Professor Lucy Johnston
Dean of Graduate Research
- Phone:(02) 4985 4975
Professor Johnston is currently the Dean of Graduate Research at the University of Newcastle. As part of this position, Professor Johnston plays a key leadership role in driving growth and improvements in research training across the University of Newcastle.
Professor Johnston joined the University of Newcastle from the University of Canterbury, where she was Dean of Postgraduate Research and Professor of Psychology. She is a recognised experimental social psychologist, whose research is concerned with understanding, predicting and modifying the behaviour of individuals in social interactions, with two distinct foci of social perception and social information processing.
Professor Johnston completed her BA (Hons) in Experimental Psychology at the University of Oxford, UK and PhD in Social Psychology at the University Bristol, UK and has more recently completed a MSc Sport and Exercise Psychology at the University of Staffordshire, UK. She lectured at the University of Cardiff before joining the University of Canterbury in 1994. Professor Johnston was a member of the inaugural management team of the New Zealand Institute of Language, Brain and Behaviour, leading the Language and Social Cognition theme and following the Christchurch earthquake in 2011, was appointed to the Psychosocial Recovery Advisory Group for the Joint Centre for Disaster Research. In 2004, she was a Distinguished Visiting Professor at the University of Connecticut, US and has published extensively in the fields of social psychology, and learning and teaching.
Recognised for her engagement with postgraduate research, Professor Johnston was the Chair of the New Zealand Deans and Directors of Graduate Studies (NZ DDOGS) between 2012 and 2016 and was actively involved in the development of the Australian Best Practice Guidelines for Higher Degree Research. She was Convenor of the Universities New Zealand Scholarship Committee from 2011 to 2016 term and has been an invited participant to a number of Council of Graduate Schools Global Summits.
Lucy was awarded Oxford Blues and full colours at the University of Bristol for basketball and played for the British Universities. She rowed for her Oxford College and City of Bristol and played soccer for the University of Bristol. She recently retired from 10 seasons completing in road cycling and triathlons.
- PhD (Social Psychology), University of Bristol
- Bachelor of Arts (Hons) (Experimental Psychology), University of Oxford - UK
- Master of Arts, University of Oxford - UK
- Master of Science (Sport and Exercise Psychology), Staffordshire University, UK
- Adaptive person construal
- Behavioural mimicry and interpersonal synchrony
- Facial expressions of emotion
- Nonverbal behaviour
- Postgraduate thesis supervision
- Social perception
- Social psychology
- Sport psychology
- Stereotyping, prejudice and discrimination
Fields of Research
|130303||Education Assessment and Evaluation||30|
|170113||Social and Community Psychology||35|
|170112||Sensory Processes, Perception and Performance||35|
|Title||Organisation / Department|
|Dean of Graduate Research||University of Newcastle
|Dates||Title||Organisation / Department|
|1/07/2010 - 24/01/2016||Dean of Postgraduate Research||University of Canterbury
Vice Chancellor's Office
|6/01/1994 - 22/01/2016||Lecturer to Professor of Psychology||University of Canterbury
|1/01/1992 - 31/12/1993||Lecturer||University of Wales, Cardiff
School of Psychology
For publications that are currently unpublished or in-press, details are shown in italics.
Chapter (7 outputs)
Beaven S, Wilson T, Johnston LC, Johnston D, Smith R, 'Learning from Earthquake Disasters', Encyclopaedia of Earthquake Engineering, Springer, Berlin Heidelberg (2015)
Johnston L, 'It's the Way You Walk: Kinematic Specification of Vulnerability to Attack', People Watching: Social, Perceptual, and Neurophysiological Studies of Body Perception (2013)
© Oxford University Press 2013. All rights reserved. This chapter considers whether human gait conveys information to observers about one's vulnerability to attack. Specifica... [more]
© Oxford University Press 2013. All rights reserved. This chapter considers whether human gait conveys information to observers about one's vulnerability to attack. Specifically, it describes a program of research in which the "kinematic fingerprint" of physical vulnerability is assessed. Observers of point-lightdefined body motions form impressions of physical vulnerability that achieve a high level of consensus. Additionally, the authors examine factors that contribute to these perceptions (e.g., manner of dress) and that can mitigate these perceptions (e.g., changing gait).
Johnston L, Miles L, Macrae CN, 'Male or female? An investigation of factors that modulate the visual perception of another's sex', Social Psychology of Visual Perception 103-122 (2010)
|Show 4 more chapters|
Journal article (93 outputs)
Groves SJ, Pitcher TL, Melzer TR, Jordan J, Carter JD, Malhi GS, et al., 'Brain activation during processing of genuine facial emotion in depression: Preliminary findings', Journal of Affective Disorders, 225 91-96 (2018) [C1]
Beaven S, Wilson T, Johnston L, Johnston D, Smith R, 'Role of Boundary Organization after a Disaster: New Zealand's Natural Hazards Research Platform and the 2010-2011 Canterbury Earthquake Sequence', Natural Hazards Review, 18 (2017)
© 2016 American Society of Civil Engineers. The boundary organization concept has been used to establish that collaborative arrangements and outputs across science and policy doma... [more]
© 2016 American Society of Civil Engineers. The boundary organization concept has been used to establish that collaborative arrangements and outputs across science and policy domain boundaries need to be credible, relevant, and legitimate in order to be to be effective. Although widely accepted in other issue-driven fields, this concept does not have equivalent currency in the natural hazard and disaster risk reduction context. This paper uses the development of the New Zealand Natural Hazards Research Platform during a recent earthquake disaster to assess the utility of the concept in this topic area. Lessons are also identified concerning the use of larger consortium organizations to increase policy and other end-user involvement in the management and coordination of research funding, and the impact of a major disaster on this research-funding initiative. Mapping the Platform's collaborative arrangements in relation to boundary tensions over time makes it possible to distinguish disaster effects from preexisting and ongoing structural effects and incentive regimes. Largely based in the research domain, this organization was well placed to resist the negative pressure of postdisaster time compression on research quality. The lack of balancing policy input at all levels made it difficult to resist the effect of this pressure on the networking required to integrate disciplinary, organizational, and higher-level science/policy domains, and thus build the legitimacy of the larger collaboration. The utility of the boundary organization concept stemmed from the emphasis on balance across domains and scales. The focus on effects, trends, and patterns serves as a counterweight to the blame attribution common after high-profile disasters.
