IAFOR > The Asian Conference on Education (ACE) > ACE2024 Overview

ACE2024 Overview

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Join us in Tokyo for ACE2024!

November 25–29, 2024 | Toshi Center Hotel, Tokyo, Japan

Welcome to The 15th Asian Conference on Education (ACE2024), held in partnership with the IAFOR Research Centre at the Osaka School of International Public Policy (OSIPP) at Osaka University, Japan.

ACE2024 encourages academics and scholars to meet and exchange ideas and views in an international forum stimulating respectful dialogue. This event will afford an exceptional opportunity for renewing old acquaintances, making new contacts, networking, and facilitating partnerships across national and disciplinary borders.

Since its founding in 2009, IAFOR has brought people and ideas together in a variety of events and platforms to promote and celebrate interdisciplinary study, and underline its importance. IAFOR continues to engage in many cross-sectoral projects across the world, including those engaging leading universities (Virginia Tech, UCL, Singapore Management University, University of Belgrade, Lingnan University, Barcelona University, University of Hawai’i, Moscow State University), think tanks, research organisations and agencies (the East-West Center, The Center for Higher Education Research, The World Intellectual Property Organization), as well as collaborative projects with governments and international governmental organisations (Government of Japan through the Prime Minister’s office, the United Nations in New York) and media agencies (The Wall Street Journal, JWT, HarperCollins).

With the IAFOR Research Centre at Osaka University, we have engaged in a number of interdisciplinary initiatives we believe will have an important impact on domestic and international public policy conversations and outcomes.

IAFOR's unique global platform facilitates discussion around specific subject areas, with the goal of generating new knowledge and understanding, forging and expanding new international, intercultural and interdisciplinary research networks and partnerships. We have no doubt that ACE2024 will offer a remarkable opportunity for the sharing of research and best practice and for the meeting of people and ideas.

We look forward to seeing you in Tokyo and online!

– The ACE2024 Programme Committee

IAFOR Journal of Education (Scopus Indexed Journal)

This conference is associated with the Scopus and DOAJ listed IAFOR Journal of Education.
 

Key Information
  • Venue & Location: Toshi Center Hotel, Tokyo, Japan (and online)
  • Dates: Monday, November 25, 2024 ​to Friday, November 29, 2024
  • Early Bird Abstract Submission Deadline: June 28, 2024*
  • Final Abstract Submission Deadline: August 30, 2024
  • Registration Deadline for Presenters: October 04, 2024

*Submit early to take advantage of the discounted registration rates. Learn more about our registration options.

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Plenary Speakers

Speakers and programme information will be added here in the coming months.

  • Hongmin Ahn
    Hongmin Ahn
    Inter-University Center for Japanese Studies, Japan
  • Umberto Ansaldo
    Umberto Ansaldo
    University of Hong Kong, Hong Kong
  • Karin Avnit
    Karin Avnit
    Singapore Institute of Technology, Singapore
  • Danny Bielik
    Danny Bielik
    Digital Education Council, Singapore
  • Laura Bronstein
    Laura Bronstein
    Binghamton University, United States
  • Héctor G. Ceballos
    Héctor G. Ceballos
    Tecnológico de Monterrey, Mexico
  • Susie Kung
    Susie Kung
    Manukau Institute of Technology, New Zealand
  • Kenneth Lo
    Kenneth Lo
    Singapore University of Technology and Design, Singapore
  • Leandro Loyola
    Leandro Loyola
    Conestoga College Institute of Technology and Applied Learning, Canada
  • Sean McMinn
    Sean McMinn
    The Hong Kong University of Science and Technology (HKUST), Hong Kong
  • James W. McNally
    James W. McNally
    University of Michigan & NACDA Program on Aging, United States
  • Keith W. Miller
    Keith W. Miller
    University of Missouri – St. Louis, United States
  • Murielle El Hajj Nahas
    Murielle El Hajj Nahas
    Lusail University, Qatar
  • Sela V. Panapasa
    Sela V. Panapasa
    University of Michigan, United States
  • Kylie Smith
    Kylie Smith
    Manukau Institute of Technology, New Zealand
  • Ya-Ling Wang
    Ya-Ling Wang
    National Taiwan Normal University, Taiwan
  • Fiona Westbrook
    Fiona Westbrook
    Auckland University of Technology, New Zealand
  • Yanhua Zhou
    Yanhua Zhou
    University of Arizona, United States

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Programme

  • University-Assisted Community Schools: An Interdisciplinary, International Movement to Promote Equity and Transform Education
    University-Assisted Community Schools: An Interdisciplinary, International Movement to Promote Equity and Transform Education
    Keynote Presentation: Laura Bronstein, Binghamton University, United States
  • Internet Disinformation, Epistemology, and Education: Meeting the Challenges of Massive Lying
    Internet Disinformation, Epistemology, and Education: Meeting the Challenges of Massive Lying
    Workshop Presentation: Keith W. Miller
  • Navigating the Hype and Reality of Generative AI in Higher Education: Opportunities, Challenges, and Emerging Trends
    Navigating the Hype and Reality of Generative AI in Higher Education: Opportunities, Challenges, and Emerging Trends
    Panel Presentation: Danny Bielik, Héctor G. Ceballos, Kenneth Lo Ming Chee, Sean McMinn (Moderator)
  • Community Engagement and Education in East Asia: From Preservations of Cultural Heritage to Practices of Contemporary Art
    Community Engagement and Education in East Asia: From Preservations of Cultural Heritage to Practices of Contemporary Art
    Panel Discussion: Hongmin Ahn, Yanhua Zhou, Joseph Haldane (Moderator)
  • Navigating AI in Higher Education: Multiple Perspectives from Policy to Practice
    Navigating AI in Higher Education: Multiple Perspectives from Policy to Practice
    Panel Presentation: Susie Kung
  • Global Citizenship: Local Communities and the Academy
    Global Citizenship: Local Communities and the Academy
    The Forum: Laura Bronstein, Melina Neophytou
  • Blended Learning: Overcoming Challenges and Implementing Solutions
    Blended Learning: Overcoming Challenges and Implementing Solutions
    Panel Presentation: Murielle El Hajj Nahas, Leandro Loyola
  • Writing a Successful Grant Application: Mastering Significance, Innovation, and Approach for Your Career
    Writing a Successful Grant Application: Mastering Significance, Innovation, and Approach for Your Career
    Workshop Presentation: James W. McNally
  • Developing Academic Skills for a Successful Academic Career
    Developing Academic Skills for a Successful Academic Career
    Workshop Presentation: Umberto Ansaldo
  • Teaching Ethnography by Walking: Pedagogy in Action
    Teaching Ethnography by Walking: Pedagogy in Action
    Workshop Presentation: Yanhua Zhou

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Conference Committees

The International Academic Board (IAB)

