Podcasts about campus review

Australians are known for their colourful language; indeed, it’s been called part of our national identity. But why are we considered a lover of swearwords and from where does this emanate? To discuss these issues, Campus Review is talking to Australian National Dictionary Centre’s chief editor, Dr Amanda Laugesen. Her new book, Rooted, an Australian history of bad language is out now and charts the history of swearing in Australia. Laugesen contends colonial Australia provided fertile ground for a whole host of swear words to be created to describe the harsh environments in which convicts found themselves, even though they were generally frowned upon by upper society. By the end of the 19th century, however, a shift towards the attitudes and types of swear words used reflected not only Australia’s involvement in war, but the country’s love of the bush ranger and the bullock driver, working long and hard hours. It was at that time, “that bad language became more justifiable”. During the second-wave feminist movement, as well, swear words were seen as ways of “defying authority” and reclaiming such words for their own needs. Finally, while people swear for a variety of reasons - emotion, anger, emphasis and abuse - they can be equally used to foster friendships and become part of a group. For instance, the generally frowned-upon ‘c-word’ now features is compounds such as ‘Mad-c’ as more of term of affection than abuse among friends. This is what Amanda Laugesen calls “a process of amelioration”, subverting the power of the word through combining it with other words or modifiers.

Although little credibility has been given to President Trump’s claims that the 2020 election was a fraud, he obstinately holds on to office, delaying the transition of power. But, given the president’s penchant for litigation and the denials flying around in the Republican camp, can we be sure Trump will finally get his marching orders and move on? To answer this important question and more, Campus Review spoke to journalist and Professor of Australian Studies at ANU, Mark Kenny, about this transfer of power, as well as the accuracy and complexity of polling in 2020. He also discussed Biden’s likely domestic and international policies, as well as how a Biden administration will approach an increasingly aggressive China. Kenny said that, based on all reports, “ there is no systemised voter fraud that has been going on”. While he conceded that some errors may have occurred, the journalist stated that this is not uncommon in elections around the world. “All the evidence seems to point to these attempts by the Trump administration to cling on as just the kind of desperation really that has come to characterise Trump’s rhetoric for a long time,” Kenny said. The ANU professor also believes a Biden presidency heralds a return to a more global and less isolationist America, keen to rebuild alliances and commitments to a rules-based order. Kenny predicts that America’s fraught relationship with China at the moment will be better managed by a Biden administration, but whether that will result in a less aggressive, more reasonable China on issues of trade, the South China Sea and foreign interference is unlikely to predict.

Campus Review is pleased to be bringing you the first of many weekly podcast episodes and exclusive opinion pieces in partnership with HEDx, a thought leadership and advisory service to the higher education sector. HEDx was founded by Emeritus Professor and former deputy VC of Griffith University Martin Betts and Karl Treacher, CEO of The Brand Institute. This first episode being brought to you in partnership with Campus Review covers the needs and capability of the sector to reset strategy and Professor Betts talks with the sector's well-known commentator and policy analyst Andrew Norton. Previous HEDx podcasts, featuring some of the sector's most respected and strategic leaders, can be accessed through Spotify and Apple Podcasts.

When UNSW Economics Professor Gigi Foster appeared on ABC’s Q & A program in late July, she triggered a storm of criticism. Sitting alongside medical experts, Foster advanced the argument that lockdown measures would hurt the economy and individuals’ mental health so much that it would – in the longer term – lead to poorer quality lives, reduced labour productivity and health complications that could burden the health system and lead to early death. In short, the situation could be worse and a particular number of people may have to die to avoid this scenario. Unsurprisingly, some panelists and community members interpreted Foster’s argument as an attack on the sanctity of human lives, with one panelist calling her argument "abhorrent". To explore this debate further, Campus Review spoke to another economist about this highly controversial issue - Glyn Wittwer, a professor at the Centre of Public Policy at Victoria University. While he acknowledges that locking the economy down for a period of time will inevitably lead to economic losses, he argues that “COVID-19 deaths are a very high price to pay”. For Wittwer, the virus presents “a trade-off” and Australia “may have to learn to live with manageable levels of the virus in the absence of a vaccine”. Wittwer also discussed a number of economic theories that can evaluate the risks of completely opening up the economy, including opportunity costs, comparative advantage and putting a "value on human years lost". For the economist, neither completely locking down nor completely opening up is the appropriate thing right now: it’s all a matter of degrees of trade-offs.

