The demands of flexible labour and the technologization of social networks are currently being felt in profound shifts in the ways in which we spend time with others. This article analyses the everyday communicative practices of adults living in Sydney surrounding their use of text messaging in shared social spaces. Asking the research participants when, how and why they rely on text messaging exposes increasingly routine transgressions of boundaries between different social spheres. While participants were acutely aware of largely unspoken social norms and expectations attached to mobile phone use in the presence of others, they themselves strategically used text messages to create layers of intimacy within shared social spaces. We explore the implications of this tension by highlighting how rituals of social interaction are cared about by social actors but play into a wider sense of the abandonment of care for the presence of others.

Universities have a long history of change in learning and teaching to suit various government initiatives and institutional priorities. Academic developers now are frequently required to address strategic learning and teaching priorities. This paper asks how, in such a context, academic developers can ensure that work they do in relation to one specific institutional priority can support future learning and teaching strategies. Two examples of efforts to integrate research and teaching are discussed to demonstrate the length of time needed to develop institutional understanding and how to create sustainable resources to meet the needs of changing initiatives. The paper highlights the importance of a sustainable approach to ever-changing learning and teaching priorities, suggesting that resources and other work developed to meet institutional initiatives should be structured so that they can be readily reused or adapted when policies change. The paper concludes by drawing out some implications for academic development.

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This paper explores an innovative approach to evaluating the effectiveness of a writing group in an Australian research-intensive university. Traditional qualitative and quantitative methods typically applied in higher-education research may be effective in analysing the output of writing groups; however, they do not always address the affective domain of writing and giving and receiving feedback in a small-group context. The group had previously evaluated its practice with a speed-dating activity, itself an innovative approach designed for efficiency and to take advantage of the size and diversity of the group. The changing membership of the group, from eight to four participants, warranted a methodology appropriate to the intimacy of the group. In this paper, three theoretical frameworks are used to conceptualise the practice of the smaller group: communities of practice, peer mentoring and affect theory. The methodologies of critically reflective practice and memory work described here emerged from these theoretical frameworks.