Focus: Four-year case study highlights positive impact of emotionally-safe learning environment and innovative teaching practices on student satisfaction.

Background: Within ‘Communication Processes for Rehabilitation’ (Bachelor of Health Sciences at Latrobe University), students identify and develop interpersonal skills within a supported learning environment.

In 2020, amidst Covid-19, the subject underwent rapid redevelopment as per the 'Flipped Classroom model' (De Lozier & Rhodes, 2017). The traditional face-to-face format was transformed into 10 weeks of online interactive activities, which were later incorporated into returning face-to-face workshops (Martin & Bolliger, 2018).

To develop an authentic learning experience the team effectively taught empathy, compassion, and person-centred care by modelling these qualities (Paterson et al., 2020; Healey et al., 2016). Assessments aimed to stimulate reflection, experimentation, and personal development.

Description: Significant subject re-developments resulted in a unique opportunity to study “what works” for undergraduate students learning real-world communication skills.

Method: Evaluation was conducted using Student Feedback on the Subject (SFS) scores, which provided quantitative and qualitative insights on the impact of learning environment and innovative teaching on student satisfaction across the 2020-2023 period.

Evidence: Although consistently high, the progressive improvement in SFS scores demonstrates the positive impact of each phase of the subject’s innovation. Rich qualitative data demonstrated the specific benefits of an emotionally safe learning environment:
“creating a comfortable atmosphere for the class to handle discussion about difficult topics… promoting meaningful responses from students”.
“Everyone was willing to share their stories. It allowed the students to see how the content is able to be applied in everyday life.”

Contribution: The team's success in engaging students, promoting reflection, and teaching practical skills adds valuable insights to effective educational practices.

Engagement: Case studies and breakout group discussions will translate our experience in “what works” into meaningful, actionable steps attendees can draw on to improve their students’ experiences.

Focus: This research explores institutional processes, challenges, and success factors involved in managing transnational joint and dual degree (JDD) programs offered by a Chinese university and its foreign partners. It also examines the influence of national policies and global JDD discourse on institutional regulations.
Background/context: In response to globalization, higher education institutions (HEIs) are embracing transnational JDDs to complement resources and fulfill missions (Knight, 2011). In China, transnational JDDs have grown significantly (Mok, 2021). However, how to manage these programs remains underexplored, with existent studies lacking guiding frameworks (Palermo et al., 2018).
Description: The JDDs in the study include three dual programs (bachelor in 2+2 mode, and two master in 1+1, and 1+1+0.5), and a joint master’s program (1+0).
Methods: A qualitative methodology was employed in the multiple case study. Semi-structured interviews were conducted with 59 participants: international/domestic students, teaching staff, as well as program coordinators at the Chinese university and its 13 partners. The glonacal agency heuristic by Marginson and Rhoades (2002) was used to analyze global discourse and policy. Data was analyzed thematically using ATLAS.TI.
Evidence: The study presents a five-phase management model comprising an antecedent phase, initiation, implementation, evaluation, and outcome. Challenges were categorized as external forces, academic alignment, and cultural dynamics. Success factors include strategic alignment, inter-institutional relations, operational structure, and academic aspect. These factors are further unpacked into ten subthemes. Scarce evidence of policy reciprocity was found amid global and national influences on institutional regulations.
Contribution: The study advances practical understanding of the management of transnational collaborative degree programs. It enriches the scholarship on TNE policies drawing attention to the responsiveness of institutional regulations/priorities to global and national forces.
Engagement: How are transnational JDD programs managed, what are the challenges and success factors? how do universities interact with national and global influences?

Focus: This presentation showcases an application of effective inclusive pedagogical practices in a postgraduate program in an Australian University for developing international students' sustainable learning capabilities towards their improved satisfaction and academic/employability success.

Background/context: Post-pandemic data on the international student experience in Australian universities reveal a marked decline in student satisfaction (Social Research Centre, 2021). A recent review of studies on international students’ mental health also found consistent evidence of adverse impacts on students’ levels of stress, anxiety, depression and their success (Zhao et al., 2022). Thus, Australian universities must continually improve international students’ educational experiences through effective inclusive pedagogical practices.

Teaching for sustainable learning, according to Graham, Berman and Bellert (2015), focuses on the key capabilities of human performance which were summarised into the acronym ATRiUM standing for Active learning; Thinking; Relating to others; Using language, symbols and information and communication technology (ICT); and Managing self.

Description: Effective inclusive pedagogical practices showcased in this presentation, view learning as a set of ATRiUM capabilities that encompass the physical, cognitive, interpersonal, intrapersonal and cultural dimensions of learning, putting a strong emphasis on teaching learning processes that underlie all teaching, learning and assessment activities in a postgraduate program in an Australian university.

Method(s):. Using ATRiUM as a framework for effective inclusive pedagogical practices, the author considers what each sustainable learning capability looks like, feels like and sounds like for international students of diverse cultural backgrounds,
Evidence: Students’ improved satisfaction was evidenced in the Student Evaluation of Teaching Survey; their educational gains were evidenced in their improved GPA and their perceived job readiness.

Contribution: Although context specific, the inclusive pedagogical practices are transferrable and relevant to other higher education contexts and important to advance scholarship on international student satisfaction and academic/employability success
Engagement: Using a reflective question and a video conversation prompt.

Focus: Practical application related to research
Background: Very few academics are trained in the provision of feedback and even fewer students are trained how to receive it. The skill of receiving a message, effectively listening, and responding, is not an innate skill. This skill requires knowledge, deliberate and reflective practice, and feedback.
Description: This presentation presents a solution that helped to address a significant gap within health communication; the role the receiver plays in speaking up conversations. Speaking up in essence is a form of feedback; communicating a concern or point of view that challenges the status quo. These conversations can be challenging and require knowledge and supportive communication structures to help frame messages, particularly in the presence of power differentials. To date, such support and communication frameworks have not been available or adopted to help message reception and response. We just expect the receiver (students) to know manage their reaction and engage in a conversation.
Method: The Receiver Mindset Framework (RMF) (Barlow, et al., 2023) will be presented to help train and support receivers. This work utilised a validated communication theory across three empirical studies to study the role of receiver within the healthcare context. This framework will be theoretically applied to higher education, possible due to the strong integration of validated theory.
Evidence: The RMF is based on five research papers arising from the project. Results indicate that social identity, context, perceived level of accommodation by the speaker, and attributions made, play a significant role in message reception and response.
Contribution: If students are better equipped to hear, listen, and respond to feedback, particularly feedback they were not expecting, learning can be enhanced.
Engagement: Seeking examples from the audience of barriers and enablers to student’s reception of feedback and applying the RMF with evidence to these examples.