An education and wellbeing expert is concerned that the future for young people will as challenging, if not more so, than what they experienced after the Global Financial Crisis. For Professor Peter Kelly at RMIT's School of Education, this is a consequence of years of employment instability, poor work conditions and “predatory business behaviours” and, of course, the COVID-19 pandemic. As Kelly says, young people are more vulnerable “largely because the sorts of work young people do". This includes hospitality, retail and gig work. But In his interview with Campus Review, Kelly mentioned that it’s not just the financial situation young people may find concerning: he described the current period as a sort of “existential crisis”, a time when many vulnerable young people are asking: “What does life look like next?” “They are trying to map out the next stage of their lives,” Kelly said, “and are also seeking all those things that mark an adult life – independence, autonomy.” Kelly has criticised the governments and peak bodies for focussing too narrowly on skills and training, something the academic argues young people already have. The academic is leading a project in Melbourne’s inner north called COVID-19 and Young People’s Well-being, Education, Training and Employment Pathways: Co-designing Scenarios for Young People’s Sustainable Futures. Th project seeks to look at what “recovery” looks like for vulnerable young people in the short, medium and longer term, and help them map out the next stages of their lives in broad, critical and sometimes provocative ways. “We’re particularly interested ion those populations who are already vulnerable,” he said, adding that “they didn’t have to have a mental illness to be considered vulnerable."

The hellish summer bushfires and the current COVID-19 pandemic has made 2020 a year most of us would rather forget. But one group, in particular, might find 'moving on' slightly more difficult than the rest of the population: students. Not only have the above events and school closures disrupted their lives, they, like many of us, are experiencing bouts of trauma and distress. To understand these issues more and what schools and teachers can do to improve student wellbeing, Campus Review spoke to Professor Helen Cahill from the Melbourne Graduate School of Education. Cahill and her colleagues recently published a report on the subject, titled 'Natural disasters and pandemic: supporting student and teacher wellbeing after a crisis.' In this podcast, Cahill underscores the centrality of the school in helping students deal with distress and trauma. As she says, “Often for children it’s their school teachers who are the only other significant adults in their lives." Cahill also calls schools "hope machines for the future" and places where students can escape the worries of the world and focus on routine learning to help ground them. The podcast also includes excellent tips for maintaining both student and teacher wellbeing, such as acknowledging good work by students and naming and modelling effective coping practices for students when they feel distressed and overwhelmed. For teachers, Cahill urges them "to take their foot off the pedal" when required in the learning environment, be realistic about what is achievable, and try not to internalise any blame and shame. After all, "teachers are first responders" as Cahilll rightly points out.

2020 has been a challenging and disruptive year for everyone with the outbreak of the COVID-19 pandemic, but one group that is often thought about is students – particularly those completing Year 12 this year. To explore this issue more, Campus Review spoke to Professor John Hattie from the University of Melbourne. Although he acknowledges that many Year 12s might be suffering socially this year as the final year of schooling is considered “a rite of passage”, Hattie sees many benefits associated with a remote or online model of learning. Firstly, he points out that thousands of students across Australia have studied online successfully for years. Hattie also adds that students learn to “self-regulate and own their learning” while learning remotely. The Visible Learning founder also refers to a recent study that found many Year 12s felt that could learn more efficiently in a remote learning context. Also, in light of many higher and vocational education courses being delivered online, Hattie sees the remote learning experience as “incredible preparation”. On the topics of ATARs and university entry, while Hattie says there is no need to drop ATAR, states and territories may look at other ways of calculating “what goes into it” and this may alleviate some of the anxiety and stress facing students. He also said that ATAR is often not the sole determiner for university entry; indeed, "for the last decade universities have used multiple indicators" to select applicants.

