HERDSA Notices 15 September 2021

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* TERNZ Conference
* The Call for Abstracts is now open for #HERDSA2022
* CRADLE Seminar Series: Ask me anything about cheating and online learning – with Prof Phillip Dawson
* Register for CAULLT SOTL Webinar
* 6th Annual Conference of the Scholarship of Teaching and Learning: High Impact Practices for Student Success
* Register for the CAULLT conference October 28
* HERD articles Free to Access
* Pre-recorded HERDSA conference presentations
* Employability and Career Development: A White Paper for Australian and Chinese Employability Professionals (new link)
* New online first articles in Higher Education Research and Development

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TERNZ Conference
Wed-Fri 24th-26th November

The HERDSA NZ Branch is thrilled to announce that the Tertiary Education Research New Zealand (TERNZ) conference will take place in Dunedin - Wed-Fri November 24-26th at the University of Otago. Abstract submissions are now being accepted and the registration is only $NZ 250. Further details including proposal guidelines can be found at the following address https://herdsa.org.nz/

Further information: rob.wass@otago.ac.nz (can this notice please be run for the next three weeks (until the end of September)


The Call for Abstracts is now open for #HERDSA2022
The abstract submission portal will close on Friday 4 February 2022 (midnight AEDT)

The Call for Abstracts is now open for #HERDSA2022, the Annual Conference of Higher Education Research and Development Society of Australasia.

We welcome you to present your work to a national audience under one of the following subthemes:
• Governance and policy
• Teaching, learning and the student experience
• Pathways and partnerships
• Innovation and research
• Professional learning for changing academic practices
• Values, justice and integrity.
The 2022 conference will be a hybrid event. Your abstract may be considered for the on site (conference venue) or the virtual (online) format, and you will be asked to indicate your choice during the submission process.

The abstract submission portal will close on Friday 4 February 2022 (midnight AEDT). For more information and submission guidelines, please visit the conference website.

For more info and to submit abstracts, visit https://conference.herdsa.org.au/2022/abstract-submission

Further information: https://conference.herdsa.org.au/2022/abstract-submission/

CRADLE Seminar Series: Ask me anything about cheating and online learning – with Prof Phillip Dawson
21 Sept 2021, 2pm AEST

To celebrate the launch of the video series ‘Tackling e-cheating & assessment security with Phillip Dawson’, Deakin University’s Centre for Research in Assessment and Digital Learning (CRADLE) and Turnitin will be co-hosting a Q&A session. Phill will be joined by Turnitin’s Chukwudi Ogoh, and they will discuss your questions about cheating.

To register and (optionally) submit a question in advance, follow this link: https://www.turnitin.com/regions/apac/integrity-matters/tackling-e-cheat...

Further information: cradle@deakin.edu.au


Register for CAULLT SOTL Webinar
11.00am AEST 23rd September

Supporting all disciplines to transition to SoTL

Presented by Associate Profeessor Kim Blackmore, ANU
Professor Christy Collis, University of Southern Queensland.
Associate Professor Linda Corrin, Swinburne University of Technology.
Dr Sarah Dart, Queensland University of Technology.
Associate Professor Colin Jones, University of Southern Queensland.
Lyn Kee, Swinburne University of Technology.
Dr Sherre Roy, CQUniversity

Many academics who are passionate educators embark on SoTL mid-career, operating from a foundation of research practices and beliefs in other disciplines. Studies of people engaging in SoTL reveal that they experience “ontological and epistemological transformations” finding themselves to be novices in the field of SoTL, encountering “scholarship” and “engaging effectively with education theory” as threshold concepts, and forming a new identity as a SoTL practitioner through incremental change and reflection.

Earlier work found that people who transition from technical engineering research to engineering education research are intrinsically interested in education and recognise that research output is highly valued within universities. Transitioning requires researchers to develop capital in the form of new research networks, opportunities, and skills. This leads to researchers evolving their epistemological beliefs to align with educational research.

Our project extends and expands on the engineering research by investigating the experiences of educators in a variety of university disciplines, to determine the commonalities and distinctions in the experience of transition to SoTL and to capture (personal and institutional) factors that prevent the transition from occurring. We also investigate the experiences of those that embarked upon the transition and have returned to discipline-based research, to understand how their expectations were not met, with regard to (personal and institutional) factors.

Based on this analysis, we will identify institutional responses to support the transition and enable academic staff in our institutions to engage in quality SoTL that supports our education and research mandate

Further information: https://www.caullt.edu.au/events/register-for-caullt-sotl-webinar-11-00a...


6th Annual Conference of the Scholarship of Teaching and Learning: High Impact Practices for Student Success
October 19th, 2021

Zayed University and the Center for Educational Innovation (CEI) will host the 6th Annual Conference of the Scholarship of Teaching and Learning. This year’s theme, "High Impact Practices for Student Success: Evidence from Online, On-Site and Hybrid Environments", highlights the benefits of higher education faculty conducting systematic inquiry on the impact of their teaching on students’ learning outcomes. All presentations will be aimed at demonstrating empirical evidence of a teaching practice/intervention that facilitates student learning and cultivates an environment of student academic success. The goal is to provide conference attendees with an opportunity to learn about and celebrate a broad range of classroom-based research projects on teaching and learning (i.e., SoTL). 

