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The purpose of this paper is to examine the bibliometric characteristics of papers published in a high impact journal World Psychiatry during the period 2006-2015.

The data for this study were obtained from Thompson Reuters’ “Web of Science”. Publication details were extracted for the journal title “World Psychiatry”. This study covers authorship patterns, annual growth, impact factors, document types, top contributors, international collaborations, highly cited papers and keyword analyses. Software programs such as “Histcite”, “intcoll.exe”, “Pajek” and “Leximancer” were used to analyze the publications.

More than half of the publications were by editorial materials and number of publications from low and middle income countries is very low when compared to proportion of editorial board members. Almost 40 per cent of papers came from the USA and editorial board members had considerable number of papers. Kings College London led the institutions.

Analysis of high impact journals in the field of psychiatry has been carried out in a very few. Hence, the results of this study will be useful to compare with other journals.

University students often view economics as one of the most challenging subjects. In this paper, we explore whether the same attitude is shared by students at an offshore campus. The analysis is based on a survey of onshore and offshore students in an Australian university. The focus of the paper is on identifying similarities/differences in student attitudes towards economics, their degree of motivation, satisfaction with the content and the delivery of lectures and tutorials, major challenges, and student profile characteristics. A non‐parametric test indicates significant differences between the two cohorts, in terms of their age, enrolment status, paid work commitments, prior study of economics, their motivation and approach to studying the subject, and satisfaction with both the content and the delivery of the lectures/tutorials. The findings in this study are helpful in developing strategies for enhancing student learning in culturally diverse cohorts.

The purpose of this study was to improve the orientation experience of commencing first-year undergraduate business students to better prepare them for the reality of their academic studies through the development and implementation of a Commencing Student-Needs-Centred Orientation Framework.

The methodology of this study used survey analysis and focus groups to explore low orientation efficacy scores from the cohort and resulted in a reconceptualisation and restructure of the existing orientation programme. The new programme was completed and implemented, and student’s perceptions remeasured. Evaluation was performed using sources of data across three semesters.

Intervention success is demonstrated across three semesters by sustained and continuously improving orientation efficacy scores. Overall, student orientation efficacy improved by 19.6 per cent in the first implementation (B, n = 44), and an improvement of 22.8 per cent was seen in the third semester (C, n = 177), when compared to the first semester (A, n = 164).

The primary limitation of this study is that the exploratory framework was applied and evaluated only within a single discipline of business, and in one Australian university with a predominantly first-generation student population.

The paper is a guide for the design of an orientation day programme informed by an evidence-based framework identifying the transition needs of commencing students entering higher education, which is tested for its efficacy in preparing students for their academic role, and for success.

Orientation is an important, yet under-researched aspect of engagement and retention in today’s universities.

The purpose of this paper is to investigate the role and contribution of tutors to property education. Using the theory of tutor performance which outlines six behaviours which may positively influence student outcomes, this paper considers how tutors can maximise student learning and engagement in tutorials.

This research used a mixed methods approach including student evaluations of teaching (SETs), a survey of students and reflexive journals of a tutor in property education.

This research found that conscious adoption of the behaviours recommended under the theory of tutor performance and informed by further education in the form of a Graduate Certificate in Higher Education resulted in significant improvement of SET results. Student survey responses showed the influence of “real life” experience, amongst other things, in underpinning their learning.

While this research has limitations, in terms of number of responses and restriction to a single tutor, the findings indicate that tutors may have a significant influence on the engagement of students in property education. The use of the tutor's own professional experience and the use of real life scenarios within the delivery of course content may serve to ensure graduates have a greater capacity to meet employers’ expectations.

This research brings originality to the subject of property education by exploring issues in property education from the most fundamental level, that of the tutor. This level of analysis is enhanced by the newness of the tutor in question to academia which highlights property education with new eyes, unencumbered with years of routine teaching experience. The incorporation of reflexive methods with a survey and SETs provides rich experience‐filled data that considers the process of property education and the ways in which purposeful skills enrichment of the tutor and the student may achieve greater outcomes for the property profession and industry.

The purpose of this paper is to reveal the success factors for retention of first year special entry Aboriginal students at an Australian metropolitan university. A retention model is proposed for minority students.

A grounded theory approach was taken to a longitudinal study of the first year experience of 12 indigenous tertiary students, the majority being second generation undergraduates. A qualitative methodology features in‐depth interviews conducted three times over one year to ascertain impacts of schooling, teaching and learning, life experience, career aspirations, relationships and racial identity on academic success.

Positive or negative prior life experience had little impact on first year academic performance. Indigenous students as an equity group were found to have similar learning and life issues to non‐indigenous students such as studying to improve job prospects and needing part‐time employment to survive. They did not see themselves as different, and had no close relationship to indigenous knowledge or culture. Yet factors influencing academic success were related to indigeneity. Such as close friendships and dependence on each other, mentoring care of staff, and rewards of giving back through mentoring local indigenous school students. Private schools provided a dominant pipeline to university. Participants had a very early career focus but little career support. Students adopted both indigenous and non‐indigenous world perspectives and displayed robust resilience in the face of challenging family and educational experiences. In‐depth interviews across the year well demonstrated student evolutions. Further longitudinal study of student progress will extend this first Australian study.

This is the first in‐depth analysis and benchmark model for development of success factors for retaining special entry indigenous Australian students in higher education. It provides a one‐year baseline for a unique longitudinal assessment of student success. The paper newly explores the role of career and indigeneity as well as life and academic support systems in student retention. Findings apply to minority retention programs.

