HERDSA Notices 27 May 2026

* HERDSA Connect: The Human Edge: Discernment, Agency and Connection in the Age of AI
* ICED Talks: Peter Felten on Academic Development and Gen Al: Reflections on Relationships, Trust, and Well-Being
* Cognitive Offloading or Effective Practice? Exploring the Future of Learning with GenAI - Symposium
*A world without plagiarism detectors (online event)
* IJSaP 10(1) is published
* New articles in Higher Education Research and Development

To submit an announcement for this list complete the online form at http://herdsa.org.au/herdsa-notices

A full list of HERDSA Notices is online at http://www.herdsa.org.au/latest-news

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HERDSA Connect: The Human Edge: Discernment, Agency and Connection in the Age of AI
Sonia Khosa, 27 May 2026

Sonia unpacks where humans still hold the cards in the age of AI - discernment, agency, and connection.

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ICED Talks: Peter Felten on Academic Development and Gen Al: Reflections on Relationships, Trust, and Well-Being
Wednesday, June 3rd at 11:00 AM. Eastern Time (ET, UTC-4)

What is the future of higher education teaching, learning, and academic development in a world saturated with generative AI? Answers to that question tend to focus on the evolving capacities of technology. I will invite you to consider that question by starting with what we know about learning, teaching, and academic development. Put simply, human relationships are at the heart of all education. Guidance – challenge and support – from trusted experts and colleagues is central to learning, professional development, and personal growth. Peer and near-peer connections are crucial for motivation and well-being. To me, this suggests that higher education in an AI-driven world needs to attend critically to both technology and people. Our responsibility is to productively and creatively consider the possibilities, limitations, and perils of AI in the very human activities of learning, allowing our students and colleagues – and us – to transform in ways that contribute to thriving individuals, organizations, and communities.

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Cognitive Offloading or Effective Practice? Exploring the Future of Learning with GenAI - Symposium
Wednesday 3 June 2026

Generative AI is reshaping how students learn, think and solve problems - raising important questions about cognitive offloading in higher education. This symposium will examine the opportunities and risks of AI-assisted learning, with a focus on assessment design, evolving academic and professional practice, and the future of lifelong learning. Join us for a thought-provoking discussion on Wednesday 3 June 2026.Register now to secure your place.

Further information: https://melbourne-cshe.unimelb.edu.au/events/symposia-on-higher-educatio...

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A world without plagiarism detectors (online event)
Thursday June 11th, 12pm-1pm AEST

What would higher education look like if plagiarism detection software didn't exist?

In this provocative webinar, Prof Sarah Eaton explores a reality that may surprise Australian audiences: most Canadian universities do not use plagiarism detectors, even as Australian institutions have embedded them deeply into assessment and misconduct processes.

Drawing on research, policy, and lived institutional practice, she examines how academic integrity is conceptualised, taught, and enforced in a system that prioritises trust, pedagogy, and assessment design over technological surveillance.

The conversation will be facilitated by a Prof Phill Dawson. Together, Sarah and Phill will interrogate the assumptions behind Australia’s widespread use of detection tools. Join them as they tackle difficult questions about effectiveness, ethics, student-staff relationships and the unintended consequences of detection-driven approaches—particularly in an era of generative AI.

Ideal for: academics and third space staff, integrity officers, and educational leaders ready to challenge prevailing norms.

Further information: https://www.eventbrite.com.au/e/a-world-without-plagiarism-detectors-tic...

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IJSaP 10(1) is published

We are delighted to announce that the 19th issue of the International Journal for Students as Partners (IJSaP) is now available at https://mulpress.mcmaster.ca/ijsap/issue/current.

Since January 2026, we have been publishing IJSaP on a rolling monthly basis as articles become ready for publication. Hence you may have seen some of the articles already. We are now publishing the paginated version of the issue.

