SLC Staff Research

Dr Natalia Sanjuán Bornay

Natalia has recently had two chapters published in two Palgrave Macmillan’s edited volumes: Film, History and Memory and Women Screenwriters: An International Guide. Her first contribution presents an analysis of two women-authored films that problematise the fragility of memory, while emphasising its protean nature across generations. Her latest essay examines the use of humor in Inés París’ comedies to critically address current social issues, vindicate feminist ideas and challenge gender stereotypes in Spain.

Dr Andrew Miller

Andrew's new book, Raging against the Mass Schooling Machine: An Autoethnography of a Beginning Teacher, will be published by Sense Publishers in 2016/17. The book is a compelling account of one beginning teacher’s struggle to transform his future teaching identity by unpacking the bruising encounters that shaped him as a student. The book blends autoethnographic reflections, artworks, and scholarly research to challenge the mind-numbing orthodoxies of the mass-schooling machine.

Dr Kung-Keat Teoh

An article Teoh co-authored, Social media use in learning: A comparative analysis between Australia and Malaysia from learners’ perspectives has recently been accepted for publication in the Australasian Journal of Education Technology.  The paper examines how university students in Australia and Malaysia perceive the use of social media for learning and teaching based on a sample of 524 respondents.

Ms Regina Sliuzas

Regina is currently undertaking a Doctorate of Education to explore the experience of commencing university at mid-year. Regina’s study uses institutional ethnography to explore how the mid-year entry experience is shaped by the practices, policies and systems of the university and beyond. Regina’s study informs her roles in the SLC in providing academic support to both local and international students and her particular interest in how students transition into university.

Dr Tiffany Winn

Tiffany supervised Audrey Ang for the write up of her Doctorate in Education thesis. Audrey conducted an observational study of character strengths and subjective wellbeing in Australian and Singaporean pre-adolescents. Audrey found that character strengths are recognised as relevant by both cultures. She also found that in both cultures, character strengths contribute independent variance to measures of both cognitive and affective components of wellbeing. In particular, one character strength - zest - contributed independent variance to both measures of wellbeing in both cultures. Audrey's work is particularly interesting because it is "the first known study to investigate the relationship between character strengths and wellbeing of pre-adolescents in an individualist country, Australia, and a collectivist country, Singapore, with careful elimination of confounding factors."  Her results are fascinating: in both samples, character strengths accounted for over 20% of the variance in each of the measures of subjective wellbeing. In the Australian sample, character strengths were responsible for over 60% of the variance in happiness (the affective measure of subjective wellbeing). One particular character strength, zest, appeared have particular significance for both cultures because it contributed independent variance to both measures of subjective wellbeing in both samples.

Dr Saib Dianati

Saib recently completed his Doctorate of Education with first class doctoral standing and was awarded the Chancellors letter of commendation for his outstanding academic achievement with respect to his doctoral studies. Dr. Dianati identified hidden neoliberal practices and motives invested within Massive Open Online Courses (MOOCs), contrary to the benevolent democratising understanding underpinning its growth and development. Using a Gramscian Neo-Marxist theoretical lens, he applied an ideology critique to 4 MOOC websites in an effort to offer a counter narrative to MOOCs by examining its epistemological assumptions and its deeper historical, political and economic interests. The findings indicated that the tenets of neoliberal capitalism such as commercialisation, individualism, entreprenurialism, and technological determinism pervade these MOOC websites as taken for granted neoliberal assumptions.





Lavis, T. and N. Brewer (2017). Effects of a Proven Error on Evaluations of Witness Testimony. Law and Human Behavior, 41(3), 314-323.

Merkouris, S., Rodda, S., Austin, D., Lubman, D.,Harvey, P., Battersby, M., Cunningham, J., Lavis, T., Smith, D., Dowling, N. (2017). GAMBLINGLESS: FOR LIFE study protocol: A pragmatic randomised trial of an online cognitive–behavioural programme for disordered gambling. BMJ Open, 2017(7), e014226. [10.1136/bmjopen-2016-014226]

Miller, A. (2017). Raging against the Mass Schooling Machine: An Autoethnography of a Beginning Teacher. Rotterdam: Sense Publishers.

Miller, A. (2017). Rethinking Language and Literacy Teaching in Universities: A Multi-literacies Model. University-wide keynote lecture, 14 February, Auckland University of Technology. (Invitation by Annelies Roskvist, Deputy Head of School, School of Language and Culture.)

Dowling, N., Suomi, A., Jackson, A., Lavis, T., Platford, J., Cockman, S., et al. (2016). Problem Gambling and Intimate Partner Violence: A Systematic Review and Meta-analysis. Trauma, Violence and Abuse, 1552-8324, 1-19.

