Dr Puva P Arumugam is currently a Lecturer, Learning Futures in the Business and Law Learning Innovations Team at Deakin Learning Futures. Puva has over 20 years of combined teaching and educational development experience in both Singapore and Australia. Her research interests include studying the identity, tensions, and well-being issues relating to academics/professionals in the third space roles together with digital literacy, teaching, and learning in the integrated space within Higher Education. Puva is a Senior Fellow of Advance HE.

Dr Andy Wear is a Senior Lecturer in Higher Education at the Williams Centre for Learning Advancement. He has worked in a number of Australian universities both as an academic and leading large-scale teaching and learning transformation projects, with a particular focus on digital learning environments. Andy has a PhD from the University of Tasmania. He specialises in critical pedagogies, philosophy of education, curriculum and assessment design, and learning experience design, as well as academic leadership and development. He has published and presented in these fields both nationally and internationally.

Valerie Cotronei-Baird is Senior Lecturer in the Williams Centre for Learning Advancement. Valerie works directly with academics across FBE to innovate teaching and assessment practices and to ensure that the FBE curriculum and teaching and learning approaches meet contemporary standards and aspirations. She also makes a valuable contribution to experiential learning and authentic assessment practices. Valerie has been instrumental in the development and delivery of tutor-training program, professional development programs on teaching, learning, assessment & rubric development, and engaging students in the classroom both online and on campus. Valerie’s research includes: the integration of employability skills in the business curriculum, the professional development of academic teaching staff, assessment and assessment rubrics and feedback, engaging students in the classroom, collaborative learning and team-based assignments, online delivery, and teaching and learning innovations and practices.

Dr Florence Boulard is a senior lecturer in Education and Humanities for the College of Arts, Society and Education at James Cook University. Between 2019-2021 she was Associate Dean for Learning and Teaching in Townsville Bebegu Yumba campus. Her passion for teaching and learning led her to successfully complete a Master of Education and PhD in Education. Her areas of expertise are in international education, Pacific francophone studies and teaching & learning.

Amber is a Senior Learning Facilitator in Health Sciences at Torrens University, an Industry and Research Consultant, and a Chinese Medicine (CM) practitioner. She is an experienced mixed-methods researcher who has worked on research projects and publications in the areas of workforce readiness, clinical practice, professional issues, complementary and alternative medicine use, research methodologies, and health education. Amber has experience as a HREC member and administrator, as well as over ten years’ experience in university teaching. She has won awards for her teaching and conference presentations.

Dr Manisha Thakkar is an educator and researcher in the field of health science for over 15 years. She has implemented various learning interventions to improve student engagement and learning outcomes across multiple organisations she has worked thus far. Her major focus has been on EBP skills, clinical reasoning skills, employability skills and graduate outcomes, technology enhanced and interactive curriculum.

Dhivya completed her PhD at Swinburne University of Technology in March 2014, with her thesis titled; "Identification of traditional medicinal plant extracts with novel anti-influenza activity". Dhivya currently works at Torrens University Australia (TUA) as a Senior Learning Facilitator primarily involved in teaching and coordinating Science units. Having a background and qualifications in research and teaching, she is working towards building skills in higher education research. Dhivya has experience in designing online units for blended delivery, flipped learning and leading academic teams. She is a scholarship champion at TUA supporting staff in building robust teaching practices to improve student engagement. Dhivya is also involved in mentoring staff at TUA and actively involved in staff capacity-building. Dhivya’s mission is to create a safe and inclusive learning environment that is welcoming, collaborative and inspirational, so students are engaged and motivated to know more and develop critical thinking.

Navé Wald is a Lecturer at the Higher Education Development Centre, University of Otago, Dunedin, Aotearoa New Zealand. His research focuses on critical thinking in assessment practice, doctoral co-supervision, and students peer review. His teaching interests include supporting those new to research in higher education as well as helping students at all levels to develop their critical skills.

Tony Harland is Professor of Higher Education in the Higher Education Development Centre, University of Otago, Aotearoa New Zealand. His recent research projects have looked at the ways in which higher education is valued, how teaching values affects a student’s education, how undergraduate students learn through doing research, and how assessment affects student behaviour and the quality of their education. Tony teaches research methods in higher education and other topics such as learning theory and peer review.

Natasha is a Language and Learning Educator for HDRs. She has been a teacher of academic writing in the tertiary context for more than a decade. She has lived extensively in Asia and is passionate about supporting HDR students throughout their candidature. She has a keen interest in the supervisory space and is currently conducting research on the importance of skills training for research supervisors particularly in developing world nations.

