Harry Hubball

Scarfe 2304
6048229218

Title

Professor

Research Interests

• Strategic Academic Leadership in International Research-intensive University Settings: Curricula and Pedagogical Implications
• Research-informed and Evidence-based Approaches to Learning-centred Undergraduate and Graduate Degree Program Reform
• The Scholarship of Educational Leadership Practices Within and Across Diverse Disciplinary Contexts

Education

BSc. (Honours), PGCE, MA, PhD (Interdisciplinary Studies)

Bio

Professor Hubball’s research and practice focus on the scholarship of educational leadership in multi-national and multidisciplinary research-intensive university contexts. As a global educational leader, he has published higher education articles in international, national and professional journals, and has been invited to present research seminars and workshops at International universities in over 40 different countries including Australia, China, Europe, India, Japan, Middle East, South Africa, SE Asia, New Zealand, North America, UK, and The West Indies.

Professor Hubball is the Chair of the International Program for the Scholarship of Educational Leadership (SoEL): UBC Certificate on Curriculum and Pedagogy in Higher Education. Through blended/online professional learning experiences, the program focuses on the scholarship of educational leadership within and across the disciplines in diverse university contexts. Program participants are invited academic leaders with roles and responsibilities for sustaining high quality, strategically-aligned and evidence-based educational practices (e.g., undergraduate/graduate programs, curriculum renewal, pedagogical leadership, quality assurance, educational reform). Since 1998, over-450 program graduates from around the world have made significant contributions to the scholarship of teaching, learning, curriculum and educational leadership practices in a wide range of peer-reviewed fora.

Professor Hubball has taught undergraduate and graduate students; sport coaches, health promotion and outdoor teachers; and senior educational leaders in research-intensive university contexts. For example, he assists Universities and academic units with analysis of strategic educational goals; undergraduate and graduate degree program reform; authentic assessment of student learning outcomes and teaching excellence; and, strategic alignment of institutional supports (including customized professional development initiatives and guidelines for promotion and tenure criteria) to enhance educational practices and its related scholarship in diverse university contexts.

Harry is a recipient of Canada’s most prestigious recognition of excellence in educational leadership and teaching at the university level – the 3M National Teaching Fellowship Award, as well as UBC’s Killam Teaching Award. Furthermore, he has served in the following academic leadership positions: UBC’s Senior Appointments Committee for Promotion and Tenure; National Executive Board for the Society for Teaching and Learning in Higher Education: Canada (1st Vice-President Scholarship of Teaching & Learning) & CAHPERD; UBC Senior Advisor for Teaching & Learning, and Director, Institute for the Scholarship of Teaching & Learning pro-tem; and, Founding Chairperson for the UBC 3M National Teaching Fellows Council.

Harry is the founding Chairperson of the International Veterans 5-a-side/Futsal World Cup and Symposium (2006-Present), and he is the Head Coach of the INTER UBC Masters 5v5/Futsal Research & Soccer Academy Program (1999-Present).

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Invited Presentations

International and national presentations (please click selected country below)

Hubball, H.T. (2013). Developing Institutional SoTL Leadership: Lessons Learned with Multi-national Senior Educational Leaders. Invited presentation to provide campus-wide seminar presentation, University of Wollongong, NSW, December.

Hubball, H.T. (2013). Developing Institutional SoTL Leadership: Lessons Learned with Multi-national Senior Educational Leaders. Invited presentation to provide campus-wide seminar presentation, Macquarie University, NSW, December.

Hubball, H.T. (2013). Developing Institutional SoTL Leadership: Fostering a Culture of Research and Scholarship in Law Education. Invited presentation to provide campus-wide seminar presentation, The College of Law, NSW, December.

Hubball, H.T. (2013). Developing Institutional SoTL Leadership: Curriculum Renewal and Pedagogical Leadership Within and Across the Disciplines in a Research-intensive University. Campus-wide Presentation. The University of South Australia, Adelaide, Australia, February.

Hubball, H.T. (2013). Developing Institutional SoTL Leadership: Curriculum Renewal and Pedagogical Leadership Within and Across the Disciplines in a Research-intensive University. Campus-wide Presentation. The University of Wollongong, NSW, Australia, February.

Hubball, H.T. (2007). Redesigning, Implementing and Evaluating Learning-centred Undergraduate Degree Programmes: Balancing Learning Outcomes in Multiple Pedagogical Contexts. James Cook University, Australia, July.

Hubball, H.T. (2006). Implementing Learning Outcomes for Undergraduate Degree Programmes in a Canadian Context. University of Canberra, Australia, December.

Hubball, H.T. (2013). Developing Institutional SoTL Leadership: Curriculum Renewal and Pedagogical Leadership Within and Across the Disciplines in a Research-intensive University. Campus-wide Presentation. The University of Bahrain, Bahrain, April.

Hubball, H.T. (2012). Developing Institutional SoTL Leadership: Curriculum Renewal Within and Across the Disciplines. Campus-wide presentation. University Brunei, Darussalam, Brunei. November.

Hubball, H.T. (2012). Developing Institutional SoTL Leadership: Curriculum Renewal Within and Across the Disciplines. Campus-wide presentation. Royal University of Phnom Penh. Phnom Penh, Cambodia, November.

Butler, M., Campbell, S.H., Hubball, H. (2016). Final Plenary presentation/Discussion: Educational Leadership and its Related Scholarship in a Research-intensive University Context – What, Why, When, & How? 6th Annual CHES Celebration of Scholarship. The University of British Columbia, Robert H. Lee Alumni Centre, Vancouver, BC. October.

Hubball, H.T. (2011). Developing Institutional SoTL Leadership Within and Across the Disciplines. Campus-wide presentation, University of Victoria, BC. November.

Hubball, H.T. (2011). Lessons Learned: Effectiveness and Efficiency in Teaching and Learning at Research Intensive Universities. Final Keynote Presentation Universitas 21 Teaching and Learning Symposium. The University of British Columbia, Canada, November.

Hubball, H.T. (2007). Faculty Wellness as a Critical Foundation for the Scholarship of Teaching and Learning. 3M National Teaching Fellows Retreat, Chateau Montebello, Quebec, November.

Hubball, H.T. (2007). Scholarship of Curriculum Practice and Undergraduate Program Reform. Educational development presentation for multidisciplinary faculty and administrators, Brock University, Ontario, April.

