Llandis currently is a Research Fellow with the Marketing Department in UWA Business School and his primary research interest is in managing learning within a wide range of theoretical and organisational domains. In 2023 Llandis was presented with the  Australian Vocational Education and Research Association (AVETRA) Ray Barker award for distinctive national service to vocational educational research. There have been only 5 recipients since 1995. Llandis was national President of AVETRA, he  convened the 2013 National conference, and is the current Treasurer. In 2023, with AVETRA associates, he gained a $400,000 research grant from the Victorian Skills Authority to provide research evidence for policy formation and staff development. He is an ARC Assessor and has managed two ARC, four NCVER, National studies and 14 Industry funded research studies.  He has authored more than 100 publications, with 60 refereed papers and articles, and supervised 30 higher degree candidates. As MBA lecturer and Associate Dean Research for ECU Business Faculty for 29 years, he twice gained VC awards for exceptional teaching and learning, authoring more than 25 units. Previously, Llandis managed a large UK training organisation for 16 years, with roles as Area manager, IT development manager, and Personnel manager, winning two UK National training awards.  Llandis has previously worked in the UK, Israel and Singapore and lived in the Hong Kong and the USA.

• As an Honorary Research Fellow to contribute to the teaching and research or general betterment of the University through voluntary activities.
• Participating in the Marketing Department and UWA Business School seminar series.
• Research collaboration and publications within the areas of tourism, learning and entrepreneurship.
• Supervising HDR students and chairing supervision panels as level 3 supervisor.
• Chair for Viva Voce examinations and member of HDR advisory panels.
• Supporting UWA HDR training.
• Collaborating, reviewing, and editing grant, thesis, and article proposals and applications.
• Working with staff to secure external research engagement for research projects.
• Contributing to Masters level programmes and contingency plans as requested.
• Independent contribution, analysis, or assessment of organisational development strategies.
• Representation of Department or School at events or for visiting academics.

Research Aim -  My project is to explore, conceptualise, and develop understanding of the Management of Learning, and this includes managing:

• Learning in organisations; translation, ownership and legitimisation.
• Learning about tourism destinations.
• Manager learning and identity development.
• Organisational knowledge, learning and change.
• Digital entrepreneur learning.
• Research supervisor learning.

Recent Publications

Academic Publication Metrics February 2023:

GoogleScholar – 588 cites - Hindex 13-  i10 index 16. 

Researchgate – 12,383 reads 342 cit. RI: 222.1.H index 11

 R Online: 4530 downlds  

Bepress – 9683  reads  4892 downlds.

Recent Publications –

Zhao, F, Barratt-Pugh, LGB, Suseno, Y, Standen P, Redmond J., (in submission Feb 2023). Digital Entrepreneurship Is Redefining Entrepreneurship. International Entrepreneurship and Management Journal.

Rasi Vakani, H, Baggio, R, Barratt-Pugh, LGB, and Willson, G. under second review Jan (2023).  Developing a Weighted Model to Measure knowledge diffusion in a Tourism Destination Network. Current Issues in Tourism Research. Impact Factor 6.876

Zhao, F, Barratt-Pugh, LGB, Suseno, Y, Standen P, Redmond J., (2023). Digital entrepreneurship and social capital: Analysing the impact of social interactions on entrepreneur capability building and venture development. Journal of General Management, 48(2), 115-126 Impact Factor 1.265.

Barratt-Pugh, LGB (2022) An Analysis of 24 years of AVETRA conference papers to determine future strategic action. Australian Vocational Education and Training Research Association 24^nd conference, Melbourne, April 19/20.

Zhao, F, Barratt-Pugh, LGB, Suseno, Y, Standen P, Redmond J. (2021). Social networks and entrepreneurship in the digital economy. Journal of Small Business and Enterprise Development, 29, 1- Impact Factor 3.29.

Barratt-Pugh, LGB (2021) Legitimising autoethnography: constructing the practice of reflective practitioner enquiry Australian Vocational Education and Training Research Association 23^nd conference, Melbourne, April 20/23.

