ORCID Profile
0000-0002-2014-6678
Current Organisation
University of Melbourne
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Teacher and student wellbeing | Higher education | Health policy | Specialist studies in education
Publisher: Palgrave Macmillan UK
Date: 2014
Publisher: SAGE Publications
Date: 04-2012
Abstract: Jurisdictions in the United States, United Kingdom, and Australia now have laws that enable preventive detention of post-sentence sex offenders based on an assessment of the offender’s likely reci ism. Measures of reci ism, or risk assessments, rely on the criminal justice process to produce the “pool” of sex offenders studied. This article argues that reci ism research needs to be placed in the context of attrition studies that document the disproportionate and patterned attrition of sexual offenses and sexual offenders from the criminal justice process. Understanding the common biases that affect criminal prosecution of sex offenses would improve sexual violence prevention policies.
Publisher: Bond University
Date: 2008
DOI: 10.53300/001C.6209
Abstract: This article reports on research at the University of Newcastle, Australia, in 2006, which sought to identify the major causes of stress and dissatisfaction among lawyers and to correlate that information with measures of lawyers’ mental wellbeing (neuroticism), emotional intelligence, and the type of legal education and practical legal training (PLT) they had received. Part II reviews the relevant literature, Part III outlines the methodology, Part IV the findings, and Part V the recommendations.
Publisher: Queensland University of Technology
Date: 17-12-2015
Abstract: class="MsoNormal" style="margin: 0cm 0cm 0pt text-align: justify " em span style="line-height: 115% font-family: 'Times New Roman','serif' font-size: 12pt " Internationally and in Australia, rape law reforms in recent decades have had mixed outcomes. As a result, when the Victorian government began consulting on another round of major reforms in this area, the authors designed a qualitative research project to investigate whether a proposed change to the definition of rape is likely to clarify and simplify the law, as intended. This article draws on a series of semi-structured interviews with stakeholders who have extensive practice- or research-based expertise in criminal justice processing of rape cases. We analyse their perceptions and interpretations of a proposed definition of rape, which would require an absence of ‘reasonable belief’ in consent, and explore potential impacts and limits of this reform. Given that the investigated reform proposal has now been adopted, and will come into effect in July 2015, our findings provide unique insight into stakeholders’ expectations of this latest reform of rape law in Victoria. Our findings suggest that this reform, like a number of its predecessors, may struggle to achieve its policy objectives. /span /em
Publisher: Bond University
Date: 2011
DOI: 10.53300/001C.6240
Abstract: Over the last decade there has been an expansion in the number of Juris Doctor (JD) courses in the Australian legal education marketplace. Across the board it is graduate-entry, but it is currently offered in undergraduate, postgraduate and ‘hybrid’ forms. In this article we will discuss recent research conducted as part of an Australian Learning and Teaching Council grant. This project included an exploration of whether JD courses in Australia were applying different and higher level academic standards to those operating in Bachelor of Laws degrees. Our research findings reveal justification for concerns about the academic standards of some JD courses, particularly those where masters level students were being taught alongside their undergraduate counterparts. They also provide some insights into perceptions in the marketplace of JD graduates. Finally, we will discuss the future viability of such courses in light of recent revisions to the Australian Qualifications Framework.
Publisher: Palgrave Macmillan UK
Date: 2014
Publisher: Informa UK Limited
Date: 23-12-2022
Publisher: Bond University
Date: 2011
DOI: 10.53300/001C.6243
Abstract: Reports into university students’ experiences indicate that student engagement is decreasing. Universities need to be able to effectively engage with students to foster teaching and learning. In light of the recent endorsement by the Council of Australian Law Deans of the threshold learning outcomes - that emphasises legal education as being more than legal knowledge - the use of authentic assessment may become far more relevant as a means of developing broader knowledge and skills. The literature has consistently linked authentic assessment with student engagement. But what is the reality of using authentic assessment to engage with students? This article reports on a study into the use of authentic assessment by law academics as a means of engaging with students, in the first and second years of a regional law program. The study reports on law academics perceptions of what is student engagement, what is student engagement and how do law academics use authentic assessment. The study reveals some negative experiences of both law students and law academics associated with using authentic assessment. The study also identifies some possible factors that, if taken into account, may positively assist with the use of authentic assessment as a means of promoting student engagement.
Publisher: SAGE Publications
Date: 27-07-2015
Abstract: Research on law reform has identified a variety of factors that help or hinder the reform process, but it has not systematically explored the role that empirical research plays and could play in enabling and enhancing law reform. Drawing on a series of qualitative interviews with criminal law reform experts in Victoria, we analyse the current uses and perceived value of empirical research in criminal law reform and explore opportunities for qualitative research methods to be used more systematically or extensively to improve criminal law reform processes and outcomes.
