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Education for global citizenship is one of many of strategies adopted by higher education institutions. We share the findings of a qualitative study in one Australian university that examined the impact of a university goal to embed global citizenship. We found Bronfenbrenner's ecological model to be a suitable framework to examine the process of developing global citizens at our institution. Our findings suggest that university strategies at the macro-level need better understanding of forces within the exo-system -- the academic educator workforce -- to achieve greater engagement and impact on academic goals. Despite apparent shortcomings with implementation, transformative educational processes were revealed.

The threshold concepts framework provides educators with a useful way of thinking about the struggles students have in coming to know essential, hard to grasp knowledge. A threshold concept is often best understood through reference to eight characteristics that together describe what is critical to effective knowledge acquisition. This conceptual paper hones in on just one of these characteristics -- the bounded quality -- that we propose is the most overlooked, but important, of the characteristics. The bounded characteristic frames the unique knowledge of a discipline and reflects its particular world-view. In this critical review, we analyse examples from threshold concepts scholarship: first, to explore the limitations of overlooking what the bounded characteristic has to offer, and second, to show how attention to ways of thinking and practising (WTP), may help to bring the bounded characteristic into focus, and reveal it as another non-negotiable threshold concept characteristic.

Higher education plays a critical role in producing society's leaders by preparing graduates with the knowledge, capabilities and disposition to appreciate diversity and address social injustice. Many higher education institutions within and beyond Australia have aimed to internationalise their curricula to ensure students achieve capabilities that enable them to contribute to an evolving global knowledge economy. However, the inclusion of global citizenship as a graduate attribute embedded in internationalised curricula, and the processes to achieving this, are highly contested. Guided by a discourse analysis approach, this study explored how Australian and New Zealand universities position students as global citizens in public web pages. Publicly available policy and other text documents on university websites relating to internationalisation and/or global citizenship were collected and screened. Those that met inclusion criteria were analysed to identify discourses and to further understand how higher education institutions describe their plan to advance and achieve global citizenship agendas. Two key themes were generated: "expressions of internationalisation policy" and "global citizenship as an obscured educational intention." These findings are further elaborated, providing an outline of the possible implications for higher education policy and practice relating to the internationalisation of curriculum for global citizenship and its potential impact on educators and students.

Cultural competency, in increasingly globalized and cosmopolitan societies, is key to allied health graduate employability. Internationalization at Home initiatives that use virtual technologies have potential to facilitate transformative intercultural learning experiences and build cultural competency. The purpose of this study was to trial a virtual intercultural learning activity with Australian and Hong Kong undergraduate occupational therapy and oral health students to explore cultural competency learning. We utilized a mixed methods study design with quantitative pre- and postsurveys and qualitative group interviews. Study findings illustrate how the activity enabled students to practice and learn intercultural communication skills, gain greater awareness and appreciation for diversity at home and abroad, and engage in global citizenship learning. Educators are encouraged to utilize virtual learning spaces for creating meaningful and transformative cultural learning experiences that enhance graduate intercultural capabilities.

This article explores the development of students as global citizens, using a Students-as-Partners (SaP) approach in which the partnership focused beyond academic staff in regions that have, politically and geographically, been referred to as the "global south." We explored the experience of Australian occupational therapy students partnering in a project-based learning internship with community health leaders in India and Vietnam to advance health service needs. In contrast to their previous experiences of studentship in Australia, students felt uneasy with the perception by others of being "all knowing." This added to the challenge of being creative in contexts where there were limited resources and perceived difficulties in applying their global north understandings. Despite the challenges, these students appear to have navigated a cultural learning journey emerging with new insight into their own and others subjective world views.

Student attainment of capabilities associated with global citizenship remains a priority for higher education institutions. We report on a scoping review of empirical studies to explore how global citizenship is understood and enacted in higher education. The 29 included studies span the arts, psychology and social sciences, professional degrees, purpose-designed global citizenship courses, and community development, service, and educational travel programs. Notwithstanding considerable diversity in study aims, methodology, and how global citizenship was described, we were able to discern an overarching framework to describe the theoretical contributions to global citizenship education. Our findings contribute to building conceptual clarity both for educators charged with developing curricula and for higher education researchers seeking to explore and evaluate the outcomes of global citizenship education.

