HERDSA
connectVolume 43 No 2 AUTUMN 2021
The magazine of the Higher Education Research and Development Society of Australasia
Inside Asia Pacific headlines, assessment security and academic integrity, building a sustainable future, university integrity at a tipping point, essential reading IJAD and HERD, an authentic learning experience, Helen Sword’s farewell column. Kong branch Sustainable Transformation webinar and from the Singapore Special Interest Group in development that will hopefully lead to another HERDSA branch in the Asia-Pacific. Achieving the United Nations Sustainable Development Goals in higher education through a new global policy framework to support higher education institutions is possible according to Maryna Lakhno, and say hello to our new Asia-Pacific Headlines section courtesy of John Ross and Times Higher Education.
The report recommending public policy reform for critical educational infrastructure is explained by Sally Kift, who offers insights into a fit-for-purpose AQF. Essential readings are from IJAD, HERD, our new online journal ASRHE and a special issue of the HERD journal Indigenous Voices which highlights the power of scholarly Indigenous voices, conversations about the fairness of university structures, and the value of Indigenous Knowledges in curriculum. University From the Editor structures are also significant in a hard-hitting article from Robert Cannon who reviews the ICAC-OPI 2020 integrity survey of the three South Australia public universities and The ready availability of essay mills and contract cheating asks if change will result from the report. services are an increasing concern across higher education and our Feature writer Phillip Dawson considers balancing We say goodbye to two of our writers in this issue. Many the pursuit of cheat-proof assessment with the aim of working thanks to Helen Sword for her valuable advice on academic with students so they want to, and know how to, avoid writing in her WORDCRAFT column, and to outgoing cheating. The increasing use of online assessment is of course President Denise Chalmers for her two years of service. related to the covid pandemic which still feels ever-present The last word is again with covid which impacts on attendance in everything we do, including this edition of CONNECT. at our Brisbane conference in July. If you can make it to Check out Student View for the article from Michelle Walker the conference please come and say hello and let me know who reflects on a remarkable journey through supervision how you would like to showcase your own teaching-related across the two catastrophes of earthquake and covid, and read activities in our magazine. Lucasz Swiatek's empathic viewpoint on the impact of covid on academic work over the last year of upheaval. The effects [email protected] of the pandemic on various policy issues are highlighted by Marcia Devlin in Policy Perspectives who reminds us that HERDSA CONNECT, the magazine of the Higher covid has brought into focus the understanding that change Education Research and Development Society of requires commitment to progressive policy and action. Australasia, is delivered in hard copy to all HERDSA members three times per year. Contributions are HERDSA’s international links continue to increase into welcome and may be submitted to the editor for consideration. the Asia-Pacific region. We have reports from the Hong
Editor • Deb Clarke, NSW, Australia HERDSA CONNECT is available Maureen Bell • Christy Collis, QLD, Australia online at www.herdsa.org.au [email protected] • Julia Hallas, New Zealand Advertising rates • Katrina Strampel, WA, Australia Please contact the HERDSA office Editorial support • Wendy Green, TAS, Australia Sally Ashton-Hay Cover photo: Yeganeh Baghi Lukasz Swiatek HERDSA Office Desert Rose team member, Solar Jennifer Ungaro (Office Manager) Decathlon, Dubai. HERDSA Publications Portfolio PO Box 6106, Hammondville NSW 2172 Wendy Green, Chair Phone: +61 2 9771 3911 Design and Layout Maureen Bell Email: [email protected] Rachel Williams Allan Goody Printed by Peter Kandlbinder The views expressed by authors in HERDSA Instant Colour Press, Canberra Eva Heinrich CONNECT are those of the authors and www.herdsa.org.au do not necessarily reflect the views of HERDSA Executive HERDSA. Written material from HERDSA • Denise Chalmers, President, CONNECT may be reproduced, providing WA, Australia its source is acknowledged. • Elizabeth Levin, VIC, Australia • Rob Wass, New Zealand ISSN 2209-3877 (print) • Kogi Naidoo, NSW, Australia ISSN 2209-3885 (online) • Barbara Kensington-Miller, Issue dates New Zealand January, May, and September. Contents
2 From the President Denise Chalmers
Feature 3 Balancing assessment security and academic integrity 03 Phillip Dawson
Community 4 Accolades 4 Farewell Theda Thomas 5 Who’s who in HERDSA 09 6 Around the branches 7 HERDSA New Zealand 8 STEM 8 Student view 9 The HERDSA Fellowship 10 Same, same, but different 20 05 Perspectives 11 Asia Pacific headlines 12 Policy perspectives 13 Building a sustainable future 14 University integrity at a tipping point? 16 Take stock and take care 17 A fit-for-contemporary- 10 22 purpose qualifications framework 18 Essential reading IJAD 18 From the ASRHE editorial desk 19 From the HERD editorial desk 19 Essential reading HERD 20 Indigenous voices in higher education 21 Wordcraft
Showcase 22 Cross-discipline authentic learning
Reviews 24 Educational developers HERDSA conference Brisbane 2021 thinking allowed Registrations now open www.herdsa.org.au/conference HERDSA CONNECT
International Women’s Day who have identified needs and gaps and set up programs to support women, children and men from Indigenous, refugee, regional and low socio-economic backgrounds. More broadly, women and men have set up, and support, arts programs and kids sports. It really is impossible to capture the value, range and extent of those who give generously of their time and talent to service.
So to all of our members who support, contribute, donate and serve well beyond what is documented on your service portfolios, I acknowledge and thank you for that. For all the service that you contribute professionally to your discipline and related associations, and to your universities and institutions by serving on committees and working well From the President beyond your position descriptions and just as generously given, I acknowledge and thank you, for these are just as important for enriching the lives of the This is my final contribution to HERDSA The documentation of service is not students and colleagues the communities CONNECT as President with Professor limited to those in academic roles, of our work in which we live. Kogi Naidoo the new President of with professional and support staff HERDSA from July 2021. Kogi has also expected to detail their service Finally, I would like to thank my been a member of HERDSA and the contribution. While service in these colleagues and friends in HERDSA who Executive for many years so brings a instances is typically identified as taking give so generously of your time and wealth of experience to the role for the place in the institution, the profession expertise – the HERDSA executive, the benefit of the members. It has been a or industry and the community within officers, the editors, reviewers, branch great honour to serve as your President, the context of work, the meaning and committees, conference organisers and albeit with a significant proportion of application of service is very much wider members – for your service and support. the time being disrupted by a global and more generous. It is on the wider and Denise Chalmers pandemic where we all clocked up many generous contributions that constitute denise.chalmers @uwa.edu.au hours and developed skills using a range service that I want to reflect on. of online communication tools. In some ways it allowed more of us to connect I am continually impressed by so many with colleagues from across the regions of my HERDSA colleagues who give so who were able to join in webinars generously of their time and expertise offered by branches that would normally to support professional and community be restricted to the local members. initiatives. Some are related to their The sharing and support that has been professional lives and some are personal extended across boundaries and beyond programs for which they have a passion, often with the two intertwined. our normal spheres of work has led me The Higher Education Research to reflect on the word ‘service’. This and Development Society of We see this generosity too in the wider is a topic of wider conversation on the Australasia is a scholarly society community with volunteers in the SES meaning of service and who does it in for people committed to the and the country fire brigades, Red Cross, the context of the British royal family, advancement of higher and Lions, Rotary, life savers and so many tertiary education. but I won’t go there. more that all swing into action when HERDSA encourages and Service or engagement are terms that are there is an emergency and support is disseminates research on used to define categories of academic needed. These are the very visible faces teaching and learning and higher work – typically teaching, research and of service and for every one we see, education development and service/engagement – where at each there are scores of others behind that works to build strong academic communities. performance review, achievements in we don’t see who are providing just as each category are reported and expected valuable and necessary services. I met www.herdsa.org.au to meet often ill-defined expectations. many impressive women at a recent
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criticisms of remote proctoring from an academic integrity perspective, in that it might create a culture of distrust, or that it might normalise surveillance of students. However, many Australian universities have adopted remote proctored exams because during the pandemic they were seen as the most secure way to offer something akin to a traditional exam.
