Vol. 6 No. 1 (2025)

This is the dataset that accompanies an invited article based on a HERDSA keynote address, which was presented at the 2024 conference held in Adelaide, 8-11 July. The article which makes use of this data may also be found on the ASRHE

This is the dataset that accompanies an invited article based on a HERDSA keynote address, which was presented at the 2024 conference held in Adelaide, 8-11 July. The article which makes use of this data may also be found on the ASRHE journal site (Schönwetter, 2025; https://doi.org/10.59197/asrhe.v6i1.11735).

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

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

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.

Introduction: Talking About Teaching and Learning (TATAL) workshops serve as inclusive communities of practice (CoPs), offering educators a platform to explore their teaching philosophies and practices collaboratively. Despite anecdotal

Introduction: Talking About Teaching and Learning (TATAL) workshops serve as inclusive communities of practice (CoPs), offering educators a platform to explore their teaching philosophies and practices collaboratively. Despite anecdotal evidence of TATAL’s effectiveness, limited research explores its long-term impact on teaching practices and academic resilience. Research Aim: How do TATAL workshops influence educators' personal and professional growth, teaching philosophies, and resilience? Methodology: This study analyzes qualitative and quantitative data collected from 876 participants across 25 TATAL workshops between 2015 and 2021. Using thematic analysis and the interpretive lens of sense-making, the study identifies key themes and subthemes that characterize participants’ experiences. Results: Findings reveal three primary subthemes: (1) Partnered Learning Communities fostering collaboration and shared reflection, (2) Practical Tools and Techniques enhancing teaching practices, and (3) Transformational Learning experiences facilitating personal and professional growth. Participants reported increased clarity of teaching philosophies and increased resilience in educational contexts. Discussion: TATAL workshops disrupt traditional power dynamics in education, offering a space for equitable, reflective, and collaborative learning. This study emphasizes TATAL’s role in fostering reflective educators and building institutional capacity. Conclusion: TATAL represents a transformative professional development model. Its collaborative and reflective approach holds significant implications for higher education institutions seeking to enhance teaching quality and academic resilience.

This research focuses on traditional knowledge holders who teach Vāstu vidya or the knowledge of architecture online at a contemporary university in India. Efforts towards decolonizing have led universities to add content on traditional

This research focuses on traditional knowledge holders who teach Vāstu vidya or the knowledge of architecture online at a contemporary university in India. Efforts towards decolonizing have led universities to add content on traditional knowledge into course curricula. Typically, content is added to existing courses which are taught by academics. However, there is deep rooted and systemic perception that traditional knowledge is not scientific. The courses at Indian Institute of Technology-Hyderabad are unique as the curriculum is devised and taught by traditional knowledge holders, who have adapted their teaching to the online format. This study asks what university educators who teach architectural design in contemporary academies can learn from traditional knowledge holders. The research involved visiting traditional knowledge holders to discuss the online curriculum, their teaching approaches, Vāstu design principles, application of traditional building knowledge and visiting buildings or case studies including residences and temples. This paper contributes towards increasing awareness of the traditional knowledge system, its relevance to contemporary university teaching and adds empirical research that helps validate its value and significance for a broader audience.

The disciplines of Evidence Based Medicine (EBM) and Health Sociology (HS) are essential to the practice of person-centred medicine. However preclinical medical students often struggle to comprehend the relevance of these disciplines to

The disciplines of Evidence Based Medicine (EBM) and Health Sociology (HS) are essential to the practice of person-centred medicine. However preclinical medical students often struggle to comprehend the relevance of these disciplines to their future practice, potentially leading to a neglect of obtaining essential knowledge to assist their future patients. To address this challenge, three supervised rural medical students co-designed and developed the online peer learning resource, MEDHAX. This ‘by students, for students’ interactive, dynamic, and graphically appealing digital platform engages learners through case-based integration and clinical application of EBM and HS concepts, tailored for a rural setting. Seven tutorials were created, encompassing video tutorials, interactive modules, revision notes and self-assessment quizzes. Evaluation surveys were used to guide resource improvement, with 39 responses to the pilot evaluation and 39 responses to the subsequent full evaluation. Survey analysis indicate that student users considered MEDHAX to be highly useful, engaging, and even ‘lifesaving’, with the overall rating change in content understanding pre- versus post- MEDHAX engagement showing a significant mean change of 2.4 points (95% CI 1.7 to 3.1; p<0.0001). Website analytics indicate that the resource was accessed not only by the geolocation of the intended cohort but was shared and accessed globally. A student co-design approach for creating online integrated and person-centred education resources significantly improves student satisfaction, understanding of EBM and HS concepts and increases access to relevant cutting-edge education for preclinical medical students.