Kay Hartwig

Teachers' Curriculum Stories: Perceptions and Preparedness to Enact Change.

Abstract Within the specific context of The Australian Curriculum: The Arts, this paper explores how teachers of the Arts and teacher educators encounter and enact curriculum change. Adopting Ewing’s notion that curriculum is a complex web of varying stories and storylines that are impacted on by teachers’ underlying philosophy, we suggest that Arts teachers embrace the intent behind The Australian Curriculum: The Arts. This paper unearths and explores insights gleaned from teachers looking inward and reflecting on their own personal curriculum journeys. The learning dimensions of conceptualising, experimenting and developing, reflecting, resolving and communicating are applied to investigate the implementation of the new curriculum. This article shares data from a number of Arts teachers’ interviews with the authors in relation to their thoughts on the implementation of the new curriculum. Two key themes emerged from these interviews, these being navigating challenges and the implications of personal attributes in encountering and enacting change. Interestingly, a number of qualities associated with Arts practitioners such as creative and lateral thinking, resilience and flexibility emerge as significant contributing factors in regard to how teachers encounter, enact and become curriculum change.

Work Placement for International Student Programmes (WISP): A Model of Effective Practice

With a marked increase in the number of international students enrolling in university programs across the globe it is important that personal and professional experiences are positive. Of interest is the workplace component of international students’ study programs, as these experiences provide opportunities for students to socialise into new workplaces and cultural contexts. This chapter presents a theoretical model that takes into account the relationship between the concepts of internationalisation, professional socialisation, reflection and cultural development. It explores Knight’s (1999) work on internationalisation; research on personal and professional socialisation; effective reflective practice; and the notion of cultural development (Wells, 2000). We argue that an enhanced ethos approach, together with strong personal and professional student and staff agency and reflective practice, enhances the work placement experience. If all these elements are taken into account and the interrelationship between them is understood, we contend that it is more likely for workplace experiences to be positive and meaningful for all stakeholders.

The Importance of Positive Intercultural Exchanges for International Students on Work Placements in Higher Education

Many students travel abroad to study in a different country with the expectation of it being exciting, new and positive. This is particularly relevant when international students’ study programmes include a work placement. Strong partnerships are required between the international student, the university and also the workplace. Open and clear communication and positive interaction are vital for success in work placements for international students. This often requires an openness to, and awareness of, appropriate intercultural strategies between the international student and other stakeholders. This introductory chapter explores a major Australian research project that aimed to improve the work placement component of study programmes for international students. The project, known as Work placement for International Student Programs or WISP, gathered a range of data including large-scale survey, interviews and documentary artefacts related to the international student workplace experience. Results from this study are shared including a number of recommendations for improved practice.

International Students’ Perceptions of Workplace Experiences in Australian Study Programs: A Large-Scale Survey

Across the globe, there are increased numbers of students undertaking university-level study in foreign countries. Many of the programs they enroll in include a workplace experience (also known as work integrated learning, internship, and/or practicum). The Work Placement for International Student Programs (WISP) project was conducted across Australia and aimed to identify current practices related to international students’ workplace experiences as well as develop resources to improve these experiences overall. This article focuses on an Australian large-scale survey (n = 252) designed to explore international students perceptions of workplace experiences. Results showed that students rated overall workplace experience highly; however, their confidence in completing assessment items where reflection and self-evaluation were required was a concern. Students also rated self-perception of employability as uncertain despite having positive experiences in the workplace context. Findings showed that there is a need for universities to better support international students in completing reflective and self-evaluative assessment. In addition, more work needs to be done to improve confidence levels of international students around employability.

Practicum for International Students in Teacher Education Programmes: An Investigation of Three University Sites Through Multisocialisation, Interculturalisation and Reflection

This chapter explores the practicum experience of international students undertaking education programmes at three different universities in Australia. International students were interviewed about their practicum experiences with a particular focus on what worked well and what needed improvement. Through a thematic analysis, as well as identifying aspects of the interview data related to multisocialisation, interculturalisation and reflection models, the authors share findings; even though international students may experience difficulties during their practicum, they also note that these experiences allow them to learn. When mentor teachers were able to recognise the international students’ strengths, then placements were successful. Further, unpacking areas that need improvement through a supportive manner enabled students to learn and reconstruct their practice. The rich and informative data on the challenges and successful approaches across the three sites in this study add to the body of literature regarding effective ways to improve work placements for international students.

What does internationalisation or interculturalisation look like in the future in the higher education sector

What is internationalisation? What is interculturalisation? What will these concepts look like in the future? Will they exist or move beyond their current state? Where are universities/higher education institutions headed with their international strategies as they prepare global citizens for the future? How will universities of the future cater for international students? These are the questions considered in this final chapter. This chapter contains reflections from the team members. We begin by defining internationalisation and interculturalisation in relation to employability. This is followed with reflections on the project as it was experienced within the six participating universities. We then bring together the reflections to highlight the key themes, which inform recommendations for practice and future research.

Arts Education Across Australia, New Zealand and Papua New Guinea

This chapter explores arts education across three countries—Australia, New Zealand and Papua New Guinea—in the Asia-Pacific region. We sought to discover what similarities there were and what the place of art education was in these regions. The writers explore arts education documents from their own country and identify the challenges for the future. Each writer is currently involved in the delivery of arts education in their respective countries and therefore brings their personal experiences and knowledge of arts education from their own country and discipline into this chapter.

Professional Learning in the Work Place for International Students

Professional and practice-based learning brings together international research on the individual development of professionals and the organisation of professional life and educational experiences. It complements the Springer journal Vocations and Learning: Studies in vocational and professional education.

The Study Abroad Programme: Experience and Benefits

Many universities across Australia encourage their students to seek out an international experience during their programme of study (Griffith University, Global mobility: a student’s guide. Griffith University, Brisbane. Retrieved from https://www.griffith.edu.au/international/global-mobility, 2015; Deakin University, International students. Retrieved from http://deakin.edu.au/students/studying/international-students, 2016; Queensland University of Technology 2016, Blueprint 5. Retrieved from https://cms.qut.edu.au/_data/assets/pdf_file/0013/71113/qut-blueprint, 2016; Curtin University, Australian outbound student mobility: quality dimensions for international fieldwork in health sciences, 2015). According to Trede et al. (Intercult Edu 24(5):442–445, 2013), international experiences provide an enormous potential to prepare students for an intercultural globalised world of work. In this chapter the literature on study abroad programmes is discussed. This is followed by an analysis of data collected from 53 domestic Australian students who have completed a study abroad experience. This is a collective case study (Stake RE, The art of case study research. Sage Publications, Thousand Oaks, 1995) with all 53 students contributing to the data collection from three programmes. Findings include the fact that students had a strong belief that their international experience would benefit them in finding employment after university; and students valued the unique experience offered to them through their international work experience in the overseas universities and schools. Having had an international opportunity was seen to be of significance for these students and opened their minds to new cultures and ideas.