Master of Teaching Course Coordinator
edmund.sosu@excelsia.edu.au
Dr Edmund Sosu is a teaching and research academic with over ten years’ experience within the tertiary education sector. Edmund has worked as a secondary school teacher for the Ministry of Education, Ghana and a research and teaching assistant at the University of Cape Coast. Edmund’s ccommitment to education extends to community involvement, including serving as a ‘good news teacher’ and programs director for the Intellectual Choral and Drama Festival (INTELLECTO).
Edmund holds a PhD in Education from the School of Education at the University of Newcastle, Australia. Additionally, he possesses a Master of Philosophy in Curriculum and Teaching with a focus on History education, as well as a Bachelor of Education Honours degree with majors in History and Religion, both earned at the University of Cape Coast, Ghana.
Subject department influences on teachers’ epistemological approach to reform programs. Edmund is co-authoring this paper with Associate Professor Robert Parkes from the University of Newcastle.
Multilingualism, Self-Regulation and Self-Efficacy as Individual and Institutional Strategies to Avert Occupational Burnout: An Exploratory Case Study of International On-Campus Pre-Service Teachers in Sydney, Australia. Edmund is co-authoring this paper with Dr Pegah Marandi and Professor Patrick Danaher.
Edmund’s research and teaching interests are centered around the broader fields of Curriculum and Pedagogy, Teacher Education, and Teacher Professional Development. Edmund’s research explores teaching methods, pedagogical strategies, and classroom technologies that can enhance the effectiveness of educators. Edmund also investigates the socio-emotional aspects of teaching, focusing on teacher well-being, burnout prevention, and strategies for fostering a positive classroom environment.
Edmund’s teaching goals focus empowering preservice teachers to be the best they can be, and this involves encouraging them to reflect on their thinking and to pass on this trait to their students. His research on teachers’ epistemic understanding is use in his lectures, challenging student-teachers to be reflective in their pedagogic decisions rather than teaching without deeper reflection. Hence, to Edmund, ‘effective teachers are reflective teachers.’
Kwarteng, K., & Sosu, E.S. (2017). Economic, social and political developments in Ghana: A relook at the Guggisburg era in the Gold Coast (1919-1927). Historical Research Letter, 41, 8-17.
Sosu, E. S. (2016). Analysis of preferred teaching styles used by History tutors.” International Journal of Humanities and Social Sciences, 7 (1), 1-13.
Sosu, E. S. (2016). Hidden curriculum: Does it matter in a Ghanaian school setting? International Journal of Humanities and Social Sciences, 7 (1), 36-46.
Sosu, E. S. (2016). Echoes of the past resurface in the present: A thread in the intellectual history of Ghana. Journal of Law, Policy and Globalization, 53, 15-24.
Sosu, E. S. (2016). Cultural imperialism and manipulation in Gold Coast: At the crossroad, the junction back home. Historical Research Letter, 53, 33-37.
Sosu, E. S., Paddy, P., & Mintah-Adade, E. (2014). Perceptions of history student teachers on teaching practice supervision. Research on Humanities and Social Sciences, 4 (16), 83-93.
Social Science Lecturer
PhD, MPhil
Telephone Number
02 9000 9604
tony.nyundu@excelsia.edu.au
Dr Tony Nyundu is a Sociologist with special research interest on social movements, student protests, and global comparative studies on neoliberal higher education. He is currently lecturing Sociology for Social Workers, Critical Thinking and Reflection, and Research and Evaluation in Social Work Practice at Excelsia College in Sydney, Australia. Prior to his move to Australia later in 2017, Dr Nyundu was a lecturer in the Sociology department at the University of Johannesburg (2016), and at the University of South Africa (2017). He was a research coordinator for an international project called ‘Inclusive Identity’ with over 15 high schools in Johannesburg, under the department of Industrial Psychology at the University of Johannesburg and Tilburg University in the Netherlands (2015 and 2016). He was a research associate at The South African Research Chair in Social Change (Johannesburg), an associate at Mjaji Research and Development (Johannesburg), and an associate at Qualia Analytics LTD (England).
Tony has a PhD in Sociology and Anthropology from the University of Newcastle – with a thesis titled ‘“Fees Must Fall” in a Neoliberal University?’: A Socio-Political Interrogation of the 2015-2016 Student Protests and the State’s Responses in South Africa”. He holds a Master of Philosophy in Sociology and a Honours degree in Sociology from the University of Johannesburg. He completed his BA degree in Human Resource Management, majoring in Psychology and Sociology from the University of Johannesburg.
Tony was awarded a Higher Degree by Research (HDR) Scholarship at the University of Newcastle for his PhD studies (2017-2021). For his Master’s degree, he was awarded both a National Research Foundation (NRF) Scholarship & Internship, and a Master’s scholarship from the Research Chair in Social Change at the University of Johannesburg (2013-2015). He was awarded a Merit Bursary by the Faculty of Humanities for his Honours’ degree at the University of Johannesburg (2012). In 2015, Dr Nyundu received a Golden Key International Honour for academic excellence.
