Global Impact Grants was an opportunity for international Advance HE members to share success stories about higher education projects that have had a demonstrable impact on their staff or students.
Small grants of up to £1,000 were awarded to 17 successful applicants from Advance HE member institutions to provide short case studies of recent practice (750-1000 words) that demonstrably enhance learning, teaching, leadership or equality in higher education.
Applications open for Global Impact Grants 2022-23
The annual Global Impact Grants to support our International members are open now.
Deadline - 14 April 2023 23:59 (BST)
We welcomed applications from all staff at our international member institutions across academic, research, managerial and professional services areas.
This was an excellent funding opportunity to share approaches with the global higher education community that had a demonstrated impact on learning, teaching, leadership or equality and showcase the expertise of our international members."
Ian Hall, Head of Membership International
Global Impact Grants 2021-2022 compilation reports
Advance HE made 17 awards of Global Impact Grants in July 2022 with the intention of sharing work conducted across our international membership that has had a demonstrable impact on staff or students. Submissions were received from over 10 different countries across a range of areas of higher education practice.
The case studies from around the world address three specific issues in global higher education: Academic Development, Disciplinary Teaching and Learning, and Student Success.
Global Impact Grants - Academic Development
This set of the Global Impact Grants brings together case studies of work that supports academic development and covers work conducted across four continents.
It begins with a case study by Collins Fleischner et al from the University of New South Wales in Australia that has supported the teaching careers of those staff focussing on education. Katerina Bograkou Tzanetakou et al’s case study from European University Cyprus explores the evaluation of learning delivery and assessment using a student partnership model and is co-authored by student and staff contributors.
Professor Tashmin Khamis’s case study highlights how their network of Quality, Teaching and Learning developed a lifecycle approach to faculty support across Aga Khan University’s multi-national campuses. Dr Helen Yang explores support provided for curriculum development within accounting subjects at La Trobe University.
Our final case study in this group is from Atlantic Technological University in the Republic of Ireland, where Dr Carina Ginty explores the rollout of a digital platform to support effective learning and teaching across several campuses.
Global Impact Grants - Disciplinary Teaching and Learning
Disciplinary Teaching and Learning compilation report includes a case study by Dr Kelly Miller from Deakin University, which shares work conducted within their Environmental Science department. Anne Hewitt’s case study from the University of Adelaide showcases a national initiative across Australia to develop and share resources for the teaching of law specifically for sessional staff.
The iSAP (Integrating Science and Practice) initiative shared by Allie Ford of Monash University shares a framework for connecting students with theory using real-world examples. Clara Chapdelaine-Feliciati’s case study from Xi’an Jiaotong-Liverpool University in China focuses on a conference on combating human trafficking.
The final case study in this issue is from Ramanjaneyulu Doosari of Sharjah Performing Arts Academy and describes work to scaffold the creative process in the teaching of performing arts students.
Global Impact Grants - Student Success
Student Success compilation report includes a case study from Laura Tubino and Chie Adachi conducted at Deakin University, which describes the pilot of using an Artificial Intelligence tool to support student feedback literacy. Dr Lynette Pretorius’s case study from Monash University highlights work conducted to build a culture of academic integrity.
Maggie Hartnett from Massey University in New Zealand describes approaches to develop postgraduate researchers using a Professional Inquiry course. The case study from Dr Elena Papadopoulou of Unicaf University describes a Graduate Conference the institution runs that support the research skills and practice of doctoral students.
Nirmani Wijenayake of the University of New South Wales explores the teaching of teamwork to students. Lyda Eleftheriou of Unicaf University reflects on the revision of their student induction programme to improve student engagement and satisfaction.
The final case study is by Aaron Cornwall and Dr Emeline Jerez of Australian Catholic University shares their development of a Veterans Transition Programme to support the effective transition of Australian Defence Forces staff into higher education.