Advancing Scholarship and Research in Higher Education

As ASRHE marks its fifth year of publication, this editorial reflects on the journal's evolution and announces significant changes to both our editorial team and publishing arrangements. We farewell Dr Geof Hill, whose expertise and energy have been instrumental in establishing ASRHE as a space for diverse scholarly voices in higher education research. This moment of transition invites deeper reflection on what it means to create genuinely inclusive research publication spaces. Through critical examination of our editorial practices, particularly encounters with Indigenous scholars whose epistemological approaches challenged traditional Western research writing conventions, we have recognised how journal practices can inadvertently create barriers to publication. This recognition has prompted us to reconsider what counts as research in an era of evolving paradigms, technologies, and ethical commitments. In response, ASRHE now welcomes a new submission format: poster-based research-in-progress papers that combine scholarly poster content with reflective commentary on the experience of developing and presenting research in this mode. This format acknowledges posters as legitimate scholarly communication while creating space for methodological innovation and diverse cultural approaches to knowledge sharing. Additionally, we announce ASRHE's move to the Open Access Publishing Association (OAPA), a transition that aligns with our commitment to diamond open access publishing and strengthens our position within an independent, society-owned publishing ecology. These changes reflect ASRHE's ongoing commitment to challenging hegemonic practices in research publication and creating authentic spaces for difference in higher education scholarship.

Professional accreditation standards are increasingly formalising digital practice competencies as graduate requirements. In parallel, institutional governance of generative artificial intelligence (genAI) remains pre-dominantly oriented towards risk management. This study examines the alignment between university policy and evolving professional standards across 35 Australian higher education providers offering Exercise and Sports Science Australia (ESSA) accredited courses. Through a systematic document analysis of publicly available policies and guidance materials, the research identifies two primary governance models: embedded integrity governance, which integrates genAI into existing misconduct frameworks, and standalone genAI policies providing detailed operational guidance. Results show that while all institutions permit conditional genAI use, the prevailing policy discourse is framed through risk management, disclosure, and misconduct prevention. Across the sample, only two (6%) of the 35 institutions included any language connecting genAI to professional practice or graduate capability, and none of these connections were discipline specific to exercise science or exercise physiology. This pattern suggests that during the regulatory transition, universities are prioritising assessment security over the integration of genAI as a core professional competency. These results provide a critical baseline for institutions as they prepare for the implementation of revised ESSA Exercise Physiology accreditation standards in January 2027. Future research directions include course-level investigation of how genAI competencies are integrated into curriculum design, graduate outcomes, and cross-disciplinary accreditation governance.

Quantitative literacy (QL) is central to success in science and biomedical science degrees in higher education, yet students often report low confidence when applying quantitative skills in authentic contexts. Drawing on self‑efficacy theory, this study examined the relationship between self‑reported confidence and actual performance on a 30‑item QL assessment administered to second‑year undergraduate students (n = 137) enrolled in a laboratory-based biochemistry subject at The University of Melbourne. Each item captured student performance and a 5‑point confidence rating across eight QL domains (simple arithmetic, scientific notation, stoichiometry, unit conversion, dilutions, statistical measurements, pH, graphical interpretation). Analyses combined descriptive statistics, correlation, repeated‑measures comparisons by domain, and relationships with item difficulty. Overall, confidence and performance were moderately correlated (r = 0.49, p < 0.001). Sixteen items—concentrated in statistical measurements, pH interpretation and graphical interpretation—showed significant item‑level confidence–performance correlations (ρ up to 0.52). Notably, more difficult items were associated with stronger calibration (confidence–performance alignment), while easier items tended to elicit over-confidence. The study findings emphasise the importance of contextualised QL instruction, integrating confidence judgements as a metacognitive scaffold, and deliberately using moderately challenging tasks to develop accurate self‑assessment and applied quantitative competence.

Unless one has been hiding under a rock all this while, we would all have heard about the complexities, uncertainties and volatilities of our collective future. In fact, the VUCA (volatile, uncertain, complex and ambiguous) /BANI (brittle, anxious, nonlinear and incomprehensible) reality is no longer something we have the luxury of preparing for - it is here! In this current landscape, what challenges are we and our students already facing on a daily basis? What more will all of us continue to have to face up to as we step into the next decade? This talk is not about sounding alarm bells – it is an urgent call for action, for us as educators to intentionally reflect about this reality, and to actively invest in our students’ development beyond the academic – to support their growth as citizens and as leaders who will play key roles in community building in an increasingly complex, brittle, and nonlinear world. This is a call to all educators that we contribute to building capabilities in our youths, to inculcate relevant habits of mind, and to infuse a mindset that can shape a community that is agile, adaptable, and resilient. I believe that though the world may be complex and filled with uncertainties, if equipped with a growth mindset that is characterized by a spirit of persistent and continuous learning, our students will not only be successful “tomorrow’s learners”, they can also be capable changemakers in our community today. I am optimistic that such a possibility can be realized if all of us, as educators and institutions, focus on and invest in building capabilities in our student body.