Dr Joseph Haldane, IAFOR and Osaka University, Japan, & University College London, United Kingdom
Professor Jun Arima, President, IAFOR & University of Tokyo, Japan
Professor Anne Boddington, Executive Vice-President and Provost, IAFOR & Middlesex University, United Kingdom
Professor Barbara Lockee, Virginia Tech, United States
Professor Donald E. Hall, Binghamton University, United States
Dr James W. McNally, University of Michigan, United States & NACDA Program on Aging
Professor Grant Black, Chuo University, Japan
Professor Dexter Da Silva, Keisen University, Japan
Professor Baden Offord, Centre for Human Rights Education, Curtin University, Australia & Cultural Studies Association of Australasia
Professor Frank S. Ravitch, Michigan State University College of Law, United States
Professor William Baber, Kyoto University, Japan
Dr Virgil Hawkins, Osaka University, Japan

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Conference Programme Committee

Distinguished Professor Tien-Hui Chiang, Zhengzhou University, China
Dr Joseph Haldane, IAFOR and Osaka University, Japan, & University College London, United Kingdom (Conference Co-chair)
Susie Kung, Manukau Institute of Technology, New Zealand
Professor May Sok Mui Lim, Singapore Institute of Technology, Singapore
Dr Tzu-Bin Lin, National Taiwan Normal University, Taiwan
Professor Barbara Lockee, Virginia Tech, United States
Dr Leandro Loyola, Conestoga College, Canada
Professor José McClanahan, Creighton University, United States
Dr Sean McMinn, Hong Kong University of Science and Technology, Hong Kong
Dr Murielle El Hajj Nahas, Lusail University, Qatar
Dr Justin Sanders, Minerva Project
Dr Tati D. Wardi, Universitas Islam Internasional Indonesia (UIII), Indonesia
Dr Aki Yamada, Tamagawa University, Japan

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The International Academic College (IAC)

Dr Hasan Al-Wadi, University of Bahrain, Bahrain
Dr Shamim Ali, Riphah International University , Pakistan
Professor Umberto Ansaldo, The University of Sydney, Australia
Professor Shingo Ashizawa, Kansai University of International Studies, Japan
Dr Brian Aycock, International Christian University, Japan
Professor William Baber, Kyoto University Graduate School of Management, Japan
Professor Emeritus Sue Ballyn, University of Barcelona, Spain
Ms Keiko Bang, Bang Singapore Pte Ltd, Singapore
Professor Geoff Beattie, Edge Hill University, United Kingdom
Professor Denis Binder, Chapman University, United States
Dr Sarah Louisa Birchley, Toyo Gakuen University, Japan
Dr Holger Briel, Beijing Normal University-Hong Kong Baptist University United International College, China
Mr James Joseph Briganti, Michigan State University, United States
Professor Bruce Brown, Royal College of Art, United Kingdom
Lord Charles Bruce, Japan Society of Scotland, United Kingdom
Dr Eddie Bruce-Jones, SOAS, University of London, United Kingdom
Professor Chung-Ying Cheng, University of Hawai’i at Manoa, United States
Distinguished Professor Tien-Hui Chiang, Zhengzhou University, China
Mr Marcus Chidgey, Founder & CEO at Loqiva, United Kingdom
Dr George D. Chryssides, University of Birmingham, United Kingdom
Dr Christine Coombe, Dubai Men’s College, United Arab Emirates
Professor Melinda Cowart, Texas Woman’s University, United States
Professor Georges Depeyrot, French National Center for Scientific Research, France
Professor Jean-Marc Dewaele, Birkbeck, University of London, United Kingdom
Professor Tatiana Dobrosklonskaya, Lomonosov Moscow State University, Russia
Dr Richard Donovan, Kansai University, Japan
Dr Murielle El Hajj Nahas, Lusail University, Qatar
Professor John Nguyet Erni, Hong Kong Baptist University, Hong Kong
Professor Said M. Faiq, American University of Sharjah, United Arab Emirates
Dr William C. Frick, University of Oklahoma, United States
Dr Alfonso J. García Osuna, Hofstra University & The City University of New York, United States
Professor Gerard Goggin, Nanyang Technological University, Singapore
Dr Fernando Darío González Grueso, Tamkang University, Taiwan
Professor Stephen J. Hall, Sunway University, Malaysia
Dr June Henton, Auburn University, United States
Mr Harry Hill, Japan United States Friendship Commission (JUSFC), Japan
Dr Rodney F. Hill, Hofstra University, United States
Dr Tamsin Hinton-Smith, University of Sussex, United Kingdom
Professor Curtis Ho, University of Hawai’i at Manoa, United States
Dr Daniel Hoffman, University of Hawaii at Manoa, United States
His Excellency Professor Toshiya Hoshino, UN Inspectorate General, Immediate Past President of IAFOR, and former Japanese Ambassador to the UN
Professor Tom Houghton, Curtin University, Australia
Professor Brendan Howe, Ewha Womans University & The Asian Political and International Studies Association (APISA), South Korea
Professor Kay Irie, Gakushuin University, Japan
Professor Hiroshi Ishida, University of Tokyo, Japan
Dr Maxime Jaffré, United Arab Emirates University, United Arab Emirates
Mr Matthew Kay, Nature Publishing, United Kingdom
Mr Michael Liam Kedzlie, Barrister and Solicitor of the High Court of New Zealand, New Zealand
Professor Anshuman Khare, Athabasca University, Canada
Mr Daniel Kjellsson, Future Talent Council, Sweden
Dr Yukinori Komine, Harvard University, United States
Dr Rachel Lam, Independent Consultant, Salt Lake City, Utah, United States
Dr Celia Lam, University of Nottingham Ningbo China, China
Ms Fan Li, LePing Social Entrepreneur Foundation & Stanford Social Innovation Review (SSIR), China
Dr Tzu-Bin Lin, National Taiwan Normal University, Taiwan
Professor Robert Logie, Osaka Gakuin University, Japan
Dr Jacqueline Lottin, Higher Colleges of Technology, United Arab Emirates
Professor Craig Mark, Kyoritsu Women's University, Japan
Professor Ljiljana Marković, European Centre for Peace and Development (ECPD), Serbia
Dr Yvonne Masters, Independent Researcher, Australia
Professor José McClanahan, Creighton University, United States
Professor Dennis McInerney, Hong Kong Institute of Education, Hong Kong
Professor David McLoughlin, Meiji University, Japan
Dr Michael Menchaca, University of Hawaii at Manoa, United States
Professor Keith W. Miller, University of Missouri, United States
Dr Alyson Miller, Deakin University, Australia
Dr Yutaka Mino, Hyogo Prefectural Museum of Art, Japan
Professor Kuniko Miyanaga, Human Potential Institute, Japan
Professor Johannes Moenius, University of Redlands, United States
Professor Joshua Ka Ho Mok, Lingnan University, Hong Kong
Dr Bernard Montoneri, Independent Researcher, Taiwan
Professor Thomas Brian Mooney, Charles Darwin University, Australia
Dr Amanda Müller, Flinders University, Australia
Dr Jo Mynard, Kanda University of International Studies, Japan
Ms Karen Newby, Par les mots solidaires, France
Dr Cynthia Northington-Purdie, William Paterson University, United States
Dr Keiichi Ogawa, Kobe University, Japan
Professor Mark Pegrum, The University of Western Australia, Australia
Dr Anemona Peres, European Border and Coast Guard Agency,
Dr Alexandru I. Petrisor, Ion Mincu University of Architecture and Urbanism, Romania
Dr Elena Raevskikh, Department of Culture and Tourism Abu Dhabi, United Arab Emirates
Dr Thanassis Rikakis, University of Southern California, United States
Professor Richard Roth, Medill School of Journalism, Northwestern University, United States
Dr James Rowlins, Singapore University of Technology and Design, Singapore
Dr Justin Sanders, Woven by Toyota, Japan
Dr Monty P. Satiadarma, Tarumanagara University, Indonesia
Dr Linda Schwartz, Ambrose University, Canada
Dr Shahrokh (Sharo) Shafaie, Southeast Missouri State University, United States
Dr Sharo Shafaie, Southeast Missouri State University, United States
Mr Lowell Sheppard, HOPE International Development Agency, Japan
Dr Jeffrey Sommers, University of Wisconsin-Milwaukee, United States
Dr Marcelo Staricoff, University of Sussex, United Kingdom
Dr Pearl Subban, Monash University, Australia
Dr Philip Sugai, Doshisha University, Japan
Professor Gary E. Swanson, University of Northern Colorado (fmr.), United States
Dr Amy Szarkowski, Harvard Medical School, United States
Professor Svetlana Ter-Minasova, Lomonosov Moscow State University, Russia
Dr Devayani Tirthali, Independent Researcher, India
Dr Brian Victoria, Oxford Centre for Buddhist Studies, United Kingdom
Dr Deborah G. Wooldridge, Bowling Green State University, United States
Dr Seiko Yasumoto, The University of Sydney, Australia
Dr Tingting Ying, University of Nottingham Ningbo China, China

