Seminar with Professor Sally Kift: Wrangling next-gen higher education excellence
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National Centre for Student Equity in Higher Education (NCSEHE) Visiting Professorial Fellow Sally Kift presents a seminar at Curtin University in October 2019.
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Seminar with Professor Sally Kift: Wrangling next-gen higher education excellence
- 1. Wrangling next-gen higher education excellence Professor Sally Kift PFHEA FAAL President, Australian Learning &Teaching Fellows Discipline Scholar: Law @KiftSally16 October 2019 https://www.youtube.com/watch?v=Pk7yqlTMvp8
- 2. Wrangling, co-creating & collaborating for next-gen HE excellence There’s a lot going on: what is the agenda? #AnyClues? Legacy L&T R&D (eg Office for Learning & Teaching et al) PENs, Repositories, ALTF, Teaching Awards… What (else) have we got? Hint: a lot! Some grand challenges /current foci to leverage to our pedagogical advantage New engagement & collaboration with students & industry/business Considerable incentives for joint (not siloed) enterprise. A new 21st Century skill & an idiom! https://www.youtube.com/watch?v=Pk7yqlTMvp8
- 3. “… the minister named his main priorities as making further changes to the university funding model, creating closer links between HE and VocED, building smoother pathways for school students into tertiary education, establishing stronger links between universities and business, and improving the commercialisation of research.” Tehan’s policy vision: come up with a new uni funding model that meets two key goals + 1 1. Commitment to rural & regional HE – increase participation for new jobs that need degree knowledge & skills 2. Ensure HE delivering for Aust economy to make transition to 21st century jobs & Industry 4.0 ++ Handle Costello’s 2024 baby boom peak: no new big $$$; $80m next year (in line with pop growth for 18-64yrs) https://www.theaustralian.com.au/higher-education/uni-leaders-on-board-for-tehans-new- policy-push/news-story/facb6ad3d994abbbd6b0e65cce31d274 Juggling the pieces, the minister looks for a funding plan that fits September 18, 2019 https://www.theaustralian.com.au/higher-education/juggling-the-pieces-the-minister-looks-for-a-funding-plan-that-fits/news-story/8c100c376c29f0a8f361ae18b79e8c3f VCs: UoW UWA/ANU UTAS JCU ACU
- 4. Help students make best decisions for their future: esp, equity groups, includ disability, regional, rural & remote, & Aboriginal & Torres Strait Islander. https://docs.education.gov.au/system/files/doc/other/consultation_paper-enabling_sub-bach_pg_places.pdf http://www.mitchellinstitute.org.au/papers/rethinking-and-revitalising-tertiary-education/ RETHINKING AND REVITALISING TERTIARY EDUCATION IN AUSTRALIA Future job growth in areas needing high-quality, universal & affordable tertiary ed Requires comprehensive, coherent & interconnected tertiary ed sector that makes better use of both VET & HE Need cost-effective & strategic view of tertiary participation trends for future workforce A Holistic approach to numerous reviews “A cost-effective, fit-for-purpose suite of tertiary education options for all students” 8 August 2019 http://www.educationcouncil.edu.au/ https://www.education.gov.au/australian-qualifications-framework-review-0 Shergold Review
- 5. Recommends simplification & rebalancing of current categories of HE providers Rec 7: TEQSA Act 2011 should be amended to allow for ‘greenfield’ universities https://www.education.gov. au/review-higher-education- provider-category-standards Yesterday: Provider Category Standards Review Report https://ministers.education.gov. au/tehan/review-higher- education-provider-category- standards-0 “ “ [Re HE moral purpose & our critical social contact]
- 6. Skills–Tertiary Ed–RRR–Pathways & Careers Expert Panel to action Joyce Review + >$525m for “Delivering Skills for Today and Tomorrow” https://docs.education.gov.au/system/files/ doc/other/future_ready_a_student_focused _national_career_education_strategy.pdf https://pmc.gov.au/sites/default/files/publications/strengthening-skills-independent-review-australia-vets_1.pdf
