Faculty of Education and Arts Research Higher Degrees 2016 by Education and Arts at UON

CONTENTS RESEARCH HIGHER DEGREE OVERVIEW 4 5

Why do an RHD? Which Research Program should I apply for?

Selecting a Research Topic

Finding a Supervisor

Study Options

11 12

Why an RHD with FEDUA? Applying for an RHD

Financial Support

SCHOOL AND SUPERVISOR INFORMATION

SCHOOL OF HUMANITIES AND SOCIAL SCIENCE

Ancient History and Classical Languages

English and Creative Writing

Film, Media and Cultural Studies

22 24 26

History Language and Language Studies Linguistics

Philosophy, Religion and Theology

30 32

Social Work Sociology and Anthropology

Speech Pathology

37 38 40

SCHOOL OF CREATIVE ARTS Music Creative and Performing Arts

41 45

Fine Art SCHOOL OF EDUCATION

SORTI – Centre for the Study of Research Training and Innovation

Teachers and Teaching

HERMES – Historical Cultures and History Education Research Network

GERT – Global Education Research and Teaching

CIEGUN – Comparative and International Education Group University of Newcastle

56 58

NULearn – Learning for the 21st Century Priority Research Centre (PRC) for Physical Activity and Nutrition

Inclusive Education and Disability Studies

FEDUA Research Higher Degree Programs (list)

4 FACULTY OF EDUCATION AND ARTS - RHD

Why do a Research Higher Degree? There are many reasons why people consider a research higher degree. For example: •

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Career advancement – completing a research degree indicates to potential employers that you can think independently and manage a project in a given timeframe. Both an M Philosophy and PhD are valued qualifications in professions where high skill levels in research, analysis and writing are valued and the transferable skills developed can open up opportunities in the public and private sectors, domestically and internationally to assist their communities – often students research a particular problem they have seen or experienced in their own communities. The skills, methods, understandings and techniques discovered during their RHD are then utilised to solve the real-world problem

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as a pathway to academia – a PhD is the recognised qualification for a career in academia

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a desire to research a topic they are passionate about – the continued challenge and enjoyment of independent research, as well as the opportunity to make your ideas public can be reward enough

Whatever the reason a research higher degree will enable you to develop your own problem solving abilities, master new skills, challenge yourself and make a contribution of new knowledge to your chosen discipline. RHD graduates frequently report that their research journey was highly rewarding, giving them a real sense of achievement and the feeling of having contributed to something positive for the future.

Types of Postgraduate Study For those considering post-graduate study there are two main types: Coursework programs and research programs. Coursework programs consist of individual units of study and usually require attendance at lectures and tutorials and completion of required assignments. Programs may also have a project or research component at the Master’s level that requires the completion of a minor thesis. In Research programs (known at the University of Newcastle as Research Higher Degrees or RHD) students undertake supervised research under the direction of a supervisor or supervisory team. The major component of an RHD is a research project leading to the production of a thesis. There are two main types of RHD: a Research Masters (Master of Philosophy) and a Doctor of Philosophy (PhD). A Master of Philosophy is completed within two years for research that demonstrates a thorough understanding of the relevant techniques in the field, demonstrated by both the application and extensive review of the literature. A Doctor of Philosophy must contribute substantial NEW knowledge to a field either by the discovery of new facts, the formulation of theories or the innovative reinterpretation of known data and established ideas. It demonstrated that the candidate has the capacity to conduct research independently with a high level of originality and quality. It is normally completed within four years (full-time study).

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Which Research Program should I apply for? Deciding whether to enrol in a PhD or a Master of Philosophy will depend on why you decided to pursue an RHD, as well as your personal circumstances, financial circumstances and prior qualifications. Your prior educational qualifications will affect if you are eligible to enrol in a Master of Philosophy or a PhD. The typical pathways to each Research Higher Degree are summarised in the diagram on the following page. This diagram indicates that admission to a PhD is normally granted to students who have completed an undergraduate bachelorâ&#x20AC;&#x2122;s degree and subsequently completed either graded Honours (with a first class or upper second class result) or a Masterâ&#x20AC;&#x2122;s degree that contains a significant research component (comprising of research coursework as well as a minor thesis or project). If a prospective student completed a Masters degree that contained no research component they will generally be offered a place in a Research Masters (M Philosophy). Similarly an applicant who has completed no post-graduate study may still be offered a place in a Research Masters if they can demonstrate significant relevant research or professional experience. For example a sculptor who has been exhibiting prolifically may be offered a place in M Philosophy (Fine Art) or a teacher who has a significant teaching record including completed professional development courses may be offered a place in M Philosophy (Education). M Philosophy students may be offered the option to upgrade to a PhD after one year of candidature if they have demonstrated their ability to undertake research at a doctoral level. This may require a revised research proposal to be submitted. Every application is assessed on a case-by-case basis. If you are seeking entry based on alternative qualifications and experience these should be highlighted in your CV with any evidence included in your application documents.

English Proficiency (For International Students only)

As English is the language of instruction at the University of Newcastle, proficiency in speaking, listening to, reading and writing English is essential. All international RHD applicants must provide evidence of their proficiency at the time of application. Applicants should submit the results of a suitable English language test such as IELTS which has been undertaken within two years of the date of application. If a student is not deemed to have satisfied the English proficiency criteria they may be required to undertake an English Language Intensive Course for Overseas Students (ELICOS) before the commencement of their enrolment

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7 FACULTY OF EDUCATION AND ARTS - RHD

Selecting a Research Topic Completing a research degree means becoming an expert in your field. It’s your opportunity to take a topic, explore it in depth, tackle intellectual, creative and practical challenges, and communicate your findings. Not everyone who is thinking about enrolling in an RHD will have a clear research project in mind. Some may decide to expand on a research topic that they explored in their Honours Year or postgraduate coursework project. Others may select a research topic that matches the research interests of a supervisor they wish to work with, while others may have been assigned a broad topic attached to a research project that they need to refine. Some students have an area that they have been interested in years and now wish to research. However you choose your topic there are some things to keep in mind. •

You will be working on your research topic for between two and four years (full-time equivalent) so it should be something that you have a deep interest in and are passionate about.

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Keep your topic to the point – you will need to refine that area of interest into one central research question

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It will need to produce original findings so research what has already been done in the area to find the gap in the knowledge and ensure you are not duplicating prior research

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Think about the importance of your research area asking questions such as “why is it important? What is interesting about this? What use is it? What is its significance?”

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At the same time that you are developing your research question think about how you are going to answer it- that is, what methodologies you will employ. Know that particular methodologies answer only certain kinds of questions and frame your question accordingly

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Consider what resources and information you will require to answer your research question and whether you will realistically be able to access them

Writing a Research Proposal Once you have decided on a topic you will need to write an outline of what it is you wish to research to submit along with your application. The research proposal will need to address the following areas:  Title  Introduction, with research aims/questions and anticipated contribution to new knowledge in the field  Background  Brief review of literature  Proposed methodology (if relevant)  Resources needed to carry out research (with approximate costs)  Timeline The University of Newcastle Research proposal template (found on the next page) will assist you in developing your research proposal.

If you have identified potential supervisors you should discuss your research topic with them to determine if your research idea is viable and can be supported and supervised within the School. You will continue to develop your research question and methodologies throughout the early stages of your RHD and under the guidance of your supervisor so you don’t need to know all the questions (or answers) yet.

8 FACULTY OF EDUCATION AND ARTS - RHD

Research Proposal Template When preparing an application for entry into a research higher degree program it is necessary to supply a clear statement describing the proposed area of research (a research proposal). Consultation with a faculty or school academic staff member in the research area of interest is recommended prior to submission of an application. Liaising with an academic allows you to frame the proposal to align with established disciplines and areas of supervisor capacity. You must write your own research proposal and reference accordingly. The exception is when your potential supervisor finalise the research proposal with you, for a specific research project that has already been defined. www.newcastle.edu.au/current-students/support/new-students/academic-integrity-module General Length:

From one to three pages is often suitable, depending on the area of research.

Detail: The following outline may be used as a guide. You should consider each of the areas that will be relevant to your research. Minimum: The recommended minimum requirements are identified with an asterisk (*). Research topic/title* An initial working title should be provided and should describe the content and direction of your project. For example: A template for assisting research students in the development of a research proposal. Background What is already known or unknown? Set the scene. Aims* What do you want to know, prove, demonstrate, analyse, test, investigate or examine? List your project aims in a logical sequence. For example: The aim of this project is to: a) Provide an outline of a research proposal b)

Enable a prospective student to prepare a research proposal

Methodology* How do you anticipate you will achieve these aims?* What do you need? (specify any special equipment, software or material) Can you access necessary data or expertise? Do you require particular resources?* Are there barriers or pitfalls? Does the project involve human ethics, animal ethics or safety implications? Is travel or fieldwork required? If so, where to, how long and at what intervals? Expected outcomes, significance or rationale Why is it important? What do you expect it will deliver? What are the expected outcomes? Establish the importance of your project by highlighting its originality or why it is worth pursuing. Highlight the benefits, positive expected outcomes or innovative applications of knowledge. Timetable* Indicate the timeframe for each broad stage considering literature surveys, data collection, production, modelling, review, analysis, testing, reporting, chapter and thesis writing, and thesis submission date.

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Finding a Supervisor All research degree candidates require a Principal Supervisor and at least one Co-Supervisor. As a prospective RHD student, it is a good idea to start actively searching for a potential Principal Supervisor in your chosen field in the Faculty before you submit your application. It is not necessary to find a supervisor before you apply for an RHD. However be aware that if you have not found a supervisor before you apply the school will assign supervisors to you based on your research proposal. Additionally applications with identified supervisors are fast tracked through the system. Talking to prospective supervisors may help you to gauge how well you will interact with them so that a relationship can be developed that will need to be maintained for a number of years. You should find out about the research profile of your preferred Principal Supervisor/s, paying particular attention to research funding, current and past RHD supervision experience, and research publications. Read their published work, look at their current research projects, and see how you can align your own proposed research topic with their research interests and directions. Once you have identified potential supervisors make contact with them. As academics are busy people it is best that the initial contact is made via email. In the email introduce yourself, including details of your educational background and your research topic ideas. If possible ask to meet with the academic face-to-face or talk on the phone or via Skype. Talking to one supervisor should not preclude talking to others as well - donâ&#x20AC;&#x2122;t be shy to shop around.

Where to start On the following pages (from page 14) you will find details of the areas of research that are currently available for RHD study, as well as examples of current RHD research projects. From these you can determine areas that align with your research interests and potential supervisors. Each supervisorâ&#x20AC;&#x2122;s research profile can be viewed online to determine which one aligns best with the proposed research project. We strongly recommend that you contact your potential supervisor for discussion on possible research projects before applying. This will allow you to frame your proposal to align with established disciplines and areas of supervisor capacity.

If your potential project aligns with more than one research area it is possible to have a supervisory team that spans more than one discipline or Faculty so make sure you search across different fields. Remember that you will need to enrol in the program that aligns with your principal supervisor. A list of RHD programs aligned with the Faculty of Education and Arts can be found on page 62.

10 FACULTY OF EDUCATION AND ARTS - RHD

What Study options are available while completing an RHD? Completing an RHD full time is like a full time job. Candidates generally work on their research 9am to 5pm, Monday to Friday from January to December with four weeks off for recreational leave usually over the summer period. However for students who do not have the time or financial resources to commit to full-time study there is the option of completing an RHD part-time. Students enrolled part-time are expected to spend about 15-20 hours per week working on their project. This of course will mean that the time to completion of the RHD will be longer (up to eight years for a PhD) so will require a long-time commitment. It is recommended that whenever possible students enrol in an RHD full-time. An added advantage of full-time candidature is that you can fully engage in the research culture of the Faculty, take advantage of all training opportunities that are offered oncampus and develop relationships with peers who will support you throughout your candidature. International students – it is a condition of your visa to study full-time. If you are not based in Newcastle but wish to complete an RHD under the aegis of a FEDUA academic it is possible to enrol as an ‘off-campus’ student. You will need to demonstrate that you have the resources and ability to satisfactorily undertake the program without the face-to-face supervision and facilities that on-campus enrolment provides. It may be necessary for the off-campus student to travel to Newcastle occasionally (if possible) to meet the requirements of their RHD candidature, and to also participate in RHD student events and training. The University of Newcastle also has campuses at Ourimbah, Sydney and Port Macquarie where offcampus students may be able access resources, such as study rooms or library services. If circumstances change for our students, as they often do, it is possible to change between full-time and part-time study, as well as off-campus and on-campus enrolment throughout the RHD candidature.

