Ms Helen Cameron
Centre for English Language and Foundation Studies
- Phone:(02) 4921 8603
Helen is the Research Manager with the English Language and Foundation Studies Centre, University of Newcastle, Australia. Helen is responsible for overseeing, managing and supporting the Centre’s research activities. Within this role, Helen works to implement the Centre’s research plan and foster a research culture within the Centre. Helen is also the Journal Manager for International Studies in Widening Participation - an open access journal established by the English Language and Foundation Studies Centre and the Centre of Excellence for Equity in Higher Education.
Helen has previously worked as an Executive Officer and Research Centre Manager with the University of Sydney, Department of Rural Health in Broken Hill. In this role Helen was involved in managing the business of the UDRH, including managing contracts, HR and budgets and monitoring funding agreements. Prior to this, Helen worked in senior roles in a number of government departments and she has also worked as a Solicitor, mainly in the area of commercial law.
Helen has an MBA and a law degree and is also admitted as a Solicitor of the High Court of Australia and the NSW Supreme Court. She has a Master of Qualitative Health Research and has recently completed a Bachelor of Social Science (Psychology).Research Expertise
Helen has undertaken projects relating to research capacity building in rural areas, including overseeing the Primary Health Care Research Evaluation and Development program within the Broken Hill University Department of Rural Health and an evaluation of the Researcher Development Program. She has also been involved in undertaking research involving rural workforce, including the Point of Care Testing Trial in General Practice. Helen is currently involved in an OLT funded Innovation and Development Grant (Re)claiming social capital: improving language and cultural pathways for refugee students into Australian Higher Education. She is also currently involved in the HEPP National Priority Project titled 'Indigenous enabling: 'what works'? Developing a national conversation around enabling education for Aboriginal and Torres Strait Islander students through a comprehensive audit of current provision'.
Helen has taught short courses on research methodologies to rural researchers and has also taught on medical negligence and informed consent.
Helen has a Master of Business Administration and a great deal of senior administrative expertise within the University Sector. Helen has provided executive management of the administrative functions of a rural University campus, including providing strategic policy advice and leadership in relation to human resource, finance, administrative, and capital works issues. She has developed business plans and communication plans, MOU's and other agreements relating to various projects. She has also negotiated at a high level with government departments, funding bodies and other external agencies. She has been involved in the project management of a number of capital works projects, including the establishment of a rural clinical simulation learning environment. She has also managed human resource functions and undertaken performance development and management of staff.
Helen has undertaken projects and published in the area of research capacity building and rural workforce. She also provided training and support to rural qualitative researchers.
- Master of Qualitative Health Research, University of Sydney
- Bachelor of Law/Bachelor of Arts, Macquarie University
- Graduate Certificate in Legal Practices, College of Law
- Master of Business Administration, Southern Cross University
- Bachelor of Social Science (Psychology), Swinburne University of Technology
- Enabling Education
- Research Capacity Building
- English (Fluent)
Fields of Research
|160807||Sociological Methodology and Research Methods||40|
|130101||Continuing and Community Education||30|
For publications that are currently unpublished or in-press, details are shown in italics.
Presentation (1 outputs)
Cameron H, Carter B, Relf BL, Brawn B, Borwein J, ERROR INVALID CATEGORY: FOR PUBLICATION RP_UID 264124 (2015)
Journal article (3 outputs)
Cameron HE, Boreland FT, Morris JR, Lyle DM, Perkins DA, Magin PJ, et al., 'New South Wales and Australian Capital Territory Researcher Development Program 2005-07: modest investment, considerable outcomes', Australian Journal of Primary Health, 19 59-67 (2013) [C1]
McIntyre E, Brun L, Cameron H, 'Researcher development program of the primary health care research, evaluation and development strategy', AUSTRALIAN JOURNAL OF PRIMARY HEALTH, 17 114-121 (2011) [C1]
Cameron H, Dupal P, 'Rural pathology under the microscope', AUSTRALIAN JOURNAL OF RURAL HEALTH, 17 222-223 (2009) [C3]
Grants and Funding
|Number of grants||3|
Click on a grant title below to expand the full details for that specific grant.