Hubball, H.T. (2007). Scholarship of Curriculum, Teaching and Learning. Educational development presentations and workshop for multidisciplinary faculty and administrators, University of Windsor, Ontario, April.

Hubball, H.T. (2006). Provincial and Programmatic Implications of Learning-centred Curricula Reform. Keynote Address, First Symposium on University Teaching and Learning for the University of Toronto, October.

Hubball, H.T. (2005). Province-wide Curriculum Development and Implementation. Invitation by Ontario Universities AVP Council. All-day workshop conducted for AVP’s and Directors of Teaching and Learning Centres at all eighteen Ontario Universities, Ryerson University, Toronto, November.

Hubball, H.T. (2003-2006). Campus-wide Curriculum Development and Implementation. Invitation by University President and VP Academic at the University of Windsor, Ontario. Consultations and workshops conducted for Deans, Departmental Heads, Curriculum Chairs, and Faculty members across campus.

Hubball, H.T. (2005). Campus-wide curriculum development and implementation. Invitation by University President and VP Academic at the University of Windsor, Ontario. Consultations and workshops conducted for Deans, Departmental Heads, Curriculum Chairs, and Faculty members across campus. October-November.

Hubball, H.T. (2004). Scholarly Approaches to Teaching and Learning: Theory-Practice Implications. Key-note Presentation, Association of Faculties of Pharmacy of Canada Conference, June Vancouver.

Hubball, H.T. (2003). Campus-wide curriculum development and implementation. Invitation by University President and VP Academic at the University of Windsor, Ontario. Consultations and workshops conducted with Deans, Departmental Heads, Curriculum Chairs, and Faculty members across campus. February.

Hubball, H.T. (2015). Developing Institutional Leadership in Higher Education: The Scholarship of Educational Leadership Within and Across Diverse Disciplinary Contexts. Presentation to 20 Higher Education Administrators from The National Academy of Education Administration, China. The University of British Columbia, August.

Hubball, H.T. (2012). The UBC Faculty SoTL Leadership Program: Institutional Supports for the Scholarship of Teaching and Learning. Presentation for ANNUI: Visiting Chinese Higher Education Administrators’ Delegation. UBC Faculty of Education. May.

Hubball, H.T. (2009). Integrating program-level learning outcomes and institutional teaching development plans: The scholarship of curriculum and pedagogical practice in higher education. Campus-wide presentation, Beijing Normal University, China.

Hubball, H.T. (2009). Scholarly approaches to undergraduate and graduate-level program reform. Campus-wide presentation, Capital Normal University, Beijing, China.

Hubball, H.T. (2014). Developing Institutional Leadership for the Scholarship of Curriculum and Pedagogical Practice Within and Across the Disciplines. Invited campus-wide presentation. University of Copenhagen, Copenhagen, Denmark, June.

Hubball, H.T. (2016). Developing Institutional Leadership: Strategic Approaches to the Scholarship of Educational Leadership Within and Across the Disciplines in Diverse University Contexts. Invited Campus-wide Presentation by Associate Dean Teaching and Learning, Aston University, Birmingham, England, May.

Hubball, H.T. (2012). International Masters/Veterans 5-a-side Futsal Team and Player Development Initiative: Impact in Canadian, World Cup and English Premier League Football Club Contexts. Campus-wide presentation, Aston University, Birmingham, England, May.

Hubball, H.T., & Inter UBC Masters/Veterans Select 5-a-side Futsal Team. (2012). http://m2.edcp.educ.ubc.ca/futsalmovies//. Invited Exhibition Team Games Against Former Players and Coaches at Prestigious English Premier League Football Clubs: Chelsea FC, Cobham Training Ground, London; Manchester City FC, Platt Lane, Manchester; Aston Villa FC, University Training Ground, Birmingham, May.

Hubball, H.T. (2011). UBC’s Institute for the Scholarship of Teaching & Learning: Fostering scholarly approaches to curriculum and pedagogy within and across the disciplines. Campus-wide presentation, Centre for Learning and Academic Development. University of Birmingham, England, March.

Hubball, H.T. (2011). Student engagement and NSSE: Implications for scholarly approaches to curriculum renewal and peer-review of teaching in a research-intensive university. Campus-wide presentation, Centre for Learning Innovation and Professional Practice, University of Aston, England, March.

Hubball, H.T. (2009). Learning-centred Undergraduate Degree Programmes – Canadian Experience of Design, Implementation and Evaluation. Campus-wide presentation, Centre for Learning Innovation and Professional Practice, University of Aston, Birmingham, (UK).
http://echo360.aston.ac.uk:8080/ess/echo/presentation/dc718358-0423-47a8-aa79-dfbd3568130b

Hubball, H.T. (2009). Learning-centred Curricula: Facing Challenges and Building Communities. Campus-wide presentation, Centre for the Study of Higher Education, University of Coventry, West Midlands, (UK).

Hubball, H.T., & Inter UBC Youth Select 6-a-side Futsal Team. (2002). http://m2.edcp.educ.ubc.ca/socceracademy/inter.html. Invited Exhibition Team Games Against Youth Football Academies at Prestigious English Premier League Football Clubs: Liverpool FC, Training Ground, Liverpool; Everton FC, Training Ground, Liverpool; Aston Villa FC, Training Ground, Birmingham, March.

Hubball, H.T. (2014). Developing Institutional Leadership for the Scholarship of Curriculum and Pedagogical Practice Within and Across the Disciplines. Invited campus-wide presentation. University of Aalto, Helsinki, Finland, June.

Hubball, H.T. (2017). University of South Pacific Strategic Plan (2013-18): Developing Institutional Leadership for the Scholarship of Educational Leadership. Invited Campus-wide Presentation and Meetings with Senior Administration, Academic Leaders, and Faculty Members. SOED, School of Education, University of South Pacific, Suva, Fiji.

Hubball, H.T. (2017). University of South Pacific Strategic Plan (2013-18): Developing Institutional Leadership for the Scholarship of Educational Leadership. Invited Presentation and Meetings with Senior Administration, Academic Leaders, and Staff. CFL, Centre for Flexible Learning, University of South Pacific, Suva, Fiji.