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Why study with the Faculty of Education and Arts? FEDUA is the largest faculty at the University of Newcastle, with over 9500 students and more than 350 Research Higher Degree (RHD) candidates from across the globe. A wide range of innovative and world-class undergraduate, postgraduate, and research degree programs are provided across disciplines in the Schools of Creative Arts, Education, and Humanities and Social Sciences. The latest QS world university subject rankings accorded FEDUA’s research area of Linguistics in the top 100 in the world while the areas of Education and Training, and English Language and Literature featured in the top 200 universities in the world further strengthening our international reputation. Physical Activity and Nutrition, has also been recognised as well above world standard by the Australian Research Council’s Excellence for Research in Australia (ERA), while Social Work, Sociology, Literary Studies, Historical Studies and Religion and Religious Studies were rated as above world standard or better. ERA serves to identify and promote excellence across the entire spectrum of research activity in Australia’s higher education institutions. FEDUA’s RHD students are engaged in a wide range of fascinating, innovative research projects. These range from The Traditional Music of East Timor, to Improving the Health and Well Being of Adolescent Boys from Disadvantaged Communities, and The Portrayal and Implications of Feminine Ageing in Latin Literature.

The FEDUA Advantage If you choose to join our promising cohort of RHD students, you will experience a rich intellectual and research environment. The FEDUA RHD Advantage package is designed to support the development of our next generation of researchers and includes: • A thorough induction process to help make the transition to postgraduate research easier • A wide-ranging program of workshops, seminars and courses designed to enhance students’ research skills, enable students to connect and interact with other students and provide timely support at key moments in candidature • Awards and prizes celebrating graduate research achievements and contribution to the University of Newcastle’s (UoN) research culture • Access to resources tailored to FEDUA’s diverse graduate research cohort.

FEDUA academics are experienced in supervising RHDs that produce theses of various formats including: 1. A conventional written narrative presented as typescript 2. A thesis by publication consisting of a number of published papers linked by a thesis statement 3. A combination of conventional and publication formats 4. Major creative work and exegesis

12 FACULTY OF EDUCATION AND ARTS - RHD

Applying for a Research Higher Degree Once you have decided on your program and finalised your research proposal you can apply for admission to an RHD. Both domestic and international students apply for research higher degree admission online. Access to the on-line application system is available at http://www.newcastle.edu.au/research-and-innovation/graduate-research/phd-and-researchdegrees/apply-now During the application process you are required to complete an application form as well as upload your research proposal, all educational transcripts, CV and any other relevant documents such as English proficiency test results or publications. You can indicate on the application form if you wish to apply for a scholarship or have spoken to a potential supervisor. There are no closing dates for RHD applications – enrolments are on a rolling basis meaning you can commence your RHD at any time suitable to you. Your proposed commencement date should be indicated on the application form. Once you have uploaded your application along with all required documentation the application will be sent to the Faculty of Education and Arts for an academic assessment and determination. Approval requires that: • an applicant is appropriately qualified •

there are projects available within the applicant's areas of research interest

•

the school can provide supervision and resources

Assessment times can vary. Please allow around six weeks before contacting the Office of Graduate Studies. Please note that if you have failed to provide the necessary information and documentation assessment can be significantly delayed. Applications that indicate that a supervisor has been approached and provides evidence of the agreement will be fast-tracked. If you require an admission offer by a specific date to eligible for a scholarship or other financial opportunity please indicate this clearly in your application. Outcome You will be notified of the outcome of your application via email and hard copy letter. The letter will outline your program, supervisory arrangements and other details relevant to your initial enrolment. Conditions may be placed on an offer of admission such as enrolment in prescribed courses. The offer may also be conditional upon receipt of further evidence from you. It is important that you attend to any conditions promptly to avoid delays in commencement.

13 FACULTY OF EDUCATION AND ARTS - RHD

Financial Support There are currently no tuition fees and no HECS debt for DOMESTIC students completing an RHD. International students are required to pay tuition fees. The indicative annual cost of a research degree with the University of Newcastle is between AU$22,480 and AU$30,240 depending on your chosen degree. Some students may receive sponsorship from their home government, university or employer to complete an RHD. For others financial support will be required. Scholarships can be applied for that will help a student to support themselves during the completion of an RHD. Scholarships provide a living allowance, indexed annually for all students as well as fee waivers and overseas health cover for international students. Three scholarship rounds are conducted annually by the University of Newcastle. The main round closes on 31 October each year with additional smaller rounds closing in March and June. However, scholarships funded by the Australian Government and the University are extremely competitive and difficult to win. Once you satisfy the eligibility criteria a scholarship score is assigned based on three components: undergraduate GPA; research experience, and research publications. The higher your score the greater your chance of being awarded a scholarship. Therefore when applying for a scholarship it is important to include all relevant information to make your application as competitive as possible. This includes: •

Undergraduate degree transcripts (in English)

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Postgraduate study transcripts (in English) and including any details of any research component such as thesis or research methodology courses

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Any research experience – listed separately and including details of the duration of each

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All research publications (in English) – only articles in peer-reviewed journals will be scored and only if they can be verified through an on-line search or through provided copies.

You will be advised via email of the outcome of your scholarship application. First round scholarship offers must be accepted within 28 days.

Scholarship Eligibility To be eligible for a scholarship students must satisfy certain criteria: • a grade point average (GPA) of greater than 5.25/7. GPAs are calculated on your undergraduate degree, even if it was completed many years ago or you have completed further study since then. • An Honours year with an Honours 1 (Distinction) result. However if you have completed a masters by research degree, a masters with a thesis component of greater than 20% or have published 1 or more articles in journals (must be peer reviewed) then you may be deemed ‘Honours equivalent’. • For international students only –the minimum English requirement must be satisfied. The best way to prove your English proficiency is through an IELTS test score. Your overall score must be 6.5 or higher with no individual score less than 6.0. Please note that if you come from a country where English is only one of a number of official languages you will still need to prove your English proficiency.

If you are unsuccessful in your scholarship application you should try to make your application more competitive by gaining some research experience or publishing in a peer-reviewed journal before applying again.

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SCHOOL AND SUPERVISOR INFORMATION

15 FACULTY OF EDUCATION AND ARTS - RHD

SCHOOL OF HUMANITIES AND SOCIAL SCIENCE The School of Humanities and Social Science is comprised of a community of scholars that provide a comprehensive, high quality and stimulating learning environment informed by rigorous, evidence-based critical inquiry and research. Our most highly ranked disciplines include Social Work, which scored a 5 for research in the recent national Excellence for Research in Australia (ERA) ratings, while Linguistics (top 100), Sociology, (top 200) and English Language and Literature (top 200) have all been ranked among the best universities in the world in the 2014 and/or 2015 QS World University Rankings by Subject. Other areas of particular interest to prospective RHD candidates include: •

Endangered Languages Documentation, Theory and Application (ELDTA) – The program boasts an impressive group of RHD students from across the globe

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Speech Pathology - The research team have recently secured numerous external grants, including a recent National Health and Medical Research Council (NHMRC).

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Religion, Marxism and Secularism – This group includes prolific researcher Roland Boer.

RESEARCH and TEACHING DISCIPLINES: Ancient and Modern History Classical and Modern Languages English Literature and Creative Writing Linguistics Media and Cultural Studies Philosophy and Religion Politics Sociology and Anthropology Community Welfare (professional discipline) Social Work (professional discipline) Speech Pathology (professional discipline) Theology (professional discipline)

RHD programs in the School of Humanities and Social Science are offered at both the Callaghan and Ourimbah campuses and our RHD students enjoy a stimulating and supportive environment at both discipline and School level.

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Ancient History and Classical Languages Why Study With Us? The discipline of Ancient History and Classical Languages at UoN provides courses on the history, culture and literature of Ancient Greece and Rome, supported by Greek and Latin language courses. Emphasis is on promoting a superior understanding of ancient culture by close reading of ancient texts, as well as applying contemporary techniques to analysis of all aspects of the ancient world. The approach to the ancient world is multidisciplinary, and is intended to provide perspectives on the role played by the ancient cultures of Greece and Rome on the development of the modern world. Subjects covered What You Can Study include the social and political life of ancient societies, classical literature and mythology, and its reception, as Research Proposals are well as a limited amount of archaeology, with an invited in the following areas: emphasis on the shape of urban life. The discipline  Roman History (Later subscribes to the Australian Archaeological Institute at Republic, Early Empire) Athens and keeps abreast of contemporary  Alexander and his developments in the archaeological field internationally. Successors Research in the discipline at UoN covers a wide field of  Suetonian Biography interest, but a particular strength of the group is in  Gender and Reception Roman History and Literature. Individual highlights include the history and historiography of Alexander the Great and his successors, as well as work on gender and reception. Ancient History and Classical Languages at UoN has particular strengths in the area of Alexander the Great and his successors, and late Republican and early Imperial Rome. Other significant highlights include Roman social history, ancient biography, gender and sexuality, and the reception of Classical culture. Methodologies Employed In Research Modern study of the ancient world is at the forefront of advanced approaches to texts and images. Computer-generated word searches and the use of virtual reality models were pioneered by Classical scholars. At UoN, researchers use these and also continue to value more traditional tools. Highlights include Classical Reception and Ancient Historiography. Current Student Research Projects: • • • • •

National Identity, the Auteur and the Greek World on Film Oral Tradition and Aeschylus: Structure and Meaning in the Persians Marguerite Yourcenar: A Quest for Ataraxia; a Locus Amoenus Hindered by Absence and Presence The Tyranny of the Dionysii and the External Influence of Power Over Syracuse in the 4th and 5th Centuries BC The Portrayal and Implications of Feminine Ageing in Latin Literature

17 FACULTY OF EDUCATION AND ARTS - RHD Who Can You Study With? Dr Elizabeth Baynham (Alexander and his Successors) Elizabeth.Baynham@newcastle.edu.au http://www.newcastle.edu.au/profile/elizabeth-baynham Dr Jane Bellemore (Caesar and Early Imperial Rome; War in the Roman World) Jane.Bellemore@newcastle.edu.au http://www.newcastle.edu.au/profile/jane-bellemore Dr Marguerite Johnson (Sappho, Reception Studies, Ancient Magic, Greek and Latin Literature, Gender and Sexuality) Marguerite.Johnson@newcastle.edu.au http://www.newcastle.edu.au/profile/marguerite-johnson Mr Hugh Lindsay (Early Imperial Rome, Roman Social History, Suetonius and Ancient Biography, The Geography of Strabo) Hugh.Lindsay@newcastle.edu.au http://www.newcastle.edu.au/profile/hugh-lindsay Mr Terence Ryan (Roman Republican History, ancient Sparta, Greek and Roman erotic poetry, the Celts in antiquity) Terry.Ryan@newcastle.edu.au http://www.newcastle.edu.au/profile/terry-ryan

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English and Writing Why Study With Us? The QS World University rankings place UoN among the top 10 English departments in Australia and in top 149 in the world. In the ERA assessment, the discipline is rated 3 in the World Standard category. The discipline engages in exciting collaborative projects such as the Early Modern Women’s Research Network, the Centre for Literary and Linguistic Computing, and the Detective Fiction Research Cluster. Children’s/ Young Adult Literature is also an important focus. The UoN creative writing program is one of the oldest and most successful programs in the country. It has produced an enviable list of writers who have won top awards such as the Queensland Premier’s Award for Short Fiction and the What You Can Study NSW Premier’s Award for First Novel. As one of the top-rated English departments in Australia, the discipline’s dynamic, innovative team believes in a synthesis of research and teaching. Its approach to literature and writing offers a unique blend of criticism and creativity. Our engaged and experienced supervisors enjoy close links with the Hunter Writers Centre and the Newcastle Writers Festival. They provide a nurturing and proving ground for writers to ensure research projects are developed to their full potential. The department values indigenous knowledge, the role of critical and creative reading in developing research projects, and the close relationship between criticism and creativity. This focus is central to the approach to both literary studies and creative writing. With extensive records in research publications and supervision experience, the discipline’s expertise covers a wide range of fields such as Renaissance Literature, 19th Century Literature, Modern and Contemporary Literature, Postcolonial Studies, Critical Theory, Children/ YA Literature, Fantasy Literature, Indigenous Studies and Creative Writing.

Research Proposals are invited in the following areas:  Detective Fiction  Theory and History of the Novel  19th Century Literature  Comparative Literature  Renaissance Literature  Women’s Writings  Literary Computing  Indigenous Literature  Modern and Contemporary British/American Literature  Contemporary Australian and World Poetry  Popular Culture  Children’s Literature  Fantasy Literature  Creative Writing (Literary Nonfiction, Short Fiction, Novel and Poetry)

Methodologies Employed In Research Teaching and research are mutually reinforcing, with the knowledge gained in research feeding our teaching and the insights gained from teaching fuelling our research. We employ interpretive analysis and close reading of texts, informed by knowledge of critical frameworks and theory. Our research is also practice-led, focussing on the immediate relationship between research and outcomes, and recognising research as a process of discovery. We aim for a balance of criticism and creativity and engage with Indigenous ways of research and knowledge.

