Oct 7, 2026 · 1 hr 4 min · 11 segments
How can higher education prepare graduates for an era defined by AI, rapid workplace changes, and technological uncertainty? In this Live recording, Studiosity Chief Academic Officer Prof Judyth Sachs…
program.So can I just ask a bit about those three As? I think that they're, you know, the, the authentic, um-
Um, how do you manage the governance of, of those sorts of programs? Because one of the things about WIL, if it's a whole of institution, it's, it's quite a...
There's a risk requirement, there's a quality requirement, and there's an engagement requirement.
So how do you, how do you manage that? And then I'll ask the same to you, Steve, and then I'll ask the same to you, Ruth.
Yeah, look, it's, it, it, in an institution the size of RMIT with, you know, depending on who you ask, up to 100,000 students, it, it has to be distributed.
So we, we work with the colleges and schools, and we, we, we s- establish the framework, and we've then empowered and enabled, uh, the, the, the learning and teaching leadership within each of those schools and colleges, uh, to activate, um, according to the principles that we've, um, we've articulated very clearly.
Um, you know, through, through the normal processes of, of program reviews, uh, student evaluations, we get the feedback on, on how it's all going.
It's really empowering academics and educators in their specific areas to use those principles that are most directly, uh, contextualized by their discipline area, uh, and their educational area, and to ensure that it, it fits.
Like, you know, something that's applied and authentic for Sophia in a law degree is gonna be very different from something that's applied and authentic for an engineering student, for example.
So we, we respect that, uh, and we enable and empower our educators to ensure that they, they live and breathe by, by that kind of, uh, that, that pedagogical approach.
Steve, do you wanna talk about governance at Uni- Newcastle because you were the person that rolled all this out?
It just, I was just reflecting on one of the big things of moving from what is, um, the more disparate sort of instances of work integrated learning to something that is BAU across an organization, is shifting from, often shifting from project-based approaches and language into something which is much more around, as you say, governance, quality assurance, uh, and the assurance of learning.
The advantage of making, um, WIL compulsory is it sits within our quality assurance, assurance of learning structures.
So it is monitored and managed under our normal quality assurance processes.
So that's quite useful, and that's given us a g- a really good floor for, for that to operate.
Um, like Sherman, working with the colleges has been absolutely vital, so shifting that ownership and agency over into the colleges and down to the disciplines has been critical.
All the disciplines, as we've kind of been saying, want to do their work integrated learning experiences differently.
program.So can I just ask a bit about those three As? I think that they're, you know, the, the authentic, um-
Um, how do you manage the governance of, of those sorts of programs? Because one of the things about WIL, if it's a whole of institution, it's, it's quite a...
There's a risk requirement, there's a quality requirement, and there's an engagement requirement.
So how do you, how do you manage that? And then I'll ask the same to you, Steve, and then I'll ask the same to you, Ruth.
Yeah, look, it's, it, it, in an institution the size of RMIT with, you know, depending on who you ask, up to 100,000 students, it, it has to be distributed.
So we, we work with the colleges and schools, and we, we, we s- establish the framework, and we've then empowered and enabled, uh, the, the, the learning and teaching leadership within each of those schools and colleges, uh, to activate, um, according to the principles that we've, um, we've articulated very clearly.
Um, you know, through, through the normal processes of, of program reviews, uh, student evaluations, we get the feedback on, on how it's all going.
It's really empowering academics and educators in their specific areas to use those principles that are most directly, uh, contextualized by their discipline area, uh, and their educational area, and to ensure that it, it fits.
Like, you know, something that's applied and authentic for Sophia in a law degree is gonna be very different from something that's applied and authentic for an engineering student, for example.
So we, we respect that, uh, and we enable and empower our educators to ensure that they, they live and breathe by, by that kind of, uh, that, that pedagogical approach.
Steve, do you wanna talk about governance at Uni- Newcastle because you were the person that rolled all this out?
It just, I was just reflecting on one of the big things of moving from what is, um, the more disparate sort of instances of work integrated learning to something that is BAU across an organization, is shifting from, often shifting from project-based approaches and language into something which is much more around, as you say, governance, quality assurance, uh, and the assurance of learning.
The advantage of making, um, WIL compulsory is it sits within our quality assurance, assurance of learning structures.
So it is monitored and managed under our normal quality assurance processes.
So that's quite useful, and that's given us a g- a really good floor for, for that to operate.
Um, like Sherman, working with the colleges has been absolutely vital, so shifting that ownership and agency over into the colleges and down to the disciplines has been critical.
All the disciplines, as we've kind of been saying, want to do their work integrated learning experiences differently.
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