Australian universities are operating in an environment where artificial intelligence is increasingly relevant to portfolio governance, delivery assurance, and institutional risk, across teaching, research, student services, workforce systems, and enterprise platforms. This working paper is written for senior university leaders with responsibility for enterprise governance, portfolio oversight, and organisational assurance...Read more. 

This working paper is presented as a provocation and a framework for universities to anticipate and govern emerging digital harms under the new National Higher Education Code to Prevent and Respond to Gender-Based Violence. It argues that technology-facilitated abuse is no longer peripheral but central to how gender-based violence manifests in higher education, intensifying its speed, reach, and impact....Read more. 

Commercial platforms are being increasingly used in classrooms as teaching and learning tools. Beyond shifts in practice to accommodate this, the teacher becomes a tool of the platform – generating and collecting data for commercial entities. It is time to move from commercial platforms working through teachers to influence education, towards working with teachers in the ethical use of educational data...Read more. 

In the last decade, educational settings on a global scale have experienced impacts associated with algorithmically informed forms of commercialization called Dark Advertising. As educators, we are now working with artificially intelligent corporate players that use a sales tacit called ‘Dark Advertising.’ This form of advertising reaches, engages and modulates the behaviour of teachers for profit. Akin to political advertising, this new corporate player is circumnavigating policies associated with established forms of privatization, such as co-branding and sponsorships and can promote techno-solutions seemingly, just in time...Read More.

Recent negotiations of ‘data’ in schools place focus on student assessment and NAPLAN. However, with the rise in artificial intelligence (AI) underpinning educational technology, there is a need to shift focus towards the value of teachers’ digital data. By doing so, the broader debate surrounding the implications of these technologies and rights within the classroom as a workplace becomes more apparent to practitioners and educational researchers. Drawing on the Australian Human Rights Commission’s Human Rights and Technology final report, I consider teachers’ rights alongside emerging technologies that use or provide predictive analytics or artificial intelligence...Read more.