
Associate Professor Erica Southgate
Associate Professor
School of Education
- Email:erica.southgate@newcastle.edu.au
- Phone:(02) 4921 6325
Virtual reality is here for good
I am an Associate Professor of Education at the University of Newcastle, Australia. I believe that everyone has the potential to succeed, and that digital technology can be used to level the playing field of privilege.
Currently I am using immersive virtual reality (VR) to create solutions to enduring educational and social problems. Playing and experimenting with technology can build a strong skill and mind set and every student, regardless of their economic situation, should have access to amazing technology for learning.
VR IS HERE FOR GOOD
I am interested in how curriculum and pedagogy can be tailored to immersive VR, and seek to explore the opportunities and challenges of deploying this technology in low-income school communities. I am lead researcher on the VR School Research Project, a collaboration with Callaghan College school community. This is a participatory research project where STEM teachers, as co-researchers, investigate what happens when immersive VR is introduced into classrooms for learning.
I have produced ethical guidelines and health and safety resources for teachers so that immersive VR can be used for good in schools.
IMMERSED IN THE FUTURE
My enduring commitment to equity in education was acknowledged when I was appointed to the position of 2016 Equity Fellow by the National Centre for Student Equity in Higher Education. During this national Fellowship I undertook two major pieces of research. The first was a report on Fair Connection to Professional Careers including STEM related degrees for young people from lower socioeconomic, rural and Indigenous backgrounds. I also produced Immersed in the Future: A Roadmap of Existing and Emerging Technologies for Career Exploration, a go-to primer for teachers to understand the potential of new technologies such as virtual and augmented reality for authentic learning and careers counselling.
THE COMPUTER GAME OF LIFE

My creative collaboration with Dr Shamus Smith has led to the development of award winning computer games designed to improve the literacy of students of all ages. These games, available for free download from the App and GooglePlay stores, are Sentence Hero and Apostrophe Power. In addition, Shamus and I developed the Uni Tune In app, a great resource for students starting university. This app comprises short, sharp video-torials for study skills and academic literacy. In 2017, Shamus and I won the prestigious ASCILITE 2017 Innovation Award for our suite of literacy apps and serious computer games.
CURIOUSER AND CURIOUSER
I think my openness and love of working with people from different backgrounds comes from a non-traditional academic trajectory and varied employment history. I have worked as a consultant, in local government and as a Research Fellow at the National Centre in HIV Social Research (UNSW) where I conducted inquiry with NGOs and marginalised people on how health empowerment. I think that learning is a two-way street. Often targeted by public health campaigns and policy makers, I found that marginalised communities and people experiencing disadvantage and stigma often have their own practical and innovative methods of self-care, sharing knowledge and education. If we go into communities with humility we can hear solutions. This ethos informs both my teaching and my research.
I respect people from different disciplines, professional and community backgrounds, and walks of life. It is only through creatively combining their perspectives with existing evidence that we can develop new and powerful solutions to enduring social and educational problems.
If you want true innovation, then you need to cultivate a constant curiosity and be genuinely committed to working with others. Like to know more? Visit my blog on EdTech Research and Human Virtuality.
Virtual reality is here for good
Dr Erica Southgate explores the factors that create disadvantage in higher education and creates real world solutions to address them.
Career Summary
Biography
Associate Professor Southgate has worked as a research academic at the National Centre in HIV Social Research at UNSW; in community development at Lake Macquarie City Council; and as a teaching and research academic in the School of Education at the University of Newcastle.
Research Expertise
Associate Professor Southgate is currently conducting research on the use of highly immersive virtual reality for learning in schools. She is also a developer of serious computer games designed to improve literacy, including a 3D virtual world. In 2016 she was appointed National Equity Fellow where she produced a serious report on equity and Australian education, including one on how to use immersive technologies such as virtual and augmented reality for career development. She has conducted social research into the areas of education, welfare, community development, health systems, and the effects of social disadvantage and marginalisation. She has also conducted research into the role of professional experience in preservice teacher education and in equity of education, including school and higher education. Associate Professor Southgate is a qualitative researcher with expertise in focus group and interview methods and in ethnography. She has also been a member of mixed-method research teams. Her theoretical interests are in feminism, Foucault, poststructuralism, gender and social class, education and social policy, sociology of education and health, and complex social problems. For more on Associate Professor Southgate's current research please visit the Digital Identity, Curation and Education (DICE) research network, and professional blog on EdTech Research and Human Virtuality.
Teaching Expertise
Associate Professor Southgate teaches into the foundation of education and sociology of education for undergraduate students and in educational policy analysis and social theory and education at postgraduate level. She supervises a number of PhD students in the areas of technology, equity and education.
Administrative Expertise
Dr Southgate was the founder and previous coordinator of the Teach Outreach volunteer program for students studying to be teachers.
Qualifications
- PhD, University of Newcastle
- Bachelor of Education, University of Newcastle
Keywords
- Augmented reality
- Community engagement
- Complex social problems
- Computer games
- EdTEch
- Education and technology
- Educational policy
- Equity and education
- Feminist epistemologies
- Foundations of Education
- Games based learning
- Immersive learning
- Mixed reality
- Policy analysis
- Professional experience in teacher education
- Qualitative research methodology
- Serious games
- Social disadvantage and marginalisation
- Social justice and equity
- Social theory and education
- Sociology of education
- Technology and ethics
- Virtual reality
Languages
- English (Fluent)
Fields of Research
Code | Description | Percentage |
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111799 | Public Health and Health Services not elsewhere classified | 10 |
160809 | Sociology of Education | 45 |
130199 | Education Systems not elsewhere classified | 45 |
Professional Experience
UON Appointment
Title | Organisation / Department |
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Associate Professor | University of Newcastle School of Education Australia |
Awards
Award
Year | Award |
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2017 |
Winner - Innovation Award for the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Book (3 outputs)
Year | Citation | Altmetrics | Link | ||||
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2016 |
Shah M, Bennett A, Southgate E, Widening Higher Education Participation: A Global Perspective, Chandos Publishing, Oxford, 264 (2016)
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2003 | Southgate EL, Remembering School, Peter Lang Publishing Inc, New York, 257 (2003) [A1] | ||||||
2000 | Wafer J, Southgate E, Coen L, Out in the Hunter: Hunter Gay and Lesbian Histories, Newcastle Region Library, Newcastle, Australia, 336 (2000) [A1] |
Chapter (9 outputs)
Year | Citation | Altmetrics | Link | |||||
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2018 |
Southgate E, Grimes S, Cox J, 'High status professions, their related degrees and the social construction of quality.', Achieving equity and quality in higher education: Global perspectives in an era of widening participation, Palgrave Macmillan, London 287-306 (2018)
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2018 | Southgate E, 'Stigma and the journey of extreme social mobility: Notes on the management of discreditable identities in an elite university degree', Stigma, work and organizations, Palgrave MacMillan, Basingstoke 165-184 (2018) | |||||||
2016 |
Southgate E, Bennett AK, 'University Choosers and Refusers: Social Theory, Ideas of "Choice" and Implications for Widening Participation', Widening Higher Education Participation: A Global Perspective, Elsevier Chandos, Amsterdam 225-240 (2016) [B1]
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2012 |
Southgate EL, James CL, Guest M, Kable AK, Rivett DA, Bohatko-Naismith J, 'Organisational factors influencing the return to work process for injured workers: Using social theory to inform practice', Workplaces: Safety, Social Implications and Expectations, Nova Science Publishers, New York 1-19 (2012) [B1]
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2012 | Southgate EL, 'Ethnography as the (occasional) act of refusing correct knowledge and secure understanding: Three tales from three fields', Discourse, Power, and Resistance Down Under, Sense Publishers, Rotterdam 135-150 (2012) [B1] | |||||||
2010 | Southgate EL, 'Punishing powerplays: Emotion, discipline and memories of school life', Re-theorizing Discipline in Education: Problems, Politics & Possibilities, Peter Lang, Bern 91-103 (2010) [B1] | |||||||
Show 6 more chapters |
Journal article (42 outputs)
Year | Citation | Altmetrics | Link | ||||||||
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2019 |
Buchanan R, Southgate E, Smith SP, 'The whole worlds watching really: Parental and educator perspectives on managing children¿s digital lives', Global Studies of Childhood, (2019)
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2019 |
Southgate E, Smith SP, Cividino C, Saxby S, Kilham J, Eather G, et al., 'Embedding immersive virtual reality in classrooms: Ethical, organisational and educational lessons in bridging research and practice', International Journal of Child-Computer Interaction, 19 19-29 (2019) © 2018 Increasing numbers of children and young people are experiencing immersive virtual reality as part of leisure and schooling. Immersive virtual reality mediated through head... [more] © 2018 Increasing numbers of children and young people are experiencing immersive virtual reality as part of leisure and schooling. Immersive virtual reality mediated through head-mounted displays presents significant challenges as well as tantalising opportunities for learning within schools. The purpose of this paper is to report on key issues that arose when embedding immersive virtual reality for learning into ICT and science classes in low-income high schools by providing a fine-grained account of how the research team negotiated scholarly and practical problems. The mixed method research used a participatory approach with teachers as co-researchers. Three areas are explored: (i) the ethical and safety issues of using IVR in classrooms; (ii) negotiating the organisational context of a school system and problem-solving within the context of institutional restrictions on internet access; and (iii) educational reflections on collaborative learning and gendered dynamics. We conclude that classrooms, as socially active and sometimes unpredictable places, yield unique and credible insights into the deployment of highly immersive virtual reality for learning.
