HERDSA Notices 02 September 2020

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* Announcing Recipients of HERDSA NZ Higher Ed Heroes Award
* HERDSA-TERNZ Research Medal
* HERDSA New Zealand Grant Scheme 2020
* Unleashing the new global university: #5: How does changing the medium change the way of doing things?
* Teaching Specialist positions: creating elite teachers or an academic under-class in Australia’s research intensive Universities
* International Journal for Students as Partners: call for proposals for Special Section, 2022
* New online first articles in Higher Education Research and Development

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Announcing Recipients of HERDSA NZ Higher Ed Heroes Award

HERDSA New Zealand is thrilled to announce the recipients of the Higher Ed Heroes Award which recognises colleagues who provided support in an unexpected or exceptional way during the COVID-19 pandemic. The award recipients are the Peer Assisted Study Sessions (PASS) team at the University of Otago and the University of Canterbury E-Learning Support team. For further details about our colleagues’ contributions, please visit the following website: https://herdsa.org.nz/?page_id=76

Further information: julie.timmermans@otago.ac.nz


HERDSA-TERNZ Research Medal
Nominations due 6 October 2020

The HERDSA New Zealand committee invites you to nominate a team or individual who has contributed outstandingly to tertiary education research in New Zealand. This includes tertiary education research itself and/or service to tertiary education research. While nominations have to be made by HERDSA members, eligible nominees are HERDSA members, academic developers, and/or active researchers in the field of tertiary education research. It is not possible to self-nominate.

Further details regarding the award and nominations are available on the following website: https://herdsa.org.nz/?page_id=72.


HERDSA New Zealand Grant Scheme 2020
Applications close 31 October 2020

As the HERDSA and TERNZ conferences for 2020 have been cancelled due to the COVID-19 pandemic, HERDSA New Zealand is offering up to three grants, each worth NZ$2000, to New Zealand HERDSA members. These grants are to support funding for research and/or development projects on teaching and learning in higher education that directly align to the mission of HERDSA.

Further information: See https://herdsa.org.nz (Awards menu) for details. https://herdsa.org.nz/?page_id=78


Unleashing the new global university: #5: How does changing the medium change the way of doing things?
7 September 2020 / 17:30-18:30 (CAT/SAST)

Covid-19 has radically changed the ways that universities do everything: research, teaching, social responsiveness and internationalisation. International students have gone home or are in lockdown unable to physically experience the countries they are visiting; they are completing courses through remote learning. Conferences have gone online. Researchers are collaborating on virtual platforms. Ironically, the lockdown has seen an opening up of connections, as distance ceases to be a barrier. While the opportunity to tangibly experience the location has gone, there have been many positive aspects to these changes, which universities have embraced, and are looking to take into the future.

The great hope has been that we can use the new technologies on which we are now relying during the pandemic to be more creative in the ways we shape international experiences and collaborations, and to do so in ways that lessen the negative characteristics of the old model. How will changing the medium challenge the nature of global relationships? What have the opportunities been to decentre and disturb existing internationalised power relations? This session will creatively address how more equal relationships might be formed; how digitally mediated forms of global engagement might enable what Nancy Fraser calls "participatory parity".

Host: * Mamokgethi Phakeng, vice-chancellor, University of Cape Town, South Africa

Confirmed participants: * Achille Mbembe, professor in history at the Wits Institute For Social & Economic Research, University of the Witwatersrand, South Africa
* Monica Kerrets-Makau, academic director for Africa, Thunderbird School of Global Management, Nairobi, Kenya
* Kate Bowles, associate dean international, Faculty of the Arts, Social Science and Humanities, UOW, Australia
* Nagla Rizk, professor of economics and founding director, Access to Knowledge for Development Center (A2K4D), School of Business, the American University in Cairo, Egypt

Further Information: http://www.uct.ac.za/unleashing-the-new-global-university


Teaching Specialist positions: creating elite teachers or an academic under-class in Australia’s research intensive Universities
Wednesday 9 September, 2020, 4-5pm

Teaching-specialist positions, with workloads between 60% - 100% of teaching and teaching-related duties, have become increasingly prevalent in the Australian academic workforce in the 21st century.These positions represented a worldwide trend towards the “fragmentation”, “unbundling”, “segmentation” and “specialisation” of academic work. This webinar presents research that used narrative and thematic history approaches based on publicly available documentary resources to examine the commitment to teaching quality in Australia’s publicly funded research-intensive universities (Go8). Critical analysis focused on globalisation, neoliberalism, New Public Management, and Australian Government higher education policy. Go8 universities claimed that they offered opportunities for scholarship and leadership, which suggested that they were of equal value and reward to teaching-research roles. This research sought to assess why Go8 universities adopted teaching specialist positions and whether they delivered the benefits that were claimed.

Presented by Dr Julia Hayford, School of Education. University of Adelaide

Further information: https://qrgo.page.link/KBqXw to register


International Journal for Students as Partners: call for proposals for Special Section, 2022
REMINDER: The deadline for proposals is 21 September

The International Journal for Students as Partners (IJSaP) invites proposals to guest edit a theme/topic for our May 2022 issue.

Special sections in IJSaP are a curated collection of works (research articles, reflections, case studies, opinion pieces and other appropriate genres) that delve deeper into an overarching theme or explore emerging issues important for the field of Students as Partners to offer new scholarly and practical insights that advance existing, or provoke new, debates in the field. We welcome ideas for the focus from potential Special Section Editors. Examples of possible foci include: ‘How Online Teaching and Learning Clarifies What Matters in Students-as-Partners Work’; ‘Different Perspectives on What Partnership Means’; and ‘Critical Perspectives on Partnership’.

Proposals are welcome from prospective guest editors who have interest and expertise in the topic proposed, which should clearly fit into IJSaP’s focus on Students as Partners. Guest editorial teams should include both students and staff/faculty – a team of only staff/faculty or students may apply and add co-editors once accepted to meet this criterion. As an international journal we welcome proposals from international teams. Members of the journal’s editorial board and international advisory group are eligible to propose topics.

For details of guest editors’ role, criteria, and selection process see: https://mi.mcmaster.ca/app/uploads/2020/07/Call-for-proposals-for-Specia....

Announce call for proposals for special section guest editors/topic – Mid July 2020
Deadline for proposals for special section guest editors/topic – 21 Sept 2020
Notification of decision on special section guest editors/topic – W/b 26 October 2020
Initial call for submission proposals – Early December 2020
Deadline for submission proposals - 1 February 2021
Notify authors whether or not invited to submit - End Feb 2021
Author submission date - 16 August 2021
Review process, revise, resubmit - Late August 2021 – Jan 2022
Accepted submissions sent for copy-edit - 1 February 2022
Publication - May 2022

Application and any queries should be directed to ijsap@mcmaster.ca.

Please pass these details on to any colleagues whom you think may be interested./


New online first articles in Higher Education Research and Development

The effects of university research and teaching climate strength on faculty self-reported teaching performance, Kristine J. Olson & Lixin Jiang, https://doi.org/10.1080/07294360.2020.1804335

‘It’s a little complicated for me’: faculty social location and experiences of pedagogical partnership, Elizabeth Marquis, Rachel Guitman, Elaina Nguyen & Cherie Woolmer, https://doi.org/10.1080/07294360.2020.1806789


Coursework in industrial doctorates: a worthwhile contribution to students’ training? Cristina Sin, Diana Soares & Orlanda Tavares, https://doi.org/10.1080/07294360.2020.1807918


Writing in English as an additional language: challenges encountered by doctoral students, Lai Ping Florence Ma, https://doi.org/10.1080/07294360.2020.1809354