Sharing the load for reconciliation: Considerations for building non Indigenous university educator competence in integrating Indigenous knowledges in teaching meaningfully, respectfully, and appropriately
This project will inform Universities about developing the capabilities for integrating Indigenous knowledges into learning for all students, as contribution to Reconciliation through sharing the load with Indigenous people. The project team of Indigenous and non-Indigenous members aim to develop an understanding of appropriate, meaningful and respectful practices through gathering insights from Indigenous leaders and stories of practice from a range […]
Developing and Sustaining the Identities of Emerging and Established Educational Leaders
Start date: September 2023 End date: October 2025 Abstract This project aims to understand what educational leadership looks like throughout an academic’s career, and how academic practice can better support emerging educational leaders in higher education. Through semi-structured interviews, the identities of leaders at all career stages will be explored, allowing the […]
Supporting leadership in inclusive assessment policy and practice
Start date: August 2023 Completion date: March 2025 Abstract Student diversity in higher education is increasing across Australia and New Zealand. Inclusive assessment benefits all students’ learning and retention. However, current systems rely on accommodations rather than improving assessment design in ways that are culturally informed. Little is known about how […]
30 years of teaching the teacher: What are the long term-impacts of Graduate Certificates in Higher Education within Australia and New Zealand?
Since the mid 1990s, Graduate Certificates of Higher Education have been offered widely in Australian and New Zealand universities as a means to build capability in our educators with the expectation that it impacts on teaching quality, and therefore on student experience and outcomes. This study will capture the experience of educators who have completed […]
Enhancing inclusive and equitable quality education with hybrid learning spaces in regional universities
The project aims to develop an online professional development (PD) module for regional universities, aiming to enhance learning and teaching in hybrid learning spaces. Through a collaborative co-design process involving researchers, educators and students, a practical guide will be developed and integrated into the PD module. Anticipated outcomes include improved teaching practices and equitable engagement […]
Distributed Leadership that Supports Academic Integrity in Higher Education: Perspectives from Diverse Leaders
Abstract Although the issue of leadership in academic integrity has been recently addressed in a section of the Second Handbook of Academic Integrity and was previously touched on in the seminal work on the culture of academic integrity (e.g. Bretag, 2019, 2020; Bretag et al., 2011), how distributed academic integrity leadership can best be enacted […]
Promoting and Celebrating Excellence in Learning and Teaching: A Collaborative and Cross Institutional Project exploring the role and contributions of Learning and Teaching Academies
Abstract This project explores the growing significance and impact of organisational entities, e.g. Learning and Teaching (L&T) Academies that operate alongside and often independently from institutional Learning and Teaching Centres. Recognising the central role of learning and teaching in shaping quality outcomes in tertiary education, the project undertakes a scoping review of these entities’ objectives […]
Developing a Technology Enabled Mentoring (TEM) framework and short course for the Australasian HE community
Start date: August 2022 Completion date: February 2025 Abstract This project will investigate Technology Enabled Mentoring (TEM), informed by the lived experiences of academics who engaged in TEM due to geographical challenges as well as those who had to transition to online mentoring during COVID-19, as well as the experiences of the project team. […]
Learning and Teaching Professional Learning Survey of Australian and New Zealand Universities 2024
Project Overview This project revisits and updates the CAULLT 2019 environmental scan of professional learning activities undertaken by Australian Universities. The survey explored the governance of professional learning for Teaching and Learning; staffing; recognition and reward of professional learning; measurement and targets for teaching quality; and details of the learning and teaching development programs being […]
Establishing Benchmarking Standards for Academic Development
Start date: May 2020 Completion date: July 2024 Abstract Building on two previous CAUULT supported projects, and the Australasian Advancing Academic Development Good Practice Awards, the aim of this project was to establish evidence-based Benchmarking Standards for Australasian Academic Development. Drawing on a large data set (of 100 good practice exemplars collected over four years), […]