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2019 |
Knox GM, Snodgrass SJ, Southgate E, Rivett DA, 'The preferences of physiotherapy clinical educators on a learning package for teaching musculoskeletal clinical prediction rules ¿ A qualitative study', Musculoskeletal Science and Practice, 39 16-23 (2019) © 2018 Elsevier Ltd Background: There is a growing number of clinical prediction rules (CPRs) relevant to physiotherapy, particularly in the musculoskeletal area, but many student... [more] © 2018 Elsevier Ltd Background: There is a growing number of clinical prediction rules (CPRs) relevant to physiotherapy, particularly in the musculoskeletal area, but many students are not learning about them due to lack of awareness or understanding by clinical educators. An educational package specifically designed for physiotherapy clinical educators would aid their understanding of CPRs and ability to utilise them clinically, and also to be able to teach them to students. Objectives: To determine the desired content and preferred methods of delivery of an educational package for clinical educators on musculoskeletal CPRs. Design: A qualitative descriptive approach using semi-structured group and individual interviews with clinical educators. Method: Educators working in the clinical area of musculoskeletal physiotherapy who had an awareness of or interest in CPRs were recruited and interviewed on their views regarding the content and delivery of an educational package on musculoskeletal CPRs. Audio files were transcribed and analysed using framework analysis to explore and develop themes and subthemes. Findings: Content of an educational package should include general information on CPRs to improve familiarity and understanding, including a brief description, purpose, stages of development, application, limitations, and Information to dispel common myths and misunderstandings, as well as some specific examples of commonly-used CPRs. The package should be available in multiple formats to allow for different learning styles, both online via video, webinars, and podcasts, and face-to-face in practical sessions. Conclusions: Clinical educators would find an educational package useful in assisting them to learn about musculoskeletal CPRs and to teach them to students.
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2018 |
Southgate E, Buchanan R, Cividino C, Saxby S, Eather G, Smith SP, et al., 'What teachers should know about highly immersive virtual reality: Insights from the VR School Study.', Scan, 37 1-7 (2018) [C1]
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2018 |
Grimes S, Southgate E, Scevak J, Buchanan R, 'University student perspectives on institutional non-disclosure of disability and learning challenges: reasons for staying invisible', International Journal of Inclusive Education, 1-17 (2018) © 2018 Informa UK Limited, trading as Taylor & Francis Group Students with disabilities (SWD) in Australian higher education need to disclose to their institution to access ... [more] © 2018 Informa UK Limited, trading as Taylor & Francis Group Students with disabilities (SWD) in Australian higher education need to disclose to their institution to access a range of ¿reasonable adjustments¿ to support their learning. Nationally, 5.8% of the university population disclose their disability to their institution. It is suspected that there is a much larger population of students who choose non-disclosure, and therefore decide not to access support. Very little is known about the reasons for non-disclosure as this group represents a hidden population in higher education. The research reported here is based on a survey of undergraduate students in one regional Australian university where disability was reframed as ¿learning challenge¿. This identified the institutionally non-disclosed group. This research identified that there were sound reasons for non-disclosure, students continually weigh up potential disclosure during their study, and students have difficulty with the disclosure process. We conclude that institutions need to understand that they have an invisible group of non-disclosing SWD in their student populations and that, to meet their learning challenges, universities need to support changes to policies, procedures and curriculum design.
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2018 |
Buchanan RA, Southgate E, Scevak J, Smith S, 'Expert insights into education for positive digital footprint development', Scan, 37 1-12 (2018) [C1]
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2018 |
Bassett AM, Brosnan C, Southgate E, Lempp H, 'Transitional journeys into, and through medical education for First-in-Family (FiF) students: a qualitative interview study.', BMC medical education, 18 1-12 (2018) [C1]
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2018 |
Kable A, Baker A, Pond D, Southgate E, Turner A, Levi C, 'Health professionals¿ perspectives on the discharge process and continuity of care for stroke survivors discharged home in regional Australia: A qualitative, descriptive study', Nursing and Health Sciences, (2018) © 2018 John Wiley & Sons Australia, Ltd Many stroke patients are discharged home due to advances in treatment approaches and reduced residual disability. The aim of this stu... [more] © 2018 John Wiley & Sons Australia, Ltd Many stroke patients are discharged home due to advances in treatment approaches and reduced residual disability. The aim of this study was to understand health professionals¿ perspectives on the discharge process and continuity of care during the transition between hospital and home for stroke survivors. In this qualitative, descriptive study, we used focus groups with 25 health professionals involved in discharge processes for transition from hospital to home in 2014, in a regional area of Australia. Discontinuity in the discharge process was affected by pressure to discharge patients, discharge medications and associated risks, inadequate or late discharge summaries, and challenges involving carers. Discontinuity in post-discharge services and follow up was affected by availability of post-discharge services, number of services arranged at the time of discharge, general practitioner follow up after discharge, delays and waiting lists, carer problems, and long-term follow up. There were complex organizational barriers to the continuity of care for stroke survivors discharged home. It is important to address these deficits so that stroke survivors and their carers can make the transition home with minimal risk and adequate support following a stroke.
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2018 |
Rubin JM, Scevak J, Southgate E, Macqueen S, Williams P, Douglas H, 'Older women, deeper learning, and greater satisfaction at university: Age and gender predict university students¿ learning approach and degree satisfaction.', Journal of Diversity in Higher Education, 11 82-96 (2018) [C1]
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2017 |
Southgate E, Brosnan C, Lempp H, Kelly B, Wright S, Outram S, Bennett A, 'Travels in Extreme Social Mobility: how first-in-family students find their way into and through medical education', Critical Studies in Education, 58 242-260 (2017) [C1]
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2017 |
Grimes S, Scevak J, Southgate E, Buchanan R, 'Non-disclosing students with disabilities or learning challenges: characteristics and size of a hidden population', Australian Educational Researcher, 44 425-441 (2017) [C1] © 2017, The Australian Association for Research in Education, Inc. Internationally, university students with disabilities (SWD) are recognised as being under-represented in higher... [more] © 2017, The Australian Association for Research in Education, Inc. Internationally, university students with disabilities (SWD) are recognised as being under-represented in higher education. They face significant problems accessing appropriate accommodations for their disability. Academic outcomes for this group are lower in terms of achievement and graduation rates. The true size of the SWD group at university is suggested to be different to that reported due to students not disclosing their disability for a variety of reasons including stigma, fear of discrimination, past negative experiences, and gaps in knowledge about available institutional support and accommodations. Research suggests that students do not consider their issues to fall under the term disability, resulting in a hidden population of students who could be better supported by their university. Using an Australian regional university as a case study, this paper examines the SWD population by identifying both disclosed and non-disclosed SWD populations within the domestic undergraduate population as well as information on the nature of students¿ diagnoses or assessment, not previously captured. Using an anonymous online survey which reframed disability using the non-deficit language of learning challenge, the population of those dealing with learning challenges, disclosed and non-disclosed, was identified and a population estimate calculated. Student characteristics that predicted non-disclosure and specific information on the nature of students¿ diagnoses were made and have the potential to develop targeted institutional support for a population that is currently difficult to access.
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2017 |
Buchanan RA, Southgate E, Smith S, Murray T, Noble B, 'Post no photos, leave no trace: Children's digital footprint management strategies', E-Learning and Digital Media, 14 275-290 (2017) [C1]
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2017 |
Sanchez AA, Southgate E, Rogers G, Duvivier RJ, 'Inclusion of Lesbian, Gay, Bisexual, Transgender, Queer, and Intersex Health in Australian and New Zealand Medical Education', LGBT Health, 4 295-303 (2017) [C1] © Mary Ann Liebert, Inc. 2017. Purpose: This study aims at establishing the scope of lesbian, gay, bisexual, transgender, queer, and intersex (LGBTQI) health in Australian and New... [more] © Mary Ann Liebert, Inc. 2017. Purpose: This study aims at establishing the scope of lesbian, gay, bisexual, transgender, queer, and intersex (LGBTQI) health in Australian and New Zealand medical curricula. Methods: We sent medical school curriculum administrators an online cross-sectional survey. Results: The response rate was 15 medical schools (71%): 14 Australian schools and 1 New Zealand school. Respondents included program directors (n = 5; 33%), course coordinators (n = 4; 27%), Heads of School (n = 2; 13%), one Dean (7%), and three others (20%). Most schools (n = 9; 60%) reported 0-5 hours dedicated to teaching LGBTQI content during the required pre-clinical phase; nine schools (60%) reported access to a clinical rotation site where LGBTQI patient care is common. In most schools (n = 9; 60%), LGBTQI-specific content is interspersed throughout the curriculum, but five schools (33%) have dedicated modules. The most commonly used teaching modalities include lectures (n = 12; 80%) and small-group sessions (n = 9; 60%). LGBTQI content covered in curricula is varied, with the most common topics being how to obtain information about same-sex sexual activity (80%) and the difference between sexual behavior and identity (67%). Teaching about gender and gender identity is more varied across schools, with seven respondents (47%) unsure about what is taught. Eight respondents (53%) described the coverage of LGBTQI content at their institution as "fair," two (13%) as "good," and two (13%) as "poor," with one respondent (7%) describing the coverage as "very poor." None of the respondents described the coverage as "very good." Conclusions: Currently, medical schools include limited content on LGBTQI health, most of which focuses on sexuality. There is a need for further inclusion of curriculum related to transgender, gender diverse, and intersex people.