This is our largest issue to date. You will find 29 manuscripts — 12 research articles, 10 case studies, 5 reflective essays, a participant review, and a Voices from the Field. The participant review is a new genre for the journal that gathers multiple voices to capture diverse perspectives on a specific event. In this issue, Voices from the Field presents a range of perspectives on the frameworks partners bring to students-as-partners work.

This issue, which is 416 pages long, has been contributed to by 82 students and 90 staff/faculty from Australia, Canada, Ireland, Japan, Lebanon, the Netherlands, Norway, Pakistan, Singapore, South Africa, the United Kingdom, and the United States.

International Journal for Students as Partners Editorial Board and Staff:
Mick Healey, Kelly E. Matthews, Meng Zhang, Robert Fleisig, Sumayyah Sokeechand, Amrita Kaur, Zou Wei, Gu Xiaojun, Peter Fat Man Lau, Jessie Zheng, Alya Prasad, Launa Gauthier, Faria Elbabour, Mai Abdulwahab, Glenda Cox, Christine Immenga, Ruth L. Healey, Jayne Price, Millie Leach, Stephany Veuger, John Booth-Carey, Karen Arm, Zipporah Akello, Alison Cook-Sather, Brisa Kane, and Ian Steinberg

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New articles in Higher Education Research and Development

Mid-Career faculty: a systematic review of challenges in their academic careers, Carmen Araneda-Guirriman, Geraldy Sepúlveda-Páez, Gabriel Peñaloza-Díaz, Bárbara Rodríguez & Gloria Pastenes, https://doi.org/10.1080/07294360.2026.2670670

Examining failure at university: predicting academic failure amongst undergraduate first-year students, Cameron Lydster, Beata Webb, Gaelle Brotto & Masanori Matsumoto, https://doi.org/10.1080/07294360.2026.2669504

Transforming individuals, transforming relations: the contribution of transdisciplinary learning in shifting educational paradigms, Monique Potts, Daniel Ferreira, Giedre Kligyte, Alex Baumber, Susanne Pratt, Hannah Higgins & Bem Le Hunte,

Academic integration of master’s students: interactive roles of institutional, supervisory, peer support, and cross-institutional graduate enrollment, Qintao Sun, Rong Yu & Yueqi Shi, https://doi.org/10.1080/07294360.2026.2669517

What drives academic research misconduct? The viewpoint of researchers, Paul F. Burke, Twan Huybers, Bronwyn Greene & Detlef H. Rohr, https://doi.org/10.1080/07294360.2026.2627872

Actively maintaining connections in first-year higher education: the dynamic process of ICT student belonging online, K. Coutts, J. Mills, E. Lanham & S. McKenzie, https://doi.org/10.1080/07294360.2026.2670668

Exploring post-graduation outcomes, employment trends, and career trajectories of PhD graduates in Sub-Saharan Africa: Evidence from Kenya, Ethiopia and Rwanda, Tom Peter Migun Ogada, Kevin Okoth Ouko, Agnes Lutomiah, Nicholas Odongo, Eric Magale, Caroline Mbaya, Eunice Omwoyo, Clarisse Mideva, Joel Onyango, Samwel Oyugi, Cynthia K. Orang'o, Boniface Nyagah & Everlyn Nguku, https://doi.org/10.1080/07294360.2026.2670669

A cross-sectional investigation of university students’ mental health service awareness and use, Leanne Ngo, Lena Sanci, Ian Williams, Ann-Maree Duncan & Melissa Russell, https://doi.org/10.1080/07294360.2026.2670665

Unlocking student satisfaction with campus. The role of availability and accessibility of informal learning spaces, Katja Ninnemann, Filiz Keser Aschenberger, Evrim Çetinkaya-Yıldız, Seval Apaydın, Jennifer Schneidt, Christina Ipser, Gregor Radinger & Susanne Geister, https://doi.org/10.1080/07294360.2026.2670667

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In the spirit of reconciliation HERDSA acknowledges the Traditional Custodians of country throughout Australasia and their connections to land, sea and community. We pay our respect to their Elders past, present and emerging.

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