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The focus on short-term graduate employment metrics has catalysed the employability agenda as a strategic directive in universities. A raft of embedded, co-curricular, and extra-curricular activities has emerged for developing employability. Their relative value lacks empirical exploration. This study explored graduates’ self-reported participation in, and their perspectives on the value of, a range of embedded, extra-curricular, and co-curricular learning activities, as well as paid work, for employability. Survey data were gathered (N = 510) from Business and Creative Industries graduates from three Australian universities about the perceived value of activities for skill development, gaining relevant experience, networking, and creating employment opportunities. The activities were considered more useful for gaining experience and skills than for broadening networks and improving career outcomes. Embedded and extra-curricular internships, as well as extra-curricular activities, were believed to be important for enhancing employability. Internships organised as an extra-curricular activity rated better than those delivered as work-integrated learning. Implications for stakeholders responsible for curricular and co-curricular design are discussed.

Despite ongoing efforts by universities, challenges and tensions continue to exist in academic discourse, policy and practice around graduate employability. These factors can militate against the sector’s capacity to prepare learners for life and work, because they promote unclear, and sometimes counterproductive and competing, courses of action. This article suggests that higher education institutions’ approaches to graduate employability reflect at least three aims. The aims relate to: (i) short-term graduate outcomes; (ii) professional readiness; and (iii) living and working productively and meaningfully across the lifespan. The commitment to each of these aims is often tacit and ill-defined and varies within as well as between institutions, and over time. This article attempts to navigate a productive path through the multiple aims and agendas, along with the definitional and measurement challenges, to identify, workable approaches. It suggests some actionable principles to enhance employability that address the tensions between the three employability aims.

The teaching performance of higher education institutions is increasingly gauged by graduate employment outcomes. Measuring outcomes in full-time employment terms does not capture the complexities of underemployment, the rise of portfolio careers, the constraints of the labour market and graduate motivations for working arrangements that can allow greater flexibility and work-life balance. This study explores the career outcomes of Business and Creative Industries graduates using both traditional measures (full-time employment outcomes) and a suite of broader measures that examine career satisfaction, perceived employability, perceived career success, underemployment, and graduate motivations for seeking new roles. Findings confirm disciplinary differences in graduate experience, and raise some broad concerns about the quality of graduate employment, particularly given the lack of improvement in outcomes over time since course completion. Findings suggest graduates are optimistic about their career futures, despite unmet expectations – particularly on income.

This article discusses a range of significant issues for consideration by music higher education institutions when preparing their students for a portfolio career in music. Drawing on insights from a review of literature undertaken as part of an Australian Research Council Linkage Project, Making Music Work: Sustainable portfolio careers for Australian musicians, the article explores the dynamic structure of the music sector and the ways in which musicians are undertaking a portfolio of roles in order to ensure financial and creative sustainability. In particular, the article focuses on five career and educational issues of importance: enterprise and entrepreneurship, mobility, digitisation, gender parity, and health and wellbeing – when preparing graduates for a portfolio career reality.

This paper explores the conceptualisation and measurement of higher education (HE) student success relating to the world-of-work. It first considers the factors that catalysed a shift in perception and understanding of student success from engagement and academic achievement at university to post-graduation employment outcomes. It summarises and critiques approaches to measuring graduate employment outcomes for a range of developed countries. There are fundamental flaws in utilising current measures of graduate employment outcomes to gauge student success. These include devaluing the social, cultural and economic value of graduates; favouring full-time employment measures; tracking graduates in their transitional phase to the labour market and encouraging HE providers to manipulate the metrics to raise institutional status. The paper suggests a more coherent approach to gauging student success in the world-of-work, which is aligned to a broader definition of graduate outcomes, realities of contemporary working practices and the sector’s locus of control. Refereed/Peer-reviewed

Ruth Bridgstock, Russell Tytler and Peta White Numerous studies published in the last five years document escalating changes to the world of work under the influence of digital technologies such as automation and machine learning. Creativity seems to be an important ingredient in the future of work – both as a capability set that may be ‘uniquely human’ and not easily automatable, and as a key way to add value across different work scenarios – which allows us to manage and solve complex problems through processes of induction and synthesis. Drawing in part on a study ‘100 Jobs of the Future’, based on interviews with research and technology development experts, this chapter explores research-based predictions about how work and careers will unfold, which capabilities will be required, and the ways in which different kinds of human creativity will be valued.