Rasi Vakani, H, Baggio, R, Barratt-Pugh, LGB, and Willson, G.  (2020). A Network Perspective of Knowledge Transfer , Tourism. Annals of Tourism Research, Vol 80 January. Impact factor 5.086

Jarmooka, Q., Fulford, R. G., Morris, R., & Barratt-Pugh, L. (2020). The mapping of information and communication technologies, and knowledge management processes, with company innovation. Journal of Knowledge Management. Impact Factor 2.053­­­­­

Barratt-Pugh, LGB, Zhao, F, Zhang, Z, Wang, S. (2019). Exploring Current Chinese Higher Education Pedagogic Tensions Through an Activity Theory Lens. Higher Education, August. Impact Factor 3.005

Barratt-Pugh, LGB (2019). Managing VET research studies: learning from experience and reflection for new VET. Australian Vocational Education and Training Research Association 22^nd conference, Western Sydney Uni, April 17/18.

Barratt-Pugh, LGB, Hodge, S, Smith, E, (2018). Learning and development practitioners: identity, profession and future trajectory. Asia Pacific Journal of Human Resources, November. Impact Factor 1.894.

Barratt-Pugh, LGB (2018). Bullying in H. Education Institutions: culture change requires more than policy. Perspectives: Policy and Practice in Higher Education, August.

Rasi Vakani, H, Baggio, R, Barratt-Pugh, LGB, and Willson, G (2017). Hyperlink network analysis of a tourism destination. Journal of Travel Research. Impact Factor 5.338

Barratt-Pugh, (2017). Managing VET Research Students – a framework for focusing strategies t guide Higher Degree Research. AVETRA 21, Melbourne, William Angliss Institute.

Hossein Rasi, Barratt-Pugh, Greg Wilson (2017). Hyperlink Connectivity: An analysis of Western Australia’s Tourism Industry Connectivity of Tourism Websites: An analysis of an Australian Destination - XXXVII Sunbelt Social Networks Conference of the Network for Social Network Analysis (INSNA),  Beijing, China, May 30th – June 4^th.

Fang Zhao, Barratt-Pugh, Peter Standen Yulli Suseno, Janice Redmond (2017) Digital Entrepreneurship – A Social Interaction Perspective paper 12745 American Academy of Management, Atlanta (and Caucus 11660).  In Guclu Atinc (Ed.), Proceedings of the Seventy-seventh Annual Meeting of the Academy of Management, Atlanta, US 4-8 August.

LGB, Hodge S, Smith E. (2016) Modelling Learning and development Practice – AITD.  International Journal of HRD Practice, Policy & Research, October.

Barratt-Pugh (2016) The impact of an Australian study tour on the innovative practice of Chinese lecturer. AVETRA 20, Sydney, NTAFE Institute, April.

Barratt-Pugh, Zhao, Zhang (2016). Structuration Theory as a tool for organisational analysis. ANZAM, QUT, Brisbane, November.

Selected Refereed Journal Publications:

Barratt-Pugh, LGB. & Bahn, S (2015) ‘HR strategy during culture change: Building change agency’, Journal of Management and Organisation, Volume 21, Issue 6, pp. 120-137, August. Impact Factor 1.021.

Bahn, S. & Barratt-Pugh, LGB (2015) ‘Safety training evaluation: The case of Construction Induction Training and the impact on work-related injuries in the Western Australian construction sector’, International Journal of Training Research Volume 12, Issue 2, pp. 148-157, August. Impact Factor 1.021.

Bahn, S. & Barratt-Pugh, LGB. (2014) ‘Health and Safety legislation in Australia: Complexity for training remains’.  International Journal of Training Research, Volume 12, Issue 1, pp. 57-70, April. Impact Factor 1.002.

Barratt-Pugh, LGB, Kennett, P and Bahn, S. (2013) “Managing knowledge: the critical role of culture as a mediator of systems”. International Journal of Knowledge Management, Vol. 9, Issue 2, pp. 20-37, April. Impact Factor 0.847.

Barratt-Pugh, LGB, Bahn, S and Gakere, E (2013). “Managers as change agents: implications for HR managers engaging with culture change’. Journal of Organisational Change Management, Vol. 26, Issue 4, pp 748-764. Over 3,000 downloads. Impact Factor 1.573.

Barratt-Pugh, LGB. and Bahn S (2013) ”Getting reticent young male participants to talk: using artefact-mediated interviews to promote discursive interaction”. Journal of Qualitative Social Work: research and practice, Vol.12, Issue 2, pp.186-199, March. ERA B ranked Impact Factor 1.073.

Bahn, S. & Barratt-Pugh, LGB. (2012). ‘Is the Construction Induction Training scheme in the Housing and Civil Construction Industries of Western Australia effective in improving safety culture?’, Journal of Health, Safety and Environment, Vol.28, No.3. pp. 325-338.

