JUTLP Special CADAD Issue 13.4 Editorial

It gives me great pleasure in writing this first editorial for this Council of Australian Directors of Academic Development (CADAD) Special Issue for the Journal of Teaching & Learning Practice: Dystopia or Utopia: Emerging Visions for the Future of Learning and Teaching Practice. The issue looks at the future of learning and teaching in HE, examining both the exciting prospects as well as the more challenging aspects that we are likely to be facing as we move forward. As President of CADAD I can say that I have seen a substantial amount of changes in the sector that have impacted on how universities both think about and support learning and teaching.

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Editorial 13.1

Journal of University Teaching and Learning Practice ◽

10.53761/1.13.1.1 ◽

2016 ◽

Vol 13 (1) ◽

pp. 2-3

Author(s):

Romy Lawson ◽

Keyword(s):

Higher Education ◽

Guest Editor ◽

Teaching Practice ◽

Academic Development ◽

Learning And Teaching ◽

The Future

In this first editorial of 2016 I have some exciting news to share with the readership. Firstly the journal has recently been accepted for inclusion in Scopus, with the increase in citations from the journal being mentioned as noteworthy. Thanks goes to Dr Alisa Percy for her work on helping the journal gain this recognition, as well acknowledgement to previous editors. Secondly this year we shall be publishing two special issues in addition to the three regular releases: Reflection for Learning in Higher Education, Guest Editor Dr Marina Harvey (April, 2016) Dystopia or Utopia: Emerging Visions for the Future of Learning and Teaching Practice in collaboration with the Council of Australian Directors of Academic Development (CADAD) (September, 2016)

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Editorial: The cross-cultural effects of COVID-19 on higher education learning and teaching practice

Journal of University Teaching and Learning Practice ◽

10.53761/1.18.5.01 ◽

2021 ◽

Vol 18 (5) ◽

Author(s):

Joseph Crawford ◽

◽

Martin Andrew ◽

Jurgen Rudolph ◽

Karima Lalani ◽

...

Keyword(s):

Higher Education ◽

Teaching Practice ◽

Good Practice ◽

Special Issue ◽

Learning And Teaching ◽

Cultural Effects ◽

Local Case ◽

The Future ◽

Novel Coronavirus ◽

The University

The novel coronavirus pandemic (COVID-19) that began in the late part of 2019 in Wuhan, China has created significant challenges for higher education. Since the inception of COVID-19 research and practice in the higher education discipline, there has continued to be a focus on exploring its effects in localised contexts. The place-based context, while useful in enhancing individual practice, limits the potential to examine the pandemic from a broader lens. There are for many of us, shared examples of good practice that can serve to collectively improve the higher education sector during and beyond the pandemic. This Special Issue came about as an effort to reinvigorate collaboration across jurisdictional boundaries in a discipline environment characterised by exponential growth in local case studies. This Editorial explores the role that we can play in supporting collaboration among researchers as both a process and end-product to support innovation in the university learning and teaching domain. We believe this Special Issue provides a curated cornerstone for the future of COVID-19 in higher education research. This work, contributed from each corner of the globe seeks to understand not just what is occurring now, but what might occur in the future. We find inspiration in the manuscripts within this Special Issue as they provide innovative responses to the pandemic and opportunities for us to collectively grow to better support academics, students, employers, and communities. We hope you find benefit in progressing through this knowledge dissemination project.

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From the Guest Editors: Canadian Perspectives on and Applications of Applied Sociology

Journal of Applied Social Science ◽

10.1177/19367244211002110 ◽

2021 ◽

pp. 193672442110021

Author(s):

Emily Milne ◽

Sara J. Cumming

Keyword(s):

Higher Education ◽

Teaching Practice ◽

Education Sector ◽

Public Confidence ◽

Applied Sociology ◽

Application Research ◽

Special Issue ◽

The Future ◽

Sociological Approaches

Public confidence and trust in higher education has declined (Johnson and Peifer 2017) and the future of the higher education sector has been questioned (AGB 2020). More specifically, the discipline of sociology is considered to be in “crisis” and applied sociological approaches are offered as a solution (Graizbord 2019; Weinstein 1997). The purpose of this introduction article as well as the broader special issue is to explore the nature and state of applied sociology in Canada. With a collection of seven articles authored by Canadian sociologists on topics including application research, reflections on process, and teaching practice, this special issue provides a platform to discuss and showcase the distinct nature and contributions of applied sociology in Canada as well as highlight the work of Canadian applied sociologists.

