HERDSA Notices 11 November 2020

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* Register now to attend HERDSA 2021
* HERDSA webinar series - Blended Writing - Helen Sword
* Factors impacting English Teacher Professional Development & Student English Learning in Vietnamese Higher Education
* World Access to Higher Education Day Australasia
* NCSEHE panel discussion: Tips for outreach staff on how to evaluate outreach programs for Indigenous students
* HE Research Scholars meeting 10: Doing things with theory in HE research
* Submissions for Special Issue of Student Success closing soon
* You are invited to participate in an interview to tell us about your experience of being an academic.
* IJSaP 4(2) is published and call for contributions to a new section on ‘Voices from the Field’
* 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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Register now to attend HERDSA 2021
7-10 July 2021

The Conference Committee is thrilled to announce that registration is now open for the HERDSA 2021 Conference to be held at the Brisbane Convention and Exhibition Centre from Wednesday 7 - Saturday 10 July 2021. Visit the conference website for more information: https://conference.herdsa.org.au/2021/

Further information: https://conference.herdsa.org.au/2021/

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HERDSA webinar series - Blended Writing - Helen Sword
Thursday 12th Nov (3pm NZST, 1pm AEST)

HERDSA state Branch chairs have launched a webinar series guided by the theme 'Supporting and Sustaining a Community of Online Practice in Higher Education'.

For November, the HERDSA NZ branch is hosting a webinar by Professor Helen Sword titled 'Blended Writing'
Thursday, November 12th, 1 pm AEST.

Helen is a poet, scholar, and international expert on academic writing. Please check out the HERDSA website for webinar registration details and presenter biographies https://www.herdsa.org.au/

Further information: Barbara Kensington-Miller b.kensington-miller@auckland.ac.nz

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Factors impacting English Teacher Professional Development & Student English Learning in Vietnamese Higher Education
11 November, 4-5pm (CST- Adelaide time)

English teacher professional development and consequent learning of English by Vietnamese students are major concerns of both Vietnamese policymakers and language teachers. These concerns were exacerbated by the implementation from 2008 of the Language Project which aims to help students use a foreign language independently after graduation.

This webinar presents the results from two qualitative case studies which investigated the factors impacting English teachers’ learning and students’ autonomous English learning in the Vietnamese higher education (HE) context. The first case study used multiple data sources from a Vietnamese university to investigate the factors impacting English teachers’ engagement in professional development. The second study investigated factors contributing to students’ autonomous English learning in the Vietnamese HE context.

The findings from the first study reveal that the primary factors enabling PD include financial support, mandated PD, and appreciation from colleagues and students. Prominent inhibitors are inadequate financial support, work overload and time constraints. The second study found that primary contributing factors to students’ autonomous English learning included current assessment system and assessment practices in the class, and teachers’ and students’ understanding of autonomous learning and their perspectives on assessment and the relationship between assessment and autonomous learning.

Further information: register at https://facultyofartsuniversityofadelaide.cmail20.com/t/t-l-xirjkhd-sdlv...

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World Access to Higher Education Day Australasia
17 November 2020

Are you a student equity practitioner in Australasia? This World Access to Higher Education Day, we want to thank you for making a difference!

The National Centre for Student Equity in Higher Education (NCSEHE) and Equity Practitioners in Higher Education Australasia (EPHEA) invite equity practitioners from Australia and New Zealand to a Zoom celebration on Tuesday 17 November 2020.

Join us to hear from keynote speaker Professor Sally Kift and a panel of students who have been impacted by the work of equity practitioners, as well as Zoom-friendly wellness activities.

Further information: https://www.ncsehe.edu.au/event/world-access-higher-education-day/

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NCSEHE panel discussion: Tips for outreach staff on how to evaluate outreach programs for Indigenous students
23 November 2020

You are invited to attend an online panel discussion on 23 November, conducted as part of Dr Katelyn Barney’s National Centre for Student Equity in Higher Education (NCSEHE) Equity Fellowship.

