Background: Forward planning and preventative measures before travelling can significantly reduce the risk of many vaccine preventable travel-related infectious diseases. Higher education students may be at an increased risk of importing infectious disease as many undertake multiple visits to regions with higher infectious disease endemicity. Little is known about the health behaviours of domestic or international university students, particularly students from low resource countries who travel to high-resource countries for education. This study aimed to assess travel-associated health risks and preventative behaviours in a sample of both domestic and international university students in Australia. Methods: In 2010, a 28 item self-administered online survey was distributed to students enrolled at the University of New South Wales, Sydney, Australia. Multiple methods of distributing links to the online survey were utilised. The survey examined the international travel history, travel intentions, infection control behaviours and selfreported vaccination history. Results: A total of 1663 respondents completed the online survey, 22.1% were international students and 83.9% were enrolled at an undergraduate level. Half had travelled internationally in the previous 12 months, with 69% of those travelling only once during that time with no difference in travel from Australia between domestic and international students (p = 0.8). Uptake of pre-travel health advice was low overall with 68% of respondents reporting they had not sought any advice from a health professional prior to their last international trip. Domestic students were more likely to report uptake of a range of preventative travel health measures compared to international students, including diarrhoeal medication, insect repellent, food avoidance and condoms (P < 0.0001). Overall, students reported low risk perception of travel threats and a low corresponding concern for these threats. Conclusions: Our study highlights

Investigations of Chinese students and their approaches to learning have emphasised a dichotomy in 'western' and 'Confucian' approaches to education but in a longitudinal study of Chinese postgraduate students' academic adjustment to a British university the dichotomy is less than real. The focus of this research was on an in-depth study of students' own conceptualisation of their learning and the vocabulary they used to describe their adjustment. Ethnographic interview data were collected from 14 participants studying different disciplines at three points during their first 10 months of study in a British university. The data show how students brought certain concepts of learning with them, acquired new ones, and found ways of combining the two. Students are aware of the contextual nature of their new learning processes, and the relationship between the two sets of ideas is not one of substitution but rather of extension and interaction. The implications for teaching and learning are discussed.
[Copyright of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0305764X.2011.625001]

This article adopts the critical theory approach to reflect and analyse the impacts of globalization on the internationalization process of higher education in the Asia-Pacific region. It argues that globalization forces many of the higher education institutions in the region to follow global practices and ideologies of the Anglo-American paradigm without developing their own unique systems and honouring the rich cultures of their own countries. While higher education institutions are indulging in internationalization in terms of marketization and economic pragmatism, they have to ask themselves, 'What is missing in the process of internationalization?' This article argues that internationalization of higher education contributes to building more than economically competitive and politically powerful states. It represents a commitment to the development of an internationalized curriculum where the pursuit of global citizenship, human harmony and a climate of global peace is of paramount importance.
[Copyright of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03057925.2011.652815]

There is a clear need for new research into the work and life outcomes for graduates of Australian international education. Drawing upon divergent post-study transitions, this article aims to present a multi-faceted, qualitative foundation for the consideration of both positional and transformative impacts of international education on graduates' post study lives and careers. We compare three divergent study and life pathways for international students via three case studies of different models of Australian international and transnational education provision. The findings show that positional and transformative outcomes were often intertwined in surprising ways in participants' stories. The pathways that they followed after graduation were strongly influenced by their engagement with international education as a life as well as a learning experience. All three case studies also suggest that concepts of the prestige of the Western degree need further consideration.
[Copyright of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03057925.2011.562369]