19 FACULTY OF EDUCATION AND ARTS - RHD Current Student Research Projects • • • • • • •

'The Convergence of the Twain': Romanticism and Naturalism in Thomas Hardy's Tragic Novels The Specular Selves: the Life and After-life of the Image in the Harry Potter Sequence The Moment of Transformation: Women, Animals and Power Within Revisionist Fairy Tales Exploring the Experiences of a Light-Horseman Through Creative Non-Fiction Drawing on the Life of my Grandfather Who's Speaking Please? An Exploration of Voice and Position in Young Adult Fiction The Moving and Sorrowful Voice That Cries Out: Trauma and Post-Structuralism in Turner Hospital's Fictional Prose Hybridity and the Post-Human in Contemporary Women's Literature

Who Can You Study With? Prof Hugh Craig (Renaissance, World Literature, Literary Computing, Literature and Media) Hugh.Craig@newcastle.edu.au http://www.newcastle.edu.au/profile/hugh-craig A/Prof Ros Smith (Renaissance, Early Modern Women’s Literature, True Crime, Contemporary Australian Fiction) Ros.Smith@newcastle.edu.au http://www.newcastle.edu.au/profile/ros-smith Dr Jesper Gulddal (19th Century Literature, History and Theory of the Novel, Detective Fiction, Literary Theory) Jesper.Gulddal@newcastle.edu.au http://www.newcastle.edu.au/profile/jesper-gulddal Dr Caroline Webb (SF and Fantasy Literature including Children’s/YA Fantasy Literature, Modernist Literature, Contemporary British Women’s Fiction) Caroline.webb@newcastle.edu.au http://www.newcastle.edu.au/profile/caroline-webb Dr Patricia Pender (Early Modern Women’s Literature, Jane Austen, Literature and Film, Popular Culture, Contemporary Women’s Literature) Patricia.J.Pender@newcastle.edu.au http://www.newcastle.edu.au/profile/patricia-j-pender Dr Brooke Collins-Gearing (Indigenous Literature, Postcolonial Literature, Children’s Literature) Brooke.Collins-Gearing@newcastle.edu.au http://www.newcastle.edu.au/profile/brooke-collins-gearing Dr Emmett Stinson (Modern American Literature, Contemporary Literature, Critical Theory, Publishing) Emmett.Stinson@newcastle.edu.au http://www.newcastle.edu.au/profile/emmett-stinson Dr Keri Glastonbury (Contemporary Australian Poetry, Nonfiction, Creative Writing) Keri.Glastonbury@newcastle.edu.au http://www.newcastle.edu.au/profile/keri-glastonbury Dr David Musgrave (Contemporary Australian Poetry and Novel, the Satire, Creative Writing) David.Musgrave@newcastle.edu.au http://www.newcastle.edu.au/profile/david-musgrave A/Prof Kim Cheng Boey (Travel Writing, Modern/ Contemporary American/ Irish Poetry, Creative Writing) Kimcheng.Boey@newcastle.edu.au http://www.newcastle.edu.au/profile/kimcheng-boey

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Film Media and Cultural Studies Why Study With Us? Embarking on RHD research within the discipline of Film, Media and Cultural Studies (FMCS) at the university offers candidates the opportunity to produce original, world-class research with guidance from supervisors well qualified in a wide range of relevant subject areas. FMCS RHD candidates undertake research work enabling the development of important transferable personal and professional postgraduate skills including: high-level information sourcing, processing and interpreting, critical analysis, lateral thinking, adaptability, oral and written communication, creativity and initiative, and institutional engagement. Academics in the discipline of film, media and cultural studies are active researchers in contemporary film and cultural studies, with particular strengths in film theory and history, television, gender and the media, popular culture, the internet and new media technologies. FMCS is a small but productive discipline of researchers publishing in diverse, often interdisciplinary areas, such as sociology, literature, history, philosophy and creative and performing arts. Recent research outputs in the discipline include books, book chapters and peer-reviewed journal articles as well as a range of other diverse publications Methodologies Employed In Research

What You Can Study

Researchers in FMCS employ the following methodologies in their research: Textual analysis, theory, content analysis, genre analysis, feminist studies, authorship studies, critical discourse analysis, institution studies, audience and reception studies, political economy, postcolonial studies, visual ethnography, web and on-site archive research, historical and contextual analysis.

Research Proposals are invited in the following areas:  Film theory and history  Television Studies  Gender and Sexuality in The Media  Popular Music and Culture  European Cinema  The Internet and Social Media  Postcolonial Studies  Contemporary World Cinema  Race and Ethnicity in Media Cultures  Identity And Taste in Consumer Culture  Media Structures and Institutions  New Media Technologies

Current Student Research Projects • •

•

Contesting the 'Obsolete': An Investigation of Small-Scale Music Practitioners in Australia Where in the World is Andy Lau? Putting the 'Popular' Back into Studies of Hong Kong Popular Entertainment The Return of the 1920s in recent television and film

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Who Can You Study With? A/Prof Marjorie Kibby (Popular Music and Culture, The Internet, Social Media and Digital Labour, Popular Culture, Media Representations of Identity, New Media Technologies, Gender in the Media, Web-Based Research, Teaching and Learning) Marj.Kibby@newcastle.edu.au http://www.newcastle.edu.au/profile/marj-kibby Dr Hamish Ford - Head of Discipline (Film Theory and History, Post-War European Cinema, Cinema and Philosophy, Post-Colonial Studies, Contemporary World Cinema, Film Modernism, Documentary Cinema, Race and Ethnicity in Media Cultures, Politics and Media Culture) Hamish.Ford@newcastle.edu.au http://www.newcastle.edu.au/profile/hamish-ford Dr Rebecca Beirne (Television Studies, Gender, Sexuality & LGBTIQ Studies, Film Studies, Media Audiences and Consumption, Race and Ethnicity in Media Cultures, Postcolonial Studies, Documentary Film and Television, Popular Culture, Media Institutions, Comics and Graphic Novels) Rebecca.Beirne@newcastle.edu.au http://www.newcastle.edu.au/profile/rebecca-beirne

22 FACULTY OF EDUCATION AND ARTS – RHD

History Why Study With Us? History encourages a critical, analytical and reflective view of the past that is essential in understanding the present. The subject investigates a broad array of evidence from memories to material remains, from literary culture to popular culture, as well as newer forms of visual, aural and digital evidence. The History discipline at UoN is renowned for the quality of its teaching, as evidenced by multiple teaching awards and positive survey results. We have several internationally profiled researchers in their fields of specialism. Several Newcastle historians have been recognised through research excellence or literary excellence awards, most notably Philip Dwyer, winner of the National Biography Award in 2008. He was also shortlisted in 2008 for his work, ‘Napoleon: The Path to Power, 1769–1799’ in the Prime Minister’s Literary Awards. Studying History also develops invaluable transferrable skills in research, critical analysis and communications. These qualities are highly sought after by employers, enhancing graduate employment prospects. The discipline of History offers a rich research environment, with the guidance of highly successful researchers who hold ARC Linkage and Discovery What You Can Study Project grants and Future Fellowships. They are Research Proposals are invited in also affiliated with the University’s Centre for the the following areas: History of Violence and have received teaching  History of violence awards at national, state and university level, as  Australian history well as research excellence awards.  Atlantic history  Ottoman history Methodologies Employed In Research  Women's history/feminist history • Analysis of evidence in both primary and  Australian foreign and defence secondary source material policy • Source criticism  Napoleonic Europe • Archival research  Cultural history including • Historiographical analysis and critique religion • Empiricism  Australian and international • Oral history wine studies • Textual analysis  Global Indigenous history  Diaspora and transnational Current Student Research Projects history • Early Seamen's Missions in the British World  Urban and regional history (especially Newcastle) • A Biography of Gertrude Bell, 1868 – 1926 • The Politics of Piety: George And Thomas Boleyn in the English and European Reformation, 1520-1539 • In Search of George Wenham: An Aboriginal Anzac and the History of Denial • Political Persuasion and Propaganda in English Religious Practices during the Wars of the Roses 1450-1509 • Violence, Intervention and Reform: Armenians, Jews and Asian Christians in the Context of Western Diplomacy 1895-1917 • "Wild Humours" of the Common People: The Emotions During the Wars of the Three Kingdoms 1639-1653 • The Relationship between struggles for Aboriginal Liberation and the Socialist and Trade Union Movements in Australia 1917 – 1939

23 FACULTY OF EDUCATION AND ARTS â&#x20AC;&#x201C; RHD Who Can You Study With? Professor Philip Dwyer Philip.Dwyer@newcastle.edu.au http://www.newcastle.edu.au/profile/philip-dwyer Professor Roger Markwick Roger.Markwick@newcastle.edu.au http://www.newcastle.edu.au/profile/roger-markwick Associate Professor Wayne Reynolds Wayne.Reynolds@newcastle.edu.au http://www.newcastle.edu.au/profile/wayne-reynolds Associate Professor Victoria Haskins Victoria.Haskins@newcastle.edu.au http://www.newcastle.edu.au/profile/victoria-haskins Associate Professor Hans Lukas Kieser hanslukas.kieser@newcastle.edu.au http://www.newcastle.edu.au/profile/hanslukas-kieser Dr James Bennett J.Bennett@newcastle.edu.au http://www.newcastle.edu.au/profile/j-bennett Dr Nancy Cushing Nancy.Cushing@newcastle.edu.au http://www.newcastle.edu.au/profile/nancy-cushing Dr Kit Candlin Kit.Candlin@newcastle.edu.au http://www.newcastle.edu.au/profile/kit-candlin Dr Matthew Lewis Matthew.Lewis@newcastle.edu.au http://www.newcastle.edu.au/profile/matthew-lewis Dr Kate Ariotti Kate.Ariotti@newcastle.edu.au http://www.newcastle.edu.au/profile/kate-ariotti

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Language and Language Studies FRENCH STUDIES Why Study With Us? With a strong tradition of collaborative research, the team regularly publishes in highly rated journals, including co-authoring with RHD students and crossdisciplinary supervisions, especially with the English and Creative Writing discipline. Internationally, the discipline is aligned with the ReFrance Research Centre at Nottingham Trent University (UK). The research areas covered by the staff in French Studies are primarily literary. Our most specific and internationally recognized areas of expertise are Boris Vian, Crime Fiction and Translation Studies. We also publish more broadly in the area of textual analysis. Recent books include: Marie-Laure Vuaille- Barcan, Acier austral (translation, L’Harmattan, 2015) Alistair Rolls, Paris and the Fetish: Primal Crime Scenes (Rodopi, 2014) Alistair Rolls, Jean Fornasiero and John West-Sooby (eds), If I Say ‘If’: The Poems and Short Stories of Boris Vian (University of Adelaide Press, 2014) Marie-Laure Vuaille-Barcan, Transfert de langue, transfert de culture (Peter Lang, 2012)

What You Can Study Research Proposals are invited in the following areas:  Crime Fiction (French and Anglo-Saxon), especially the Série Noire, translation projects, both practical and theoretical  20th/21st Century French Literature, especially the works of Boris Vian

Methodologies Employed In Research Literary analysis is at the heart of French Studies research at the University of Newcastle. Our work is informed by post-structuralist thinkers, especially Roland Barthes, and the deconstructionists of the Yale School. More specifically, we have produced books on intertextuality and paratextuality. Typically students complete their thesis in their mother tongue unless they can demonstrate a nearnative proficiency in French. Who Can You Study With?

Alistair Rolls and Marie-Laure VuailleBarcan (eds), Masking Strategies: Unwrapping the French Paratext (Peter Lang, 2011)

Associate Professor Alistair Rolls (literary supervision) Alistair.Rolls@newcastle.edu.au www.newcastle.edu.au/profile/alistair-rolls

Jo McCormack, Murray Pratt and Alistair Rolls (eds), Hexagonal Variations: Diversity, Plurality and Reinvention in Contemporary France (Rodopi, 2011)

Dr Marie-Laure Vuaille-Barcan (translation studies) Marie-laure.Vuaille-barcan@newcastle.edu.au www.newcastle.edu.au/profile/marie-laurevuaille-barcan

Alistair Rolls and Deborah Walker, French and American Noir: Dark Crossings (Palgrave Macmillan, 2009)

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JAPANESE STUDIES Why Study With Us? The School’s Japanese Studies researchers have produced masters and doctoral theses in the fields of Japanese literature and history. Our graduates include a full-time translator of waka poems who has received the most prestigious Donald Keene Prize for Translation of Japanese Literature. What You Can Study Japanese Studies offers supervision in diverse Japanrelated areas such as intellectual, literary, cultural, social, political, and military history, international relations, and translation studies. The current academics at UoN specialise in intellectual history in the Meiji era and socio-economic conditions in Northeast and Southeast Asia during World War II. Students who are interested in these fields are especially encouraged to apply. Supervisions in other fields in Japan Studies are also available. Methodologies Employed In Research

Research Projects are invited in the following areas:  Japanese studies (general)  Japanese intellectual and cultural history  Japanese military history, social history  Japanese classical and modern literature  Japan’s relations with East and Southeast Asia.

