Timothy J Hall

Who ate all the pies? The importance of food in the Australian sporting experience

Abstract Australians watch live sport in large numbers and traditionally consume high quantities of meat pies, chips and beer within stadiums. However, the food and beverage preferences of stadium-attending Australian sports fans are not well understood, particularly in comparison to their North American and European peers. This paper utilized a survey-based approach to understand the satisfaction of fans of Australia’s national Rugby Union team with stadiums in Australia. While food and beverage offerings were found to be a particular point of dissatisfaction, the price and service quality were found to be of greater concern than the healthiness of these. The study also drew on the researchers’ observations and knowledge of recent Australian stadium redevelopments to examine how the traditional offerings may be changing. We conclude that in order to attract greater attendances from a wider market, stadiums in Australia need to provide more varied, higher quality, healthy food and beverage offerings that are both affordable and easy to eat.

Globalizing Higher Education Policy Practice: Internationalizing Education Through Learning Transformations in Knowledge Construction

This chapter raises provocative ideas, moving briskly through them inviting engagement in further research and teaching in local/global education policy practice. A new generation of local/global education is warranted if higher education academics and students are to explore the deep fractures in the politics and the economics that are dividing nations, internally and externally. University students (and academics) now live in a world where authoritarianism is on the rise as public faith in democracy declines, environmental degradation and policy dilemmas increase, and racism furthers these crises. These crises are integral to the increasing disconnection between economic growth and real material improvements in their own work/life trajectories. The nature of these challenges is such that making an intergenerational shift in local/global education is now necessary.

From One Songline to Another: Aboriginal and Torres Strait Islander Students’ Study Tour Journey of Indigenous Connection and Solidarity

This chapter examines the experiences of eight Aboriginal and Torres Strait Islander preservice teachers on a study tour with a focus on Indigenous Studies to a Canadian university. Educational activities included: cultural exchange with First Nations Elders, academics, and students; introduction to Canadian Indigenous Studies; and field trips to significant cultural sites. Through semistructured interviews and photo elicitation the participants in this case study reflected upon their experiences of personal and professional development. The analysis of the students’ retrospective accounts reveals emergent themes of connection, identity, language, healing, and action. The students’ interpretations indicate the transformative potential of overseas educational experiences to inform their future teaching practices and foster connections to Indigenous identities and cultures locally and abroad. The sense of shared historical experiences made the inter-cultural connection not just one of solidarity, but also a validation of students’ own experiences of marginalization. The findings speak to the importance of these types of inter-Indigenous exchange as well as a design of outward mobility experiences that recognize the potential for solidarity and healing. The students’ experiences of connection and identity generate the sorts of reflection that are part of a broader global movement amongst Indigenous groups towards cultural renewal.

Developing Global Perspectives: Responding to the State of International Education in Australian Universities

The volume of university students travelling overseas has increased rapidly in recent decades. Student flows are asymmetrical: Students from wealthy nations disproportionately study in the Global North, and students from developing economies travel to more industrialized countries, especially English-speaking, to pursue degrees. This pattern, however, is shifting towards Asia, with a growing sense that students need greater cross-cultural skills and familiarity with the region. Ambitious university targets to increase outbound student mobility require international offices to create new types of short-term placements, especially to democratize international study opportunities. The sector needs to better share hard-earned knowledge about how to design and administer these increasingly diverse programmes. This chapter discusses this volume’s origin in “strategic priorities” set by the Australian Government’s Office of Learning and Teaching.

Generating and Deepening Reflection Whilst Studying Abroad: Incorporating Photo Elicitation in Transformative Travel

Most study abroad programmes conclude with debriefing activities emphasizing verbal and written reflection, with the visual image used merely as a supplementary aid. Photographs are used to promote programmes with little integration into tertiary pedagogical strategies. This chapter argues that photo elicitation can be an evocative tool within diverse experiential learning settings. Based on this premise, the visual image can trigger students’ introspection and personal growth when sojourning overseas. Photo elicitation has a twofold benefit. First, photos augment the scope of empirical research, and second, images intensify the reflective learning process. Results indicate that the visual image amplifies the transformative power of study abroad and concretizes deeper learning. Greater focus on visual literacy is recommended for future programmes as a qualitative data technique.

Designing Outbound Mobility Experiences: Strategies Behind the Itinerary

As the popularity of outbound student mobility increases, so too does the number of scholars recounting their own experiences implementing mobility programmes. This offers academics, both experienced and new, the opportunity to benchmark their own practices against what others in the industry are already doing. Whilst these disseminations are useful, there is a tendency to primarily focus on the activities and locations of mobility programmes. In doing so, what is missed is an explanation of the “why” that supports the design and development of an outbound mobility itinerary. Using experience gained from designing and implementing outbound mobility experiences to Vietnam between 2010 and 2017, this paper outlines some of the decision-making and risk management strategies utilized by the author in creating an outbound mobility itinerary.

The Epitome of Transformation: Enhancing Outbound Mobility Experiences in the Twenty-First Century

As Australia ventures deeper into the Asian Century, the need for outward-looking, global-minded graduates has never been greater. The outbound mobility experience (OME is recognized as one of the most effective tools to facilitate personal transformation and improve cross-cultural competencies. Funded by the Australian Government Office for Learning and Teaching, the project Enhancing Programmes to Integrate Tertiary Outbound Mobility Experiences (EPITOME), launched in 2015, conducted student-focused research into OMEs to provide a comprehensive and usable best-practice guide for tour operators and academic staff and to investigate key challenges to participation in OMEs, as well as lessons learned by experienced facilitators and OME designers. This chapter outlines EPITOME’s research programme and key findings.