HERDSA Notices 20 July 2022

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* Call for Expressions of Interest: Compiling the 50 year history of HERDSA: 1972-2022
* HERDSA Webinar: Education Focussed Academics:the changing face of academia
* HERDSA Tertiary Education Research New Zealand (TERNZ) Research Medal - call for nominations
* Call for papers: Special Issue of JTLGE - Recognising and Reconceptualising Ability: Reflections on Dis-Ability
* New online first articles in Higher Education Research and Development

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Call for Expressions of Interest: Compiling the 50 year history of HERDSA: 1972-2022
3 August

Expressions of interest are called for the position of researcher and author of the '50-Year History of HERDSA: 1972-2022’. To ensure that the origins of the HERDSA are documented and preserved, it is timely to compile the recollections of longstanding HERDSA members, many of whom were significant in the development of the Society, as HERDSA enters its sixth decade. HERDSA was formed at a pivotal time during the evolution of higher education in Australasia, when the importance and growth of academic development, and the scholarship of learning and teaching (SoTL) emerged and became consolidated.

The timeline for the project is 3 to 5 months, with the draft primary report due at the end of November 2022. A budget of up to $20,000 has been allocated to this project.

Details of the written expression of interest and essential criteria are online at https://www.herdsa.org.au/news/call-expressions-interest-compiling-50-ye...

For further enquiries and to submit your EOI application email: Jennifer Ungaro, office@herdsa.org.au


HERDSA Webinar: Education Focussed Academics:the changing face of academia
Thursday 4th August 2022

There have always been discipline based academics whose passion has been education rather than research. The contribution and commitment of these faculty, while often valued within their own department, has largely gone unrecognised at an institutional level in absence of clear guidelines and a national policy. However, this is slowly changing. More and more institutions now have teaching/education focused academics engaging in scholarship, accessing professional development opportunities and with career progression akin to those with traditional teaching and research work portfolios.

In this panel discussion hosted by the HERDSA NSW Branch, we will explore the recent drivers and changes to the higher education environment that have led to the development of these roles; look at the question of ‘academic identity’ and career pathways in this changing institutional environment and some of the challenges that still remain.

Webinar Presenters: Janis Wardrop, Jo-Anne Chuck, Corina Raduescu, Collins Fleischner, Gerry Raynor, Sharon Flecknoe, John Randal, Susan Page

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


HERDSA Tertiary Education Research New Zealand (TERNZ) Research Medal - call for nominations
The nominations are due on 3 October

The HERDSA TERNZ Research Medal recognises a team or individual who has contributed outstandingly to tertiary education research in New Zealand. Nominations have to be made by HERDSA members; however, eligible nominees are HERDSA members, academic developers, and/or active researchers in the field of tertiary education research. It is possible to self-nominate. The awards panel seek the following information: Up to 300 words explaining the significance of the individual’s or team’s contribution(s) to tertiary education research in New Zealand with supporting evidence (e.g., links to relevant publications, testament, accolades and so forth).

Further information: http://www.herdsa.org.nz/awards/herdsa-ternz-research-medal


Call for papers: Special Issue of JTLGE - Recognising and Reconceptualising Ability: Reflections on Dis-Ability
26 August 2022

In this special issue of JTLGE, we invite submissions on topics related to the intersections of dis-Ability and employ-Ability, particularly those that include the lived experience of navigating graduate employment settings. We define disability as extending to students with learning, physical or sensory disabilities, as well as mental health, neurodivergent and/or chronic medical conditions (including long COVID). Topics can include, but are not limited to the following:

* Policy or literature reviews (e.g., meta-analysis, systematic literature review) on inclusive and accessible approaches to higher education participation, success and employability for students with a disability;
* Critical explorations of how students with a disability and/or careers staff navigate the stratification imposed by higher education policy, institutional practices or embedded expectations in relation to graduate employment;
* Approaches to work-integrated learning (WIL) that foreground ‘Ability’ across this student cohort and thereby assist in graduate success;
* Responses to policy or existing interventions that contribute critical perspectives on embedding ‘Ability’ across university employment services;
* Employer perspectives on recruiting and hiring students with a disability or supporting their WIL experiences;
* Challenges and solutions to students with a disability developing their employability through career development learning; and
* Specific interventions or case studies relating to students with a disability and employability – however case studies must strongly link to existing literature and be explicit about unique contribution to the field.

In addition to full articles, we invite students with a disability from all course levels and disciplines to submit a short (~1000 words) PROVOCATION to this special edition. Subject to peer review, these provocations are intended to showcase innovative student-led ideas on how disabilities and employability can be better supported at university. Provocations can be co-authored between students and staff.

A note on our title: For this special issue we have intentionally chosen to capitalise Ability in both dis-Ability and employ-Ability to refute the deficit lens often applied to students with a disability and their employability. We acknowledge that this is a disputed naming, and some with disabilities prefer no extra emphasis. Authors are free to decide how they would like to write the term(s) and we welcome commentary or reflection on this topic.

We encourage whenever possible for authors to also refer to the Universal Design for Learning framework to ground their work across guidelines, accessible at: https://udlguidelines.cast.org

Important dates: To be considered, please first submit a 600-800 extended abstract for consideration by August 26th, 2022. Please email to mollie.dollinger@deakin.edu.au. Full papers will be due by January 16th, 2023 with the goal to publish August/September 2023.

The Special Issue Editors are Dr Mollie Dollinger, Dr Olivia Groves and Prof Sarah O’Shea.

Further information: https://ojs.deakin.edu.au/index.php/jtlge/announcement/view/28


New online first articles in Higher Education Research and Development

The impact of neoliberal education on the alignment of student–supervisor expectations in Malaysia, Irina Baydarova, https://doi.org/10.1080/07294360.2022.2096575

'I'm broken but I'm alive': gender, COVID-19 and higher education in Australia, Emily M. Gray, Jacqueline Ullman, Mindy Blaise & Joanna Pollitt, https://doi.org/10.1080/07294360.2022.2096576

Gender and the symbolic power of academic conferences in fictional texts, Pauline J. Reynolds & Emily F. Henderson, https://doi.org/10.1080/07294360.2022.2089097

'Trust the people, not the institution':university preparation for the Research Assessment Exercise 2020 in Hong Kong, Danling Li & Yongyan Li, https://doi.org/10.1080/07294360.2022.2096574



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.