ntroduction
Monash University Facultyof Education invites applicants for up to five new full-time DoctoralScholarships in 2005 to contribute to the Faculty's research strengthareas:
- Science Maths and Technology Education
- Work and Learning and Leadership Studies
- Culture, Language and Diversity in Education
- Professional Learning
- Childhood Studies
- Psychology, Counselling, Inclusion Education and Giftedness
- Sport, Health and Outdoor Recreation Studies
The scholarships are open to internationally competitive applicants toundertake research of national and international significance(including applicants from overseas with great future potential) in thefield of Education, broadly defined.
The awards offeredby the Faculty provide a yearly non-taxable stipend of $A25,000.Applicants who have completed a four year undergraduate degree orequivalent at H1 level and who wish to undertake a PhD or professionaldoctorate are eligible to apply.
Application Process (Closing 10th June 2005)
Eligibility
The following are eligible to apply for the above award:
- Australian citizens or permanent residents;
- international students;
those who hold a bachelors degree with first class honours, or aqualification deemed equivalent, from an Australian or overseastertiary institution
Terms and Conditions
The higher degree by research candidature of all awardees will besubject to the requirements which normally apply to PhD candidateswithin the Faculty. The scholarship component of the award will besubject to the requirements which apply to APA and MGS scholarships.Candidates research progress will be monitored through ResearchProgress reports to the Monash Research Graduate School in March andAugust of each year, and such other reports that may be required fromtime to time.
Tenure and Value of Award
The total value of the award for a candidate is $A25,000.The award is tenable for three and a half years for PhD candidates, subject to satisfactory progress. .
Application Procedures:
Application forms and further information can be obtained by contacting :
Ms Kerry Theodora
Research Degrees Office
Faculty of Education
Kerry.Theodora@education.monash.edu.au
Phone: (03) 9905 2803
Administrative Contact
For general advice about the Application Process, please contact:
Ms Kerry Theodora
Research Degrees Office
Faculty of Education
Kerry.Theodora@education.monash.edu.au
Phone: (03) 9905 2803
Faculty Areas of Research Expertise
- Science Maths and Technology Education
- Work and Learning and Leadership Studies
- Culture, Language and Diversity in Education
- Professional Learning
- Childhood Studies
- Psychology, Counselling, Inclusion Education and Giftedness
- Sport, Health and Outdoor Recreation Studies
Aspart of these overall areas of research expertise, there are currently14 research clusters in the Faculty. These clusters are associations ofacademics with a commonality of research interests and expertise.Academic staff within the Faculty may belong to one or more of thesegroups, which act to promote cooperative research support
- Information and Communication Technology in Education
- Culture, Language and Diversity in Education
- Learning in the Later Years (LILY)
- Monash Centre for Research in International Education (MCRIE)
- Professional Learning
- Sport, Health and Outdoor Recreation Studies
- Centre for Childhood Studies
- Centre for the Economics of Education and Training (CEET)
- Centre for Science, Mathematics and Technology Education (CSMTE)
- Adult Learning for Work, Life and Citizenship
- Psychology, Counselling, Inclusion Education and Giftedness
- Global Knowledge @ Work
- Music Education
- Psychological and Educational Professional Practice Research
1. Information and Communication Technologies in Education
Members of this group share a common interest in the study and use ofInformation and Communication Technologies in Education. This includesthe application of ICT to school education, and Adult Education andTraining. Within these areas, group members have developed expertise insocial impacts, multimedia, pedagogy, and virtual schools. Theresearchers in this group are working in a range of areas that theoriseICTs in education and society as well as those which impact upon theways that the faculty of education might best understand its uses ofICTs in research and teaching activities.
2. Culture Language and Diversity
Members of this group share a common interest in education'srelationship to culture and meaning making, identity, difference andpower, and socio-cultural and political change. They are concerned withthe socio-cultural manifestations of globalisation, particularly theintensified global mobility of people, ideas, images and imaginings andthe flow-on effects for people's and groups' identities andrelationships. The relationship of such mobility to local, national andinternational educational practices and policies in diverse educationalsettings and with diverse populations is a key concern.
The research of people in this group has a strong interdisciplinarycharacter, spanning socio-cultural theory, language and literacystudies, sociology and policy studies. A significant number in thegroup is committed to inquiring into the role that language plays inconstructing knowledge and mediating social relationships withinschools, workplaces, and other settings. For instance, several membersare currently engaged in research on English and globalisation,exploring the diversity of English, problematising the privileging ofstandard English, investigating the interrelationships between firstand second language literacy and between language and identity. Otherresearchers focus on the shifting nature of culture as well as thecultural practices of different communities and explore how thosepractices resonate within a global environment. Yet others focus onglobal media and ideo-scapes and their localized inflections.
