We research how engaging pedagogy, flexibility, a culture of care, and respecting student diversity and voice, builds engagement in higher education.
Our trans-disciplinary research aims to benefit individuals, our community, and society. This is an emerging group working on projects that include analysis of internal data to inform our teaching approaches.
Theme lead
Our work
Publications
Olds, A., Hopkins, S., Lisciandro, J., Jones, A., Subramaniam, J., Westacott, M., Larsen, A., Sturniolo-Baker, R., and Scobie, H. (2023). Stop the clocks: Enabling practitioners and precarity in pandemic time(s). Access: Critical Explorations of Equity in Higher Education, 11(1), 12–27.
Jones, A., Hopkins, S., Larsen, A., Lisciandro, J., Olds, A., Westacott, M., and Subramaniam, J. (2023). Looking into the “Dark Mirror”: Autoethnographic Reflections on the Impact of COVID-19 and Change Fatigue on the Wellbeing of Enabling Practitioners. Student Success, 14(3), 41–52.
Elsom, S., Westacott, M., Stieler-Hunt, C., Glencross, S., and Rutter, K. (2021). Finding resources, finding friends: using an alternate reality game for orientation and socialisation in a university enabling program. Interactive Learning Environments, 31(5), 2635–2649.
Keys, N., and Heck, D. (2023). Positioning and repositioning in higher education: first year students engaging with the world. Studies in Higher Education, 1-14.
Nash, G., Goode, E., Nieuwoudt, J., Smye, S., Turley, J., Warmerdam, J., Ryan, L., Bašić, B., Kerridge, A., Devi, A. and Frost, D., 2024, ‘Enabling modes of delivery: a cross-institutional study of traditional mode of delivery verses an immersive mode of study’, In Higher Education Research and Development Society of Australasia (HERDSA) Annual Conference.
Turley, J., Goode, E., Nieuwoudt, J., Smye, S., Warmerdam, J., Ryan, L., Bašić, B., Kerridge, A., Devi, A., Frost, D. Nash, G., 2024, ‘A fine wine, best savoured, or a shot of plum brandy to be taken as bitter medicine’: Cross-institutional staff reflections on the effectiveness of enabling practice and pedagogy in shorter immersive delivery models compared with the longer traditional semester and the impact on staff wellbeing and student success’, In National Association of Enabling Educators Australia (NAEEA) Conference.