The most common definitions of graduate employability emphasise the possession of understandings, skills and attributes necessary to acquire graduate level work, perform adequately at work, and to build a career (Hillage & Pollard, 1998). University key performance indicators for graduate employability tend to focus on the proportion of graduates in full-time employment a few months after course completion (Jackson & Bridgstock, 2018). This chapter takes as its starting point that neither the dominant skills-based definition of graduate employability, nor the established key performance measures, are adequate, and that higher education institutions may be doing themselves and their learners a disservice by continuing to use them. We draw upon Business and Creative Industries graduates’ narratives about their career trajectories up to five years after course completion, exploring individual accounts of the value of professional relationships, and career experiences as they transition beyond university, to tease out a more nuanced conceptualisation of graduate employability. This emergent conceptualisation embraces longer time frames for career launch, and evolving career identities. It confirms the importance of the subjective indicators of success advocated by Jackson and Bridgstock (2018), incorporating graduates’ own aims and goals, and recognising the different ways that they can add value. Finally, it acknowledges that employability is influenced by a wide range of factors beyond the graduate’s skills and knowledge. By sharing graduates’ narratives and lived experiences of their early career trajectories, this chapter starts to suggest how universities can better foster graduates’ capacities to make meaningful and productive contributions through work and life.

This book challenges the dominant ‘employability skills’ discourse by exploring socially connected and networked perspectives to learning and teaching in higher education. Both learning and career development happen naturally and optimally in ecologies, informal communities and partnerships. In the digital age, they are also highly networked. This book presents ten empirical case studies of educational practice that investigate the development of learner capabilities, teaching approaches, and institutional strategies in higher education, to foster lifelong graduate employability through social connectedness.

This chapter reviews and discusses the key findings that emerged from the ten case studies of connectedness learning practice, considering the current connectedness capabilities of higher education students and recent graduates, the potential for using existing pedagogic strategies to integrate connectedness into higher education curricula, and the challenges and opportunities associated with implementing broader institutional enabling strategies to foster greater intra- and inter-institutional connectedness. The application of the Connectedness Learning Approach across differing higher education contexts suggests that there is no single way in which universities should support connectedness learning. Rather, connectedness learning requires a detailed understanding of the institution, its students and its wider stakeholders, through which the pedagogic approaches and wider enabling strategies that enhance connectedness capabilities can be designed and enacted. Finally, in considering the future of higher education, the chapter asks what are the future forces that will shape learners, learning, teaching, and the university, and what role will connectedness play in supporting higher education to navigate the turbulent times ahead? Refereed/Peer-reviewed

Despite widespread recognition of the importance of social networks to career development and professional learning among experienced professionals and graduates alike, there is evidence to suggest that many students complete undergraduate programs with nascent networks at best, and little idea of how to develop and make use of the affordances of face-to-face and online connections for their careers. Drawing upon data from more than 600 surveys of graduates of Bachelor level programs in Creative Industries and Business fields from three Australian universities, this chapter: describes the professional networks of recent graduates; characterises their levels of social capital and benchmarks current graduate connectedness capability levels to identify opportunities for development in degree programs.

It is widely agreed that upon leaving university, students should be equipped with the foundational capabilities to enable them to build and manage their careers, add economic and social value through their work, and continue learning. One critical and yet often under-recognised sub-set of these activities is the student’s ability to build, maintain and make the most of mutually beneficial professional relationships over time, including via digital platforms and social media. This chapter draws upon extant literature to discuss why the ability to connect with others is important to employability, and how it is currently included in higher education curricula. The chapter outlines five connectedness capabilities from the Connectedness Learning Approach that will enable graduates to develop and make the most of meaningful social relationships and networks for employability. The chapter introduces three contrasting empirical studies that focus on the development of learners’ connectedness capabilities, and the impact that connectedness capabilities have on graduates’ lives and careers. Refereed/Peer-reviewed

This chapter introduces the concept of connectedness learning in higher education. Connecting with others through collaboration and networking has long been central to learners’ capacities to engage productively in life and career, but the development of the professional relationships and the capabilities supporting connectedness has often remained tacit and underemphasised in curriculum. With the rise of the digital networked economy, social networking has become even more important to career development, professional learning and productivity at work. The Connectedness Learning Approach suggests ways in which higher education institutions can foster learners’ connectedness capabilities, presenting pedagogic approaches and institutional enabling strategies that facilitate their development. This chapter introduces ten conceptual and empirical investigations of connectedness learning in different institutions, each of which explore different elements of the approach. Through these chapters, the volume presents an authentic and relevant account of how we can better embed connectedness into learning and teaching practice.

