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“Can We Not Do Group Stuff?”: Student Insights On Implementing Co-Creation In Online Intensive Programs, Samantha J. Newell, Natasha Van Antwerpen
“Can We Not Do Group Stuff?”: Student Insights On Implementing Co-Creation In Online Intensive Programs, Samantha J. Newell, Natasha Van Antwerpen
Journal of University Teaching & Learning Practice
The demand for intensive educational experiences is increasing, necessitating a focus on ensuring quality and providing adequate student support. Increasing opportunities for student collaboration, including teacher/student co-creation of learning materials, has strong potential to increase engagement and support. Given increased interest in co-creation within education and research more broadly, we explored student perspectives on this novel approach within online intensive modes of teaching with a focus on feasibility and implementation. Two focus groups were conducted with students (N = 16), including discussion of their preferences and barriers for implementing co-creation initiatives in an intensive program. Thematic analysis was then …
Choose Your Own Adventure: Understanding Why Students Prefer Certain Types Of Assessment, Ryan Jopp, Jessica L. Pallant, Heather Russell
Choose Your Own Adventure: Understanding Why Students Prefer Certain Types Of Assessment, Ryan Jopp, Jessica L. Pallant, Heather Russell
Journal of University Teaching & Learning Practice
Empowering students with choice when it comes to assessment is shown to have a positive impact on student satisfaction and success, with previous studies finding a more flexible approach to assessment can promote engagement and performance. However, very little is known about why students choose certain types of assessment. Building on previous research, this study examines the many factors that influence student choice of assessment in an undergraduate business unit. Leveraging data collected over two semesters, our study found that student choice of assessment was primarily influenced by whether students thought the assessment was interesting, with 46% of overall respondents …
Tutors’ Responses To Student Disclosures: From “Suicidal Ideation” To “Feeling A Little Stressed”, Alexander Walker, Sandi L. Tait-Mccutcheon, Amanda Gilbert
Tutors’ Responses To Student Disclosures: From “Suicidal Ideation” To “Feeling A Little Stressed”, Alexander Walker, Sandi L. Tait-Mccutcheon, Amanda Gilbert
Journal of University Teaching & Learning Practice
Tutors in higher education are receiving and responding to student disclosures that include racism, anxiety, loneliness, legal disputes, family upheavals, physical, emotional, and mental health, bereavement, legal battles, and harassment. In many cases, this caring aspect of the tutor role is not acknowledged, allocated time in job descriptions, or accurately remunerated. This qualitative study explored how tutors experienced and managed student disclosures, the personal and professional impact of responding to disclosures, and how tutors believed they could be better supported. Data was collected from two cohorts of participants tutoring at a University in Aotearoa New Zealand. using interviews and questionnaires …
A Wolf In Sheep’S Clothing? Critical Discourse Analysis Of Five Online Automated Paraphrasing Sites, Kay M. Hammond, Patricia Lucas, Amira Hassouna, Stephen Brown
A Wolf In Sheep’S Clothing? Critical Discourse Analysis Of Five Online Automated Paraphrasing Sites, Kay M. Hammond, Patricia Lucas, Amira Hassouna, Stephen Brown
Journal of University Teaching & Learning Practice
Research on academic integrity used to focus more on student character and behaviour. Now this research includes wider viewing of this issue as a current teaching and learning challenge which requires pedagogical intervention. It is now the responsibility of staff and institutions to treat the creation of a learning environment supporting academic integrity as a teaching and learning priority. Plagiarism by simply copying other people’s work is a well-known misconduct which undermines academic integrity; moreover, technological developments have evolved plagiarism to include the generation and copying of computer-generated text. Automated paraphrasing tool (APT) websites have become increasingly common, offering students …
The Flinders University/Tafe Sa Bachelor Of Creative Arts Dual Award Model: A Case Study, Michelle Gander, Eric Bouvet
The Flinders University/Tafe Sa Bachelor Of Creative Arts Dual Award Model: A Case Study, Michelle Gander, Eric Bouvet
Journal of University Teaching & Learning Practice
This study aims to evaluate the effectiveness of the Bachelor of Creative Arts (BCA), a dual award degree offered jointly by Flinders University and TAFE SA. It first sets the rationale for the award while placing it in the Australian educational context, comparing it to equivalent programs offered at other institutions. It then provides an insight into the characteristics of a cohort of students. To achieve this, the study analyses a range of key quantitative metrics including demographics, enrolment numbers, attrition, student experience surveys and grade distributions to determine the cohort’s profile. Additionally, the study seeks information from recent graduates …
