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Dr Emina Subasic

Lecturer

School of Psychology

Career Summary

Biography

I arrived to Australia as a refugee from Bosnia and Herzegovina in 1997. In 1998, I commenced a Bachelor of Arts (Psychology) and Bachelor of Social Work at the University of Queensland, both of which I completed in 2002. In 2003, I moved to Canberra and completed a First Class Honours in Psychology at the Australian National University. I stayed at the ANU for the next 10 years, completing a PhD (2004-2008) and two post-doctoral fellowships (2006-2009) with Kate Reynolds and John Turner. In 2010, I became an ARC Australian Postdoctoral Fellow (and lead investigator) on a Discovery Project examining the nexus of leadership and change in social relations. I was appointed as Lecturer at the University of Newcastle in late 2013 and commenced in July 2014.

My research spans social, organizational and political psychology. It examines how people, groups and societies change. In this work, I argue that the psychological transformation of the self is at the core of change—that by changing identities we can change society. A central contribution of my most recent work has been to articulate how social influence and leadership intersect with self-categorization processes to make such change imaginable and (therefore) possible. I examine these ideas across a range of contexts, but particularly where mobilisation of political solidarity across traditional intergroup boundaries is called for.  

Research Expertise
My research focuses on the intersection of social identity, social influence and change in social relations, including:

  • Leadership and collective mobilization
  • Leadership and organisational change
  • Political solidarity as a social change process
  • Mobilising men and women for gender equality 
  • School identification, school functioning and student learning
  • Enhancing social harmony in diverse communities

Qualifications

  • Doctor of Philosophy, Australian National University

Keywords

  • Gender Equality
  • Leadership
  • Organisational Change
  • Political Solidarity
  • Self-categorization
  • Social Change
  • Social Identity

Fields of Research

Code Description Percentage
170199 Psychology not elsewhere classified 100

Professional Experience

UON Appointment

Title Organisation / Department
Lecturer University of Newcastle
School of Psychology
Australia
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Publications

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

Highlighted Publications

Year Citation Altmetrics Link
2018 Hardacre SL, Subasic E, 'Whose Issue is it Anyway? The Effects of Leader Gender and Equality Message Framing on Men's and Women's Mobilisation towards Workplace Gender Equality', Frontiers in Psychology, 9 (2018) [C1]
DOI 10.3389/fpsyg.2018.02497
Citations Scopus - 2Web of Science - 1
2018 Subasic E, Hardacre S, Elton B, Branscombe N, Ryan M, Reynolds K, 'We for She: Mobilising men and women to act in solidarity for gender equality', Group Processes and Intergroup Relations, 21 707-724 (2018) [C1]
DOI 10.1177/1368430218763272
Citations Scopus - 8Web of Science - 6

Chapter (8 outputs)

Year Citation Altmetrics Link
2019 Reynolds KJ, Branscombe NR, Subasic E, Willis L, 'Social behavior change: The potential of social identity processes and ingroup norms', Handbook of Behavior Change, Cambridge University Press, Cambridge, UK (2019)
2017 Reynolds KJ, Subasic E, Lee E, Bromhead D, 'School climate, social identity processes and school outcomes: Making the case for a group-level approach to understanding schools', Self and Social Identity in Educational Contexts, Routledge, Oxford 55-69 (2017) [B1]
DOI 10.4324/9781315746913
Citations Scopus - 3
2017 Reynolds KJ, Subasic E, Batalha L, Jones B, Cotan M, 'From prejudice to social change: A social identity perspective', Cambridge Handbook of the Psychology of Prejudice, Cambridge University Press, Cambridge, UK 47-64 (2017) [B1]
2015 Reynolds KJ, Subasic E, Lee E, Bromhead D, Tindall K, 'Does education really transform us? The impact of school-based social processes on the person', Psychology of Change: Life Contexts, Experiences and Identities, Psychology Press, New York 170-186 (2015) [B1]
2015 Subasic E, Reynolds KJ, Mohamed MS, 'Changing identities to change society: Leadership as a contest for influence and collective mobilization.', Psychology of Change: Life Contexts, Experiences and Identities, Psychology Press, New York 246-263 (2015) [B1]
2015 Reynolds KJ, Batalha L, Subasic E, Jones B, 'The Social Psychology of Social (Dis)harmony: Implications for Political Leaders and Public Policy', Social Psychology and Politics, Psychology Press, New York 337-356 (2015) [B1]
Citations Scopus - 3Web of Science - 3
2011 Subasic E, Reynolds KJ, 'Power consolidation in leadership change contexts: A social identity perspective', How Power Changes Hands: Transition and Succession in Government, Palgrave Macmillan, Basingstoke, UK 174-190 (2011) [B1]
DOI 10.1057/9780230306431_10
2008 Turner JC, Reynolds KJ, Subasic E, 'Identity confers power: The new view of leadership in social psychology', Public Leadership: Perspectives and Practices, ANU E-Press, Canberra 57-72 (2008)
Show 5 more chapters

