The chaotic state of the law of rape in Victoria: a mandate for reform

This article is intended as a final commentary and sequel to two earlier articles in this journal that have examined the arcane and circular wording of s. 37AA of the Crimes Act 1958 (Vic) and its patent incompatibility with ss 36 and 38 of that Act that define the elements of rape. In particular, this article will revisit many of the essential points raised in the first two articles in order to afford readers with an appropriate backdrop against which the Victorian Court of Appeal’s decision in GC v The Queen will be examined. The article concludes with a strenuous recommendation that s. 37AA be repealed or substantially amended in order to comport with ss 36 and 38 as well as the Court of Appeal’s decision in NT v The Queen that significantly reshaped the Morgan principle.

Characterizing Twitter communication - a case study of international engineering academic units

Engineering academic units might engage with social media for a range of purposes including for general communication with students, staff, alumni, other important stakeholders and the wider community at large; for student recruitment and for marketing and promotion more generally. This paper presents an investigation into the use of Twitter by six engineering academic units internationally, using publicly available Twitter data over an 18-month period for analysis and visualization, to characterize the engagement by engineering academic units with one popular social media tool. Widely varying levels of activity were observed, from essentially undirected 'Megaphone' Tweeting, through to sustained and complex interactions with multiple external accounts. This work provides insights into how engineering academic units are using Twitter and how they might more effectively use the platform to achieve their individual objectives for institutional social media communications and marketing, and offers a methodology for future research. © 2014 © 2014 Taylor & Francis.

The new law of torts

The New Law of Torts third edition continues to question whether foundational principles and policies of torts law, reflect the social and moral values of modern Australian society. Living up to its name as The New Law of Torts, this book has been up-dated with the latest legislative and judicial development as well as the recent major cases, reflecting the changing nature of tort law.This is an essential and accessible text as it provides a clear and succinct discussion of the interface between the statutory regime in each jurisdiction and the common law. It comprehensively covers the law as it is applicable to the whole of Australia. The book has clearly delineated parts, sections and topics for each genus of torts (trespass, action on the case, statutory wrongs, etc.), and each species (battery, assault, negligence, nuisance). Headings and sub-headings provide useful breaks in the text, and selected cases are used not only as authorities, but also as illustrations of principle and judicial reasoning.

The new law of torts: case book

The New Law of Torts Case Book is a collection of edited cases, designed as a companion to The New Law of Torts textbook. It provides students with access to a carefully selected range of case extracts of seminal judgements that have created and shaped the modern law of torts, provides examples of judicial reasoning and illustrates approaches to doctrines that govern the interpretation and construction of statutes. Cases extracted in this volume allow the readers to form their own opinions and perspectives on themes and issues presented in the textbook. New to this edition Expanded collection of case extracts that mirror the table of contents of principles text. Recent key cases that have been added include: Wallace v Cam [2013] HCA19 – relates to remoteness of damage and causation and proof of breach Strong v Woolworths [2012] HCA 5; 246 CLR 182 – relates to Breach of Duty of Care and Causation and Proof of Breach Levy v Watt and Anor [2014] VSCA 60 – relates to Torts of Intentional Interference with Goods and Personal Property and Defences to Intentional Torts

Re-imagining teachers’ identity and professionalism under the condition of international education

Around the world, 4.3 million students are engaged in international education each year. However, there is a paucity in theory and empirical research on teachers’ professionalism in international education. This paper aims to fill out this gap and contribute to our understanding of teachers’ changing roles and identity due to the impact of internationalisation and the growth of international students. Drawing on positioning theory as a conceptual framework to understand teachers’ roles and identity, this paper shows the emergence of teacher sub-identities as a reciprocal intercultural learner and an adaptive agent. It argues that these sub-identities are central to teachers’ development of cosmopolitan qualities in the contemporary context of international education.

Understanding the symbolic capital of intercultural interactions: a case study of international students in Australia

Intercultural interaction plays an important role in contributing to international students’ learning and wellbeing in the host country. While research on international students’ intercultural interactions reveals multifaceted aspects of personal and social factors, there is a tendency to consider language barrier and cultural differences as individual factors that constrain their interactions with the institutional community. Drawing on 105 interviews with international students in Australian vocational education and training and dual sector institutions, this paper examines international students’ intercultural interactions in host institutions and the factors that act as enablers or inhibitors for intercultural interactions. It highlights the social and structural conditions in creating symbolic capital of elitist Anglo-Australian culture and English language, and social differentiation. This paper offers insights into understanding the legitimacy of such elitism, in hope that future conceptualisation, research and practices of intercultural interactions may locate international students within their cultural diversity.

Transitional experiences of international postgraduate students utilising a peer mentor programme

Background: Mentoring provides a range of benefits and one of them is social support. The number of students in transnational education has been increasing, and their transition into university is often fraught with difficulties. Universities can support transition through the use of a peer mentor programme (PMP).

Purpose: The purpose of the study is to investigate the transitional issues that international postgraduate students (IPSs) face in their transition to an Australian University. The study also investigated the role played by a mentoring programme, and how this assists students with their transition.

Sample: The sample included 31 IPSs, who had come from Asian European, Middle Eastern, African and South American countries, 15 being male, and 16 being female, with an average age of 24; most had been studying at the Australian University for more than 12 months.

Design and methods: The study utilised a qualitative research method to examine the experiences of IPSs undergoing transition from their home universities to an Australian university. Semi-structured interviews were conducted with students, who were asked about their transition experiences and the assistance of the mentor programme. Thematic analysis was then conducted to determine themes from the research.

Results: IPSs reported mixed experiences with their transition. Those with difficulties referred to loneliness, different studying practices, finding accommodation and making friends. IPSs reported that the PMP helped, as mentors provided the necessary social support, friendship, information and confidence to overcome those difficulties. Those students who did not have problems with their transition had reported that they had friends or family that assisted them with their transition. As a result, these students did not need the support of mentors to the same degree as those students having problems.

Conclusions: It is concluded that mentor programmes were important for transitioning IPSs who had difficulties. Therefore, this study identified a role for a PMP in universities where there are a high proportion of IPSs who are going through transitional problems.

Managing student diversity in business education: Incorporating campus diversity into the curriculum to foster inclusion and academic success of international students

ABSTRACT
The past three decades have witnessed significant growth of culturally and linguistically diverse international students in Organization for Economic Co-operation and Development countries. International students now constitute an important component of the student body at many universities, especially in their business schools. The increased presence of international students has generated new demands and challenges for these business schools, and a number of issues related to international students have been identified in the literature. However, the increased presence of international students has not led universities and business schools to develop adequate responses to the issues and make subsequent changes in the curriculum. Diversity on campus continues to be managed in roughly the same way as in business organizations. Drawing on the notion that diversity should be defined and understood in terms of context, this conceptual paper redefines diversity on campus, identifies limitations of current diversity education in the higher education context, and develops a competency-oriented approach to improve inclusion and academic performance of international students.