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), […]
Leading scholarly learning and teaching with a MOOC
Start date: July 2022 Completion date: March 2023 Abstract The original Contemporary Approaches to University Teaching (CAUT) MOOC is now being offered for its fifth year, under the auspices of CAULLT, and volunteer academic co-leads. The successful MOOC sees 800-1000 registrations each semester, the majority from Australasia. It is being reviewed as part of a […]
Investigating how leaders in L&T units across Australian regional universities employ SET to ensure fairness and optimise their L&T benefit
Start date: August 2022 Completion date: February 2023 Abstract Student Evaluations of Courses and Teaching (SET) are often employed as a proxy for teaching and course quality in universities despite their correlation with the teaching academic’s demographics and issues unrelated to course or academic performance. Additionally, whilst it is acknowledged that specific factors impact academic […]
Academic Archetypes
Start date: May 2020 Completion date: November 2022 Abstract The project will establish the first empirically derived archetypes of academics working in Australian universities. Archetypes can help academic development units in Australia’s universities to determine priorities and goals without bias or assumptions. The archetypes can be used to inform the design and delivery of resources, […]
Towards a common, transferable Australasian Higher Education micro-credentialing framework for professional learning in teaching, learning and leadership
Start date: June 2021 Completion date: November 2022 Abstract This project builds upon the successful CAULLT project (Investigating Teaching and Learning Frameworks and Credentialling for Professional Learning in Higher Education, Dinan-Thompson, et, al, 2019), and explores how the New Zealand micro-credentialing framework (New Zealand Qualifications Authority) could align to professional learning activities in teaching, learning […]