Ms Helen Cameron

Research Manager

Centre for English Language and Foundation Studies

Career Summary

Biography

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 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 is currently undertaking 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.

Teaching Expertise
Helen has taught short courses on research methodologies to rural researchers and has also taught on medical negligence and informed consent.

Administrative Expertise
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.

Collaborations
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 and completed a Master of Qualitative Health Research.

Qualifications

  • 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

Keywords

  • Enabling Education
  • Research Capacity Building

Languages

  • English (Fluent)

Fields of Research

Code Description Percentage
130103 Higher Education 30
160807 Sociological Methodology and Research Methods 40
130101 Continuing and Community Education 30
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Publications

For publications that are currently unpublished or in-press, details are shown in italics.


Journal article (3 outputs)

Year Citation Altmetrics Link
2013 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]
Citations Web of Science - 1
Co-authors Parker Magin
2011 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]
DOI 10.1071/PY10049
Citations Scopus - 7Web of Science - 5
2009 Cameron H, Dupal P, 'Rural pathology under the microscope', AUSTRALIAN JOURNAL OF RURAL HEALTH, 17 222-223 (2009) [C3]
DOI 10.1111/j.1440-1584.2009.01077.x
Citations Scopus - 1
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Grants and Funding

Summary

Number of grants 3
Total funding $706,170

Click on a grant title below to expand the full details for that specific grant.


20152 grants / $694,000

(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, Mrs Sally Baker, Ms Evonne Irwin, Ms Helen Cameron, Associate Professor Jaya Earnest, Mrs Sonal Singh, Ms Ruth Tregale
Scheme Innovation and Development Program
Role Investigator
Funding Start 2015
Funding Finish 2015
GNo G1500930
Type Of Funding Aust Competitive - Commonwealth
Category 1CS
UON Y

(Re)claiming social capital: improving language and cultural pathways for refugee students into Australian higher education$347,000

Education is key to gaining social capital, especially for people whose lives, studies and careers are disrupted by political unrest. This project will identify the pathways taken by Humanitarian Entrant Background (HEB) students to enter higher education, and investigate how HEB students experience their transitions into and through undergraduate study. Adopting a qualitative, longitudinal methodology, this project has two primary stages. First, a nationwide audit of Australian higher education pathways available to HEB students will be conducted, followed by an in-depth examination of three distinct pathways: a school-based refugee mentoring program; a VET-to-enabling program and a community-based Intensive English Centre pathway; and two HEB transition-focused programs. Attention will be paid in particular to the language and cultural aspects of transition. From this the project will develop a set of best practice recommendations to facilitate HEB students' transitions through various institutional pathways and contribute towards HEB students' positive engagement with their education.

Funding body: Office for Learning and Teaching

Funding body Office for Learning and Teaching
Project Team
Scheme Innovation and Development Program
Role Investigator
Funding Start 2015
Funding Finish 2018
GNo
Type Of Funding Aust Competitive - Commonwealth
Category 1CS
UON N

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
Project Team
Scheme Research Grant
Role Investigator
Funding Start 2008
Funding Finish 2009
GNo
Type Of Funding Other Public Sector - State
Category 2OPS
UON N
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Ms Helen Cameron

Position

Research Manager
Centre for English Language and Foundation Studies
Academic Division

Contact Details

Email helen.cameron@newcastle.edu.au
Phone (02) 4921 8603

Office

Room MCLG57
Building McMullin Building
Location Callaghan
University Drive
Callaghan, NSW 2308
Australia
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