* HERDSA Executive Elections 2019-2021
* Early Bird Registrations are open for HERDSA Conference 2019
* Professional Practice Fellow - eLearning (Wellington)
* Call for contributions to a special issue of Educational Action Research: Pedagogical Action Research (PedAR): Researching learn
* Call for papers: The sixth Summer School on Higher Education 2019 –Methods and approaches in higher education research
* Contemporary approaches to university teaching - a teaching induction MOOC
* Practical guide: Scaling up student-staff partnerships in higher education
* New online first articles in Higher Education Research and Development

To submit an announcement for this list complete the online form at http://herdsa.org.au/herdsa-notices

A full list of HERDSA Notices is online at http://www.herdsa.org.au/latest-news

To unsubscribe or change your email details see http://mailman.anu.edu.au/mailman/listinfo/herdsa

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HERDSA Executive Elections 2019-2021

Nominations for the HERDSA Executive have now been viewed and the number of nominations exceeds the number of vacancies for the current HERDSA Executive positions.  To resolve this, according to the HERDSA Constitution, an election must be held.  

To view and cast your vote for those members who have nominated please go to http://www.herdsa.org.au/executive-election-2019 and vote on your selection for the 2019-2021 HERDSA Executive. 

NOTE: You must log into the HERDSA web site to view the ballot form and cast your votes for the eight (8) candidates you would like to represent you on the HERDSA Executive..

The voting will be open for two weeks from 9.00am 06 March and will close at 5.00pm on 20 March 2019. 

Members will be advised of the outcome of the voting as soon as possible after all nominees have been notified.

Jennifer Ungaro
HERDSA Returning Officer

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Early Bird Registrations are open for HERDSA Conference 2019
Early Bird deadline: 30 May 2019

There are plenty of options for registration. Please encourage your colleagues to attend. 

Theme: Next Generation, Higher Education: Challenges, Changes and Opportunities
2-5 July 2019. Auckland, New Zealand

Kia ora, We look forward to meeting you in Auckland. 

Further information: https://www.herdsa2019.auckland.ac.nz/register/

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Professional Practice Fellow - eLearning (Wellington)
Applications quoting reference number 1900503 close on Friday, 15 March 2019.

We are looking for a Professional Practice Fellow to provide Moodle technical support to students and staff, and to develop effective, quality eLearning tools and systems that will contribute to the teaching, student learning and assessment at the University. This role works collaboratively with the rest of the Education Unit team to provide education professional development support to staff.

The successful applicant will have an understanding of adult education principles and practices, practical experience in the use of eLearning material and resources and an ability to apply professional knowledge of the recent trends in the eLearning field. We are looking for:

• Proven ability in developing and adapting eLearning resources.
• Experience in use (and preferably support) of Moodle learning management system.
• An interest in current developments in health professional education and eLearning.

Further information: https://otago.taleo.net/careersection/2/jobdetail.ftl?job=1900503

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Call for contributions to a special issue of Educational Action Research: Pedagogical Action Research (PedAR):Researching learning and teaching practice in higher education
25 April 2019 for submisson of 500 word abstracts

Guest Editors: Lin Norton, Liverpool Hope University, UK. nortonl@hope.ac.uk
Lydia Arnold, Harper Adams University,UK. larnold@harper-adams.ac.uk

Educational Action Research is seeking articles that explore the contribution of action research to teaching or learning practice, or the student experience, in higher education. In this respect, there would be a clear link to SoTL. We are particularly interested in articles that push at the boundaries of HE pedagogy, such as students as partners, inter-disciplinary challenges, and articles that show the impact of action research on a variety of stakeholders. We would welcome specific accounts of action research studies, and studies which are about action research and its impact. Methodological rigour in action research and rich reflective insights will be more important than scale, which can be local or cross-institutional. We would particularly welcome international contributions. For further guidance, we would draw attention to the article by Convery & Townsend (2018). Submissions will be welcome from tertiary education and, while we are looking for submissions that focus on the development of practice within the sector, we would encourage submissions that challenge and question established practices as well.

Reference
Convery, A. & Townsend, A. (2018) Action research update: why do articles get rejected from EARJ? Educational Action Research, 26(4) 503-512

Process and time scales
In the first instance, please send a 500 word abstract to the journal office ear@nottingham.ac.uk (copying in LA and LN) no later than 12 noon on Thursday 25 April 2019. Decisions will be notified by 23rd May 2019. Colleagues who have been invited to submit full papers should do so by 12 September 2019, when they will be sent out for peer review.

