CRADLE PhD Graduates & Students

CRADLE Graduates

Our graduates have completed their doctoral research with CRADLE to help improve learning in higher and professional education. Our students are currently researching with us and are supervised by one or more members of the CRADLE team.


Christoffer Bjerre Haase profile

Dr Christoffer Haase

Thesis title: Datafying Diagnosis: Data Work in General Practice

Christoffer investigated how, in the current data surge, data interacts with diagnostic work in general practice, and to reflect on how to better prepare general practitioners to work in data-intensive environments.

Christoffer was supervised by by Professor Klaus Lindgaard Høyer, University of Copenhagen, and CRADLE’s Professor Margaret Bearman. His co-supervisors were Professor John Brandt Brodersen and Associate Professor Torsten Risør of the University of Copenhagen, and Professor Rola Ajjawi of CRADLE.

Christoffer graduated in 2023 cotutelle with the University of Copenhagen.


Dr Olsi Kusta

Thesis title: Digitization of Pathology: Exploring the implications of digital technologies in routine work, research, and medical education

Olsi’s thesis explores the shift to digital pathology in the medical specialty of pathology.

Olsi suggests that implementing and using digital pathology in primary diagnosis or the virtual microscope in pathology education is not unproblematic but requires attention to tensions and uncertainties across research, routine work, and education.

Olsi was supervised by by Professor Klaus Lindgaard Høyer, University of Copenhagen, and CRADLE’s Professor Margaret Bearman. Olsi graduated in 2023 cotutelle with the University of Copenhagen.


Profile photo of Dr Rebecca Awdry

Dr Rebecca Awdry

Thesis title: A criminological approach to understanding assignment outsourcing in higher education

Dr Rebecca Awdry’s doctoral thesis was completed by publication and was supervised by CRADLE Co-Director Professor Phill Dawson, CRADLE Honorary Fellow Associate Professor Wendy Sutherland-Smith and Dr Andrew Groves of Flinders University.

Rebecca’s research investigated student engagement in assignment outsourcing using an international survey released in 22 languages. Rebecca graduated in 2023.


Lasse Jensen profile image

Dr Lasse X Jensen

Thesis title: Feedback in online higher education

Lasse examined feedback processes in online higher education using digital ethnography, revealing three types of feedback encounters: elicited, formal, and incidental. Outcomes indicate that productive feedback encounters challenge students’ assumptions and occur when they are open to such challenges. This research contributes to understanding feedback as a contextual process, offering insights applicable to both online and campus education.

Lasse was supervised by Professor Margaret Bearman and CRADLE Co-Director Alfred Deakin Professor David Boud. Lasse graduated in 2023.


Dr Bianka Malecka

Thesis title: The role of ipsative feedback processes in developing students’ feedback literacy

Bianka’s thesis was completed by publication of four papers and supervised by Professor Rola Ajjawi, Dr Joanna Tai and CRADLE Co-Director Alfred Deakin Professor David Boud.

Bianka argues that ipsative feedback design facilitates students’ engagement in productive feedback practices. Bianka graduated in 2022.


Dr Damian Castanelli

Thesis title: How can assessment for learning meaningfully contribute to programmatic assessment?

Damian’s thesis explored supervisors’ and trainees’ difficulties in implementing ‘assessment for learning’ in postgraduate anaesthesia specialty training.

Damian suggests emphasising the coaching role and encouraging supervisor trustworthiness provide possible foci for interventions to enhance the contribution of assessment for learning to programmatic assessment.

Damian was supervised by Professor Margaret Bearman of CRADLE and Professor Elizabeth Molloy of the University of Melbourne. Damian graduated in 2022.


Dr Abbas Mehrabi Boshrabadi

Dr Abbas Mehrabi Boshrabadi

Thesis title: Developing First Year Students’ Evaluative Judgement of Academic Writing

Abbas’s thesis was supervised by Professor Rola Ajjawi and CRADLE Co-Director Alfred Deakin Professor David Boud.

The thesis explored how assessment activities in the first-year academic writing context can be designed more effectively to set up situations for students to develop their own writing evaluation skills. Abbas graduated in 2022.


