Conversation Catalysts

Conversation Catalysts are designed to prompt rich reflection and debate around assessment practice in Higher Education. These short videos are based on real conversations that Dr Darrall Thompson (University of Technology Sydney) and Dr Abby Cathcart (Queensland University of Technology) have had with colleagues over

What do academic employers really want from the PhD?

This 2016 article by Rachael Pitt and Inger Mewburn explores the key issue of employability and asks (through an analysis of academic job adverts): What do academic employers really want from the PhD now? Read the full article at: http://www.tandfonline.com/doi/full/10.1080/1360080X.2015.1126896

Improving the teaching self-efficacy of doctoral candidates

Doctoral training is strongly focused on honing research skills at the expense of developing teaching competency. As a result, emerging academics are unprepared for the pedagogical requirements of their early-career academic roles. Employing an action research approach, this study investigates the effectiveness of a competency-based

National OLT Award for QUT’s Teaching Advantage Program

The team at QUT are thrilled to be the recipients of a 2015 OLT Program Award for the Teaching Advantage Program. This important recognition will help us to continue to support doctoral students at QUT and emphasise that teaching as well as research are valued

Using evaluation tools to promote student learning

My colleagues Dr Dominique Greer, Professor Larry Neale and I were determined to challenge the notion of evaluation as something done ‘to’ academic staff by their institutions. Instead we explored ways in which academics could reclaim evaluation and position it as a way of actually

Building an Academic Career

These resources were created by Dr Abby Cathcart, Dr Nikki Penhaligon and Dr Susan Ryan at Queensland University of Technology. They are intended to help doctoral students think about ways of building an academic career. Each of the six guides provides practical tips and insights,

Time to rethink doctoral development

Recent debate on the Australian PhD has focused on the extent to which it prepares graduates for careers beyond the academy. Implicit in much of this discussion is an assumption that the PhD successfully prepares graduates for careers inside the academy. However, this assumption has

Outline for National Learning & Teaching Symposium

With an exodus of baby boomer academics on the horizon, the lack of preparedness of many early career academics to teach suggests the possibility of a teaching quality time-bomb—our future faculty may have minimal skills and experience in teaching, with few teaching mentors from whom