HERDSA Notices 4 October 2017

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* Webinar: MELTing to drive Evidence Based Decision Making
* Upcoming Seminars On Indigenous, Maori And Pasifika Students’ Experiences Of Higher Education
* Learning Designer position (Education and Social Work, University Auckland)
* Project Fellow/Senior Project Fellow Role at The Hong Kong Polytechnic University
* International Students as Partners Institute (ISaPI) 2018
* Call for Book Chapters: Critical Reflections on Research in Teaching and Learning
* 2016 International Journal for Academic Development Article of the Year
* Higher Education in the Headlines

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Webinar: MELTing to drive Evidence Based Decision Making
Friday 6 October

Dear colleagues
Join presenters from four Higher Education institutions and one school in South Australia for a webinar on their various uses and adaptions of the Models of Engaged Learning and Teaching (MELT) for Evidence Based Decision Making.

See www.melt.edu.au for details on the MELT.
See https://reskidev.wordpress.com/ for the authors’ short papers on this topic. Come more informed by reading the papers’ abstracts in advance.

Date: Friday 6 October, 1 hour
12.30 pm Central Daylight time 
1.00 pm Eastern Daylight time
12.00 pm Eastern Standard time
10.00 am WA
(+10.30 GMT/Universal time)
URL: https://adelaide.zoom.us/j/602861578

The Zoom platform is web-based and user friendly 
Equipment: A headset is good for speaking quality, but not essential- you may just want to text chat or observe.
Please run a sound-check within Zoom before commencement time. Click on the arrow next to the mic icon, bottom left, choose ‘Audio options’ and click ‘Test computer mic and speakers’.
This is the second webinar in a series to discuss I-MELT themes in the short papers for presentations before the conference www.i-melt.edu.au

Next MELT webinar will be on Work Integrated Learning, Employability and the use of the Works Skill Development framework. Details next week.

I hope to see you online
John Willison
University of Adelaide

Further information john.willison@adelaide.edu.au


Upcoming Seminars On Indigenous, Maori And Pasifika Students’ Experiences Of Higher Education
12 & 13 October

The University of Sydney's Widening Participation Network is hosting two seminars next week. Please see the link for further information and to register. All welcome.

On Thursday 12 October from 2-3 pm, please join us for a presentation by Dr Jack Frawley from the National Centre for Cultural Competence at the University of Sydney. He will report on a 2016 National Centre for Student Equity in Higher Education funded research project, and the recently published book Indigenous Pathways, Transitions and Participation in Higher Education: From Policy to Practice, which he co-edited.

The book Indigenous Pathways, Transitions and Participation in Higher Education: From Policy to Practice brings together contributions by researchers, scholars, policy-makers, practitioners, professionals and citizens who have an interest in or experience of Indigenous pathways and transitions into higher education. Those who choose to pursue higher education should do so knowing that there are multiple pathways into higher education and, once there, appropriate support is provided for a successful transition. The book outlines the issues of social inclusion and equity in higher education, and the contributions draw on real-world experiences to reflect the different approaches and strategies currently being adopted. Focusing on research, program design, program evaluation, policy initiatives and experiential narrative accounts, the book critically discusses issues concerning widening participation.

On Friday 13 October from 10-11 am, Dr ‘Ema Wolfgramm-Foliaki from the University of Auckland will give a seminar titled Indigenous Methodologies: Storying the success of first in the family students

This research presentation is about pioneers: people who are first in their family to enrol in university (FIFU) and succeed. Much research mulls over factors affecting participation and achievement in higher education, but there is little known about the factors that influence the success of FIFU students, and almost nothing on those who are from minority backgrounds. ‘Ema focuses here on Māori & Pacific Island communities. This project is positioned from a strength-based perspective where established indigenous research frameworks and protocols are privileged in the research design in order to encourage first in the family students to story their journey into and through the university. By privileging indigenous forms of knowledge and ways of being we assert the critical role that culture plays in the success of FIFU and indigenous students. This project addresses the need to critically examine the role of universities in recruiting, retaining and supporting FIFU students to succeed.

Further information: http://sydney.edu.au/education-portfolio/ei/teaching@sydney/upcoming-sem...


Learning Designer position (Education and Social Work, University Auckland)
Applications close: October 20

We have an exciting opportunity for a passionate Learning Designer to join our team of creative, highly collaborative digital learning leaders. The role is a full-time, permanent position in the Digital Learning Team at the Faculty of Education and Social Work, University of Auckland, New Zealand.