Publication of the special issue is expected in 2021.

Further information: nortonl@hope.ac.uk

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Call for papers: The sixth Summer School on Higher Education 2019 –Methods and approaches in higher education research
May 1st 2019

Welcome to the sixth Summer School on Higher Education. This year’s theme “methods and approaches in higher education research” addresses the new directions and dilemmas related to methods and methodologies in higher education research as a complex multidisciplinary field.

The summer school addresses the big decisions faced by all PhD students in the course of their dissertation: the choice of the methods and approaches and their compatibility with the research questions and the theoretical and conceptual frameworks chosen.  The keynote and the student papers may focus on any or all of following themes:

• What challenges are posed to my research project by the multidisciplinary nature of higher education research?
• What is relationships between methods, methodologies and data in my research project?
• How do my theoretical and methodological choices match together and what are the related challenges?

  Keynote speaker: Professor Rebecca Boden; Director of the  New Social Research (NSR) –programme, Tampere University https://www.tuni.fi/en/research/new-social-research-nsr

  The summer school provides PhD students an opportunity to present and get feedback on their own research as well as to meet senior researchers and other PhD students from the field of higher education research.  The format of the summer school is based on students presenting their own papers, commenting on papers by other students and receiving feedback also from senior colleagues. Each paper will be commented by a student discussant and senior discussant. The language of the summer school is English.

  The Summer School is organised by Finnish Institute for Educational Research (FIER) and Consortium of Higher Education Researchers in Finland (CHERIF). Summer school is free of charge.

  Important dates:
  The deadline for the applications is May 1st 2019. 
  Applicants will be notified of acceptance by May 15th 2019. 
  The participants are asked to submit the full papers by July 31st 2019.

  Application form and further information on our web page: www.korkeakoulututkimus.fi/summerschool2019/

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Contemporary approaches to university teaching - a teaching induction MOOC
23 June

Dear Colleagues

Enrolments for the free 2019 Contemporary Approaches to University Teaching MOOC are now open at https://www.canvas.net/browse/swinburne/courses/contemporary-approaches-.... This course will run until 23 June, with enrolments open until 7 June.

Contemporary approaches to university teaching provides key introductory learning and teaching concepts and strategies for those in their first few years of university teaching. The self-paced MOOC is comprised of 11 expert-developed modules and several specialty modules and resources. 

In 2018, 1,851 staff from 50 countries enrolled in the Contemporary Approaches to University Teaching MOOC. One Australian college, 15 Australian and two New Zealand universities are using the MOOC, as well as the Malaysian campus of one of the Australian universities. Ten of the Australian universities have imported the MOOC and have or will shortly customise the MOOC to suit their institution’s context. To see how other universities are using the MOOC, visit the ‘How universities are using the MOOC’ section on the Fellowship website https://www.caullt.edu.au/project-resources/olt-fellowship-and-mooc-avai...

Further information: kfraser@swin.edu.au

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Practical guide: Scaling up student-staff partnerships in higher education

Student-staff partnerships are a focus within many higher education institutions internationally, as the value of student agency for enhancing learning and wider university cultures is increasingly recognised.

Although there are many student-staff partnership schemes in the UK and further afield, there is little evidence-based guidance available to those wishing to establish or sustain an institutional partnership scheme.

This practical guide is designed to support individuals, teams, or institutions in scaling up student-staff partnership.

The purpose of this guide is to:

-Walk you through the multiple stages of scaling up partnership from beginning to end.
-Anticipate and answer the kinds of questions you might have as you progress through this process.
-Outline potential challenges and how to prevent or overcome them.
-Encourage you to establish partnership values early to ensure that your process of scaling up partnership aligns with an ethos of partnership itself.

The questions, suggestions, and recommendations in the guide are based on research that examined 11 institutional-level project-based partnership schemes at 11 higher education institutions in the United Kingdom. This data is supplemented by the authors’ experiences in designing and running project-based partnership schemes as well as by partnership research and practice in international contexts.

Further information: bit.ly/2EfUR16

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New online first articles in Higher Education Research and Development

Implementing constructive alignment in higher education – cross-institutional perspectives from Australia, Gesa Ruge, Olubukola Tokede & Linda Tivendale, https://doi.org/10.1080/07294360.2019.1586842

All this and more on the Higher Education Research and Development twitter feed at https://twitter.com/HERDJournal