* Higher Education Research & Development, Vol. 36 No. 6 is now available online
* EoIs Special Issue of Journal Uni Teaching & Learning Practice- Research Skill Development: Connections, critiques and curricula
* I-MELT call for poster presentation 200-word abstracts
* JUTLP 2018 CADAD Special Issue - Call for Papers
* Call for Proposals: Special Issue of Across the Disciplines Spring 2018
* Upcoming Symposium - Engaging students as partners in global learning - in Hobart
* Higher Education in the Headlines

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Higher Education Research & Development, Vol. 36 No. 6 is now available online

Higher Education Research & Development, Vol. 36 No. 6 is now available from the HERDSA website at http://herdsa.org.au/higher-education-research-development-vol-36-no-6

Free online access is available to HERDSA members through your member dashboard.

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EoIs Special Issue of Journal Uni Teaching & Learning Practice- Research Skill Development: Connections, critiques and curricula
24 August, 2017

I invite you to submit an Expression of Interest for a Special Issue of the Journal of University Teaching and Learning Practice.
Title- Research Skill Development spanning Higher Education: Connections, critiques and curricula
Special Issue Editor- John Willison, University of Adelaide
Scheduled- October 2018
Special Issue Details- http://ro.uow.edu.au/jutlp/latestnews.html
EoI- 1500- 2000 words
EoI submission: 24 August 2017 http://linguistlist.org/easyabs/rsd_ccc

This special issue considers connections, critiques and curricula in Research Based Learning (RBL) that gravitate around a shared conceptual model, the Research Skill Development (RSD) framework (Willison & O’Regan, 2007: www.rsd.edu.au). RBL is used here as an umbrella term to encapsulate a variety of active learning strategies, including Inquiry Based Learning, Problem Based Learning, Project Based Learning, Critical Thinking tasks, Undergraduate Research, Process-Oriented Guided Inquiry Learning and Discovery Learning.
EoIs of 1500- 2000 words are invited to be submitted by 24 August, 2017.

Some accepted short papers for the I-MELT conference (www.i-melt.edu.au) may also be invited to submit a full paper for this special issue.

Please contact me on the email below if you have any questions

John

Further information john.willison@adelaide.edu.au

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I-MELT call for poster presentation 200-word abstracts
6 September, 2017

In response to a number of requests, and to complement the International conference on Models of Engaged Learning and Teaching (I-MELT) full program of presentations and workshops, we warmly welcome submissions of 200-word abstracts for poster presentations. If you didn’t have the time to write a short paper of 1500 words, or you are still in the early days of exploring MELT-related ideas, the committee invite your abstract submission.

The poster session is called ‘MELTing Moments’ and will involve two-minute presentations to the whole audience. In addition posters will be on rolling display on large screens in the National Wine Centre during the conference.

Poster presentations are an opportunity for creatively representing to the audience aspects such as:
• your own adaptation of MELT that suits your context
• what happened when you implemented MELT
• MELT in the design of: 
o individual activities
o components of a subject such as the laboratory stream
o a whole subject
o assessment activities, marking and feedback
o a whole program

Papers may be submitted at research-advice@i-melt.edu.au by 6 September and will be reviewed by the committee. You will be informed by 13 September about acceptance.

Details on the abstract focus, structure and submission is at http://www.adelaide.edu.au/rsd/i-melt/papers/

You can see the program of keynotes and outline for workshops, peer-reviewed presentations and conference events, as well as registration and accommodation details at www.i-melt.edu.au (early-bird registration closes 30 September)

Please contact me on the email below if you have any questions. I hope to see you at I-MELT.
John Willison, for the I-MELT organising committee.

Further information john.willison@adelaide.edu.au

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JUTLP 2018 CADAD Special Issue - Call for Papers
Submission Deadline: September 25, 2017

Topic: Third-party Partnerships in Higher Education: Challenging Centralised Teaching and Learning Functions in the University

This Special Issue is sponsored by the Council of Australian Directors of Academic Development (CADAD). The first CADAD Special Issue was published in 2016. 

Third-party providers as partners in higher education and the benefits, advantages and challenges they bring to centralised teaching and learning functions in the university, is the focus of this Special Issue. Increasingly, third-party providers are partnering with universities to provide a range of services that are ‘outsourced’ or ‘unbundled’ from the traditional way the centralised teaching and learning functions in the university are organised. Universities are partnering with these providers for a range of reasons, some of which include the need to increase student revenue, enhance their capacity on a global stage, advance online learning options in a competitive marketplace, or to grow their footprint outside the immediate region of the university. 

Some questions raised by these third-party partnerships include:

● How does a university maintain its institutional identity and reputation?
● What are the managerial challenges within the university associated with multi-agency delivery?
● What is the impact of these partnerships on teaching and learning staff working in areas affected by these partnerships?
● What role has the disruptive nature of technology played in the ‘unbundling’ process that lies at the heart of these partnerships? 
● What does competitive disruption and/or disruptive innovation hold for the future of higher education?