Journal article (22 outputs)

Year Citation Altmetrics Link
2019 Rubin J, Paolini S, Subasic E, Giacomini A, 'A confirmatory study of the relations between workplace sexism, sense of belonging, mental health, and job satisfaction in male-dominated industries', Journal of Applied Social Psychology, 49 267-267 (2019) [C1]
DOI 10.1111/jasp.12577
Co-authors Stefania Paolini, Mark Rubin, Anna Giacomini
2018 Hardacre SL, Subasic E, 'Whose Issue is it Anyway? The Effects of Leader Gender and Equality Message Framing on Men's and Women's Mobilisation towards Workplace Gender Equality', Frontiers in Psychology, 9 (2018) [C1]
DOI 10.3389/fpsyg.2018.02497
Citations Scopus - 2Web of Science - 1
2018 Turner I, Reynolds KJ, Lee E, Subasic E, Bromhead D, 'Understanding aggression and victimization: Negative binomial modelling with supportive school climate, mental health, and social identity mediation', Translational Issues in Psychological Science, 4 380-402 (2018) [C1]
DOI 10.1037/tps0000174
2018 Subasic E, Hardacre S, Elton B, Branscombe N, Ryan M, Reynolds K, 'We for She: Mobilising men and women to act in solidarity for gender equality', Group Processes and Intergroup Relations, 21 707-724 (2018) [C1]
DOI 10.1177/1368430218763272
Citations Scopus - 8Web of Science - 6
2017 Rubin JM, Subasic E, Giacomini A, Paolini S, 'An exploratory study of the relations between women miners' gender-based workplace issues and their mental health and job satisfaction', JOURNAL OF APPLIED SOCIAL PSYCHOLOGY, 47 400-411 (2017) [C1]
DOI 10.1111/jasp.12448
Citations Scopus - 1Web of Science - 2
Co-authors Stefania Paolini, Anna Giacomini, Mark Rubin
2017 Lee E, Reynolds KJ, Subasic E, Bromhead D, Lin H, Marinov V, Smithson M, 'Development of a dual school climate and school identification measure student (SCASIM-St)', Contemporary Educational Psychology, 49 91-106 (2017) [C1]

© 2017 Elsevier Inc. Extensive but separate bodies of research in education concern the constructs of school climate and school connectedness/belonging. In the interests of advanc... [more]

© 2017 Elsevier Inc. Extensive but separate bodies of research in education concern the constructs of school climate and school connectedness/belonging. In the interests of advancing a more integrated approach, a new measurement tool is developed¿ the School Climate and School Identification Measure¿Student (SCASIM-St). This scale builds on the Moos (1973) framework which assesses relationships, personal growth, and system management in schools. The social identity approach to group processes (Tajfel & Turner, 1979; Turner, Hogg, Oakes, Reicher, & Wetherell, 1987) is used to extend work on school connectedness and belonging through the inclusion of a measure of social identification. A range of methods across three studies are designed to assess the reliability and validity of SCASIM-St (N = 7209, Australian grades 7¿10 students). These include confirmatory factor analysis, test-retest analysis, and convergent validity (Study 1 and 2). Additionally measurement invariance tests for student sub-groups regarding gender, grade level, and non-English language, were employed in Study 3. It also included criterion validity analysis using multilevel models for the key outcome measures of students¿ academic achievement, well-being, and aggressive behaviors. All of these analyses indicate that SCASIM-St is an effective measure. Theoretical and practical implications as well as future directions are outlined.

