Professor Penny Jane Burke
Director, Centre of Excellence for Equity in Higher Education and Global Innovation Chair of Equity
Centre of Excellence for Equity in Higher Ed
- Email:pennyjane.burke@newcastle.edu.au
- Phone:+ 61 2 4921 6538
Reimagining higher education equity for better social outcomes
Professor Penny Jane Burke is leading the way in building equity in higher education. By understanding the experiences of marginalised groups and addressing ingrained inequalities she’s progressing policy and practice, both locally and globally.
Penny’s sociological research, spanning three decades, is designed to respond to the experiences of students and communities who have been marginalised from the development of higher education policy and practice.
It examines and seeks to inform the structures and relations of inequality that perpetuate educational exclusion and disadvantage.
Over the past decade, Penny has led the development of the Centre of Excellence for Equity in Higher Education. And, in 2023, as a result of the Centre becoming internationally recognised, she became the UNESCO Chair in Equity, Social Justice and Higher Education.
Penny provides expert analysis and advice in this national-level context and was an expert member of the Federal Government Equity in Higher Education Panel (2018-2022).
Tackling deep-rooted inequalities
Penny’s interest in this area of research stems from her own experience of accessing higher education against the odds. She’s developed a strong belief in the transformative power it has at the personal and societal levels.
“Equity in higher education is about more than fair access and removing barriers”, explains Penny.
“It's about addressing deep-rooted historical exclusions and subtle processes in which the knowledge, experiences and cultures of some communities across the world have been neglected and ignored while others have been privileged.”
Tackling equity requires acknowledging and addressing these long-standing inequalities.
By creating praxis-based, non-hierarchical and collaborative methodologies, Penny aims to do this by creating new social justice frameworks to build equity capacity and reimagine higher education for transformative equity and social justice through a whole-of-institution approach.
CEEHE: Engaging students and communities
The Centre of Excellence for Equity in Higher Education (CEEHE) that Penny continues to head is a unique, sector-leading hub in Australia that brings critical reflection and action together to create the conditions for equity and inclusion.
The Centre focuses on the social, cultural and representational inequities that reproduce disadvantage in higher education. Its research and practice engage directly with students and communities in our region.
Its state-of-the-art student support reframing, the Relational Navigator, has developed a suite of new programs. These programs enable those with experiences of profound inequity to access, participate in, and thrive through and beyond higher education.
“Relational navigators walk alongside students facing educational disadvantage, those from refugee and asylum-seeking communities, and those with experiences of out-of-home-care and gender-based violence”, explains Penny.
As part of this program, the Centre coordinates a pathway into the Joint Medical Program at the University of Newcastle for those who have experienced intersecting, multidimensional inequities and injustices.
From seminars to large-scale reports
The Centre’s development of cutting-edge social justice frameworks that they’ve translated into programs and practices has led to invitations to numerous seminars, workshops and keynotes.
Recent invitations have been from the NSW Department of Education, the Australian Centre for Student Equity and Success (ACSES), the Queensland Widening Participation Consortium, and the ACU Equity Symposium Online.
The CEEHE has also delivered large-scale reports to the Federal Department of Education, including the International Literature Review of Equity in Higher Education, and the NSW Department through contributions to the Culturally Responsive Evaluation Framework.
A gender-based violence agenda
Penny's new research agenda, which tackles the massive problem of gender-based violence, has generated new knowledge about the impact of gender-based violence on higher education access and participation.
The research is also producing innovative strategies to mobilise higher education for gender equity and in the fight against gender-based violence and its devastating social effects.
“Essentially, it’s generating a space for the insights of student victim-survivors to participate in the process of developing policy and practice recommendations to help end gender-based violence.”
“It’s also ensuring that victim-survivors thrive in and beyond higher education and are part of the project of embedding gender equity in it and in the professions that as graduates and future leaders they’ll be part of.”
Together with a team of researcher-practitioners, students and community agencies, the Centre is building a Gender Justice Hub to mobilise higher education for gender equity and to realise the crucial contribution of higher education in Australia’s whole-of-society plan to end GBV.
Driving global transformation through UNESCO
Central to Penny’s role as the UNESCO Chair in Equity, Social Justice and Higher Education is the generation of new social justice methodologies to drive transformation in higher education policy, practice and pedagogy at a global level.
It includes a number of partnerships and networks. One is the Ghanaian-Australian Feminist Collective, which consists of the Ghanaian peer mentoring program. Another is the Bath, Egypt and Australia Advancing Equity in STEM project.
As Chair, Penny has spoken at many high-profile events, including the Global Higher Education Forum in Malaysia, the Global Sustainable Development Congress Bangkok and the Universities Australia Solutions Summit, Canberra and will speak at the forthcoming Open Education Global 2024, Brisbane.
The UNESCO Chair hosts three PhD Scholars who are working to develop important new knowledge for Australia, Ghana and Peru.
In 2024, she’s one of 20 UNESCO Chairs to develop strategies for mobilising the broader network for peace through higher education. She’s also one of two Chairs to facilitate and co-design the high-level UNITAR/UNESCO Leadership Dialogue in New York.
Collaboration as ‘constellations of impact’
Partnerships and collaborations have been crucial to Penny’s work. She describes them as having ‘constellations of impact’ because of their cascading effect.
“Working with one group of participants leads to other forms of impact beyond that which I’ve personally developed,” she shares.
Partnerships with colleagues at the University of Bath led to her appointment as in 2020 Global Chair of Social Innovation, which has informed the stream of work currently being undertaken as part of the UNESCO Chair collaboration to advance equity in STEM. This work has led to constellations of impact in work with staff and students in Australia, the UK and Egypt to engage deeply with questions of equity and generating the means for change and transformation.
Meanwhile, the institutional programs of CEEHE have led to the development of several bodies of work, including Name, Narrate, Navigate, led by A/Prof Tamara Blakemore (CEEHE seed funding 2015-2016) and Yearning to Yarn, led by Simon Munro (ETEHE program, 2018).
In addition to the partnerships of CEEHE and UNESCO, other examples of partnerships throughout Penny’s career include forming the Access and Widening Participation network for the Society for Research into Higher Education. This network collaborated with the Office of Fair Access in the UK and led to the Australian Writing Program for Equity Practitioners and the co-development of Access: Critical Explorations of Equity in Higher Education.
She also developed the Paulo Freire Institute at Roehampton University, which led to collaborations with community and arts agencies, such as the Serpentine Gallery in London.
Her work has involved trans-disciplinary collaboration to generate educational programs for social justice, as well as partnerships with other universities, including UCLA, Beijing Normal University, and the University of Trento.
Pushing equity for peaceful societies
Penny is proud of developing new methodologies for progressing equity and of developing publications that make a real work difference to people involved in progressing equity policy and practice in higher education.
“Building equitable higher education is imperative to all of our futures”, says Penny.
“Growing inequalities pose a threat to all of us on multiple levels and higher education has a key role to play in ensuring more socially just and thus peaceful and stable societies into the future.”
“The power of higher education is immeasurable and profound.”
Check out Penny’s new publication, Equity in Higher Education: Time for Social Justice Praxis (Penny Jane Burke and Matt Lumb (2024), Routledge), launched in October 2024.
