3D -
Tracks
Track 4
| Wednesday, July 10, 2024 |
| 10:30 AM - 12:25 PM |
| Room E2 |
Speaker
Dr Natalie Oh
University of New South Wales
10:30am - 10:55am When does it start? The gendered gaps and the university-work transition
10:30 AM - 10:55 AMFinal abstract
ocus: Presentation of research outcomes on the relationship between gender pay and leadership gaps and early-career students’ perspectives on why and how they make decisions about work and employment.
Background: The gender pay and leadership gaps are among the most significant issues regarding gendered inequality in the workforce (Blau and Kahn, 2017). For young adults, time at university is a key period in developing attitudes that are taken into the workforce, including attitudes on gender. As a counterpoint to examining employees within the workforce, focussing attention on future employees before they start work provides valuable insights (Li and Carroll, 2019).
Description: Studies of the university-work transition can yield crucial insights about the gendered perspectives of students prior to entering the workforce and their early-career experiences. We secured unique data that proxies for leadership and invaluable graduate commencing salary data to explore when gendered workplace gaps emerge.
Methods: Using a quantitative and qualitative dataset collected from STEM and Business students at an Australian university, we analyse students’ perspectives on why and how they make choices pertaining to their careers.
Outcomes: Gender pay gap emerges at the graduate level, and it is most prevalent in the business sector. Attitudinal differences are evident before entering the workforce, and underrepresentation of females in leadership track options is present as early as enrolment in university.
Contribution to scholarship: We contribute a unique perspective on the early emergence of workplace gender gaps to scholarship on workplace gender inequality. This research finds that the gender pay gap emerges while students are still in university and provides evidence that universities can do more to be primary actors in understanding and addressing workplace gender inequality and better preparing students for career success (Beddoes, 2016).
Engagement: Interactive tools Slido and polls will be used to encourage audience reflection.
Background: The gender pay and leadership gaps are among the most significant issues regarding gendered inequality in the workforce (Blau and Kahn, 2017). For young adults, time at university is a key period in developing attitudes that are taken into the workforce, including attitudes on gender. As a counterpoint to examining employees within the workforce, focussing attention on future employees before they start work provides valuable insights (Li and Carroll, 2019).
Description: Studies of the university-work transition can yield crucial insights about the gendered perspectives of students prior to entering the workforce and their early-career experiences. We secured unique data that proxies for leadership and invaluable graduate commencing salary data to explore when gendered workplace gaps emerge.
Methods: Using a quantitative and qualitative dataset collected from STEM and Business students at an Australian university, we analyse students’ perspectives on why and how they make choices pertaining to their careers.
Outcomes: Gender pay gap emerges at the graduate level, and it is most prevalent in the business sector. Attitudinal differences are evident before entering the workforce, and underrepresentation of females in leadership track options is present as early as enrolment in university.
Contribution to scholarship: We contribute a unique perspective on the early emergence of workplace gender gaps to scholarship on workplace gender inequality. This research finds that the gender pay gap emerges while students are still in university and provides evidence that universities can do more to be primary actors in understanding and addressing workplace gender inequality and better preparing students for career success (Beddoes, 2016).
Engagement: Interactive tools Slido and polls will be used to encourage audience reflection.
Biography
Natalie Oh an academic from School of Banking and Finance, University New South Wales, I have been awarded a Senior Fellowship of the Higher Education Academy (SFHEA) for my contribution in higher education. My education approach empowers students to take ownership of their learning through practical experience and industry partnerships. I have also published in leading international finance journals and served as a consultant for the World Bank in Washington, D.C. Additionally, I serve as a director for a not-for-profit organization dedicated to alleviating poverty and supporting low-income developing countries in Asia.
Assoc Prof Christine Slade
Associate Professor In Higher Education
The University of Queensland
11:00am - 11:25am Addressing a persistent academic integrity challenge: A approach to tackling copyright infringement on student academic file-sharing sites.
