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The choice of this theme has been inspired by research into the student learning success which identified four guiding principles to inform aÌýrelationship rich approach to education:Ìý

1. All students must experience genuine welcome and deep careÌý
2. Relationships are a powerful means to inspire all students to learnÌý
3. All students must develop webs of significant relationships in collegeÌý
4. All students need meaningful relationships to help – and to challenge them - to explore the big questions of their livesÌý

(Felten & Lambert, 2020)Ìý

Embarking on an exploration of this theme and engaging in a dialogue about how we enact these ideas in practice is not something that can be completed in one event or even in one year. The vision is for this theme to continue to inform our learning and teaching centred interactions in the long term.Ìý

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Therefore, in 2022 the Festival of Learning and Teaching program will focus on four key relationships for students in higher education:Ìý

1. Relationship with subjectÌý
2. Relationships between students and teachersÌý
3. Relationships with peersÌý
4. Relationship with selfÌý

Quinlan, K. (2016). How Emotion Matters in Four Key Relationships in Teaching and Learning in Higher Education, College Teaching, 64:3, 101-111, DOI: 10.1080/87567555.2015.1088818

The Festival of Learning and Teaching 2022 program will provide opportunities to discuss and workshop how we create the learning environments and experiences which will build and sustain these relationships. How do different teaching approaches enableÌýstudents to build connection with their discipline, with us, with their peers, and with their evolving sense of themselves? How do the choices we make as educators contribute to the sense of belonging and meaning needed for student success?Ìý

Felten, P., & Lambert, L. M. (2020). Relationship-rich education: How human connections drive success in college. JHU Press.

Keynote presentation

Strengthening five key relationships in learning in higher education: what, why and how

Higher education research and practice tends to privilege thinking; only recently has there been greater attention to the role of emotions in learning. ÌýI argue that attending to key relationships in higher education allows us to highlight the human dimensions of education and promote learning through productive emotions, particularly students’ interest. I outline and illustrate five key relationships I have explored through a series of studies and briefly suggest how educators might enhance each of these key relationships (Quinlan, 2011; Quinlan, 2016a; Quinlan, 2016b; Quinlan, 2019; Quinlan & Salmen, 2019; Thomas & Quinlan, 2021; Quinlan & Renninger, 2022).

Kathleen M. Quinlan, PhD PFHEA is Professor of Higher Education and Director of the Centre for the Study of Higher Education at the University of Kent, UK. She has authored more than 50 peer-reviewed journal articles, 10 book chapters, and two books, including How Higher Education Feels: Commentaries on Poems that Illuminate Emotion in Learning and Teaching (Sense, 2016). Her research is broadly in the areas of learning, teaching, assessment, and student engagement in higher education. She specialises in research on students’ holistic development, including the ways in which curriculum and instruction can support students’ interest.

In the past 10 years, she has been principal investigator on grants from the Centre for Transforming Access and Student Outcomes, NERUPI, the Royal Academy of Engineering HE STEM Programme, and the Leadership Foundation for Higher Education, as well as co-investigator on projects funded by Advance HE and the Higher Education Careers Services Unit.

Keynote presentation

Nurturing and nourishing student voice through university learning communities

Do you know that feeling – when someone is really listening to you? They are present in the conversation, curious but not judgemental. How often do you think students experience that feeling at university? And are some students more likely than others to have such experiences? We could ask the same questions of staff. In this keynote, I will put forward a view of student voice in higher education that, for some, will challenge assumptions, test beliefs, and push boundaries – and for others, will clarify commitments, affirm beliefs, and give permission to push boundaries further. In the service of learning, how university communities situate learning and learners – and teaching and teachers – underpins relationship-rich education. Our task will be zooming out to the aspirational ethos of student voice while zooming in to our everyday practices that nurture and nourish a culture and community of learning that recognises the strengths of difference.

Kelly Matthews is an Associate Professor of Higher Education at the University of Queensland’s Institute of Teaching and Learning Innovation. She is an internationally recognised scholar with over 120 peer-reviewed articles, chapters, and books. She engages in research that results in policy and practice impact in the areas of:

• curriculum development;
• student partnership in co-design and co-creation;
• professional development of university educators; and
• scholarship of teaching and learning.