Reimagining higher education equity for better social outcomes
Over the past decade, Penny has led the development of the Centre of Excellence for Equity in Higher Education. And, in 2023, as a result of the Centre becoming internationally recognised, she became the UNESCO Chair in Equity, Social Justice and Higher Education.
Career Summary
Biography
Professor Penny Jane Burke is UNESCO Chair in Equity, Social Justice and Inclusion, Director of the Centre of Excellence for Equity in Higher Education and Global Innovation Chair of Equity at the University of Newcastle, NSW.
Penny is an associate of the Centre for Higher Education Transformations at the University of Bristol, co-editor of the Bloomsbury Gender and Education book series, and has published widely including her most recent book Equity in Higher Education: Time for Social Justice Praxis.
Her personal experience of returning to study via an Access to Higher Education (Enabling) program has deeply shaped her tenacious commitment to equity in higher education over the past 20 years. She was awarded a full-time Economic and Social Research Council (ESRC) PhD studentship from 1998-2001 to study student equity, and upon completion of her PhD (University of London), her first sole-authored book Accessing Education effectively widening participation was published in 2002 by Trentham Books.
Following this, she has generated over $3,500,000 in research funding and has published extensively in the field of equity and social justice in education. Her authored books also include Reconceptualising Lifelong Learning: Feminist Interventions (Burke and Jackson, 2007), The Right to Higher Education: Beyond widening participation (Burke, 2012) and Changing Pedagogical Spaces in Higher Education (Burke, Crozier and Misiaszek, 2017, Routledge).
As recipient of the prestigious UK Higher Education Academy’s National Teaching Fellowship award in 2008, Professor Burke has been deeply committed to the development of high quality educational opportunities for students from under-represented backgrounds through research, practice and professional development and she has been keynote and invited speaker at numerous high profile events across the globe.
As a global leader in the field of equity in higher education, she has been invited to contribute to volumes that bring together leading scholars in the field (e.g. Oxford Handbook of Higher Education Systems and University Management (forthcoming), Palgrave International Handbook of Higher Education Policy and Governance (2015), and Springer’s Encyclopedia of International Higher Education Systems and Institutions (2016).
Professor Burke was the Editor of the Taylor & Francis international peer-reviewed journal Teaching in Higher Education. She served as a member of the Society for Research into Higher Education (SRHE) Governing Council and Publications Committee (2012- 2016), and as a member of the editorial board of Gender and Education (2010 – 2014). She was an ESRC panel member of the ‘Future of Higher Education’ steer for the ESRC Large Grant and Research Centre competition, and is an ongoing member of the ESRC Peer Review College.
Professor Burke has also held the post of Professor of Education at University of Sussex (leading Education for the Research Excellence Framework, 2013), Professor of Education at the University of Roehampton (Director of the Centre of Educational Research, in Equalities, Policy and Pedagogy) and Reader in Education at the Institute of Education, University of London (where she was Chair of the Widening Participation Committee, and Head of School, Educational Foundations and Policy Studies).
Qualifications
- PhD, University of London
- Bachelor of Education, College of North East London
- Bachelor of Arts (Honours), Middlesex University
- Master of Education, University of London
Keywords
- access and student experience
- community wellbeing
- culture and agency
- governance
- policy
- practice
Fields of Research
| Code | Description | Percentage |
|---|---|---|
| 441010 | Sociology of gender | 50 |
| 390203 | Sociology of education | 40 |
| 390303 | Higher education | 10 |
Professional Experience
UON Appointment
| Title | Organisation / Department |
|---|---|
| Director, Centre of Excellence for Equity in Higher Education and Global Innovation Chair of Equity | University of Newcastle Centre of Excellence for Equity in Higher Ed Australia |
Invitations
Contributor
| Year | Title / Rationale |
|---|---|
| 2007 |
Gender, Access and Participation in Higher Education Invited contribution to “Three Dean Conference”, University of Melbourne. |
Keynote Speaker
| Year | Title / Rationale |
|---|---|
| 2024 | Mobilising higher education as a force for gender equality and social justice, Global Sustainable Development Congress |
| 2023 | Changing the Course of Women’s Academic Leadership through Social Justice Praxis |
| 2023 | Equitable Higher Education Recovery: A Roadmap for Higher Education in the Post-Pandemic |
| 2021 | Inclusive Assessment: Recognising Difference through Communities of Praxis. CRADLE. |
| 2019 | Looking at university degrees through the lens of equity. Australian Council of Deans of Science, Teaching & Learning. |
| 2007 |
Social Inclusion in Higher Education, UK/India Policy Dialogue Keynote lecture for this 3 day policy dialogue event, bringing together academics and policy-makers to discuss ways of developing strategies for widening participation in HE. I also led the working group of developing a research strategy for collaboration between India and UK on HE pedagogy. |
| 2007 |
Lifelong Learning & Widening Participation Conference on Understanding the Education Sector |
| 2007 | Critiques of Widening Participation Policy and Practice |
| 2007 |
Researching Widening Participation Keynote speaker and seminar leader to audience of arts lecturers on developing research on widening participation. |
| 2007 |
Reconceptualising Pedagogical Practices: Issues and Challenges Annual Learning and Teaching Symposium |
| 2006 |
Theorising Higher Education: Critical Perspectives Conference: Theorising Higher Education Organisations: Critical Approaches 6 day workshop on Researching Higher Education: Qualitative Approaches for the academic staff of Instituto de Ciencias Sociales Administracion |
| 2001 |
The experiences of access students Access to Higher Education forum |
| 2001 |
Access to What and For Whom’? Women's Experiences as Mature Students One day conference bringing together colleagues working in the field of access to higher education. |
| 1998 |
Celebrating Adult Learning National Adult Learner's Week Made the welcoming address and held workshops as guest of honour |
| 1997 | Access… Is It Really Working? |
Participant
| Year | Title / Rationale |
|---|---|
| 2022 | UNESCO’s International Institute for Higher Education in Latin America & the Caribbean (UNESCO-IESALC) - Rethinking Merit, for the Right to Higher Education project |
| 2021 | UNESCO International Seminar on the Evolving Right to Education |
| 2007 | Saudi Arabian Higher Education |
Speaker
| Year | Title / Rationale |
|---|---|
| 2024 | Leadership Dialogue of the Leaders in Higher Education Alliance and Programme - For Accelerating Sustainability Transformations (LEAP-FAST). |
| 2020 | Equity in Higher Education. Council of Academic Public Health Institutions Australasia. |
| 2019 | Temporal inequality and the widening gyres of higher education. Reconceptualising Intersectional Inequality in Higher Education. |
| 1999 |
QAA (Quality Assurance Agency for Higher Education) Speaker at the national relaunch for Access to Higher Education. Other speakers were Baroness Blackstone, Minister of State for Education and Employment and John Randall, Chief Executive QAA |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Book (10 outputs)
| Year | Citation | Altmetrics | Link | |||||
|---|---|---|---|---|---|---|---|---|
| 2025 |
Burke PJ, Lumb M, Equity in Higher Education. Time for Social Justice Praxis, Routledge, Abingdon, Ox, 210 (2025) [A1]
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Open Research Newcastle | ||||||
| 2022 |
Burke PJ, Coffey J, Gill R, Kanai A, 'Gender in an Era of Post-truth Populism: Pedagogies, Challenges and Strategies', 1-254 (2022) What does it mean to be pedagogical in a post-truth landscape? How might feminist thought and action work to intervene in this environment? Gender in an Era of Post-truth Populism... [more] What does it mean to be pedagogical in a post-truth landscape? How might feminist thought and action work to intervene in this environment? Gender in an Era of Post-truth Populism draws together leading feminist scholars of gender and education to explore the current significance of the rise of populist policies and discourses and the challenges it poses to the hard-won battles regarding the rights of women, immigrants, and minorities. Offering the first detailed feminist intervention in this space, the collection explores the significance of populism for feminist pedagogies and practices in relation to gender and education. This exploration has significance for broader and urgent questions of our times regarding knowledge, authority, truth, power and harm and considers the potential for feminist interventions in relation to pedagogies and activisms to speak back and disrupt populist agendas.
