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The purpose of this paper is to report student attitudes and beliefs towards climate change adaptation and sustainability-related behaviours.

A paper-based questionnaire was completed by 247 first-year (students in their first semester of study) and third-year (students in their final semester of study) students in the same year (2012) of the study (Table I). A factor analysis shows that common themes previously identified failed to reflect the diverse range of influences on young people, including family, friends and news media.

Contrary to the literature, few significant differences were found in sustainability-related behaviours between first- and third-semester students, with an increase in scepticism regarding the reality of climate change among the latter.

The study focused on Australian undergraduate university business students. As a single-institution case study, the results may not be generalised to all university students. As such the authors recommended that the study be completed in other universities from around the world. The study was undertaken over one year, but the participants may not have necessarily been the same students in third semester as they were in first semester. Therefore, it is recommended that the study be repeated in future years so that the same cohort can be measured over time, providing a more accurate account of the development of student knowledge and perceptions of sustainability during their time at university.

Achieving significant long-term changes in behaviours will be a substantial challenge for tertiary curricula. The findings of this study can inform instructors in higher education of student attitudes towards sustainability and climate change adaption and in turn inform changes to tertiary curriculum in sustainability and climate change adaption.

This paper reports on the second phase of a longitudinal research project examining the effects of an undergraduate business studies curriculum on student views of sustainability. The authors confirm that the research is original and that all of the data provided in the study are real and authentic. Neither the entire work nor any of its parts have been previously published.

This paper aims to report on findings from the first phase of a longitudinal study of undergraduate business students’ attitudes, beliefs and perceptions concerning sustainability issues.

To improve understanding of the potential effects of changes in the curriculum, business students enrolled during the academic year prior to a redesigned, sustainability-informed, curriculum were surveyed. Familiarity with key sustainability terms was tested using a semi-structured questionnaire applied across two campuses of James Cook University, Australia. Quantitative data were complemented by use of open-ended questions that yielded qualitative insight into a range of student knowledge, attitudes, behaviours and normative influences relating to sustainability and climate change.

Findings reflect naïve awareness of the potential impact of individual contributions to sustainability and environmental challenges. They reveal a tendency to regard major issues as beyond personal control and to view solutions as being the responsibility of others. This is coupled with reluctance to consider major lifestyle changes.

Universities are increasing their focus on sustainability-related issues and the ways in which these can be effectively communicated via curricula. This paper carries implications for this societal agenda, particularly in relation to the need to address disconnections between awareness of issues, personal relevance and effective strategies for addressing sustainability issues.

The findings shed fresh light on the attitudes and behavioural dispositions of undergraduate business students and could help guide the development and delivery of curriculum content.

Multimodal writing portfolios were introduced and integrated into an undergraduate course and a graduate course in a research-oriented university in northwest Taiwan. This study aims to examine the influence of multimodal writing portfolios of novice researchers' academic writing.

Comparative case studies involve collecting data from several cases and analyzing the similarities, differences and patterns across cases (Merriam, 2009). To address this underdeveloped area of research, a comparative case study method was employed to understand undergraduate and graduate students' multimodal writing portfolios in academic writing in two courses in Taiwan.

First, multimodal writing portfolios enabled novice researchers to be more familiar with the structure of academic paper and they had better performance in intrapersonal and linguistic aspects. Second, novice researchers held positive attitude toward multimodal writing portfolios because they regarded process of making multimodal writing portfolios as preparation for their future academic writing. Finally, participants highly valued the class PowerPoint slides, weekly writing tasks and the instructor's modeling as effective facilitation for making multimodal writing portfolios.

Limited studies focus on multimodal writing portfolios (e.g. Silver, 2019). The present case study explores the integration of a multimodal writing portfolio into one undergraduate and one graduate course to explore learners' attitude and performance in academic writing.

Novice researchers can learn to compose multimodal academic texts for the academic writing community.

Suggestions on effective integration of multimodal writing portfolios into academic writing instruction were provided based on the research findings.

The findings of the study provide the field of L2 writing with insights into the pedagogical development of multilingual writing portfolios and help educators to be better prepared for teaching novice researchers to comprehend and compose multimodal texts and enter the academic writing community. The framework in Figure 1 and suggestions on course designs for academic writing can inform educators on the integration of multimodality in academic discourse. Moreover, this study moves beyond general writing courses at the tertiary level and could contribute to L2 writers' deeper understanding of how multimodal writing portfolios can be constructed.