Keynote presentation to QUES 2018 (Queensland University Educator Showcase) at University of the Sunshine Coast 28 September 2018 (Keynote sponsored by HERDSA)

1. Not drowning, waving:
Sustaining the Learning and Teaching Focus
in a post-OLT world
Professor Sally Kift PFHEA FAAL
President, Australian Learning &Teaching Fellows
Discipline Scholar: Law
@KiftSally28 September 2018

2. https://www.linkedin.com/pulse/drowning-waving-though-sniff-lifeline-wouldnt-go-astray-sally-kift/
…it seems that the sector’s
pedagogical trustees are
determined to sail on
despite the elements that
threaten to drown us; they
steadfastly turn their gaze
to finding safe harbour and
sanctuary for all learners,
but particularly for those
who are most vulnerable
and disadvantaged.
“
“
Photo by nikko macaspac on Unsplash

3. Co-creating and collaborating to futureproof
graduate [and our own L&T] success.
 Context is everything
 OLT legacies
 PENs, Resources, ALTF, Teaching Awards
 What (else) have we got?
 Hint: a lot!
 Some grand challenges /current agendas to leverage for our
pedagogical advantage
 New engagement & collaboration with students & industry/business
 Considerable incentives to engage in joint (not insular) endeavour.
 A quick discipline case study to test ideas…
 A new 21st Century skill & an idiom!

4. Learning Leadership with Dr Suess:
You have brains in your head.
You have feet in your shoes.
You can steer yourself any
direction you choose.
http://www.seussville.com
Who are the change agents?

5. a “loss of trust in institutions and the growth of anti-
intellectualism” (Harding, 2018)
“As universities have experienced resource scarcity,
...they have necessarily become more business-like...
That’s not all bad… But the risk is that…universities may
be seen to have lost or to no longer care about their core
institutional missions – their other-regarding imperative.
Their focus on what it was they were set up to do,
serving those whom they were established to serve,
their region, and their nation. This puts… their very
legitimacy, at risk.
…the problem is that universities are transformed into
Higher Education Providers (HEPs), fee-for-service
organisations, accountable to short-term imperatives,
and whose long-term social and economic purpose is
lost in the here and now, in the cut and thrust of
political manoeuvring and public policy response.
Context:
March 9, 2018

6. https://www.timeshighereducation.com/blog/arrogant-universities-seen-out-touch-and-ripe-cutbacks
“…universities are labelled as inefficient… Simon Birmingham
has criticised university surpluses, and described institutions
as burgeoning bureaucracies that benefit from "the rivers of
gold" poured into them as student enrolments have grown...
[H]ow best should universities respond? … [The UK] chair of
the Russell Group… suggested that universities must
demonstrate the "value for money" they provide...
But there is another, complimentary, strategy to bolster the
reputation of [HE]…This is the idea of engagement: creating
meaningful links between a university and its many
constituencies, and communicating the fact that this is what
we do…
[T]his instinct to build a stronger base in society – among
graduates as among those who never attend university – is
imperative if universities are to speak above the din of the
rising chorus.”
“Glyn Davis…on a ‘rising chorus’ of complaints
about universities in the UK and Australia”
https://www.mup.com.au/books/the-australian-idea-of-a-university-paperback-softback
October 20, 2017
“The idea of engagement… a richer and more engaged life for all.”

7. o Greater social cohesion
o Higher levels of tolerance (e.g. towards migrants)
o Lower propensity to commit crime
o Political stability
o Greater social mobility
o Social capital
o Increased tax revenues
o Faster economic growth
o Greater labour market flexibility
o Increased productivity of co-workers
o Reduced burden on public finances from better
co-ordination between HE policy and other social
policy areas such as health and crime prevention
o Greater propensity to vote
o Greater propensity to volunteer & participate in
public debates
o Greater propensity to trust & tolerate others
o Lower propensity to commit (nonviolent) crime
o Longer life expectancy
o Less likely to engage in unhealthy behaviours (e.g.
heavy drinking, smoking)
o More likely to engage in preventative care / healthy
behaviours (e.g. exercise, health screenings)
o Less likelihood of obesity
o More likely to cope with distress
o More leisure time
o Less exposure to unemployment
o Higher earnings
o Increased productivity
Quadrant 1 Quadrant 4
Quadrant 3 Quadrant 2
Non-
market
Market
Society
Individual
https://assets.publishing.service.gov
.uk/government/uploads/system/u
ploads/attachment_data/file/25101
1/bis-13-1244-things-we-know-and-
dont-know-about-the-wider-
benefits-of-higher-education.pdf