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| 2018 | Burke P, Hayton A, Stevenson J, Evaluating Equity and Widening Participation in Higher Education, Trentham Books, UCL IoE Press, London (2018) | |||||||
| 2017 |
Burke P, Crozier G, Misiaszek L, 'Changing Pedagogical Spaces in Higher Education: Diversities, Inequalities and Misrecogntion', 1-172 (2017) [A1]
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| Show 7 more books | ||||||||
Chapter (38 outputs)
| Year | Citation | Altmetrics | Link | |||||
|---|---|---|---|---|---|---|---|---|
| 2024 |
Burke PJ, Lumb M, 'Introduction time for equity praxis', Equity in Higher Education, Routledge 1-10 (2024)
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| 2024 |
Burke PJ, Lumb M, 'Exploring possibilities for praxis', Equity in Higher Education, Routledge 153-172 (2024)
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| 2024 |
Burke PJ, Lumb M, 'Beyond deficit imaginaries, towards praxis', Equity in Higher Education, Routledge 175-195 (2024)
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| 2023 |
Burke PJ, 'Inclusive assessment: Recognising difference through communities of praxis', 87-97 (2023) [B1]
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| 2022 |
Burke PJ, Coffey J, Gill R, Kanai A, 'Troubling Post-truth Populism: Feminist Interventions', 1-18 (2022) [B1]
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| 2022 |
Kanai A, Coffey J, Burke PJ, Gill R, 'Conclusion: Beyond True and False: Reflecting and Rebuilding towards Feminist Pedagogies of Care', 229-236 (2022) [B1]
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| 2021 |
Burke PJ, 'Gender, Neoliberalism and Corporatized Higher Education', 69-90 (2021) [B1]
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| 2020 | Burke PJ, 'Contestation, contradiction and collaboration in equity and widening participation: In conversation with Geoff Whitty', Knowledge, Policy and Practice in Education: The struggle for social justice, UCL Press, London, UK 233-254 (2020) [B1] | Open Research Newcastle | ||||||
| 2019 |
David M, Burke PJ, Moreau M-P, 'Macro Changes and the Implications for equality and Social and Gender Justice in Higher Education', The Oxford Handbook of Higher Education Systems and University Management, Oxford University Press, Oxford, UK 255-266 (2019) [B1]
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| 2019 |
Burke PJ, David M, Moreau M-P, 'Policy Implications for equity, Gender and Widening Participation in Higher Education', The Oxford Handbook of Higher Education Systems and University Management, Oxford University Press, Oxford, UK 432-452 (2019) [B1]
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| 2018 |
Burke PJ, Lumb M, 'Researching and evaluating equity and widening participation: praxis-based frameworks', Evaluating Equity and Widening Participation in Higher Education, Trentham, London (2018) [B1]
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| 2018 |
Stevenson J, Whelan P, Burke PJ, 'Marketisation, Institutional Stratification and Differentiated Pedagogic Approaches', Equality and Differentiation in Marketised Higher Education A New Level Playing Field?, Palgrave Macmillan, Switzerland 149-170 (2018) [B1]
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| 2018 |
Burke P, 'Trans/Forming Pedagogical Spaces: Race, Belonging and Recognition in Higher Education', 365-382 (2018) [B1]
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| 2017 |
Stevenson J, Whelan P, Burke PJ, ''Teaching excellence' in the context of frailty', 63-77 (2017) [B1]
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| Show 35 more chapters | ||||||||
Conference (50 outputs)
| Year | Citation | Altmetrics | Link | ||
|---|---|---|---|---|---|
| 2021 |
Burke PJ, Coffey J, Hardacre S, Cocuzzoli F, 'Exploring the impact of gender-based violence on university participation' (2021)
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| 2019 |
Bunn M, Threadgold S, Burke PJ, 'Inequality, the accumulation of being and the implications for widening participation.' (2019)
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| 2018 |
Bunn M, Threadgold S, Burke PJ, 'Class matters in Australian HE: exploring the relevance of class analysis in explaining disadvantage in an Australian University' (2018)
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| 2015 |
Burke PJ, Bennett AK, 'Capability, belonging and mis/recognition in higher education', SRHE Annual Conference Papers (2015) [E1]
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| Show 47 more conferences | |||||
Journal article (59 outputs)
| Year | Citation | Altmetrics | Link | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 2025 |
Burke PJ, Coffey J, Parker J, Hardacre S, Cocuzzoli F, Shaw J, Haro A, ''It's a lot of shame': understanding the impact of gender-based violence on higher education access and participation', TEACHING IN HIGHER EDUCATION, 30, 116-131 (2025) [C1] This paper draws on new empirical research examining the impact of gender-based violence (GBV) on students' experiences of higher education. While GBV across the life-course ... [more] This paper draws on new empirical research examining the impact of gender-based violence (GBV) on students' experiences of higher education. While GBV across the life-course is an extremely prevalent and pressing social problem, it has been invisible within higher education. Indeed, experiences of GBV, which may profoundly shape access to and participation in higher education, are largely perceived as irrelevant to student equity, unless experienced on campus. Institutional silence around the impact of GBV on student equity is related to the gender injustice of misrecognition, whereby the social problem of GBV is located at the personal level. This manifests in the social emotion of shame, experienced at the personal level as disconnection, isolation and not belonging. This paper draws from our analysis of 47 in-depth interviews with student victim/survivors exploring their experiences of higher education to illuminate how deficit discourses and stigmatisation intersect to reproduce gender injustice in higher education.
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| 2025 |
Lumb M, Burke PJ, 'Critiquing uncritical EDI in higher education', Teaching in Higher Education (2025)
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| 2023 |
Coffey J, Burke PJ, Hardacre S, Parker J, Coccuzoli F, Shaw J, 'Students as victim-survivors: the enduring impacts of gender-based violence for students in higher education', GENDER AND EDUCATION, 35, 623-637 (2023) [C1]
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| 2023 |
Burke PJ, Gyamera GO, Ghanaian FC, 'Examining the gendered timescapes of higher education: reflections through letter writing as feminist praxis', GENDER AND EDUCATION, 35, 267-281 (2023) [C1] This article examines the significance of neoliberalism in re/shaping the gendered timescapes of higher education in Ghana through its intersection with patriarchal forces. It dra... [more] This article examines the significance of neoliberalism in re/shaping the gendered timescapes of higher education in Ghana through its intersection with patriarchal forces. It draws from a project aiming to create non-hierarchical, co-mentoring spaces in which participants collaboratively generate feminist analyses. Letter-writing was identified as a form of feminist praxis and an auto/biographical method to access the multidimensional inequalities women navigated in their careers. Opening counter-hegemonic time¿space and providing feminist conceptual resources, the women explored their aspirations, experiences, and subjectivities. In Ghana, women are attempting to balance the accelerated temporalities of neoliberal higher education, as productive subjects, with the explicit demands of patriarchy, which construct them primarily in reproductive terms as wives and mothers. Our collective reflections illustrate that intersecting forces are at play that impact women's higher education careers in unpredictable and contradictory ways.
