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The pandemic-induced suspension of international study tours in 2020 permits space within which to examine the specific role of the study tour supervisor and student learning. While there is a significant body of literature on student experiences, relatively little attention has been devoted to the supervisor's role. Drawing on a first-hand account by a nurse educator on Australia's New Colombo Plan (NCP) international study tour program, this paper reveals the role's shifting complexities and uncertainties. This discussion provides the basis from which to explore the dynamics of supervisor-student relationships within unfamiliar overseas settings. The original Grand Tour, particularly the advice provided by Sir Francis Bacon in the early 17th century, serves as a frame of reference against which to evaluate the experiences shared by supervisors and students on international study tours. The frequently hazardous situations they face together required them to assume increasing responsibilities. The paper assesses the strategic and theoretical implications arising from this exercise of responsibility, which is grounded in nursing ethics and the goals of public health.

In this paper, we discuss findings from a research project in which barriers to and facilitators for promotion with women academics were explored. Four focus groups of women academics at an Australian university were held. Data including responses to semi-structured questions were analysed and interpreted using coding and thematic analysis. We found that multiple barriers and facilitators still exist in the university sector for women applying for promotion, covering structural, organisational, and individual levels. The barriers for promotion included workloads and huge expectations, the multi-pronged promotion process, competition, not being valued, juggling family life and not wanting to risk happiness. Facilitators for promotion included mentoring and collaborative nurturing, giving back to others including the university and flexibility.

Architecture faculty continue, at times contentiously, to debate theroles that hand drawing and digital media should have in the practicesand education of architects. Some argue for the computer as the“new pencil,” while others maintain that the pencil is irreplaceable. A survey conducted by the authors suggests that the academy itself mayrest in a dichotomous position of committing more resources to digitalmedia than hand drawing while simultaneously indicating that both typesof media are valued about equally. Rather than reinforce an oppositionalrelationship between the hand and the computer, this paper aims toreveal current trends regarding the roles of hand and digital designmedia in the academy and to provide a review of the primary benefits ofhand drawing within an environment that is, seemingly, preoccupied withdigital media. Hand drawing provides unique contributions to and opportunities within the development of architectural thought and work. Maintainingsketching and precision hand drawing as fundamental activities of thearchitect extends the post-Renaissance tradition of architecture as a distinct design discipline directed to architectural ideas and relationships.Furthermore, hand drawing creates unique opportunities for imaginative transformation, for bodily engagement and accommodation, and for preconditioningthe qualities of a built work and therefore should remain asignificant component of the discipline.