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Research into the diversification of university careers in learning and teaching and intentionally closing-the-loop on graduate employability
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Universities are both a source of employable graduates and careers. This paper examines universities as developers and employers of their own graduates from the perspective of employees and recruited positions. Research questions were: what do learning and teaching careers look like at universities, and; what are the occupational patterns, satisfactions and concerns of the staff in those careers? An autoethnographic account of employees’ career journeys (all of whom were employed in learning and teaching or closely related areas) from five different universities were shared, compared and contrasted. Two of these universities are profiled as having a large proportion of students from target equity groups and therefore have intentionally recruited learning and teaching staff to widen student participation. A desktop review of six months of university employment vacancies from these two universities was conducted. A consistent theme across the autoethnographic stories was a feeling of being an outsider. The authors’ hypothesis is that this is related to haphazard preparation for learning and teaching positions. Of the 322 university vacancies, 84% were for professional staff, 23% of which were in learning and teaching, with the most prevalent role being Coordinator. Fourteen per cent were for academic staff, 64% of which involved learning and teaching, and the most prevalent title was Lecturer/Senior Lecturer. Key takeaways include recommendations for universities to intentionally enhance the employability of graduates who pursue learning and teaching positions within universities, and for prospective university learning and teaching staff to enhance their employability
(RE)IMAGINED COMMUNITIES
Get PDFA quarter-century has passed since Annie Proulx’s The Shipping News won the Pulitzer Prize and kindled an international interest in Newfoundland, and in that time, the island has fostered a tourism industry catering to those expecting the quaint seaside villages of Proulx’s novel. This paper re-evaluates Proulx’s 1993 work, especially its imagination of Newfoundland as a geographically peripheral location at the edge of rapid economic change. The novel works through its internal newspaper, the Gammy Bird, to depict a community’s self-representation as resistance to outside economic and cultural forces, often framing traditional ‘native’ storytelling against modern, fact-driven journalistic conventions. Yet, The Shipping News is not a native text to Newfoundland, and its fictional reimagination of the island accomplishes the same outside obfuscation it ascribes to contemporary journalistic practice
Implication of public speaking anxiety on the employability of Omani graduates
Get PDFThe paper examines the implication of public speaking anxiety on the employability of Omani graduates. The study adopted a sequential, mixed research strategy, starting with in-depth interviews of teachers and managers in industry, followed by a structured questionnaire involving 200 students selected randomly from two colleges in Muscat. The statistical approach included exploratory factor analysis (EFA), and parametric tests. The study found that public speaking anxiety is widespread among students in higher education institutions in Oman, with a prevalence rate amounting to 55 percent, much higher compared to the rates reported globally. The main factors involving public speaking anxiety in these education institutes in Oman were attributed to self-confidence, foreign language anxiety, being unprepared or fear of talking in a foreign language, lack of experience, or forgetfulness/loss of memory. The implication of public speaking anxiety on employability of graduates in Oman is identified and some suggestions made based on the findings
SUPPORTING LEARNERS WITH DYSLEXIA IN THE ELT CLASSROOM
Get PDFSUPPORTING LEARNERS WITH DYSLEXIA IN THE ELT CLASSROOMMichele DaloisoOxford, United Kingdom: Oxford University Press, 201
Cause-Specific Mortality and Natural Disasters — The Urgent Need for Change
Get PDFThe global threat from natural hazard disasters is accelerating, driven by the earth’s deteriorating natural ecosystems, damaged physical environment, rapid urbanisation and population growth. Internationally agreed targets within the Sendai Framework for Disaster Risk Reduction (SFDRR) aim to halt the escalating risk and reduce disaster-related deaths and global impact.
