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

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

The School of Population Health has many alumni, conjoint and adjunct staff who work in health services and want to contribute to our teaching. I wanted to draw on that goodwill and expertise so that students in PHCM9615 Primary Health Care could connect what they were learning with the experience of people working in the field. In 2020 and 2021 I interviewed 15 experts in integrated care and

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 learning and reflect on how they did it. In PHCM9615 Primary Health Care,

Before and alongside my university teaching, I've designed education for the health workforce. Between 2003 and 2008 I led the development and delivery of health impact assessment training for NSW Health, training more than 200 NSW Health staff through in-person block training followed by email and telephone support while they applied the approach to real proposals, and I then supported

Since 2023 I have been the School's first Director of Double Degrees. The School's dual degrees combine public health, health management, infectious disease intelligence and global health, a combination that is distinctive among Group of Eight universities, and students complete 72 units of credit across two programs. Before the role existed, students were expected to navigate between program