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The project focuses on leadership roles in the conduct of transnational education (TNE) and in the internationalisation of curriculum. For purposes of the project, TNE is defined as an arrangement for provision of higher education where students acquire an award in one country issued by a higher education institution based in another country. The project focused on developing recognition, reward and support of leaders in TNE and in internationalisation of curriculum. The project involved an investigation of staff experiences, expectations and preferences in TNE and in the internationalisation of curriculum. It included matters such as influences of involvement in TNE on career paths and on learning and teaching, views on good practice in TNE and internationalisation of curriculum. Through the project, online professional development modules aimed at supporting leaders and academics engaged in TNE were produced. The modules have been designed so that they may be customised by other Australian universities. The project produced recommendations on recognition, reward and support of leadership in TNE and internationalisation of curriculum and guides in the form of a handbook and checklists.

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In line with its Vision 2020, the Malaysian education system is undergoing a significant pedagogical transition from a traditional teacher-centred to student-centred approach to teaching and learning. The Malaysian government expects these educational changes to occur in teaching and learning development in Malaysia's secondary schools and in its higher education system. However, Malaysian research indicates that there is an on-going ambiguity in regard to the teaching and learning approaches adopted in Malaysian schools and in tertiary institutions. This seems to suggest that the introduction of Western concepts such as student-centred learning models brought about tension and conflict among Malaysian teachers and students. Moreover, previous Malaysian studies revealed that different cultures have different norms and values, and these cultural differences have a strong influence on educational practices. Therefore, there is a need to examine and develop appropriate pedagogies for the specific educational traditions, rather than assuming that Western ideas are effective and desirable in every context. Thus, the purposes of this study are to explore: (1) Malaysian teacher educators' understanding about teaching, (2) Malaysian education students' understanding about learning, and (3) the relationships between teacher educators and education students' perceptions of teaching/learning and their actual teaching/learning practices. This research was conducted in a Malaysian university teacher education programme. It employed a case study using a qualitative approach with the adoption of several research methods: Individual interviews; focus group interviews; classroom observations; stimulated recall interviews; and document analysis. Involved in this study, were a total of seven teacher educators from differing backgrounds of teaching experience, and 12 final year education students. The major findings of the study are that: (1) the Malaysian teacher educator participants and the education student participants had adopted a combination of traditional teacher-centred and student-centred learning approaches because of the benefits that both approaches could offer to them, (2) the Malaysian teacher educator participants' understanding of teaching and the education student participants' understanding of learning were a reflection of their Islamic educational beliefs and philosophies, (3) the actual teaching/learning practices of the Malaysian teacher educators and the education student participants have been considerably influenced by their Islamic beliefs, (4) several Islamic education philosophies are compatible with student-centred learning (Western learning models), and (5) the learning perspectives of Malaysian Muslim students are influenced by their Islamic religion beliefs, thus differentiating them from other Asian learners (who have been found to exhibit Confucian values in the educational research literature). The findings of my research into Malaysian teachers and students result in understanding teaching/learning from a Malay Muslim viewpoint, distinguishing Malaysian teaching and learning for Malay Muslims from a Chinese Confucian standpoint. The research generates possible significant insight for other Muslim countries in the development of contemporary Islamic learning models. The findings of this study suggest that the Malaysian government and its policy makers should be more aware of the appropriateness or otherwise of the Western models for Malaysian education systems.

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Information on the professional journey towards becoming an expert in Continuing Professional Education (CPE) is important to the novice who wants to venture on the same route. The objective of this paper is to explore the CPE journey of the experts and to identify the factors contributing to becoming an expert. Four expert teacher educators from two Malaysian Institutes of Teacher Education were interviewed using retrospective interview approach. Data were analysed and findings as themes were developed. Results showed that involvement with deliberate practice in CPE, individual values, leadership through experience and a positive environment to develop are the contributing factors in the CPE journey towards becoming an expert.

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Employability skills training programs are an essential strategy to improve the skills of the workforce and minimize unemployment in Malaysia. However, there has been a lack of assessment and evaluation studies regarding local employability skills training programs. Existing local studies are focused more on the identification of the skills that allow a person to be employable. Due to the lack of assessment and evaluation studies, stakeholders seem perplexed about the direction of training programs. Therefore, the purpose of this study was to examine the perceptions of educators, employers, and recent graduates regarding the role of employability skills training programs in the workforce of Malaysia. The study also identified those factors that facilitate and improve training programs. The theoretical framework for this descriptive study was based on Human Capital Theory (Becker, 1993; Schultz, 1961). All participants for this study were from the central economic region of the west coast of peninsular Malaysia. The first population was engineering, technical, and vocational educators in public higher education institutions. The second population was employers in the manufacturing sector. The third population was recent graduates who were enrolled in employability skills training programs in higher education institutions and training centers. A questionnaire was adapted to gather perceptions from the respondents.