Bahn, S. & Barratt-Pugh, LGB. (2012). ‘Emerging issues of health and safety training delivery in Australia: Quality and transferability’, Procedia: The Social and Behavioral Sciences Journal, Vol.62. pp. 213-222.

Bahn, S. & Barratt-Pugh, LGB. (2012). ‘The impact of management styles upon organisational change and safety cultures’, Journal of Health, Safety and Environment, Vol.28, No.2. pp. 135-146.

Bahn, S., Barratt-Pugh, LGB. & Yap, G. (2012).  ‘The employment of skilled migrants on temporary 457 visas in Australia: Emerging issues’, Labour & Industry, Vol.22, No.4. pp. 379–398.

Bahn, S. & Barratt-Pugh, LGB. (2012). ‘Hard or Soft? The relationship between power and organisational incident rates’, Journal of Health, Safety and Environment, Vol.28, No.1. pp. 33-43.

Bahn, S and Barratt-Pugh, LGB  (2012). “Evaluation of the mandatory Construction Induction Training program in Western Australia: Unanticipated consequences”.  Evaluation and Program Planning, Vol. 35, Issue 3, August, pp. 337-343.

Barratt-Pugh, LGB (2012). “Mentoring the next researcher generation: reflections on three years of building VET research capacity and infrastructure”. International Journal of Training Research, Vol. 10, Issue 1, pp 6-22.

Bahn, S. & Barratt-Pugh, LGB. (2011) ‘Determining industry response to the Construction Induction Training in WA’, Journal of Health & Safety Research & Practice, Vol. 3, No.1. pp. 24-32, July.

Barratt-Pugh, LGB, Kennett, P. and Bahn, S (2010). “Managing knowledge: the critical role of company structure as a mediator of systems”.  Journal of Knowledge and Process Management, Vol.18, Issue 2, pp. 85-94, April/June.

Barratt-Pugh, LGB, Bahn, S and Scholz, A.(2009). ”Mandatory online training: Transmissive learning, open to abuse and hidden agendas”. Industry and Higher Education Journal, Vol.25, Issue 3. pp. 1-11.

Bahn, S. & Barratt-Pugh, L, 2009. “What’s a life worth? The value placed on safety”. Journal of Occupational Health and Safety, Vol. 25, Issue 5, pp. 393-404.

Barratt-Pugh, LGB and Krestelica, D, 2009. "Do policies on bullying make a difference; contrasting strategy regimes within higher education in Australia and Croatia." International Journal of Management and Decision Making, Vol. 10, Issue 5-6, pp. 303-20.

Barratt-Pugh, LGB, 2005. "Managing Knowledge Development in SMEs: No longer the poor cousins as training changes to learning". In Sustaining Growth and Performance in SMEs, Ed. Harvie and Boon, Edward Elgar.

Barratt-Pugh, LGB., 2000 "The Frontline of Third Order Learning or a Familiar Façade?  Evaluating the Frontline Management Initiative.” Australian Vocational Education Review, Vol. 7, Issue 1, pp 22-38.

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Current Projects

• Producing VET research evidence for the Victorian Skills Authority
• Network analysis of tourism destination web and policy relations.
• Digital entrepreneur and venture development.
• Pedagogic development in the Chinese Higher Education system.
• Organisational knowledge, ITC and innovation.
• Researcher and research supervisor learning.
• The practice of Autoethnography.

Significant Impact - chronological order

• Paradise Nearly Gained Vol.1/2, a national evaluation off the Frontline Management Initiative, co-authored with Prof. Geoff Soutar, charted the path of self-directed learning programs within organisations and the subsequent business impact, and was downloaded more then 15k times.
• Producing VET research evidence for the Victorian Skills Authority.
• A State funded evaluation of a departmental merger conceptualised three types of instrumental manger profiles as change agents with 7k downloads of the journal article.
• An Industry funded evaluation of the pre-site mandatory H&S course for the construction industry led to the withdrawal of funding to subsidise online candidates.
• The ‘Building Researcher Capacity Initiative’ funded by NCVER, selected and tutored over 50 new vocational training lecturers, established for them a national mentoring network, and focused more than 40 VET institutions.
• I convened the 16^th National AVETRA conference in Fremantle and bought Etienne Wenger (Communities of Practice) from the USA as Keynote speaker and guest lecture at ECU.

RESEARCH METHODS

Revelatory case studies, Grounded theory, Gioia method, Discourse analysis, Competing values, Repertory Grid, Stakeholder analysis, Ethnography, Autoethnography, Content analysis, Framework analysis, Action research, Focus groups, Document analysis, Observation, Network analysis. ANOVA, Multiple regression, Thematic analysis, Descriptive statistics,.

