日本人の学生が内向き志向といわれているなかで、大学は学生に留学を促す施策を打ち立てようとしているが、そのために必要な学生の心理的な要因を調査し、留学のための環境づくりを行う必要がある。本研究は、学生の心理的な要因を調査するとともに、大学の提供する留学プログラムが学生のニーズによって多様な変化を遂げようとしている現状と課題について論じている。まず本学学生へのアンケート調査に基づくデータを分析し、次いで他大学を訪問し、ヒアリング調査等で得た情報をもとに留学プログラムを検討する。

Almost twenty years ago, the last major review of management capability in Australian organisations, the Karpin Report, was released. Titled, Enterprising Nation, it focused on the question of whether Australian management could meet the challenges of the Asian Century. The report demonstrated the case for renewal—new skills and capabilities that would enable Australian industry to make the most of Asia's growth.

Paper presented at the Australian and New Zealand Academy of Management (ANZAM).

Progress towards workplace gender equality is a national priority. For Australian organisations, closing the gender gap and maximising the potential of both male and female employees is crucial for increasing productivity and securing future growth. The Workplace Gender Equality Agency’s (WGEA’s; 2014) gender equality indicators have found that while 45% of Australian employers have policies on flexible work, and family and caring responsibilities, only about 13% have a strategy for implementing such policies. Over half of organisations have a standalone gender equality policy, but only 7% have a gender equality strategy. Women’s representation is low at management levels, with women comprising around 26% of the top three layers of the management hierarchy in Australian organisations with 100 or more employees. Pursuit of flexible work practices and promotion of gender equity needs to be implemented in a more strategic, integrated and sustainable way in order to have real effect at the workplace level.

In this article the authors utilise leximetric analysis, which involves the numerical coding of the strength of formal legal protections, to document changes in the level of worker protection and shareholder protection in six countries (Australia, France, Germany, India, the United Kingdom and the United States) for the period 1970-2005. Both worker and shareholder protection increased in five of the six countries and in the sixth country (Australia) shareholder protection increased and the level of worker protection in 2005 was similar to the level of protection in 1970. The results of statistical tests show that increased formal legal protection for shareholders is not obtained at the expense of formal protection for workers. Implications of this finding are explored by the authors.

Throughout history, the democratic nature of citation-making ensures that good ideas become central and less-worthy ideas become marginalised or dropped altogether. When that information is married with infographic maps, citation networks can provide concrete and illuminating representations of issues scholars regard as important over time.

China adopted a new model of growth from 2011, requiring substantial structural change. This introductory article presents statistical evidence on progress so far. Change generally is in the required direction, but slow. There has been early but slow progress on re-orienting domestic demand towards consumption; substantial re-orientation from reliance on exports towards domestic demand; and rapid change at the margin in the energy mix towards low-emissions sources. Investment in human capital is proceeding rapidly along lines required by the new model. So far, productivity growth has been slow, raising questions about future progress.

Wellbeing can be viewed as a resource for life, resulting in individual skills and community assets. It is not surprising therefore, to see developing research presenting the benefits of integrating learning about wellbeing within educational contexts, with the potential outcome of building sustainable wellbeing literacy. Developing wellbeing knowledge is key to building core wellbeing literacy skills. This in turn can significantly impact employability post education, and therefore, life trajectory. Building and sustaining wellbeing through learning about wellbeing within educational contexts can provide timely, personalised, system-wide opportunities to build capacity in initiating, developing, contributing to and sustaining decision-making toward achieving successful wellbeing and life outcomes.

This study investigated how students demonstrated their use and need for lecture capture transcripts. Lecturers and students from two accounting subjects (i.e., a large first-year introductory class and a smaller graduate seminar series) participated. Students’ stated how they used and needed the transcripts and these statements about behaviors were mapped to Blooms Taxonomy and Maslow’s Hierarchy of Needs. Findings focussed on how lecture transcripts influenced the learning process for students and suggested that the design of courses and student characteristics do not negatively influence how students use these transcripts. Implications for the value of transcripts to a students’ learning process is outlined with practical guides on how they can enhance pedagogical delivery while acknowledging the academic workload.

