Biography
Rola Ajjawi is Associate Professor of Educational Research at the Centre for Research in Assessment and Digital Learning (CRADLE) at Deakin University, Australia. She has a Bachelor's Honours Degree in Physiotherapy and worked as a physiotherapist and clinical educator before moving into academia full-time with the completion of her PhD in 2007. Since then she has led a program of research centred on work-integrated learning with an interest in inclusion, assessment and feedback in the workplace. She has over 140 publications including peer-review journal articles, book chapters and books. Her research has shed light on social, relational and cultural influences on learning to promote student success. Rola is Deputy Editor of the journal Medical Education, on the editorial board of Teaching in Higher Education and is lead editor of an edited book Assessment for Inclusion in Higher Education: Promoting Equity and Social Justice (Routledge; due for publication 2023).
Read more on Rola's profileResearch interests
Work-integrated learning, assessment and feedback, evaluative judgement, qualitative research methods, professional identity formation, student engagement, failure and persistence.
Teaching interests
Qualitative Research Methods
Theory and Research
Knowledge areas
Rola's expertise in curriculum development is in the postgraduate arena developing and delivering units of study in educational research, curriculum design, feedback and assessment.
Research expertise:
- Feedback
- Workplace learning
- Qualitative research methods
- Identity, diversity and inclusion
Professional activities
Deputy Editor of the journal Medical Education Impact factor:7.647 Ranking: 2021:2/44 (Education, Scientific Disciplines)
Member of Association for Medical Education in Europe (AMEE) Research Committee
Chair of AMEE Doctoral Award Group
Assessor for the Australian Research Council, SMERC and AMEE
Media appearances
Ajjawi, R and Dracup, M. Failing a subject isn’t just the student’s fault. Universities can and should help. The Conversation. Feb 5, 2020
Napier-Raman. Tehan’s crackdown on failing students needs fact-checking. Here’s a start. Crikey. Aug 13, 2020
Zacharias, N and Ajjawi R. When students fail, many do nothing about it. Here's how unis can help them get back on track. The Conversation. Aug 21, 2020
Research groups
Research for Educational Impact (REDI) @DeakinREDI
Co-lead of the REDI Education, Policy and Governance Theme
International Association of Video-Reflexive Ethnographers
@VREthnography
Awards
- Nominated for Best Published Research by an Early Career Researcher in 2008, Institute of Social Sciences, The University of Sydney
- Paper listed in Medical Education 2008: Big Ideas from the Carnegie Foundation Preparation for Professions Project, Carnegie Foundation for the Advancement of Teaching, USA: Ajjawi R, Higgs J (2008) Learning to reason: A journey of professional socialisation. Advances in Health Sciences Education 13(2), 133-150.
- Presentation judged as the Best Quality Oral Presentation at the Asia-Pacific Medical Education 2009 Conference in Singapore: Ajjawi R, Hyde S, Roberts C, Nisbet G (2009) Marginalisation of dental students in a shared medical and dental education programme. Medical Education 43(3), 238–245.
- Presentation won best paper in session at the International Clinical Skills Conference in Prato 2011
- Choice Critics Award’ for recognition of reviewing services and quality reviews for Medical Education Journal 2012
- JISC InterACT dialogic feedback programme winner of the 2013 College of Medicine, Dentistry and Nursing Innovation in Teaching Award and Highly Commended for the University Excellence in Teaching Award 2013
- Nominated for the Jisc RSC Scotland iTech Awards 2013 and also the Scottish e-Assessment Awards 2013
- ASME EDG Travelling Fellowship Award 2013 (£1531) to visit the Centre for Health Education Scholarship, University of British Columbia, Vancouver, Canada