8. What will be the performance indicators to access growth from 2020?
Access to growth will be based on each university’s achievement of performance
objectives such as attrition, low SES participation and workforce preparedness of
graduates. The indicators will be subject to consultation with the sector.
“From 2020, additional funding for bachelor courses will be contingent on
meeting performance requirements, consistent with the previously proposed
performance payments. Linking funding growth to performance outcomes
will encourage universities to further improve their performance, support
student retention, and boost graduate employment outcomes.”
https://www.education.gov.au/higher-education-policy-changes-provider-faqs
AND Immediately:
2019 Government
efficiency dividend saving
https://www.senatorbirmingham.com.au/sustainability-and-excellence-in-higher-education/
Context: Linking performance to growth from 2020
FAQ:

9. http://www.abc.net.au/news/2018-06-14/university-funding-freeze-regional-campuses-worst-hit/9857532
Conifer, D. (2018). “University funding freeze hits regional campuses
worst, with up to 15 per cent of expected money on ice”. ABC News
14 June 2018
[The ABC obtained the Education Department's
four-year funding projections after a Freedom of
Information (FOI) investigation.]
Context: [A variety of] Sets of numbers…

10. University of Queensland 0.0 per cent 0
James Cook University 3.2 per cent 29 million
University of Southern
Queensland
3.1 per cent 29 million
Queensland University of
Technology
2.1 per cent 45 million
Griffith University 0.6 per cent 12 million
University of the Sunshine
Coast
8.7 per cent 66 million
Christian Heritage College 0.0 per cent 0
Central Queensland
University
15.0 per cent 147 million
Southern Cross University 5.7 per cent 33 million
University Decline Impact of freeze ($)
http://www.abc.net.au/news/2018-06-14/university-funding-freeze-regional-campuses-worst-hit/9857532
Education Department's four-year funding projections:

11. https://www.qilt.edu.au/
Context: [A variety of] Sets of numbers…

12. Table 1: Six year completion rates for commencing domestic bachelor students by Table A institution and Table B
institution, 2005-2010, 2006-2011, 2007-2012, 2008-2013, 2009-2014 and 2010-2015, %
(Queensland)
https://www.education.gov.au/completion-rates-cohort-analyses

13. https://grattan.edu.au/report/mapping-australian-higher-education-2018/
Although new graduate employment has improved since its 2014 low point, the labour
market is still tough for younger graduates. Census data shows that male bachelor
degree holders aged 25 to 34 earned less in 2016 than a decade earlier. The reverse
was true for 25 to 34-year-old women with bachelor degrees: their income increased. A
major reason for this is greater labour force participation by women with children.
Sept, 2018
“Apart from graduate outcomes, the last ten years
have been successful for Australian higher
education. Student numbers, research output and
sector revenue all grew significantly. Student
satisfaction and research performance improved.
But now, apart from international students, most
indicators are stable. After a decade of rapid
change, Australian higher education is in a period
of consolidation.”
“Apart from graduate outcomes…”
A successful decade for #OzHE

14. Engagement with the message: In the eye of the beholder…
https://www.sbs.com.au/news/gender-pay-gap-decreasing-for-graduates-but-still-significant-study
“A university degree is supposed to be a student's
meal ticket, a guarantee of future prosperity. But
new research suggests the wage gap between a
high school certificate and a bachelor's degree is
shrinking.”
16 September 2018
https://www.theage.com.au/national/degrees-no-guarantee-of-
steady-income-growth-new-report-reveals-20180916-p5043x.html
“The study also found graduates, men and women,
are getting less financial benefit from their degrees
than five years earlier.”
Pay Gap: -3%
30% 2008
27% 2018
17 September 2018

15. http://www.news.com.au/finance/work/careers/university-degrees-irrelevant-to-
big-employers/news-story/8a0340dd2b8e70e35b8ce3302c8d0cc5
“BIG employers are going cold on university degrees,
leaving students and jobseekers to wonder if their
qualifications are worth the investment and extra study.
This week…Penguin Random House decided to drop degrees as
a requirement for job applicants, following in the footsteps of
major consulting firms Ernst and Young and PwC.
…kids are coming out of university with “no real skills” or simply
being taught the wrong things.”
Australia’s peak electrical employers
body has challenged Year 12 students
to rethink any plans they have to go to
university next year, claiming they
would be better off financially doing
an apprenticeship…by about $200,000
a year after each of them had
completed their studies.
September 19, 2018
January 23, 2016
https://www.theaustralian.com.au/higher-education/electrical-
employers-unis-argue-over-value-of-degrees/news-
story/ef24f0ed9b1f188d3e45c16adee5a953