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| 2022 |
Bunn M, Burke PJ, Threadgold S, 'Classed trajectories in higher education and the graduate labour market: affective affinities in a ‘meritocracy’', British Journal of Sociology of Education, 43, 1273-1287 (2022) [C1]
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| 2022 |
Gordon RB, Lumb M, Bunn M, Burke PJ, 'Evaluation for equity: reclaiming evaluation by striving towards counter-hegemonic democratic practices', JOURNAL OF EDUCATIONAL ADMINISTRATION AND HISTORY, 54, 277-290 (2022) [C1] Formal evaluation of policies, programmes and people has become ubiquitous in contemporary western contexts. This is the case for equity and widening participation (WP) agendas in... [more] Formal evaluation of policies, programmes and people has become ubiquitous in contemporary western contexts. This is the case for equity and widening participation (WP) agendas in higher education, for which evaluation is often required to measure 'what works'. Although evaluation has a 'fundamentally social, political, and value-oriented character' (Guba and Lincoln. 1989. Fourth Generation Evaluation. Newbury Park, CA: Sage, 7), an experimental approach, situated within hegemonic positivist epistemologies, has tended to prevail. In this paper, we argue that it is misguided to pursue evaluation with an apolitical pretext of independence and objectivity. Drawing on Butler's concept of performativity, we explore how hegemonic anti-democratic evaluation practices can potentially re-inscribe and reproduce the very inequalities that WP seeks to address. By critiquing the technologies of evaluation, we lay out one way of understanding how democratic evaluation practices can reclaim evaluation to make possible more diverse and socially just worlds.
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| 2021 |
Cook J, Burke PJ, Bunn M, Cuervo H, 'Should I stay or should I go? The impact of the COVID-19 pandemic on regional, rural and remote undergraduate students at an Australian University', EDUCATIONAL REVIEW, 74, 630-644 (2021) [C1]
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| 2021 |
Burke PJ, Cameron C, Fuller E, Hollingworth K, 'The relational navigator: a pedagogical reframing of widening educational participation for care-experienced young people', International Journal of Social Pedagogy, 10 (2021) [C1]
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| 2021 |
Coffey J, Cook J, Farrugia D, Threadgold S, Burke PJ, 'Intersecting marginalities: International students' struggles for “survival” in COVID-19', Gender, Work & Organization, 28, 1337-1351-1337-1351 (2021) [C1]
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| 2020 |
Bunn M, Threadgold S, Burke P, 'Class in Australian higher education: The university as a site of social reproduction', JOURNAL OF SOCIOLOGY, 56, 422-438 (2020) [C1]
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| 2020 |
Read B, Burke PJ, Crozier G, ''It is like school sometimes': friendship and sociality on university campuses and patterns of social inequality', Discourse-Studies in the Cultural Politics of Education, 41 70-82 (2020) [C1]
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| 2020 |
Lumb M, Burke PJ, Bennett A, 'Obscenity and fabrication in equity and widening participation methodologies', British Educational Research Journal (2020) [C1]
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| 2020 |
Burke PJ, Manathunga C, 'The timescapes of teaching in Higher Education', Teaching in Higher Education, 25 663-668 (2020) [C1]
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| 2019 |
Lumb M, Burke PJ, 'Re/cognising the discursive fr/Ames of equity and widening participation in higher education', INTERNATIONAL STUDIES IN SOCIOLOGY OF EDUCATION, 28, 215-236 (2019) [C1]
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| 2019 |
Bunn M, Bennett AK, Burke PJ, 'In the anytime: Flexible time structures, student experience and temporal equity in higher education', TIME & SOCIETY, 28, 1409-1428 (2019) [C1]
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| 2018 |
Bennett AK, Burke P, 'Re/conceptualising time and temporality: an exploration of time in higher education', Discourse, 39, 913-925 (2018) [C1]
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| 2018 |
Burke PJ, Carolissen R, 'Gender, post-truth populism and higher education pedagogies', Teaching in Higher Education, 23 543-547 (2018) [C1]
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| 2018 |
Burke PJ, Whitty G, 'Equity Issues in Teaching and Teacher Education', https://www.newcastle.edu.au/about-uon/governance-and-leadership/faculties-and-schools/faculty-of-education-and-arts/school-of-education/global-learning-and-equity-network/events (2018) [C1]
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| 2018 |
Gyamera GO, Burke PJ, 'Neoliberalism and curriculum in higher education: a post-colonial analyses', TEACHING IN HIGHER EDUCATION, 23, 450-467 (2018) [C1]
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| 2017 |
Burke PJ, 'Difference in higher education pedagogies: gender, emotion and shame', GENDER AND EDUCATION, 29, 430-444 (2017) [C1] This paper draws attention to gendered inequalities in relation to pedagogic participation, the politics of difference and the concept of 'shame'. I use the term 'p... [more] This paper draws attention to gendered inequalities in relation to pedagogic participation, the politics of difference and the concept of 'shame'. I use the term 'pedagogic participation' to illuminate the relationship between formations of difference, policy concerns to improve 'equity' and higher education participation in and across contested pedagogical spaces. Engaging feminist critiques and analyses of pedagogical practices and 'inclusion', I consider possibilities for creating 'parity of participation' in relation to the social justice struggles of redistribution, recognition, representation and embodied subjectivities. How might students and teachers create spaces for the parity of participation across and among these three inter-related social justice domains and formations of difference in ways that acknowledge the lived and embodied politics of emotion and shame? Through exploring this question, I aim to re/imagine difference as a critical resource for opening up ethical, praxis-based pedagogical spaces and relations.
