Research into workplace bullying has continued to grow and mature since emerging from Scandinavian investigations into school bullying in the late 1970s. Research communities now exist well beyond Scandinavia, including Europe, the UK, Australia, Asia and the USA. While the terms ‘harassment’ and ‘mobbing’ are often used to describe bullying behaviour, ‘workplace bullying’ tends to be the most consistently used term throughout the research community. In the past two decades especially, researchers have made considerable advances in developing conceptual clarity, frameworks and theoretical explanations that help explain and address this very complex, but often oversimplified and misunderstood, phenomenon. Indeed, as a phenomenon, workplace bullying is now better understood with reasonably consistent research findings in relation to its prevalence; its negative effects on targets, bystanders and organizational effectiveness; and some of its likely antecedents. However, as highlighted in this review, many challenges remain, particularly in relation to its theoretical foundations and efficacy of prevention and management strategies. Drawing on Affective Events Theory, this review advances understanding through the development of a new conceptual model and analysis of its interrelated components, which explain the dynamic and complex nature of workplace bullying and emphasize current and future debates. Gaps in the literature and future research directions are discussed, including the vexing problem of developing an agreed definition of workplace bullying among the research community, the emergence of cyberbullying, the importance of bystanders in addressing the phenomenon and the use of both formal and informal approaches to prevention and intervention.

ABSTRACT1. Over the past two decades the number of fisheries targeting shark resources has increased dramatically. A combination of factors, including relatively slow growth rate, low fecundity and late age of maturity, result in low recovery rates from exploitation for most shark species. This, in turn, is reflected in the poor record of sustainability of shark fisheries.2. One of the greatest challenges is to find a way to deal with the substantial levels of shark bycatch taken in many non-target fisheries. Poor general recording of shark landings and paucity of shark landing data at the species level also undermine the development of effective shark management strategies.3. This paper reviews the problems that must be faced worldwide if shark resources are to be managed sustainably and lays out a comprehensive set of prioritized management strategies to facilitate the sustainable management of global shark fisheries. It is acknowledged that the majority of sharks are harvested in developing countries and that the management of shark resources in developing and developed countries will need to incorporate different management strategies relevant to local socio-economic agendas. The management recommendations deal with methods to improve the global regulation of fisheries, ways to improve global conservation ethics and encourage active participation in management, as well as means by which specific management strategies may be implemented.

First year university is an important transition context for students. The present study examined the relationship between adjustment and support types, sources and levels of support, and satisfaction with levels of support, for first year students in an Australian university. Comparisons were made between young (17-21 year olds) and mature-aged students and local and international students. Findings indicate that welladjusted students reported higher levels of social companionship support than the less adjusted group. Many students would have liked more support overall. In comparison to the local group, international students would have liked to receive more emotional, practical and informational support. The implications for service provision and university strategies are discussed.

No abstract

Increasingly, university and employer discourse identify a need for graduates to have an intellectual and global "mind-set" beyond disciplinary competencies and national boundaries. Universities aiming to educate global citizens show limited outcomes. Global citizen research has investigated the mobility experience, yet limited attention has been paid to the theoretical process of student change to inform how domestic students could engage in comparable learning experiences. The purpose of this study was to expand knowledge on the process of global citizen learning and the student mind-set. Two phases of research gathered in-depth information from international higher education key informants and mobility students. The research resulted in a conceptual model for global citizen learning and an "identikit" of recognizable markers for a global citizen disposition. The model identifies facilitators and manifestations of "student change" and identifies reflexivity, relationality, criticality, and the social imaginary as capacities of global mind-set. These findings suggest that educating all students as global citizens could be more closely aligned to the internationalization of education and employability agendas.

No abstract

This paper focuses on dualities in both the process and outcomes of participation in work. Firstly Learning and work: remaking cultural practicesUnderstanding how both learning and remaking of the cultural practices that comprise work occurs in workplaces has important practical and conceptual purposes. Practically, at a time when the requirements for work are in constant change and turmoil, there is a need to understand how individuals can best learn these changing requirements through work and throughout their working life. It seems reasonable to propose that the most likely and accessible environment to assist this learning will be workplaces themselves. The possibilities and capacities of providing effective and ongoing skill development in vocational education systems or universities can only be partial, at best. The evidence suggests that workplaces can be generative of much of the knowledge required for work performance (Fuller

No abstract