Category: Advertorial

  • Why the student experience has never mattered more – Campus Review

    Why the student experience has never mattered more – Campus Review

    It’s more important than ever to focus on student experience. The Albanese Government’s recent re-election has given higher education institutions a clearer idea of what’s ahead.

    With the Australian Tertiary Education Commission set to begin operations on 1 July 2025, we can expect further action on the recommendations laid out in the Australian Universities Accord.

    At the same time, the shifting geopolitical landscape presents Australia with an opportunity to become an even more attractive destination for international students. Ongoing debates around enrolment caps could influence this, but the potential is there.

    Meanwhile, the rise of artificial intelligence (AI) has once again raised the bar for digital expectations. Students now expect their university experience to match the ease and responsiveness of tech giants like Amazon or Meta.

    Together, these forces are putting pressure on universities to rise to the occasion and deliver better educational experiences.

    The Universities Accord is changing the landscape

    The Australian Universities Accord, released in 2024, outlines a vision for a more educated workforce with more accessible and flexible learning pathways. A key goal is for 80 per cent of the workforce to hold a tertiary qualification by 2050, up from around 60 per cent today.

    The Accord also calls for doubling the number of placements, reducing inequality in access to higher education, and addressing growing skill shortages. It encourages more regional hubs and deeper integration between VET and university providers.

    To achieve this, universities will need to create more flexible, hybrid learning environments that accommodate students from all walks of life. Whether a student is studying remotely or regionally, they’ll expect full access to resources, a sense of community, and seamless transitions across providers.

    This is where digital experience becomes critical. If university and VET learning are to be integrated, will students navigate one central dashboard or juggle 10 separate platforms?

    Improving the student experience is essential to achieving the Accord’s vision. Without a seamless, supportive and accessible student journey, the ambitious goals of expanding participation, reducing inequality and building a highly skilled workforce simply won’t be met.

    Delivering on the Accord’s goals will mean strengthening digital infrastructure and taking a holistic view of how students interact with services, from enquiry and enrolment to study and graduation.

    Student experience can be Australia’s global edge

    Student experience is also a powerful competitive advantage. International education is one of Australia’s largest exports. Recent discussions around student caps have created uncertainty, but a stable government may help clear the path.

    With rising tensions in countries like the US, Australia is well-positioned to attract more students, as long as it can compete. And student experience is a key part of that value proposition.

    From easy access to support services to the ability access resources from anywhere in the world, the small things make a big difference. Admin should be smooth. Communication should be seamless. The better the student experience, the higher Australia’s competitive advantage becomes.

    AI has changed the rules of engagement

    The pandemic fast-tracked digital adoption across universities and the AI boom is driving another major shift. Students are now interacting daily with AI-powered tools that offer personalised, intelligent, and immediate support. They’ll expect the same from their institution. Think AI chatbots for self-service, automated timetables, study recommendations, and more intuitive platforms.

    The question for institutions is what their student experience actually looks like right now, and how quickly they can evolve it. Keeping up with the modern market demands continuous adaptation.

    This is a critical moment to evaluate the entire student journey and make intentional improvements. Institutions have a choice: steer the ship with purpose or risk being swept off course by rapid change. A strong, student-centred experience is the compass that will keep them on track.

    Turning complexity into connection: where to focus next

    From admissions to graduation, there are countless ways to improve the student journey. But right now, many institutions are held back by legacy systems, under-resourcing, and tighter budgets.

    A bigger and more immediate challenge is the number of disconnected systems in use. When platforms don’t talk to each other, students feel the impact. You can have the best AI chatbot in the world, but if it’s buried across five different logins, the value is lost.

    The good news is, these problems aren’t new and there are technologies designed to solve them. Digital experience platforms (DXPs) act as a bridge between systems, bringing them together into one simple, seamless interface. Whether it’s a student portal, public-facing website, or alumni platform, DXPs let institutions improve the student-facing experience without having to rebuild their entire backend systems.

    That means you can start by improving how students interact with your institution – such as by creating a modern student portal that centralises resources and streamlines communication, then updating older systems over time.

    Once the right digital foundations are in place, you can unlock the power of your data, using insights to deliver personalised, real-time communication that meets students where they are.

    Right now, there’s a real opportunity for institutions to lead. The policy environment is shifting, AI is changing expectations, and students are demanding more flexible and human experiences. Institutions that can simplify the complexity and focus on what matters to students won’t just keep up, they’ll set the standard.

