Dr Suraiya Hameed is an interdisciplinary leader, educator and researcher specialising in Educational Leadership at University of Queensland. She researchers within the areas of Educational Leadership, Global Policy and Education & Equity, Inclusion, Diversity and Culture. Dr Hameed’s research projects aims to make that major breakthrough in the development of leaders supporting the schools of the 21st century. Her research study focuses on a comparative analysis of global citizenship education (GCE) in two schools, one international school in Singapore and an independent school in Australia and how these two schools have engaged in the process of internationalization of their education through the adoption of international education models utilising the International Primary Curriculum (IPC) or the International Baccalaureate Programme (IB) and other local curricula to generate hybrid internationally minded education programs. This study was awarded the N.V. Varghese Prize for Comparative Education 2020 (Best thesis award).
She is currently leading multiple international research which aims at engagement with international counterparts to improve educational outcomes and to generate networking opportunities with international educators and school leaders. One of her notable works is with National Institute of Education Singapore in the ongoing UQ/NIE research excellence partnership. Dr Hameed's extensive experiences in varied leadership roles have translated into positive student engagement, positive student’s trajectories as well as ground-breaking research in the leadership front. It has also allowed her to contribute invaluably to the leadership field and assist in bridging the gap between theory and practice, thus assisting students and her other colleagues to make meaningful connections between theoretical constructs and real-life applications in leadership. She is a recipient of the Australian Council for Educational Leaders (ACEL) Commendation award (2021) and the Australian Council for Educational Leaders (ACEL) National Award (2023) recognising her work within the leadership space.
As a teaching-focused academic, Louise Ainscough is passionate about education research, and how it can be applied to encourage the development of her students as learners, citizens and healthcare professionals. She teaches physiology and histology to a range of healthcare professional students, including occupational therapy, pharmacy, dentistry, physiotherapy, speech pathology, health science and medicine. Louise draws on her expertise in the scholarship of teaching and learning to develop curricula and assessment that is both evidence-based and rigorously evaluated. She has received funding through both UQ New Staff and Early Career research grants for projects in self-regulated learning and the related field of self-efficacy. She is also actively involved in supervising undergraduate research and Honours students, including mentoring these students in educational research methodologies and academic writing. Louise takes immense pleasure in guiding students in their development as learners, both on an individual basis and in large undergraduate classes. Louise is renowned for making learning fun. She takes the fear out of learning science, and encourages students to find their own voice as learners and future healthcare professionals.
Lisa Akison is a Senior Lecturer in the School of Biomedical Sciences (SBMS) at the University of Queensland. She has conducted research using rodent models for over 30 years and has been a reproductive biologist since 2005. She completed her PhD (2013) and early Post-doctoral training at the Robinson Institute, University of Adelaide, where she examined the molecular regulation of ovulation and oviductal function. Following her move to UQ in 2015, her research focussed on the developmental origins of health and disease, where she examined developmental programming of various organs and physiological processes. In particular, she has examined the impact of prenatal alcohol exposure, examining impacts on the embryo, fetus and adult offspring. She is also interested in the role that the placenta plays in mediating these effects.
Lisa received training in systematic review and meta-analysis methodology in 2016 and has since published systematic reviews on diverse topics in child and infant health. She now teaches critical appraisal of clinical studies and systematic review methodology to 3rd year biomedical science students, as well as endocrinology, physiology and histology. She has research interests in the Scholarship of Teaching and Learning, and is a current member of the Biomedical Education Research Group at SBMS.
