Empowering students to address social issues doesn’t require a classroom overhaul. Simple, everyday activities can be life-changing when integrated into traditional teaching.
Articles on University teaching
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Last week in Sydney, we saw a melodrama acted out that could stand in for the state of Australian universities more generally.
To understand the causes of ‘grade inflation’, a new study sought the opinions of those closest to the phenomenon: university teachers.
Only by considering conditions specific to post-secondary education today can educators reimagine more engaged and critical learning.
There has been a huge amount of speculation about what ChatGPT means for university study. But has actually been happening? A new survey looks at the first semester with this new technology.
Teaching has long been treated as the poor cousin of higher education. The Universities Accord has the opportunity to change this.
Research by geographers in Canada, the United States and Hong Kong identifies lessons for universities and colleges from the 2020 move to online learning.
The new ‘Screenomatic’ model can protect students and academics, while still providing useful feedback.
Academics described their universities as exploitative, oppressive, toxic and fiscally driven. They felt themselves being dehumanised and demoralised by management. Most reported feelings of burnout.
Talk of “breaking down the barriers” is all too often a cover for breaking down academic disciplines to create administrative flexibility.
Faculty in a cross-country survey recommended modifying metrics used to gauge productivity to account for the differential impacts of the pandemic on women and racialized faculty.
Teaching News You Can Use is a new online resource to guide and inspire university teachers and, in doing so, help build an academic community that recognises good teaching practice.
You’d think class sizes would be an important consideration for students when choosing a university, but universities don’t make that information public. They should.
Student experience or satisfaction surveys are not a reliable guide to teaching performance. Even worse, anonymous survey responses are at times little better than university-facilitated hate speech.
Casual staff often miss out on professional development and feel isolated and invisible. Team teaching helps support these staff while improving the continuity and quality of university teaching.
We live in a world of spoken, visual and written communication, but the third mode continues to dominate teaching and assessment in university communication courses.
The sameness of the way in which universities present themselves is based on a shared view of what they think stakeholders want. Behind the official facade it’s more like ‘organised anarchy’.
Workplace stress among academics has long been higher in Australia and New Zealand than overseas, and research suggests the flow-on impacts on students could fuel a vicious cycle of negative feedback.
The Job-Ready Graduates policy aims to remove ‘the misalignment between the cost of teaching a degree and the revenue that a university receives to teach it’. But new research challenges its costings.
At best, when universities differentiate and specialise it can marshal talent and sharpen their focus. At worst. though, this debate can present universities with a false dilemma.
Top contributors
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Research Affiliate, School of Social Sciences, Monash University
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Senior Lecturer in Technology Enhanced Learning, Lancaster University
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Associate Professor, Melbourne Centre for the Study of Higher Education, The University of Melbourne
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Chair, The Conversation Media Group
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Professor of Research, Foundations & Higher Education, Northern Arizona University
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Senior lecturer, Centre for Higher Education Research, Teaching and Learning, Rhodes University
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Senior Lecturer, University of Cape Town
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Instructor, DePaul University
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Professor Emerita (social science), University of Sydney
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Associate Professor of Higher Education Studies. Head of Department of the Centre for Higher Education, Research, Teaching and Learning, Rhodes University
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Professor of International Affairs and the Vice-Provost and Associate Vice-President (Academic), Carleton University
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Professor of Actuarial Studies and Business Analytics at Macquarie Business School,, Macquarie University
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Professor in High Medieval History, Durham University
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Professor and Executive Dean: Engineering, University of Canterbury
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Professor of Higher Education, Rhodes University, South Africa, Rhodes University