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Work-integrated learning (WIL) has been suggested as a potentially beneficial addition to modern doctoral education. However, there is little research outlining the specificities of WIL aimed at PhD students. This paper explores the range of WIL opportunities available to PhD students through a review of secondary data. The findings indicate that WIL opportunities are non-homogenous and vary widely across their structure and implementation. Patterns emerge to indicate that WIL opportunities tend to be optional, paid, short-term, focused on horizontal learning development, and provide opportunities for boundary crossing outside of academia. These findings imply that WIL has the potential to complement doctoral education by providing opportunities to experience cross-sector or cross-discipline learning and development. However, higher education institutes might consider becoming more involved in the design and implementation of WIL for PhD students. Additional research is required to understand how WIL opportunities fit into doctoral education and to evaluate existing WIL opportunities.

Teacher education programmes struggle to attract, develop, and retain potential teachers in Science and Mathematics. The development of both academic and non-academic attributes (e.g. adaptability, empathy) during a programme can influence not only retention but the profession-readiness of graduates. This is especially important in underserved schools where high attrition rates are more likely with Science and Mathematics teachers in their first few years of teaching. Yet most programmes lack intentional opportunities for non-academic development. Using a qualitative case study approach with an established think-aloud protocol, nine pre-service teachers (Science or Mathematics) were presented with situational judgment test items. A three-step analytical strategy revealed participants' reasoning with a range of motivational beliefs and values. Results point to four broad reasoning profiles (solution, consequence, student, and value-focused). By exploring the implicit and explicit beliefs and values that contribute to prospective teachers' reasoning processes, we offer implications for professional development and future research.

The Australian Government is financially incentivising work integrated learning (WIL) to enhance graduate employability. As such, universities are currently expanding WIL pedagogies and practices from their traditional domain of professional degrees, to be incorporate into almost all university degrees. Using Kemmis' Theory of Practice Architecture, this study investigated the practices of established WIL practitioners in universities and uncovers what can be referred to as a WIL ecology of practice. This ecology comprises of key WIL practices, including: "networking and selling," "negotiating," "collaborating and innovating" and "legitimising." The findings from this study offer important insights into how higher education institutions may develop a WIL ecology of practice, and critically, achieve WIL funding objectives, which has arguably become ever more important given the challenges COVID-19 has presented to university operational budgets. [Note: The page range (54-68) shown on the PDF is incorrect. The correct page range for this article is p54-67.]

Generalizability of the value of methods based on learning analytics remains one of the big challenges in the field of learning analytics. One approach to testing generalizability of a method is to apply it consistently in different learning contexts. This study extends a previously published work by examining the generalizability of a learning analytics method proposed for detecting learning tactics and strategies from trace data. The method was applied to the datasets collected in three different course designs and delivery modalities, including flipped classroom, blended learning, and massive open online course. The proposed method combines process mining and sequence analysis. The detected learning strategies are explored in terms of their association with academic performance. The results indicate the applicability of the proposed method across different learning contexts. Moreover, the findings contribute to the understanding of the learning tactics and strategies identified in the trace data: learning tactics proved to be responsive to the course design, whereas learning strategies were found to be more sensitive to the delivery modalities than to the course design. These findings, well aligned with self-regulated learning theory, highlight the association of learning contexts with the choice of learning tactics and strategies.

In this study the career motivations and values of regional candidate teachers are investigated using a mixed methodology. Expectancy-value theory (Wigfield & Eccles, 2000) supports the understanding of motivations through the use of four key value categories: interest, utility, attainment and cost. A total of 135 preservice teachers were surveyed using a modified survey instrument. This study addresses a gap in career motivational literature by exploring the motivations of regional teacher candidates. Current research indicates that quality staffing in Australian regional schools remains a significant concern. Findings indicated that candidates' motivations tended to be aspirational, yet there also exist strong pragmatic imperatives for choosing teaching. Career motivations were aligned to job opportunities in local communities, as well as the desire for social contribution. The findings have implications for university programs in terms of developing teacher agency and supporting career pathways.