Achieving SFDRR targets requires a robust estimation of global disaster-mortality and targeted health interventions so that people at risk are protected and their deaths are prevented. This study examined whether the information published in medical and scientific literature on cause-specific mortality was reflected in global data collection and reporting
Recommendations on the Optimal Constitutional Recognition of the First Nations in Australia
Get PDFThis note extends my previous analysis of the constitutional recognition of Aboriginal and Torres Strait Islander Peoples (‘First Nations’) by providing guidance on the optimal approach for this recognition. The guidance is founded on the concepts of efficiency and equity. An optimal recognition is defined as one that achieves both objectives simultaneously. Efficiency flows from a dynamic recognition that changes over time relatively easily, as exemplified by a treaty-based approach. The equity criterion has, as a proxy, legal pluralism, whereby constitutional recognition enlivens ‘Indigenous jurisprudence’ through mechanisms such as self-governance. The proposal is to combine efficiency and equity by guaranteeing the collective rights of Indigenous Australians in accordance with universally recognised principles and norms of international law, such as the UN Declaration on the Rights of Indigenous Peoples (for which the Commonwealth of Australia announced its support in 2009). This in turn is likely to guide a treaty-based approach to the relationship between the Commonwealth and First Nations that can evolve towards legal pluralism
Brilliant Disguises: Persona, Autobiography and the Magic of Retrospection in Bruce Springsteen’s Late Career
Get PDFPopular musicians with long careers provide rich source material for the study of persona, authenticity, endurance and the maintenance (and reinvention) of significant bodies of work. Successful artists’ songs create a soundtrack not only to their own lives, but also to those of their audiences, and to the times in which they were created and to which they bore witness. The work of singers who continue to perform after several decades can be heard in terms of their ‘late voice’ (Elliott 2015), a concept that has potentially useful insights for the study of musical persona. This article exploits this potential by considering how musical persona is de- and reconstructed in retrospective, autobiographical performance. I base my articulation of the relationship between persona, life-writing and retrospective narrativity on a close reading of two late texts by Bruce Springsteen: Born to Run, the autobiography he published in 2016, and Springsteen on Broadway, the audiovisual record of a show that ran from October 2017 through to December 2018. In these texts, Springsteen uses the metaphor of the ‘magic trick’ as a framing device to shuttle between the roles of autobiographical myth-breaker and lyrical protagonist. He repeatedly highlights his songs as fictions that bear little relation to his actual life, while also showing awareness that, as often happens with popular song, he has been mapped onto his characters in ways that prove vital for their sense of authenticity. Yet Springsteen appears to be aiming for a different kind of authenticity with these late texts, by substituting the persona developed in his recorded work with an older, wiser, more playful narrator. I appropriate Springsteen’s ‘magic trick’ metaphor to highlight the magic of retrospection and the magical formation of the life narrative as an end-driven process
An International Convention on Refugee Resettlement
Get PDFForced migration has been the subject of intense debate in the past 50 years and has spawned a wealth of literature as a result. Few commentators, however, have considered the value or viability of an international agreement on refugee resettlement that would include mandatory resettlement quotas. This article puts forward a proposal for an International Convention on Refugee Resettlement. Such a convention would, I argue, help to address some of the current limitations of resettlement as a solution to the increase in refugee numbers. Appendix 1 contains the suggested wording for such a convention, drawing on several international human rights treaties (particularly the 1951 Convention Relating to the Status of Refugees) as well as resettlement principles and policies set out by the Office of the United Nations High Commissioner for Refugees. Appendix 2 provides explanatory notes for the draft wording. It is hoped that such wording might be of use to those campaigning for the development of a binding, international agreement on resettlement
An institutional framework to guide the comparison of work-integrated learning
Get PDFWork-based placements, site visits, field trips and embedded industry-informed curriculum are employability strategies frequently applied by universities, and clustered under the umbrella term – work-integrated learning (WIL). Referring to each of these strategies as WIL can complicate comparisons (e.g. long-term placements vs. field trips) and can lead WIL related research to diverge in multiple directions. To support comparison and help guide institutional decision-making relating to WIL, the positioning of this article aligns with a recent stream of literature that attempts to outline, contrast and differentiate between various activities aimed at enhancing graduate employability. Four distinct WIL case studies from three Australian universities are described in this article: (a) students working in teams with industry partners (n=23), (b) students co-creating learning resources (n=7), (c) a student-staff partnership (n=2), and (d) students acting as peer-learning advisors (n=5). The cases were considered across five key factors: 1) ease of implementation, 2) barriers, 3) scalability, 4) authenticity, and 5) proximity. Using empirical data, the findings within the article contribute an institutional framework that highlights the benefits and drawbacks associated with differences across WIL types, intended to support good WIL practice among administrators, teachers and staff