The Teaching and Learning Forum (TLF) continues a 27 year tradition of bringing together educators from across the higher education sector to discuss, share, and develop ideas on current challenges, trends and good practice.
The TLF provides a supportive space for people to explore and disseminate their scholarship of learning and teaching; welcoming everyone from early career academics to experienced researchers.
It has been an exciting year in Education as we have worked towards defining Vision 2030, and laying the foundations for the Education Strategy to 2025. I thank everyone that has contributed ideas to these processes, which are stronger as a result. From the feedback I have received, there is a growing consensus that the direction is truly exciting and opens up opportunities for our students and staff and positions UWA even better as one of the world’s foremost research-intensive Universities.
The Higher Education Academy (HEA), which is part of Advance HE, is an independent, non-profit organisation committed to world-class teaching in higher education. It champions teaching and learning within the tertiary sector globally, and aims to improve learning outcomes by raising the status and quality of teaching in higher education. Outside the UK, there are 4047 HEA Fellows around the globe, with 1658 Fellows (41 per cent of non-UK fellows) working in Australian universities.
Fit for Study (FFS) recognises that positive student engagement in academic study requires a certain level of physical, psychological, emotional and social wellbeing, and that individuals can be positively influenced by the extent to which the University offers an enriched, supportive learning environment.
UWA’s inaugural Teaching Excellence Conference and Showcase was a resounding success, with more than 180 staff, guest speakers and invited local school representatives participating in two days of professional development, networking and celebration.
UWA’s approach to learning and teaching places an emphasis on enhancing the student learning experience. In support of this process, a series of position papers will be delivered as part of the strategy development process and the ongoing need for continuous professional development and improving learning and teaching pedagogy.
The University of Western Australia has been ranked first in WA in the subjects of Business & Economics, Social Sciences, and Education in the global Times Higher Education World University Rankings by subject, released today.
I want to take this opportunity to again thank those teams and individuals who submitted high quality responses to the Education and Student Experience Green Paper, and those who took part in the many consultations that happened around our Crawley and Albany campuses. A key and consistent theme emerging from these consultations is the important role of the University in assisting graduates to develop the qualifications, skills and knowledge they will require for a multi-career life. One aspect of developing career ready graduates is embedding quality Work Integrated Learning exper
Conor McLaughlin is a third-year student, majoring in Economics and Management. In addition to managing Futuristic Skills, Conor runs an online interview series called Agents of Change through which he shares insights from successful entrepreneurs and changemakers in the community.
Universities Australia is running a project to develop a national baseline for Work Integrated Learning (WIL) activities across the university sector, underpinned by a drive to strengthen collaborations between industry and universities, and to create innovative partnerships that support work-ready graduates.
The Work Integrated Learning (WIL) Summit held on 8 June aimed to guide and refine UWA’s approach to WIL by engaging staff from across the University. The Summit focused on the academic application of WIL and sought ideas and feedback from participants on how to incorporate WIL experiences into courses, majors and units to ensure all students experience WIL during their study at UWA.
Around the world, there is increasing recognition that certain problems – such as social disadvantage or climate change – are complex or ‘wicked’ (a term originally used by urban planners H.W.J. Rittel and M.M. Webber).
I am pleased to share this first issue with you, and I look forward to the opportunities for scholarly discussion that Education Quarterly will present into the future. Education Quarterly will be sent to your inbox four times per year, and will provide a forum for discussion and debate, celebration of success, and the sharing of professional practice.