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| 2017 |
Webb S, Burke P, Nichols S, Roberts S, Stahl G, Threadgold SR, Wilkinson J, 'Thinking with and beyond Bourdieu in widening higher education participation', Studies in Continuing Education, 39, 138-160 (2017) [C1]
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| 2016 |
Crozier G, Burke PJ, Archer L, 'Peer relations in higher education: raced, classed and gendered constructions and Othering', Whiteness and Education, 1 39-53 (2016) [C1]
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| 2016 |
Clegg S, Stevenson J, Burke P-J, 'Translating close-up research into action: a critical reflection', REFLECTIVE PRACTICE, 17 233-244 (2016) [C1]
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| 2015 |
Burke PJ, 'Twentieth Anniversary Special Issue INTRODUCTION', TEACHING IN HIGHER EDUCATION, 20, 359-361 (2015)
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| 2015 |
Nixon J, 'First Freire: early writings in social justice education', INTERNATIONAL STUDIES IN SOCIOLOGY OF EDUCATION, 25, 150-154 (2015)
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| 2015 | Burke PJ, 'First Freire: Early Writings in Social Justice Education', INTERNATIONAL STUDIES IN SOCIOLOGY OF EDUCATION, 25, 159-163 (2015) | ||||||||||
| 2011 |
Burke PJ, McManus J, 'Art for a few: Exclusions and misrecognitions in higher education admissions practices', Discourse, 32, 699-712 (2011) [C1]
|
Open Research Newcastle | |||||||||
| 2011 |
Burke PJ, 'Schooling in disadvantaged communities: playing the game from the back of the field', CAMBRIDGE JOURNAL OF EDUCATION, 41 227-228 (2011)
|
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| 2011 |
Burke PJ, 'Masculinity, subjectivity and neoliberalism in men's accounts of migration and higher educational participation', Gender and Education, 23, 169-184 (2011) [C1]
|
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| 2011 |
Burke PJ, 'Global inequalities and higher education: whose interests are we serving?', CRITICAL STUDIES IN EDUCATION, 52 295-297 (2011)
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| Show 56 more journal articles | |||||||||||
Other (4 outputs)
| Year | Citation | Altmetrics | Link | ||
|---|---|---|---|---|---|
| 2020 | Burke PJ, Misiaszek LI, Sader S, Carolissen R, Gyamera G, Hale S, et al., 'Occasional Paper 3: Stories from Praxis', : Centre of Excellence for Equity in Higher Education (2020) | ||||
| 2020 |
Allen K, '"Success to me is learning, regardless of my grade": Why we should be disrupting narrow and exclusive discourses of success in higher education', An invitation to reconceptualise widening participation through praxis. University of Newcastle: Centre of Excellence for Equity in Higher Education (2020)
|
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| 2004 | Morley L, Burke P, Carpentier V, 'We need degree change, not change in degrees', ( issue.1643 pp.14). UK: Times Supplements Ltd. (2004) | ||||
| Show 1 more other | |||||
Report (18 outputs)
| Year | Citation | Altmetrics | Link | ||
|---|---|---|---|---|---|
| 2023 |
Burke PJ, Bunn M, Lumb M, Parker J, Mellor K, Brown A, Locke W, Shaw J, Webb S, Howley P, 'International literature review of equity in higher education: dismantling deficit in equity structures by drawing on a multidimensional framework' (2023)
|
Open Research Newcastle | |||
| 2022 |
Burke PJ, Coffey J, Cocuzzoli F, Hardacre S, Parker J, Ramsay G, Shaw J, 'Understanding the impact of gender-based violence on access to and participation in higher education' (2022)
|
Open Research Newcastle | |||
| 2021 |
Bourke S, Burke PJ, Darney S, Gordon R, Lumb M, Smith S, 'Children’s University Newcastle Evaluation Report' (2021)
|
Open Research Newcastle | |||
| Show 15 more reports | |||||
Grants and Funding
Summary
| Number of grants | 36 |
|---|---|
| Total funding | $4,454,319 |
Click on a grant title below to expand the full details for that specific grant.
20251 grants / $100,000
Reclaiming My Place Healing and Recovery Project $100,000
Funding body: Hunter New England and Central Coast Primary Health Network (HNECC)
| Funding body | Hunter New England and Central Coast Primary Health Network (HNECC) |
|---|---|
| Project Team | Professor Penny Jane Burke, Professor Penny Jane Burke, Mrs Felicity Cocuzzoli, Doctor Rhyall Gordon, Doctor Matt Lumb |
| Scheme | Domestic, Family and Sexual Violence Healing and Recovery Grant |
| Role | Lead |
| Funding Start | 2025 |
| Funding Finish | 2026 |
| GNo | G2500070 |
| Type Of Funding | C3200 – Aust Not-for Profit |
| Category | 3200 |
| UON | Y |
20245 grants / $141,548
Onside with the Mariners$119,000
Funding body: Central Coast Mariners FC
| Funding body | Central Coast Mariners FC |
|---|---|
| Project Team | Professor David Lubans, Professor Penny Jane Burke, Doctor Tamara Blakemore, Professor Penny Jane Burke, Doctor Angus Leahy, Professor David Lubans, Doctor Levi Wade |
| Scheme | Research Project |
| Role | Investigator |
| Funding Start | 2024 |
| Funding Finish | 2024 |
| GNo | G2401423 |
| Type Of Funding | C3100 – Aust For Profit |
| Category | 3100 |
| UON | Y |
Walking Alongside Student Survivors of Gender-Based Violence Project $15,155
Funding body: Anonymous
| Funding body | Anonymous |
|---|---|
| Project Team | Professor Penny Jane Burke |
| Scheme | Research Project |
| Role | Lead |
| Funding Start | 2024 |
| Funding Finish | 2025 |
| GNo | G2401646 |
| Type Of Funding | C3300 – Aust Philanthropy |
| Category | 3300 |
| UON | Y |
QR Funding for ACCESS: Critical Explorations of Equity in Higher Education journal publication$2,723
Funding body: Anglia Ruskin University
| Funding body | Anglia Ruskin University |
|---|---|
| Project Team | Penny Jane Burke, Matt Lumb, Julia Shaw, Marie-Pierre Moreau, Samson Tsegay |
| Scheme | QR Funding |
| Role | Investigator |
| Funding Start | 2024 |
| Funding Finish | 2024 |
| GNo | |
| Type Of Funding | External |
| Category | EXTE |
| UON | N |
UNESCO UNITAR LEAP-FAST Catalyst speaker travel provision$2,670
Funding body: UNESCO UNITAR
| Funding body | UNESCO UNITAR |
|---|---|
| Project Team | Penny Jane Burke |
| Scheme | Travel funding |
| Role | Lead |
| Funding Start | 2024 |
| Funding Finish | 2024 |
| GNo | |
| Type Of Funding | C3500 – International Not-for profit |
| Category | 3500 |
| UON | N |
Open Education Global Conference stipend$2,000
Funding body: Open Education Global
| Funding body | Open Education Global |
|---|---|
| Project Team | Penny Jane Burke |
| Scheme | OEG Speaker Fee |
| Role | Lead |
| Funding Start | 2024 |
| Funding Finish | 2024 |
| GNo | |
| Type Of Funding | External |
| Category | EXTE |
| UON | N |
20234 grants / $95,482
Reclaiming My Place Framework: Building Capacity of Community Sector Staff$55,000
Funding body: Family Action Centre, the University of Newcastle
| Funding body | Family Action Centre, the University of Newcastle |
|---|---|
| Project Team | Penny Jane Burke, Felicity Cocuzzoli, Matt Lumb, Rhyall Gordon, Amber Hughes |
| Scheme | FAC |
| Role | Investigator |
| Funding Start | 2023 |
| Funding Finish | 2024 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
Evaluation of Ma & Morley Stage 3 Impact$31,592
Funding body: Ma & Morley Fund
| Funding body | Ma & Morley Fund |
|---|---|
| Project Team | Penny Jane Burke, Matt Lumb, Rhyall Gordon, James Ballangarry, Amber Hughes |
| Scheme | Ma & Morley Evaluation |
| Role | Lead |
| Funding Start | 2023 |
| Funding Finish | 2023 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
Visiting Scholar support - Ghana exchange - UNESCO Chair project$5,000
Funding body: Office of Deputy Vice-Chancellor (Global), Global Engagement and Partnerships Division, University of Newcastle
