Kathleen Mahon is a Senior Lecturer (Higher Education) in the Institute for Teaching and Learning Innovation, University of Queensland, and a Docent in Pedagogical Work (Sweden). Her research areas are higher education pedagogy, educational praxis, and teacher professional learning. Her teaching specialisations include university teaching practice, outdoor education, and educational research methods. She is a founding senior editor of the Journal of Praxis in Higher Education and an active member of the Pedagogy, Praxis and Education international research network. Kathleen has written extensively on the theory of practice architectures (TPA). She is lead editor of the Springer book, Exploring Education and Professional Practice: Through the Lens of Practice Architectures (2017) and lead author of the highly cited first chapter which introduces the theory.  Her recent work focuses on how TPA can be put to work in higher education to advance teaching, learning, and leading.

I am Dr Sumesh Nair, an Associate Professor of Marketing and Retention & Progression Manager at the Australian Institute of Business. My scholarship sits at the intersection of sustainability, marketing ethics, and evidence-informed higher education practice, with a particular interest in how learning design, assessment, and student support systems shape progression and success for online and diverse cohorts. I have led curriculum innovation and academic operations across Australia and Asia, and I currently drive a predictive analytics initiative to strengthen early identification and targeted support for students.

Dr Tierney Marey (she/her) is the Manager of Student Experience and Education Fellow (Student Belonging) for UNSW Faculty of Arts, Design and Architecture. She holds a Doctor of Philosophy from the UNSW School of Social Sciences. Tierney is a praxis-based professional specialising in equity and student experience in higher education and youth organisations, and a qualitative researcher with particular interest in embodiment and creative, queer, and intersectional feminist methods. Her current research and practice focus on sustainable equity work and student belonging in higher education, with a strong emphasis on meaningful student partnerships as a foundation for inclusive and transformative learning environments. Her person-centred approach draws on her professional and research background, alongside her lived experience. Tierney has published and presented in areas such as student experience, equity, LGBTQIA+ inclusion and identity, queering research methods, and inclusive education.

Thomas Wanner is Senior Lecturer in the School of Society & Culture at Adelaide University. He has received multiple teaching awards for his innovative and student-focussed teaching and learning pedagogies and practices. His research interests and publications in higher education include personalised and flexible assessment, the role of technologies for enhanced teaching and learning, and education for sustainability. He is director of the Sustainability Education Research Group which is a collaborative network of researchers and teachers working about integrating sustainability issues into the curriculum.

Dr Alyce Mason is a third space educational leader working at the intersection of academic, professional, and strategic domains to drive excellence, innovation, inclusion and transformation in learning and teaching across the higher education sector. She specialises in learning design, digital pedagogies, emerging technologies, and academic development, with a strong focus on building communities of practice, enhancing curriculum and teaching quality, and leading institution-wide educational initiatives. Alyce’s approach is collaborative and relational, grounded in empowering others and fostering inclusive, future-focused learning environments and experiences where all learners can thrive. Her research explores the role of technology and professional learning in enhancing inclusive teaching practice and student partnership. Alyce is deeply committed to inclusion, teaching excellence, and purposeful learning design, and partners widely to shape educational strategy and delivery of impactful, multimodal learning experiences across diverse higher education contexts.

Jo Anne Tay is an educational designer and learning technologist with over fifteen years’ experience across K–12 and higher education. She spent eight years working in K–12 education before transitioning to higher education, where she has spent the past seven years supporting curriculum design and educational innovation. An award-winning educational developer, Jo works collaboratively with academic teams to design, implement, and evaluate inclusive, evidence-informed learning and teaching practices. Her work focuses on enhancing student engagement, belonging, and learning experience through thoughtful curriculum design and the effective use of educational technologies, with a particular interest in scalable approaches that support large, diverse student cohorts.

Kankana Mukhopadhyay is a Senior Lecturer in the College of Alice & Peter Tan at the National University of Singapore. Her background is in Education & Human Development from the University of Rochester, USA. Currently, her teaching spans both formal and informal learning and research to undergraduate students within the general education curriculum. Her research interests span across different aspects of the Scholarship of Teaching and Learning in higher education like living and learning programmes, informal and out-of-classroom learning and discourses on Students-as-Partners in knowledge building. She has served as the Principal Investigator for research studies evaluating intentional pedagogies and learning outcomes of short-term overseas experiential learning programmes. She currently holds a joint convenor position for an International Research Network (IRN) under the World Education Research Association (WERA). Her work has appeared in several platforms including the Journal of Higher Education Research and Development, Asia-Pacific Education Research Journal, and book chapters in Peter-Lang and Routledge edited volumes.