Editorial: Artificial Intelligence Is Awesome, But Good Teaching Should Always Come First., Joseph Crawford, Carmen Vallis, Jianhua Yang, Rachel Fitzgerald, Christine O'Dea, Michael Cowling
Editorial: Artificial Intelligence Is Awesome, But Good Teaching Should Always Come First., Joseph Crawford, Carmen Vallis, Jianhua Yang, Rachel Fitzgerald, Christine O'Dea, Michael Cowling
Journal of University Teaching & Learning Practice
The explosion of generative artificial intelligence into the mainstream of society some twelve months ago has seriously challenged learning and teaching practice. Since then, AI companies such as OpenAI are constantly improving their language models and releasing new features to make them more capable and useful. So, given there have been many disruptors in the past and emerging disruptions in the present, what can we learn in this situation, where Generative AI stands poised to challenge the purpose and relevance of assessment models? From our examples, disruptive technologies only have a major impact when they positively transform practice and are …
Avoiding Stuck Places: University Educators’ Views On Supporting Migrant And Refugee Students With Transitioning Through And Out Of Higher Education, Sally Baker, Megan Rose, Clemence Due, Prasheela Karan
Avoiding Stuck Places: University Educators’ Views On Supporting Migrant And Refugee Students With Transitioning Through And Out Of Higher Education, Sally Baker, Megan Rose, Clemence Due, Prasheela Karan
Journal of University Teaching & Learning Practice
University student equity cohorts experience inequitable graduate/ employment outcomes. These challenges are magnified for Culturally and Linguistically Marginalised Migrant and/or Refugee students (CALMMR). Consequently, this study aimed to investigate the views of Australian university educators on the transitioning of CALMMR students from higher education into employment. Employing mixed methods, this study commenced with a survey of university educators (n=40) followed by semi-structured interviews (n=13). Findings highlighted that specialised, diverse support is needed for CALMMR students across studies and into careers. Specifically, students faced additional challenges, which are not being met in a fragmented university system. Universities need to provide support …
Supporting Student Wellbeing As An Academic Language And Learning Advisor: Challenges And Opportunities, Laura Gurney, Vittoria Grossi
Supporting Student Wellbeing As An Academic Language And Learning Advisor: Challenges And Opportunities, Laura Gurney, Vittoria Grossi
Journal of University Teaching & Learning Practice
The provision of academic language and learning (ALL) support to undergraduate and postgraduate students has been a staple across higher education institutions in Australia and New Zealand for some time. However, research has established that there are multiple challenges inherent to working across institutional spaces in the ways that ALL staff do. This has included ambiguity about the parameters of their roles and how they connect with staff and students as support professionals. Furthermore, how advisors respond to student wellbeing as part of the support they offer, and how their own wellbeing is accounted for at work, are not well …
Widening Participation Between 2001 And 2021: A Systematic Literature Review And Research Agenda, Aaron Tham, Maria Raciti, Joshua Dale
Widening Participation Between 2001 And 2021: A Systematic Literature Review And Research Agenda, Aaron Tham, Maria Raciti, Joshua Dale
Journal of University Teaching & Learning Practice
Widening participation has been a vehicle to facilitate access and support towards the successful completion of university studies for underrepresented groups who are less likely to pursue higher education. Yet, despite its widely accepted importance and adoption across countries such as Australia and the United Kingdom, studies to date remain largely fragmented – often employed through the lens of a single institution, or a particular priority group. Amidst this backdrop, universities and other higher education providers are increasingly probed as to their role in supporting social capital mobility, of which widening participation plays a vital component in delivering wider societal …
Generative Artificial Intelligence: University Student Awareness, Experience, And Confidence In Use Across Disciplines, Andrew Kelly, Miriam Sullivan, Katrina Strampel
Generative Artificial Intelligence: University Student Awareness, Experience, And Confidence In Use Across Disciplines, Andrew Kelly, Miriam Sullivan, Katrina Strampel
Journal of University Teaching & Learning Practice
The global higher education sector has been significantly disrupted by the proliferation of generative artificial intelligence tools such as ChatGPT, especially in relation to its implications for assessment. However, few studies to date have explored student perspectives on these tools. This article reports on one of the first large-scale quantitative studies of student views on generative artificial intelligence at an Australian university (n = 1,135). When the survey was conducted, most students had low knowledge, experience, and confidence in using these tools. These results varied across disciplines and across some student sub-groups, such as mature-age students and international students. …