Researchers in this group have been active in formulating alternativeanalytical frameworks in education via theorisations of space, activitytheory, postcolonial theory, cultural studies and policy studies. Theyhave also been active in exploring the possibilities of both canonicaland non-canonical forms of research for constructing knowledge in andabout education. Through their research, teaching and consultancymembers seek to challenge unjust socio-cultural and politicalarrangements and to effect change that will contribute to a moreharmonious, stable and just world. To this end, members adopt researchpractices with an action and practice orientation and also undertakeconceptual work designed to shift the contours of educational debates.
3. Learning in the Later Years
This group brings together a number of researchers and practitionersassociated with the Gippsland Education Precinct (GEP) from within theFaculty of Education and the partners in this new venture (GippsTAFE,Gippsland Group Training, and Kurnai College ). Some members havealready embarked on research applications associated with the newventure of the GEP and have Masters or PhD theses emerging. Research oncross sectoral involvement, young adult learners, change management insuch educational enterprises, teacher professional development, teacherattitude change, teacher efficacy, curriculum arrangement in a crosssectoral precinct are all possibilities in this cluster.
4. Monash Centre for Research in International Education (M CRIE)
Monash Centre for Research in International Education (MCRIE) is anofficial Monash University centre dedicated to providing teaching,research and educational services in the field of InternationalEducation in the context of globalisation. MCRIE offers core studies inglobalisation and education, internationalising the curriculum andinternational education; and MCRIE staff are active in research,publication and worldwide scholarly networks, having held continuousAustralian Research Council funding since MCRIE began in 1998. Thereare four Faculty of Education staff working full-time in MCRIE, andmore that fifteen students pursuing research degrees in internationaleducation, comparative education and related fields, mostly at doctorallevel. International education is a new field of study which builds onthe older field of comparative education while taking account of thecross border movement of people, ideas and knowledge, technology andinstitutional programs. The global dimension is having a growing impacton research and scholarship, learning and teaching everywhere.International education takes account of social, cultural, economic andpolitical elements; it is interested in both educational trade anddevelopment aid; and explores the many practical educationalimplications of globalisation, including cross-border cultural mixing,and novel forms of human identity and professional practice. The Centrehas a special interest in the Asia-Pacific region.
5. Professional Learning
The Faculty supports research into the relationship between curriculuminnovations and teaching and learning (e.g., the Victorian Certificateof Education and the Curriculum Standards Framework are local examples)as well as research into the development of professional practice(e.g., reflective practice, teacher education, teacher research, theknowledge base of teaching). The outcomes of much of the research intocurriculum and professional practice conducted within the Faculty areused not to not only better inform the profession at large but alsowithin the Faculty in shaping understandings of teaching and learningacross the range of programs offered (perhaps none more so thanpre-service teacher education). The Faculty has a critical mass ofresearchers in the field of curriculum and professional practice withstrong international reputations that have a passion and commitment tothis field and actively work to enhance learning about teaching; aprime component of the work of a Faculty of Education.
6. Sport, Health and Outdoor Recreation Studies
The research interests of this group include practical and theoreticalinquiry concerning participation, pedagogy and experiential learning insport, physical activity, health, wellness and outdoor recreation.Research interests bridge across the commercial, community andeducational provision of opportunities for people to participate inphysical activity in a wide range of environments. Of particularinterest to the group are critical, sociological and ecologicalperspectives of physical activity.
7. Centre for Childhood Studies
The Centre for Childhood Studies brings together scholars interested inthe study of children across a range of environments, cultures, anddisciplines. Research conducted by the Centre combines the diverseresearch interests of education staff concerned with the education,health and wellbeing of children from birth to twelve years.Principally scholars with expertise in constructivism, critical theoryand sociocultural theory work together with the community to createrich and complex research projects aimed at better understanding thechild and the context in which the learner is embedded. Researchinterests include curriculum, pedagogy, schooling, early literacy andnumeracy development, information and communication technologies ineducation and music, science and art education.
8. CEET
The Monash University-ACER Centre for the Economics of Education andTraining (CEET) is a joint centre of the university (Faculty ofEducation and Faculty of Business and Economics) and theAustralian Council for Educational Research.
CEETspecialises in research on the economic and social consequences ofeducation and training and the internal efficiency of education. Mainareas of current research are
CEET's work is mainly in Australia but includes international studies.Dissemination activities include the annual CEET national conference,participation in workshops and seminars for the education and trainingcommunity. CEET publishes working papers, research reports, monographsand a newsletter, THE CEETSHEET, most available on the website.
9. Science, Mathematics and Technology Education
Monash University 's Faculty of Education is recognised both nationallyand internationally for its work in the field of science andmathematics education. In 1989 the faculty established the Centre forScience, Mathematics and Technology Education to reflect the importanceof these subjects on the national educational agenda.