This chapter focuses on the social, networked ways that humans engage with information and learning, what this means for education, and our remit to prepare students for their professional lives. The term ‘Web 2.0’ describes a second generation in the development of the World Wide Web. Web 1.0 was about information access and content; Web 2.0 focusses on user collaboration, sharing of user-generated content, and social networking. Millions of people globally have embraced the power of social interaction and networks. However, universities still largely retain a distinctly ‘Web 1.0’ approach to their teaching activities, emphasising delivery of content (‘information access’). This chapter seeks to reposition the value of university education towards quality and depth of the learning experience, and the learning and professional relationships that universities foster. Much of what students will truly value in the university experience will be meaningful interactions with people, and learning how to make the most of the social realm, for work and life.

LinkedIn is known universally as a platform for professional self-promotion, and has become a ubiquitous player in graduate job recruitment. It can also be a valuable tool in 21st century career development learning more broadly, including for research into industry opportunities, structures and norms, professional network development, and informal learning. It can also be a powerful ingredient in career identity development as part of an integrated suite of practice-based approaches. This chapter explores some of the opportunities for, and uses of, LinkedIn as a platform for specific elements of students’ career development and employability learning, and professional network development. It also discusses pitfalls and contested issues in the use of LinkedIn, and social media more generally, in preparing higher education learners for work. The chapter provides brief practical examples of learning activities that can be integrated into curricula at foundational, broadening and deepening, and advanced/capstone undergraduate levels.

It has been twenty years since the publication of the initial creative industries mapping documents which made an explicit link between disciplinary creative practice and economic growth. This link began with an emphasis on the impact of creative sectors and industries, but over time also became about the creative workers within them. Policy makers and scholars argued that the application of creative human capital, in the context of an increasingly services-based, knowledge-intensive economy, could add economic value, as well as the cultural and social value traditionally associated with cultural activity (DCMS 1998; UNCTAD 2008; Potts and Cunningham 2008; Hearn et al. 2014). In countries where creative industries policy has found purchase, such as the United Kingdom and to a lesser extent Australia, some higher education institutions (HEIs) with creative disciplinary education and research offerings have shifted their practices to accommodate the concept (Comunian and Gilmore 2016). The shift can be found in creative campuses and precincts, which emphasise knowledge exchange between HEIs and industry, and also creatively based regional economic regeneration initiatives (Comunian et al. 2014; Ferguson 2014). Both of these engagement-focused strategies often also involve government partnerships. Shifts can also be found in thinking and practice in creative higher education curriculum towards human capital – developing the disciplinary and transferable capabilities of students in creative degree programmes, including high-level critical capacities – to prepare them for work in the creative industries and thus ready them for contributing to the creative economy (Oakley 2013), and also the creative human capital that exists within HE academics and other staff, who teach students but also contribute directly to the creative economy through their creative practice, research and engagement activities.

This chapter considers the role that higher education can play in fostering learners' connectedness capabilities, examining the online and face-to-face learning experiences that can support professional connectedness. While transmissive pedagogic approaches continue to be dominant in many disciplinary areas, highly connected and networked learning experiences, such as work integrated learning, are becoming increasingly more common in higher education. This chapter explores the extent to which existing pedagogic approaches can be used to address connectedness learning needs, and how they could be adapted to do so more effectively. It sets out seven principles to guide pedagogic practice and outlines seven existing pedagogic strategies that have shown a demonstrated impact in enhancing graduates' connectedness capabilities. Finally, the chapter introduces four studies which explore how connectedness pedagogies have been integrated into higher education learning and teaching in different universities, and the impact that they have had on student connectedness and graduate outcomes. Refereed/Peer-reviewed