    Liferay’s education portal solutions are designed to meet the unique needs of your institution, from online student portals to alumni networks and research collaboration platforms. Download our exclusive e-book, which explores how three Australian institutions leveraged Digital Experience Platforms (DXPs) here.

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  • Quality Teaching in Practice is returning in 2025 – Campus Review

    Quality Teaching in Practice is returning in 2025 – Campus Review

    Quality Teaching in Practice returns for its fourth consecutive year, as one of the leading educational research and practice conference for teachers, school leaders and policymakers.

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  • Streamlining payroll for casual and contract staff in education  – Campus Review

    Streamlining payroll for casual and contract staff in education  – Campus Review

    Australia’s higher education sector is highly dependent on casual and contract staff. As of 2021, 43 per cent of higher education employees were employed as casual or fixed-term contract employees. This puts education among the top 10 industries in terms of casual employment utilisation.

    While this workforce model provides flexibility for universities, it also introduces significant payroll complexities, including managing multiple roles under different awards, ensuring accurate timesheet approvals, and meeting compliance obligations for both domestic and international employees.

    For staff, payroll errors – such as delayed payments, incorrect classifications, or missed superannuation contributions – can have severe financial and emotional consequences.

    To mitigate these risks, universities are looking to adopt modern payroll systems that automate compliance, improve accuracy, and enhance payroll transparency. Without effective payroll management, institutions risk financial penalties, reputational risk, and damage to staff wellbeing.

    ‘Wage theft’ or just outdated technology?

    Campus Review readers will no doubt be familiar with the many stories of underpayment in the education sector.

    Dubbed ‘wage theft’ in a report by the same name in 2023, the National Tertiary Education Union (NTEU) reported underpayments of $159 million since 2009, across 97,500 staff, 55 separate incidents and 32 different institutions.

    The union blamed these underpayments to casual workers on ‘conditions of the awards not being followed’, bit in reality, it isn’t so simple.

    In its response to the NTEU report, the Australian Higher Education Industrial Association (AHEIA) found that “complex industrial agreements and government policy and funding arrangements had contributed to the [wage underpayment] issue, however, institutions have an obligation to ensure appropriate governance settings and frameworks to avoid these circumstances emerging.”

    “This includes implementing updates and changes to workforce system architecture, such as payroll and time recording systems.”

    Universities operate under some of the most complex employment frameworks in Australia. Staff can hold multiple contracts simultaneously, such as teaching undergraduates while working on a research grant, all under separate pay structures.

    Without an integrated HR and payroll system, ensuring compliance across these contracts becomes a high-risk administrative challenge. Instead of focusing on past underpayments, the focus should be on modernising payroll technology to prevent future mistakes.

    To do this, universities and higher-education institutions across Australia are investing in payroll automation, real-time compliance tracking, and award interpretation tools to ensure correct payments, protect their reputations, and improve staff confidence in payroll accuracy.

    The role of payroll automation in reducing errors

    Companies that rely on manual data entry and updates to data always run the risk of payroll errors and compliance issues. Relying on paper or even spreadsheets to track time worked and manually keying this data into systems creates a huge risk right from the start of the process.

    Errors often stem from these outdated and manual payroll processes, not from negligence or cost-cutting. It’s in these systems where complexities such as irregular working hours, different payment structures, and compliance with visa and employment laws create administrative strain.

    By eliminating manual data entry and automating compliance checks, universities can ensure employees receive accurate and timely payments while reducing financial and reputational risks.

    Automation also simplifies complex payroll calculations – such as processing multiple roles under different pay scales – ensuring employees are paid according to their specific contract terms without administrative bottlenecks.

    How real-time payroll reporting improves accuracy and transparency

    Payroll transparency is essential for improving trust between universities and their employees, as is the ability to run payroll in real-time and see the impact of calculations. This becomes possible when organisations automate the process and focus on managing exceptions rather than processing errors.

    A real-time payroll calculation allows payroll teams to identify anomalies early in the cycle, chase missing or invalid timesheets, and pinpoint specific employees whose pay data needs to be adjusted without having to reprocess the entire payroll.

    The latest technologies, such as artificial intelligence (AI) and machine learning (ML), will further improve automation and exception handling. These tools will enable payroll managers to identify potential issues earlier in the pay cycle, ensuring errors are corrected before payroll is finalised.

    Real-time reporting also allows universities to forecast workforce expenses more effectively, preventing payroll overruns and ensuring compliance with both internal financial controls and external regulatory obligations.