Tony is currently working on his Multidisciplinary Podcast called The Visions & Tones, and he is also working on a few scholarly publications from his PhD research.
Tony is a research associate in the department of Sociology at the University of Johannesburg, South Africa.
Nyundu T and Hosseini S.A Hamed. (2023 – forthcoming book chapter). Higher Education under Neoliberalism: A perspective from South African Student activists. Routledge.
Nyundu, T. 2019. “Sangomas Are after People’s Money”: Family and Community Discourses Around the South African Youth, Journal of Commonwealth Youth and Development, 16(2): 1-10.
Nyundu T, Naidoo, K and Chagonda T. 2015. “Getting Involved On Campus’: Student Identities, Student Politics, and Perceptions of The Student Representative Council (SRC)”. Journal of Sociology & Anthropology, 6(1): 149-161.
Nyundu T & Smuts L. 2016. A different kind of AIDS: Folk and lay theories in South African townships, South African Review of Sociology, 47:4, 132-136
Nyundu T and Naidoo K. 2016.’Traditional Healers, Their Services and the Ambivalence of the South African Youth’. Journal of Commonwealth Youth and Development, 14(1): 144-155.
Phakathi S., Malabela M., Nyundu T and Siweya P. 2016. Making a Living: The Safety Practices, Risks and Challenges of Informal Artisanal Miners in the Community of Blaauwbosch in KwaZulu Natal, South Africa. Australian Aid.
‘Understanding a place of Sangomas in the Lives of Young Men: A Sociological study of Chiawelo, Soweto’ – South African Sociological Association (SASA), 2014 and 2015.
‘Understanding a place of Sangomas in the Lives of Young Men: A Sociological study of Chiawelo, Soweto’ –The South African Research Chair in Social Change, 2013 and 2014.
‘Fees Must Fall in a Neoliberal University in South Africa’ – The African Studies Association of Australasia and the Pacific (AFSAAP) 42nd Annual Conference, University of Otago, Dunedin, New Zealand, November, 2019.
Head School of Business
Telephone Number
02 9000 9604
andrew.levula@excelsia.edu.au
Associate Professor Andrew Levula has been an ICT professional, research and academic. He is the IT Program Director at Excelsia College and was instrumental in the development and accreditation of the Bachelor of Information Technology at Excelsia College. He brings over 15 years’ experience in IT Project Management, Academic Leadership and IT Curriculum and Course Development. Associate Professor Levula is committed to enhancing students learning experience and his teaching philosophy is that education should be an enjoyable and exciting journey. He is an advocate for education as a catalyst for change in people which is Goal 4: Quality Education of the UN Sustainable Development Goals (SDGs).
Associate Professor Levula’s industry experience includes having worked in the Telecommunication and IT managed services industry in the private sector as well as having worked as the manager project for the Ministry of Finance as a civil servant. He was directly responsible for managing the government department that delivered the whole of government’s IT application systems solution which included critical and non-critical government applications including its e-Government initiatives.
He has worked as an academic at The University of Sydney, Victoria University, Swinburne University, Federation University and Torrens University. He has also taught in many private higher education providers such as the Australian Institute of Higher Education, Sydney International School of Technology and Commerce and Crown Institute. Associate Professor Levula has a wide range of publication including journal papers, book chapters, conference papers, and industry case studies/ reports.
Associate Professor Levula was awarded a PhD from the University of Sydney from the Faculty of Engineering and IT in 2016. He completed a master’s of ICT in IT Strategic Planning with distinction from the University of Wollongong in 2010. He also completed a postgraduate diploma in Computing and Information Systems from the University of the South Pacific in 2010 and a postgraduate certificate in Tertiary Education in 2021 from Victoria University. He also holds a degree in Information Systems and Economics from the University of the South Pacific which he completed in 2008 and a Diploma in Business in Applied Computing in 2002.
Associate Professor Levula was awarded the Teaching Excellence Award at Sydney International School of Technology and Commerce having been voted by his peers for his excellence as an academic in 2021. He was awarded the Project Management Institute, National Student Conference Paper in 2013 and his team was also awarded the Team of the Year Award in 2011 at ITC Services a department under the Ministry of Finance.
Associate Professor Levula has published academic papers on Quality of Life and Mental Health. He currently is engaged in the development of a Disaster Resilience Scorecard for Small Island Nations with the United Nations Office for Disaster Risk Reduction. He is also undertaking research with a group of international collaborators on artificial intelligence and its use across different disciplines. His other projects include the development of a sustainable agile knowledge management framework as well as research on network infrastructure and cyber security.
