Tanya Weiler

Research Interests

Employment equity and diversity Workforce transition and employment Higher Education Equity and access to education Business Ethics

Teaching Strengths

Curriculum development and design
Equity in Education
Ethics
Social Psychology

APrf Tanya Weiler

Associate Professor

AU Pathways and Participation

Academic

Eligible to supervise Masters and PhD (as Co-Supervisor) - email supervisor to discuss availability.

Available For Media Comment.

I am an Associate Professor within the Adelaide University Domestic Pathways College, recognised nationally for leadership in pathway education, student transition, and teaching excellence. My work focuses on improving student and staff outcomes, particularly for students entering university through enabling and pathway programs.
 
I have received multiple national and institutional awards for outstanding contributions to student learning, including Australian Awards for University Teaching (AAUT) awards for both teaching excellence and program leadership. My leadership of the Aboriginal Pathway Program and Regions was recognised with a UniSA Citation, a national AAUT award, and the 2020 Winnovation Award for Social Impact.
 
My research examines initiatives that enhance student transition, performance, and employability, with a particular focus on graduate outcomes, work-integrated learning, and academic identity. My PhD investigated how Business graduates transition from higher education into the workforce. I currently lead the Graduate Transition, Work-Integrated Learning, and Employability cluster within the Higher Education Research Network (HERN).
I have extensive experience in curriculum design and coordination across pathway, enabling, and undergraduate programs. This includes the development of Communication for Academic Purposes and Introduction to Human Behaviour, contributions to Building Academic Success (EDUC1094) for the Aboriginal Pathway Program, and coordination of English Language Studies (LANG 46) and University Studies (EDUC1075). I have also coordinated and taught into UniSA Business, delivering International Management, Ethics and Values (BUSS3053).
 
I am deeply committed to supporting students’ confidence, belonging, and academic identity. This commitment has informed the development of transition initiatives such as Starting Strong, an orientation program designed to socialise students into the academic environment.
 
In addition, I lead professional development initiatives for academic staff in partnership with Associate Professor Sarah Hattam, aimed at improving student outcomes. This work has been recognised through a University Citation, national recognition in The Educator’s Higher Education Innovative Universities report, and a national AAUT Teaching Excellence Award in 2025.
 
I am an executive member of the National Association of Enabling Educators of Australia (NAEEA) and the South Australian branch of HERDSA.
 

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

 

 

 

 

Language Competency
German Can read, write, speak, understand spoken and peer review

Year Citation
2026 Oostergo, N., Rueckert, C., Burge, L., Choudhury, P., Navin, F., Betteridge, A., . . . Wilson, N. (2026). Belonging in Practice: Connection, Mattering, and Student Success. Journal of the Australian and New Zealand Student Services Association, 34(2), 204-216.
DOI
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 Scopus1 WoS1
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 Scopus14 WoS9
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 Scopus1 WoS1
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 Scopus1
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
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.
Scopus5
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 Scopus9 WoS6
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
2025 Winter, A., Grant-Smith, D., Weiler, T., & Vickery, N. (2025). Mentoring for and by women in higher education: Navigating the complexities of women's mentorship. In Women Transforming the Future of Higher Education (pp. 167-194).
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 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 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 Scopus4
2023 Hattam, S. K., & Weiler, T. (2023). ‘Every single student counts’: leadership of professional development underpinned by social justice for sessional staff in a South Australian university. In Leading Socially Just Schools (pp. 134-146). Routledge.
DOI
  • Chartering Change: Building Developmental Evaluation Capacity for Equity Initiatives, Cwth Dept of Education, Skills & Employment, 27/08/2025 - 27/02/2026 ($30,000)
  • Department of Education and Training Higher Education Participation and Partnerships Programme (HEPPP) Promoting academic success and well-being: Enhancing regional students’ engagement, success and well-being through the use of innovative early intervention strategies.  ($293,614)

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

  • DFNST- Foundation Studies
  • ATSIP- Aboriginal and Torres Strait Islander Pathway

Date Role Research Topic Program Degree Type Student Load Student Name
2025 Co-Supervisor The role of motivational teaching strategies in reducing student non-completion in online courses Doctor of Philosophy Doctorate Part Time Ms Phoebe Lake

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