    The benefits of integrated HR and payroll systems

    Managing payroll for casual and non-permanent staff has long been a challenge for universities, particularly when employees hold multiple roles across different departments with varying conditions and payment rules.

    To overcome payroll complexities, universities need integrated HR and payroll systems, automated payments and improved compliance tracking. A truly integrated system, such as TechnologyOne’s Human Resources & Payroll (HRP), provides:

    • A single source of truth for multiple roles within an institution, ensuring that casual staff who also hold permanent positions are accurately classified and compensated.
    • Seamless onboarding and payroll management, ensuring new staff are correctly set up for payroll from day one.
    • Automated compliance monitoring, reducing the administrative burden on payroll teams.
    • Flexible self-service tools, allowing casual and contract staff to manage their employment records independently.
    • Real-time cost tracking, ensuring payroll expenses align with funding allocations and institutional budgets.

    Universities that are now using TechnologyOne’s Human Resources & Payroll have benefited from a more efficient approach to payroll. Charles Darwin University, for example, transitioned from separate legacy HR, recruitment and payroll systems to a fully integrated HR and Finance platform, eliminating inefficiencies and reducing payroll errors.

    Similarly, the University of Dundee in the UK moved from highly bespoke, costly custom systems to a standardised enterprise platform, resulting in cost savings and process efficiency.

    Future-proofing payroll for higher education

    As universities continue to adapt to workforce casualisation and regulatory changes, investing in a scalable and automated payroll system is essential. Future-proofing payroll means ensuring that universities have a system capable of handling evolving award structures, diverse employment types, and increasing compliance demands.

    TechnologyOne’s Human Resources & Payroll (HRP) helps universities automate payroll, ensure compliance, and reduce payroll errors, delivering a seamless, integrated workforce management experience.

    Find out how TechnologyOne HRP can transform your university’s payroll processes.

    Andy Cox is TechnologyOne’s General Manager for HR & Payroll Products, leading the development of innovative solutions that help organisations manage the entire employee lifecycle from recruitment to retirement.

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  • The four contemporary mindsets of leadership

    The four contemporary mindsets of leadership

    Following the launch of Advance HE’s Framework for Leading in Higher Education, Romy Lawson, Senior Deputy Vice Chancellor at Flinders University in Australia, shares thoughts on contemporary leadership

    When I reflect on my career, and particularly my leadership development, I must admit it was rather adhoc and self-motivated instead of being part of a planned and structured program. 

    As I believe is probably the case for many others, I learnt as a follower. I learnt on the job through doing. I learnt through assimilating and accommodating. I learnt by being challenged. I learnt from mentors, and occasionally I learnt through being trained. 

    These are all very valuable ways to learn but I question if I had had a framework to use as a reference point, could I have planned my development in a more productive fashion? Self-assessing my competencies in different areas, seeking out opportunities to optimise strengths and work on areas of development, as a tool to help showcase my ability and as a way to support career choices.

    Framework for leadership

    I think having a framework is even more important in this day and age where many top-down leadership models of leader-follower are being left behind for a leader-leader model. A model where decision-making authority is delegated down to where the information originated (control), where focus is given on increasing competence and knowledge so teams can make good decisions (competence), and ensuring staff are clear on the organisation’s goals to align their decisions (clarity).

    This shift in leadership was, in part, derived from the black swan event of the Covid-19 pandemic that made us appreciate that there are times when there just is not a blueprint. During times like this, leaders must adapt, transition, transform, shift and adjust. 

    The experience of leading in a university during a pandemic made me question whether the role of a leader has changed permanently. I adopted four contemporary leadership mindsets that I believe are essential for the modern-day leader.

    1. Power of doubt

    During Covid, the one certainty was uncertainty. This meant the ability to predict what was going to happen and, subsequently, knowing how and what to plan became very challenging. During this time leaders still had to make decisions, often with limited information, and under immense time pressures. In hindsight, some of these decisions were not always the right decisions, or only had value for a short time span. 

    The power of doubt is when leaders are willing to constantly question themselves, to doubt their decisions, and have the humility to see when decisions are wrong or only appropriate for a moment in time. Modern leaders need to be open to reversing or changing their decisions. Adopting this approach allows leaders to be more agile as well as more relatable.

    2. Incomplete leader (complete team)

    The second important leadership shift is the move from leader as master to that of the incomplete leader (complete team). Leaders need to acknowledge that in some areas they will always have more to learn, or they have areas of weakness. Leaders need to have the self-awareness to understand that they are always incomplete. 