The Australian Government requires Higher Education Institutions to demonstrate the work-readiness of graduates. Consequently, Work Integrated Learning (WIL) has been adopted to enhance the workplace skills and professional networks of students to improve graduate employability. While WIL can take many forms, experiences located in workplaces (placements, internships) have been popular. The introduction of the Australian Government's Fair Work Act 2009 required that placements be tightly embedded within curriculum thereby presenting the challenge of how to enable WIL via placements and theoretical learning in already compact study programs. As a response, we present the pragmatic use of online theoretical instruction and online WIL assessment within an undergraduate core Capstone business subject, as an enabler of the WIL placement. We examine learner perspectives on, and grade outcomes from, undertaking online theoretical instruction concurrent with WIL placements to discuss the key WIL and online learning design implications for this cohort of learners. Our findings are increasingly pertinent given the 2017 Australian Government Higher Education Reform package incentivising the expansion of WIL into all degrees.

Current policy initiatives are requiring Initial Teacher Education (ITE) providers to select teachers with both the academic and non-academic attributes that ensure their suitability for teaching and their classroom readiness. Research evidence has linked non-academic attributes to teacher quality, student learning outcomes, teacher retention and career satisfaction and success. This study identifies attributes as "core, common and contextual" across Australia's ITE providers. We apply the work of Rimm-Kaufman and Hamre (The role of psychological and developmental science in efforts to improve teacher quality. Teach Coll Rec 112(12):2988-3023, 2010) to interrogate the non-academic attributes associated with success in teaching. Our findings revealed a wide range of selection tools and approaches used by Australian ITE providers, reflecting commonality and contextual differences in the non-academic attributes for teaching. We argue that an awareness of what is 'core' is important so that ITE providers can move beyond simple compliance to the important task of guidance, development, practice and exposure, while building and nurturing authentic opportunities for preservice teachers' social and relational growth.

This study explored the consultation practices of Learning Support Teams (LSTs) in three NSW primary schools engaged in learning and wellbeing support for diverse students. An organisational ethnographic case study approach was used to explore behaviour, language and interactions within the school sites. Participants included learning support teachers, senior executive staff, school counsellors and psychologists. To elicit specific practices from participants, an Interview to the Double technique was employed to collect qualitative data. Findings showed that teams used specific data-driven decision-making and problem-solving practices to address challenges in supporting student learning and wellbeing. LSTs identified shared purpose, effective membership structures, communication and relationships as critical in consultation. This study has implications for understanding "what works" for LST consultation and recognised the need for explicit measuring and monitoring of team impact.

The purpose of this study was to elaborate the knowledge of the supervising teacher as enacted through mentor-mentee conversations that occur during practicum. An interpretivist framework using Clarke et al.'s (2014) Categories of Participation was used to consider how supervising teacher knowledge manifests in mentoring conversations with the preservice teacher. Case study methods captured conversations "in situ" when dyad pairs (n = 5) discussed a particular lesson developed and taught by the preservice teacher. The results illustrate three Categories of Participation as most frequent, providing insight into supervising teachers' knowledge base. An important finding from this study is the value of mentoring conversations for 'making visible' classroom teacher practices and knowledge to the preservice teacher during the practicum, which has implications for the professional development of supervising teachers.

This study explores supervising teachers' judgements about pre-service teachers during a practicum experience. Making judgements is a complex, subjective process with judgements being conscious and intuitive, influenced by individual beliefs, contextual expectations and personal learning biographies. This research draws on Social Judgement Theory to guide the analysis of data collected from interviews with experienced supervising teachers. Analysis indicated that the supervisors placed most emphasis on 'personal qualities' of pre-service teachers. This has implications for the selection of candidates for teaching, the importance of non-academic capabilities in teaching and the development of pre-service teachers' personal qualities within initial teacher education programs.

Background: With the aim of augmenting graduate employability outcomes, higher education is increasingly challenged, via policy and practice, to increase Work Integrated Learning (WIL) as a mainstream component of university education. However, little attention has been given to the academic WIL practitioner, whose identity (personal-professional) is closely tied to current WIL roles and practices. Purpose: This article reports on the findings from a small-scale qualitative study that sought to investigate the identities of academic WIL practitioners at an Australian university. The study's purpose was to gain a deeper understanding of the practitioners' identities, at a time when universities are undergoing rapid changes in work integrated learning. Methods: Interviews were held with six academic WIL practitioners. Each was interviewed using the 'interview to the double method' as a way of gaining insight into WIL practices. In-depth data analysis involved a content analysis approach within a framework informed by possible selves theory, in order to capture individual practitioners' identity beliefs. Findings: Analysis within the framework allowed the academic WIL identities of the practitioners to emerge, with the data reflecting representations of their hopes, fears and challenges. It also highlighted the judgements they were making, with insight gained into the practitioners' working self-concept and identity. The analysis revealed a range of possible selves that continually evolve throughout a timespan influenced by shifting self-knowledge. Conclusions: Findings from this small-scale investigation draw attention to the important role academic WIL practitioners play in shaping current and future WIL practices, and the need for further research in this area. There are implications for the transferability and maintenance of WIL practices in higher education and the authenticity of WIL as it becomes mainstream.