- 7. Skills and Training Budget Overview 2019-20 Includes establishment of • National Careers Institute to provide advice to young Australians (from 1 July 2019: https://www.employment.gov.au/NCI) • National Skills Commission for nation-wide approach to skills development. Also: New programs & supports for those with low foundational skills, to ensure skills gain for workforce participation https://www.employment.gov.au/skills-and-training-budget-overview-19-20 “The Australian Government is committed to supporting the…VET sector though its $525.3 million Skills Package Delivering Skills for Today and Tomorrow, to ensure Australians can access the training they need for the jobs of today and prepare for the jobs of the future.” Putting “industry at the centre & raising the profile of VET as a career pathway of choice”
- 9. Government accepted all 11 RECs Independent Review into Regional, Rural & Remote Education (IRRRRE) ) (Halsey Review) Key initiatives to address the outcomes of the Review include: • Expand accessibility of sub-bachelor programs • Expand accessibility for bachelor students at regional study hubs • Improved access to Youth Allowance for Regional Students https://www.education.gov.au/access-and-participationRegional Education Package Nov 2018: Government announced $134.8 million over 4yrs to provide students from rural & regional Aust with greater HE access https://www.education.gov.au/independent-review-regional-rural-and-remote-education Napthine Review to bridge divide between city & country students For “equal opportunity & educational equity” “Focus on improving participation & outcomes of RRR students post-secondary ed” To benefit • Individuals • Communities • The nation 5 key issues, 25 findings 7 Recs, 33 related actions Govt accepted “aims of 7 key Recs” https://docs.education.gov.au/system/files /doc/other/national_regional_rural_and_r emote_tertiary_education_strategy.pdf 28 August 2019 https://ministers.education.gov.au/tehan/national-regional-rural-and-remote-tertiary-education-strategy Skills–Tertiary Ed–RRR–Pathways & Careers Napthine Review
- 10. https://docs.education.gov.au/ system/files/doc/other/nationa l_regional_rural_and_remote_t ertiary_education_strategy.pdf RECOMMENDATIONS: For RRR students – 1. Improve access to tertiary study 2. Improve access to financial support 3. Improve student support services to address transition challenges & higher attrition 4. Build aspiration, improve career advice & strengthen RRR schools for student success 5. Improve participation & outcomes for RRR equity groups students, including: LSES, Indigenous, remote & students with disability 6. Strengthen tertiary ed providers’ role in regional development – grow Australia’s regions 7. Strategy co-ord re implementation & monitoring
- 12. http://www.all-learning.org.au/programs/beyond-atar-proposal-change Proposal 1 Reframe educ over ages 15-19 as a ‘specific developmental phase’ – a ‘line of sight into work or further study’ – & provide intense support to develop pathways based on individual skills, capabilities & knowledge. Proposal 2 Design a Learner Profile as a common way to represent ‘full range of attainments’ during transition yrs (eg, like Hong Kong & Harvard) Proposal 3 That tertiary ed providers (including unis & VET) ‘adopt broader, more transparent entry criteria’, including moving away from the ATAR. Fail to complete Yr12; Varies considerably – 1 in 2 in some areas of 2ndary are chronically absent at age 24 still not fully engaged in educ or work transition to FT work takes up to 5 yrs; PT & casual jobs for many
- 14. https://www.oecd.org/naec/averting-systemic-collapse/SG-NAEC(2019)3_Beyond%20Growth.pdf “Fairness and prosperity go hand in hand” “Rising inequality has been shown to have powerfully negative impacts on the wider economy, including on productivity and economic growth and on many indicators of individual and social wellbeing.” A “new economic narrative” needed: 4 paramount objectives for economic policymaking to meet “the needs of both people & planet” rather than “overwhelming priority to growth…” 1. Environmental sustainability: rapid reduction in greenhouse gases & environmental degradation 2. Rising wellbeing individuals & society 3. Falling inequality: reduce gap b/w richest & poorest; reduce poverty rates; “relative improvement in the wellbeing, incomes & opportunities of those experiencing systematic disadvantage, including women, members of ethnic minorities, disabled people, and those in disadvantaged geographic communities.” 4. System resilience: economy’s ability to withstand financial, environmental, other shocks.