Shah, Z.; Levula, A.; Khurshid, K.; Ahmed, J.; Ullah, I.; Singh, S. (2021) Routing Protocols for Mobile Internet of Things (IoT): A Survey on Challenges and Solutions. Electronics, 10(19), 2320-2349.
Levula, A., Harré, M., & Wilson, A. (2018). The association between social network factors with depression and anxiety at different life stages. Community mental health journal, 54(6), 842-854.
Levula, A., Harré, M., & Wilson, A. (2017). Social network factors as mediators of mental health and psychological distress. International Journal of Social Psychiatry, 63(3), 235-243.
Levula, A., Wilson, A., & Harré, M. (2016). The association between social network factors and mental health at different life stages. Quality of Life Research, 25, 1725-1733.
Lecturer & Course Coordinator, Master of Education Research
PhD in Education, MLitt in Australian History, GradDipTertiary Ed, BA(Hons) in Anthropology, BA in Anthropology, BEd
Telephone Number
02 9000 9709
patrick.danaher@excelsia.edu.au
Patrick has worked continuously as an education academic since early 1991, first at Central Queensland University in Rockhampton, and then at the University of Southern Queensland in Toowoomba, prior to which he taught for nine years in secondary schools in Queensland and Victoria. He has been privileged to co-supervise several doctoral and research masters Australian and international students to completion. Patrick’s research interests include the education of occupationally mobile communities such as circus and fairground or show families; education research ethics, methods, politics and theories; and academics’, educators’ and researchers’ work and identities.
Patrick completed his PhD at Central Queensland University in 2001, with a thesis entitled Learning on the Run: Traveller Education for Itinerant Show Children in Coastal and Western Queensland. His BA(Hons) thesis, entitled Structural-Functionalism Revisited: A. R. Radcliffe-Brown’s Influence on Selected Social Anthropological Monographs in the 1940s and the 1950s, was completed at Deakin University in 1992. He completed his MLitt at the University of New England in 1991, with a thesis entitled The Coming of the Light: The Response of the Darnley Islanders to the London Missionary Society.
Research interests based on the 2020 Australian and New Zealand Standard Research Classification
390203 Sociology of education
390303 Higher education
390307 Teacher education and professional development of educators
390401 Comparative and cross-cultural education
390412 Teacher and student wellbeing
Research interests based on the 2008 Australian and New Zealand Standard Research Classification
130103 Higher Education
130307 Ethnic Education
130313 Teacher Education and Professional Development of Teachers
160809 Sociology of Education
Research interests based on the Dewey decimal classification system
370.72 Educational research
371.35 Distance education
371.82 Specific kinds of students; schools for specific kinds of students
378.12 Faculty and teaching
379.26 Educational equalization (equal educational opportunity)
Substantive research interests
Academics’, educators’ and researchers’ work and identities
Distance, online and open education
Doctoral students and supervisors
The education of mobile learners and communities
Education research ethics, methods, politics and theories
Rural education
Sociocultural foundations and contexts of education
Amazon author pages
http://www.amazon.com/Patrick-Alan-Danaher/e/B001JP9QX2/ref=sr_tc_2_0?qid=1386810002 & sr=1-2-ent
http://www.amazon.co.uk/Patrick-Alan-Danaher/e/B001JP9QX2/ref=sr_tc_2_0?qid=1386810039 & sr=1-2-ent
Google Scholar page
http://scholar.google.com.au/citations?user=899xdw0AAAAJ & hl=en
Patrick is currently co-authoring a proposed research book about Australian teachers’ work and identities, and also currently co-editing a proposed handbook about autoethnography and self-study in education research, and a proposed special theme issue of an environmental education research journal. As well, he is keen to explore the methodological possibilities of dialogical autoethnography.