16. More than a quarter of the nation’s graduates say their
degrees are close to useless for their jobs and more than
half of employers say management and commerce
degrees, the most popular field of study, are not -
important, raising questions about the value of $17
billion in taxpayer support for universities.
https://www.theaustralian.com.au/higher-education/university-degrees-are-failing-to-deliver-
for-business/news-story/554c200326874314f8b14ff161296503

17. https://cdn.aigroup.com.au/Reports/2018/Survey_Report_WFDNeeds_Skilling_Sept2018.pdf
Sept, 2018, at 16-17
Why is it all so confusing?
“For higher education graduates, dissatisfaction by
employers, while relatively low, was highest with
regard to self-management, planning and organising
(13 per cent), basic literacy (9 per cent), team work/
communication (8 per cent) and knowledge of chosen
career (8 per cent).”
“Overall, these results suggest
employers remain highly satisfied
with graduates from Australia’s
higher education system.”
https://www.qilt.edu.au/about-
this-site/employer-satisfaction
January 2018

18. Grattan p 75
Why is it all so confusing?
https://grattan.edu.au/report/mapping-australian-higher-education-2018/
“Universities enjoy high levels of
public confidence… third highest of
the 14 [social] institutions included…”

19. https://www2.deloitte.com/au/en/pages
/public-sector/articles/higher-education-
changing-world.html
https://home.kpmg.com/content/
dam/kpmg/au/pdf/2018/reimagini
ng-tertiary-education.pdf
https://www.ncver.edu.au/__data/assets/pdf_file/
0041/3179885/Skills-for-a-global-future.pdf
https://www.atn.edu.au/siteassets/
publications/lifelong-skills.pdf
http://www.bca.com.au/publications/
future-proof-australias-future-post-
secondary-education-and-skills-
system
https://learning.linkedin.com/resources/workplace-learning-report-2018
https://grattan.edu.au/report/dropping-out/

20. https://www.education.gov.au/news/release-final-report-improving-retention-
completion-and-success-higher-education
Recommendations spanning:
• Expectations of completion in the current context.
• Supporting students to make the right choices.
• Supporting students to complete their studies.
• Sharing best practice.
• Clarity of definitions and enhancing transparency.
• Accountability and regulation.
8 June 2018

21. https://library.educause.edu/~/media/files/library/2018/8/2018horizonreport.pdf
NMC Horizon Report:
2018 Higher
Education Edition
(Aug 2018)
https://library.educause.edu/resources/2018/8/2018-nmc-horizon-report

22. https://docs.education.gov.au/system/files/doc/other/ed17-0138_-_he_-_glossy_budget_report_acc.pdf
“Labor will hold a National Inquiry in to the post-
secondary education system in Australia”
http://www.tanyaplibersek.com/speech_universities_australia_conference
https://theconversation.com/six-things-labors-review-of-tertiary-education-should-consider-93496
Gotta love a good review (or 3!)…

23. https://www.youtube.com/watch?v=GiPe1OiKQuk
We know
a lot of
things!

24. What can we learn?
• There’s no shortage of reports or advice!
• There is a need for data intelligence #DataWrangling
• Lots of inputs to consider, which should be
interpreted & evaluated with advanced digital &
information literacy skills (as for our students).
• Need for constant sector scanning: to be
[judiciously] alert but not [overly] alarmed.
Hmmm….
Learnings…

25. http://teaching.unsw.edu.au/nswact-promoting-excellence-network
https://www.wand.edu.au/OLT Legacy: The PENs

26. Participants suggested that the power of the PEN is derived from:
• Connection that is more than knowing each other
• Collective advocacy for learning and teaching
• Collaboration that is more than sharing content
• Capacity building within and beyond PENs
The Power of the PEN…
• Common purpose, different processes, similar benefits
• Processes is as valuable as any outcomes
• Practice as knowledge in action
• PENs as a dissemination strategy
"It was a very good idea to get people working together…I think some key learnings came
out of the work. Particularly, strategising our future connections and sustainability was
excellent and has provided the foundation for future conversations."
https://www.une.edu.au/about-une/executive/pvc-academic-innovation/aaut/nswact-promoting-excellence-network2/national-pen-symposium
2014

