Focus: In this presentation, I showcase how workplace factors influence the professional identity and practices of academic developers within varied academic development (AD) unit/department arrangements in higher education.
Background: The AD field's inherent ambiguity in higher education often results in fragmented professional identities among developers, impacting their commitment and work outcomes. Identity impacts on an individual’s prioritisation or commitment to a particular role, which in turn impacts on work outcomes. These relationships have been underexplored and requires more examination as AD units/departments are often subjected to restructuring.
Description: Despite this, the global importance of AD in enhancing student learning experiences is widely acknowledged.
Method: Nineteen developers from New Zealand and Japan participated in semi-structured interviews exploring their experiences.
Evidence: Interview transcripts were analysed thematically in relation to the research aim of examining how the structures of a workplace influence AD work and identity. It revealed the influence of three areas: role, employment, and structure. Notably, a developer’s role and employment conditions were found to have strong impact. Overall, forming and growing an AD identity was found to be easier for developers with academic roles in a permanent position. These allowed for a stronger knowledge base in AD and work continuity, which in turn gave them greater stability.
Contribution: This study highlights the overlooked impact of workplace factors on identity formation, culminating in the creation of The Model of Formation and Development of a Professional Identity. The Model sheds light on the importance of aligning political and financial decisions with institutional vision to enhance AD unit/department effectiveness.
Engagement: Participants will receive a worksheet of the model for individual and group reflections. While the study findings here are based on specific institutions, their transferability to diverse contexts underscores the presentation's aim to foster a sense of community among higher education professionals worldwide.

Focus: This study focuses on enhancing the Student Experience Questionnaire (SEQ) at a metropolitan university, prioritising student-staff communication. Leveraging a systematic approach, we examine feedback from both students and staff to derive actionable recommendations.
Background/context: Recent scholarship in higher education underscores the significance of effective feedback practices, emphasising aspects like improvement, grade justification, strengths, weaknesses, and affective feedback (Dawson et al., 2019). Additionally, research highlights the role of student emotions in feedback, underlining the need to address diverse emotional responses within student cohorts (Ryan & Henderson 2018).
Description: Our research identifies barriers impeding effective student engagement with SEQ. We develop innovative strategies to enhance course convener responsiveness, addressing low SEQ engagement, student challenges, and defensive staff responses. Practical solutions are proposed to mitigate staff and student apathy towards the survey, enhancing its efficacy.
Method: Utilising anonymous online surveys, data was collected from staff and students at a metropolitan university. A pilot capstone project in the first semester involved postgraduate students supervised by 3 academics. Our dual-method approach, employing quantitative methods and thematic analysis, ensures a nuanced understanding of student-staff communication dynamics.
Evidence: Preliminary results, encompassing both qualitative and quantitative research, will be analysed by mid-2024. These findings will be presented at the upcoming HERDSA conference in July 2024.
Contribution: This research fosters a culture of constructive feedback, creating a positive learning environment that values students and encourages staff responsiveness. The insights gained provide guidance for other faculties aiming to enhance staff-student interactions through SEQ surveys, facilitating the implementation of similar improvements or tailored surveys in their domains.
Engagement: To actively engage the audience, a three-part reflective question will be employed:
1. How do you currently receive feedback from students?
2. Do you get feedback on the feedback process itself?
3. What feedback would you provide about the feedback process?

Focus “Welcoming, inclusivity, respect, listening”: Understanding the development
of Cultural Capabilities in Allied Health students.
Background
Cultural capability (CC) is the ongoing reflection and commitment in developing a health care practitioners’ (HCP) skills, attitudes, practice and behaviour to deliver safe and responsive healthcare and is a required practice competency¹. Curriculum to improve CC is supported by the Aboriginal and Torres Strait Islander Health Curriculum Framework, (HCF)². A series of videos co designed with First Nations Community members and academics which reflect Indigenous pedagogical methods of storytelling and reflective yarning³, based on the HCF has been embedded vertically into the undergraduate physiotherapy curriculum. The use of video resources for ‘digital storytelling’ is recommended as an effective pedagogy in higher education for delivery of culturally inclusive knowledge and perspectives⁴.
Description
Longitudinal cohort study using validated Tool⁵ based on the HCF aimed at understanding the development of CC in response to Indigenous cultural education embedded throughout a physiotherapy degree.
Method(s)
Students surveyed pre (n=337) and post (n=199) over 3-year CC curriculum delivery. Data analysed using descriptive statistics, T -tests and thematic analysis.
Evidence CC curriculum involving Indigenous pedagogy informed video case studies was effective in stimulating CC development. Responses demonstrated a significant increase in cultural desire and advocacy for First Nations People’s health, however a decline in confidence when providing culturally safe care.
Contribution This is the first known longitudinal cohort study in physiotherapy students reviewing the implementation of the HCF informed by Indigenous pedagogies and co-design and its effect on the development of CC and potential impact on students as they transition to practice. The study has provided an authentic way to generate meaningful data and recommendations for curriculum development and fostering of CC development.
Engagement Interactive (Mentimeter) and engagement with audience facilitated by First Nations academic on culturally capable curricula.