The findings of this study revealed the importance of training programs for improving the skills, minimizing unemployment, and developing the workforce of Malaysia. Educators and recent graduates agreed about the positive impact of such programs on trainee skills. However, employers perceived that employability skills training programs neither ensure improvement in the skills, minimize unemployment, nor develop the workforce. The factors that facilitate the involvement of recent graduates in training programs and recommendations were also identified. Additionally, the findings revealed that employability skills training programs are relevant for recent graduates and workers in the labor force. Further, the findings identified the most integral skills that recent graduates should possess to obtain employment in the competitive job market as perceived by educators, employers, and recent graduates, including discipline and integrity, interpersonal skills, and professionalism, creativity and innovation, teamwork, lifelong learning, ability to apply knowledge, and knowledge in specific engineering disciplines.

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Career planning and development a key factor that provides added value to career sustainability. Career development approaches have recently changed due to the fast-paced global change, competitive industry needs, demands, and global education trends. Traditionally, it was the responsibility of an institution to guarantee that its educators possessed the skills necessary to achieve its long-term objectives. Currently, however, educators should be accountable for their career growth. Therefore, a survey was conducted to discover predictors of development and career paling for [technical and vocational education and training] TVET educators (n = 141). A multiple regression analysis was conducted for all sets of career planning variables such as career aspirations (88.48 per cent), personal aspirations and drive (85.93 per cent), current competency (86.00 per cent), current learning and development opportunities (82.05 per cent), and company support 87.45 per cent) is measured. This study found changes in the predictor, personal aspirations and drive, current competency, current learning and development opportunities, and organization support are significantly associated with changes in career aspiration. The majority of TVET educators are aware and willing to improve their knowledge and skills to meet the standard of current changes in TVET education needs and demands. The finding indicated that a proven technique for meeting organizational and personnel demands includes creating career routes that allow TVET educators to comprehend their options for advancement within the institution and collecting information to assess their abilities for career relevancy and sustainability.

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The Higher Education Research and Development Society of Australasia (HERDSA) offers an annual international conference on topical teaching and learning issues with opportunities to meet colleagues with similar interests, exchange ideas about teaching and learning and learn about current developments from experienced researchers and practitioners.

Available conference papers are: Intercultural sensitivity training toolkit: augmenting academic engagement patterns / S. Adapa and T. Hathaway; The academic role: service, compliance, freedom / P. Baron and L. Corbin; Moderation in higher education: four discourses / D. Beutel, L. Adie and M. Lloyd; Crossing borders in preparing doctoral candidates and supervisors for global research contexts / E. Bitzer, V. Trafford and S. Leshem; Blurring the boundaries: the impact of formative feedback on summative assessment / J. Boereboom and K. Moore; Conceptualising global citizenship: analysing intended curriculum in Australian universities / A. Bosanquet, T. Winchester-Seeto and A. Rowe; Perceptions of a 'flipped classroom' approach to teaching and learning: a case study / H. Boulton.

Collaborative learning in networked classrooms: a new landscape in higher education / M. A. Carter, T. T. Toe, A. Bhati and A. Lundberg; Rethinking teaching and learning in higher education: reframing our research priorities / J. M. Case; The critical study on the internationalization of higher education in Taiwan / L. Chiang; Collaborating for knowledge exchange in multi-campus universities in Australia and China / F. Fallon; Graduates, careers and career agency: what we know and what we need to know / J. Ferguson, J. Bailey and T. Marchant; Medical practice in a globalized world: conceptualising creativity as a core component of clinical reasoning / L. Frick and J. Bezuidenhout; Globalisation and deterritorialisation: an example of an academic discipline in the Malay Archipelago / L. R. C. Geerlings and A. Lundberg.

Notion of quality: student perceptions of what needs improvement / P. Halloran, C. Price, B. Tucker and M. Davis; Rethinking higher education research: ontology mapping of higher education systems / T. Hasan, A. Ramaprasad and C. Singai; Globalization and learning across the higher education sector: at the other extreme / O. Hicks; Using the affordance of technology to adjust the design of a flipped learning pedagogy to address the needs of students with complex learning needs / S. Johnston and W. Jarvis; Towards rethinking research on quality in higher education / J. Z. Jordens and N. Zepke; What did we flip?: exploiting technology for students to develop real-world perspectives in the classroom / S. Krishnan, J. Schneider and I. Munro.