The opportunity:
- Join a team dedicated to enhancing learning and teaching through digital innovation
- Engage with projects that develop blended and online learning experiences and integrate emerging technologies to transform both undergraduate and postgraduate learning and teaching in our faculty
- Develop collaborative relationships and provide pedagogical consultation, as well as professional learning and development opportunities, for a diverse range of stakeholders

Contact: Lawrence May (l.may@auckland.ac.nz)
Further information: https://opportunities.auckland.ac.nz/jobid/19260/1/1


Project Fellow/Senior Project Fellow Role at The Hong Kong Polytechnic University
The deadline for application is 29th October 2017.

Educational Development Centre is looking for a suitably qualified person to join a project team undertaking a data-driven review of the new 4-year curriculum in Hong Kong universities. The appointee will work on activities associated with the project to help ensure its successful completion. In particular, this person will contribute to undertaking programme reviews, as well as assisting with interpretation, reporting and dissemination of results from the project. 

Specific Responsibilities:
The successful candidate will be required to:
(a) Assist with planning and conducting programme reviews using the methodology developed for the project;
(b) Report on findings from the project, including dissemination to the wider academic community;
(c) Assist the project team in meeting project milestones and undertake administrative duties related to the project as required;
(d) Perform any other duties as may be assigned by the Director of Educational Development or her delegates or the Management of the University from time to time.

Applicants should:
a) Have a doctoral degree in a relevant discipline, preferably Education;
b) Have at least six years of relevant experience for Senior Project Fellow and three years for Project Fellow;
c) Have demonstrated experience successfully managing or contributing to large scale educational projects;
d) Have good communication and interpersonal skills; and
e) Be proactive, self-motivated and able to work collaboratively and independently as required.

Remuneration and Condition of Service
This is a 2-year, fixed term contract. A competitive remuneration package will be offered. Applicants should state their current and expected salary in the application. Applicants are invited to contact Dr Christine Armatas at christine.armatas@polyu.edu.hk for further information about the position and the project.

Please submit application form via email to hrstaff@polyu.edu.hk; by fax at (852) 2764 3374; or by mail to Human Resources Office, 13/F, Li Ka Shing Tower, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong. If you would like to provide a separate curriculum vitae, please still complete the application form which will help speed up the recruitment process. Application forms can be obtained via the above channels or downloaded from http://www.polyu.edu.hk/hro/job/en/guide_forms/forms.php.

Details of the University’s Personal Information Collection Statement for recruitment can be found at http://www.polyu.edu.hk/hro/job/en/guide_forms/pics.php.


International Students as Partners Institute (ISaPI) 2018
1 November

The 3rd International Students as Partners Institute (ISaPI) will be held at McMaster University, Ontario, Canada (approx. 45 min south of Toronto Airport) from 11-14 June 2018. If you are interested, please put this date in your diary. This is the week after the International Consortium of Educational Developers (ICED) conference in Atlanta. Why not come for both? Please pass this message on to any colleagues you think may be interested in ISaPI.

The overall aim of ISaPI is to build the capacity and understanding of faculty, staff, and students to develop, design, implement, and disseminate initiatives that promote the practice of students as partners in learning and teaching in higher education.

In 2018, staff and faculty are encouraged, where possible, to bring a student with them, or students to bring a member of staff/faculty with them to participate in one or two consecutive two-day interactive workshops:
• Doing students as partners well: Exploring powerful in-class and extra-curricular practices 
• Being a good partner: Understanding the dynamics of power-sharing partnership practices
These are new topics, run by a new team, so previous participants are encouraged to join us again.

Alternatively, teams of 4-6 faculty/staff and students (at least two of each) from an institution can apply to join a 3.5 day ‘Change Institute’ at which they’ll develop a ‘students as partners’ initiative they hope to implement in the coming year. 

The activities will be facilitated by a highly experienced international team of staff/faculty and students from Australia, Canada, US and UK. Several of the team (including Mick Healey, Beth Marquis, Kelly Matthews and Cherie Woolmer) will be at ISSoTL 17 in Calgary next week, if you would like to chat with us about the opportunity.

