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Guy Littlefair, PVC International at Auckland University of Technology, joins HEDx to share insights into transitions between university and business environments and the importance of partnerships. He gives great pointers to how universities and businesses can best work together in addressing local and global issues. In the week that Mark Scott takes over at the University of Sydney, and foreshadows a focus on partnerships, forging them is emerging as a priority for all in the sector.
This episode has Margaret Sheil join the HEDx team to outline where QUT is up to in refreshing its blueprint strategy. As the university with the most well-known brand position in Australia, promoting that in a post-COVID era is a priority for Margaret as VC. She outlines where a significant organisational change is up to and how the focus now is on rebuilding the culture at QUT to allow the strategy to be delivered, and her concern for staff in adapting to change. The episode illustrates the importance of alignment of brand and strategy. And it demonstrates clearly the critically important place of culture shaping, alongside leadership development in allowing a brand and strategy to be delivered and experienced.
Amid a precarious world where old jobs are disappearing and new ones are emerging, the idea of lifelong learning has morphed into something more of a must rather than an intellectual hobby or pursuit. But how will lifelong learning advantage Australians and which industries will most benefit from it? To discuss these issues and other topical points, I spoke to Australia and NZ regional director of D2L, Tony Maguire. According to Maguire, young Australians will embark on five to six careers throughout their lives, making lifelong learning critical. Linked to that is the rise of microcredentials, which have taken off in recent times, especially with government support. But while the A/NZ regional director of D2L thinks they are a great concept, he also believes that more of a framework to support them needs to be developed, so that employers and institutions can classify their true value. To conclude the interview, Maguire explained the block model Victoria University rolled out, and the successes that resulted from that decision. The concept of teaching-only universities was also explored, with Maguire stating that "the elephant in the room" is still the fact that research impact still heavily drives institutional reputation. In saying that, he emphasised that student experience will be key in encouraging more domestic students to enrol in universities and training centres across the country.
This interview with the new chair of our peak body Universities Australia, sees vice-chancellor of La Trobe John Dewar assess how we are doing as a sector and interpret the gauntlet thrown at us by Minister Tudge in his recent speech. John gives a rich picture of the complexity of the commercialisation and campus return issues. He outlines how moves to differentiate on function and by discipline will continue to provide an opportunity for place-based strategies and major forays into the very competitive global online markets. But his message to the sector, in one of his first public statements as UA chair, is to pay tribute to the culture change and skills development that has taken place sector-wide whilst recognising how much further there is still to travel.
This episode has Karl and Martin joined by Professor Lynn Bosetti of UBC in Canada who gives insights into how Australian leaders in universities encounter academic workforces using incivility as behaviour to resist change and attempts at strategic direction. She draws on experience in both countries as an academic leader and her research of VCs and Deans around the world, to outline how the emotional labour of leading universities is exposed to smart bullying upwards by independent academics that has accentuated during the pandemic. A topic of great interest in many Australian universities as change programs, returns to work, and continued financial pressures make these the most difficult times to lead. They contrast with different experiences in Australian business which offer lessons university leaders might need to learn from, and quickly.
Professional placements are in many, if not most, university courses these days, with the goal being to strengthen the students’ industry knowledge and links. But what is the price of these placements, particularly when students have to forgo their usual paid work to complete them? Could another solution be found? To discuss this I’m talking to Olivia Armitage, whose petition to end unpaid placements has now garnered nearly 10,000. In this podcast, Armitage talks about how the idea for the petition was formed and how her fellow students thought that unpaid placements for up to 500 hours "were pretty messed up". She added that, for Victorians students in particular, "to expect us to just give up paid work after we've spent nearly a year ro regain it, is absolutely ridiculous." Not having to worry about unpaid placements would also allow students to "focus on their studies". To solve this issue, Armitage is proposing a government-led Jobkeeper-like scheme and perhaps the use of more online technology.
Professor Marcia Devlin joins Martin and Karl to discuss her new book, Beating the Odds, on sexism in Australian universities in the week it is launched. Marcia outlines the inequity as well as the financial, cultural and performance disadvantages that arise from a lack of diversity in leadership teams and how this can be changed by women, men and all leaders following different strategies. The episode gives a sharp, specific and timely insight into the importance of leaders building great culture in universities and how this is even more important in a post-COVID world.