Neal M. Ashkanasy OAM, PhD is an Emeritus Professor of Management at the UQ Business School at the University of Queensland in Australia. He came to academe in after an 18-year career in water resources engineering. He received his PhD in social/organizational psychology from the same university. His research is in leadership, organizational culture, ethics, and emotions in organizations, and his work has been published in leading journals including the Academy of Management Journal and Review, the Journal of Organizational Behavior, and the Journal of Applied Psychology. He is Associate Editor for Emotion Review and Series Co-Editor of Research on Emotion in Organizations. He has served as Editor-in-Chief of the Journal of Organizational Behavior and Associate Editor for the Academy of Management Review and Academy of Management Learning and Education. Prof. Ashkanasy is a Fellow of the Academy for the Social Sciences in the UK (AcSS) and Australia (ASSA); the Association for Psychological Science (APS); the Society for Industrial and Organizational Psychology (SIOP); Southern Management Association (SMA), and the Queensland Academy of Arts and Sciences (QAAS). In 2017, he was awarded a Medal in the Order of Australia.
Cognitive educational psychology, Classroom-based instruction strategy training and problem solving, Intellectual disability, Learning difficulties, Aging and disability, Inclusion, Adolescent reading and writing habit, Issues relating to victimised youth, Creative Writing.
Professor Ashman completed his Bachelor of Arts degree with honours in Applied Psychology. He continued his studies at the University of Alberta, Canada and was granted a Master of Education (Counselling) and a PhD in the area of cognitive educational psychology. He has taught at the universities of Alberta, Regina, and Newcastle and came to the Schonell Special Education Research Centre in 1987. He has published widely in the area of cognitive psychology, special education and disability and has authored or edited over a dozen volumes in these areas. He is past national President of the Australian Society for the Study of Intellectual Disability, and past President of the International Association on Cognitive Education.
Faculty of Engineering, Architecture and Information Technology
Head of School of Civil Engineering
School of Civil Engineering
Faculty of Engineering, Architecture and Information Technology
Availability:
Available for supervision
Media expert
Professor Tom Baldock, B.Eng, Ph.D (Lond), DIC, MIEAust.
****Ph.D. Scholarships in Coastal and Marine Engineering, School of Civil Engineering, University of Queensland, Australia****
Please enquire about forthcoming UQ scholarship opportunities for domestic Australian students (citizens or permanent residents) or international students who are currently in Australia.
Ph.D. projects are available on coastal processes, coral reef hydrodynamics, tsunami impacts, wave energy or a topic of your own
Professor Baldock’s research is primarily in the field of Coastal and Ocean Engineering, but also encompasses renewable energy and higher education. He has published over 120 journal papers and over 80 conference papers, notably in top-rated journals for his discipline (Journal of Fluid Mechanics, Proceedings and Transactions of the Royal Society), and is the most published author in the journal Coastal Engineering over the past decade. He is presently principal supervisor for 6 Ph.D. students, with 18 PhD students graduated since 2007, three of whom were awarded Dean’s awards, and nine have secured T&R or research positions nationally and internationally, one a full Professor. His Ph.D. students have published over 60 journal papers since 2004. They have worked on field and laboratory experiments in the UK, Europe, the USA, in association with international researchers and government agencies. Prof Baldock received a UQ Award for “Excellence in HDR Supervision” in 2017. He is currently working on a major project within the National Reef Restoration and Adaption Program (https://gbrrestoration.org/) focused on the Great Barier Reef.
He has strong national and international collaboration on research on topical issues in coastal engineering and close links with Government and National agencies, which includes consultancy and expert witness services in Marine Engineering. Recent and current relevant research projects include a multi-partner CSIRO Cluster project under the Wealth from Oceans Flagship, investigating tsunami impact on ultra-long submarine pipelines running from the deep ocean up to continental slope and then onshore, ARC Discovery, ARC Linkage and ARC LIEF projects investigating storm surge and wave run-up along the East Australian coast, and four European Union HYDRALAB IV transnational access projects to study beach erosion and recovery processes in large wave flume facilities. He is also working with Geoscience Australia on the Bushfire and Natural Hazards projects, Resilience of Coasts to Clustered storm events and with the Global Change Institute (UQ) on the World Bank project "Capturing Coral Reef Ecosystems Services".
