Vol. 23 No. 3 (2026): Quarterly Issue 3

Although undergraduate thesis finalisation tends to improve when combining individual and group supervision activities, the theoretical justifications for forming such combinations and the evaluation of their sub-components’ comparative

Although undergraduate thesis finalisation tends to improve when combining individual and group supervision activities, the theoretical justifications for forming such combinations and the evaluation of their sub-components’ comparative impact on students’ progression is lacking. We introduce the concept of thesis finalisation self-efficacy (TFSE) and explore the application of the TFSE-supporting supervision model in one undergraduate programme. The five-stage design research, including the analysis of input from surveys and interviews with participating students and supervisors, showed that the TFSE-supporting supervision model supported TFSE the most through vicarious experiences provided by group meetings, mastery experiences stemming from the supervisor’s feedback to thesis plans and thesis drafts, and verbal persuasion by the supervisor during group meetings. Improving students’ abilities, through activities for the entire student cohort, and interactions between students outside of group meetings had a less strong impact on TFSE. Still, complementing traditional individual supervision with group supervision and cohort activities, in the form of thesis seminar courses, appeared to be rewarding. Our application of such a model led to an improvement in graduation rates, without a decrease in thesis quality, while simultaneously improving students’ thesis writing experience. It also created time-savings for thesis supervisors and enabled more focused attention on the content of the thesis.

Interprofessional learning experiences (ILE) are becoming increasingly important components of allied health curricula, but present many challenges, particularly in distance education settings. We developed a bespoke online collaborative

Interprofessional learning experiences (ILE) are becoming increasingly important components of allied health curricula, but present many challenges, particularly in distance education settings. We developed a bespoke online collaborative practice module (CPM) for clinical exercise physiology students studying via distance education, designed to deliver similar benefits to traditional ILE without the same challenges and limitations. The CPM consisted of two distinct learning phases: knowledge expansion and knowledge application, with each phase containing both synchronous and asynchronous learning experiences. The CPM was assessed via a mixed methods approach, which involved students participating in a one-on-one semi-structured interview post-CPM participation and completing the 16-item Self-Efficacy for Interprofessional Experiential Learning (SEIEL) scale both pre- and post-CPM participation. Participants (n = 10) were recruited from a single cohort of students studying a final year, capstone-style subject. The CPM was effective in improving student self-efficacy for interprofessional experiential learning (p = 0.001) and was acceptable to students who participated in the study. Inductive reflexive thematic analysis of the qualitative data supported an improvement in student self-efficacy and revealed four main themes: authentic preparation for real-world practice, encapsulation and consolidation of learning from across the degree, engagement and learning from peers, and broadening of knowledge and understanding, which enhanced confidence. The CPM may be a viable alternative to traditional ILE where the challenges and limitations of traditional ILE cannot be readily overcome.

Providing feedback to students is an important yet time-consuming part of teachers’ work. Advances in AI technologies, especially generative AI, have introduced innovative solutions to automate the feedback process. The use of AI for

Providing feedback to students is an important yet time-consuming part of teachers’ work. Advances in AI technologies, especially generative AI, have introduced innovative solutions to automate the feedback process. The use of AI for feedback has generated interest in higher education, mainly attributed to its potential to reduce teachers’ workload and enhance feedback timeliness in response to the massification of university education. However, there remains a gap in empirical research that focuses on the ethical implications of this practice. In view of this, the paper draws on a diverse dataset (i.e., university policy reviews, social media posts and interviews with university teachers and students) to extrapolate eight key areas of ethical considerations regarding teachers’ use of AI for feedback purposes. Building on these areas, we call for a more nuanced understanding of what it means for teachers to use AI for feedback, considering various contextual complexities such as the purposes of assessment, the features of student assignments, and the types of feedback automated by AI. The study also highlights the need to move beyond the binary question of whether teachers should use AI or not towards exploring how feedback activities and teacher AI use could be designed and operated in ways that maintain and even enhance care, trust, and human connections central to effective feedback processes. While the study focuses on teachers, promoting the ethical use of AI requires a collective effort from multiple stakeholders in and beyond higher education.

Despite Generative AI (GenAI) is transforming higher education globally, its implications for access, inclusion, personalized learning, assessment, and research productivity in African higher education institutions (HEIs) remain

Despite Generative AI (GenAI) is transforming higher education globally, its implications for access, inclusion, personalized learning, assessment, and research productivity in African higher education institutions (HEIs) remain underexplored. This review synthesizes empirical evidence on how African HEIs are adopting GenAI, highlighting key opportunities, ethical challenges, and levels of institutional preparedness. We searched six academic databases, including Education Source Ultimate, Web of Science, Academic Search Ultimate, ERIC, APA PsycINFO, and Humanities Search Ultimate for peer-reviewed journal articles and conference papers published in English between 2022 and 2025. Out of the 110 records, 82 were screened after 28 duplicates were removed. We conducted full-text reviews on 51 eligible articles and 39 met the inclusion criteria. Our findings indicate that GenAI adoption in African HEIs is expanding but uneven, concentrated in digitally advanced nations, enhancing personalization, multilingual learning, and research productivity, yet raises ethical concerns about academic integrity. We recommend that institutions integrate GenAI literacy into faculty development and curricula and that policymakers prioritise governance frameworks that balance innovation and ethics.

