Sentry, June 2021

SENTRY Engineering Design Thinking

Not one of us

Pandemic exposes Coalition's view of universities

Teaching Chinese politics

Promote your research to NTEU members

Member Story

Susanne Newton Published by National Tertiary Education Union

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CONTENTS

Teaching Chinese politics

Not 'one of us'

Polarised views leave academics between a rock and a hard place, explains Minglu Chen.

The pandemic has exposed the Coalition's view of universities as not 'one of us.'

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06 Cover: twinsterphoto/123rf

Sentry is a free online news magazine for NTEU members and Australian higher education staff.

Sentry is published on the third Friday of each month in between publication of the Union's main member magazine, Advocate.

08 Engineering Design Thinking Could it be useful to the NTEU?

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In 2021 Sentry will be published in February, April, May, June, August, September, October and December. Advocate will be published in March, July, November.

A strong Branch essential Susanne Newton talks of the state of play for La Trobe as the Jobs Protection Framework ends.

SENTRY ISSN 2652-5992

In case you missed it... 01 Perceptions of online teaching related ergonomic factors 11 Introducing Research Promoter 11 Member Benefits Update 14

Published by National Tertiary Education Union PO Box 1323, South Melbourne VIC 3205 Australia ABN 38 579 396 344 All text & images ©NTEU 2021 unless stated Publisher

Matthew McGowan

Editor

Alison Barnes

Production Manager

Paul Clifton

Editorial Assistance Helena Spyrou Anastasia Kotaidis Sentry is available online free as a PDF and e-book at www.nteu.org.au/sentry

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CATCH UP

NEWS & CAMPAIGNS

In case you missed it....

Support Dr Jan Bryant & Secure Jobs at Monash After being employed for eleven years on short-term contracts, Dr Jan Bryant is being let go by Monash University. Even though she is in a dire situation, Jan wants to use this moment to help her colleagues.

'It's really close to my heart to help with any campaign that can help with insecure work ... I'd like to urge people to get on board with a campaign to fix our colleagues working conditions.'

Please take a minute to listen to her video message and sign the petition.

Sign the Petition File-Signature

Watch the Video M

What is a Good University?

On Friday 11 June, Professor Emerita Raewyn Connell, one of Australia’s leading social scientists, joined the NTEU Friday Sessions program to talk about 'the good university', discussing how universities work, what has happened to them under the corporate regime, and what alternatives there have been in the past and could be in the future.

What do universities actually do now and why is it time for a radical change for universities? What is the role of uni staff in ensuring our universities can be driven by social good rather than profit, and to help build a fairer workplace and society? How can we organise effectively and bargain successfully to make this happen?

Watch the event video M

Register for future sessions online a

Tudge gives band-aids to private providers but nothing for universities Education Minister Alan Tudge’s announcement of $53.6 million support for private international education providers, and nothing for public universities, doesn’t address the fundamental issues affecting the international student sector in Australia.

Read the NTEU media release Book-Open

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CATCH UP

NEWS & CAMPAIGNS

In case you missed it....

Join the University of Leicester global academic boycott If you have any personal or professional links with the University of Leicester, the University and College Union (UCU) is asking NTEU members to please respect the global academic boycott of the institution.

Please tweet your support, using the hashtag #BoycottLeicester and tagging @UniOfLeicester, @NCanagarajah and @LeicesterUCU.

Download the campaign image to share Camera Visit the Wall of Support a

Mum, PhD Mum, PhD is an online community for women combining academic life and motherhood (now or in the future). You don't have to be a mum right now to join. Mum, PhD is a safe and respectful environment for sharing experiences, giving and receiving support, exchanging knowledge, engaging in debates, venting and finding solutions.

Founder and moderator, Dr Koa Whittingham, an NTEU member at the University of Queensland, said 'We welcome the participation of women who are trying to conceive, as well as women who are considering how to incorporate future motherhood into their academic career plans. Likewise, we welcome the participation of PhD scholars and women considering embarking on a PhD.' Dr Amy Mitchell and Dr Alina Morawska are the two other moderators.

