How to move from research to real change: CRADLE 10th Anniversary
20 November 2025
On the 15th of October CRADLE celebrated its 10th birthday with an engaging and reflective seminar on the road behind and the journey ahead. In this post we hear reflections on the event from CRADLE PhD students Anastasiya Umarova and Tegan Little.
Throughout this celebration event the core CRADLE team of co-directors Professor David Boud and Professor Phillip Dawson, Professor Margaret Bearman, Associate Professor Joanna Tai, Dr Juuso Nieminen, Dr Thomas Corbin, and Dr Jack Walton set out to discuss:
What is the CRADLE model and how does it seek to influence teaching, learning and assessment in higher education?
In what areas is it making a difference?
The road behind
In discussing the road behind, David Boud delivered a presentation on CRADLE’s rather humble beginnings. He began by outlining the initial idea for the centre, and articulated that the model of a dual focus of contributing to research that works in the wider community as well as Deakin’s unique vision sets it apart from other research centres. He then outlined 10 directives that CRADLE follows to ensure its success:
1.
Acknowledge that she who pays the piper calls the tune
Here, David touched on how the small core team (of 7 academics) wants to inform the direction of how things move within the university structure, whilst supporting the mission of the university.
2.
Don’t be aligned with just part of the University
Using an organisational chart, David explained how the Centre fits outside of faculty structure, and how this enables CRADLE to be removed from ‘local battles’ and escape faculty specific priorities.
3.
Balance internal and external visibility
David explained how internal impact such as contributions to governance, policy, and grassroots engagement must be balanced with external impact like publications, seminar series, and external collaboration.
4.
Stick to your knitting – don’t operate on too wide a front
Here, David maintained that the Centre has very focused research areas and has a big impact in a narrow area.
5.
Go for external funding but don’t be overly focused on it when it might not be there for what we do
David outlined the challenge of saying no to funding that takes CRADLE away from their vision.
6.
Produce outputs that can be accessed and which can have educational impact
CRADLE’s commitment to producing accessible outputs was mentioned here, which includes CRADLE suggests…, the CRADLE blog, our YouTube channel, and the core team’s commitment to share accessible ideas that minimise jargon.
7.
Develop the capacity of Deakin staff to research in higher education
David outlined several of CRADLE’s initiatives to work with teaching academics within the University, such as the Fellowship and Development Partners schemes.
8.
Select core colleagues judiciously
To the delight of the audience, David articulated rather strongly here that CRADLE doesn’t work with people who do stupid things. He suggested that research itself isn’t enough, and the desire is to have people who can collaborate.
9.
Develop a productive culture within the Centre
Here, David highlighted that the culture within in the Centre is to work collaboratively with internal and external partners.
10.
Self-evaluate and be open to external evaluation.
David mentioned the external evaluation that CRADLE undertook in 2024, and the commitment to be responsive to issues that may arise.
The journey ahead
How do good ideas move from research to real change in Higher Education?
This question sat at the heart of the second panel discussion as the seminar turned to consider the journey ahead, with CRADLE researchers Phill Dawson, Jack Walton, and Jo Tai exploring the “challenge of translation into practice.”
Jack Walton, Jo Tai and Phill Dawson
Phill opened the discussion by reflecting on a “stupid opinion” he once held – the belief that if research said people should do something, they simply would. Over time, he came to realise that translating research into practice is not a one-way process but a deeply collaborative one (engaged dissemination) because this is only possible when researchers walk alongside Higher Education teachers and students.
Jack Walton highlighted the power of conceptualisation. Such concepts as feedback literacy and evaluative judgement have helped shape CRADLE over the past decade. Jack argued that one of the biggest challenges is to put these concepts to work which requires working with others. Concepts help people make sense of complex educational realities, but they only come alive through collaboration and engagement with others.
Jo Tai expanded on this, sharing how CRADLE’s Development Partners Scheme emerged from a simple idea over dinner in Florence: to work with colleagues across Deakin University in testing and refining research ideas.
The panel also touched on the role of artificial intelligence, agreeing that while AI can assist decision-making, moral agency and professional judgment must remain firmly human responsibilities.
The conversation celebrated CRADLE’s growing influence in reshaping how assessment and feedback are understood and practiced.
Missed the seminar? Catch up on our YouTube channel or on our Seminar Series page.
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