Journal of University Teaching and Learning Practice
The Journal of University Teaching and Learning Practice (JUTLP) is a peer-reviewed journal publishing papers that add significantly to the body of knowledge describing effective and innovative teaching and learning practice in the higher education environment. The Journal aims to provide a forum for educational practitioners in a wide range of disciplines to communicate their teaching and learning outcomes in a scholarly way. Its purpose is to bridge the gap between journals covering purely academic research and more pragmatic articles and opinions published elsewhere. The Journal of University Teaching and Learning Practice seeks well-designed and executed research and theory that changes how people think, and provides evidence-based theories, methods and findings to improve higher education learning and teaching practices. We invite a plurality of theoretical frameworks from across the disciplines to stimulate conversation around different ways of developing learning and teaching practice. We encourage evidence-based practice research situated in the local context and the broader international literature. Key Journal Statistics 1. 16 days is the average time to first decision for Jan-June 2025. 2. The journal had a 2024 rejection rate of 89%. 3. The average days to first decision was 36 days in 2024. 3. JUTLP is Quartile 1 with a SJR of .909, and ranks #1 in Australian education for 2-year impact, #3 overall. 4. JUTLP has a Scopus CiteScore of 6.2 (Q1, 87th percentile). 5. JUTLP has a 2024 Web of Science ESCI Journal Impact Factor of 4.4 and ranked #43 for Education and Educational Research.
A community of practice around article peer review: A collaborative autoethnography
Learning from peer reviewer practice is one example of person-centred inquiry relevant to the broad practice of journal publishing. This curriculum inquiry adopts a practice-led inquiry (Gray, 1996) alongside a collaborative autoethnographic approach (CAE) utilising the conversations between two peer reviewers both involved in a journal driven peer review professional learning community of practice. We were interested in exploring our learnings from a peer-review professional learning program and as such our CAE methodology framed our four final research questions which were concerned with the successes and challenges of the professional learning program; the successes and challenges of a community of practice (CoP) as a vehicle for the program; the effectiveness of the program’s curriculum and the way the discussion on curriculum impacted our broader learnings. The conversations reveal insights about peer review professional learning as well as broader insights regarding the value of community of practice (CoP) as a vehicle for professional learning. Development of relational trust between professionals is a key factor in facilitating academic professional learning and this has implications for the wider ways of working with fellow academics.
building trust for professional development
Copyright (c) 2025 Professor Lauren Stephenson, Dr Geof Hill https://creativecommons.org/licenses/by-nc-sa/4.0
Finding the root cause: Embedding vegetable education into pre-health professional programs using an iterative mixed-methods approach
Reduced consumption of fruits and vegetables is linked to an increased risk of noncommunicable diseases and chronic health issues. With health professionals at the frontline of patient care, there has been an identified need to enhance vegetable education throughout training programs. In undertaking this curriculum change, Design-Based Research (DBR) presents a modern framework highly suitable for health professional programs due to its focus on co-development with a variety of stakeholders. This study aimed to utilise a DBR approach to develop insights and recommendations into what would constitute an effective and evidence-based vegetable curriculum that can be embedded within a pre-health professional course. This study underwent a five-phase iterative process of DBR with a mixed-methods research approach used to collect both quantitative and qualitative data to explore stakeholders’ perceptions. The results provide three evidence-based recommendations for educators and curriculum developers to assist in the creation and embedding of vegetable education into a pre-health professional curriculum. Firstly, this study highlights that any resource or curriculum change should be simple, focussing on reiterating the regional government’s recommended intake of vegetables and fruits. Moreover, any resource should involve hands-on activities such as laboratories or workshops and be embedded directly into the curriculum rather than self-study options. With the five phases, DBR provides an ideal framework for educational research due to its iterative design and the engagement of stakeholders.
Copyright (c) 2025 Felicity Smith, Dr Charlotte Phelps, Dr Christian Moro https://creativecommons.org/licenses/by-nc-sa/4.0
Artificial Intelligence in Educational Research and Scholarship: Seven Framings
In a recent interview (Bender et al., 2025), Professor Emily M. Bender discussed the limitations of technical solutions in addressing harmful Artificial Intelligence (AI) bias. She described a particular point we may reach at which technical solutions stop working, and when we should then widen the lens to ask about the problem framing itself. This is a crucial step in any inquiry that is of concern to both novice and experienced researchers alike: moving from problem-solving to problematisation. This commentary aims to provide educational researchers with a glimpse into the wide array of research problems and problematisation of AI in Education (AIED). It discusses seven framings of AIED: methodological pluralism; metaphors; ethnographic studies; imagining futures through fiction; humanistic groundings of AI design and development; third space professionals in research; and open education. We describe why these particular frames are relevant and how we wrote this commentary. We go on to suggest that to sustain the desirable but sometimes elusive nexus between research and teaching, we need to see both as rich, diverse, and distributed activities consisting of many actors. We seek to probe: What is AI? Who gets to say so and why? What critical, creative and pluralistic approaches can we take to research into its effects on the outcomes and experiences of students in higher education?
