When I took over PHCM9391 Health Organisations, Strategy and Change in 2022, two reviews of the Master of Health Leadership and Management (MHLM), a UNSW Academic Program Review and an independent program review in 2021-2022, had found that this core course needed to cover a wider range of topics. I also found that its aims and learning outcomes

In most courses I have taught in or reviewed, assessment weights rise across the term. The biggest and most-weighted task has been at the end, so students receive feedback on about half or less of their overall marks before the task that has the highest stakes. In redesigning PHCM9391 I tried to change this. The sequence is now front-weighted, so

Early institutional messaging about generative AI mostly told students not to use it. For health management students this was a problem because they’re moving into planning and policy roles where AI is already shaping decisions, and they needed to form judgements about what these systems produce and how they might be useful (or not). In Term 1

TEQSA's 2025 guidance on assessment reform asked universities to explain how their assessments were secured, but said little about how to answer that question. For mostly online postgraduate programs with working cohorts like the ones I teach in, examinations and oral assessment, which most institutions have returned to, are among the least suitable or feasible options.

I developed a

Online discussion forums often turn into a series of disconnected posts. With A/Prof Anita Heywood I developed a structure and process for assessing students' facilitation of asynchronous peer-led discussion, so that students take responsibility for moderating each other's

When I took over PHCM9391 Health Organisations, Strategy and Change in 2022, two reviews of the Master of Health Leadership and Management (MHLM) had found that this core course needed to cover a wider range of topics. Its learning outcomes were unclear and its assessment had drifted: two of its three tasks assessed the same outcomes, so policy theory and strategic planning were never formally

Some educators hide instructions for AI tools in assessment documents, in white text or in the metadata. When a student pastes the task into a chatbot, the AI adds a telltale, such as an unexpected theoretical perspective, and the student unwittingly submits evidence of their own misconduct. I understand the frustration, but this relies on trickery and undermines trust with students. Most of