Publications:
Heinrichs, D.H, Hameed, S.A., Tsao, J., McLay, K., Huong, N., Alhadad, S. (2022) Mundane matters: Entangling moments of student well-being across cultures, time, space, and virtual world, Critical Studies in Education. https://doi.org/10.1080/17508487.2023.2252469
Hameed, S.A., McLay, K., Heinrichs, D.H., Tsao, J., Huong, N., Alhadad, S. (2022, 23 Aug) International and Comparative Study of University Student Wellbeing in the context of Hong Kong and Australia. European Conference on Educational Research (online). The University of Glasgow, Scotland. 22 – 25 Aug 2023.
Mundane Moments Matter. Griffith Institute for Educational Research – Insights. 10 June 2022. https://blogs.griffith.edu.au/gierinsights/mundane-moments-matter/
Cross-cultural well-being: Canvasing campus experience through story, art, and film. UQ School of Education Monthly
September 2022 Newsletter.
Intercultural and comparative student wellbeing through digital technologies
This virtual exchange (VE) project, a collaborative effort between The University of Hong Kong, The University of Queensland, and Griffith University, aimed to deepen understanding and promote intercultural dialogue on the topic of university student well-being. Building upon insights from a 2021 pilot, the project addressed previous challenges by focusing on intentional strategies for meaningful intercultural interactions and collaborative online research. Over eight carefully structured online sessions, students engaged in a blended learning environment that combined digital tools like Mentimeter, Padlet, Miro, and Notion with interactive, game-based activities designed to foster socialisation and enhance research skills.
The core academic endeavour of this VE project was to enable students to conduct original research on various dimensions of well-being in higher education. Through a series of progressive, collaborative tasks, students explored complex topics such as intersectionality, the impact of digital technology on youth well-being, and the multidimensional aspects of student life during the pandemic. Utilising a variety of online platforms for both communication and project management, the program supported students in forming and sustaining intercultural teams, thereby facilitating a deeper understanding of global student experiences. This scholarly project not only advanced academic knowledge in the field of student well-being but also promoted enduring international friendships and professional networks, contributing significantly to the broader discourse on educational globalization and intercultural competence in higher education.
This study was based on the project titled International Exchange: Exploring Student Wellbeing in Hong Kong and Australia | HKU Common Core, a collaboration between HKU Common Core and University of Queensland School of Education, and Griffith University School of Education and Professional Studies.
Collaborators:
Dr Jack Tsao, Common Core, The University of Hong Kong
Dr Suraiya Hameed, School of Education, The University of Queensland
Dr Kate McLay, School of Education, The University of Queensland
Dr Huong Nguyen, Institute for Teaching and Learning Innovation, The University of Queensland
Dr Danielle Heinrichs, School of Education and Professional Studies, Griffith University
Dr Sakinah Alhadad, School of Education and Professional Studies, Griffith University