Empowering Students Through Technology Sustainability And Collaboration

Lisa Wynter, Director of Faculty – Business, Education, Hospitality and Language, TAFE Queensland

Lisa Wynter, Director of Faculty – Business, Education, Hospitality and Language, TAFE Queensland

Championing Accessible, Industry-Focused Education

My journey in education and leadership has been marked by a commitment to lifelong learning and a passion for empowering others. Starting in the VET sector as a teacher, I gained firsthand experience in understanding student needs and effective teaching strategies. Transitioning into leadership roles, I have focused on best practice, faculty collaboration and integrating technology and sustainability into education. These experiences have equipped me with the skills to lead TAFE Queensland in delivering high-quality, industry-aligned education.

My commitment is driven by the belief that education should be a bridge to real-world opportunities. By focusing on accessibility, we ensure that education is inclusive and available to all. Practical and industry-aligned education prepares students for the workforce, making them competitive and ready to meet industry demands. In fields like business, hospitality and early childhood education, this approach ensures that our graduates are not only knowledgeable but also skilled and adaptable.

“Education should be a bridge to real-world opportunities, ensuring accessibility, inclusivity and industry-aligned skills that prepare students to be competitive and adaptable”

We leverage digital technologies and blended learning models to create flexible and engaging learning environments. For example, our statewide virtual business college allows students to engage in classes, tutorials, and discussions as much as they like, while providing the flexibility to learn at their own pace and access materials anytime, anywhere. Innovations like embedding hospitality and cookery students in our on-campus restaurant, café, and event centre complement their theory-based classes by providing real-world experience working alongside industry experts.

Building a Culture of Collaboration and Innovation

Managing a diverse faculty portfolio presents challenges such as ensuring consistent quality and fostering collaboration across departments. However, it also offers opportunities for interdisciplinary learning and innovation. We address these challenges by promoting a culture of collaboration through monthly faculty-wide meetings where we celebrate the great work that individuals and teams are doing with their students. We also have an active team site called Community of Practice where educators share their successes in active learning, sustainability, and technology. Our campus-wide sustainability activities each month unite us in a better future for everyone, ensuring everyone feels welcome to contribute and leveraging the strengths of each team.

One notable initiative is our partnerships with industry and local and statewide organisations to offer internships, traineeships, apprenticeships, and work-integrated learning opportunities. These partnerships significantly improve employment outcomes for our students. Our unique approach of embedding sustainability into everything we do provides students with the knowledge, skills, and confidence to positively influence change in sustainability in the industries they will work in. We assess the impact of our work through student surveys, employee feedback, and industry partner evaluations, ensuring continuous improvement and alignment with industry needs.

Trends such as the integration of AI and machine learning, personalised learning experiences, and the emphasis on sustainability will shape the future of vocational and tertiary education. My advice to aspiring leaders is to embrace these innovations while maintaining a strong focus on academic quality. Foster a culture of continuous improvement, stay connected with industry developments and prioritise student-centred approaches to ensure that education remains relevant and impactful.

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