Gatecrashing the research paradigm : effective integration of online technologies in maximising research impact and engagement in legal education

Legal academics are not only teachers but also creators of knowledge. The role of an academic includes a responsibility to share this knowledge through engagement not just of their students, but also of the wider community. In addition, there is increasing emphasis on legal academics having to account for the so-called ‘impact’ of research. In selecting both the topic of their research and the mode of publication of their knowledge, legal academics act as gatekeepers. There is an increasing critique of the existing paradigm of research publication and its emphasis on the metrics of impact. This critique recognises the limitations of the commercial publication paradigm in the present context of open access and the vast array of citizen-mediated platforms for dissemination of legal knowledge and innovation. Susskind (Tomorrow’s Lawyers 2013) for example identifies expert crowd-sourced legal information as breaking down barriers to access to justice. Tracking their experience with publication of a paper on social media in legal education from the ALTA conference in 2012, the authors share an auto-ethnographic account of their insights into the potential for both impact and engagement of a diverse audience in their research. This highlights the ways in which various media can be used strategically to redefine the role of the gatekeeper.

Engaging Élitism: the Mediating Effect of Work Engagement on Affective Commitment and Quit Intentions in Two Australian University Groups

Some universities rely on their élitism as one mechanism to attract and retain talented faculty. This paper examines two groups of élite and non-élite universities and the mediating effect that work engagement has on affective commitment and intention to quit. Findings indicate partial support for the mediating effect of work engagement in the non-élite group but no support in the élite university group. The implications of these diverse results are posed for the management of academics in élite and non-élite universities, suggesting that a ‘one size fits all approach’ to performance outcomes does not always fit.

‘“Rediscovery”, ‘“Reinvigoration” and “Redefinition” in perpetuity: Australian engagement with India 1983-2011

This paper examines the various strands of Australia-India relations between 1983 and 2011, from the early initiatives of the Hawke-Keating Governments, Australia's response to the Pokhran nuclear tests and the vexed issue of supplying uranium to India. It examines the undulating nature of realtions in an effort to understand why, over this period, it has been so difficult to establish nroms.

Jewish diaspora engagement with Israel

From the outset of Zionism, the Diaspora has had a distinct role to play with developing the homeland, raising funds, mobilizing political activity, and providing immigrants. Today, particularly since 1948, Israel continues to play an unequivocally essential role in Diaspora Jewish identity. This centrality is expressed through many areas of Jewish life, such as education, community, philanthropy, and political activism. These deepseated attachments to Israel are also evident through growing rates of aliyah, participation in Israel programs, and visits to the Jewish state. 

Pedagogy of oppressed community engagement : socially inclusive visioning of urban change

It is generally accepted that good practice in policy making and urban change initiatives requires community engagement, where community-based approaches are emphasised as a means of socially inclusive visioning. Communities expect greater transparency, accountability and engagement. This expectation is not always met, with many studies focusing on the perceived tickbox effect - where engagement is a process that has to be undertaken rather than being welcomed and embraced as an integral part of planning for urban change. This paper explores multi-disciplinary concepts and looks at ways these can be linked to community engagement in planning, particularly in larger urban Councils. In this brief glimpse at the wide variety of disciplines that could be drawn on, the paper uses information systems, teaching models, organisational theory and public policy to highlight the potential for altering concepts of community engagement. It concludes that, from these particular examples: the use of double-loop learning could help to empower the community (from organisational theory), collaboration and participation necessitate the co-ordination and exchange of information and knowledge within and between organisations (information systems), the preconception that the authority holds all the knowledge ready to be handed out to the community (teaching models) needs to be challenged, and partnerships are important in empowering people (public policy).