Australia's major state capitals are surrounded by highly productive food bowls, which are an important source of fresh foods for their growing populations. These food producing biomes are a rich resource for investigating key themes related to Biomes and food security, one of two Year 9 units of study in the Australian Curriculum: Geography. This paper draws on case studies of Melbourne and Sydney to explore challenges to food production in Australia's city food bowls. These challenges include population growth, urban sprawl, water scarcity and the impacts of climate change. We explore the implications of these challenges for the food security of Australia's urban populations, and we highlight the potential for emerging research findings about the significance of these food producing biomes to engage students with key themes of the Year 9 Biomes and food security unit.

All teachers in Australia must now achieve and maintain certification through mandatory accreditation processes that include specified professional learning hours. While key policies that outline teacher professional learning in Australia and New South Wales make no specific reference to a role for universities, this discussion paper proposes that the new teacher accreditation landscape provides opportunities for universities to work collaboratively with education systems to co-design and deliver contextually relevant teacher professional learning, support teachers-as-researchers and support schools to become learning communities. This collaboration would advance the policy agenda inherent in the accreditation processes by developing the intended culture of professional learning among teachers, education systems and universities that goes beyond mandated professional learning hours. We review the Australian policy context from a systems-thinking perspective and argue that university Schools and Faculties of Education (called SOE throughout this paper) work across multiple levels in education systems and are thus uniquely positioned to co-design and deliver relevant and contextually significant learning opportunities that foster teacher professional learning and school improvement.

Research and development in learning analytics has established viable solutions for scaling personalised feedback to all students. However, questions remain regarding how such feedback is perceived, interpreted and acted upon by stakeholders. The present study reports on the analysis of focus group data from four courses to understand students' sensemaking of personalised, learning analytics-based feedback. Deductive analysis and epistemic network analysis were carried out to identify students' perceptions and associated emotional responses to the feedback. The results demonstrate that students mostly held positive perceptions of their feedback -- especially in regard to quality, task-focus and instructor care. While emotions to feedback were often negative, students also noted this increased their motivation to invest more effort in the learning tasks. The results of the study provide further evidence of the interpersonal communication variables influencing students' proactive recipience of feedback. Importantly, the findings show that students were mostly actively engaged with their personalised feedback, and that the instructor-mediated approach to feedback based on learning analytics is aligned to the principles of effective feedback.

Pre-service teachers enter teacher education with beliefs about teaching and ideas on pedagogical approaches. This research focuses on monitoring the pedagogical beliefs of a cohort of pre-service teachers' pre-existing pedagogical beliefs on important/relevant pedagogy for secondary teaching and how these beliefs changed over the course of their degree. Data were collected from a cohort via a survey at the beginning and end of the year of the study. The cohort comprised pre-service teachers from each year of the four-year degree. This research found that pedagogical beliefs changed over the duration of the course. This finding indicates that there are educational opportunities when pre-service teachers are most receptive to building new teaching practices. The implication of this research is that pedagogical teaching in teacher education can be improved by a better understanding of how pedagogy beliefs evolve over the duration of the course.

This study captures the experiences of language background other than English (LBOTE) preservice teachers using a case study approach to explore identity development. Wenger's (2000) "modes of belonging" form the theoretical framework to develop an understanding of the factors contributing to teacher identity. This article draws on in-depth interviews of two participants. The discussion of the findings aims to contribute to a further understanding of the formation of LBOTE preservice teacher identity within the Australian experience. More specifically, the study aims to answer the following research questions: (1) How does the LBOTE preservice teacher develop his or her teacher identity?; and (2) What factors affect the quality of this identity formation during the professional experience with reference to Wenger's matrix?

