HERDSA Notices 17 April 2024

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* EOI for HERDSA Connect Blog Editor
* EOI HERDSA Mentoring and Coaching Support for Career Advancement (MACS 2024)
* Scholarship of Learning and Teaching Special Interest Group
* CRADLE Seminar Series: Beyond Emergency Remote teaching
* Open access journal Education Sciences (ISSN 2227-7102) New Special Issue
* New online first articles in Higher Education Research and Development

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EOI for HERDSA Connect Blog Editor
Due 22 April 2024

The HERDSA Executive is seeking Expressions of Interest the position of Editor(s) of the HERDSA Connect Blog. The HERDSA Connect Blog offers comment and discussion on higher education issues; provides information about relevant publications, programs and research; and celebrates the achievements of our HERDSA members. The HERDSA Connect Blog links members of the HERDSA community in Australasia and beyond by sharing branch activities, member perspectives and achievements, book reviews, comments on contemporary issues in higher education, and conference reflections. Members are encouraged to respond to articles and engage in ongoing discussion relevant to higher education and aligned to HERDSA’s values and mission.

The appointment will be for eight months initially, commencing 20 May 2024. Applications will be considered from both individuals and small teams. We anticipate that this work would be managed remotely in 25 hours over 3-4 days a month for approximately 8 months, at a rate of $60/hour.

Further information: https://tinyurl.com/2259tskb


EOI HERDSA Mentoring and Coaching Support for Career Advancement (MACS 2024)
1 May 2024

2 Weeks left to nominate!

Are you planning to apply for a promotion or a new job? If you are, you are invited to participate in HERDSA’s upcoming mentoring and coaching initiative to support you achieve your next promotion or next academic appointment in a new role/position.

Academics and academic support staff are facing ever-changing, demanding working conditions. Early career women, in particular, must balance the challenging demands of their personal and professional lives. They find themselves in a highly competitive culture and must learn how to navigate the ‘system’ and are expected to perform at higher levels than their colleagues.

The MACS 2024 program will be co-led by HERDSA President, Prof Kogi Naidoo, and 5 of 13 successful alumni from the inaugural MACS program (A/Ps A/P Katelyn Barney Linda Ng and Drs Tracey Ahern, Jasvir Kaur, Judith Norris). The MACS 2024 program is limited to a maximum of 15-20 participants.

The program is designed around participants’ goals and will include online individual/group mentoring and coaching sessions commencing in late May 2024 (screening of EOIs, creation of coaching groups). Participation and time commitment (Up to 2 hours per month for 6 months). The 6-month program and coaching will begin in June/July 2024.

For further information and to nominate/submit an EOI for the MACS 2024 program contact Kogi via email: drkoginaidoo@gmail.com.

Closing date for nominations is Wednesday, 1 May 2024. Further information: drkoginaidoo@gmail.com

Further information: drkoginaidoo@gmail.com


Scholarship of Learning and Teaching Special Interest Group

There will not be a SIG meeting this month. We will resume our monthly SIG meetings on 17th May 2024 12noon-1pm AEST Sydney.

Associate Professor Deb Clarke


CRADLE Seminar Series: Beyond Emergency Remote teaching
8 May 2024, 2-3.30pm

Join this seminar to hear about the enduring effects of the pandemic on higher education from CRADLE Fellow A/Prof Jaclyn Broadbent

The COVID-19 pandemic significantly disrupted traditional methods of teaching and learning within higher education. But what remained when the pandemic passed? While the majority of the literature explores the shifts during the pandemic, with much speculation about post-pandemic futures, a clear understanding of lasting implications remains elusive. To illuminate this knowledge gap, our study contrasts pedagogical practices in matched courses from the pre-pandemic year (2019) to the post-pandemic phase (2022/2023).

We also investigate the factors influencing these changes and the perceptions of academics on these shifts. Data were gathered from academics in a large comprehensive Australian university of varying disciplines through a mixed-methods approach, collecting 67 survey responses and conducting 21 interviews. Findings indicate a notable increase in online learning activities, authentic and scaffolded assessments, and online unsupervised exams post-pandemic. These changes were primarily driven by university-guided adaptations, time and workload pressures, continued COVID-19 challenges, local leadership, an individual desire to innovate, and concerns about academic integrity. While most changes were seen as favourable by academics, perceptions were less positive concerning online examinations.

These findings illuminate the enduring effects of the pandemic on higher education, suggesting longer-term implications than previous studies conducted during the acute phase of the pandemic.
Be part of this highly interactive session as Jaclyn unpacks the pre- and post effects and outcomes of the pandemic whilst provicating implications for the future.

Further information: https://CRADLE_Seminar_Series_8_May_2024.eventbrite.com.au


Open access journal Education Sciences (ISSN 2227-7102) New Special Issue
Open now until September 2024

Dear colleagues,

The open-access journal Education Sciences (ISSN 2227-7102) is pleased to announce that we have launched a new Special Issue entitled "Reclaiming and Rethinking Teacher Education: Global Concerns, Challenges and Opportunities." My colleague and I are serving as Guest Editor for this issue.

We cordially invite you to contribute an article to the Special Issue. For more information on the issue, please visit the Special Issue website at:https://www.mdpi.com/journal/education/special_issues/4BFVZ41JIS

Papers may be submitted from now until 1 September 2024 as papers will be published on an ongoing basis if accepted for publication following peer review. Submitted papers should not be under consideration for publication elsewhere. We also encourage authors to send a short abstract or tentative title to the Editorial Office in advance (mark.su@mdpi.com).

We hope this invitation receives your favourable consideration and look forward to our future collaboration.

Kind regards,
Guest Editors
Professor Jonathan Glazzard & Dr Mark A. Minott ( FHERDSA)

Further information: https://www.mdpi.com/journal/education/special_issues/4BFVZ41JIS


New online first articles in Higher Education Research and Development

The reshaping of higher education: technological impacts, pedagogical change, and future projections, Stephen Marshall, Lia Blaj-Ward, Neal Dreamson, Julie Nyanjom & Massimiliano Tani Bertuol, https://doi.org/10.1080/07294360.2024.2329393

A scoping review on graduate employability in an era of ‘Technological Unemployment’, Jisun Jung, Yutong Wang & Mabel Sanchez Barrioluengo, https://doi.org/10.1080/07294360.2023.2292660

AI and its implications for research in higher education: a critical dialogue, Russell Butson & Rachel Spronken-Smith, https://doi.org/10.1080/07294360.2023.2280200


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.