HERDSA Notices 04 May 2022

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* HERDSA Webinar - Looking under the QILT: using QILT data in higher education research
* Call for Expressions of Interest for Health Sciences SIG
* Higher Education Research & Development, Vol. 41 No. 3 is now available online
* HERDSA Webinar: Developing Student Agency through Student-as-Partners Projects (5 May 2022)
* Call for Papers: Distance Education
* New online first articles in Higher Education Research and Development

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HERDSA Webinar - Looking under the QILT: using QILT data in higher education research
Thursday 2nd June, 2022 1-2pm AEST

Quality Indicators for Learning and Teaching (QILT) includes four national surveys across the higher education student life cycle. The Student Outcomes Survey (SES) which looks at the experience of current commencing and completing, undergraduate and postgraduate coursework students, the Graduate Outcomes Survey (GOS) which looks at graduate outcomes 4-6 months after course completion, the GOS-Longitudinal (GOS-L) which follows up GOS respondents about three years later and the Employer Satisfaction Survey (ESS) which looks at data from the supervisors of GOS respondents. For this webinar Lisa Bolton, Director of QILT Research and Strategy, will explain the QILT surveys and how institutions can access the QILT survey data for higher education research. Professor Denise Jackson (Edith Cowan University) will then present a case study of her research which used QILT data to evaluate progress in developing employability and to determine influences on graduate employment.

Presenters: Lisa Bolton and Professor Denise Jackson

Lisa Bolton is the Director: QILT Research and Strategy and has been working in the QILT program at the Social Research Centre since 2015. Prior to this she spent 29 years in the VET and University sector where she has extensive experience in a range of roles from teaching, curriculum review, academic management, quality management, strategic planning, organisational research and surveys and evaluation. Lisa has a strong interest in institutional research as well as strategic planning, quality and evaluation in higher education.

Professor Denise Jackson is the Director of Work-Integrated Learning in the School of Business and Law at Edith Cowan University. Denise is focused on preparing students for future work and careers through embedding meaningful industry engagement into the curriculum. Denise’s work has been recognised by several research and learning and teaching awards, most recently an AAUT Award for Teaching Excellence and the James W Wilson Award for Outstanding Contributions to Research in Cooperative Education. Denise is a Principal Fellow of the Higher Education Academy and a National Director for the Australian Collaborative Education Network.

Further information: https://www.herdsa.org.au/herdsa-webinar-series


Call for Expressions of Interest for Health Sciences SIG
Expressions of Interest close on Tuesday, 31st May 2022

Dear colleagues,

My name is Snezana Kusljic and I am Associate Professor in Pharmacology. As someone who has been passionate about health science education for over 20 years, I am keen to establish Health Sciences SIG.

Based on my experience and the range of science-related disciplines and diversities within higher education sector, ‘one size fits all’ approach cannot be used to address the collective needs of discipline, academics and professional staff. This specifically applies to a broad field of health sciences with many different majors and specialties. I am envisioning that this new SIG will create multiple opportunities for collaborations and knowledge translation which will in turn shape up 21st century developments in higher education.
I am calling for expressions of interest in Health Sciences SIG.

To register your expression of interest, please complete a short survey. https://melbourneuni.au1.qualtrics.com/jfe/form/SV_5nFHkuUykz6tjbo

Further information: If you need any further information, please do not hesitate contact Snezana Kusljic via skusljic@unimelb.edu.au


Higher Education Research & Development, Vol. 41 No. 3 is now available online

Higher Education Research & Development, Vol. 41 No. 3 is now available from the HERDSA website at https://www.herdsa.org.au/higher-education-research-and-development-vol-...

Free online access is available to HERDSA members through your member dashboard.


HERDSA Webinar: Developing Student Agency through Student-as-Partners Projects (5 May 2022)

In this webinar, the Research Team of HERDSA Hong Kong Branch will share our recent works on promoting student-staff partnership and developing student agency in Hong Kong. Research findings from over 230 students in seven universities will be shared to stimulate discussion on factors to develop student agency in higher education.

For details and registration, please refer to the event website (https://www.cuhk-tlcop.net/news-and-events/herdsa_webinar2022_sap). The following is the information-in-brief:

Date Thursday, 5 May 2022
Time 1:00 - 2:00pm AEST (UTC+10) or 11:00am - 12:00nn HKT (UTC+8)
Topic Developing Student Agency through Student-as-Partners Projects
Speakers HERDSA Hong Kong Branch Research Team
Online Registration https://cuhk.qualtrics.com/jfe/form/SV_5gPbLg5aWuSZBCC
Enquiry HERDSA(herdsa.hk@gmail.com) CUHK T&L CoP (tlcop@cuhk.edu.hk)

Further information: https://www.cuhk-tlcop.net/news-and-events/herdsa_webinar2022_sap


Call for Papers: Distance Education
Abstracts due 1 June 2022

Call for Papers Distance Education Special Edition: Addressing the ‘challenging’ elements of learning at a distance
In this special issue, we aim to explore the challenging aspects of learning online, from the perspective of the learner with a particular focus on those elements that seem the most difficult. We welcome studies that explore authentic learning activities that were considered only possible in a face-to-face context, from a variety of disciplines such as healthcare, education, information technology, science, engineering and beyond. We are particularly interested in innovative strategies, design experimentation and use of technology to enable students to fulfill authentic learning requirements. This could include adjustments that needed to be made to meet professional accreditation requirements. What do our learners and educators, who have not necessarily chosen to study or teach online, value from online learning experiences related to these challenging elements? Additionally, what risks do authentic online learning experiences present and how can they be addressed?

We encourage papers that reflect on the challenges and successes of moving traditional face-to-face authentic learning experiences online and what this means for the future of higher education. Topics may include but are not limited to:

  • Work Integrated Learning experiences for online students
  • Online internships and work placements
  • Conducting lab work in online environments
  • Virtual Field trips and “In the field” research
  • Virtual student exchanges
  • The Higher Degree by Research online experience
  • Online Authentic learning and assessment within creative disciplines
  • Virtual reality and/or simulation-based learning as alternatives
  • Students’ expectations of authentic experiences online.

Expressions of Interest due June 1, 2022
For more information: https://odlaa.org/2023-de-special-editions/ or contact Rachel.Fitzgerald@uq.edu.au

Further information: Rachel.Fitzgerald@uq.edu.au


New online first articles in Higher Education Research and Development

Embedding Indigenous cultural competencies within a digital media and communication context in Australian higher education, Megan Heyward & Natalie Krikowa, https://doi.org/10.1080/07294360.2022.2063815

The influence of the COVID-19 pandemic on PhD candidates’ study progress and study wellbeing, Kirsi Pyhältö, Lotta Tikkanen & Henrika Anttila, https://doi.org/10.1080/07294360.2022.2063816



In the spirit of reconciliation HERDSA acknowledges the Traditional Custodians of country throughout Australasia and their connections to land, sea and community. We pay our respect to their Elders past, present and emerging.