Hubball, H.T. (2017). Fiji Technical Colleges Strategic Plan: Developing Institutional Leadership for the Scholarship of Educational Leadership. Invited Presentation and Meetings with Senior Administration, Academic Leaders, and Staff at TCF and delegates from Fiji National University. Fiji Technical College, Nadi, Fiji.

Hubball, H.T. (2008). Integrating Student Learning Outcomes and Institutional Teaching Development Plans:Assessing the Scholarship of Curriculum and Pedagogy in Higher Education. Campus-wide presentation for multidisciplinary faculty and administrators, University of South Pacific, Suva, Fiji, February.

Hubball, H.T. (2012). Super Masters/Veterans 5-a-side Futsal World Cup Tournament: From Youth to Masters Team and Player Development in a Canadian Futsal Academy Program. Campus-wide presentation, German Sport University, Cologne, Germany, April.

Hubball, H.T. (2013). Developing Institutional SoTL Leadership: Authentic Assessment and Evaluation of Teaching Within and Across the Disciplines. Invited presentation to provide campus-wide university seminar presentation, Hong Kong University of Science and Technology, Hong Kong, November.

Hubball, H.T. (2012). Peer Review of Teaching Within and Across the Disciplines: Developing Institutional Leadership.Campus-wide presentation, Hong Kong University for Science and Technology, October.

Hubball, H.T. (2010). a) Grappling with the complexity of undergraduate degree program reform: Critical barriers and emergent strategies. b) Diverse methodological approaches and considerations for conducting SoTL in Higher Education: Action research contributions. Campus-wide presentations (including invited faculty from regional Universities) for Teaching Award Winners and Educational Developers, Centre for the Advancement of University Teaching, Hong Kong University, March.

Hubball, H.T. (2009). Facilitating faculty learning communities and the scholarship of teaching through the integration of learning-centred program reform and staff development. Campus-wide presentation (including invited faculty from regional Universities) for Teaching Award Winners and Educational Developers, Centre for the Advancement of University Teaching, Hong Kong University, February.

Hubball, H.T. (2014). Developing Institutional Leadership for the Scholarship of Curriculum and Pedagogical Practice Within and Across the Disciplines. Invited campus-wide presentation. University of Iceland, Reykjavik, Iceland, June.

Hubball, H.T. (2014). Developing Institutional Leadership for the Scholarship of Curriculum and Pedagogical Practice Within and Across the Disciplines. Invited campus-wide presentation National University for Educational Planning and Administration, New Delhi, February.

Hubball, H.T. (2014). Developing Institutional Leadership for the Scholarship of Curriculum and Pedagogical Practice Within and Across the Disciplines. Invited campus-wide presentation. Mumbai University, Mumbai, February.

Hubball, H.T. (2010). Effective university teaching and scholarly approaches to learning-centred undergraduate degree programming: Higher and professional education. Campus-wide presentation for National University of Educational Planning and Administration, New Delhi, February.

Hubball, H.T. (2012). Developing Institutional SoTL Leadership: Curriculum Renewal Within and Across the Disciplines. Campus-wide presentation. Universitas Indonesia, Jakarta, Indonesia. December.

Hubball, H.T. (2012). Developing Institutional SoTL Leadership: Curriculum Renewal Within and Across the Disciplines. Campus-wide presentation. Udayana University, Denpassar, Indonesia, December.

Hubball, H.T. (2009). Redesigning, Implementing and Evaluating Learning-centred Undergraduate Degree Programmes: Balancing Learning Outcomes in Multiple Contexts. Campus-wide presentation, National Academy for Integration of Research, Teaching & Learning/Teaching & Learning Centre, University of Cork, Republic of Ireland.

Hubball, H.T. (2012). The UBC Faculty SoTL Leadership Program: Institutional Supports for the Scholarship of Teaching and Learning. Meeting/Presentation with Visiting Japanese Higher Education Administrators’ Delegation: Tokyo International University, Keio University, and J.F. Oberin University, Tokyo. UBC Robson Square, Vancouver. September.

Hubball, H.T. (2010). Institutional teaching development plans and the scholarship of undergraduate degree programme reform. Campus-wide presentation for J.F.Oberin University (including invited faculty from regional Universities), Tokyo, February.

Hubball, H.T. (2014). Developing Institutional Leadership for the Scholarship of Curriculum and Pedagogical Practice Within and Across the Disciplines. Invited campus-wide presentation. Kuwait University, Kuwait, February.

Hubball, H.T. (2012). Developing Institutional SoTL Leadership: Curriculum Renewal Within and Across the Disciplines. Campus-wide presentation. University of Malaya, Kuala Lumpur, Malaysia. November.

Hubball, H.T. (2010). “Assessment of learning outcomes and the scholarship of curriculum practice in higher education: institutional, program and classroom implications”.University of Malaya, Kuala Lumpur, February.

Hubball, H.T. (2012). Developing Institutional SoTL Leadership: Curriculum Renewal Within and Across the Disciplines. Campus-wide presentation, Invitation from VP International Development and the VP Planning and Academic Development, Tecnologico de Monterrey, Mexico, March.

Hubball, H.T. (2016). Kathmandu University Strategic Plan (2015-19): Developing Institutional Leadership for the Scholarship of Educational Leadership. Invited Campus-wide Presentation and Meetings with Senior Administration, Academic Leaders, Faculty Members, and Doctoral Students. Kathmandu University, Nepal, September.

Hubball, H.T. (2013). Developing Institutional SoTL Leadership: Curriculum Renewal and Pedagogical Leadership Within and Across the Disciplines in a Research-intensive University. Campus-wide Presentation. The University of Auckland, Auckland, New Zealand, February.

Hubball, H.T. (2013). Developing Institutional SoTL Leadership: Curriculum Renewal and Pedagogical Leadership Within and Across the Disciplines in a Research-intensive University. Presentation for the Centre for Learning and Research in Higher Education. The University of Auckland, Auckland, New Zealand, February.

Hubball, H.T. (2008). Balancing Student Learning Outcomes in Undergraduate Programs: Theory-Practice Integration. Campus-wide research presentation for multidisciplinary faculty and administrators, University of Auckland, New Zealand, February.