Authored research books
Kelly, N. P., Clarà, M., Kehrwald, B. A., & Danaher, P. A. (2016). Online learning networks for pre-service and early career teachers. Palgrave Macmillan/Palgrave Pivot, pp. i-xix + 1-130. https://link.springer.com/book/10.1057/978-1-137-50302-2
Baguley, M. M., Danaher, P. A., Davies, A., De George-Walker, L. R., Jones, J. K., Matthews, K. J., Midgley, W. J., & Arden, C. H. (2014). Educational learning and development: Building and enhancing capacity. Palgrave Macmillan/Palgrave Pivot, pp. i-xiii + 1-165. https://link.springer.com/book/10.1057/9781137392848
Danaher, P. A., Davies, A., De George-Walker, L. R., Jones, J. K., Matthews, K. J., Midgley, W. J., Arden, C. H., & Baguley, M. M. (2014). Contemporary capacity-building in educational contexts. Palgrave Macmillan/Palgrave Pivot, pp. i-xiv + 1-170. https://link.springer.com/book/10.1057/9781137374578
Danaher, M. J. M., Cook, J. R., Danaher, G. R., Coombes, P. N., & Danaher, P. A. (2013). Researching education with marginalized communities. Palgrave Macmillan, pp. i-xii + 1-232. https://link.springer.com/book/10.1057/9781137012685
Bhopal, K., & Danaher, P. A. (2013). Identity and pedagogy in higher education: International comparisons. Bloomsbury Academic, pp. i-vi + 1-182. https://www.bloomsbury.com/au/identity-and-pedagogy-in-higher-education-9781441125552/
Danaher, P. A., Moriarty, B. J., & Danaher, G. R. (2009). Mobile learning communities: Creating new educational futures. Routledge, pp. i-xiii + 1-210. https://www.routledge.com/Mobile-Learning-Communities-Creating-New-Educational-Futures/Danaher-Moriarty-Danaher/p/book/9780415991599
Danaher, P. A., Coombes, P. N., & Kiddle, C. (2007). Teaching Traveller children: Maximising learning outcomes. Trentham Books, pp. i-xxiii + 1-122. https://www.amazon.com.au/Teaching-Traveller-Children-Maximising-Learning/dp/1858563771
Edited research books
Anteliz, E. A., Mulligan, D. L., & Danaher, P. A. (Eds.) (2023). The Routledge international handbook of autoethnography in educational research (Routledge international handbooks). Routledge, pp. i-xviii + 1-350. https://www.routledge.com/The-Routledge-International-Handbook-of-Autoethnography-in-Educational/Anteliz-Mulligan-Danaher/p/book/9781032119922
Mulligan, D. L., Ryan, N., & Danaher, P. A. (Eds.) (2022). Deconstructing doctoral discourses: Stories and strategies for success (Palgrave studies in education research methods vol. 11). Palgrave Macmillan, pp. i-xxix + 1-344. https://link.springer.com/book/10.1007/978-3-031-11016-0
Mulligan, D. L., & Danaher, P. A. (Eds.) (2021). Researchers at risk: Precarity, jeopardy and uncertainty in academia (Palgrave studies in education research methods vol. 9). Palgrave Macmillan, pp. i-xxvi + 1-348. https://www.palgrave.com/in/book/9783030538569
Mulligan, D. L., & Danaher, P. A. (Eds) (2020). Researching within the educational margins: Strategies for communicating and articulating voices (Palgrave studies in education research methods vol. 6). Palgrave Macmillan, pp. i-xxi + 1-356. https://www.palgrave.com/in/book/9783030488444
Machin, T. M., Clarà, M., & Danaher, P. A. (Eds.) (2019). Traversing the doctorate: Reflections and strategies from students, supervisors and administrators (Palgrave studies in education research methods vol. 5). Palgrave Macmillan, pp. i-xxvii + 1-433. https://www.palgrave.com/gp/book/9783030237301
Collins, P., Igreja, V., & Danaher, P. A. (Eds.) (2019). The nexus among place, conflict and communication in a globalising world. Palgrave Macmillan, pp. i-xxv + 1-281. https://www.palgrave.com/gp/book/9789811359248
Erwee, R., Harmes, M. A., Harmes, M. K., Danaher, P. A., & Padró, F. F. (Eds.) (2018). Postgraduate education in higher education (University development and administration). Springer Nature, pp. i-xxxiv + 1-611. https://www.springer.com/gp/book/9789811052477
Ní Shé, E., Burton, L. J., & Danaher, P. A. (Eds.) (2018). Social capital and enterprise in the modern state. Palgrave Macmillan, pp. i-xxi + 1-329. https://www.palgrave.com/gp/book/9783319681146
Riddle, S., Harmes, M. K., & Danaher, P. A. (Eds.) (2017). Producing pleasure in the contemporary university (Bold visions in educational research vol. 59). Sense Publishers, pp. i-vii + 1-259. https://link.springer.com/book/10.1007/978-94-6351-179-7
Rossi, D. M., Gacenga, F., & Danaher, P. A. (Eds.) (2016). Navigating the education research maze: Contextual, conceptual, methodological and transformational challenges and opportunities for researchers (Palgrave studies in education research methods vol. 2). Palgrave Macmillan, pp. i-xvii + 1-289. https://www.palgrave.com/de/book/9783319398525
Larkin, K. M., Kawka, M., Noble, K., Janse van Rensburg, H. M., Brodie, L., & Danaher, P. A. (Eds.) (2015). Empowering educators: Proven principles and successful strategies. Palgrave Macmillan, pp. i-xxi + 1-167. https://link.springer.com/book/10.1007/978-3-319-39853-2
Lock, J., Redmond, P., & Danaher, P. A. (Eds.) (2015). Educational developments, practices and effectiveness: Global perspectives and contexts. Palgrave Macmillan, pp. i-xxii + 1-177. https://link.springer.com/book/10.1057/9781137469939
Redmond, P., Lock, J., & Danaher, P. A. (Eds.) (2015). Educational innovations and contemporary technologies: Enhancing teaching and learning. Palgrave Macmillan, pp. i-xviii + 1-170. https://link.springer.com/book/10.1057/9781137468611
