Doctor Tai Peseta
Senior Lecturer, Learning Futures,
Teaching & Curriculum
Dean's Unit, School of Education
Senior Lecturer, Learning Futures,
Teaching & Curriculum
Dr Tai Peseta joined WSU in March 2017 as Senior Lecturer, located in the Learning Transformations Team, Learning Futures Portfolio. She joins the university following academic appointments at the The University of Sydney, La Trobe University and The University of Melbourne, and with institutional experience in the following areas: professional learning of university teachers, research supervision development, curriculum renewal, students as partners, and in building capacity and participation in the scholarship of learning and teaching. Tai is a Senior Fellow, UK Higher Education Academy (SFHEA)
Her work in Learning Transformations focuses primarily on the 21C project. In 2017-2018, Tai:
- oversaw the 21C School Curriculum Pilots
- led the 2018 Flagship Curriculum Projects strategy (including the development of Curriculum MakerSpaces)
- initiated the Western Educational Fellowship Scheme (Advance HE Fellowship Scheme)
- established and leads the 21C Student Curriculum Partners strategy
From mid-2019 onwards, she is the Academic Lead on the 21C Curriculum Challenges.
As a higher education researcher, Tai is an International Research Fellow at the Research Institute for Higher Education, Hiroshima University, and holds honorary appointments at The University of Sydney and Deakin University. In addition, she
- leads #thesisthinkers - a community of doctoral students and supervisors in higher education research
- initiated and coordinates the Higher Education Scholars Research Network: a network of higher education researchers across Sydney-based universities
- is one of the founders of the Idea of the University Reading Group: a cross-university practice which brings together scholars of Critical University Studies.
This information has been contributed by Doctor Peseta.
- PhD University of Sydney
- BEd(Honours) University of Sydney
- Australian Association for Research in Education (AARE) (2010)
- Society for Research in Higher Education (2015 - 2017)
- Higher Education Research and Development Society of Australasia (2001)
- Academic practice and labour
- Curriculum renewal and transformation
- Doctoral curriculum/ research education
- Ideas of the University
- Professional learning for university teachers
- The scholarship of academic development
Organisational Unit (School / Division)
- Teaching & Curriculum
- Dean's Unit, School of Education
- Teaching & Curriculum
|Phone:||(02) 9685 9060|
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Chapters in Books
- Bell, A., Barahona, S., Beg, G., Coulson, S., Eymont, R., Hartman, J., Hubble, T., Leung, N., McDonnell, M., Ni, J., Peseta, T., Sakhaee, E. and Uptin, J. (2020), 'Students and academics working in partnership to embed cultural competence as a graduate quality', Cultural Competence and the Higher Education Sector: Australian Perspectives, Policies and Practice, Springer 9789811553615.
- Peseta, T., Fyffe, J. and Sainsbury, F. (2019), 'Interrogating the "idea of the university" through the pleasures of reading together', Resisting Neoliberalism in Higher Education. Volume II, Prising Open the Cracks, Palgrave Macmillan 9783319958330.
- Peseta, T. and Baradell, S. (2018), 'Managing those haunting voices : a student and supervisor in dialogue', Developing Research Writing: A Handbook for Supervisors and Advisors, Routledge 9781138688148.
- Peseta, T. and Barrie, S. (2017), 'Stewardship as practice : 'learning on-the-job' for the academic development newcomer', Theorising Learning to Teach in Higher Education, Routledge 9781138677265.
- Hannon, J., Garraway, J., Peseta, T. and Winberg, C. (2017), 'Putting theory to work : comparing theoretical perspectives on academic practices in teaching and learning change', Theorising Learning to Teach in Higher Education, Routledge 9781138677265.
- Peseta, T., Kligyte, G., McLean, J. and Smith, J. (2016), 'On the conduct of concern : exploring how university teachers recognise, engage in, and perform 'identity' practices within academic workgroups', Identity Work in the Contemporary University: Exploring an Uneasy Profession, Sense Publishers 9789463003094.
- Peseta, T. and Loads, D. (2016), 'Epilogue : continuing the conversation', Identity Work in the Contemporary University: Exploring an Uneasy Profession, Sense Publishers 9789463003094.
- Peseta, T. (2011), 'Exploring an identity as an academic writer', Higher Education Research and Development Anthology, Higher Education Research and Development Society of Australasia 9780908557868.
- Peseta, T., Manathunga, C. and Jones, A. (2010), 'What kind of interdisciplinary space is academic development?', Interdisciplinary Higher Education: Perspectives and Practicalities, Emerald 9780857243713.
- Brew,, A. and Peseta, T. (2009), 'Supervision development and recognition in a reflexive space', Changing Practices of Doctoral Education, Routledge 9780415442695.