He is a member of the Editorial Board for Coastal Engineering and a member of the Engineers Australia National Committee on Coastal and Ocean Engineering.
He was Chair of the Organising Committee for Coasts and Ports 2017, held in Cairns, June 2017
His primary research interests are in : Swash zone hydrodynamics, Beach face sediment transport, Coral reef hydrodynamics and associated shoreline behaviour, Long wave generation and surf beat, Extreme non-linear waves (freak waves), Storm surge and tsunami hazards.
His current research projects are in the fields of:
Swash Zone hydrodynamics and Sediment Transport
Wave overtopping, including tsunami overtopping
Coral reef hydrodynamics
Impact of sea level rise on coastlines on open and reef-fronted coasts
Surf zone processes and beach erosion
Infrastructure for offshore aquaculture
Wave energy conversion
Google Scholar : https://scholar.google.com.au/citations?hl=en&user=QU14lwEAAAAJ
Top publications
Baldock, T.E., Swan, C. and Taylor, P.H., 1996. A laboratory study of non-linear surface waves on water. Philosophical Transactions of the Royal Society, London, Series A. 354, 1-28. [ERA – A]
Baldock, T. E and Huntley, D. A., 2002. Long wave forcing by the breaking of random gravity waves on a beach. Proceedings of the Royal Society, London, Series A. 458, 2177-2201. [ERA – A*]
Baldock, T.E., 2006. Long wave generation by the shoaling and breaking of transient wave groups on a beach, Proceedings of the Royal Society, London., Series A. 462, 1853–1876. [ERA – A*]
Baldock, T. E., O’ Hare, T. J., and Huntley, D. A.., 2004. Long wave forcing on a barred beach. J. Fluid Mechanics, 503, 321-341. [ERA – A*]
Pritchard, D., Guard, P.A. and Baldock, T.E., 2008. An analytical model for bore-driven run-up. Journal of Fluid Mechanics, 610: 183-193. [ERA – A*]
Baldock, T.E., Peiris, D. and Hogg, A.J., 2012. Overtopping of solitary waves and solitary bores on a plane beach. Proceedings of the Royal Society, London, Series A., doi: 10.1098/rspa.2011.0729. [ERA –A*]
Saunders, M.I. et al., 2014. Interdependency of tropical marine ecosystems in response to climate change. Nature Clim. Change, 4(8): 724-729. [ERA – A*]
Latest publications:
Lancaster, O., Cossu, R., Wilson, M., & Baldock, T. E. (2022). A 3D numerical and experimental parametric study of wave-induced scour around large bluff body structures. Ocean Engineering, 112766. doi:https://doi.org/10.1016/j.oceaneng.2022.112766
Astorga-Moar, A., & Baldock, T. E. (2022). Assessment and optimisation of runup formulae for beaches fronted by fringing reefs based on physical experiments. Coastal Engineering, 176, 104163. doi:https://doi.org/10.1016/j.coastaleng.2022.104163
Thompson, M. E., Matson, B. J., & Baldock, T. E. (2022). A globally verified coastal glare estimation tool. Coastal Engineering, 177, 104190.
Shabani, B., Ware, P. & Baldock, T. E. 2022. Suppression of Wind Waves in the Presence of Swell: A Physical Modeling Study. Journal of Geophysical Research: Oceans, 127, e2021JC018306.
Lancaster, O., Cossu, R., Wuppukondur, A., Astorga Moar, A., Hunter, S., & Baldock, T. E. (2022). Experimental measurements of wave-induced scour around a scaled gravity-based Oscillating Water Column Wave Energy Converter. Applied Ocean Research, 126, 103268. doi:https://doi.org/10.1016/j.apor.2022.103268
Wuppukondur, A. and Baldock, T.E., 2022. Physical and numerical modelling of representative tsunami waves propagating and overtopping in converging channels. Coastal Engineering, p.104120.