DOI 10.1016/j.cedpsych.2017.01.003
Citations Scopus - 7Web of Science - 8
2017 Maxwell S, Reynolds KJ, Lee E, Subasic E, Bromhead D, 'The impact of school climate and school identification on academic achievement: Multilevel modeling with student and teacher data', Frontiers in Psychology, 8 (2017) [C1]
DOI 10.3389/fpsyg.2017.02069
Citations Scopus - 10Web of Science - 10
2017 Reynolds KJ, Lee E, Turner I, Bromhead D, Subasic E, 'How does school climate impact academic achievement? An examination of social identity processes', School Psychology International, 38 78-97 (2017) [C1]

© 2017, © The Author(s) 2017. In explaining academic achievement, school climate and social belonging (connectedness, identification) emerge as important variables. However, both ... [more]

© 2017, © The Author(s) 2017. In explaining academic achievement, school climate and social belonging (connectedness, identification) emerge as important variables. However, both constructs are rarely explored in one model. In the current study, a social psychological framework based on the social identity perspective (Turner, Hogg, Oakes, Reicher, & Wetherell, 1987) is introduced that provides a way to integrate these two areas of enquiry. Using this framework, the current study (N = 340 grade 7 and 9 students) investigates: (a) school climate and social identification as distinct predictors of academic achievement; and (b) social identification as a mediator of the school climate and achievement relationship. Achievement in reading, numeracy and writing was assessed by a national standardized test. The three variables most significantly associated with achievement were parental education, socio-economic status, and school identification. In line with predictions, school identification fully mediated the relationship between school climate and academic achievement in numeracy and writing, but not reading. The research highlights the importance of feeling psychologically connected to the school as a group for academic success.

