issues, a general increase in teachers' confidence to teach about health and to identify and help children with specific health issues. There was an increase in teachers' positive beliefs about their role in promoting children's health. None of the studies assessed changes in pupil outcomes. The training was generally considered acceptable and adequate by trainee teachers. However, some of the trainees felt that they still lacked knowledge and confidence to address sensitive health issues on entering teaching practice. Conclusion: This systematic review identified some evidence for the effectiveness of teacher training for health and highlighted factors which facilitate and inhibit effective training. Further evaluation, using controlled trial designs with long-term follow-up of teacher and pupil outcomes, may enable teachers to effectively address the health and education needs of school pupils.

This study examined whether: (1) the non-academic constructs of psychological well-being, motivation to learn and quality of life (QOL) explained the variance in the academic achievement of students with disability; and (2) students with a mental health disability (MHD) differed from students with other disability on academic achievement and on the aforementioned non-academic constructs. Eighty-three students with disability were administered the Motivated Strategies for Learning Questionnaire, the World Health Organisation QOL questionnaire, and the Depression Anxiety Stress Scale. Grade-point average was used as the measure of academic achievement. The results showed that measures of social relationships and self-efficacy were significant explanatory variables that could clarify the variance in academic achievement. Secondly, students with MHD differed from students with other disabilities on measures of psychological health, physical health, and social relationships. The findings have consequences for learning services provided to students with disability. It highlights the importance of examining the influence of disability type on student's cognitive and behavioural dimensions such as their motivation to learn, engagement, persistence and academic attainment.

A visual lexical decision task was used to examine the interaction between base frequency (i.e., the cumulative frequencies of morphologically related forms) and semantic transparency for a list of derived words. Linear mixed effects models revealed that high base frequency facilitates the recognition of the complex word (i.e., a "base frequency effect"), but the magnitude of this declines with semantic transparency. These results suggest that the extent to which the constituents of a complex word contribute to its recognition is dictated by semantic transparency. The implications of these findings are discussed in the context of localist-connectionist models of morphological processing.

Three-dimensional (3D) virtual worlds have been used for more than a decade in higher education for teaching and learning. Since the 1980s, academics began using virtual worlds as an exciting and innovative new technology to provide their students with new learning experiences that were difficult to provide any other way. But since that time, virtual worlds have failed to maintain their popularity as learning spaces; many builds falling into disuse and many disappearing altogether. The aim of this article is not only to determine why virtual worlds have not become a mainstream teaching tool, but to ascertain why they have even failed to maintain their popularity. In order to do this, the research team surveyed over 200 academics about the barriers and enablers to the use and perceived affordances of virtual worlds in teaching and learning. These responses are examined in relation to academics' past, present and future use, experience and knowledge of virtual world environments.

In an earlier paper I identified two key forms of "meaningful experience" for participants on a wilderness river rafting journey, namely a feeling of humility and being alive to the present. However, space considerations led me to describe only the first of these forms in any detail. In this paper I identify and describe the qualities of the second key form of meaningful experience via a phenomenological approach that moves between individual and collective experience. This approach reveals a structure of experience that provides a framework for reinterrogating original participant descriptions. The findings of this study highlight the importance of the way in which participants were able to pay attention to the surrounding environment--substantiating the importance of pre-reflective and embodied components of experience. In this paper I argue for a broad understanding of experience that includes and celebrates the pre-reflective realm of experience in river environments.

In this article, the authors explore the nature of film that is both "about" and now more often made "for/by" indigenous peoples and its potential as a medium for introducing and engaging students in the study of indigenous history and perspectives in secondary classrooms. As a framework for analysis, the authors examine to what extent these films meet the burden of historical representation, a construct they developed from the film studies' concept of a "burden of representation." They also examine the potential use of film representing indigenous history with secondary students to raise questions about the common historical narratives taught in schools, to present events or perspectives that typically are marginalized or ignored in the school curriculum, and to examine how film represents the views and histories of different groups. The analysis is grounded in the context in which film is produced, distributed, and viewed. Selecting four films as case studies, the authors apply the burden of historical representation framework to an exploration of what may be considered indigenous films or films about/for indigenous people, and consider the questions raised to further develop the framework. The authors use this analysis to illustrate how the concept of the burden of historical representation can be a useful tool both for teachers and teacher educators to select media for their classes and to prepare their respective students to become critically aware consumers and users of film.