Purpose: The purpose of this paper is to examine the ten highly ranked journals in finance, and identify the most published authors, most cited articles, top publishing countries, top publishing universities, top publication years and the most discussed topics using keywords. Design/methodology/approach: Using the services of the Web of Science™ (WoS), all the available data about each journal’s published articles were extracted. A total of 6,029 articles containing 23,521 keywords and 208,905 cited references were analysed. Findings: Results indicate that Viscusi, Chemmanur and Statman are the most published authors. The most cited article is Fama and French’s (1993) article – Common risk factors in the returns on stocks and bonds – with 522 citations. The most cited author is Eugene Fama with 2,848 citations followed by Michael Jensen with 1,367 citations. USA and England contributed more articles than any other country, where US University of California System ranked first. “Information”, “risk” and “market” were the most discussed topics. Findings from this study reveal not only the popular authors, articles and topics in the scholarly finance literature, but also the lesser-known areas of research, which may need attention. Originality/value: It is the first large-scale citation analysis study of its kind, representing data from 178 years of combined publication history.

BACKGROUND: University students are vulnerable to poor mental health, psychological distress, and loneliness relative to nonuniversity student peers. However, the rate of seeking mental health treatment among university students is low. Web-based psychological interventions may provide an opportunity for supporting vulnerable university students who are unlikely to otherwise seek support. OBJECTIVE: The aim of this study is to examine the feasibility, acceptability, safety, and efficacy of an existing web-based transdiagnostic cognitive behavioral therapy (CBT) mental health program for use among Australian university students. METHODS: This is a pilot randomized controlled trial comparing a self-directed web-based CBT mental health program with a waitlist control. The self-directed modules will be augmented with optional webchat or telephone coaching with a therapist. The recruitment target is 70 university students who do not present with a clinical mental health disorder. Allocation will be made in a 1:1 ratio and will occur after the initial baseline assessment. Assessments will be completed at baseline, upon completion of a 4-week waitlist (waitlist group only), upon completion of the program, and at 3 months after completion of the program. RESULTS: The trial was funded in June 2018, and the protocol was approved by the Swinburne University Human Research Ethics Committee in September 2018. Recruitment commenced in October 2018, with the first participant allocated in November 2018. A total of 70 participants were recruited to the trial. The trial recruitment ceased in June 2019, and data collection was finalized in December 2019. We expect the final data analysis to be completed by November 2020 and results to be published early in 2021. The primary outcomes are feasibility, acceptability, safety, and symptoms of depression, anxiety, and stress. The secondary outcomes are psychological wellbeing, quality of life, loneliness, self-reported physical health status, emotion regulation, and cognitive and mindfulness processes. CONCLUSIONS: The acceptability, feasibility, safety, and efficacy of a web-based mental health program in university students will be evaluated. Web-based mental health programs offer the opportunity to engage university students who may be reluctant to seek support through traditional face-to-face mental health services, and the transdiagnostic approach of the program has the potential to address the breadth of mental health concerns of university students. TRIAL REGISTRATION: Australian New Zealand Clinical Trial Registry ACTRN12618001604291; https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?ACTRN=12618001604291. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID): DERR1-10.2196/21307.

This paper explores some management concepts and how applying these concepts from business to higher education can be problematic, let alone incompatible, particularly in relation to measuring quality in higher education. A number of compelling reasons for this are explored. It discusses that the current bases for perceiving quality such as meeting customer expectations, satisfying the customer, ensuring quality control, meeting standards and assessing the costs associated with poor quality are in disagreement with the principal aims and measures of quality in higher education. Some considerations for understanding quality in higher education are proposed such as when thinking about quality of teaching, quality of programs and quality of the student experience. These considerations aim to refocus education to centre on the student as a learner and an active participant in the learning process.