DOI 10.1177/0143034316682295
Citations Scopus - 9Web of Science - 9
2016 Reynolds KJ, Subasic E, '"We see things not as they are but as we are": Social identity, self-categorization and perception', Psychological Inquiry, 27 348-351 (2016) [C1]
DOI 10.1080/1047840X.2016.1215665
Citations Scopus - 1Web of Science - 1
2015 Reynolds KJ, Subasic E, Tindall K, 'The problem of behaviour change: From social norms to an ingroup focus', Social and Personality Psychology Compass, 9 45-56 (2015) [C1]
DOI 10.1111/spc3.12155
Citations Scopus - 28Web of Science - 26
2014 Turner I, Reynolds KJ, Lee E, Subasic E, Bromhead D, 'Well-being, school climate, and the social identity process: a latent growth model study of bullying perpetration and peer victimization.', School Psychology Quarterly, 29 320-335 (2014) [C1]
DOI 10.1037/spq0000074
Citations Scopus - 44Web of Science - 38
2013 Reynolds KJ, Jones BM, O'Brien K, Subasic E, 'Theories of Socio-Political Change and the Dynamics of Sub-Group Versus Superordinate Interests', European Psychologist, 18 235-244 (2013)
DOI 10.1027/1016-9040/a000159
Citations Scopus - 11Web of Science - 12
2012 Suba ic E, Reynolds KJ, Reicher SD, Klandermans B, 'Where To From Here for the Psychology of Social Change? Future Directions for Theory and Practice', Political Psychology, 33 61-74 (2012) [C1]
DOI 10.1111/j.1467-9221.2011.00864.x
Citations Scopus - 12Web of Science - 11
2012 Reynolds KJ, Bizumic B, Subasic E, Turner JC, Branscombe N, Mavor KI, Batalha L, 'Social identity and personality processes: Non-Aboriginal Australian identity and Neuroticism', European Journal of Social Psychology, 42 252-262 (2012) [C1]
DOI 10.1002/ejsp.1841
Citations Scopus - 7Web of Science - 6
2011 Subasic E, Schmitt MT, Reynolds KJ, 'Are we all in this together? Co-victimization, inclusive social identity and collective action in solidarity with the disadvantaged', British Journal of Social Psychology, 50 707-725 (2011) [C1]
DOI 10.1111/j.2044-8309.2011.02073.x
Citations Scopus - 13Web of Science - 15
2011 Suba ic E, Reynolds KJ, Turner JC, Veenstra KE, Haslam SA, 'Leadership, power and the use of surveillance: Implications of shared social identity for leaders' capacity to influence', Leadership Quarterly, 22 170-181 (2011) [C1]
DOI 10.1016/j.leaqua.2010.12.014
Citations Scopus - 28Web of Science - 27
2010 Reynolds KJ, Turner JC, Branscombe NR, Mavor KI, Bizumic B, Subasic E, 'Interactionism in Personality and Social Psychology: An Integrated Approach to Understanding the Mind and Behaviour', EUROPEAN JOURNAL OF PERSONALITY, 24 458-482 (2010)
DOI 10.1002/per.782
Citations Scopus - 51Web of Science - 39
2010 Reynolds KJ, Turner JC, Branscombe NR, Mavor KI, Bizumic B, Subasic E, 'Further Integration of Social Psychology and Personality Psychology: Choice or Necessity? Response', EUROPEAN JOURNAL OF PERSONALITY, 24 501-514 (2010)
DOI 10.1002/per.784
Citations Scopus - 5Web of Science - 5
2009 Subasic E, Reynolds KJ, 'Beyond "Practical" Reconciliation: Intergroup Inequality and the Meaning of Non-Indigenous Identity', POLITICAL PSYCHOLOGY, 30 243-267 (2009)
DOI 10.1111/j.1467-9221.2008.00690.x
Citations Scopus - 19Web of Science - 17
2009 Bizumic B, Reynolds KJ, Turner JC, Bromhead D, Subasic E, 'The Role of the Group in Individual Functioning: School Identification and the Psychological Well-Being of Staff and Students', APPLIED PSYCHOLOGY-AN INTERNATIONAL REVIEW-PSYCHOLOGIE APPLIQUEE-REVUE INTERNATIONALE, 58 171-192 (2009)
DOI 10.1111/j.1464-0597.2008.00387.x
Citations Scopus - 70Web of Science - 67
2008 Subasic E, Reynolds KJ, Turner JC, 'The Political Solidarity Model of Social Change: Dynamics of Self-Categorization in Intergroup Power Relations', PERSONALITY AND SOCIAL PSYCHOLOGY REVIEW, 12 330-352 (2008)
DOI 10.1177/1088868308323223
Citations Scopus - 126Web of Science - 118
2007 Reynolds KJ, Turner JC, Haslam SA, Ryan MK, Bizumic B, Subasic E, 'Does personality explain in-group identification and discrimination? Evidence from the minimal group paradigm', BRITISH JOURNAL OF SOCIAL PSYCHOLOGY, 46 517-539 (2007)
DOI 10.1348/014466606X153080
Citations Scopus - 42Web of Science - 37
Show 19 more journal articles
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Grants and Funding

Summary

Number of grants 11
Total funding $3,007,221

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

20192 grants / $498,670

School climate, school identification and school outcomes $480,000

This project extends ongoing work with ACT Education Directorate in which we examine the relationship between school climate, school identification and outcomes such as student and staff wellbeing and student academic performance (including NAPLAN).