RESEARCH THEORIES

Structuration theory, Actor Network theory, Activity theory, Learning Network theory, Community of Practice theory, Realistic recruitment, OD knowledge habitus Social exchange theory, Social network theory, Social capital theory, Employee turnover theory, Change management theories - Kotter, Organisational development theories – Argyris and Schon, Cultural dimensions theory - Herzberg, Knowledge management theories - Nonaka.

ACADEMIC INFLUENCES chronological order

McGivering, Kolb, Hayes, Dallison, McGregor, Hobson, Knowles, Revans, Gagne, Vroom, Jonassen, Luke, Duffy, Merriam, Senge, Engestrom, Karpin, Handy, Linstead, Legge, Mulcahy, Hofstede, Quinn, Stacey, Bourdeiu, Chomsky, Du Gay, Gee, Lemke, Poell, Morgan, Garrick, Rhodes, Boje, Casey, Lyotard, Derrida, Giddens, Foucault, Law, Latour, Mayher, Hardy, Clegg, Boud, Giddens, Bohr, Heisenberg, Volet,  Schon, Sanchez, Emery, Schein, Wenger, Seddon, Fenwick, Kotter, Kerr, Rogers.

Research Grant focus and funding in chronological order

Competence skill development -20k

CD ROM learning construction – 20k

Nat.PG online HR/Lead modules – 80k

Realistic recruitment in WAP – 30k

Manager leadership development – 20k

WA State Customer service toolkit - 90k

Using decision making suites for FCS - 20k

Workplace Frontline manager dev. – 120k

Evaluating CBT in the workplace – 60k

Management development technol - 210k

Evaluating the man. dev. initiative 8- 5k

Leadership within VET – 60k

Mining and the man. dev. initiative - 30k

Dynamic resourcing & culture change – 60k

Professional wellbeing – 650k

Building VET research capacity – 300k

Mandatory safety training housing con. 40k

Harmonisation of safety legislation – 20k

Mentoring for novice VET researchers – 60k

Mandatory safety training civil const. – 40k

Mandatory safety training com. con.st. – 40k

The impact of mining 457 visa workers – 80k

Managing HDR completions – 450k

Abduction as an analysis method – 30k

Modelling the AU learning profession - 60k

Higher Ed. in China and Australia - 40k

Digital entrepreneurship – 30K

Victorian Skills Authority - 400k

Units authored and taught

Entrepreneurship; Innovation and Creativity; Leadership; Leadership Skills; Management; Manager Development; Management Strategy; Management Theory Development; Knowledge Management; Professional Development: Professional Knowledge.

Managing Change; Organisational Development; HRD: Managing Training; Workplace Learning; Training and Development.

HRM: Strategic HRM; Selection and Recruitment; Cross Cultural Management.

HDR Supervision; Research Methods; Qualitative Research; Developing Thesis Proposals; Research Planning and Practice; VET Research Methods; Managing Research Relations; Gaining Research Impact.

E Moderation and Online teaching; CBT and Assessment; Higher Education Teaching.

Teaching Qualifications

2009: Postgraduate Certificate in Tertiary Teaching, ECU.

2001: Certificate in E Moderation, Open University UK

1992: 2 Units in Educational Development Masters programme, Leeds University

1992: Managing Assessors Diploma, City and Guilds UK

1991: Licenced Assessor by the Department of Employment for the Investors in People Award.

1991: Training Facilitator Diploma, City and Guilds UK

1990: Training Assessor Diploma, City and Guilds UK

1998: Counselling Certificate, Leeds University Careers and Counselling unit.

I identify with, and have significantly contributed to, the mission of higher education. I brought into the University sector my experiences and qualifications as a management developer and have expanded this basis through academic study of learning and knowledge generation, as evidenced by the focus of my PhD ( Manager Development) and Graduate Certificate in Tertiary Education. My reflections on my practice have interwoven with academic conceptualisation. I would characterise my teaching and learning philosophy through these five core underpinning beliefs:

My constructivist beliefs mediate my learning designs towards a focus on the diversity of student cultures and experiences, and the impossibility of their hearing, accepting and replicating particular knowledge. My assumption is that they have different needs and will construct different knowledges compatible with their unique contexts.  The benefit of this approach is that each student crafts their own understanding, relevant to them, and ready to apply in their own workplace reality.