Academic Excellence Framework: Towards Sustainable Growth, Manal Almarwani
Academic Excellence Framework: Towards Sustainable Growth, Manal Almarwani
Journal of University Teaching & Learning Practice
In response to the ongoing calls for excellence across all sectors in Saudi Arabia, higher education institutions are pressured to rethink their practices. However, with all the governmental strategic, focused planning in Saudi higher education to achieve excellence and compete globally, there is a gap between what is expected and what is happening regarding academic excellence’s pedagogical and practical aspects. Hence, this study is an attempt to bridge that gap. The main purpose of this study is to propose an educational excellence framework by exploring the perceptions of academics. Data was collected through semi-structured one-on-one interviews. The proposed framework will …
What Student Voice Is And Is Not: Connecting Dialogue To Evidence-Based Practice And Inclusive Mindsets, Sally Ashton-Hay, Dylan Williams
What Student Voice Is And Is Not: Connecting Dialogue To Evidence-Based Practice And Inclusive Mindsets, Sally Ashton-Hay, Dylan Williams
Journal of University Teaching & Learning Practice
Traditional attitudes to student voice are changing which is highlighted in the recent proliferation of student voice manuscripts the Journal is receiving. Student voice literature currently positions students as active dialogue partners in higher education with much to contribute rather than passive consumers or evaluators. As Editors of the Student Experience section, we view this development in higher education as a significant and emerging trend which has the potential to positively impact practice in higher education and also contribute toward meaningful relational changes for the student experience. We offer some guidelines and recommendations for potential authors on what student voice …
Retaining Students To Completion: A Qualitative Study Of Institutional Factors, Rachael Ruegg
Retaining Students To Completion: A Qualitative Study Of Institutional Factors, Rachael Ruegg
Journal of University Teaching & Learning Practice
Retaining students until they complete their qualifications is one of the main aims of many higher education institutions. Retention of students is also looked at from different perspectives in the literature. This small, exploratory, narrative enquiry research looks into the experiences of twenty-one domestic students during their first year and a half of a three-year bachelor’s degree at a New Zealand university. The same researcher conducted all the interviews, which were recorded, transcribed and imported to Nvivo for thematic analysis. The researcher attempted to draw comparisons between the students who withdrew from the university within the first year and a …
Same Same But Different: Learning With Technology – Are First-Year College Students Prepared For This?, Birgit Schmitz, Steffen Eisenmann
Same Same But Different: Learning With Technology – Are First-Year College Students Prepared For This?, Birgit Schmitz, Steffen Eisenmann
Journal of University Teaching & Learning Practice
March 2020 changed the world of learning. Ever since, students have been relying on remote lecturers, virtual fellow students, and electronic learning material. For many, this greatly differs from how they used to learn before and even though technology is incremental to students’ everyday life, many are not familiar with using technology for their learning. The purpose of this study was to investigate if first-year college students are prepared for learning with technology and to empirically document possible gaps. To assess this, two successive first year cohorts completed a 32-items questionnaire that was based on standardized scales to assess time …
Skills, Attributes, Literacies, And Capabilities: Developing Our Students At Every Level, Andrew Struan, Jennifer Boyle, Scott Ramsay
Skills, Attributes, Literacies, And Capabilities: Developing Our Students At Every Level, Andrew Struan, Jennifer Boyle, Scott Ramsay
Journal of University Teaching & Learning Practice
This Special Issue engages with the concept of ‘graduateness’ across Higher Education by looking at the skills, attributes, literacies, capabilities, and capacities we seek to foster and develop amongst those whom we teach. This discussion ranges from papers on pre-entry, through transition-in and undergraduate student skill enhancement, to developing academic colleagues’ teaching proficiencies and innovation in curricula. The challenge faced by contributing authors was to conceptualise the development of their students’ capabilities and capacities in the broadest and most practical senses. In the context of the global response of Higher Education to the COVID-19 pandemic, which has dramatically impacted the …
