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"Broadly, Knight calls for students applying for programs in the 39 universities to be considered under the least onerous visa arrangements. Immigration will effectively accept the judgement of the universities that a student with an offer is a genuine student (provided they meet other threshold requirements). Applicants for programs in most other sectors will be assessed according to the existing framework. The Department of Immigration will therefore retain direct influence over growth in the non-university sector. The immigration handbrake can be engaged at any time. Universities, on the other hand, are expected to regulate their own growth strategies. "Government departments will monitor the responses of the universities, with the ultimate and humiliating penalty of exclusion from the streamlined visa arrangements available if universities become intoxicated by their new 'freedom'. "We don't yet know the metrics that immigration officials will monitor, these are under development, but we can assume that they will include a range of visa-related measures combined with assessments of student progress and outcomes..................................... "If we are to truly live up to the expectations that the new arrangements place upon us, we will need to focus squarely on recruiting new students at the front end and providing outstanding outcomes (education, research, professional and visa outcomes) at the other. Our international student support programs, already strong by world standards, assume a new importance. Our ability to monitor student progress and to jump in to provide assistance when it is required, will also assume a new importance. We will need to find new and proactive working relationships with DIAC as universities and immigration officials share accountability for visa outcomes."

Abstract Learning 'using' technologies has become a global phenomenon. The Internet is often seen as a value-neutral tool that potentially allows individuals to overcome the constraints of traditional elitist spaces and gain unhindered access to learning. It is widely suggested that online technologies can help address issues of educational equity and social exclusion, and open up democratic and accessible educational opportunities. The national governments and non-governmental agencies who fund educational endeavours in developing countries have advocated the use of new technologies to reduce the cost of reaching and educating large numbers of children and adults who are currently missing out on education. This paper presents an overview of the educational developments in open, distance, and technology-facilitated learning that aim to reach the educationally deprived populations of the world. It reveals the challenges encountered by children and adults in developing countries as they attempt to access available educational opportunities. The discussion questions whether, in face of these challenges, developing nations should continue to invest money, time, and effort into e-learning developments. Can technology-enhanced learning help address the poverty, literacy, social, and political problems in developing countries?

Early Career Teacher Resilience ARC Linkage Grant 2008-2012 (with Professor Bruce Johnson; Professor Barry Down; Dr Rosie Le Cornu; Dr Anna Sullivan; Dr Judy Peters; Dr Jane Pearce; Ms Janet Hunter). The first few years of teaching are difficult for many teachers. Yet research into the 'problems' of beginning teachers is nearly exhausted. Few new ideas about how to address these 'problems' are emerging. There is a need for a new generation of collaborative research that investigates how beginning teachers develop resilience and sustain their commitment to teaching. Therefore, this project aims to find out how early career teachers deal with threats to their wellbeing. It will identify what internal strengths and external strategies promote teacher resilience. It will provide the evidence base for interventions that will increase teacher commitment and reduce teacher attrition.

"Why Google Captions Video Google's mission is to make all information universally accessible. Ellis and his team have embraced this directive by attempting to remove barriers to video captioning. Whether using captions to assist those with hearing disabilities, or because translated captions help international audiences, video accessibility is a priority to YouTube from the top down. Building Accessibility into YouTube YouTube has more than 1 billion unique visitors each month. So how does YouTube approach captioning on such a mind-numbingly large scale? "The captions team at YouTube doesn't actually go in and type in captions for anything. But we build a platform that allows anybody to upload captions in 20-plus different formats and then display those captions on all YouTube players," says Ellis. "We also build tools for people who are creating captions for their content on their own to easily and quickly create captions for their videos. Our goal is simply to make every video understandable to every user. A very long-term goal, but that's what we're aspiring to.""

Anders Norberg F d filosofilärare, rektor på gymnasiet, utbildningsutvecklare på Campus Skellefteå. Nu arbetar jag i ett projekt om omvärldsbevakning gällande utbildningsfrågor för Umeå universitet.

From Idea to Action: Promoting Responsible Management Education Through a Semester-Long Academic Integrity Learning Project Marc H. Lavine marc.lavine@umb.edu Christopher J. Roussin Abstract The authors describe a semester-long action-learning project where undergraduate or graduate management students learn about ethics, responsibility, and organizational behavior by examining the policy of their college or university that addresses academic integrity. Working in teams, students adopt a stakeholder management approach as they make recommendations for improvements to their school's academic integrity policy, its dissemination and enforcement. The authors detail their efforts facilitating this project at three universities. As students examine how an ethical conduct policy informs and is informed by individual and organizational behaviors, they come to more deeply understand the social processes through which all manner of responsibility-promoting outcomes are enacted. The approach to learning described in this project promotes students' internalization of ethical principles and accountability for responsible behavior that is consonant with the core aims and principles of responsible management education.

Publications and News Mapping Australian higher education The Rights of International Students Australian higher education: trends, policies, performance Subsidy review plan neither fair nor enticing Filling the university information gap The Rise of University Rankings The University Gender Gap