University structures and processes often militate against the promotion of connectedness learning. From the outside, they are often seen as walled gardens, restricting the flow of people and information between themselves and the outside world, while on the inside, the often-used metaphor is a series of siloes, where staff, programs, and organisational areas in different academic and functional areas all work in parallel to each other with relatively little interaction. If we are to support students to develop connections and use these to work and live productively and meaningfully, then it follows that universities themselves should also be well connected. This chapter explores the range of approaches that universities can use to overcome the institutional barriers to connectedness. Seven enabling institutional strategies are outlined which can be used to create, grow and maintain inter- and intra-institutional connectedness. The chapter then introduces three empirical studies which explore how these enabling strategies are being integrated within and across different higher education institutions, and the impact they have had toward enhancing graduates’ connectedness capabilities Refereed/Peer-reviewed

Research shows that approximately half of creative practitioners operate as embedded creatives by securing gainful employment within organisations located in the field beyond their core discipline. This foregrounds the significance of having the skills necessary to successfully cross the disciplinary boundaries in order to negotiate a professional role. The multiple implications of such reframing for emerging creative practitioners who navigate uncertain professional boundaries include developing a skill of identifying and successfully targeting the shifting professional and industry coordinates while remaining responsive to changes. A further implication involves creative practitioners engaging in a continuous cycle of re-negotiation of their professional identity making the management of multiple professional selves - along with creating and recreating a meaningful frame of references such as the language around their emerging practice - a necessary skill. This chapter presents a case study of a set of Work Integrated Learning subjects designed to develop in creative industries practitioners the skills to manage their emerging professional identities in response to the shifts in the professional world.

The fastest-growing segment of jobs in the creative sector are in those firms that provide creative services to other sectors (Hearn, Goldsmith, Bridgstock, Rodgers 2014, this volume; Cunningham 2014, this volume). There are also a large number of Creative Services (Architecture and Design, Advertising and Marketing, Software and Digital Content occupations) workers embedded in organizations in other industry sectors (Cunningham and Higgs 2009). Ben Goldsmith (2014, this volume) shows, for example, that the Financial Services sector is the largest employer of digital creative talent in Australia. But why should this be? We argue it is because 'knowledge-based intangibles are increasingly the source of value creation and hence of sustainable competitive advantage (Mudambi 2008, 186). This value creation occurs primarily at the research and development (R and D) and the marketing ends of the supply chain. Both of these areas require strong creative capabilities in order to design for, and to persuade, consumers. It is no surprise that Jess Rodgers (2014, this volume), in a study of Australia's Manufacturing sector, found designers and advertising and marketing occupations to be the most numerous creative occupations. Greg Hearn and Ruth Bridgstock (2013, forthcoming) suggest 'the creative heart of the creative economy [...] is the social and organisational routines that manage the generation of cultural novelty, both tacit and codified, internal and external, and [cultural novelty's] combination with other knowledges [...] produce and capture value'. 2 Moreover, the main "social and organisational routine" is usually a team (for example, Grabher 2002; 2004).

Despite the significant recent growth in research relating to instrumental, vocal and composition tuition in higher education, little is known about the diversity of approaches that characterise one-to-one teaching in the conservatoire, and what counts as optimal practice for educating twenty-first-century musicians. Through analysis of video-recorded one-to-one lessons that draws on a bottom up' methodology for characterising pedagogical practices, this paper provides empirical evidence about the nature of one-to-one pedagogy in one Australian institution. The research aims (1) to enable a better understanding of current one-to-one conservatoire teaching and (2) to build and improve upon existing teaching practice using authentic insights gained through systematic investigation. The authors hope the research will lead to a better understanding of the diversity and efficacy of the pedagogical practice within the specific context in which the study was conducted, and beyond, to conservatoire pedagogy generally. Refereed/Peer-reviewed

Facebook is approaching ubiquity in the social habits and practice of many students. However, its use in higher education has been criticised (Maranto & Barton, 2010) because it can remove or blur academic boundaries. Despite these concerns, there is strong potential to use Facebook to support new students to communicate and interact with each other (Cheung, Chiu, & Lee, 2010). This paper shows how Facebook can be used by teaching staff to communicate more effectively with students. Further, it shows how it can provide a way to represent and include beginning students’ thoughts, opinions and feedback as an element of the learning design and responsive feed-forward into lectures and tutorial activities. We demonstrate how an embedded social media strategy can be used to complement and enhance the first year curriculum experience by functioning as a transition device for student support and activating Kift’s (2009) organising principles for first year curriculum design.