Tirtha Goradia is an academic and Head of Department, Biosciences at Endeavour College of Natural Health. Tirtha’s vision is orientated towards the development of quality educators in the higher education sector. To pursue this vision, Tirtha has undertaken PhD study at Curtin University. Tirtha is involved substantially in educational research, resulting in presentations at various conferences and publications in journals. Tirtha’s research covers self-regulated learning in students, technologies and pedagogies and STEM education with a focus in bioscience discipline. Her strong background in education and research positions her well in the leadership role and Tirtha advocates for quality teaching as a key strategy for enhancing students’ learning experiences.

Angel has been teaching in the early childhood and care sector in various capacity over 15 years. Her interests include leadership, supporting students in online study and their transition to leadership roles in early childhood services. She is currently course coordinator of the early childhood course at her university and has led the development of a new and innovative course in early childhood teaching, which aims to address the specific needs of her student cohort in the changing ECE landscape.

Associate Professor Amanda Wolf (Victoria University of Wellington, School of Government) is the Academic Programme Leader of Wellington School of Business and Government’s professional programmes in public policy, public management, and public administration. She teaches courses in policy and management practice and policy analysis and supervises work-based projects for the Australia and New Zealand School of Government. Amanda’s expertise case-study methodology, learning transferable lessons for policy, and the roles of ‘evidence’ and ‘experience’ in policy work. She is an expert in Q methodology and its applications in a wide range of fields. Her publications include (with Karen Baehler) Learning transferable lessons from single cases in comparative policy analysis. Journal of Comparative Policy Analysis: Research and Practice, 20(4), pp. 420–434, reprinted in Classics of comparative policy analysis (Vol 1.), (2019). I. Geva-May, B. G. Peters, and J. Muhleisen (Eds.). Routledge.

Gabrielle Murray is the Academic Coordinator for the Office of Indigenous Education, Research & Engagement at RMIT University and works on curriculum innovation and embedding Indigenous perspectives in curriculum. She has gained significant experience and expertise working in education and research at La Trobe University, University of Melbourne and more recently at RMIT University, and in project management at the Asia-Pacific Center for Disability, the Australian Film Institute and Health Issues Centre. She is a Senior Fellow of the Higher Education Academy and publishes in the areas of media studies, belonging and Indigenous education.

Cathy Doe is an Irukandji woman living on Yalukit Willam Country. She is the Reconciliation Advisor in the College of Design and Social Context at RMIT University. With a lengthy background in student services and having recently completed her degree majoring in Peace Studies, Cathy is moving from a broad career across university administration into research and academia. Cathy has a strong commitment to advancing Indigenous education across all aspects of higher education, and within the wider sector. Cathy is also a member of the National Aboriginal and Torres Strait Islander Higher Education Committee, and is keen to be part of the changing conversations around Indigenous Education and more broadly Treaty and the Voice to Parliament.

Currently pursuing PhD in Education from CQUniversity, Brisbane. Have previously completed Master of Arts (TESOL), BA (Honours) in English Language and Advanced Diploma of Leadership and Management. The submission for this conference is part of my PhD research. I have been awarded a Research Training Program Stipend Scholarship and International Excellence Award for working on this topic. I am a research enthusiast and have been consistently engaging in research components throughout my different degrees. I would like to take this opportunity to participate in this conference and spread word on the benefits of my research in the development of the higher education sector.

Ali Enright is a Senior Lecturer in Psychology at Flinders University and holds a Bachelor in Behavioural Science (Hons), Master of Education and PhD in Psychology. Ali is passionate about student success and impacts institutional change as the Chair of Flinders University's Student Success Working Group. More recently, Ali established the first South Australia Community of Practice focused on improving employability skills across all South Australian higher education students with attendance and contribution from academic and professional staff from Flinders University, University of South Australia and University of Adelaide. In 2022, Ali became a Fellow with Advance HE, recognising her international impact of high quality teaching and learning.

Aparna Datey is a higher education academic and researcher with expertise in pedagogy, curriculum and assessment design, studio- and research-based teaching, professional development, and qualitative practice-based research and scholarship. Her teaching, research, and scholarship provide a strong foundation for identifying tools, processes, and templates for designing appropriate, active, and flexible pedagogic curriculum and assessment, enhancing teaching quality, and supporting design, development, implementation, and evaluation of innovative and successful courses to enrich student experience. The combination of understanding the perspectives of academics and how students learn informs her expertise and experience in collaborating to develop teaching approaches and resources that empowers educators and enables student learning.