How can we best occupy the middle ground between these two poles? As a research and development community, I think we need to push for evidence from both sides. Taking the example of remote proctoring, we first need to know what students think about the surveillance involved in remote proctored exams. A vocal minority of students have mounted some successful anti-proctoring Balancing assessment security campaigns, but are their views reflected by the broader student cohort? Secondly, and academic integrity we need better independent evidence that proctoring actually works. Most of the peer reviewed empirical studies about Phillip Dawson asks how we can Assessment security is adversarial, the effectiveness of remote proctoring balance assessment security and in that it pits the assessment designer academic integrity. at stopping cheating take the following against the potential cheater. Academic form. Some students sit an online exam Throughout the pandemic there have integrity is positive and trusting, in that with proctoring, others sit one without been two conversations happening it is about working with students so they proctoring, and the proctored students do around cheating that haven’t really know how to do the right thing, and worse in the test than the un-proctored connected with each other. On the consistently do it, not because they are students. I’ll leave it up to you to come one hand, there has been a pursuit of afraid of getting caught, but because they up with some alternative explanations for assessment that is cheat-proof. And on see the value in acting with integrity. why people might do worse when under the other hand, there has been talk about Assessment security is to policing as surveillance, but I think we need better how to make it so that students will not academic integrity is to crime prevention. evidence. want to cheat. Debate around the best Neither assessment security nor ways to deal with cheating has become Demanding evidence that doesn’t yet academic integrity on their own are polarised, and the ultimate losers of this exist will hopefully help drive the field enough. There are no perfect assessment have been students. In this short piece forward. But what can we do now, security approaches that stop all I hope to convince you to join me in when working with colleagues? I’ve cheating, and in the long run our goal the murky middle of those two spaces. found just having a chat about how is for our graduates to act with integrity It’s lonely in here and I could use some we balance assessment security and without the need to be monitored. friends. academic integrity to be the single most Similarly, while there are some positive helpful step towards a more nuanced and In late 2019 I set out to write a book on academic integrity approaches like constructive conversation about cheating. cheating and online learning. The core honour codes and academic integrity For sure, these ideas are in tension, argument in the book is that we need to modules that appear to reduce rates but they are not a dichotomy. We can balance two competing ideas. The first of cheating, they fail to change the improve both assessment security and of these is assessment security, which behaviour of an unacceptably high academic integrity. is about hardening assessment against proportion of students. Professor Phillip Dawson is Associate Director cheating, and improving our ability to The lightning rod for this debate during of the Centre for Research in Assessment detect cheating. The second is academic and Digital Learning (CRADLE), Deakin the pandemic has been remote proctored integrity, which is about developing University. His book published in 2021 is exams, which are a type of online Defending assessment security in a digital values of honest scholarship in students. exam where students are monitored world: preventing e-cheating and supporting These are the ideas underpinning the academic integrity in higher education. through their computer, webcam and/ polarised debate I discussed before. or microphone. There are legitimate
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ACCOLADES
Erik Brogt The HERDSA TERNZ Research Medal is awarded to Erik Brogt from the University of Canterbury for his sustained outstanding contribution to enhancing higher FAREWELL THEDA THOMAS education in New On the 4th of January 2021, the HERDSA Zealand through his research and service. community lost one of its most passionate and much-loved champions of learning and teaching, Associate Professor Theda Erik Brogt is a valued and respected member of the higher Thomas. education community in New Zealand. Erik is an active scholar in higher education, with over fifty publications in highly ranked Theda had taught in higher education and influential journals such asHigher Education Research and since 1983, beginning in South Africa Development, and Studies in Higher Education. Erik also regularly before commencing with the Australian collaborates on research with colleagues across New Zealand, Catholic University in 2002, where her and he has been principal and associate investigator on numerous roles included Associate Dean Learning projects funded through Ako Aotearoa and HERDSA. and Teaching in the Faculty of Education and Arts and in the Faculty of Arts and Erik devotes his energies to serving the broader Australasian Sciences. Higher Education community. He is a long-standing member of the HERDSA New Zealand Executive Committee, with over a Theda had a rich and productive history with HERDSA. Theda was pivotal to the decade of service, including multiple years as Treasurer. He is organisation of the 2015 HERDSA Annual founder and co-chair of the HERDSA Special Interest Group Conference. In 2017 Theda became the in Academic Development, an initiative that demonstrates his first Victorian branch member to complete commitment to building community. Erik was the driving force the HERDSA Fellowship, and in 2018 behind the HERDSA New Zealand submission to the Productivity became Chair of HERDSA Victoria. Commission on issues regarding new models of tertiary education in New Zealand. Under Theda’s inclusive leadership, the branch ran highly successful events on In addition to all his notable accomplishments through his student wellbeing, embedding Indigenous leadership in research and service, Erik embodies values of knowledges and more, bringing together collegiality and generosity of spirit. people from all Victorian universities. HERDSA Vic was expanded beyond Australian Awards for teaching Excellence universities under Theda’s leadership We congratulate and acknowledge our HERDSA members from through the development of a highly active teams that received citations in the 2019 awards for outstanding Small Providers’ Network. contributions to student learning. Theda’s funeral service was held on Friday Adam Bridgeman as member of The University of Sydney SRES the 15th of January. Friends, family, team. Empowering teachers and providing personalised learning colleagues and community members spoke experiences. of Theda’s humble soul and her warmth and passion. Those of us who had worked Sarah Hattam as member of the UniSA Program Director Team. with Theda in higher education heard Creation and implementation of a suite of professional stories of a love of learning that knew development initiatives in inclusive pedagogy. no sector boundaries, and indeed, at the Elizabeth Taylor as member of the Monash Pharmacology service, many children spoke of Theda Education Team. Innovative teaching approaches to enhance career as an inspiring educator. Theda will be awareness and employability skills. remembered across HERDSA and well beyond with great fondness.
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return to that HERDSA family soon, once I return to the Higher Education Development Centre after I complete my term as Graduate Research Dean. I hope to re-engage more deeply with HERDSA then. In the meantime I continue to read the excellent journal, love getting the magazine, and get to conferences when I can.
My significant failure in tweeting was at a HERDSA conference many years ago where we were asked to tweet something. I duly sent a tweet, which to my horror had me with a pineapple head. My daughter had been into my account and changed my photo. I am just so busy I can’t keep up with another social media platform, no matter the benefits.
I love reading, gardening and walking dogs mainly, and also day hikes. Netball used to be my main sport but Who’s who in HERDSA my knees finally said enough after about thirty -five years of playing. I Rachel Spronken-Smith am trying to keep playing tennis, with limited success. I am a keen reader of non-fiction. Just now I am reading As Dean of the Graduate Research teaching excellence award for sustained Richard Osman’s The Thursday Murder School at the University of Otago I excellence in 2015. Winning the TERNZ Club, which was recommended through have oversight of about 1600 doctoral award in 2016 was a real highlight my book group. Definitely an enjoyable candidates across the University and of my academic career as it provided read. My favourite read recently though anything troublesome lands on my desk affirmation for the research I do in was Delia Owen’s Where the Crawdads e.g. supervision, progress or examination higher education. Coming quite late to Sing. I loved how she just transported issues. As well as developing and higher education after about nine years me into that remote marsh in North implementing graduate education policy, researching and teaching climatology Carolina. I still enjoy teaching and facilitate many and geography, I have always felt like professional development sessions for a bit of an impostor, but getting this It might surprise people that I hardly research candidates and supervisors. award helps give me some evidence that ever work in the evenings, and not much maybe I am okay at research in higher in the weekends. I am a firm believer I worked as an academic developer education. Teaching and empowering in having a work/life balance even if after moving to the University of students is what drives me. And how academia blurs those boundaries. That Otago in 2004. I became quite active lucky am I to also do research into does mean though that when I am at in HERDSA, being a member of the engaging pedagogies and developing work I really am at work, with not many National Committee from 2004-13 and graduate attributes. I used my Fulbright breaks. then an elected member of the Executive Award to do research on doctoral Committee 2011-13. When on the education and outcomes. What annoys me is University rankings National Exec I held a portfolio (with and performance-based research others) for researcher development. I Being a HERDSA member is like funding. Not valuing teaching as highly loved that role and felt privileged to being a member of an extended as research. But more generally, greed, seek out and support new members of higher education family. I really mean unsustainable habits and bullying HERDSA, particularly our more novice that. HERDSA is one of the most behaviour. researchers. welcoming and fun organisations I have been involved in. I made some great I admire our Prime Minister Gaining a professorship was pleasing. friendships, met terrific peers and loved Jacinda Adern. What an amazing I never thought I would be able to get the annual conferences. Unfortunately leader we have. She has led the country to that level, especially when I had in recent years, as I have been involved through several catastrophes with children and insisted on maintaining in the doctoral education community, compassion, empathy and kindness, a life outside academia. My absolute I have had less opportunity to be as drawing on experts to guide the highlight was gaining a national tertiary involved with HERDSA. But I will government response.
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Around the branches
Our branches in Australia, New Queensland Tasmania Zealand and Hong Kong are extremely active and offer added HERDSA Queensland kicked off the A number of HERDSA members value to HERDSA members. academic year with its popular, online presented at the annual UTAS Coffee Catch-up session. The branch Teaching Matters conference titled ACT has also issued a call for expressions Learning in 2021: Strengthening ACT Branch is planning an exciting of interest to join the executive. Connections. Due to covid the 2020 program of activities for members We congratulate the Queensland conference was held virtually and was to share and disseminate lessons 2020 AAUT Citation, Program, and extremely successful in connecting from teaching and learning projects Teaching Excellence Award winners: colleagues across the university. being run at ACT universities. We Professor Colette Southam, Associate Members Jo Kelder and Tracy are also keen to contribute to national Professor George Hrivnak and Mr Rob Douglas facilitated well attended webinar series. The branch committee Layton; Dr Ashley Holmes and Dr workshops at UTAS. Jo and Tina has developed a collaborative Ramadas Narayanan; Leanne Kenway Acuna presented a workshop: Future project across five ACT universities and the Pharmacy innovation team; proofing curriculum quality of degrees investigating online assessment the IT@JCU Design Thinking Team; through team-based scholarship for practices building from our successful Dr Belinda Spratt; Amanda Hatton the Australian Councils of Deans of webinar in 2020. We aim to develop and Dr Michael Bermingham with Science (ACDS). Jo facilitated another a good practice guide incorporating Professor Matthew Dargusch, and the workshop at ACDS on using the Peer design principles and student equity. Academic Integrity Team, Dr Ashley Review Portal to identify evidence of Local HERDSA Heroes are being Jones and Ms Melissa Fanshawe. scholarship activity. Members recently identified for nomination. Associate Professor Jack Wang of brainstormed ideas for 2021 and will University of Queensland won the continue with online coffee catch-ups. Hong Kong award for Teaching Excellence and Sessions will include open discussion, Our HERDSA Webinar From Band- Teacher of the Year. presentations, dedicated journal paper aid to Sustainable Transformation? discussions, SoTL writing sessions to discuss our online experience in South Australia and collaborative project planning. teaching, learning and assessment The SA branch hosted a successful during the period of social unrest professional development webinar on Victoria and pandemic outbreak was attended zoom, attracting over fifty attendees The HERDSA Vic Branch had an by one hundred and twenty-six in February. Inspired by TEQSA’s active and virtual 2020. We held two colleagues. Video of the Webinar discussion paper Guidance note HERDSA webinars, Making Online is available at https://youtu.be/ on scholarship review, the webinar Learning Connect with your Students HqSFEmN4A10. The third round included presentations by Policy and Sustainability in Learning and of our ongoing project Redesigning and Analysis Director of TEQSA Teaching, along with annual HERDSA Student Learning Experience in Greg Simmons; Emeritus Professor Vic-ACEN Snapshots and small Higher Education focuses on and President of HERDSA Denise provider meetings. In January we student-staff partnership and Chalmers; UK scholars Dr John were devastated to lose our former pedagogical change during the Canning and Dr Rachel Masika. Two Chair, Theda Thomas, an inclusive, pandemic. Sixty-seven students and of the branch committee members effective, much-loved branch leader colleagues joined the online briefing. are congratulated on their recent (see article on page 4). Theda is A total of twenty-two team project achievements. Each has been awarded very fondly remembered. Our 2021 proposals were received. Seventeen Early Career Researcher Innovation executive contains members from all proposals were shortlisted to compete Grants at UniSA. Well done Sandy Victorian universities and members for the awards. The teams will present Maranna and Shayne Chau. Sandy from the Small Providers Network. their projects in the online symposium received a UniSA Citation for Work is underway on events including on 26th June. HERDSA Hong Kong Outstanding Contributions to Student an in-person sustainability workshop, welcomes visiting members. Learning (Digital Learning). a webinar and the 2022 HERDSA Melbourne conference.