Delving into double degrees: the case of Victorian universities in Australia / E. C. Levin and C. R. Perera; Work-integrated learning and the 'inclusive' challenge of preparing a diverse student cohort for the world beyond the academy / J. Mackaway, T. Winchester-Seeto and L. Carter; A multidimensional approach to understanding and addressing digital literacy in higher education / M. McMahon; Creating core conditions for quality teaching evaluation in Vietnamese higher education / L. U. Nguyen; Developing health literacy skills through the use of community based surveys and multimedia productions / K. Pearce; An ontological turn in critical thinking in higher education / V. Pollard.

Engaging academics in collegial online professional development during a course renewal process: intent and reflection / J. Savage and V. Pollard; How do we know what is academic success for international students? / J. K. N. Singh, G. Jack and J. Schapper; Preparing law graduates for a globalised world / J. Squelch and D. Bentley; From bricks to clicks: a new model for higher education / W. van Schoor and G. Mischke; Longevity and the disciplines: what makes university teaching different? / D. Venness; Distributed leadership in higher education: Hong Kong academics' perceptions and practices / S. W.-Y. Wan; A tale of two cohorts: measuring and understanding the learning experience of the double cohort / Y. Zhao and J. Huen. Show less

This report provides analyses of the survey results from the international study of the Changing Academic Profession (CAP) to supplement the [Higher Education Funding Council for England] HEFCE Higher Education (HE) Workforce Framework. The core of the CAP study is a survey of academics in over 20 countries worldwide on aspects of change in the profession, including teaching and research activities, internationalisation, the management of higher education institutions and the attractiveness of an academic career. The UK part of the CAP study has been undertaken by the Centre for Higher Education Research and Information (CHERI), part of the Open University. The CAP survey results are also compared with a similar survey of academics in 1992. Three themes that are most relevant to the HE Workforce Framework are addressed in the report: the internationalisation of the profession and academic work; international comparisons between UK respondents and academics from other countries participating in the study on aspects of academic work; and career trajectories. Findings from the survey are presented together with interpretations of the results, comparisons with other sources of evidence and discussion of their relevance to the HEFCE HE Workforce Framework.

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To ensure that Malaysia has a high competitiveness at international level, priority should be given to technical education and vocational training (TEVT), especially with regard to producing educators who have an effective leadership style. Therefore, this research aimed to identify the leadership style of female students in Master of Technical and Vocational Education in University Tun Hussein Onn Malaysia (UTHM), as an indicator of their readiness to enter into the career world as an educator. The selected sample consists of 35 female students in the second year (final semester) of Master of TEVT in UTHM. In order to implement this study, a questionnaire was used to collect data from respondents.

The raw data obtained was analyzed quantitatively by SPSS (Statistical Package For Social Science) version 20.0. The data was analyzed using descriptive analysis and scoring. The findings show that the female students of Master of TEVT have a distinctive style of leadership. Results of the analysis show that the majority of students have a Laissez Faire leadership style. The research also shows that the accountability of female students in Master of TVET is at a high level of 4.05 while charisma of female students in Master of TVET is at the moderate level of 3.445. In conclusion, this research was able to identify the style of leadership, accountability and charisma that female students in Master of TVET have.

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Training and development for library and media teachers is used as means of achieving positive outcome results in school resource centres. However, it appears that many educational organisations in Malaysia including school resource centres have not paid sufficiently close attention to training and career development of their human resources, leading to an under-utilisation of talent in the organisation. This study investigated the training and development practices at school resource centres. A questionnaire-based survey was carried out among a sample of the library media teachers in the Kemaman district of Malaysia. The study, which was aimed to investigate the training and development of human resources in school resource centres revealed that even though respondents were aware of and had appreciable knowledge of the policy, the fact that the training policy has not been formally instituted and implemented shows a lack of commitment on the part of the management of school authority towards developing its human resources at school resource centres. The training and development procedures at school resource centres have no standard practices. However, the relevance and effectiveness of the methods used were successful in equipping the library and media teachers with the required skills for their work.

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Talks of education transformation to improve the quality and outcomes of education in Malaysia culminated in the articulation of standards for teachers. The all new Malaysian Teacher Standards (MTS) launched in 2009 is to establish 'high competency' standards for the teaching profession and to increase the status of teachers in Malaysia. This article briefly describes the standards that concern teachers and teacher educators alike. It is proposed that there are three challenges to the standards system that teacher educators may face. First, on transforming ingrained beliefs, values and biased perceptions of teaching that student teachers bring to the teaching institution. The second centers on the rhetoric-reality gap of the MTS itself, while the third challenge involves the actual training of teachers. Given these three challenges, this article also outlines several avenues for teacher educators to consider as they set out to better understand and re-design teacher education programs in this standards-based era of educational transformation. The discussion of the challenges and the proposed resources to meet the challenges are by no means exhaustive or act as a conclusion but are rather to create awareness for further discussion and analysis of the implications proposed in this article.

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