Dr. Bavani is a Senior Educational Developer at the SIT Teaching and Learning Academy (STLA), where she advances learning design, coaching practice, and student development grounded in the science of learning and motivation. She leads evidence-based initiatives such as the Learning Series to strengthen students’ metacognitive awareness and learning strategies. Bavani coordinates and facilitates the Certified Coaching Practitioner for Lifelong Learning and Competency Development programme and serves as a coach assessor for internal trainings. Her research focuses on applied learning, learner motivation, self-regulated learning, and coaching, with presentations at HERDSA 2023 and the NIE Teaching and Learning Symposium, and a chapter contribution to Coaching Students in Higher Education (Routledge). She previously served with Singapore’s Ministry of Education and holds a Doctorate in Education from Nanyang Technological University.

Mr. Ramesh is an executive coach and educational development specialist with the Singapore Institute of Technology (SIT). He leads coaching training and learning programmes for faculty development at the university for the advancement of their professional capabilities as academics and in becoming effective educational leaders. Ramesh is a credentialed International Coaching Federation (ICF) coach and a Professional Certified Corporate Coach from Singapore Management University. He has served on the Board and in various Committees of the ICF Singapore Chapter and is an active member in various coaching communities of practice. Ramesh has worked in Singapore, Hong Kong, and the USA, in diverse corporate roles and entrepreneurial ventures. His coaching practice and research interests include academic, leadership, mindfulness, positive psychology, solution-focused, supervision, team and youth coaching. He is co-editor and writer for the book, “Coaching Students in Higher Education: A Solution-Focused Approach to Retention, Performance and Wellbeing”, published by Routledge in 2024.

Wan-Ying Tay is an educator and researcher whose work sits at the intersection of leadership, governance, and decision-making under complexity. Her research focuses on how leaders use data and evidence to exercise judgment in contexts marked by uncertainty, contested stakeholder expectations, and evolving policy demands, with particular attention to sustainability and institutional strategy. She is interested in reframing performance and accountability data, such as ESG and sustainability indicators, not only as reporting artefacts, but as inputs for forward-looking decision processes that support responsible leadership. Her current work develops integrative frameworks that combine strategic positioning, stakeholder legitimacy, and organisational constraints to support leadership judgment in complex systems. Wan-Ying has experience in higher education leadership development and applied research, working closely with academic and professional leaders on issues of strategy, learning, and governance. Her work aims to bridge theory and practice by offering conceptually rigorous yet usable approaches for leadership development and institutional decision-making.

Professor Michelle Picard currently serves as Pro Vice Chancellor Learning and Teaching Innovation at Flinders University in South Australia. In their current and previous roles, they have lead large-scale student learning and support and staff professional learning initiatives.

Dr Caitlin Fox-Harding is a Teaching and Research Scholar in Exercise and Sport Science at Edith Cowan University and a Fellow of the Higher Education Research and Development Society of Australasia (HERDSA). Her work sits at the intersection of student-centred pedagogy, curriculum innovation, and equity-focused higher education practice. She has extensive experience coordinating undergraduate programs and designing authentic, assessment-led learning experiences that foster student engagement, wellbeing, and professional identity development. Dr Fox-Harding’s research and scholarship are grounded in women’s health and mental health, with a strong emphasis on mentoring students across undergraduate and higher degree by research pathways. She has led and contributed to initiatives that enhance student belonging, inclusive practice, and employability, particularly within health and sport science disciplines. She is actively engaged in academic leadership, accreditation, and sector service.

I am an empathetic educator and champion of others, dedicated to uplifting people and practice through compassionate, evidence‑informed leadership. With over a decade of higher education experience, in my role as Senior Advisor for Academic Learning and Capability Development at Torrens University, I lead and navigate complexity with curiosity, care, and strategic influence. Much like an octopus, adaptive, intelligent, and connected I lead with three hearts: one for transformative learning, one for meaningful connection, and one for reflective practice. My work strengthens academic capability across a diverse, transnational workforce through professional learning, mentoring, and community‑building initiatives that embed wellbeing, kindness, and ethical practice into everyday academic life. Alongside this, my PhD at Edith Cowan University explores a human‑centred Capability Approach to academic flourishing and self‑care. Grounded in integrity and empathy, I am committed to creating spaces where people feel supported to grow, evolve, and thrive one heartbeat at a time.

Alexis Pang is a Senior Lecturer (Education-focused academic) at the School of Agriculture, Food and Ecosystem Science, Faculty of Science. He holds a PhD in Soil Science from Monash University, Australia; MSc (with Merit) in Geographic Information Science from University of London (Birkbeck College) United Kingdom; BA (Double-Major Geography and English); and BA (Hons) in Geography from the National University of Singapore. Alexis also holds a PGDipEd from the National Institute of Education (Singapore) and is a Registered Teacher with the Victorian Institute of Teaching (VIT). Alexis coordinates First-Year Undergraduate Education and the Plant and Soil Sciences Major of the Bachelor of Agriculture (BAg) course; as well as the Agricultural Sciences Major of the Bachelor of Science (BSc). He is the Subject Coordinator for AGRI30045 Applications in Precision Agriculture and ENVS10001 Natural Environments. In addition, he teaches Soil Science at the Undergraduate (e.g., AGRI30037 Soil Management) and Masters (e.g., AGRI90066 Soil Science & Management) levels. Alexis has supervised numerous Masters and PhD students in their research projects. He is also active in educational technology research particularly in the area of mobile learning technologies and pedagogies for agricultural and environmental learning and teaching. For more information, please refer to https://findanexpert.unimelb.edu.au/profile/593822-alexis-pang and https://orcid.org/0000-0003-3929-3456. To discuss collaboration opportunities, please contact Alexis at alexisp@unimelb.edu.au

Assoc Prof Sarah Frankland is an education-focused academic with over ten years of first-year teaching experience, Sarah brings substantial expertise in SRL research and implementation. Sarah will contribute to the design and evaluation of the case studies underpinning this project. Her proven track record includes leading multiple successful competitive Learning and Teaching Initiative grants at the University of Melbourne. She has published peer-reviewed research demonstrating the longitudinal development of SRL in undergraduate science students. The recent prestigious GEM Scott Teaching Fellowship recognition at the University of Melbourne specifically for SRL and transition pedagogy work, demonstrates her research impact and innovation in this field. Her student-centered approach, combined with comprehensive consultation processes and evidence-based program design, positions her to make significant contributions to advancing research and practical applications in higher education.

Faculty of Education. She draws from her extensive experience in secondary school teaching and curriculum leadership internationally. Her research interests focus on curriculum and pedagogy in the Humanities and Social Sciences, sustainability education and teacher education. Her doctoral studies examined the intersections and interactions between teacher knowledge, beliefs and practice of discipline-based inquiry in secondary school geography. Shu works extensively with student teachers and their mentors conducting triadic school lesson observation visits. She leads an international research project investigating how mentor teachers grow professionally through mentoring, with the hope of strengthening these triadic relationships. Shu is also involved in an innovative research project using AI to analyse the between desk instruction actions of experienced and novice teachers during lessons in higher education settings.