Dimi Stathopoulos is an occupational and speech therapist who has a lot of experience working with children with Austim Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD) and a host of other learning disabilities and difficulties. The occupational and speech therapist asserts that conditions such as ASD have "become more prevalent in the last 20 years", with only 1 in roughly 10,000 children diagnosed with the condition 20 years ago. Now, that figure is approximately 1 in 100 and is predicted to be as common as 1 in 10 in the future. As conditions such as ASD have become far more common in society, they have also become commonplace within classrooms. While many teachers may have some or a lot of knowledge of such conditions, knowing how to manage them at the coalface can be a daily challenge for both the teacher and the student if no strategies are in place. For a while now Stathopoulos has been using a new technology called My Burrow in her own clinic and recommending it for teachers to use in the classrooms. Essentially "a soft stretchy place" for children to crawl into, My Burrow allows children who are experiencing sensory overload, agitation, anxiety and a fear to calm down and, in Stathopoulos's words, begin to "think clearer" and "disconnect between the brain and the body". Campus Review spoke to Stathopoulos about how the product works and what she and others have observed.

Melbourne’s West is one of the most culturally and linguistically diverse regions in Australia, with up to 46 per cent hailing from backgrounds where English is not their first language. This has a flow-on effect in sport, particularly in the area of Brimbank, “showing it is among the lowest in Victoria for club-based sport and sport participant registrations, and the lowest for its number of sports facilities, playing fields and courts”. But Dr Brent McDonald and his colleagues at Victoria University - who have studied the relationship between sporting membership and social inclusion previously - are determined to see a positive change, knowing that inclusion in sports requires a breakdown of the exclusionary and structural practices relating to income, transport, fees and language. McDonald and his colleagues at VU have just begun a two-year project titled ‘Change Makers: Empowering sports to enhance social inclusion for migrants and refugees’. McDonald spoke to Campus Review about the myriad barriers facing newly arrived migrants and refugees in relation to social inclusion through sports and how the $330,000 project will operate. The project was just one of 57 successful applications for an Australian Government social inclusion grant from a pool of 800.

Professor Sandra Milligan from the University of Melbourne and her fellow experts were inspired to write the report 'Future Proofing Students: What they need to know and how educators can assess and credential them' after noticing a disconnect between "what teachers want students to learn and how they are credentialed" or assessed. The authors of the report also found that employers often knew little of what a student could really do based on a report card. Students, too, often complained that some credentials didn't reflect who they really were. Campus Review spoke to Milligan about this issue as well as the skills all students will require now and into the future. Depending on the context, these skills are called different things: soft skills, 21st century skills, general capabilities and graduate qualities. They include teamwork and collaboration, communication in a range of forms, critical and creative thinking, and problem solving, to name a few. Milligan refers to them as "learning skills" as they are essential to the learning process. Milligan also discussed the idea of a learner profile, which is allows educators to assess these credentials - or general capabilities in school language - in a more detailed way than a report. She's hoping this new way of assessing credentials gains traction but admits there are big challenges in going forward.

School principals are often characterised by their leadership abilities, educational excellence and ability to meet government requirements through reporting of a whole range of data. But, according to Eduinfluencers founder and managing director Rochelle Borton, adopting many CEO practices and mind frames could improve the performance of principals, school leaders and, ultimately, students. Eduinfluencers aims to equip principals and other school leaders with skills for the 21st century education sector. Borton firmly believes there are several CEO practices that improve student outcomes and overall school culture. “Principals and school leaders need to think like CEOs and be taught skills in HR, leadership, school planning, business strategy as it is a massive opportunity save money and become more efficient,” Borton says. During her podcast with Campus Review, Borton said the main aspect of principals thinking more like CEOs is building their capacity to have a clear vision, almost a “mandate” and build their leadership teams. She says they should “know their teams intimately, including their strengths, behaviour types and histories. In addition to building better teams, Borton encourages “robust conflict” between team leaders, as long as it’s performed in a respectful and constructive way, as well as frank and fearless assessment of leaders' strengths and weaknesses. Finally, principals have traditionally been expected to know everything that’s happening around their school and be involved in many tasks. Borton discourages this, using a pithy quote to sum up a more CEO-like approach to being a principal: “If everything is important, than nothing is.”