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Western Australia HERDSA WA brought in the New Year supporting Western Australia’s Teaching and Learning Forum. This year the TLF was a one-day, online event. There were over three hundred and fifteen attendees from WA’s higher education providers. Most exciting was the reach of the TLF to WA university campuses that are located outside WA, as was the HERDSA Kindled 2020 event. The Branch Committee has been HERDSA New Zealand busy planning events for this year and thinking forward regarding Kia Ora Koutou sustained outstanding commitment engaging with community even to enhancing higher education in amidst unexpected restrictions. It is both an honour and a privilege New Zealand through his research Virtual meetings and functions to write this column as the newly and service. We also were able to have opened discussion for appointed Chair of the New Zealand provide financial support for Higher different ways of doing things The Branch. I would especially like to Education research through our grant Committee is contemplating how thank the previous Chair, Barbara scheme. Two recipients in 2020 online communities of practice can Kensington Miller, for her support, were Qian Lui and Linda Rowan. play a greater role in connecting guidance, and advice. I am fortunate Congratulations to both. WA HERDSA members. to lead a vibrant, talented team. Although, for the most part, we retain the same committee members, I am mindful that as a branch we HERDSA Branch contacts we say goodbye to our friend and aim to build a community of tertiary (left to right above) colleague Julia Hallas, who has educators to facilitate teaching, taken on a new role at her institution. research, and policy. University ACT Chair: Pamela Roberts institutions well represent our [email protected] However, we also welcome Linda Rowan from Massey University and membership. However, how HK Chair: Anna Siu Fong Kwan Allison Jolley from the University of might we extend our membership [email protected] Waikato. to Institutes of Technology and QLD Chair: Sara Hammer Polytechnics, the new Te Pūkenga – [email protected] Our branch models the structure of New Zealand Institute of Skills and Technology – and private training SA Chair: Sarah Hattam the HERDSA Executive. We have establishments? Further, I would [email protected] portfolio positions, with people like to see us build our relationship responsible for various tasks such TAS Chair: Tracy Douglas with existing higher education [email protected] as awards/medals, grants and our organisations within New Zealand VIC Chair: Julia Choate branch conference Tertiary Education and Australia. These are just some [email protected] Research New Zealand (TERNZ). of the challenges ahead that the NZ This distribution of workload and WA Chair: Katrina Strampel Branch looks forward to addressing. [email protected] ownership model works well and is Kia Kaha – stay strong. something that I would see continue. In 2020 we awarded Erik Brogt the Nga mihi – Rob Wass, Chair, HERDSA-TERNZ medal for his HERDSA New Zealand
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STEM Sally Male STUDENT VIEW Michelle Walker
STEM graduates often work outside the professions The Christchurch earthquake destroyed the main in which they are qualified, either immediately archives I needed for my Master’s research at Otago following graduation or after experience in their STEM University in 2011. Fortunately, I had accessed these profession. Recently I became aware of immense archives two weeks prior to the earthquake. Mental contributions of STEM-qualified people to education in health was not commonly discussed then. I found all disciplines from kindergarten to university. it difficult to talk about my challenges with my supervisors. I did not recognise my fatigue and distress, Our lives are changing rapidly through STEM nor did I know where to go for support. Despite the applications such as personalised medical devices, the challenges, my two supervisors worked with me to internet of things, data visualisation, and autonomous hone my skills in organisation, research techniques, and vehicles. Technology can be associated with changes writing. to power structures, daily life, and the environment that governments and society struggle to be aware of I commenced a PhD in 2019. The mood has shifted at changes let alone mitigate risks. So STEM-qualified Otago University. There is more awareness of the range professionals have critical roles to play in STEM of support services available to students, including the education beyond teaching and supervision and are able Graduate Wellbeing Coach. Covid19 came into focus to identify opportunities through their familiarity with in March 2020 and New Zealand’s approach closed the requirements of students and educators. For example, libraries and universities. My supervisors advised me engineers in education have developed platforms to to work from home and they kept in touch with video support peer review in student teams, virtual internships, calls and gave feedback on writing. and visualisation of library data. My experience of supervision has changed over ten Advances in technology mean community members years. Now I am more assertive and seek support without STEM qualifications are increasingly able to when needed. Our regular meetings are supportive use technology. STEM professionals in schools have and my supervisors help me to hone my questions the interdisciplinary capacity to inspire students and and thinking. I protect my mental health through their teachers to develop confidence and skills to apply realistic expectations, communication, and self- technology. University-educated STEM professionals reflection. Successful supervision partnerships have are skilled in risk control, stakeholder analysis and involved transparent feedback, articulated expectations consultation, documentation, testing, ethics, safety, and and boundaries, support, and attention to detail. sustainability. Consequently, I have developed an independent approach to learning, one that centres on integrity, Embedding STEM professionals in education resilience, organisation, and inquiry. settings is critical. Engineers are highly valued in non-engineering industries. This should be explored Michelle Walker is a PhD Candidate in History and Preventive when evaluating degree programs using graduate Medicine at the University of Otago. ------destination surveys. Learning to practice professionally Sally Male is Professor of Engineering and Technology is necessary even for those students taking a small Education and Director of the Teaching and Learning Lab, number of STEM units or courses. Faculty of Engineering and IT, The University of Melbourne.
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My Associate Fellow application was accepted in September 2019 however I didn’t make much progress before covid hijacked the 2020 academic year altogether, and continues to do so. Since accepting the invitation to write this column, Auckland has had two spontaneous sudden lockdowns that required us to rapidly pivot to online learning. Mary-Ann has been patient, supportive and empathetic, and helped me to continually re-focus on developing my portfolio, one criterion at a time. The TATAL community has also had a tremendously positive impact on my fellowship journey. Through collaborative reflective dialogue, TATALers help to highlight statements in my drafts that warrant clarification or deeper exploration. 2020 has been a year The HERDSA Fellowship of unprecedented challenge, but also of immense professional and personal growth for me. Angela Tsai is an Associate Fellow Education Research New Zealand engaging with the development of (TERNZ) which is hosted by the New I am still in the process of crafting my her Fellowship. Zealand branch of HERDSA. My first portfolio, but the fellowship is already international conference experience helping me to organise and make I am a Teaching Fellow for the was HERDSA 2018 in Adelaide. With sense of the body of work that I have School of Medical Sciences at the the encouragement of a colleague, accomplished. The overarching focus University of Auckland, a research- I signed up for the Talking About of the fellowship on reflection and intensive institution. I contribute Teaching And Learning (TATAL) pre- learning has helped me to move from anatomy lectures and laboratories conference workshop, which aims to describing what I do at a surface level, to science and non-science major facilitate our reflection and articulation toward exploring and articulating my students, with class sizes ranging of teaching practice and philosophy. why. Through interrogating and making from 20 postgraduates to 150- Facilitators and long-time TATALers visible my assumptions and beliefs about 1300 undergraduates. In my other Robert Kennelly, Mary-Ann Shuker teaching and learning, I have gained new role as a course coordinator I am and Raj Shekhawat made the day such perspectives as to how well my practices interested in authentic assessment an enriching and enjoyable experience align with my values, and my evolving and learning design, improving that the following year I became the teaching philosophy. The process of student metacognition and study lead facilitator for the HERDSA 2019 gathering evidence to substantiate skills, course organisation and student Auckland TATAL. A large contingent my claims has helped to crystallise support at scale, and the potential of of the 2019 TATAL group continue aspects of my practice that I have evolving educational technologies in to meet virtually today. Being accomplished, while highlighting gaps purposeful curriculum and learning part of this diverse and supportive where my energy should be channelled. design. Ultimately, I am interested in online community of practitioners Being prompted to visualise further addressing the complex challenges from multiple universities has been developments has been surprisingly associated with the first-year transformative for me, personally and invigorating and energising. transition and ways of embedding the professionally. development of student employability For me, pursuing the HERDSA in the curriculum. Most of the courses Listening to Mary-Ann Shuker Fellowship is a way of demonstrating at my institution are team-taught, and I from Griffith University describe formally my commitment to have relished the opportunity to work her HERDSA Fellowship journey continuing professional development. at our TATAL sessions inspired me collaboratively with fellow teachers to I am fortunate to have been the implement changes that have shifted to apply to become an Associate recipient of so much support and our courses toward these goals. Fellow, with her as my mentor. The rocket/rocket-booster mentee/ encouragement throughout my I enjoy participating in professional mentor metaphor invoked by Chris fellowship journey. I look forward development activities to advance Tisdell in the previous issue of to completing my fellowship soon my own teaching and learning HERDSA CONNECT could not be and giving back to the HERDSA and knowledge. I attend local and national more fitting. Mary-Ann has indeed TATAL communities as much as they conferences, for example, Tertiary been my unfaltering rocket-booster. have given me.
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evidencing our impact as academic developers and centres.
As the participation and response to the first event was highly positive, we realised that we could harness our existing events to provide a platform to further our agenda. Last December the Singapore University of Social Sciences organised a follow-up event, Re-imagining Assessment in a post covid-19 applied and digital world, for academic developers and like-minded colleagues to share assessment practices for collective advancement and to meet the challenges of a fast-evolving education landscape.
