This paper reports on research which was conducted to explore how university students and those who had graduated and been subsequently employed, made career decisions. Specifically, through interviews and focus group discussions with 22 university students and 28 graduates from Australian undergraduate and postgraduate courses in a variety of disciplines, four questions were explored: Do university students know their own desired postcourse employment, or in other words, what they want to be after graduation; if so, at what point in their student experience do they come to this decision; what elements come into play in university student career decision-making; and to what extent do students and graduates feel that their career decision-making is supported by their universities? Research was grounded in, and results aligned with, the 'chaos theory of careers.' The main findings were that at the enrolment-stage of university and during their studies, most students were pessimistic about their career outcomes and felt largely unsupported in identifying suitable career goals. However, the outcomes after graduation were unexpectedly positive in that, by this point most had identified career goals and were in careers they had desired. Most of the research participants who had been in their careers for an extended length of time were casual academics who were dissatisfied with their career progression and status. Although they had identified academic career goals and secured employment in their chosen industry, they were disappointed by continuous short-term contracts and what they perceived as poor career supports extended by their university employers. A 'university student and graduate careerknowledge framework' was derived. The key takeaway from this research was a set of recommendations for universities regarding how to better support students to make career choices.

Abstract. Characterising a problem in terms of a system of equations is common to many branches of science and engineering. Due to their size, such systems are often described in a modular fashion by composition of individual equation system fragments. Checking the balance between the number of variables (unknowns) and equations is a common approach to early detection of mistakes that might render such a system unsolvable. However, current approaches to modular balance checking have a number of limitations. This paper investigates a more flexible approach that in particular makes it possible to treat equation system fragments as true first-class entities. The central idea is to record balance information in the type of an equation fragment. This information can then be used to determine if individual fragments are well formed, and if composing fragments preserves this property. The type system presented in this paper is developed in the context of Functional Hybrid Modelling (FHM). However, the key ideas are in no way specific to FHM, but should be applicable to any language featuring a notion of modular systems of equations.

Pressure to change business education is rising. Lectures, where students listen to an expert academic should be the exception rather than the rule. A reliance on passive learning tasks reflects an informationtransmission concept of teaching which produces inferior learning outcomes. Incorporating new learning and assessment tasks can improve learning outcomes. Since technology is one source of innovation currently in the spotlight, this paper describes the opportunities and the obstacles to improving outcomes through technological innovation. If business academics are to optimise educational innovation, more rigorous design, implementation and evaluation is needed.

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It is impossible to say at what particular period this spice first became known to the world, though there is but little doubt that the aromatic properties of the bark were no secret at a very early date.