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Supervision, Advisement and Dialogic Pedagogy: present day issues and provocations for the future

Dialogic Pedagogy An International Online Journal ◽

10.5195/dpj.2021.431 ◽

2021 ◽

Vol 9 ◽

pp. SA112-116

Author(s):

Mikhail Gradovski

Keyword(s):

Peer Review ◽

Review Process ◽

Peer Review Process ◽

Special Issue ◽

Double Blind ◽

Learning And Teaching ◽

Dialogic Pedagogy ◽

The Future

This article is a reflection on the Dialogic Pedagogy Journal (DPJ) Special Issue on Supervision and Advisement. Altogether five articles made it through a rigorous double-blind peer review process and crossed the finishing line to become a part of this special issue. Supervision and advisement are areas of education where Dialogic Pedagogy approach is a welcome guest as learning and teaching constructs that are used in these areas require various forms of dialogue. This special issue is a humble but a promising beginning for the special issues on supervision and advisement in this journal. All the studies included in this special issue are good examples of well-done scientific endeavors that can be used as illustrations of how a good piece of research should be executed and reported. However, the question remains if the means of analyses used in these studies are satisfactory enough so that we could understand to the fullest the complexities of the co-lived lives of the participants in supervisory and advisement relationships and co-learned knowledge that all the participants have gained.

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Sessional Academic Success: A Distributed Framework for Academic Support and Development

Journal of University Teaching and Learning Practice ◽

10.53761/1.10.3.9 ◽

2013 ◽

Vol 10 (3) ◽

pp. 146-162 ◽

Cited By ~ 1

Author(s):

Jillian Hamilton ◽

◽

Michelle Fox ◽

Mitchell McEwan ◽

Keyword(s):

Academic Success ◽

Ad Hoc ◽

Teaching Practice ◽

Local Development ◽

Academic Development ◽

Development Program ◽

University Teaching ◽

Learning And Teaching ◽

Contextual Support ◽

Building Leadership Capacity

With approximately half of Australian university teaching now performed by Sessional Academics, there has been growing recognition of the contribution they make to student learning. At the same time, sectorwide research and institutional audits continue to raise concerns about academic development, quality assurance, recognition and belonging (Red Report, 2008; May, 2013). In response, universities have increasingly begun to offer academic development programs for Sessional Academics. However, such programs tend to be centrally delivered, generic in nature, and contained within the moment of delivery, while the Faculty contexts and cultures that Sessional Academics work within are diverse, and the need for support unfolds in ad-hoc and often unpredictable ways. In this paper we present the Sessional Academic Success (SAS) program – a new framework that complements and extends the central academic development program for Sessional Academics at Queensland University of Technology. This program recognizes that experienced Sessional Academics have much to contribute to the advancement of learning and teaching, and harnesses their expertise to provide school-based academic development opportunities, peer-to-peer support, and locally contextualized community building. We describe the program’s implementation and explain how Sessional Academic Success Advisors (SASAs) are employed, trained and supported to provide advice and mentorship and, through a co-design methodology, to develop local development opportunities and communities of teaching practice within their schools. Besides anticipated benefits to new Sessional Academics in terms of timely and contextual support and improved sense of belonging, we explain how SAS provides a pathway for building leadership capacity and academic advancement for experienced Sessional Academics. We take a collaborative, dialogic and reflective practice approach to this paper, interlacing insights from the Associate Director, Academic: Sessional Development who designed the program, and two Sessional Academic Success Advisors who have piloted it within their schools.