Wiegerink, J. J., Baldock, T. E., Callaghan, D. P. & Wang, C. M. 2022. Slosh Suppression Blocks - A concept for mitigating fluid motions in floating closed containment fish pen in high energy environments. Applied Ocean Research, 120, 103068.
Lancaster, O., Cossu, R., Heatherington, C., Hunter, S. & Baldock, T. E. 2022. Field Observations of Scour Behavior around an Oscillating Water Column Wave Energy Converter. Journal of Marine Science and Engineering, 10, 320.
Blenkinsopp, C. E., Baldock, T. E., Bayle, P. M., Foss, O., Almeida, L. P. & Schimmels, S. 2022. Remote Sensing of Wave Overtopping on Dynamic Coastal Structures. Remote Sensing, 14, 513.
Ibrahim, M. S. I. & Baldock, T. E. 2021. Physical and Numerical Modeling of Wave-by-Wave Overtopping along a Truncated Plane Beach. Journal of Waterway, Port, Coastal, and Ocean Engineering, 147, 04021025.
Thompson, M., Zelich, I., Watterson, E. & Baldock, T. E. 2021. Wave Peel Tracking: A New Approach for Assessing Surf Amenity and Analysis of Breaking Waves. Remote Sensing, 13, 3372.
Birrien, F. & Baldock, T. 2021. A Coupled Hydrodynamic-Equilibrium Type Beach Profile Evolution Model. Journal of Marine Science and Engineering, 9, 353.
Lancaster, O., Cossu, R., Boulay, S., Hunter, S. & Baldock, T. E. 2021. Comparative Wave Measurements at a Wave Energy Site with a Recently Developed Low-Cost Wave Buoy (Spotter), ADCP, and Pressure Loggers. Journal of Atmospheric and Oceanic Technology, 38, 1019-1033
Baldock, T.E., Gravois, U., Callaghan, D.P., Davies, G. and Nichol, S., 2021. Methodology for Estimating return intervals for storm demand and dune recession by clustered and non-clustered morphological events. Coastal Engineering, p.103924.
Bayle, P.M., Beuzen, T., Blenkinsopp, C.E., Baldock, T.E. and Turner, I.L., 2021. A new approach for scaling beach profile evolution and sediment transport rates in distorted laboratory models. Coastal Engineering, 163, p.103794.
Blenkinsopp, C.E., Bayle, P.M., Conley, D.C., Masselink, G., Gulson, E., Kelly, I., Almar, R., Turner, I.L., Baldock, T.E., Beuzen, T. and McCall, R.T., 2021. High-resolution, large-scale laboratory measurements of a sandy beach and dynamic cobble berm revetment. Scientific data, 8(1), pp.1-11.
Julie Ballantyne is known for her work in the areas of music teacher identities, social justice, music teacher education, and the social and psychological impacts of musical engagement. An Associate Professor in Music Education in the School of Music at the University of Queensland, Australia, she has won commendations and fellowships for her teaching, and also holds leadership positions with organisations such as the International Society for Music Education. Currently Editor-in-chief for the journal Research Studies in Music Education, Julie has published in key journals and has co-edited a book Navigating Music and Sound Education. She enjoys teaching pre-service and in-service teachers at the Bachelor and Masters Level, as well as supervising several PhD students.
Office of the Deputy Vice-Chancellor (Indigenous Engagement)
Availability:
Available for supervision
Media expert
Katelyn Barney is an Associate Professor in the Aboriginal and Torres Strait Islander Studies Unit and also affiliated with the School of Music. Her research focuses on improving pathways for Aboriginal and Torres Strait Islander students into and through higher education and advancing understanding about the role of collaborative research and music making between Aboriginal and Torres Strait Islander and non-Indigenous people. She has published across these areas and her latest edited book is Musical Collaboration between Indigenous and non-Indigenous People in Australia: Exchanges in the Third Space. She is also Managing Editor of The Australian Journal of Indigenous Education.