Our vision is to formalise an Academic Development SIG in Singapore, providing a platform for those who are engaged in academic development, Same, same, but different teaching, and learning support, as well as research in higher education. This will be a community of practice Sophia Tan and colleagues are gained the traction we needed. Our where academic developers in the local developing a HERDSA special interest universities did not have the resources universities can exchange, develop, and group in Singapore. to support inter-university activities. apply knowledge and experience. After all, we face very similar issues and Same, same, but different is a With the pandemic, we have felt more challenges at our universities. colloquialism that just about describes isolated than ever. Each university the six public universities in Singapore. Sophia Tan, Ho Yan Yin, Tan Chin Pei, rushed to cope on it's own. It was during Though charged with different visions, Magdeleine Lew and Nachamma this time of reflection that we realised Sockalingam work in various capacities these universities are recognised as more we could have benefited from sharing at the academic development centres prestigious than the private universities at the Nanyang Technological University, and learning from our experiences. that have penetrated Singapore in the Singapore University of Social Sciences, Unlike some countries, we are fortunate Singapore Institute of Technology, Singapore last couple of decades. While some are to have technological infrastructure Management University and Singapore more research intensive, others offer University of Technology and Design and ready resources to help us move to applied degrees with more hands on respectively. emergency remote teaching overnight. and industry experience. Regardless, Photo: Nanyang Technological University This, however, did not guarantee we share the same student population, overnight success. There was a gap one that has gone through years of the Article of the year between being technologically ready same system designed by the Ministry International Journal for Academic and being pedagogically ready. Filling of Education. Our shared cultural Development 2020 this gap seemed like an insurmountable context, however, did not automatically Timmermans, J. A. & Sutherland, K. A. task that we all shared. This might have lead to the successful development of a (2020). Wise academic development: been the final push we needed to reach community of practice among academic learning from the ‘failure’ out to HERDSA to formally establish experiences of retired academic developers in Singapore. a Special Interest Group for Academic developers, International Journal for Academic Development, 25(1), Development in Singapore. In recent years, there has been a push 43-57. https:// doi.org/10.1080/136014 for improvement in teaching quality 4X.2019.1704291 Last October we had our first HERDSA and as such, an increase in academic closed-door event at NTU during our The winning article as well as the five developers in Singapore universities. At Good to Great Conference, spearheaded other shortlisted articles are available the Nanyang Technological University as free downloads until December by a small group of academic (NTU), for instance, the Teaching, 2021 from the Taylor and Francis developers and representatives from Learning and Pedagogy Division website at: all six universities. During this event, has grown by more than 30% since https://think.taylorandfrancis.com/ Professor Denise Chalmers gave a 2017. While there has been a desire rija-article-of-the-year/ keynote presentation that set the stage for academic developers to form a for us to think more deeply about community of practice here, it has not
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TALKING ABOUT TEACHING AND LEARNING WORKSHOP
• Develop a teaching portfolio • Build an ongoing community of external academics and academic developers • Develop your Fellowship applications (HERDSA, CMALT or HEA) • Space and place to reflect collaboratively on teaching and learning Asia-Pacific headlines Join colleagues in a collaborative reflective investigation into your Excerpts of some of the best up-to-date writing from Times Higher Education teaching and your students’ learning Asia-Pacific editor John Ross (with permission). as we Talk About Teaching And Lectures old hat in Australia and New Zealand? Learning (TATAL) in online and face to face workshops. The The pandemic is hindering rather than accelerating the banishing of lectures ongoing TATAL experience helps from Antipodean campuses, as administrators delay reforms for the sake of their busy academics make the time once change-weary staff. A survey on the future of face-to-face lectures in Australia and a month to reflect on, and share, New Zealand has revealed mixed views, with some universities staunchly opposed underlying values and beliefs, to to their reintroduction, some eagerly anticipating their resumption and some improve their practice and develop hedging their bets. their teaching portfolio. It is especially helpful to any academic Australian undergraduates broaden study horizons or academic developer who may Coronavirus has prodded Australia’s notoriously parochial university students benefit from reflective practice. to broaden their horizons, as pandemic lockdowns and stymied international Fourteen TATALers have now travel boost the appeal of interstate study. Early admissions data suggest that become HERDSA Fellows. the pandemic has exerted complex influences on Australian students, who traditionally favour nearby universities. While tertiary admissions centres in Information New South Wales and South Australia both recorded 20-plus per cent increases Video introduction to TATAL: in interstate applications, Victoria experienced a 10 per cent decline – suggesting https://youtu.be/-chNtaUqZ2s that Melbourne’s 112-day coronavirus lockdown, one of the longest in the world, may have dented the city’s allure for students near and far. Email: [email protected]
Vietnam approves joint online courses Registration The pandemic has helped accelerate a step change in Vietnamese education, HERDSA conference attendees fostering the expansion of online learning in South-east Asia’s third most populous register with conference registration country. A Ministry of Education and Training circular issued in October, which Standalone workshop: authorises the online delivery of joint qualifications, completes a two-year policy http://bit.ly/TATAL-EOI drive pursued with Australia’s assistance. While foreign officials are still clarifying approval processes, the new regulation should allow overseas higher education Closes Monday 21 June institutes to deliver online qualifications in conjunction with local partners.
Australian students ‘try-before-you-buy’ 2019 TATAL Participant comments: Australian universities’ new recruits are taking advantage of online education by sampling degrees before committing to them, in a trend that complicates planning “It has been nice to reconnect and pressures universities to deliver good experiences from the outset. Charles with others who think quality is Sturt University’s acting vice-chancellor, John Germov, said incoming students important; and to do it well takes were becoming “a bit more savvy” by trying out multiple courses before the skill and effort. It felt like I was re- census date cut-off when tuition fee debts started accruing. learning that caring about T&L is OK (and dare I say, important).” Times Higher Education is a London-based news magazine focusing on global higher education. It publishes news and analysis from journalists in four continents and “Teaching and learning are commentary from academics, administrators and policy experts. Limited free access at: inherently linked, you can’t expect www.timeshighereducation.com. For institutional subscriptions check with your library. to be a good teacher unless you Subscribe to email updates at: are also a good learner.” https://mailchi.mp/timeshighereducation.com/anz-weekly-sign-up-form
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public university vice-chancellors have announced their departure. Of the fifteen interim or permanent replacements to date, eleven have been men and just four have been women. Of those four women, two moved from one vice-chancellor role to another and both were replaced by men in their previous roles.
Is it possible that in the quest for strength and stability in a crisis, University Councils charged with finding the next set of university leaders are influenced by unconscious bias and, possibly, sexism in their decision-making? Will the ongoing lack of gender diversity in university leadership help or hinder efforts to ensure women who work in universities are not additionally disadvantaged by the effects of the pandemic? Policy Perspectives Marcia Devlin In an essay for the Brookings Institute in September 2020, former Australian Prime Minister Julia Gillard challenges Australia’s higher education sector is in increases in caregiving responsibilities us to think broadly as we work our way transition. The pandemic has led to vast for working parents. It will probably not out of the covid crisis. She asks whether reductions in numbers of fee-paying surprise HERDSA CONNECT readers 2020 will be remembered as the year international students, mass job losses to hear that “…mothers with young that a global recession disproportionately and significant changes to the way in children have reduced their work hours destroyed women’s jobs or whether there which our core businesses of teaching four to five times more than fathers. is a more positive vision of the future and research are undertaken. Consequently, the gender gap in work that we can seize through concerted hours has grown by 20–50 per cent”. advocacy and action. In February 2021 Universities Australia reported that Australian universities In another example, in the tellingly I’d like to think the latter could apply in had lost an estimated $1.8 billion in titled Early Signs Indicate That covid19 the Australian higher education sector, revenue compared to 2019 and had Is Exacerbating Gender Inequality home to some of the brightest minds and shed at least 17,300 jobs in the same in the Labor Force, Landivar and deepest thinkers in the country. No doubt period. It is unclear whether that figure colleagues found that women have governments, regulators and institutions includes sessional staff not signed up for employment disproportionately affected should ‘do something’ about gender a subsequent period after the revenue hit by covid19. Mothers are more likely inequity in universities. While we wait, started to bite, but I’d be confident not than fathers to exit the labour force we might remember that change requires all of those precariously employed folk and become unemployed, suggesting individual as well as government, were included in this figure. Universities that “…the covid19 crisis is already sector and institutional commitment to Australia estimates that the sector will worsening existing gender inequality, progressive policy and action. In the lose a further $2 billion in revenue in with long-term implications for meantime, what are you going to do to 2021. You don’t need to be a professor women’s employment”. make a difference? of mathematics to understand what that Marcia Devlin is a former University Senior will mean for employment in the sector. The Australian higher education sector desperately needs strong and stable Deputy Vice-Chancellor and is now a Non-Executive Director and consultant. Employment losses have leadership to ensure financial security
disproportionally affected women. for our universities so we can continue While there are no analyses available to provide outstanding education and Links for the Australian higher education undertake world-leading research. Collins, C. et al. COVID‐19 and the sector specifically, broader analyses can Study after study show the benefits to gender gap in work hours. Gender Work Organ. 2021, 28(S1). help us predict the likelihood of this organisations of having women in senior gendered effect in our sector. Collins leadership roles. However, the message Landivar L.C. et al. Early Signs Indi- and colleagues examined changes in doesn’t seem to be getting through to cate That COVID-19 Is Exacerbating Gender Inequality in the Labor working parents’ work hours during the University Councils. Force. Socius. August, 2020. pandemic, given increased school and Since the beginning of 2020, eighteen day care closures and the concomitant of the Australian sector’s thirty-seven
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So the SDGs touch numerous aspects of central concern to the university. Their multifaceted nature makes it possible to unite pre-existing policies under one umbrella. If we look at the main messages of SDGs, we see that their core values are all-inclusive, be it in terms of gender equality, poverty reduction, climate protection or education quality.
Goal 17, namely Partnerships for the Goals, is one of the stimuli that asks HEIs to act beyond national borders. University networks play a key role, acting as facilitators of information exchange and SDGs good practice models as well as source of empowerment for further action. This can be done at any level of the Building a sustainable future university, starting from inclusion in the curriculum of a HEI and ending in its sustainable investment strategies. Maryna Lakhno scrutinises the United Education institutions in general are Nations Sustainable Development Goals frequently seen as inevitable drivers The United Nations Sustainable from both actional and ideational for sustainable solutions. Sustainable Development Goals can be achieved perspectives and points to the existence development cannot be achieved by all HEIs including small and of a new and consequential, although regional universities, and the vocational unexpected, global policy framework. by technological solutions, political regulation or financial instruments alone. education and training sector. The The idea of sustainability in higher Achieving sustainable development universal and non-binding nature of education has been around for a long requires a change in the way we think SDGs does not require a HEI to follow time. It started with early international and act, and consequently a transition to all the goals at once. Additionally, they discussions in the 1990s, continued sustainable lifestyles, consumption and give space for institutional creativity, during the United Nations Decade of production patterns. Only education and which is so valued in times of limited Education for Sustainable Development learning at all levels and in all social resources yet offers unlimited prospects and is currently embodied in the contexts can bring about this critical for a better future. global engagement of higher education change. Maryna Lakhno is a doctoral research institutions (HEIs) within the framework fellow in the Yehuda Elkana Center for of the United Nations Sustainable In general, universities are created Higher Education at the Central European for public good and have crucial University in Vienna. The preliminary title for Development Goals (SDGs). her dissertation is Universities: Local Agents influence on humankind, as they spread of Global Changes. The SDGs as a Policy The SDGs are not primarily oriented knowledge and participate in governance Framework for Higher Education. towards higher education. There is nationally and locally. HEIs have the potential to become platforms of nothing in this initiative that binds HEIs Links to act, let alone places legal obligations innovation and have a direct influence on UN Sustainable Development Goals: on them. So it may seem puzzling that future decision makers in government, https://sdgs.un.org/goals many universities worldwide, from New business and industry. Zealand to Mexico, voluntarily decided to work with the SDG Agenda 2030. Universities are frequently associated Some have altered their institutional with the crucial stakeholders of regional Look out for an article by strategies and behaviours in fundamental development. A university does not Emeritus Professor Geoff Scott, ways in pursuit of the SDGs, even end inside its walls and includes Western Sydney University, on though this requires significant financial multiple stakeholder groups including international organisations, national SDGs in higher education in our and organisational efforts. Those next issue (Ed.) diverse and multifaceted changes and local government, non-government include sustainability shifts in campus organisations and businesses as well operations, curricula, ways of teaching/ as university staff, students and their learning, outreach activities as well as families. Universities serve as a bridge research. Why are the SDGs so attractive between institution, organisations and for universities? individuals.