Researchers in Japanese Studies are normally expected to be competent in using Japanese language materials and write in English, both at an advanced level. If the research concerns international relations involving other countries in East and Southeast Asia, researchers are encouraged to use relevant materials in other languages such as Indonesian, Chinese, Korean, Dutch, and French. Who Can You Study With? Dr Graham Squires (Intellectual history in the Meiji period and Japanese-English translation) Graham.Squires@newcastle.edu.au www.newcastle.edu.au/profile/graham-squires Dr Shigeru Sato (Socio-economic impact of World War II in Southeast Asia; Successfully supervised Literary Studies research, including an award-winning translation of Japanese poetry) Shigeru.Sato@newcastle.edu.auw www.newcastle.edu.au/profile/shigeru-sato Current Student Research Projects in Language Studies • • •

•

BORIS VIAN: (non) CONFORMIST The Translation of Two Collections of Short Stories in a Theoretical Context The Hoaxer Hoaxed: Franco-Australian Post-War Literary Relationships Expanding Literary Hoax Theory The Use of Multi-Dimensional Compensation Strategies from Functionalist and Literary Translation Perspectives - The Contemporary Australian Novel Stepper by Brian Castro: A Case Study Georges Simenon and the Terrain Vague: Indirect Representations of War

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Linguistics Why Study With Us? Linguistics at UoN was ranked in the top 100 in the recent QS World University Rankings. Our history of success in achieving competitive national and international grants enables us to offer PhD scholarships in our priority area of endangered languages research. Linguistics at The University of Newcastle has two main research strengths. First, The Endangered Languages Documentation, Theory and Application (ELDTA) Research Program has a specific focus on researching What You Can Study previously undescribed and under-described indigenous languages of Australia and the Pacific Research Proposals are invited in region. the following areas: Our researchers have extensive expertise in all aspects of endangered language research, including documentation fieldwork and recording techniques, linguistic annotation tools, digital archiving, linguistic analysis and grammar writing, and the investigation of aspects of issues of wider scientific and socio-cultural significance in regional endangered languages.

 Language documentation and description  Australian and Pacific indigenous descriptive language projects  Second language acquisition  Bilingualism

 TESOL. Applied Linguistics is another key strength and focus area at UoN, both through our Masters of Applied Linguistics program, and through research by academic staff and PhD students. Second language acquisition and bilingualism are key research areas and the Language and Inclusion Research Network is involved in furthering our understanding of the relationship between language competence and social integration. Our projects involve collaborations with indigenous communities across Australia and the Pacific, as well as leading Australian and international researchers in language documentation and its applications. Methodologies Employed In Research Most of the research we conduct in the field of Applied Linguistics is empirical and/or experimental in nature, and involves both qualitative and quantitative methodologies. Current Student Research Projects • •

A Descriptive Grammar of Yanyuwa: A Pama-Nyungan Language of Northern Australia The Effectiveness of Using Motivational Strategies in the Classroom on Saudi Learners EFL Achievement

• • • •

Thinking and Talking About Atolls: Spatial Reference in Marshallese Morphosyntactic Alignment in Mono-Alu (North West Solomonic) Argument Structure in Kui (Timor-Alor-Pantar language, Indonesia) Typology of Complex Predicates

27 FACULTY OF EDUCATION AND ARTS – RHD Who Can You Study With? Dr Jean Harkins (Intercultural communication and semantics, focusing on indigenous Australian languages; second language acquisition) Jean.Harkins@newcastle.edu.au www.newcastle.edu.au/profile/jean-harkins Dr Mark Harvey (Language description and documentation, focusing on indigenous Australian languages; phonology; morphology; complex predicates) Mark.Harvey@newcastle.edu.au www.newcastle.edu.au/profile/mark-harvey Dr Alan Libert (Turkic languages; artificial languages; adpositions; onomastics) Alan.Libert@newcastle.edu.au www.newcastle.edu.au/profile/alan-libert Dr Catriona Malau (Language description and documentation; Oceanic languages of the Pacific, focussing on Vanuatu) Catriona.Malau@newcastle.edu.au www.newcastle.edu.au/profile/catriona-malau Dr Christo Moskovsky (Second language acquisition; bilingualism) Christo.Moskovsky@newcastle.edu.au www.newcastle.edu.au/profile/christo-moskovsky Dr Åshild Næss (Language description and documentation; Oceanic languages, focussing on languages of Temotu Province, Solomon Islands; typology, with a focus on transitivity and argument structure) Aashild.Naess@newcastle.edu.au www.newcastle.edu.au/profile/aashild-naess Dr Bill Palmer (Language description and documentation; Oceanic languages of the Pacific, focusing on Bougainville and the Solomon Islands; syntax) Bill.Palmer@newcastle.edu.au www.newcastle.edu.au/profile/bill-palmer

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Philosophy and Religion Why Study With Us? Philosophy examines the fundamental assumptions informing people’s thinking and lives, in the process showing how they can do so for themselves. The discipline of Philosophy and Religion pursues traditional areas of philosophical inquiry: moral and political questions concerning how we should live as individuals and how we should organize our societies; epistemological concerns as to what it is to know anything, and how (if at all) we can acquire this What You Can Study knowledge; metaphysical questions concerning the Research Proposals are most general features of reality; and the critical invited in the following examination of major religious traditions. areas: Members of the discipline have collaborated with  Metaphysics researchers from the University of Hong Kong, Williams  Philosophy of College, Massachusetts, and the Academy of Chinese Science Medical Sciences, Beijing, amongst others, on research  Philosophy of and publications in the area of Philosophy. Technology  Philosophy of UoN is also home to the Religion, Marxism and Medicine Secularism research network, which brings together  Philosophy of The those interested in the intersections between religion, Good Life Marxism, and secularism. The network involves  Moral Epistemology researchers with skills from philosophy, history,  Contractarianism sociology, education, cultural studies and political theory.  Rational Choice It is also the nerve centre for a global research network, Theory with international conferences, scholarly exchanges, and  Religion In Political postgraduate students from around the world. Thought  Modern Theologies Methodologies Employed In Research  Ethics and Analytic: reflection on philosophical problems through the Economics logical analysis of key terms, concepts or propositions,  Ethics and Politics and the relations those parts stand in.  Existentialism  Post-Structuralism Continental: historical reflection on the conditions of  Philosophy and Film experience; examination of philosophical problems  Chinese Philosophy viewed as historically emergent, focusing on their  Comparative underlying assumptions. Comparative methodologies: Interpreting ideas in their literary and historical context, using the culture’s philosophical traditions; using concepts from one philosophical tradition to understand those of another. A critical, philosophical, socio-cultural and logically rigorous discourse-analysis approach to the subject area that focuses on the coherency, transmission and history of religious ideas.

29 FACULTY OF EDUCATION AND ARTS – RHD Current Student Research Projects • •

Words and the World: A Critique of Straight Solutions to Kripke’s Meaning Scepticism A Comparative Phenomenological Approach to the Philosophical Foundations of Chinese Science

•

Time, Space and Utopian Home: Ernst Bloch's Interpretation of Marxism and Religion

• •

Calvinism: An Exploration of Orthodoxy and Heresy The Nature of Authentic/Inauthentic Existence in Karl Barth's Theology of PrayerWhat is 'Baptism in the Holy Spirit' in Luke-Acts? A Narrative-Socio-Historical Approach to Defining the Distinctive(s) of Baptism in the Holy Spirit A Theology of the Land: Terra Australis from Christian - Indigenous Perspectives Bonhoeffer's Eco-Theological Ethic and Anthropogenic Climate Change

• •

Who Can You Study With? Professor Roland Boer Roland.Boer@newcastle.edu.au http://www.newcastle.edu.au/profile/roland-boer Dr Chris Falzon Chris.Falzon@newcastle.edu.au http://www.newcastle.edu.au/profile/chris-falzon Dr Yin Gao (co- supervisor) Yin.Gao@newcastle.edu.au http://www.newcastle.edu.au/profile/yin-gao Dr Tim Stanley Timothy.Stanley@newcastle.edu.au http://www.newcastle.edu.au/profile/timothy-stanley Dr Joe Mintoff Joseph.Mintoff@newcastle.edu.au http://www.newcastle.edu.au/profile/joseph-mintoff Dr John Wright John.Wright@newcastle.edu.au http://www.newcastle.edu.au/profile/john-wright

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Social Work Why Study With Us? Social Work research at the University of Newcastle has an outstanding reputation both within Australia and internationally. It was awarded a five ('well above world standard') rating in the Excellence in Research for Australia (ERA) assessment conducted by the Australian Research Council (ARC). This is the highest ERA rating for social work in Australia and the University of Newcastle was the only university to receive a five in this field of research. The Social Work Research Program has established a strong track record and an Excellence in Research for Australia ranking of 'well above world standard'. The overarching theme of the program's research has been the translation of theory and research to inform social policy, social What You Can Study work, education and practice. Research proposals are invited in Ongoing collaborative research including the following areas: partnerships with local and international social work  Evidence-Based Social Work academics, policy makers and social work  Knowledge Production And organisations is at the core of research in this Transfer In Social Work discipline at Newcastle.  Strength-Based Community Areas of established social work research at the Development University of Newcastle include:  Neoliberal Managerialism And • Evidence-based Social Work Its Impact On Social Work • Knowledge Production and Transfer in Social  Family Estrangement Work  Social Policy • Family Estrangement  Child Protection • Assets-Based Community Development  The Relationship Between • Neo-liberal Managerialism and its Impact on Social Work And Art Social Work  International And Indigenous • Social Policy Social Work  Social Work Supervision • Social Enterprise  Community Development And • Child Protection Natural Disasters • The Relationship Between Social Work and Art  Disability Policy And Person • International and Indigenous Social Work Centred Practice • Social Work Supervision  Child And Family Well Being • Natural Disaster Planning, Response and  Rural Social Work Recovery • • •

Social support and early childhood intervention National Disability Insurance Scheme Rural Social Work

Methodologies Employed In Research Quantitative and qualitative methods are employed in many projects which the Social Work Research Team is engaged in. Quantitative methods include surveys, demographic and statistical analysis. Qualitative methods include use of in depth interviews, focus groups, surveys and more actions research oriented methods such as co-operative inquiry and photovoice.

31 FACULTY OF EDUCATION AND ARTS – RHD Current Student Research Projects • • • •

Poverty Reduction Programs in an Integrated World Economy. The Case of Uganda Support for Children and Families Living with a Family Member with Mental Illness Supervising Supervisors: Developing Professional Supervision Practice Parents as Partners in the Treatment of Adolescent Anorexia Nervosa: Experiences and Insights for Practitioners • Decolonizing Social Work in Nepal: From Existing Trends to Needs and Processes of Indigenous Social Work Practice Fictional literature and advanced empathy skills in undergraduate social work students • Inside out approaches to intercultural community work in regional Australia • Perspectives on homeless services in Jamaica: Implications for social work practice and policy development

Who Can You Study With? Professor Mel Gray (principal supervision) Mel.Gray@newcastle.edu.au http://www.newcastle.edu.au/profile/mel-gray Dr Amanda Howard (principal supervision) Amanda.Howard@newcastle.edu.au http://www.newcastle.edu.au/profile/amanda-howard Dr Tamara Blakemore (co-supervision) Tamara.Blakemore@newcastle.edu.au www.newcastle.edu.au/profile/tamara-blakemore Dr Milena Heinsch (co-supervision) Milena.Heinsch@newcastle.edu.au www.newcastle.edu.au/profile/milena-heinsch

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Sociology and Anthropology Why Study With Us? Sociology illuminates human behaviour by looking for the links between individual experience and the social context in which we live, work and play. Its central concerns involve questioning common sense views and personal opinion by asking you to consider the social influences that shape our lives. A sociological imagination questions the way things are, in order to think about the way things could be. Anthropology is the study of humans and cultural differences, from the past to the present. To understand the full extent and complexities of cultures, and cultural understandings across all of human history, anthropology draws and builds upon knowledge from the social and biological sciences, the humanities and physical sciences. A central concern of anthropologists is the application of knowledge and experiences to the solution of human problems. The discipline of sociology at UoN received a 3 in ERA and was ranked in the top 250 in QS subject rankings. Discipline members contribute to the Newcastle Youth Studies Group; Gender and Labour in New Times; Religion and Radicalism; Centre for Social Research in Energy and Resources; The Centre for Health Professional Education; The Centre of Excellence for Equity in Higher Education; The Medical Education Unit.