Copyright (c) 2025 Eamon Costello, Giselle Ferreira, Stefan Hrastinski, Jason K. McDonald, Ahmed Tlili, George Veletsianos, Victoria I. Marín, Henk Huijser, Sharon Altena https://creativecommons.org/licenses/by-nc-sa/4.0
Exploring the relationships between university staff and students: A comparison between two European countries
The quality of student-university relationships can significantly influence student engagement and experience, yet cross-cultural differences remain underexplored. This study examined Dutch (n = 407, Mage = 22.2) and French students (n = 394, Mage = 22.9), focusing on their relationship quality perceptions with staff and its impact on engagement. A quantitative correlational research design was adopted, using the Relationship Quality Scale, the Utrecht Work Engagement Scale for Students, and the Relationship Quality-Based Student Loyalty Scale. The results showed that students' trust in their university and professors, alongside academic motivation, strongly predicted overall satisfaction with the institution and its programs. Motivation mediated this relationship, explaining 18% of the variance in satisfaction. French students reported higher motivation and more positive perceptions of their university than Dutch students. The study underscores the importance of trust and support in fostering student satisfaction while highlighting cultural differences in engagement and institutional perception.
Copyright (c) 2025 Anne Plantade-Gipch, Hélène Maire, Ingrid Snijders https://creativecommons.org/licenses/by-nc-sa/4.0
Editorial: Framing the Future with a Research Agenda for Artificial Intelligence in Higher Education
Generative artificial intelligence (GenAI) is transforming higher education, reshaping assessment, curriculum, pedagogical relationships, and the broader dynamics of teaching and learning. While research on AI in education (AIEd) is expanding, it remains fragmented and often dominated by tool-centric use cases and techno-determinist narratives. In this Editorial, we argue for a new phase of meaningful AI research in higher education, research that is pedagogically grounded, ethically aware, and theoretically informed. We critique the limitations of traditional reflective practice, which, like large language models, can mirror existing assumptions without producing genuinely new insights. Instead, we call for a reframing of the Scholarship of Teaching and Learning (SoTL) that acknowledges complexity, examines power, and embraces the entangled nature of human and non-human collaboration. Meaningful research must engage with the long-term consequences of AI for teaching, learning, and academic work and not just its immediate functionality. Drawing on interdisciplinary perspectives across pedagogy, trust, ethics, and institutional change, we outline an agenda for AI research that centres on criticality, sustainability, and inclusion. We contend that meaningful research must go beyond short-term efficiency gains to examine long-term impact, support educator and student agency, and address the structural values shaping AI’s integration in higher education. This agenda is urgent: the foundations laid now will determine how we as educators lead the transformation of academic work, student experience, and the future of knowledge in an AI enhanced era.
Generative Artificial Intelligence (GenAI)
Copyright (c) 2025 Associate Professor Rachel Fitzgerald, Dr Jeya Amantha, Dr Jasper Roe, Dr Erin Roehrer, Dr Jianhua Yang https://creativecommons.org/licenses/by-nc-sa/4.0
Systematic Literature Reviews: Why I Rejected Your Review
Systematic literature reviews (SLRs) have become an increasingly common methodological approach in higher education research, particularly within the Journal of University Teaching and Learning Practice (JUTLP). However, despite their popularity, a significant proportion of submitted SLR manuscripts are desk-rejected prior to peer review. This Commentary critically examines recurring methodological shortcomings that often undermine the credibility and rigour of these submissions. Drawing on best practices in evidence synthesis, the paper highlights five core areas where authors frequently fall short: (1) the formulation of research questions that are appropriately scoped, answerable, and aligned with review goals; (2) the development of transparent, valid, and replicable search strategies using Boolean logic, truncation, and multiple databases; (3) the implementation of systematic screening and selection processes, including use of PRISMA flow diagrams and clear inclusion/exclusion criteria; (4) the use of trustworthy and replicable methods of data extraction and synthesis, including quality appraisal of included studies; and (5) the articulation of meaningful implications that extend beyond descriptive summaries to offer theoretical, empirical, and practical contributions. Through these insights, the Commentary seeks to provide constructive guidance for researchers and reviewers, with the aim of enhancing methodological integrity and increasing the acceptance rate of SLR submissions to JUTLP and similar journals. By strengthening methodological transparency, reliability, and relevance, Systematic reviews can serve as powerful tools to synthesise evidence, guide pedagogical innovation, and inform higher education policy.
Copyright (c) 2025 Dr Joseph Crawford https://creativecommons.org/licenses/by-nc-sa/4.0
Faculty transformation for enhanced student learning: A structural equation modelling study on responsible management education in India
In a world grappling with environmental and social challenges, the role of Responsible Management Education (RME) remains underexplored in emerging markets such as India. While existing studies focus on the transformative effects of RME on students, research on its impact on faculty in higher education institutions (HEIs) is limited. This study combines Mezirow’s transformative learning theory with DiMaggio and Powell’s institutional pressures theory to conceptualise faculty transformation pathways. A survey completed by 508 Indian business school faculty, analysed using structural equation modelling, found that mimetic, coercive, and normative pressures influence faculty ‘habits of mind’, but motivation is key for RME-driven transformation. Additionally, 19 semi-structured interviews with recruiters of new management graduates indicate that HEIs must refine their pedagogical approaches to enhance the impact of RME, even though students are increasingly aware of sustainable development issues, mainly through social media.
