Dr Tai Peseta

BEd(Hons), PhD
Honorary Senior Lecturer
Phone
+61 2 9685 9060
Fax
+61 2 93512606
Building/Room
A35 / 307
The University of Sydney
Dr Tai Peseta joined Western Sydney University in March 2017 as Senior Lecturer, located in the Learning Transformations Team, Learning Futures Portfolio. She previously held academic appointments at the The University of Sydney, La Trobe University and The University of Melbourne, and with institutional experience in the professional learning of university teachers, research supervision development, curriculum renewal, students as partners, and in building capacity and participation in the scholarship of learning and teaching.

Tai's work focuses primarily on the 21C project. In 2017-2018, Tai:

From mid-2019 onwards, Tai has been the Academic Lead on the 21C Curriculum Challenges. In addition, she:

  • Senior Lecturer, Learning Transformations, Western Sydney University
  • International Research Fellow, Research Institute for Higher Education, Hiroshima University, Japan
  • Honorary Fellow, Deakin University
  • Senior Fellow, UK Higher Education Academy
  • Member, Australian Association for Research in Education
  • Member, Society for Research in Higher Education
  • Member, Higher Education Research and Development Society of Australasia
Selected book chapters
  • Peseta, T., Pizzica, J., Beathe, A., Jose, C., Manthos, M., Lynch, R., Nguyen, K. & Raza, H. (2020). A Partnership Mindset: students as partners in and beyond the academy. In L. Mercer-Mapstone & S. Abbot (Eds.), The Power of Partnership: Students, staff and faculty revolutionizing higher education. Centre for Engaged Learning: Elon University.
  • Bell, A., Barahona, S., Beg, G., Coulson, S., Eymont, R., Hartman, J., Hubble, T., Leung, N., McDonnell, M., Ni, J., Peseta, T., Sakhaee, E. and Uptin, J. (2020). "Students and academics working in partnership to embed cultural competence as a graduate quality." In Cultural Competence and the Higher Education Sector: Australian Perspectives, Policies and Practice, Springer 9789811553615.
  • Peseta, T., Fyffe, J. & Salisbury, F. (2019). "Interrogating the idea of the university through the pleasures of reading together." In D. Bottrell and C. Manathunga (eds.), Resisting Neoliberalism in Higher Education Volumne II: prizing open the cracks. Springer.
  • Peseta, T. and Baradell, S. (2018). "Managing those haunting voices : a student and supervisor in dialogue." In Developing Research Writing: A Handbook for Supervisors and Advisors, Routledge 9781138688148.
  • Peseta, T. and Barrie, S. (2017). "Stewardship as practice : learning on-the-job for the academic development newcomer." In Theorising Learning to Teach in Higher Education, Routledge 9781138677265.
  • Hannon, J., Garraway, J., Peseta, T. and Winberg, C. (2017). "Putting theory to work: comparing theoretical perspectives on academic practices in teaching and learning change." In Theorising Learning to Teach in Higher Education, Routledge 9781138677265.
  • Peseta, T., Kligyte, G., McLean, J. and Smith, J. (2016). "On the conduct of concern: exploring how university teachers recognise, engage in, and perform identity practices within academic workgroups." In Identity Work in the Contemporary University: Exploring an Uneasy Profession, Sense Publishers 9789463003094.
  • Peseta, T. and Loads, D. (2016). "Epilogue: continuing the conversation." In Identity Work in the Contemporary University: Exploring an Uneasy Profession, Sense Publishers 9789463003094.

Selected journal articles
  • Barradell, S., Peseta, T. and Barrie, S. (2021). "Students and physiotherapists experience physiotherapy in particular ways : a phenomenologically oriented study." Physiotherapy Theory and Practice, vol 37, no 1, pp 106–114.
  • Peseta, T., Kligyte, G., Bell, A., Hardiman, B., Leadbeatter, D., Pizzica, J., Saliba, G., Salisbury, F., Thomson, K. and Yucel, R. (2021). "Borders, paths and orientations : assembling the higher education research field as doctoral students and supervisors." Teaching in Higher Education, vol 26, no 3 , pp 422–437.
  • Peseta, T. and Bell, A. (2020). "Seeing institutionally: a rationale for teach the university in student and staff partnerships." Higher Education Research and Development, vol 39, no 1 , pp 99–112.
  • Barradell, S., Barrie, S. and Peseta, T. (2018). "Ways of thinking and practising: highlighting the complexities of higher education curriculum." Innovations in Education and Teaching International, vol 55, no 3 , pp 266–275.
  • Barradell, S., Peseta, T. and Barrie, S. (2018). ''There's so much to it: the ways physiotherapy students and recent graduates experience practice." Advances in Health Sciences Education, vol 23, no 2 , pp 387–406.
  • Peseta, T., Fortune, T., Jones, A., Barradell, S. and Kennedy-Jones, M. (2018). "Returning history to the educational formation of health professionals in Australia." Teaching in Higher Education, vol 23, no 1 , pp 17–29.
  • Salisbury, F. and Peseta, T. (2018). "The idea of the university: positioning academic librarians in the future university." New Review of Academic Librarianship, vol 24, no 3-4 , pp 244–264.
  • Barradell, S. and Peseta, T. (2018). "Integrating threshold concepts and ways of thinking and practising: supporting physiotherapy students to develop a holistic view of the profession through concept mapping." International Journal of Practice-based Learning in Health and Social Care, vol 6, no 1 , pp 24–37.
  • Peseta, T., Barrie, S. and McLean, J. (2017). "Academic life in the measured university : pleasures, paradoxes and politics." Higher Education Research and Development, vol 36, no 3 , pp 453–457.
  • Barradell, S. and Peseta, T. (2017). "Putting threshold concepts to work in health sciences : insights for curriculum design from a qualitative research synthesis." Teaching in Higher Education, vol 22, no 3 , pp 349–372.
  • Bell, A., Peseta, T., Barahona, S., Jeong, S., Lan, L., Menzies, R., Trieu, T. and Wen, A. (2017). "In conversation together: student ambassadors for cultural competence." Teaching and Learning Together in Higher Education, vol 1, no 21 .
  • Shay, S. and Peseta, T. (2016). "A socially just curriculum reform agenda." Teaching in Higher Education, vol 21, no 4 , pp 361–366.
  • Barradell, S. and Peseta, T. (2016). "Promise and challenge of identifying threshold concepts : a cautionary account of using transactional curriculum inquiry." Journal of Further and Higher Education, vol 40, no 2 , pp 262–275.
  • Peseta, T., Bell, A., Clifford, A., English, A., Janatharna, J., Jones, C., Teal, M. and Zhang, J. (2016). "Students as ambassadors and researchers of assessment renewal: puzzling over the practices of university and academic life." International Journal for Academic Development, vol 21, no 1 , pp 54–66.
A decade of dialogue: a cultural history of the International Academic Identities conference 2008-2018, funded by the Research Institute for Higher Education, Hiroshima University

Reframing the PhD for Australia’s future universities, funded by the Australian Office for Learning and Teaching

Challenges of access and equity: the higher education curriculum answers back, funded by the Worldwide Universities Network

The flow of new knowledge practices: an inquiry into teaching, learning and curriculum dynamics in academic workgroups
  • Fiona Salisbury – Thesis title: How can academic libraries contribute to shaping future ideas of the University. Role: Associate supervisor
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