Why work at Monash

If you're after a rewarding career, Monash University can help make it happen.  With leading academics and world-class resources, combined with a ranking in the top 100 universities worldwide, we offer all you need to build a brighter future.
 
To find out about our history and our plans for the future, visit About Monash.
 

Hear from our President and Vice-Chancellor

Hear from our staff


Carolyn Holbrook

Carolyn Holbrook

Research Fellow
Faculty of Arts / Politics and International Relations

Learning new things that help me to understand the bigger picture of Australian history – it’s like putting together the pieces of a massive jigsaw puzzle.

A love of learning, research and writing. I also enjoy the independence of the academic life.

I am working with Professor James Walter on a history of how policy is made in Australia. We hope to produce some constructive suggestions about how good public policy is made.

Peter J. Anderson

Peter J. Anderson

Director Indigenous Education and Leadership
Faculty of Education

Since 2007 as sessional staff, I transitioned from a PhD student to a full time position with Monash.

Working to change how non-Indigenous teachers engage in the Indigenous Education space. Recently we have become a leader of Indigenous Education for our Rights Based Education approach which is underpinned by the United Nations Declaration of Rights of Indigenous Peoples.

An education / teaching highlight:

Knowing that this year there will be close to 300 students graduating from our faculty who have engaged in a specialist Indigenous unit.

A service highlight:

Being the Deputy Chair of the Monash Indigenous Advisory Committee, which  has allowed me to develop the second iteration of the Monash University reconciliation Action Plan through the Office of the Provost. This document outlines to the public and wider Monash community our University’s commitment to Indigenous issues. 

A personal highlight:

Getting feedback from past students about how some aspect of a unit I have taught them has helped them professionally. 

I examined the current and future provision of teacher professional development in the field of Aboriginal and Torres Strait Islander Education in consideration of the National Professional Standards for Teachers. In particular, Focus Areas 1.4 and 2.4 which are on Indigenous Education and Reconciliation.
Alex Collie

Alex Collie

Chief Executive Officer
Institute for Safety Compensation and Recovery Research (ISCRR)

I commenced in April 2009. Started three days after my first child was born, so my first week was paternity leave.

Watching the research process from idea generation all the way through to implementation. We have some wonderful examples of very applied research at ISCRR that have had a real impact on the health and wellbeing of Victorian’s injured at work or on the roads. Knowing that you are making a difference is extremely satisfying.

Just doing research wasn’t really enough – I wanted to see my research get used and have an impact. ISCRR provides a great opportunity to do that.

At ISCRR we manage a portfolio of research ranging from occupational injury and disease prevention through to lifetime care/community rehabilitation for people with severe injury.
Our major funders are Worksafe Victoria and the Transport Accident Commission. They have pretty diverse groups of clients so we get involved in a wide range of projects.

My personal pet project at the moment is a study comparing the return to work outcomes across all 15 different workers’ compensation jurisdictions in three countries (Australia, Canada and New Zealand). It is looking at the impact of policy settings on the return to work rates of injured workers, with the objective of identifying effective and ineffective policy.

Just submit the damn thing! (from one of my PhD supervisors).

Lisa Ford

Lisa Ford

Leadership and Management Development Consultant
Monash HR

Since April 1998. plus I also spent three very enjoyable years studying here as an undergraduate arts student back in the late 1980s. So Monash has been a big part of my adult life.

Without a doubt, providing networking and development opportunities to academic heads through the Academic Heads’ Network and associated programs. I admire academic heads’ fine minds, passion for their field of endeavour and academic achievements.

I really enjoy working with people to make a positive difference in their lives. For me, life is about the lives you touch along the way.

The Staff Engagement Survey, which involves consulting the whole University community about their perceptions of working at Monash, communicating the results and then facilitating action planning to improve the staff experience.

It’s on the side of my tea tin and rumoured to have been used in World War 2 England, but I find it fits most occasions in life. "Keep calm and carry on."

Craig Hassed

Craig Hassed

Senior Lecturer (General Practice)
Faculty of Medicine, Nursing and Health Sciences

The diversity, creativity and opportunity to develop areas of particular interest – which, for me, are in mindfulness and preventing or treating illness through healthy lifestyle change. It is also a privilege to work with so many wonderful fellow staff members and teach truly inspiring students.

