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Mulyadi Robin | Associate Dean Teaching and Learning, Australian Institute of Business

In this video (part 2 of 2), Mulyadi Robin continues the discussion on drivers for success in teaching and learning at the postgraduate level, with a particular focus on the integration of international students as it pertains to his research passion and current research project.

Canvassing his preliminary research on the international student experience at Australian universities, Mulyadi unpacks the finding that expatriate communities are proving more effective than university-lead initiatives in providing key pillars of support for higher education success. He contends that a rethink of current higher education strategies for inclusivity is in order; especially in light of COVID-19 related disruptions and their impact on the maintenance of those expatriate support structures.

Mulyadi also raises the need to reinvigorate an old conversation around the building of a culture of integrity. He considers how the learning upheavals of 2020 can serve as a springboard for greater discourse and action by institutions to embed academic integrity values that address emerging student vulnerabilities, guided by regulatory bodies such as TEQSA.

Finally, Mulyadi tackles the summative vs formative assessment debate in measuring student knowledge, by contemplating logistical challenges to strike the right workload balance, and zeroing in on student motivation to shape what assessment looks like. He shares his vision for scaffolding formative activities to summative assessment, in order to maintain relevance and individual development, while securing the all-important alignment of learning outcomes.

Watch Part 1 →

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.