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The aim of this paper is to outline the collaborative approach used to craft national learning standards for tertiary programs in the field of environment and sustainability in Australia. The field of environment and sustainability is broad and constituted by diverse stakeholders. As such, articulating a common set of learning standards presents challenges.

The authors developed and used a staged collaborative curriculum design methodology to engage more than 250 stakeholders in tertiary environmental education, including discipline scholars, students, professional associations and employers and other environmental educators. The approach was adaptive, to ensure underrepresented stakeholders’ perspectives were welcomed and recognised. The project was commissioned by the Australian Council of Environmental Deans and Directors (ACEDD) and funded by the Federal Government’s Office for Learning and Teaching.

The collaborative approach developed and used for this work facilitated an inclusive process that valued diversity of perspectives, rather than marginalise diversity in favour of a perspective representing a minimum level of agreement. This is reflected in the standards themselves, and is evidenced by participant feedback, piloting of the standards and their subsequent application at multiple universities. Achieving this required careful planning and facilitation, to ensure a democratisation of the stakeholder consultation process, and to build consensus in support of the standards. Endorsement by ACEDD formalised the standards’ status.

Collaborative curriculum design offered the opportunity to foster a shared sense of common purpose amongst diverse environmental education stakeholders. This approach to curriculum design is intensive and generative but uncommon and may be usefully adapted and applied in other contexts. The authors note one subsequent instance where the approach has been further developed and applied in transforming a generalist science program, suggesting the methodology used in this case may be applied across other contexts, albeit with appropriate adjustments: the authors offer it here in the spirit of supporting others in their own complex curriculum design challenges.

Trauma-informed care and practice (TICP) has gained international attention since the mid-1990s, but its recent adoption in Australia has been met with various barriers, including a lack of training and education opportunities to enhance professional knowledge and practice. This paper aims to identify and further understand what is occurring in TICP training and education for health and human service professionals in Australia; specifically, what is known about TICP content and training strategies being used.

A scoping methodology was used to undertake a systematic search of the literature to identify and map the scope and nature of research activity on TICP training and education for professionals in Australia. Based on the predetermined inclusion and exclusion criteria, removal of duplications, abstract review and full-text screening, six studies met the inclusion criteria for content analysis in this review.

The studies showed that TICP training and education was occurring predominantly in the Australian health sector for nursing professionals and improved knowledge, confidence to respond to disclosures of trauma and approaches to care. Training was commonly delivered through one-day workshops and brief Web-based approaches. The findings suggested that there is a need for consensus on TICP content to ensure that fidelity to the principles of TICP is promoted in unique workplace settings and for ongoing commitment by relevant stakeholders and funding bodies.

To the best of the authors’ knowledge, this is the first review exploring what is happening across disciplines and sectors for trauma-informed education. The findings have implications for clinicians, professionals, educators and researchers.

The purpose of this paper is to evaluate the experiences of tertiary students learning oral presentation skills in a range of online and blended learning contexts across diverse disciplines.

The research was designed as a “federation” of trials of diverse online oral communications assessment tasks (OOCATs). Tasks were set in ten courses offered across all five faculties at University of Newcastle, Australia. The authors collected and analysed data about students’ experiences of tasks they completed through an anonymous online survey.

Students’ engagement with the task was extremely positive but also highly varied. This diversity of student experience can inform teaching, and in doing so, can support student equity. By understanding what students think hinders or facilitates their learning, and which students have these experiences, instructors are able to make adjustments to their teaching which address both real and perceived issues. Student experience in this study highlighted five very clear themes in relation to the student experience of undertaking online oral communications tasks which all benefit from nuanced responses by the instructor: relevance; capacity; technology; time; and support.

Using well-designed OOCATs that diverge from more traditional written assessments can help students successfully engage with course content and develop oral communication skills. The student experience can be used to inform teaching by catering for different student learning styles and experience. Student centred approaches such as this allows instructors to reflect upon the assumptions they hold about their students and how they learn. This understanding can help inform adjustments to teaching approaches to support improved student experience of learning oral communications tasks.

The importance of learning oral communication skills in tertiary education is widely acknowledged internationally, however, there is limited research on how to teach these skills online in a way that is student centred. This research makes a contribution toward addressing that gap.

Catheter related blood stream infection (CRBSI) remains an important complication of central venous catheters(CVCs). Educational programmes have been associated with CRBSI reduction but evidence in total parenteral nutrition (TPN) patients is limited, despite an increased risk of CRBSI. The effect of educational processes were evaluated and the value of different methods of expression of CRBSI incidence were assessed.

Study was performed in a 525‐bed tertiary university hospital over 12 years. A multidisciplinary TPN committee was created to examine CRBSI episodes and a parallel education programme was set up and maintained. Prospectively collected data were analysed from 1,392 patients in whom 2,565 CVCs were used over 15,397 CVC days. CRBSI incidence was expressed as CRBSI episodes per 1,000 CVC days, percentage patients or percentage CVCs infected.

CRBSI incidence fell from 33 to 7 episodes per 1,000 CVC days (p<0.01). Percentage of infected CVCs fell from 17 per cent to 5 per cent(p <0.05) and proportion of patients affected fell from 27 per cent to 7 per cent(p <0.01). The corresponding slopes of the lines expressing fall in CRBSI rate were −1.3‐0.63 and −1.4 respectively.

A sustained educational programme was associated with a significant fall in CRBSI in TPN patients. An incidence of 5‐7 episodes per 1,000 CVC days, a figure comparable with non‐TPN CVCs, was achievable.

Each method of expression of CRBSI incidence proved valid in this setting and contributed to the educational programme.

The value of this study is that it demonstrates how implementing and sustaining an education programme can achieve reduced rates of infection. No published study utilising all methods of expressing CRBSI incidence could be found.

Central to the notion of citizenship is equality, social inclusion and social justice, yet heterosexual constructions of citizenship continue to privilege. The purpose of this paper is to investigate the relationship between citizenship, social policy and sexual identity, comparing experiences found in the UK and the USA.

The paper examines the concepts of nation, identity and belonging, taking account of normative discourses and structures such as the family, to illustrate how social policy creates second‐class status for lesbians, gay men, bisexuals and transgendered people (LGBT).

The paper finds that within the relationship between the state and LGBT citizens, there is institutional hostility towards LGBT people, and explores the ways in which policy makers characterise difference as abnormal, inferior, of less worth and importantly, problematic.

The paper is of value in discussing Queer theory and in seeking to challenge and transform the social exclusion of LGBT citizens, by contributing to the rise in new forms of citizenship. The paper takes account of evolving models of citizenship that seek to redress current inadequate mainstream structures.

This article notes the growing attractiveness of concepts “borrowed” from chaos theory in organizational studies. Many of these interpretations display sentiments broadly congruent with a “postmodern” approach to organization. Indeed chaos theory itself is presented as part of a similar postmodern shift within natural science. However, these sentiments have been subject to stinging criticism by scientists. Here, the deterministic underpinning of chaos theory is used to show that chaos theory is an entirely modernist enterprise. In this case the indeterministic messages taken by organizational theorists are something of a misunderstanding. Consequently, I discuss whether this is enough to threaten the interdisciplinary status of chaos theory, particularly when it is used in a self-consciously ‘metaphorical’ fashion.