Hubball, H.T. (2013). Developing Institutional SoTL Leadership: Curriculum Renewal and Pedagogical Leadership Within and Across the Disciplines in a Research-intensive University. Campus-wide Presentation. Gulf College, Muscat, Oman, April.

Hubball, H.T. (2013). Developing Institutional SoTL Leadership: Curriculum Renewal and Pedagogical Leadership Within and Across the Disciplines in a Research-intensive University. Campus-wide Presentation. The University of the Philippines: Los Banos, Manila, Philippines, April.

Hubball, H.T. (2013). Developing Institutional SoTL Leadership: Curriculum Renewal and Pedagogical Leadership Within and Across the Disciplines in a Research-intensive University. Commission on Higher Education (CHED) Regional Research Center Presentation. Angeles University Foundation, Manila, Philippines, April.

Hubball, H.T. (2016). Developing Institutional Leadership: Strategic Approaches to the Scholarship of Educational Leadership Within and Across the Disciplines in Diverse University Contexts. Invited Campus-wide Presentation by Vice Rector Universidade Nova de Lisboa, Lisbon, Portugal, May.

Hubball, H.T. (2016). Developing Institutional Leadership: Strategic Approaches to the Scholarship of Educational Leadership Within and Across the Disciplines in Diverse University Contexts. Invited Campus-wide Presentation by Vice Rector Universidade do Algarve, Faro, Portugal, May.

Hubball, H.T. (2016). Qatar University Strategic Plan (2013-16): The Scholarship of Undergraduate Program Reform. Invited Campus-wide Presentation and Meetings with Senior Administration, Academic Leaders, and Faculty Members. QU, Doha, November.

Hubball, H.T. (2016). Qatar University Strategic Plan (2013-16): Learning-centred Curricula Development and Implementation. Invited Campus-wide Presentation and Meetings with Senior Administration, Academic Leaders, and Faculty Members. QU, Doha, November.

Hubball, H.T. (2016). Qatar University Strategic Plan (2013-16): Developing Institutional Leadership for the Scholarship of Educational Leadership. Invited Campus-wide Presentation and Meetings with Senior Administration, Academic Leaders, Faculty Members. Qatar University, Qatar, September.

Hubball, H.T. (2016). Research, Educational Leadership and Institutional Practice. Invited Presentation and Meetings with Senior Administration and Members. Qatar Foundation, Qatar, September.

Hubball, H.T. (2015). Developing Institutional-level Leadership Within and Across the Disciplines: Strategic Approaches to the Scholarship of Teaching, Learning and Curriculum Practice in Research-intensive University Settings. Invited campus-wide presentation, Qatar University, Doha, Qatar, February.

Hubball, H.T. (2015). Developing Institutional-level Leadership Within and Across the Disciplines: Strategic Approaches to the Scholarship of Teaching, Learning and Curriculum Practice in Research-intensive University Settings. Invited campus-wide presentation, University of Calgary Qatar, Doha, Qatar, February.

Hubball, H.T. (2015). Developing Institutional-level Leadership Within and Across the Disciplines: Strategic Approaches to the Scholarship of Educational Leadership in Research-intensive University Settings. Invited campus-wide presentation, Qatar Foundation including The University College London, UK; Northwestern University, USA; Georgetown University, USA; and the Academic Bridge Program, Doha, Qatar, February.

Hubball, H.T. (2013). Developing Institutional SoTL Leadership: Curriculum Renewal and Pedagogical Leadership Within and Across the Disciplines in a Research-intensive University. Campus-wide Presentation. The University of Qatar, Qatar, May.

Hubball, H.T. (2015). Developing Institutional-level Leadership: The Scholarship of Educational Leadership Within and Across the
Disciplines. Invited presentation, King Saud University, Riyadh, Saudi Arabia, February.

Hubball, H.T. (2015). The Scholarship of Curriculum Leadership in Research-intensive University Settings: Learning-centred Undergraduate and Graduate Degree Program Reform. Invited workshop presentation, King Saud University, Riyadh, Saudi Arabia, February.

Hubball, H.T. (2008). Curriculum evaluation and faculty development implications: The scholarship of curriculum practice. Heriot-Watt University, Edinburgh, Scotland, June.

Hubball, H.T. (2013). Developing Institutional SoTL Leadership: Curriculum Renewal and Pedagogical Leadership Within and Across the Disciplines. Invited presentation to provide campus-wide seminar presentation, National University of Singapore, November.

Hubball, H.T. (2012). Developing Institutional SoTL Leadership: Curriculum Renewal Within and Across the Disciplines. Campus-wide presentation. National University of Singapore, Singapore. November.

Hubball, H.T. (2009). Integrating program-level learning outcomes and institutional teaching development plans: The scholarship of curriculum and pedagogical practice in higher education. Campus-wide presentation (including invited faculty from regional Universities), Centre for the Development of Teaching & Learning, National University of Singapore, February. http://www.youtube.com/watch?v=iwZwKbDGjTI

Hubball, H.T. (2014). Developing Institutional SoTL Leadership: Lessons Learned with Multi-national Senior Educational Leaders. Invited presentation, Centre for Higher Education Development, University of Cape Town, Cape Town, South Africa, November.

Hubball, H.T. (2014). Developing Institutional Leadership for the Scholarship of Teaching, Learning & Curriculum Practice in Diverse University Contexts. Invited presentation to provide campus-wide seminar presentation, Stellenbosch University (including delegates from UWC) Cape Town, South Africa, November.

Hubball, H.T. (2013). Developing Institutional SoTL Leadership: Curriculum Renewal and Pedagogical Leadership Within and Across the Disciplines in a Research-intensive University. Campus-wide Presentation. The University of Salamanca, Salamanca, Spain, May.

Hubball, H.T. (2014). Developing Institutional Leadership for the Scholarship of Curriculum and Pedagogical Practice Within and Across the Disciplines. Invited campus-wide presentation University of Colombo, Sri Lanka, February.

Hubball, H.T. (2014). Developing Institutional Leadership for the Scholarship of Curriculum and Pedagogical Practice Within and Across the Disciplines. Invited presentation for The Riva Institute: Global Forum on Assessment and Evaluation in Higher Education. Lund University, Lund, Sweden, June.

Hubball, H.T. (2008). Action research approaches to curriculum revision and the scholarship of teaching and learning. University of Zurich, Switzerland, June.

