Co-authored by Lucy Blakemore and Chris Girdler
In the first part of our HEDx wrap-up, we recapped some of the key discussions on the impacts of advancing technologies and external disruptions, and how enduring partnerships could be built to help keep pace. A common theme was the need to move toward a genuinely future-focused design that puts students at the centre and asks harder questions about access, purpose and equity. This second blog post recaps discussions on connecting with students and employers, people and systems, and pathways to learning.
Connecting with students and employers
The student voice
A session chaired by student Jasmine Johnston (UCC) tackled questions about what student voice should mean and how student voices can be better heard and represented in higher education. Students also reflected on emerging research shared by Taryn Jones (PVC Education, Macquarie University) and Michael Henderson (Professor, School of Education and Culture, Monash University). Taryn shared early insights from the wide-ranging ‘Student Life’ survey at Macquarie, which highlighted the ongoing impact of finances, work obligations and stress on student wellbeing. Meanwhile, with the AI in HE survey only recently closing, Michael was still able to share data suggesting that student use of AI is increasing but also diversifying – watch this space for further updates.
Rethinking student experience models
Another panel explored how universities might rethink student experience and services by listening more closely to what students actually need. Speakers shared perspectives from across the sector, highlighting challenges such as complex systems, accessibility barriers and the pressure on students’ time. Examples included redesigning services into “one-stop” models to improve outcomes, embedding mission and community values into curriculum and support, and learning from student feedback. As Sam Jacob from Collarts noted, these can be simple fixes for real-world student problems such as adequate laundry facilities and a phone service for immediate enquiries.
Connecting pathways to learning
A new model for connected, future-ready learning
Universities can’t continue to rely on a one-off degree to prepare students for what is likely to be a ‘lifetime of careers’ – they will need ongoing up-skilling and re-skilling, with learning that stays relevant and closely connected to industry. At the Singapore Institute of Technology, this has meant a shift to becoming a long-term partner in learners’ journeys with strong industry links, integrated work-study experiences and a focus on applied learning. Chua Kee Chaing shared an evolving model that centres on lifelong learning, with competency-based education and targeted micro-credentials to ensure graduates can demonstrate real-world capability in changeable environments.
Tertiary harmonisation
A panel featuring Pascale Quester (Swinburne University), Michelle Lincoln (University of Canberra), Margot McNeill (Canberra Institute of Technology), and Taryn Jones (Macquarie University) shared ideas and experiences that highlighted the ‘obstacle course’ of student experience, the need for shared systems and corss-sector access. As one panel member said, there’s nothing new about VET-HE pathways – they’re just not always done well. The group agreed there should be ‘no wrong door’ for students – they should be able to move between uni and TAFE, or in and out of work, without hitting unnecessary barriers.
Connecting people and systems
Collaboration as strategy
Dan Greenstein (Ellucian) argued that in an unpredictable and financially pressured higher education landscape, collaboration is becoming essential. He highlighted how scale is the most effective buffer against volatility, and that collaboration is often the fastest way to achieve it, especially when organic growth is slow or constrained. Shared services and partnerships may require universities to give up some autonomy, but this can sharpen independent identities by allowing institutions to focus on what they do best. Done well, collaboration allows institutions to share commonalities where they can while customising where it counts.
Shared organisational models
There’s more than one way to run a university and when we work together, we can share the best of our systems. That was one of the underlying messages in a panel looking at the power of collaboration, whether it’s in the form of our Country Universities Centre and Regional University Study Hubs Network (Lou Conway), regional universities working with local communities and workforce (Belinda Tynan, University of Newcastle), or two universities merging (Bruce Lines, Adelaide University and Preshma Nakarmi, Adelaide University graduate). Again, student and staff experience was at the centre, preserving continuity in some cases, and building capabilities in others. As Lou Conway pointed out, students will change our systems and models with their shifting behaviours, whether we’re ready or not.
Cultures that support innovation
Having what it takes to innovate is often more about culture than capability. Sasha Thackaberry-Voinovich from Newstate University suggested that fear is a very powerful motivator to not try new things, but educators have a role in helping people step beyond their comfort zones, with the right constraints in place. Referencing the storytelling and context-sharing used in The First Inventors, UTS’s Robynne Quiggin explained how a shared knowledge and offering a different way of seeing can lead to enduring partnerships and clearer pathways forward. Giving initiatives a clear identity and embedding them into workplans has been key to scaling approaches such as embedding Indigenous Graduate Attributes into teaching at UTS.
There were some insightful audience responses from key questions during this conversation, too. When asked what they would do next week to foster innovation, participant suggestions included inviting more voices, breaking out of typical ‘university’ behaviours, congratulating someone on a failure, and introducing an element of fun. As far as ‘to-do’ lists go, that one’s hard to disagree with!
From connection to action
There’s a lot here to digest, but if you still need a little more food for thought, you can catch many of the recorded conference discussions via the HEDx podcast. As Martin Betts challenged during the conference, there’s also a strong mandate to actually make change happen, and soon. So what will you do next week to not only think differently, but ensure our students stay at the centre of what we do at UTS?