Dr Emina Subasic
Senior Lecturer
School of Psychological Sciences
- Email:emina.subasic@newcastle.edu.au
- Phone:(02) 4985 4597
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 the Australian National University and over the next 10 years completed a First Class Honours (2003) and PhD in Psychology (2004-2008), two post-doctoral fellowships (2006-2009) and an ARC Australian Postdoctoral Fellowship (2010-2014) as lead investigator on a Discovery Project examining the nexus of leadership and social change. Since 2014, I have worked as Lecturer and then Senior Lecturer at the University of Newcastle. Since 2020, I have been Program Convenor for Master of Business Psychology.
My teaching and research span social, organizational and political psychology. Using theory development and quantitative (experimental, survey) methodologies, I examine how people, groups and societies change. A central idea driving this work is that psychological transformation of the self is at the core of change: that by understanding change in people's (social) identities - who 'we' are and who 'we' want to become - it becomes possible to better understand and achieve person, group, organisational and (ultimately) social change. I examine these ideas across a range of contexts, including where leadership and mobilisation across intergroup boundaries is called for (e.g., gender equality).
Research
My research focuses on the intersection of social identity, social influence and change in social relations, including:
- Collective mobilization for social change
- Leadership and organisational change
- Mobilising men and women for gender equality
- Political solidarity as a social change process
- School identification, school functioning and student learning
- Enhancing social harmony in diverse communities
Teaching
- Master of Business Psychology - Program Convenor
- PSYC6140 - Leadership and Organisational Change - Course Coordinator
- PSYC6150 - Group Dynamics in Organisations - Course Coordinator
- PSYC6120 - Fostering Healthy Organisations- Course Coordinator
- PSYC2900 - Social Psychology - Lecturer
- PSYC1200 - Foundations of Psychological Practice - Lecturer
- PSYC3200 - Foundations of Applied Psychological Science - Lecturer
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 |
|---|---|---|
| 520505 | Social psychology | 60 |
| 520104 | Industrial and organisational psychology (incl. human factors) | 20 |
| 520102 | Educational psychology | 20 |
Professional Experience
UON Appointment
| Title | Organisation / Department |
|---|---|
| Senior Lecturer | University of Newcastle School of Psychology Australia |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Chapter (8 outputs)
| Year | Citation | Altmetrics | Link | |||||
|---|---|---|---|---|---|---|---|---|
| 2020 |
Reynolds KJ, Branscombe NR, Subasic E, Willis L, 'Changing Behavior Using Social Identity Processes', Handbook of Behavior Change, Cambridge University Press, Cambridge, UK 225-236 (2020) [B1]
|
Nova | ||||||
| 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]
|
Nova | ||||||
| 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] | Nova | ||||||
| Show 5 more chapters | ||||||||
Journal article (26 outputs)
| Year | Citation | Altmetrics | Link | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 2023 |
Di Bernardo GA, Cocco VM, Paolini S, Vezzali L, Stathi S, Rubin M, Suba ic E, 'Following the best of us to help them: Group member prototypicality and collective action', Group Processes and Intergroup Relations, 26 243-260 (2023) [C1] While considering the role of group-level factors as predictors of collective action, research has overlooked the role of group prototypes in determining willingness to engage in ... [more] While considering the role of group-level factors as predictors of collective action, research has overlooked the role of group prototypes in determining willingness to engage in collective action. To begin to investigate this area, we conducted two correlational studies (Ns = 141 and 98) in high schools examining the association between prototypical ingroup members¿ desire to engage in collective action and participants¿ collective action on behalf of a disadvantaged group (immigrants). Results showed a positive association between these two variables. We also investigated boundaries of this effect, finding that the association emerged when participants lacked personal experiences with the disadvantaged group (cross-group friendships; Study 1) or identified more with their ingroup, an effect also found when including a behavioral measure of collective action (Study 2). Intentions to follow the prototypical ingroup member emerged as the mediator (Study 2). It is worth noting that our methodology allowed us to assess prototypicality in a naturalistic context by calculating a metacontrast ratio for each group member, in line with self-categorization theory¿s conceptualization of prototypicality. We discuss the theoretical and practical implications, with reference to the role of prototypicality as a means of social influence and to developing social norms in the context of collective action.
