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Employability development has become a central concern of higher education, with many students attending university to enhance their employability and career development. Universities offer a range of curricular, co-curricular and extracurricular employability-building activities, including work-integrated learning, mentoring and career counselling. However, participation in these activities, barriers to engagement and their impact on employability are unclear. This paper examines student engagement in diverse employability-building activities, barriers impeding participation and their perspectives on how activities develop aspects of employability. The methodological approach encompassed an online survey of recent bachelor graduates (n = 324) from two Australian universities and focus groups to further explore participants' experiences (n = 11). Findings showed relatively low participation rates in most activities, with the greatest engagement in external paid employment and work-related activities (e.g., internship). These activities were also perceived as the most useful for developing a sense of professional self, networks and securing work. Barriers to participation included work/study commitments, financial/health pressures and lack of confidence and awareness, somewhat varying by graduates' background characteristics. Benefits from activities varied by their type, along with students' personal characteristics. Findings highlight the importance of embedding employability-building activities in the curriculum and signal potential ways to increase engagement in diverse cohorts. [ABSTRACT FROM AUTHOR]

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Copyright of Social & Cultural Geography is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Collective Impact (CI) is a framework for collaborative social change that has gained considerable attention over the past seven years. In this article we review the peer-reviewed academic research on the CI framework to understand what is known about its use. Nineteen articles were located. We identified four themes in the research: A need to adapt CI to the specific context, its technical nature, the importance of relationships, and concerns about power and equity. The literature on the CI framework is in its infancy and as such tends to focus on capacity building or model development. Whilst CI promotes important discussion about collaboration and social change, issues of power, equity and grass-roots engagement require further attention. IMPLICATIONS Peer reviewed academic research on the application of CI is at an early stage and further research is needed. Social workers should carefully consider critiques of CI before adopting this framework for social change. [ABSTRACT FROM AUTHOR]

There is little disagreement that entering floodwater is risky, whether in a vehicle or on foot. There is usually little or no visibility of what is under the surface and even shallow water with moderate flow can make vehicles unstable or sweep people off their feet. In addition, floodwater will often contain contaminants and debris. Therefore, the safest course of action is to avoid entering floodwater. Indeed, the most pervasive risk communication message is 'If it's flooded, forget it'. This clear, unambiguous message is good at getting people's attention, but it is unclear whether it actually changes behaviour. Research with Australian public, floodplain management professionals, State Emergency Services (SES) personnel, and other emergency management experts has identified a number of challenges to floodwater safety and risk communications. Using a combination of research evidence and expert opinion, this paper discusses four pressing challenges and highlights some of the approaches being taken to help address them. [ABSTRACT FROM AUTHOR]

In this paper, we engage with the Goŋ Gurtha songspiral, shared on/by/with/as Bawaka Country in Yolŋu Northeast Arnhem Land, Australia, to provide a basis for re-thinking responsibility in the context of ongoing Eurocentric colonising processes. Goŋ Gurtha encourages us to consider two key aspects of responsibility – response and ability. We argue that Yolŋu relational ontologies conceive response-abilities as requiring an ability to pay close and careful attention as part of more-than-human worlds, and an imperative to respond as part of these worlds. As such, rather than being responsible to or for others, we seek to respond as, emphasising our emergent co-becoming in more-than-human, situated, ethical ways. Goŋ Gurtha guides the paper through four aspects of these response-abilities: response-abilities as songspirals; response-abilities as continuity; response-abilities as academics and response-abilities beyond Bawaka. In doing so, we understand response-abilities as more-than-human co-becomings enacted in contingent ways that none-the-less need to be grounded in deep obligations of more-than-human kinship. [ABSTRACT FROM AUTHOR]

In this article, we discuss how human and more-than-human agencies, experienced and interpreted through emotions and sensory experiences, actively shape and enable transformative learning for tourists. We examine the narratives of two visitors to Bawaka Cultural Enterprises, an Indigenousrun tourism venture in North East Arnhem Land, northern Australia. We attend particularly to the more-than-human place of Bawaka and the ways the visitors are drawn into what is known as Bawaka Country. Indeed, transformation occurs as the visitors co-become with Country, become part of its ongoing co-constitution. We also examine the limits to transformations forged through such immersive tourism experiences. Ultimately, we suggest that for these visitors, more-than-human agencies create transformative learning experiences which build emotional and affective connections with people, places and causes. We argue that even though these connections may become diluted over time and distance, embodied and remembered experiences remain meaningful, having the potential to unsettle, connect and transform. [ABSTRACT FROM AUTHOR]

A rapidly expanding natural-resource extraction industry and a growing military presence mean an increasingly male-skewed population for the city of Darwin, Australia. This has sparked concerns about the potential for increased violence against women. In this article, we present qualitative research detailing the views of 13 participants from 10 women’s support services in the Darwin area. We argue that women’s support services bear witness to and are tasked with responding to the impacts of population change on women, yet their work is undermined by uncertainties that stem from neoliberal funding rationales and limited demands on companies to address social issues. [ABSTRACT FROM AUTHOR]

Recent work in ethnographic and qualitative methods highlights the limitations of academic accounts of research interactions that aim for total objectivity and authority. Efforts to move beyond totalizing accounts of both the research experience and the investigator raise questions of how to engage with, make sense of, and (re)present embodied, sensual, visceral, and the ultimately placed qualities of collaborative research interactions. Our response to this set of questions entailed recognizing and respecting the knowledge and agency of the human and nonhuman actors involved in co-producing the research. In this paper, we analyze transcripts, research notes and conversations between non-Indigenous academics, Indigenous researchers, and Bawaka, northern Australia itself to explore storytelling as a collaborative, more-than-human methodology. We argue that in research, storytelling consists of verbal, visual, physical, and sensual elements that inform dynamic and ongoing dialogues between humans (academics/co-researchers/family members), and between humans and nonhumans (animals, water, wind). To move beyond the human/nonhuman binary in our storytelling, we look to Aboriginal Australian concepts of Country in which place is relationally defined and continually co-created by both human and nonhuman agents. Acknowledging and engaging with the embodied, more-than-human nature of research contributes to an enlarged understanding of how knowledge is co-produced, experienced, and storied. [ABSTRACT FROM PUBLISHER]