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2017 |
Southgate E, Aggleton P, 'Peer education: From enduring problematics to pedagogical potential', Health Education Journal, 76 3-14 (2017) [C1]
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2017 |
Southgate E, Budd J, Smith S, 'Press Play for Learning: A Framework to Guide Serious Computer Game Use in the Classroom', Australian Journal of Teacher Education, 42 (2017) [C1]
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2016 |
Brosnan C, Southgate E, Outram S, Lempp H, Wright S, Saxby T, et al., 'Experiences of medical students who are first in family to attend university', Medical Education, 50 842-851 (2016) [C1] © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education. Context: Students from backgrounds of low socio-economic status (SES) or who are first i... [more] © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education. Context: Students from backgrounds of low socio-economic status (SES) or who are first in family to attend university (FiF) are under-represented in medicine. Research has focused on these students¿ pre-admission perceptions of medicine, rather than on their lived experience as medical students. Such research is necessary to monitor and understand the potential perpetuation of disadvantage within medical schools. Objectives: This study drew on the theory of Bourdieu to explore FiF students¿ experiences at one Australian medical school, aiming to identify any barriers faced and inform strategies for equity. Methods: Twenty-two FiF students were interviewed about their backgrounds, expectations and experiences of medical school. Interviews were recorded, transcribed and analysed thematically. Findings illustrate the influence and interaction of Bourdieu's principal forms of capital (social, economic and cultural) in FiF students¿ experiences. Results: The absence of health professionals within participants¿ networks (social capital) was experienced as a barrier to connecting with fellow students and accessing placements. Financial concerns were common among interviewees who juggled paid work with study and worried about expenses associated with the medical programme. Finally, participants¿ ¿medical student¿ status provided access to new forms of cultural capital, a transition that was received with some ambivalence by participants themselves and their existing social networks. Conclusions: This study revealed the gaps between the forms of capital valued in medical education and those accessible to FiF students. Admitting more students from diverse backgrounds is only one part of the solution; widening participation strategies need to address challenges for FiF students during medical school and should enable students to retain, rather than subdue, their existing, diverse forms of social and cultural capital. Embracing the diversity sought in admissions is likely to benefit student learning, as well as the communities graduates will serve. Change must ideally go beyond medical programmes to address medical culture itself.
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2016 |
Reynolds R, Howley P, Southgate E, Brown J, 'Just add hours? An assessment of pre-service teachers¿ perception of the value of professional experience in attaining teacher competencies', Asia-Pacific Journal of Teacher Education, 44 455-469 (2016) [C1] © 2015 Australian Teacher Education Association. This study compared pre-service teachers¿ perceptions of their professional competencies at two campuses of a large regional teach... [more] © 2015 Australian Teacher Education Association. This study compared pre-service teachers¿ perceptions of their professional competencies at two campuses of a large regional teacher education university, where one campus provided students 22% more hours of professional placement in schools and related educational settings. Students who had experienced more hours in schools and such settings were more positive about their, ability to apply their knowledge of students and how they learn, classroom management, professional knowledge and practice, and community engagement; however, when students felt well supported during professional experience, such differences diminished. Additional hours were not associated with pre-service teachers¿ perceptions of their ability to apply subject content and teaching; plan, assess and report; and effective student communication. Researchers argued that this pointed to the crucial role of good classroom mentors in teacher professional experience but also the value of students¿ tertiary teacher education in preparing them for classroom teaching.
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2016 |
Howley P, Reynolds R, Southgate E, 'The Teaching Discipline doesn't Matter? An Assessment of Preservice Teachers' Perception of the Value of Professional Experience in attaining Teacher Competencies', AUSTRALIAN JOURNAL OF TEACHER EDUCATION, 41 (2016) [C1]
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2015 |
Gore J, Holmes K, Smith M, Southgate E, Albright J, 'Socioeconomic status and the career aspirations of Australian school students: Testing enduring assumptions', The Australian Educational Researcher, 42 155-177 (2015) [C1]
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2015 |
Haskins R, Osmotherly PG, Southgate E, Rivett DA, 'Australian physiotherapists' priorities for the development of clinical prediction rules for low back pain: A qualitative study', Physiotherapy, 101 44-49 (2015) [C1]
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2015 |
Southgate E, Kelly BJ, Symonds IM, 'Disadvantage and the 'capacity to aspire' to medical school', Medical Education, 49 73-83 (2015) [C1] © 2014 John Wiley & Sons Ltd. Objectives: This study was designed to elucidate why students from backgrounds of lower socio-economic status (SES) and who may be first in the... [more] © 2014 John Wiley & Sons Ltd. Objectives: This study was designed to elucidate why students from backgrounds of lower socio-economic status (SES) and who may be first in their family (FIF) to enter university continue to be under-represented in medical schools. Methods: Academically able high school students (n = 33) from a range of socio-economic backgrounds participated in focus groups. School careers advisors (n = 5) were interviewed. Students discussed their career and education plans and ideas about a medical career. Careers advisors discussed enablers and barriers to a medical career for their students. Results: Students of lower SES and of FIF status attending schools situated in poorer geographic locations had limited access to suitable work experience and, despite their participation in gifted and talented classes, were considered to be at greater risk of not achieving the high level of academic achievement required for admission to medical school. Conclusions: There is utility in exploring intersecting differences and Appardurai's theory of the 'capacity to aspire' for the purpose of understanding the causes of the under-representation of disadvantaged students in medical schools. A focused materialist approach to building the aspirations of disadvantaged students, particularly those attending schools located in poorer areas, is required if effective pre-entry equity programmes are to be developed and evaluated. Alternatively, medical schools might rethink their reliance on very high academic attainment in the admission process. Discuss ideas arising from the article at www.mededuc.com discuss.
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2015 |
Buchanan RA, Southgate E, Bennett A, 'Editorial: Social justice in the enterprise university: global perspectives on theory, policy, ethics and critical practice', International Studies in Widening Participation, 2 1-3 (2015) [C3]
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2014 |
Southgate E, Shying K, 'Researchers as dirty workers: Cautionary tales on insider-outsider dynamics.', Qualitative Research in Organizations and Management: An International Journal, 9 233-240 (2014) [C1]
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2014 |
James C, Southgate E, Kable A, Rivett DA, Guest M, Bohatko-Naismith J, 'Return-to-work coordinators' resourcefulness and the provision of suitable duties for nurses with injuries', Work, 48 557-566 (2014) [C1] © 2014 - IOS Press and the authors. All rights reserved. BACKGROUND: There is little health specific literature on returning nurses with injuries to work despite the high incidenc... [more] © 2014 - IOS Press and the authors. All rights reserved. BACKGROUND: There is little health specific literature on returning nurses with injuries to work despite the high incidence of injuries and the workforce shortages of these professionals. OBJECTIVE: To identify enabling factors and barriers to return-to-work for nurses with injuries from the perspective of return-to-work coordinators. PARTICIPANTS: Workplace return-to-workcoordinators employed in a health or disability facility who had worked on a rehabilitation case with a nurse with injuries in the past 12 months in New South Wales (NSW), Australia. METHOD: Five focus groups were conducted with 25 return-to-work coordinators from 14 different organisations, representing different health sectors (aged, disability, public and private hospital and community health) in metropolitan and rural areas of NSW, Australia. RESULTS: This study reports findings specifically relating to the provision of suitable duties for nurses with injuries. Four key themes were identified: suitable duties; supernumerary positions; nurse specialisation and tailoring of return-to-work plans. CONCLUSIONS: This study identified that return-to-work coordinators were resourceful and innovative in their approach to the provision of suitable duties for nurses with injuries and highlighted the importance of including clinical duties in any return-to-work program and of tailoring the return-to-work to the nurses' work and personal circumstances.