|
Nova | |||||||||
| 2022 |
Hardacre S, Subasic E, 'With great power comes great responsibility: Repositioning gender (in)equality as men's burden or men's responsibility', TPM - Testing, Psychometrics, Methodology in Applied Psychology, 29 97-122 (2022) [C1]
|
Nova | |||||||||
| 2022 |
Subasic E, Mohamed S, Reynolds KJ, Rushton C, Haslam SA, 'Collective mobilisation as a contest for influence: Leading for change or against the status quo?', EUROPEAN JOURNAL OF SOCIAL PSYCHOLOGY, 52 1111-1127 (2022) [C1]
|
Nova | |||||||||
| 2020 |
DIxon J, Elcheroth G, Kerr P, Drury J, Albzour M, Subasic E, et al., 'It s not just us versus them: Moving beyond binary perspectives on intergroup processes', European Review of Social Psychology, 31 40-75 (2020) [C1]
|
Nova | |||||||||
| 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]
|
Nova | |||||||||
| 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]
|
Nova | |||||||||
| 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]
|
Nova | |||||||||
| 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]
|
Nova | |||||||||
| 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]
|
Nova | |||||||||
| 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] 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... [more] 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.
|
Nova | |||||||||
| 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]
|
Nova | |||||||||
| 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] In explaining academic achievement, school climate and social belonging (connectedness, identification) emerge as important variables. However, both constructs are rarely explored... [more] 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.
|
Nova | |||||||||
| 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]
|
Nova | |||||||||
| 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]
|
Nova | |||||||||
| Show 23 more journal articles | |||||||||||
Grants and Funding
Summary
| Number of grants | 12 |
|---|---|
| Total funding | $3,011,421 |
Click on a grant title below to expand the full details for that specific grant.
20241 grants / $4,200
Development of team leadership capacity assessment tool$4,200
Funding body: Brave Insights Pty Ltd
| Funding body | Brave Insights Pty Ltd |
|---|---|
| Project Team | Doctor Emina Subasic, Doctor Heather Douglas |
| Scheme | Consultancy |
| Role | Lead |
| Funding Start | 2024 |
| Funding Finish | 2024 |
| GNo | G2400412 |
| Type Of Funding | C3100 – Aust For Profit |
| Category | 3100 |
| UON | Y |
20192 grants / $498,670
School climate, school identification and school outcomes $480,000
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 | C3100 – Aust For Profit |
| Category | 3100 |
| 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 | C3200 – Aust Not-for Profit |
| Category | 3200 |
| UON | Y |
20131 grants / $840,000
School identification, school climate and school outcomes: Evidence from ACT Schools $840,000
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
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
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
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
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
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
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 |
Research Supervision
Number of supervisions
Current Supervision
| Commenced | Level of Study | Research Title | Program | Supervisor Type |
|---|---|---|---|---|
| 2020 | Masters | What are the Factors that Affect the Interpretation and Implementation of Commonwealth Bullying Legislation in Australian Corporations? | M Philosophy (Environ&OccHlth), College of Health, Medicine and Wellbeing, The University of Newcastle | Co-Supervisor |
| 2019 | PhD | Reconceptualising Social Norms in Behavioural Change: A Social Identity Approach | Psychology, Australian National University | Co-Supervisor |
Past Supervision
| Year | Level of Study | Research Title | Program | Supervisor Type |
|---|---|---|---|---|
| 2021 | PhD | Social Identity Approach to Wellbeing in Cross-Cultural Relations | Psychology, Australian National University | Co-Supervisor |
| 2021 | PhD | Scapegoating: A social identity perspective | Psychology, Australian National University | Co-Supervisor |
| 2020 | PhD | Mobilising Men and Women in Support of Workplace Gender Equality: Does Leader Gender Matter? | PhD (Psychology - Science), College of Engineering, Science and Environment, The University of Newcastle | Principal Supervisor |
| 2020 | PhD | Decisions, Decisions: Understanding How the Need and Ability to Achieve Closure Relate to Mental Health and Wellbeing | PhD (Psychology - Science), College of Engineering, Science and Environment, The University of Newcastle | Co-Supervisor |
| 2017 | PhD | Leadership as a contest for influence | Psychology, Australian National University | Principal Supervisor |
News
News • 27 Oct 2017
Women In Research Fellowships awarded
Thirteen University of Newcastle (UON) researchers have been awarded a Women in Research (WIR) Fellowship thanks to Research Advantage.
Dr Emina Subasic
Position
Senior Lecturer
School of Psychological Sciences
College of Engineering, Science and Environment
Contact Details
| emina.subasic@newcastle.edu.au | |
| Phone | (02) 4985 4597 |
Office
| Room | AVG.23 |
|---|---|
| Building | Behavioural Sciences Building |
| Location | Callaghan University Drive Callaghan, NSW 2308 Australia |
NEWS • Oct 27.2017
Women In Research Fellowships awarded
Thirteen UON researchers have been awarded a Women in Research (WIR) Fellowship thanks to Research Advantage.