    The way to achieve completeness is through building a complete team; a group that augments the leader’s skills and compensates for their limitations. One of the most important roles of the leader is to purposefully select and assemble a team of people representing a wide range of skills and abilities suitable for the current climate. Leaders then need to be a part of this team, rather than an external leader, for it to function most effectively.

    3. Engagement

    Leaders need to recognise the value of their people in a direct and intentional way. It is time for leaders to open the doors to connect, engage, listen and understand where people are coming from; their intentions.

    Leaders need to adopt meaningful dialogue rather than broadcasting; to strive to understand before being understood; and when they think they understand, to listen twice as hard. This is true engagement.

    4. Empowering

    Empowering people is the last leadership approach that is fundamental.

    Staff often experience frustrations in their work environments that make their job hard or annoying. These may be simply the equivalent of “pebbles in their shoes”, where it is possible for an individual to fix the problem and remove the pebble themselves. However, frequently staff do not take this initiative, because they need to feel they have the power to stop and improve something themselves or the tools to support them in solving the issue. Often in these situations what is most important to the staff member is for the pebble to be acknowledged by others before they are ready to sort it out themselves. 

    Challenging people to find their pebbles empowers them and providing tools helps the pebbles to be recognised and the solution celebrated. 

    Repositioning leadership

    The Framework for Leading in Higher Education helps us to reposition leadership to this more contemporary perspective. It builds from the concept of knowing, being, doing, which is an Aboriginal model of leadership. This model sees leaders gaining an understanding that they translate into application and in time these actions become behaviour, then values and mindsets. 

    The Framework for Leading in Higher Education provides guidance for leaders at any level to enhance their ‘being’ as a leader. 

    Learn more about Advance HE’s Framework for Leading in Higher Education and download the resource for free now.

    Advance HE also offers leadership development designed for staff working in higher education. Explore the opportunities.

    Romy Lawson is the Senior Deputy Vice Chancellor at Flinders University. She has been actively involved in higher education in both the UK and Australia. She is a member of Advance HE’s Steering Group for the Framework for Leading in Higher Education and sits on Advance HE’s Leadership & Management Advisory Board. She is also Chair of Universities Australia DVCA Executive and Co-Chair of UA Women.

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  • How AI is reshaping the learning experience

    How AI is reshaping the learning experience

    Since late 2022, generative AI has disrupted all levels of education, and higher education must adapt quickly to ensure that the integrity of qualifications is not compromised.

    New technologies can be disruptive and present challenges and opportunities. They influence how we work, interact with others, source information, and learn.

    Although artificial intelligence (AI) has been around for decades, generative AI has emerged as both a risk to traditional learning and an opportunity for students to use new technologies responsibly and ethically. Generative AI is disrupting all levels of education, and higher education must adapt quickly to ensure that the integrity of the qualifications awarded is not compromised.

    Recently, researchers examined policies and guidelines documents from 116 US universities on the use of GenAI. They found a lack of concern in these documents for ethics and privacy associated with using GenAI while encouraging its use by both staff and students. That is, intellectual property and student privacy seem to be an afterthought.

    The introduction of GenAI has added complexity to the detection of plagiarism, and some argue that using GenAI tools should not be deemed academic dishonesty because they enhance the learning experience and improve productivity. 

    In June 2024, the Tertiary Education Quality and Standards Agency (TEQSA) asked all registered higher education providers for action plans addressing the risk-generative AI in their courses. There was a 100 per cent response rate from providers to this request.

    TEQSA then analysed responses to develop resources to support the higher education sector and released Gen AI strategies for Australian higher education: Emerging practice in late November 2024[1]. This document is designed as a toolkit to assist higher education providers. The toolkit is structured into three key dimensions: Process, People and Practice. The toolkit notes that:

    There is no single form of assessment that can enable students to demonstrate achievement of all learning outcomes or support development of all appropriate uses of gen AI. Similarly, no single tool or technology can be deployed to guarantee assessment security (p43).

    Therefore, the higher education sector needs to be agile and adapt to the ubiquitous adoption of GenAI, so that we can adapt the learning experience so that students meet the learning outcomes of their course. This requires a significant shift for institutions and educators to achieve these objectives in a GenAI world.

    Ensuring equitable access to AI

    A key challenge for integrating GenAI in education is ensuring equitable access to AI-powered tools and resources for all students, regardless of their socio-economic background or geographical location. GenAI’s promise for student learning can only be achieved if students’ and staff’s access to GenAI tools is equitable, inclusive, and free from bias.