What You Can Study Research proposals are invited in the following areas:  Health Sociology  Youth Sociology  Social Sociology Project enquiries welcome for all other topics related to the supervisors’ research areas.

Sociology and anthropology give you the critical thinking and research skills to put any facet of society under the microscope. Sociologists and anthropologists interrogate the way traditions and inequalities reproduce within societies undergoing the processes of rapid change. Postgraduate study in sociology and anthropology prepares you for a career in community development; development programs; human resources; policy analysis; program management; education; research; marketing and PR; social network systems; media, journalism and IT; and health and welfare services. Methodologies Employed In Research Semi-structured, structured, in-depth or narrative interviews; surveys; focus groups; visual methods; ethnography; figurative methodology; discourse analysis; mixed methods; participant observation; document analysis; narrative analysis; statistical data analysis; meta-analysis and meta-ethnography; multidimensional attitude measurement scales; causal modeling, network analysis; policy analysis; documentary and historical analysis; program evaluation; the social life of methods; non-representational methods; feminist methodologies.

33 FACULTY OF EDUCATION AND ARTS – RHD Current Student Research Projects • • • • • • • •

The Philippine Social Economy: A Case Study Hunter Business Leaders Response to Climate Change Considering Child Protection in Australia Beyond the Neo-Liberal Frame The Mental Health Experiences of Early Retired Males in the Hunter Region On the Streets: Youth Street Art in Yogyakarta as a Contemporary Assemblage The Politics and Experience of Contemporary Motherhood Moral Panics and Intergenerational conflict Queer Women in Australia and UK Punk Spaces

Who Can You Study With? SOCIOLOGY Professor Lisa Adkins (Economic sociology; social theory; feminist theory; cultural theory; sociology of gender; sociology of labour) Lisa.Adkins@newcastle.edu.au http://www.newcastle.edu.au/profile/lisa-adkins Dr Caragh Brosnan (Health and illness; medicine; complementary medicine; bioscience; professions; professional knowledge and education; higher education) Caragh.Brosnan@newcastle.edu/au http://www.newcastle.edu.au/profile/caragh-brosnan Dr Julia Coffey (Sociology of health; youth studies; sociology of gender; sociology of the body; identity) Julia.Coffey@newcastle.edu.au http://www.newcastle.edu.au/profile/julia-coffey Dr David Farrugia (Sociology of youth; rural and regional sociology; sociology of space and place; homelessness) David.M.Farrugia@newcastle.edu.au http://www.newcastle.edu.au/profile/david-m-farrugia Dr Seyed Abdolhamed Hosseini Faradonbeh (Global alternatives; Social movements including youth movements (esp. in the Middle East); Intersectional inequalities; Global crises (food, fuel and finance) and their impacts on local lives; Youth Political Identity; Cosmopolitanism, Transversalism, Open-mindedness; Globalization, Globalism, and Alterglobalization; Muslim Minorities; Ethnic Relations; Eco-sufficiency, Eco-centric and Sustainable Development in the Global South; Socioeconomic Statues, Marginalization, Identity, and Social Capital among Immigrant Communities (with stress on younger generations)) Hamed.Hosseini@newcastle.edu.au http://www.newcastle.edu.au/profile/hamed-hosseini Dr Peter Khoury (Social Policy and Social Justice; Health, Illness and Society; Sociology of the Family; Sociology of Death and Dying)

34 FACULTY OF EDUCATION AND ARTS â&#x20AC;&#x201C; RHD Peter.Khoury@newcastle.edu.au http://www.newcastle.edu.au/profile/peter-khoury Dr Terry Leahy (Food security; rural; development; sustainable agriculture; permaculture; Africa; Indonesia; environment and society; public perceptions) Terry.Leahy@newcastle.edu.au www.newcastle.edu.au/profile/terry-leahy Dr Kathleen McPhillips (Psychoanalysis and culture; religion and gender; sainthood and cultural theory; sociology of mental health; theories of post-secularism) Kathleen.McPhillips@newcastle.edu.au www.newcastle.edu.au/profile/kathleen-mcphillips Professor Pam Nilan (Youth, popular culture and gender in Australia and the Asia Pacific) Pamela.Nilan@newcastle.edu.au www.newcastle.edu.au/profile/pamela-nilan Dr Ann Taylor (Sociology of health and gender; professions, midwifery and childbirth; primary health care; qualitative methods) Ann.Taylor@newcastle.edu.au www.newcastle.edu.au/profile/ann-taylor Dr Steven Threadgold (Youth sociology; class and inequality; youth transitions; youth culture; popular culture; Pierre Bourdieu; reflexivity and youth subjectivity; moral panic; consumer culture; risk and risk society) Steven.Threadgold@newcastle.edu.au www.newcastle.edu.au/profile/steven-threadgold ANTHROPOLOGY Dr Hedda Askland (Social anthropology; community and identity; diaspora and exile; social, environmental and political change; development; youth) Hedda.Askland@newcastle.edu.au www.newcastle.edu.au/profile/hedda-askland Dr Daniela Heil (Social and cultural anthropology; medical anthropology; political economy) Daniela.Heil@newcastle.edu.au www.newcastle.edu.au/profile/daniela-heil

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Speech Pathology The Discipline of Speech Pathology encompasses learning in the fields of speech, language, fluency, voice, swallowing, and multi-modal communication or augmentative and alternative communication in children and adults with acquired or lifelong disorders affecting communication and/or swallowing. Current academic staff members supervise and conduct research into communication in healthcare settings, assessment and treatment of fluency, child speech and language, and communication in acquired neurological disorders. Why Study With Us? Being a health discipline in the Faculty of Education and Arts, and having research expertise across all domains of speech pathology, the discipline offers a very broad range of experiences to potential research higher degree students. The members of the academic staff also enjoy active collaborations with other researchers at leading national and international universities. Methodologies Employed In Research Qualitative research, quantitative research and mixed-methods research, encompassing all techniques and traditions of research in the field of Speech Pathology and Education. Current Student Research Projects • Twitter Use by People with Communication Disabilities Post Traumatic Brain Injury (TBI) • Information Content of Language Used by People with Aphasia • Development of Professional Competency: What You Can Study Critical Experiences of Marginal or Failing Research proposals are invited in the Students following areas: • Children with Autism and Their Engagement  Child And Adult Fluency and Interaction with Visual Supports in Early  Child And Adult Augmentative And Intervention Settings: A Sociotechnical Alternative Communication Investigation of Mobile Technologies for  Communication Disabilities Communication  Communication In Healthcare Interactions Who Can You Study With?  Dysphagia A/ Professor Bronwyn Hemsley  Mealtime Safety And Oral Bronwyn.Hemsley@newcastle.edu.au Care In Populations With www.newcastle.edu.au/profile/bronwyn-hemsley Lifelong Disabilities Dr Elizabeth Spencer  Social Media Use By People With Communication Disabilities Elizabeth.Spencer@newcastle.edu.au  Speech Sound Disorders www.newcastle.edu.au/profile/elizabeth-spencer  Communication In Acquired Dr Sally Hewat Neurological Disorders Sally.Hewat@newcastle.edu.au  Language And Ageing www.newcastle.edu.au/profile/sally-hewat  Clinical Education Dr Nicole Byrne  Clinical Linguistics Nicole.Byrne@newcastle.edu.au  Speech Pathology in disadvantaged www.newcastle.edu.au/profile/nicole-byrne and/or developing communities

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37 FACULTY OF EDUCATION AND ARTS – RHD

SCHOOL OF CREATIVE ARTS The School of Creative Arts offers Research Higher Degrees at the Masters and PHD level in Fine Art, Music and the interdisciplinary area called Creative and Performing Arts Our staff members have national and international reputations in performance, creative work, scholarly research and teaching. Staff members are active as artists, researchers and performers, pursuing innovative directions in the creative and performing arts. We have strong connections with Indigenous and Torres Strait Islander communities both locally and nationally (including The Wollotuka Institute, and the TSI community, Townsville). Operating at three locations, Newcastle (Callaghan), Newcastle (City) and Central Coast (Ourimbah), the School prides itself in providing high-level support to its RHD students. The School brings together national and international researchers in the creative arts, humanities, health and social sciences in collaborative engagement with communities and industries in disciplines that include: Music, Performance, Visual Communication, Art Making, Photography, Indigenous Studies, Creative Industries, New Media, and Interactive Mobile Technologies – in a conceptual and computational thinking studio study environment. An interdisciplinary research degree with the sciences, health, engineering, business, to name a few, can also be done. For research degrees based in performance or creative practice, we promote an integrated discourse where practice and theory are entwined. Practice-based research is context dependent, be it a commission for a gallery, a project linked to external stakeholders, a recording project, a public artwork, or a community-based research investigation. We engage with audiences, communities, industry and academic scholarship in various ways: • • •

•

Research through practice: the symbolic representation of the creative work; tools and techniques; methodologies; performance and production. Translation and transfer of the creative work: interpretation; uptake and negotiation; dissemination. Community relationship to the creative work: a particular community's value and use (application); modes of engagement (public art, formalised presentations, interactive, broadcast forms, and the like); new contexts and audience. Critical, speculative or theoretical essays on aspects of the creative arts.

A research group within the Faculty of Education and Arts is Collaborative Environments for Creative Arts Research (CECAR). This brings together national and international researchers in the creative arts, humanities, sciences, health and social sciences with external collaborators in the community, industry, other universities and institutes. CECAR produces new outputs and models of understanding in the science, technology and humanities disciplines, whilst generating exciting new art works that emerge from this research.

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MUSIC Why Study With Us? UoN has a vibrant and diverse music research culture. The university accommodates the study of traditional and contemporary music making practices in a stimulating intellectual environment. Music research students benefit from access to national and international experts in their field. They are encouraged to apply for scholarships and are given the opportunity to participate in forums to promote the exchange of scholarly information. Affilliations with international bodies such as Ars Electronica provide collaborative opportunities in a global context. Areas of research include music composition, instrumental/vocal performance, technology and production, pedagogy, music culture and creative practices from the broader creative industries perspective. Supervision expertise include specialists in early music, world music, composition and interactive echnologies, music and image, sonic arts and, Aboriginal and Torres Strait Islander music. Collaboration with other discipline areas is encouraged and assists in broadening the impact and scope of research undertaken. Areas of intersection include the fields of health, education, philosophy and computer science in addition to allied areas of the creative arts.

What You Can Study Research proposals are invited in across all areas of music and its related fields including:      

Interdisciplinary projects Composition Interactive technologies Music and image Sonic arts Indigenous Music

Methodologies Employed In Research Music research at UoN has a strong reputation for practice-led research. Depending on the nature of enquiry a range of qualitative and quantitative methods may be employed specific to the topic being researched Current Student Research Projects • The Songwriter/Producer in a Digitised and Connective World • The Traditional Music of East Timor • Extreme Vocal Techniques in Contemporary Heavy Music • The Relationship Between Composition, Performance and Production in Real-time Software Environments • NSW Community Music Making and Social Inclusion • Developing a Voice Control Mechanism for Guitar Timbre and Expression Control • The Concert Musician in the 21st Century • An Exploration of Piano Sonatas by Australian Composers during the period of WWII

39 FACULTY OF EDUCATION AND ARTS â&#x20AC;&#x201C; RHD Who Can You Study With? Prof Richard Vella (currently at full load) Richard.Vella@newcastle.edu.au www.newcastle.edu.au/profile/richard-vella Dr Philip Matthias Philip.Matthias@newcastle.edu.au www.newcastle.edu.au/profile/philip-matthias Associate Professor Rosalind Halton R.Halton@newcastle.edu.au www.newcastle.edu.au/profile/r-halton Dr Ian Cook Ian.Cook@newcastle.edu.au www.newcastle.edu.au/profile/ian-cook Mr Nathan Scott Nathan.Scott@newcastle.edu.au www.newcastle.edu.au/profile/nathan-scott Ms Helen English Helen.English@newcastle.edu.au www.newcastle.edu.au/profile/helen-english Dr Christopher Allan Christopher.Allan@newcastle.edu.au www.newcastle.edu.au/profile/christopher-allan Dr Jim Chapman Jim.Chapman@newcastle.edu.au www.newcastle.edu.au/profile/jim-chapman Dr Gian-Franco Ricci Gianfranco.Ricci@newcastle.edu.au www.newcastle.edu.au/profile/gianfranco-ricci Ms Linda Walsh (co-supervision) Linda.Walsh@newcastle.edu.au www.newcastle.edu.au/profile/linda-walsh Ms Anthea Scott-Mitchell (co-supervision) Anthea.Scott-Mitchell@newcastle.edu.au www.newcastle.edu.au/profile/anthea-scottmitchell Mr John Kellaway (co-supervision) John.Kellaway@newcastle.edu.au www.newcastle.edu.au/profile/john-kellaway Mr Colin Spiers (co-supervision) Colin.Spiers@newcastle.edu.au www.newcastle.edu.au/profile/colin-spiers Ms Sally Walker (co-supervision) Sally.Walker@newcastle.edu.au www.newcastle.edu.au/profile/sally-walker