History has practically vanished from allied health professional education. We ask, what kind of problem does a "history of the professions" pose for health sciences curriculum? What are the implications of graduates being unschooled in the history of their profession? Literature on knowledge in the curriculum, is used to interrogate how historical knowledge has come to be constituted in professional education fields. We develop a sketch of two particular health professions--occupational therapy and physiotherapy--and ask why it might be difficult to include a history of the profession in these curricula. Our view is that by helping students to cultivate an historical imagination, they can see how their experiences are framed by a fascinating collision of ideas, politics and practices. Furthermore, attention to history can help students better situate their own uncertainties about transitioning to practice enabling them to tackle professional quandaries with hindsight, foresight and insight.

Over the past three decades, "lived experience" designated roles in mental health services in Australia have increased. However, the lived experience of staff in roles not designated in this way is often hidden or unacknowledged. This qualitative study included 33 participants employed in a range of roles at two Victorian mental health services, including 10 social workers. Interviews explored staff perspectives regarding the sharing of lived experience by staff with colleagues and supervisors. Concept analysis identified conflicting ways of thinking about lived experience, which influenced when and how staff shared and how they responded to sharing by other staff. These findings suggest the need to explicitly address the purpose and value of sharing lived experience in the mental health workplace, to better support staff and service users. Recommendations for social workers and their colleagues, working at all levels of the mental health system, are provided. IMPLICATIONS The perspectives and experiences of mental health service staff suggest room for improvement in the valuing and inclusion of staff with lived experience, which may have benefits for service-user experiences of support. Promoting the value of sharing lived experience to reflective-practice and service reform is consistent with core social work values and, thus, the responsibility of all social workers, supervisors, and educators. [ABSTRACT FROM AUTHOR]

The performative context of higher education demands that practice-oriented academics shift their priorities from preparing practitioners for the profession, towards "productive" scholarship. We present narratives from occupational therapy academics at the end of a year-long journey through an action research project focussed on academic identity and scholarly growth. Our analysis captures subtle and striking shifts in being and becoming, doing and belonging. The findings, re-presented as an adapted "Hero's Journey", also reveal the powerful impacts on identity and practice that are enabled when academics have the opportunity to create spaces for scholarship that are experienced as caring, collaborative and collegial.

Becoming more scholarly can be challenging for many in the academy, including for those transitioning from professional roles. This paper presents the initial findings of an ongoing action research project that set out to explore and develop aspects of identity among a group of Australian occupational therapy academics. Thirteen participants committed to collaboratively address a personal desire to become more scholarly and an institutional demand to be more productive in relation to research and publication. Through this first phase of an action research process, participants explored and qualitatively defined issues impacting on their occupation. Emergent themes that were explored using an occupational lens incorporating: doing, being, becoming and belonging, highlight identity confusion and regression, mixed perceptions about the comfort and camouflage of teaching and participants' desires to become and be more scholarly. Taking an occupational lens adds to the identity conversation, illuminating how doing within a supportive group nurtures belonging, being and becoming. Our findings, of relevance to academics following non-traditional pathways into the academy, suggest optimism around using action research for the active cultivation of scholarship and occupational theory to understand how academic identity may be developed within a supportive group.

This paper focuses on the experiences of four facilitators of a group mentoring programme for doctoral students aspiring to become academics. The methodology utilised collective sensemaking in a collaborative autoethnography. Aided by agreed reflective prompts, we initially analysed our own and each other's written accounts. This illuminated the motivations and hopes accompanying us into the project, as well as our individual experience of being a mentor within it. We digitally recorded the discussion of our initial analyses, sharing and debating what we felt our own and each other's reflections revealed. We subsequently discussed and collaboratively analysed the meeting transcript. This final meta-analytic phase exposed tension-laden emotions and experiences. We theorise that we were operating as wounded academics, seeking to recreate a nurturing academic space where it is simultaneously possible to express, contain and transform contradictory emotions associated with being in the academy. Drawing on Foucault's notion of heterotopia, we propose that such spaces may also unleash a sense of hope and possibility for contemporary academic life. [ABSTRACT FROM AUTHOR]

