Higher Education

Dr Gerlese Åkerlind
Gerlese' research focuses on higher education and academic practice, including university teaching, research, academic freedom and academic growth and development. Current emphases include a holistic focus on the experience of being an academic, growing and developing as an academic, and career development for junior academics. Gerlese uses a range of research approaches, but has particular expertise in phenomenographic research.

Dr J. Martin Hays (Jay)
Jay has a masters degree, Certificate of Advanced Graduate Study, and doctorate in Education, specialising in Human Resource Education and Development. Extensive industry experience in the field of Organisational Development and Change. Systems thinking, organisational learning, performance management and measurement, teamwork and collaboration. Wisdom and reflective practice, and links between Communities of Practice and the development of leadership and excellence in teaching and learning.

Dr Linda Hort
Linda has a Doctorate in cognitive psychology and a Masters in Higher Education. Particular professional interests in cognitive development, career management in higher education, academic leadership and management, academic practice, education policy development and implementation, and gender.

Dr Margaret Kiley
Research education, including: approaches to the examination of research theses; conceptions of research and threshold concepts in doctoral education; Honours; expectations in the student/supervisor relationship; mobility of Australian postgraduate students; doctoral education outcomes.

Ms Margot Pearson
Research and doctoral education, supervision and work-based learning.


Ms Pam Roberts
Curriculum development and teaching, in particular inquiry learning and research-led education. Participation and advancement of women in science, engineering and technology course and careers.

Dr Chris Trevitt
Current interests include fostering reflective educational and professional practice, especially in the context of individual action, through action learning groups, and in the professions. Devising ways to harness technology to support such activities, as well as ways to institutionalise (and for the institution to value) successful approaches is also of interest.