- 15. From 2018: cap on funded places “…already has led to an overall decline in regional student numbers and a dramatic reduction of growth for other equity groups” 2018 Caps had immediate impact on student growth & equity: • Indigenous growth55% (frm avg growth rate over past 9yrs) • LSES growth 83% (frm past 9 yr ago) • 2000 fewer regional students enrolled in first ½ 2018 than in first ½ 2017. JULY 3, 2019 But… some cognitive dissonance (1) https://www.theaustralian.com.au/higher-education/gains-from-giving-opportunity-to- disadvantaged-students-are-now-at-risk/news-story/be7cece40a0c437bbee6efad7d73bb18
- 16. https://srheblog.com/2019/04/12/supporting-disadvantaged-students-is-more-expensive-than-you-think/ …the kind of additional support needed by students from LSES backgrounds includes: outreach support to raise aspiration and relevant individual capital prior to enrolment; academic, personal and financial support while at university; and in some cases, support to care for students with highly complex needs. In simple terms, we found that universities that are strongly prioritising or enacting missions to address disadvantage have higher costs than universities with other missions. …the costs of supporting low SES students are four [PG] to six [UG] times higher than those of supporting medium and high SES students… • Costs of supporting LSES students • Data from 37 Aust unis over 10 yrs Cognitive dissonance (2)
- 17. https://blog.grattan.edu.au/2019/04/more-regional-australians-are-moving-to-the-city-to-study-few-return-when-theyve-finished/ “More regional Australians are going to uni when they finish school, and…increasingly moving to the city to study. Fewer than a third of regional students commencing uni in 2005 made the move to a city. By 2010, that number had risen to half, and by 2015 it was 57 per cent.” Also • The higher the ATAR the more likely a move to the city. • Regional students who move are unlikely to return Cognitive dissonance (3)
- 18. https://asia-pac.ey-vx.com/44/13606/landing-pages/ey-productivity-uplift-higher-education-finaldraft-updated.pdf 18 September 2019 “Mismatch between education & jobs” https://www.theaustralian.com.au/higher-education/new-policy-goal-to-boost-productivity/news-story/1f9f13ac0bccee762f3664d9ba86816d September 25 2019 “new path for HE reform, focusing on ways to boost econ growth by matching students’ learning to the needs of the job market. …commissioned by Educ Minister Dan Tehan from EY, [it] says HE needs to be agile, focused, innovative, informed and efficient… a more productive HE system could add $3.1bn a year to GDP by 2030.” + =
- 19. https://docs.education.gov.au/system/files/ doc/other/ed19-0134_-_he-_performance- based_funding_review_acc.pdf All measures (2017) Selected measures for PBF scheme • 2018 Grad employment Domestic UG = 87% • 2018 Student Satisfaction w Teaching Quality Domestic UG = 81% 2017 Avg Equity group participation for Table A Unis, Domestic UG – • Indigenous 1.8% • LSES 18% • Regional/Remote 21.7% 20% 20% 40% 20% https://ministers.education.gov.au/tehan/future-australian-universities-focuses-achievement Graduate outcomes most important factor @ 40%
- 24. For next-gen HE excellence… 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. • Action needs strong research- & evidence-base Hmmm…. Learnings…
- 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. The Curtin Academy: ‘Expert Panel’; ‘Academic Conscience’; ‘Connector’ Curtin Academy: “the academic conscience of the university – representing all academics, raising issues of concerns and being consulted /sought out for comment/advice on all things related to teaching /scholarship” (Curtin Academy Fellow A (Self-Review)) The value of being able to “connect to other passionate teachers” (Curtin Academy Fellow B (Self-Review)) An “advocate for L&T esteem”; “expert panel for high-level advice to Curtin” http://www2.curtin.edu.au/cli/
- 29. https://ltr.edu.au/ https://www.advance-he.ac.uk/ https://ako.ac.nz/ OLT Legacy: Repositories [++]
- 32. OLT Legacy: Recognition of Teaching Excellence https://www.universitiesaustralia.edu.au/policy-submissions/teaching-learning-funding/australian-awards-for-university-teaching/
- 33. • A rich body of OLT work remains 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…For next-gen HE excellence… What can we learn?