As the 2021 Australian university year is in full swing, new research commissioned by Studiosity revealed that 38 per cent of students were feeling stressed due to their studies at least once a day during 2020. More distressingly, a further 40 per cent of respondents said they were stressed about their studies every week, and only one per cent of students said they never felt anxious about studying. To discuss these findings and their deeper implications, I spoke to Professor Judyth Sachs, chief academic officer at Studiosity. According to the annual Student Wellbeing Survey, key stressors included not having enough time to prepare for assessments and exams, subject workloads that were too high, and the inability for students to experience practicums in areas like medicine and teaching. The survey, which is now in its sixth year, is critical Sachs believes, "as any discussion about student success is really a conversation about student wellbeing." Studiosity's chief academic officer added there was value in universities following up with their 2020 graduates to see how they are coping with their sense of confidence.
Leading learning technology innovator Dr David Kellermann is a Senior Lecturer in Engineering at UNSW in Sydney. He joins Martin and Karl to share his thoughts on the journey he believes all universities must take towards a new hybrid learning model of teaching. As a pioneer of learning technology and innovation he was well prepared for the acceleration in this in 2020 and applied his commitment to equitable access for all students in doing this well. He fears many other academics were less well prepared for this change and remain so. He believes there is more that universities can do to support staff in 2021 and beyond to transition to become skilled in engaging and communicating with students in learning with technology. He believes more investment is required to make this happen but that the biggest barrier is a lack of leadership and vision. He calls for more universities and leaders to see this as an opportunity rather than a challenge.
Recently Education Review wrote an article on the importance of assessing students learning and progress accurately and in a way both parents and students can easily understand. The story was based on an article by Professor Geoff Masters that drew attention to major US study. It found there were significant differences between how well parents thought their children were achieving and their children's actual achievement level. In this podcast, A/NZ regional director of D2LTony Maguire discusses how the COVID-19 pandemic increased the disconnect between teachers' and parents' understanding of student learning and areas in which to improve, Maguire also highlighted the importance of the "feedback loop" building up to major assessments, ensuring it's always student-centered and written in plain language both students and parents can easily understand. Student reflection after an assessment is also something Maguire strongly encourages. In addition to discussing student assessment, Maguire outlines what he would like to see prioritised in this year's budget, particularly micro-credentials that could begin as early as high school.
PricewaterhouseCooper's(PwC)Chief Data Scientist Matt Kuperholz joins Karl and Martin to discuss the evolution of the industry and the role of data in shaping the future of higher education.
In this episode of HEDx , Brigid Heywood outlines her journey into the role of VC and CEO at Australia's oldest regional university in New England before she was plucked from a planned retirement in Easter Island. She outlines a new strategy for UNE built on a long tradition of distance education and on recent advances and radical ambitions for personalised learning journeys at the heart of differentiated student experiences. And she outlines how her unique approach to leadership, and the shaping she seeks to bring to the culture of teams within her university, In combination with external partners in diverse regional precincts, the university its releasing its vision for a world-class, future-fit university.
The COVID-19 pandemic tore a hole in the Australian university sector, highlighting just how dependent many of our institutions have become on international student revenue. Now, roughly a year later, the sector is still adjusting to challenging conditions and many experts have questioned how universities will need to operate in the future to remain viable, trusted and valuable institutions. In this podcast I discuss this issue with Professor Andrew Jaspan. He is the director and editor of The Global Academy(hosted at Monash University)and founder of The Conversation. Jaspan explains that, while some recovery is underway, universities around the country are rethinking their approaches and beliefs towards everything from courses, delivery modes, future student markets and the qualifications, skills and qualities they are looking for in people taking up leadership positions. The appointment of Sydney university's new vice-chancellor Mark Scott is also discussed at length, in particular how non-academic appointments to the top job may now be considered for what they can bring, rather than what they don't possess. One thing is for sure, though. No university is absolutely certain about how it will be moving forward in the future.
In this week's HEDx episode, Karl and Martin are joined by their first international guest: Professor Giselle Byrnes. Giselle is the Provost with responsibilities across research, commercialisation and teaching and learning at distance learning innovator Massey University in New Zealand. She gives pointers in her interview to some of the differences in culture, tradition, priorities and practice in national jurisdictions and reflects on the implications of these for the way disruption might be led from different parts of the world. She makes a call for more compassionate leadership by vice chancellors in these times. The episode gives insights into how variabilities in cultural starting points impact how culture change and leadership will need ideas from outside the sector to be aligned with the practices we have established within. Only then can we find new ways of serving increasingly diverse student needs.
This week on HEDx, Karl and Martin speak with the leaders from one of Australia’s leading technology companies REA Group: Henry Ruiz and Mary Lemonis. They explore the relationship between REA Group and the higher education sector and what progressive organisations need from universities as the world moves on from COVID-19. Going from $500M to $17B in 15 years only happens through brilliant strategy and cultural excellence. The mandate for culture to evolve in universities has never been greater.