She was an Equity Fellow with the Australian Centre for Student Equity and Success (formerly NCSEHE) and her fellowship explored effective evaluation of university outreach with Aboriginal and Torres Strait Islander secondary school students. Katelyn co-hosts a podcast with her colleague Professor Tracey Bunda: "Indigenising Curriculum in Practice" and co-hosted a previous series "Indigenous Success: Doing it, Thinking it, Being it". Katelyn has also collaborated with Professor Bronwyn Fredericks and colleagues across five universities to undertake a ACSES funded project to build the evidence to improve completion rates for Indigenous tertiary students.
Katelyn is an Australian Learning and Teaching Fellow and her National Teaching Fellowship focused on developing pathways for Indigenous students from undergraduate study into Higher Degrees by Research.
Dr Ben Barry is an allied health professional working clinically in aged care with Wesley Mission Queensland.
Dr Barry has a research background in adaptations of the nervous system to exercise and ageing. His research interests have progressed to health professional education, spanning digital health, interprofessional education and workforce development. Dr Barry's clinical work as a physiotherapist and exercise physiologist with a focus on healthy ageing links nicely with his PhD thesis on "Resistance training and movement control in older adults".
Dr Barry has extensive experience teaching allied health (exercise physiology), medical science and medical students. This has included coordinating degree programs and courses, leading teaching teams and discipline-wide curriculum reviews, expanding and enhancing clinical placement programs and student clinics, and innovations in online teaching of health professionals.
Dr Barry completed postdoctoral training in the Neurophysiology of Movement Laboratory at the Department of Integrative Physiology, the University of Colorado - Boulder USA, and subsequently worked for a decade at the School of Medical Sciences, The University of New South Wales, as well as holding an honorary appointment at Neuroscience Research Australia, before returning to The University of Queensland in 2017. He has a track record of external research funding and postgraduate research supervision as well as several teaching awards.
Professor Pierre Benckendorff is an award-winning researcher specialising in visitor behaviour, technology enhanced learning and tourism. He has held several teaching and learning leadership positions at The University of Queensland and James Cook University in Australia. His experience includes coordinating a team of teaching and learning staff, program quality assurance and accreditation, and curriculum reviews of undergraduate and postgraduate coursework programs in business, tourism, hospitality and event management. He has developed and taught undergraduate and postgraduate courses in introductory tourism management, international tourism, tourist behaviour, tourism and leisure futures, tourism transportation, tourism operations, tourism technologies, tourism analysis, business skills and marketing communications.
Pierre has been actively involved in a number of national teaching and learning projects totalling close to AUD 1 million in grant funding. In 2007, he received a national Carrick citation for outstanding contributions to student learning. Pierre was part of the national team that developed the Learning and Teaching Academic Standards for Tourism, Hospitality and Events and has continued to co-lead efforts to embed and measure these standards under the auspices of CAUTHE. He is currently the co-chair of knowledge creation for the BEST Education Network and in this capacity, has worked with the World Travel and Tourism Council to edit a book of international cases based on Tourism for Tomorrow award finalists and winners. He is the co-editor of the Handbook of Teaching and Learning in Tourism. Pierre serves regularly as an external reviewer of tourism programs in Australia and overseas institutions.
His research interests include visitor behaviour, tourism information technologies, and tourism education and training. He has authored over 80 publications in these areas in leading international journals and is a regular speaker at tourism research conferences. He is on the editorial board of several leading tourism journals and is a regular reviewer of papers. He has also co-authored one of the leading textbooks on tourism and information technology. He has served as a judge for the Queensland Tourism Awards as well as the Australian Tourism Awards. His passion for travel and tourism has taken him to some of the world’s leading theme parks and airports, the major cities of Europe and North America, the African Savannah and the bustling streets of Asia. He has also travelled extensively throughout Australia and New Zealand.
Julie's research interests include: strengths-based case management in adolescence; prevention and intervention approaches; assessment of risk and protection in vulnerable youth; social and emotional well-being in adolescence; evidence-based resources for adolescent development; positive youth development; teacher well-being and innovative measures of emotional states of teachers and students in the classroom.