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Creative and Performing Arts Why Study With Us? Creative and Performing Arts at the University of Newcastle is an inter-discipline spanning theatre, performance, visual art, digital technologies, and hybrid variants of these discrete areas of creative endeavour. In the recent ERA assessment (2012) research in Performing Arts was ranked a 3 (world standard). The interdisciplinary research group Collaborative Environments for Creative Arts Research (CeCAR), located within the School, fosters a research interface between arts practitioners and university researchers. The School is also home to the academic journal Popular Entertainment Studies. A lively interdisciplinary post-graduate environment includes generous financial and material support for RHD candidates Methodologies Employed In Research In order to facilitate the diverse span of research encompassed by the hybrid discipline of Creative and Performing Arts, a broad range of research methodologies are applied. These include, but are not limited to methodologies particular to the creative arts, such as practiceas or practice-led research, and methodologies that move beyond traditional research to include the reflexive and exploratory nature of research in the creative arts. Additionally, some research projects naturally rely upon methodologies associated with the Humanities and Social Science, such as historiography, archival-based research, ethnography, and action research. Current Student Research Projects • The Camera Close-Up: Its Challenges for the Actor and its Relationship to intimate Space Violations • Legacy in Applied Theatre What You Can Study • Small-Scale Puppets within Australia Research proposals are invited in • Evreinov and the Questions of Theatricality the following areas: • Australian Physical Theatre  Digital technologies  Live art Who Can You Study With?  Installation Professor Frank Millward  Contemporary hybrid Frank.Millward@newcastle.edu.au performance www.newcastle.edu.au/profile/frank-millward  Political and applied Dr Gillian Arrighi performance Gillian.Arrighi@newcastle.edu.au  Circus (historical and www.newcastle.edu.au/profile/gillian-arrighi contemporary)  Popular entertainments Dr Sean Lowry  Physical theatre Sean.Lowry@newcastle.edu.au  Performer pedagogies www.newcastle.edu.au/profile/sean-lowry  Contemporary and historical Dr Jocelyn McKinnon Australian performance Jocelyn.McKinnon@newcastle.edu.au www.newcastle.edu.au/profile/jocelyn-mckinnon

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Fine Art Why Study With Us? Fine Art staff members have national and international reputations in creative work, scholarly research and teaching. Our studios and teaching spaces are second to none. At the University of Newcastle, students get the chance to materialise their ideas using technology they otherwise couldn't access, like our laser cutter or paint labs. Students have access to state of the art photomedia facilities, airy painting studios, the only university foundry on the east coast, over a dozen kilns, as well as printing What You Can Study and papermaking machines. Fine Art has a strong record of engagement with practice as research, the art/science nexus, arts/health, and community engagement. Our dedicated student gallery, Watt Space, also offers students the opportunity to exhibit in the Newcastle city centre. Methodologies Employed In Research Practice as research; transdisciplinary and crossdisciplinary methodologies. Current Student Research Projects • • • • • • • • •

Projects are invited in the following areas: • Material Studies • Museology • Queer Studies • Feminism • The abject • Art and environment • Art and science • Trace, place and memory • Digital media and multi-media practice

Narrative and Storytelling in Contemporary Art Practice Can Digital Artists use Modern Art Aesthetics and Techniques to Create a Defining Post-Digital Art Aesthetic? Rites of Passage - The Lost Art of Being Human Calligraphy on Ceramics in Contemporary Art: A Practice-Based Research Project from the Perspective of an Iranian/Australian Artist ORI* on Aesthetics and Language of Folding and Technology How the Shift Towards Interconnected Creative Process is Transforming Arts Practice and Art in Public Spaces Visualising the Tensions of Science and Sustainability in Contemporary Art Practice Class, Nation, and Regionalism. A Study of Novocastria The Perception and Phenomenology of Sculpture when Sited in a Specified Context

Who Can You Study With? Mr Brett Alexander: Craft, Gender, Male homosexuality, Material Studies, Textiles. Alexander's research focus is in Craft practice: specifically in the areas of fibres, textiles, material studies and paper media. He also uses found, readymade objects and mixed media to create his artworks and installations. Brett.Alexander@newcastle.edu.au www.newcastle.edu.au/profile/brett-alexander Dr Andre Brodyk: Expanded painting and drawing; interdisciplinary practices; installation art; painting paradigms; drawing paradigms; biotech art; genetic art; art & science intersections; agencies of materiality; performative research - practice as research. Dr Brodyk’s practice-led research is a critical and technology-mediated practice, which explores the use of biotechnology recombinant process and materials as models of material creativity.

42 FACULTY OF EDUCATION AND ARTS – RHD This research engages with new critiques of materials and protocols of biological science and technologies at the micro and molecular levels as the agencies of new expression. The creative work is therefore a performative art practice realized via the agency of multimedia installation in cross-disciplinary collaborations with scientists. Andre.Brodyk@newcastle.edu.au www.newcastle.edu.au/profile/andre-brodyk Dr Deidre Brollo: printmaking, artist’s books and installation, perception and memory Deidre.Brollo@newcastle.edu.au www.newcastle.edu.au/profile/deidre-brollo Dr Miranda Lawry: Photomedia: her imagery investigates the notion of trace within the landscape, evidencing both historical marking and contemporary presence to redefine notions of identity, memory and ‘place’. Media investigations include early photography technologies, digital imaging photomedia interventions, artist books and installation. More broadly her research concerns collaborative engagement with a focus on determining a multi level framework that enables the arts to have intrinsic value within and beyond the art gallery. As a founding member of the University of Newcastle Arts/Health Research Centre Miranda has contributed to a number of commissioned installations in the health sector and the private sector. Miranda.Lawry@newcastle.edu.au www.newcastle.edu.au/profile/miranda-lawry Dr Kit Messham-Muir: Art history and theory and museology, particularly focusing on affect, emotion and war, examining the ways in which objects, sites and images can evoke powerful emotional responses in visitors to museums and galleries. His published work includes examination of the role of empathy, memory and affect in Holocaust museums and memorials, particularly focusing on the phenomenology of darkness. He has also worked in the area of government arts policy and cultural grants. Kit.Messham-muir@newcastle.edu.au www.newcastle.edu.au/profile/kit-messham-muir Professor Frank Millward: the intersection between fine art, music and theatre making, and how technology is turning the arts into a fertile ground for innovative research. Frank.Millward@newcastle.edu.au www.newcastle.edu.au/profile/frank-millward Dr Faye Neilson: the broad area of 3D art and its theoretical discourse, particularly in relation to contemporary art practice and installation. More specifically, object materiality, analogy and signification with reference to the domestic environment, especially in the reworking of traditional fibres-textiles processes. Faye.Neilson@newcastle.edu.au www.newcastle.edu.au/profile/faye-neilson

43 FACULTY OF EDUCATION AND ARTS – RHD Dr Angela Philp: Art history and theory, museology and contemporary practice, including feminism and women’s art history (in particular the Sydney Society of Women Painters 1910-1934), historical and contemporary Australian art, Aboriginal art, and the art market. Museology- the rhetorical gap between the aspirations of the new museology (for museums to be the ‘new town square’ and ‘safe places for unsafe ideas’) and the modernist structure of the art museum in particular; all aspects of museum practice and theory. Dr Philp has extensive professional experience as an educator, curator and director in art and social history museums and is trained as an art historian. Angela.Philp@newcastle.edu.au http://www.newcastle.edu.au/profile/angela-philp Associate Professor Pam Sinnott: Associate Professor Sinnott’s main studio area is ceramics, however she also exhibits mixed media sculpture and digital images. Her conceptual investigations focus on two strands. In one area they challenge women’s expected role in the domestic sphere. Other works respond to issues in relation to sexuality. Both bodies of work seek to question the validity of social and institutional perspectives which inhibit and oppress within what is thought to be ‘normal’. Pam.Sinnott@newcastle.edu.au www.newcastle.edu.au/profile/pam-sinnott Mr Kris Smith: Digital media and multi-media practice. Digital animation, digital photomedia, hybrid photomedia, time-lapse photography, traditional photomedia. Pre-cinema time-lapse photography and modernist films of the 1920s investigating time as the fourth dimension in art Kris.Smith@newcastle.edu.au www.newcastle.edu.au/profile/kris-smith

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45 FACULTY OF EDUCATION AND ARTS – RHD

SCHOOL OF EDUCATION The School of Education achieved an outstanding result in the 2015 QS World University Rankings by Subject, where Education at Newcastle ranked in the top 150 universities in the world. Our strong research performance has attracted national and international attention, and seen our academic staff rewarded with NHMRC fellowships, ARC and NHMRC grants, and other prestigious recognition. A good number of our academic staff enjoy international reputations for the quality of their research. A group of dynamic and high performing scholars drive UoN’s nationally and internationally acclaimed research programs in curriculum, pedagogy and specialist studies in education. We aim for theory building, with strong influence on educational policy and practice. Research is fundamental to the activities of the School of Education. It informs our teaching, underscores our commitment to high quality education at all levels and in all contexts, and connects us with the community and its aspirations. Researchers in the School of Education strive to: • Have high impact by addressing key educational problems and issues in contemporary contexts • Pursue ‘cutting-edge’ projects of national and international significance • Share their knowledge, skills, ideas and experience • Develop collaborative networks with colleagues throughout Australia and internationally • Produce research and research training of the highest quality. Researchers in the School of Education do not align with disciplines but instead identify with strong research programs that include: • • • • • • • •

Physical Activity and Nutrition (a Priority Research Centre) Teachers and Teaching Research Training and Adaptive Knowledge Equity and Education Comparative and International Education Early Childhood Education and Care Disability and Special Education Leadership in Education Many other researchers work individually or in small research cluster in highly focused and specialist areas of education The RHD opportunities in Education span from early childhood through to school education and into higher education and education in the professions. The School of Education provides a stimulating learning environment and vigorous research work to foster the development of our students. The School also takes pride in its relationship with its many communities, especially the local schools of the Hunter, Central Coast and Mid-North coast regions.

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Centre for the Study of Research Training and Innovation (SORTI)

Why Study With Us? The current research program of the SORTI Centre is focused on the professional as a learner, knowledge producer, leader, innovator and creative thinker. Much of the core program and reputation of SORTI grew from cutting edge work in doctoral learning and assessment funded by the Australian Research Council. This strong evidence base is transferable to most professions and specific areas of knowledge work. Research in the globally important areas of the doctorate and other research degrees, including candidate learning, well-being, expectations, assessment and supervision are core work of the Centre and a key source of its excellence in the field of Higher Education. SORTI academics are adept in research methods across the spectrum of philosophical, qualitative, quantitative and mixed methods. Their individual expertise in learning theory, curriculum, assessment, university management, innovative models of program delivery, ethics, leadership and personal development traverses many disciplines including education, engineering nursing, business and creative arts. Members have their gaze firmly fixed on the future capacity, learning needs, learning trajectories and well-rounded and ethical development of tomorrow’s knowledge leaders. This is captured in their new program ‘Research Training and Transformational Knowledge’. SORTI provides a stimulating and supportive environment for research students from many professional backgrounds and has strong collaborative links with researchers nationally and internationally including universities in UK, Hong Kong and USA. SORTI publishes a significant proportion of its research in top quality international refereed journals. Members have held ten Australian Research Council grants (Discovery and Linkage) in the past ten years, and consultancies with Industry and Government Departments.

