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Purpose: This paper aims to determine whether high school students can become agents of change in their local communities by participating in a formal internship program implemented through a partnership between academia (high schools and universities), nonprofit organizations and key community stakeholders. Design/methodology/approach: Pre- and post-assessments, activity journals and on-line interviews are used to measure the impact of internships on high school students' sustainability leadership, using a train-the-trainer intervention led by university interns. A conceptual problem-solving framework is proposed and empirically tested to explore the linkages between complex problem constellations, sustainability transition strategies and sustainability visions.

Findings: The five core leadership competencies (systems thinking, strategic, anticipatory, normative and interpersonal) may not be as uniquely discrete as suggested in the literature. An effective learning experience depends on students' developing competence in their ability to implement a strategic intervention, which is better acquired through hands-on experience rather than a classroom setting. Practical implications: Students need experiential learning outside of the classroom to make sustainability come alive as a viable option for their communities.

Social implications: The principles of social responsivity, engagement, experiential learning, capacity-building and entrepreneurialism can be executed by transforming the campus into a learning lab, which includes the local community. Originality/value: This study empirically demonstrates that students need involvement in strategic interventions to imagine and conceptualize sustainability visions. It also shows how academia can help fulfill the United Nations sustainable development goals.

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In Australia, although learning abroad participation has grown rapidly over the last 10 years, little is known about the outcomes and impact of international study experiences on participants. As such, learning abroad is often still considered a marginal activity for a small group of students, rather than an important educational activity that supports the core goals of higher education. Learning abroad is defined as an educational experience that may include study, work, volunteering, professional placements, research or competitions, undertaken in another country for recognition towards a student's degree or study program. This paper aims to shift the discussion on learning abroad from a 'nice to have' educational activity to an essential inclusion in a contemporary higher education system. The paper focuses on short-term learning abroad programs, which are classified as seven weeks or less in duration. In 2014, 56 per cent of students participating in learning abroad did so through short-term programs. By 2017, short-term programs represented 68 per cent of learning abroad participation at the undergraduate level.

The paper presents data from a sample of 800 respondents who indicated they participated in international study programs of less than seven weeks in duration. The sample represents a national cohort, with the exception of the Northern Territory and Tasmania. Thirty-one universities are represented. Two research questions guided this study: What is the perceived impact of learning abroad on skills development, job attainment and career prospects of participants? Are former participants engaged in international work (organisations, tasks, location)? Of the 800 students who had undertaken a short-term program (of seven weeks or less): (1) 83 per cent developed skills to support their current and future professional role; (2) 63 per cent said it had a positive impact on their long-term career prospects; and (3) 53 per cent said it helped them obtain their first job in their field of study.

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Learning abroad has become a central component in the internationalisation strategies of many Australian universities, following trends in other countries such as France, Germany, USA, Singapore and Japan. To expand access to different types of students and to diversify host destinations, short-term programmes have been the focus of institutions over the last five years. However, little is known about the outcomes of short-term learning abroad programmes. This article explores the connection between short-term learning abroad experiences, career outcomes and employability skills development of graduates in the Australian context. In the first national study of learning abroad outcomes, most former participants were positive about the perceived benefits provided by their international study experiences in terms of their employment outcomes. Respondents strongly supported the role of learning abroad in the development of core employability skills. The findings confirm an amplified impact on participants in internship programmes and multiple learning abroad programmes. The results of this study support the further development of short-term learning abroad opportunities for students, with considerations for access to programmes for those from underrepresented backgrounds.

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This report argues that every job is international. Although the scope of some roles is local, the nature of our multicultural communities, international supply chains and global economic connections require all graduates to be equipped with core international competencies. This research report begins with the assumption that international skills, knowledge and experience are important for every graduate. It expands the evidence base to support access to learning abroad for all students. In 2018, around 19 per cent of students (all levels of study) at Australian universities participated in a learning abroad program. For undergraduates, the participation rate was 22 per cent, approaching a quarter of all students.

This study was launched by the International Education Association of Australia (IEAA) in 2019 to learn more about how international study opportunities connect to the skills development and employment outcomes of graduates. Two research questions guided this study: What is the perceived impact of learning abroad on skills development, job attainment and career prospects of participants? Are former participants engaged in international work (organisations, tasks, location)? Across all areas tested, the highest impact was reported in two areas: (1) developing self-confidence; and (2) developing an understanding of the host country. In terms of the development of important employability skills, around 95 per cent of respondents rated their learning abroad experience as important or very important for developing their ability to interact with diverse individuals, communication skills and the capacity to adapt and learn quickly. The report further highlights that learning abroad program leaders and designers are providing a highly contextualised international experience to participants, no matter the length of stay in host country.

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