Smith, D., Pols, R., Lavis, T., Battersby, M., & Harvey, P. (2015). Experiences and Perceptions of Problem Gamblers on Cognitive and Exposure Therapies When Taking Part in a Randomised Controlled Trial: A Qualitative Study. Journal of Gambling Studies, 1-18. doi: 10.1007/s10899-015-9589-z

Dowling, N., Suomi, A., Jackson, A., & Lavis, T. (2015). Problem Gambling Family Impacts: Development of the Problem Gambling Family Impact Scale. Journal of Gambling Studies, 1-21. doi: 10.1007/s10899-015-9582-6

Lavis, T., Battersby, M., Harvey, P., & Smith, D. (2015). Problem gambling, familial violence and alcohol misuse: Exploring the triad for treatment-seekers. International Gambling Studies. doi:10.1080/14459795.2015.1042492

Miller, A. (2015). University Literacy: A Multi-literacies Model. Keynote presented at NSW Department of Education Literacy Symposium. Novotel Brighton Le Sands, Sydney, Australia, 31 Aug–1 Sept. (Keynote by invitation from Pete Wilson and Jennifer Taylor, NSW Department of Education and Communities. Keynote delivered to 400 Senior Secondary School literacy leaders from all over New South Wales.)

Miller, A. (2015). On paper, in person, and online: A multi-literacies framework for university teaching. Journal of Academic Language & Learning, 9(2), 19-31.

Miller, A., & Schulz, S. (2014). University literacy: A multi-literacies model. English in Australia, 49(3), 78-87.

Brady, K. & Winn, T. (2014, in press). Using Metaphors to Investigate Pre-service Primary Teachers Attitudes to Mathematics. Double Helix: A Journal of Critical Thinking and Writing. 2 (2014).

Brady, K. & Sliuzas, R. (2014) Mid-year entry students: Their expectations and experiences. Paper presented at 17th International First Year in Higher Education Conference, Darwin.

Brady, K & Winn, T. (2014). Investigating Pre-service Primary Teachers Feelings about Mathematics Through the Use of Metaphor. Proceedings of 2014 Australian Teacher Education Association Conference. Sydney: ATEA.

Dianati, S. (2014). What have MOOCS got to do with good education? A critique of ideologies informing MOOC platforms. Paper accepted for the International Academic Forum: The North American Conference on Education (NACE2014), Rhode Island, USA.

Lavis, T., Harvey, P., & Battersby, M., 2014. The role of violence in a problem gambling population: Hidden victims and perpetrators. Paper presented at the 34th Australian and New Zealand Association of Psychiatry, Psychology and Law Annual Congress, Sydney: NSW.

Miller, A. & Schulz, S. (2014, under review). University literacies: A Multi-literacies model. English in Australia.

Sliuzas, R. & Brady, K. (2014). An innovative approach to mid-year orientation and transition. Paper presented at 17th International First Year in Higher Education Conference. Darwin.

Teoh, KK., Pourshafie, T., & Balakrishnan, V. (2014). A gender lens perspective of the use of social network in higher education in Malaysia and Australia. Paper presented to 7th ASE International Conference on Social Computing, Beijing.

Dianati, S. (2013). Peer-learning and social network analysis: An example of connectivism as pedagogy and as a theory. Paper presented at the 11th Biennial Australian Association of Language and Learning Conference, Melbourne.

Dianati, S. (2013). Access and participation in Australia’s higher education policy: Deconstructing Australia’s Social Inclusion Framework. Proceedings of the 6th International Conference of Education, Research and Innovation (ICERI). Seville: ICERI.

Dianati, S., Burke Da Silva, K., Randall-Smith, S., Nedosyko, A., & Devlin, J. (2013). Where have all our students gone? Promoting positive student outcomes in the digital age through peer driven student communities. Paper presented at the 8th Annual Higher Education Research Group of Adelaide Conference,  Adelaide.

Irving, G., Tanner, J., & Collings, G. (2014). Rehabilitating seagrass by facilitating recruitment: Improving chances for success. Restoration Ecology, 22(2), 134 -141.

Dowling N., Jackson A., Suomi, A., Lavis, T., Thomas, S., Patford, J., Harvey, P., Battersby, M., Koziol-McLain, J., Abbott, M., & Bellringer, M. (2014). Problem gambling and family violence: Prevalence and patterns in treatment-seekers. Addictive Behaviors, 39, 1713-1717.

Suomi, A., Jackson, A., Dowling, N., Lavis, T., Patford, J., Thomas, S., Harvey, P., Abbott, M., Bellringer, M., Koziol-McLain, J., & Cockman, S. (2013). Problem gambling and family violence: Family member reports of prevalence, family impacts and family coping. Asian Journal of Gambling Issues and Public Health, 3, 13-27.

Miller, A. (2013). Bringing back boomer: A call to critical arms. English in Australia, 48(1), 84-94.

Miller, A. (2013). Moonscapes and Mallee Scrub: Diaries of a Vagabond. European Journal of Life Writing, 2, 31-82.

Miller, A. (2013). Art(e)facts: Digital Life Writing and Scattertextuality. Paper presented at IABA Europe Conference 2013: Beyond the Subject: New Developments in Life Writing, Vienna University, Vienna.

Miller, A. & Schulz, S. (2013). University Literacies: A Multi-literacies Model. Paper presented at the 11th Biennial Australian Association for Academic Language and Learning Conference, Melbourne.

Teoh, KK., Savvas, M., & Kutieleh, S. (2013). Preferred learning styles of non-traditional students: Implications for university preparation programs. Proceedings of 18th Annual Conference of the Education, Learning, Styles, Individual Differences Network. Billund, Sweden: ELSIN.