Copyright (c) 2025 Bidisha Banerji, Smitha Girija, Devika Rani Sharma, Neetika Batra, Chudamani Sriramneni https://creativecommons.org/licenses/by-nc-sa/4.0
Learners or consumers? Exploring the grade gap between widening and non-widening participation students
Increasing numbers of students from widening participation (non-traditional) backgrounds are entering higher education, yet they are typically awarded lower grades than non-widening participation students. This gap was explored from a social identity theory perspective to examine two key student identities that impact academic performance: university student (positive impact), and educational consumer (negative impact). Students were studying in Scotland, United Kingdom, characterised by a mass-consumer culture but government-funded tuition. This provided a natural comparator to research in contexts with student-funded tuition. A moderated moderation model was used to test the hypothesis that a consumer identity would have a negative impact on the relation between university student identity and grades, and that this would be more harmful for widening participation students compared to non-widening participation students given their increased social identity conflicts. An online questionnaire was completed by 133 widening participation and 100 non-widening participation students (85% women, mean age 22.6 years) to measure the strength of their university student identity and consumer identity, widening participation status, and average grades. As expected, the model was significant. For widening participation students, the positive relation between university student identity and grades reduced (disappeared) when students had a stronger consumer identity. For non-widening participation students, however, there were no relations among the variables, thus the hypothesis was partly supported. These findings suggest that a consumer identity contributes to the grade gap between these student groups, and that institutions should support students to resist developing an educational consumer identity in mass-consumer cultural contexts.
Copyright (c) 2025 Dr Siân E. Jones, Professor Louise Taylor, Karl Johnson https://creativecommons.org/licenses/by-nc-sa/4.0
The multiple affordances, complexities and limitations of micro-credentials - practitioner voices
In this paper I analyse the voices of higher and vocational education practitioners and stakeholders in the micro-credentials arena to answer the research question: What are the possible affordances, complexities and limitations of micro-credentials? Micro-credentials are small pieces of recognised learning and assessment (European Commission, 2020) that can function as an agent of change for better or worse (Desmarchelier & Cary, 2022, Gibson et al., 2016, Hanshaw, 2024, McGreal & Olcott, 2022, Pollard & Vincent, 2022, Ralston, 2021, Wilson et al., 2016). There is a gap in the literature on the possible affordances, complexities and limitations of micro-credentials experienced in practice and following the voices of practitioners’ lived experience points bring us to understanding new ways of doing things (Clandinin & Connelly, 2000). My data collection involved semi-structured interviews with ten participants from Aotearoa New Zealand and Canada who were experts or stakeholders in micro-credentialing development. By using Reflexive Thematic Analyses and Qualitative Descriptive Research, I uncover and present themes, which indicate multiple powerful and positive affordances which act as catalysts to micro-credential development, and numerous associated complexities/limitations which act as inhibitors, and investigate the relationship between them. Looking through the lenses of power/knowledge, which is practised in society as a strategy to exert control over others (Foucault, 1980) and disruptive innovations, which create footholds in markets where no market existed, (Christensen et al., 2015), I explore a possible motivational context behind these inhibitors. Finally, I propose how we might better leverage the successful build out of powerful micro-credentials, to the betterment of the human experience.
Copyright (c) 2025 Jeremy Hanshaw https://creativecommons.org/licenses/by-nc-sa/4.0
“Kind of Students… Kind of Staff” - Navigating Roles: A Thematic Exploration of PhD Demonstrators’ Experiences, Identity, and Career Implications
We examined the experiences of 16 PhD demonstrators from Russell and non-Russell universities, exploring teaching benefits and challenges, dual student-teacher identities, and opinions on the “demonstrator” title. Through interviews and reflexive thematic analysis, four themes were found: 1) ambiguity in the demonstrator label persists despite the GTA alternative, reflecting a disconnect between title and role, 2) the unpredictability, heavy workload, and lack of freedom in the role contribute to stress and diminish enjoyment for demonstrators, 3) feelings of being unsupported due to inadequate preparation, lack of recognition, poor treatment by staff, and the burdens of casualised contracts, 4) positive aspects including the unique demonstrator-student relationship, skill development, mentorship, supportive community, and flexible scheduling that provides a break from PhD work. The study highlights the importance of recognizing the dual identity, finding a label that reflects their responsibilities, addressing stress factors, and enhancing support and recognition for individuals within these roles.