Education minister Dan Tehan's recent announcement to change the course fee structure across Australian universities had been met with a range of views. Some believe it sets Australia up for the future, while others, including former Prime Minister Malcolm Turnbull, called it "baffling", Other critics, too, have pointed to the irony of how important the coalition considered the soft skills of humanities to the future of jobs before making such a decision. One of the most vocal and cogent critics of the proposed changes that need to be legislated is the Australian Academy of the Humanities. Campus Review spoke to the academy's president about the issue, ProfessorJoy Damousi. In contrast to the government's line, Damousi said arts and humanities graduates are incredibly job ready and statistics support this . She also said humanities graduates possess "very transferable, very transportable skills". Damousi also focussed on the need for students to follow their talents and passions, not enrol in courses purely based on financial reasons. She called this "an insidious choice". The academy's president was also concerned about how the new course fee structure would affect low socioeconomic students and how discounting subjects like history ran the risk of cultural amnesia and the rise of deeply troubling ideologies.

The COVID-19 pandemic has led to a quick rethink of how got get unemployed or underemployed workers back into jobs and retain their skills base. It has also necessitated that individuals consider retraining in new fields that they might not have considered in he past. To facilitate this, the government passed the Higher Education Relief Package, helping to create subsidised Undergraduate Certificates in a range of high-demand fields. Now, the government has gone one step further, creating the Higher Education Short Courses Scheme. This will allow not only displaced workers, but anyone to access a plethora of two-hour courses for free. Such courses can even be competed on your mobile. Torrens University General Manager, Design and Creative Technology, Paul Brafield, spoke to Campus Review about the success of the scheme so far, with over 6000 short courses already completed since April. The most popular courses are in leadership, social media marketing, design thinking, emotional intelligence and agile project management methodologies. Brafield also mentioned that, while the short courses are not accredited, they can be used as credit toward other longer, accredited university programs.

According to ANU experts, deaths from climate change have been “substantially under reported” in Australia’s national health records, and it's high time it's listed as a reason for death on official documents. Indeed, the research contends that deaths attributed to environmental heath factors is at least 50 times more than what is officially published on death certificates. Recently published in The Lancet Planetary Health, figures show that, over the past 11 years, 340 deaths in Australia were recorded as being due to excessive heat. But a more in-depth, statically analysis has dwarfed that figure, finding 36, 475 deaths could have been attributed to excessive heart brought on by climate change. “Climate change is a killer, but we don’t acknowledge it on death certificates," co-author of the study Dr Arnagretta Hunter, from the ANU Medical School said. Campus Review interviewed Dr Hunter about this terrible, yet some would day predicable, revelation as our climate worsens. Hunter said while COVID-19 is a deadly and extremely serious disease, it's affected approximately five million people at the moment. In contrast, in years to come, climate change is expected to affect millions, if not billions, of people. "Climate change is a killer," Dr Hunter warns, "And we need to include it in our health data set.

The COVID-19 pandemic had witnessed a mass migration to online learning, with some Australian universities being more experienced at it than other, Campus Review spoke to Associate Professor Petrea Redmond of the University of Southern Queensland(USQ), and a member of the Australian Association of Research in Education. The expert in online learning said that, while “there has been much talking about technology... educators need to consider equally the teaching methods being deployed." During the podcast Redmond, who has been teaching online at USQ since 2000, said educators have been "thrown into this new environment "and it's understandable if lessons don't work out as well as intended." She said there have been a host of success stories, as well as times when things didn't go to plan. The trick, she says is "We need to be forgiving of each other." In essence, Redmond does not believe there is any difference is the quality of online versus face-to-face education; "it all comes down to context," she says. However, Redmond also contends that some students may be struggling trying to study from home, finding the lines of work, study and life difficult to demarcate. "Finding a commitment to learning learning is a bit more difficult now," she said. Finally, she concluded that a key challenge facing both universities and students is availability, on a personal level. "The biggest challenge at the moment is to demonstrate that you are available for your students," she said.

Campus Review talk with Dr Donna Bossio form Swinburne University about the Opera Project. A collaboration between Eastern Community Legal Centre and Swinburne, the program has used extensive community consultation to explore how ageism plays out in the day-to-day experiences of older people and better understand its trajectory towards elder abuse

Dr Lukas Carey, a long-time educator, trainer, coach and research academic at Edith Cowan University, recently published an article about how the COVID-19 pandemic is impacting incarnated learners, entitled ‘Education while imprisoned during the COVID-19 outbreak, the forgotten frontier’. While Carey did concede that not all educational facilities or programs at jails have their prisoners’ education disrupted, enough inmates are angry about it, saying it perpetuates the stereotype that prisoners are irredeemable and not worthy of a full education. The research academic was able ask detainees what they thought about the current state of education amid COVID-19. The responses were varied, poignant and underscore just how much more work needs to be done in this field. “The officers won’t even let us use the computers. They have locked down the library for everyone and that’s where the computers are. It is really s***and makes the guys trying to learn really angry. They just don’t care,” one detainee said. Another said: “My father comes home soon, we are counting down the days but he recently started an excavator course he paid for from his prison savings. He won’t be able to finish this course, can’t get a refund and is feeling very depressed that he can’t get things done.” Campus Review interviewed Carey, whose special research interests include criminology and convict criminology, to discuss the largely forgotten learners behind bars.