20161 grants / $49,977
Indigenous enabling: What Works? Developing a national conversation around enabling education for Aboriginal and Torres Strait Islander students through a comprehensive audit of current provision$49,977
Funding body: Department of Education
|Funding body||Department of Education|
|Project Team||Associate Professor Maree Gruppetta, Associate Professor Stephanie Gilbert, Doctor Sally Baker, Ms Evonne Irwin, Ms Helen Cameron|
|Scheme||Higher Education Participation and Partnerships Programme|
|Type Of Funding||Other Public Sector - Commonwealth|
20151 grants / $347,000
(Re)claiming social capital: improving language and cultural pathways for refugee students into Australian higher education$347,000
There is relatively little research that addresses the educational and socio-cultural expectations and experiences of HEB students, especially those who were educated and held status in their own countries and who are now looking to gain educational and economic capital by entering Australian HE. Moreover, although there is a small body of work that addresses the educational experiences of refugee youth (Taylor & Sidhu, 2012; Tregale, 2011; Joyce et al, 2010; Earnest et al, 2010; Matthews, 2008; Woods, 2009), and a growing interest in refugee school–university transitions in Australia (Tregale, 2011; Naidoo et al., 2012), there is no research to our knowledge that addresses Vocational Education and Training (VET)–university transitions for these students or explores an alternative pathway taken by HEB students who start from Intensive English Centres (IEC) and make their movements into Australian HE. Therefore, the aiding and facilitating of HEB students’ entrance into university from outside of HE is an underdeveloped area of research to which we intend to contribute with this project.
This project, led by the University of Newcastle (UoN) and in partnership with Macquarie University (MQ) and Curtin University, addresses the OLT-identified priority area of ‘Improving institutional pathways across higher education’, specifically targeting linguistic and cultural experiences of HEB students as they make their transitions into and through undergraduate study. The project builds on the significant contribution made by three other OLT-funded projects into HEB students’ university experiences (Silburn & Earnest, 2007; Vickers, Zammit & Morrison, 2011; & Naidoo, Wilkinson, Langat, Cunneen & Adoniou, 2012) but offers a fresh perspective: a comparative analysis of the transition experiences of three particular groups of marginalised HEB students as they enter Australian HE in New South Wales and Western Australia. These three groups are:
1. a group of Afghan HEB adult men entering a regional university from TAFE/Adult Migrant English Program (AMEP)
2. a group of HEB youth entering a metropolitan university from an inner-city school
3. a group of HEB youth exiting an Intensive English Centre course in a metropolitan city
At the crux of this project is an interest in students’ language, and academic writing in particular. As writing forms the core of all assessment in the academy (Lea, 1999), the ability to communicate effectively in institutionally-endorsed ways is an essential activity for success; inability to do so can lead to attrition and failure (McInnis, 2001; Krause, 2001; Lillis & Scott, 2007). With the stakes already high, Language Background Other Than English (LBOTE) students are at a disadvantage; for HEB students the stakes are arguably higher as they have to deal with the additional complexities of resettlement, trauma-related psychological issues, fragmented schooling and often vastly different education backgrounds and academic cultures (Oliff & Couch, 2005; Woods, 2009; Morrice, 2013; Cocks & Stokes; 2012; Harris & Marlowe, 2011). The research described in these studies all share concern regarding HEB students’ language capabilities.
From this small body of research into HEB students, it is clear that further research into the lived experiences of teaching and learning of these students is necessary, particularly with a focus not only on the language and literacies that these students bring with them and need to develop, but also on how they develop them and how they experience their multiple entrances into HE in real time.
Funding body: Office for Learning and Teaching
|Funding body||Office for Learning and Teaching|
|Project Team||Associate Professor Seamus Fagan, Doctor Sally Baker, Ms Evonne Irwin, Ms Helen Cameron, Associate Professor Jaya Earnest, Mrs Sonal Singh, Ms Ruth Tregale|
|Scheme||Innovation and Development Program|
|Type Of Funding||Aust Competitive - Commonwealth|
20081 grants / $12,170
How do rural and remote clinicians access and translate research evidence into clinical practice: a multi professional study$12,170
Funding body: NSW Institute of Rural Clinical Services and Training
|Funding body||NSW Institute of Rural Clinical Services and Training|
|Type Of Funding||Other Public Sector - State|