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Conference Review Committee

Dr Rose Amnah Abd Rauf, University Malaya, Malaysia
Dr Doaa Abdul Kalik, Al-mustansiriyah University, Iraq
Dr Laila Mohsin Adeel, Universit of Management & Technology, Lahore, Pakistan
Dr Joan Alejo, St. Agnes Academy, Inc., Philippines
Dr Raniya Alsehibany, Riyadh College of Technology For Girls, Saudi Arabia
Dr Jonathan Barcelo, Saint Louis University, Philippines
Dr Ronald Catapang, National University (NU-Lipa), Philippines
Dr Shravasti Chakravarty, XLRI Delhi-NCR, India
Dr Sin Yu Cherry Chan, City University of Hong Kong, Hong Kong
Professor Chingya Chiu, Chang Jung Christian University, Taiwan
Dr Trinette Colina, University of the East Manila, Philippines
Professor Dary Dacanay, St. Patrick School, Philippines
Dr Ian Davison, Rabdan Academy, United Arab Emirates
Dr Bankole Faloye, Bamidele Olumilua University of Education, Science and Technology, Ikere Ekiti, Nigeria
Dr Jane Fenequito, Urdaneta City University, Philippines
Dr Nuramah Hajikaleng, Narathiwat Technical College, Princess of Naradhiwas University, Thailand
Dr Cheng Hsu, Jiangsu Normal University, China
Dr Alexander Ibni, Zamboanga Peninsula Polytechnic State University, Philippines
Dr Junaidi Junaidi, Universitas Muhammadiyah Palopo, Indonesia
Dr Sahrunizam Kasah, Maktab Duli Pengiran Muda Al-Muhtadee Billah, Brunei
Dr Allya Koesoema, Institut Teknologi Bandung, Indonesia
Dr Lisa Lam, Hong Kong Baptist University, Hong Kong
Dr Chooi Yeng Lee, Monash University, Malaysia
Dr Lewis Teo Piaw Liew, Politeknik Kuching Sarawak, Malaysia
Dr Imelda Macaraig, St. Mary's College Inc., Philippines
Dr Sonal Mobar Roy, National Institute of Rural Development and Panchayati Raj, India
Dr Hidayah Mohd Fadzil, Universiti Malaya, Malaysia
Dr Joseph Moraca, Eulogio "Amang" Rodriguez Institute of Science and Technology, Philippines
Dr Non Naprathansuk, Maejo University, Thailand
Dr Venus Parmisana, Mindanao State University-Iligan Institute of Technology (MSU-IIT), Philippines
Dr Elymar Pascual, Department of Education, Philippines
Dr Myra Patambang, De La Salle Medical and Health Sciences Institute, Philippines
Dr Jirutthitikan Pimvichai, Mahidol University, Thailand
Dr Nitta Roonkaseam, Phranakhon Rajabhat University, Thailand
Dr Nor Fadzleen Binti Sa Don, English Language Teaching Centre, Ministry of Education Malaysia, Malaysia
Dr Nilda San Miguel, Department of Education, Lumban District, Laguna, Philippines
Dr Jay Mark Santos, La Consolacion University Philippines, Philippines
Dr Mark Rey Santos, La Consolacion University Philippines, Philippines
Dr Diana Po Lan Sham, Hong Kong Chinese Institute of Engineers, Hong Kong
Dr Fathi Shamma, The Arab Academic college for education Israel Haifa, Israel
Dr Pua Shiau Chen, New Era University College, Malaysia
Dr Kenneth Tan, Octave Institute, Singapore
Professor Bengü Türkoğlu, Necmettin Erbakan University, Turkey
Dr Mercedes Valadez, California State University, Sacramento, United States
Dr Chandra Mohan Vasudeva Panicker, Lincoln University College, Malaysia
Dr Tina Wong, Hong Kong Polytechnic University, Hong Kong
Dr Dennis Lee Jarvis Ybañez, University of the Philippines Open University, Philippines
Dr Yvonne, Chin Chen Yong, Ministry of Education, Brunei Darussalam, Brunei
Dr Adam Zulawnik, University of Melbourne, Australia

IAFOR's peer review process, which involves both reciprocal review and the use of Review Committees, is overseen by the Conference Programme Committee under the guidance of the International Academic Board (IAB). Review Committee members are established academics who hold PhDs or other terminal degrees in their fields and who have previous peer review experience.

If you would like to apply to serve on the ACE2024 Review Committee, please visit our application page.

Apply to Join the Review Committee

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Hongmin Ahn
Inter-University Center for Japanese Studies, Japan

Biography

Hongmin Ahn is an incoming student at the Inter-University Center for Japanese Studies in Yokohama, Japan (2024-25). He holds a Master of Theological Studies in Buddhism from Harvard Divinity School at Harvard University, United States, and a Bachelor of Arts in Religion from Bard College, also located in the United States. As an interdisciplinary scholar, Mr Ahn’s research focuses on modern transnational Buddhism in Korea and Japan, exploring their history, culture, practices, gender dynamics, and institutions such as clerical marriage and the popularisation of Buddhism through military chaplaincy.

