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In this paper we seek to provide insight as to how wisdom is, or might be, perceived and enacted in Higher Education contexts. Selected constructs of wisdom derived from the Bhagavad Gita provided a platform from which seven invited College of Education faculty participants considered their own framings of wisdom in the contexts of their own professional and personal lives.

This case study has drawn upon constructs of wisdom proffered by key Indian scholars who share this epistemological stance. A three-stage process was deployed, comprised of an introductory close-ended survey, an open-ended questionnaire to determine personalised insights and semi-structured interviews to clarify and member-check the data.

The participant academics' reflections offered a convergence on rich potential to pursue wisdom in Education and promote ethics, integrity, skilful action and inclusion. Furthermore, a general concern among the group of seven faculty who participated, was a perceived lack of humility in academia.

A sample of seven participants precludes generalizable findings. Some ambiguities of constructs like “Love of God”, “Duty” and “Inner peace” provided space for participants to interrogate their own understandings.

“Wisdom” in Higher Education has not been an explicit topic of research until relatively recently. Based on the present study, which entailed in-depth written responses to questions that asked faculty respondents about their perceptions of the place and role of “wisdom” in Higher Education settings, we can however, suggest possible directions for wisdom-focused research in pluricultural Higher Education contexts.

The aim of the paper is to examine whether there really is a shortage of VET teachers, and if so, whether there are links to the salary offered and to the qualifications required.

The paper uses three main approaches to examine the narrative of a shortage of VET teachers in Australia.

There was no documented evidence of a VET teacher shortage, beyond a general perception of shortage in line with other occupations due to the post-COVID economic recovery. Salaries for VET teachers were found to compare well with other education occupations and other jobs in the economy. There was no evidence of the required qualifications deterring entry. The main concern appears to be whether VET can adequately train workers for other sectors in shortage.

The research did not include empirical survey work and suggests that this needs to be carried out urgently.

The research provides evidence that will challenge current assumptions and help in the recruitment of VET teachers.

It argues for a recognition of the importance of the VET sector beyond its function of serving industry.

It highlights ways to make VET teaching a more attractive proposition and to better promote its advantages.

The purpose of the paper is to examine the ways in which Australian companies can achieve high quality apprenticeship and traineeship systems in a time of labour shortage through close attention to the recruitment and development of apprentices and trainees.

The paper is based on six qualitative case studies in a range of industries and occupational areas, carried out as part of an international project on apprenticeship.

The paper finds that there are significant differences among companies in the skills and experience that they bring to the processes of recruiting and developing apprentice and trainees. Poor skills appear to lead to poor outcomes in terms of quality of apprentices and trainees while investment of skills and time leads to high quality outcomes that may significantly add value to the company. The effects of shortcomings in this area may be exacerbated in a tight labour market.

The research in this paper is limited by the depth of the case studies which primarily rest on in‐depth interviews with senior managers. The research could be extended by further case studies that include interviews with apprentices and trainees.

The paper shows that companies employing apprentices and trainees need to be very clear about why they are employing them and the development strategies that will be put in place. The inclusion of off‐the‐job training at a training provider adds a safety net that is particularly important for inexperienced companies.

The value of the paper lies in its use of detailed empirical examples to illustrate successful and less successful ways of managing apprentices and trainees.

During the fall of 1990, “Zestwear, Inc.,” a well‐known U.S. apparel manufacturer decided to develop a strategy to enter the European market with existing product lines. The firm knew there was a steady European demand for its products because it received hundreds of calls a year from distributors and retailers who wanted to place orders for its classic, functional clothes. The process of responding to what were usually small orders was becoming unwieldy. The firm knew it would have to devise a strategic approach for full‐scale entry into the European market if it were to profitably serve these potential customers. The prospects of Europe becoming a Single Market in the Nineties also enhanced the firm's interest.

To report on the poster sessions from the Tri‐Conference 2006 held in Wichita, Kansas, on April 4‐7, 2006 presented by the graduate students at Emporia State University’s School of Library and Information Management entitled Kansas Libraries Connecting Patrons through Technology.

Provides a concise review of the poster session.

The poster sessions demonstrated the special technological requirements of distance learning and how libraries might use that understanding as they face an increasingly non‐traditional patron base.

This paper is a useful summary of the poster sessions of interest to library and information management professionals.

The purpose of this paper is to discuss whether the availability of qualifications through work‐based traineeships in Australia assists social inclusion.

Industry case studies, of the finance and cleaning industries, were undertaken as part of a national research project on quality in traineeships. The two industry case studies were analysed to provide data on social inclusion aspects. A general discussion on the “pros” and “cons” of gaining qualifications through work, from a social inclusion point of view, is included.

The industry case studies show many advantages of work‐based qualifications for people who have had disadvantaged economic and social backgrounds. The study presents a model showing how work‐based qualifications help to meet the twin social inclusion goals of employment and education. However in economic hard times, the need to have a job may rule out some people. Also, some doubts about quality in work‐based delivery may mean that qualifications gained through work may be of lower value than those gained at least partly through formal study.

The models put forward are tentative, based on the findings in the research study that has been described and the authors’ earlier research. Further research is necessary to establish the social inclusion benefits of this means of gaining qualifications. In particular longitudinal research with disadvantaged people who have gained qualifications through this route is needed to evaluate whether their completion of qualifications through employment has assisted their broader economic and social engagement, and in what ways. In addition, research is needed to compare the quality and utility of qualifications gained through work and those through education providers as a poor‐quality qualification may be of limited long‐term use to an individual.

Work‐based qualifications are shown to be a useful investment of public resources. The research also analyses some shortcomings of this method of gaining qualifications so that they can be addressed by employers and training providers.

The research establishes the social inclusion utility of work‐based qualifications, providing insights useful for education systems and social welfare organisations.

This is one of very few scholarly studies of the large‐scale use of work‐based qualifications.

The purpose of this paper is to describe and analyse what retail and hospitality industry employers want from training and trainers.

The research project was undertaken for Service Skills Australia, the Australian Industry Skills Council that oversees formal training for a range of service industries in Australia. The paper utilises data from focus groups and telephone interviews with representatives of the retail and hospitality industries, and telephone interviews with staff of the relevant UK Sector Skills Councils, to provide international benchmarking for the issues raised.

Results showed that, while industry representatives stated that they prioritised industry skills and knowledge above education skills and knowledge, a complex mixture of the two was required, which was generally felt to be lacking. Curriculum for training was also perceived to be deficient, despite Training packages having been developed in consultation with industry. A comparison with the UK interviews with senior staff at the UK Skills Councils for the two industries showed similar issues and suggested some possible ways forward for Australia.

The paper provides three major areas where improvement in VET training and trainers would be welcome and gives useful initiatives for improvement in those areas.