Mark A. Bassett, PhD is an Associate Professor and higher education leader whose work focuses on academic quality, integrity, and governance in periods of technological change. He currently serves as Director, Academic Quality, Standards, and Integrity, and Academic Lead (Artificial Intelligence) at Charles Sturt University.

His work sits at the intersection of regulation, assessment, and emerging technology, with a particular emphasis on ensuring fairness, due process, and defensible practice as artificial intelligence becomes embedded in teaching and learning. He is widely consulted on the implications of generative AI for assessment design, academic integrity, and institutional policy.

Mark is an EDSAFE AI 2026 Catalyst Fellow, co-author of Assurance of Learning in Fully Online Credentialled Programs: A Briefing Paper for the Australian Higher Education Sector, and contributed expert advice to Enacting assessment reform in a time of artificial intelligence, published by TEQSA. He is also the creator of the S.E.C.U.R.E. GenAI Use Framework for Staff, which has been adopted internationally and was presented at the inaugural AI in Education conference at the University of Oxford.

His research and policy work has played a role in reshaping sector understanding of AI detection technologies, particularly their limitations and risks to procedural fairness. He is the lead author of Heads we win, tails you lose: AI detectors in education, which was recognised as Research Paper of the Year at the 2025 AI in Education Podcast Awards.

Mark brings extensive international experience to his work. As Academic Director, Education Partnerships at SAE Global, he oversaw academic quality and standards across nine international campuses, operating within complex, multi-accreditation regulatory environments across Europe, the Middle East, Africa, Asia, and the Americas.

He has over 19 years’ experience in higher education leadership and has taught extensively at undergraduate and postgraduate levels in Australia, the United States, the United Kingdom, and the United Arab Emirates. Alongside his academic work, he is a self-taught programmer and educational technology developer, having created award-winning virtual simulations and AI-supported learning tools.

Before moving into higher education leadership, Mark spent over a decade working in commercial audio production at Turtlerock Mastering in Sydney.