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It is commonly agreed that feedback is a key component of higher education and critical for learning. Despite decades of research problems with feedback are still reported. Lecturers and students describe issues with feedback such as, timing, quality, usefulness, use of, effectiveness, and recipience. There are also differences between lecturers’ and students’ perceptions of feedback as well as among students and lecturers. The last two decades of research have repositioned feedback from something provided to students, to an ongoing dialogic process, with a focus on the development of feed...

The recent pandemic resulted in significant changes in workplaces that saw people come to live and work differently. What was previously experienced and understood to be the ‘workplace’, along with associated work practices, has shifted and the construct of the workplace has become multiple as more people work remotely. We propose that these changes have also shifted practices of working, providing significant insights into how learning may be happening, not in ‘workplaces’ but rather in reformed ‘sites’ of work. To explore changed work and learning practices in sites of work, we a...

The Australian Government is financially incentivising work integrated learning (WIL) to enhance graduate employability. As such, universities are currently expanding WIL pedagogies and practices from their traditional domain of professional degrees, to be incorporate into almost all university degrees. Using Kemmis’ Theory of Practice Architecture, this study investigated the practices of established WIL practitioners in universities and uncovers what can be referred to as a WIL ecology of practice. This ecology comprises of key WIL practices, including: networking and selling, negotiating,...