Supported by IAFOR grants, Mr Ahn’s forthcoming ethnographic study on Japan’s Shikoku Island will examine Buddhism's socio-economic and demographic changes, particularly evolving female leadership and ageing, declining populations. His work seeks to bridge the gap between academic research and contemporary religious realities, offering insights into how Buddhist communities navigate and adapt to rapid social changes throughout East Asia.

Panel Presentation (2024) | TBA
Umberto Ansaldo
University of Hong Kong, Hong Kong

Biography

Professor Umberto Ansaldo is currently an Honorary Professor at the University of Hong Kong (HKU), Hong Kong. He recently served as Head of the School of Media, Creative Arts and Social Inquiry at Curtin University, Australia from 2021 through 2023. Previously, he was the Head of the School of Literature, Art and Media at the University of Sydney, Australia from 2018 through 2020, and Head of the School of Humanities at HKU, where he taught from 2009 to 2018.

Professor Ansaldo’s disciplinary roots are in linguistics, specifically in the study of language contact, linguistic typology, and language documentation. He is the author of four books to date (with CUP, OUP, Routledge, and Stockholm University Press), has edited or co-edited 11 volumes and journal special collections, and has authored multiple journal articles and book chapters. His most recent publication is the co-editorship of The Routledge Handbook of Pidgin and Creole Languages (Routledge, 2021).

At HKU, Professor Ansaldo led the Humanities Area of Inquiry on the Common Core Curriculum Committee in HKU’s major revision of its curriculum (2010-2013), a time when, along with the University of Melbourne, Australia, HKU was leading in reimagining undergraduate curricula. As Chair of Linguistics, he was instrumental in establishing the Department within the top ten programmes in Linguistics (QS rankings), with the programme ranking at number one in Hong Kong.

At the University of Sydney, Professor Ansaldo sat on the University Executive Research Committee and led his School through a transformative period in terms of curriculum innovation and research engagement. He was in charge of overseeing the incorporation of the Sydney College of the Arts into the Faculty of Arts & Social Sciences.

Professor Ansaldo has secured competitive research grants and leveraged industry funding for the advancement of the humanities and social sciences throughout his career. One of his proudest achievements was his role in securing financial support to develop and host an exhibition on language and the brain, the ‘Talking Brains’ exhibition at the CosmoCaixa in Barcelona, Spain in 2017. This type of engagement and championing of the Humanities is what Umberto is most passionate about.

Professor Ansaldo has lived and worked in Sweden, The Netherlands, Singapore, Australia, and Hong Kong. and speaks seven languages, including Mandarin. He is well-acquainted with Asia and has conducted fieldwork in Muslim communities of the Indian Ocean, and has developed strong international networks in Southeast Asia, Japan, and Europe.

Featured Workshop (2024) | Developing Academic Skills for a Successful Academic Career
Karin Avnit
Singapore Institute of Technology, Singapore

Biography

Karin Avnit is an Associate Professor at the Singapore Institute of Technology (SIT), Singapore. She is a faculty member in the university’s Infocomm Technology cluster as well as Deputy Director (EdTech) in the SIT Teaching and Learning Academy (STLA), where she works with a team of educational developers, educational technologists, and software developers to support and equip educators in the adoption of technologies for teaching and learning. Professor Avnit advises the university on the framework, policies, and practices related to the use of generative Artificial Intelligence in the university. Her research and work as an educator at STI has garnered awards: she is the recipient of SIT’s Teaching Excellence Award (2015, 2017, 2019) and a member of the Teaching Excellence Award Honour Roll (2018, 2020).

Panel Presentation (2024) | Navigating AI in Higher Education: Multiple Perspectives from Policy to Practice
Danny Bielik
Digital Education Council, Singapore

Biography

Danny Bielik is the President of the Digital Education Council in Singapore and is passionate about access to high quality education and the positive impact that technology can have to achieve this.

His work currently involves assisting universities and governments to better understand governance approaches to Artificial Intelligence (AI) in higher education. He believes that institutions of higher education should embrace datafication as one strategy to create stickier and more value-driven relationships with industry.

Mr Bielik has over 25 years of experience in leadership positions in higher education and technical and vocational training (TVET) organisations. He has extensive experience in strategy development, governance, and partnerships in higher education having run three tertiary organisations, as a director at peak bodies and serving as Ministerial Adviser in Education to the New South Wales Government in Australia.

Panel Presentation (2024) | Navigating the Hype and Reality of Generative AI in Higher Education: Opportunities, Challenges, and Emerging Trends
Laura Bronstein
Binghamton University, United States

Biography

Laura Bronstein, ACSW, LCSWR, PhD is Dean of the College of Community and Public Affairs, Professor of Social Work, Director of the Institute for Justice & Well-Being, and Founding Director of Binghamton University Community Schools, State University of New York (SUNY), United States. Prior to entering academia, Professor Bronstein worked as a practising social worker in a range of settings. Since entering academia, Laura has published over 70 peer-reviewed research articles and chapters and two books, and her leadership has been instrumental in various teams being awarded over 20 million dollars in federal, state, and foundation grants. She has an international reputation for her research on collaboration, including having created the widely used Index for Interdisciplinary Collaboration. In 2010, her article on which the Index was based, A Model for Interdisciplinary Collaboration, was the eighth most highly cited publication in the social work literature. Professor Bronstein received the John A. Hartford Foundation Outstanding Dean for Aging Education award in 2011 and was Binghamton University’s inaugural recipient of the Lois B. DeFleur Faculty Prize for Academic Excellence “for scholarship that spans boundaries” the following year. She was awarded the Esther W. Couper Memorial Award for “outstanding service and dedication to the children and families of our community” in 2017. Most recently, Professor Bronstein has built Binghamton University Community Schools into a nationally and internationally renowned entity and is currently leading its adaptation across SUNY’s 64 campuses. In 2023, Laura was cited among the top 2% of scholars in her field in the Stanford World Scientist and University Rankings.

Keynote Presentation (2024) | University-Assisted Community Schools: An Interdisciplinary, International Movement to Promote Equity and Transform Education
Héctor G. Ceballos
Tecnológico de Monterrey, Mexico

Biography

Dr Héctor G. Ceballos is Director of the Living Lab & Data Hub of the Institute for the Future of Education (IFE) at Tecnologico de Monterrey, Mexico. He was previously head of the Scientometrics Office at the Research Vice-Rectory of Tecnologico de Monterrey for 18 years. Dr Ceballos received a master’s degree and doctorate degree in Intelligent Systems from Tecnologico de Monterrey in 2010. He is currently a faculty member of the university’s Computer Science Graduate Program (DCC) and is ascribed to the IFE's Research Unit on Engaging and Motivating Learning Models. Dr Ceballos is a member of the Mexican National System of Researcher (SNI) and an adherent member of the Mexican Academy on Computing (AMEXCOMP). He is an Organizing Committee Chair of the Special Interest Group in Learning Analytics in Latin America (LALA-SIG), the Society for Learning Analytics Research (SOLAR), and a member of the QS EduData Summit Advisory Committee. His main research interests include machine learning, data science, process mining, and causality, applied to research and learning analytics. He has authored more than 70 papers in journals and conferences worldwide and has worked as an expert consultant for bank and IT companies.

