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Background: Out-of-field teaching (generally defined as a situation where teachers are appointed to areas or phases of learning for which they have no formal qualifications) is an international phenomenon that can impact on the educational experiences of students. Teachers in rural and difficult to staff schools are frequently appointed out-of-field due to teacher shortages. Their lack of qualifications and experience relevant to their appointment can present significant challenges to their induction within the profession. Purpose: From a broader study of the experiences of teachers appointed to rural and remote government schools in their first years of appointment, out-of-field teaching emerged as a significant issue. This paper examines the experiences of out-of-field teachers in rural Western Australia. Sample: The participants were 29 teachers commencing employment at 17 rural/ remote Department of Education schools in Western Australia: six multiple case locations and 11 single case sites were included. Four categories of teachers (young novice, mature aged novice, interstate educated and overseas-educated teachers) were identified as groups frequently recruited to fill vacancies in rural/remote schools. Design and methods: The collective case study was conducted in the qualitative, interpretivist paradigm, seeking to understand the lived experiences of participants. Data were collected through: an initial questionnaire; a series of telephone interviews; site visits; and email contact for up to 15 months. Data were initially analysed using inductive processes generating codes and categories; later, more emergent, grounded theory approaches were used. Findings: Six categories were formulated to describe the fit between participants' qualifications and experiences and their appointment: role-congruence; role-displacement; phase-displacement; role-stretched and phase-stretched. In this small study, nearly half the participants were assigned to roles and/or phases of learning that were categorised as 'incongruent'. Mis-assigned teachers were more likely to leave their appointments than role-and phase-congruent participants and more likely to express dissatisfaction with quality of worklife. Conclusions: Out-of-field teaching emerged as an important issue that can impact on teachers' sense of efficacy and teacher attrition. When teachers are mis-assigned, it is suggested that systems and schools should provide support structures to assist teachers to develop their competence and to reduce the potential negative impact on teachers and learners. The proposed framework for categorising out-of-field teaching is presented as a tool for further exploration within future research in this area.

The case for integrating generic skills in university accounting programmes is well documented in the literature, but the implementation of strategies designed to teach generic skills in the context of accounting courses has posed ongoing challenges for academics and course administrators. The imperative for generic skills in accounting programmes derives from an economic view of the role of universities, reflecting the views of government and employers who perceive graduates as economic assets to business and the economy. It is argued that the role of universities extends beyond the economic imperative to encompass a greater social and cultural role. This paper traces the historical evolution of the generic skills discourse with an emphasis on accounting and places it in the broader context of the social and economic roles of universities in an era of transformation in the sector. The generic skills discourse, however, transcends disciplinary boundaries and international borders. The new knowledge economy, emerging as a result of technological advancement, needs graduates across disciplines with flexible mindsets and transferable skill sets, capable of innovating and adapting to a dynamic work environment. Consequently, universities must develop the transferable, generic skills required by graduates to advance their careers and contribute to economic innovation and social development. The generic skills debate must, therefore, be addressed from a systemic perspective, reaching beyond national and disciplinary borders. The lessons learned from the generic skills debate in accounting have wider interdisciplinary application for university policy-makers and educators facing the challenges of a new era in higher education

T his qualitative multiple-site case study explores the experiences of imported and overseas-qualified teachers appointed to fill 'difficult-to-staff' Western Australian rural schools. In a climate of global teacher shortages, investigation of the strategies adopted to solve this problem requires empirical examination. The study of six imported and overseas-qualified teachers found that they experienced difficulties with the employment application process, were not adequately inducted into the system and experienced difficulties with cultural adaptation related to pedagogy, behaviour management and language. These teachers still remained in schools for lengths of time comparable to their Australian-born counterparts. Transitions into schools could be assisted with improved appointment processes, induction and school-based support. A research agenda for further investigation of this field is recommended.

The assessment of creative writing is mandatory in the Western Australian Certificate of Education (WACE) Literature course; is part of the WACE English course and exam; and is a component of the Australian Curriculum English courses: therefore it is important to understand how to assess creative writing consistently. This article reviews studies into methods of assessing creative writing and the literature detailing creative writing assessment criteria. It argues that criteria should be derived from qualities observed in students' creative writing, criteria that describe a spectrum of performance. The use of analytical marking keys' criteria and categories ensures fair and consistent assessment. 2The writer shows limited understanding of the cultural, historical and/or social contexts in which s(he) is producing this piece of creative writing.1 60