What You Can Study Research Proposals are invited in the following areas:  Research training and doctoral learning  Innovative problem solving in professional life  Entrepreneurial knowledge workers  The impact and role of technology in higher order learning  Learning/learning processes in higher education  Leadership and change  University administration and management  Ethics and values in Higher Education  Transformational knowledge  Student well-being, voice, equity  Assessment/feedback in higher education

Methodologies Employed In Research The group has expertise in Quantitative, Qualitative and Mixed Methods Research, Learning theory, STEM and the education, social sciences and humanities fields. Recent research has utilised, questionnaire design and delivery (including specially designed online web formats), individual and focus group interviews, and large data set analyses. The group has a particular expertise in the use of SPSS quantitative software and QSR N Vivo qualitative software

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Current Student Research Projects A list of current/ recent SORTI RHD projects can be found at http://www.newcastle.edu.au/research-and-innovation/centre/sorti/rhdstudent-research • • • • •

Pathways to Leadership for Professional Staff in the Higher Education Sector Teacher Job Satisfaction and the Effect it has on Student Achievement Exegesis of Islamic Sources and Educational Ramifications Coping with the Experience of First Year University Study: A Case Study of Cambodian University Students Restorative Practices and the Impact on a Learning Community

Who Can You Study With? Professor Allyson Holbrook Allyson.Holbrook@newcastle.edu.au www.newcastle.edu.au/profile/allysonholbrook Emeritus Professor Terry Lovat Terry.Lovat@newcastle.edu.au www.newcastle.edu.au/profile/terry-lovat Dr Robert Cantwell Robert.Cantwell@newcastle.edu.au www.newcastle.edu.au/profile/robertcantwell Dr Neville Clement Neville.Clement@newcastle.edu.au www.newcastle.edu.au/profile/nevilleclement Dr Kerry Dally Kerry.Dally@newcastle.edu.au www.newcastle.edu.au/profile/kerry-dally Dr Daniella Forster Daniella.Forster@newcastle.edu.au www.newcastle.edu.au/profile/daniellaforster Dr Kath Grushka Kath.Grushka@newcastle.edu.au www.newcastle.edu.au/profile/kath-grushka Mr Greg Preston Greg.Preston@newcastle.edu.au www.newcastle.edu.au/profile/greg-preston

Dr Elena Prieto Elena.Prieto@newcastle.edu.au www.newcastle.edu.au/profile/elena-prieto Dr Jill Scevak Jill.Scevak@newcastle.edu.au www.newcastle.edu.au/profile/jill-scevak Dr Kylie Shaw Kylie.Shaw@newcastle.edu.au www.newcastle.edu.au/profile/kylie-shaw

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Teachers and Teaching Why Study With Us? The Teachers and Teaching research program consistently secures major research grants and contributes to Education’s world ranking at 127 (QS Subject rankings) and ERA rating above world average. Exciting opportunities currently exist for interdisciplinary research with health, sociology, mathematics and science. Key collaborators include the Wollotuka Institute, NSW and ACT Departments of Education and various Catholic Education Offices. The Program investigates teacher professional learning (including preservice, induction, inservice and leadership) and teaching practice What You Can Study (including curriculum, pedagogy, and assessment), with particular emphases on quality, equity and Research Proposals are invited in technology. the following areas: In order to improve the quality of teaching and teacher education in the interests of students everywhere, Teachers and Teaching combines the disciplinary and methodological expertise of educational researchers to address issues at the forefront of state and national policy agendas and at the cutting edge of academic scholarship. Research and training activities cover the spectrum of theory development and measurement, intervention conceptualisation and testing, and knowledge transfer in teacher learning and teaching practice.

 Teachers for disadvantaged schools  The impact of schools on choosing university  Students’ educational and career aspirations in the middle years of schooling  Maths and science teacher education  Teacher development through Quality Teaching Rounds.

Our aim is to examine teaching practice and teacher development across career stages and over a broad range of curriculum areas and schooling contexts. Targeting specific communities and their particular social and educational challenges, we seek to understand how teaching quality and student learning can be enhanced. Our projects explore a diverse range of topics—including teachers’ identities and career commitments, approaches to teacher development, interventions to support student aspirations and the integration of ICT with pedagogy. Methodologies Employed In Research The disciplinary and methodological expertise of our educational researchers places Teachers and Teaching in a unique position to make a significant impact on the practice of teaching, particularly in relation to teaching quality, pedagogical reform, teacher development, student learning, and equity outcomes. Projects undertaken by core and associate members of Teachers and Teaching employ a wide variety of qualitative and quantitative methods, with research designs ranging from cross-sectional and descriptive studies to longitudinal, intervention projects, and randomised controlled trials.

49 FACULTY OF EDUCATION AND ARTS – RHD Current Student Research Projects • • • • •

The Impact and Sustainability of Collaborative Professional Learning on Teacher Dispositions and School Learning Culture Telling Tales: Reconceptualising Teacher Induction and Mentoring The Critical Work of Teaching: Changing Minds, Changing Practice Innovative Public Policy in Education - An Understanding of the Issues Through Exploring Approaches to Increased School Anatomy in the Australian Context Critical Literacy in New South Wales Schools and the Neoliberalisation of Pedagogy

Who Can You Study With? Professor Jenny Gore Jenny.Gore@newcastle.edu.au www.newcastle.edu.au/profile/jenny-gore Professor Max Smith Maxwell.Smith@newcastle.edu.au www.newcastle.edu.au/profile/maxwell-smith Dr Kathryn Holmes Kathryn.Holmes@newcastle.edu.au www.newcastle.edu.au/profile/kathryn-holmes Dr Nicole Mockler Nicole.Mockler@newcastle.edu.au www.newcastle.edu.au/profile/nicole-mockler Dr Elena Prieto-Rodriguez Elena.Prieto@newcastle.edu.au www.newcastle.edu.au/profile/elena-prieto Dr Drew Miller Andrew.Miller@newcastle.edu.au www.newcastle.edu.au/profile/andrew-miller

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Historical Cultures and History Education Research Network (HERMES) Why Study With Us? HERMES is a multi-institutional, interdisciplinary research network concentrated within the School of Education at the University of Newcastle, Australia, but with a growing profile of international members and collaborators. The HERMES Research Network aims to encourage and support the study of historical consciousness, historical cultures, and History education (as it occurs in and through schools, museums, historical societies, film, television, What You Can Study textbooks, and new media technologies). If you have a passion for history, Members of the group contribute to understandings of and an interest in research, historical consciousness, historical cultures, historical HERMES invites you to undertake media, historical understanding, meta-historical research projects that explore: literacies, curriculum history, and history education History Education (history curriculum, pedagogy, and didactics).  History Teaching The group is developing a vibrant and supportive  History Curriculum community of history educators, researchers, doctoral  Curriculum History researchers, and interns. HERMES welcomes  Historical Literacy inquiries about membership or potential  Historical Empathy collaborations. Public History The RHD opportunities in Education span from early  Historical Consciousness childhood through to school education and into higher  Historical Culture education and education in the professions. The  Museum Studies School of Education provides a stimulating learning  Historical Media (film, environment and vigorous research work to foster the television, computer games, textbooks, websites) development of our students. The School also takes pride in its relationship with its many communities,  Public Uses of History especially the local schools of the Hunter, Central Coast and Mid-North coast regions. Members publish widely in peer-reviewed journals in the area of history education, curriculum history, and history of education. HERMES publishes Historical Encounters, an open access peer-reviewed journal, with an outstanding international Editorial Board; was instrumental in founding the “History and Education” SIG within the Australian Association for Research in Education; has active collaborations with scholars from Canada and Sweden. You can read more about HERMES by visiting the Research Network’s website, http://hermes-history.net. Methodologies Employed In Research HERMES members engage in both theoretical and empirical scholarship, drawing on critical, hermeneutic, poststructural, and post-colonial perspectives. Members are experienced in discourse analysis, qualitative inquiry, survey research, textbook analysis, historical inquiry, and narrative inquiry.

51 FACULTY OF EDUCATION AND ARTS – RHD Current Student Research Projects • Exploring the mediating of citizenship through the teaching and learning of History • The Impact of Historical Consciousness On the Teaching of the History Extension In New South Wales • The College: A History of Newcastle Teachers' College, College of Advanced Education and the Hunter Institute of Higher Education. • An exploration of the motives and meta-historical understanding of family history researchers • Finding Out About the Past Through Documentaries: The Role and Significance of Documentary Films in Informing, Educating and Influencing Historical Consciousness • The role of archaeology in the teaching and learning of Ancient History in NSW • Vietnamese revolutionary films, music and literacy in teaching philosophy, history and culture in the Vietnamese period of innovation and integration. • •

Teaching History in Vietnam from 1986 to present Navigating New Media: Pre-Service History Teachers’ Encounters with Historical Representation and Discourse in New Media

Who Can You Study With? Dr Robert Parkes Robert.Parkes@newcastle.edu.au http://www.newcastle.edu.au/profile/robert-parkes Associate Professor Josephine May Josephine.May@newcastle.edu.au http://www.newcastle.edu.au/profile/josephine-may Dr Debra Donnelly Debra.Donnelly@newcastle.edu.au http://www.newcastle.edu.au/profile/debra-donnelly Dr Heather Sharp Heather.Sharp@newcastle.edu.au http://www.newcastle.edu.au/profile/heather-sharp Dr Jillian Barnes Jillian.Barnes@newcastle.edu.au http://www.newcastle.edu.au/profile/jill-barnes

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Global Education Research and Teaching (GERT) Why Study With Us? In 2014 alone, GERT has developed publications for the US market as well as for the European market, and has been supported in their research by the NSW Professional Teachers Council for 5 years. GERT members have written 5 books (A1, A2 and A4); 4 chapters in books (B1), 25 articles (C1) and numerous conference presentations in the last 5 years. GERT coordinates a number of research foci following particular interests of our members:

What You Can Study Research projects are invited in the following areas:  Teaching History with a global perspective  Strategies for teaching for global perspectives in primary school  ICT and global perspectives

• History: The Australian curriculum focus on Australia history in a global context and the tenets of global education in primary and secondary history. • Professional Experience: A longitudinal study of students undertaking professional experience courses and how they incorporate global perspectives both in the planning for school practice and when they actually teach in schools. • Literacy: Global education as a fundamental aspect of literacy from a tutor and pre service teacher perspectives. • Academic Self-Study: A study of the development of global educators. • ICT: iPads and mobile devices as a global education instrument. • Cross-cultural and intercultural narratives: Preservice teachers’ development of Intercultural capacity including working with local and international students You can read more about GERT by visiting the Research Network’s website: http://globaleducationresearchandteachingteam.wordpress.com/. Methodologies Employed In Research

GERT members employ a range of quantitative and qualitative methodological approaches including narrative analyses. Current Student Research Projects • • • • • •

Sustainable Futures: Avenues to Global Citizenship Working Outside the Square Within: A History of Environmental Education in NSW Examining the link: An exploration into the factors that contribute to successful links between student teachers and primary schools. Do Year 10 Visual Arts Students Engaged in the Production of a Body of Work Over Time Develop Self-Determination Keep the Flame Burning: Exploring the Barriers that inhibit the effective teaching of the Arts in Primary Schools Co-operative Learning and Quality Teaching.

53 FACULTY OF EDUCATION AND ARTS â&#x20AC;&#x201C; RHD Who Can You Study With? Dr Debra Donnelly Debra.Donnelly@newcastle.edu.au http://www.newcastle.edu.au/profile/debra-donnelly Associate Professor Ruth Reynolds Ruth.Reynolds@newcastle.edu.au http://www.newcastle.edu.au/profile/ruth-reynolds Kate Ferguson-Patrick Kate.Fergusonpatrick@newcastle.edu.au http://www.newcastle.edu.au/profile/kate-fergusonpatrick Suzanne Macqueen Suzanne.macqueen@newcastle.edu.au http://www.newcastle.edu.au/profile/suzanne-macqueen

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Comparative and International Education Group University of Newcastle (CIEGUN) Why Study With Us? CIEGUN brings together a critical mass of established comparative and international researchers exploring global educational policies and alternatives for contemporary times. Distinctive research spokes, led by group members, investigate policy across geographical regions, time periods, and educational forms, with a common focus on developing critical understandings of policy on multiple levels of scale. Current research projects of CIEGUN scholars include: • • • •

• • •

• • • •

What You Can Study Research proposals are invited in the subjects of education and:  International Development  World-systems Analysis  Adults  Race / Ethnicity  Gender Identity  Sexuality  Socialism  Politics of Childhood  Mobility  Community  Social Movements  Asian Childhoods  Teacher Wellbeing  Educational Aid (See researcher profiles for details).