Dr Sabrina Syed is a Lecturer in Educational Psychology at the School of Education, Charles Sturt University, with a research focus on advancing equity and inclusivity in education. Born in Dhaka, Bangladesh, she brings a global perspective to her work, having collaborated with secondary schools and universities both in Australia and abroad. Dr Syed’s doctoral research explored the experiences of women in higher education, examining the intersection of identity, professional development, and institutional structures. She has contributed to academic journals, book chapters, and online publications on topics including teacher identity, classroom equity, intersectional discrimination, and student wellbeing. From 2023 to 2024, she was engaged in a post-doctoral research fellowship in mathematics education at the University of Newcastle, working on a Maths-Retraining program aimed at enhancing teacher knowledge and student outcomes. She also serves as the Chief Investigator on a global grant project, collaborating with international academics to produce impactful research and publications. In her teaching, Dr Syed combines evidence-based approaches with a focus on student engagement and wellbeing. She has designed and delivered courses on physical development, inclusive education, classroom management, and educational psychology, supporting students to develop both practical skills and critical understanding. Beyond research and teaching, Dr Syed is committed to community engagement, promoting awareness and action on social issues such as gender-based violence. She actively supports initiatives that foster inclusive learning environments and equitable access to education for all students. Dr Syed is also a bilingual writer and advocate, blending academic rigor with a personal commitment to social justice. Her work reflects a deep dedication to understanding the complexities of identity, learning, and equity in educational settings, while contributing to meaningful change at both institutional and systemic levels.

Virginia Mawer has a multifaceted career spanning tertiary education, TESOL and the arts. Her interests include innovation and tech to increase experiential and embodied learning. Her research includes the creation of multiple ed-tech tools that promote data-driven reflective practices, for which she was the recipient of the 2022 English Australia Action Research Award, and recipient of the Anne Burns Grant in 2023. Currently based in Sydney, she has near-constant dreams of international escape. Maria Naidoo is the Academic Head of ELICOS Academic English Programs at UNSW College. She has worked as an ESL teacher, resource writer, and academic manager across diverse contexts. She champions reflective practice, professional growth, and teacher wellbeing. Maria co-convened the English Australia Direct Entry Program SIG and received the English Australia Academic Leadership Award in 2021. Her work supports teachers to reflect, adapt, and grow in complex and ever evolving teaching contexts

Professor Karena J Burke has 20 years experience in the higher education sector, including in discipline and sector leadership; strategic curriculum development, implementation and review; development and implementation of teaching and learning strategy; and integration and alignment of research, teaching, service and engagement across programs of study. Karena is an active member of several professional associations and committees, where she advocates for the advancement and recognition of the psychology discipline and the importance of holistic health perspectives in education, training and professional practice. Karena is an Executive committee member of Heads of Psychology Australia (HPA, formerly HODSPA) and holds the office of Treasurer. She is a member of the Australian Institute of Company Directors (AICD) and previously held a board member position for the LBI Foundation, a non-profit organization that supports mental health initiatives and research.

Dr Xin Xu (许心) is a Departmental Lecturer in Higher/Tertiary Education at the University of Oxford, and Deputy Director of the Centre on Skills, Knowledge, and Organisational Performance (SKOPE). Xin’s research focuses on the cultural political economy of tertiary education and research. Drawing on critical, comparative, and cross-cultural perspectives, she focuses on three interrelated areas: Tertiary education policy and practice, Research on Research, and Internationalisation and global dynamics in higher education.

Dr Dewa Wardak is a Senior Lecturer in Business Educational Development at the University of Sydney Business School. With a background in Learning Sciences and Technologies, her research explores digital and postdigital education, networked learning, pattern languages, object-based learning, and the experiences of international students in higher education. She is passionate about advancing sustainable leadership in business education by integrating SDG-driven pedagogical approaches to foster responsible leadership. She is a Senior Fellow of Advance HE and serves as an Associate Editor for the journal Australian Educational Researcher (AER).

Dr Alice Huang is an education-focused lecturer in the School of Life and Environmental Sciences. Her interests include science education, student support and educational design, particularly in the context of teaching and assessment in large, diverse cohorts. She has completed a Graduate Certificate in Educational Studies (Higher Education) and is an Advance HE Senior Fellow (SFHEA).