The community uses a discussion forum as the platform. Members need to sign up to access the forum, which ensures discussions are kept within the community.

Access Mum, PhD a

Are intelligence services spying on Australian academics?

Fresh revelations from Senate Estimates that the Australian Research Council (ARC) has been collecting ‘sensitivity files’ on Australian academics raise important concerns about academic freedom and integrity in Australia, the NTEU has warned.

Read the NTEU media release Book-Open

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POLITICS

MEMBER EXPERT

Teaching Chinese politics in Australia Polarised views leave academics between a rock and a hard place I was making small talk with a medical technician during a health check a few months ago. After hearing I was a senior lecturer teaching Chinese politics at the University of Sydney, she commented: 'It must be very hard for you.' My first thought was that she meant it must have been hard to teach online during the pandemic lockdown. But then she asked: 'How do you manage to overcome your bias?'

I am an academic of Chinese background in Australia. So am I necessarily biased in my approach to Chinese politics? Is it indeed possible that my upbringing in China has made me a blind supporter of the Chinese system? Or has my embrace of liberal values turned me into a militant 'China basher'? continued overpage...

Minglu Chen University of Sydney

Image: Jamie Street/Unsplash

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POLITICS

MEMBER EXPERT These questions had occurred to me before, of course. But against the background of the recent souring of China-Australia relations, they have become more acute than ever before.

Teaching the topic of Chinese politics is becoming more challenging in a world increasingly divided by ideas, beliefs and interests.

Mao Zedong proclaims the People's Republic of China, 1949

In November 2020, for the first time in ten years of teaching, a student who described themselves as a 'Chinese patriot' accused me of being a 'Taiwan independence supporter'.

The reason was my comment in class that, after the election of Joe Biden as US President, issues such as Tibet, Xinjiang and Taiwan were likely to cause tensions between China and the United States. On the same day in the same class, a non-Chinese student protested that, while wishing to avoid turning academic analysis into a moral judgment, I should have remembered that 'authoritarianism is evil'.

Teaching the topic of Chinese politics is becoming more challenging in a world increasingly divided by ideas, beliefs and interests. Of course, our own values and experiences always influence and even drive inquiry and the extension of knowledge. But if students come to class with pre-existing rigid mindsets and refuse to engage with different opinions and viewpoints, then education simply fails in its purpose.

'We should support whatever the enemy opposes and oppose whatever the enemy supports,' Chinese leader Mao Zedong said in a 1939 interview. Taken out of context (Mao

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was describing the rivalry between the Chinese Communist Party and the Japanese puppet government in Nanjing) this sounds one-sided and superficial. But if we succumb to nationalistic emotions, moral values and political ideology, then this perspective is exactly how we see the world.

Understanding China – and ourselves In the study of politics in China, I have endeavoured to teach students that things are often not as clearcut and absolute as many expect.

In other words, nuance is the key to understanding China.

It is valid to question the legitimacy and stability of any system, particularly if the system may rely on censorship and coercion. But over the years, all the predictions of the system’s collapse have proved wrong. China’s one-party rule has been firm and strong to this day.

We need to consider the question of what explains the resilience and prosperity of the Chinese system.

Before we criticise it for its lack of liberal democratic values, it is important to first understand what the system is and how it operates – that includes its economic drivers, its sources of legitimacy, its historical legacy and its developmental trajectory.

MEMBER EXPERT Why is it important? Such understanding will help us better cope with a world where China is a significant power and will likely remain so in the foreseeable future.

We have seen the rise of a new generation of patriotic Chinese 'wolf warriors' who aggressively defend the state’s positions. But it is equally important for them to engage with different opinions and perspectives.

For one thing, when defending China against Western countries’ frequent 'attacks' on 'sensitive issues', they need to understand that such issues might reflect the inherent problems of China’s system. These problems include economic inequality, ethnic tensions, vulnerable property rights, lack of individual freedom, and many more.