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2014 |
Haskins R, Osmotherly PG, Southgate E, Rivett DA, 'Physiotherapists' knowledge, attitudes and practices regarding clinical prediction rules for low back pain', Manual Therapy, 19 142-151 (2014) [C1] Clinical Prediction Rules (CPRs) have been developed to assist in the physiotherapy management of low back pain (LBP) although little is known about the factors that may influence... [more] Clinical Prediction Rules (CPRs) have been developed to assist in the physiotherapy management of low back pain (LBP) although little is known about the factors that may influence their implementation in clinical practice. This study used qualitative research methodology to explore the knowledge, attitudes and practices/behaviours of physiotherapists in relation to these tools. Four semi-structured focus groups involving 26 musculoskeletal physiotherapists were conducted across three Australian geographic regions. A fictitious LBP case scenario was developed and used to facilitate group discussion. Participant knowledge of CPRs was found to be mixed, with some clinicians never having previously encountered the term or concept. LBP CPRs were often conceptualised as a formalisation of pattern recognition. Attitudes towards CPRs expressed by study participants were wide-ranging with several facilitating and inhibiting views identified. It was felt that more experienced clinicians had limited need of such tools. Only a small number of participants expressed that they had ever used LBP CPRs in clinical practice. To optimise the successful adoption of an LBP CPR, researchers should consider avoiding the use of the term 'rule' and ensure that the tool and its interface are uncomplicated and easy to use. Understanding potential barriers, the needs of clinicians and the context in which CPRs will be implemented will help facilitate the development of tools with the highest potential to positively influence physiotherapy practice. © 2013 Elsevier Ltd.
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2014 |
Southgate E, Buchanan R, 'Editorial: This century becomes you: qualitative inquiry, being/there and social becoming in the 21st century', Creative Approaches to Research, 7 4-6 (2014) [C6]
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2014 |
Southgate E, Bennett A, 'Excavating widening participation policy in Australian higher education: subject positions, representational effects, emotion', Creative Approaches to Research, 7 21-45 (2014) [C1]
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2014 |
Southgate E, Douglas H, Scevak J, MacQueen S, Rubin JM, Lindell C, 'The academic outcomes of first-in-family in an Australian university: An exploratory study.', International Studies in Widening Participation, 1 31-45 (2014) [C1]
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2013 |
Southgate EL, Reynolds RM, Howley PP, 'Professional experience as a wicked problem in initial teacher education', Teaching and Teacher Education, 31 13-22 (2013) [C1]
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2011 |
Southgate EL, 'Decidedly visceral moments: Emotion, embodiment and the social bond in ethnographic fieldwork', International Journal of Work Organisation and Emotion, 4 236-250 (2011) [C1]
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2011 |
James CL, Southgate EL, Kable AK, Rivett DA, Guest M, Bohatko-Naismith J, 'The Return-To-Work Coordinator role: Qualitative insights for nursing', Journal of Occupational Rehabilitation, 21 220-227 (2011) [C1]
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2011 |
Southgate EL, James CL, Kable AK, Bohatko-Naismith J, Rivett DA, Guest M, 'Workplace injury and nurses: Insights from focus groups with Australian return-to-work coordinators', Nursing & Health Sciences, 13 192-198 (2011) [C1]
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2005 |
Southgate EL, Weatherall AM, Day C, Dolan KA, 'What's in a virus? Folk understandings of hepatitis C infection and infectiousness among injecting drug users in Kings Cross, Sydney', International Journal for Equity in Health, 4 (2005) [C1]
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2003 |
Hopwood M, Southgate E, 'Living with hepatitis C: A sociological review', Critical Public Health, 13 251-267 (2003) This paper reviews international and Australian literature related to living with hepatitis C infection. At present scholarly research into this worldwide epidemic focuses on medi... [more] This paper reviews international and Australian literature related to living with hepatitis C infection. At present scholarly research into this worldwide epidemic focuses on medical and scientific understandings of the virus and its effects on people's health-related quality of life. Exploration of the sociocultural impact of hepatitis C infection is for the most part absent from this literature. However, a nascent academic inquiry into living with hepatitis C infection points to a complex range of concerns regarding diagnosis, disclosure, stigmatization and discrimination against people with hepatitis C. The increasing association of hepatitis C infection with injecting drug use and the medicalization of those affected by the virus suggests a need for further social research. For example, injecting drug users' access to healthcare and information on reducing transmission are two important areas that are poorly understood. In this paper the authors argue for an expanded sociocultural understanding of hepatitis C to account for the material effects of medicalization, stigmatization and discrimination, and the sociocultural impact of treatment on the lives of people with hepatitis C infection. The article concludes with suggestions for future directions in social research to address the silence surrounding living with hepatitis C infection.
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2003 |
Hopwood M, Southgate EL, 'Living with hepatitis C: a sociological review', Critical Public Health, 13 251-263 (2003) [C1]
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2003 |
Hopwood M, Southgate E, Kippax S, Bammer G, Isaac-Toua G, MacDonald M, 'The injection of methadone syrup in New South Wales: patterns of use and increased harm after partial banning of injecting equipment.', Aust N Z J Public Health, 27 551-555 (2003) [C1]
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2001 |
Southgate E, Hopwood M, 'The role of folk pharmacology and lay experts in harm reduction: Sydney gay drug using networks', International Journal of Drug Policy, 12 321-335 (2001) [C1] Controlled illicit drug use has received relatively scant scholarly attention. This article seeks to examine the phenomenon of controlled drug use among inner Sydney gay men by ac... [more] Controlled illicit drug use has received relatively scant scholarly attention. This article seeks to examine the phenomenon of controlled drug use among inner Sydney gay men by accounting for the range of social regulatory mechanisms that contribute to managed use. The article explores the socio-historical contexts in which such use is embedded and investigates the social norms of control that have developed. We argue that the folk pharmacology of Sydney gay men consists of a range of folk harm reduction strategies usually delivered by lay experts or 'network nannies'. These nannies serve several functions including teaching initiates about the practices of controlled use. The concluding discussion considers potential problems regarding the role of nannies and implications for peer education. © 2001 Elsevier Science B.V. All rights reserved.
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1999 |
Southgate E, Hopwood M, 'Mardi Gras says 'be drug free': Accounting for resistance, pleasure and the demand for illicit drugs', Health, 3 303-316 (1999) [C1] Focusing on the outcry which followed the Sydney Gay and Lesbian Mardi Gras Board's anti-drug statement of late 1992, this article explores the overwhelmingly negative reacti... [more] Focusing on the outcry which followed the Sydney Gay and Lesbian Mardi Gras Board's anti-drug statement of late 1992, this article explores the overwhelmingly negative reaction against Mardi Gras' position from both health agencies and members of the gay and lesbian community. Based on an analysis of 'Letters to the editor' in the Sydney gay press, counter discourses and subjugated knowledges used to contest Mardi Gras' position are identified. The significance of these counter discourses in relation to major discourses evident within drug theorizing and research is examined. This article argues that cultural and subcultural constructions of pleasure, lifestyle and health need to be considered if the demand for illicit substances is to be adequately accounted for.
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Show 39 more journal articles |
Conference (71 outputs)
Year | Citation | Altmetrics | Link | ||||||||
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2018 |
Grimes S, Southgate E, Scevak J, Buchanan R, 'Postgraduate students with disability or learning challenge: choosing non-disclosure and ¿going it alone¿', University of Sydney (2018)
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2018 |
Southgate E, Smith S, Langridge R, Gruppetta M, 'Inclusive design in a virtual world serious game to improve adult literacy: Problems, possibilities and tensions', Open Oceans: Learning without borders. Proceedings ASCILITE 2018, Geelong, Australia (2018) [E1]
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2017 |
Gilligan C, Duvivier R, Southgate E, Outram S, Zangger M, Desoirs J, 'Attitudes towards sexuality and sexual identities among Australian and New Zealand Medical students', Proceedings Oral ANZAHPE 2017, Adelaide, SA (2017)
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2017 |
Southgate E, Smith SP, Scevak J, 'Asking Ethical Questions in Research using Immersive Virtual and Augmented Reality Technologies with Children and Youth', 2017 IEEE VIRTUAL REALITY (VR), Los Angeles, CA (2017) [E1]
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2016 |
Southgate E, Smith SP, 'Pedagogical theory and embodiment: Some provocations for virtual and augmented reality in education', The IEEE Virtual Reality 2016 Workshop on K-12 Embodied Learning through Virtual & Augmented Reality (KELVAR), Greenville, South Carolina (2016) [E1]
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2016 |
Smith SP, Hickmott D, Southgate E, Bille R, Stephens L, 'Exploring play-learners¿ analytics in a serious game for literacy improvement', Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (2016) [E1] © Springer International Publishing AG 2016. The collection and analysis of analytics incorporated into serious games provides researchers with objective data on player behavior r... [more] © Springer International Publishing AG 2016. The collection and analysis of analytics incorporated into serious games provides researchers with objective data on player behavior related to serious game design elements and learning. Such analytics offer insights about play-learners engagement that is not possible to capture through traditional techniques. Visualization of learning behavior data can allow for a comparison between the pedagogical intent of the game design and the play-learners actual behavior within the serious game. This paper describes the use of game-play logs to identify pathways through gaming content in a serious game app for literacy improvement. The paper describes the technical aspects of processing game-play logs and their transformation into visualizations, and considers how these visualizations can be used to explore play-learner behavior in relation to the pedagogical intent of activities embedded in the serious game app.