Suicide is one of the leading causes of death in Australian adolescent males and rates are gradually increasing. Prompt attention to this issue is needed to stem the rising rates and prevent young boys from taking their lives. School based programs are an obvious place for prevention to occur as they have the capacity to impact a majority of students. However, there is insufficient evidence to show that prevention programs focusing specifically on suicide are effective. Research suggests schools that prioritise, develop and implement consistent programs focusing on the mental health of young people are more likely to reduce suicide. For these programs to be successful, risk and protective factors need to be examined and considered. This review examines factors present in secondary school contexts that will assist educators in developing pastoral care programs. School personnel are in an ideal position to recognise risk factors and schools have the capacity to employ protective factors through mental health programs. Schools that are proactive in tackling this issue have the potential to improve the mental health of all students and reduce the numbers of adolescent males who commit suicide.

Mentoring plays a critical role in providing a quality professional experience for pre-service teachers in their initial teacher education. There have been numerous studies about pre-service teacher mentoring, yet actual mentoring practice still remains varied and poorly understood. Consequently, there is a need for mentoring processes that can enhance graduate teacher quality. In response to this call, this study aims to elucidate an understanding of how mentoring is operationalized, as perceived by the teacher mentor. Semi-structure interviews, with experienced teacher mentors, provided understanding on mentoring practices used within differing school contexts. These findings increase our understanding of actual mentoring processes that are used during the different phases of support for the preservice teachers. Understanding how the mentor-mentee relationship is operationalized has implications for supporting and enhancing quality mentoring experiences.

Changes in higher education internationally, including the corporatisation of universities, greater codification of research and teaching performance, and more precarious employment, have led to a chillier environment for academics. Employing an autoethnographic approach, we interrogate our career experiences as academic women and the important role our writing group has played in helping us navigate the competing calls on our time and energy, shape our careers, and heighten our career satisfaction. There are salient lessons about the value of adaptive group peer mentoring for those entering what is an increasingly uncertain academic environment.

Although technological advances have brought about new opportunities for scaling feedback to students, there remain challenges in how such feedback is presented and interpreted. There is a need to better understand how students make sense of such feedback to adapt self-regulated learning processes. This study examined students' sense-making of learning analytics--based personalised feedback across four courses. Results from a combination of thematic analysis and epistemic network analysis show an association between student perceptions of their personalised feedback and how these map to subsequent self-described self-regulated learning processes. Most notably, the results indicate that personalised feedback, elaborated by personal messages from course instructors, helps students refine or strengthen important forethought processes of goal-setting, as well as to reduce procrastination. The results highlight the need for instructors to increase the dialogic element in personalised feedback in order to reduce defensive reactions from students who hold to their own learning strategies. This approach may prompt reflection on the suitability of students' current learning strategies and achievement of associated learning goals. Implications for practice or policy: (1) Personalised feedback based on learning analytics should be informed by an understanding of students' self-regulated learning; (2) Instructors implementing personalised feedback should align this closely with the course curriculum; (3) Instructors implementing personalised feedback in their courses should consider the relational element of feedback by using a positive tone; and (4) Personalised feedback can be further enhanced by increasing the dialogic element and by including more information about learning strategies.

Reflective practice is an important lifelong skill for business professionals. In the work integrated learning (WIL) curriculum, supporting interns' development of reflective practice is critical to their experience in WIL as well as their transition into professional practice. The purpose of this paper is to explore students' perceptions on the use of online assessments for engagement in reflective practice as they undertake internships as part of WIL. The findings demonstrate online assessment as commensurate with facilitating reflection-on-action. Students report on the benefits of the online environment for enabling accessible and flexible engagement with assessments. The online assessments are endorsed as critical learning opportunities for students to iteratively look back on their actions to consider or record improvements as well as to "practise reflective practice". Although few students found online reflective assessments constrained social learning, we argue that a balance between face-to-face and online learning is essential to supporting learners in dispersed contexts in WIL.

Background: Mechanical restraint refers to the use of materials or devices to restrict the behaviours of a person with a disability, where the restraint is neither for therapeutic purposes or required by law. The inappropriate use of mechanical restraint is recognised in legislation and policy as a violation of people's human rights, and a risk to their health and wellbeing. Understanding who is at risk of mechanical restraint may assist service providers to better support people with a disability. Method: State-wide data collected between July 2012 to June 2013 were sourced. Odds ratios were used to describe the associations between individual characteristics and whether an individual was subjected to mechanical restraint. Results: Individuals with certain characteristics, such as the presence of a hearing, physical, neurological, communication or visual impairment, and autism spectrum disorder had an increased likelihood of being mechanically restrained. Conclusion: Initiatives to reduce mechanical restraint should pay particular attention to the support needs of those with sensory impairments and complex communication support needs including those with autism spectrum disorder and those with a physical impairment.

