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To explore the conceptualisation and operationalisation of authentic assessment in work-based learning and research.

The relationship between authentic assessment and work-based learning and research is examined using a postgraduate degree program at a regional university in Australia as a case example to identify unique pedagogical features of work-based learning as they are linked to assessment.

A dynamic is created between formative and summative authentic assessment practices and the cross-current nature of learning in work and research, leading to a range of lifelong learning outcomes. A framework for such a dynamic is presented.

The pedagogy informing work-based learning emphasises developing higher-order thinking through reflective practice, developing competencies and capabilities associated with professional practice and developing academic writing and research skills to enhance professional identity at the postgraduate level for mid- to senior-career professionals. However, the relationship of authentic assessment to work-based learning and research has not been explicated in the literature and its application in post-COVID work environments has yet to be fully examined.

The current literature on school teacher-created summative assessment lacks a clear consensus regarding its definition and key principles. The purpose of this research was therefore to arrive at a cohesive understanding of what constitutes effective summative assessment.

Conducting a systematic literature review of 95 studies, this research adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The objective was to identify the core principles governing effective teacher-created summative assessments.

The study identified five key principles defining effective summative assessment creation: validity, reliability, fairness, authenticity and flexibility.

The expansiveness of education research is such that not all relevant studies may have been identified, particularly outside of mainstream databases. This study considered only the school environment, so contextual limitations will exist.

To the best of the authors’ knowledge, this study contributes original insights by proposing a holistic definition that can facilitate consensus-building in further research. The assimilation of core principles guided the development of quality indicators beneficial for teacher practice. The comprehensive definition, key principles and quality indicators offer a unique perspective on summative assessment discourse.

The purpose of this paper is to explore the work-based learning (WBL) ethos of a professional studies doctoral program, a higher degree by research program implemented in Australia.

This is a preliminary case study of one higher degree by research program and two doctoral candidates participating in the program to explore the ethos and outcomes of the program.

The program has sought to develop a different type of higher education ethos, one characterized by an open-door communications policy, a critical friend philosophy, an emphasis on teamwork, pro tem supervision and a new model for doctoral supervision, self-designed work-based projects, self-directed research programs and the development of professional identity.

The characteristics and contributions of WBL programs at the doctoral level have been well documented in the academic literature, but the unique ethos, if there is one, of such programs has yet to be fully examined. This study goes some of the way to answering the question of whether such programs have a unique ethos and if so what are its features and how might it contribute to student development.

This study aims to explore how student recruitment practitioners at regional Australian universities strategise student recruitment efforts in Thailand. There is scarce research addressing regional universities, with prior studies focusing on metropolitan universities. Similarly, most prior studies have focused on high-volume markets, with little research exploring emerging markets such as Thailand.

Semi-structured interviews were conducted with student recruitment practitioners from regional universities that were responsible for recruiting Thai students. Thematic analysis was conducted to identify key themes.

Regional universities lack strategic ambidexterity in their approach to recruiting international students. They viewed Thailand as requiring longer term investment and were unwilling to dedicate their limited resources towards developing this market at the expense of other markets that would yield enrolments to contribute towards short-term targets.

Implications are provided with relevance to the student recruitment practitioner, with strategic ambidexterity discussed.

The paper fills a gap in the research by exploring international student recruitment and contextualising both regional universities and Thailand as a recruitment market. This study provides useful considerations that may be relevant to other emerging markets.

This paper examines the relationship between work, resilience and sustainable futures for organisations and communities by considering the nature of work-related problems (WRPs) and the work-based research designed to investigate them. The authors explore the axis of work environment > work-related problem > resilience > sustainable futures as it might be impacted by work-based research.

The paper introduces two current real-world examples, one in Australia and one in Asia, of work-based research projects associated with higher education aimed at promoting resilience and sustainability, and discusses the research problems, questions, designs, methods, resilience markers and sustainability markers used by these projects.

Work-based research, when conducted rigorously using mixed methods, may contribute to increased resilience of organisations and communities and thereby seeks to promote more sustainable organisational and social futures.

Work-based research conducted in higher education seeks to investigate, address and solve WRP, even when such problems occur in unstable, changing, complex and messy environments.

Resilience and sustainable futures are ambiguous and disputed terms, but if work-based research can be brought to bear on them, organisations and communities might better adapt and recover from challenging situations, thus reducing their susceptibility to shock and adversity.

While resilience and sustainability are commonly referred to in the research literature, their association to work, and specifically problems associated with work, have yet to be examined. This paper goes some of the way to addressing this need.

The association of work and learning has been well established for many years. However, some of the terms used to describe the various pedagogies related to work and learning have been used interchangeably, with many lacking definitional clarity and scope. These include work-related learning (WRL), work-based learning, workplace learning (WPL) and work-integrated learning (WIL). This agglomerating approach to usage has resulted in pedagogical confusion and what some theorists call a “problematization” for the field, resulting in undermining shared understanding and potential benefit. The purpose of this conceptual paper is an attempt to unpack the meaning and application of some of the key pedagogical terms used in the applied field of work + learning theory and practice.

Conceptual modelling and qualitative descriptions of each pedagogy.

Many of the work + learning pedagogies do overlap and cohere but attempts to create umbrella terms, which apply to all theories and approaches, are misguided; definitional clarity with the different modes of practice is required for sustainable educational outcomes.