Harmes, M. K., Huijser, H., & Danaher, P. A. (Eds.) (2015). Myths in education, learning and teaching: Policies, practices and principles. Palgrave Macmillan, pp. i-xxvii + 1-205. https://link.springer.com/book/10.1057/9781137468611
Postle, G. D., Burton, L. J., & Danaher, P. A. (Eds.) (2014). Community capacity building: Lessons from adult learning in Australia. National Institute of Adult Continuing Education, pp. i-x + 1-277. https://www.amazon.com.au/Community-Capacity-Building-David-Postle/dp/1862017220
Midgley, W. J., Davies, A., Oliver, M. E., & Danaher, P. A. (Eds.) (2014). Echoes: Ethics and issues of voice in education research. Sense Publishers, pp. i-xii + 1-248. https://brill.com/display/title/36895
Midgley, W. J., Danaher, P. A., & Baguley, M. M. (Eds.) (2013). The role of participants in education research: Ethics, epistemologies, and methods (Routledge research in education vol. 87). Routledge, pp. i-xviii + 1-262. https://www.taylorfrancis.com/books/edit/10.4324/9780203078389/role-participants-education-research-warren-midgley-patrick-alan-danaher-margaret-baguley
Danaher, P. A., De George-Walker, L. R., Henderson, R. W., Matthews, K. J., Midgley, W. J., Noble, K., Tyler, M. A., & Arden, C. H. (Eds.) (2012). Constructing capacities: Building capabilities through learning and engagement. Cambridge Scholars Publishing, pp. i-xv + 1-290. https://www.cambridgescholars.com/product/978-1-4438-4179-5
Midgley, W. J., Tyler, M. A., Danaher, P. A., & Mander, A. (Eds.) (2011). Beyond binaries in education research (Routledge research in education vol. 59). Routledge, pp. i-xxiv + 1-277. https://www.routledge.com/Beyond-Binaries-in-Education-Research/Midgley-Tyler-Danaher-Mander/p/book/9780415846233
Arden, C. H., Danaher, P. A., De George-Walker, L. R., Henderson, R. W., Midgley, W. J., Noble, K., & Tyler, M. A. (Eds.) (2010). Sustaining synergies: Collaborative research and researching collaboration. Post Pressed, pp. i-xviii + 1-161. https://research-repository.griffith.edu.au/handle/10072/62823
Danaher, P. A., & Umar, A. (Eds.) (2010, September). Teacher education through open and distance learning (Perspectives on distance education). Commonwealth of Learning, pp. i-xii + 1-185. https://oasis.col.org/items/f6792ff3-e333-4046-a981-74210e7184ec
Danaher, P. A., Kenny, M. D., & Remy Leder, J. (Eds.) (2009). Traveller, nomadic and migrant education (Routledge research in education vol. 24). Routledge, pp. i-xxvi + 1-241. https://www.routledge.com/Traveller-Nomadic-and-Migrant-Education/Danaher-Kenny-Leder/p/book/9780415652919
Henderson, R. W., & Danaher, P. A. (Eds.) (2008). Troubling terrains: Tactics for traversing and transforming contemporary educational research. Post Pressed, pp. i-xvi + 1-235. https://catalogue.nla.gov.au/Record/4364081
McConachie, J., Singh, M. J. G., Danaher, P. A., Nouwens, F., & Danaher, G. R. (Eds.) (2008). Changing university learning and teaching: Engaging and mobilising leadership, quality and technology. Post Pressed, pp. i-xvii + 1-395. https://catalogue.nla.gov.au/Record/4394191
McConachie, J., Harreveld, R. E., Luck, J. T., Nouwens, F., & Danaher, P. A. (Eds.) (2006). Doctrina perpetua: Brokering change, promoting innovation and transforming marginalisation in university learning and teaching. Post Pressed, pp. i-x + 1-267. https://catalogue.nla.gov.au/Record/3820142
Coombes, P. N., Danaher, M. J. M., & Danaher, P. A. (Eds.) (2004). Strategic uncertainties: Ethics, politics and risk in contemporary educational research. Post Pressed, pp. i-xii + 1-210. https://catalogue.nla.gov.au/Record/3297415
Danaher, P. A. (Ed.). (1998). Beyond the ferris wheel: Educating Queensland show children (Studies in open and distance learning no. 1). Central Queensland University Press, pp. i-xiv + 1-209. [This book received the 1999 Open and Distance Learning Association of Australia Award for Excellence in a Book or Non-Print Production Detailing Research.] https://catalogue.nla.gov.au/Record/366094
Head of School of Social Work
Professor Howard Sercombe has been a practitioner, researcher and academic in the social practice field for over forty years. He was a mission kid, growing up on the edge of the Great Victoria Desert in Western Australia. He has worked on the street in welfare suburbs of Perth, developed services for Indigenous young people in the outback of Western Australia, worked with Eastern European gypsy communities in Glasgow, and heroin users in de-industrialising towns in Scotland. He has been a researcher and academic in Australia and the UK and is recognised internationally especially for his work in professional ethics and the impact of neuroscience on our understandings of young people. He has degrees in Social and Political Theory, Theology and Social Work, and a PhD in Sociology, looking at the way that societies like ours think about young people. He is the author/co-author of Youth Work Ethics(Sage, 2010), Youth Studies: An Australian Perspective (Pearson, 1998) Youth and the Future (NYARS, 2002). He has published over a wide range of subjects, ranging from analyses of the Aboriginal economy to bullying, and has close to a hundred book chapters and refereed articles in print. He is currently the General Secretary of Youth Work NSW, the Professional Association of Youth Workers in NSW. He is the joyful father of five boys, and is married to Dr Helen Wolfenden, a broadcaster and radio/podcast academic.