Copyright (c) 2025 Nikki Dean Marshall, Tatiana Obretetskaya, Gemma Fox, Caitlin Cook, Catrin McAdams, Lee Parkin https://creativecommons.org/licenses/by-nc-sa/4.0
Reimagining the Artificial Intelligence Assessment Scale: A refined framework for educational assessment
Higher education institutions, educators, and students continue to grapple with the wide-ranging implications of Artificial Intelligence (AI) and Generative Artificial Intelligence (GenAI). The ability of advanced GenAI models to complete educational assessments continues to be one of the most pressing issues for academia. In early 2024, we published the AI Assessment Scale (AIAS), which describes a practical framework for addressing GenAI use in educational assessment. The AIAS was well received and has been implemented in hundreds of institutions worldwide and translated into 30 languages. Building on our experience using the AIAS and drawing on feedback and critiques received worldwide, in this paper, we provide an updated version of the AIAS. The updated AIAS encompasses several important developments, including clarifying the theoretical basis of the scale through social constructivist principles, developing the AIAS to function as an assessment redesign framework to enhance validity, and adjusting the visual assets of the AIAS to function inclusively and non-hierarchically. Furthermore, in anticipation of future developments in the field of AI and the increasing focus on preparing students to function in an AI-augmented world, we introduce an additional level, ‘AI exploration’. Through this paper we also seek to clarify both the intended and unintended applications of the AIAS. We provide implementation guidance through practical examples and explain how the AIAS functions as both a communication tool and a framework for task redesign that strengthens validity.
Copyright (c) 2025 Associate Professor Mike Perkins, Dr Jasper Roe, Leon Furze https://creativecommons.org/licenses/by-nc-sa/4.0
Editorial: Improving quantitative research in higher education learning and teaching
Empirical research in higher education learning and teaching is vital if we are to enhance our understanding of how to improve students’ experiences and outcomes. Historically, however, this research has received less attention, recognition, and investment compared to discipline-specific research. Consequently, the field has suffered from a lack of methodological quality. In this Editorial, we consider common methodological problems in this research in view of international standards for quality research. Focusing on quantitative methods, we offer guidance to educators for developing rigorous higher education research, using a psychological science lens. We structure our discussion around three Principles for conducting theoretically-driven and systematic research, using tools that can increase the reliability, validity, and subsequent impact of research. Principle 1 = Theorise well, Principle 2 = Prioritise method robustness, and Principle 3 = Analyse, do not merely describe. Ultimately, our aim is to support educators to conduct robust research for improving higher education learning and teaching, and facilitate the dissemination of impactful findings by sharing them with others at scale in educational journals.
Copyright (c) 2025 Louise Taylor, Hai Min Dai, Hilary Ng, David Playfoot, Sarah Rose https://creativecommons.org/licenses/by-nc-sa/4.0
It takes a village... Program-wide approaches to redesigning assessment in a time of generative artificial intelligence (GenAI).
The rapid maturation of generative artificial intelligence (GenAI) platforms has created significant challenges for higher education, particularly in relation to assessment. This project sought to explore the lived experiences and views of GenAI in relation to assessment for academics and students in higher education. A qualitative interpretivist approach was adopted, using semi-structured interviews. When data were thematically analysed, three themes were developed; emotions, academic role and identity; assessment must change, and the work and expertise required to change assessment. Academics and students experienced both positive and negative emotions in relation to GenAI. Concerns about the complexity of changing assessment and resources needed to change assessment were pervasive. Based on these findings we propose that “it takes a village” to redevelop assessments in a time of GenAI and therefore collaborative, program-wide approaches are the way forward.
Copyright (c) 2025 Dr Kelli Nicola-Richmond, Professor Phillip Dawson, Professor Helen Partridge, Associate Professor Susie Macfarlane https://creativecommons.org/licenses/by-nc-sa/4.0
An ePortfolio recommendations roadmap supported by a UNSW Sydney education focussed (EF) academic fellowship program: Reflective practice and feedback literacy within ePortfolios matters
The Education Focussed (EF) Fellowship program was introduced by the UNSW Sydney Pro Vice-Chancellor Education and Student Experience (PVCESE) Portfolio to support EF academics via an EF Fellowship Program in all faculties. The vision was for cross-faculty collaboration by EF Fellows on strategic projects identified as key for enhancing the student experience. EF Fellows would provide a comprehensive review of the pedagogical scholarship and shared practice expertise in education to develop a deep understanding of the needs and requirements to address various strategic projects. One of these strategic projects was focussed on ePortfolio pedagogy and practice. An important consideration was to ensure that time was granted to EF Fellows. Each EF Fellow was awarded funding equivalent to 0.4 full time equivalent (FTE) for Term 3, 2021 to allow for time to generate thinking and practice around each strategic project. This supported approach enabled the ePortfolio EF Fellowship team to generate a set of recommendations for a roadmap towards a hybrid ePortfolio pedagogy and practice system.