Remote work in cities is growing in popularity, fuelled by ongoing technological advances, the globalized knowledge economy, changing lifestyle preferences, the need to empower individuals, and - more recently - the effects of COVID-19. Social distancing measures introduced during the pandemic have inadvertently shown that a substantial proportion of work can be done from home or from third spaces such as co-working spaces. This paper offers a critical appraisal of the implications of this trend for neighbourhood planning and workplace design. The appraisal is in three parts. First, to set the scene, we review recent scholarship on changing work practices in the post-pandemic city. Second, we offer a summative account based on empirical data from a survey conducted by the City of Gold Coast in Australia. This survey explored the spatial distribution of remote, nomadic, and home-based workers in cities in order to discover certain socio-economic, design and built environment features that relate to this distribution. This illustrates the impact that an uptake of home-based work has for urban planning and community design. Third, we look at some of the working from home implications for career progression and productivity, as well as physical and mental health. Based on perspectives from architectural science, environmental psychology and design, this part of the paper employs human-building interaction design scholarship to argue for the design of healthy work environments - both at home and in neighbourhoods - that increase productivity, reduce sick days, and yield bett er health outcomes for the home-based workforce. [ABSTRACT FROM AUTHOR]

In this paper I identify the components of "meaningful experiences" for participants on a wilderness river rafting journey. The research is phenomenologically informed, and includes interviews, journals, observations and follow-up emails from 32 participants on eight Franklin River (Tasmania) 10-day trips. It elicits individual perceptions of meaningful experiences and combines recollections to reveal the commonalities within those experiences. The research identifies two key recurrent "streams of experience" that provide meaning. The two recurrent streams of experience involved, firstly, "a feeling of humility" and, secondly, "being alive to the present." In this paper I focus on the stream of experience surrounding a feeling of humility, highlighting the qualities of the ways in which participants interrelated with their surrounding environments and the structure of such experiences. Additionally, I consider some unique elements of the wilderness river journey that contributed to the experiences that participants valued as meaningful.

The paper examines how outdoor education teachers in Tasmania, Australia have implemented and perceive a new pre-tertiary Outdoor Leadership curriculum document. It draws on an analysis of in-depth semi-structured interviews with 11 outdoor education teachers. The results revealed that teachers were generally welcoming of the new higher-order curriculum and associated assessment strategies. They also believed that the new course appealed to a broad range of students, including those primarily focused on tertiary entrance scores, and that students were benefiting from the new curriculum. However, the teachers' support was tempered by strong critique around the lack of direction in the actual curriculum document, the failure to provide a teaching resource document, concerns around assessment strategies as well as the lack of adequate professional development. Despite these critiques, the apparent short-term success of the roll-out has come from a strong community of practice among the outdoor educators. The results of this curriculum change process are analysed using a socio-cultural model. They are also considered in light of curriculum change processes in other marginalized curriculum areas, such as health and physical education. The implications are discussed in light of the marginalization of outdoor education within education circles at a state and federal level.

Online interactive systems offer the beguiling prospect of an improved environment for learning at minimum extra cost. We have developed online interactive tutorials that adapt the learning environment to the current learning status of each individual student. These Adaptive Tutorials (ATs) modify the tasks given to each student according to their previous responses. Feedback, assessment and remediation are also adapted. Over a three-year period we progressively blended ATs into notoriously challenging courses in introductory Engineering Mechanics. We assessed the impact of this initiative by reviewing three lines of data: (i) the built-in diagnostics of the system, (ii) changes in student grades from year-to-year and (iii) supplementary surveys. Generally, students liked the new blended system and grades improved. Detailed analysis revealed nuances in the measures of student learning, such as differences between high-performing and low-performing students. With these insights we are able to further adapt the system to meet the learning needs of our students.