- Peseta, T. and Manathunga, C. (2008), 'The anxiety of making academics over : resistance and responsibility in the academic development project', Knowledge as Value: Illumination through Critical Prisms, Rodopi 9789042024380.
- Peseta, T., Brew, A., McShane, K. and Barrie, S. (2007), 'Encouraging the scholarship of learning and teaching in an institutional context', Transforming a University: the Scholarship of Teaching and Learning in Practice, Sydney University Press 9781920898281.
- Peseta, T. (2001), 'Imagining a Ph.D. writer's body grappling over pedagogy', Postgraduate Research Supervision: Transforming (R)Elations, Peter Lang Publishing 9780820449982.
- Barradell, S., Peseta, T. and Barrie, S. (2021), 'Students and physiotherapists experience physiotherapy in particular ways : a phenomenologically oriented study', Physiotherapy Theory and Practice, vol 37, no 1 , pp 106 - 114.
- Peseta, T., Kligyte, G., Bell, A., Hardiman, B., Leadbeatter, D., Pizzica, J., Saliba, G., Salisbury, F., Thomson, K. and Yucel, R. (2021), 'Borders, paths and orientations : assembling the higher education research field as doctoral students and supervisors', Teaching in Higher Education, vol 26, no 3 , pp 422 - 437.
- Peseta, T., Donogue, A., Hifazat, S., Suresh, S., Beathe, A., Derbas, J., Mees, B., Suresh, S., Sugita, C., Mallawa Arachchi, T., Nguyen, E., Johnson, L., Clark, S., Ramegowda, R., Alford, J., Manthos, M., Jose, C., Caughey, E., Reed, V. and Ashcroft-Smith, M. (2021), 'Dancing with power in 'We are the University: Students co-creating change'', Journal of University Teaching and Learning Practice, vol 18, no 7 , pp 258 - 274.
- Peseta, T. and Bell, A. (2020), 'Seeing institutionally : a rationale for 'teach the university' in student and staff partnerships', Higher Education Research and Development, vol 39, no 1 , pp 99 - 112.
- Barradell, S., Barrie, S. and Peseta, T. (2018), 'Ways of thinking and practising : highlighting the complexities of higher education curriculum', Innovations in Education and Teaching International, vol 55, no 3 , pp 266 - 275.
- Barradell, S., Peseta, T. and Barrie, S. (2018), ''There's so much to it' : the ways physiotherapy students and recent graduates experience practice', Advances in Health Sciences Education, vol 23, no 2 , pp 387 - 406.
- Peseta, T., Fortune, T., Jones, A., Barradell, S. and Kennedy-Jones, M. (2018), 'Returning history to the educational formation of health professionals in Australia', Teaching in Higher Education, vol 23, no 1 , pp 17 - 29.
- Salisbury, F. and Peseta, T. (2018), 'The "idea of the university" : positioning academic librarians in the future university', New Review of Academic Librarianship, vol 24, no 3-4 , pp 244 - 264.
- Barradell, S. and Peseta, T. (2018), 'Integrating threshold concepts and ways of thinking and practising : supporting physiotherapy students to develop a holistic view of the profession through concept mapping', International Journal of Practice-based Learning in Health and Social Care, vol 6, no 1 , pp 24 - 37.
- Peseta, T., Barrie, S. and McLean, J. (2017), 'Academic life in the measured university : pleasures, paradoxes and politics', Higher Education Research and Development, vol 36, no 3 , pp 453 - 457.
- Barradell, S. and Peseta, T. (2017), 'Putting threshold concepts to work in health sciences : insights for curriculum design from a qualitative research synthesis', Teaching in Higher Education, vol 22, no 3 , pp 349 - 372.
- Bell, A., Peseta, T., Barahona, S., Jeong, S., Lan, L., Menzies, R., Trieu, T. and Wen, A. (2017), 'In conversation together : student ambassadors for cultural competence', Teaching and Learning Together in Higher Education, vol 1, no 21 .
- Shay, S. and Peseta, T. (2016), 'A socially just curriculum reform agenda', Teaching in Higher Education, vol 21, no 4 , pp 361 - 366.
- Barradell, S. and Peseta, T. (2016), 'Promise and challenge of identifying threshold concepts : a cautionary account of using transactional curriculum inquiry', Journal of Further and Higher Education, vol 40, no 2 , pp 262 - 275.
- Peseta, T., Bell, A., Clifford, A., English, A., Janatharna, J., Jones, C., Teal, M. and Zhang, J. (2016), 'Students as ambassadors and researchers of assessment renewal : puzzling over the practices of university and academic life', International Journal for Academic Development, vol 21, no 1 , pp 54 - 66.
- Peseta, T. (2014), 'Agency and stewardship in academic development : the problem of speaking truth to power', International Journal for Academic Development, vol 19, no 1 , pp 65 - 69.