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The role of an academic development unit in supporting institutional VET learning and teaching change management

Journal of University Teaching and Learning Practice ◽

10.53761/1.13.4.3 ◽

2016 ◽

Vol 13 (4) ◽

pp. 19-38

Author(s):

Nina Fotinatos ◽

Keyword(s):

Change Management ◽

Teaching Practice ◽

Academic Development ◽

Vocational Education And Training ◽

Learning And Teaching ◽

Leadership Management ◽

Education Environment ◽

Development Unit ◽

Operational Change ◽

Management Project

The aim of this paper is to examine the role and impact of a central academic development unit (ADU) within an institutional strategic and operational change management project. The primary goal of this project was to improve vocational education and training (VET) learning and teaching practice in an Australian dual-sector regional university. This driver of this change management project was in preparation for an external accreditation audit with the Australia Skills Quality Authority (ASQA). This paper presents perspectives from the ADU director and a specific ADU team (six senior educators and nine administrative staff) employed for 16 months to enact partial project goals. The ADU director utilises narrative methodology to describe the enactment of the project at the ADU level within the context of Kotters 8 Step Change Model (Kotter, 2012). An open and closed item survey approach was used to capture the perceptions of the ADU team regarding demonstrated leadership, management and team functionality throughout the duration of the project. The survey data also captured their perceptions regarding the value placed on change management requirements and indicators and their most rewarding experiences throughout the project. This paper highlights challenges and key lessons for ADUs associated with change management in a dual-sector environment. It also highlights the importance of utilising a suitable change management framework to initiative, lead and support meaningful, sustained changes in the dual-sector education environment

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Cloudworks: Social networking for learning design

Australasian Journal of Educational Technology ◽

10.14742/ajet.1120 ◽

2009 ◽

Vol 25 (5) ◽

Cited By ~ 18

Author(s):

Gráinne Conole ◽

Juliette Culver

Keyword(s):

Web 2.0 ◽

Social Networking ◽

Teaching Practice ◽

Social Networking Site ◽

Learning Design ◽

Educational Context ◽

Learning And Teaching ◽

Theoretical Perspectives ◽

The Future ◽

Teaching Ideas

Can we apply the best of Web 2.0 principles to an educational context? More specifically can we use this as a means of shifting teaching practice to a culture of sharing learning ideas and designs? This paper describes a new social networking site, Cloudworks, which aims to provide a mechanism for sharing, discussing and finding learning and teaching ideas and designs. We describe the development of the site and the key associated concepts, 'clouds' and 'cloudscapes'. We provide a summary of recent activities and plans for the future. We conclude by describing the underpinning theoretical perspectives we have drawn on in the development of the site and in particular the notion of 'social objects' in social networking and a framework for 'sociality' for transforming user practice online.

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Editorial

Studies in Second Language Learning and Teaching ◽

10.14746/ssllt.2020.10.2.1 ◽

2020 ◽

Vol 10 (2) ◽

pp. 235-237

Author(s):

Mirosław Pawlak

Keyword(s):

Second Language ◽

Language Learning ◽

Second Language Learning ◽

Rejection Rate ◽

Special Issue ◽

Great Pleasure ◽

Learning And Teaching ◽

The Right ◽

The Way

It is with great pleasure that I am sharing with you this new issue of Studies in Second Language Learning and Teaching. Since the first issue in 2020 was a special issue guest-edited by Laura Gurzynski-Weiss, I did not have the chance to emphasize the fact that the journal has entered its tenth year of existence. These ten years have passed very quickly and the journey we have travelled is truly exceptional. When we were putting together the first issues, it was so hard to find good papers and we had to continually struggle trying to convince our colleagues that SSLLT had much potential and was the right choice for publishing their work. At present, we are receiving several hundred submissions per year and the rejection rate by far exceeds 80%. At the same time, an increasing number of submissions represent outstanding scholarship, with the effect that the papers that ultimately get accepted and published are also getting better and better. I would like to take this opportunity to express my gratitude to all those who have supported SSLLT from the get-go – the co-editors, the members of the Editorial Board, the reviewers, the guest-editors of special issues and all the contributors. I will have much more to say about this special anniversary in the December edition where I will also be announcing the way in which we are planning to celebrate it.

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