Hubball, H.T. (2006). Mixed-mode Faculty Certificate Programs and the Scholarship of Teaching and Learning (SoTL): A Canadian Perspective. University of Zurich, Switzerland June.

Hubball, H.T. (2013). Developing Institutional SoTL Leadership: Implementing Program Learning Outcomes Within and Across the Disciplines. Invited presentation to provide campus-wide university seminar presentation, Kasetsart University Bangkok, Thailand, November.

Hubball, H.T. (2012). Developing Institutional SoTL Leadership: Curriculum Renewal in Diverse Southeast Asian Higher Education Contexts. Presentation for the South East Asian Ministers of Education Organization (SEAMEO): Regional Centre for Higher Education and Development (RIHED), Bangkok, November.

Hubball, H.T. (2012). Developing Institutional SoTL Leadership: Curriculum Renewal Within and Across the Disciplines. Campus-wide presentation. Kasetsart University. Bangkok, Thailand. November.

Hubball, H.T. (2010). Integrating institutional learning outcomes and scholarly approaches to curriculum, teaching and student learning in higher education. Campus-wide presentation, Istanbul University, Turkey, October.

Hubball, H.T. (2016). University of the United Arab Emirates Strategic Plan (2016-20): Developing Institutional Leadership for the Scholarship of Educational Leadership. Invited Campus-wide Presentation and Meetings with Senior Administration, Academic Leaders, and Faculty Members. UAEU, Al Ain, November.

Hubball, H.T. (2016). United Arab Emirates University Strategic Plan (2014-16): Implications for the Scholarship of Educational Leadership. Invited Keynote Presentation by the Provost, UAEU Academic Leadership Forum for multidisciplinary academic leadership teams, United Arab Emirates University, Al Ain, UAE, February

Hubball, H.T. (2016). Higher Colleges of Technology, Strategic Plan (2012-17): Implications for the Scholarship of Educational Leadership. Invited Keynote Presentation by the Vice Chancellor, HCT Academic Leadership Forum for Senior Administration, Higher Colleges of Technology, Dubai, UAE, February

Hubball, H.T. (2016). American University of Sharjah Strategic Plan: Implications for the Scholarship of Educational Leadership. Invited Presentation by Director, Teaching and Learning, Centre for Teaching and Learning, American University of Sharjah, Sharjah, UAE, February

Hubball, H.T. (2016). University of Sharjah Strategic Plan (2014-19): Implications for the Scholarship of Educational Leadership. Invited Presentation by the Chancellor for UOS Academic Leadership team, University of Sharjah, Sharjah, UAE, February

Hubball, H.T. (2016). Abu Dhabi University Strategic Plan (2014-19): Implications for the Scholarship of Educational Leadership. Invited Presentation by the Provost for ADU Academic Leadership team, Abu Dhabi University, Abu Dhabi, UAE, February

Hubball, H.T. (2016). Zayed University Strategic Plan (2014-16): Implications for the Scholarship of Educational Leadership. Invited campus-wide (Dubai and Abu Dhabi campuses) presentation for multidisciplinary academic leaders, Zayed University, Dubai UAE, February

Hubball, H.T. (2016). University of Dubai Strategic Plan (2013-17): Implications for the Scholarship of Educational Leadership. Invited Presentation by Academic Advisor to the President. Meetings and Presentation to Senior Administration, Faculty members, Office of Institutional Effectiveness, University of Dubai, UAE, February

Hubball, H.T. (2015). Developing Institutional-level Leadership Within and Across the Disciplines: Strategic Approaches to the Scholarship of Educational Leadership in Research-intensive University Settings. Invited campus-wide presentation, United Arab Emirates University, Al Ain, United Arab Emirates, February.

Hubball, H.T. (2015). Developing Institutional-level Leadership Within and Across the Disciplines: Strategic Approaches to the Scholarship of Educational Leadership in Research-intensive University Settings. Invited campus-wide presentation, Higher Colleges of Technology, Dubai, United Arab Emirates, February.

Hubball, H.T. (2015). Developing Institutional-level Leadership: Assessing the Scholarship of Teaching, Learning and Curriculum Practice. Invited workshop presentation, Zayed University, Dubai and Abu Dhabi campuses, United Arab Emirates, February.

Hubball, H.T. (2014). Developing Institutional Leadership for the Scholarship of Curriculum and Pedagogical Practice Within and Across the Disciplines. Invited campus-wide presentation Zayed University, Abu Dhabi, UAE, February.

Hubball, H.T. (2014). Developing Institutional Leadership for the Scholarship of Curriculum and Pedagogical Practice Within and Across the Disciplines. Invited campus-wide presentation. Zayed University, Dubai, UAE, February.

Hubball, H.T. (2009). Connecting Teaching Development and Quality with Student Learning Outcomes. Campus-wide presentation, Centre for Teaching & Learning, Zayed University, Dubai, (UAE), October.

Hubball, H.T. (2009). The scholarship of curriculum and pedagogical practice in higher education. Campus-wide presentation, University of Dubai, United Arab Emirates, November.

Hubball, H.T. (2011). Lessons Learned: Effectiveness and Efficiency in Teaching and Learning at Research Intensive Universities. Final Keynote Presentation Universitas 21 Teaching and Learning Symposium. The University of British Columbia, Canada, November.

Hubball, H.T. (2017). University of Hawaii Strategic Plan (2015-21): Formulating SoEL Research Inquiry for the Scholarship of Educational Leadership. Invited Presentation and Meetings with Director CTL, and Multidisciplinary Educational Leaders within and Across UHM Disciplines. Centre for Teaching & Learning, UHM, Oahu, USA.

Hubball, H.T. (2017). Research Methodologies, Methods and Research Design for the Scholarship of Educational Leadership. Invited Presentation for Multidisciplinary Educational Leaders within and Across UHM Disciplines. Centre for Teaching & Learning, UHM, Oahu, USA.

Hubball, H.T. (2016). Strategic Academic Leadership Development in Research-Intensive University Contexts: The International Faculty SoTL Leadership Program. Invited Campus-wide Presentation by Associate Vice Chancellor Academic Affairs and The Centre for Excellence in Teaching and Learning, University of Hawaii, UHM, February.