The demand for graduates with exposure in Cloud Computing is on the rise. For many educational institutions, the challenge is to decide on how to incorporate appropriate cloud-based technologies into their curricula. In this paper, we describe our design and experiences of integrating Cloud Computing components into seven third/fourth-year undergraduate-level information system, computer science, and general science courses that are related to large-scale data processing and analysis at the University of Queensland, Australia. For each course, we aimed at finding the best-available and cost-effective cloud technologies that fit well in the existing curriculum. The cloud related technologies discussed in this paper include open-source distributed computing tools such as Hadoop, Mahout, and Hive, as well as cloud services such as Windows Azure and Amazon Elastic Computing Cloud (EC2). We anticipate that our experiences will prove useful and of interest to fellow academics wanting to introduce Cloud Computing modules to existing courses. (Contains 3 tables and 11 figures.)

A dramatic, pedagogical shift has occurred in recent years in educational environments in higher education, supported largely by the use of ubiquitous technologies. Increasingly, emphasis is being placed on the design of new learning spaces, often referred to as "Next Generation Learning Spaces" (NGLS) and their impact on pedagogy. The traditional idea of "classroom" now incorporates the use of both physical and virtual space. Increasing availability of digital technologies has enabled access by teachers and students to a wider range of communication and information that can now be incorporated into the formal learning process. This change has meant a greater focus on the design and use of flexible learning spaces, more use of blended learning approaches and more personalised, individualised learning opportunities for students. While many such classrooms have been built and used in universities globally, only a few formal studies have been reported on how these spaces are used by both teachers and students. This article focuses on a pilot study of the use by academic staff and students of a next generation learning space--the Pod Room--and makes recommendations for further research into the effectiveness of new learning spaces in universities. (Contains 2 figures and 4 tables.)

This article focuses on the continuing impact of recuperative masculinity politics in the schooling of economically advantaged boys (elite and middle class); yet, it also indicates resistance to this politics. An understanding that the gender order is unstable and that variants of hegemonic masculinity continue to morph in the context of globalisation is also exemplified. Two case studies are analysed, both focused on remaking masculinities: Balfour, an elite all boys' school in Scotland and Springtown Religious School, a middle-class, coeducational Australian school. The cases show that the remaking of masculinities is shaped by social class politics and confirm the diversities within the categories of "boys". At Balfour, the remaking of elite masculinities was framed by the perceived needs of the globalised labour market (especially in finance) and the changing practices of professional, elite femininities. At Springtown, a school known for rejecting competitive sport and for their commitment to gender equity, girls and some staff resisted changes to the outdoor education programme framed by recuperative mythopoetic discourses. The article illustrates the production and reproduction of privilege and advantage and the remaking of elite and middle-class masculinities within an ever-changing gender order, an important insight for those working towards socially just gender policy and praxis. (Contains 3 notes.)

Advocates for boys' education have forwarded numerous "fixes" for boys' supposed educational woes, including both academic and non-academic programs and strategies. This article focuses on the lesser-discussed non-academic, extra-curricular means suggested, specifically outdoor education. Using qualitative analysis of an Australian school's outdoor education program, I demonstrate that outdoor and other non-academic sites and strategies for addressing boys' education have particular gendered dangers alongside progressive possibilities. The dangers include reproducing dominant masculinist gender regimes through social interaction, requirements for gendered self-disclosure, and philosophies of the "uses" of nature. Progressive possibilities, conversely, include re-imagining outdoor education as a space for explicit resistance to gender or reimagining the uses of nature to eschew gender altogether.

It is demonstrated that the meaning given to an ambiguous word (e.g., "stick") can be biased by the masked presentation of a polymorphemic word derived from that meaning (e.g., "sticky"). No bias in interpretation is observed when the masked prime is a word that is semantically related to the target with no morphological relationship (e.g., "glue"), though such a semantically based bias is revealed when the prime is unmasked. Because the masked priming results cannot be explained in terms of facilitation of processing at either the form level or the semantic level, it is concluded that an intermediate level provides the locus of the effect, referred to here as the "lemma" level. Thus, any model of lexical processing needs to incorporate such an intermediate level to capture the relationship between stem morphemes and their derived forms. (Contains 1 footnote and 4 figures.)