11:00 AM - 11:25 AMFinal abstract
Focus
This presentation showcases an evaluative research project using copyright infringement measures to curb the upload and storage of institutional materials on academic file-sharing sites.
Background/context
Unethical file sharing poses risks of academic misconduct and copyright infringement in the digital era (Seeland et al. 2022; Rogerson, 2022). Academic file-sharing sites, with low entry barriers, incentivise students to share materials for repository access (Rogerson & Basanta, 2016). User motivation, altruistic or driven by self-interest, leads to the sharing of copyrighted content like exams and lecture slides (Dixon & George, 2021). Despite progress in ethical aspects, implementing copyright infringement take down procedures at scale remains a challenge (Seeland et al. 2022).
Description
The project evaluated the effectiveness of issuing takedown notices for copyright infringing materials from a large metropolitan university on two academic file-sharing sites. Objectives included trialling the takedown process, developing prevention tools, and informing a sector-wide response.
Method
File identification categorised materials and tested takedown procedures to reach removal targets. The takedown process addressed branded and non-branded institutional materials and tested the websites’ copyright compliance and claimed copyright filters, whilst recording data sets and field notes during working sessions.
Evidence
Using copyright and takedown notices proved effective, removing 703 files from StuDocu.com and 3,486 from CourseHero.com. Removed files remained off the sites as of July 2023. The results support a sustainable, sector-wide approach to address this challenging area.
Contribution
Five recommendations, adopted by the institution and available sector-wide enhance efficiency and sustainability, and provide foundational principles and practices for future cross-institutional collaboration. This project has broad reach in addressing the unwieldy academic integrity challenge.
Engagement
This presentation offers recent evidence and sample resources on leveraging copyright mechanism on academic file-sharing sites. There will be time for questions and discussion about the benefits and challenges of this approach.
This presentation showcases an evaluative research project using copyright infringement measures to curb the upload and storage of institutional materials on academic file-sharing sites.
Background/context
Unethical file sharing poses risks of academic misconduct and copyright infringement in the digital era (Seeland et al. 2022; Rogerson, 2022). Academic file-sharing sites, with low entry barriers, incentivise students to share materials for repository access (Rogerson & Basanta, 2016). User motivation, altruistic or driven by self-interest, leads to the sharing of copyrighted content like exams and lecture slides (Dixon & George, 2021). Despite progress in ethical aspects, implementing copyright infringement take down procedures at scale remains a challenge (Seeland et al. 2022).
Description
The project evaluated the effectiveness of issuing takedown notices for copyright infringing materials from a large metropolitan university on two academic file-sharing sites. Objectives included trialling the takedown process, developing prevention tools, and informing a sector-wide response.
Method
File identification categorised materials and tested takedown procedures to reach removal targets. The takedown process addressed branded and non-branded institutional materials and tested the websites’ copyright compliance and claimed copyright filters, whilst recording data sets and field notes during working sessions.
Evidence
Using copyright and takedown notices proved effective, removing 703 files from StuDocu.com and 3,486 from CourseHero.com. Removed files remained off the sites as of July 2023. The results support a sustainable, sector-wide approach to address this challenging area.
Contribution
Five recommendations, adopted by the institution and available sector-wide enhance efficiency and sustainability, and provide foundational principles and practices for future cross-institutional collaboration. This project has broad reach in addressing the unwieldy academic integrity challenge.
Engagement
This presentation offers recent evidence and sample resources on leveraging copyright mechanism on academic file-sharing sites. There will be time for questions and discussion about the benefits and challenges of this approach.
Biography
Associate Professor Christine Slade is an academic at the University of Queensland’s Institute for Teaching and Learning Innovation (ITaLI)). Her primary areas of expertise are assessment, academic integrity, and more recently, artificial intelligence in education, and she contributes to UQ’s strategic priorities in these areas. In 2022, Christine was awarded a UQ Citation for Outstanding Contributions to Student Learning for her assessment work. She is also a Principal Fellow of the Higher Education Academy UK, the highest level of fellowship, awarded for sustained strategic impact and thought leadership in teaching and learning at inter/national and institutional levels. Further information https://researchers.uq.edu.au/researcher/14189.
