Giedre is a Lecturer within the Faculty of Transdisciplinary Innovation. She believes that university education needs to be more creative, participatory and transdisciplinary to develop graduates who are able to respond to complex challenges we face today. Giedre brings her Design background and Higher Education expertise to transdisciplinary teams creating novel learning experiences. She teaches into the Bachelor of Creative Intelligence and Innovation and Masters of Creative Intelligence and Strategic Innovation degrees.
Giedre is a co-founder of xFutures Lab transdisciplinary collective. xFutures Lab consolidates futures-oriented research, teaching, and creative practices to develop a new model of socially responsible innovation and value sensitive design. As part of xFutures Lab, Giedre jointly designed scholarly futures thinking framework as part of 21st Century skills development across educational programs within the Faculty.
Giedre regularly contributes to projects calling for transdisciplinary collaboration expertise. She led a section of a collaborative response on transdisciplinary and participatory approaches within the whole-of-UTS response to AHRC Emerging Technologies paper. She also was a joint principal investigator in the Fair Work Ombudsman Behavioural Economics and Education Team: Review of best practice educational and behavioural change approaches project ($157,162.50). She is now a research contributor to Developing a model to research collaboration in the disability research space project led by UTS Design Innovation Research Centre.
Giedre has completed her PhD in Education at the University of Sydney in 2019. Her thesis examined the role of collegiality in academic work. Through this research, Giedre produced a reconfigured picture of academic relations creating a more expansive view of academic collaborations in universities.
Giedre is an Associate Editor of Higher Education Research Development journal, co-convenor of Professional and Higher Education Special Interest Group within Australian Association for Research in Education, and a member of Higher Education Scholars network.
Giedre has worked and studied across three different continents and five higher education institutions: University of New South Wales, Australia (2008-2016), Unitec New Zealand (2006-2007), Temasek Design School, Singapore (2004-2006), Media Lab, Aalto University, Finland (2000-2004) and University of Tampere, Finland (casual teaching in 2004). At the core of her practice across these institutions, is a commitment to scholarly and participatory engagement with colleagues and students. Giedre has completed a Masters (New Media) at Media Lab, Aalto University, Finland, in 2001, and a Bachelor (Design) degree at Vilnius Academy of Arts, Lithuania, in 1999.
2019 - Ongoing - An Associate Editor of Higher Education Research and Development journal
2015 - Ongoing - A co-convenor of Higher and Professional Education SIG, Australian Association for Research in Education (AARE)
2015 - Ongoing - A member of Higher Education Scholars network
Can supervise: YES
Giedre’s research is primarily in the field of Higher Education, with key expertise is in the following research areas:
- Transdisciplinary curriculum innovation
- Partnership pedagogies and transdisciplinary co-creation
- Collaboration in academic contexts
- Futures thinking
- Systemic approaches
- Theory and methods in Higher Education research
- Qualitative and participatory research methodologies
Giedre teaches into the Bachelor of Creative Intelligence and Innovation (BCII) and the Masters of Creative Intelligence and Strategic Innovation (MCISI). She subject coordinates the following subejcts:
Bachelor of Creative Intelligence and Innovation
- 81514 Creativity & Complexity
- 81532 Creative Intelligence Capstone
- 81512 Creative Practice and Methods
- 81521 Envisioning Futures (2017-2018)
- 81525 Innovation Internship B (2017)
Masters of Creative Intelligence and Strategic Innovation
- 94701 Practices and Transdisciplinary Action
Baumber, A, Kligyte, G, van der Bijl-Brouwer, M & Pratt, S 2020, 'Learning together: a transdisciplinary approach to student–staff partnerships in higher education', Higher Education Research & Development, pp. 1-16.View/Download from: Publisher's site
Kligyte, G, Baumber, A, van der Bijl-Brouwer, M, Dowd, C, Hazell, N, Le Hunte, A, Newton, M, Roebuck, D & Pratt, S 2019, '"Stepping in and Stepping out”: Enabling Creative Third Spaces Through Transdisciplinary Partnerships', International Journal of Students as Partners, vol. 3, no. 1.View/Download from: Publisher's site
Gannon, S, Kligyte, G, McLean, J, Perrier, M, Swan, E, Vanni, I & van Rijswijk, H 2016, 'Uneven Relationalities, Collective Biography, and Sisterly Affect in Neoliberal Universities', Feminist Formations, vol. 27, no. 3, pp. 189-216.View/Download from: Publisher's site
Mirriahi, N, Alonzo, D, McIntyre, S, Kligyte, G & Fox, B 2015, 'Blended Learning Innovations: Leadership and Change in One Institution', International Journal of Education and Development using Information and Communication Technology, vol. 11, no. 1, pp. 4-16.