PurposeAlthough there is increasing evidence that the creative industries are essential to national economic growth as well as social and cultural well‐being, creative graduates often find it difficult to become established professionally. This study aims to investigate the value of career management competence and intrinsic career motivations (as elements of “protean career orientation”) in predicting positive graduate outcomes.Design/methodology/approachSelf‐report surveys were administered to 208 creative industries graduates from two Australian universities at two points in time: at course completion, and one year later.FindingsThe paper finds that individual career management competence and intrinsic work motivations, measured at course completion, were significant predictors of early career success, using both subjective and objective measures, measured one year later.Practical implicationsThis study suggests that an emphasis on student development beyond the traditional “key” employability skills may well be worthwhile. The paper also suggests a broad learning and teaching approach by which universities can encourage the development of student career identity, and thus engender student intrinsic career motivations and career self management skills and behaviours.Originality/valueThis is one of the first studies to demonstrate empirically a link between a particular set of skills and graduate outcomes. In addition, it provides insights into the role of student career motivations in positive transitions to the world of work in the creative industries.

Recent shifts in education and labour market policy have resulted in universities being placed under increasing pressure to produce employable graduates. However, contention exists regarding exactly what constitutes employability and which graduate attributes are required to foster employability in tertiary students. This paper argues that in the context of a rapidly changing information- and knowledge-intensive economy, employability involves far more than possession of the generic skills listed by graduate employers as attractive. Rather, for optimal economic and social outcomes, graduates must be able to proactively navigate the world of work and self-manage the career building process. A model of desirable graduate attributes that acknowledges the importance of self-management and career building skills to lifelong career management and enhanced employability is presented. Some important considerations for the implementation of effective university career management programs are then outlined. Refereed/Peer-reviewed

Objective: To identify the influence of multiple case, teacher and school characteristics on Australian primary school teachers' propensity to detect and report child physical abuse and neglect using vignettes as short hypothetical cases. Methods: A sample of 254 teachers completed a self-report questionnaire. They responded to a series of 32 hypothetical physical abuse and neglect scenarios by rating each of the vignettes on a 5-point scale for likelihood of abuse/neglect (detection) and likelihood to report (reporting). Teacher and school characteristics were also captured. Results: Multivariable multilevel analysis was used because of the hierarchical structure of the data with teachers nested within schools. A modest proportion of the variance in teachers' detecting and reporting scores was attributable to school membership. In the full model, case characteristics were found to exert the strongest influence on detecting and reporting tendency, in particular the type, frequency and severity of child physical abuse or neglect were the most important predictors of detection and reporting. At the teacher level, attention to legal reporting obligations was found to be the strongest and most significant predictor of reporting. The effect of teachers' training on both detecting and reporting emerged as a counter-intuitive finding. At the school level, characteristic effects were not as strong. Conclusions: Teachers detecting and reporting CAN is a complex decision-making process. The most important determinants of teacher decision making are case characteristics. These characteristics impact upon both detection and reporting. Future research should be directed towards identifying and testing the influence of other teacher and, to a lesser extent, school characteristics that were not included in the current study. Further research is also required to identify the components, nature and duration of appropriate training for teachers and the links between these features and reporting outcomes. Practice implications: Findings highlight the need for ongoing evaluation and enhancement of teacher education in CAN. The study underlines the importance of educating teachers about: (a) the warning signs and indicators of different types of CAN: (b) the differential effects of CAN: (c) responding to child victims including responses to direct disclosures; and (d) accurate and timely reporting. Refereed/Peer-reviewed

One of the principal ways that cultural and higher education policy and practice intersect is over a shared concern with the supply of talent and its employability and career sustainability. This article considers the multidisciplinary contributions to these debates, and then engages with these debates by drawing upon research from analyses of national Census data, and via granular empirical survey research into Australian creative arts graduates' initial career trajectories. In so doing, it seeks to paint a more nuanced picture of graduate outcomes, the significance of creative skills and by extension creative education and training, and the various kinds of value that creative graduates add through their work. This evidence should assist in a closer affinity between the differing approaches to creative labour and the creative economy, and has implications for cultural and higher education policy. Refereed/Peer-reviewed

The higher education sector is under ongoing pressure to demonstrate quality and efficacy of educational provision, including graduate outcomes. Preparing students as far as possible for the world of professional work has become one of the central tasks of contemporary universities. This challenging task continues to receive significant attention by policy makers and scholars, in the broader contexts of widespread labour market uncertainty and massification of the higher education system (Tomlinson, 2012). In contrast to the previous era of the university, in which ongoing professional employment was virtually guaranteed to university-qualified individuals, contemporary graduates must now be proactive and flexible. They must adapt to a job market that may not accept them immediately, and has continually shifting requirements (Clarke, 2008). The saying goes that rather than seeking security in employment, graduates must now “seek security in employability”. However, as I will argue in this chapter, the current curricular and pedagogic approaches universities adopt, and indeed the core structural characteristics of university-based education, militate against the development of the capabilities that graduates require now and into the future.

