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The evaluation of teaching quality and practice is increasingly important in higher education and usually done via student surveys (quantitative data) alone. Much less attention is given to teachers' self-evaluations of teaching practice (qualitative data). This emphasis on quantitative over qualitative data can result in incomplete and biased measures of teaching quality, and inappropriate changes to educational practice, which may, in turn, negatively impact outcomes, experiences and university microcultures. In this paper, we present a case study of an international residential masters module, in rapid transition to online delivery during the COVID-19 pandemic, to demonstrate: 1) how developmental evaluation (DEval) can be used for rigorous critique of teaching practice in conjunction with student satisfaction data; and 2) how qualitative reflections on teaching practice can be transformed into justifiable evaluative evidence, using DEval theory and techniques. Our DEval approach, theorised and enacted using the community of inquiry framework, increased the teachers' skills and confidence to plan and continually evaluate teaching-learning enhancements. We discuss the implications and benefits of DEval for teachers and universities when used to assess teaching quality. In addition, we expand on existing knowledge to provide clarification on the purposes and appearances of all levels of evaluation in higher education.

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. I discuss the potential implications of these observations for universities and teaching and learning.

Postgraduate students are navigating a rapidly evolving landscape for their future careers. In this context, higher education providers are responsible for supporting and monitoring postgraduate (masters and doctoral) students' development for both education and employability contexts. This empirical research provides a rich analysis of feedback breakfasts, focus groups and interviews with 319 postgraduate student participants from 26 universities. Emergent themes highlight widespread lack of confidence in university-mediated student experiences, particularly in the context of employability, and pessimism regarding career outcomes. Students expressed a view that higher education providers need to direct further attention and relevant supports toward postgraduate education. Future career despondency was particularly prevalent among students with academic aspirations. The findings are discussed using the theoretical framework of eudemonia and flourishing as an approach to revitalising and improving both the process and outcomes of postgraduate education. The paper concludes with practical recommendations for universities to improve the postgraduate student experience in the context of employability.

This study evaluated the effectiveness of an online short course based on the Health Promoting Schools Framework and specifically designed for Early Childhood Education and Care (ECEC) professionals. The short course aimed to enhance ECEC professionals' nutrition knowledge, confidence, role legitimacy and adequacy to model healthy behaviours, teach healthy food habits and create health-promoting environments. Participants (n = 116) working at Australian ECEC services were assigned to control (n = 62) or intervention (n = 54) groups. Both groups completed a pre-intervention survey. The intervention group accessed the four-week course and completed the post-intervention survey. The control group completed a second survey after four weeks but before accessing the course. Statistical analyses revealed significant positive changes in confidence, nutrition information utilisation and role perception for the intervention group. This study's findings suggest that evidence-based online nutrition training could be used to improve ECEC professionals' practice to foster better nutrition outcomes for young children. [ABSTRACT FROM AUTHOR]

Digital transformation, through innovation in information and communication technologies (ICTs), impacts higher education (HE) and fosters knowledge sharing (KS). While research explores the implications of digital transformation in HE, its specific influence on KS remains understudied. This systematic literature review investigates the nexus between ICTs and KS in HE by examining peer‐reviewed literature prior to the AI boom. Three databases were searched, yielding 473 journal articles, which were screened, eligibility checked and assessed for quality and relevance to predetermined research questions. Eighteen eligible empirical studies were analysed, revealing ICTs influence on KS across university functions: teaching‐learning, governance/operations and research. Retrospectively, this study also demonstrates that the rapid pivot to fully online functions during the pandemic was possible because of prior ICT advancements despite known barriers (e.g., digital literacy, Internet connectivity). Essentially, ICTs enable vital KS for universities to ensure they remain resilient and sustainable now and into the future. [ABSTRACT FROM AUTHOR]

A well-prepared public health workforce is essential for reducing disease burdens and improving population health, necessitating an education that addresses global and complex challenges. This paper explores the integration of the Relational Employability Framework in public health education as a tool to foster critical reflection and cultivate global citizenship among students and graduates. Global citizenship encompasses the social, political, environmental and economic actions of globally conscious individuals and communities, recognising that individuals operate within diverse local and global networks. Relational employability expands traditional notions of graduate employability, incorporating not only foundational career development and human interactions but also connections with more-than-human elements, including ecologies, technologies and materials. Our research, conducted at Edith Cowan University in Perth, Western Australia, involved two case studies using qualitative interviews. Case Study 1, drawn from the Cook's doctoral research, explored student experiences with the Relational Employability Framework within an undergraduate capstone unit. Case Study 2, a school-funded project, gathered graduate perspectives to inform ongoing curriculum development. The findings indicate that the Relational Employability Framework can help support the development of global citizenship through critical reflective practice, as students reported improved ability to engage with diverse perspectives and societal challenges, and graduates highlighted the framework's role in supporting ethical, evidence-based practice in professional contexts. Additionally, the framework supported the development of a reflective mindset, which graduates said helped them make informed, value-based career decisions, thus advancing their professional growth. This study suggests that adopting a relational employability approach can prepare globally competent and reflective public health professionals and recommends its implementation across health and higher education. [ABSTRACT FROM AUTHOR]