| Funding body | Office of Deputy Vice-Chancellor (Global), Global Engagement and Partnerships Division, University of Newcastle |
|---|---|
| Project Team | Penny Jane Burke, Gifty Oforiwaa Gyamera |
| Scheme | Travel support - partnerships |
| Role | Lead |
| Funding Start | 2023 |
| Funding Finish | 2023 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
Global Chair Honorarium$3,890
Funding body: University of Bath
| Funding body | University of Bath |
|---|---|
| Project Team | Penny Jane Burke |
| Scheme | University of Bath |
| Role | Lead |
| Funding Start | 2023 |
| Funding Finish | 2024 |
| GNo | |
| Type Of Funding | External |
| Category | EXTE |
| UON | N |
20225 grants / $92,533
Reclaiming My Place: the nexus between research and practice$74,686
Funding body: Anonymous
| Funding body | Anonymous |
|---|---|
| Project Team | Professor Penny Jane Burke, Mrs Felicity Cocuzzoli, Doctor Rhyall Gordon, Doctor Matt Lumb |
| Scheme | Research and Scholarship Support |
| Role | Lead |
| Funding Start | 2022 |
| Funding Finish | 2025 |
| GNo | G2200754 |
| Type Of Funding | C3300 – Aust Philanthropy |
| Category | 3300 |
| UON | Y |
Understanding women’s progression in higher education: An intersectional analysis of gender equity$5,000
Funding body: Academic Excellence, University of Newcastle
| Funding body | Academic Excellence, University of Newcastle |
|---|---|
| Project Team | Penny Jane Burke, Jean Parker |
| Scheme | Athena Swan Cygnet Award |
| Role | Lead |
| Funding Start | 2022 |
| Funding Finish | 2022 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
Inter-agency collaboration to develop post-crisis pathways to highereducation for victim-survivors of domestic violence$5,000
Funding body: College of Human and Social Futures | University of Newcastle
| Funding body | College of Human and Social Futures | University of Newcastle |
|---|---|
| Project Team | Prof Penny Jane Burke (lead), Mrs Felicity Cocuzzoli, Dr Julia Coffey, Dr Jean Parker, Dr Stephanie Hardacre |
| Scheme | CHSF - Matched Funding |
| Role | Lead |
| Funding Start | 2022 |
| Funding Finish | 2022 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
Ma & Morley Cultural Immersion Evaluation$4,847
Funding body: Ma & Morley Fund
| Funding body | Ma & Morley Fund |
|---|---|
| Project Team | Penny Jane Burke, Matt Lumb, Rhyall Gordon, Amber Hughes, James Ballangarry |
| Scheme | Ma & Morley Evaluation |
| Role | Lead |
| Funding Start | 2022 |
| Funding Finish | 2022 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
Inter-agency collaboration to develop post-crisis pathways to highereducation for victim-survivors of domestic violence$3,000
Funding body: Newcastle City Council
| Funding body | Newcastle City Council |
|---|---|
| Project Team | Prof Penny Jane Burke, Mrs Felicity Cocuzzoli, Dr Julia Coffey, Dr Jean Parker, Dr Stephanie Hardacre and external partners |
| Scheme | Matched Partner Contribution |
| Role | Lead |
| Funding Start | 2022 |
| Funding Finish | 2022 |
| GNo | |
| Type Of Funding | External |
| Category | EXTE |
| UON | N |
20212 grants / $98,060
Reimagining Evaluation: A Culturally Sensitive Evaluation Framework$96,800
Funding body: Department of Education
| Funding body | Department of Education |
|---|---|
| Project Team | Nathan Towney, Kath Butler, John Fischetti, James Ballangarry, James Ladwig, Penny Jane Burke, Susan Ledger, Matt Lumb |
| Scheme | RFQ - Pre-Qualification Scheme |
| Role | Investigator |
| Funding Start | 2021 |
| Funding Finish | 2022 |
| GNo | |
| Type Of Funding | Other Public Sector - State |
| Category | 2OPS |
| UON | N |
CHSF Early Advice Scheme 2021$1,260
Funding body: College of Human and Social Futures | University of Newcastle
| Funding body | College of Human and Social Futures | University of Newcastle |
|---|---|
| Project Team | Dr Julie Coffey |
| Scheme | CHSF - Early Advice Scheme |
| Role | Investigator |
| Funding Start | 2021 |
| Funding Finish | 2021 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
20193 grants / $385,484
Success from the Perspective of the Successful: Low SES Students, Success and Completion in Higher Education$235,737
Funding body: Department of Education and Training
| Funding body | Department of Education and Training |
|---|---|
| Project Team | Professor Penny Jane Burke, Doctor Olivia Evans, Associate Professor Anna Bennett, Professor Sarah O'Shea, Doctor Kristen Allen, Associate Professor Nida Denson, Nida Denson, Professor Peter Howley, Doctor Suzanne Macqueen, Dr Carmen Mills, Carmen Mills, Dr Ryan Naylor, Ryan Naylor, Associate Professor Maria Raciti, Ms Olivia Evans, Maria Raciti, Aprof MARK Rubin |
| Scheme | Higher Education Participation and Partnerships Programme (HEPPP) |
| Role | Lead |
| Funding Start | 2019 |
| Funding Finish | 2022 |
| GNo | G1900344 |
| Type Of Funding | C2100 - Aust Commonwealth – Own Purpose |
| Category | 2100 |
| UON | Y |
International Review of equity in higher education$114,627
Funding body: Department of Education and Training
| Funding body | Department of Education and Training |
|---|---|
| Project Team | Professor Penny Jane Burke, Professor Peter Howley, Professor Andrew Brown, Doctor Matthew Bunn, Doctor Matt Lumb, Ms Belinda Munn, Dr William Locke |
| Scheme | Higher Education Participation and Partnerships Programme (HEPPP) |
| Role | Lead |
| Funding Start | 2019 |
| Funding Finish | 2020 |
| GNo | G1900518 |
| Type Of Funding | C2200 - Aust Commonwealth – Other |
| Category | 2200 |
| UON | Y |
Housing matters: understanding the housing experiences of undergraduate regional and remote students living outside the family home$35,120
Funding body: Australian Centre for Student Equity and Success (ACSES)
| Funding body | Australian Centre for Student Equity and Success (ACSES) |
|---|---|
| Project Team | Doctor Julia Cook, Doctor Matthew Bunn, Professor Penny Jane Burke |
| Scheme | Research Grants Program |
| Role | Investigator |
| Funding Start | 2019 |
| Funding Finish | 2019 |
| GNo | G1901066 |
| Type Of Funding | C2200 - Aust Commonwealth – Other |
| Category | 2200 |
| UON | Y |
20175 grants / $885,671
Professional development in equity interventions for school teachers$601,532
Funding body: Department of Education and Training
| Funding body | Department of Education and Training |
|---|---|
| Project Team | Laureate Professor Jennifer Gore, Professor Penny Jane Burke, Professor Peter Howley, Associate Professor Maree Gruppetta, Associate Professor Jess Harris, Professor Elena Prieto-Rodriguez, Doctor Leanne Fray, Doctor Adam Lloyd, Dr Andrew Harvey, Professor Jo Lampert |
| Scheme | Higher Education Participation and Partnerships Programme (HEPPP) |
| Role | Investigator |
| Funding Start | 2017 |
| Funding Finish | 2019 |
| GNo | G1701442 |
| Type Of Funding | C2110 - Aust Commonwealth - Own Purpose |
| Category | 2110 |
| UON | Y |
International Network for Gender, Social Justice and Praxis Research$170,000
The Network develops research and innovative pedagogical resources on issues of gender and social justice. The Network is focused on promoting more equitable access to and participation in lifelong learning and higher education around the world, particularly for women. The purpose of this funding is to develop and pilot innovative methods that share knowledge in a way that has an impact on communities and individuals beyond the immediate network members. Outcomes of the Network include: Colloqiums and Symposia in South Africa and Australia, two research publications: Occasional Paper 2: International Network for Gender, Social Justice and Praxis and Occasional Paper 3: Stories from Praxis, and the development and production of CPD resources.