27. 2014
“Academic networks are essential to the development of higher education.”
http://www.herdsa.org.au/publications/guides/leading-academic-networks

28. https://ltr.edu.au/
https://www.advance-he.ac.uk/
https://ako.ac.nz/
OLT Legacy: Repositories [++]

29. [On being resilient…]

30. http://www.firstinfamily.com.au/
https://www.canvas.net/browse/swinburne/courses/contemporary-approaches-university-teaching
OLT Legacy: ALTF

31. https://www.education.gov.au/australian-awards-university-teaching
http://sydney.edu.au/education-portfolio/ei/teaching@sydney/australian-awards-for-university-teaching-2018/
OLT Legacy: Recognition of Teaching Excellence

32. What can we learn?
• There’s a rich body of OLT work available.
• Networks of practice are more important than ever
to connect disparate elements.
• Need to keep leveraging & building individual,
institutional & sectoral social capital.
• We need to be resilient (like our students).
• [Keep] Build[ing] patient capital.
Hmmm….
Learnings…

33. http://www.atn.edu.au/scholarships-grants/learning-and-teaching-grants/
ATN COMMISSIONED GRANTS – PRIORITY AREAS 2019
• Enhancing Employability in the Micro-Credential Era
• Interdisciplinary WIL – (includes cross-disciplinary and transdisciplinary WIL)
• Authentic Assessment
Fresh inputs:
Institutional
groupings

34. https://www.iru.edu.au/action/education/student-success/

35. http://www.run.edu.au/index.php

36. https://www.go8.edu.au/
https://www.uq.edu.au/teaching-learning/week/content/home
http://itali.uq.edu.au/matthews-studentsaspartners

37. https://www.universitiesaustralia.edu.au/http://keepitclever.com.au/https://www.universitiesaustralia.edu.au/Media-and-Events/submissions-and-reports/Clever-Collaborations
http://www.voced.edu.au
/vet-knowledge-bank
https://socialsciences.arts.unsw.edu.au/media/SOSSFile/FINAL_Indigenous_Strategy.pdf

38. Approx 1 in 7 students regularly go without
food & other necessities because they can’t
afford them; Slightly higher for low SES &
regional students but jumps to 1 in 4 for
Indigenous students.
“Multiple times I have thought of deferring because
it was financially becoming too hard. Services
available are just not accessible and fitting work
and university together, whilst maintaining even
above average mental health is near impossible…”
FT UG student
Sector
Research:
Financial
Stress

39. https://www.vu.edu.au/
https://www.deakinco.com/micro-credentialling
https://www.vu.edu.au/study-at-vu/why-choose-vu/experience-our-first-year-model
Fresh inputs:
Non-aligned…

40. https://www.newcastle.edu.au/research-and-
innovation/centre/ceehe/about-us
http://www.mitchellinstitute.org.au/
https://melbourne-cshe.unimelb.edu.au/Fresh Inputs: Research Centres
https://www.latrobe.edu.au/cheedr
https://blogs.deakin.edu.au/cradle/

41. https://www.ncsehe.edu.au/ncsehe-2017-equity-fellows-update/
How the perceived risks
of going to university
influence the decision
by people from low SES
backgrounds to
participate in
Australian higher
education.
https://www.ncsehe.edu.au/2018-research-fellow-maria-raciti/
https://www.ncsehe.edu.au/
Equity Fellows
https://www.ncsehe.edu.au
/publications/strengthening-
evaluation-within-
indigenous-higher-
education-contexts-
australia/
https://www.ncsehe.edu.au
/publications/equity-
performance-accountability/
https://www.ncsehe.edu.au
/publications/remote-
student-university-success-
analysis-policy-practice/
https://www.ncsehe.edu.au
/publications/opportunity-
online-learning-improving-
student-access-
participation-success-higher-
education/
https://www.ncsehe.edu.au/pub
lications/fair-connection-
professional-careers-
understanding-social-difference-
disadvantage-institutional-
dynamics-technological-
opportunities/
https://www.ncsehe.edu.au
/publications/the-australian-
student-equity-programme-
and-institutional-change-
paradigm-shift-or-business-
as-usual/