    TEQSA cautions that higher education institutions need to carefully consider the needs of diverse student populations and prioritise an inclusive and equitable educational environment when integrating GenAI in teaching, learning and assessment. This includes ensuring everyone recognises their responsibility to implement and engage in culturally safe practices.

    References

    Eden, C.A., Chisom, O.N. and Adeniyi, I.S., 2024. Integrating AI in education: Opportunities, challenges, and ethical considerations. Magna Scientia Advanced Research and Reviews, 10(2), pp.006-013.

    McDonald, N., Johri, A., Ali, A. and Hingle, A., 2024. Generative artificial intelligence in higher education: Evidence from an analysis of institutional policies and guidelines. arXiv preprint arXiv:2402.01659.

    Yusuf, A., Pervin, N. and Román-González, M., 2024. Generative AI and the future of higher education: a threat to academic integrity or reformation? Evidence from multicultural perspectives. International Journal of Educational Technology in Higher Education, 21(1), p.21.

    [1] Available from: https://www.teqsa.gov.au/sites/default/files/2024-11/Gen-AI-strategies-e…

    Hear more from A/Professor Yvette Blount and other education leaders at the Generative AI for Education Leaders Summit 2025 and gain access to cutting-edge insights and strategies that will put your institution ahead of the curve. Learn more.

    To access the detailed conference program, download the brochure here.

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  • Why unified data and technology is critical to student experience and university success

    Why unified data and technology is critical to student experience and university success

    The Australian higher education sector continues to evolve rapidly, with hybrid learning,
    non-linear education, and the current skills shortage all shaping how universities operate.

    At the same time, universities are grappling with rising operational costs and decreased funding, leading to fierce competition for new enrolments.

    Amidst the dynamic landscape of higher education, the student experience has become a crucial factor in attracting and retaining students.

    The student experience encompasses a wide array of interactions, from how students first learn about an institution through to the enrolment process, coursework, social activities, wellbeing support and career connections. With so many student touchpoints to manage, institutions are turning to data and technology integrations to help streamline communications and improve their adaptability to change.

    Download the white paper: Why Unifying Data and Technology is Critical to the Success and Future of Universities

    Enhancing institutional efficiency and effectiveness
    Universities face an increasingly fragmented IT landscape, with siloed data and legacy systems making it difficult to support growth ambitions and improve student experiences.

    By integrating systems and data, institutions are starting to align digital and business strategies so that they can meet operational goals while providing more connected, seamless and personalised experiences for students.

    One of the most effective ways universities can achieve this is by consolidating disparate systems into a cloud-based Customer Relationship Management (CRM) solution, such as Salesforce.

    Optimising admissions and enhancing student engagement
    In recent years, there have been significant fluctuations in the enrolment of higher education students for numerous reasons – Covid-19 restrictions, declining domestic student numbers, high cost of living, proposed international student caps, and volatile labour market conditions being just a few.

    To better capture the attention of prospective students, institutions are now focusing on delivering more personalised and targeted engagement strategies. Integrated CRM and marketing automation is increasingly being used to attract more prospective students with tailored, well-timed communication.

    Universities are also using CRM tools to support student retention and minimise attrition. According to a Forrester study, students are 15 per cent more likely to stay with an institution when Salesforce is used to provide communications, learning resources and support services.

    Streamlining communication and collaboration
    By creating a centralised system of engagement, universities can not only support students throughout their academic journey, but also oversee their wellbeing.

    For example, a leading university in Sydney has developed a system that provides a comprehensive view of students and their needs, allowing for integrated and holistic support and transforming its incident reporting and case management.

    Fostering stronger alumni and industry relations
    Another area where CRM systems play a pivotal role is in building alumni and industry relationships. Alumni who feel valued by their university – through personalised engagement – are more likely to return when seeking upskilling, or to lend financial support.

    Personalising communication to industry partners can also help strengthen relationships, potentially leading to sponsored research, grants, and donations, as well as internships and career placements.

    University of Technology Sydney, for example, adopted a centralised data-led strategy for Corporate Relations to change how it works with strategic partners, significantly strengthening its partner network across the university.

    Unlocking the value of data and integration

    With unified data and digital technology driving personalised student interactions, university ICT departments can empower faculty and staff to exceed enrolment goals, foster lifelong student relationships and drive institutional growth.

    To learn more about the strategies and technologies to maximise institutional business value, download the white paper.

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