This qualitative study sought to understand the reasoning of pre-service teachers through think-aloud interviews with teacher education students at the beginning of their postgraduate degree (six elementary and six secondary). Interviews focused on contextualised and challenging teaching scenarios with a range of response options previously confirmed through the use of situational judgement test (SJT) methodology. The authors' three-step analysis revealed seven concepts that highlighted the motivations and beliefs underlying the reasoning of pre-service teachers. Practical implications include professional development around decision-making during teacher education programs. Future research will explore the use of SJTs in developing key non-academic attributes for effective teaching.

This study looks at pre-service teachers' developing perceptions with a view to supporting teacher education practices. In determining and guiding program structures it is the opinions of the experts that are most often heard. Absent from this debate is an understanding of the changing perceptions of the pre-service teacher as they progress through their program. The purpose of this paper is to extend our understanding of pre-service teacher belief systems' highlighting, the relevance this has for understanding and supporting pre-service teacher development. The perceptions of valued teacher qualities changed from ego-centric beliefs to student centric practices for the participants in this study. Effective teacher education makes connections between perceptions and new ideas, building on existing conceptual frameworks. Findings from this study contribute to the discourse on how pre-service teachers construct and reframe their beliefs about "good" teachers as they progress from pre-service teacher to graduate teacher. (Contains 4 tables and 1 figure.)

The Response Ability Project, funded under the Mindframe National Media Initiative in Australia, seeks to influence tertiary curricula so that graduates in journalism will be aware of and able to respond appropriately to issues relating to suicide and mental illness. Whilst the initial multi-media resources developed to support journalism educators have been received well, engagement with media organisations and individual journalists under other Mindframe projects have revealed further complexities associated with the reporting of suicide and mental illness. In particular, journalists have indicated that the issues become more problematic when they are required to report suicides in other contexts, such as murder-suicides, deaths in custody and voluntary euthanasia. Similarly, the reporting of mental illness was more complex in the context of crime and in the reporting of the mental health care system. This paper will highlight some of these new complexities of reporting and discuss how the Response Ability project has responded through the development of supplementary resources to allow educators to raise such issues with students.

This paper stems from research in Australia examining pre-service teacher and mentor teacher experiences on the practicum. The paper focuses on findings from the research, highlighting the tendency among the pre-service teachers to either valorise or demonise their mentor teachers, reflective of what we describe, following Kristeva and Britzman, as their powerful need to believe. The paper draws on psychoanalytic theory in order gain insights into this process, viewing the pre-service teachers' accounts of their mentors as fantasies that serve a stabilising function in order to manage the intense emotional demands of schools and classrooms. The paper concludes with considerations of how teacher educators might ameliorate the ideality of novice teachers, reflecting the insistence of the imaginary, and hence enable them to benefit more from the practicum experience. We briefly suggest the use of tools that work within the symbolic register to exercise a mediating role in the context of these intense demands.

The introduction of discipline standards in Australia has required a comprehensive rethinking of humanities and social science curricula from first year through to graduation. This paper proposes a model to facilitate academics' engagement with discipline standards and their implication for first-year curricula. The model supports discipline-focussed professional development that integrates consideration of discipline threshold learning outcomes, first-year pedagogy principles, and discipline threshold concepts. The model is demonstrated using strategies that were applied, tested, and shown to be effective in workshops across five disciplines in the humanities and social sciences.

This study confirms the role of genuine conversation as the enabler in good mentoring of pre-service teachers. The practicum plays an essential role in moving the pre-service teacher beyond learning about teaching to the practice of teaching. Yet the benefit of the practicum is often constrained by relational tensions, disappointment and frustrations for both the pre-service teacher and the mentor. The authors report on the findings drawn from stories and experiences of pre-service teachers and mentors as they participated in a final practicum in a range of Australian secondary schools. This paper uses social learning theory as a framework for understanding the key aspects of pre-service teacher mentoring: specifically, Wenger's three interrelated concepts of mutual engagement, joint enterprise and shared repertoire. Conversation plays a critical role in these areas and hence enables successful practicum experiences. Recommendations to enhance professional conversations focus on strengthening the relationship through considered pre-service teacher placement, close school/university partnerships, mentor programmes and the selection of appropriate mentors.

