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 studying and are supervised by one or more members of the CRADLE team.


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.


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.


Dr Bianka Malecka

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

Bianka’s thesis was completed by publicationof 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 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).

Students studying very hard

These students are in partnership with the University of Copenhagen

Christoffer Bjerre Haase

Christoffer is investigating how clinical reasoning in general practice is influenced by data intensification. Data intensification refers to the trend towards more data, faster access to data and increased integration of data. Christoffer is a medical doctor and PhD fellow from Deakin University and the University of Copenhagen.

Lasse Jensen

In his PhD project Lasse is investigating what students do when they participate in online courses, in particular the actions they take in relation to dialogic assessment feedback. Since 2008 Lasse has been working in the higher education sector, mostly within education strategy, educational technologies, and communications.

Olsi Kusta

Olsi’s PhD project explores the developments induced by imaging and data-intensive technologies, what is known as digital pathology, in diagnostic and knowledge practices regarding cancer diseases at departments of pathology. Olsi Kusta graduated from the University of Tirana with a bachelor’s degree in philosophy and sociology.

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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