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Increasingly, universities in developed countries are engaging in transnational education. Responsibilities and opportunities to exercise management and leadership in the provision of transnational education depend on the organisational model adopted and whether the academics involved are on home or international campuses. Models range from neocolonial control to transnational partnerships. In the Australian Office for Learning and Teaching study that informs this paper, good practice in allocation and exercise of management and leadership responsibilities was identified and recommendations developed. A balance was struck between the home institution's quality assurance obligations, which imply a high level of home-based control, and the value of a degree of local control to the commitment of local academics involved, to their career opportunities, and to the educational experiences of their students.

In constructivist teaching, it is expected that students are able to apply skills and knowledge acquired from their course of study to the various situations that they encounter over the course of their professional lives. Constructivist classrooms engage learners actively in the learning process. Learners actively take knowledge, connect it to previously assimilated knowledge and make it theirs by constructing their own interpretation (Cheek, 1992). Formulating one's teaching philosophy requires the reflecting on personal beliefs and pedagogies about teaching and learning, and reviewing and evaluating teaching approaches, and visions for teaching. It necessitates aligning personal values with students' learning needs and setting out clear objectives for teaching. In the constructivist model, students are urged to be actively involved in their own process of learning, on the assumption that individuals construct knowledge instead of receiving it from others. The way in which knowledge is conceived and acquired, the types of knowledge, skills, and activities emphasized, the role of the learner and the teacher, how goals are established: All of these factors are expressed differently from the constructivist perspective (Christie & Stone, 1999). This paper proposes a framework for applying constructivist practices in a social peer learning environment while analyzing its strengths and limitations. (Contains 1 table and 1 figure.)

There is growing evidence that the lack of competence of university ESL (English as a second language) students in academic writing affects their overall academic performance. Olivas and Li (2006) connected low second-language proficiency levels in English to poor academic performance of international students studying at both university and college levels in the United States. Although, many ESL students at university have a general understanding of grammar rules, not many are able to write academically at levels expected of them. This is further exacerbated by a lack of awareness of students' own ability in academic writing. The paper reports on a case study conducted to identify critical gaps in academic writing standards among ESL students in a foundation studies programme. The study employed a pragmatic case study approach, drawing on qualitative methods as deemed appropriate. In this project, four essential criteria for developing good academic writing skills were investigated: attitudes towards academic writing tasks, planning, writing paragraphs and essays, and evaluating one's own writing. The study examined the challenges faced by students in academic writing and identified common grammatical, structural and syntactic errors made in writing tasks. Data from the study showed that most students enjoyed writing tasks, drafting essays and working with peers to brainstorm ideas and opinions for their drafts. A majority of respondents agreed that they were well aware of referencing systems and the need to substantiate their ideas with supportive evidence. However, many respondents were unable to evaluate their own work and admitted that their evaluation often did not match that of their instructors. The project aims to propose interventions and techniques to support student academic writing practices in the foundation year. (Contains 7 tables and 5 figures.)

We investigate the emergence of in-phase synchronization in a heterogeneous network of coupled inhibitory interneurons in the presence of spike timing dependent plasticity (STDP). Using a simple network of two mutually coupled interneurons (2-MCI), we first study the effects of STDP on in-phase synchronization. We demonstrate that, with STDP, the 2-MCI network can evolve to either a state of stable 1:1 in-phase synchronization or exhibit multiple regimes of higher order synchronization states. We show that the emergence of synchronization induces a structural asymmetry in the 2-MCI network such that the synapses onto the high frequency firing neurons are potentiated, while those onto the low frequency firing neurons are de-potentiated, resulting in the directed flow of information from low frequency firing neurons to high frequency firing neurons. Finally, we demonstrate that the principal findings from our analysis of the 2-MCI network contribute to the emergence of robust synchronization in the Wang-Buzsaki network (Wang and Buzsáki, 1996) of all-to-all coupled inhibitory interneurons (100-MCI) for a significantly larger range of heterogeneity in the intrinsic firing rate of the neurons in the network. We conclude that STDP of inhibitory synapses provide a viable mechanism for robust neural synchronization.

The number of female international students is increasing exponentially, and whilst international study may engender many benefits and challenges, little is known about their intentions once they complete their studies. This article reviews the literature on female international students with specific focus on exploring post-study intentions. A scoping review of four electronic databases was completed. After applying criteria to determine suitability, 30 publications were included in the final review. Analysis revealed three key foci: (1) the rationale for studying internationally; (2) the study experience; and (3) post-study intentions. The literature illustrates that an international study experience has the potential to be a powerful transformative opportunity if positive experiences outweigh the negatives. The findings also indicate that the post-study intentions of female international students are under-researched. The article contends that attention should be given to supporting the needs of this group, with a view to maximizing post-study opportunities.

Interictal spikes (IISs) are spontaneous high amplitude, short time duration 80%) receives a barrage of quasi-synchronous afferent input (input occurring within a temporal window of ≤24 ms) via the SC. However, as we increase the recurrent connectivity of the CA1 (P sprout > 40); mimicking sprouting in a pathological CA1 network, the CA1 can exhibit IIS even in the absence of a barrage of quasi-synchronous afferents from the SC (input occurring within temporal window >80 ms) and a low fraction of CA1 Py cells (≈30%) receiving SC input. Furthermore, we find that in the presence of Poisson distributed random input via SC, the CA1 network is able to generate spontaneous periodic IISs (≈3 Hz) for high degrees of recurrent Py connectivity (P sprout > 70). We investigate the conditions necessary for this phenomenon and find that spontaneous IISs closely depend on the degree of the network's intrinsic excitability.