Copyright (c) 2025 Patsie Polly, Donna Mary Salopek, Jacky Mo, Gavin Mount, Peter Neal, Chona Ryan, Nayuta Yoshioka https://creativecommons.org/licenses/by-nc-sa/4.0
Values of the T-shaped Leader: Applying the 4M Framework to Address SoTL Grand Challenges and Foster Sustainable Development Goals in Higher Education
This paper follows the conceptual T-shaped model, introduced by (the Authors), serving as a conduit for the dissemination of empirical data derived from engaging discussions with international Scholarship of Teaching and Learning (SoTL) scholars. The authors not only present the model, but also offer auto-ethnographic reflections, unravelling the key values embedded within it. These values, namely: context, contribution and co-creation, ethics of care, valuing, and research, are explored in-depth, highlighting their integral role in the T-shaped model. Expanding the foundational framework, this paper explores the interconnections between the T-shaped model's five values through the analytical lens of the 4M model, as articulated by Friberg (2016). This exploration spans all four levels: the personal (micro level), institutional (meso level), alignment with the recently released SoTL Grand Challenges (macro level) (Scharff et al., 2023), and a commitment to addressing the Sustainable Development Goals (SDGs) outlined by the United Nations (mega level). As higher education institutions (HEIs) worldwide ardently pursue the preparation of globally competent graduates, this paper highlights the imperative of well-informed institutions. These institutions, it argues, should not only champion the significance of teaching and learning but also conscientiously safeguard finite global resources. Acting as a guidepost for the journey ahead, this paper illuminates a path toward creating an educational landscape that aligns with contemporary challenges and strives to meet the evolving demands of the future. In doing so, it contributes to the ongoing discourse on advancing pedagogical practices for holistic higher education.
Copyright (c) 2025 Professor Earle Abrahamson, Dr Lisa Hatfield, Dr Corinne Green, Professor Nina Namaste, Professor Mayi Arcellana-Panlilio, Professor Michelle Eady https://creativecommons.org/licenses/by-nc-sa/4.0
Embedding Generative AI as a digital capability into a year-long skills program.
The arrival of Generative Artificial Intelligence (GenAI) into higher education has significantly transformed assessment practices and pedagogical approaches. Large Language Models (LLMs) powered by GenAI present unprecedented opportunities for personalised learning journeys. However, the emergence of GenAI in higher education raises concerns regarding academic integrity and the development of essential cognitive and creative skills among students. Critics worry about the potential decline in academic standards and the perpetuation of biases inherent in the training sets used for LLMs. Addressing these concerns requires clear frameworks and continual evaluation and updating of assessment practices to leverage GenAI's capabilities while preserving academic integrity. Here, we evaluated the integration of GenAI into a year-long MSc program to enhance student understanding and confidence in using GenAI. Approaching GenAI as a digital competency, its use was integrated into core skills modules across two semesters, focusing on ethical considerations, prompt engineering, and tool usage. The assessment tasks were redesigned to incorporate GenAI, which takes a process-based assessment approach. Students' perceptions were evaluated alongside skills audits, and they reported increased confidence in using GenAI. Thematic analysis of one-to-one interviews revealed a cyclical relationship between students' usage of GenAI, experience, ethical considerations, and learning adaptation.
Generative AI, Artificial Intelligence, GenAI, Assessment, Process base assessment, Curriculum design, Skills Development, Competency Base Assessment, Higher Education
Copyright (c) 2025 Prof David P. Smith, Dami Sokoya , Skye Moore, Chinenye Okonkwo , Charlotte Boyd , Dr Melissa M. Lacey, Dr Nigel J. Francis https://creativecommons.org/licenses/by-nc-sa/4.0
Who Decides?: A Review of Challenges of the Discourse around Teaching Excellence
The notion of ‘teaching excellence’ is complex and multi-faceted, and this raises questions around what ‘excellent’ teaching looks like. Similarly, the criteria for teaching excellence awards in different countries and contexts seem to be particularly vague. This paper draws on the existing literature from over thirty years (1992–2024) on the political and organisational discourse around excellence in higher education, the impact of attempting to measure excellence, and how related award schemes recognise teaching excellence. It aims to highlight some of the challenges of this topic, while also encouraging policy makers, leaders, and educational practitioners to reflect on how different terms are used, to consider whose view of excellence is being applied, and to collaborate on a move towards greater clarity around defining and developing excellence in practice.
Copyright (c) 2025 Claire Goode https://creativecommons.org/licenses/by-nc-sa/4.0
From boredom to breakthrough: Teacher and student engagement in online and face-to-face contexts in English as a Foreign Language classrooms
Teacher boredom is a significant yet underexplored issue in English as a Foreign Language (EFL) classrooms in Saudi Arabia, often intertwined with student disengagement, particularly in the context of dual teaching modalities: offline and online. This qualitative study aimed to investigate the factors contributing to teacher boredom, the strategies employed to mitigate it, and the interrelationship between teacher and student boredom in both teaching environments. Seventy one EFL teachers from diverse backgrounds participated in the study, completing an open-ended questionnaire. Thematic analysis revealed that monotonous routines, technological challenges, and student disengagement were the primary factors contributing to teacher boredom. Teachers employed various coping strategies, including interactive activities, multimedia tools, and humour, to address these challenges. However, the effectiveness of these strategies varied between offline and online settings. In offline classrooms, teachers relied on direct interaction and relational pedagogical methods, while online environments necessitated the use of technological and multimedia resources. The findings also revealed a cyclical relationship between teacher and student boredom, showing the need for targeted interventions that address the needs of both groups. This study contributes to a nuanced understanding of teacher boredom in the Saudi EFL context and provides practical insights for fostering engagement in diverse teaching modalities. The findings call for professional development, curriculum flexibility, and stronger technological infrastructure to support effective teaching.