After the conference, presenters will be encouraged to submit their full papers for publication in the Learning and Teaching in Higher Education: Gulf Perspectives Journal accessible at:

To view the conference program and to reserve your free registration, visit the SoTL 2021 Conference site:


Register for the CAULLT conference October 28
11.00am - 2.00pm (AEDT) October 28

Leading Higher Education: Near and Far Horizons
Leading in higher education is typically driven by a vision. But visions can be hard to adhere to in the midst of a pandemic. The future seems profoundly uncertain and at times planning seems impossible. Shifting local and national restrictions are drawing our focus to the immediate and urgent demands of managing learning and teaching, and the wellbeing and productivity of our staff and students. Yet we are forced to cast our eyes forward to consider unknown challenges and imagine possible futures. What are our options? What are the opportunities? What are the implications of what we decide? And on what basis must we bravely move ahead? This conference explores the ways in which higher education is grappling with horizons, both near and far. In particular, it builds a conversation about leading from different vantage points and positions in the sector and our organisations.
Registration for Day 1 of the conference is open to all.

Further information: https://www.caullt.edu.au/events/register-for-the-caullt-conference-octo...


Pre-recorded HERDSA conference presentations

Welcome to this week’s showcase of the pre-recorded HERDSA conference presentations. The focus of this week is  on building student capacity: teamwork, communication and practice based learning. I encourage members to view each of our colleagues’ presentations and contact them with comments or questions.

Understanding the direct relationship between class discussions, confidence and improved communication skills to instill positive psychological capital in international students (V35)
Dr Anna Sekhar, Torrens University Australia

Empowering students for teamwork: An integrated program of in-class real (face-to-face) and virtual reality activities (V55)
Dr Angelina Fong, University of Melbourne

Practice-led learning: Enhancing students’ engagement and experience in challenging subject areas
Dr  Jeffrey Lim, University of Sydney


HERD articles Free to Access

Higher Education Research and Development’s Best Article Award is awarded annually to the best article published in the previous calendar year. This article remains free to access. The shortlisted articles are freely accessible for three months.

The 2020 Winner is: Kerry Renwick, Mark Selkrig, Catherine Manathunga & Ron ‘Kim’ Keamy (2020) Community engagement is … : revisiting Boyer’s model of scholarship, Higher Education Research & Development, 39:6, 1232-1246, DOI: 10.1080/07294360.2020.1712680

The 2020 shortlisted articles are:
Franz Carrillo-Higueras & T. R. Walton (2020) Perceptions and intentions of secondary students in rural Australia to progress to university, Higher Education Research & Development, 39:4, 627-642, DOI: 10.1080/07294360.2019.1685942
Jennifer Catharine Evans, Hennie Yip, Kannass Chan, Christine Armatas & Ada Tse (2020) Blended learning in higher education: professional development in a Hong Kong university, Higher Education Research & Development, 39:4, 643-656, DOI: 10.1080/07294360.2019.1685943
Anabel Moriña , Marta Sandoval & Fuensanta Carnerero (2020) Higher education inclusivity: when the disability enriches the university, Higher Education Research & Development, 39:6, 1202-1216, DOI: 10.1080/07294360.2020.1712676
Tim Pitman (2020) ‘Profitable for the country’. An Australian historical perspective of the contested purpose of public universities, Higher Education Research & Development, 39:1, 13-25, DOI: 10.1080/07294360.2019.1665627


Employability and Career Development: A White Paper for Australian and Chinese Employability Professionals

A recent white paper suggests, among other findings, that Australian students gained more skills in networking compared to Chinese students who increased their skills in communication and teamwork, during work-integrated learning programs. The report was co-authored by Associate Professor Rachael Hains-Wesson (FHERDSA), Dr. Kaiying Ji from the University of Sydney Business School and Associate Professor Bing Wu Berberich, B’n’R Global, former Associate Dean of Learning and Teaching, International Business School Suzhou of Xi’an Jiaotong Liverpool University, China. The team surveyed over 300 students about their experience of work-integrated learning. The white paper is freely available in English and Mandarin, highlighting the preliminary findings of a much larger and longitudinal study (which has been supported by the University of Sydney Business School and the China Studies Centre). The white paper is most relevant to those who are new to work-integrated learning for an international context. Please contact DDr Rachael Hains-Wesson: rachael.hains-wesson@sydney.edu.au, if you would like further details and/or if you're interested in being involved.

Further information: https://www.sydney.edu.au/business/our-research/research-areas/employabi...


New online first articles in Higher Education Research and Development

Peer feedback and teacher feedback: a comparative study of revision effectiveness in writing instruction for EFL learners, Ying Cui, Christian D. Schunn & Xiaosong Gai, https://doi.org/10.1080/07294360.2021.1969541

Place-based learning and student critical reflection at the Man From Snowy River Bush Festival: a model for embedding Indigenous perspectives in non-specialist subjects, Jennifer Jones, https://doi.org/10.1080/07294360.2021.1969539

What drives Chinese scholars to publish in international journals? Motivations and implications, Xintong Lu, https://doi.org/10.1080/07294360.2021.1971162