Funding body: University of Newcastle
| Funding body | University of Newcastle |
|---|---|
| Project Team | Penny Jane Burke, Gifty Oforiwaa Gyamera, Saajidha Sader, Ronnelle Carolissen, Relebohile Moletsane, Nonhlanha Mthyiane, Lauren Ila Misiaszek, Gada Kadoda, Sondra Hale. |
| Scheme | University of Newcastle Vice Chancellor - Research making a difference |
| Role | Lead |
| Funding Start | 2017 |
| Funding Finish | 2019 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
Evaluation for Equity$101,320
Funding body: Anonymous
| Funding body | Anonymous |
|---|---|
| Project Team | Professor Penny Jane Burke, Doctor Matt Lumb, Doctor Rhyall Gordon, Mrs Selina Darney, Mr David Pearson |
| Scheme | Research and Scholarship Support |
| Role | Lead |
| Funding Start | 2017 |
| Funding Finish | 2020 |
| GNo | G1701461 |
| Type Of Funding | C3300 – Aust Philanthropy |
| Category | 3300 |
| UON | Y |
P-Tech Think Tank$9,091
Funding body: IBM Australia and New Zealand
| Funding body | IBM Australia and New Zealand |
|---|---|
| Project Team | Doctor Matthew Bunn, Doctor Matt Lumb, Professor Penny Jane Burke |
| Scheme | Research Grant |
| Role | Investigator |
| Funding Start | 2017 |
| Funding Finish | 2017 |
| GNo | G1701621 |
| Type Of Funding | C3300 – Aust Philanthropy |
| Category | 3300 |
| UON | Y |
Educational futures: exploring emerging educational models in regional NSW and their impact upon student engagement and access to higher education$3,728
Funding body: University of Newcastle
| Funding body | University of Newcastle |
|---|---|
| Project Team | Professor Penny Jane Burke, Professor John Fischetti, Doctor Matthew Bunn, Doctor Matt Lumb |
| Scheme | Linkage Pilot Research Grant |
| Role | Lead |
| Funding Start | 2017 |
| Funding Finish | 2018 |
| GNo | G1701351 |
| Type Of Funding | Internal |
| Category | INTE |
| UON | Y |
20162 grants / $234,191
Faculty matching funding for UON PRC scheme 2016/17$200,000
Funding body: University of Newcastle - Faculty of Education and Arts
| Funding body | University of Newcastle - Faculty of Education and Arts |
|---|---|
| Project Team | Prof Max Smith; Prof Penny Jane Bourke, Prof Tracy Levett Jones; Dr Elena Prieto-Rodriguez; Dr Drew Miller; Dr Adam Lloyd; Dr Leanne Fray; Dr Jess Harris; Mr Hywel Ellis |
| Scheme | Faculty funding |
| Role | Investigator |
| Funding Start | 2016 |
| Funding Finish | 2017 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
It's About Time: working towards more equitable understandings of the impact of time for students in higher education$34,191
Funding body: Australian Centre for Student Equity and Success (ACSES)
| Funding body | Australian Centre for Student Equity and Success (ACSES) |
|---|---|
| Project Team | Professor Penny Jane Burke, Associate Professor Anna Bennett, Professor Jacqueline Stevenson |
| Scheme | Research Grants Program |
| Role | Lead |
| Funding Start | 2016 |
| Funding Finish | 2016 |
| GNo | G1600939 |
| Type Of Funding | C2100 - Aust Commonwealth – Own Purpose |
| Category | 2100 |
| UON | Y |
20152 grants / $85,350
Wiser Women: Educational Aspirations and Participation of Indigenous Women of Reproductive Age in Regional, Rural and Remote Communities$55,660
Funding body: Leslie Family Foundation
| Funding body | Leslie Family Foundation |
|---|---|
| Project Team | Associate Professor Kym Rae, Professor Peter Radoll, Associate Professor Maree Gruppetta, Associate Professor Seamus Fagan, Ms Sher Campbell, Professor Penny Jane Burke |
| Scheme | Research Project |
| Role | Investigator |
| Funding Start | 2015 |
| Funding Finish | 2015 |
| GNo | G1501246 |
| Type Of Funding | C3200 – Aust Not-for Profit |
| Category | 3200 |
| UON | Y |
Capability, Belonging and Equity in Higher Education: Developing Inclusive Approaches$29,690
Funding body: Australian Centre for Student Equity and Success (ACSES)
| Funding body | Australian Centre for Student Equity and Success (ACSES) |
|---|---|
| Project Team | Professor Penny Jane Burke, Associate Professor Anna Bennett, Associate Professor Seamus Fagan, Mrs Catherine Burgess, Aprof JANE Maguire, Associate Professor Erica Southgate, Associate Professor Shamus Smith |
| Scheme | Research Grants Program |
| Role | Lead |
| Funding Start | 2015 |
| Funding Finish | 2015 |
| GNo | G1500360 |
| Type Of Funding | Other Public Sector - Commonwealth |
| Category | 2OPC |
| UON | Y |
20131 grants / $38,000
Pedagogic stratification and the shifting landscape in Higher Education$38,000
Funding body: Higher Education Academy
| Funding body | Higher Education Academy |
|---|---|
| Project Team | Jacqueline Stephens |
| Scheme | Unknown |
| Role | Investigator |
| Funding Start | 2013 |
| Funding Finish | 2014 |
| GNo | |
| Type Of Funding | External |
| Category | EXTE |
| UON | N |
20111 grants / $1,200,000
Educational Access for All in Serbia$1,200,000
Funding body: Tempus EU
| Funding body | Tempus EU |
|---|---|
| Project Team | Dr Gorana Djoric |
| Scheme | Unknown |
| Role | Investigator |
| Funding Start | 2011 |
| Funding Finish | 2014 |
| GNo | |
| Type Of Funding | External |
| Category | EXTE |
| UON | N |
20101 grants / $400,000
Formations of Gender and Higher Education Pedagogies$400,000
Funding body: Higher Education Academy
| Funding body | Higher Education Academy |
|---|---|
| Project Team | Penny Burke |
| Scheme | Unknown |
| Role | Lead |
| Funding Start | 2010 |
| Funding Finish | 2012 |
| GNo | |
| Type Of Funding | External |
| Category | EXTE |
| UON | N |
20091 grants / $400,000
Facilitating Transitions to Masters Level Learning$400,000
Funding body: Higher Education Academy
| Funding body | Higher Education Academy |
|---|---|
| Project Team | Professor David Scott |
| Scheme | Unknown |
| Role | Investigator |
| Funding Start | 2009 |
| Funding Finish | 2011 |
| GNo | |
| Type Of Funding | External |
| Category | EXTE |
| UON | N |
20071 grants / $155,000
Art for a Few: Exclusions & Misrecognitions in Art and Design Higher Education Admissions$155,000
Funding body: National Arts Learning Network
| Funding body | National Arts Learning Network |
|---|---|
| Project Team | Penny Burke |
| Scheme | Unknown |
| Role | Lead |
| Funding Start | 2007 |
| Funding Finish | 2009 |
| GNo | |
| Type Of Funding | External |
| Category | EXTE |
| UON | N |
20061 grants / $48,000
Developing innovative assessment approaches for work-based learning and widening participation$48,000
Funding body: Institute of Education
| Funding body | Institute of Education |
|---|---|
| Project Team | Penny Burke |
| Scheme | Centre for Teaching and Learning |
| Role | Lead |
| Funding Start | 2006 |
| Funding Finish | 2007 |
| GNo | |
| Type Of Funding | External |
| Category | EXTE |