Howard has degrees in Social and Political Theory, Theology and Social Work. His PhD studied the way that societies like ours think about young people, looking at the history of our concepts of youth and the way that they are represented in the media.
Howard has a long term interest in the way that different knowledge systems work, the way they interact with each other and the ways that people translate knowledge from one system to another. His work on how the neuroscience of adolescence is applied to social interventions with young people or to their education in one example of this.
Bessant, J. Sercombe, H. and Watts, R. (1998) Youth Studies: an Australian perspective. Melbourne: Addison Wesley Longman.
Sercombe, H. (2011) Professionalising youth work in Southern Africa: Observations and recommendations. Outcomes of a fact-finding tour of Zambia and South Africa, August 2011. Glasgow: University of Strathclyde.
Sercombe, H and Taylor, P (2010) A Code of Ethics for Community Learning and Development Report on Consultation. Glasgow: Standards Council for Community Learning and Development. Available at http://www.cldstandardscouncil.org.uk/files/Consultation_Report.pdf
Sercombe, H. , Omaji, P., Drew, N., Love, T., and Cooper, T. (2002) Youth and the future: effective youth services for the year 2015, Hobart: National Clearinghouse for Youth Studies. ISBN: 1 875236 54 6
Sercombe, H. Mundine, K., Stanley, C., and Wolfenden, H. (2022) Decolonising the Curriculum: who is in the room. In Young, S. and Strudwick, K (eds) Teaching Criminology and Criminal Justice: Challenges for Higher Education London: Palgrave.
Sercombe, H. (2019) The challenge of the brain: what can the new adolescent neuroscience tell us , what are its limits, and where could it go from here? In Hendry, Leo and Kloep, Marion, Reframing Adolescent Research London: Routledge 97-116.
Sercombe, H., Sweeney, J. Milburn, E., Liddell, M., McLeod, R., Denning, P., (2018) Scottish Youth Work: same, but different. In Cousee, F and Williamson, H. (eds) The history of youth work in Europe volume 6.Strasbourg: Council of Europe Publishing European Youth Work.
Sercombe, H. (2018) The ethical foundations of youth work as a profession. In The Handbook of Youth Work Practice London: Sage..
Sercombe, H. (2015) In the Service of the State: Youth Work under New Labour. In Bright, G. (ed) Youth Work: Histories, Policy and Contexts. London: Palgrave 38-57
Sercombe, H. (2015) Youth Work in the Context of a Global Sociology of Youth In Heathfield, M. and Fusco, D. Unequal Age: Young People, Inequality and Youth Work. New York, Taylor and Francis. 19-35.
Sercombe, H (2013) Thinking ethically. In Curran, S., Harrison, R., and MacKinnon, D. Working with young people London: Open University/Sage 109-115.
Sercombe, H and Paus, T. (2013) What does the ‘Teen Brain’ research say, and what does it mean for practitioners? In Curran, S., Harrison, R., and MacKinnon, D. Working with young people London: Open University/Sage 48-57.
Sercombe, H. (2011) Negotiating roles and boundaries. In Practising Social Work Ethics Around the World: Cases and Commentaries Banks, S. and Nøhr, K. London: Routledge
Wolfenden, Helen, Howard Sercombe, and Adrian Renzo. (2022) Banging tunes in the basement: Finding online community in COVID-19 lockdown. Radio Journal: International Studies in Broadcast & Audio Media 20(1) 65-84.
Tulloch, Rowan, Helen Wolfenden, and Howard Sercombe. (2021). Designing Alternate Reality Games for effective learning: a methodology for implementing multimodal persistent gaming in university education. Media Practice and Education. Online edition: January. doi:10.1080/25741136.2020.1864179.
