Gaik Bee Lim is a Senior Education Fellow at the Centre for Learning and Teaching Excellence, Ngee Ann Polytechnic, Singapore. She began her career as a biomedical researcher after completing her B.Sc. (Hons) and PhD in Biochemistry at the National University of Singapore, with her doctoral work carried out at the Howard Florey Institute, University of Melbourne. As a lecturer at Ngee Ann Polytechnic, she taught basic Chemistry and Immunology, an experience that sparked her interest in pedagogy and innovative teaching. This led her to pursue a Master of Education with the University of Western Australia and shift into educational development. Gaik Bee is involved with the professional development of full-time and sessional lecturers across the polytechnics. Her key areas of work include assessment design, curriculum development, edtech enhanced learning, and supporting educators in navigating emerging challenges such as redesigning assessments for the Gen AI era.

Robyn has come to her current PhD (Education-USYD) candidature inspired by her 20 years of Higher Education teaching experience. As a transdisciplinary Education-focused Academic, she has held roles across public and private institutions spanning Academic Development, Education, Leadership, Strategy/Marketing, Business, Science, and Music fields. She is an award-winning educator who effectively instructs students and academic learners alike. Robyn's ‘Pracademic’ epistemic stance draws on this extensive higher education teaching career, her previous international corporate, pharmaceutical, and not-for-profit experience, and personal experiences with neurodiversity. This stance uniquely informs her research and teaching practice, which is strongly focused on inclusion and diversity. Her current research focuses on qualitatively understanding the intangible elements that make ‘Great’ Higher Education teachers, such as Compassion, and exploring processes to measure these intangible teacher qualities. As a Senior Fellow of the Higher Education Academy (SFHEA) and a certified HEA accreditor, Robyn is committed to advancing tertiary educational excellence.

Gabi is a Senior Lecturer in the School of Management and Governance at UNSW Business School. She holds a PhD in Higher Education Studies from Rhodes University, South Africa. Gabi’s research explores how educational and organisational systems can support more just, humane, and sustainable ways of working and learning. She is particularly interested in professional identity, academic roles, and the ethics of care and kindness within institutional contexts.

Dr Manisha Thakkar is a Health Sciences educator and Research Assistant at Torrens University Australia, and Vice President of the Higher Education Research and Development Society of Australasia (HERDSA). She specialises in the Scholarship of Teaching and Learning (SoTL), assurance of learning, inclusive curriculum design, and academic integrity. Dr Thakkar leads institutional and cross-sector projects focused on assessment innovation, AI capability, and academic development. A/Prof Accamma Oommen is Head of Nursing at Torrens University Australia and a senior academic with extensive experience in academic leadership, curriculum development, and clinical education. She has led the design and delivery of undergraduate and postgraduate nursing programs in Australia and internationally. Her areas of expertise include child health, scholarly teaching, and curriculum quality assurance. A/Prof Oommen brings deep knowledge of practice-based learning and professional development in health education. Dr Dhivya Rajasekaran is Program Director of Health Sciences at Torrens University and a senior academic with expertise in professional learning, capability building, and inclusive teaching practice. She leads institutional strategies that advance teaching quality and academic identity, with a focus on mentoring, scholarly development, and learning design. Dr Rajasekaran is an active contributor to higher education networks and promotes evidence-informed approaches to professional development and educational leadership. Prof Dieter Schonwetter is Director of Academic Services at the University of Manitoba, Canada. He is an award-winning scholar and internationally recognised expert in educational leadership, with more than 60 peer-reviewed publications. His academic development work spans over a dozen countries, where he has supported universities in advancing excellence in teaching, leadership, and academic practice across disciplines and career stages.

Assoc Prof Accamma Oommen is an experienced academic and researcher with a distinguished career in nursing education. Accamma has led and managed nursing programs across undergraduate and postgraduate levels, bringing strategic insight and pedagogical innovation to diverse educational contexts. Her work is grounded in the Scholarship of Teaching and Learning (SoTL), where she integrates evidence-based approaches to enhance curriculum design and student engagement. Accamma’s research focuses on child health and best practices in nursing education. She is actively involved with various professional networks and is deeply committed to advancing excellence in nursing education through reflective practice, collaborative research, and transformative leadership.

Dr. Dhivya Rajasekaran is a Program Director of Health Sciences at Torrens University of Australia. Dhivya passionate about teaching and academic leadership. Dhivya aims to improve the quality of teaching and learning through scholarly activities through the Scholarly Teaching Think Tank and focusses on staff capacity-building in teaching and scholarship

Professor Dieter Schönwetter: I am a European-trained psychologist and faculty member in a Canadian dental college whose teaching and research have been shaped by a decade-long journey toward ethical engagement with Indigenous Knowledges. My commitment began in 2015 through work connected to the Truth and Reconciliation Commission and broadened through ongoing learning on the land with Indigenous Elders, Knowledge Keepers, and community members. Since 2017, I have been welcomed weekly into Indigenous spaces where teachings, ceremony, and relationships have guided my understanding of respect, reciprocity, and responsibility. At the University of Manitoba, I serve on several committees working to Indigenize the dental curriculum, collaborating with community partners to strengthen ethical practices in professional education. I teach Indigenous content with explicit recognition that, as a non-Indigenous educator, I cannot teach Indigenous knowledge. My role is to support relational accountability, create space for Indigenous voices, and contribute to curriculum transformation grounded in humility.