Beyond the network: How SaMnet shaped a generation of STEM leaders

M. Sarah-Jane Gregory; Alexandra Yeung; Manjula Sharma

Authors

M. Sarah-Jane Gregory Central Queensland University https://orcid.org/0000-0003-0820-1897
Dr Alexandra Yeung Curtain University https://orcid.org/0000-0002-7357-7084
Dr Manjual Sharma University of Sydney https://orcid.org/0000-0002-1988-7591

Keywords:

SaMnet, distributed leadership, higher education, career progression, Scholarship of Teaching & Learning, long-term impact

Abstract

SUBTHEME: Other

BACKGROUND

The Science and Mathematics Network (SaMnet) project (Sharma et al, 2014), funded by the Australian Government Office for Learning and Teaching, aimed to build leadership and scholarship of teaching and learning capacity among academics in science and mathematics education. Launched in July 2011, SaMnet supported 25 action-learning projects across 16 universities, focusing on fostering a collaborative approach to teaching and learning.

AIMS

This study sought to evaluate the long-term impact of the SaMnet project's distributed leadership model on career progression and achievements of participants in higher education. The distributed leadership model encompasses five key domains: context, culture, change, relationships, and activity. By integrating these domains into a comprehensive evaluation framework, this research aims to understand how involvement in the SaMnet project has influenced participants’ professional growth, academic contributions, leadership roles, and impact within and beyond their institutions over the past decade.

DESIGN AND METHODS

Using a mixed-methods approach, the study analysed quantitative data from structured surveys and qualitative insights from open-ended responses. Key metrics included career milestones, leadership skills development, academic publications, teaching innovations, and institutional contributions. The findings provide valuable insights into the effectiveness of distributed leadership in fostering long-term professional and academic growth.

RESULTS

This research highlights the transformative impact of the SaMnet project on participant career progression in academia and SoTL. The results have potential to influence future projects, strategic decisions and contribute to the ongoing discourse on effective leadership practices in academic settings and the role of networks.

REFERENCES

Sharma, M. D., Rifkin, Johnson, E., Tzioumis, V., & Hill, M. (2014) Fostering institutional and cultural change through the Australian network of university educators – ‘SaMnet’. Report submitted to the Australian Government Office for Learning and Teaching, Department of Industry, Innovation, Science, Research and Tertiary Education, Australia, ISBN 978-1-74361-463-1. Downloadable from https://nla.gov.au/nla.obj-3067247761/view

Proceedings of the Australian Conference on Science and Mathematics Education, The University of Canberra, 18 – 19 September 2024, page X, ISSN Number TBA.

Author Biographies

M. Sarah-Jane Gregory, Central Queensland University

Dr Sarah-Jane Gregory is a SOTL researcher (PhD, GCHE), a biochemist (BSc Hons I, MPhil), and passionate teaching-focused educator with a medical science/STE(A)M focus at Central Queensland University, Australia. She has more than 25 years of educating tertiary students using research-led experience in all aspects of student experience in higher education. She actively engages in collaborative, evidence-based development and evaluation of innovative curriculum and scholarship in science and health. The breadth of her work includes varied aspects of student success, technology-enhanced learning (including generative AI), and the support of developing academic educators particularly those who are education/teaching-focused. Her excellence in scholarship, leadership and practice in these areas has been recognised through multiple local and national level grants and awards. These include an AAUT Citation for Outstanding Contributions to Students for “leading the collaborative and holistic development of innovative curriculum, community and scholarship in science that positively benefits undergraduate learning outcomes and experiences” in 2019. She is also an ACDS 2025 Fellow for Work Integrated Learning.
Dr Alexandra Yeung, Curtain University

Associate Professor Alexandra Yeung

School of Molecular and Life Sciences (MLS)

Faculty of Science and Engineering

Curtin University, Perth Campus

My research area is chemistry education, or more broadly science education. My broad aim is to improve students’ perceptions of chemistry as well as their understanding of chemistry, particularly in a blended learning environment and through science inquiry activities. This is achieved by investigating how students learn chemistry, ways to foster student engagement and ways to improve their learning. Such investigations are also conducted using tools and methods in a rigorous fashion to ensure that results can be used and be of interest to a wide audience.
Dr Manjual Sharma, University of Sydney

Professor Manjula Sharmacompleted her early studies at the University of the South Pacific followed by a PhD in physical optics and MEd research methods at The University of Sydney. She is a Professor of Science Education at The University of Sydney, Director of the STEM Teacher Enrichment Academy. Prior to this, she led the Sydney University Physics Education Research (SUPER) group, Science and Mathematics network of Australian University Educators (SaMnet) and Advancing Science and Engineering through Laboratory Learning, ASELL Schools. She is serving as Vice Chair of IUPAP Commission C14 on Physics Education. Professor Sharma co-founded the premier Australian Conference on Science and Mathematics Education (ACSME) and the International Journal of Innovation in Science and Mathematics Education (IJISME).