This paper documents the initial development and validation of a brief quantitative measure of career development influences based on the Systems Theory Framework (STF) of career development (McMahon & Patton, 1995; Patton & McMahon, 1997, 1999, 2006). Initial exploratory factor analyses of pilot study data revealed a six-factor structure based on 20 of the 28 influences. A subsequent confirmatory factor analysis procedure using structural equation model (SEM) revealed a fundamentally stable factor structure across the two different populations tested, although some further modifications were made to the scale. The final 19-item scale identified five correlated factors, of which three were within the framework's individual system, one was within the social system, and one was within the environmental-societal system. In the final section of the paper, the theoretical implications of this factorial structure and the importance of the influence of world of work knowledge factor are addressed. The utility of the career development influences scale as a brief measure to contextualise more targeted measures in large-scale quantitative career development studies is discussed.

This article establishes the important role of early childhood teachers in child abuse and neglect and argues for empirical research into their practice of detecting, and reporting, known or suspected child abuse and neglect in a State with new and unique reporting obligations for teachers. It emphasizes the practical value of such research for the early childhood profession and ultimately for the children in their care.

Recent literature documents the demise of traditional linear careers and the rise of protean, boundaryless, or portfolio careers, typified by do-it-yourself career management and finding security in ongoing employability rather than ongoing employment. This article identifies key attributes of the ‘new career’, arguing that individuals with careers in the well-established fields of fine and performing arts often fit into the ‘new careerist’ model. Employment/career data for professional fine artists, performing artists and musicians in Australia is presented to support this claim. A discussion of the meta-competencies and career-life management skills essential to navigate the boundaryless work world is presented, with specific reference to Australian artists, and recommendations for future research.

This article is concerned with the many connections between creative work and workers, and education work and industries. Employment in the education sector has long been recognised as a significant element in creative workers’ portfolio careers. Much has been written, for example, about the positive contribution of ‘artists in schools’ initiatives. Australian census analyses reveal that education is the most common industry sector into which creative workers are ‘embedded’, outside of the core creative industries. However, beyond case studies and some survey research into arts instruction and instructors, we know remarkably little about in which education roles and sectors creative workers are embedded, and the types of value that they add in those roles and sectors. This article reviews the extant literature on creative work and workers in education, and presents the findings of a survey of 916 graduates from creative undergraduate degrees in Australia. The findings suggest that education work is very common among creative graduates indeed, while there are a range of motivating factors for education work among creative graduates, on average they are satisfied with their careers, and that creative graduates add significant creative-cultural and creative-generic value add through their work. Refereed/Peer-reviewed

This special issue explores the nuances of graduate creative work, the kinds of value that creative graduates add through work of various types, graduate employability issues for creative graduates, emerging and developing creative career identities and the implications for educators who are tasked with developing a capable creative workforce. Extant literature tends to characterise creative careers as either ‘precarious’ and insecure, or as the engine room of the creative economy. However, in actuality, the creative workforce is far more heterogeneous than either of these positions suggest, and creative careers are far more complex and diverse than previously thought. The task of creative educators is also much more challenging than previously supposed. In this introductory article, we commence by providing a brief overview of the creative labour debates, and the evidence for each position. We present the latest literature in this area that starts to speak to how diverse and complex the landscape of creative work actually is. We then introduce each of the articles in this special issue and indicate how they contribute to a more multi-faceted picture of creative activity, and the lives and career trajectories of graduates from creative degrees. Refereed/Peer-reviewed

While video is recognised as an important medium for teaching and learning in the digital age, many video resources are not as effective as they might be, because they do not adequately exploit the strengths of the medium. Presented here are some case studies of video learning resources produced for various courses in a university environment. This ongoing project attempts to identify pedagogic strategies for the use of video; learning situations in which video has the most efficacy; and what production techniques can be employed to make effective video learning resources.