In part three of our podcast series on the megafires that brought destruction to Australia this summer, Campus Review spoke to a world-authority in land management practices - Professor David Bowman from the University of Tasmania. This episode focuses on the the challenges of reducing fire loads, the ability of megafires to overcome fire containment lines, and a question that is leading to intense debate in the field: Will more fire burning lead to more carbon emissions in the atmosphere than intense bushfires or even megafires in the future? And what will be the implications of this? One of the salient points Bowman makes is that Australia, as a landscape, is not an idealised environment that makes controlled burning easy. As he puts it, Australia "is not a frictionless surface" : it is full of mountainous streams, rivers, tributaries and a whole host of other complicating factors. He also warned that the scale of controlled burning required to establish fire breaks across the country would be "mind-boggling".

Dr Poulomee Datta is a senior lecturer at Macquarie University's School of Education, with a special interest in direct/explicit instruction and education access for students of all ability levels. Campus Review reached out to Datta to discover what she thought about the latest parliamentary inquiry into the state of NSW education, which was chaired by Mark Latham. As she mentions in the podcast, Datta believes NSW's performance in tests such as PISA and NAPLAN are rightly concerning and solutions must be canvassed to at least slow down or reverse the decline. Based on a strong corpus of research evidence, Datta also supports the mandatory adoption of direct/explicit instruction in NSW schools, although cautions that some activities may require a different pedagogical approach. The Macquarie University academic also believes a school inspector should be able to enter classroom without notice, provided their "temperament" is right and they are offering "constructive feedback". She also believes the school inspector strategy should be more varied, with the opportunity to give schools one day's notice, and so on.

In part two of our series on Australia's megafires this summer, Campus Review talks to firefighter and PhD candidate at Edith Cowan University Greg Penney. With his unique mix of academia and hands-on knowledge, Penney explains how unprecedented the bushfire season has been so far and the types of technology Australia already has, and needs to develop, to combat such fires in the future. He also discusses his research project and warns that traditional models of volunteerism within the firefighting community are being stretched to the limit.

As concerns about the spread of coronavirus deepen in Australia, attention has turned to the effect it is having on Australia's billion-dollar education sector. As around 250,000 Chinese students bound for Australia wait for the travel bans to lift, universities are implementing a range of strategies to deal with the situation: tuition fee refunds, free deferrals of study, online study and adjustments to teaching calendars. However, for Chinese high school students, the situations is more difficult, with the academic year well and truly away. CEO of the International Education Association of Australia, Phil Honeywood, who has been appointed to coordinate the sector's response, spoke to Campus Review after attending the Global Reputation Taskforce. The taskforce emphasised the need for "common, transparent and comprehensive" information being available to all during what Honeywood describes as an extremely "fluid" situation affecting many sectors. Honeywood also urged against the racial profiling of Chinese students and discussed why diversifying Australia's international education market is complicated and unwarranted.

Last week Campus Review published an article based on the research of UWA's Dr Cyril Grueter and a team of Edith Cowan researchers. In contrast to what one might instinctively think, the study found that altruism - or kindness - does not apply to everyone and is more prevalent among high-SES individuals and suburbs. In this podcast Grueter talks about the "lost letter" technique used in the study, speculates about the reasons for the results and underscores the importance of education in shaping kinder, pro-social individuals in the future.

Despite the University of Queensland being the highest ranked university in the state, QTAC applications have shown that the Queensland University of Technology had overtaken them in four of the top five courses. Campus Review spoke to Dr John Griffiths, CEO of QTAC, about any trends he has noticed this year – both institutionally and course-related – and the relevant health of the Queensland tertiary sector. He was pleased to highlight the fact that regional universities in Australia have developed solid reputations over the years, leading to many regional and remote students enrolling in their hometown university. Finally, he provided advice on what students can do if they have received an ATAR and do not know what they want to do – despite time running out for semester one admissions.