- ASME Medical Education Journal internship award 2013
- Papers in top 10 downloaded articles in the journal Medical Education 2017, 2018, 2019
- Papers in top 10 cited articles in the journals Assessment and Evalution in Higher Education, and in Higher Education
- Named leading scholar Science Education 2020, 2021
- Awarded the Karolinska Institutet Prize for Research in Medical Education Fellowship 2021
Projects
- Noble C, Ajjawi R, Teodorczuk A, Billett S, Hilder J (2017-2019). Enriching medical trainees’ learning through practice: towards a focus on patient-inclusive learning. Gold Coast Health and Gold Coast Hospital Foundation Large Research Grant Scheme (RGS2017-LG0002; $99,964)
- Walker-Gibbs B, Ajjawi R, Rowe E, Skourdoumbis A, Thomas M, O’Shea S, Bennett, S (2017-2018) Success and Failure in Higher Education on uneven playing fields. Student Equity in Higher Education Research Grants Program. National Centre for Student Equity in Higher Education (NCSEHE). ($38,280.88)
- Ajjawi R, Tai J, Boud D, Johnson L (2017-2018) Preparing students for the 21st century workplace: the critical role of assessment, Australian Collaborative Education Network (ACEN) Research Grant Scheme. ($10,000)
- Brown J, Kirby C, Ajjawi R, Bearman M, Nestel D (2017-2018) Feedback exchanges, supervisory relationships and the educational alliance: implications for GP registrar and supervisor training and support. Royal Australian College of General Practice ($150,420)
- Bearman M, Tai J, Dawson P, Boud D, Ajjawi R (2017) REDI Industry Collaboration Development Grant Application Form – Examining feedback and its effect in postgraduate medical education training ($10,000)
- Ajjawi R, Boud D, Zacharias N, Bennett S (2017-2018) Stories of failure and persistence in Higher Education. Deakin University REDI Large Grant ($17, 875)
- MacLeod A, Cleveland-Innes M, Kits O, Tummons J, Ajjawi R (2017-2020) Becoming a Professional Through Distributed Learning: A Sociomaterial Ethnography. Social Sciences and Humanities Research Council of Canada (CD$314,474; AUD$320,670)
- Ajjawi R, Dennis A, Rees CE. (2013) Conducting a national priority setting exercise for dental education research in Scotland. NHS Education Scotland (£30,000; AUD$57,580)
- Ajjawi R (2012) Designed by and for students: Developing a sustainable student-led learning community for medical education research on an online Masters Programme. HEA Teaching Development Grant Individual (£6,892; AUD$13,228)
- Davey P, Ajjawi R, Coull S, Lafferty N, Maitland H, McKelvie K, Marr C, Tully V (2012) Developing and evaluating a platform for spaced education in the NHS workplace environment. ACT funding 2012-2013 (£88,703; $170,251)
- Ajjawi R, Schofield S, McAleer S, Walsh L, Walker D (2011) Using technology to promote dialogic feedback in an online distance learning programme. Joint Information Systems Committee (£125,000, AUD$239,918)
- Jolly B, Ajjawi R, Clearihan L (2010) Research on the impact of the VMA General Practice (GP) training program – Phase 1: Literature review and scoping study. Victorian Metropolitan Alliance General Practice Training Program (AUD$46,153)
- Harris A, Lampe L, Mahli G, Ajjawi R (2010) Improving the Observed Clinical Interview in Psychological Medicine. Teaching Improvement & Equipment Scheme, The University of Sydney (AUD$9,900)
- Rees CE & Ajjawi R (2009) Learning to learn together: Patient-student-tutor interaction during medical workplace learning encounters. University of Sydney Australian Research Council Discovery Project Bridging Grant (AUD$10,000)
- Ajjawi R (2004) Learning to communicate clinical reasoning. Awarded Australian and New Zealand Association for Medical Education (ANZAME) Seeding Grant for PhD research (AUD$5000)
Publications
Supervisory knowing in practice across medical specialities
Christy Noble, Joanne Hilder, Stephen Billett, Andrew Teodorczuk, Rola Ajjawi