Navigating the landscape of Higher Education can be particularly challenging for Enabling students, with their ability to persevere and maintain feelings of ‘hope’ likely to impact their confidence to complete their Enabling program. This

Navigating the landscape of Higher Education can be particularly challenging for Enabling students, with their ability to persevere and maintain feelings of ‘hope’ likely to impact their confidence to complete their Enabling program. This paper explores the impact of hope on student perseverance and progress within an Enabling program. Using data collected from in-depth interviews with two participants, we investigate how hope shapes students’ motivation, resilience, and ultimately their ability to cope with academic challenges. The findings reveal that hope serves as a critical psychological resource, fostering a sense of agency and goal-directed behaviour that can enable students to flourish in their educational journeys. Through interpreting participants’ experiences using the lens of hope theory (Snyder, 2000) educators in the Enabling space can better appreciate how students navigated obstacles and sustained their commitment to the program. This paper contributes to the understanding of hope as a vital resource in educational contexts, situated within the growing discourse on equity, access, and the emotional dimensions of learning in transitional educational contexts.

Kindness can be conceived as a transformational power that can reconfigure higher education institutions away from reductionist, performative, and corporate sensibilities. However, an absence of kindness can also play a significant role

Kindness can be conceived as a transformational power that can reconfigure higher education institutions away from reductionist, performative, and corporate sensibilities. However, an absence of kindness can also play a significant role within a student’s tertiary experience, leaving students who receive unkindness with a diminished sense of self, belonging, and achievement. Underpinned by Bronfenbrenner’s ecological systems theory and positioning theory, our article explores students’ experiences of the absence of kindness during interactions with lecturers in the higher education context, and the impact of such interactions on students’ academic success and personal wellbeing. Survey data of 23 students from a larger study who described an absence of kindness from lecturers were analysed via reflexive thematic analysis. Using the metaphor of dance, findings revealed several themes about the impacts of the absence of kindness on students, including Out of Step, Side-Stepping, Stepping on Toes, Walking on Tiptoes and Bowing Out. These findings have significant implications for higher education institutions.

University students are experiencing increasingly high levels of psychological distress globally, presenting a significant concern for students as well as universities. Numerous stressors contribute to psychological distress, including

University students are experiencing increasingly high levels of psychological distress globally, presenting a significant concern for students as well as universities. Numerous stressors contribute to psychological distress, including impostor phenomenon (IP). The extent, impact and management strategies of IP in university students are less explored in the literature. This study measures the prevalence of IP in graduate health science students, its association with self-efficacy, and evaluates the impact of an educational workshop designed to address it at an Australian university. First, anonymous surveys assessing IP, self-efficacy and demographic information were collected from 115 graduate health science students. Subsequently, a 90-minute workshop on IP awareness and coping strategies was delivered to Master of Clinical Audiology students, with a post-workshop assessment. Our findings showed 77% of graduate health science students had high levels of IP, and students with higher levels of IP had lower levels of self-perceived efficacy. A significant reduction in levels of IP was observed immediately following workshop participation. The findings of this study highlight the pervasiveness of IP among graduate health science students and demonstrate the potential of educational workshops as an effective short-term management strategy.

Australia’s increasingly marketised higher education ecosystem relies on postgraduate coursework (PGCW) students. In this study we adopt the position that PGCW students are important customers or consumers of university offerings, and

Australia’s increasingly marketised higher education ecosystem relies on postgraduate coursework (PGCW) students. In this study we adopt the position that PGCW students are important customers or consumers of university offerings, and examine how we can provide them with value in co-badged (dual-listed) courses—units where undergraduate and postgraduate students share curricula and learning environments. Using Appreciative Inquiry and the Determinants of Student Satisfaction in Higher Education (DSSHE) framework, we analysed interviews with 16 PGCW science students. Participants valued practical, industry-relevant content, inclusive learning experiences, and opportunities to benchmark their progress and identity against undergraduate peers. Their sense of educational value was shaped not only by curriculum design but also by emotional and relational factors such as belonging, recognition, and self-efficacy. The adapted DSSHE-PGCW framework and the practitioner notes provided here offer tools and guidance for designing co-badged courses that meet the complex needs of postgraduate learners and support their transition into advanced scholarly roles.

This study examines the participant feedback from pre-service teachers who engaged in the Reflexivity Workshop (RW) during their campus training in religious education (RE). Based on their feedback and key principles of design-based

This study examines the participant feedback from pre-service teachers who engaged in the Reflexivity Workshop (RW) during their campus training in religious education (RE). Based on their feedback and key principles of design-based research, which aims to develop design and theories that are useful for practice, the study proposes initial guidance for incorporating reflexivity into RE teacher education. The RW was designed to activate reflexivity, a key concept in RE research related to self-reflection and worldview positionality. Exploring the feedback with attention to what we can learn from their reported experiences and perceived outcomes, the study aims to initiate a discussion on teaching strategies for reflexivity. The feedback comprises data from students enrolled in an integrated 5-year teacher education at four Norwegian universities and includes 76 written responses as well as semi-structured interviews with 11 participants. Findings suggest overall satisfaction with the RW experience and perceived learning outcomes were articulated in relation to reflexivity and core teaching values. Recommendations for practice are suggested.