Dr Julie Bower is an Honorary Research Fellow in the School of Education. She conducts applied research in secondary schools to understand the social and emotional processes that keep students at school and engaged in learning. Her work is based in a positive youth development framework, focusing on the strengths of adolescents at risk and working in close partnership with schools to assist these students to reach their potential. She is interested in developing real-time measures of emotion in a classroom setting, assessment of both risk and protection in vulnerable youth; prevention and intervention approaches; social and emotional well-being in adolescence; evidence-based resources for adolescent development; and school-wide approaches for social and emotional well-being of students and teachers.
Julie Bower has over 29 years experience in the education sector, 21 of those in educational research and more recently, over the past 12 years in the development of the Mindfields® Program, The CAT-RPM, the t* (Teacher Emotions App) and the Mindful Practice for Teachers Program. She is now an educational consultant in Emotional Health in Schools. Julie’s experience in the field of education encompasses the areas of research project management, development of evidence-based resources, social and emotional wellbeing, cognitive behavioural interventions and strengths-based strategies for teacher and student well-being.
Dr Noreen Breakey joined the tourism team at UQ in 2005. She has been the Director for Undergraduate Programs, Coordinator of the First Year Experience, and is currently a member of the award-winning MTHEM Foundation Year Teaching Team. Individually, Dr Breakey received a UQ Excellence in Teaching & Learning Award - Citations for Outstanding Contributions to Student Learning. She actively undertakes scholarship of teaching and learning and has numerous research publications on tourism and hospitality education. Dr Breakey developed the Masters course, Disciplinary Foundations of Tourism, Hospitality & Events, which she continues to Course Coordinate, encouraging students to understand how the theories and approaches from different social science and humanities disciplines can help us to address the challenges and issues in tourism, hospitality, and events.
Dr Breakey received her PhD on tourism destination development from UQ in 2006. Since then her research has explored the relationships between people, tourism and the natural environment, through her principal research areas of environmental ethics, sustainable tourism, ecotourism, community-based tourism, and tourism in protected areas. She has successfully supervised six PhD scholars through to completion.
Dr Breakey is an active member of Ecotourism Australia. She was a member of their Policy and Advocacy Committee (2011 to 2014), and subsequently on their Board of Directors (2019-2023).
Prior to her academic career, Dr Breakey worked for over a decade in industry, including hotels, resorts, tour operations, travel agencies, and events in Australia and overseas, as well as in government, developing the Destination Management Plans at Tourism Events Queensland.
Centre of Architecture, Theory, Criticism and History
Faculty of Engineering, Architecture and Information Technology
Lecturer in Design (Built Environme
School of Architecture, Design and Planning
Faculty of Engineering, Architecture and Information Technology
Availability:
Available for supervision
Dr Liz Brogden is a Lecturer and Director of Teaching and Learning at the UQ School of Architecture, Design and Planning in Brisbane, Australia. Through her research work, she advocates for climate action in architecture and design, focusing on the central role of education in sustainability transitions through university programs and professional education.
Liz has extensive experience designing and implementing university courses focused on climate, resilience and sustainability from undergraduate through to Masters-level programs. These subjects have been developed in architecture programs and through interdisciplinary subjects that span multiple design disciplines. She received two Vice Chancellor Awards at QUT for teaching excellence and was on the winning team for the overall 2021 QS Reimagine Education Global Education Award.
A 2022 Churchill Fellow and Associate Fellow of the Higher Education Academy, Liz currently sits on both the Queensland Education Committee for the State Chapter and the National Education Committee for the Australian Institute of Architects. Previously, she has been a committee member for the Institute's national Climate Action and Sustainability Taskforce (CAST) and the Climate Action and Sustainability Committee for its Queensland State Chapter.
