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The purpose of this paper is to focus on pedagogy as a crucial element in postgraduate research undertakings, implying active involvement of both student and supervisor in process of teaching and learning.

Drawing on Australian higher degree research supervision practice to illustrate their argument, the authors take issue with reliance on traditional Oxbridge conventions as informing dominant practices of supervision of postgraduate research studies and suggest pedagogy as intentional and systematic intervention that acknowledges the problematic natures of relationships between teaching, learning, and knowledge production as integral to supervision and research studies.

The authors examine issues of discursive practice and the problematic nature of power differentials in supervisor‐supervisee relationships, and the taken‐for‐grantedness of discursive practice of such relationships. The authors do this from the perspective of the student involved in higher degree research programs, a departure from the bulk of the literature that has as its focus the perspective of the supervisor and/or the institution.

The paper examines the perspective of the student involved in higher degree research programs, a departure from the bulk of the literature that has as its focus the perspective of the supervisor and/or the institution.

This article explores the little understood practice of school interior design and the manner in which school interiors give form to ideas about what the work of children and teachers could and should look like. Its focus is a perceived link between the concepts of school work made material in the design of new twenty‐first century learning environments and those expressed in the design of Modernist progressive schools such as Richard Neutra’s Corona Ave, Elementary School, California. The article’s impetus comes from current interest in the inter‐relationship between the design of physical learning environments and pedagogy reform as governments in Australia and internationally, work to transform teaching and learning practices through innovative school building and refurbishment projects. Government campaigns, for example the UK’s Schools for the Future Program and Australia’s Victorian Schools Plan, use a promotional rhetoric that calls for the final dismantling of the cellular classroom with its industrial model of work so that ‘different pedagogical approaches and the different ways that children learn [can] be represented in the design of new learning environments’, in buildings and interiors designed to support contemporary constructivist‐inspired pedagogies.

Goal 4.7 of the Sustainable Development Goals (SDGs) explicitly frames education as an enabler of change and a means to achieve all SDGs. This study aims to explore the nature and culture of science as an academic discipline and its capacity for the integration of education for sustainable development (ESD).

Drawing upon interviews with academics working in a Life Sciences Department (n = 11), focus groups with students (n = 21) and observations from lectures, laboratory sessions and field trips, the study advances a number of recommendations for the integration of ESD in Science Education programs.

Findings point to the nature and structure of scientific knowledge and the culture of science as articulated by study participants. The study provides a number of recommendations for the integration of ESD in Science Education programs including a greater emphasis on inquiry-based learning, enhancing ESD themes in science-related modules to teach for sustainability and adopting a department wide strategy that promotes ESD.

This study argues that ESD practitioners need to be cognizant of the nature and culture of the discipline area – as a particular discipline propagates a specific culture – encapsulating ways of being, thinking, acting and communicating, which can have implications for the integration of ESD.

The primary objective of this study was to examine, from the supervisors/managers' perspective, the impacting factors and barriers on their recruitment and retention in the Scottish tourism industry.

The information in this analysis was elicited from a questionnaire survey and analysed using factor analysis and significance test.

The analysis of the responses supports the separation of the hygiene (such as “working conditions”) and motivator factors (such as “image of the tourism industry” and “development opportunities”) as represented by Herzberg's dual‐factor motivational theory; and strengthens the belief that the latter is more significant in the recruitment and retention of tourism managerial staff.

The major limitation is the sampling framework and the data collection methods. These restricted the choice of the analysing techniques and might ultimately affect the interpretation of the research results.

This research aims to alert policy‐makers to some of the key barriers to the employment of qualified tourism staff in Scotland and assist with their decision‐making process.

As highlighted, the research provides insights to tourism practitioners in understanding and tackling the problems facing tourism employment in Scotland; it also provides some empirical evidence to tourism researchers in their theoretical understanding of the motivation and satisfaction of tourism managerial staff.

The Internet computer network is not yet an intuitive or an easily understood environment in which to work. Therefore, new network users in higher education need basic instruction on what the Internet offers and how it can be utilized. Basic training can include an overview of the major academic networks, how to use the networks, how to discover networked information resources, and where to get more information. A conceptual framework of the various operating systems and programs that they will need to connect to a networked information resource may help users understand which command is appropriate and when it is appropriate. Academic librarians are uniquely qualified to offer this instruction because networked information resources are merely another “format” of information and because librarians are skilled at presenting complex information in a straightforward manner.