This research examines the learning experience of university students who were tutored by a teacher with quadriplegia mixed type cerebral palsy. It was inspired by Pritchard's [2010. "Disabled People as Culturally Relevant Teachers." "Journal of Social Inclusion" 1 (1): 43-51] argument that the presence of people with a disability in the classroom is important as these teachers deliver both content and generate "other" learnings. This study examines what was different about the learning experience and what additional learnings may have occurred because of the students' interaction with a tutor with a disability. It begins to explore what educational scaffolding may be needed to facilitate and maximise student learning in this scenario both in the classroom and online learning environment with a tutor with a disability affecting physical movement and verbal communication. It seeks to advocate for the potential role of people with a disability in academia.

This article will outline the development of an Information Literacy Strategy in 2009 as part of an overall program of curriculum review and renewal at La Trobe University, Australia. Current information literacy programs at La Trobe University Library employ a diverse range of approaches and delivery methods. However, they are limited in scope and scale while they are optional additions to the curriculum. Through participation in a university-wide process of curriculum review and renewal, the library has developed a systemic, coherent and sustainable approach to the design of undergraduate information literacy programs. The resulting strategy employs a combination of online and individual instruction and support embedded into the curricula structure and reflected in assessment tasks. It provides a model of research skills education that gives all La Trobe University students the opportunity to develop foundation information literacy in first year and to graduate with the necessary information literacy skills for study, work and lifelong learning. (Contains 4 notes.)

In this paper the four authors explore the experience of school bullying, drawing on stories of bullying generated in a collective biography workshop and on fictional accounts of bullying. They counter the current trend of reading bullying as individual or family pathology with a post-structuralist analysis of subjectification and power.

This article examines the everyday practices of writing in the context of the technologies of audit, as they have been practised on and by the four authors in their capacity as students and researchers. It examines the activity of writing as governmentality, through which students and academics make themselves into appropriate subjects, and also exceed and disrupt the effects of government. (Contains 1 note.)

This paper provides a background to the mental health policy changes introduced by the Council of Australian Governments (COAG) in 2006. It then considers a major Australian Government COAG reform, the revision of the Medicare Benefits Schedule (MBS), by analysing the month-by-month utilisation of the available time-series data for the 17-month period (1 November 2006-31 March 2008) when new items for psychologists, social workers and occupational therapists were introduced. There are a number of unique problems associated with monthly time-series data. Essentially, there is a problem of heterogeneity that arises from the non-uniformity of the temporal unit of a "month". Second, there is an issue of the population covered by Medicare altering through time. Both of these problems are addressed in the present analysis of the time-series data. The two groups of psychologists created by the MBS changes dominate the provision of the new services, providing 96.4% of the new services. Psychologists, who are not deemed clinical psychologists in the MBS changes, are the group providing most of the services. Virtually all services are individual, not group, and are provided in a consulting room. The temporal adoption of the new items was continuing to grow by March 2008. Implications of this analysis for psychologists are discussed. (Contains 4 tables and 1 figure.)

Background: The primary communication partner for many people with profound intellectual disability (PID) who are living in supported accommodation is their disability support worker (DSW). The experiences of DSWs in interacting with people with PID have received limited attention in the literature. Method: The nature of interactions between people with PID and DSWs was explored from the perspective of three DSWs through an analysis of interview data using a phenomenological approach. Results: It was evident from the data that communicating in a way that was perceived to be the preferred style of the person with PID was important to the DSWs. This style, however, was often perceived to be in conflict with their employing organisation's policy and preferred practice. Conclusion: The descriptions in this study have implications for the conceptualisation of best practice in interacting with people with PID. Further research on interactions involving behaviours that may be perceived as inconsistent with concepts of age-appropriate interactions and professional boundaries is recommended.