Dr James Lewandowski-Cox
Copyright Officer
The University of Queensland
Co-presenter
Biography
Dr. James Lewandowski-Cox is the Copyright Officer at the University of Queensland. He has a PhD in ethnomusicology, popular music studies, and media studies. His doctoral research focused on the hip hop community in Australia. Dr. Lewandowski-Cox has extensive experience in the field of music and media studies. He has published several articles and book chapters on topics related to music, media, and culture. He has also presented his research at various national and international conferences. Dr. Lewandowski-Cox is a passionate educator and has taught courses on music, media, and culture at various universities in Australia.
Jack Walton
The University of Queensland
Co-presenter
Biography
Dr. Jack Walton is a Research Fellow at the Centre for Research in Assessment and Digital Learning within Deakin University. His research interests include assessment, education, creative practice, and human flourishing. He holds a PhD in music education from the Queensland Conservatorium, Griffith University, awarded for work in the theorisation of assessment in music education. In addition to his research, Dr. Walton has taught in a variety of disciplinary contexts, including within higher music education, preservice teacher training, and business. He actively presents his research at various national and international conferences, and maintains a profile as a professional musician outside of his academic work.
Dr Joyce Wu
University of New South Wales
11:30am - 11:55am Vignettes of change: Mentoring educators for inclusive teaching and student support through impactful narrative writing
11:30 AM - 11:55 AMFinal abstract
Focus: This presentation showcases how the UNSW Teaching for Equity and Diversity Community of Practice (CoP) mentored self-selected members to develop concise informative narratives about using innovative problem-solving in teaching or student support to improve inclusion.
Background: Equity, Diversity and Inclusion (EDI) is a key higher education priority. However, while many staff actively incorporate EDI-centred initiatives, they rarely have the time or experience to write up their case studies in ways that demonstrate impact. This can limit promotion and career opportunities. Inspired by Ahmed’s (2017) work on generating feminist theories from everyday lives—and following Kabeer’s (1999) view that empowerment requires resources (material/emotional support), agency, and achievements—the CoP wanted to support members to present their ‘everyday’ EDI practices.
Description: Supported by a UNSW Education Focused competitive grant, we developed a mentoring project that supports CoP members to write short memorable narratives (‘vignettes’) that highlight their EDI-centred achievements and inspire others towards more inclusive practices. After submitting a short report of their EDI activity, each educator is supported to rewrite their vignette using consistent headings—The EDI problem; My context; My approach; My practice; Outcomes and impact (including evaluation data e.g. attendance/enrolment rates, student feedback/testimonials); Reference/further reading.
Method: Alongside each vignette’s evidence base, we drew on Kabeer’s empowerment framework to evaluate project impact via feedback from mentees (e.g. writing confidence, being valued as an EDI ‘activist’; Finn, 2013) and audiences at vignette presentations.
Evidence: Project presentations and sharing of vignettes (in written/audiovisual formats) have inspired other educators to contribute their own vignettes or apply EDI vignette ideas to their teaching.
Contribution: The mentoring supports vignette writers to include underpinning scholarship, pedagogy and EDI principles. Vignettes are presented on an open-source website, with a scholarly methodology/outcome paper in progress.
Engagement: Audience members will be guided to write their own vignette of an EDI activity.
Background: Equity, Diversity and Inclusion (EDI) is a key higher education priority. However, while many staff actively incorporate EDI-centred initiatives, they rarely have the time or experience to write up their case studies in ways that demonstrate impact. This can limit promotion and career opportunities. Inspired by Ahmed’s (2017) work on generating feminist theories from everyday lives—and following Kabeer’s (1999) view that empowerment requires resources (material/emotional support), agency, and achievements—the CoP wanted to support members to present their ‘everyday’ EDI practices.