Panel Presentation (2024) | Navigating the Hype and Reality of Generative AI in Higher Education: Opportunities, Challenges, and Emerging Trends
Susie Kung
Manukau Institute of Technology, New Zealand

Biography

Susie Kung has been in education since 1980 and in teacher education for over 26 years. She has been teaching within the Bachelor of Education programme at The Manukau Institute of Technology, New Zealand, since 2006. She is a Senior Lecturer attached to the School of Education and is also the Academic Lead overseeing the provision of pastoral care, as well as the retention and success of four programmes in the Institute’s School of Education. She has substantial experience in the field both in Malaysia and New Zealand.

Ms Kung’s passion for teacher education includes her research on effective tertiary teaching-learning spaces and, more recently, blended teaching-learning environments during the COVID-19 pandemic; teacher identity and teacher motivation, preparing student teachers for a fast-changing, diverse world, and a reconsideration of teacher education as a holistic endeavour. Case study and narrative approaches to research are her methodologies of choice, but she has a special interest in the Appreciative Inquiry approach to research and has used this methodology for a number of her research projects. She is currently investigating the role of teacher identity, teacher motivation, and the teacher’s perception of advocacy in the teaching role.

Panel Presentation (2024) | Navigating AI in Higher Education: Multiple Perspectives from Policy to Practice
Panel Presentation (2023) | No One Left Behind: Advocating for Equitable Opportunities for
Success in Tertiary Education
Kenneth Lo
Singapore University of Technology and Design, Singapore

Biography

Dr Kenneth Lo is Director of the Office of Digital Learning and leads Cyber-Physical Learning (CPL) innovations at Singapore University of Technology and Design (SUTD), Singapore. His research involves digital learning technologies, innovative pedagogies, and ethics. Under the CPL Lab, Dr Lo is innovating and developing competency, tools, and systems for the future of education and sustainability in order to advance SUTD as a future-ready university that nurtures lifelong tertiary learners and innovators with its recent Education Design.AI.Technology (D.AI.Tech) initiative. Dr Lo has extensive experience in technology innovations, predictive machine learning, and designing engineering systems.

Panel Presentation (2024) | Navigating the Hype and Reality of Generative AI in Higher Education: Opportunities, Challenges, and Emerging Trends
Leandro Loyola
Conestoga College Institute of Technology and Applied Learning, Canada

Biography

Dr Leandro Loyola is Professor of International Business Management at the School of Business of Conestoga College Institute of Technology and Advanced Learning in Ontario, Canada. He previously served as a Learning and Organizational Development Specialist at Grand River Hospital in the Waterloo Region of Ontario. Before moving to Canada, Dr Loyola was an Associate Professor in the Department of Management and Organization at the College of Business of De La Salle University, Philippines, where he also held the position of Director of College Student Affairs at its Laguna Campus. With nearly 20 years of experience in academia, Dr Loyola has shown dedication to his role as an educator and leader: he has made notable contributions to academic and organisational development, including his tenure as National President of the Philippine Association of Practitioners of Student Affairs and Services (PAPSAS), Inc. Internationally, he has served as the Regional Director for Asia of the International Association of Student Affairs and Services (IASAS) and as President-elect of the Asia Pacific Student Services Association (APSSA). Throughout his career, Dr Loyola has developed impactful programmes for student welfare and development and has contributed to national policies and guidelines for student affairs and services. His research on student development and organisational leadership highlights his commitment to fostering socially responsible global citizens and leaders. Dr Loyola’s career is marked by his passion for education, leadership, and creating inclusive learning environments that promote excellence.

Panel Presentation (2024) | Blended Learning: Overcoming Challenges and Implementing Solutions
Sean McMinn
The Hong Kong University of Science and Technology (HKUST), Hong Kong

Biography

Dr Sean McMinn is the Director of the Center for Education Innovation at The Hong Kong University of Science and Technology (HKUST), Hong Kong. Previously, he served as Associate Professor and Director of the English Language Centre at The Hong Kong Polytechnic University (2020-2022) and held various academic roles at HKUST, including Associate Professor of Language Education and Co-Academic Director of the MA in International Language Education programme. As an early adopter of educational technologies, he has led initiatives in AI in education, blended learning, and fully online teaching modes. He currently serves on several international committees, including the AI and Education International Panel, Digital Education Council, Cyber-Physical Learning Alliance, and EduTech Asia organising committee.

Panel Presentation (2024) | Navigating the Hype and Reality of Generative AI in Higher Education: Opportunities, Challenges, and Emerging Trends
Panel Presentation (2023) | Unleashing the Potential: The Impact of AI and ChatGPT in Revolutionising Education
James W. McNally
University of Michigan & NACDA Program on Aging, United States

Biography

Dr James W. McNally is the Director of the NACDA Program on Aging, a data archive containing over 1,500 studies related to health and the aging life course. He is also a Senior Advisor for the National Institute on Aging (NIA), Division of Behavioral and Social Science (DBSR/ODRA). He currently does methodological research on the improvement and enhancement of secondary research data and has been cited as an expert authority on data imputation. Dr McNally has directed the NACDA Program on Aging since 1998 and has seen the archive significantly increase its holdings with a growing collection of seminal studies on the aging life course, health, retirement and international aspects of aging. He has spent much of his career addressing methodological issues with a specific focus on specialised application of incomplete or deficient data and the enhancement of secondary data for research applications. Dr McNally has also worked extensively on issues related to international aging and changing perspectives on the role of family support in the later stages of the aging life course.

Previous Presentations

Special Seminar Session (2024) | Writing a Successful Grant Application: Mastering Significance, Innovation and Approach for Your Career
Special Seminar Session (2023) | Writing a Good Grant Application: Mastering Significance, Innovation and Approach for Your Career
Featured Presentation (2017) | The Use of Archival Data Resources for Generating Original Research, Thesis Development, Teaching and Knowledge Generation
Keith W. Miller
University of Missouri – St. Louis, United States

Biography

Keith W. Miller is the Orthwein Endowed Professor for Lifelong Learning in the Sciences at the University of Missouri – St. Louis, United States. In that position, he is partnering with the St. Louis Science Center. Dr Miller’s research interests are in computer ethics, online learning, and software testing. He is a past editor-in-chief of IEEE Technology and Society Magazine. He was awarded the 2011 Joseph Weizenbaum Award in Information and Computer Ethics by the International Society for Ethics and Information Technology (INSEIT), and is currently the President of that society. He has been a principal investigator of grants from the US National Science Foundation to study the effects of ethics education for computer science students, and to encourage scientists to become teachers.