Moreover, they could benefit from a self-recognition of the origins of their own strong feelings of pride and loyalty to the Chinese nation as a result of how it constructs their identity and sense of belonging.

Research versus parroting the official line Returning to the question of how I manage my bias when teaching Chinese politics, I guess my identity as a Chinese immigrant will always have an impact on my understanding of the Chinese system. For all of us, our perceptions of the world reflect the

values and beliefs associated with our identities and experiences.

Just like my students, some readers of this article might think I am too critical of China. In the eyes of others I might appear not critical enough.

This is understandable: my opinions have been informed by my own experiences, as well as by my analysis of primary sources, engagement with many academic thinkers and communications with researchers, policymakers and business owners.

Chinese leader Xi Jinping with former US President Donald Trump

I try to expose students to the complexity of Chinese politics through such a research-driven approach.

This approach is largely missing in public debate about China in Australia. Yet it is a difficult but important task.

If we fail in this task, in the quest for knowledge and understanding based on careful evaluation of opinions and facts, our discussions would be reduced to nothing more than an indiscriminate acceptance and simple repetition of official discourses or media coverage, whatever their source. My students in the class reflect the views of their home societies. In the current environment, that’s making it more difficult than ever to engage in productive analysis and discussion.

I try to expose students to the complexity of Chinese politics through such a research-driven approach. This approach is largely missing in public debate about China in Australia.

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Minglu Chen is Senior Lecturer, Government & International Relations, University of Sydney This article was first published in The Conversation, 20 May 2021

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ECONOMICS

MEMBER EXPERT

Pandemic exposes Coalition's view of universities as not 'one of us' I took a redundancy package from Federation University the week before Christmas in 2019. Weeks later a strange virus began to kill people in Wuhan, China. Thanks to a globalised economy it spread like wildfire.

The years 2020 and 2021 will surely go down as when the great Australian international education boom went belly up...

Alex Millmow Federation University Australia

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In a matter of months, Australia rolled down its borders to Chinese students. It marked what would become a year of upheaval for Australian universities.

Retirement from university life a month before a pandemic emerged looked like divine inspiration, but as Marlon Brando said in the film The Godfather, ‘the university made me an offer I couldn’t refuse’. I have looked on in amazement at what was happening to the university sector. The simple truth was one could hardly take one’s eyes off the unfolding spectacle. I continued to count my lucky stars I got out when I got out.

The years 2020 and 2021 will surely go down as when the great Australian international education boom went belly up; the whole higher education sector faced severe con-

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traction, a process that might never be reversed.

Around 50% of the 17, 500 job losses have been in Victoria. Three of that state’s eight universities – La Trobe, Swinburne and RMIT University – are in deep deficit. Two other Victorian universities have recorded wafer thin surpluses. Obviously, the salami slicing on costs is set to continue.

The incidence of four lockdowns in Victoria did not help matters. Last year university campuses there were closed down for long, long periods.

To take one example, the Baillieu Library at the University of Melbourne was, physically at least, closed for most of the year.

One read how social distancing and lockdowns meant in person lectures and tutorials were no more, learning became totally virtual, and meetings were held on zoom. Goodness knows what happened to the formal assessment regimes. Exams presumably became passé. While working from home sounds wonderful, putting new learning material online and giving a lecture in cyberspace would be challenging for many academics fumbling with the new technology.

For new students commencing their

studies meant they were deprived, almost cheated, of the excitement of campus life as instruction and interaction was solely online. University libraries, sports facilities and the student union were all closed off. There was also arbitrary culling of uneconomic courses as cash strapped universities engaged in al fresco cost-cutting. For the legion of bright postgraduates working away on their doctorates the prospect of an academic career vanished.

data said that Australian universities had fared not too badly given the pandemic.

Of course, they might perhaps pick up some casual teaching here and there but who wants to join the precariat? In any case all those jobs at universities and private providers have dried up.

This attitude was made very clear within months of Howard coming to power; in its first Budget the Coalition Government ripped into higher education funding, to the disbelief of Vice-Chancellors. All this from the party of Menzies who was the first Australian political leader to see the importance of a vibrant and expansive higher education sector as a bulwark against mindless materialism and the worship of Mammon.