42. https://www.caullt.edu.au/http://acen.edu.au/2018conference/
https://www.atem.org.au/
https://www.acode.edu.au/
https://www.spera.asn.au/
Just a few more Networks…
[& PTO]
http://www.herdsa.org.au/

43. https://www.adcet.edu.au/
http://2018conference.ascilite.org/
https://www.ephea.org/
http://www.aall.org.au/
NAGCAS: Australia’s peak
professional body for career
development in HE &
tertiary sectors
http://www.nagcas.org.au/

44. https://www.youtube.com/user/AmandaLovesToAudit
What to do?
What to do?
How to share?
How to share?
https://www.youtube.com/watch?v=6BgYLeSvXI8

45. http://blogs.lse.ac.uk/impactofsocialsciences/
2018/09/24/the-academic-conference-is-an-
underexploited-space-for-stimulating-policy-
impact/
How then to harness conference potential?
1. Tailor your pitch – or even your conference
2. Include policy-focused panels
3. Have policy-focused sessions
4. Use conference time to upskill you peers
5. Produce a policy readout of your conference
24 September 2018

46. Different
dissemination
mechanisms…
https://studentsuccessjournal.org/article/view/584/342

47. What can we learn?
• There’s a(nother) rich body of work. We need to lift
our gaze & know where to look. #ReportWrangling
• Networks of practice needed to leverage learnings
from new & differently sourced research/ reports.
• Fresh & innovative approaches are required
for dissemination and advocacy.
• Keep building patient capital.
Hmmm….
Learnings…

48. Some Grand Challenges (Enablers for Engagement?)
• Explaining our relevance & broad public (re)engagement (Harding, Davis)
• Endemic disruption (plus anything Horizon says on a yearly basis!)
• Performance-based funding from 2020
• Current reviews
• Unified tertiary sector
• Beyond the ATAR
Big ticket
Perennials
• Mental health & wellbeing for students and staff
• #StudentEquity2030
• Data intelligent institutions
• Academic integrity (esp contract cheating (TEQSA))
• Professional recognition of educators
Current FOCI
http://esmondkhoo.wordpress.com/2010/08/
24/ways-to-kill-two-birds-with-one-stone/
• Assessment: authentic, programmatic, assessment & feedback
literacies
• Student engagement
• Employability/ graduate outcomes /student success; individual
student’s #EmployabilityPlus
• Growth in online enrolments: 24/7support,
3rd party provision; PG Student Experience)
• Growth in international students
• Disaggregation & credentialing
• Student as partners

49. http://unistudentwellbeing.edu.au/
https://www.youtube.com/watch?v=2laPebrry
MU&list=PLP_9LqEfYZSo6FhY2b5mbeY4cv300
EWx3&index=8&t=0s

50. How can I best support my child from a distance?
What support can my child access at university and in the
wider community?
What support can I get as a parent?​
What if my child has to leave or interrupt their studies?
My child is unhappy with their university accommodation and
I am worried about the effect this is having on their wellbeing
I want to raise money/ do something to honour my late child
Student Minds is the UK’s student mental health charity.
We empower students and members of the university community to develop the knowledge, confidence
and skills to look after their own mental health, support others and create change. We train students and
staff in universities across the UK to deliver student-led peer support interventions as well as research-
driven campaigns and workshops. By working collaboratively across sectors, we share best practice and
ensure that the student voice influences decisions about student mental health. Together we will
transform the state of student mental health so that all in higher education can thrive.
http://www.studentminds.org.uk/
http://www.studentminds.org.uk/supportforparents.html

51. Government finally commits to tackling student mental ill health, which affects 1 in 4
https://www.jcu.edu.au/amhhec/home
https://www.orygen.org.au/Policy-
Advocacy/Policy-Reports/Under-the-
radar/Orygen-Under_the_radar_report.aspx?ext=.
7 September 2018
2017

52. https://www.ncsehe.edu.au/wp-content/uploads/2018/09/Equity2030DiscussionPaper_05-09-18.pdf
https://docs.google.com/forms/d/e/1FAIpQLSdTd
bpmXmiYUb_QTxmVShFD-
Dovai53fP8C7V6jHftpSUYH3w/viewform
Feedback
RoundTable Registration
ncsehe@curtin.edu.au
#StudentEquity2030