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into the misappropriation of over $600,000 of university funds.
Traditionally, universities have relied on their academic reputation to generate society’s trust: trust to teach students well, to guarantee the highest academic standards in the degrees they confer, to conduct research distinguished by integrity and scholarship, and to manage their affairs within the law and according to established policies. State corruption and integrity commissions expose serious failings in these matters that threaten that trust.
The SA ICAC University Integrity Survey 2020 presents findings from 3,240 survey responses, with 21% from Flinders, 36% from the University of University integrity at a tipping point? South Australia, and 42% from Adelaide. Responses are not disaggregated by university, however, separate reports are Robert Cannon reviews the troubling threats to revenue, which pushes them available on each university’s website. ICAC-OPI 2020 integrity survey of the to suppress anyone or anything that The South Australian ICAC-OPI report three South Australia public universities; might impact on the University’s public Adelaide, Flinders, and South Australia. reveals significant bullying and threats image”. He believes the lack of public discussion to the careers of the people who work since the release of the report erodes The human cost? According to the report in universities defined in the ICAC Act confidence that change will occur soon (2012) as ‘public officers’. The report and that delay risks further reputational “Bullying is the norm. Everyone knows damage to the three universities. that there will be a massive personal has three distinctive qualities. First, it cost and victimisation if issues are explores whether these ‘public officers’ “‘Stink from the corpse’: WA raised”. And the academic cost? “There are aware of their obligations to make universities caught in vicious cycle is continued downward pressure on reports on integrity and corruption. for rankings, research and revenue” academic standards”. Second, it is a simple presentation screams the headline in The Sydney and analysis of survey data, not a Morning Herald of 17 December 2020, The SA ICAC-OPI evidence is research study that builds on prior while Western Australia academics say disturbing and reinforces concerns scholarship. Third, the report makes “universities are on a dangerous path, about standards revealed in past state no recommendations. It provides only the pursuit of international money and corruption reports. These include encouragement to university leaders to federal funding has turned them into academic misconduct at Curtin, consider the report. That encouragement research businesses”. attempted fraud at Western Australia, is consistent with the role of state governance at Murdoch and procurement corruption and integrity commissions. What is driving poor behaviour in our at Curtin, as investigated by the WA universities? Skewed and perverse Corruption and Crime Commission. The report presents quantitative incentives are significant. The ICAC- A report by the NSW Independent data across seventeen academic and OPI report identifies the pursuit of Commission Against Corruption in 2015 administrative dimensions of corruption reputation, student evaluation of found the tensions between a university’s and inappropriate conduct. The major teaching, student assessment, publishing academic standards compliance function dimensions are bullying and harassment, metrics, remuneration arrangements, and its business development function, nepotism/favouritism, inappropriate grants and funding, and performance leads to an environment conducive to staff recruitment practices, inappropriate management, among other incentives. academic misconduct. Queensland’s practices in student assessment, Perverse incentives feed on the Crime and Corruption Commission in failure to fulfil duties, conflict of perception that university revenue and 2016 recorded Australia’s first criminal interest, inappropriate practices in reputation are placed above maintaining prosecution for research fraud at the student enrolment, and corruption or academic standards. How could University of Queensland and in 2020 inappropriate conduct in research or universities ever permit a disconnect a Victoria University employee was scholarly practice. It is true that the data between reputation and academic sentenced to prison following Victoria’s show the majority of respondents are standards? University leadership Independent Broad-based Anti- not reporting corruption or inappropriate is blamed for needing to “suppress Corruption Commission investigation conduct. However, the number of
14 AUTUMN 2021 HERDSA CONNECT PERSPECTIVES university staff experiencing corruption the urgency for strong action based on commissions, from academic and and conduct issues is appalling, for principled academic leadership. industrial organisations, and from example, 346 on student grading courageous individuals – many having and 959 on bullying and harassment. As at the 27th of April, the three sacrificed their careers in the process. Respondents’ qualitative comments universities had responded differently It is not coming from the universities illustrate personal experiences with to the report on their publicly accessible themselves. Forceful advice on a way academic matters. Here are some websites. The University of Adelaide forward comes from John Smyth, in examples: has published the report on its website, his book, The Toxic University. “If we On management, “…any semblance of together with a separate report that are to unmask what is going on within academic control over our curricula or presents analysis specifically about and to universities, then we need to research is gone – we are now forced the University. These two reports are look forensically at the forces at work into one poor decision after the other presented alongside a third Statement and the pathological and dysfunctional by professional staff managers who from the ICAC-OPI Commissioner on effects that are placing academic lives are not qualified to make decisions in misconduct by a former Vice-Chancellor. in such jeopardy”. these domains.” A Council committee is addressing recommendations in that Statement. Robert Cannon currently holds an On student admissions, “When I first appointment as a Campus Visitor at the Flinders University has posted the full arrived at the university, in the first Australian National University and was an report and the specific Flinders-only Associate Professor at the University of course I taught, I was shocked 30-40% report. The University of South Australia Adelaide where he was employed for 27 of my THIRD-year university students years. has posted only their specific University could not write coherently or barely report. No university had posted current at a grade nine level. This initial or proposed actions on their websites. Links experience has not worn off.” However, in December 2020 in the local Smyth, John. The Toxic University On student assessment, “There is newspaper, The Advertiser, the three SA ICAC: icac.sa.gov.au financial pressure throughout the Vice-Chancellors pledged to act on their higher education sector to ensure that reports. international full-fee paying students pass their coursework. This is putting Integrity and corruption reports from pressure on academic staff to pass several jurisdictions in Australia present students with lower than normal examples of our universities failing WHY HERDSA? academic achievement.” to meet the world-class standards of HERDSA Annual Conference On research integrity, “A couple of academic excellence they so often for networking, disseminating my colleagues quite clearly publish claim for themselves in their marketing. and publication. bogus scientific research, plagiarise Serious questions remain unanswered. HERDSA grants fund research off others, or publish the same article How did such a multiplicity of perverse and development projects. many times in different journals…all incentives evolve and what will be done to address them? Why aren’t the just to increase metrics to help their Higher Education Research CV.’’ universities demonstrating the highest & Development is the standards of integrity and protecting international, refereed HERDSA The ICAC-OPI report states that staff welfare? What is the risk to each journal. “To dismiss these stories of lowered university of ignoring the ICAC- academic standards and pressure to pass OPI report? Risks listed in the report Advancing Scholarship and Research in Higher Education students as being misrepresentative include: declining teaching and course is the new HERDSA online journal. or malicious seems unjustifiable. The quality standards, granting of awards New South Wales ICAC made similar to unqualified persons, a distrustful HERDSA CONNECT is the observations of New South Wales and abused workforce, and breaches in HERDSA magazine published universities”. research integrity. three times a year.
The report’s modest ‘final thought’ Can society afford these risks? The HERDSA Guides are written by experts and provide evidence- provides a framework for universities answer must be a resounding No. To based practical ideas. considering their response. “University quote the ICAC-OPI Commissioner leadership is encouraged to consider reported in The Advertiser (Feb 2021) HERDSA Notices is a this report as a potential tipping point “The only way to be effective in moderated weekly email list. at which to consciously step back attacking corruption is to attack not HERDSA Special Interest Groups and appraise how they could best only the manifestations of it, but also and Networks are currently promote integrity in all areas of their prevent it”. active in most Australian states, organisations… this is a matter of New Zealand and Hong Kong. considering broader cultural norms The pressure for reform in these and behaviour, not simply policy matters is coming from outside – frameworks”. ‘Tipping point’ signals from the community, from corruption
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acknowledge the colleagues who are no longer working with us. Collective acknowledgements of experiences marked by shared pain, as Brené Brown points out in her book Braving the Wilderness, are comforting moments that help us remember the fundamental connections that bind us together. She writes that these moments “remind us that we are not alone in our darkness and that our broken heart is connected to every heart that has known pain since the beginning of time.”