Description: Supported by a UNSW Education Focused competitive grant, we developed a mentoring project that supports CoP members to write short memorable narratives (‘vignettes’) that highlight their EDI-centred achievements and inspire others towards more inclusive practices. After submitting a short report of their EDI activity, each educator is supported to rewrite their vignette using consistent headings—The EDI problem; My context; My approach; My practice; Outcomes and impact (including evaluation data e.g. attendance/enrolment rates, student feedback/testimonials); Reference/further reading.
Method: Alongside each vignette’s evidence base, we drew on Kabeer’s empowerment framework to evaluate project impact via feedback from mentees (e.g. writing confidence, being valued as an EDI ‘activist’; Finn, 2013) and audiences at vignette presentations.
Evidence: Project presentations and sharing of vignettes (in written/audiovisual formats) have inspired other educators to contribute their own vignettes or apply EDI vignette ideas to their teaching.
Contribution: The mentoring supports vignette writers to include underpinning scholarship, pedagogy and EDI principles. Vignettes are presented on an open-source website, with a scholarly methodology/outcome paper in progress.
Engagement: Audience members will be guided to write their own vignette of an EDI activity.
Biography
Joyce Wu (PhD) is a Senior Lecturer in Global Development at the School of Social Sciences, UNSW. She is the deputy editor of the journal, Development Practice (Taylor & Francis), and is a Fulbright Fellow. Her research focuses on gender and intersectionality within the context of international development, which includes migrant women workers' experiences, climate change and gendered vulnerabilities, and how aid programs and policies can meaningfully integrate gender, disability and social inclusion. Before academic life, Joyce worked for organisations including DFAT and UN Women.
Jason, Joyce and Sebastian are the co-leads for Teaching Equity and Diversity Community of Practice, which is a UNSW-wide network that supports academics and professional staff who are interested in learning and developing EDI practices for teaching, learning and student supports and services.
Dr Sebastian Sequoiah-Grayson
Computer Science and Engineering, University of New South Wales
Co-presenter
Biography
Sebastian Sequoiah-Grayson (PhD) Sebastian Sequoiah-Grayson is a Senior Lecturer in Epistemics at the School of Computer Science and Engineering (CSE) at the University of New South Wales. His research spans across many areas of human information processing, including substructural epistemic logics, dynamic theories of negative information, data-sonification, psychological theories of free will, and ethics of computer science and AI. He is the co-author of the Stanford Encyclopaedia of Philosophy entries on Logic and Information, and Semantic Conceptions of Information, and has published his research across a range of specialist journals. His is the editor and contributing author of Futureshock: Current and Future Issues in Computer Science, forthcoming with CRC Press/Taylor and Francis. He received his doctorate in Philosophy (Logic) from the University of Oxford at Balliol College, where he studied under Timothy Williamson and Luciano Floridi.
Dr Shashi Nallaya
Senior Lecturer: Academic Development
University of South Australia
12:00pm - 12:25pm Building bridges: Fostering trust between academics and academic development units in higher education
12:00 PM - 12:25 PMFinal abstract
Focus
Provision of a research informed Trust Framework to guide academic development.
Background/context
Academic Development (AD) staff have the important role of supporting academics in various ways to enhance teaching and learning activities, and for this to occur trust, must be built and maintained between the two parties (Little & Green, 2022; Tierney, 2008). While there is emerging literature affirming the critical importance of trust in educational development, there is little empirical research investigating trust dynamics between academics and academic development units.
Description
Drawing from a larger international study investigating the perceptions of academics about AD units and their staff from three continents, this presentation focuses on the extent and nature of academics’ trust for AD units and their staff. An adapted Trust Framework (Little & Green, 2022; Sweeney et al., 2009), will be referenced to discuss the extent and nature of academics’ trust of AD units and their staff.
Method
Data was collected from 400 academics through mixed-method design. Quantitative responses were analysed using frequency counts to determine the extent academics trust AD units and staff. The Trust Framework was employed to do thematic analysis of open-ended responses to identify sentiments of trust.