The Brisbane Media Map is both an online resource and a tertiary-level authentic learning project. The Brisbane Media Map is an online database which provides a detailed overview of about 600 media industry organizations in Brisbane, Australia. In addition to providing contact details and synopses for each organization's profile, the Brisbane Media Map also includes supplementary information on current issues, trends, and individuals in the media and communication industry sectors. This resource is produced and updated annually by final-year undergraduate Media and Communication students. This article introduces the Brisbane Media Map, its functionality and systems design approach, as well as its alignment with key learning infrastructures. It examines authentic learning as the pedagogical framework underpinning the ongoing development work of the resource and highlights some synergies of this framework with participatory design principles. The Brisbane Media Map is a useful example of an authentic learning approach that successfully engages students of non-traditional and non-design areas of study in human-computer interaction, usability, and participatory design activities.

Non-government organisations (NGOs) have come to assume an important role in environmental policy in Australia. This paper considers the institutional impacts of an enlarged and formal role for NGOs in environmental governance. To foreground the analysis that follows, the paper theorises: (i) the structural democratisation of western societies which provides the preconditions for civic approaches to environmental governance; (ii) civil society organisations as political actors; and (iii) the link between non-state associations and democracy. Against this background, the paper surveys some of the ways in which NGOs are being formally involved in environmental policy and management in Australia. The paper proceeds to identify a series of risks associated with these approaches. The paper concludes by calling for a more nuanced and critical appraisal of the role of NGOs in environmental policy so political space might be reserved for the public interest and to ensure that the democratic effects of civil society are not diminished.

All Australian records of the Eurasian Hobby Falco subbuteo are summarised. Before 2016, the only Australian records of the Eurasian Hobby were on external territories to the north-west of the mainland. Each year between 2016 and 2021 a single Eurasian Hobby was observed as an austral summer visitor to the Swan Coastal Plain in south-western Western Australia. These sightings involved an adult in 2016, 2019 and 2020, and single immature birds in 2017–2018. The age of the Hobby seen in 2020–2021 was undetermined. As it appears that multiple individuals have been recorded across years, it is likely that the species is now more than just an accidental vagrant to Australia. [ABSTRACT FROM AUTHOR]

Shark-human interactions are some of the most pervasive human-wildlife conflicts, and their frequencies are increasing globally. New South Wales (Australia) was the first to implement a broad-scale program of shark-bite mitigation in 1937 using shark nets, which expanded in the late 2010s to include non-lethal measures. Using 196 unprovoked shark-human interactions recorded in New South Wales since 1900, we show that bites shifted from being predominantly on swimmers to 79 % on surfers by the 1980s and increased 2–4-fold. We could not detect differences in the interaction rate at netted versus non-netted beaches since the 2000s, partly because of low incidence and high variance. Although shark-human interactions continued to occur at beaches with tagged-shark listening stations, there were no interactions while SMART drumlines and/or drones were deployed. Our effect-size analyses show that a small increase in the difference between mitigated and non-mitigated beaches could indicate reductions in shark-human interactions. Area-based protection alone is insufficient to reduce shark-human interactions, so we propose a new, globally transferable approach to minimise risk of shark bite more effectively. • Shark bites are increasing globally and risk reduction is challenging • We tested the efficacy of mitigation measures used in Australia • Mitigation measures does not significantly reduce number of interactions • Low number of shark bites and high variability hampers statistical tests • Area protection alone is insufficient to reduce shark-human interactions [ABSTRACT FROM AUTHOR]