On the one hand, it is true that not all individual, community and institution experiences during the pandemic have been so bleak. Some readers might point out, for example, that many colleagues made redundant were actually happy to Take stock and take care leave after many years of service and received generous payouts. Numerous bright points also emerged in the gloom. We need to acknowledge the pain of our horizons the next. After an online The Boston Thank You Notes initiative, the past year – properly, together and conference in February, a colleague which gave members of the Boston soon – writes Lukasz Swiatek. at a different university in Australia University community the chance to reached out to share her own redundancy thank each other publicly for their help It slowly settled on me, over many experience. Several days later, in a during the pandemic, comes to mind as weeks. Like dust gathering on ruins Zoom meeting, two collaborators from one prominent example. after an explosion, the realisation grew different institutions overseas lamented of covid19’s many impacts on higher the fact that universities weren’t properly On the other hand, there is no denying education. In many parts of the world, farewelling departing colleagues. the havoc that many endured, and no we were surrounded by the debris: Probably the most telling insight of point sugar-coating the challenges that lay-offs, slashed budgets, drastically all, though, came from the Universities many are now facing. Indeed, most of modified learning and teaching, cuts Australia finding about the total number the hurdles are substantial: overcoming to courses, halts to building projects, of higher education job losses – at least the sudden loss of institutional increased workloads, and reorganised 17,300 including full-time and casual knowledge, handling increased departments, among many, many other staff – in this country alone. In a media workloads, operating with smaller things. By the start of 2021, a lot of release, the head of the organisation, budgets and fewer resources, dealing that debris had been cleared. However, Catriona Jackson, hit the nail on the head with the feeling of survivor guilt on top a lot still remains. Over the coming in stating that: “The loss of any – and of the existing burnout and secondary months and years, fresh wreckage from every – one of those staff is personally trauma from 2020, and grappling new issues will need to be addressed. devastating”. with new institutional landscapes, All of the different impacts have been technologies and policies, among others. challenging in their own ways. Many Before we had all been able to come to Although the international rollouts of of them continue to cause ongoing terms properly with that devastation, different vaccines are giving us hope, we turbulence. New, painful impacts are though, a new academic year found need to be realistic about the challenges still revealing themselves to us, week us. New students, new timetables, that still lie ahead. It’ll be crucial for us by week. new research deadlines: they have all all to look after each other and ourselves demanded our attention before we’ve more than we usually do. Learning new Undoubtedly, though, some of the most fully been able to take stock. It’s vital skills, adopting healthful practices, and uncomfortable dust and debris has that we do come to terms with all finding alternative sources of support, related to our academic communities. of the change, though, before more in online and face-to-face networks for For several months, collaborators at turbulence creates more turmoil. Each example, are likely to end up being vital different institutions and I had been of our communities, in its own way, strategies in helping us deal with current swapping stories about redundancies. needs to take a breath. Each one needs and future changes. Offices were being emptied; thoughtful to pause meaningfully if it hasn’t done farewell emails were being written; dear Lukasz Swiatek lectures in the School of the so already. In particular, thinking about Arts and Media at UNSW Sydney. colleagues were appearing in meetings the comments from my collaborators one minute and disappearing from overseas, we absolutely do need to
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A fit-for-contemporary-purpose qualifications framework
case for substantial change. A staggered design is enabled by not requiring that implementation plan is proposed to all bands be ‘locked’ to progressing finalise the reforms under a new AQF together; reflecting the reality that governance body. Implementation Knowledge, Skills and their Application will be no easy task. The AQF is do not all develop at the same time referenced in legislation, industrial and rate. Unlocking Application from awards, professional standards and other Knowledge and Skills also allows frameworks. Each year four million individual qualifications to better reflect people enrol in AQF-recognised courses. educational innovation in design of But grappling with big picture reform is learning and assessment contexts, e.g., essential as Australians’ education and for work integrated learning. Rules for training needs intensify and diversify. aligning band descriptors to qualification Internationally, the WEF (2021) urges types remain to be settled. with two Sally Kift explains the recommendations “Upskilling for Shared Prosperity” and options presented. of the Australian Qualifications the linking of national qualification Qualification types will require Framework review. systems to lifelong learning, so that realignment against the revised skills are recognised globally. The Final Report of the Australian taxonomy, with three options presented. Qualifications Framework (AQF) The many inadequacies and conceptual The Panel proposed the addition of a Review was released in October 2019. flaws of the current AQF were Higher Diploma and removal of the In December 2019, the Government well canvassed in the Review’s Advanced Diploma to create a sequence accepted all the higher education commissioned work and submissions of shorter qualifications from Diploma made. In response, we proposed a to Graduate Diploma, for up- and (HE) recommendations, and the aims less complex AQF, with a primary re-skilling in both HE and VET. As for vocational education and training focus on AQF qualificationtypes (eg, we know, the government introduced (VET), subject to further state and Bachelors, Masters, Diplomas) rather instead an ‘Undergraduate Certificate’ territory discussions. Since then, this than on the level. A single, clearer (not recommended by the Panel), which critical enabler of ecosystemic reform taxonomy is recommended, with is now hardwired into the TEQSA Act has languished. And this at a time when eight “bands” (instead of 10 “levels”) 2011 s. 5 as a HE only award. The covid19 has accelerated Industry 4.0’s of Knowledge and six “bands” of Review made other recommendations, disruption to the future of learning Skills, all clearly differentiated and including: flagging research-oriented and work in what the World Economic more flexibly applied, to replace the qualifications; better guidance for credit Forum (WEF) in 2020 described as a current two sets of learning outcomes. and AQF alignment of MCs; and volume “double disruption scenario for workers”. Contemporary definitions of the domains of learning in hours not years for new – Knowledge, Skills and Application learners. Some piecemeal progress is underway. – are proposed, all defined in terms of The Job-ready Graduates package We did not underestimate the complexity action: the information to inform action endorsed the Review’s position on such radical rethinking involves. But (Knowledge), the capabilities to take microcredentials (MCs) and better credit this is public policy reform for critical action (Skills) and the context for action recognition. The VET Reform Roadmap educational infrastructure. Assuring via learning and assessment conditions embraces AQF reform in two stages: the AQF’s continued relevance meant (Application). The “focus areas” for initially, “smoothing pathways into, and compromise was not an option. each domain are made explicit: for between [HE and VET]”, developing example, under Skills, those of learner Sally Kift PFHEA FAAL is President, Australian guidance for MC recognition, and self-management; problem solving Learning and Teaching Fellows, and was a specifying “general capabilities” for member of the AQF Expert Review Panel and decision-making; communication; future work; and second, focussing on chaired by Prof Peter Noonan. collaboration; and psychomotor. The the architectural changes. three domains, together with ‘General Links The Review offers a bold vision to Capabilities’ (language, literacy and support innovation in future qualification numeracy skills; core skills for work; https://www.dese.gov.au/re- views-and-consultations/australi- design for lifelong learning across a digital literacy; and ethical decision- an-qualifications-framework-review connected education eco-system, from making) can be flexibly interwoven https://www.dese.gov.au/job- secondary to tertiary and beyond. As in the tailored design of individual ready/improving-accountability-in- exhorted by its Terms of Reference, qualifications. formation-providers it proposes a “flexible and responsive For revised AQF users there is a http://www3.weforum.org/docs/ instrument” to guide “consistent level of coherent detail not currently WEF_Upskilling_for_Shared_Prosperi- high quality and transparency” in available. More accurate qualification ty_2021.pdf Australian education and makes the
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ESSENTIAL READING IJAD
International Journal for Academic Development Co-editor Klara Bolander Laksov recommends the IJAD 2020 Article of the Year, Wise academic development: learning from the ‘failure’ experiences of retired academic developers, by Julie Timmermans and Kathryn Sutherland. IJAD, 25(1), 43-57.
This award-winning article explores how experienced academic developers learned from perceived failures, as well From the ASRHE editorial desk as how they view the role of failure in academic development. Through interviews with retired The Advancing Scholarship and effectively communicate with our research academic developers from four Research in Higher Education editorial community. continents, the authors' research team encourages readers to access shows what ‘wise academic a new audio editorial with guidance If you look at the journal’s website you development’ could be through for submission of research in progress will see we have a ‘Research in Progress’ articles. the integration of failure in our category. The first submissions have practice. The judges’ citation arrived and while we found there was Academic practices of reviewing and for the award notes the personal strength, as in addressing topics of interest, editorial work are by and large carried out voice that breathes ‘humanity providing a solid literature base or asking in isolation or behind closed doors. In part, and humility’. The article argues valid research questions, we were not this is caused by the traditional setup of for the importance of embracing satisfied with the level of research progress academic publishing and review processes curiosity about failure and or the pathways to collaboration. that emphasise confidentiality, anonymity acknowledging it as a personal and impartiality over transparency So what is ‘enough’ progress and where construction, often tied to and sharing. Busy schedules of higher is the line for this genre? How do we feelings of compromised values, education work leave little space for communicate our evolving understanding identity, or a sense of integrity. reflection and documentation, failing to of a publishable form of research article This excellent article fills a gap in contribute to greater understanding of what that both builds on and breaks academic academic development literature it means to be an academic. In other words, traditions? How can we go beyond a brief, by directing our attention to how does one become initiated into the formal ‘Focus and Scope’ section, that by learning from failures. Sharing secret arts of academic life? its nature compresses rich understandings examples of failures enables us into abstract words? Launching a new journal provides rich to learn not only from our own, opportunities. The word ‘advancing’ in our In line with our licence to innovate, we but also from those of others. journal’s name carries multiple meanings: have published an audio editorial that Opening up failures is an integral advancing knowledge in the traditional showcases the thought processes we apply part of how our practice can sense of academic research; advancing in accepting or rejecting ‘Research in develop and how we can learn. As the collaboration among researchers Progress’ articles. We call on the members the citation points out, this article and speeding up access to research of the HERDSA research community offers insights, reassurance, and progress; advancing the development of to help us evolve the understanding as the title suggests, wisdom that reviewers and strengthening collaboration of ‘Research in Progress’ articles by we can all learn from. The writing between reviewers and editors; and, interpreting our guidelines, developing speaks not only to the head but advancing how we approach academic their own conceptions, submitting their also to the heart. publishing by throwing off some of work, and contributing to shaping this The article is free to download for 12 the shackles of academic tradition. As publishing direction. months: https://think.taylorandfrancis. editors, despite our combined decades com/journal-prize-international- of experience in academic research and Eva Heinrich, Geof Hill, Jo-Anne Kelder, Jenny journal-for-academic-development- McDonald and Michelle Picard are the ASRHE article-of-the-year/ publishing, we constantly grapple with editorial team. our own understandings and with how to
18 AUTUMN 2021 HERDSA CONNECT PERSPECTIVES
ESSENTIAL READING HERD
Susan Blackley, Co-Editor HERD, recommends the article Factors that enable Australian Aboriginal women’s persistence at university: a strengths-based approach by Bep Uink, Rebecca Bennett, and Chanelle van den Berg, HERD (2021) 40(1) 178-193.
