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In industrial and organizational psychology, there is a long tradition of studying personality as an antecedent of work outcomes. Recently, however, scholars have suggested that personality characteristics may not only predict, but also change due to certain work experiences, a notion that is depicted in the dynamic developmental model (DDM) of personality and work. Upward job changes are an important part of employees' careers and career success in particular, and we argue that these career transitions can shape personality over time. In this study, we investigate the Big Five personality characteristics as both predictors and outcomes of upward job changes into managerial and professional positions. We tested our hypotheses by applying event history analyses and propensity score matching to a longitudinal dataset collected over five years from employees in Australia. Results indicated that participants' openness to experience not only predicted, but that changes in openness to experience also followed from upward job changes into managerial and professional positions. Our findings thus provide support for a dynamic perspective on personality characteristics in the context of work and careers.

Follow adventurer Ben Southall as he shares his life, his journey and his blueprint for turning your passions into a living. Ben's life has taken him from the UK to Africa to Australia, through adventures over land, under water, in the air, and finally to his dream job as caretaker of a Great Barrier Reef island. You'll learn how he did it, and how you can do it, too. Whether you spend your days in the office or in the sunshine, Ben has some valuable lessons to share.

A sugar-sweetened beverage (SSB) tax in Mexico has been effective in reducing consumption of SSBs, with larger decreases for low-income households. The health and financial effects across socioeconomic groups are important considerations for policy-makers. From a societal perspective, we assessed the potential cost-effectiveness, health gains, and financial impacts by socioeconomic position (SEP) of a 20% SSB tax for Australia. Australia-specific price elasticities were used to predict decreases in SSB consumption for each Socio-Economic Indexes for Areas (SEIFA) quintile. Changes in body mass index (BMI) were based on SSB consumption, BMI from the Australian Health Survey 2011-12, and energy balance equations. Markov cohort models were used to estimate the health impact for the Australian population, taking into account obesity-related diseases. Health-adjusted life years (HALYs) gained, healthcare costs saved, and out-of-pocket costs were estimated for each SEIFA quintile. Loss of economic welfare was calculated as the amount of deadweight loss in excess of taxation revenue. A 20% SSB tax would lead to HALY gains of 175,300 (95% CI: 68,700; 277,800) and healthcare cost savings of AU$1,733 million (m) (95% CI: $650m; $2,744m) over the lifetime of the population, with 49.5% of the total health gains accruing to the 2 lowest quintiles. We estimated the increase in annual expenditure on SSBs to be AU$35.40/capita (0.54% of expenditure on food and non-alcoholic drinks) in the lowest SEIFA quintile, a difference of AU$3.80/capita (0.32%) compared to the highest quintile. Annual tax revenue was estimated at AU$642.9m (95% CI: $348.2m; $1,117.2m). The main limitations of this study, as with all simulation models, is that the results represent only the best estimate of a potential effect in the absence of stronger direct evidence. This study demonstrates that from a 20% tax on SSBs, the most HALYs gained and healthcare costs saved would accrue to the most disadvantaged quintiles in Australia. Whilst those in more disadvantaged areas would pay more SSB tax, the difference between areas is small. The equity of the tax could be further improved if the tax revenue were used to fund initiatives benefiting those with greater disadvantage.

This paper is based on a study examining the impact of young people's backgrounds and educational experiences on career choice capability with the aim of informing education policy. A total of 706 students from secondary schools (Years 9-12) in New South Wales, Australia took part in an online survey. This paper focuses on the differences found between groups on the basis of their educational experiences. Participants who were uncertain of their future career plans were more likely to attend non-selective, non-metropolitan schools and were more likely to hold negative attitudes towards school. Career 'uncertain' students were also less likely to be satisfied with the elective subjects offered at their school and reported less access to career education sessions. It is concluded that timely career information and guidance should be provided to students and their families in order to allow them to more meaningfully make use of the resources and opportunities available to them with a view toward converting these into real world benefits. [Author abstract]

Crisis makes bold policy actions possible. In responding to socioeconomic and technological ruptures, policymakers create new imaginaries or revitalise existing ones. With the Australian Government’s Job-Ready Graduates (JRG) reform during the COVID-19 pandemic as an empirical case, this paper shows how crisis instrumentalism and policy imaginaries intersect to effect swift policy changes. Drawing on a thematic analysis of key documents that constitute the JRG reform, we highlight three findings. First, the reformers used a new crisis context to repackage pre-existing policy agendas. Second, in justifying the timeliness of the reform, rather than constructing new imaginaries, the Government reactivated old neoliberal visions of society and the economy. Finally, the reform agendas are characterised by reductionist accounts of the value of university education, a nativist view of the future workforce, and the omissions of key issues: research training, social justice, and the urgency of decarbonising the economy. We close the paper by arguing that crisis makes swift reform possible to the extent that key actors can mobilise new or pre-existing policy imaginaries.