Faculty of Engineering, Architecture and Information Technology
Availability:
Available for supervision
Media expert
Before joining the University of Queensland, Dave P. Callaghan held positions within industry including Parsons Brinckerhoff and Lawson and Treloar and research sector including Nederlands Instituut voor Ecologie and the University of Queensland. He is an observer of the Queensland Water Panel and active in the newly created Australian Hydraulic Modelling Association. He is the author of a book section and more than 50 other technical documents with applied and research applications. He is a consultant to private and government organisations. He has worked recently with private and government organisations to improve understanding of extreme coastal weather responses. He is recognised for leading edge research in coastal engineering including statistics of extremes, beach erosion from extreme events, physical and biological interactions of salt marshes and coral reefs, lagoon dynamics and wave propagation.
Annemaree Carroll is Associate Dean Research in the Faculty of Humanities and Social Sciences and Professor of Educational Psychology within the School of Education at The University of Queensland. Her research activities focus on the social emotional learning of children and adolescents, and the importance of social connectedness, (dis)engagement, and social inclusion to their behavioural and educational outcomes. Student, teacher, and community voices and agency are key considerations in her research methodologies. She is known nationally and internationally for the development of innovative emotion regulation interventions for children and youth to bring about positive change in their lives. She has conceptualised and coordinated the development of the Mindfields Suite of Programs (www.mindfields.com.au), which encompasses a strengths-based approach to student well-being that targets school-wide practices to help young people take control of their lives. She has also led a team of researchers to develop the KooLKIDS Resources (www.kool-kids.com.au), an emotion resilience program to empower children to live well with themselves and others by learning social, emotional and cognitive skills that promote self-regulation and well-being. Her research has now extended to teacher emotion regulation strategies, demonstrating that improved teacher well-being has downstream benefits to students' well-being and the teacher-student relationship.
Professor Carroll has extensive experience managing large-scale, school-based projects across classroom settings and clinic-based research, in which she has excellent skills in test administration with children and adolescents. She has also been concerned with children with neurodevelopmental disorders (e.g., ADHD, speech-language disorders, Tourette Syndrome) to examine information-processing tasks that may demand intact executive functioning and that require dual-task performance and control of impulsive reactions.
From 2014 to 2020, Professor Carroll was Co-ordinator of Translational Outcomes within the Australian Research Council Science of Learning Research Centre. Building on this work, she is the co-founder and Head of the UQ Learning Lab, where multi-disciplinary researchers work in partnership with educational and industry professionals to identify and address important learning and training priorities. The Learning Lab’s primary objective is to transform education and learning across schooling and beyond, through partnered innovations and research translation initiatives.
Professor Carroll is a registered teacher and psychologist. She has experience teaching in primary and special education in Queensland and has engaged in research and higher education teaching at The University of Queensland and The University of Western Australia, where she was granted a Master of Education (1991) and PhD in Educational Psychology (1995). She was elected a Fellow of the Academy of Social Sciences in Australia in 2018.
Dr. Ki Young Choi has been a researcher and educator in the field of Korean language, conducting research and teaching at universities in Korea, Thailand, and Australia since 2010. His key research interests include the critical analysis of Korean textbooks. Dr. Choi employs methods such as Critical Discourse Analysis (CDA) and Visual Image Analysis (VIA) to examine how ideologies, norms, and cultural values are represented in educational materials. His work significantly contributes to understanding and improving the quality of Korean language education internationally, aligning with broader efforts to promote Korean language and culture globally.
Pam Christie is Professor in the School of Education at the University of Cape Town. She has worked on post-apartheid education policy, as well as on school development and change, leadership, curriculum and pedagogy, and school desegregation. She is currently working on joint research projects on Reconciliation and Pedagogy in Australia and South Africa, and Schooling, Globalisation and Refugees in Queensland. Based in sociology of education, she teaches courses on educational change, globalisation and education, and international education and development. Professor Pam Christie has extensive international links, including a UNESCO Chair in Teacher Education for Diversity and Development.