This article in the Special Issue, Indigenous voices in higher education, resonated with my recent experience of teaching Australian Aboriginal women From the HERD editorial desk in an Initial Teacher Education degree. As the authors, two of whom are Aboriginal women, note, Towards the end of last year, as I wrote field of higher education studies. the challenges that these women this column for HERDSA CONNECT, face are numerous and potentially I reflected on the heavy toll covid19 The good news is that there is a debilitating. The authors explore was exacting from universities, and the new HERDSA-supported journal, how Aboriginal women in higher staff and students within them. Sadly, which offers an expanded platform education are able to persist with, little has changed so far this year. Staff for research-based papers on the and succeed in, their studies and retrenchment is an ongoing reality in scholarship of teaching and learning in view this context in a refreshingly many institutions, as is the threat to higher education. Unlike HERD, the different light. The authors sought ‘publish or perish’. new journal, Advancing Scholarship to elicit from the participants their and Research in Higher Education sources of strength that enabled One of the most significant ramifications (ASRHE) will publish work in progress, them to persist in their studies. The of the past year for the HERD journal is including tentative findings. It focuses research reported in this article exponential growth in new submissions. on emerging research and researchers applies a strengths-based approach Not only are we receiving more and aims to facilitate researcher to identify enablers of university manuscripts overall, but we are also development via the journal’s group- persistence, as expressed by noticing that an increasing percentage of based review process. Aboriginal women individually and our submissions relate to practice-based, collectively. small scale studies. While many of these For those fortunate enough to attend the The primary data source was the submissions are fine examples of the HERDSA Conference this year, there transcripts of the yarning-circle Scholarship of Teaching and Learning will be opportunities to engage with conversations during which the (SoTL), they do not meet HERD’s members of both the HERD and ASRHE participants gathered and conversed, criteria for acceptance. editorial teams. HERD will offer a free half day pre-conference workshop and evoking Indigenous ways of The substantial increase in overall ASRHE will facilitate a session within mutual meaning-making and submissions, together with the increase the conference program. The HERD communication. A thematic analysis in SoTL submissions mean that we need workshop titled, I’ve published in higher of the transcripts was undertaken to be more selective than ever when education – what next? will focus by the two Aboriginal researchers it comes to accepting manuscripts for on two issues of interest to emerging to ensure primacy of Indigenous publication. We have begun to address researchers, increasing the impact of women’s viewpoints. Findings were this issue by paying very careful one’s research and becoming a confident focused on enablers of persistence attention to the journal’s stated aims and peer reviewer. The workshop will be and the emergent themes were organised into affirming educational scope. While all of our review criteria of interest to those already undertaking experiences, peer support, the are non-negotiable hurdles, meaning research in the field of higher education. Aboriginal Education Unit, and that they must be met in order for the It will demystify the process of peer developing a growth mindset. Three paper to be considered for acceptance, review, and help participants develop sub-components of growth mindset we ask that authors pay particular their confidence as researchers able to became the sub-themes: changing attention to our first criterion. The extend the impact of their own work on self-awareness, perseverance, and paper must offer important critical and/ further research and practice. daily problem-solving. or analytical insight that contributes Wendy Green, Editor HERD something significant and original to the
AUTUMN 2021 19 HERDSA CONNECT PERSPECTIVES
Indigenous voices in higher education
Ō tātou reo, Na domoda and in higher education in Australia, Kuruwilang birad is a HERD Special Aotearoa New Zealand and across the Issue brimming with the strength, Pacific. power and insights of scholarly Indigenous voices. As we developed We wanted this issue to look through the edition covid19 was spreading Indigenous lenses and explore the rapidly across the globe and The tensions and complexities of being Indigenous students and staff in New to the HERDSA Black Lives Matter movement was Conference? extending beyond the United States, higher education, to offer ways to motivating people worldwide to heal broken systems and structures Then come to breakfast challenge racism and discrimination. and be the universities that we and meet people. imagine. Some papers are written Unprecedented times for some, but by Indigenous sole authors but Is this your first HERDSA not for Indigenous peoples across most are from teams of Indigenous conference? If so, the HERDSA the Pacific, Australia and Aotearoa scholars, or teams led by Indigenous Executive invites you to attend New Zealand who have endured scholars, including early career and an informal breakfast on the devastating pandemics before and more established academics. Some first day of the conference. been subjected to over two hundred are reflective and raw, while others You will be introduced to fellow and fifty years of colonisation that, at are more strident and demanding. delegates over a free breakfast. best, sought to assimilate us and, at Some draw on Indigenous terms and This breakfast is designed so worst, eradicate us. concepts, while others use Western newcomers feel welcome tools to make Indigenous cases. and included in all HERDSA There is something unprecedented All of the papers contribute to vital conference activities. about this small moment, however. conversations about the fairness This special issue on Indigenous of university structures, and the Thursday 8 July 2021 higher education is a first for the value of Indigenous Knowledges 7.30am HERD Journal. It is also the first time in curriculum. Readers seeking that the editorial team for a HERD Brisbane Convention & to learn more about Indigenous Exhibition Centre issue has been made up of Indigenous higher education will find much to academics. Meegan is Māori, Sereana appreciate and consider. Registration via the online is Fijian and Susan is Indigenous conference registration Australian. The edition presents a Meegan Hall, Victoria University Wellington; Sereana Naepi, University of Auckland; form before 10 June. unique opportunity to showcase the and Susan Page, University of Technology range and depth of Indigenous voices Sydney
20 AUTUMN 2021 HERDSA CONNECT PERSPECTIVES
explain their concept to their fellow students using the sculpture as a prop. Later, each student submits a digital photo of their sculpture and a written assignment reflecting on how the exercise has deepened, expanded, or complicated their understanding of the concept being studied. A scholar records some preliminary research ideas on her cell phone’s voice recorder while out walking her dog, returns home to mind map the structure of her argument on a whiteboard, drafts a few paragraphs on her laptop based on those preliminary ideas, prints out her draft in hard copy and takes it to her local cafe to make editorial revisions using a pen and coloured highlighters, Wordcraft then pulls her laptop from her bag and types in her revisions before emailing the article to a trusted Writing expert Professor Helen Sword impossible due to the tyranny of distance colleague for feedback. Better yet, explains blended writing, its purpose or the contingencies of coronavirus she invites her colleague to join her and value, following her HERDSA lockdown, we can still find creative ways for a cup of coffee and a chat. webinar. of bringing human presence, pleasure, and materiality into our writing spaces In each of these scenarios, the writer’s We’re all familiar with the term ‘blended and digital classrooms. A thoughtfully increased attention to the material, learning’, a style of education whereby constructed blended writing assignment physical, and social contingencies of students learn both synchronously and or personal practice will tick most, if not writing enriches their writing process asynchronously via electronic and online necessarily all, of these boxes. and enhances the quality of their written media as well as via traditional face-to- products. Our brains benefit from code- face teaching. ‘Blended writing’, as I Blending writing modes switching between digital and analog define it, is a mode of writing whereby modes of thinking and writing; our writers think, work and communicate Material ü Synchronous ü bodies benefit from moving around and using a range of tools, techniques, Digital ü Asynchronous ü changing position; and our collegial, and writing registers, bringing the Face-to-face ü Creative ü mutually supportive interactions with material affordances of pens, paper Online ü Critical ü other writers remind us of the pleasures and notebooks into the virtual realm of of being human. websites, learning management systems Sole-authored ü Process ü and Zoom. In my webinar, I discussed Collaborative ü Product ü Professor Helen Sword is a scholar, poet and award-winning teacher who has published the cognitive and creative benefits of widely on academic writing and writers. View blended writing for our students, our Here are some examples. her HERDSA webinar at: www.youtube.com/ colleagues and ourselves, and I invited A student free-writes a short watch?v=V9Mw2NPWUXE. participants to reflect on how higher reflective essay in a notebook during education research and teaching might a live class session in a real-world be reconceptualised and enriched within or Zoom classroom, types it into a This is Helen Sword’s last Wordcraft Google Doc, receives asynchronous column. Visit her Resources for a blended writing paradigm. Writers website at www.helensword. feedback overnight from fellow com for links for her writing retreats, Like blended learning, blended writing students in other parts of the world, masterclasses, free videos, books, moves beyond simple binaries – and eventually submits an edited, online tools and the WriteSPACE material vs digital, synchronous vs Virtual Writing Studio, an international polished electronic version of the writing community with members in asynchronous, face-to-face vs online, essay as a graded assignment. 23 countries. creative vs critical, single-authored vs A teacher encourages his students to collaborative, process vs product – to make simple sculptures out of paper encourage modes of thinking, writing or tinfoil to illustrate a particular and learning that draw on the full range concept, then puts them into Zoom of possibilities. Even when face-to-face breakout rooms of three or four social interaction is temporarily rendered students each and asks them to
AUTUMN 2021 21 HERDSA CONNECT SHOWCASE
transformational. “It starts off as multi- disciplinary project where people with Cross-discipline authentic learning different skills come together to solve a problem. They begin to influence each other and it becomes inter-disciplinary,” The international Solar Decathlon is one competition site in Dubai where they he explains. “We had engineering of the world’s most complex authentic took out second place overall. What students talking about designing for learning experiences. In this behind- insights can we gain about teaching the-scenes look at the competition, dementia and nursing students talking and learning from this student-led, Maureen Bell introduces some of the about buildings and spaces that take students and staff who have been cross-disciplinary, authentic learning care of people. The engineering students involved in recent years. experience? Now that the dust has worked with creative arts students on literally settled and the Desert Rose is re- aesthetics and fit out, the creative arts Calls to embed the United Nation’s built back on campus fully functioning, students became para-engineers working Sustainable Development Goals into the your editor asked some of the students on the construction site.” curriculum underpin the serious global and staff about the experience. challenges our graduates increasingly Both projects began with the formation face. Academics are developing "The Solar Decathlon competition is of a broad-ranging multi-disciplinary innovative ways of teaching that focus the largest student-centred real-world team of students from Engineering, increasingly on authentic learning project you could ever imagine" says Marketing, Journalism, Creative Arts, experiences to support their graduates Paul Cooper, academic leader of the first Humanities, Science, and Law. The in meeting these challenges. The Solar UOW team to compete in China in 2013. organisational structure replicated Decathlon is a unique initiative in which “Student teams apply the knowledge what you would find in industry. PhD multi-disciplinary student teams from and skills gained from their studies Engineering student Clayton McDowell across the globe compete to design in a real-life situation where the task was project manager of the Desert Rose an innovative, sustainable house. The boundaries are far beyond what they house with ten student team leaders, one students must ship their house across have been taught,” he says. “A degree for each of the competition contests, who the world to the competition site where tends to be theoretical. In this project, as were offered MSc and PhD scholarships. they build and demonstrate it. Over they design, build, fit-out and furnish the He looks back on a “phenomenal two weeks, student teams from around house they realise what can go wrong learning experience”, saying that “you the world are assessed on performance and how to fix it along the way.” feel like the work you are doing actually in each of ten contests culminating contributes to the knowledge of the Tim McCarthy, academic leader of the in an overall winner. The University team. It was a path of self-discovery Desert Rose team, sees great value in the of Wollongong (UOW) is the only where mistakes made are knowledge multidisciplinary approach which he says Australian university to enter the gained. It was good to be working on is integral to the competition. The Desert competition so far and took out first something you knew would actually be Rose team that he oversaw decided to place in the 2013 competition in China built, as many of the problems we are design a dementia-friendly home for with their Illawarra Flame house. In given in our educational experience are an Emirati family. This necessitated 2018 a second UOW student team actually quite detached from reality.” real cross-disciplinary cooperation, an shipped their Desert Rose house to the For Clayton, team leadership meant approach that Tim considered to be