This paper reports on the current experience of one higher education institution in Australia embarking on the path towards mainstreaming online learning opportunities by providing three complementary academic development initiatives that can inform strategies undertaken by other institutions internationally. First, an academic development program was redesigned and delivered in blended mode to provide teaching staff with the experience of learning in a blended environment to raise their awareness of effective strategies. Second, an accredited postgraduate course for teaching staff on the subject of educational design was redesigned to focus on strategies for online and blended course design and delivered fully online to raise awareness of online learning benefits. Third, a Massive Open Online Course (MOOC), entitled Learning to Teach Online (LTTO), was developed to offer professional development opportunities to teaching staff at the higher education institution, as well as to a wider international audience of educators. The threefold professional development strategies reported in this paper provide teaching staff with an opportunity to interact, mentor, and share knowledge with one another, alongside experiencing online and blended learning to effectively meet the challenge of improving the digital literacy of teaching staff and enhancing effective online and blended learning opportunities for students.
Kligyte, G & Barrie, S 2014, 'Collegiality: leading us into fantasy - the paradoxical resilience of collegiality in academic leadership', HIGHER EDUCATION RESEARCH & DEVELOPMENT, vol. 33, no. 1, pp. 157-169.View/Download from: Publisher's site
This paper reports an investigation of 'transformation narratives' emerging from early career academics' reflective writing. The pieces of writing analysed describe self-initiated teaching development activities embedded in the early career academics' practice. Using a transformative learning framework, the analysis reveals the following changes in early career academics' practice: a move from non-reflective habitual action to more conscious practice; a more sophisticated view of teaching than was previously held; increased agency where teaching practice is perceived as something that can be developed; increased confidence; and a more multifaceted conception of an academic role than their original conception. The limitations of the transformative learning approach and implications this might have for those designing and delivering these types of programs are then explored. © 2011 Taylor & Francis.
Peseta, T, Kligyte, G, McLean, J & Smith, J 2016, 'On the conduct of concern: exploring how university teachers recognise, engage in, and perform 'identity' practices within academic workgroups' in Smith, J, Rattray, J, Peseta, T & Loads, D (eds), Identity work in contemporary higher education: exploring an uneasy profession, Springer, Germany, pp. 77-90.
Vigentini, L, Mirriahi, N & Kligyte, G 2016, 'From reflective practitioner to active researcher: Towards a role for learning analytics in higher education scholarship' in Spector, M, Lockee, B & Childress, M (eds), Learning, Design, and Technology. An International Compendium of Theory, Research, Practice, and Policy, Springer, Cham, pp. 1-29.
van der Bijl-Brouwer, M, Key, T, Kligyte, G, Malcolm, B, Thurgood, C & Reddy, P 2019, 'Improving wellbeing in universities- a transdisciplinary systems change approach', Proceedings of Relating Systems Thinking and Design (RSD8) 2019 Symposium, Relating Systems Thinking and Design, Systemic Design Association, IIT – Institute of Design. Chicago, Illinois, USA, pp. 1-15.