I wanted to make a contribution to the wellbeing of the community and I couldn’t think of a better way than helping to train a new generation of doctors to take more interest in the importance of the mind and lifestyle management in healthcare. That’s where it started but it’s grown from there.

In conjunction with Richard Chambers, through the Mindfulness at Monash initiative, I am developing and delivering a range of face-to-face and online mindfulness programs for staff and students. These days Monash has a high profile in the mindfulness space. I have also recently been honoured to be included in a documentary called The Connection. It is about the mind-body relationship and includes a number of world leaders in the field. I am also about to have my ninth book released. It’s about epigenetics and is called Playing the Genetic Hand Life Dealt You.

Ali Richardson

Ali Richardson

Student Development Manager
Student Services Group

Since 2007, including an earlier appointment within the Faculty of Arts, School of Political & Social Inquiry [now School of Social Sciences].

I love that in some small way what I do makes a difference to our students’ experience of the University and the world. I enjoy working in the small team which is the Student Development Office. We have all worked together for seven years and we are a well-oiled machine these days.

This role in particular has allowed me to utilise my full skill set with students and events over the year.

The PAL program in the Monash Business school is my pride and joy, and I am a passionate champion for it. Since its inception in 2009 we have had over 2,000 students participate. Currently I am working on getting a Postgraduate Peer Mentor Program running for mid-2015, a small pilot program to see if we can make it work. We have a growing cohort of postgraduates, many of whom are international students and a senior student buddy/mentor for a semester would make a big difference to their transition to university in Australia. So far so good for launch Semester 2 / 2015.

Don’t sweat the small stuff and remember, in the grand scheme of life, it is all small stuff (thanks Dad).

David Zyngier

David Zyngier

Senior Lecturer
Faculty of Education

I began my PhD fulltime with Associate Professor Trevor Gale at Peninsula in 2002 but he offered me an opportunity too good to refuse – to develop and implement a new program for primary pre-service teachers using the then new online WebCT platform. I really loved getting back into the classroom again and I believe the students really appreciated my enthusiasm, recent school experience and quirky sense of humour. In 2003 I applied successfully for an ongoing position at Peninsula.

I relish the opportunity to shape the beliefs of future teachers so that they appreciate that teaching disadvantaged children to see that education is so fundamentally empowering. That is the most important thing they, as teachers, can contribute to society – that teaching is a very noble profession and that education is an important way to create a more socially just and equitable society.

I take my role as a public intellectual very seriously and attempt to communicate my research to the general public through the use of the media – traditional print, radio and television and recently through use of social media such as Twitter and Facebook. Being an advocate for public education and its teachers is a privilege.

I had been a youth leader in my teens and loved working with kids. I always wanted to teach after being inspired by some exceptional teachers in my school career. I came into academia very late in life and more by accident than design. I had developed an award-winning social justice school-based program called ruMAD (Are You Making a Difference) for the Education Foundation (now the Foundation for Young Australians).

My wife had started a PhD in knowledge management at Monash and over a few drinks of good whisky with her supervisor he convinced me that I also needed to do a PhD if I wanted to be able to understand why the ruMAD program was so engaging for students.

I am halfway through an ARC Early Career Researcher Discovery grant studying what teachers (pre-service, in-service and teacher education academics) believe about democracy and how this may impact on their classroom pedagogy. This project is part of an international study, (The Global Doing Democracy Research Project) which I cofounded in 2008 and codirect with Professor Paul Carr in Montreal.

While we know much about the democratic ideas of young people, few have studied what teachers and pre-service teachers think about democracy. Even fewer have done any comparative study of this issue. I have collected responses to a survey/questionnaire from over 450 PSTs, 100 classroom teachers and 100 academics from a number of different university education faculties. I have interviewed a number of PSTs and this year I am interviewing teachers. The qualitative and quantitative data collected and analysed so far confirms previous research arguing that democracy cannot be disconnected from social justice.

“Always look on the bright side of life!”