Across a range of areas – student engagement and success, sexual misconduct and racism in university contexts, student complaints, staff payments, governance, and the allocation of student places – the Australian government is increasing higher education regulation. Often multiple rules and agencies cover the same issues. This article describes the reasons given for these interventions and outlines the changes. While in most cases the government had legitimate reasons for concern, cumulatively its policy responses represent a change in governing philosophy, away from university autonomy and towards bureaucratic control.

This is an invited article based on a HERDSA keynote address, which was presented at the 2024 conference held in Adelaide, 8-11 July. The data set underpinning this article has been published separately in this issue of the ASRHE journal (Schönwetter, 2025; https://doi.org/10.59197/asrhe.v6i1.13515). Abstract The Scholarship of Teaching and Learning (SoTL) is a conceptualisation of the teaching role in higher education that can transform academic understanding and practices by incorporating research as integral to teaching - an evidence-based and theoretically informed approach to teaching. Moreover, SoTL involves the systematic study of teaching and learning processes with a singular goal: improving educational practices and, most importantly, enhancing student outcomes. It is a form of research that holds transformative power, not only in how we teach but in how we elevate student learning to its fullest potential. This study explored the perceptions of academics related to SoTL and what supports would empower uptake and advocacy of SoTL. This was accomplished by engaging HERDSA keynote attendees through real-time audience polling. Guided by a participatory action research (PAR) approach, data were gathered in an online format (Mentimeter) from 263 participants during the keynote, responding to 10 questions related to SoTL, institutional challenges, and future action. This study highlights key areas where educators seek clarity and offers insights on how HERDSA can support its membership by addressing SoTL barriers, enhancing collaborative networks, and fostering continuous professional development. The implications of these findings extend to HERDSA’s potential role in shaping the future of SoTL practices and empowering its members to advocate for SoTL within their institutions.

The right to self-determination is enshrined in international law, affirming Aboriginal people have the right to make decisions about matters that affect their lives, including meeting their social, political, cultural and economic needs. This paper explores the role of universities in supporting Aboriginal self-determination, including an examination of the importance of the social and cultural determinants of wellbeing and the impacts of assimilation on Aboriginal people’s ability to live in accord with cultural traditions. Insights into how universities can create more culturally appropriate learning environments are also reviewed with a particular focus on the fundamental differences between Western and Aboriginal culture, pedagogy, epistemology, ontology, and axiology. The paper suggests that by undertaking a process of truth telling, universities will be able to create improved learning and research environments for Aboriginal students and staff that better support self-determination. By doing this, universities will leverage their unique position of influence to create improved wellbeing for Aboriginal people and the nation as a whole. This is an invited article based on a HERDSA keynote address, which was presented at the 2024 conference held in Adelaide, 8-11 July. Dr Callaghan was also invited to provide a video introduction to the article. The video link may be found on the ASRHE journal site next to the link to the PDF.

ASRHE has introduced a novel article category named ‘Research in Progress’. While the journal’s website provides a succinct definition of this category, initial submissions indicate that further guidance is required to highlight requirements and opportunities. The editors have decided to approach this challenge by constructing an audio editorial, recorded in a conversational format, allowing for multiple voices and nuances to come across. Important aspects of Research in Progress lie in facilitating publication of tentative results, sharing of research approaches and discussion of research designs. The editors emphasize the need for a strong research foundation, as in literature grounding or careful research question design, and open and honest discussion of successes and failures. Research in Progress is strongly placed to invite collaborations and authors are reminded to be explicit in specifying how they want to work with others to take research forward. The editorial also addresses the situation of research students and how a Research in Progress article might sit alongside thesis writing. Research in Progress is a developing article category. The editors invite assistance from the higher education research community in shaping this category.

Understanding employability for art therapy graduates is crucial for training programs because it allows for tailored teaching approaches and better preparation for students entering the job market. Employability includes student attributes such as professional and discipline-specific skills and competencies, as well as contextual or structural factors that influence work abilities. However, there is little evidence on what contributes to employability in art therapy. This study surveyed placement supervisors to identify the strengths and challenges they perceive in student competencies and report on contextual factors impacting employability at their organisations. Thirty placement supervisors from various community and clinical settings completed a 26-item mixed-methods online survey. The findings highlighted the strengths of art therapy students, such as their use of client-centred approaches and engagement in reflective practice. However, the results also pointed to a greater need for work-life balance and knowledge of culturally safe practices. Limited budgets were found to affect employability prospects for recent graduates as well as the need for more advocacy efforts was emphasised to demonstrate the benefits of art therapy in healthcare settings. This paper offers several recommendations for teaching programs and art therapy professional bodies to improve employability outcomes for graduates.