Copyright (c) 2025 Mohammad Al-khresheh, Sami Alanazi https://creativecommons.org/licenses/by-nc-sa/4.0
Reconceptualising the role of academic language and learning advisers in the artificial intelligence age
Generative artificial intelligence (AI) tools are profoundly transforming learning, teaching and assessment in higher education. These tools present a major challenge for academic language and learning (ALL) advisers, as they are increasingly capable of performing many of the individual learning support functions that ALL advisers have traditionally provided to students. This conceptual article reimagines the role of ALL advisers in an AI-dominated world. It argues refocusing on four areas of practice: professional learning for educators, AI literacy, peer learning communities, and self-regulated learning. By embracing these areas of practice, and through collaboration with other third space professionals, ALL advisers can leverage the opportunities presented by AI to adopt a leading role in building staff and student
Copyright (c) 2025 Andrew Kelly, Katrina Strampel, Andrea Lynch https://creativecommons.org/licenses/by-nc-sa/4.0
“I Feel Seen”: What Higher Education Students Find Helpful in Learning Analytics-Informed Personalised Messaging from Teachers
There is a recognised disconnect between the learning analytics that are routinely collected by higher education institutions, and their application in improving learning and teaching. The effectiveness of presenting learning analytics in dashboards, either student-facing or teacher-facing, has been questioned, with student-facing dashboards sometimes leading to negative outcomes, and teachers struggling to convert dashboard indicators into actions that improve learning. Likewise, analytics used in early-warning systems to identify at-risk students can be overly reliant on demographic or past performance data, and not responsive to unit-specific learning conditions, which are likely to be more significant when it comes to improving engagement and performance. An alternative approach to using learning analytics is to afford teachers the ability to use data for tailoring messages to students in a fashion and rhythm that best suits the specific pattern of learning activities and assessments within a particular unit. Following an approach such as this, the Student Relationship Engagement System (SRES) has been in use at the University of Sydney since 2011. We analysed six years of students’ feedback comments on what they found useful about email messages they received via SRES, and found that they most appreciated personalised feedback, which they frequently indicated would help them improve in future assessments. They also signalled that timely reminders and clarifications of unit requirements were helpful, and they valued the encouragement, motivation, and sense of connectedness the messages conveyed. To our knowledge this is the first large-corpus study of student perceptions of this type of learning analytics application.
Copyright (c) 2025 Christopher Bridge, Associate Professor Jay Cohen, Professor Danny Y. T. Liu https://creativecommons.org/licenses/by-nc-sa/4.0
Assessing the motivational climate in a university course: Considerations for motivating all students
The motivational climate in a course can affect students’ motivation, engagement, and performance in the course. To examine if the motivational climate in a computer science course varied by gender or students’ high school experiences, we assessed motivational climate across 4 time points and compared students’ responses by gender and experience in computer science. The purpose of this article is to present the results of this mixed-methods survey study and to provide an example of how instructors can assess motivational climate to investigate potential differences among groups of students. We measured motivational climate using the MUSIC Model of Motivation Inventory, which measures five motivational climate perceptions: eMpowerment, Usefulness, Success, Interest, and Caring (MUSIC is an acronym). All of these MUSIC perceptions decreased significantly across the semester, except for interest. Empowerment and success decreased across the semester for all students. Success expectancies were significantly lower for women and for those without high school computer science experience. On average, perceptions of usefulness and caring decreased across the semester for women. These findings indicate that the course design may have had a more negative effect on women than men. The instructor could use these results to address these course perceptions in ways that foster a motivational climate that is more equitable and inclusive of all students.
Copyright (c) 2025 Brett D. Jones, Margaret O. Ellis, Hande Fenerci, Frances A. McCarty, Jennifer Gallagher https://creativecommons.org/licenses/by-nc-sa/4.0
Equity in student enrolment: A quantitative population perspective on international students in Australian universities
Nearly a third of Australian university students are international and are major contributors to Australia’s economy. Focusing on population rates, this paper explores the contribution of international student enrolment in Australian universities to global higher education equity. Findings indicate that, in 2022, the median rates of international student enrolment per 100,000 population were highest for the Indian subcontinent and lowest for Sub-Saharan Africa. National rates varied from 0.03 to 403 per 100,000 of the population. There were no indications of regional or national patterns with gross domestic product (GDP), proportion of GDP spent on education or access to national higher education, apart from some high GDP countries with high rates of student enrolment in Australia. Repeating the analyses for 2019 and restricting the population to ages 15-24 made no substantial difference. Given the high fees for international students, these results indicate that individual ability to pay is the most important predictor of becoming an international student in Australian universities. This paper argues that Australia should develop a strategy for international higher education based on global need rather than solely Australia’s economic benefit.