A proto-theoretical model, along with a breakdown of distinguishing features of each term as well as their source in the published literature, has been developed to improve clarity and aid the future praxis of educators.

The purpose of this scoping literature review was to identify and consolidate all available theories and methods for cold case homicide evaluation, solvability and priority ranking that would serve to guide a broader exploratory study and future research.

The paper presents the findings of a scoping literature review. The review forms part of a broader exploratory study. The scoping literature review sought to identify reported evidence from the extant literature in identifying and defining key concepts relevant to cold prioritisation. It also sought to identify any knowledge gaps relevant to the scoping review question.

The review suggested that internationally, there is a wide variance and inconsistency in the processes, methods and criteria used by policing agencies to evaluate and prioritise cold cases for investigation. Despite this, there were four themes that could be regarded as [parameters for future cold case research: cold case evaluation and review, prioritisation methods, solvability and prioritisation systems and tools. The review revealed several gaps in the literature. No papers could be found discussing the allocation of individual priority rankings based on any kind of weighted criteria system or model. Further, no information could be found in the available literature on any automated systems, online tools, algorithms, or applications utilised when evaluating or prioritising cases.

The research results are limited in that it is possible that relevant extant literature exists that was not discoverable using the scoping review search strategy.

The paper is a part of a broader exploratory study that seeks to develop a framework for cold case prioritisation that, in a time where public scrutiny has increased, has increased transparency with clearly articulated criteria for evaluation and process.

This paper assimilates the extant literature associated with cold case evaluation and prioritisation and presents a summary of themes and gaps in knowledge that informs future research.

The purpose of the study was to specify the perceived outdated nature and lack of definitional clarity associated with the concept of work and further to outline that the nature of work has dramatically changed in the 21st century, while definitions of work referenced in research remain those that were dominant in the previous century. Lastly, the study aimed to propose an updated conceptualisation and definition of work to aid future research.

A scoping literature review was adopted as the methodology guiding the study. A scoping review is particularly suited to identifying the conceptual boundaries on a given multi-disciplinary topic and is used to map the key concepts underpinning a research area as well as to clarify working definitions.

Nine main themes underpinning the concept of work were extracted from the extant literature. These were assimilated with contemporary literature across multiple disciplines. Contexts of work as they relate to dimensions of work and workspace are developed and visualised. A proposed contemporary definition of work is presented.

The aim of the study was to address the problem with current and future research continuing to refer to traditional conceptualisations of work, while the nature of work has dramatically changed. The findings are preliminary and intended to stimulate further discourse towards a greater consensus of a definition. The implications of proposing an updated definition of work is that it is intended to better inform future research reflective of its multi-disciplinary and significantly changed nature.

The implications to practice are the main impetus of this study. The authors found that research associated with work was being confounded by traditional and outdated interpretations, excluding alternative forms of work or not recognising its multi-dimensionality. It is proposed by the paper that an updated conceptualisation of the nature of work in this era, as it is reflected across disciplines and practice, would positively contribute to the understanding, management and conceptualisation of work in practice.

A systematic literature review across disciplines of the definition of work will reveal the outdated nature and disparate interpretation of the concept of work. An inclusive, multi-disciplinary and contemporary definition of work has not been suggested. This scoping review was conducted to address this problem and gap in the literature. Further, this paper presents a multi-dimensional and spatial conceptualisation of work that is proposed to better inform future research and practice associated with work.

Over the last decade, international accounting harmonization and convergence and the increasing adoption of IFRS as national standards have become dominant topics in international accounting research (Alp & Ustundag, 2009; Ashbaugh & Pincus, 2001; Cairns, Massoudi, Taplin, & Tarca, 2011; Christensen et al., 2007; Daske, 2006; Daske & Gebhardt, 2006; Daske et al., 2008; Ding et al., 2007; Gastón, García, Jarne, & Laínez Gadea, 2010; Haverals, 2007; Hellmann, Perera, & Patel, 2010; Lantto & Sahlström, 2008; Othman & Zeghal, 2006; Peng & van der Laan Smith, 2010; Schleicher, Tahoun, & Walker, 2010; Tyrrall et al., 2007). In this move toward convergence, the politics associated with IAS setting by the IASB has become an important and controversial topic in international accounting research. Although previous studies have aimed to examine political issues and stakeholder's perception toward the standard-setting process of the IASB (Alali & Cao, 2010; Chiapello & Medjad, 2009; de Lange & Howieson, 2006), no study has critically examined the complexity of factors influencing attitudes and public opinion toward this standard-setting process. Given that attitudes are likely to guide behavior and lead stakeholders to either advance the work of the IASB or create obstacles, it is timely and relevant to analyze attitudes toward this issue. A recent study has provided evidence that stakeholders’ acceptance of IFRS and preparers’ overall perception of IFRS may influence compliance and the quality of financial reports (Navarro-García & Bastida, 2010). As such, it is the objective of this chapter to provide insights into determinants of attitudes toward the IASB's standard setting and critically examine the influence of power structures and perceived legitimacy on individual attitudes and public opinion.¹ Specifically, this study examines German attitudes toward the promotion of professional judgment by the IASB since the adoption of IFRS in the EU in 2005.