Focus: This study explores the transformative impact of integrating generative AI (GenAI) in higher education, specifically focusing on challenges to academic integrity and proposing solutions through the Comprehensive Authentic Assessment Model (CAAM). Emphasis is placed on authentic assessments that foster real-world problem-solving and critical thinking skills.
Background/Context: Generative AI has revolutionised education, impacting text generation, curriculum development, and student engagement (Tlili et al., 2023; Cotton et al., 2023). However, concerns arise over potential misuse, threatening academic integrity (Kumar, 2023; Peres et al., 2023). In response, the paper advocates for authentic assessments to counter these challenges.
Description: This paper introduces the CAAM framework designed to address GenAI's challenges. By emphasising Authenticity in Task Design, Cognitive Engagement, Critical Reflection, and Formative Feedback, CAAM seeks to align assessment with real-world tasks (Anderson et al., 2023; Rudolph et al., 2023) and balancing real-world task demands with the need for deep learning and self-improvement.
Method: A comprehensive review of existing theoretical frameworks presents CAAM for designing and implementing authentic assessments. The complexity of integrating CAAM into educational practices is discussed.
Evidence: By incorporating CAAM into educational practices, educators can prepare students for professional success. The CAMM approach ensures academic integrity while engaging with generative AI tools in education, underscored by its emphasis on diversified assessment formats and the critical evaluation of student learning (Ifelebuegu, 2023; Barrett, 2007). The four core dimensions contribute to higher-order cognitive skills and evaluative judgment aligned with learning outcomes. This approach ensures assessments remain relevant, challenging, and integral to academic integrity amidst advanced AI tools.
Contribution: This research addresses challenges from GenAI in higher education, proposing the CAAM as a practical solution for authentic assessments aligned with real-world tasks while addressing academic integrity concerns.
Engagement: Study will involve the audience through reflective questions and interactive scenarios, encouraging active participation and exploration.

Focus: What are the experiences of educators teaching transnational higher education (TNHE) courses across borders? How do they navigate intercultural, ideological, and pedagogical differences when teaching in unfamiliar contexts? This research showcases experiences of humanities and social science educators involved in globalised teaching.
Background: TNHE is a type of international education where programmes (rather than students) cross borders, through educators from the “home” university temporarily relocating to the “host” university, or educators in the “host” university delivering courses prepared by the “home” university.
While such partnerships are expanding exponentially, existing TNHE research reveals a preoccupation with economic factors, while “the voices of teachers and students remain relatively marginalised” (Caruana & Montgomery, 2015, p. 15).
Description: This showcase analyses the lived experiences of TNHE educators and proposes recommendations for the way forward.
Method: The researcher conducted and analysed in-depth phenomenological interviews with 20 humanities and social science educators teaching TNHE around the world, with an emphasis on Australian and Aotearoa universities. Interpretive phenomenology is ideally suited due to its focus on understanding lived experiences of others.
Evidence: The findings show educators’:
1) awareness and concerns about the market-oriented nature of TNHE partnerships;
2) challenges in practicing sound pedagogy in unfamiliar contexts;
3) focus on students’ best interests despite uncertainties.
Contribution: This research addresses Caruana and Montgomery’s (2015) call for research with TNHE educators. Findings highlight a need for improved collaboration between partner universities with involvement from educators, and increased intercultural awareness at all levels of TNHE partnerships, among other practices.
Engagement: This session will begin by asking participants to 1) consider a course they recently coordinated, and 2) reflect on how they would adapt that course if they were spontaneously dropped into an overseas university. There will be reflection prompts throughout the session to relate the findings to attendees’ own experiences.

Focus: Early career experiences of psychology undergraduates.
Background/context: Producing work-ready graduates is an increasing focus within Higher Education (Bennett, 2019; Department of Education, 2023). This presents a particular challenge in areas such as psychology. While many students commence undergraduate psychology education with the aspiration to become future psychologists, most do not progress through to post-graduate study to become a psychologist (Schweinsberg et al., 2021). Little is known regarding how these bachelor level graduates navigate their early career experiences and apply their psychological knowledge across varied sectors.
Description: To explore the early career experiences of 3- (bachelor) and 4-year (bachelor with honours) psychology graduates, we conducted research with graduates from 2018-2022.
Method(s): The research utilised surveys (n=51) and interviews (n=6) to explore participants’ undergraduate and early career job preparation and experiences.
Evidence: While 51.2% of graduates found employment within 1-2 months, 31.1% reported still searching at 7-12 months post-graduation. Notably, 74.5% of graduates did not feel they had enough guidance/support to prepare them for finding a career after graduation and described feeling lost about what next, e.g. “I didn’t know what to look for at all and found it hard to figure out what to do with my degree other than further study”. More positively, once they found employment, nearly all students reported applying their undergraduate knowledge extensively and 81% of survey respondents reported being somewhat satisfied or very satisfied with their current role.
Contribution: Graduate feedback indicates we must continue to extend support for students to foster a professional identity, develop career management skills, and identify suitable employment pathways to improve the transition out of education and into the workforce.
Engagement: Opportunity for sharing and reflections on practices across the sector regarding degrees that don’t always lead to a clear professional outcome- what works, what doesn’t, and where to next?