Publisher: Informa UK Limited
Date: 02-10-2016
Publisher: Bond University
Date: 2012
DOI: 10.53300/001C.6256
Abstract: Legal education should develop in every law student an appreciation of practitioners’ ethical obligations and an understanding of the law’s social and political context. Realising these objectives – creating ‘critical awareness’ – depends on communicating two key propositions: that the law is an instrument of power in a highly legalised society and that the law is normative and dynamic. Whether these propositions are elucidated or obscured is critically dependent on how legal doctrine is presented. This article will use extracts from course materials to show how the language used can limit students’ development of critical awareness. This article proposes an alternative approach to the presentation of legal doctrine that will promote students’ critical awareness. This approach makes explicit the relationship of the law and lawyers to power, and the social and political context in which law operates.
Publisher: ANU Press
Date: 22-09-2017
Publisher: Informa UK Limited
Date: 11-02-2019
Publisher: Informa UK Limited
Date: 06-01-2022
Publisher: Routledge
Date: 14-04-2016
Publisher: Informa UK Limited
Date: 18-07-2023
Publisher: Informa UK Limited
Date: 25-01-2022
Publisher: Informa UK Limited
Date: 12-2008
Publisher: Informa UK Limited
Date: 06-2008
Publisher: Informa UK Limited
Date: 06-2002
Publisher: SAGE Publications
Date: 08-2016
Abstract: A legal definition of rape that exonerates an accused who ‘reasonably believes in consent’ is currently in force in a number of jurisdictions in the United Kingdom, Australia and New Zealand. Limited empirical research has investigated community and professional perceptions of the adequacy and scope of this definition of rape. The present study contributes to qualitative research on ‘reasonable belief in consent’ by analysing key themes from 11 focus group discussions with professionals working in the sexual assault sector (counsellors, health professionals, victim/survivor advocates and police officers), legally trained professionals and community members interested in rape law reform. Across these backgrounds, participants expressed dissatisfaction with this definition of rape because the scope for reasonable belief in consent was seen as overly broad. In particular, participants expected that jurors would draw on a presumption of ‘implied’ or ‘continuing’ consent between former sexual partners to find that belief in consent was ‘reasonable’ when the victim did not protest or resist the assault. As a result, many of our participants were critical that the rape definition effectively maintains the onus on a rape victim/survivor to unequivocally demonstrate non-consent. Participants advocated further law reform to give effect to a more ‘affirmative’ or communicative concept of consent.
Publisher: Springer Science and Business Media LLC
Date: 10-03-2011
Publisher: Elsevier BV
Date: 2012
DOI: 10.2139/SSRN.2060709
Publisher: Queensland University of Technology
Date: 04-02-2014
Publisher: Office of the Academic Executive Director, University of Tasmania
Date: 2007
DOI: 10.53761/1.4.1.6
Abstract: This paper critically evaluates the pilot of a Thesis Writers’ Circles program offered to Education PhD and DEd students at the University of Melbourne in semester 2, 2005. The analysis focuses on the needs of those students that were felt to be well-met by this model of support. Broadly, the paper identifies two distinct but inter-related themes: firstly, the challenge of developing writing skills to a level sufficient to meet the demands of preparing a research thesis secondly, the importance for research higher degree students of building confidence as apprentice academic writers. In relation to the latter theme, the paper identifies the benefits of community participation and peer-collaboration in working towards the aim of consolidating a thesis-writing identity. It is in this capacity, we argue, that thesis writers’ circles have distinct advantages compared with other forms of candidature support, making them a valuable supplement to both conventional supervision practices and generic English language and thesis writing programs. The paper affirms the importance not only of equipping international and non-English speaking background (NESB) students with writing tools and strategies, but also of creating opportunities for all postgraduate research students to receive (and offer) non-judgmental feedback on work-in-progress within a discipline-specific learning and discourse community.
Publisher: Springer Science and Business Media LLC
Date: 2002
Publisher: Elsevier BV
Date: 2012
DOI: 10.2139/SSRN.2126921
Publisher: Elsevier BV
Date: 2012
DOI: 10.2139/SSRN.2147547
Start Date: 2023
End Date: 12-2025
Amount: $420,028.00
Summary: Improving the mental health of young adults in Australia's universities. This project aims to contribute to national efforts to address high rates of depression and anxiety among 18-25 year-olds by investigating alterable factors that impact student mental health in Australia’s universities. With one in two young adults now engaged in post-secondary education, the research expects to generate critical new knowledge about educational conditions, practices and experiences that support (or thwart) .... Improving the mental health of young adults in Australia's universities. This project aims to contribute to national efforts to address high rates of depression and anxiety among 18-25 year-olds by investigating alterable factors that impact student mental health in Australia’s universities. With one in two young adults now engaged in post-secondary education, the research expects to generate critical new knowledge about educational conditions, practices and experiences that support (or thwart) the wellbeing-needs of students with diverse backgrounds. This knowledge will be translated into actionable, evidence-based recommendations for policy and innovation. Improving university student wellbeing should benefit the health, educational and employment trajectories of young adults in both the short-and longer-term. Read more Read less
Funder: Australian Research Council
View Funded Activity