(2024), Vol. 29, pp. 107-128, Advances in Health Sciences Education, Berlin, Germany, C1
Kelli Nicola‐Richmond, Natalie Ward, Sally Logan, Nikki Lyons, Rola Ajjawi
(2024), pp. 1-11, Australian Occupational Therapy Journal, London, Eng., C1
R Yao, R Ajjawi
(2024), Vol. 19, pp. 1-12, International Journal of Web-Based Learning and Teaching Technologies, Hershey, PA., C1
Researching lived experience in health professional education
Rola Ajjawi, Margaret Bearman, Victoria Luong, Bridget O'Brien, Lara Varpio
(2024), pp. 1-9, Medical Education, London, Eng., C1
Developing evaluative judgement for a time of generative artificial intelligence
M Bearman, J Tai, P Dawson, D Boud, R Ajjawi
(2024), Assessment and Evaluation in Higher Education, C1
R Ajjawi, J Tai, P Dawson
(2023), pp. 41-49, International Encyclopedia of Education: Fourth Edition, Amsterdam, The Netherlands, B1
J Tai, P Mahoney, R Ajjawi, M Bearman, J Dargusch, M Dracup, L Harris
(2023), Vol. 48, pp. 1-13, Assessment & Evaluation in Higher Education, London, Eng., C1
Assessment for inclusion: rethinking contemporary strategies in assessment design
J Tai, R Ajjawi, M Bearman, D Boud, P Dawson, T Jorre de St Jorre
(2023), Vol. 42, pp. 483-497, Higher Education Research and Development, Oxford, Eng., C1
Goal co-construction and dialogue in an internal medicine longitudinal coaching programme
L Farrell, C Cuncic, W Hartford, R Hatala, R Ajjawi
(2023), Vol. 57, pp. 265-271, Medical Education, England, C1
Discourses of artificial intelligence in higher education: a critical literature review
M Bearman, J Ryan, R Ajjawi
(2023), Vol. 86, pp. 369-385, Higher Education, Berlin, Germany, C1
"Attending lectures in your pyjamas": student agency in constrained circumstances
R Ajjawi, J Fischer, J Tai, M Bearman, T Jorre de St Jorre
(2023), Vol. 86, pp. 1363-1376, Higher Education, Berlin, Germany, C1
Changing representations of student achievement: The need for innovation
Rola Ajjawi, David Boud
(2023), pp. 1-11, Innovations in Education and Teaching International, London, Eng., C1
Data as symptom: Doctors' responses to patient-provided data in general practice
C Haase, R Ajjawi, M Bearman, J Brodersen, T Risor, K Hoeyer
(2023), Social Studies of Science, London, Eng., C1
Meaning making about performance: A comparison of two specialty feedback cultures
M Bearman, R Ajjawi, D Castanelli, C Denniston, E Molloy, N Ward, C Watling
(2023), Vol. 57, pp. 1010-1019, Medical Education, London, Eng., C1
M Dollinger, R Ajjawi, R Finneran, S O’Shea
(2023), pp. 1-19, Disability and Society, London, Eng., C1
The role of feedback in supporting trainees who underperform in clinical environments
Rola Ajjawi, Margaret Bearman, Elizabeth Molloy, Christy Noble
(2023), Vol. 10, pp. 01-08, Frontiers in Medicine, Lausanne, Switzerland, C1
Learning to work with the black box: Pedagogy for a world with artificial intelligence
Margaret Bearman, Rola Ajjawi
(2023), Vol. 54, pp. 1160-1173, British Journal of Educational Technology, London, Eng., C1
Kuo‐Chen Liao, Rola Ajjawi, Chang‐Hsuan Peng, Chang‐Chyi Jenq, Lynn Monrouxe
(2023), pp. 1-15, Medical Education, London, Eng., C1
Topologies of belonging in the digital university
K Gravett, R Ajjawi, S O Shea
(2023), pp. 1-15, Pedagogy Culture and Society, London, Eng., C1
Belonging as flickering and in flux in academic work: a collective biography
K Gravett, R Ajjawi, M Bearman, J Holloway, R Olson, N Winstone
(2023), pp. 1-15, International Journal of Qualitative Studies in Education, London, Eng., C1
From authentic assessment to authenticity in assessment: broadening perspectives
R Ajjawi, J Tai, M Dollinger, P Dawson, D Boud, M Bearman
(2023), pp. 1-12, Assessment and Evaluation in Higher Education, London, Eng., C1
The politics of student belonging: identity and purpose
R Ajjawi, K Gravett, S O’Shea
(2023), pp. 1-14, Teaching in Higher Education, London, Eng., C1
Beyond emergency remote teaching: did the pandemic lead to lasting change in university courses?