Hubball, H.T. (2016). Curriculum Leadership Within and Across Diverse Disciplinary Contexts: The Scholarship of Educational Leadership Impacts. Invited Campus-wide Presentation by The Centre for Excellence in Teaching and Learning, University of Hawaii, UHM, February.

Hubball, H.T. (2012). Developing Institutional SoTL Leadership: Curriculum Renewal Within and Across the Disciplines. Invitation from the Associate Vice Provost for Undergraduate Education, Stanford University, Palo Alto, CA. Campus-wide presentation, September.

Hubball, H.T. (2012). Developing Institutional SoTL Leadership: Curriculum Renewal Within and Across the Disciplines. Invitation from the Associate Provost for Academic Success and Engagement. Campus-wide presentation. Oregon State University, OR. September.

Hubball, H.T. (2012). Authentic Assessment of Curriculum and Pedagogical Practices: Implications for SoTL Leadership in a Research-Intensive University. Campus-wide presentations, University of Hawaii, Oahu & Maui Campuses. February.

Hubball, H.T. (2011). Fostering/Supporting Scholarly Teaching (Across the Disciplines) in a Research-Intensive University. Invitation from the Associate Vice Provost for Undergraduate Education, Stanford University, Palo Alto, CA. Campus-wide presentation including visiting scholars from Harvard and Brown Universities and the Carnegie Foundation for the Advancement of Teaching, May.

Hubball, H.T. (2011). Scholarly Approaches to Peer-Review of Teaching in a Research-Intensive University. Campus-wide presentation, Centre for Teaching Excellence, University of Hawaii, Oahu. February.

Hubball, H.T. (2011). Ten-year Reflections on Mentoring the Scholarship of Teaching & Learning Research in a Research-Intensive University. Campus-wide presentation, Centre for Teaching Excellence, University of Hawaii, Oahu. February.

Hubball, H.T. (2009). Scholarship of Teaching and Learning (SoTL): Diverse Methodological Approaches and Considerations. Campus-wide presentation, Centre for Teaching Excellence, University of Hawaii, Oahu. USA, March.

Hubball, H.T. (2008). Measuring Progress in Undergraduate Education: Action Research and Curriculum Practice. University of Hawaii, Oahu. USA, March.

Hubball, H.T. (2007). Program-level Assessment: Action Research Methodologies Informing the Scholarship of Curriculum Practice in Higher Education. University of Hawaii, Oahu. USA, July.

Hubball, H.T. (2007). Innovative Curriculum Practices and Critical Support Structures for Undergraduate Program. University of Hawaii, Oahu. USA, June.

Hubball, H.T. (2007). Scholarship of Teaching and Learning in Higher Education: Lessons Learned in a Research Intensive University; Scholarship of Curriculum Practice in Undergraduate Reform. Series of educational development presentations for multidisciplinary faculty and administrators, Northern Arizona University, USA, March.

Hubball, H.T. (2007). Implementing Program-level Learning Outcomes in Undergraduate Curricula. Educational development presentation for multidisciplinary faculty and administrators, Arizona State University, USA, March.

Hubball, H.T. (2012). Developing Institutional SoTL Leadership: Curriculum Renewal Within and Across the Disciplines. Campus-wide presentation, Vietnam National University, Ho Chi Minh City, Vietnam, November.

Hubball, H.T. (2009). National Teaching Fellows and the Scholarship of Teaching and Learning (SoTL): Diverse Methodological Approaches and Considerations. Presentation for National Teaching Fellows, Centre for Excellence in Learning & Teaching, University of Wales, Newport,

Hubball, H.T. (2009). Integrating Program-level Learning Outcomes and Institutional Teaching Development Plans: The Scholarship of Curriculum and Pedagogical Practice in Higher Education. Campus-wide presentation, Centre for Excellence in Learning & Teaching, University of Wales, Newport, Wales (UK).

Hubball, H.T. (2011). Engaging the Disciplines in Scholarly Approaches to Curriculum and Pedagogy: Implications for Curriculum Renewal and Peer-review of Teaching in a Research-intensive University. Campus-wide keynote presentation, Celebration of University Teaching Week. University of West Indies, November.

Hubball, H.T. (2011). Engaging the disciplines in scholarly approaches to curriculum and pedagogy: Implications for curriculum renewal and peer-review of teaching in a research-intensive university.. Campus-wide keynote presentation, Celebration of University Teaching Week. University of West Indies, November.

Hubball, H.T. (2008). Institutional strategic planning and assessment for development: Celebration of University Teaching Week. University of West Indies, December.

Hubball, H.T. (2007). Action Research Methodology: Enhancing the Scholarship of Curriculum and Pedagogy Leadership in Multidisciplinary Settings. Week-long series of educational development workshops for faculty and administrators. University of West Indies, Trinidad, December.

Hubball, H.T. (2007). Developing and Implementing Learning-centred Undergraduate Programmes: The Scholarship of Curriculum Practice; University Teaching and Professional Development: Participation in a Mixed-mode Faculty Certificate Programme on the Scholarship of Teaching and Learning; Action Research: Analysis of Teaching Perspectives and Practices in Higher Education. Week-long series of educational development workshops for multidisciplinary faculty and administrators. University of West Indies, Trinidad, February.

Selected Publications

Hubball, H. T., Clarke, A., & Pearson, M. (in press, 2016). Strategic Leadership Development in Research-Intensive Higher Education Contexts: The Scholarship of Educational Leadership. In P. Tripathi and S. Mukerji (Ed.), Handbook of Research on Administration, Policy, and Leadership in Higher Education. PA: IGI Global.

Burt, H., & Hubball, H.T. (in press, 2016). The scholarship of curriculum leadership: The art, science and politics of faculty engagement. International Journal for University Teaching and Faculty Development, 5(4).

Hubball, H. T., Clarke, A., Webb, A., & Johnson, B. (2015). Developing institutional leadership for the scholarship of teaching and learning: Lessons learned with senior educational leaders in multinational research-intensive university settings. International Journal for University Teaching and Faculty Development, 4(4).

Hubball, H.T., Clarke, A., Chng Huang Hoon, & Grimmett, P. (2015). The scholarship of educational leadership in research-intensive university contexts: Institutional implications for promotion and tenure supervision. Asian Journal of the Scholarship of Teaching and Learning, 5(2).

