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Australian and international funding schemes, established to improve teaching and learning in higher education, were reviewed in a study of the best ways for national institutes of teaching and learning to effect major change. Innovation in teaching and learning generally proceeds through five stages: initiation, adoption, implementation, and replication and reinvention. The individual academic's discipline area and personal conception of teaching were the two major factors that influenced the implementation of change. Five conditions were necessary for successful dissemination: multilevel leadership and management, readiness for change, the availability of resources, and comprehensive communication networks, and funding design. (34 ref)-Queensland University of Technology, Australia.

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Purpose The purpose of this paper is to identify skills and attributes that should be included in developing curricula, especially in the area of education. In this case, English Education Department of Ar-Raniry State Islamic University, Banda Aceh, is in charge of the preparation of English language teachers and English language professionals exceeding required standards and be competitive in the labour market. Design/methodology/approach This qualitative research involved 38 research participants consisting of government authorities, academics and students. Interviews and focus group discussions were employed to collect the data. Both interview and FGD results were analysed through thematic analysis. Findings The findings indicate that among the generic skills that need to be incorporated into the department curriculum in order to improve graduates’ quality and meet the requirements of the labour market are: information and communication technology (ICT), leadership, religious competencies, entrepreneurship and communication skills. Originality/value The paper has been developed through research conducted by the authors. Therefore, the authors confirm that the paper has been written according to the academic standard and is free from plagiarism.

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Social and Emotional Learning (SEL) is the process of developing intra- and inter-personal competencies in children and young people, typically in school settings. It has become a major orthodoxy in education in recent years. This chapter explores the implications of the accumulated body of research in SEL for developing effective educational practice in this area. Drawing upon an international literature base, coverage includes what research tells us about the importance of SEL, the role of schools in promoting it, how this process works to influence key proximal and distal outcomes, the kinds of approaches and strategies that have been shown to be effective, and the centrality of different aspects of (and factors affecting) implementation. It culminates with an extended vignette (following Lendrum, Humphrey, Kalambouka, & Wigelsworth, 2009), the intention of which is to demonstrate what SEL might look like in a school in which research knowledge is routinely used to inform practice.