The aims of the centre are to:
10. Adult Learning for Work, Life and Citizenship
This research cluster focuses on post-compulsory learning by young andolder adults in work-related and life-world contexts. It has a strongemphasis on adult pedagogies and education for global citizenship andtransformation, involving explorations of new learning spaces whereconventional institutional culture and practices are being reshaped.The research work of this cluster acknowledges and interrogates thesecontextual and spatial differences with a view to illuminating theircomplex inter-relationships, dynamics and consequences.
Adult learning encompasses learning in many different work/learningcontexts, including post-compulsory schooling, TAFE, adult communityeducation, workplaces and higher education institutions. This researchcluster aims to embrace all such sector-based divides in an effort tounderstand processes of learning and development that aredifferentially spatialised, yet directed to and embodied in adultlearners.
The research cluster embraces three mainintellectual traditions: adult, popular education and communitylearning; vocational and occupational learning; and human resourcedevelopment. Individually and collectively, members of this researchcluster take a multi-disciplinary approach to researching adultlearning, integrating: sociology; political economy; historical,cultural and linguistic studies; critical policy analysis. There areinternational networks supporting the research cluster's foci as afield of inquiry which reaches beyond education into social science,business and technical fields/faculties.
11. Psychology, Counselling, Inclusion Education and Giftedness
The Faculty supports research in counselling psychology, educationalpsychology and inclusive education. Research in counselling includescareer and vocational planning, cross-cultural aspects of lifeadjustment, the management of individual stress and the development ofcoping skills. Research in educational psychology includes studies inexceptional children and major educational and personal problemsassociated with disability and mental disorders, and the assessment oflearning difficulties. Studies in inclusion begin with consideration ofwhole school policy and management issues related to the inclusivepractice through to individual child needs.
12. Global Knowledge@ Work
Themembership of this cluster comprises a number of internationallyrenowned and high profile researchers who are providing significantglobal leadership in their particular fields of expertise. Takentogether, they combine a range of research strengths. Cluster membersare engaged in an interesting variety of projects, the researchoutcomes of which are having significant implications for policy andpractice. The critical mass of scholarly endeavour within the clusterencompasses a number of analytical levels. Globally and nationally,projects and research incorporate the dimensions and impact of globalmovements and internationalisation, including comparative highereducation, knowledge and people flows, forms of indigenous knowledge,impact of transnational agencies on cultures and policies, knowledgetransfer, and the diffusion of policies, models of policy-making andpractices. Systemically and organisationally, cluster research projectsinclude the activities, processes and practices of a diversity ofworkplaces. These projects encompass policy, management and leadershipgenerally and in particular sectors (e.g., education, policing).Examples of current research priorities include capability developmentand capacity building, sustainability, leadership recruitment andsuccession, resilience, emotional ways of knowing, mentoring,organisational learning and knowledge management.
13. Music Education
The three members of this cluster have broad interests centred on musiceducation, approaching research in this field from perspectivesincluding musicology and ethnomusicology, history, music performanceand composition. The group has a common focus and complementaryresearch interests. Our previous research has been both individual andjoint. We are currently planning a number of research initiative andresponses to current developments in music education. In tandem with anincreasing research output over the past few years we have built up amasters stream in music education. The course has been stronglyresearch-oriented, with most students choosing the minor thesis option.The first masters students have now graduated, and we expect a flow-onto doctoral studies in music education. Teaching in this course hasalso been, and will continue to be, a site for research. Currently wehave a number of doctoral students working in music education indiverse areas within the discipline, including the history of musiceducation, aural comprehension, gender and music, technology and musicin schools and so others. We are excited by the future possibilitiesfor research in music education.
Ourproject on the professional development of music teachers will link tothe Leading the Way defining theme of Engagement by "seekingopportunities for Monash to engage further with the communities itserves and the professions and industries which employ its graduatesand support and use its research" and by "building closer links withother learning organizations to strengthen Monash's role in thelifelong education and career enhancement of its graduates".
14. Psychological and Educational Professional Practice
Research in this cluster is focused on professional practice whichinvolves an identifiable psychological component. Investigation intooutcomes, variously perceived, of training for psychologically relatedprofessional practice is also given priority. Professional practiceissues concerning ‘theories in use', evidence in psychotherapy, andwhat have been regarded as difficult or contentious issues, are beingresearched using qualitative and quantitative methodology. Currentresearch in the cluster includes clinician self care, working withculturally diverse and differentially acculturated clients, and workingtherapeutically with spiritual diversity. Proposed future researchincludes investigations into the utilisation of components of trainingas perceived by former students now practicing in their professionalfields, and measurement of change in professional training andpsychotherapy.
Source: http://www.education.monash.edu.au/research/degrees/facultyscholarships.html
