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Research into employability initiatives such as work integrated learning (WIL) in transnational education (TNE) is scarce, and the alumni voice in TNE is largely unreported. The purpose of this paper is to contribute to TNE research by investigating the value of internship electives in the TNE campus location.

A grounded theory approach employed semi-structured interviews with local business undergraduate alumni in Vietnam.

Internships were instrumental to local graduate employment transitions. University support of WIL internships was a valuable differentiator in the Vietnamese university context, where internships lack formal support mechanisms. Alumni regarded internships as transformational learning journeys, rather than simply as pathways to post-graduate jobs.

The scope of the study was Vietnam. Findings imply the importance of incorporating local stakeholder perspectives into TNE, particularly regarding WIL.

Universities that operate in transnational environments must meet local stakeholder needs by providing authentic, industry-related learning activities. The findings support the integration of WIL internships into TNE programmes in Vietnam and further research relevant to other TNE contexts.

The study contributes to underdeveloped TNE research around employability in general, and more specifically about the particular value of internships in TNE campus locations. Alumni stakeholders constitute uniquely valuable feedback sources based on their shared experience as TNE students, interns and graduate employees in local work environments. Their insights enable universities to facilitate locally relevant learning outcomes.

The purpose of this paper is to investigate and identify threshold concepts that are the essential conceptual content of finance programmes.

Conducted in three stages with finance academics and students, the study uses threshold concepts as both a theoretical framework and a research methodology.

The study identifies ten threshold concepts in finance that are clearly endorsed by finance academics. However, the extent to which students are explicitly aware of the threshold concepts in finance is limited.

As well as informing further research into the design and delivery of finance programmes, the findings of the study inform the use of threshold concepts as a theoretical framework and a research methodology. The study does not explore the bounded, discursive, reconstitutive and liminal aspects of threshold concepts. Implications include the lack of recognition of more modern concepts in finance, and the need for input from industry and related disciplines.

The threshold concepts in finance provide the starting point for finance educators in the design and delivery of finance programmes. In particular, the threshold concepts in finance need to be made more explicit to students.

Using the threshold concepts in finance as well as the other findings of this study to inform to finance curriculum design and delivery is likely to achieve better quality educational outcomes for finance students as well as better prepare them for professional finance roles.

The finance curriculum is under researched and for the first time this study identifies the threshold concepts in finance to inform the design of finance programmes.

The purpose of this paper is to review research and strategies in Australian business education that aim to foster graduate capabilities in sustainability concepts and practices, also to present a case study of teaching practice along with ideas for future development.

The authors report on a research project by seven Australian universities, with financial support from the Australian Learning and Teaching Council (ALTC), on how to develop and grade graduate capabilities with sustainability identified as a core graduate skill. An example is presented from the Faculty of Business and Economics of a strategy in action – the use of a case study (centred on sustainability practices at the university) to enhance the skills of merit scholars.

Corporate social responsibility is a well‐established concept in business management theory, with sustainability principles emerging as a core feature. In the higher education sector, the spirit may be willing, but training in the application of these principles has been implemented as an add‐on rather than an embedded part of the curriculum. Although efforts are being made to find ways of nurturing graduate capabilities in sustainability practice, a significant obstacle is the lack of teaching models and materials. The authors offer findings from the ALTC graduate skills project as well as a case study of implementation.

The authors report on practical innovations in fostering business graduate skills in implementing sustainability principles, assess the utility of current education practice and present some suggestions for future learning and teaching strategies.

Economics is catering to a diverse student cohort. This cohort needs to be equipped with transformative concepts that students can integrate beyond university. When a curriculum is content-driven, threshold concepts are a useful tool in guiding curriculum re-design. The paper aims to discuss these issues.

The evidence for this pedagogic need can be seen in the UK’s higher education economics curriculum framework which is formulated around the threshold concepts of economics. Through a literature review of the application of threshold concepts in economics, the researcher has systematically re-designed an entry-level economics course. This research has been applied to the course structure, the learning and teaching activities, as well as the assessments. At the end of the semester, students students were surveyed on the student experience of the curriculum design and the course activities. The course grades noted the achievement of the students’ learning outcomes.

When comparing the survey responses and the student course results to the previous semesters, there is a significant improvement in student experience as well as student learning outcomes of the course curriculum.

This research provides curriculum developers with a benchmark and the tools required to transform economics curricula.

An engaging, transformative and integrative entry-level economics course is often the only exposure most business graduates have to the economics way of thinking and practice.

This is the first comprehensive study that applies a curriculum re-design based on threshold concepts across an entry-level economics course.