Evidence
Identified factors influencing trust included the need for context-specific and diverse training, acknowledgement of academics’ expertise and greater clarity on the role of AD units. Trust was hindered by academic discipline resistance to AD often perceived as surveillance forces who homogenise practices, hence stifling academic freedom (Tay et al., 2023).
Contribution
This presentation gives a more nuanced understanding of trust based on empirical data, enabling AD practitioners to devise strategies that promote mutual trust between academics and AD units, thus making it innovative as factors motivating trust have not been previously explored.
Engagement
Conversation prompts will be used to generate critical reflection among audience.
Provision of a research informed Trust Framework to guide academic development.
Background/context
Academic Development (AD) staff have the important role of supporting academics in various ways to enhance teaching and learning activities, and for this to occur trust, must be built and maintained between the two parties (Little & Green, 2022; Tierney, 2008). While there is emerging literature affirming the critical importance of trust in educational development, there is little empirical research investigating trust dynamics between academics and academic development units.
Description
Drawing from a larger international study investigating the perceptions of academics about AD units and their staff from three continents, this presentation focuses on the extent and nature of academics’ trust for AD units and their staff. An adapted Trust Framework (Little & Green, 2022; Sweeney et al., 2009), will be referenced to discuss the extent and nature of academics’ trust of AD units and their staff.
Method
Data was collected from 400 academics through mixed-method design. Quantitative responses were analysed using frequency counts to determine the extent academics trust AD units and staff. The Trust Framework was employed to do thematic analysis of open-ended responses to identify sentiments of trust.
Evidence
Identified factors influencing trust included the need for context-specific and diverse training, acknowledgement of academics’ expertise and greater clarity on the role of AD units. Trust was hindered by academic discipline resistance to AD often perceived as surveillance forces who homogenise practices, hence stifling academic freedom (Tay et al., 2023).
Contribution
This presentation gives a more nuanced understanding of trust based on empirical data, enabling AD practitioners to devise strategies that promote mutual trust between academics and AD units, thus making it innovative as factors motivating trust have not been previously explored.
Engagement
Conversation prompts will be used to generate critical reflection among audience.
Biography
Dr. Shashi Nallaya is a Senior Lecturer: Academic Development at the Teaching Innovation Unit, University of South Australia. She has many years of experience in the design, implementation and evaluation of English language and teacher training programs at primary, secondary and tertiary levels, in various linguistic and cultural settings. Her niche areas are assessments as well as language and literacies. She sits on UniSA's Authentic Assessment Steering Group. She played an instrumental role in the curation of UniSA's authentic assessment definition and builds staff capacity to use the definition to reflect on their current assessment practices. Shashi also helps academics implement an innovative curriculum through mentoring, staff development sessions and resources. She also currently leads UniSA's Summative Peer Review of Teaching portfolio.
Dr Bopelo Boitshwarelo
University of South Australia
Co-presenter
Biography
Dr Bopelo Boitshwarelo currently works for the University of South Australia as a Lecturer, Academic Development, in the Teaching Innovation Unit. He has over 23 years working in the university sector both across Australia and overseas. He has primarily worked in educational/academic development roles with a particular focus on online and distance learning. On the research front, Bopelo’s publications are in the general areas of online and blended learning, learning design and academic development, and they include conference papers, journal articles and a book chapter.
Prof Michelle Picard
Senior Academic
Flinders University
Co-presenter
Biography
Professor Michelle Picard currently serves as Pro-Vice Chancellor Learning and Teaching Innovation at Flinders University. Her Higher Education work has spanned enabling/Foundation programs, ELICOS, academic language and learning and lecturing and supervising within Schools of Education, Arts and Social Sciences. Her fields of expertise include all aspects of higher education teaching including academic development, academic literacy development, TESOL, online and blended learning.
Chair
David Birbeck
Head: Curriculum Development And Support
University of South Australia
