Career Guidance for Culturally and Linguistically Diverse Migrants and/or Refugees

Although growing numbers of Culturally and Linguistically Diverse Migrants and Refugees (CALDM/R) are entering higher education, the sector has limited knowledge of how they are supported to transition out of higher education and seek employment after they graduate. This is likely the result of CALDM/R students’ invisibility in the current formal Australian Government categories used to direct equity policy, funding and practice (which include students from low socioeconomic status (SES) backgrounds, Indigenous students and students who live in rural and remote Australia). For example, although some CALDM/R students may reside in low SES areas and/or regional/remote areas, the specific needs of this cohort are not recognised within these broad categories, while other CALDM/R students may not fall within any of the current equity categories at all. The focus on these current equity categories means that institutions are not mandated to respond to the nuanced needs of other specific groups, which is particularly problematic for CALDM/R because of their relatively poorer employment outcomes

‘It is a university where I felt welcome’ : poems of asylum-seeking students’ sense of coherence in Australian higher education

Current social and political arrangements of higher education are inequitable for students from asylum-seeking backgrounds. In many countries, their access to university is limited and if they are accepted, their status as forced migrants puts them at multiple disadvantages. This inequity is in contrast with the universal aim of higher education institutions to serve all people and their societies. Utilising a voice centred relational method (VCRM) and the theoretical lens of Aaron Antonovsky’s salutogenesis, this article is a poetic presentation of the experiences of asylum-seeking students in Australian universities. We show that higher education can provide asylum-seeking students with the means for safety (making life manageable), belonging (making life comprehensible), and success (making life meaningful). Thus, we argue that higher education institutions have the potential to help facilitate students’ sense of coherence, which in salutogenetic terms refers to their ability to comprehend their own situation, and the capacity to use the resources available. However, asylum-seeking status poses barriers in achieving this, and this inequity should be addressed.Peer reviewe

Tinman/Nkx2-5 acts via miR-1 and upstream of Cdc42 to regulate heart function across species

Cdc42 regulates cardiac function in mice and flies downstream of a conserved Tinman/Nkx2-5–miR-1 signaling network

Rethinking the ethical and methodological dimensions of research with refugee children

This paper discusses the ethical and methodological dimensions of educational research with refugee children. The authors illustrate that research ethics need contextual, temporal and social flexibility to resonate with the changing needs and extraordinary contexts of this population, and that the flexibility is often too complex for ethical preassessments to address. The authors propose relational ethics, engaging with children and working from the "minds and hearts" rather than fixed ethical guidelines as one way to consider the ethics of working with this vulnerable population. (DIPF/Orig.)Dieser Artikel thematisiert die ethischen und methodologischen Dimensionen der Bildungsforschung mit geflüchteten Kindern. Die Autoren illustrieren, dass Forschungsethik kontextbezogene, zeitliche und soziale Flexibilität bedarf, um den sich ändernden Bedürfnissen und außergewöhnlichen Lebenskontexten dieser Personengruppe nachzukommen, und dass die Flexibilität häufig zu komplex ist, um ethische Vorannahmen zu adressieren. Die Autoren plädieren für eine relationale Ethik, die sich mit Kindern beschäftigt, in der Interaktion mit dem, Verstand und dem Herz\u27 der Kinder statt mit feststehenden ethischen Richtlinien, als eine Herangehensweise im Umgang mit den ethischen Fragen in der Arbeit mit dieser schutzbedürftigen Gruppe. (DIPF/Orig.

Qualitative interviewing in the field of work and organisational psychology: Benefits, challenges and guidelines for researchers and reviewers

Empirical research in the field of work and organisational psychology has typically adopted quantitative methods such as surveys or experiments. Comparatively less research has adopted qualitative methods such as interviewing. The aim and purpose of this article is to provide a practical guide for work and organisational psychology researchers, especially those more familiar with quantitative methods, to get started with qualitative interview approaches. The authors decided to focus on qualitative interviews as they are the most common method adopted in qualitative work and are often combined with other qualitative techniques such as participant observation or quantitative techniques such as surveys or experiments. This article looks at the strengths of adopting a qualitative interview design when conducting empirical research in the fields of work and organisational psychology, and the challenges faced in publishing such research. Finally, the article provides researchers and reviewers with guidelines for effectively executing, publishing and evaluating research adopting a qualitative interview design, and highlights exemplary articles in top journals that adopt qualitative interview designs