Introduction: Almost half of the people living with acquired brain injury experience behavioural changes, yet there is lack of clarity both in the literature, and through major stakeholders internationally, regarding how occupational therapists contribute to neuro‐behavioural rehabilitation and what their role is in this context. Methods: This study answers the research question: What do occupational therapists perceive as their role in behavioural rehabilitation with adults living with acquired brain injury, and what treatment approaches, if any, are they using to promote occupation? A national, qualitative, bounded case study design using semi‐structured interviews was used to explore what the role of the occupational therapist is in neuro‐behavioural rehabilitation across subacute brain injury units in Australia. Findings: Four themes were identified which provide clarification on the role of the occupational therapist in neuro‐behavioural rehabilitation: You change the task, you change the environment, change the person; build a safe rapport; the sensory stuff is huge and, finally, owning how we think. Conclusion: This bounded case study provides insight into how occupational therapists perceive their role and the interventions they use to promote occupational engagement. The lack of recognition of the occupational therapist role is a barrier to providing appropriate neuro‐behavioural rehabilitation. This case study identified sensory approaches, building safe rapport and adapting the environment as the main interventions used in neuro‐behavioural rehabilitation by occupational therapists. [ABSTRACT FROM AUTHOR]

Approximately 50% of transitioning service members report difficulty adjusting to civilian life. However, there is limited research exploring factors that influence adjustment for former Australian Defence Force (ADF) members. The aim of this study was to investigate the influence of demographic and service-related characteristics, trauma exposure, health, and participation in meaningful occupations on adjustment for former ADF members. One hundred and ninety-eight former ADF members completed a voluntary, online survey containing validated self-report measures for adjustment, health, and exposure to combat and military sexual trauma. Participation in meaningful occupations was assessed using open-ended questions and a rating scale for frequency of participation. A more difficult adjustment was reported by participants who had completed operational service, reported exposure to combat and/or military sexual trauma, had poor physical health and were discharged for medical reasons. Other characteristics associated with a difficult adjustment included emotional distress, involuntary discharge, age category 30–49 years, final rank of Senior Noncommissioned Officer/Warrant Officer or below, and discharge 6–8 years previously. Employment, voluntary work and care, and social and community interaction were associated with an easier adjustment. Screening tools that consider health, age, deployment type, final rank, type of discharge and exposure to combat or military sexual trauma may be helpful to identify and refer high risk individuals to employment, rehabilitation or transition support programs. [ABSTRACT FROM AUTHOR]

Look for ways to take students on virtual journeys to faraway places, and then connect the experience to something they can relate to on a more personal level. In this article, the author describes a block-printing unit inspired by Japanese printmaker, Katsushika Hokusai (1760-1849), and his series of art prints, "Thirty-six Views of Mount Fuji." While none of the author's students has seen Mount Fuji firsthand, they can relate to this world-famous Japanese mountain, as they live in the northwest and have a similar landmark, Mount Rainier.

In this article, the author describes a papier-mache unit inspired by whimsical animal sculptures created by artisans from the Oaxaca (pronounced Wah-Haw-Ka) region in southern Mexico. While the actual Mexican sculptures are carved from wood, the papier-mache medium is easier to work with and requires fewer tools. Most middle schoolers love transforming their ideas into three-dimensional form and papier-mache is fun and relatively inexpensive. For students whose drawing and painting skills are not well developed, an opportunity to work in a hands-on, somewhat messy three-dimensional medium can help them see their artistic skills in a new light. (Contains 1 online resource.)

Engagement in everyday activities has been identified as an important element in personal recovery from the experience of mental illness and a key priority for service-users. This study explored the role of everyday activities in recovery. This study used a photovoice participatory research. Twenty-one participants experiencing mental illness were recruited from a community-managed mental health service in Melbourne, Australia. Data collection included individual interviews and photovoice courses. The courses included group discussions and required participants to take photographs about their everyday activities that support recovery. A lived experience co-facilitator contributed to development and delivery of the course. The interviews and group discussions were transcribed verbatim and analysed using constant comparative methods. Recovery as a "journey of living well" was identified as the central theme that encompasses three interlinked categories: (1) living a life on hold; (2) choosing to recover; and (3) learning and navigating strategies. The findings suggest that recovery involves a range of experiences embedded in people's everyday lives. Recovery-oriented practice should provide opportunities for engagement in meaningful activities, to help consumers identify their potential and strategies to live well, and to adopt co-production at all levels. [ABSTRACT FROM AUTHOR]