What is galling in all this drama has been the heartless attitude of the Morrison Government about the plight of the sector. Publicly funded universities were pointedly excluded from the JobKeeper program and international students told, in no uncertain terms, to 'go home'.

The Morrison Government held the view that the university sector had ample financial reserves to fall back upon. And while this was their lot, the Morrison Government rubbed salt into the wound by raising course fees for those domestic students doing humanities and business subjects. They even reduced the income threshold from which all students have to start paying back their HECS. A few weeks ago the Federal Education Minister, Alan Tudge had the temerity to argue the latest financial

What lies behind this callousness? It all goes back to the prevailing mindset laid down by John Howard when he became Prime Minister in March 1996. He held the sector in high contempt. Those in the university sector were not ‘our people’, or as Margaret Thatcher used to say, not ‘one of us’.

She, too, had no time for academics.

The joke here is that John Howard once wrote a book on what the great man actually stood for. No wonder he looked out of place when his old alma mater, the University of Sydney cravenly awarded him an Hon. DLitt in 2016.

It all goes back to the prevailing mindset laid down by John Howard when he became Prime Minister in March 1996. He held the sector in high contempt.

John Howard receiving an honorary doctorate from the University of Sydney in 2016.

At least the Oxford dons ensured that their august institution never followed suit in awarding an honorary degree to one of their own, Margaret Thatcher.

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Alex Millmow is a honorary research fellow at Federation University Australia

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LEARNING DESIGN

MEMBER EXPERT

Engineering Design Thinking Could it be useful to the NTEU? In my role as Learning Designer at the University of Adelaide, I work with academic staff to support and enhance teaching in online and blended environments. I try to take a collaborative, problem-solving and evidence-based approach to my work in course, program and activity design. This often includes advising on the use of new technologies. I also have a university teaching background in Education (Sociology and Digital Media).

Over the past five years – in my now continuing role – I have worked closely with academic staff at the Faculty of Engineering, Computer and Maths Sciences (ECMS). This has given me an insight into engineering design thinking – which has got me asking whether this approach could be of use to the NTEU in our problem-solving.

Engineering design thinking is defined by Dym et al (2005) as 'a systematic process to generate, evaluate, and specify concepts .. (to)

John Murphy University of Adelaide

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Image: istock

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achieve clients’ … needs under a set of constraints' (p. 104).

Each Semester, Bachelor of Engineering students at the University of Adelaide are presented with a real world design challenge. Initially I have heard it explained as an analogy (Davey, Yong et al, 2018).

If you wanted to buy a dream car, what factors would you consider?

How would you weight them by priority? How would that change, if you had budget and time constraints?

The students then work in groups to define the problem, then design, implement and evaluate a solution.

The real world problem involves a developing country or region – for example a digital communication issue in a remote Aboriginal community or a water supply problem in PNG. The process involves a number of stages. The first step is consultation with the community to better understand their needs and objectives and gain valuable cultural insights. This can save time, money and resources over the course of a project.

The next step is to define the problem. The issue or challenge is broken down into all of its factors. Each is weighted based on estimated importance. The weighted elements add up to 100%. This helps to establish general consensus and measurable priorities given the constraints.

In the next stage, students brainstorm possible solutions. This involves doing further research, gathering information, data, further discussion and analysis. Adjustments can be made to refine the problem definition.

In the next stage, an approach is selected and implemented.

In the final stage, results are evaluated. The students refer back to their

initial list of factors and weightings and assess what has changed. Which of the factors are still an issue?

Which have been partially, largely or fully resolved? Progress has now become measurable and insights gained.

LEARNING DESIGN

MEMBER EXPERT

In an iterative (cyclical) approach, the problem is then re-defined for a new cycle or a future project.

The best solutions are chosen from universities across the country and show-cased nationally as real-world problem solving initiatives. Projects gradually became more complex through the Bachelor of Engineering program leading to final year industry projects such as the Darwin to Adelaide World Solar Car challenge.