Gamification Pedagogy: A Motivational Approach To Student-Centric Course Design In Higher Education, Fiona Gironella
Gamification Pedagogy: A Motivational Approach To Student-Centric Course Design In Higher Education, Fiona Gironella
Journal of University Teaching & Learning Practice
This article explores the praxis of gamification pedagogy and post-secondary course design. The literature on gamified design theory and current research on its application as a pedagogy are explored. A student-centric, motivationally based gamification design model is proposed, operationalized, implemented, evaluated, and reiterated. The design process, application strategies and challenges, and resulting qualitative outcomes over a two-year implementation period of the re-designed gamified course are detailed. Student evaluations rated both the overlaid gamified structural design and the integrated course mechanics as highly motivating and contributing significantly to their success and positive learning experience. The gamified course design was able to …
Collaborative Creativity Among Undergraduate Students As Game Creators During Gamification In A University-Wide Elective Course, Julia Lee, Ruxin Lim, Fitri S. Mohamad, Kim Geok Chan, Faizah Mas’Ud
Collaborative Creativity Among Undergraduate Students As Game Creators During Gamification In A University-Wide Elective Course, Julia Lee, Ruxin Lim, Fitri S. Mohamad, Kim Geok Chan, Faizah Mas’Ud
Journal of University Teaching & Learning Practice
Collaborative creativity is an essential skill for unleashing university students’ skills in team building during complex problem-solving. The aim of this descriptive quantitative research was to examine undergraduate students’ perspectives regarding their collaborative creativity experience as game creators for a gamification group assignment within a university-wide elective course on learning disabilities. The Assessment Scale of Creative Collaboration (ASCC) questionnaire was completed by 14 students. The results provide insightful perspectives by undergraduate students regarding their experience in collaborative creativity during game creation. The findings from the closed-ended questions of the ASCC demonstrate that most of the students valued the diversity of …
Trends In Emergency Higher Education Digital Transformation During The Covid-19 Pandemic, Natalia Mospan
Trends In Emergency Higher Education Digital Transformation During The Covid-19 Pandemic, Natalia Mospan
Journal of University Teaching & Learning Practice
The article reveals trends in emergency higher education digital transformation during the COVID-19 pandemic. Due to the enormous amount of literature discussing global higher education responses to the Coronavirus, the preference is given to publications with a systematic literature review published in 2021. The period indicates the end of the 2-nd wave of the pandemic and the lessons learnt. However, case studies were also the focus of attention, primarily used for a convincing illustration of the trends in a particular country. Moreover, descriptive survey research allows empirical evidence of 468 students and 179 lecturers from four Ukrainian universities and highlights …
An Enduring College Classroom Annoyance: The Wandering Student Phenomenon, John F. Gaski
An Enduring College Classroom Annoyance: The Wandering Student Phenomenon, John F. Gaski
Journal of University Teaching & Learning Practice
Anyone teaching at the U.S. university level for two decades or more may recall when a dramatic change in student classroom behavior first became manifest. A tendency to regard attendance at a given class session as flexible, volitional, variable, and without concern for disruptive side-effects—with respect to each class segment—arose rather suddenly within the last 20 years, and continues. Specifically, for students to casually leave the room during class has become commonplace. Diagnosis of possible cause(s) and motivation for such arbitrary or rude wandering is attempted here, along with tentative prescriptive response. Investigative methods are primarily analytic and exploratory, …
We Were All Learning And Doing Our Best: Investigating How Enabling Educators Promoted Student Belonging In A Time Of Significant Complexity And Unpredictability, Trixie James, Kerry Bond, Brijesh Kumar, Melissa Tomlins, Gabriela Toth
We Were All Learning And Doing Our Best: Investigating How Enabling Educators Promoted Student Belonging In A Time Of Significant Complexity And Unpredictability, Trixie James, Kerry Bond, Brijesh Kumar, Melissa Tomlins, Gabriela Toth
Journal of University Teaching & Learning Practice
The COVID-19 pandemic impacted education provision worldwide. In Australia, the government took a proactive stance to reduce the impact of the pandemic, temporarily banning higher education students from attending university campuses. With a lockdown in place, educational institutions required a rapid shift in approaches to teaching and learning by both educators and students. Educators throughout Australia were asked to work from home and quickly transition their face-to-face (synchronous) classes into bichronous, fully online offerings. This paper reports on the experiences of 25 educators in an enabling course in a regional Australian university who were required to make this shift. These …