Copyright (c) 2025 Stephen Leeder, Dr Richard F. Heller https://creativecommons.org/licenses/by-nc-sa/4.0
Digital Competence in Student Learning with Generative Artificial Intelligence: Policy Implications from World-Class Universities
In the context of digital transformation and given the recent emergence of Generative Artificial Intelligence (GAI), it is vital to identify the skills needed for using this technology in teaching and learning. This study investigates the digital competence required for utilizing GAI in learning and the corresponding policy implications. Adopting the DigComp framework, a qualitative content analysis of regulatory documents from 88 globally distributed world-class universities was conducted to uncover students' digital competence levels in using GAI and identify influential factors. Findings indicate that these higher education institutions (HEIs) place a strong emphasis on digital literacy, safety, and critical thinking when regulating students’ competence in the use of GAI technologies. However, it is also evident that communication and collaboration competencies are often overlooked in the implementation of GAI technologies within educational settings. Moreover, as the world-class universities primarily focus on enhancing students’ output capability and assessing their learning outcomes, challenges arise in terms of content creation and problem-solving competence when implementing GAI technologies. Consequently, key policy implications and recommendations are provided for educational policymakers and practitioners to address these gaps and enhance the effective integration of GAI in learning environments across various global contexts.
Copyright (c) 2025 Assoc. Prof. Youliang Zhang, Dr. Zhen Tian https://creativecommons.org/licenses/by-nc-sa/4.0
Exploring the experiences of social loafing in group work among online psychology students
Social loafing, the tendency for individuals to put in less effort when working in a group compared to working alone, is amplified by various challenges in online learning environments. These challenges include maintaining engagement, reduced task visibility, and the physical distance created by technology, all of which can encourage some group members to contribute less. The absence of face-to-face interaction can lead to feelings of isolation and reduced accountability, further complicating group dynamics. Through a qualitative approach, this research explores how online psychology students perceive and experience social loafing during group assessments. Semi-structured focus groups with nine participants from a Graduate Diploma of Psychology program were conducted to co-create possible solutions to social loafing in online group assessments. Using Reflexive Thematic Analysis, four themes were developed. These themes reflect students’ interest in co-creating solutions that suit an online (mostly asynchronous) context. Students recommended alternative channels to communication (such as social media) as learning technologies native to the LMS can create barriers to engagement. Students prefer to reduce the weighting of group grade and balance their grade against their individual contribution. Evaluative judgement training is needed to improve peer assessment of group contributions. Online students require more investment/facilitation in the group introduction stage, as their competing demands mean they are less able to synchronously meet.
Copyright (c) 2025 Olivia Puccini, Dr Samantha J. Newell https://creativecommons.org/licenses/by-nc-sa/4.0
Editorial: The difference in practice papers and scholarship: We publish the latter
The differences between regularly published practice papers and evidence-based Scholarship of Teaching and Learning (SoTL) manuscripts as preferred publications are outlined and discussed in this editorial. By examining the literature and backstory of SoTL, clear guidelines for well-designed research studies supported by evidence provide compelling reasons for SoTL papers to contribute to international knowledge, change thinking, advance practice in higher education and meet the aims of scholarly academic journal. The types of evidence that can be used are described, and a practical checklist for authors to benchmark their manuscript against SoTL principles is also offered as a hands-on tool for improving manuscript submissions. Studies based on evidence and scholarship establish credible, valid, and current knowledge through defensible theoretical frameworks and systematic methodology. Scholarly studies not only contribute to knowledge, improve practice, advance pedagogy, and inform policy but also drive significant change in international higher education contexts
Copyright (c) 2025 Dr Sally Ashton-Hay, Dr Bianca Coleman, Dr Miriam Sullivan, Cathy Mae Toquero https://creativecommons.org/licenses/by-nc-sa/4.0
Tacit Knowledge and a Mysterious Code: Articulating Academic Writing Expectations in Disciplinary Grading Criteria
Academic writing is integral to student achievement in higher education. Despite a move towards enhanced transparency in assessment, little is known about how writing is represented in the grading criteria of the various university disciplines. This qualitative study analyses criteria to uncover how writing expectations are presented within them. First, we reveal what facets of writing are included in the criteria. Second, we identify three issues: a mismatch between the level of challenge and the grade awarded; inconsistencies within criteria in terms of what is being graded; and ambiguities in terms of the language used. We interpret these findings through the conceptual lenses of non-formal learning and tacit knowledge and argue that professional development activities for lecturers need to be designed to render tacit knowledge of academic writing explicit. Our paper is a catalyst for university departmental discussion as to what constitutes quality writing for a specific assignment, and how those expectations might be better conveyed through rubrics.
