A Bourdieuian analysis of the aspirations associated with international students' investment in VET

An increasing number of students around the globe have pursuedtertiary education outside their national borders over the past few decades. There are over 4.5 million international students currently undertaking overseas study (OECD, 2014). Despite the growing focus of institutions around the world on internationalisation of education and increasing research interests in international education, the ‘mobility’ of international students remains a largely under-theorised phenomenon. This paper provides insights into the mobility of an often-neglected group within the field of international education –international students in vocational education and training (VET). It draws on a four-year study funded by the Australian Research Council that involves 105 semi-structured interviews with international students from the Asia Pacific region, Europe and America in 25 VET institutions and dual sector universities in Australia.

The lure of the local: community activism and place in Australia

The intertwined relationship between the built and natural environments characterises and defines coastal towns, especially those with significant heritage values. Our research is located in the context of the “sea change” phenomenon, which is fundamentally changing the coastal towns of Australia. Barbara Norman, a past national president of the Planning Institute of Australia (PIA), summarised the current struggle occurring in many of Australia’s coastal regions when she wrote: “the Australian coastline is littered with exhausted communities battling to save the character and environment of their townships” (Norman, 2008). The Australian National Sea Change Taskforce was established in 2004, as a response to these wider community and professional concerns, and seeks “to ensure that coastal development is managed with a focus on the sustainability of coastal communities and the coastal environment” (Gurran et al., 2006) concluded that more detailed research is needed to develop new responses to coastal development, particularly in terms of promoting community wellbeing, strengthening social cohesion, avoiding socio-economic and socio-spatial polarisation and preserving sense of place.

The establishment and development of neurosurgery services in Papua New Guinea

BACKGROUND: Papua New Guinea (PNG) is a developing Pacific Nation of 7.3 million people. Although neurosurgery training was introduced to PNG in the year 2000, it was in 2003 that a neurosurgery service was established. Prior to this time, neurosurgery in PNG was performed by general surgeons, with some assistance from visiting Australian neurosurgeons. Neurosurgical training was introduced to PNG in 2000. The model involved a further 3 years of training for a surgeon who had already completed 4 years of general surgical training. We aim to review the output, outcomes and impact achieved by training the first national neurosurgeon. METHODS: The data on activity (output) and outcomes were collected prospectively from 2003-2012. Ongoing mentoring and continuing professional development were provided through annual neurosurgical visits from Australia. There were serious limitations in the provision of equipment, with a lack of computerized tomographic or MR imaging, and adjuvant oncological services. RESULTS: There were 1618 neurosurgery admissions, 1020 neurosurgical procedures with a 5.74 % overall mortality. Seventy percent of cases presented as emergencies. There were improved outcomes, particularly for head injuries, whilst hydrocephalus was managed with an acceptable morbidity and revision rate. CONCLUSIONS: The training of a neurosurgeon resulted in PNG patients receiving a better range of surgical services, with a lower mortality. The outcomes able to be delivered were limited by late presentations of patients and lack of resources including imaging. These themes are familiar to all low- and middle-income countries (LMICs) and this may serve as a model for other LMIC neurosurgical services to adopt as they consider whether to establish and develop neurosurgical and other sub-specialist surgical services.

Pedagogy and ePortfolios: purpose aligned to design (or the why and how)

While research surrounding ePortfolios abounds, few studies make explicit the pedagogical underpinnings of their use. Some suggest that the decision to use new technologies, like ePortfolios, is often made in ignorance of pedagogic evidence. Developed over the course of a two-year national study on the implementation of ePortfolios, this paper argues the importance of a considered approach to ePortfolio use; one that is premised on carefully linking the purpose and context to the type of portfolio. The paper explores the potential of ePortfolios as they align with four specific pillars of learning: learning to know, learning to do, learning to live together and learning to be. It discusses the pedagogic underpinnings – that is, the why – of ePortfolios including: skills and competencies; transformative potential; reflection; identity; active learning; employability; and assessment. The succeeding section provides recommendations for practical ePortfolio use – that is, the how – and an original framework linking ePortfolio purpose to design is proposed.