Experiences Of Belonging: A Comparative Case Study Between China-Domiciled And Uk-Domiciled Students, Susan Smith, Sarah Watson
Experiences Of Belonging: A Comparative Case Study Between China-Domiciled And Uk-Domiciled Students, Susan Smith, Sarah Watson
Journal of University Teaching & Learning Practice
Different domiciled groups experience belonging differently within university contexts, with China-domiciled students studying in UK Business Schools often finding it more difficult to integrate into university culture than their European counterparts, partially contributing to the sector awarding gap between these groups studying Business and Management subjects. With recognition that the pandemic induced move to teaching online exacerbated challenges to belonging for all students, 17 Chinese and 16 UK finalist undergraduates were interviewed about their experiences of belonging before the pandemic, during the pandemic, and once face-to-face teaching had resumed. The research contributes to an increasingly nuanced understanding of the university …
I Probably Have A Closer Relationship With My Internet Provider: Experiences Of Belonging (Or Not) Among Mature-Aged Regional And Remote University Students, Nicole L. Crawford, Sherridan G. Emery, Penny Allen, Allen Baird
I Probably Have A Closer Relationship With My Internet Provider: Experiences Of Belonging (Or Not) Among Mature-Aged Regional And Remote University Students, Nicole L. Crawford, Sherridan G. Emery, Penny Allen, Allen Baird
Journal of University Teaching & Learning Practice
While fostering a sense of belonging among university students is an objective of many universities, the landscape of belonging is complex and multifaceted. It is worthy of deeper interrogation, particularly for “non-traditional” students. This article draws on data from a national mixed-methods study that explored proactive ways of supporting the mental wellbeing of mature-aged students in regional and remote Australia. One of the overarching findings was students feeling invisible, misunderstood and undervalued. While this theme was relevant for many participants, it was also the case that other participants reported feeling visible, known and a sense of belonging. These inconsistencies prompted …
The Role Of Pedagogy And The Curriculum In University Students' Sense Of Belonging, Eliel Cohen, Julianne Viola
The Role Of Pedagogy And The Curriculum In University Students' Sense Of Belonging, Eliel Cohen, Julianne Viola
Journal of University Teaching & Learning Practice
The special issue aims to explore the possibility of pedagogy and curriculum design for promoting ‘belonging’. Relevant to this aim is the question which we address in this proposed paper: To what extent, and in what ways, do students understand their learning experiences (i.e. of pedagogic and curricular practices) to be relevant factors in contributing to their sense of belonging? This paper draws from a study into students’ sense of belonging that has so far run for two years, in Winter-Spring of 2019-20 and 2020-21. Building on existing research that has systematically sought to understand the dimensions and factors shaping …
The Homeless Student – And Recovering A Sense Of Belonging, Ronald Barnett
The Homeless Student – And Recovering A Sense Of Belonging, Ronald Barnett
Journal of University Teaching & Learning Practice
There is much empirical evidence to suggest that many students today feel alone and experience anxiety. These phenomena – loneliness and anxiety - have long existed but there is reason to believe that they are heightened in the twenty-first century; and universities are putting in effort to alleviate levels of student stress. However, largely missing is a sense that a degree of destabilization is necessary for an educational process to be worthy of the name of ‘higher education’. It is part of higher education that a student should be, to some extent, epistemologically unsettled. And that unsettlement has to …
Pedagogies Of Belonging In An Anxious World: A Collaborative Autoethnography Of Four Practitioners, Nona Press, Martin B. Andrew, Alisa Percy, Vikki A. Pollard
Pedagogies Of Belonging In An Anxious World: A Collaborative Autoethnography Of Four Practitioners, Nona Press, Martin B. Andrew, Alisa Percy, Vikki A. Pollard
Journal of University Teaching & Learning Practice
The concept of belonging has found prominence in higher education learning environments, as the COVID-19 pandemic continues to have an unprecedented impact on educational provision. In times of disruption, alienation and isolation, the most basic of our psychological and physiological needs have come to be almost universally recognised as critical factors that must be considered and examined. Experiencing belonging is integral to human existence, and knowing where, with whom, and how we belong, is a salient driver for learning and self-actualisation. We recognise there are a number of ways to frame and approach the idea of belonging in the educational …