Amidst increasing pressures on Humanities, Arts, and Social Sciences (HASS) disciplines regarding graduate career readiness, this study examines HASS student participation in work-integrated learning (WIL) and its impacts on employability and short-term employment outcomes, using data from the Australian Graduate Outcomes Survey from 2020 to 2023. The research examined the extent of participation across WIL types (work-based, non-workplace and global) and its influence on graduates’ perceived employability and employment outcomes (full-time employment and perceived overqualification), while investigating demographic differences using descriptive analysis and logistic regression models. Results indicated rising WIL participation yet identified disparities by activity type and among student groups. Work-based WIL (e.g. internships) was the most effective type for enhancing employability and facilitating transitions into professional roles and work aligned to degree study. Non-workplace WIL (e.g. projects), while beneficial for skill development, showed limited impact on immediate employment outcomes and there was relatively low participation in global WIL (e.g. industry study tours) across all discipline groups. The study illuminates the need for more inclusive WIL programmes and flexible models to accommodate diverse student needs. Recommendations for HASS faculties include integrating career development learning, optimising industry engagement and providing targeted support for underrepresented groups. By aligning WIL experiences with emerging labour market opportunities, HASS faculties can prepare graduates for successful careers, addressing both individual aspirations and broader economic needs. Future research regarding WIL in HASS could focus on postgraduate participation and industry perspectives on scaling programmes to ensure initiatives effectively bridge the gap between academic learning and professional practice. [ABSTRACT FROM AUTHOR]

Public schools have increasing numbers of its teachers fitting into one demographic, white and female, while the numbers of Black/African American teachers decrease. This trend has not changed since the publication of Black on Black Education: Personally Engaged Pedagogy for/by African American Pre-Service Teachers. Furthermore, African American collegiate students who decide to enter teaching may face a chilly climate because of their cultural and educational experiences as they encounter devaluation in the classroom. This work provides a critical race reflective examination into the teaching and learning experiences and dilemmasI using personally engaged pedagogy as a means of enhancing the quality of the learning experiences for African American pre-service teachers. Critical race theory (CRT) and Critical Race Feminism (CRF) will be used as the theoretical framework for understanding the role of race and gender in teacher education. Critical autoethnography is the methodological approach used to examine the subject phenomenon. Field notes, research journaling, and student memoirs provide data for this critical autoethnography. This work highlights the significance of CRT/CRF's unique voice of color and CRF's multidimensionality to engaged pedagogy, creating a personally engaged pedagogy.

The high Arctic is considered a pristine environment compared with many other regions in the northern hemisphere. It is becoming increasingly vulnerable to invasion by invasive alien species (IAS), however, as climate change leads to rapid loss of sea ice, changes in ocean temperature and salinity, and enhanced human activities. These changes are likely to increase the incidence of arrival and the potential for establishment of IAS in the region. To predict the impact of IAS, a group of experts in taxonomy, invasion biology and Arctic ecology carried out a horizon scanning exercise using the Svalbard archipelago as a case study, to identify the species that present the highest risk to biodiversity, human health and the economy within the next 10 years. A total of 114 species, currently absent from Svalbard, recorded once and/or identified only from environmental DNA samples, were initially identified as relevant for review. Seven species were found to present a high invasion risk and to potentially cause a significant negative impact on biodiversity and five species had the potential to have an economic impact on Svalbard. Decapod crabs, ascidians and barnacles dominated the list of highest risk marine IAS. Potential pathways of invasion were also researched, the most common were found associated with vessel traffic. We recommend (i) use of this approach as a key tool within the application of biosecurity measures in the wider high Arctic, (ii) the addition of this tool to early warning systems for strengthening existing surveillance measures; and (iii) that this approach is used to identify high‐risk terrestrial and freshwater IAS to understand the overall threat facing the high Arctic. Without the application of biosecurity measures, including horizon scanning, there is a greater risk that marine IAS invasions will increase, leading to unforeseen changes in the environment and economy of the high Arctic. [ABSTRACT FROM AUTHOR]