Tanya Weiler

Teaching Strengths

Curriculum development and design
Digital innovation
Ethics

Dr Tanya Weiler

Senior Lecturer

AU Pathways and Participation

Academic

Available For Media Comment.


I am a Senior Lecturer and Course Coordinator within Education Futures. From 2015-2020 I was the Program Director for the Aboriginal Pathway Program (APP) and Regions for which I won a UniSA citation and a national AAUT award. I was also recognised in the 2020 'Winnovation' awards in the category of Social Impact for my leadership of this program.  Since starting at UniSA College in 2013, I have developed courses to build literacy skills (Communication for Academic Purposes) and foundations of pyschology (Introduction to Human Behaviour). I have also helped develop the course 'Building Academic Success' (EDUC1094) for the APP, as well as coordinated English Language Studies (LANG 46) and University Studies (EDUC1075).  I have also coordinated and taught into UniSA Business in the course 'International Management, Ethics and Values' (BUSS3053).  I am passionate about working with students to build their confidence and sense of student identity. This has led to my leadership and development of initiatives such as 'Starting Strong', an orientation program to socialise students into the academic environment.
Additionally, I lead a suite of professional development initiatives with Dr Sarah Hattam for Academic staff to improve student outcomes. This work resulted in a University citation and was recognised nationally in 'The Educator' Higher Education Innovative Universities report along with a national Teaching Excellence Award in 2025 (AAUT). My research interests examine initiatives designed to improve student and staff performance and outcomes and my PhD investigated how graduates in Business disciplines transition from higher education into the workforce.
I am a member of the National Association of Enabling Educators (NAEEA) and SA branch of HERDSA. As a member of the Higher Education Research Network (HERN) I lead the Graduate Transition, WIL and employability cluster. 

Perceiving, practicing, and presenting employability: how business graduates navigate the education-to-employment transition - PhD, University of the Sunshine Coast (current candidate)

Grant Recipient (Amount awarded: $293,614) Promoting academic success and well-being: Enhancing regional students’ engagement, success and well-being through the use of innovative early intervention strategies. Department of Education and Training Higher Education Participation and Partnerships Programme (HEPP)

 

Year Citation
2025 Weiler, T., & Hattam, S. (2025). Resisting the neo-liberalising of universities through continuous professional development: the unexpected impact on educator wellbeing in an enabling program. Australian Educational Researcher, online(5), 1-24.
DOI
2024 Grant Smith, D., & Weiler, T. (2024). Recognising the value of non-professional part-time work in assessing graduate employability: a challenge to employers. Industry and Higher Education, 38(4), 325-335.
DOI
2024 Weiler, T., & Grant Smith, D. (2024). Embracing alternative pedagogies for integrating global ethics into the business curriculum. Journal of Global Ethics, 20(3), 373-380.
DOI
2024 Weiler, T., & Grant Smith, D. (2024). Reclaiming employability: how business students are resisting the devaluation of their labour and degree. QUT Centre for Justice Briefing Paper Series, (51).
DOI
2024 Hattam, S. K., & Weiler, T. (2024). Reframing the 'illegitimate' academic: the critical role of professional development for sessional staff. Teaching in Higher Education, 29(4), 1023-1041.
DOI Scopus12
2022 Weiler, T., & Murad, M. W. (2022). Motivational factors influencing learners' academic success in an Australian enabling education setting. Journal of Social Studies Education Research, 13(4), 97-119.
2021 Hattam, S. K., & Weiler, T. (2021). 'Every single student counts': leadership of professional development underpinned by social justice for sessional staff in a South Australian university. Professional Development in Education, 47(1), 128-140.
DOI Scopus8
2020 Weiler, T. (2020). 'Starting Strong': a critical reflection of the complexities of orienting students in higher education. International Studies in Widening Participation, 7(1), 59-73.
2020 Clifton, D., & Weiler, T. (2020). Teaching ethics to third-year undergraduate business students using blended learning, flipped classroom and audience response system methods.. Australian Association for Professional and Applied Ethics, 20(1), 8-11.
2020 Clifton, D., & Weiler, T. (2020). Teaching ethics online: a follow up. Australian Association of Professional and Applied Ethics, 20(2), 8-11.

Year Citation
2025 Weiler, T., & Grant Smith, D. (2025). How to develop a reflexive methodology in business research. In Source details - Title: SAGE Research Methods: Business. US: SAGE Publications.
DOI
2025 Winter, A., Grant Smith, D., Weiler, T., & Vickery, N. (2025). Mentoring for and by women in higher education. In S. Lauricella, & S. Moeke-Pickering (Eds.), Source details - Title: Women transforming the future of higher education (pp. 167-194). USA: IGI GlobalMentoring for and by women in higher education.
DOI
2024 Weiler, T., & Clifton, D. (2024). Enabling approaches in undergraduate courses: a case for crossing the divide. In S. Hattam, R. Hattam, T. Weiler, & S. King (Eds.), Source details - Title: Enabling pedagogy and Action Research in Higher Education (pp. 261-283). US: DIO press.
2024 Hattam, S., Weiler, T., & King, S. (2024). Enabling pedagogy and critical teaching approaches in diverse learning contexts. In Source details - Title: Teaching to Transform Learning: Pedagogies for Inclusive, Responsive and Socially Just Education (pp. 92-104). UK: Cambridge University Press.
DOI
2024 Weiler, T., & Grant Smith, D. (2024). The use of LinkedIn in critical qualitative employment and careers research. In Source details - Title: Sage Research Methods Cases (pp. 1-23). UK: Sage Publications.
DOI
2024 Weiler, T., & Grant Smith, D. (2024). How to use longitudinal designs in qualitative research. In Source details - Title: Sage Research Methods: Business (pp. 1-15). US: Sage Publications.
DOI
2024 Hattam, S., Hattam, R., Weiler, T., King, S., Abi Abdallah, M., Bilic, S., . . . Wilson, N. (2024). Toward a theory of critical enabling pedagogy for Australian higher education. In S. Hattam, R. Hattam, T. Weiler, & S. King (Eds.), Source details - Title: Enabling pedagogy and action research in higher education (pp. 285-317). US: DIO Press Inc.
2024 Hattam, S., Weiler, T., Hattam, R., & King, S. (2024). Working on enabling pedagogies at UniSA College: hopeful ideas. In S. Hattam, R. Hattam, T. Weiler, & S. King (Eds.), Source details - Title: Enabling pedagogy and action research for Higher Education in Australia (pp. 1-40). US: DIO Press.
2023 Grant Smith, D., Weiler, T., King, J., Nykvist, S. S., & McAuliffe, M. B. (2023). Teaching global competence, creating global citizens; critical citizenship education in higher education. In J. A. Al-Obaidi, J. A. Boivin, & M. N. Rao (Eds.), Source details - Title: The Role of Educators as Agents and Conveyors for Positive Change in Global Education (pp. 25-60). US: IGI Global.
DOI
  • Chartering Change: Building Developmental Evaluation Capacity for Equity Initiatives, Cwth Dept of Education, Skills & Employment, 27/08/2025 - 27/02/2026

Courses I teach

  • BUSS 1072 Introduction to Human Behaviour (2025)
  • SCEDC 90043 Understanding Generation Z SC (2025)
  • BUSS 1072 Introduction to Human Behaviour (2024)
  • EDUC 1114 Developing Academic Skills (2024)

Programs I'm associated with

  • MFFS - UniSA Foundation Studies
  • DFIN - Aboriginal Pathway

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