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2016 |
Hickmott D, Smith SP, Bille R, Burd E, Stephens L, Southgate E, 'Building apostrophe power: Lessons learnt for serious games development', ACM International Conference Proceeding Series (2016) [E1] Copyright 2016 ACM. There is increasing interest in the application of serious games for learning. Growth in the take-up of digital devices, e.g. smartphones and tablets, and thei... [more] Copyright 2016 ACM. There is increasing interest in the application of serious games for learning. Growth in the take-up of digital devices, e.g. smartphones and tablets, and their use for gaming provides new opportunities for mobile learning (m-learning). A serious game m-learning app for improving adult learners' apostrophe usage, called Apostrophe Power, has been developed. The research team, which consisted of software engineers and educationalists, encountered a number of discipline spanning issues while designing and developing this m-learning app. This paper overviews the issues encountered, the recommendations from recent literature and how the issues were ultimately addressed, exemplified in a case study. These lessons learnt offer insight for serious game development and highlight practical solutions for m-learning apps involving interdisciplinary teams.
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2015 |
Southgate E, Smith S, Stephens L, Hickmott D, Bille R, 'Interdisciplinary opportunities and challenges in creating m-learning apps: Two case studies', Ascilite 2015 Conference Proceedings, Perth, WA (2015) [E1]
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2015 |
Harmon JR, Maslin-Prothero S, Southgate E, Higgins I, 'The challenges of using ethnographic methods in acute care settings', 14th Qualitative Methods Conference 2015: Oral abstracts, Melbourne (2015) [E3]
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2015 |
Brosnan CJ, Southgate E, Outram S, Kelly B, Harris G, Saxby T, et al., ''It all seemed a bit too big for little old me': Understanding the experiences of medical students who are first in the family to attend university.', Newcastle (2015) [E3]
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2015 |
Buchanan RA, Dennis J, Noble B, Scevak J, Smith S, Southgate E, 'Examining the digital footprint awareness of university students: An emerging equity issue for higher education', Fremantle, WA (2015) [E3]
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2015 |
Buchanan RA, Murray T, Noble B, Smith S, Southgate E, 'Online all the time? How children understand their digital footprints', Fremantle, WA (2015) [E3]
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2015 |
Smith SP, Southgate E, Burd E, 'Exploring app development for independent m-learning and literacy improvement', GAPS Conference Proceedings, Sunway University, Kuala Lumpur (2015) [E3]
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2015 | Southgate E, Richardson A, 'Equity Tweet Up: Giving global voice to equity practitioners', Global Access to Postsecondary Education Conference, Sunway University, Kuala Lumpur (2015) [E3] | ||||||||||
2015 |
Southgate E, Kelly B, Symonds I, 'Getting to be a doctor: how socioeconomic status influences opportunities to navigate towards medical school', Sunway University, Kuala Lumpur (2015) [E3]
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2015 |
Buchanan R, Smith SP, Scevak J, Southgate E, 'The importance of digital footprints in achieving equity and excellence in higher education', Sunway University, Kuala Lumpur (2015) [E3]
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2015 |
Smith SP, Hickmott D, Bille R, Burd E, Southgate E, Stephens L, 'Improving undergraduate soft skills using m-learning and serious games', Proceedings of 2015 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2015, Zhuhai, China (2015) [E1]
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2014 |
Buchanan RA, Southgate, 'What lurks beneath?: An exploration of the Neoliberal University and the Ethics of Engagement.', PESA Conference 2014 Programmes and Abstracts, Hamilton, New Zealand (2014) [E3]
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2014 |
Gore J, Southgate E, Holmes K, Smith M, Albright J, Ellis H, Berger N, 'On the relationship between socio-economic status and educational and career aspirations in the middle years of schooling', American Educational Research Association 2014 Annual Meeting, Philadelphia, Pennsylvania, USA (2014) [E3]
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2014 |
Buchanan RA, Southgate EL, 'It's more than computer hubs: Equity, learning, and digital technologies in Higher Education', European Access Network, Edinburgh (2014) [E3]
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2013 |
Gore J, Smith M, Holmes K, Albright J, Southgate E, Berger N, Ellis H, '"I want to be a teacher because I like bossing people around." An initial cross-sectional analysis of student data from the Aspirations Longitudinal Study', Australian Association for Research in Education Conference 2013, Adelaide, SA, Australia (2013) [E3]
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2013 |
Haskins R, Osmotherly PG, Southgate E, Rivett DA, 'Physiotherapists' knowledge, attitudes and practices regarding clinical prediction rules for low back pain', Proceedings of the Australian Physiotherapy Association 2013, Melbourne (2013) [E3]
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2012 |
James CL, Southgate EL, Bohatko-Naismith J, Rivett DA, Kable AK, Guest M, 'Return to work: Suitable duties for injured nurses', Book of Abstracts. The Second Scientific Conference on Work Disability Prevention and Integration, Groningen, The Netherlands (2012) [E3]
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2012 |
Bunn RJ, Bennett AK, Southgate EL, Cooper SA, Kavanagh KO, ''Wow, I didn't know that!' The benefits of taking a collaborative approach to transition experiences of enabling students into Undergraduate Education Programs', Conference Handbook. Foundation & Bridging Educators New Zealand Inaugural Conference 2012, Auckland, New Zealand (2012) [E3]
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2012 | Southgate EL, 'Academic literacy for first year pre service teachers: Directions for integrated learning support', 2012 International Teacher Education Dialogue Conference. Conference Abstracts, Coffs Harbour, NSW (2012) [E3] | ||||||||||
2012 |
Albright JJ, Gore JM, Smith MW, Southgate EL, Holmes KA, Ellis H, 'Operationalising educational and career aspirations in the middle years of schooling', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3]
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2012 |
Albright JJ, Gore JM, Smith MW, Southgate EL, Holmes KA, Ellis H, 'Conceptualising educational and career aspirations in the middle years of schooling', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3]
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2012 |
Smith MW, Gore JM, Albright JJ, Southgate EL, Holmes KA, Ellis H, 'Contextualising variations in educational and career aspirations in the middle years of schooling', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3]
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2012 |
MacQueen SE, Southgate EL, Scevak JJ, Clement ND, 'It's HEPPP to be fair! Approaches to supporting the learning and well-being of low SES students in higher education', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3]
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2011 | Southgate EL, 'Professional experience as a 'wicked problem' for preservice teacher education: Theoretical knots, empirical elision, and the question of solutions', Conference Handbook. AARE Conference 2011, Hobart, Tasmania (2011) [E3] | ||||||||||
2009 |
Bohatko-Naismith J, Rivett DA, Guest M, James CL, Kable AK, Southgate EL, 'The occupational rehabilitiation of NSW nurses', 2nd Passionate about Practice Conference 2009, Brisbane, QLD (2009) [E3]
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2009 |
James CL, Southgate EL, Bohatko-Naismith J, Rivett DA, Guest M, Kable AK, 'Return to work co-ordinators: Contributions to the occupational rehabilitation process for injured nurses', Inaugural Conference for OT Australia NSW-ACT 2009: Conference Abstract Handbook, Sydney, NSW (2009) [E3]
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2008 |
Harris MA, Southgate EL, Bowe SJ, Nilan PM, 'The health and lifestyle of sex workers in a regional city on Australia', International Nursing Research Conference: Facing the Challenge of Health Care Systems in Transition. Abstracts, Jerusalem, Israel (2008) [E3]
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Show 68 more conferences |
Software / Code (7 outputs)
Year | Citation | Altmetrics | Link | ||
---|---|---|---|---|---|
2018 |
Smith S, Southgate E, Langridge R, Gruppetta M, Smithers K, 'Robo WordQuest (iOS)', 1.1, Apple, iTunes App Store (2018)
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2016 |
Smith S, Southgate E, Bille R, Hickmott D, Stephens E, 'Sentence Hero (Android)', 1.6.2, Google, Google Play App Store (2016)
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2016 |
Smith S, Southgate E, Hickmott D, Bille R, Stephens E, 'Sentence Hero App (iOS)', 1.0, iTunes App Store (2016)
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2015 |
Smith S, Southgate E, 'Uni Tune In App (iOS)', 1.0, Apple, Apple App Store (2015) [G1]
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2015 |
Smith S, Southgate E, 'Uni Tune In App (Android)', 1.2, Google, Google Play Store (2015) [G1]
|
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2015 |
Smith S, Southgate E, Stephens L, Bille R, Hickmott D, Burd E, 'Apostrophe Power App (Android)', 2.0, Google, Google Play (2015) [G1]
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2015 |
Smith S, Southgate E, Stephens E, Bille R, Hickmott D, 'Apostrophe Power App (iOS)', 1.0, Apple, iTunes App Store (2015) [G1]
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Show 4 more software / codes |
Other (8 outputs)
Year | Citation | Altmetrics | Link | ||
---|---|---|---|---|---|
2017 |
Duvivier R, Brosnan C, Southgate E, Southgate EL, 'Getting into medicine: Tips for future applicants.', (2017) [O1]
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2016 | Southgate E, 'Voices of VR Podcast Episode #462 - Embodied cognition and using social structures for collaborative learning', (2016) [O1] | ||||
2016 | Southgate E, 'Keynote address: 32nd National SPERA Conference and 4th International Symposium for Innovation in Rural Education', Fair access to professional careers for young people experiencing disadvantage: A futurist digital roadmap for creating authentic connection (2016) | ||||
Show 5 more others |
Report (18 outputs)
Year | Citation | Altmetrics | Link | ||
---|---|---|---|---|---|
2018 |
Gruppetta M, Southgate E, Ober R, Cameron L, Fischetti J, Thunig A, et al., 'Yarning the way: The role of Indigenous education paraprofessionals in guiding the post-school transitions of Aboriginal and Torres Strait Islander youth', Australian Government Department of Education and Training, 17 (2018)
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2018 | Southgate E, 'Immersive virtual reality, children and school education: A literature review for teachers.', NSW Department of Education and Communities, 19 (2018) | ||||
2017 |
Langridge R, Smith S, Smithers K, Southgate E, 'Participatory design with children and young people: An annotated bibliography', DICE Report Series (2017)
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2015 |
Scevak J, Southgate E, Rubin, Macqueen S, Douglas H, Williams P, Southgate EL, 'Equity Groups and Predictors of Academic Success in Higher Education.', National Centre for Student Equity in Higher Education (NCSEHE) Curtin University, 19 (2015) [R1]
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Show 15 more reports |
Grants and Funding
Summary
Number of grants | 45 |
---|---|
Total funding | $4,770,168 |
Click on a grant title below to expand the full details for that specific grant.