Soft power: Soviet education aid, 1956-1991 (Tom G. Griffiths & Euridice Charon Cardona) The cultural politics of ‘childhood’ and ‘nation’: space, mobility and a global world (Zsuzsa Millei) Global Childhoods Project (I-Fang Lee) Children’s understandings of and emplacement in their worlds: Children’s place-making projects (Zsuzsa Millei & Janelle Gallagher) Struggles for public education in comparative focus (Nisha Thapliyal) First speak no harm: Improving education aid effectiveness by rethinking policy language (Stephanie Bengtsson) Futuro Infantil Hoy: Sustainability and development of leaders in Early Childhood Education: A study of transnational knowledge exchange, Australia and Chile (Linda Newman) Grantsmanship in the social sciences: an international comparative investigation (Eva Petersen) Transnational academic mobility: a gendered analysis (Eva Petersen with A/Prof. Amy S. Metcalfe and Dr Agnete Vabø). Unlocking educational quality through teacher wellbeing & professional support in Zimbabw’es schools (Stephanie Bengtsson & Jo Ailwood) World Culture Theory, Neoinstiutionalism and Local Language in Education (Stephen J. Smith)

CIEGUN’s comparative work extends to Central Europe (Hungary and Slovenia), Latin America (Venezuela, Cuba, Chile and Brazil), Africa (South Africa, Zimbabwe), and South Asia (India). Our higher degree researchers are undertaking fieldwork in Vietnam, PRC, Tanzania, Sierra Leone, South Africa, Saudi Arabia, and Iran. CIEGUN scholars bring expertise in critical and diverse approaches and associated research methodologies to analyse international educational phenomena. Methodologies Employed In Research Our research group applies various critical approaches to research, from a range of theoretical perspectives, including feminist, world-systems, Marxist, queer theory, post-

55 FACULTY OF EDUCATION AND ARTS – RHD structural frameworks. Our research includes historical, comparative, international, and interventionist work. Current Student Research Projects • • • • •

Decentralization and Universal Primary Education in Tanzania: How Do They Work Together? Impact Assessment of Access to Primary Education on Socio-economic Condition in Sierra Leone The Construction and Reconstruction of Vietnamese National Culture: A study of University Curriculum Policy from 1986 to Present Interrogating the Discursive Constitution of the 'Normal' in Early Childhood Education The Impact of Preschool Educational Programs on Children's Creative Thinking: A Cross-Cultural Study of Educational Programs and Children's Creative Thinking in Iran and Australia

Who Can You Study With? Dr Tom. G. Griffiths Tom.Griffiths@newcastle.edu.au www.newcastle.edu.au/profile/tom-griffiths Dr Zsuzsa Millei Zsuzsanna.Millei@newcastle.edu.au www.newcastle.edu.au/profile/zsuzsanna-millei Dr Nisha Thapliyal Nisha.Thapliyal@newcastle.edu.au www.newcastle.edu.au/profile/nisha-thapliyal Dr Stephanie Bengtsson Stephanie.Bengtsson@newcastle.edu.au www.newcastle.edu.au/profile/stephanie-bengtsson A/Professor Linda Newman Linda.Newman@newcastle.edu.au www.newcastle.edu.au/profile/linda-newman Dr Eva Petersen Eva.Petersen@newcastle.edu.au www.newcastle.edu.au/profile/eva-petersen Dr Joanne Ailwood Jo.Ailwood@newcastle.edu.au www.newcastle.edu.au/profile/jo-ailwood Dr I-Fang Lee I-Fang.Lee@newcastle.edu.au www.newcastle.edu.au/profile/i-fang-lee Dr Stephen J. Smith Stephen.J.Smith@newcastle.edu.au www.newcastle.edu.au/profile/stephen-j-smith

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NULearn – Learning for the 21st Century Why Study With Us? The research group brings together strengths in Primary, Secondary and Higher Education to allow for broad understanding of the conceptual and practical implications of technological change. The group has been involved in numerous What You Can Study national and International research projects, including the International Microsoft-Sponsored Innovative Research proposals are invited Teaching and Learning Project, the Teaching Teachers in the following areas: for the Future project, and various other projects on the  Online and e-learning use of technology in higher education, including  The impact and nationally competitive grants such as those funded by assessment of ICT in the Office for Learning and Teaching (OLT) and the Educational contexts Strategic Research Centre (SRC).  ICT in Higher Education The research group has a strong publication profile,  The Philosophy of with members being involved in both individual projects Technology and group publications. The group’s members have a strong presence on nationally competitive grants including ARC and OLTC grants, and have produced numerous journal articles, books, and book chapters. The group also has extensive experience in the supervision of research students, and would welcome any enquires from student who has interests in these areas. We are interested in researching and promoting innovative approaches to learning in the 21st century, specifically in the focus areas of online learning, ICT Education and eLearning. Other areas of interest include: the nature of technology, the philosophical and practical directions of educational technology, and the assessment and development of innovations in curriculum, learning and teaching. Methodologies Employed In Research The groups work is informed through qualitative and quantitative methodological approaches and mixed method approaches. The group has expertise in statistical and linguistic analysis, and historical and philosophical method. The group also has expertise in the use of the Internet as a data collection tool through online survey techniques, textual analysis and other analytical methodologies. Current Student Research Projects • Social Media Use by Professionals in the Creative Industries • Examining Webs as an Emerged Digital Space to Support Learning Processes in the Online Education Setting • Student Motivation to Engage in Blended Learning: A Singapore Case Study • Young Children's Use of ICT: Preschool Teachers' Perceptions and Pedagogical Practices in Shanghai • The study of the use of ICT blended instruction in the teaching of English in a Thai University

57 FACULTY OF EDUCATION AND ARTS â&#x20AC;&#x201C; RHD Who Can You Study With? Dr Kathryn Holmes Kathryn.Holmes@newcastle.edu.au www.newcastle.edu.au/profile/kathryn-holmes Dr Kylie Shaw Kylie.Shaw@newcastle.edu.au www.newcastle.edu.au/profile/kylie-shaw Dr Rachel Buchanan Rachel.Buchanan@newcastle.edu.au www.newcastle.edu.au/profile/rachel-buchanan Mr Greg Preston Greg.Preston@newcastle.edu.au www.newcastle.edu.au/profile/greg-preston

58 FACULTY OF EDUCATION AND ARTS – RHD

Priority Research Centre (PRC) for Physical Activity and Nutrition Why Study With Us? The Centre for Physical Activity and Nutrition investigates physical activity and nutrition for population health, with particular emphasis on education and health promotion strategies for chronic disease prevention, treatment and wellbeing. The Centre aims to examine these interrelationships across the lifespan, by targeting "at risk" populations, multiple levels (individual, social, organisational, population) and within various settings (schools, clinics, workplaces, communities). Our research performance was rated in 2012 as being at the highest level in Australia by the Australian Research Council in the Excellence in Research for Australia (ERA) initiative. We achieved a ranking of ‘5’ (i.e., Well-above world standard) for both Human Movement & Sports Science and Nutrition & Dietetics. Our Centre researchers are closely affiliated with the Hunter Medical Research Institute (HMRI) and part of the HMRI Cardiovascular Health Program with internationally-recognised research outcomes. The Centre aims to achieve high quality research, training, and knowledge translation in the development and testing of efficacious/effective, theory-driven, multi-level, population-based physical activity and nutrition-related interventions and What You Can Study natural experiments that can ultimately be used and sustained in practice. Research Proposals are invited in We unique interdisciplinary expertise and leadership by galvanising education and public health researchers, biochemists, exercise physiologists, food scientists, Accredited Practicing Dieticians (APDs), nutritionists and behavioural scientists to combat the obesity epidemic and related chronic disease burden to improve the quality of life of Australians. The Centre has 6 Research programs that consist of the following six inter-related themes: • Physical Activity and Population Health • Obesity • Nutrition and Dietetics • Clinical and Experimental Nutrition • Exercise Sciences • Physical Activity and Nutrition in Schools

the following areas:  Physical education  Physical activity  Nutrition  Health promotion  Population health  Obesity  Interventions (Physical activity and nutrition  Functional Foods  Diet  Exercise science  Sedentary or sleep behaviour  Movement skills  Resistance training  Nutraceuticals and Lipids  Parenting (physical activity and nutrition

Research and training activities cover the spectrum of theory development and measurement, intervention building and testing, and knowledge transfer.

59 FACULTY OF EDUCATION AND ARTS – RHD Methodologies Employed In Research Our Research Framework consists of three-inter-related components of (i) Intervention Development (ii) (iii)

Intervention Testing (both efficacy and effectiveness studies) Knowledge Translation.

Each of these components is considered iteratively throughout the research process in our current studies. Current Student Research Projects • • • •

The Fit-4-Fun Study: Promoting Physical Activity and Physical Fitness in Primary SchoolAged Children The Impact of the 'Healthy Dads Healthy Kids' Lifestyle Program for Overweight Fathers and their Children on Key Obesity-Related Parenting Variables The Impact of High Intensity Interval Training on Physical and Psycho-Social Outcomes in Low-Active Adolescents Using Social Cognitive Theory to Promote Physical Activity, Healthy Eating and Weight Loss Maintenance in Overweight and Obese Men

Who Can You Study With? Professor Ron Plotnikoff Ron.Plotnikoff@newcastle.edu.au www.newcastle.edu.au/profile/ron-plotnikoff

Dr Mitch Duncan Mitch.Duncan@newcastle.edu.au www.newcastle.edu.au/profile/mitch-duncan

Professor Phil Morgan Philip.Morgan@newcastle.edu.au www.newcastle.edu.au/profile/philip-morgan

Professor Peter Howe Peter.Howe@newcastle.edu.au www.newcastle.edu.au/profile/peter-howe Associate Professor Erica James Erica.James@newcastle.edu.au www.newcastle.edu.au/profile/erica-james

Professor David Lubans David.Lubans@newcastle.edu.au www.newcastle.edu.au/profile/david-lubans Professor Clare Collins Clare.Collins@newcastle.edu.au www.newcastle.edu.au/profile/clare-collins Professor Manohar Garg Manohar.Garg@newcastle.edu.au www.newcastle.edu.au/profile/manohar-garg Professor Robin Callister Robin.Callister@newcastle.edu.au www.newcastle.edu.au/profile/robin-callister

60 FACULTY OF EDUCATION AND ARTS – RHD

Inclusive Education and Disability Studies Why Study With Us? We have a strong track record of peer reviewed publications in our focus area and in related domains of teacher education and development. Our background is in education and support for people with complex needs including severe and multiple disability. Aspects of particular interest include quality of life, communication intervention, the needs of individuals with challenging behaviours, and inclusive practices. Methodologies Employed In Research

What You Can Study

We have experience in mixed methods as appropriate to the specific research questions guiding the investigation

Expressions of interest in applied research centered on exploring improvements in educational provisions and overall quality of life for people with complex trajectories are welcome. Projects are invited in the following areas: • Quality of life • Behaviour state assessment, • Communication intervention inclusion, • Classroom and behaviour management

Current Student Research Projects • •

•

Communication as Interaction: Students, Peers, Teachers and Technology The Influence of Mandatory language Assessments on the Service Delivery Itinerant Support Teachers of DHH Students Evaluating the Inclusive Implementation of Evidence-Based Support Strategies Associated With Children With an Autism Spectrum Disorder Across Australian School Based Settings The Effects of Positive Behaviour Support Professional Development for Teachers of the Behaviour of Children with Intellectual Disabilities in Vietnam

Who Can You Study With? Associate Professor Michael Arthur Kelly Michael.Arthur-Kelly@newcastle.edu.au http://www.newcastle.edu.au/profile/michael-arthur-kelly Dr Gordon Lyons Gordon.Lyons@newcastle.edu.au http://www.newcastle.edu.au/profile/gordon-lyons

61 FACULTY OF EDUCATION AND ARTS – RHD

62 FACULTY OF EDUCATION AND ARTS - RHD

FEDUA Research Higher Degree Programs Duration in Years

Program Code

School of Humanities and Social Science Master of Philosophy (Classics) Master of Philosophy (Cultural Studies) Master of Philosophy (English) Master of Philosophy (History) Master of Philosophy (Linguistics) Master of Philosophy (Modern Languages) Master of Philosophy (Philosophy) Master of Philosophy (Religious Studies) Master of Philosophy (Social Inclusion) Master of Philosophy (Social Work) Master of Philosophy (Sociology and Anthropology) Master of Philosophy (Speech Pathology) Master of Philosophy (Theology) Doctor of Philosophy (Classics) Doctor of Philosophy (Cultural Studies) Doctor of Philosophy (English) Doctor of Philosophy (History) Doctor of Philosophy (Linguistics) Doctor of Philosophy (Modern Languages) Doctor of Philosophy (Philosophy) Doctor of Philosophy (Religious Studies) Doctor of Philosophy (Social Inclusion) Doctor of Philosophy (Social Work) Doctor of Philosophy (Sociology and Anthropology) Doctor of Philosophy (Speech Pathology) Doctor of Philosophy (Theology)

2 2 2 2 2 2 2 2 2 2 2 2 2 4 4 4 4 4 4 4 4 4 4 4 4 4

11607 11678 11608 11609 11611 11612 11613 11694 11726 11616 11614 11615 11723 10450 11677 10426 10041 10114 10333 10191 11693 11727 10738 11151 11472 11724

School of Education Master of Philosophy (Education) Doctor of Philosophy (Education)

2 4

11606 10367

School of Creative Arts Master of Philosophy (Drama) Master of Philosophy (Fine art) Master of Philosophy (Music) Doctor of Philosophy (Drama) Doctor of Philosophy (Fine art) Doctor of Philosophy (Music)

2 2 2 4 4 4

11603 11605 11604 10050 10727 10938

DISCLAIMER All information is correct at January 2016, but is subject to change as degree content is reviewed and updated.