As a non-Engineer, I was impressed with this analytical approach to collaborative problem solving. Student engineers are encouraged to be global in their thinking and practice with projects often involving multiple stake-holders in multi-disciplinary teams, from government to industry, NGOs, academic and student representatives.

I am now reflecting on how we could apply this approach to our work in the NTEU. As we commence Enterprise Bargaining negotiations in Adelaide and across the country, could it help us collaboratively define continued overpage...

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LEARNING DESIGN

MEMBER EXPERT complex issues, inform our collective approach and measure our gains?

Having worked in higher education for many years now, I have witnessed first-hand the effects of job insecurity on health and well-being – how increased casualisation continues to have a negative impact on staff, particularly on women who make up the majority of the casual teaching workforce. It also can impact negatively on the student experience.

What if we use the Engineering Design Thinking to break down the complex issue of casualisation into its components and ask staff to weight each factor of concern from a total of 100%? Table 1 is an example of how we might define the problem using design thinking. The factors that I have listed are based on listening to colleagues as well as local and national concerns.

What if we use the Engineering Design Thinking to break down the complex issue of casualisation into its components and ask staff to weight each factor of concern from a total of 100%?

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Could we target some of the low weighted areas initially to achieve some ‘quick wins’? If we can achieve progress on contracts (3) earlier, it may positively impact on stress over job insecurity (6). Obtaining agreement on marking (4) and pay rates (2) could relieve work related stress as we continue to fight for agreement locally and nationally on job security – an issue still before the Fair Work Commission.

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Table 1 Factor

Weighting

1.

Pay rate too low

.. %

2.

Paid at the incorrect rate (e.g. as a demonstrator rather than tutor)

.. %

3.

Delay in confirmation of contracts

.. %

4.

Insufficient time allowed for marking

…%

5.

Being casual over a long period (when work is continuing)

…%

6.

Stress over job insecurity

…%

7.

Casual generally works for me

…%

TOTAL

100%

As we evaluate results, we can begin to answer the question ‘How do we measure success?’ We may be able to achieve general consensus on what we have won, what we have lost, and what we will have to keep fighting for on another day.

John Murphy is a Learning Designer and lecturer/tutor at the University of Adelaide, and a member of the NTEU University of Adelaide Branch Committee

An evaluation of tertiary educators’ perceptions of online teaching related ergonomic factors Mitali Ghosh, NTEU member at Curtin University, is conducting a study to identify and assess ergonomic factors that affect educators’ experience with online teaching.

The COVID-19 pandemic has prompted a loss of 17,000 jobs in the higher education sector over the last year and an expected surge in online student teaching. In this context it is very important to understand how academics are affected.

To obtain a clearer picture of the issues, and for constructing a questionnaire, two focus groups were conducted with 12 participants. Subsequently, a questionnaire has been developed by analysing the focus group discussions data.

Research findings will be provided to the NTEU, as our union can help by raising any critical issues, supporting staff and working collectively for change where opportunities for improvements are identified.

Mitali Ghosh's exploratory descriptive research study will examine how five ergonomic factors, namely physical, social, cognitive, organisational and environmental affect academics providing online tertiary education.

How you can take part

To promote your research to NTEU members in Sentry, email Paul Clifton pclifton@ nteu.org.au

To assist with this research, please answer the self-administered questionnaire which is available here through Qualtrics if you conduct online teaching.

RESEARCH PROMOTER

ONLINE TEACHING

RESEARCH PROMOTER

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Mitali Ghosh

Promote your research to your fellow NTEU members!

NTEU is proud to announce Research Promoter, a new initiative to promote research currently being undertaken by our members in each edition of our online journal, Sentry.

Do you or one of your postgrad students have a research project that features an online questionnaire or other instrument that you would like fellow NTEU members to complete? We will feature details of your project in Sentry magazine to help increase the reach of your potential participants.

