No abstract

Over the past decade in Australia there has been an increasing focus in higher education on identifying cogent approaches for assisting first-year university students in their transition into the university setting. In recent years, an emerging body of literature has given emphasis to the efficacy of a range of strategies for engaging first-year undergraduate students. This article reports on a range of effective school-based university orientation and engagement activities that have been informed by the current body of knowledge on student engagement in higher education. Discussion gives emphasis to the impacts of a range of strategies on the early learning environment experiences of first-year students within the School of Human Services and Social Work at Griffith University, Australia. Attention is also drawn to some of the implications for best practice in the orientation and engagement of first-year students at the levels of the institution, academics and students. Finally, the article identifies how the school-based initiated strategies suggest a broad set of possibilities for engagement and change.

The article, drawing on the results of a small research project investigating a cohort of student-practitioners who had studied a course titled 'Frameworking for Community Development', considers the implications for teaching within a university setting. The findings of the research discuss such topics as, what a personal practice framework is, the process of creating such a framework by practitioner-learners, and the use of traditions. Within the discussion the article argues for a shift away from using a 'personal practice framework', to a 'subjectively held practice framework', reflecting an increased awareness that the journey towards constructing a practice framework is itself an active engagement in a community of practice, rather than, or as well as, an intellectual or introspective personal journey. Furthermore, the article proposes that to create an experience of elicitive learning in a community of practice today runs counter to the usual learning style of universities. It requires opportunities to talk, to learn together, and to be with uncertainty and ambivalence, to challenge each other. The article contributes significant new social work thinking in relation to both reflective practice and teaching for community development.

Mind the Gap! The growing chasm between funding driven agencies, and social and community knowledge and practice.

Distance from markets and from the mental maps of urban-centric policy-makers means that small, remote settlements do generate economic practices locally. This paper draws on two case studies to argue that remote sustainability requires an emphasis on the local economy (the settlement and multi-settlement region), and that longterm strategies held at the local level by locals are most favourable to both economic and social life. While some settlements are clearly better positioned in terms of natural resources and opportunities, all settlements need access to supportive policy and infrastructure at national and regional levels. The paper argues that current economic policy facilitates national prosperity to the detriment of local economies. It points to the necessity for desert regions, of developing an internal economic agenda held by a local agency, in ways that bring both Aboriginal and settler cultures into economic expression.