Lecture Theatre 4, 10:30-12:00
Chair: Morgan Burgess


$100 for an essay: Detecting contract cheating in universities and the drivers affecting student misconduct
Zara Khan, Honours Student, University of New South Wales, Sydney

Contract cheating is a growing issue in the tertiary education sector whereby students engage with third parties to complete their assessments, often in exchange for money. This issue has a far-reaching impact on society, as it sees students graduating from tertiary education institutions with degrees that they have not personally completed, ostensibly with skills and qualifications they have not gained, and entering professional roles that they are not equipped to perform, such as in medicine, architecture, or aviation. This issue also creates a significant threat to the credibility of the entire education system. With the growing ease of access to online resources, students can increasingly be tempted to choose “easier” options for completing their assessments and have less motivation to engage with personalised study and education. Existing tools and resources used to detect instances of contract cheating are limited, as rates of this type of misconduct have escalated only recently. Therefore, my research will focus on how the detection of contract cheating can be improved. In order to do this, I will be specifically investigating whether a correlative relationship exists between the value of academic integrity and student misconduct, and what factors, whether they be social or cultural, exist to influence this relationship. In doing so, I will begin to craft a solution-oriented approach to tackle the issue of contract cheating.

Zara Khan is the Student Misconduct Coordinator at the Conduct and Integrity Unit at UNSW. She graduated in 2017 with a Bachelor of Criminology and Criminal Justice at UNSW and has a background in working in education management and administration. Zara enjoys writing poetry and has been published in magazines.




Transnational Exchanges in Multiliteracy: Pedagogical Intersections between Nepal and Australia
Jiva Nath Lamsal, PhD Candidate, University of Sydney

In this transnational context of local diversity and global interconnectedness, multilingual and multicultural scenario, how can we design the curriculum and adopt the pedagogy in Rhetoric and Writing Studies so that students learn from each other's differences? Do those diverse backgrounds give birth to hybridity or get ultimately “erased”?  How can teachers help students free their minds and present themselves and understand one another in their full complexities and richness of identity and ideas, experiences and attitudes? Which markers of identity do change, and which ones persist? Which markers do provide meeting grounds or create conflicts? How can we come up with a writing pedagogy that “argue[s] for greater cross-reading, collaboration and coalition building” across different disciplines? What sort of writing pedagogy are necessary to “provide critical methods and frameworks” in order to foster respect for cultural and linguistic diversity (Hesford 2006, 788)? The major contention of this research is that in order to come to terms with the ‘cacophony of voices’ and   respect the heterogeneity created by the  multiplicity of  languages, religions, cultures, color, class, race, gender, ethnicities, and nationalities prevalent in the writing classroom today and to build an effective teaching and learning practice within Rhetoric and Writing Studies, we should adopt the practice of multicultural literacy pedagogy that is inclusive, democratic and politically neutral. 

Jiva Nath Lamsal is a lecturer at the Central Department of English, Tribhuvan University, Kirtipur, Kathmandu, Nepal, where he completed his MA and M.Phil. degrees in English. Currently, he is pursuing his PhD in Writing Studies at the University of Sydney’s School of Literature, Art and Media. His MA and MPhil dissertations were A Journey from Text to Visuality in Abhi Subedi’s Fire in the Monastery and Performing Trauma in Gaijatra Festival respectively. He has published his research in Literary Studies and Cross-Currents: A Journal of Language, Literature and Literary Theory. He is a member of the Literary Association of Nepal (LAN), Folklore Society of Nepal, Linguistic Society of Nepal, Nepal English Language Teachers Association (NELTA).




Chemistry PhD Students in Australia: A Focus on Employability
Rami Ibo, PhD Candidate, Australian National University

Over the past 30 years, the literature on doctoral education has raised a number of debates about the research doctorate regarding its purpose and whether its graduates are well prepared to address the diverse and complex problems of today’s world. Despite this, the scholarly literature on doctoral education in chemistry is mostly non-existent. This is problematic, since a lack of engagement with this area of research can have an impact on the discipline of chemistry, its graduates, and society more broadly. In order to address this, I draw upon key concepts arising from the doctoral education literature such as doctoral purpose, practice, and evaluation to form my conceptual framework, and I ask the following question: how has the discipline of chemistry responded to the change in the nature of the university PhD programs in Australia, and in particular, to the focus on the employability of graduates?

Rami Ibo is a PhD candidate in the Research School of Humanities & the Arts at the Australian National University. His research is focussed on the area of higher education. He completed his Bachelor of Science (Chemistry) and Honours in Science Communication from the same university.




Preparing students to reflect using eLearning environment based on student-centred gamification approach
Sara Abdelmawgoud, PhD Candidate, University of New South Wales, Canberra

Preparing students to reflect prior to an experience supports reflective learning. The goal of preparing students to reflect is to develop and enhance students’ reflective skills through exploration of different problems, approaches and feedback. Although there are a number of models that consider preparation for reflection, their implementation faces many challenges such as a lack of student motivation for a process that is time consuming and difficult. This challenge is detrimental to the whole reflective process. The eLearning environment, based on a student-centred gamification approach, will be developed. The eLearning environment focusses on students’ ways of thinking and students’ work, and therefore is not dependent on external rewards. The design is based on anchored instruction that uses real life situations. Anchored instruction is about using videos that have been designed around an “anchor” which may be a case study or problem situation. Students are encouraged to explore the video and answer questions related to the situation. In addition, the design uses RECIPE elements for meaningful gamification: Reflection, Exposition, Choice, Information, Play, and Engagement. Semi-structured interviews have been conducted to evaluate the design idea with potential students and showed that the design was appealing, and the situations used were engaging.

Sara Abdelmawgoud is a PhD candidate at the School of Engineering and Information Technology, University of New South Wales, Canberra. Her research is about reflective learning and problem solving. She completed her master’s degree in Instructional Technology. She worked as a teacher and lecturer in Egypt and Saudi Arabia.