20181 grants / $90,765
Artificial intelligence and emerging technologies Research Report$90,765
Funding body: Department of Education and Training
Funding body | Department of Education and Training |
---|---|
Project Team | Associate Professor Erica Southgate, Doctor Karen Blackmore, Doctor Stephanie Pieschl, Mrs Susan Grimes |
Scheme | Research Grant |
Role | Lead |
Funding Start | 2018 |
Funding Finish | 2018 |
GNo | G1801164 |
Type Of Funding | C2120 - Aust Commonwealth - Other |
Category | 2120 |
UON | Y |
20173 grants / $257,285
An Immersive Virtual Environment for Improving the Academic Literacy and Study Skills of Regional and Remote Low SES Students$167,784
Funding body: Department of Education and Training
Funding body | Department of Education and Training |
---|---|
Project Team | Doctor Shamus Smith, Associate Professor Erica Southgate, Associate Professor Maree Gruppetta, Dr Helen Farley |
Scheme | Higher Education Participation and Partnerships Programme (HEPPP) |
Role | Investigator |
Funding Start | 2017 |
Funding Finish | 2017 |
GNo | G1601047 |
Type Of Funding | C2110 - Aust Commonwealth - Own Purpose |
Category | 2110 |
UON | Y |
VR School$50,000
Funding body: Commonwealth Department of Education, Employment and Workplace Relations (former)
Funding body | Commonwealth Department of Education, Employment and Workplace Relations (former) |
---|---|
Project Team | Associate Professor Erica Southgate, Doctor Shamus Smith, Doctor Jill Scevak, Doctor Rachel Buchanan, Graham Eather |
Scheme | Digital Literacy Grants Scheme |
Role | Lead |
Funding Start | 2017 |
Funding Finish | 2018 |
GNo | |
Type Of Funding | Other Public Sector - Commonwealth |
Category | 2OPC |
UON | N |
Shifts in Space and Self: Moving from Community to University$39,501
High numbers of students do not complete their higher education (HE) studies and disproportionate numbers are from rural / remote areas. Too often it is the individual who is 'blamed' for this departure and perceived as ‘lacking’ the necessary knowledges. The proposed research project intends to disrupt this deficit discourse by innovatively employing a digital storytelling methodology to investigate the subjective experience of this transition experience. Following one cohort of rural and remote students as they transition into and move through their first year of university studies, we will visually explore the ways in which: (a) these students enter HE and how those around them perceive and support this movement, and (b) define the repercussions that this educational undertaking has for their community of origin.
Funding body: National Centre for Student Equity in Higher Education (NCSEHE)
Funding body | National Centre for Student Equity in Higher Education (NCSEHE) |
---|---|
Project Team | Associate Professor Sarah O'Shea (UoW), Associate Professor Erica Southgate (UoN), Dr Ann Jardine (UNSW), Dr Shamus Smith (UoN) |
Scheme | Research Grants Program |
Role | Investigator |
Funding Start | 2017 |
Funding Finish | 2018 |
GNo | |
Type Of Funding | Other Public Sector - Commonwealth |
Category | 2OPC |
UON | N |
20169 grants / $1,231,643
Fair Connection to Professional Careers: Understanding Social Difference and Disadvantage, Institutional Dynamics and Technological Opportunities - Equity Fellowship$215,000
Funding body: National Centre for Student Equity in Higher Education (NCSEHE)
Funding body | National Centre for Student Equity in Higher Education (NCSEHE) |
---|---|
Project Team | Associate Professor Erica Southgate |
Scheme | Equity Research Fellowship |
Role | Lead |
Funding Start | 2016 |
Funding Finish | 2016 |
GNo | G1501403 |
Type Of Funding | C2110 - Aust Commonwealth - Own Purpose |
Category | 2110 |
UON | Y |
An Immersive Virtual Environment for Improving the Academic Literacy and Study Skills of Regional and Remote Low SES Students$198,799
Funding body: Commonwealth HEPPP
Funding body | Commonwealth HEPPP |
---|---|
Project Team | Dr Shamus Smith, Associate Professor Erica Southgate, Associate Professor Maree Grupetta, Associate Professor Helen Farley |
Scheme | Commonwealth HEPPP |
Role | Lead |
Funding Start | 2016 |
Funding Finish | 2018 |
GNo | |
Type Of Funding | Aust Competitive - Commonwealth |
Category | 1CS |
UON | N |
Building statistical literacy for success in higher education$161,151
Funding body: Department of Education
Funding body | Department of Education |
---|---|
Project Team | Associate Professor Peter Howley, Doctor Elena Prieto-Rodriguez, Doctor Ali Eshragh, Doctor Elizabeth Stojanovski, Associate Professor Erica Southgate, Professor Michael Martin, Associate Professor Peter Dunn, Professor Kathryn Holmes |
Scheme | Higher Education Participation and Partnerships Programme |
Role | Investigator |
Funding Start | 2016 |
Funding Finish | 2016 |
GNo | G1600141 |
Type Of Funding | C2110 - Aust Commonwealth - Own Purpose |
Category | 2110 |
UON | Y |
Building statistical literacy for success in higher education$161,151
Funding body: Commonwealth
Funding body | Commonwealth |
---|---|
Project Team | Associate Professor Peter Howley, Associate Professor Erica Southgate |
Scheme | Commonwealth HEPP |
Role | Investigator |
Funding Start | 2016 |
Funding Finish | 2016 |
GNo | |
Type Of Funding | Aust Competitive - Commonwealth |
Category | 1CS |
UON | N |
Yarning the way: The role of Indigenous education paraprofessionals in guiding the post-school educational pathways of Aboriginal and Torres Strait Island youth$143,531
Funding body: Department of Education
Funding body | Department of Education |
---|---|
Project Team | Associate Professor Maree Gruppetta, Associate Professor Erica Southgate, Professor John Fischetti, Dr Sandy O'Sullivan, Dr Eva McRae-Williams, Dr Peter Stephenson, Professor Liz Cameron, Glenn Auld |
Scheme | Higher Education Participation and Partnerships Programme |
Role | Investigator |
Funding Start | 2016 |
Funding Finish | 2016 |
GNo | G1600147 |
Type Of Funding | C2110 - Aust Commonwealth - Own Purpose |
Category | 2110 |
UON | Y |
Yarning the way: The role of Indigenous education paraprofessionals in guiding the post-school educational pathways of Aboriginal and Torres Strait Island youth$140,981
Funding body: Commonwealth HEPP
Funding body | Commonwealth HEPP |
---|---|
Project Team | Associate Professor Maree Gruppetta, Associate Professor Erica Southgate, Professor John Fischetti, Associate Professor Sandy O'Sullivan, Professor Liz Cameron |
Scheme | Commonwealth HEPP |
Role | Lead |
Funding Start | 2016 |
Funding Finish | 2017 |
GNo | |
Type Of Funding | Aust Competitive - Commonwealth |
Category | 1CS |
UON | N |
Equity and Medical Education (EME) - what are the 'sticky points' in the application and admissions processes of undergraduate medical schools that affect entry of students from low socioeconomic stat$98,015
Funding body: Department of Education
Funding body | Department of Education |
---|---|
Project Team | Doctor Robbert Duvivier, Associate Professor Erica Southgate, Associate Professor Caragh Brosnan, Professor Brian Kelly, Professor Brian Jolly, Associate Professor Marita Lynagh, Doctor Sue Outram, Professor Wendy Hu, Dr Barbara Griffin, Associate Professor Boaz Shulruf, Associate Professor Amanda Nagle |
Scheme | Higher Education Participation and Partnerships Programme |
Role | Investigator |
Funding Start | 2016 |
Funding Finish | 2016 |
GNo | G1600143 |
Type Of Funding | C2110 - Aust Commonwealth - Own Purpose |
Category | 2110 |
UON | Y |
Equity and Medical Education (EME) - what are the 'sticky points' in the application and admissions processes of undergraduate medical schools that affect entry of students from low socioeconomic status$98,015
Funding body: Commonwealth HEPPP
Funding body | Commonwealth HEPPP |
---|---|
Project Team | Dr Robb Duvivier, Associate Professor Erica Southgate, Associate Professor Caragh Brosnan, Professor BrianB Kelly, |
Scheme | Commonwealth HEPP |
Role | Investigator |
Funding Start | 2016 |
Funding Finish | 2016 |
GNo | |
Type Of Funding | Aust Competitive - Commonwealth |
Category | 1CS |
UON | N |
The DICE (Digital Identity, Curation and Education) Network$15,000
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Dr Rachel Buchanan; Dr Erica Southgate; Dr Shamus Smith; Dr Andrew Gibbons |
Scheme | FEDUA Strategic Networks and Pilot Projects Scheme |
Role | Investigator |