Student-centred learning requires me to privilege learner needs and voice over content, and to focus on multiple modes of presentation rather than transmissive modes of knowledge delivery. The heart of the interaction is about student discovery, giving them an early voice in the teaching space, and valuing the knowledge they generate through independent thinking and collaborative group modelling. The benefit to students is that they leave the units better able to assert their knowledge empowering them to effect organisational change.

A heuristic approach encourages me to set clear, incisive questions that guide discovery, questions that have relevance to our wider social existence, as well as within the discipline area. I use initial metaphors and artefacts to drive such questions. For students, the benefit is that their explorations connect their study activity with their everyday life. Students see themselves at the centre of the learning experience, recognise that there is no single answer or sole truth, but a complex web of contested beliefs. Building an analytical perspective prepares them for the complexity of managing.

As a former workplace manager I retain the desire to take the learning off the page and into the workplace where it will be practised, valued and meet the intractable dilemmas of our organisations. The benefit for students is that they gain practice at ‘working’ their knowledge in contexts relevant to them, and gain skill in applying their learning to workplace problems.

Finally, authenticity is critical to drive the assignments that lie at the heart of student motivation. Authenticity is fostered through encouraging student choice and the ‘constructive alignment’ of unit content, assessment and feedback. When encouraged to choose the context and direction of assignments students generate authenticity as they integrate their work and learning environments.  The benefit is that the students’ learning becomes a legitimate workplace activity and is embedded in their work role.

A framework for facilitating seminar interactivity

I position students to be active participants in potentially transforming learning experiences. When I arrived in WA in 1993, there was a prevalence of teaching by overhead slides, with rows of desks, and transmissive modes of learning and examination. I reflected on my previous training experiences to conceptualise a ‘framework’ for Higher Education seminar design that I have since continually developed, formalised, and shared with others through School, Faculty and University teaching seminars to displace the dominance of PowerPoint. Every technology and delivery mode has its specific uses but the increasing diversity of student cultures, ages, workplace goals and learning styles indicates that there should be a commitment to a diversity of technologies, for a variety of student learning interactions, so that we will stimulate different learners in different ways.

I build each seminar around a Core Question. I use my ‘framework’ to build from the Core Question and construct a range of diverse learning activities to stimulate and motivate student learning exploration. The ‘framework’ provides four pillars for each of the activities used within the seminar. I generate a series of different activities based on multiple variations of the four pillars:                                                             

1. What input needs to be made by me to introduce the concept?
2. What task should the students be asked to perform?
3. What groups do they need to be placed in?
4.  What method of display or output will be used for the activity?

I have built up a reservoir of activity options for each of the four pillars that enable me to present concepts to the students in a continual variation of learning activities within each seminar. My inputs change in terms of the media I use, stories, pictures, or artefacts; the work groups change from individual to pairs, to trios to fours; the tasks change from brainstorming, debate or ranking. The method of display changes from presentational selling, to design posters or key issue review.

The students benefit from the ‘framework’ by experiencing rich and stimulating interactive experiences that change for each activity. I introduce them to concepts in ways that encourage them to open the doors further as they continue their learning exploration. This method also means that they construct their own knowledge rather than digesting knowledge that is presented. The students carry out different learning tasks and find their unique answers. After all, they will go many different ways to many different places. Context defines appropriate strategies, student must be capable of not just knowing but being able to apply their knowledge to vastly different and changing contexts, and finally having the voice and confidence to be an advocate for change.

RESEARCH SUPERVISION

• 21 Higher Degree by Research completions
• 30 Higher Degree by Research supervisions
• Authored and taught unit for University HDR supervisors.
• Examined 27 Theses.
• Coordinator research mentors nationally for 48 NCVER research scholars.

RESEARCH STUDENT FOCUSES chronological order

• Organisational evolution
• Construction safety
• African women development
• Reflective learning
• Bullying in H.Ed.
• Knowledge man. systems
• Web-based learning
• Organisational change
• Manager ethnic discrimination
• Knowledge man. supply chain
• Networks and boundary spanners
• Mining estimator learning
• Management dev. strategy
• Leadership E.I.
• Change communication
• NFP staff retention
• Information systems and Foucault
• Knowledge ITC and innovation
• Mergers and ethical dilemmas
• Managers as staff developers
• Grey nomad communications
• Tourism destination relations
• School board strategies
• Impact of FIFO on workers
• Culture and performance man.
• Harnessing mature man. knowledge
• Leadership skills values
• Gaming and leadership development
• Manager as Innovators
• Illegal organisation
• Police skills development
• Frontline managers as dev. agents
• Manager dev. in banking
• Professional identity