Featured Workshop Presentation (2024) | TBA

Previous Presentations

Keynote Presentation (2018) | Sophisticated Machines and Innovative Education: Who (or What) Will Thrive?
Murielle El Hajj Nahas
Lusail University, Qatar

Biography

Dr Murielle El Hajj Nahas holds a PhD in French Language and Literature from the Lebanese University, Lebanon. She is currently Assistant Professor and Director of Lusail University Press (LU Press) at Lusail University, Qatar. She also serves as Associate Editor of the IAFOR Journal of Literature & Librarianship and the IAFOR Journal of Education (Language Learning in Education issues), The International Academic Forum (IAFOR), Japan, as well as Editorial Board Member of In Analysis, revue transdisciplinaire de psychanalyse et sciences, Elsevier Masson SAS, France. Her domain of research focuses on psychoanalysis of literature, the perspective on the unconscious in literary study, the roles of the instances involved in analytical/critical praxis, and the relation between literature and psychoanalysis. Her research interests include analysis of written narrative structure and focalisation; comparative studies of literary genres; discourse analysis and semantics; French linguistics, literature, modernism, and postmodernism studies; gender studies; literary semiotics and semiology; psychoanalysis; psychoanalytic criticism and textoanalysis; rhetoric and stylistics; and schizoanalysis. She has published book chapters, original articles, academic interviews, translated articles, book reviews and analyses, as well as poems. She has also authored a contemporary theatre book titled Fragments chaotiques published by Les impliqués Éditeur, France. (ORCID Link)

Panel Presentation (2024) | Blended Learning: Overcoming Challenges and Implementing Solutions

Previous Presentations

Panel Presentation (2023) | Unleashing the Potential: The Impact of AI and ChatGPT in Revolutionising Education
Panel Presentation (2022) | Mental Health in Action: Strategies to Build Teacher and Student Capacity
Roundtable Presentation (2021) | Being Resilient: Finding Ways to Publish in Difficult Times
Sela V. Panapasa
University of Michigan, United States

Biography

Dr Sela V. Panapasa is an Associate Research Scientist at the Institute for Social Research, United States. An active researcher and leader in developing scientific research methods to address data limitations and persistent health inequities in hard-to-survey populations, she has extensive experience conducting, analyzing, disseminating, and translating findings from mixed-methods research projects on Native Hawaiian and Pacific Islander (NHPI) populations in the United States and independent Pacific nations. Dr Panapasa’s work has influenced policy development for these populations, from greater coverage of NHPI populations in the US Census to the use of racial categories in the American Community Survey and technical assistance in Pacific data collections. She developed and administered the successful collection of epidemiology as part of the Pacific Islander Health Study (PIHS), leading to a collaboration with the NCHS to develop and implement the 2014 NHPI National Health Interview Survey (NHPI NHIS). Dr Panapasa is the PI on 'Mechanisms of Diabetes and Diabetic Complications in a Multiethnic Population and a co-investigator for the Guam National Health Interview Survey (GNHIS)'.

Workshop Presentation (2024) | Writing a Succesful Grant Application: Mastering Significance, Innovation, and Approach for Your Career
Featured Presentation (2017) | Teaching Health Equity at the Community Level: Engaging Faith Based Organizations in Teaching Community Based Nutritional and Health Behaviors
Kylie Smith
Manukau Institute of Technology, New Zealand

Biography

Dr Kylie Smith is Head of School – Education and Social Work at Manukau Institute of Technology (MIT), New Zealand. She has dedicated over 25 years to education and teaching, beginning her career as a teacher of children before transitioning to teaching adults MIT for the past 13 years. Her academic journey and research interests have consistently centred around fostering her own love of learning and supporting others in their own educational pursuits. Dr Smith’s Master of Education thesis focused on the practical implementation of mixed-age communities of learning. She is deeply committed to the Māori values of whakamana (empowerment/enablement) and pono (integrity); these principles guide her educational approach, fostering genuine and connected relationships with students and colleagues. As the current Head of School – Education and Social Work at MIT, she leads a diverse group of tertiary educators. Her leadership focuses on bringing out the best in each team member, creating a high-performing, goal-oriented team that places ākonga (students) at the heart of all they do while aligned to the same core values. Dr Smith is passionate about promoting excellence and ensuring that ākonga are well-prepared for their professional journeys.

Panel Presentation (2024) | Navigating AI in Higher Education: Multiple Perspectives from Policy to Practice
Ya-Ling Wang
National Taiwan Normal University, Taiwan

Biography

Dr Wang is currently a Distinguished Associate Professor in the Department of Adult & Continuing Education at the National Taiwan Normal University, Taiwan, and the Director of National Taiwan Normal University Online. Her primary research interests are the psychology of the elderly, digital learning, and social psychology. She is dedicated to applying theories and techniques related to social cognition and digital technology to adult education and better living. When it comes to the field of adult education and learning, learners and autonomous motivation, both intrinsic and extrinsic, are prefactors for explaining various conditions of adult learning. Accompanying the increasing demand and acceptance of digital technology among adult learners, Dr Wang’s current research advocates for older learners to achieve better learning effectiveness and psychological adjustment via digital technology or information media. Aside from this, her research also focuses on promoting intergenerational learning and sharing through the use of board games.

Panel Presentation (2024) | Blended Learning: Overcoming Challenges and Implementing Solutions
Fiona Westbrook
Auckland University of Technology, New Zealand

Biography

Dr Fiona Westbrook is an Early Childhood Education (ECE) Lecturer at Auckland University of Technology (AUT), New Zealand. Her research focuses on ECE teachers’ political dialogues, marginalised voices, satire and workforce political issues, guided by Mikhail Bakhtin’s dialogism. Dr Westbrook explores these dynamics through social networks and digital visualities, contributing to visual pedagogies and post-digital possibilities. She is also developing research projects on AI image creation as narrative storytelling, engaging with symposiums, talks, and podcasts to explore AI’s intersection with education. This work aims to integrate AI technologies into visual pedagogies, enhancing narrative techniques and educational practices.

Dr Westbrook currently serves as Vice President of the Association for Visual Pedagogies, co-edits the Video Journal of Educational Pedagogy (VJEP), and has developed initiatives like the AUT-ECE Newsletter to strengthen sector partnerships.

Panel Presentation (2024) | Navigating AI in Higher Education: Multiple Perspectives from Policy to Practice
Yanhua Zhou
University of Arizona, United States

Biography

Dr Yanhua Zhou is currently a Professor of Art History at the Research Center for Visual Art, Sichuan Fine Arts Institute, China. She is also affiliated as a Professor of Contemporary Chinese Art and Gender and Associate Director of Wanwu Art Research Lab at the Department of East Asian Studies, University of Arizona, United States. Born in Chongqing, China, Dr Zhou completed her PhD in East Asian Studies with a focus on Chinese Anthropology from the University of Arizona and her MA in Art History from the University of St Andrews, United Kingdom. Taking an interdisciplinary approach combining art history, anthropology, area studies, and cultural studies, her research focuses on the issue of art and geographic politics of contemporary art in Asia, global socially engaged art in a transnational context, affective infrastructural studies, and non-human agency in art.