53. https://www.theaustralian.com.au/higher-education/qut-joins-online-
outsource-strategy/news-story/a6267b51bade90bab4515deae3468f3e
White labeled online courses with an OPM (an Online Program Manager).
September 19, 2018
“Queensland University of Technology has joined the trend
to outsource the delivery of online education as it moves
quickly to expand its range of online courses for the
postgraduate market.
QUT has engaged OES — an Australian company majority-
owned by Seek — to build, market and deliver online
courses in health management, project management,
public health, financial planning and education.”
https://grattan.edu.au/report/mapping-australian-higher-education-2018/

54. The project team engaged with 366 research participants from across 26
Australian universities (319 students and 47 staff). Among the three
methodological approaches of engagement breakfasts (7), interviews (82)
and focus groups (9) there were 223 students, 38 students/44 staff and 58
students/3 staff research participants respectively. Project team member at
ACER conducted secondary analysis of national surveys.
https://postgraduatestudentexperience.com/
Postgraduate Student Experience

55. Professional Recognition of
Educators: eg…
https://ltr.edu.au/resources/
SP12_2330_James_Report_2
015.pdf
http://uniteachingcriteria.edu.au/wp-content/uploads/2013/11/Draft-
SP12-2335-Project-Final-Report-21-July-2014.pdf
https://cflat.aut.ac.nz/ako-aronui/ako-aronui-framework/
https://www.heacademy.ac.uk/system/files/downloads/uk_professional_standards_framework.pdf
UKPSF
AUT (NZ) PSF
http://www.herdsa.org.au/joining-herdsa-fellowship-community
http://aptts.recognisinguniteaching.edu.au/wp-
content/uploads/2017/05/ATTS-Framework-May-2017.pdf
Ako Aronui Framework

56. http://www.assuringgraduat
ecapabilities.com/uploads/4
/5/0/5/45053363/better_21
c_credentials.pdf
https://altf.org/wp-
content/uploads/2016/08/
Ewan_C_HESP_Fellow_Rep
ort_2016.pdf
http://www2.itif.org/2016-disrupting-higher-
education.pdf?_ga=1.90911386.1035462120.1473487036
https://theconversation.com/six-
things-labors-review-of-tertiary-
education-should-consider-93496

57. http://tytonpartners.com/tyton-wp/wp-
content/uploads/2015/08/Tyton_PlanningAdvising1.pdf
“…9 distinct product categories…
to support success and retention.”

58. Student Voice:
Students
in Partnership.
http://www.sparqs.ac.uk/
http://studentvoiceaustralia.com/
https://www.uts.edu.au/partners-and-community/initiatives/student-voice-university-decision-making/olt-project-student
http://www.teqsa.gov.au/news-publications/news/teqsa-and-nus-build-partnership

59. https://www.teqsa.gov.au/sites/g/files/net2046/f/student_expert_advisory_group_-_terms_of_reference.pdf?v=1531971492

60. Partnering with Students
(2014, 6-7) “We define student-faculty partnership as a collaborative,
reciprocal process through which all participants have the opportunity
to contribute equally, although not necessarily in the same ways, to
curricular or pedagogical conceptualization, decision making,
implementation, investigation, or analysis.”
• Principles: student-faculty partnerships rooted in the principles of
respect, reciprocity, and responsibility are most powerful and
efficacious.
2014
(2014, 8-9) …partnership involves negotiation through which we listen to
students but also articulate our own expertise, perspectives, and
commitments. It includes making collaborative and transparent decisions
about changing our practices in some instances and not in others…
Developing leadership in students is part of
the remit of higher education institutions...
However, the contested understanding of
the term ‘leadership’ has resulted in lack of
clarity regarding how this may be
‘developed’ in higher education.

61. http://www.professions.com.au/advocacy/policies/item/joint-statement-of-principles-for-professional-accreditation
https://docs.education.gov.au/system/files/doc/other/higher_education_standards_panel_advice_on_professional_accreditation_0.pdf
https://www.education.gov.au/mapping-professional-accreditation-australian-higher-education
Engaging and working
with business,
industry and the
professions…

62. Sept, 2018
https://cdn.aigroup.com.au/Reports/2018/Survey_Report_WFDNeeds_Skilling_Sept2018.pdf
Engaging and working with business, industry and the professions…

63. “In order to assist links with universities
employers were asked what support would
allow them to involve university students in
their organisation. Compared to 2016 the
support identified to assist increased across
all categories.”
Sept, 2018
Engaging and working
with business,
industry and the
professions…
https://cdn.aigroup.com.au/Reports/2018/Survey_Report_WFDNeeds_Skilling_Sept2018.pdf