This article attempts to hold thought open in a textual space that often forecloses thought. The authors present arguments but work them through poetry, memoir, pictures, and exposition. They frame this work in particular as an improvisation around--and intervention into--more familiar practices of collective biography, narrative, and art therapies and situate it as a new pedagogy for collective academic practice. The article emerged from a project in which the authors produced an aesthetic practice and attempted an ethics of listening while recognizing that academic experiences more often venerate speech. The authors write a collective text but sit apart within it as well as together, thus emphasizing singularity and collectivity, locatedness and the body. They take their work and themselves within that work as precarious, tentative, and uncertain and are concerned to ask questions that might keep thought open rather than provide answers. (Contains 8 figures and 3 notes.)

A glass ceiling for women still exists in academia after two decades of equal employment opportunity (EEO) legislation in Australia. There are complex factors that when combined make gender inequity in the higher education sector highly resistant to change. Using personal histories as a reflexive device, the paper makes explicit the embedded male patterns of behaviour in academia that operate beneath the faade of policies and rules put into place to counter inequity. In particular, the paper focuses on the cognitive dissonance individuals experience due to the disparity between formal organizational policies promoting equity, such as workload allocations, and perceptions of the unequal opportunities for women and men. Using social identity theory and the leader member exchange (LMX) framework, the daily experiences of three academic women are interpreted, the impediments to equality identified, and suggestions made for more fundamental change to gendered organizational structures within academia. The analysis of such behaviours shows that the traditional emphasis of EEO legislation on formal policies and procedures to bring about gender equity in academia needs to be accompanied by cultural change programs that make explicit and challenge behaviours that reproduce and reinforce male hegemony in academia.

Reports the use of the Extended Logistic Model (ELM) of Rasch (D. Andrich, 1988) to validate the reduction of continuous motor-skill data to categorize performance. Data from 332 Australian preprimary and primary school students show that application of the ELM can provide a check on the quality of the rating mechanism. (SLD)

Egalitarian gender norms and legislative rights to property may be a threat to the successful intergenerational transfer of the family farm. This article examines how the land holding generation perceives the role of daughters-in-law in reproducing the family farm. We examine the site of farm succession and intergenerational transfer. We draw on interviews with 22 farm succession professionals. Our analysis demonstrates the land holding generation see the financial reproduction of the Australian family farm as reliant on women's off-farm work and the biological, social and cultural reproduction of the family farm is reliant on women's role adherence to traditional gender norms. This creates tensions within family farms that the landholding generation aim to resolve through legal protections of the farm asset against a claim by the daughter-in-law and by discursively punishing role digression. Given the reliance of Australian family farms on women's labour contributions, these actions may threaten rather than ensure the continuity of family farming. • The reproduction of the family farm is reliant on the flexibility of family labour. • The daughter-in-law is valued for her reproductive role and capacity to provide off-farm income. • In light of changes to Family Law, the daughter-in-law is also perceived as a risk to the continuity of the family farm. • Role construction of the daughter-in-law limits her role identity formation within the business and her potential contribution to farm viability. [ABSTRACT FROM AUTHOR]

Existing methods of quantifying agricultural employment mask the changing profile of agricultural employment occurring in response to the pressures of competitive productivism, general progress in scientific and technical knowledge, an increasingly complex value chain and changing consumer expectations. This article critically reviews the traditional sources of data used to inform the quantification of the agricultural labor force data and presents a method, the Professional Agricultural Services Sector (PASS) Trident, which measures employment in the agriculture sector more fully, by including employment in professional services and capturing key demographic characteristics. Applying the PASS Trident, our analysis of the industry and occupation level data indicates that the existing method of measuring agricultural employment under-counts the contribution of agribusiness professionals. Moreover, people employed in the professional agricultural services sector are highly educated, younger than the traditional on-farm workforce and reside in urban areas. The methodology proposed in this paper provides a framework for future studies for monitoring shifts in agricultural employment. • Agricultural producers are increasingly seeking professional services. • This is in response to economic pressures, scientific progress, value chain complexity, and changing consumer expectations. • Existing methods of measuring agricultural employment under-count the contribution ofagribusiness professionals. • Those employed in professional agricultural services sector are highly educated, young, and reside in urban areas. • The methodology proposed in this paper provides a framework formonitoring shifts in agricultural employment. [ABSTRACT FROM AUTHOR]

Describes a series of psychometric analyses of the Career Development Inventory (CDI), using latent trait measurement models, with a sample of 680 Australian high school students. Results suggest that, although some modifications are needed, the CDI has generally desirable psychometric properties. (JAC)