Funding Start | 2016 |
Funding Finish | 2016 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20157 grants / $718,948
Building STEM students' numeracy for success in higher education$187,186
Funding body: Department of Education
Funding body | Department of Education |
---|---|
Project Team | Doctor Elena Prieto-Rodriguez, Professor Ljiljana Brankovic, Associate Professor Peter Howley, Professor Bill McBride, Associate Professor Kathryn Holmes, Doctor Rachel Buchanan, Associate Professor Erica Southgate |
Scheme | Higher Education Participation and Partnerships Programme |
Role | Investigator |
Funding Start | 2015 |
Funding Finish | 2015 |
GNo | G1501424 |
Type Of Funding | C2110 - Aust Commonwealth - Own Purpose |
Category | 2110 |
UON | Y |
The Literacy App: An m-learning tool for low SES undergraduate students$131,249
Funding body: Department of Education
Funding body | Department of Education |
---|---|
Project Team | Doctor Shamus Smith, Associate Professor Erica Southgate |
Scheme | Higher Education Participation and Partnerships Programme |
Role | Investigator |
Funding Start | 2015 |
Funding Finish | 2015 |
GNo | G1501185 |
Type Of Funding | C2110 - Aust Commonwealth - Own Purpose |
Category | 2110 |
UON | Y |
The Literacy App: An m-learning tool for low SES undergraduate students$131,249
Funding body: Commonwealth HEPP
Funding body | Commonwealth HEPP |
---|---|
Project Team | Dr Shamus Smith, Associate Professor Erica Southgate |
Scheme | Commonwealth HEPP |
Role | Lead |
Funding Start | 2015 |
Funding Finish | 2015 |
GNo | |
Type Of Funding | Aust Competitive - Non Commonwealth |
Category | 1NS |
UON | N |
Equity and Digital Footprint Project$107,287
Funding body: Department of Education
Funding body | Department of Education |
---|---|
Project Team | Doctor Rachel Buchanan, Doctor Jill Scevak, Doctor Shamus Smith, Associate Professor Erica Southgate |
Scheme | Higher Education Participation and Partnerships Programme |
Role | Investigator |
Funding Start | 2015 |
Funding Finish | 2015 |
GNo | G1501188 |
Type Of Funding | C2110 - Aust Commonwealth - Own Purpose |
Category | 2110 |
UON | Y |
Equity and digital footprint project $107,287
Funding body: Commonwealth HEPP
Funding body | Commonwealth HEPP |
---|---|
Project Team | Dr Rachel Buchanan, Dr Jill Scevak, Dr Shamus Smith, Associate Professor Erica Southgate |
Scheme | Commonwealth HEPP |
Role | Lead |
Funding Start | 2015 |
Funding Finish | 2015 |
GNo | |
Type Of Funding | Aust Competitive - Commonwealth |
Category | 1CS |
UON | N |
Capability, Belonging and Equity in Higher Education: Developing Inclusive Approaches$29,690
Funding body: National Centre for Student Equity in Higher Education (NCSEHE)
Funding body | National Centre for Student Equity in Higher Education (NCSEHE) |
---|---|
Project Team | Professor Penny Jane Burke, Doctor Anna Bennett, Associate Professor Seamus Fagan, Mrs Catherine Burgess, Aprof JANE Maguire, Associate Professor Erica Southgate, Doctor Shamus Smith |
Scheme | Research Grants Program |
Role | Investigator |
Funding Start | 2015 |
Funding Finish | 2015 |
GNo | G1500360 |
Type Of Funding | Other Public Sector - Commonwealth |
Category | 2OPC |
UON | Y |
Best Footprint Forward$25,000
Funding body: auDA Foundation
Funding body | auDA Foundation |
---|---|
Project Team | Doctor Rachel Buchanan, Associate Professor Erica Southgate, Doctor Shamus Smith |
Scheme | Research Project |
Role | Investigator |
Funding Start | 2015 |
Funding Finish | 2015 |
GNo | G1401151 |
Type Of Funding | Grant - Aust Non Government |
Category | 3AFG |
UON | Y |
20146 grants / $211,461
Equity groups and predictors of academic success in higher education.$54,700
Funding body: National Centre for Student Equity in Higher Education (NCSEHE)
Funding body | National Centre for Student Equity in Higher Education (NCSEHE) |
---|---|
Project Team | Doctor Jill Scevak, Associate Professor Erica Southgate, Doctor Suzanne MacQueen, Associate Professor Mark Rubin, Dr Heather Douglas |
Scheme | Research Grants Program |
Role | Investigator |
Funding Start | 2014 |
Funding Finish | 2014 |
GNo | G1400235 |
Type Of Funding | C2110 - Aust Commonwealth - Own Purpose |
Category | 2110 |
UON | Y |
Overcoming limiting notions of academic capability: strategies to improve the participation and completion rates of students from non-traditional and low socio-economic backgrounds$47,336
Funding body: Centre of Excellence for Equity in Higher Education
Funding body | Centre of Excellence for Equity in Higher Education |
---|---|
Project Team | Anna Bennett |
Scheme | Seed Funding |
Role | Investigator |
Funding Start | 2014 |
Funding Finish | 2014 |
GNo | |
Type Of Funding | Not Known |
Category | UNKN |
UON | N |
A qualitative study of equity and elite degrees$42,475
Funding body: Centre of Excellence for Equity in Higher Education
Funding body | Centre of Excellence for Equity in Higher Education |
---|---|
Project Team | Erica Southgate and Caragh Brosnan |
Scheme | Seed Funding |
Role | Lead |
Funding Start | 2014 |
Funding Finish | 2014 |
GNo | |
Type Of Funding | Not Known |
Category | UNKN |
UON | N |
The M-learning literacy app$36,950
Funding body: Centre of Excellence for Equity in Higher Education
Funding body | Centre of Excellence for Equity in Higher Education |
---|---|
Project Team | Shamus Smith |
Scheme | Seed Funding |
Role | Investigator |
Funding Start | 2014 |
Funding Finish | 2014 |
GNo | |
Type Of Funding | Not Known |
Category | UNKN |
UON | N |
Equity in Elite Degrees: Social Difference, Insitutional Practices and Processes of Change$15,000
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Associate Professor Erica Southgate, Associate Professor Caragh Brosnan |
Scheme | Strategic Networks Grant |
Role | Lead |
Funding Start | 2014 |
Funding Finish | 2014 |
GNo | G1400960 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
Equity in elite degrees: social difference, institutional practice and processes of change$15,000
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Erica Southgate |
Scheme | Faculty of Education and Arts Strategic Network and Pilot Projects Scheme |
Role | Lead |
Funding Start | 2014 |
Funding Finish | 2014 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20122 grants / $1,073,153
Educational and career aspirations in the middle years of schooling: Understanding complexity for increased equity’ $693,153
Funding body: ARC (Australian Research Council)
Funding body | ARC (Australian Research Council) |
---|---|
Project Team | Laureate Professor Jennifer Gore, Professor Jim Albright, Associate Professor Erica Southgate, Associate Professor Kathryn Holmes, Professor Max Smith, Mrs Michelle Heaney, Frank Potter |
Scheme | Linkage Projects |
Role | Investigator |
Funding Start | 2012 |
Funding Finish | 2015 |
GNo | G1100473 |
Type Of Funding | Aust Competitive - Commonwealth |
Category | 1CS |
UON | Y |
Targeting educational and career aspirations in the middle years of schooling: Understanding complexity for increased equity$380,000
Funding body: NSW Department of Education and Training
Funding body | NSW Department of Education and Training |
---|---|
Project Team | Laureate Professor Jennifer Gore, Professor Jim Albright, Associate Professor Erica Southgate, Associate Professor Kathryn Holmes, Professor Max Smith |
Scheme | Linkage Projects Partner Funding |
Role | Investigator |
Funding Start | 2012 |
Funding Finish | 2015 |
GNo | G1100711 |
Type Of Funding | C2210 - Aust StateTerritoryLocal - Own Purpose |
Category | 2210 |
UON | Y |
20101 grants / $10,000
Making Educational Goals Sustainable (MEGS): A study of an intervention aimed at developing educational pathways for students from low SES communities$10,000
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Associate Professor Erica Southgate, Laureate Professor Jennifer Gore |
Scheme | Linkage Pilot Research Grant |
Role | Lead |
Funding Start | 2010 |
Funding Finish | 2010 |
GNo | G1000898 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20091 grants / $15,000
Evaluation of the Lifeskills Consumer and Financial Literacy Program$15,000
Funding body: NSW Department of Education and Communities
Funding body | NSW Department of Education and Communities |
---|---|
Project Team | Erica Southgate |
Scheme | Commissioned research |
Role | Lead |
Funding Start | 2009 |
Funding Finish | 2009 |