An issue that kept coming back into the higher educator sector this year was the Ramsay Centre’s Western Civilisation degree and its attendant negotiations with the University of Wollongong, the University of Sydney and the University of Queensland. To date, only the University of Wollongong has committed to the western civilisation program, with the Ramsay Centre walking away from a negotiated deal with the University of Sydney recently. The Ramsay degree also failed to attract enough interest at UQ. In some ways, the western civilisation degree was played out as a sort of culture war between the left and right and members of the Academic Senate at the University of Wollongong initiated litigation before withdrawing it after considering the costs involved. Another important story this year originated from ABC TV’s Four Corners Program. In an episode called ‘Cash Cows’ allegations were made that some Australian universities were waiving important English requirement tests for international students who did not have the requisite IT skills to study a Master of IT, for instance. A coterie of academics, frustrated by what they believed was a clear case of putting profit before quality, blew the whistle on the issues occurring at Murdoch and one academic in particular has faced serious repercussions, . These issues and more are revisited in our year in review and I look forward to bringing you the stories that matter to you next year. Wade Zaglas, Education Editor for Campus Review.

Last week's damning revelations about the treatment of some students with a disability in Australia involved tales of seclusion, segregation and even abuse. While the disability royal commission centered on a few horrific stories only, there are doubtless many more examples of such treatment occurring across the country every day. Campus Review spoke to Andrew, which is not his real name, about his son's experience of primary school. Although being diagnosed with Autism Spectrum Disorder and having some behavioural issues, Andrew's son is a bright, loving child who is now thriving at high school. However, Andrew's son's primary school years were a awful experience, reminiscent of some of the experiences heard at the royal commission. Andrew says his son was effectively babysat most of the time, denied access to the curriculum, and generally treated as burden to the school. More disturbingly, he was set upon by an older group of students, leaving him with black eyes, an incident the school failed to investigate or do anything about. Suspensions were also frequent as was being left in a room with an iPad for entertainment, Andrew's son's experience, like others in similar situations, took a heavy toll on the family.

A new study led by Dr Jon Brodie from the ARC Centre for Excellence for Coral Reef Studies at James Cook University is deeply concerned that harmful insecticides, including Imidacloprid, are damaging some of Australia's most pristine and biodiverse waterways. But unlike some European countries, Canada and the USA, Australia is yet to ban the insecticide, which is very good at protecting agriculture such as cane from insects, but is highly soluble and makes its way into waterways easily. It is highly toxic to bees and other insects, a critical part of the the aquatic life food chain. In an interview with Campus Review, Brodie talks about the issue and what he sees as the prioritisation of the agriculture sector over the environment by Australia's regulator - The Australian Pesticide and and Veterinary Medicine Authority (APVMA). He also says that on any day of the way, 40 different pesticides can be found, with at least three above national safety guidelines.

Hi, I’m Wade Zaglas, education editor for Campus Review. Once upon a time, having a degree – yes, any degree – was seen as a guarantee to getting into the workforce and eventually working up the ranks. But a new report commissioned by Graduate Careers Australia, entitled The future work for Australian graduates, concluded that while having a degree still made your job prospects better, industry-related degrees that were in high demand not too long like maths and science-based degrees aren’t as sought after anymore. A key reason why jobs for science grads were no longer guaranteed or likely is due to less funding being available for public science research, news.com.au reported. For example, biology graduates now have a 15 per cent lower chance of gaining a full-time job than the general population. In a harbinger of what’s likely to come, last year roughly a third of all jobs required at bachelor’s degree as a minimum. According to the Graduate Careers Australia report, roughly 800,000 jobs over the next decade across the country will require a degree. The same report highlighted that, four months after graduating in 2018, teaching and medicine graduates were enjoying the best employment rates. Nearly 100 per cent of medicine graduates secured full-time positions four months after graduating, while 83 per cent of teachers also enjoyed high rates of full employment shortly after graduating.

The federal government has introduced tough new legislation to tackle academic cheating at Australia's universities, especially contract teaching. To understand the issue more and what universities can do about it, Campus Review spoke to Turnitin's Academic Partnerships Manager, Anna Borek.

