Search

Increasingly governments expect universities to improve graduate employment outcomes. Universities respond by implementing employability strategies in, alongside and outside curricula, with debates ongoing about whether employability is part of the curriculum, why and how. The context and process of employability is commonly framed in neoliberal and human capital paradigms. Some academics are resistant to their university’s employability strategy and programmes often adopt a ‘bolt on’ approach, which is outside the curriculum. At this time, the world is in the midst of multiple crises, linked to sustainability, technology and survival in societies, which are redefining and affecting life and work. With all these tensions in mind, should universities reconsider how they think and act with respect to graduate employability, careers and the world of work? What are the key values of employability paradigms and models, and how do they connect to the curriculum? This paper presents a narrative review of conceptual employability models published in the peer reviewed higher education literature since 2000 with each model positioned on a continuum based on its: (1) paradigm, i.e., underlying beliefs about careers, employability and employment; and (2) relationship to teaching and curricula (i.e., intra-, extra- and/or co-). I observe that most models are focused on the employability of individuals (i.e., career, skills, capabilities) and economic success (i.e., markets, knowledge economy, workforce), with limited consideration of wider contributions to local and global career development through social, ecological or technological lenses. Models with stronger individualistic focus appear to be less connected to teaching and curricula than models that also focus on others. The potential implications of these observations for universities and teaching and learning are discussed.

Deferral and leave-taking behaviour substantially affects enrolment and retention rates across Australian universities. Almost ten per cent of commencing students defer their university offer every year, while over 20 per cent of continuing students take leave from their university within three years of commencing a Bachelor degree. Our research confirms that around one third of deferring students do not return to the university sector. Many more return to the sector but enrol in a different course or university from which they deferred. More worryingly, less than a third of continuing students who take leave subsequently return to study within the next two years. Universities have become more flexible in enabling students to leave, but arguably not as flexible and motivated to accommodate their return.

Cities are at the forefront of climate change action and planning for futures that are concomitantly more resilient and equitable, making local goals imperative for global sustainability. Under the multiple challenges of changing climatic, ecological and socio-economic conditions, cities need the means to meet these goals. We know cities are and will continue to be points of concentrated and diverse populations, socioeconomic vulnerability, amplified exposure, transformed ecosystems and are responsible for the bulk of the world’s greenhouse gas emissions. Yet, much is also unknown and intrinsically uncertain about urban futures: there is a range of potential plausible futures which have differing implications for both potential mitigation and adaptation actions. To better assess these plausible futures, the “global change” research community developed a framework including scenarios that are applicable for global and regional policy, entitled the Shared Socio-economic Pathways (SSPs) and scenarios exploring future emissions that will drive climate change, entitled Representative Concentration Pathways (RCPs). Importantly, this global scale framework does not include specific city-level perspectives or data at the spatial scales necessary to address questions of local relevance. While the SSPs address many of the key population and socioeconomic drivers of climate change, they do not address important concerns that are particularly relevant to cities, such as racial justice, ecosystem change or migration. Nevertheless, city-level impacts will evolve, in part, as a function of the global scale change characterized by the SSPs, and in part based on demographic and social processes already underway. As such, applying a modification of this framework to cities has the potential to help limit local climate impacts, and create a more resilient, equitable city. To address these needs and respond to city and regional stakeholders, we propose a framework for science-based nar

Afforestation projects are a growing focus of urban restoration efforts to rehabilitate degraded landscapes and develop new forests. Urban forests provide myriad valuable ecosystem services essential for urban sustainability and resilience. These essential services are supported by natural soil microbial processes that transform organic matter to critical nutrients for plant community establishment and development. Nitrogen (N) is the most limiting nutrient in forest ecosystems, yet little information is known about N cycling in urban afforestation efforts. This study examined microbially mediated processes of carbon (C) and N cycling in 10 experimental afforested sites established across New York City parklands under the MillionTreesNYC initiative. Long-term research plots were established between 2009 and 2011 at each site with low and high diversity (two vs. six tree species) treatments. In 2018, 1-m soil cores were collected from plots at each site and analyzed for microbial biomass and respiration, potential net N mineralization, and nitrification, denitrification potential, soil inorganic N, and total soil N. Field observations revealed markedly different trajectories between sites that exhibited a closed canopy and leaf litter layer derived from trees that were planted and those that did not fit this description. These two metrics served to group sites into two categories (high vs. low) of afforestation success. We hypothesized that: (1) afforestation success would be correlated with rates of C and N cycling, (2) high diversity restoration techniques would affect these processes, and (3) inherent soil properties interact with plants and environmental conditions to affect the development of these processes over time. We found that high success sites had significantly higher rates of C and N cycling processes, but low and high diversity treatments showed no differences. Low success sites were more likely to have disturbed soil profiles with human-derived debris

Deferral and leave-taking behaviour substantially affects enrolment and retention rates across Australian universities. Almost ten per cent of commencing students defer their university offer every year, while over 20 per cent of continuing students take leave from their university within three years of commencing a Bachelor degree. Our research confirms that around one third of deferring students do not return to the university sector. Many more return to the sector but enrol in a different course or university from which they deferred. More worryingly, less than a third of continuing students who take leave subsequently return to study within the next two years. Universities have become more flexible in enabling students to leave, but arguably not as flexible and motivated to accommodate their return.

Macroalgae (or seaweed) aquaculture can potentially provide many ecosystem services, including climate change mitigation, coastal protection, preservation of biodiversity and improvement of water quality. Nevertheless, there are still many constraints and knowledge gaps that need to be overcome, as well as potential negative impacts or scale-dependent effects that need to be considered, before macroalgae cultivation in Europe can be scaled up successfully and sustainably. To investigate these uncertainties, the Expert Working Group (EWG) on Macroalgae was established. Its role was to determine the state of knowledge regarding the potential of macroalgae culture in providing climate-related and other ecosystem services (ES) and to identify specific knowledge gaps that must be addressed before harvesting this potential. The methodological framework combined a multiple expert consultation with Delphi process and a Quick Scoping Review (QSR). To analyse the outcome of both approaches, the EWG classified the findings under the categories Political, Environmental, Social, Technical, Economic and Legal (PESTEL approach) and categorised the ES based on the CICES 5.1 classification. Although representative stakeholders from many different disciplines were contacted, the majority of responses to the Delphi process were from representatives of academia or research. While the results of each method differed in many ways, both methods identified the following top six ecosystem services provided by seaweed cultivation: i) provisioning food, ii) provisioning hydrocolloids and feed, iii) regulating water quality, iv) provisioning habitats, v) provisioning of nurseries and vi) regulating climate. Diverse technological knowledge gaps were identified by both methods at all scales of the macroalgae cultivation process, followed by economic and environmental knowledge gaps depending on the method used. Based on suggestions from the expert respondents in the Delphi process, there is a cl