Management Experience

• Regional Manager for CI Training UK for 17 years
• Academic management at ECU 27 years as Associate Dean/Ass. Head of School ECU – Chairing the Faculty Research Com. - Directing the School of Man Review – Chairing the Faculty Student appeals. Member of ECU Academic Board/ Research Com., Faculty T/L Com.
• Nat President of the Australian Vocational Education Training Research Association 2010/14
• Director National VET mentoring scheme for NCVER 2009/13
• Development Manager / Personal Director– Australian Business College 1992/3.

• QUALIFICATIONS

  PhD – Management Development - University of Western Australia 2004

  Master of Business with Distinction – Human Resource Management (Curtin University) 1996

  Graduate Diploma of Business Administration with Distinction (Bradford University Man. Centre) 1975

  Graduate Certificate of Tertiary Teaching (Edith Cowan University) 2007

  Bachelor of Technology with Honours 2:1 – Physical Sciences: Textile Design (Bradford Uni.) 1972

  King Edward VII Grammar School King’s Lynn Norfolk 1962/69 (14.2 - 110m Hurdles).

English, very limited French.

• Worked in the UK, Israel, Singapore, China.
• Lived in USA, Hong Kong.

Industry and Commerce Research Collaborators:

Australian Research Council

Australian National Training Authority

National Centre for Vocational Education Research

China Australia Council

Victorian Skills Authority

Victorian State Department of Natural Resources and the Environment

Australian Mines and Minerals Association

BankWest HBOS

Australia Open Learning

Australian Institute of Management

WA Police

WA Chamber of Mines and Minerals

WA Construction Training Fund

WA Premier and Cabinet Office

WA Dept. of Transport

WA Dept. of Planning

WA Department of Training

WA Department of Child Protection

WA Library Dept.

WA Education Dept.

WA Health Service

Worksafe WA

Wanneroo City Council

Lady Gowrie Children’s Centre

Journal Article Reviewer for –

Academic Research Collaborators:

University of Nottingham

University of Milan

University of Melbourne

Makassar University Indonesia

Tianjin Normal University

RMIT

UTS

Victoria University

Griffith University

University of Queensland

Federation University

UTS Sydney

Charles Darwin University

Charles Sturt University

Curtin University

Edith Cowan University

Flinders University

Monash University

Queensland University of Technology

University of Canberra

University of Newcastle

University of the Sunshine Coast

Swinbourne University

University of Central Queensland

University of Southern Queensland

WA Northern Metro TAFE

WA Southern Metro TAFE

WA South Regional TAFE

PRIZES AND AWARDS

• National Ray Barker Award for distinctive lifetime achievment in VET research.
• Reviewer for the Australian Research Council from 2013
• Reviewer for the NCVER national grants from 2011
• UK National Training Award 1991
• UK National Training Award 1992
• Best Paper Award AVETRA National Conference – 2013 runner up 1007/8/9.
• 2015: Staff ‘1 minute thesis’ – Runner up award.
• 2010: Vice Chancellor’s Citation for Teaching Excellence.
• 2004: The postgraduate students Award for Excellence for outstanding coursework supervision
• 2003: The postgraduate students Award for Excellence for postgraduate supervision
• 2003: The postgraduate students Award for Excellence for postgraduate support
• 2002: The Excellence in Research Support Award for the Faculty of Business and Public Management ECU by the Postgraduate and Honours student assoc. One of four runners up for the University award.
• 2001: The inaugural Vice-Chancellors Award for Excellence in Teaching.
• 1999: The postgraduate students Award for Excellence for postgraduate support
• 1999: Winner of the Faculty award for excellence in teaching by vote of graduating students.
• 1998: Winner of the Faculty award for excellence in teaching by vote of graduating students.
• 1997 Winner of the Faculty award for contribution by a staff member.
• Judge for National NCVER Awards
• Judge WA Police awards
• Judge for Boston Consulting MBA comp
• Key note addresses to UK West York Police, Federation Uni, Victoria Uni. Macassar Uni Indonesia, RMIT, Vic State NRE Dept.

PRESS AND MEDIA

• 2 Articles in Campus Review 202/4.
• Media Training course completion 2014.
• Presented at major press briefings for the dissemination of ‘WA Wellbeing in the Professions launch 2007/8 launches.