Dr Juan Fischer Rodriguez

Thesis title: Evaluative judgement in undergraduate physics: A Practice Architectures perspective

Juan received a CRADLE strategic scholarship in August 2018 and since then has successfully completed research in the area of evaluative judgement. Juan argued that evaluative judgement needs to be understood in terms of what students do and not solely in terms of formative assessment design.

Juan’s thesis was overseen by supervisors Dr Joanna Tai, Professor Margaret Bearman and CRADLE Co-Director Alfred Deakin Professor David Boud. Juan graduated in 2022.


Photograph of Dr. Jaclyn Broadbent

Dr Jaclyn Broadbent

Thesis title: Self-regulated Learning Strategies in Online Higher Education

Jaclyn’s PhD was completed by publication and she was supervised by CRADLE Co-Director Alfred Deakin Professor David Boud and Professor Ernesto Panadero.

Through a series of publications Jaclyn explored self-regulated learning and how it affects learning. Jaclyn graduated in 2021.


Dr Sarah Lambert

Thesis title: Open Education as Social Justice

Sarah’s thesis investigates how recent innovations in open, online education can act as social justice for socio-economically disadvantaged learners. Recommendations are made on how to design open education programs to overcome histories of disadvantage for many learners who are traditionally under-represented in or excluded from higher education.

Sarah was supervised by CRADLE Co-Director Alfred Deakin Professor David Boud,  Dr. Joanna Tai, CRADLE Co-Director Professor Phillip Dawson, and Dr. Nadine Zacharias. Sarah graduated in 2020.


CRADLE PhD Students

Chad Gladovic

Chad’s research explores the significance of the concept of evaluative judgement in its ability to transform learners into professionals. Chad is a senior academic in the Built Environment Degree Programs Department at Holmesglen Institute.

Lincoln Then James

Lincoln’s PhD explores the impact of higher education on students’ ability to make sense of information and make decisions in line with their life and career goals, i.e., their ability to self self-author. Lincoln is a Learning Designer in Deakin’s Faculty of Business and Law, and teaches in MWL101 Professional Insight.

Angen Kisworo

Angen’s research explores issues in the feedback practice. His PhD investigates the influence of culture and language on feedback literacy in research supervision. Angen has 3 years TEFL teaching experience and is currently an educator with a private university in Indonesia. Angen recently gained his Master of TESOL from Monash University.

Tegan Little

Tegan is investigating the effects of student feedback literacy on peer feedback. Tegan is a new face to the higher education sector. She graduated from her Bachelor of Psychology (Honours) in 2019 at Deakin University, where her fourth-year research centred on emotion regulation in romantic dyads.

Susie Macfarlane

Susie is investigating higher education students’ teamwork and collaboration. Susie is a Senior Lecturer and researcher working with the Deakin Learning Futures Health Pod team, undertaking capacity building and organisational change projects at Deakin University.

Ameena L. Payne

Ameena’s project explores how social capital informs feedback seeking, interpretation and practice. Ameena hails from Chicago, USA. She learned from her elders the paradoxical role educational institutions played in both suppressing and organising for revolution; this knowing has deeply influenced her academic positionality.

Darci Taylor

Darci is investigating how higher education students conceptualise personal goals in the context of their placement learning experience. Darci is currently a lecturer in the Deakin Learning Futures Health Pod with key responsibilities in curriculum development, online learning design and strategic project implementation.

Anastasiya Umarova

Anastasiya’s project explores the impact of students’ prior experiences (feedback histories) on their feedback practices. Anastasiya has an education background with more than 5 years’ experience in teaching German and English as foreign languages and one year experience as a learning designer.

Karla Wells-Duerr

Karla is exploring how belonging for higher education students studying online is facilitated. Karla is an academic with the Deakin Learning Futures Pod Learning Innovations team in the Faculty Science, Engineering and Built Environment (SEBE).

Liu Xin (Lexie)

Lexie is interested in feedback literacy and wants to integrate the approach of student as partners/co-creation/co-design in the feedback research to promote equity and inclusion.

Students studying in a group

These students are in partnership with the University of Copenhagen

Jessica Lees

Jessica is investigating how learning touch-based practice (e.g., physiotherapy, midwifery) is altered/affected in an increasingly digitally mediated environment. Jessica has been working in the higher education sector since 2016, primarily focusing on effective and meaningful community engagement.


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