GNo | |
Type Of Funding | External |
Category | EXTE |
UON | N |
20082 grants / $63,563
Comparative analysis of two contrasting approaches to professional experience$56,063
Funding body: Department of Education, Employment and Workplace Relations
Funding body | Department of Education, Employment and Workplace Relations |
---|---|
Project Team | Associate Professor Ruth Reynolds, Associate Professor David Palmer, Associate Professor Erica Southgate |
Scheme | Project Grant |
Role | Investigator |
Funding Start | 2008 |
Funding Finish | 2008 |
GNo | G0189462 |
Type Of Funding | Other Public Sector - Commonwealth |
Category | 2OPC |
UON | Y |
Interagency cooperation, professional cultures and institutional practice: A research program for the study of reaction and response to $7,500
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Associate Professor Erica Southgate |
Scheme | New Staff Grant |
Role | Lead |
Funding Start | 2008 |
Funding Finish | 2008 |
GNo | G0189015 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20032 grants / $145,863
An exploration of drug injector's understanding of hepatitis C infection and its implications for transmission.$79,973
Funding body: NSW Department of Health
Funding body | NSW Department of Health |
---|---|
Project Team | Erica Southgate |
Scheme | Commissioned Research |
Role | Lead |
Funding Start | 2003 |
Funding Finish | 2003 |
GNo | |
Type Of Funding | External |
Category | EXTE |
UON | N |
Barriers and facilitators for HCV prevention among sex workers in the Hunter region.$65,890
Funding body: NSW Ministry of Health
Funding body | NSW Ministry of Health |
---|---|
Project Team | Associate Professor Erica Southgate, Professor Pamela Nilan, Professor Amanda Baker, Doctor Margaret Harris |
Scheme | Non Government Organisation Grant Program |
Role | Lead |
Funding Start | 2003 |
Funding Finish | 2003 |
GNo | G0183141 |
Type Of Funding | Other Public Sector - State |
Category | 2OPS |
UON | Y |
20022 grants / $293,487
Perfecting health care delivery.$193,487
Funding body: Hunter Area Health Service
Funding body | Hunter Area Health Service |
---|---|
Project Team | Conjoint Professor David Sibbritt, Dr Jonathan Adams, Associate Professor Erica Southgate, Ms Rhonda Walker |
Scheme | Research Grant |
Role | Investigator |
Funding Start | 2002 |
Funding Finish | 2004 |
GNo | G0182616 |
Type Of Funding | Other Public Sector - State |
Category | 2OPS |
UON | Y |
Risks for Injecting$100,000
Funding body: Australian National Council on Drugs (ANCD) and Australian National Council on HIV
Funding body | Australian National Council on Drugs (ANCD) and Australian National Council on HIV |
---|---|
Project Team | Dr Kate Dolan |
Scheme | Commissioned Research |
Role | Investigator |
Funding Start | 2002 |
Funding Finish | 2002 |
GNo | |
Type Of Funding | External |
Category | EXTE |
UON | N |
20014 grants / $317,000
Barriers and incentives to treatment of substance misuse$259,000
Funding body: Illicit Drugs Strategy, Commonwealth Population Health Division
Funding body | Illicit Drugs Strategy, Commonwealth Population Health Division |
---|---|
Project Team | Professor Susan KIppax |
Scheme | Commissioned Research |
Role | Investigator |
Funding Start | 2001 |
Funding Finish | 2001 |
GNo | |
Type Of Funding | External |
Category | EXTE |
UON | N |
Transition and initiation to injecting drug use$28,000
Funding body: Department of Health
Funding body | Department of Health |
---|---|
Project Team | Erica Southgate |
Scheme | Commissioned research |
Role | Lead |
Funding Start | 2001 |
Funding Finish | 2001 |
GNo | |
Type Of Funding | External |
Category | EXTE |
UON | N |
National social research need assessment of the Hepatitis C sector$20,000
Funding body: Commonwealth Department of Health & Aged Care
Funding body | Commonwealth Department of Health & Aged Care |
---|---|
Project Team | Erica Southgate |
Scheme | Commissioned Research |
Role | Lead |
Funding Start | 2001 |
Funding Finish | 2001 |
GNo | |
Type Of Funding | External |
Category | EXTE |
UON | N |
Referral pathways from needle and syringe programs$10,000
Funding body: NSW Department of Health
Funding body | NSW Department of Health |
---|---|
Project Team | Erica Southgate |
Scheme | Commissioned Research |
Role | Lead |
Funding Start | 2001 |
Funding Finish | 2001 |
GNo | |
Type Of Funding | External |
Category | EXTE |
UON | N |
20002 grants / $130,000
Methadone injectors in NSW$80,000
Funding body: NSW Department of Health
Funding body | NSW Department of Health |
---|---|
Project Team | Erica Southgate |
Scheme | Commissioned Research |
Role | Lead |
Funding Start | 2000 |
Funding Finish | 2000 |
GNo | |
Type Of Funding | External |
Category | EXTE |
UON | N |
Cocaine use and the queer party subculture in inner Sydney$50,000
Funding body: NHMRC (National Health & Medical Research Council)
Funding body | NHMRC (National Health & Medical Research Council) |
---|---|
Project Team | Professor Susan KIppax |
Scheme | Unknown |
Role | Investigator |
Funding Start | 2000 |
Funding Finish | 2000 |
GNo | |
Type Of Funding | Not Known |
Category | UNKN |
UON | N |
19992 grants / $200,000
Transition and initiation to injecting drug use$165,000
Funding body: NHMRC (National Health & Medical Research Council)
Funding body | NHMRC (National Health & Medical Research Council) |
---|---|
Project Team | Professor Susan KIppax |
Scheme | Commissioned Research |
Role | Investigator |
Funding Start | 1999 |
Funding Finish | 1999 |
GNo | |
Type Of Funding | External |
Category | EXTE |
UON | N |
Social and health impact study- The closure of St Marys Needle and Syringe Program$35,000
Funding body: NSW Department of Health
Funding body | NSW Department of Health |
---|---|
Project Team | Erica Southgate |
Scheme | Commissioned Research |
Role | Lead |
Funding Start | 1999 |
Funding Finish | 1999 |
GNo | |
Type Of Funding | Other Public Sector - State |
Category | 2OPS |
UON | N |
19981 grants / $12,000
Ethnography of gay men and drug use$12,000
Funding body: ARC (Australian Research Council)
Funding body | ARC (Australian Research Council) |
---|---|
Project Team | Erica Southgate |
Scheme | Small Grant |
Role | Lead |
Funding Start | 1998 |
Funding Finish | 1998 |
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 |
---|---|---|---|---|
2019 | PhD | The Induction of Artificial Intelligence into Education: Ethical Concerns and Feasibility | PhD (Education), Faculty of Education and Arts, The University of Newcastle | Principal Supervisor |
2015 | PhD | Clinical Prediction Rules In Physiotherapy Clinical Education | PhD (Physiotherapy), Faculty of Health and Medicine, The University of Newcastle | Co-Supervisor |
2015 | PhD | Differently Normal: The Hidden Population of Higher Education Students Living With Learning Challenges | PhD (Education), Faculty of Education and Arts, The University of Newcastle | Principal Supervisor |
2012 | PhD | A History of the Present - Tracing the Emergence and Permutations of Teacher Quality in Australian Parliamentary Reports (1998—2007) | PhD (Education), Faculty of Education and Arts, The University of Newcastle | Principal Supervisor |
2012 | PhD | Lymphoedema and Physiotherapy: Lymphoedema Self-Management | PhD (Education), Faculty of Education and Arts, The University of Newcastle | Principal Supervisor |
Past Supervision
Year | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2016 | PhD | The Assessment and Management of Pain in Older People by Nurses in Acute Care: A Focused Ethnography | PhD (Nursing), Faculty of Health and Medicine, The University of Newcastle | Co-Supervisor |
2016 | PhD | The Development of Aboriginal Education Policy in Australia - Voices of the National Aboriginal Education Committee (NAEC) | PhD (Education), Faculty of Education and Arts, The University of Newcastle | Principal Supervisor |
News
Literacy Apps Earn Nomination for Top Award
June 24, 2016
Best footprint forward
January 22, 2015
Equity in higher education grant success
April 23, 2014
Associate Professor Erica Southgate
Position
Associate Professor
School of Education
School of Education
Faculty of Education and Arts
Contact Details
erica.southgate@newcastle.edu.au | |
Phone | (02) 4921 6325 |
Fax | (02) 4921 7887 |
Office
Room | HC52 |
---|---|
Building | Hunter Building |
Location | Callaghan University Drive Callaghan, NSW 2308 Australia |