In order for universities to flourish, we need to ensure that their staff and students are well mentally, physically and socially. Improving wellbeing is an open, systemic and complex challenge, because it contains many interrelated and dynamic problems and concerns. Such challenges cannot be ‘solved’ by using traditional and reductionist problem-solving strategies. In this paper we demonstrate how we worked towards an integrated systemic design and transdisciplinary innovation approach to improve the wellbeing of staff and students at the University of Technology Sydney. We developed a systemic vision of university wellbeing which considers wellbeing a characteristic of the community as a whole, and an integral part of education and research, rather than an issue that needs to be addressed by a separate ‘service’. The transdisciplinary and systemic design approach is further characterised by an ongoing evolutionary action-approach; an integration of diverse ways of knowing including various academic disciplines, Indigenous ways of knowing and community knowledge; and a structured learning strategy to support system change based on mutual learning and reflexivity. We discuss how this case illustrates how transdisciplinary learning approaches can strengthen systemic design practices.
Pratt, S & Kligyte, G 2019, 'Experiential Futures in Transdisciplinary Higher Education: Feeling Futures and Making them Worth our Wants', Anticipation 2019, Oslo School of Architecture and Design, Norway.
McEwen, A, Kligyte, G, McLean, J & Jacobs, C 2019, 'Imagining and designing the future of genetic counselling with the new generation of genetic counsellors', HGSA 43rd Annual Scientific Meeting, Wellington, NZ.
Fyffe, J, Peseta, T, Salisbury, F, Brett, M, Kligyte, G & Hannon, J 2018, 'How can reviving the ‘idea of the university’ through a reading group bring forth a future university we want to inhabit', Peaceful University: 6th International Academic Identities Conference, Hiroshima, Japan.
Kligyte, G 2018, 'Collegiality as resonance with worlds for academics – beyond tradition vs. managerialism', Peaceful University: 6th International Academic Identities Conference, Hiroshima, Japan.
Kligyte, G 2017, 'The ‘sayings’ and the ‘doings’ of collegiality within sites of academic practice: An analytic for exploring agency in higher education contexts', Australian Association for Research in Education (AARE) Conference 2017, Canberra, Australia.
Gannon, S, Kligyte, G, McLean, J, Perrier, M, Swan, E, Ilaria, V & van Rijswik, H 2016, 'Academic Identities, Relationalities and Affect in Measured Universities', Academic Identities, Relationalities and Affect in Measured Universities, Sydney, Australia.
Kligyte, G 2016, 'Collegiality – the contradictions and the promise for academic identities in measured universities', Academic Life in the Measured University: Pleasures, Paradoxes and Politics: 5th International Academic Identities Conference, Sydney, Australia.
Peseta, T, McLean, J, Kligyte, G, Hannon, J, Smith, J, Garraway, J & Winberg, C 2016, 'University teaching practices in local academic workgroups: measuring individuals or tracing change?', Academic Life in the Measured University: Pleasures, Paradoxes and Politics: 5th International Academic Identities Conference, Sydney, Australia.
DeBacco, K, Holmes, T, Kligyte, G, Narahara-Hathaway, S, Rathburn, G & Sword, H 2014, 'The vanishing university teacher and the alibi of the educational developer', International Consortium for Educational Development (ICED), Stockholm, Sweden.
Kligyte, G 2014, 'Problematizing collegiality and its usefulness for educational development', International Consortium for Educational Development (ICED), Stockholm.
Kligyte, G & McLean, J 2014, 'Using a relational approach to conceptualise a teaching development program: An unfolding story about ‘becoming’ an academic', International Consortium of Educational Developers, Stockholm.
Kligyte, G, Mårtensson, K & Roxå, T 2014, 'Academic collegiality – fantasy or lived experience? Implications for academic development work', International Consortium for Educational Development (ICED), Stockholm, Sweden.
Kligyte, G 2011, 'Collegiality versus managerialism - the binary that binds us', Society for Research into Higher Education (SRHE) Conference 2011, Society for Research into Higher Education Annual Research Conference, Newport, UK.
Kligyte, G 2009, 'Threshold concept: A lens for examining networked learning', ASCILITE 2009 - The Australasian Society for Computers in Learning in Tertiary Education, pp. 540-542.
