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This paper examines the varying experiences of quality amongst key stakeholders (those who have an interest in, an impact on or are users of) in faculty student administration in an Australian university and proposes a framework for understanding quality in this context. Data were obtained using a qualitative phenomenographic research approach and collected through 42 face‐to‐face interviews with key stakeholders (students, parents, administrative staff, academic staff, executive officers, domestic partners, offshore partners and a careers adviser). Data were categorised into eight conceptions which represent stakeholders' understanding of quality. The relationships between the conceptions are discussed and represented diagrammatically to form a new understanding of quality in faculty student administration.

To provide a past, current and future perspective of transnational higher education for academics and managers engaged in this area of education provision, to heighten awareness of the current trends and issues involved.

An Australian/Hong Kong case study and reference to current literature are used to highlight the main issues concerning this rapidly expanding phenomenon in the provision of higher education.

Identifies and discusses the main issues for consideration when planning new transnational activities, including the need for strategic approaches and risk management.

The paper focuses on Australia and the Asian region, although material related to the UK and the USA is included in some sections. Whether a country is the provider or the receiver of transnational education, the issues raised will be relevant.

This paper provides a very useful source of information for those currently involved in or planning to become involved in a transnational higher education activity.

This paper is timely in that it addresses the recent proliferation of transnational higher education activities by considering the past and present, as well as providing discussion of potential future directions.

This chapter examines the case of threshold concepts, as an example of a theory being developed and applied within higher education research. It traces the origins and meaning of the term, reviews its application by higher education researchers and discusses the issues it raises and the critiques it has attracted. This case is of particular interest, as the idea of threshold concepts is little more than a decade old, yet in that time it has attracted considerable attention.

This chapter reviews successful pedagogical interventions in teaching literacy in languages of teaching and learning in the upper primary grades in low- and middle-income countries (LMICs) and explores how researchers and teachers decolonized classroom spaces to ensure student achievement of learning outcomes. Themes emerging from the analysis of data are biliteracy interventions, interventions in official and national languages, teacher professional development, and ecological interventions. Results of the review indicate that researchers decolonized classroom spaces by using student linguistic repertoires, evidence-based pedagogical strategies student cultural capital and engaging families and communities. The review also reveals that more research needs to be conducted on teaching and learning in upper primary grades. The linguistic diversity of LMICs provides rich contexts for more research in bilingual education and L2 acquisition which could be useful worldwide as stakeholders in the education process explore the best ways to improve learning outcomes in schools.

Writing as a hot topic in literacy has recently gained a foothold in terms of importance to academic and career success, finally receiving the attention it warrants and thus, this chapter provides timely information about how to teach writing products and processes in the 21st century.

Through a historical examination of writing instruction, this chapter provides a contextual lens for how writing has not always been a priority in the field of literacy; how writing and reading are interconnected; and how differing theories aim to explain writing development.

Writing has taken on a balanced approach between writing for product and writing as a practice. Teacher pedagogy has been heavily influenced by the advent of high-stakes assessments. Other factors such as maintaining motivation and engagement for writing affect student performance. Writing and reading benefit from an integrated instructional approach.

Elements of writing instruction are deconstructed to provide information for teachers to support students’ confidence in their writing abilities, build their identity as writers, and promote individualization and creativity to flourish through independence.

Over the last several decades, as women have increasingly entered the labor force, they are spending less time at home (Bianchi, 1995; Hayghe, 1997). Having a more constrained schedule has resulted in married women and single mothers substantially decreasing the amount of time that they spend on household labor (Bianchi et al., 2000; Robinson & Godbey, 1997). Traditionally, in two-parent households, husbands rarely participated in household tasks. Now that more married women with children are employed outside the home, one might assume that they would turn to their husbands to help them manage their households. However, current research shows that fathers are making only a slightly greater contribution to housework than they did in the past (Gershuny & Robinson, 1988; Robinson & Godbey, 1997). If mothers are now spending fewer hours on housework, and fathers are only contributing slightly more, then there remains a significant proportion of household chores that either must be done by others or must remain undone. Research suggests that children in particular may find themselves responsible for an increasing proportion of household tasks. For example, the more hours mothers work outside the home, the more hours children spend on family work (Benin & Edwards, 1990; Blair, 1992b; Elder & Conger, 2000; Shelton, 1992).

The Common Core Standards (CCS) for English Language Arts and College, Career, and Civic Life Framework (C3) require social studies educators to reconsider connections between literacy and history teaching. In this article we examine three perspectives on literacy teaching: content area literacy, disciplinary literacy, and critical literacy. While some scholars see these perspectives as contradictory or in competition, we demonstrate how content, disciplinary, and critical literacy teaching can complement each other and facilitate teaching to and beyond the CCS standards and C3 framework in intermediate, middle school, and high school history instruction. Our article includes teaching examples as well as appendices of teacher resources.

The purpose of this contribution is to investigate whether popular reports can strengthen public governance by fostering greater transparency and public participation.

The analysis is based on the case of the “Bilancio in Arancio” of the Municipality of Milan. Data are collected through a triangulation of sources, including the authors’ direct observation, conversational interviews, the press, and a questionnaire distributed to the citizens participating in the experience.

The analysis discusses how popular reports can improve Public Governance, and identify related critical issues. More specifically, four key aspects of Popular reporting appear to play a central role in strengthening governance, that is, their capacity to ensure greater transparency, neutrality, enhanced participation and impacts on decision making. We suggest that every aspect represents an important “step” to be taken in an ideal “ladder of participation.”

Governments that want to enhance public governance may have an interest in developing popular reports, paying attention at ensuring transparency, neutrality, stakeholders’ participation, and their contribution to decision-making processes.

Popular reports can provide to citizens the education on public budgeting issues required to consciously participate in public decision-making processes and give them greater voice and power to express their instances. Popular reports can also promote a two-way communication and dialogue between citizens and governments.

Drawing on the experience of the Municipality of Milan, more general lessons are learnt on the role of popular reports in strengthening public governance, and on the related strengths and weaknesses.