* Higher Education Research & Development, v.39 no. 6 is now available online
* The writing of academics with English as an additional language or dialect: phraseological identity
* NTU Annual Teaching and Learning Conference: from Good to Great
* Teaching & Learning in the Diverse Classroom
* Student Success in Global Pandemic - Special Issue of 'Student Success'
* New research — Equity in postgraduate education in Australia: Widening participation or widening the gap?
* 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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Higher Education Research & Development, v.39 no. 6 is now available online

The current issue of Higher Education Research & Development, v.39 no. 6, is now available from the HERDSA website at https://www.herdsa.org.au/higher-education-research-development-vol-39-no-6

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

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The writing of academics with English as an additional language or dialect: phraseological identity
23 September 2020

This webinar will be run by Dr Julia Miller, University of Adelaide School of Education.

The changing face of higher education and the increasing demands on academics worldwide to publish in English-medium academic journals have led to a huge increase in articles written by academics who use English as an additional language or dialect (EALD). While writers who have English as a first language, “the dominant class[,] can make deliberately or accidentally lax use of language” (Bourdieu, 1977, p. 652), EALD academics may have, or feel themselves to have, less leeway, especially when their writing is challenged by academic ‘gatekeepers’ who frequently speak English as a first language (Flowerdew & Wang, 2015). EALD writers may also feel constrained in terms of how to express themselves within academic and disciplinary conventions and may therefore limit their use of English phraseological expressions which have the potential to make their writing richer.

In this study, I appropriate the term ‘phraseological identity’ to refer to an academic author’s use of phraseological units such as idioms to establish their identity as a writer in an international disciplinary community of practice. The study aims to discover EALD academics’ views on the use of 41 idiomatic expressions commonly used in English academic writing, as well as their experiences of academic writing and publishing in English, in order to examine the phraseological identity of EALD academic writers.

To find out more about Dr Julia Millers research or contact her, visit her Researcher page: https://researchers.adelaide.edu.au/profile/julia.miller

Further information: https://adelaide.zoom.us/meeting/register/tJMkdeuvqTkoG9aRuaW1Y_mefF5j8z... to register

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NTU Annual Teaching and Learning Conference: from Good to Great
30th September to 2nd October, 9am to 2pm (SGT, GMT +8)

We are pleased to invite you to our annual teaching and learning conference to be held online this year and free to all. This conference is relevant to stakeholders in higher education, including policy makers, teachers, researchers, academic developers, and students.

Registration: https://ntusg.eventsair.com/good2great2020
Theme: Reimagining Higher Education: An Integrative Approach in Teaching and Learning

With the advent of industry 4.0 and accelerating digital transformation, how we effectively educate students for these changes has been at the forefront of higher education teaching and learning. Such demands have prompted a review of disciplinary education and fresh impetus to offer greater integrated or multidisciplinary approaches to provide meaningful learning experiences to students. At this conference, we aim to engage in discussions on how we may coordinate and enrich these approaches to reimagine higher education for the future.

Further information: facultydevelopment@ntu.edu.sg

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Teaching & Learning in the Diverse Classroom
October 1-31, 2020

Cornell University’s Center for Teaching Innovation is offering its massive open online course (MOOC) for educators, Teaching & Learning in the Diverse Classroom, which guides instructors in exploring frameworks and strategies for building and sustaining inclusive learning environments. The course runs from October 1-31, 2020 on edX.org and features real stories from Cornell students and faculty, opportunities for reflection, and key research on inclusion and student-centered learning. Registration is open now.

Further information: https://www.edx.org/course/teaching-learning-in-the-diverse-classroom

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Student Success in Global Pandemic - Special Issue of 'Student Success'
1st December 2020

HERDSA members and friends are warmly invited to consider a submission to a Special Issue of journal 'Student Success'.

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 the Student Success Journal. We are pleased to announce that Student Success in a Global Pandemic has been chosen as the topic for the 2021 Special Issue to enable academics, practitioners, leaders and policy makers to share their stories and outcomes and have ongoing learning from a time of extraordinary innovation.

Details here: https://studentsuccessjournal.org/announcements/2021-Special-Issue

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

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New research — Equity in postgraduate education in Australia: Widening participation or widening the gap?

A report released today provides direction for the Australian higher education sector to improve postgraduate outcomes for equity group students, as higher degrees become an expectation of employment advancement.

The NCSEHE-funded study, led by Associate Professor Deanna Grant-Smith from Queensland University of Technology, indicated the need for greater research and policy attention on postgraduate students from non-traditional backgrounds. This includes a more nuanced understanding of the postgraduate cohort and their representation across the degree life cycle, as well as rigorous qualitative analysis at the institutional and university group level.

Further information: https://www.ncsehe.edu.au/equity-postgraduate-education-in-australia/

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New online first articles in Higher Education Research and Development

The complexity of leadership in South African universities, Cyrill Walters, https://doi.org/10.1080/07294360.2020.1811644

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