Associate Professor Christine Slade PhD PFHEA is based at the University of Queensland’s (UQ) Institute for Teaching and Learning Innovation in Australia. She is trusted by institutions, government bodies, regulators and sector organisations for her expertise in assessment, academic integrity, and artificial intelligence (AI) in education. In February 2024, she received an Australian Award for University Teaching Citation recognising her sustained academic integrity leadership. Christine served as an external advisor on developing the Australian Framework for Generative AI in Schools and has undertaken commissioned work for Australia’s higher education regulator, the Tertiary Education Quality and Standards Agency (TEQSA). She recently led the co-design phase of the multi-university Student Perspectives of AI project exploring how staff and students are reconceptualising academic integrity in an AI-enabled environment. Christine is committed to shaping a future where universities sustain their social licence by preparing graduates to act with integrity, lead ethically, and serve society.

Daniel O’Sullivan is a Senior Learning Advisor (Research Literacy) at James Cook University Singapore and a doctoral researcher in English for Academic Purposes at the University of Leeds. His work sits at the intersection of doctoral education, academic literacies, and higher education pedagogy, with a particular focus on how knowledge is built, justified, and communicated through academic writing. Drawing on Legitimation Code Theory and Systemic Functional Linguistics, his research examines the often implicit epistemic expectations that shape learning and assessment across disciplines and stages of candidature. Daniel works extensively with students, doctoral candidates and supervisors across disciplines and international contexts, designing and facilitating workshops that aim to make disciplinary knowledge practices visible and teachable. He is also involved in editorial work for a leading journal in academic writing and applied linguistics. His broader interests include doctoral pedagogy, academic development, and the relationship between language, knowledge, and equity in higher education.

Dr Kathryn Oxborrow Vambe is a researcher and librarian. She is originally from the UK, but has been based in Aotearoa New Zealand since 2010. In 2020, Kathryn completed her PhD, where she explored how non-Māori librarians learn about and engage with Māori knowledge. Kathryn currently works at Te Wānanga o Aotearoa, a Māori-led tertiary education institution. In 2025-2026, Kathryn was selected to undertake and report on research as part of the Te Manawahoukura Rangahau Residency within the organisation's research team.

Dr. Dieter J. Schönwetter is a Professor and Director of Academic Services at the Dr. Gerald Niznick College of Dentistry, University of Manitoba, Canada. With a Ph.D. in Social Psychology, his SoTL research focuses on effective instruction, clinician-patient communication, and empowering educators through real-time engagement, notably among Canadian, European, Australian and Latin American academics. His extensive record of dissemination includes over 184 publications, and he served as a Founding Co-Editor of the Canadian Journal for the Scholarship of Teaching and Learning. A globally recognized speaker, he has delivered 22 international keynotes in locations such as Santiago, Adelaide, Brescia, and Sendai. Dr. Schönwetter’s scholarly impact is further evidenced by more than 720 total presentations and the acquisition of 48 research grants. He has received numerous international SoTL and research awards for his leadership in higher education innovation.