Human capital theory suggests that any increase in skills translates into greater productivity of the workforce. Non-cognitive skills, in particular, play a critical role in many domains in life. The aim of this study is to gain a greater understanding of one such skill, discipline. Viewing discipline as a tool for enhancing learning, personal development and increasing overall achievement, this study offers an alternative way to measure discipline in higher education.

This paper presents the results of an online survey of 537 current students and recent graduates from the United States, South Korea and China. Principal component analysis was used to test the overarching assumption that student discipline is composed of five dimensions. Multiple analysis of variance (ANOVA) with post hoc analyses and t-tests were applied to test for country and gender-related differences between the three country groups. Cluster analysis was used to profile the respondent groups based on similarities across the samples.

The results confirm that student discipline is a construct comprising five discipline dimensions – focus, intention, responsibility, structure and time (F.I.R.S.T). In addition, the identification of low, medium and high discipline levels among the respondents provides support for the recently introduced concept of a layered “threshold of Discipline”.

A F.I.R.S.T. discipline measurement questionnaire for capturing student discipline – underpinned by a conceptual model encompassing self-determination, goal setting, self-efficacy, self-regulation and time management principles – was developed and tested. Suggestions for enhancing graduate work readiness through increasing levels of the skill of discipline are outlined.

The role of discipline in achieving higher academic and workplace performance is receiving increasing attention; however, research into student discipline has historically centred on schools. The purpose of this paper is to explore how university students from multiple faculties and at different stages of academic progression understand discipline in higher education, with the aim to investigate how graduates could become more disciplined and more work ready.

This study adopted a qualitative exploratory approach. Semi-structured interviews were conducted with university students and analysed using thematic analysis.

The students viewed discipline as internally driven as opposed to being enforced externally, which is often the case in schools. Five main themes were identified as discipline dimensions: “focus”, “intention”, “responsibility”, “structure” and “time” (F.I.R.S.T.).

A new concept of discipline is presented, underpinned by a conceptual framework comprised of self-determination, goal-setting, self-efficacy, self-regulation and time management principles. A “Threshold Concept of Discipline”, a hierarchical four-layered concept that develops over time for every individual with the ultimate level being “Creative Discipline”, is proposed. These findings illuminate learning strategies that higher education institutions can use to further enhance learning and increase the work readiness of their graduates. Such strategies can empower students who aspire to perform at a higher level and to become true professionals.

The purpose of this paper is to present weighted residual method (WRM) for evaluating damping ratio of unreinforced glued‐laminated (glulam) wood beams and also reinforced glulam beams with E‐glass reinforced epoxy polymer (GRP) plates.

In this method, created error from the regression curve to the peak points of experimental displacement values is minimized. Several weight functions such as Galerkin weight function, Petrov‐Galerkin weight functions, and least square weight function are used for minimizing this error and results from these methods are compared to the existing methods as; logarithmic decrement analysis (LDA), Hilbert transform analysis (HTA), moving block analysis (MBA), and half power bandwidth (HPB).

Because WRM tries to minimize the error function provided from differences between theoretical and experimental fitted curves, comparison among these methods indicate that proposed procedure is useful for any range of damping ratios and it gives better values in comparison with the other methods. Due to the initial conditions and weight function used in Galerkin weighted residual method, damping ratio values obtained from this method have different values from the other weighted residual methods. Among the existing methods, HPB method could not predict damping ratio of the glulam beams accurately.

This paper is a high quality research paper that presents weighted residual method (WRM) for evaluating damping ratio of unreinforced glued‐laminated (glulam) wood beams and also reinforced glulam beams with E‐glass reinforced epoxy polymer (GRP) plates. In this paper, LDA, HTA, MBA, and HPB methods are used and an analytical investigation of damping ratios of glulam beams unreinforced and reinforced with GRP plates is proposed by using weighted residual method (WRM). Although there is a simplifier assumption in some of existing methods, proposed method shows the damping ratio can be calculated without any requirement to simplifier assumption.

Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).

It has often been said that a great part of the strength of Aslib lies in the fact that it brings together those whose experience has been gained in many widely differing fields but who have a common interest in the means by which information may be collected and disseminated to the greatest advantage. Lists of its members have, therefore, a more than ordinary value since they present, in miniature, a cross‐section of institutions and individuals who share this special interest.