Featured Workshop (2024) | Teaching Ethnography by Walking: Pedagogy in Action
University-Assisted Community Schools: An Interdisciplinary, International Movement to Promote Equity and Transform Education
Keynote Presentation: Laura Bronstein, Binghamton University, United States

The groundwork for community schools began at the turn of the 20th century, modelled after settlement houses in London and major cities within the UnitedStates, and John Dewey’s argument for “the school as social centre”. Community schools provide an integrated focus on child, family, and community whereby what occurs outside the classroom is understood to be as important as what occurs inside. To address this, community schools mobilise out-of-classroom support systems so that all youth can succeed, whatever their family’s assets and/or challenges. Examples of these supports include before, after, and summer school programming; physical and mental health services; family engagement; mentoring and more. The first step is a needs assessment so that supports are individually tailored to the unique needs of each school community. University-assisted community schools (UACS), a concept developed at the University of Pennsylvania, United States, utilise institutions of higher education as lead partners in community schools, mobilising the resources of area colleges and universities to support and lead local community schools.

This presentation will highlight how UACS can be a strategy for any institution of higher education to transform education in their local neighbourhoods. Specific examples of roles of undergraduate and graduate students, faculty, staff, and administrators in supporting UACS will be given, and short and long-term outcomes of UACS will be shared. The development, implementation, and evaluation of this effort at Binghamton University Community Schools will be delineated as a case example in upstate New York, including how this work has been implemented at the Malawi Children’s Mission in rural Africa.

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Internet Disinformation, Epistemology, and Education: Meeting the Challenges of Massive Lying
Workshop Presentation: Keith W. Miller

"Those who can make you believe absurdities, can make you commit atrocities." - Voltaire

In 2017, Schiffrin argued that disinformation on the internet was undermining democracy. More recently, Michaelis et al. (2022) researched corporations that spread disinformation to their advantage. Bontridder and Poullet (2021) asserted that artificial intelligence (AI) increases the quantity and effectiveness of disinformation on the web at large. With this trifecta at work and its ramifications growing exponentially, how can we as educators help our students to recognize and reject misinformation they encounter on the internet?

This workshop will lay out the groundwork for educators to better equip themselves in combating digital misinformation in and outside of the classroom by establishing and defending three claims: (1) Epistemology is a central issue in disinformation; (2) Disinformation is almost always an ethical violation; and (3) Educators can take practical steps to help their students identify, avoid, and combat internet disinformation. With these in mind, participants will be led through the five strategies for resisting disinformation as proposed by The Union of Concerned Scientists. The workshop will culminate in a discussion about the application of these strategies and sharing of ideas for other applicable cases, first using one example of web misinformation from the speaker, then using examples volunteered by participants.

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Navigating the Hype and Reality of Generative AI in Higher Education: Opportunities, Challenges, and Emerging Trends
Panel Presentation: Danny Bielik, Héctor G. Ceballos, Kenneth Lo Ming Chee, Sean McMinn (Moderator)

The rapid rise of Generative AI (GenAI) is reshaping teaching and learning in higher education. Universities are racing to integrate AI into their digital transformation strategies, with initial concerns focused on academic integrity now expanding to include topics such as AI literacy, ethics, misinformation, and data security. More recently, attention has shifted to potential challenges such as cognitive offloading and maintaining active learning in AI-driven environments. Amid these developments, much of the discourse is driven by hype from EdTech, government bodies, and sometimes higher education itself. Promises of personalised learning, AI-powered analytics, automated grading, and AI tutors are often highlighted, but they frequently overshadow established pedagogical-technological knowledge and ignore diverse institutional needs. Equitable and accessible education, especially for students with disabilities, must remain a priority in AI adoption.

This panel will critically assess the current state of AI in higher education, distinguishing between practical innovations and overblown expectations. Experts will explore how collaborations like the Digital Education Council (DEC) and the recently established Cyber-Physical Learning Alliance (CPLA) can help institutions develop informed, context-sensitive AI strategies. The discussion will also address broader trends, such as the shift to remote learning post-COVID, the rise of skills-based education, and the growing focus on digitisation in shaping future cyber-physical learning environments.

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Community Engagement and Education in East Asia: From Preservations of Cultural Heritage to Practices of Contemporary Art
Panel Discussion: Hongmin Ahn, Yanhua Zhou, Joseph Haldane (Moderator)

Recent community engagement and educational initiatives in East Asia actively aim to contribute to both the preservation of cultural heritage and the evolution of contemporary pedagogy. This panel engages in global interdisciplinary conversations on education, heritage, and community-building seen in two regional case studies of such initiatives connecting local practices with broader international trends. In Japan’s case, Mr Hongmin Ahn focuses on the Shikoku Pilgrimage in Japan, demonstrating how regional and national educational programs advance cultural preservation and promote local pride while supporting Japan’s UNESCO heritage recognition efforts. Dr Yanhua Zhou discusses a case study on the Handshake 302 art collective in Shenzhen, China, where art-geographic explorations serve as a means of engaging with migrant communities, resulting in the shaping of identity through contemporary art education. The panel ultimately calls for a rethinking of how we educate future generations in East Asia through community involvement, offering a timely reflection on the role of community-engaged art and education in addressing global challenges related to cultural preservation and social transformation.

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Navigating AI in Higher Education: Multiple Perspectives from Policy to Practice
Panel Presentation: Susie Kung

Education is continuously in a state of flux within the wider context of globally-accelerated change. The undeniable increasing reach of Artificial Intelligence (AI) has had a huge impact on higher education. While the use of AI-mediated technologies has revolutionised higher education, it also poses significant challenges that raise ethical, epistemic, and academic integrity concerns. This panel examines the complex nature of AI and proposes that discourses about the AI-mediated higher education landscape at the grassroots level requires rethinking of AI as either a delineated technology or just another technological innovation to enhance teaching and learning. Instead, it should be understood as a complex system that requires in-depth understanding, informed planning, and agile integration into the curriculum.

This panel also addresses issues of accountability, shifting authority and agency, as well as the ethical issues surrounding the use of AI in higher education. It will provide some insight into how AI-mediated technologies are understood and currently used in higher education. The discussion also provides a platform for scrutinising the role of AI in higher education from multiple perspectives, specifically policy makers, educational leaders, and practitioners/educators. The panel will also shed light on how policy makers, educational leaders, and practitioners/educators collaborate to safeguard the responsible and appropriate use of AI technologies in higher education. It is envisioned that this panel discussion will serve as a catalyst for further discussion on a more refined understanding of AI as a tool that facilitates learning through the augmentation of human cognition and AI hybrid, promoting a more critical, well-balanced position on the potential and challenges of integrating AI in the real world of practice. This discourse will have significant implications for higher education due to its shaping policy and practice on the appropriate use of AI at the grassroots level.