La Trobe Sports Park promises to be Australia's best co-located teaching and learning space and sporting park. Campus Review spoke to Warren and Mahoney architect Darryl Maguire about the project.

Listen to Campus Review's top stories and issues for the week.

Ramsay Centre CEO Professor Simon Haines talks to Campus Review about the western civilisation degree and the many misconception surrounding the program.

Campus Review talks to Professor Emeritus Ivan Kennedy about the weedkiller chemical glyphosate and upcoming Australian legal action against Bayer.

IP Group's Michael Molinari talks with Campus Review about the company's first investment in Australian research.

CEO of the International Education Association of Australia speaks with Campus Review about Four Corners' latest attack on the international student sector.

Professor Joy Damousi talks to Campus Review about the need for government to invest in the humanities.

Meet the Davenports: a family of traveling filmmakers based in the Blue Mountains. There’s mum and dad Erin and Jules, as well as three boys: Sebastian (11), Aiden (10) and Saxon (7). The itinerant nature of the parent’s work and lifestyle makes a conventional schooling impossible. With part-time ‘formal’ classroom schooling not permitted in NSW, the boys are 100% schooled by their parents. (They prefer to use the term 'world-schooled' over 'homeschooled'.) Campus Review talked with the family a fortnight after they'd returned from a trip around Tasmania, which was funded by the 2019 Real Life Classroom Initiative.

Dr Geoffrey Miller, Associate professor of Psychology at the University of New Mexico. Part 2 of his conversation with Campus Review

UWA VC Dawn Freshwater talks to Campus Review

Producer Buffy Gorilla and University of Melbourne Associate Professor of Sociology, Dan Woodman, chat with Campus Review about Starting Somewhere: a new podcast about internships and the industries that facilitate them.

Internationally prominent molecular biologist and social entrepreneur Richard Jefferson has a lot of opinions, and all of them make sense. In a far-ranging chat with Campus Review, the creator of The Lens explained his new university ranking system based on patent citations. But being who he is, he also opined on the power of open source technology, Australia's innovation close-mindedness, and more.

Scientists and policymakers walked into a room...and the results were actually very pleasing. They met in Canberra for a unique event organised by peak body Science & Technology Australia. Its chief executive, Kylie Walker, gave Campus Review the rundown on what happened next.

David Higgins is the ANZ country manager for WatchGuard Technologies. He spoke with Campus Review news editor Patrick Avenell about the current cybersecurity state of play for schools.

Luke Howard (commercial market development channel manager), Stephen Bennett (pre-sales technical support specialist) and David Molloy (pre-sales solution specialist – office products & mobile print) from Brother Australia joined Campus Review news editor Patrick Avenell for an interesting chat about these printers (no, seriously!).

Hatchery+ is a start-up accelerator at the University of Technology Sydney. This month it signed a partnership agreement with Hong Kong headquartered law firm King & Wood Mallesons (KWM). Campus Review editor Patrick Avenell spoke with Hatchery+ program manager Joe Allen about this accelerator, start-up culture in Australia and the partnership with KWM and he started by asking Allen to provide an overview of what Hatchery+ does.

Western Sydney University Deputy Vice Chancellor (Academic) Professor Denise Kirkpatrick talks to Campus Review about the new campus in Parramatta

Charles Darwin University vice-chancellor professor Simon Maddocks chats with Campus Review about the Budget's effect on the university sector, generally, and CDU, specifically. As part of this this, he dispels the notion that universities in Australia are flush with cash and can easily withstand the repeated efficiency dividends.

University of Canberra vice-chancellor professor Deep Saini has just lived through his first Federal Budget as the VC of an Australian uni. He spoke with Campus Review about the good and bad from the Budget and offered some unfiltered thoughts on how the sector is being adversely affected by cuts.

Professor Greg Hill is the vice-chancellor of the University of the Sunshine Coast. USC has experienced both pain and gain from the 2017 Federal Budget. He outlined both sides of this in an interview with Campus Review.

Monash VC professor Margaret Gardner talks to Campus Review about the Budget's impact on the university sector, generally, and Monash, specifically.

Andrew Norton, the Grattan Institute's higher education program director, discusses the Government's Higher Education Reform Package with Campus Review