- 34. Fresh inputs: Institutional groupings 2017 Final Reports • Building graduate resilience for the disrupted future of the 21st Century • Digital work practices: where are the jobs, what are they, and how prepared are graduates? ATN COMMISSIONED GRANTS – PRIORITY AREAS 2019 Enhancing Employability in the Micro-Credential Era Interdisciplinary WIL (includ x-disciplinary & transdisciplinary WIL) Authentic Assessment http://www.atn.edu.au/scholarships-grants/learning-and-teaching-grants/
- 38. 1.25m in funding in 2019 for T&L Grants, including Teaching Innovation Grants https://itali.uq.edu.au/awards-grants/grants/uq-internal/teaching-innovation-grants 2019 PRIORITY AREAS https://www.go8.edu.au/
- 40. https://www.vu.edu.au/sites/default/files/the-vu-way.pdf Using equivalent standards (in some cases identical assessment) from 2017 pre-Block to 2018 Block Mode: • Overall pass rates up 7.9% (HDs up 6.6%; Ds up 6.8%) • Pass rates for LSES students up 15.3% (HDs up 8.6%) • Pass rates for Indigenous students up 19% (HDS up 11.9%) • Pass rates for NESB students up 14.7% (HDs up by 6.8%) • Increased satisfaction & retention The Data say it works: “ “ https://doi.org/10.5204/ssj.v10i1.1148 Fresh inputs: Non-aligned…
- 41. https://www.deakinco.com/micro-credentialling Definition: A certification of assessed learning that is additional, [alternative], complementary to or a formal component of a formal qualification https://dteach.deakin.edu.au/2019/08/02/microcredentials/ Fresh inputs: Non-aligned… https://emc.eadtu.eu/
- 42. https://www.tda.edu.au/newletter/youre-bad-man-comment-by-ceo-craig-robertson/#You're%20bad%20man!%C2%A0%E2%80%93%20comment%20by%20CEO%20Craig%20Robertson Micro-credentials present as the new wave of contemporary education policy – that’s the up- side anyway. They are attractive policy-wise as the hallmark of convenience and utility, the ultimate in serving the needs of the consumer. We need to look at current VET qualification policy and delivery for the down-side, however. Micro-credentials in VET are not new. The modular style of VET qualifications allows for them in a form as small as a statement of attainment or a skill set.... Add this design and policy to other policies in Australia’s VET sector and a lethal mix is created…those who need the most support to engage in deep learning are often the victims… What long-term good is VET to students if the preferred option implied in policy promoted by government is bit-sized learnings which the individual needs to string together to create something meaningful? As I have said before, people are not well placed as consumers in this way, as they have little information at their disposal to make wise decisions given they don’t have the knowledge and skills for the industry. It’s like providing the ingredients but not the recipe. “ “
- 43. 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/
- 45. https://www.campusreview.com.au/2019/09/it-all-starts-with- the-first-test-predicting-student-achievement-at-university/ https://www.timeshighereducation.com/news/bad-mark-early-quadruples-student- dropout-risk?utm_source=THE%20Website%20Users&utm_campaign=b147918e85- EMAIL_CAMPAIGN_2019_09_26_02_53_COPY_01&utm_medium=email&utm_term =0_daa7e51487-b147918e85-62333625 • >7,000 FY Deakin UGs • Strong relationship b/w failure & withdrawal: ~1 in 3 who failed at least 1 subject left, compared with 1 in 11 who passed everything • Consistent pattern, regardless of SES background • Many mystified by HE grading systems • Relationships w academics critical & integration w support models • Feedback (and Assessment) literacies crucial “FY students use first experiences of assessment to calibrate their expectations, their performance and their own suitability for higher education. Their sense of belonging in the higher education institution… is linked to the experience of success.”
- 46. https://www.spera.asn.au/ Just a few more Networks… [& PTO]https://www.caullt.edu.au/ https://acen.edu.au/ http://www.herdsa.org.au/conference https://www.atem.org.au/ https://www.spera.asn.au/
- 47. https://www.adcet.edu.au/ http://www.aall.org.au/ NAGCAS: Oz’s peak professional body for career development in HE & tertiary sectors http://www.nagcas.org.au/ http://2019conference.ascilite.org/ https://www.ephea.org/conference-2019 https://www.ephea.org/ https://unistars.org/
- 50. 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
- 51. 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
- 53. https://campusmorningmail.com.au/news-category/feature/ Melissa Zaccagnini, Phillip Dawson, Jane Skalicky & Ann Rogerson CATHY STONE ERICA SOUTHGATE JAMES A SMITH Different dissemination mechanisms…
- 54. https://twitter.com/21st Century Skill: Keeping up with… https://twitter.com/andrewjnorton @NCSEHE
- 56. • 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 required for dissemination & advocacy (#ToKeepUpWith) • Keep building patient capital. Hmmm…. Learnings…For next-gen HE excellence… What can we learn?