Katelyn’s research focuses on developing evidence to demonstrate success factors and highlight areas to strengthen outreach initiatives for Aboriginal and Torres Strait Islander students.

Join our panel of Indigenous researchers as they discuss tips for outreach practitioners on planning for evaluation, examples of evaluation practice, and how to design effective evaluation.

Panellists include Indigenous researchers, Professor Maria Raciti, Professor Kathleen Clapham and Professor Gawaian Bodkin-Andrews.

Further information: https://www.ncsehe.edu.au/event/ncsehe-panel-discussion-evaluate-outreac...

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HE Research Scholars meeting 10: Doing things with theory in HE research
Meeting 10 is Fri 27th Nov, 9.30-11.30am, held online via Zoom (registrations limited)

The #HE Scholars Research Network was established by academic staff in the Learning Futures at Western Sydney University who were keen on connecting with other higher education researchers in Sydney-based universities. We read texts together, think and talk together, and make a space for our HE researcher lives to grow. Now that we're online, we've opened the meetings to others.

Meeting 10 - Doing things with theory in HE research - is hosted by A/Prof Agnes Bosanquet & Dr Karina Luzia (Macquarie), Dr Vanessa Fredericks (ACU) & Dr Tai Peseta (Western Sydney).

Following our meeting in May 2020 in which we read about theorising and developing theories (Ashwin, 2012; Swedberg, 2016), this meeting explores the uses and abuses of theory in higher education research. We take a look at writing from two prominent theorists, Michel Foucault and Judith Butler.We have chosen these two scholars and these particular works for several reasons. They are highly cited in higher education research, but neither specifically address higher education in their writing. The chosen primary texts deal with questions of selfhood, our relations to others, systems and institutions, and the construction of ontologies and epistemologies. These are challenging theoretical works to think with, so this is a session where we explore the limits of our understanding, and collectively think through our unknowing-ness and the uses of theory in higher education research.

At this meeting, you will be asked to join Team Butler or Team Foucault (for the reading activity) and you're also invited to bring / present a piece of your own work (or someone else's) where something about theory and theorising in HE research has struck you and you want to talk about it. See website below for dates and details.

The meeting is open to HE researchers, including doctoral students.

Contact Dr Tai Peseta t.peseta@westernsydney.edu.au. Registrations are limited.

Further information: https://sites.google.com/mq.edu.au/hescholars/home

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Submissions for Special Issue of Student Success closing soon
Papers Due 1 December 2020

Colleagues are reminded that submissions for the Special Edition of Student Success, 'Student Success in a Global Pandemic' close on 1 December 2020.

The catastrophic disruption to higher education from the COVID-19 pandemic has brought about significant and rapid changes to the delivery of mainstream teaching and learning in higher education institutions around the globe, in particular through the use of online learning. The many examples of innovation and novelty demonstrated by institutions and individuals in their support of students and their learning provides a timely opportunity for the sharing of exemplary activities and outcomes in this Special Issue of the Student Success Journal.

Details can be found at: https://studentsuccessjournal.org/announcements/2021-Special-Issue

Further information: https://studentsuccessjournal.org/announcements/2021-Special-Issue

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You are invited to participate in an interview to tell us about your experience of being an academic.

We are conducting interviews with casual, part-time, or full-time academics to develop an empirically derived understanding of your experience working an academic in an Australian university.

Our findings will inform design and delivery of programs, products and services that support academics in their teaching practice and provide professional learning opportunities related to teaching and learning.

You can find more information about the project, including the plan language statement and consent form at: http://katedavis.info/projects/academic-archetypes-understanding-the-exp...

You are invited to participate in an interview. All interviews will be conducted via Zoom (or a service of your choosing).

To book your interview please contact Dr Christine Yates (christine.yates@deakin.edu.au).

This study has received Deakin University ethics approval, reference number: HAE-20-132. The study has been funded by CAULLT.