Pearson, M. L., Albon, S. P., & Hubball, H. (2015). Case study methodology: Flexibility, rigour, and ethical considerations for the scholarship of teaching and Learning. Canadian Journal for the Scholarship of Teaching and Learning, 6(3),Article 12.

Ragupathi, K., & Hubball, H.T. (2015). Scholarly approaches to learning technology integration in a research-intensive university context: Impact of a new faculty initiative. Transformative Dialogues Journal, 8(1).

Dawson, S., & Hubball, H.T. (2014). Curriculum analytics: Engaging academic communities of practice in program reform. International Journal for Inquiry in Teaching and Learning, 1(1).

Hubball, H.T., Clarke, A., Pratt, D. (2013). Fostering Scholarly Approaches to Peer Review of Teaching in a Research-Intensive University. Chapter 12, In Cases on Quality Teaching Practices in Higher Education, (Diane Salter, Eds). IGI Global Publishers.

Hubball, H.T., Pearson, M., & Clarke, A. (2013). SoTL inquiry in broader curricula and institutional contexts: Theoretical underpinnings and emerging trends. Invited Peer-reviewed Essay for inaugural issue. International Journal for Inquiry in Teaching and Learning 1(1).

Webb, A., Wong, T., & Hubball, H.T. (2013). Professional Development for Adjunct Teaching Faculty in a Research-intensive University: Engagement in Scholarly Approaches to Teaching and Learning. International Journal for Teaching and Learning in Higher Education. 24(2).

Hubball, H.T., Lamberson, M., & Kindler, A. (2012). Strategic Restructuring of a Centre for Teaching and Learning in a Research-Intensive University: Institutional Engagement in Scholarly Approaches to Curriculum Renewal and Pedagogical Practices. International Journal for University Teaching and Faculty Development. 3(2).

Pearson, M., & Hubball, H.T. (2012). Scholarly approaches to curricular integration: Theory-practice implications for the Health Professions. American Journal for Pharmaceutical Sciences Education, 76(10), Article 204.

Hubball, H.T., & Pearson, M. (2011). Curriculum evaluation practices and undergraduate degree program reform. Invited Chapter contribution for Veronica Bamber, Murray Saunders and Paul Trowler (Eds.) ‘Reconceptualising Evaluative Practices in Higher Education’. Open University Press Publishers/SRHE.

Wang, B., Peng, J., Pearson, M. & Hubball, H.T. (2011). Internationalization of a faculty SoTL program: Immersion experiences of Beijing professors in a Canadian research-intensive university. International Journal for the Scholarship of Teaching & Learning, 5(2).

Hubball, H.T., & Edwards-Henry, A. (2011). International collaboration to align institutional teaching development, learning-centred curricula, and the scholarship of curriculum and pedagogy in higher education. Inaugural Caribbean Teaching Scholar: Journal of the Educational Research Association, 1(1) 35-47.

Hubball, H.T., & Clarke, A. (2011). Scholarly approaches to peer-review of teaching: Emergent frameworks and outcomes in a research-intensive university. Transformative Dialogues Journal, 4(2).

Hubball, H.T., & Clarke, A. (2010). Diverse methodological approaches and considerations for SoTL in Higher Education. Invited Peer-reviewed Essay for inaugural issue. Canadian Journal of the Scholarship of Teaching & Learning in Higher Education, 1(1) 18 pgs.

Hubball, H.T. (2010). Context-based learning impacts on team development and performance outcomes: Critical preparations for the masters/veterans futsal world cup. International Journal of Sport & Society, 1(1) 20-35.

Hubball, H.T., Mitchell, S., & Reddy, P. (2010). Universities Masters World Cup Soccer: Integrated Sports Science Research and Implementation of an International Masters Soccer Community. World Leisure Journal 52(1), 48-60.

Hubball, H.T., & Pearson, M. (2010). Grappling with the complexity of undergraduate degree program reform: Critical barriers and emergent strategies. Transformative Dialogues, 3(3), 17 pgs.

Hubball, H.T., Dumbrille, J., & Reid, J. (2010). Multi-media Approaches to Player Development in a University Masters/Veterans World Cup Futsal Team: Systematic Reflection and Self-directed Learning. Transformative Dialogues, 3(3), 27pgs.

Hubball, H.T., Clarke, A., & Poole, G. (2010). Ten-year Reflections on Mentoring SoTL Research in a Research-Intensive University. (Accepted). International Journal for Academic Development.

Hubball, H.T. (2009). International approaches to aligning learning-centred curricula and staff development: Developing scholarly approaches to curriculum and pedagogical practice in higher education. National University of Singapore CDTL on-line Journal, 12(3), Article 1.

Hubball, H.T., & Pearson, M. (2009). Curriculum leadership portfolios: Enhancing scholarly approaches to undergraduate degree program reform. Transformative Dialogues, 3(2).

Hubball, H.T., & Kennedy, J. (2009). Context-based learning: Research and practice implications in outdoor experiential education. Transformative Dialogues, 3(2).

Hubball, H., & West, D. (2009). Learning-centred planning in outdoor education programs: Enhancing participation and self-directed learning. Strategies, Journal for Physical and Sport Educators, 23(1), 25-27.

Hubball, H., & West, D. (2008). Faculty wellness strategies: Critical foundations for the scholarship of teaching and learning. Transformative Dialogues, Teaching & Learning Journal, 2(1), 1-11, Article 2.

Hubball, H., & Poole, G. (2008). Program-level assessment of learning outcomes in a faculty certificate program on the scholarship of teaching and learning. Collection of Essays for Teaching and Learning (Eds). Society for Teaching and Learning in Higher Education Publishers.

Iaria, G., & Hubball, H. (2008). Assessing student engagement in small and Large Classes. Transformative Dialogues Teaching & Learning Journal, 2(1), 1-8, Article 3.

Hubball, H., & West, D. (2008). Silence and authentic reflection strategies: Holistic learning in an outdoor education program. Physical and Health Education Journal, 74(2), 12-14.

Lanyon, L., & Hubball, H. (2008). Gender considerations and innovative learning-centred assessment practices. Transformative Dialogues Teaching & Learning Journal, 2(1), 1-12, Article 5.