Johnston L, Schluter PJ, 'And the winner is ... : inter-rater reliability among scholarship assessors', STUDIES IN HIGHER EDUCATION, 42 1736-1749 (2017)
Collings D, Garrill A, Johnston L, 'Student application for special consideration for examination performance following a natural disaster', Assessment and Evaluation in Higher Education, 43 260-271 (2017) [C1]
Johnston L, Wilson T, MacKenzie A, 'Assisting Ph.D. completion following a natural disaster', International Journal of Doctoral Studies, 11 367-382 (2016)
© 2016 Informing Science Institute. All Rights Reserved. This article describes the experiences and outcomes for 761 doctoral students enrolled at the Uni-versity of Canterbury wh... [more]
© 2016 Informing Science Institute. All Rights Reserved. This article describes the experiences and outcomes for 761 doctoral students enrolled at the Uni-versity of Canterbury who had their research disrupted by a magnitude 6.2 earthquake on 22nd February 2011. We describe the measures that were put in place to assist the students to continue their studies through continued disruption from aftershocks, dislocation, building demolition and remediation, equipment failure, and limited access to resources. We used data from a number of University databases and student surveys to assess the impact of the disruption on student out-comes, considering measures such as completion rates and times, attrition rates, and student satis-faction. Overall the findings showed little impact of the disruption on completion rates or student satisfaction and only a slight increase in completion times. We consider the impact of additional factors, such as temporary relocation, and draw attention to key lessons learned that may assist those confronted with similar situations in the future.
Sampson KA, Johnston L, Comer K, Brogt E, 'Using doctoral experience survey data to support developments in postgraduate supervision and support', International Journal of Doctoral Studies, 11 185-203 (2016)
© 2016 American Institute of Mathematical Sciences. All rights reserved. Provision of both high standards of thesis supervision and high quality research environments are required... [more]
© 2016 American Institute of Mathematical Sciences. All rights reserved. Provision of both high standards of thesis supervision and high quality research environments are required for doctoral candidates to flourish. An important component of ensuring quality provision of research resources is the soliciting of feedback from research students and the provision from research supervisors and institutions of timely and constructive responses to such feedback. In this manuscript we describe the use of locally developed survey instruments to elicit student feedback. We then demonstrate how actions taken in response to this student feedback can help establish a virtuous circle that enhances doctoral students' research experiences. We provide examples of changes to supervisory practice and resource allocation based on feedback and show the positive impact on subsequent student evaluations. While the examples included here are local, the issues considered and the methods and interventions developed are applicable to all institutions offering research degrees.
Rudge AD, Chase JG, Shaw GM, Lee D, Wake GC, Hudson IL, Johnston L, 'Impact of control on agitation-sedation dynamics', CONTROL ENGINEERING PRACTICE, 13 1139-1149 (2005) [C1]
Chase JG, Rudge AD, Shaw GM, Wake GC, Lee D, Hudson IL, Johnston L, 'Modeling and control of the agitation-sedation cycle for critical care patients', MEDICAL ENGINEERING & PHYSICS, 26 459-471 (2004) [C1]
|Show 90 more journal articles|
Conference (9 outputs)
|2012||Vanman EJ, Horiguchi M, Philipp M, Johnston L, 'WHAT IS THE ROLE OF MIMICRY IN DETECTING POSED AND GENUINE SMILES?', PSYCHOPHYSIOLOGY, New Orleans, LA (2012)|
Zakharov K, Mitrovic A, Johnston L, 'Towards emotionally-intelligent pedagogical agents', INTELLIGENT TUTORING SYSTEM, PROCEEDINGS, Montreal, CANADA (2008)
Zakharov K, Mitrovic A, Johnston L, 'Intelligent Tutoring Systems respecting human nature', Proceedings of NZCSRSC 2007, the 5th New Zealand Computer Science Research Student Conference (2007)
The current level of development in Intelligent Tutoring Systems (ITS) ensures successful cognitive support. However, a number of studies suggest that learning outcomes are signif... [more]
The current level of development in Intelligent Tutoring Systems (ITS) ensures successful cognitive support. However, a number of studies suggest that learning outcomes are significantly influenced by a complex interaction between cognitive and affective states of learners. Little research has been done to investigate the effectiveness of learning with the help of affect-aware ITSs. Recently used approaches to affect recognition rely on facial feature tracking and physiological signal processing, but there is no clear winner among them because of the complexity and ambiguity associated with the task and the low-level data interpretation. The goal of our project is to develop a robust way of affect recognition for creating affect-aware pedagogical agents with the view to improve learners' engagement, motivation and learning outcomes.
|Show 6 more conferences|
The map is a representation of a researchers co-authorship with collaborators across the globe. The map displays the number of publications against a country, where there is at least one co-author based in that country. Data is sourced from the University of Newcastle research publication management system (NURO) and may not fully represent the authors complete body of work.
|Country||Count of Publications|
March 12, 2018
Professor Lucy Johnston
Dean of Graduate Research
UON Graduate Research
Research and Innovation Division
|Phone||(02) 4985 4975|
Callaghan, NSW 2308