Citizens of 9 different English-speaking countries (N = 619) evaluated the average, or typical, citizen of 5 English-speaking countries (Great Britain, Canada, Nigeria, United States, Australia) on 9 pairs of bipolar adjectives. Participants were drawn from Australia, Botswana, Canada, Kenya, Nigeria, South Africa, the United States, Zambia, and Zimbabwe. There were statistically significant similarities in the rankings of the 5 stimulus countries on 8 of the 9 adjective dimensions and a strong convergence of autostereotypes and heterostereotypes on many traits. The results relate to previous stereotyping research and traditional methods of assessing the accuracy of national stereotypes.

Creative occupations exist across the entire economy. The creative worker’s habitus cannot be discovered by looking only in film studios, games companies or artist’s garrets. Work practices, evolved through the traditions of the creative and performing arts, are now deployed to create new services and products across all sectors, to develop process innovations, and to change the distribution thereof. Yet the bulk of academic study of creative work (both functionalist and critical), as well as the content of higher/further professional education programs and everyday understanding of creative workers, focuses on one subset of the Creative Industries: those involved in the production of cultural goods or services (film, television, music etc.) for consumption by the general public. And further, the bulk of existing academic work focuses on those creative workers employed in cultural production industries. However, as recent work has shown, this focus misses both the large (and increasing) number of creative workers embedded in industries beyond the core Creative Industries (for example, manufacturing, banking, mining) and those creative workers and firms that supply services to business as well as to the general public, such as architects, technical writers, and graphic designers (see Cunningham 2013; Potts and Cunningham 2008; Potts, Cunningham, Hartley and Omerod 2008). This book focuses on this subset of very important, and yet under-recognized creative workers: embedded creative workers and providers of creative services into other sectors of the economy, as indicated in the following taxonomy (Figure 1.1), which juxtaposes occupation and industry sector...

This chapter addresses the radical paucity of empirical data about the career destinations of journalism, media and communications graduates from degree programs. We report findings from a study of ten years of graduates from Queensland University of Technology’s courses in journalism, media, and communication studies, using a ‘Creative Trident’ lens to analyse micro individual survey data. The study findings engage with creative labour precarity discussions, and also assertions of creative graduate oversupply suggested by national graduate outcome statistics. We describe the graduates’ employment outcomes, characterise their early career movements into and out of embedded and specialist employment, and compare the capability requirements and degree of course relevance reported by graduates employed in the different Trident segments. Given that in general the graduates in this study enjoyed very positive employment outcomes, but that there were systematic differences in reported course relevance by segment of employment and role, we also consider how university programs can best engage with the task of educating students for a surprisingly diverse range of media and communication-related occupational outcomes within and outside the creative industries.

This chapter is concerned with innovation that involves creative cultural occupations, but not within the creative industries. Rather, we examine the operation of cultural creative occupations that exist outside the creative industries - so-called 'embedded creatives' who work across all industry sectors (Cunningham and Higgs 2009). In doing so, we concur with Bilton (2007) that the separation of creative industries from other industries is a 'false step'. All industries must be innovative; however, they also must be able to combine both scientific and artistic creativity, and that creativity comes from the intersection of different thinking styles (Kurtzberg 2005). Moreover, we suggest that there are now detailed empirical studies, as well as a nascent theoretical base, to suggest that the transdisciplinarity which results from embedded cultural creativity is an engine of growth in the broader economy. Thus, it is relevant to both policymakers and managers. This chapter addresses the following questions: What is the role and significance of the embedded creative? Given a paucity of detailed empirical work in the area to date, what can be deduced from what extant literature there is about the nature of employment and management of these workers? And what are the practical implications of these consideration? Refereed/Peer-reviewed

Artists and designers are positioned at the centre of the twenty-first century creative economy. In order to recognise and make the most of the opportunities afforded by this new era, artists and designers still require the creativity, disciplinary depth of knowledge and technical skills traditionally possessed by professionals in these fields - skills which are a core strength of higher and further art and design education. However, they may also require a range of other, twenty-first century' creative capabilities which are harder to define, teach for and assess, and are not the focus of traditional art and design pedagogies. This article draws upon the findings of nine in-depth interviews with award-winning Australian artists and designers about their careers and working practices, along with recent international research about the characteristics of the twenty-first century creative career, in order to highlight the importance of certain professional capabilities for art and design. It discusses the implications of these findings for art and design educators in universities, and curricular and pedagogic considerations associated with embedding these capabilities into undergraduate courses. Refereed/Peer-reviewed