Hubball, H.T., & Gold, N. (2007). The Scholarship of Curriculum Practice and Undergraduate Program Reform: Theory-Practice Integration. In P. Wolfe and J. Christensen Hughes (eds.) Curriculum Development in Higher Education: Faculty-Driven Processes & Practices. New Directions for
Teaching and Learning (the “Journal”), 112, 5-14. San Francisco: Jossey-Bass Publishers.

Hubball, H.T., Mighty, J., Britnell, J. & Gold, N. (2007). Learning-Centred Undergraduate Curricula in Programme, Institutional and Provincial Contexts. In P. Wolfe and J. Christensen Hughes (eds.) Curriculum Development in Higher Education: Faculty-Driven Processes & Practices. New Directions for Teaching and Learning (the “Journal”), 112, 93-106. San Francisco: Jossey-Bass Publishers.

Hubball, H.T., & Burt, H. (2007). Learning Outcomes and Program-level Evaluation in a 4-Year Undergraduate Pharmacy Curriculum. American Journal for Pharmaceutical Education, 71(5), Article 90, 1-8.

Hubball, H.T., & Albon, S. (2007). Developing a Faculty Learning Community: Enhancing the Scholarship of Teaching, Learning and Curriculum Practice. Journal on Excellence in College Teaching, 18(2),119-142.

Hubball, H.T., Lambert, J., & Hayes, S. (2007). Theory to Practice: Using the Games for Understanding Approach in the Teaching of Invasion Games.Physical and Health Education Journal. 73(3),14-20.

Hubball, H.T., & Butler, J. (2006). Learning-centred Approaches to Games Education: Problem-based Learning (PBL) in a Canadian Youth Soccer Program. Journal of Physical Education New Zealand. 39(1), 20-33.

Hubball, H.T. (2006). Effective Team Strategies: Developing ‘game sense’ in youth soccer programs. Submitted to Strategies Journal for Physical and Sport Educators, 19(5), 8-11.

Hubball, H.T., and Burt, H.D. (2005). Scholarship of Teaching and Learning: Theory Practice Integration in Faculty Certificate Programs. Innovative Higher Education, 30(5), 17 pgs.

Hubball, H.T., Pratt, D.D., and Collins, J. (2005). Enhancing reflective practices: Implications for Faculty Development Programs. Canadian Journal of Higher Education, 35(3), 57-81.

Robertson, S., and Hubball, H.T. (2005). Coach-to-Coach Mentoring: Raising the Bar. Strategies, Journal for Physical and Sport Educators, 18(5), 6-10.

Hubball, H.T., and Robertson, S. (2004). Developing a Coaching Portfolio: Enhancing Reflective Practice. Strategies, Journal for Physical and Sport Educators, 18(2), 16-18.

Albon, S., and Hubball, H.T. (2004). Course Design in Pharmaceutical Sciences: A Learning-Centred Approach. Submitted to the American Journal of Pharmaceutical Education, 68(5), 15 pgs.

Hubball, H.T., and Burt, H.D (2004). An Intergrated Approach to Developing and Implementing Learning-Centred Curricula. International Journal for Academic Development, 9(1), 51-65.

Hubball, H.T., and Poole, G. (2004). Learning-centred education to meet the diverse needs and circumstances of university faculty through an eight-month programme on teaching and learning in higher education.International Journal for Academic Development, 8(2), 11-24.

Hubball, H.T., Clarke, A., and Beach, A.L. (2004). Assessing Faculty Learning Communities. In M.D. Cox and L. Richlin (eds.), Building Faculty Learning Communities. New Directions for Teaching and Learning (the “Journal”), 97, 87-100 pg. San Francisco: Jossey-Bass.

Hubball, H.T, and Albon, S. (2004). The scholarship of Teaching and Learning in the UBC Faculty Certificate Program on Teaching and Learning in Higher Education. Conference Proceedings. UBC Learning Conference, University of British Columbia.

Hubball, H.T. (2004) Development of a Youth Soccer Academy Program: Teaching Games for Understanding. Conference Proceedings. International Conference on Teaching Sport and Physical Education for Understanding, University of Melbourne, Australia.

Hubball, H.T., and Levy, A (2004). Graduate Course Design in Health Care and Epidemiology A Learning-Centred Approach. Journal for Faculty Development, 20(1), 11-19.

Hubball, H.T., and Robertson, S. (2004). Problem-based Learning in a Youth Soccer Academy Program. Journal of Physical, Health Education, Recreation and Dance, 75(4), 38-43.

Hubball, H.T., and Robertson, S. (2004). Field Trip Experiences Enhancing Team and Player Development in Youth Sports Programs. Strategies.Journal for Physical and Sport Educators, 17(4), 7-9.

Hubball, H.T., and Robertson, S. (2003). Player Selection Strategies for Youth Team Try-outs: Case Study Experiences with the INTER ubc Soccer Academy Program. Strategies. Journal for Physical and Sport Educators, 17(1), 7-11.

Hubball, H, & Clarke. A. (2002). Development and Evaluation of a Physical Education Methods Course as an Immersion Experience for Student Teachers in an Elementary School Setting. CUPR research supplement,Physical and Health Education Journal, 68(2), 42.

Hubball, H, (2002). PBL: Enhancing team and player development in a soccer academy program for grade 5’s. CUPR research supplement,Physical and Health Education Journal, 68(3), 43.

Clarke, A., and Hubball, H.T. (2001). Physical Education Methods Course as an Immersion Experience in an Elementary Setting. Avante, 7(2), 11-27.

Students Supervised

Supervision duties centre on the formal supervision and mentoring, annually, of large numbers of graduating academic leaders within the context of the International Program for the Scholarship of Educational Leadership (SoEL). Over 450 UBC and international program graduates include Program Directors, Associate Deans, Curriculum and Pedagogical Leaders, Teaching Award Winners, Tenured faculty members/Professors of Teaching, Senior Administrators and P&T Committee Personnel from multi-institutional and multi-disciplinary settings (e.g., Australia, Bahrain, Canada, China, England, Iceland, Japan, New Zealand, Qatar, Scotland, Singapore, South Africa, Spain, Thailand, UAE, USA, and The West Indies). UBC Certification based on successful completion of a graduation SoEL ePortfolio and external review. Further, program graduates have made significant leadership and scholarship contributions to educational practice in a wide range of peer-reviewed contexts around the world.