- Hulett, H., Corbin, J., Karasmanis, S., Robertson, T., Salisbury, F. and Peseta, T. (2013), 'Information literacy at university : a toolkit for readiness and measuring impact', Australian Academic and Research Libraries, vol 44, no 3 , pp 151 - 162.
- Peseta, T. (2013), 'The inevitable contradictions of student learning', International Journal for the Scholarship of Teaching & Learning, vol 7, no 2 .
- Salisbury, F., Karasmanis, S., Robertson, T., Corbin, J., Hulett, H. and Peseta, T. (2012), 'Transforming information literacy conversations to enhance student learning : new curriculum dialogues', Journal of University Teaching and Learning Practice, vol 9, no 3 .
- Peseta, T. and Grant, B. (2011), 'Working imaginatively with/in contradiction', International Journal for Academic Development, vol 16, no 1 , pp 1 - 4.
- Peseta, T. (2011), 'Professing in the field of academic development : is content a dirty word?', International Journal for Academic Development, vol 16, no 1 , pp 83 - 86.
- Manathunga, C., Peseta, T. and McCormack, C. (2010), 'Supervisor development through creative approaches to writing', International Journal for Academic Development, vol 15, no 1 , pp 33 - 46.
- Kandlbinder, P. and Peseta, T. (2009), 'Key concepts in postgraduate certificates in higher education teaching and learning in Australasia and the United Kingdom', International Journal for Academic Development, vol 14, no 1 , pp 19 - 31.
- Peseta, T. (2007), 'Troubling our desires for research and writing within the academic development project', International Journal for Academic Development, vol 12, no 1 , pp 15 - 23.
- Brew, A. and Peseta, T. (2004), 'Changing postgraduate supervision practice : a programme to encourage learning through reflection and feedback', Innovations in Education and Teaching International, vol 41, no 1 , pp 5 - 22.
- Barrie, S., Peseta, T. and Trigwell, K. (2016), 'From researcher to steward : revisiting the learning experiences in the Australian PhD', International Academic Identities Conference, University of Sydney.
- Peseta, T., McLean, J., Kligyte, G., Hannon, J., Smith, J., Garraway, J. and Winberg, C. (2016), 'University teaching practices in local academic workgroups : measuring individuals or tracing change?', International Academic Identities Conference, Sydney, N.S.W..
- Fortune, T., Barradell, S. and Peseta, T. (2016), 'Being and becoming a professional : restoring history to the education of health professions', International Academic Identities Conference, Sydney, N.S.W..
- Peseta, T., Barrie, S., Barrow, M., Grant, B., Kelly, F., Lucas, L., Trahar, S., Jawitz, J. and Thesen, L. (2016), 'Getting the measure of doctoral curriculum : a response to access and equity?', International Academic Identities Conference, Sydney, N.S.W..
- Peseta, T., Hannon, J., Hendry, G., Kligyte, G., Leibowitz, B., McLean, J., Smith, J. and Wisker, G. (2014), 'Negotiating teacher identities in an academic workgroup', International Academic Identities Conference, Durham University, U.K..
Tai is a higher education researcher involved in several collaborative research projects:
- Leading: A decade of dialogue: a cultural history of the International Academic Identities conference 2008-2018 (funded by the Research Institute for Higher Education, Hiroshima University)
- Reframing the PhD for Australia’s future universities (funded by the Australian Office for Learning and Teaching)
- Co-leading: Challenges of access and equity: the higher education curriculum answers back (funded by the Worldwide Universities Network)
- Leading: The flow of new knowledge practices: an inquiry into teaching, learning and curriculum dynamics in academic workgroups
She also supervises the following HDR students in her Honorary capcu:
- Fiona Salisbury: How can academic libraries contribute to shaping future ideas of the University (PhD), The University of Sydney (with Professor Simon Barrie)
- Sarah Barradell: Threshold concepts, Ways of thinking and practising and Curriculum: a phenomenological heuristic research inquiry in an entry-level physiotherapy context (PhD), The University of Sydney (with Profesor Simon Barrie)
- Giedre Kligyte: The role of collegiality in academic work (PhD), The University of Sydney (with Professor Simon Barrie)
- Robyn Yucel: Academics' perceptions of the Nature of Science in Undergraduate Science Curriculum (PhD), Deakin University (with Professor Liz Johnson & Dr Jan West)
- Gina Saliba: How course leaders operate to influence teaching and curriculum design in the context of Western Sydney University and the role of the Director of Academic Programs (DAPs) and their influence on teaching groups (PhD), Western Sydney University (with Dr Jenny Pizzica & Dr Kate Thomson)
This information has been contributed by Doctor Peseta.
|Thesis Title:||How course leaders operate to influence teaching and curriculum design in the context of Western Sydney University and the role of the Director of Academic Programs (DAPs) and their influence on teaching groups.|
|Field of Research:|