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Global Citizenship: Local Communities and the Academy
The Forum: Laura Bronstein, Melina Neophytou

The practical application of global citizenship education remains one of the most complex issues facing education today. At a previous Forum session in London, participants argued that students will hardly care about global issues if they are disconnected from their own local communities. According to these delegates, lack of attachment or sense of belonging to the local community desensitises people to the plight of others. Bridging the gap between the local and global world could be the key to fostering conscious global citizens.

Educators have attempted to remedy this issue in recent curricula, developing community-assisted curricula, including projects involving welfare, town planning, festivals, and other hands-on activities. In Japan, 58.3% of public elementary and junior high schools currently operate community school systems since the nation’s educational reform in the 1990s (also known as ‘The Quiet Revolution’), according to the Ministry of Education, Culture, Sports, Science and Technology. This approach has since spread to several Asian countries and is considered a powerful innovation in school reform. These developments highlight spaces in which education can occupy to make a difference in local and global communities.

With a broader vision of the world, higher education is in an advantageous position to bridge the gap between the local and the global. However, even though embedded within local realities, universities today face the risk of turning into ivory towers: secluded, privileged spaces that avoid local issues with an escapist attitude. How can we reconcile these so-called ‘towns and gowns’ and foster a sense of shared responsibility between higher educational institutions and the local community? Discussions from The Forum at ACE2024 can help form the key to implementing global citizenship education effectively.

IAFOR invites delegates to join The Forum at ACE2024 to discuss community-assisted education, the university’s role within the local community, and how local communities and the Academy can work together to make a difference in the world.

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Blended Learning: Overcoming Challenges and Implementing Solutions
Panel Presentation: Murielle El Hajj Nahas, Leandro Loyola

The COVID-19 pandemic has significantly transformed the educational model, leading to the widespread adoption of blended learning, where students engage in both face-to-face and online instruction. This panel explores the evolution of blended learning as a typical educational trend, examining its potential to revolutionise traditional classroom settings by integrating innovative teaching methods. Despite its promise, the blended learning model presents unique challenges, particularly in engaging both in-person and online students simultaneously while adhering to high-quality teaching standards. Central to this discussion is the need to maintain a student-centred approach, where learners actively participate in the teaching/learning experience regardless of their physical location. Critical issues educators face when implementing the blended learning model will be addressed, particularly efforts to ensure equitable access to learning resources, fostering meaningful interactions among all students, and aligning instructional strategies with pedagogical best practices. Furthermore, this panel aims to provide efficient solutions and best practices to enhance the effectiveness of this educational model as well as the challenges inherent in blended learning.. Panellists will offer strategies for creating cohesive learning experiences that bridge the gap between in-person and online students, thereby fostering an inclusive and interactive environment that supports student engagement and academic success. By focusing on both the obstacles and the opportunities presented by blended learning, this panel seeks to equip educators with the tools and insights necessary to optimise this educational model in a post-pandemic world.

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Writing a Successful Grant Application: Mastering Significance, Innovation, and Approach for Your Career
Workshop Presentation: James W. McNally

The ability to write, submit, and administer research grants has become an increasingly vital role in developing an academic career. Funders seek good ideas and innovative approaches that enhance research designs, classroom pedagogies, student and professional growth, conference development, and travel. The wide array of organisations representing potential funders can be summarised as federal or governmental awards, foundation or philanthropic awards, and private business awards. Typically structured as contracts, grants, or gifts, these mechanisms have critical distinctions, often requiring very different deliverables and outcomes expectations. Additionally, the type of mechanism will also impact the funds' fungibility in accomplishing the project goals. Knowing how to navigate the grant research, selection, and writing processes can prove essential for getting projects off the ground and to their completion.

This workshop will offer training, guidance, and opportunities to discuss grantsmanship as an integral part of the learning process and a critical element of academic advancement. It will also involve reviewing how to identify funders who best reflect research interests, interacting with funding agencies, and ways to build funding networks. The critical elements for developing a successful grant application and effectively budgeting requested funds will also be discussed. This workshop will also offer time management tips for meeting deadlines and ensuring applicants have crossed all ‘t's’ and dotted all ‘i's’. While the rules, expectations, and procedures for grant applications will vary internationally, organisationally, and internally, the basics of grantsmanship all share commonalities regarding significance, innovation, and approach. Understanding and mastering these skills will enhance and expand an applicant's capacities as an instructor, mentor, and researcher.

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Developing Academic Skills for a Successful Academic Career
Workshop Presentation: Umberto Ansaldo

Pursuing an academic career has become increasingly competitive and challenging in an era of technological advancements and limited resources. With universities competing for research grants internally, nationally, and internationally, and offering limited employment opportunities, developing the right competencies and standing out in the crowd has become essential for the survival of early-career academics. A successful academic career depends on how well a researcher can ‘market and sell’ their idea: this includes the process from the inception of an idea to selecting the right audience, as well as the consideration of dissemination paths and building a robust network.

This workshop is aimed at graduate students as well as undergraduates interested in research. Three key aspects of academic practice will be covered: (1) abstract writing; (2) conference presentation; and (3) publishing. In the first part of the workshop, we look at key features of a strong abstract and essential elements for delivering a good presentation. In the second part, we focus on publishing journal articles as well as books. Finally, we discuss strategies for selecting publishing outlets, ways to tackle the review process, and how to plan long-term for a coherent research strategy.

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Teaching Ethnography by Walking: Pedagogy in Action
Workshop Presentation: Yanhua Zhou

This workshop explores how ethnographic pedagogy can be reimagined through the practice of walking. By introducing her principal teaching and research project, ‘Field in Action’, in which students conducted research by walking across both rural and urban areas of China, Professor Zhou will demonstrate how walking reawakens the sensory capacities of our bodies – to see, listen, touch, and smell – during fieldwork. Participants’ bodies interact with landscapes, infrastructures, plants, insects, and both human and non-human species while walking: these sensory experiences challenge the traditional ethnographic approach, which often positions the observer as silent, invisible, and passive. Reclaiming the act of walking highlights the importance of bodily engagement in fieldwork, prompting a reconfiguration of ethnographic methods by recognising the active role of the body in the field.

This workshop adopts an interdisciplinary approach, incorporating anthropology, cultural studies, pedagogy, and performance. The workshop aims to:

    Encourage participants to reconsider ethnographic methods by introducing the embodied experiences of walking.
    Present ethnographic case studies that invite participants to rethink the capabilities of the body and how these shape their fieldwork observations.
    Foster interdisciplinary and cross-cultural networking opportunities for participants from diverse fields, including, but not limited to, anthropology, art, performance, and cultural studies.

Key Information

Facilitator: Yanhua Zhou, IAFOR Global Fellow, China
Pre-registration is required to participate in this workshop.
Please complete this workshop sign-up form.
Max: 15 participants

Wednesday, November 27, 2024 16:45-17:35 | Toshi Center Hotel, Room 604 (6F)

16:45-16:50 Opening and Introduction
16:50-17:05 Case Study
17:05-17:20 Group Work
17:20-17:30 Sharing Outcomes of Group Work
17:30-17:35 Wrap up and Closing

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