While the majority of creative, performing and literary artists are self-employed, relatively few tertiary arts schools attempt to develop capabilities for venture creation and management (and entrepreneurship more broadly) and still fewer do so effectively. This article asks why this is the case. It addresses underlying conceptual and philosophical issues encountered by arts educators, arguing that in all three senses of the term - new venture creation, career self-management, and being enterprising - entrepreneurship is essential to career success in the arts. However, the practice of entrepreneurship in the arts is significantly different from the practice of entrepreneurship in business, in terms of the artist's drivers and aims, as well as the nature of entrepreneurial opportunities, contexts and processes. These differences mean that entrepreneurship curricula cannot simply be imported from business schools. This article also examines the arts-idiosyncratic challenge of negotiating distinctive and potentially conflicting entrepreneurial aims, using career identity theory. It concludes by suggesting strategies by which adaptive entrepreneurial artist identities can be developed through higher education programs. Refereed/Peer-reviewed

This chapter proposes a conceptual model for optimal development of needed capabilities for the contemporary knowledge economy. We commence by outlining key capability requirements of the 21st century knowledge economy, distinguishing these from those suited to the earlier stages of the knowledge economy. We then discuss the extent to which higher education currently caters to these requirements and then put forward a new model for effective knowledge economy capability learning. The core of this model is the development of an adaptive and adaptable career identity, which is created through a reflective process of career self-management, drawing upon data from the self and the world of work. In turn, career identity drives the individual’s process of skill and knowledge acquisition, including deep disciplinary knowledge. The professional capability learning thus acquired includes disciplinary skill and knowledge sets, generic skills, and also skills for the knowledge economy, including disciplinary agility, social network capability, and enterprise skills. In the final part of this chapter, we envision higher education systems that embrace the model, and suggest steps that could be taken toward making the development of knowledge economy capabilities an integral part of the university experience. Refereed/Peer-reviewed

In this chapter, we describe and explore social relationship patterns associated with outstanding innovation. In doing so, we draw upon the findings of 16 in-depth interviews with award-winning Australian innovators from science & technology and the creative industries. The interviews covered topics relating to various influences on individual innovation capacity and career development. We found that for all of the participants, innovation was a highly social process. Although each had been recognised individually for their innovative success, none worked in isolation. The ability to generate innovative outcomes was grounded in certain types of interaction and collaboration. We outline the distinctive features of the social relationships which seem to be important to innovation, and ask which ‘social network capabilities’ might underlie the ability to create an optimal pattern of interpersonal relationships. We discuss the implications of these findings for universities, which we argue play a key role in the development of nascent innovators.

In this chapter, social relationship patterns associated with outstanding innovation are described and explored. In doing so, the chapter draws upon the findings of 16 in-depth interviews with award-winning Australian innovators from science & technology and the creative industries. The interviews covered topics relating to various influences on individual innovation capacity and career development. For all of the participants, innovation was a highly social process. Although each had been recognised individually for their innovative success, none worked in isolation. The ability to generate innovative outcomes was grounded in certain types of interaction and collaboration. The chapter outlines the distinctive features of the social relationships which seem to be important to innovation, and ask which ‘social network capabilities’ might underlie the ability to create an optimal pattern of interpersonal relationships. The implications of these findings for universities play a key role in the development of nascent innovators.

This paper examines the linkages between diversity management (DM), innovation and high performance in social enterprises. These linkages are explicated beyond traditional framing of DM limited to workforce composition, to include discussions of innovation through networked diversity practices; reconciliation; and funding options. The paper draws upon a UK-based national survey and the case study data. Multiple data collection methods were used, including semi-structured interviews, questionnaires and workshops with participant observation. NVivo and SPSS software packages were utilized in order to analyse the qualitative and quantitative data, respectively. We used thematic coding and cropping techniques in analysing the case studies in the paper. A broad range of conflicting and supporting literature was enfolded into the conversations and discussion. The paper demonstrates that social enterprises exhibit unique characteristics in terms of size and location, as well as their double remit to add value both economically and socially. As a conclusion, we argue for social enterprises to consider options for DM in the interests of maximization of innovation and business performance. We contend that further research is needed to describe how social entrepreneurs draw upon their various 'diversity resources' in the process of innovation. Refereed/Peer-reviewed