Copyright (c) 2025 Associate Professor Lisa McGrath, Dr. Helen Donaghue https://creativecommons.org/licenses/by-nc-sa/4.0
Advocating synergising a critical dialogic approach with competencies-trained dialoguing with GenAI tools to enhance students’ critical thinking and communication competencies
This paper proposes synergising a critical dialogic approach with competencies-trained dialoguing with GenAI tools like ChatGPT as multidisciplinary more knowledgeable others to enhance students’ critical thinking and professional communication competencies. It emphasises the importance of engaging all students, regardless of their learning profiles, in authentic dialogic interactions requiring higher-order thinking skills to develop and enhance their critical thinking and communication competencies. It suggests that students develop at least a fundamental level of the target competencies through the critical dialogic approach and apply them in dialoguing with GenAI tools to further enhance their developing competencies. This paper also discusses the potential issues with the accuracy and reliability of ChatGPT’s responses and the importance of critical thinking and communication competencies in dialoguing with GenAI tools. Moreover, this paper proposes a professional proposal competencies framework, along with an associated rubric and key guiding questions, for use in the dialogic teaching and learning of critical thinking and communication competencies, dialoguing with GenAI tools to enhance these competencies, and assessing them. Overall, this paper conceptualises GenAI tools as additional more knowledgeable multidisciplinary dialoguing partners for students to enhance their developing competencies through critical dialoguing and proposes that the future of education may depend on our ability to synergise human and artificial intelligence to create more engaging and effective learning approaches.
human and artificial intelligence synergy
critical thinking and communication competencies
Copyright (c) 2025 Muhammad Rahimi https://creativecommons.org/licenses/by-nc-sa/4.0
Australian higher education researcher between 2020-2024: Open-access fees, authorship, editorships, and institutional analysis
The Australian higher education research landscape is constantly changing, although Australia’s involvement in higher education research is consistently globally ranked – often third behind the US and UK. Indeed, in some areas of higher education, Australian researchers like Boud and institutions like Deakin University rank first globally. However, less is known about the make-up of the contemporary higher education landscape (2020-2024). In this bibliometric analysis, I explore Australian authorship across 1,241 instances of authorship and 112 Australian editorship roles in the top 20 higher education journals alongside examining current ownership structures of those journals (noting other forms of publications like books, chapters, and articles outside the top 20 are much larger in volume). Editorships across the top 20 journals are also considered, noting that there are three Australian-based chief editorial appointments, and nine deputy or senior editorial appointments. Individual rankings and summaries of performance are highlighted further in this paper. I also explore current Australian institutional contributions and comment on possible pathways to increase national performance in higher education research. This paper highlights the essential role of transparency in open access fees in higher education research.
Compassionate pedagogy: Principles and methods for allied health education
This article explores the potential of compassion and self-compassion as pedagogical concepts for allied health education in universities. Compassion and self-compassion have long histories in philosophy and religion. They are argued as essential to transformational learning, and for cultivating the civic-mindedness and moral dispositions necessary for ethical conduct in a complex multicultural and diverse world. Yet, the neoliberal transformation of universities has created environments characterised by competition and individualism, negatively affecting the well-being of students and educators. Under such conditions, a return to compassion and self-compassion as guiding principles is warranted. In this article, we address the question: What can a pedagogy of compassion and self-compassion bring to the teaching and learning context of allied health education in a university setting? We argue that there is strong evidence that compassion and self-compassion improve learning and the student experience, which can support critical thinking, emotional awareness, and advanced interpersonal skills required in allied health professions.
Copyright (c) 2025 Megan Hatfield, David Hodgson https://creativecommons.org/licenses/by-nc-sa/4.0
Increasing student survey participation through single-subject interventions affecting concurrent subjects
Student evaluations of teaching (SET) surveys are a widely debated tool used by universities worldwide for quality assurance and improvement. Low response rates often result in non-response bias, significantly undermining their validity. While numerous evidence-based strategies exist to improve response rates, the importance of achieving higher rates to enhance the usefulness of these surveys is frequently underestimated, and applying these strategies across all subjects can be time-consuming and costly. Previous research has not specifically explored whether interventions in one subject could encourage greater student participation in SETs for other concurrently studied subjects. In this study at an Australian metropolitan university, we demonstrate that by targeting key health subjects with a combination of three evidence-based strategies, response rates almost doubled in both targeted and untargeted subjects the same students were studying. This also enhanced response quality, as measured by the length and lexical diversity of open-ended responses. The improved response rates for all subjects were observed regardless of learning modes (blended or online-only), enrolment type (undergraduate or postgraduate), or whether students were on placement. These findings suggest that targeted interventions could encourage students to complete all their SET surveys. The benefits are clear: increased survey participation across multiple subjects can reduce non-respondent bias while minimising the burden of survey promotion. Our study contributes to the body of knowledge guiding university decision-makers in increasing student feedback to improve teaching quality.
Copyright (c) 2025 Dr. Rachael Z Murray, Associate Professor Joanne Voisey, Dr. Samuel Cunningham, Dr. Yasmin J. Antwertinger, Associate Professor Henk Huijser, Dr. Eva Hatje, Miss Savannah Aitcheson, Dr. Sheree Hurn, Dr. Annalese B. T. Semmler https://creativecommons.org/licenses/by-nc-sa/4.0