Regression analysis indicates that approximately two-thirds of the variance in boys' vocational aspirations and half the variance in girls' vocational aspirations are accounted for by a model that uses as predictors social class, mental ability, home environment, teacher and parent expectation, and peer aspirations. (Author/IRT)

This paper extends the debate about redressing persistent gender inequality in Australia by examining the relationship between labour productivity and the wage gap in all states and territories (1986–2013). It is a critical case study as Australia’s widening gender wage gap is contrary to other developed nations. Using four different estimation methods, we find that reducing the gap by 10% can boost per capita output up to 3%. To check the robustness of our findings, we also control for the effects of both physical and human capital. Our results suggest there exists a strong business case for eliminating the gender wage gap. Given the tangible benefits to both equity and efficiency, such a goal should be of paramount importance for policy makers. [ABSTRACT FROM AUTHOR]

In this paper we explore contemporary farm succession processes in Australia, with a particular focus on understanding how changing gender norms and increasing asset values may be impacting common patterns of farm ownership. We describe how social scripts inflect traditional patterns of farm succession and review what makes up a 'family farm', the changing economic environment in which family farms operate and take a deeper look at the traditional gender norms inflecting intergenerational farm succession. How the changing social and environmental norms may be transforming contemporary farm succession is the question driving this research. We interviewed 22 farm succession advisers and applied template analysis to address our research question. Through our analysis, we make the following contributions. We show there has been some disruption to the gender norms informing patrilineal succession practices. The interplay of increasing asset values and attending to the financial security of all members of the family has compounded this disruption, with both forces challenging the traditional gender scripts, resulting in the current scripts being more of a palimpsest. Theoretically, we contribute to understanding how scripts are challenged and co-exist. • Women's changing roles in public spaces are filtering through to farm succession discussions. • Increasing farm values and a growing awareness of more equitable distributions of assets are impacting farm succession. • Together these forces are challenging the traditional gender scripts underpinning farm succession decisions. [ABSTRACT FROM AUTHOR]

Weexamined the relationship between mental health and labor participation. Analysis was based on the Australian National Health Survey, providing a nationally representative sample using 14,788 observations. Accounting for endogeneity, analysis revealed that females were almost twice more responsive to changes in mental health on labor participation compared to males. Among Australians who did not take medication for mental wellbeing, poorer levels of mental health was associated with a reduction in the probability of labor participation. Among females with poorer mental health, taking any medication for mental well-being led to a decrease in the probability of labor participation. This relationship was not significant for males. [ABSTRACT FROM AUTHOR]

The article focuses on Jessica Anderson's historical novel "The Commandant," praised favorably by Carmen Callil in her review, the lone critical treatment of the piece since its publication. The novel offers a feminist and materialist perspective on the convict system and its impact on social and familiar relations in colonial Australia. The story was set in Moretal Bay Penal Station in 1830 and appeared at a time when novels were challenging central myths of white settlement in Australia.

This article explores gender and intergenerational farm succession, with a particular focus on the Australian context. We conducted a systematic literature review (SLR) of extant research in gender and farm succession patterns internationally, coupled with a systematic sampling of legal databases to see how farm succession has been addressed in the Australian legal system. From the SLR, we established that internationally there are changing roles on farms; proactively addressing succession is recognized as contributing to the ongoing viability of the family farm; gender norms continue to privilege sons and dismiss daughters; and the commitment to maintaining the family farm intact is a priority. From the legal databases we found limited attention has been paid to gender and farm succession in the Australian context. Challenges to legal arrangements for farm succession are usually made on the grounds of unfair distribution of assets between siblings (adequacy of provision) rather than a claim to farm inheritance, and these cases rarely rest on accusations of gender discrimination. We argue that succession disputes are either largely resolved through mediation, or never attempted, as the family farm remaining intact trumps gender in succession planning. Through drawing the SLR and legal cases together, we provide insights for the farm advisory community to better inform future intergenerational farm transfer. • We review the international literature on gender and intergenerational farm succession and identify four common themes. • From the case law in Australia, we found limited attention has been paid to gender and farm succession in the Australian context. • Succession disputes are either largely resolved through mediation, or never attempted, as the family farm remaining intact trumps gender in succession planning. • Through drawing the SLR and legal cases together, we provide insights for the farm advisory community to better inform future intergenerational farm transfer [ABSTRACT FROM AUTHOR]