64. What can we learn?
• Challenges are grand enough for this to be a potential
tipping point for shared co-creation/engagement.
• Students as partners & co-creators.
• Industry, business, professions as partners & co-
creators.
• Renewed engagement at the discipline level.
• Oxygen masks all round!
Hmmm….
Learnings…

65. https://www.smh.com.au
/national/too-many-
lawyers-futureproof-
your-degree-20150730-
ginpjh.html
“A glut of graduates and game-changing
digital disruption means anyone
contemplating launching into a law degree
faces questions to which the answers are
not always easy or clear.”
31 July 2015
https://www.lawyersweekly.com.au
/sme-law/22768-frustration-grows-
over-unis-cashing-in-on-law-grad-
oversupply
Last week, McDonald Murholme managing director
Alan McDonald issued a public response to the now
infamous comments made by Prime Minister
Malcolm Turnbull about there being “too many
kids doing law”… [He] called the universities
irresponsible for the vacancies they’re offering
students and said that they must be held
accountable… [H]e referenced data … which
revealed there are almost 15,000 law graduates
each year in Australia, while the legal profession is
comprised of just 66,000 solicitors.
20 February 2018Law discipline
case study

66. How has our legal
education research
positioned us for an
uncertain future?
https://www.slideshare.net/SallyKift1/australian-legal-education-in-2017-taking-stock-for-an-uncertain-future-81484829

67. How has our legal
education research
positioned us for an
uncertain future?
https://www.slideshare.net/SallyKift1/australian-legal-
education-in-2017-taking-stock-for-an-uncertain-future-
81484829

68. http://www.andreaperrypetersen.com.au
/wp-content/uploads/2018/09/Legal-
Innovation-Education-Sep-2018.pdf
Mary O’Carroll, Head of Legal Operations, Google
“We have a skills gap. We need more
professionals trained in legal operations, in legal
project management, and in legal process
improvement. We need [law] schools to
change their curriculum… The lawyers of
tomorrow need to know what their options are.”
13 September 2018
https://www.linkedin.com/pulse/my-closing-remarks-from-cloc-2018-institute-mary-o-carroll/

69. https://www.monash.edu/__data/assets/pdf_file/0006/973
023/TechUp-Law-Publication-Final-1.pdf
And Students/
Young lawyers…
http://thelegalforecast.com/about/
https://www.survivelaw.com/

70. https://drive.google.com/file/d/0B95-o3plGJYvdS0yUHQzLWR5bTQ/view
http://www.alsa.asn.au/
Engaging with engaged Students...

71. Chairman, Law Admissions Consultative Committee
At 15
http://www.academyoflaw.org.au/resources/Legal%20Education%20Conference%202017%20Final%20Papers/
ndford%20Clark%20-%20Regulating%20Admissions%20-%20Are%20we%20there%20yet.pdf
http://disciplinestandards.pbworks.com/w/page/52746378/Law
Patient Capital…

72. Resources – Council of
Australian Law Deans
https://cald.asn.au/
Council of Australian
Law Deans

73. http://www.acds-tlcc.edu.au/wil-guide-for-science/
Councils of Deans

74. And become a
L&T clearing house

75. Make
a [Clearing]
House
a [L&T]
Home
Getting comfortable in our new environment…
http://www.libraryofcleanreads.com/2012/
12/best-reads-of-2012-and-year-end-wrap-
up.html

76. Doing it for ourselves…
The 21st Century HE Skill of Sector Literacy
https://www.codeastar.com/data-wrangling/
http://three-patch.com/2017/12/01/episode-71/
Harnessing our networks, promoting what we have and is available
• Report intelligence & wrangling
• Data intelligence & wrangling
• New dissemination & advocacy methods/ channels
• Clearing house function (in a homely way)
• Individual & collective learning leadership & agency

77. Learning Leadership with Dr Suess
Unless someone like you cares
a whole awful lot, nothing is
going to get better.
It’s not.
I DO SO LIKE GREEN EGGS AND HAM!
THANK YOU! THANK YOU, SAM-I-AM
I DO NOT LIKE THEM, SAM-I-AM.
I DO NOT LIKE GREEN EGGS AND HAM.
http://www.seussville.com

78. Not drowning, waving:
Sustaining the Learning and Teaching Focus
in a post-OLT world
Professor Sally Kift PFHEA FAAL
President, Australian Learning &Teaching Fellows
Discipline Scholar: Law
@KiftSally28 September 2018