Helen Bartlett ,VC of University of Sunshine Coast, joins the HEDx podcast to outline her new university strategy. It has a strong focus on her people and the culture of the university and how that relates to the context in Southeast Queensland. Her language is of opportunity and partnerships and a strong focus on how her region is growing, with the added ingredients of an Olympics in her backyard on the horizon. In the same week that Mark Scott is announced as the next VC of Sydney, are we starting to see a divergence in leadership focus between our global players and those serving particular local needs?
Jack Goodman, founder and executive chair of Studiosity, joins the HEDx podcast in describing how his business, which began by partnering with public libraries to deliver online study help for high school students, has emerged as a dominant place for academic literacy support for students at close to 70 per cent of Australian universities. He foresees a global market for higher education based on the personalisation of service and that technology will be a driver for transformation and disruption. He sees a step change in the balance between digital and physical infrastructure investment, and that student expectations will drive much of that transformation. He describes our current landscape as "39 peas in a pod" and agrees how wonderful it would be if just one of them tried to stand apart as a university for the student experience. What would that take, I wonder?
In this episode DVC Education at the University of Wollongong Theo Farrell joins Karl and Martin on HEDx to describe AFR award-winning staff engagement at his University that helped 99.9 per cent of teaching to move online in a fortnight. A former war studies professor, he outlines the difference between strategy and planning, reflecting on his experience advising international forces in Kabul. He celebrates the momentum to digital learning practice that requires focus on the student experience if it is to win in the higher education battlefields. He makes a case for academic work having changed irrevocably and argues that university executive teams should not back off from seeking outside help in transitions to support business recovery.
In this week's HEDx podcast, Karl and Martin are joined by Lloyd Lazaro of The Executive Chair. They explore how search consultants are seeing how leaders are selected and what it means for graduate recruitment. They believe that most employers cannot distinguish between graduates from different universities and that they have no preferred source of which graduates to hire. The episode explores the increasing importance of soft social skills in job readiness and the challenge of how universities can prepare graduates for this in a post-covid student experience. The episode shines a light on the opportunity for a first mover university to build a brand reputation from a differentiated strategy around graduate employability. It would require relentless focus on this point of differentiation and creating a culture that allowed the student experience to allow these skills to be developed. Such a transformation would be a bold move for a university seeking to stand apart and would need skill in creating, developing and implementing.
Geraldine Mackenzie, VC of University of Southern Queensland, joins Karl and Martin on HEDx to reflect on how her strategy, that was nearing completion when COVID hit, has been delayed, revised and is reorienting USQ to work even more closely with industry partners on translation, and even more closely with technology in transforming learning practices. She applauds how the sector is working together, at least in its respective parts, but acknowledges all in the sector are yet to have clarity on whether the short-term adjustments to regional living through tree and sea changes will have prominence over digital disruption in determining the nature of the seismic changes to come for the sector. A time when all in the sector need new thinking, new solutions and new places to get help from.
In contrast to previous academic years, it’s doubtful many would have described their 2020 university year as ‘fun’ in many ways. Perhaps ‘challenging’ or even ‘stressful’ would be more likely descriptors. But as the 2021 academic year begins, it seems likely university staff and students will face the same sorts of challenges. However, whatever the conditions may be, Dr Stuart Middleton, Senior Lecturer in Strategy at the University of Queensland Business School, believes we must bring the fun back to university and motivate and engage students. Middleton was recently awarded the Australia and New Zealand Academy of Management ‘Innovative Management Educator of the Year’ award for 2020 and joined me to discuss this important topic. For Middleton, ensuring fun and engagement on campus in 2021 will be critical for a generation he describes as facing multiple challenges - demographic, the blurring of public and private worlds and, of course, the pandemic. He also underscores the importance of connections on campus, as well as using technology for personalisation, not efficiency.
After being released in China in 2016 and globally the following year, TikTok has quickly become a social media phenomenon. With its ability to create quirky, short-form videos incorporating dancing and comedy, the platform has a devoted audience, particularly young people. But it’s not all good news for TikTok and several countries are taking the company to task on a number of concerns. Today I’m talking to Susan McLean, widely known as the ‘cyber cop’ and founder of Cyber Safety Solutions to learn more about these concerns. While McLean acknowledges there is lots of fun stuff on the app, it's the refusal to take down inappropriate content and accounts in a more timely way concerns her. "They don't focus on child safety," she summed up.
This HEDx podcast sees Karl and Martin joined by Chris Eigeland the Chief Revenue Officer of GO1 an Edtech start-up. The episode explores how new entrants are moving at warp speed to disrupt business models for lifelong learning as a route to democratising access to education and knowledge. The implications to universities are profound with the clearest argument yet that the days of expensive four-year degrees are numbered. The case is made for the need to be prepared to give up the short term gains of current offerings if long term benefits from a disrupting business model are to be secured before new entrants do.