Further information: http://katedavis.info/projects/academic-archetypes-understanding-the-exp...

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IJSaP 4(2) is published and call for contributions to a new section on ‘Voices from the Field’

We are delighted to let you know that the 8th issue of the International Journal for Students as Partners (IJSaP) is available from https://mulpress.mcmaster.ca/ijsap/issue/view/385

In this issue you will find 15 manuscripts – 1 editorial, 4 research articles, 5 case studies, 2 reflective essays, 2 opinion pieces and 1 review. Together these contributions have been written by 23 faculty/staff and 22 students from Australia, Canada, China (Hong Kong), China (Mainland), Malaysia, Ireland, UK, and US.

The journal, which is hosted by McMaster University Library Press, is co-edited by students and staff/faculty from Australia, Canada, China (Hong Kong), China (Mainland), Malaysia, UK, and US.

Potential authors (both staff and students) with an idea for a contribution are strongly encouraged to send the editors (ijsap@mcmaster.ca) a brief (around 250 words) proposal for a research article, case study, opinion piece, reflective essay, or review before writing and submitting the article. This will help ensure that the proposed piece fits with the focus of the journal and encourages a conversation between potential authors and the editorial board. The proposal should outline the type (i.e. research article, opinion piece, etc.) as well as focus of the potential submission. We also welcome hearing your views about the journal.

Staff and students who have interest and experience in students as partners are encouraged to indicate their interest in joining the International Reviewer Panel by completing the Reviewer Expression of Interest Form.

Voices from the Field
IJSaP is piloting a new section of the journal called “Voices from the Field.” The goal of this section is to create a venue for a wide range of voices to address important questions around students-as-partners work without going through the intensive time commitment required by the submission, review, and revision processes. We want to hear your voices and put them into dialogue with one another!

We are posting this open call for thoughts on the question below, and we will organize excerpts from the responses we receive into what we hope will be a creative, engaging, accessible format to share with readers. We’ll see how this pilot goes and either turn “Voices from the Field” into a permanent section, include it occasionally, or revisit the idea altogether.

Here is the question we invite you to address: Over the next 3-5 years, how might students-as-partners work develop in a wider variety of contexts around the world and feature a greater diversity of experiences and voices?

These responses or ‘voicings’ should be:
• between 75 to 150 words in length;
• informal but substantive—they can be practical and/or provocative, experience based or newly imagined, a plan or a challenge;
• clearly articulated from your own position and perspective (so very briefly tell readers who you are—context, identities/background, position); and
• focus on partnership/students as partners (within or beyond the classroom)

We are looking for 15-20 contributions by 7 December 2020. Please use this link to submit your response to the question. If we reach this number before the deadline you will no longer be able to make a submission, so please check the link before you start writing.

Please pass this note on to anyone you think may be interested.

Abderrahim Benlahcene, Alison Cook-Sather, Katie Doran, Nattalia Godbold, Sharonna Greenberg, Rachel Guitman, Mick Healey, Ruth Healey, Amrita Kaur, Connie Kwan, Kelly Matthews, Nicole Moning, Benjamin Moorhouse, Caelan Rafferty, Sarah Slates, and Harry West the IJSaP Editorial Board

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New online first articles in Higher Education Research and Development

Rural-urban gap in academic performance at a highly selective Chinese university: variations and determinants, Kai Zhao, https://doi.org/10.1080/07294360.2020.1835836

‘So maybe I’m not such an imposter’: becoming an academic after a life as a teacher-practitioner, Alison Hardy, Rowena Murray, Morag Thow & Michelle Smith, https://doi.org/10.1080/07294360.2020.1835835

Early career researchers’ identity positions based on research experiences, Carles Monereo & Eva Liesa, https://doi.org/10.1080/07294360.2020.1835834

How did Australian scholars perceive the Bologna Process? Jef C. Verhoeven & Kurt De Wit, https://doi.org/10.1080/07294360.2020.1835837

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