22 AUTUMN 2021 HERDSA CONNECT SHOWCASE developing a wide range of skills, Masters degree in Civil Engineering rounded set of professional skills to meet including a media course to improve during the project. “Going on the 21C global challenges”. his public speaking for the numerous computer, ordering the materials, getting interviews and presentations, including it delivered on site, start putting it all And some advice from the students? TV and radio, that he had to give. He together, helped me to learn whereas The time students commit to this type learned how to lead and motivate a lectures didn’t” James explains. The of project is possibly at the expense of multi-disciplinary team of students. students advanced their industry friends and family. The consensus is “That was a great challenge and learning knowledge through their involvement, that you can let students learn from their experience. I am a mechanical engineer; for example, “There are experts in own mistakes but you need to notice machines are easy. Graphic designers understanding dementia and dementia when students are wandering lost and think differently to engineers.” researchers, but not in designing houses save them wasting time. Academics need for people with dementia. So it was up to act as guides, oversee what students are doing and nudge them in the right Meg Cummins was in the first year of to us. We took our understanding of direction, give them regular feedback her engineering degree and on a steep engineering design, took their theory and a few ideas to look at. And a kindly learning curve when she volunteered around what makes a home dementia- reminder to academics from one student. to lead the team that eventually won friendly, and put it together.” “Don’t assume that if it was taught in the a special award for Interior Design. Another of the several ways the team degree program students know it. It’s not Meg found an exciting challenge in broke new ground is described by always fully understood at the time of developing a dementia-friendly interior Ross Prandalos, in his 3rd year of a teaching and it is easy to forget.” design that was culturally appropriate Bachelor of Civil Engineering when for a UAE family. “I had never had any he joined the team to work on design Was it all worth it? The last word from interest in that creative side of my brain, and construction. Ross explains how the students suggests the multiple but I learnt so much and it allowed me the construction team developed a new lessons learned. Clayton has taken to appreciate the more creative side of method for building panels that won a on an academic career in engineering things. It was amazing working with special creative solutions award. “The sustainability and has noticed that when scientists, engineers, graphic designers, second-skin shading wall panels – none Solar Decathlon students graduate and media people. I built relationships of us had made anything of that size, go into industry, they realise how much with people from all avenues of life.” it was unconventional. The design their skills have broadened compared Meg found herself leading in-depth guides were void for it. We had to go to those of their peers. Emily expresses consultations with nursing home and find the answers so we talked to her confidence, saying: “Knowing residents and staff, people living with industry professionals. We went with I know how to solve a problem is dementia, and a local interior designer. intuition a lot of the time. We developed an achievement in itself.” James agrees saying, “We dealt with a lot of Developing a broad set of new skills a new method customised for our shape uncertainty. I gained hands on experience was important for Emily Ryan who was and design.” Ross also did extensive which I can offer to an employer and a member of both teams, starting as a computer drawings and organised they won’t have to baby me”. Ross second year Bachelor of Commerce human resources. remembers, “I learned how to talk to student. Over her undergraduate and The advice from the academics, for those industry professionals and how to seek PhD journey Emily researched shipping planning multi-disciplinary learning the answers”. He felt that nothing should container transport, became sponsorship projects, is consistent. Tim and Paul be out of reach in his future professional relations manager and led one of the agree on the need to inspire students, life. Meg discovered, “In the real world, construction teams in charge of the give them an opportunity to tackle real- to be the best engineer you have to see internal fit out. “I was learning as I went. world problems that have a clear benefit from the perspective of non-engineers – I already had organisational skills and to society and have a real outcome people who don’t think like you”. they were refined. I operated on the that students can see come to fruition. principle if it works keep going, if not Thanks to the academic leaders Senior “It should be student-led, at least to try something else.” Emily learned how Professor Paul Cooper and Professor Tim some degree, so the students are core McCarthy, and former students Meg to balance full-time study and part- participants in decision making about Cummins, Clayton McDowell, Ross Prandalos, time work, and how to resolve conflict James Roth and Emily Ryan. how the project goes forward” says Paul. under time pressure. “There were Photos courtesy UOW: (Main) UOW team “Our experience tells us that one of the consequences to not finishing. Learning with Desert Rose house, Clayton with Sheikh key areas of support that the student Ahmed bin Saeed Al Maktoum, and Emily how to ask for help, to go out and find leaders need is on how to manage their on site. the right person to ask. It’s rewarding at interactions within the team to maintain the end to know that you had a problem Links a positive supportive environment.” and you fixed it yourself.” http://desertrosehouse.com.au/ Tim recommends “increased integration McCarthy et al. Capturing the student Joining the team in his final year of of experiential authentic learning learnings from the Solar Decathlon Middle studying a Bachelor of Engineering/ experiences into curriculum to equip East 2018. https://aaee.net.au/search-all- Mathematics, James Roth entered his students in all disciplines with a well- publications/
AUTUMN 2021 23 HERDSA CONNECT REVIEWS
review by other educational developers who have offered suggestions, additions and improvements. (Full disclosure, I reviewed several chapters.)
The website is a living document, and more material will be added to it in the future, to cover in more detail all aspects of the work of educational developers. It is great to see a community-driven resource for educational development has been set up, led and curated by experienced colleagues for the benefit of all, but in particular colleagues who are just starting as educational developers. The website is under the Creative Commons licence so it is easy for educational developers to adapt the materials to their own needs and local Educational developers thinking allowed contexts. I hope and anticipate that as more and more material is added, Educational Developers Thinking Most educational developers come to all content licenced under the Creative Allowed will grow into a solid, up- the job via a different professional and Commons Attribution licence. This to-date, respected and well-used educational pathway. This diversity is means the material can both reach a resource clearing house for educational a great asset as we work with a wide broader audience, for free, and that we developers at all career stages. variety of academic and other cultures are allowed share and adapt the materials found in our institutions (see Mårtensson in any form for any purpose, provided Educational Developers Thinking Allowed & Roxå, 2016), and arguably makes us we give credit, indicate the changes https://edta.info.yorku.ca/ a more effective community. However, made, and not put any further restrictions this diversity also deprives the field of on the material. References a clearly identified common knowledge Green, D., & Little, D. (2016). Family portrait: A The website, Educational Developers profile of educational developers around the base on which to draw. This can world. IJAD 21(2), 135-150. make getting started as an educational Thinking Allowed, is intended for people considering, and those early into, a Harland, T., & Staniforth, D. (2008). A family developer a bit tricky, as the learning of strangers: The fragmented nature of curve can be a bit steep. career in educational development, academic development. Teaching in Higher though experienced developers will also Education, 13(6), 669-678. There are some excellent resources for find helpful information and resources Mårtensson, K., & Roxå, T. (2016). Working with educational developers, from guides here. The website currently has fourteen networks, microcultures and communities. In to communities of practice, including short chapters and discusses some of D. Baume and C. Popovic (Eds.) Advancing practice in academic development (pp. 174- HERDSA’s own Academic Development the more common situations in which 187). London and New York: Routledge. Special Interest Group, but not many we can find ourselves as educational aimed at those just starting out in the developers. Topics range from working The reviewer role. So it was good to hear that Celia one-on-one with lecturers, to dealing Erik Brogt is Associate Professor in Academic Development at the University of Canterbury Popovic from York University, Canada with power dynamics, to trying to make and author of the IJAD 2020 article 'Engaging and Fiona Smart from Edinburgh Napier sure people show up for a workshop, with different professional recognition and University, UK, had announced that to the currently very topical subject of development opportunities for academic developers'. His main research interest is the they were creating a resource website shifting teaching online. Most chapters application of educational psychology to for educational developers. Both start out with a vignette to illustrate the teaching and learning in university settings. Celia and Fiona are well-known in the topic. This is quite helpful for beginning international educational development educational developers who may not community and have strong ties to have encountered the situation before, OUT NOW - NEW HERDSA GUIDE the UK-based Staff and Educational and will elicit a “yep, this has happened Embedding Interprofessional Development Association, and the to me” for more experienced colleagues. Education in the Curriculum. Canadian Educational Developers Each chapter contains useful tips A step-by-step approach to Caucus. Originally their resource was and tricks from seasoned educational embedding interdisciplinary learning and assessment into curricula. envisioned as a printed book, but Celia developers to deal with the situation, as www.herdsa.org.au/publications and Fiona opted instead for a living and well as further resources on that specific easily updateable online resource, with topic. All chapters have undergone peer
24 AUTUMN 2021 Reconnect at the HERDSA Conference Brisbane 2021
“I travelled 24 hours across the globe and had the time of my life. That herdsa conference remains the highpoint of all conferences before or since....fabulous experience, great organisation, amazing location.” James DEROUNIAN, Uni Glos, UK
Tired of only seeing your HERDSA colleagues online? Missing the catch-ups, friendly chats and socialising that is an important part of a HERDSA conference? Then join us in Brisbane for HERDSA 2021 and RE-CONNECT. HERDSA 2021 brings us together in person again.
“I travelled 24 hours across the globe and had the time of Quotes from past conferences my life. That herdsa conference remains the highpoint of “Loved the equanimity - no matter what “An exceptional PD activity for HE staff.” all conferences before or since....fabulous experience, great professional level all were equal and the organisation, amazing location.” James DEROUNIAN, Uni collegiality was palpable at all times.” “So many passionate people wanting to Glos, UK share insights and support others.” “Meeting new people and finding out that a HERDSA conference is not just a bunch of “The fabulous sessions, they were really very stuffy old academics talking policy!” good quality.”
“Networking, opportunity to see what is “The social time enjoying and chatting with going on in the sector, sharing and getting the posters, dinner, etc.” feedback on our own work.” “Networking with a diverse range of people “The mixture of sessions and academic and and the opportunity to engage in deep professional staff, the mix of academics, discussions around learning and teaching in librarians and others.” higher education.”
REGISTER at www.herdsa.org.au/conference