In this episode of HEDx Karl and Martin are joined by Sarah*, a second year student at Monash University. She applauds the way they helped her through the challenges of 2020 and looks forward to some greater social interaction and some return to campus for 2021. The episode raises the prospect of the sleeping giant of disrupted value propositions in all of our universities for both international and domestic students and the need for third horizon planning to focus on the new business models that will be required. The clearest picture yet of the challenge the sector is facing. * Not her real name.
The HEDx team talk with Professor Duncan Bentley after his first 90 days as Vice Chancellor at Federation University in regional Victoria. He shares his thoughts about how to get to know a new place, its culture and its staff, students and partners, in trying times. He also focusses on the need for care for all in a university community. Duncan speculates about the role of regional universities in 2021 and how a focus on their external communities can set them apart. He presents this as a differentiated strategy, at times when some think all universities look the same.
In the first episode of 2021, Karl and Martin are joined on HEDx by Professor John Germov, the Acting VC of Charles Sturt University in NSW. Together they reflect on how all universities are positioned to start a new year in our universities. They discuss how a new year strategic health check that universities are starting to use around the country can help leaders ask the right questions to set them, their staff, and their students for success in this year of opportunity. What will yours and your university's new year's resolution be? Previous HEDx talks, which include some of Australia's most and experienced and respected academics, can be found at hedx.com.au
This week's podcast allows Karl and Martin of HEDx to discuss the importance of data analytics and finding ways of monitoring and forecasting market changes. John Griffiths, as CEO of one of our state Tertiary Admissions Centres, shares current market data of applications and offers for next year's intake. He confirms trends towards online study and micro credentials in future student demand, and innovative admissions practices by universities in response, which he believes are here to stay.
Australians are known for their colourful language; indeed, it’s been called part of our national identity. But why are we considered a lover of swearwords and from where does this emanate? To discuss these issues, Campus Review is talking to Australian National Dictionary Centre’s chief editor, Dr Amanda Laugesen. Her new book, Rooted, an Australian history of bad language is out now and charts the history of swearing in Australia. Laugesen contends colonial Australia provided fertile ground for a whole host of swear words to be created to describe the harsh environments in which convicts found themselves, even though they were generally frowned upon by upper society. By the end of the 19th century, however, a shift towards the attitudes and types of swear words used reflected not only Australia’s involvement in war, but the country’s love of the bush ranger and the bullock driver, working long and hard hours. It was at that time, “that bad language became more justifiable”. During the second-wave feminist movement, as well, swear words were seen as ways of “defying authority” and reclaiming such words for their own needs. Finally, while people swear for a variety of reasons - emotion, anger, emphasis and abuse - they can be equally used to foster friendships and become part of a group. For instance, the generally frowned-upon ‘c-word’ now features is compounds such as ‘Mad-c’ as more of term of affection than abuse among friends. This is what Amanda Laugesen calls “a process of amelioration”, subverting the power of the word through combining it with other words or modifiers.
In this episode of the Higher Education Experience, Barney Glover VC at Western Sydney University outlines his assessment of where the sector is up to and how WSU is looking to sharpen its approach to respond to the needs of partners and its communities. He also pays tribute to the extraordinary efforts of WSU staff in the most challenging of years.
A new study conducted by Oxford University Press surveyed 1000 recent graduates and found that 88 per cent of them believed “soft skills” were necessary to their future career success. Even as these graduates prepare to enter an increasingly automated workforce, a substantial 78 per cent said such “soft skills will give them an advantage” in the workplace. Indeed, upskilling in soft skills in the workplace is predicted to be a new trend, with more than one third (38 per cent) believing that upskilling in this area will be an ongoing practice throughout their professional lives. But what, exactly, are “soft skills”, and have they always been viewed as being critical in the labour market? To discuss the importance of “soft skills” both now and in the future, Education Review spoke to Dr Alexia Maddox of Deakin University, one of the authors of the study. Maddox emphasised that "soft skills" compliment technical skills, and encompass how "we think, communicate, cooperate and collaborate and innovate". Within the domain of innovation are the "soft skills" of complex problem solving, critical thinking and creativity - skills the students nominated as being the most important to their careers. Indeed, such is their importance of these skills that Maddox called them "the glue that make our professional lives work”. While the Deakin University lecturer noted that it is within the humanities and social sciences that these skills are traditionally acquired, the important thing is that they are taught to students, regardless of the discipline. In this podcast, Maddox also touches on some ways in which these critical "soft skills" can be taught.