Funding body: ACT Education Directorate

Funding body ACT Education Directorate
Project Team

Professor Kate Reynolds, Dr Katherine Klik, Dr Emina Subasic

Scheme Research Grant
Role Investigator
Funding Start 2019
Funding Finish 2021
GNo
Type Of Funding C2210 - Aust StateTerritoryLocal - Own Purpose
Category 2210
UON N

Transdev-University of Newcastle Diversity and Inclusion Project $18,670

Funding body: Transdev Australasia

Funding body Transdev Australasia
Project Team Doctor Emina Subasic
Scheme Research Grant
Role Lead
Funding Start 2019
Funding Finish 2019
GNo G1900453
Type Of Funding C3111 - Aust For profit
Category 3111
UON Y

20172 grants / $30,378

Leadership and Solidarity for Gender Equality $28,278

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Doctor Emina Subasic
Scheme Women in Research Fellowship
Role Lead
Funding Start 2017
Funding Finish 2018
GNo G1701407
Type Of Funding Internal
Category INTE
UON Y

Leading Public Sector Change$2,100

Funding body: The Australian and New Zealand School of Government

Funding body The Australian and New Zealand School of Government
Project Team Doctor Emina Subasic
Scheme Research Grant
Role Lead
Funding Start 2017
Funding Finish 2017
GNo G1701245
Type Of Funding C3112 - Aust Not for profit
Category 3112
UON Y

20131 grants / $840,000

School identification, school climate and school outcomes: Evidence from ACT Schools $840,000

This project, led by Kate Reynolds (ANU) and funded by the Australian Capital Territory Directorate of Education and Training (and extending a 2008-2011 ARC Linkage Project) helps improve school climate, school identification and outcomes such as student and staff wellbeing and student learning across all public high schools in Canberra, Australia.

Funding body: ACT Department of Education and Training

Funding body ACT Department of Education and Training
Project Team

Katherine Reynolds
Scheme Research Project
Role Investigator
Funding Start 2013
Funding Finish 2018
GNo
Type Of Funding Other Public Sector - State
Category 2OPS
UON N

20122 grants / $468,625

Building successful diverse communities: What works and why? $323,625

This project is focused on a central issue of our times – maximising community harmony in the context of growing demographic diversity (ethnic, cultural, religious). Public policy, drawing on much of social psychology and related fields, recognises important contributing factors such as social cohesion and social capital, intergroup contact, cross-group friendships, and positive social norms. To date these factors lack theoretical integration and there is scarce robust evidence surrounding what works and why in moving local communities towards social harmony. This project, in collaboration with Commonwealth Department of Immigration and Citizenship, addresses these issues in order to move the field and policy processes forward.

Funding body: ARC (Australian Research Council)

Funding body ARC (Australian Research Council)
Project Team

Katherine Reynolds
Scheme Discovery Projects
Role Investigator
Funding Start 2012
Funding Finish 2014
GNo
Type Of Funding Not Known
Category UNKN
UON N

School identification and school climate project: Experimental field trial and development of measurement tool. $145,000

This project focuses on an experimental field trial of interventions designed to strengthen school identification, improve school climate, and through these factors shape a range of positive outcomes for staff and students (including academic achievement and well-being). The project also focuses on the development of a new school climate and identification measurement tool.

Funding body: ACT Department of Education and Training

Funding body ACT Department of Education and Training
Project Team

Katherine Reynolds
Scheme Research Project
Role Investigator
Funding Start 2012
Funding Finish 2012
GNo
Type Of Funding Other Public Sector - State
Category 2OPS
UON N

20112 grants / $289,000

Social and behavioural change: Integrating social identity research with public policy practice$200,000

This project integrates existing work across diverse public policy domains (e.g., education, immigration and social diversity, Indigenous communities). It aims to strengthen links with research and policy partners to develop social and behavioural change interventions informed by the social identity perspective.