Kelly translates research to practice by creating communities of learners, teachers, leaders, and specialist staff who learn about and reflect together on new practices. She has organised and led international collaborative writing groups and change institutes; created the Students as Partners Network (now numbers 1000 students and staff); co-founded the International Journal for Students as Partners; and mentored countless scholars to write and publish about teaching and learning.

Connect with Kelly on Twitter , learn more about her research in this , and read her recent co-authored book, .

Relationships Rich Education: Fostering personal, professional, and academic growth.Ìý

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Panel discussion facilitated by University of ÑÇÖÞ²ÊƱ¹ÙÍø student Katelyn Crawford, featuring Professor Peter Høj AC, Vice-Chancellor and President of the University of ÑÇÖÞ²ÊƱ¹ÙÍø, ProfessorÌýMartin Westwell, Chief Executive, Department for Education and Catherine Friday, Managing Partner Oceania Government and Health Sciences & Global Education Lead, EY.

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Professor Peter Høj AC has more than 20 years' senior leadership experience in higher education and research and is the current Vice-Chancellor and President of the University of ÑÇÖÞ²ÊƱ¹ÙÍø. Prior to that he was Vice-Chancellor and President of The University of Queensland (2012 – 2020) and The University of South Australia (2007 – 2012).

He was educated at the University of Copenhagen, majoring in biochemistry and chemistry, and has a Master of Science degree in biochemistry and genetics, and a PhD in photosynthesis.

Professor Høj was awarded the Companion of the Order of Australia (AC) in 2019 for "eminent service to higher education and to science, particularly to the commercialisation of research, and to policy development and reform".

Professor Høj is a Fellow of Academies in Australia, the USA and Denmark, and has been awarded honorary doctorates from institutions including the University of ÑÇÖÞ²ÊƱ¹ÙÍø, University of South Australia, and University of Copenhagen.

In addition to his academic leadership roles, Professor Høj is Trustee of the Australian Cancer Research Foundation and a member of the IP Group Australia Steering Group. His previous Board roles include Wine Australia, the Australian Medical Research Advisory Board for the Medical Research Future Fund, Member of the Australian Human Rights Commission Leadership Council on Cultural Diversity, Group of Eight (including Chair in 2017), Universities Australia, CSIRO, Business SA and South Australian Health and Medical Research Institute. He has also served on the Australian Government’s University Foreign Interference Taskforce.

Professor Høj commenced in February 2021 as the University of ÑÇÖÞ²ÊƱ¹ÙÍø's 24th Vice-Chancellor and President.

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Professor Martin Westwell was appointed Chief Executive of the Department for Education in April 2022, following a successful 4 years as Chief Executive of the SACE Board.

Martin has worked extensively with education systems and other organisations in using evidence to inform policy, practice, innovation and impact in education.Ìý

He was a Chief Investigator in the national Australian Research Council (ARC) Science of Learning Research Centre, and has worked with UNESCO using evidence to inform strategic planning of education in the Asia-Pacific region.

In 2018, Martin received the prestigious Australian Council for Educational Leaders’ (ACEL) Gold Medal, awarded for the most outstanding contribution to the study and practice of educational administration and leadership.

In 2007 Martin and his family moved to South Australia where he took the position of inaugural Director of the Flinders Centre for Science Education in the 21st Century and then Strategic Professor in the Science of Learning at Flinders University.Ìý

Martin completed his degree and PhD at Cambridge University and was a Research Fellow at Lincoln College, Oxford University in biological chemistry.

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Catherine Friday is the EY Global Education Lead and, in that capacity, is responsible for creating a global strategy and connecting our global teams to deliver EY's education services around the world. We currently serve education clients in 80 different countries globally, predominantly Universities and government Departments/Ministries of Education and VET providers.Ìý Her 25+ years’ experience covers broad aspects of university management and academic leadership including strategic planning, risk management, transformation of services, precinct planning, student services, and community/alumni engagement.Ìý Catherine has also spearheaded several thought leadership pieces on the future of university education that have had significant impact in Australia, and around the world.Ìý

How can we promote student belonging in diverse teaching modes such as blended-intensive and micro-credentials?

Over the past decade, engagement and belonging have emerged as critical challenges in higher education. The impact of COVID-19 on learning and teaching appears to have rewritten how university lecturers and students engage with higher education. One challenge is how connected students feel to being part of a course or program cohort for first year and new postgraduate students.

Engagement and belonging can impact student recruitment, retention, and progression. With a greater emphasis on promoting a quality teachin