For further details and booking please go to: http://tinyurl.com/ISAPI2018

Key Dates & Deadlines
• 1 November 2017: Registration for workshops open on a first come, first served basis.
• 16 February 2018: Change Institute applications due (Apply Here!)
• 2 March 2018: Change Institute teams notified of acceptance
• 30 March 2018: Early Bird Registration deadline
• 1 June 2018: Regular Registration deadline
• 11-14 June 2018: Institute


Call for Book Chapters: Critical Reflections on Research in Teaching and Learning
15 December

Nancy Fenton and Whitney Ross, Editors, McMaster University 

Research on teaching and learning has grown substantially over the past few decades (Kwo, 2007; Hutchings, Huber, & Ciccone, 2011) with more researchers bringing creative qualitative methods and new paradigms of inquiry to the questions that arise from within the teaching and learning landscape. This timely and relevant volume aims to bring together a wide range of concerns related to questions of researching teaching and learning in higher education to shine a light on the diversity of qualitative methods in practice. This collection serves to make accessible important issues related to learners, teachers, and a variety of contexts in which educational work happens. It will serve as a gateway to explore specific research and methodological issues that affect the future of learning and teaching. 

The main unique feature of this book will be the author’s reflection on praxis. Authors will be asked to reflect on the special challenges they faced conducting the qualitative research they describe in the chapter. This may include issues ranging from technical challenges to institutional and disciplinary resistance to how philosophical/moral dilemmas were handled. The reflection on praxis is meant to provide space for researchers to expose aspects of their work that might not otherwise fit neatly into “traditional” methodologies chapters or essays, but are nonetheless instructive - issues, events, and thoughts that deserve to be highlighted rather than buried in a footnote. The contributors will be asked to situate their work theoretically and provide detailed descriptions of the qualitative methodological approach they employ within the context of reflection – a component often missed in many other texts. 

We are seeking a range of chapters from diverse disciplines, institutions, and countries that explores a particular methodology and brings to the foreground challenges, questions, and considerations, from such methods as: 

1)    Traditional methodologies: in-depth interviews; participant observation; research ethics
2)    Novel techniques: arts-based; photography; narrative
3)    Critical approaches: feminist; collaborative auto-ethnography; reflexive writing 

To submit, send an abstract no longer than 500 words outlining your chapter proposal by December 15, 2017 to fentonn@mcmaster.ca and rossw2@mcmaster.ca. Our time frame is to select chapters/authors by January 2018, with accepted full chapters  (6000-8000 words including references) submitted by December 1, 2018. 

This book is scheduled for publication by Sense Publisher (now owned by Brill Publisher), an international academic publishing house, founded in November 2004, with headquarters in Rotterdam, The Netherlands. Sense Publishers specialize in books in the field of educational research and aims to offer the highest level of service to our authors, readers and clients, on a global scale. This publication is to be released in 2019. 

For additional information regarding the publisher, please visit https://www.sensepublishers.com

2016 International Journal for Academic Development Article of the Year

We are pleased to announce the results for the 2016 International Journal for Academic Development Article of the Year. A panel of international judges chose these articles as the best articles published in IJAD in 2016. The winning article, and the three runners-up, are now available free on the IJAD website, so please feel free to share this news widely. We will be publicising this news through various social media next week. In the meantime, the articles can be viewed and downloaded here: http://explore.tandfonline.com/content/ed/rija-2016-article-of-the-year-prize

2016 Article of the Year

David Green & Deandra Little: “Family portrait: a profile of educational developers around the world”

 2016 Runners Up

Veronica Bamber & Lorraine Stefani: “"Taking up the challenge of evidencing value in educational development: from theory to practice"

 Helen Sword: "Write every day! A mantra dismantled"

 Tai Peseta, Amani Bell, Amanda Clifford, Annette English, Jananie Janarthana, Chelsea Jones, Matthew Teal & Jessica Zhang: “Students as ambassadors and researchers of assessment renewal: puzzling over the practices of university and academic life”

Congratulations to the winners and runners-up. We are very proud of the quality of work that is published in IJAD, thanks to the contributions of authors like this!

The IJAD Editorial Team

Higher Education in the Headlines

TEQSA to crack down on cheating | BERNARD LANE | Australian Higher Education | 4 October, 2017
Universities and pathway colleges have been put on notice over contract cheating.

Lessons from unlikely places | Scott Carlson | Chronicle of Higher Education | 29 September, 2017
How systems thinking can prepare students for a complex world.

‘Bias’ blamed for dearth of female Nobel prizewinners | Jack Grove | Times Higher Education | 28 September, 2017
Some researchers worry that lack of female laureates devalues prestigious awards