Despite frequent calls for Integrated Management (IM) of coastal and marine activities, there is no consensus on the 'recipe' for successful adoption and implementation, and there has been insufficient evaluation of successes and failures of IM to date. The primary rationale for IM is to overcome four major deficiencies of sector-based management: a) management of diverse activities by different agencies using different approaches, b) management generally focused on a subset of primarily ecological objectives that do not properly articulate or evaluate social, cultural, economic and institutional objectives, c) no mechanisms to evaluate or advise on trade-offs among objectives of activities in relation to objectives and d) no mechanisms to evaluate the cumulative effects of all managed activities. To help overcome this gap in knowledge, here we draw on our collective experiences working in Australia and Canada to develop and articulate a framework to help guide the practical implementation and evaluation of IM, which we define as: ' An approach that links (integrates) planning, decision-making and management arrangements across sectors in a unified framework, to enable a more comprehensive view of sustainability and the consideration of cumulative effects and trade-offs.' We argue that IM will be most easily and effectively achieved by linking and modifying existing sector-based plans in an overarching IM initiative that has nine key features: 1) Recognition of need for IM, 2) A shared vision by stakeholders and decision-makers for IM, 3) Appropriate legal and institutional frameworks for coordinated decision-making, 4) Sufficient and effective processes for stakeholder engagement and participation, 5) A common and comprehensive set of operational objectives, 6) Explicit consideration of trade-offs and cumulative impacts, 7) Flexibility to adapt to changing conditions, 8) Processes for ongoing review and refinement, and 9) Effective resourcing, capacity, leadership and tools. Drawing on these features we then articulate a process for the implementation and evaluation of IM that recognises five phases: i) Preconditions and drivers of change, ii) Intentional design and institutional rearrangement, iii) Enablers and disablers iv) An implemented IM process, and v) Review of IM performance and modification. Combination of the nine features of IM with the five phases in IM development provides a framework for implementation and a lens for evaluation of IM processes. We suggest that this framework provides a guide to the appropriate design of practical IM, which will assist in overcoming the current management deficiencies and improve the sustainability of marine resources in the face of change. • Sector-based management cannot adequately address trade-offs and cumulative effects. • Integrated planning and management is required for holistic sustainability. • Integrated Management can build on existing management arrangements across sectors in a unified way. • This paper provides a 'recipe' or framework for successful implementation of Integrated Management. • Nine key features and five phases of implementation provide a lens for evaluation of Integrated Management. [ABSTRACT FROM AUTHOR]

Governance systems are complex adaptive systems where multiple components interact extensively. This is the case for governance of the blue economy, focused on sustainable development of marine resources. Here, the relevant policy and legislative arrangements are fragmented, and marine uses, activities and resources are generally managed on a sectoral basis by independent entities from multiple jurisdictions. In Australia, for example, complex arrangements have created uncertainty in relation to what, when, how, and by whom blue economy activities are possible. Network approaches to map and analyse complex systems could potentially improve our understanding and facilitate management of policy and legal complexity. Yet, there are few studies that have adopted such approaches in ocean governance. Our research demonstrates the application of an innovative approach based on network graphs and text mining to analyse a policy and legislative system associated with Australia's blue economy (i.e., policy and legal arrangements applicable to the coastal and marine areas within the seaward boundaries of the continental shelf around the State of Tasmania). Using a database of over 2000 international, federal, state policy and legislative arrangements, cross-sector analyses were undertaken to identify potential gaps and overlaps that may hinder the deployment of blue economy activities, particularly those relating to integrated seafood and energy production systems. Our graphs allowed quick and easy visualisation of policy and legislative clusters around government entities, relationships between those entities and clusters, as well as potential gaps and overlaps in the existing policy and legislative landscape. Results point to a lack of integration and a need for fit-for-purpose policy and legislation, particularly for the development of co-located blue economy activities. Our approach may be used in research of other complex governance settings to inform policymaking as well as for communication and educational purposes. • Our network approach facilitates understanding of policy and legal complexity. • The blue economy policy and legislative system in Tasmania, Australia, is analysed. • Results show a need for greater integration and fit-for-purpose legislation. • Regulatory complexity and fragmentation is very high for co-located activities. [ABSTRACT FROM AUTHOR]