This poster proposes an approach, which uses threshold concepts as a lens through which academic developers can examine their practice in order to explain why it has been so difficult to inspire academics to adopt technologies in their teaching. Networked learning is described as a "portal" that leads to a new ontological destination and, if fully understood and embraced, transforms the way learning is understood, teaching is practiced and, in fact, how a life is lived. © 2009 Giedre Kligyte.
Allen, B, Kligyte, G, Bogle, M & Pursey, R 2008, 'Communities in practice: A community dimension for the UNSW learning & teaching exchange', ASCILITE 2008 - The Australasian Society for Computers in Learning in Tertiary Education, pp. 23-34.
An online learning and teaching exchange, integrating a range of communities of practice with a showcase of good practice, and the tools to develop sound teaching approaches - it sounds a fine venture, but what should it encompass? How will it be framed and contextualised? How will it be managed? And - most importantly - whom is it for, and how will it engage users in a meaningful way, embedded into the context of their current practice? This is not an untrodden path, there are numerous examples of exchanges, repositories and communities developed on a grander scale than the one planned for UNSW, most recently the ALTC (formerly Carrick) Exchange, designed and developed under the auspices of ascilite. The designers of the UNSW Learning & Teaching Exchange have learned from and built on these developments, with an intention to eventually complement those wider initiatives. Our Exchange will provide an environment for UNSW academics to share their learning and teaching practice and develop their academic career in a local context, aiming to integrate local activities with wider initiatives in learning and teaching research and practice nationally and internationally. This paper draws on the literature on communities of practice and the scholarship of teaching and learning, and reviews some recent online developments in higher education that informed the planning of the UNSW Learning & Teaching Exchange. © 2008 Belinda Allen, Giedre Kligyte, Mike Bogle and Rosalyn Pursey 2008 Belinda Allen, Giedre Kligyte, Mike Bogle and Rosalyn Pursey.
Millingham, K, Maher, H, Brown, I, Draper, B, Cartmer, M, Byers, M, Hodgkinson, L, Kidston-Lattari, J, Sternbeck-Rutter, D, Mundzic, E, Crimmins, F, Thomas, L & Weston, S 2019, 'Future of Work Exhibition', The 'Future of Work' Exhibition, produced by xFutures Lab, UTS, UTS Innovation and Entrepreneurship Unit, Ultimo creative industries and startup precinct.
The 'Future of Work' Exhibition explores experimental futures through experiential artworks produced by xFutures Lab at the University of Technology Sydney (UTS).
Three artworks were installed within the creative spaces of the UTS Innovation and Entrepreneurship Unit situated within the Ultimo creative industries and startup precinct.
Originating from UTS Faculty of Transdisciplinary Innovation, these artworks integrate diverse disciplinary perspectives and knowledge, with the aim of reconfiguring the present to experience possible futures. The exhibited artworks include:
Open Office - an experimental future challenging audiences to question the true cost of an economy that privileges access over ownership.
Artists: Kevin Millingham, Hannah Maher, Isabella Brown, and Ben Draper
Oracle Analytica - an experiential future that asks participants to think about how their relationship with Artificial Intelligence may develop, and the kinds of work we might do.
Artists: Maddie Cartmer Matt Byers, Lana Hodgkinson, Juliette Kidston-Lattari, and Delayne Sternbeck-Rutter
Leisureland - is set in a future where advancements in technology have surpassed the need for human labour.
Artists: Emily Mundzic, Francine Crimmins, Llewellyn Thomas, and Sophie Weston
The 'Future of Work' Exhibition is produced by Barbara Doran, Giedre Kligyte, Claire Marshall, Susanne Pratt, and Nicole Vincent. The exhibition is part of the Creative Industries Knowledge Hub, a partnership between UTS and NSW Government.
Kligyte, G 2020, 'The role of collegiality in academic work'.
Kligyte, G 2013, 'A teacher's reflection book: exercises, stories, invitations', Taylor & Francis (Routledge), pp. 104-106.
Kligyte, G, 'Teaching, learning and research in higher education: a critical approach', pp. 617-618.