The investigation here reported was undertaken to determine certain physical principles and their application to dehydration problems in general. The project was not carried to the point where it was possible to consider the modifications necessary for the different varieties of fruits and vegetables. Factors leading to the deterioration of dehydrated products and the relation which the condition of the fresh material may bear to this deterioration are important phases of the problem not here considered. Spoilage of raw food is due principally to the growth of moulds and bacteria. This growth does not occur when the soluble solids are sufficiently concentrated through the reduction, by drying or by other means, of the water present in foods. Even if they are not killed, the moulds and bacteria remain dormant and harmless in the absence of a suitable medium for their growth. Changes in composition, flavour and appearance, however, may also be brought about by the action of the enzymes present in practically all foodstuffs. As these natural catalytic bodies are not always inactivated by the treatment which stops mould and bacterial action they must be considered in working out methods of dehydration. The outstanding advantage of drying as a method of preserving foods is that the weight and bulk of the products are greatly reduced, thus making possible economy in storage and transportation. The production cost of dehydration compares favourably with that of canning. Dried fruits and vegetables are almost as convenient for use in the home as the fresh products. They need no peeling or other preliminary treatment, and soaking and cooking can often be combined. Only the quantity required need be used when the package is opened; the rest will keep in good condition for a reasonable time. “Dried,” “sun‐dried,” “evaporated” and “dehydrated” are the terms most commonly used to describe dried products. Dried indicates drying by any means; sun‐dried indicates drying without artificial heat; and evaporated implies the use of artificial heat. Evaporated refers more particularly to the use of artificial heat in driers depending for their air circulation on natural draught, while dehydrated implies mechanical circulation of artificial heat. The commercial dehydration of fruits has reached a more advanced stage of development than has the commercial dehydration of vegetables, owing largely to the fact that the public is familiar with sun‐dried and evaporated fruits, whereas it knows comparatively little about dried vegetables. During the World War 8,905,158 lbs. of dehydrated vegetables, divided as follows, were shipped to the United States Army overseas: Potatoes, 6,437,430lbs.; onions, 336,780; carrots, 214,724; turnips, 56,224; and soup mixture, 1,860,000. In the years immediately following 1919 the drying of vegetables declined rapidly, and for the last 10 years or more production has been compartively small. To be successful, a dehydration plant must be built where fresh materials are plentiful and reasonable in price. A diversity of products makes possible an operating season long enough to keep the overhead expenses down to the minimum. The products dried, however, should be limited to those for which a ready market exists. The only satisfactory method of operating is to contract for a sufficient acreage to take care of the needs of a plant at a price which will permit both the grower and the drier to make a profit. Material to be dried must be carefully sorted so as to be free of mould, decay and other defects that would lower the grade of the finished product. The stone fruits (apricots, peaches, cherries and plums) must be sufficiently firm to permit mechanical pitting without tearing. Where they are prepared by manual labour they must not be so soft as to stick to the trays. Apples and pears must not be so soft as to crush in the coring and peeling machines. Berries, cranberries and grapes are usually dried whole. Fruit that needs trimming must be avoided, as it not only adds to the cost of operation, but also lowers the grade of the final product. Vegetables, such as beans (snap), cabbage, carrots, celery, corn, parsnips, potatoes, pumpkin, spinach, squash and turnips, are sliced, shredded, diced or cut in desired pieces before drying. Dehydration does not improve the quality of fresh fruits or vegetables, nor does it provide for the satisfactory use of unsound products. At best the process can only conserve the original constituents of the foods, minus replaceable water. Careful handling reduces labour and waste. Bruised tissue is especially susceptible to discolouration and decay. Individual pieces prepared from good stock are more uniform and attractive than those from heavily trimmed stock. Raw materials should be as carefully washed and cleaned for dehydration as for table use. Much of the washing machinery used in canning is suitable for use in dehydration plants. A rotary cylindrical washer equipped with a water‐spraying system is very satisfactory for washing many types of products. Soft or easily broken fruits and vegetables may be washed by passing the trayed material between several sprays of cold water. The segregation of fresh fruits and vegetables according to size facilitates both the preparatory handling and the drying. One type of grader consists of a perforated metal plate, 3 by 10 feet, or larger. The perforations are in sections of varying size, and the plate is inclined and mechanically agitated in order to insure an even flow of the material in one direction. The product is separated according to size by being passed through the perforations. Perforated plates are also used in stacks. Several plates, each stamped with holes of a uniform size, the holes varying in size with each plate, are set one above the other, with 6 inches or more between plates. They are arranged so that the holes are progressively smaller from top to bottom. Another grader sorts out easily rolling materials according to diameter. As a mechanically driven cable rolls the materials along an opening that increases in width, the product falls through and is collected according to size. A grader based on the same principle passes the product down a chute the floor of which consists of rollers placed at increasingly greater distances apart. As the product rolls along the chute it is separated in progression according to size.