Two Decades Of Studies On Learning Management System In Higher Education: A Bibliometric Analysis With Scopus Database 2000-2020, Thanh-Thao Thi Phan, Cam-Tu Vu, Phuong-Thuc Thi Doan, Dinh-Hai Luong, Thu-Phuong Bui, Thanh-Huyen Le, Duc-Huy Nguyen
Two Decades Of Studies On Learning Management System In Higher Education: A Bibliometric Analysis With Scopus Database 2000-2020, Thanh-Thao Thi Phan, Cam-Tu Vu, Phuong-Thuc Thi Doan, Dinh-Hai Luong, Thu-Phuong Bui, Thanh-Huyen Le, Duc-Huy Nguyen
Journal of University Teaching & Learning Practice
Over the past twenty years, using learning management systems in higher education has attracted increasing interest from researchers around the globe. In this context, the current study aimed to explore the volume, growth trajectory, and geographic distribution of learning management systems in higher education literature, along with identifying impactful authors, sources, and publications, and highlight emerging research issues. The authors conducted bibliometric analysis on 1334 documents, related to the use of learning management systems in the context of higher education, extracted from Scopus database. The findings show a rapidly growing knowledge base on learning management systems in higher education, especially …
The State Of Australasian Online Higher Education Post-Pandemic And Beyond, Michael D. Sankey
The State Of Australasian Online Higher Education Post-Pandemic And Beyond, Michael D. Sankey
Journal of University Teaching & Learning Practice
Online learning is not a new phenomenon that had just been discovered in March 2020, it has been developing very strongly for 20+ years. What is new is that we are now realising that what was conceived as being good online learning pedagogy is being challenged by many of the newer student-centred approaches that have evolved in learning and teaching. Not the least because the technologies now allow us to do way more in a more synchronous way, allowing students to work more collaboratively with others. Or maybe it’s more that we have rediscovered some activities that were harder to …
Experiences Of Female Academics In Australia During Covid-19: Opportunities And Challenges, Rashmi Watson, Upasana G. Singh, Chenicheri Sid Nair
Experiences Of Female Academics In Australia During Covid-19: Opportunities And Challenges, Rashmi Watson, Upasana G. Singh, Chenicheri Sid Nair
Journal of University Teaching & Learning Practice
An online survey collected data on a range of female academic experiences globally gaining 260 responses with 144 Australian specific academics’ responses (55% of total responses). The pandemic has highlighted positive opportunities such as online teaching and skill development, flexibility, time efficiency, increased collaboration, and time for research. In terms of challenges identified responses indicate an increased workload, less motivation for career progression, and perceptions of greater and obvious gender disparity and bias against female academics. Australia is often referred to as a ‘lucky country’ which can further be enriched though fostering its rich and diverse female academic community into …
An Assessment Of Tutoring Performance, Challenges And Support During Covid-19: A Qualitative Study In A South African University, Chioma S. Okoro, Oliver Takawira, Peter Baur
An Assessment Of Tutoring Performance, Challenges And Support During Covid-19: A Qualitative Study In A South African University, Chioma S. Okoro, Oliver Takawira, Peter Baur
Journal of University Teaching & Learning Practice
The COVID-19 pandemic brought changes to the teaching and learning arena and posed challenges to efforts to support student performance. The study aims to identify challenges faced during online tutoring and ways to continue to support the tutoring function to teach and disseminate knowledge to students during lockdown. The study was conducted within a faculty in a higher education institution in South Africa using interviews of lecturers and tutors who were purposively selected. Thematic analysis was used to draw out themes on the challenges faced, support provided and suggestions to improve tutoring in online/blended learning. The study exposed several challenges, …
Ensemble Mentorship As A Decolonising And Relational Practice In Canada, Yvonne Poitras Pratt, Sulyn Bodnaresko, Michelle Scott
Ensemble Mentorship As A Decolonising And Relational Practice In Canada, Yvonne Poitras Pratt, Sulyn Bodnaresko, Michelle Scott
Journal of University Teaching & Learning Practice
Inspired by collaborating on a shared vision of reconciliation, three authors explore ethical relationality and the practical ways in which their heterarchical ensemble mentorship serves to decolonise and advance a shared vision of reconciliation for university teaching and learning. As Indigenous and non-Indigenous educators, we are buoyed by those developing decolonising and Indigenising strategies in formerly colonised regions. Seen as a promising interruption to a neoliberal approach to education, the authors embrace the possibilities of imagining and creating an ethical space in universities where relationality is prioritised in service of social justice. While the complex nature of reconciliation within …