To be featured, you must be a current NTEU member. And don't forget that membership for Postgraduate students is free (visit nteu.org.au/postgrad for more details).

Simply send an outline of your research in 200 words or less, including a link (or links) to your online research and any relevant images, to Paul Clifton, pclifton@nteu.org.au.

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PROFESSIONAL STAFF

MEMBER STORY

A strong local Branch essential as we enter the uncharted waters ahead As I write, La Trobe University will end the Jobs Protection Framework in a fortnight, which has staved off some of the worst impacts of the pandemic for the last year.

We’re just out of our fourth lockdown, with no international students in sight and a cruel lack of support from the Federal Government, it’s hard not to imagine much of what we know and love about the University falling off a cliff after 1 July.

Already, colleagues have taken voluntary redundancies, decades of institutional knowledge simply gone, their Zoom farewells as surreal and unreal as so much of our lives have been this last year.

What will the University look like with hundreds of our colleagues and friends gone in the next few months?

When we return to the office again, what university will we be returning to?

Already, half – HALF – the staff are at risk of burnout, according to a recent survey. We were taken through survey results in detail, but simply knowing the problem doesn’t solve it, because the problems are real. Over $150 million less revenue forecast this year compared to 2019; a hole that will take 5–8 years to dig out of; a deficit the Federal Government doggedly refuses to address, not because they can’t, but because starving the tertiary sector suits their ideology just fine.

Susanne Newton La Trobe University

To tell your story to the NTEU member community, please contact Helena Spyrou

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So many people I know are worried for their jobs, professional staff working long hours beyond what

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MEMBER STORY they’re paid for; academics writing grant applications during the ‘leave’ they have to take. There are less people already and correspondingly more work, as we scramble to seek funding in a more challenging environment.

It’s a scary time to enter bargaining.

What can the Union fight for when it is inevitable hundreds of jobs will go?

It’s a strange feeling to think about how to soften the cushion for those that go – career transition, access to the Employee Assistance Program – but even stranger to wonder, is it actually the better choice to stay, and what can we do in the enterprise agreement to protect those that do?

Already, job intensification is at an unsustainable level, and I hear of people close to breaking down.

That’s now, and we’re not even near the worst of it. The University’s reset strategy is unrealistic at best, asking for a '20% improvement in staff productivity' …while concurrently making over 10% of the University’s people redundant.

I don’t blame university management for this (although their targets are unrealistic). I think they’re doing what they can with what is genuinely an incredibly difficult situation. I blame the Federal Government for starving a sector they had the ability to keep afloat, to take the Keynesian approach and provide us with stimulus to keep us in employment.

It could have been done, it simply wasn’t.

I’ve been a Branch Committee member since I began at La Trobe in 2017, but since the pandemic began I’ve taken on the position of Vice President (Professional Staff). It is clear there is no more important time for me to be active in my union, and we have built our Branch Committee to be invigorated, strong and ready to fight in bargaining for our colleagues that will go and those that will remain.

The NTEU La Trobe Branch Committee is in good hands, and it has been one of my great joys to see Alysia Rex stand up and take on the role of Branch President. Alysia is diligent, fair and smart and with a quiet strength that will carry us through this time, with our dedicated Secretary Jeremy Seward at her side. We are also so fortunate to have Aimee Hulbert as our Branch Organiser. We know it is professional staff that will bear the brunt of the redundancies, and having a professional staff member as President for the first time in at least 14 years and probably longer, feels exactly right.

We will do the best we can, as we enter the uncharted waters ahead.

Already, job intensification is at an unsustainable level, and I hear of people close to breaking down. That’s now, and we’re not even near the worst of it.

...we have built our Branch Committee to be invigorated, strong and ready to fight in bargaining for our colleagues...

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Susanne Newton is the Communications Officer and Knowledge Broker for the Centre for Alcohol Policy Research at La Trobe University, and Vice President (Professional Staff) of NTEU La Trobe University Branch Outside of work, Susanne is a Darebin City Councillor, the Council that was the first in the world to declare a climate emergency

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RETAIL

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