| UON | N |
20041 grants / $95,000
Masculinities and Educational Participation: Men Returning To Study$95,000
Funding body: Economic and Social Research Council
| Funding body | Economic and Social Research Council |
|---|---|
| Project Team | Penny Burke |
| Scheme | Unknown |
| Role | Lead |
| Funding Start | 2004 |
| Funding Finish | 2006 |
| GNo | |
| Type Of Funding | External |
| Category | EXTE |
| UON | N |
Research Supervision
Number of supervisions
Current Supervision
| Commenced | Level of Study | Research Title | Program | Supervisor Type |
|---|---|---|---|---|
| 2023 | PhD | From Steel City To The Knowledge Economy: Class Struggle, Capital And Power Within The Higher Education Experiences And Outcomes For Working Class Students In The Illawarra | PhD (Sociology & Anthropology), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2023 | PhD | Understanding The Impacts Of Gender-Based-Violence On Access To And Participation In Higher Education In Ghana’s Public Universities. | PhD (Sociology & Anthropology), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2023 | PhD | What Contributes to Indigenous Students’ Participation and Sense of Belonging, in Schools Identified as being Successful in Indigenous Student Engagement? | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
| 2023 | PhD | Factors Identified in Indigenous Women Students’ Success in Higher Education: A Comparative Study to Implement Better Public Policies | PhD (Sociology & Anthropology), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2022 | PhD | Building Science Capability in Higher Education | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2018 | PhD | Home, Hope and the Gatekeepers of Life Long Learning | PhD (Sociology & Anthropology), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
Past Supervision
| Year | Level of Study | Research Title | Program | Supervisor Type |
|---|---|---|---|---|
| 2025 | PhD | Re-imagining Success: Narratives of Enabling Students in Higher Education | PhD (Sociology & Anthropology), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2025 | PhD | A Cartography of Jewish and Muslim Women in Australian Higher Education: Mapping the Affects of Intersectional Differences on Relationships & Worldviews | PhD (Sociology & Anthropology), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2024 | PhD | Working Within, Without and Between: Identities, power/s and mis/recognitions of Third Space professionals in higher education | PhD (Sociology & Anthropology), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2022 | PhD | Decolonising Higher Education: (re)conceptualising knowing and knowledge in pedagogical spaces | PhD (Sociology & Anthropology), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2020 | PhD | Re/cognising the fr/Ames of University Equity Outreach: A Cautionary Tale of Unintended Consequences in Australian Equity and Widening Participation Policy, Practice and Evaluation | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2018 | PhD | Heterodox forms of university ownership/control, governance, financing and organisation structure | Education, University of Roehampton | Co-Supervisor |
| 2016 | PhD | Discovering self, disarming shame. The Collegiate experience of the daughters of lone mothers in the UK and US | Education, University of Sussex | Principal Supervisor |
| 2014 | PhD | Internationalisation of Higher Education in Ghana | Education, Unknown | Principal Supervisor |
| 2014 | PhD | Quality and Power in Higher Education in Mexico | Education, Institute of Education | Principal Supervisor |
| 2013 | PhD | Pedagogical experiences and identities in primary mathematics | Education, Unknown | Principal Supervisor |
| 2013 | PhD | Enhancing graduate opportunities: have employability enhancements aimed at increasing employability helped graduates obtain a graduate level job? | Education, Unknown | Principal Supervisor |
| 2011 | PhD | Power, pedagogy and English studies | Education, Unknown | Principal Supervisor |
| 2011 | PhD | Exploring 'what works': a feminist post-structuralist critique of the cognitive-behavioural programmes run by the National Probation Service | Education, Unknown | Principal Supervisor |
| 2011 | PhD | Growing to know: Success of minority ethnic boys | Education, Unknown | Principal Supervisor |
| 2010 | PhD | International student identities in Higher Education | Education, Unknown | Principal Supervisor |
| 2007 | PhD | Assessment practices in Higher Education | Education, Unknown | Principal Supervisor |
Research Collaborations
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 | |
|---|---|---|
| Australia | 38 | |
| United Kingdom | 33 | |
| China | 2 | |
| Ghana | 2 | |
| United States | 2 | |
| More... | ||
News
News • 28 Jun 2022
Tertiary system can better support victims of gender-based violence
New research by the University of Newcastle has found students who are victim-survivors of gender-based violence overcome major challenges to access and fully participate in higher education – and the institution is pushing for change.
News • 20 Jun 2021
Understanding the impact of gender based violence on access to and participation in higher education
A team at the University of Newcastle, Professor Penny Jane Burke, Dr Julia Coffey, Felicity Cocuzzoli and Dr Stephanie Hardacre, have launched a new research agenda to explore the impact of gendered violence on access to and participation in higher education.
News • 28 Jul 2020
Professor Penny Jane Burke joins new Australian Equity in Higher Education Panel
Last week Professor Penny Jane Burke (Centre of Excellence for Equity in Higher Education) attended the first meeting of the new Federal government Equity in Higher Education Panel (EHEP) as one of two invited research experts in the field.
News • 15 Apr 2019
Research team to develop an International Literature Review on Equity in Higher Education
A research team from University of Newcastle and University of Melbourne have been awarded a grant from the Australian Department of Education and Training, under the HEPPP National Priority Pool scheme, to develop an International Literature Review on Equity in Higher Education. This work will be a significant asset for the Australian field of Equity in Higher Education.
Professor Penny Jane Burke
Position
Director, Centre of Excellence for Equity in Higher Education and Global Innovation Chair of Equity
Centre of Excellence for Equity in Higher Ed
Engagement and Equity Division
Contact Details
| pennyjane.burke@newcastle.edu.au | |
| Phone | + 61 2 4921 6538 |
Office
| Room | IDC.214 |
|---|---|
| Building | IDC Building |
| Location | Callaghan University Drive Callaghan, NSW 2308 Australia |