For early-career teachers in particular, teacher attrition and retention has been the focus of international research. This article provides a more holistic view of teacher attrition and retention in an Australian educational context by including the perspectives of a cross- section of current and former teachers with various lengths of teaching service. The authors explored the similarities and differences in considerations about past career decision points reported by the teachers in different groups. Australian teachers (N = 133) who were staying in teaching (n = 59), or undecided about staying (n = 34), and former teachers who had changed careers (n = 40) completed free-response questionnaires about their decisions to choose and to stay in (or to leave) teaching careers. Thematic analysis suggested that three overarching themes were salient across all three groups of teachers at different decision points in the career. These overarching themes were personal fulfillment, practical considerations, and lack of alternatives or barriers to change. Strategies to retain teachers should aim to foster collegial relationships, address workload, respond to needs for job security or flexibility, and provide new opportunities within teaching. [Author abstract]

There is broad acknowledgement that higher education should produce career-ready graduates and the role of practical experience - such as part-time employment, unregulated extra-curricular internships and work-integrated learning (WIL) - in achieving this. WIL is critical for developing the non-technical skills, disciplinary expertise and career self-management competencies required to prepare graduates for the world-of-work. Although Australia appears committed to growing WIL, many employers engage in extra-curricular internships while there is a lack of industry partners available to meet student demand for WIL. Extra-curricular internships may, therefore, be considered the 'black market' to WIL and could be constraining the achievement of targeted growth in Australia's National Strategy for WIL. This paper highlights that extra-curricular internships may not be governed by the good practice principles critical to a quality work-based learning experience. It explores possible reasons for stakeholder preference for unregulated, extra-curricular internships and presents strategies to shift their engagement to WIL. [Author abstract]

In 2023 the Australian government mandated reforms to initial teacher education (ITE) courses across Australia. The key rationale of the Strong Beginnings Report is to better prepare teachers for the classroom and help stem the flow of teachers leaving the profession. This article suggests that the Strong Beginnings Report mobilises forms of evidence that privilege bureaucratic intervention over teachers’ insight and capacity. Using Bacchi’s ‘What’s the problem represented to be?’ approach to policy analysis, I argue that the Report selectively draws on evidence to position teachers as underprepared for the classroom and in need of reform. It does this by (i) suggesting that one of the main reasons teachers leave the profession is because they have inadequate skills, (ii) downplaying the broader social, economic and political context in which teacher attrition occurs, and (iii) deprofessionalising teaching by casting it as a technical process. Building on works that critique the impacts of standardisation, regulation and oversight in educational reform, I contend that the proposed reforms will do little to improve ITE or address teacher attrition. More than this, they will work to further discredit teachers and undermine the value of public education.

Background Medical student mental health and wellbeing is highly topical and the subject of much research. While theoretically informed definitions of wellbeing abound, how do medical students themselves understand and perceive wellbeing? What aspects of the curriculum do they regard as affecting their wellbeing and mental health? This study explored these questions, and aimed to identify factors associated with student acceptability of wellbeing programs and interventions. Methods All students at an Australian undergraduate medical school ( n  = 619) were invited to complete a qualitative online questionnaire between 2017 and 2018 following the introduction of several wellbeing initiatives, including “Wellbeing Days” (WBD). WBD allow students to take single absence days for self-care. Open-ended questions were asked about perceptions and experience of mental health and wellbeing, and views on interventions to improve wellbeing such as WBD. Thematic analysis was conducted across all responses. Three authors developed preliminary themes, which were then refined and confirmed by all researchers . Thematic saturation was achieved within data from the 68 respondents, which included participants from all cohorts. Results Participants described wellbeing as positively experienced work/life balance, impacted by four factors; contact hours, peer relationships, staff relationships, and trust in how wellbeing initiatives were used. Long contact hours were deemed incompatible with self-care activities, maintaining employment, and seeking professional medical/psychological help. Peers could promote wellbeing by offering social and academic support, but also undermine wellbeing by being competitors. Degree of trust, engagement and communication with staff influenced acceptability of interventions. Participants viewed initiatives such as WBD favourably, but distrust of peers, and of staff, led to perceptions that WBD could be prone to misuse, or used for surveillance rather than support. Conclusion Our findings suggest that wellbeing days which allow self-care, reduction in contact hours, and peer support may promote student wellbeing, but the acceptability of any interventions is influenced by relationships between staff and students, and in particular, trust in these relationships. We suggest strategies to strengthen trust and further research to investigate the relationship between trust and perceptions of wellbeing in self and peers.