Wolfenden, H. Sercombe, H. and Tucker, P. (2019) Making practice publishable: What practice academics need to do to get their work published, and what that tells us about the theory-practice gap. In Social Epistemology 33(6):555-573
Sercombe, H (2014) Risk, adaptation and the functional teenage brain. Brain and Cognition. Volume 89, 61–69
Sercombe, H. and Donnelly, B. (2013) Bullying and agency: a framework for intervention. Journal of Youth Studies. 16:4 491-502
Sercombe, H. (2010) The teen brain research: critical perspectives. Youth and Policy. No 105, 71-80.
Sercombe, H. and Sercombe, J (2010) Working the document: Using Ethics Cards to operationalise the Youth Work Code of Ethics. In Ethics and Social Welfare Vol 3 No 2 316-321
Sercombe, H. (2010) The gift and the trap: working the “teen brain” research into our concept of youth. Journal of Adolescent Research Vol 25 No 1 31-47.
Sercombe, H. and Paus, T. (2009) The teen brain research: implications for practitioners. Youth and Policy No. 103, Summer, 25-38.
Sercombe, H. (2008) Living in Two Camps: The strategies Goldfields Aboriginal people use to manage in the Aboriginal economy and the mainstream economy at the same time. Australian Aboriginal Studies, December 16-31.
Head School of Business
Telephone Number
02 9000 9604
sarah.eyaa@excelsia.edu.au
Dr. Sarah Eyaa has been an academic in the field of business management for over 20 years in higher education institutions in Uganda and Australia. Over the course of her career, Sarah has served at different levels of higher education academic administration in addition to lecturing. In research, Sarah has published on a range of topics in her areas of research interest, supervised several postgraduate research theses and reviewed journal articles as well as book chapters.
• Doctor of Philosophy (Management), University of Newcastle, Australia
• Certificate in University Assessment, University of Newcastle, Australia
• Certificate in University Teaching, University of Newcastle, Australia
• Graduate Diploma in Purchasing and Supply, Chartered Institute of Purchasing and Supply, United Kingdom
• Master of Business Administration (Procurement), Maastricht School of Management, Netherlands
• Bachelor of Commerce (Marketing), Makerere University, Kampala
• Supply chain management
• Procurement and purchasing management
• Operations management
• Ethics, governance, and corporate social responsibility
• Issues in global business management
• Issues in higher education
• Indigenous African philosophies
Social Work Lecturer and Field Education Coordinator
Social Work Degree, Certificate in Biblical Counselling
Telephone Number
02 9000 9604
christina.williams@excelsia.edu.au
Christina Williams has been a Social Work Practitioner for over 18 years. She has both domestic and international experience in the areas of child protection, hospital social work, aged care, mental health, disability and clinical social work. Christina managed a community mental health program for a large not for profit organisation in Australia for 12 years and established their NDIS mental health support coordination program. Over the years Christina fostered relationship development within the community and strongly believes in collaboration and networking. In her role as program manager, she supervised and trained social workers and social work students in the work place and developed a keen interest in equipping and training evolving social workers.
Christina started her academic career with Excelsia College in October 2022 as Social Work Lecturer and Field Education Coordinator. Having strong and varied practice experience, she is excited to support students with developing their social work skills by preparing for and completing their field placements.
Christina is passionate about social justice, providing opportunities for growth both in individuals and communities and creating environments where individuals can live a fulfilled and meaningful life. She is hoping to pass this passion on to social work students and supporting them in becoming social work practitioners who will make a positive impact in the lives of those who they will support in future.
Christina holds a Social Work Degree from The Catholic University of Applied Sciences, Aachen, Germany, where she graduated in 2000.
Christina completed a certificate in Biblical Counselling through the Christian Counselling and Education Foundation’s School of Biblical Counselling.
Christina’s research interests include development of innovative social work field education, models of disability support in Australia and community mental health.
Christina is involved in developing innovate social work student placement models that align with the evolving structures of the welfare industry in Australia.
Christina is a member of the Australian Association of Social Workers.
Lecturer Early Childhood Education
PhD Education, Master of Public Administration & Management (MAPAM), Bachelor of Arts – Education (BA-Education)
Telephone Number
02 9000 9604
alfred.mupenzi@excelsia.edu.au
Dr Alfred Mupenzi is an experienced lecturer with over seven years experience lecturing Sociology within the Master of Teaching (Primary) program at Western Sydney University. Alfred also has one year of experience teaching different early childhood education units at Excelsia College. Alfred’s teaching in early childhood education spans from multiculturalism and multilingualism, child, family and partnerships, growth and development, through to special needs education.
Dr Mupenzi has also carried out research projects in other contexts outside Australia within education. For the past five years, Dr Mupenzi has worked with students who come from a refugee background. In Australia, some of these students were resettled, others arrived seeking asylum and have faced a very uncertain journey. Dr Mupenzi has been a refugee and asylum seekers project officer at Western Sydney University working in the engagement team doing outreach to high schools, community settlement organisations and university students to advance access and completion of tertiary education. Alfred is on the Board of Directors at The Bread and Butter (TB&B) Project, a social enterprise which supports newly arrived refugees to build a career in baking and easily transition into the employment sector in Australia.