- 57. Some Grand Challenges (Wrangling Foci?) • Explaining our moral purpose & broad HE social contract (eg OECD) • Endemic disruption/ Industry 4.0 (plus anything Horizon says on a yearly basis!) • Performance-based funding from 2020 • Holistic approach to current reviews!!! • Connected tertiary sector • RRR • Beyond the ATAR • Pathways, Careers & Skills • Unique Student Identifier (USI) Big ticket Perennials • Mental health & wellbeing for students & staff • #StudentEquity2030 • Data intelligent institutions (NB TEQSA conditions) • Academic integrity (esp contract cheating (TEQSA)) • Professional recognition of educators Current FOCI • 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 https://www.youtube.com/watch?v=Pk7yqlTMvp8
- 59. https://www.hepi.ac.uk/2019/05/23/new-report-shows-big-increase-in- demand-for-mental-health-support-among-higher-education-staff/ Escalation of poor mental health for uni staff over 2009-2016. Rise in counselling referrals: 50% commonly, some unis up 316% Rises in occupational health referrals: 424% at Uni X; 344% Y Uni HE has been described as an ‘anxiety machine’ due to: • Excessive workloads & workload models • Audit & metrics such as REF & TEF dominating working lives • Precarious contracts for many • Performance management linked to short-term outcomes & unattainable expectations Recommendations include: • More realistic workload allocations; • More responsible use of metrics; • Better performance management (eg developmental & goal setting) • Commit to sustainable careers; pathways frm postdoc to lectureship Headlines: Mental Health of HE Staff23 May 2019
- 60. https://www.universitiesuk.ac.uk/policy-and- analysis/reports/Documents/2018/minding-our-future- starting-conversation-student-mental-health.pdfc https://www.theguardian .com/society/2019/sep/2 7/anxiety-mental- breakdowns-depression- uk-students 27 Sep 2019 https://www.universitiesuk.ac.uk/policy-and- analysis/stepchange/Pages/framework.aspx 1. Leadership 2. Data 3. Staff 4. Prevention 5. Early Intervention 6. Support 7. Transitions 8. Partnership 2017 https://www.jcu.edu .au/amhhec/home https://www.orygen.org.a u/Policy-Advocacy/Policy- Reports/Under-the- radar/Orygen- Under_the_radar_report. aspx?ext=.
- 61. White labeled online courses with an OPM (an Online Program Manager). September 19, 2018 “[QUT] 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...” https://grattan.edu.au/report/mapping-australian-higher-education-2018/ https://www.theaustralian.com.au/higher- education/qut-joins-online-outsource- strategy/news- story/a6267b51bade90bab4515deae3468f3e https://campusmorningmail.com.au/
- 62. 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
- 63. Professional Recognition of Educators: eg… https://ltr.edu.au/resources/SP12 _2330_James_Report_2015.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
- 66. 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…
- 68. Sept, 2018 https://cdn.aigroup.com.au/Reports/2018/Survey_Report_WFDNeeds_Skilling_Sept2018.pdf Engaging and working with business, industry and the professions…
- 69. “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
- 70. Current NZ consultation “An integrated approach to the strategic priorities we set across learning, schooling & tertiary education – driven by the following five strategic objectives: • Objective 1: Learners at the centre – learners with their whānau are at the centre of education • Objective 2: Barrier-free access – great education opportunities & outcomes are within reach for every learner • Objective 3: Quality teaching & leadership – quality teaching & leadership make the difference for learners & their whānau • Objective 4: Future of learning & work – learning that is relevant to the lives of New Zealanders today & throughout their lives • Objective 5: World class inclusive public education – New Zealand education is trusted &sustainable. Wouldn’t it be nice… https://consultation.education.govt.nz/tes/tertiary-education-strategy/
- 71. • 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…For next-gen HE excellence… What can we learn?
- 72. And become a network of L&T clearing houses
- 73. 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
- 74. 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, curating what we have and is available to us • Report intelligence & wrangling • Data intelligence & wrangling • New dissemination & advocacy methods/ channels • Clearing house function (in a homely way) • Individual & collective learning leadership & agency
- 75. Wrangling next-gen higher education excellence Professor Sally Kift PFHEA FAAL President, Australian Learning &Teaching Fellows Discipline Scholar: Law @KiftSally16 October 2019 https://www.youtube.com/watch?v=Pk7yqlTMvp8