Exoskeletons are characterized as wearable, mechanical orthoses that augment the physical performance of the wearer, enhance productivity and employee well-being when used in value producing contexts. However, limited research involving exoskeleton usage by service employees in frontline contexts has been undertaken within service research. The purpose of this paper is to provide an overview of exoskeleton research undertaken within the context of value-producing roles, introduce exoskeletons conceptually to the service research domain, provide new conceptualizations of service exchange interactions involving physically augmented service actors and propose future avenues of exoskeleton research in alignment with key service theories.

A multi-disciplinary structured literature review based on the preferred reporting items for systematic reviews and meta-analyses method was undertaken across a variety of literature fields. A final selection of n = 25 papers was selected for analysis from an initial sample of N = 3,537. Given the emergent nature of exoskeleton research and the variety of methodology types used between literature fields, a thematic analysis approach was used for analysing identified papers.

The literature review identified four main themes within role-focused exoskeleton research. These themes informed proposals for future exoskeleton research with respect to key service theories and typologies. The findings demonstrate that the presence of an exoskeleton changes the behaviours and interactions of service employees. The augmented social presence AugSP typology is conceptualized to explain the influences of human enhancement technologies (HETs) within service actor interactions.

This research introduces the AugSP typology to conceptualize the impacts that exoskeletons and HETs impose within technologically mediated service interactions and provides a service-specific definition of exoskeleton technology to guide future service research involving the technology.

Expenditures for sales promotion activities have increased dramatically during the past decade. Along with this added emphasis, however, have come some undesirable effects. This article considers some of the key issues that influence sales promotion decisions. It describes current sales promotion activities, identifies some of the negative consequences of these activities, introduces a cost‐benefit philosophy for sales promotion decisions, and proposes a specific method for making those decisions.

Some months ago a national organisation established to keep a watchful eye on the Nation's diet expressed concern over the eating trends of people in what to them appeared to be developing inbalances of necessary nutrient factors and the inadeuacy not so much of calories and energy values but in the nature and quality of main food factors. It was recommended that the national diet should be improved, but the authorities pointed to the National Food Survey results to show that the diet was not deficient; that the average daily intake of protein, vitamins, minerals and overall energy requirements were satisfied; all of which is true for the not‐too‐generous levels set. Even the pensioner households included in the Survey sample appear well‐fed. What causes concern is the year‐by‐year decrease in staple foods consumed—milk, red meat, bread, fresh vegetables—and the heavy reliance on refined, processed foods. In its annual reports on NFS reviews, the BFJ has almost monotonously referred to this downward trend. Individual NFS Reports do not reveal any serious deficiencies, as yet, but in the trend over the years—and herein lies the real value of the Survey and its data—few if any of the changes have been for the better; movements in food groups have tended to be downwards. If these trends continue, the time must surely come when there will be real deficiencies; that substitution within a food group cannot make good essential foods severely rationed by high prices.

The final report of the Butter Regulations Committee has now been published and it is earnestly to be hoped that Regulations based on the Committee's Recommendations will at once be framed and issued by the Board of Agriculture. It will be remembered that in an Interim Report the Committee recommended the adoption of a limit of 16 per cent. for the proportion of water in butter, and that, acting on this recommendation, the Board of Agriculture drew up and issued the “Sale of Butter Regulations, 1902,” under the powers conferred on the Board by Section 4 of the Food Act of 1899. In the present Report the Committee deal with the other matters referred to them, namely, as to what Regulations, if any, might with advantage be made for determining what deficiency in any of the normal constituents of butter, or what addition of extraneous matter other than water, should raise a presumption until the contrary is proved that the butter is not “genuine.” The Committee are to be congratulated on the result of their labours—labours which have obviously been both arduous and lengthy. The questions which have had to be dealt with are intricate and difficult, and they are, moreover, of a highly technical nature. The Committee have evidently worked with the earnest desire to arrive at conclusions which, when applied, would afford as great a measure of protection—as it is possible to give by means of legislative enactments—to the consumer and to the honest producer. The thorough investigation which has been made could result only in the conclusions at which the Committee have arrived, namely, that, in regard to the administration of the Food Acts, (1) an analytical limit should be imposed which limit should determine what degree of deficiency in those constituents which specially characterise butter should raise a presumption that the butter is not “genuine”; (2) that the use of 10 per cent. of a chemically‐recognisable oil in the manufacture of margarine be made compulsory; (3) that steps should be taken to obtain international co‐operation; and finally, that the System of Control, as explained by various witnesses, commends itself to the Committee.

Feedback is a central element of the learning experience yet, until recently, few studies have focused directly on what students think about feedback. This paper seeks to address this issue.

Data collected as part of a larger study investigating reasons for consistently low ratings of feedback across the higher education sector are reported. The larger study includes Rowe and Wood's Student Feedback Questionnaire (SFQ), which gathers quantitative data on student perceptions and preferences for feedback, but also includes two open‐ended questions inviting students to give written comments on why they believe feedback is important, and how the feedback they are getting could be improved.

Focusing on responses to the first open‐ended question and viewing comments in the context of the larger study and its findings, an analysis is offered of the students' responses, extracting seven different student conceptions of the function of feedback.

Feedback serves a wide variety of functions in the lives of students, not limited to the implication of feedback for learning. Students are most likely to succeed in an environment where their broader social needs are met.

The findings reported in this paper contribute to an area of educational research previously neglected, drawing attention to: the importance which students attach to feedback as a teacher's personal response to them as individuals; and the need to take into account students' perceptions – both positive and negative – of the emotional aspects of feedback.