The limited literature relating to this topic is spread across a range of disciplines and fields of interest – higher education policy and teaching and learning; management and organisational change; openness and disaggregation in online learning; and the disruptive force of technologies on universities, students and staff. For this issue we seek papers which: 
• Define an important issue, initiative or problem relevant to the topic with clear educational and teaching and learning practice application;
• Apply critical, analytical and useful insights in relation to the topic and learning and teaching practice;
• Contain a clearly stated context of interest to an international readership;
• Include reference to the appropriate literature;
• Include an easy to follow structure;
• Adhere to the JUTLP word limit of between 7000 - 8000 words , including references, or approximately 15 pages with an upper limit of 20 pages.

Editors: Associate Professor Gail Wilson and Dr Sally Ashton-Hay

Further information JUTLP2018@scu.edu.au

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Call for Proposals: Special Issue of Across the Disciplines Spring 2018
Proposals 1 Oct 2017

From the Margins to the Centre: The Future of University Literacy Support and Writing Across the Curriculum in Australia and New Zealand
Guest editors: Stephen Johnson, Murdoch University, Susan Thomas, University of Sydney, and Karen Vered, Flinders University 

As a result of evolving pedagogical practice, employer feedback, and institutional reforms, student literacy for all students in Australasia (not just international students) is now a priority. The former deficit-remediation model has been superseded by a range of “whole of institution/program” and “curriculum-based” interdisciplinary approaches which support students’ literacy and communication development throughout their university years. Australian and New Zealand universities are shifting the way they conceive, articulate, and approach the development of student communication skills, reading, writing, and literacy within the disciplines and across the curriculum. With a greater focus on graduate outcomes, widening participation, and preparing students for rapid entry into the information economy, ever mindful of disciplinary distinctions and congruencies, universities are now reconsidering what literacy development means across the curriculum for graduate employability, global citizenship, and life-long learning. In a tertiary context with no strong traditions of First Year Writing, WAC, or Writing Centers, and where a Bachelor’s degree is a three-year course of study, these initiatives are developing under cultural circumstances that present distinct opportunities and constraints.

We seek papers from a range of perspectives and methodological approaches (e.g. research based, theoretical, historically informed, empirical, conceptual, comparative) addressing student development of literacy, communication, and writing across themes suggested below and their intersections:

• Whole of institution approaches (e.g., Writing Across the Curriculum)
• Program-level approaches (e.g., Writing in the Disciplines; profession-based accreditation)
• Curriculum-based approaches (e.g., embedded writing and communication development)
• Interdisciplinary approaches
• Collaborations across professional units
• Staff development initiatives
• Scalability & sustainability
• Literacy, Writing, & Professional Skills
• Professional standards and accreditation
• The role of writing centers and hubs
• Digital/Blended learning
• Academic honesty (e.g., assignments that encourage invention and discourage plagiarism)
• Higher Degree Research student needs and progress
• Institutional policy & practice
• The impact of recent legislative changes on writing and literacy in higher education
• Literacy “transfer” into and from higher education
• Literacy & employability
• Literacy & retention
• Assessment of Writing, Communication, and Literacy Programs

Deadline for Proposals: October 1, 2017
Notification of Acceptance: October 30, 2017
Manuscripts Due: January 15, 2018
Publication: Fall 2018

Proposal Format: Please submit a 500-word proposal explaining your topic, the research and theoretical base on which you will draw, and your plans for the structure of your article, following the general guidelines for ATD at http://wac.colostate.edu/atd/submissions.cfm. Send your proposal electronically (in MS Word format) to Margins to the Centre at MTC@flinders.edu.au and also to ATD editor Michael Pemberton at michaelp@georgiasouthern.edu. Please provide full contact information with your submission.

Further information: MTC@flinders.edu.au

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Upcoming Symposium - Engaging students as partners in global learning - in Hobart
9th October, 2017.

Online registration is now open here https://www.eventbrite.com/e/national-symposium-engaging-students-as-par...
Registration is free and open to all (students and staff equally welcome). If you intend to come, please register as soon as possible. Registration closes on 2nd October. 
The Symposium will be held on the day before another significant international education event - the Australian International Education Conference, also held in Hobart this year. http://aiec.idp.com/

Further information w.j.green@utas.edu.au

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Higher Education in the Headlines

Cuts ‘threaten’ quality of unis | BERNARD LANE  | Australian Higher Education | 16 August, 2017
There have been productivity gains but some official expectations may be misplaced, says researcher Keith Houghton.
http://www.theaustralian.com.au/higher-education/government-approach-to-...

Danes step away from patenting in favour of ‘open science’ | David Matthews | Times Higher Education | 10 August, 2017
Aarhus University has signed up companies to fund fundamental research in what it calls a ‘patent-free playground’
https://www.timeshighereducation.com/news/danes-step-away-patenting-favo...