Academic Profile - Associate Professor Melanie Williams
ASSOCIATE DEAN (SCHOLARSHIP)
Prior to joining William Angliss Institute as Associate Dean (Scholarship) in 2016, Associate Professor Melanie Williams was employed as Senior Advisor, Learning & Teaching in the College of Design and Social Context at RMIT University. Previously, she ran a consulting business providing leadership and specialist advice in academic development and scholarship to mixed-sector institutions. She conducted national seminal research into scholarship and scholarly practice in these contexts and has led sectoral discourse in this area. Melanie’s doctoral studies investigated worldview transformation through engagement in scenario learning. She continues to build on this work through employing a transformative and futures-oriented approach to academic development and scholarly practice. Originally trained as a secondary teacher, Melanie’s career has spanned the school, Adult Community Education, TAFE and Higher Education sectors.
- PhD, University of Melbourne, 2016
- MEd (by research), RMIT University, 2004
- Grad Cert in Training (Action Learning), Kangan Batman TAFE, 1999
- DipEd (Secondary), University of Melbourne, 1984
- BA, University of Melbourne, 1982
T: +61 3 9606 2437
Areas of expertise
- Scholarship in mixed-sector institutions
- Curriculum design and development
- Transformative learning
- Action research/action learning
- Scenario planning
- VET graded assessment
ResearchGate is a social networking site created for scientists and researchers, providing a platform for users to share papers, conduct research and to collaborate with others.
List of research publications
- Williams, M. Goulding, F. & Seddon, T. (2013). Towards a culture of scholarly practice in mixed sector institutions. Adelaide: NCVER.
- Williams, M. (2013). Scholarly engagement: building knowledge with industry and the community in mixed-sector institutions. Melbourne: VET Development Centre
- Williams, M. & Bateman, A. (2003). Graded assessment in VET: an analysis of national practice, drivers and areas for policy development. Adelaide: NCVER.
- Bawden, R. & Williams, M. (in press). The learning conference and worldview transformations. In O. Zuber-Skerritt (Ed), Conferences as sites of learning and development: using participatory action learning and action research approaches. London: Routledge.
- 2012 – Scholarly engagement: building knowledge with industry and the community in mixed-sector institutions. Funded $30,000 by the VET Development Centre.
- 2011 – Towards a culture of scholarly practice in mixed-sector institutions. Funded $50,000 by NCVER.
- 2011 – Enhancing scholarly practice and culture. Funded by Holmesglen.
- 2005 – The Open Book Scenarios. Funded $1.35 million by National Institute of Quality Teaching & School Leadership.
- 2001 – Graded assessment in VET. Funded $50,000 by NCVER.
- 2000 – Action research for organisational development. Funded $80,000 by the Department of Family & Community Services.
- 1999 – Evaluation of TAFE/university collaboration in engineering training. Funded by University of Melbourne.
- 1997 – Assessment practices in the textiles, clothing & footwear industries. Funded $5,000 by Light Manufacturing Industry Training Board.
- 1994 – RPL in ACE. Funded $15,000 by Eastern Metropolitan Regional Council of Adult, Community and Further Education.
- Otago University Women’s Prize 1979