Dr Chris Goldspink is a co-founder of Learning Emergence, and Director and the Chief Scientific Officer with Sydney based consulting company Incept Labs. He has seventeen years experience as a consultant to industry and government in the areas of management improvement, organizational change, and public management reform. Formerly he held senior line and staff management positions with the Australian Bureau of Statistics having been responsible for organizational development, marketing and information services and statistical analysis and output. His career has included periods in the academy, including the International Graduate School of Management, University of South Australia and the Centre for Research in Social Simulation, University of Surrey. He has taught and supervised students in Australia, New Zealand and Europe and throughout South East Asia. Chris maintains an active teaching role in business strategy, leadership, international marketing and organizational change as well as in systems concepts and research methods. Chris’ research interests concern the applicability of complex systems concepts to understanding social and organizational change. He also has a strong education related research focus. This includes the design and conduct of trans-disciplinary research into trajectories of school change, quality of pedagogy, student engagement and wellbeing and learning outcomes for the South Australian Department of Education and Children’s Services. In collaboration with Dr Robert Kay, he has developed a method for surfacing individuals and groups deeply held assumptions and worldviews. These have recently been used in the corporate sector to understand risk managers approach to uncertainty and, in collaboration with Sydney University and KPMG, are currently being used to understand what CEOs mean when they advocate innovation. His published output is diverse, spanning theoretical contributions to understanding processes of social and cognitive emergence and social simulation ontology, through empirical research into governance mechanisms in web 2.0 and on to practitioner pieces on management and leadership, including in education.
Julianne Willis is a Consultant in Sustainable Learning and Leadership. Deep learning, whether it be in the work place or in our personal lives, can be both planned and unpredictable, complex and vexed. What it is and what we do with it, is our own choice. Over the past 30 years I have worked as an educator in Australia. I have worked in Primary, Secondary and Tertiary education. I have worked in state, independent, catholic and international education. I have worked as a teacher and as an educational leader. My study includes a Diploma in Teaching, Bachelor of Education and Master of Education. My professional interests include literacy, pedagogy, teaching English as a Second Language, Indigenous Education, teaching of English, Curriculum Design and Development and Action Research. The recurring theme for me has been learning, not only students in classrooms, but also for people in life. In every space I have learned and worked, there are people working really creatively to switch on learning and to support success – whether it is with students in classrooms, teachers in professional learning, or leaders forging new directions within or across organisations. In every space, there are ‘gurus’ who tell us how ‘best’ to do this or what to do to ‘fix’ this or that problem. Despite the energy and despite the help devoted to this work, in every space, there are learners who do not ‘switch on’ to learning. After everything I have read, heard, trialled and exasperated over throughout my career, I have come to some truths… the keys to switching on learning, revolve around belief (I can…), agency (I can know how to do the learning, solve my own problems and complete the work…), a vision (I know where I want to go…), working together (when I work with others I learn more…) and reflection (I can learn from what I experience..). Recently, I have been working with these ideas in relation to leadership and building sustainable learning organizations. My consultancy work in Australia, is now devoted to walking with communities, organizations and leaders to ‘switch on learning to achieve their goals, in community’.
Adam Usher is Director of Glocal Educators, an educational research consultancy that is aimed at developing and measuring new learning and teaching approaches to high level 21C global education national and international goals. In addition to this, he is a teacher educator and Work Integrated Learning Coordinator at Victoria University, Melbourne. Adam has twelve years experience in education as a teacher, whole school improvement consultant, teacher educator and researcher. Formerly he held senior education consultancy roles at Nord Anglia PLC and at Independent Schools Victoria as well as leadership roles at schools and executive roles at professional teaching associations. Adam’s research interests are in the areas of global teaching and learning, scholarship of teaching and learning, school effectiveness and improvement, work integrated learning as well as professional and organisational learning. His work includes the design, conduct and evaluation of a theory in practice that reconceptualises global education and learning for global citizenship. This is currently being used as the basis of collaborative projects with Global Gymnasier schools network in Denmark and the Asia Education Foundation in Australia. He also undertakes evaluative project work. Most recently, with Dr. Ian Ling and A/Prof.Bill Eckersley, he undertook an evaluation of the Smarter Schools National Partnership program commissioned by the Association of Independent Schools of South Australia.