Dr Mupenzi completed his PhD from Western Sydney University. He completed his Master’s (MAPAM) and Bachelor’s (BA Education) degrees from Makerere University in Uganda. He also holds an advanced diploma in social and philosophical studies from Katigondo National Major Seminary in Uganda.
Dr Mupenzi has experience in qualitative and mixed research methods and specialises in equity, diversity, migration, and social justice education. He has published several peer reviewed articles on educational resilience. Alfred is also a research assistant engaged in different research projects at Western Sydney University.
Conflicting demands of settlement and tertiary education in Australia for refugee background students? A critical metaphor analysis
Mupenzi A., (2022). Navigating the Australian Education System Refugees and New Arrivals: An Insider’s View. In Smith, S., & Zhou, G., Handbook of Research on Teaching Strategies for Culturally and Linguistically Diverse International Students (pp. 265–287). IGI Global. https://doi.org/10.4018/978-1-7998-8921-2.ch014
Mupenzi A., (2018). Educational resilience and experiences of African students with a refugee background in Australian tertiary education. The Australasian Review of African Studies, 39(2), 122–150. https://doi.org/10.3316/informit.972112134052612
Mupenzi, A., Mude, W., & Baker, S. (2020). Reflections on COVID-19 and impacts on equitable participation: the case of culturally and linguistically diverse migrant and/or refugee (CALDM/R) students in Australian higher education. Higher Education Research and Development, 39(7), 1337–1341. https://doi.org/10.1080/07294360.2020.1824991
Williams, T., Abbott, P., & Mupenzi, A. (2015). “Education at our school is not free”: the hidden costs of fee-free schooling in Rwanda. Compare, 45(6), 931–952. https://doi.org/10.1080/03057925.2014.938611
Mupenzi, A., Naidoo, L., & Gannon, S. (2019). “From Kyangwali to Sydney” Life History Narrative and Postcolonial Theory in Refugee Educational Studies. Widening Participation and Lifelong Learning, 21(2), 44–66. https://doi.org/10.5456/WPLL.21.2.44
Mupenzi, A., (2018). Narratives of displacement, resilience, and education: experiences of African students with a refugee background in Australian tertiary education. Western Sydney University.
Mupenzi, A., (2016) Refugee background students in tertiary education: An insider’s view AARE Conference Papers – AARE
Associate Lecturer Education
Telephone Number
02 9000 9604
michael.parzakonis@excelsia.edu.au
Michael is a passionate advocate for the power of education as a tool for change and progression as a society, not only in relation to knowledge and technology, but our collective ideas and cultural values. One of his favourite quotes being, “Education is the kindling of a flame, not the filling of a vessel.” Socrates, Ancient Greek Philosopher (5th Century BC).
As an Associate Lecturer, Michael aims to play a significant role in helping upcoming educators develop their skills and passions to become accomplished educators who can kindle the flames of our future generations.
Michael completed a Bachelor of Arts (Ancient History and Management) at the University of Sydney in 2016. He studied a variety of topic areas, including Archaeology, History, Anthropology, Classics, Linguistics, Business Management and Accounting. Additionally, at the University of Sydney, he completed a Master of Teaching (Secondary), specialising in Ancient History, Business Studies and Commerce.
Helped launch an Action Research Project relating to the development of literacy skills for students in Southwest Sydney. This was an initiative he was part of as a committee member of the HPG team within an NSW Department of Education school setting.
• Collective Memory and the Teaching of History
• Literacy Education
• Cognitive Load Theory
• Differentiation for High Potential and Gifted Students
Member of the History Teachers Association of NSW since 2017.
Member of the NSW Teachers Federation since 2018.
NESA Accredited Proficient Teacher.
Social Science Lecturer
Master Social Work Counselling
Telephone Number
02 9000 9604
adam.willing@excelsia.edu.au
Adam Willing is a trauma therapist and social work practitioner, with a Masters in Counselling Social Work. For over 10 years Adam has worked within the contexts of child protection, domestic and family abuse, family therapy, parenting and caregiver support, out of home care, child and adolescent mental health, and complex and developmental trauma.
Outside of Excelsia College, Adam is currently dividing his time working in the non-government sector as a child, adolescent and family counsellor and his own private practice.
Adam has attained his Masters’ degree in Counselling Social Work in 2020 with an undergraduate degree in Social Work.
Adam has undergone specialised training in child protection, sandtray therapy, and trauma-informed therapy.
Adam is predominantly interested in trauma informed practice, attachment-based therapy, and creative and expressive therapies.
Adam is a current member of the Australian Association of Social Workers.
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