Funding body: Australian National University

Funding body Australian National University
Project Team

Katherine Reynolds
Scheme Vice Chancellor's Research Development Seed Grant
Role Investigator
Funding Start 2011
Funding Finish 2013
GNo
Type Of Funding Grant - Aust Non Government
Category 3AFG
UON N

Investigating social norms and behaviour change in the Cape York Welfare Reform Trail$89,000

This project forms part of evaluation of the Cape York Welfare Reform Trial conducted across four Indigenous communities in Far North Queensland. The focus on the project is development of measurement tools and evaluation of the impact of the initiative on Indigenous leadership and authority and a range of community and individual-level outcomes (e.g., self-reported well-being, community cohesiveness and cooperation, respect of Indigenous leadership and authority).

Funding body: Department of Families, Housing, Community Services and Indigenous Affairs

Funding body Department of Families, Housing, Community Services and Indigenous Affairs
Project Team

Katherine Reynolds
Scheme Evaluation of Cape York Welfare Reform Trial
Role Investigator
Funding Start 2011
Funding Finish 2012
GNo
Type Of Funding Other Public Sector - Commonwealth
Category 2OPC
UON N

20101 grants / $460,548

Leadership, social identity and the dynamics of influence in intergroup relations: A new understanding of social continuity and social change$460,548

A tension between continuity and change is ubiquitous to human social systems and leadership processes play a key role in whether the status quo or social change prevails. In social psychology, however, leadership and social change are studied in isolation from each other. This project integrates and extends current understandings to provide a new analysis of leadership, social continuity and social change processes. It advances knowledge in the field of social psychology, with applications to political science, organisational psychology, and management.

Funding body: ARC (Australian Research Council)

Funding body ARC (Australian Research Council)
Project Team

Katherine Reynolds
Scheme Discovery Projects
Role Lead
Funding Start 2010
Funding Finish 2014
GNo
Type Of Funding Not Known
Category UNKN
UON N

20081 grants / $420,000

Understanding the school as an intergroup system: Implications for school reform and student and staff outcomes$420,000

This project applies a novel social psychological understanding of group processes and intergroup relations to Australian schools. The result is a new and promising framework that will be trialed and evaluated through this project. The central idea is that one’s group membership and associated norms and practices directly impact on the attitudes and behaviours of individual members. The aim is to change the relevant groups within a school and how they relate in order to build a more positive school climate and higher school identification and, as a result, improve school outcomes (e.g., attendance, academic achievement, well-being).

Funding body: ARC (Australian Research Council)

Funding body ARC (Australian Research Council)
Project Team

Katherine Reynolds
Scheme Discovery Projects
Role Investigator
Funding Start 2008
Funding Finish 2011
GNo
Type Of Funding Not Known
Category UNKN
UON N
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Research Supervision

Number of supervisions

Completed1
Current3

Current Supervision

Commenced Level of Study Research Title Program Supervisor Type
2016 PhD Seeking Intergroup Contact: Investigation into Personal and Contextual Determinants of Approaching `the Other' PhD (Psychology - Science), Faculty of Science, The University of Newcastle Co-Supervisor
2016 PhD Mobilising Men and Women in Support of Workplace Gender Equality: Does Leader Gender Matter? PhD (Psychology - Science), Faculty of Science, The University of Newcastle Principal Supervisor
2016 PhD The Relation Between the Need for Closure and Mental Health PhD (Psychology - Science), Faculty of Science, The University of Newcastle Co-Supervisor

Past Supervision

Year Level of Study Research Title Program Supervisor Type
2017 PhD Leadership as a contest for influence Psychology, Australian National University Principal Supervisor
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News

Women In Research Fellowships awarded

October 27, 2017

Thirteen UON researchers have been awarded a Women in Research (WIR) Fellowship thanks to Research Advantage.

Dr Emina Subasic

Position

Lecturer
School of Psychology
Faculty of Science

Contact Details

Email emina.subasic@newcastle.edu.au
Phone (02) 4985 4597

Office

Room AVG23
Building Behavioural Sciences Building
Location Callaghan
University Drive
Callaghan, NSW 2308
Australia
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