J Broadbent, R Ajjawi, M Bearman, D Boud, P Dawson
(2023), Vol. 20, pp. 1-20, International Journal of Educational Technology in Higher Education, London, Eng., C1
Moving Forward: Mainstreaming assessment for inclusion in curricula
R Ajjawi, D Boud, J Tai, T Jorre De St Jorre
(2022), pp. 231-237, Assessment for Inclusion in Higher Education: Promoting Equity and Social Justice in Assessment, London, Eng., B1
Promoting Equity and Social Justice through Assessment for Inclusion
J Tai, R Ajjawi, D Boud, T Jorre De St Jorre
(2022), pp. 9-18, Assessment for Inclusion in Higher Education: Promoting Equity and Social Justice in Assessment, London, Eng., B1
"What Does It Mean to Be?": Ontology and Responsibility in Health Professions Education
T Wyatt, R Ajjawi, M Veen
(2022), pp. 173-185, Applied Philosophy for Health Professions Education: A Journey Towards Mutual Understanding, Singapore, B1
Belonging as situated practice
K Gravett, R Ajjawi
(2022), Vol. 47, pp. 1386-1396, Studies in Higher Education, C1
Feedback that works: a realist review of feedback interventions for written tasks
R Ajjawi, F Kent, J Broadbent, J Tai, M Bearman, D Boud
(2022), Vol. 47, pp. 1343-1356, Studies in Higher Education, C1
N Winstone, R Ajjawi, K Dirkx, D Boud
(2022), Vol. 47, pp. 1524-1536, Studies in Higher Education, C1
An empirical study of student action from ipsative design of feedback processes
B Malecka, R Ajjawi, D Boud, J Tai
(2022), Vol. 47, pp. 801-815, Assessment and Evaluation in Higher Education, C1
Emotion as reflexive practice: A new discourse for feedback practice and research
R Ajjawi, R Olson, N McNaughton
(2022), Vol. 56, pp. 480-488, Medical Education, England, C1
C Ilangakoon, R Ajjawi, R Endacott, C Rees
(2022), Vol. 58, pp. 1-9, Nurse Education in Practice, Amsterdam, The Netherlands, C1
Promoting inclusivity in health professions education publishing
R Ajjawi, P Crampton, S Ginsburg, G Mubuuke, K Hauer, J Illing, K Mattick, L Monrouxe, V Nadarajah, N Vu, T Wilkinson, L Wolvaardt, J Cleland
(2022), Vol. 56, pp. 252-256, Medical Education, London, England, C1
Navigating feedback practices across learning contexts: implications for feedback literacy
B Malecka, D Boud, J Tai, R Ajjawi
(2022), Vol. 47, pp. 1330-1344, Assessment & Evaluation in Higher Education, London, Eng., C1
Designing assessment in a digital world: an organising framework
M Bearman, J Nieminen, R Ajjawi
(2022), pp. 1-14, Assessment and Evaluation in Higher Education, London, Eng., C1
Designing assessment for inclusion: an exploration of diverse students' assessment experiences
J Tai, M Dollinger, R Ajjawi, T Jorre de St Jorre, S Krattli, D McCarthy, D Prezioso
(2022), pp. 1-15, Assessment and Evaluation in Higher Education, London, Eng., C1
Designing the digital in authentic assessment: is it fit for purpose?
J Nieminen, M Bearman, R Ajjawi
(2022), pp. 1-15, Assessment and Evaluation in Higher Education, London, Eng., C1
Understanding Realist Reviews for Medical Education
R Ajjawi, F Kent
(2022), Vol. 14, pp. 274-278, Journal of graduate medical education, United States, C1
The influence of psychological safety on feedback conversations in general practice training
R Ajjawi, M Bearman, M Sheldrake, K Brumpton, M O'Shannessy, M Dick, M French, C Noble
(2022), Vol. 56, pp. 1096-1104, Medical Education, England, C1
Life-on-campus or my-time-and-screen: identity and agency in online postgraduate courses
M Bearman, R Ajjawi, M O’Donnell
(2022), pp. 1-16, Teaching in Higher Education, Oxford, Eng., C1
Exploring the experiences of students with disabilities in work-integrated learning
Mollie Dollinger, Rachel Finneran, Rola Ajjawi
(2022), pp. 1-16, Journal of Higher Education Policy and Management, London, Eng., C1
Student partners as co-contributors in research: a collective autoethnographic account
Mollie Dollinger, Joanna Tai, Trina Jorre St Jorre, Rola Ajjawi, Shannon Krattli, Daniella Prezioso, Danni McCarthy
(2022), pp. 1-14, Higher Education Research and Development, London, Eng., C1
Ameena Payne, Rola Ajjawi, Jessica Holloway
(2022), pp. 1-12, Assessment & Evaluation in Higher Education, London, Eng., C1
Assessment for Inclusion in Higher Education: Promoting Equity and Social Justice in Assessment
R Ajjawi, J Tai, D Boud, T de St Jorre
(2022), London, Eng., A7
Authentic assessment design for work-integrated learning
Rola Ajjawi, Joanna Tai, Trina Jorre de St Jorre, Liz Johnson
(2021), pp. 37-46, Advances in Research, Theory and Practice in Work-Integrated Learning, B1
Can a rubric do more than be transparent? Invitation as a new metaphor for assessment criteria
M Bearman, R Ajjawi
(2021), Vol. 46, pp. 359-368, Studies in Higher Education, C1
Performing standards: a critical perspective on the contemporary use of standards in assessment
R Ajjawi, M Bearman, D Boud
(2021), Vol. 26, pp. 728-741, Teaching in Higher Education, C1
The applicability of generalisability and bias to health professions education's research
L Varpio, B O'Brien, C Rees, L Monrouxe, R Ajjawi, E Paradis
(2021), Vol. 55, pp. 167-173, Medical Education, England, C1
Feedback that helps trainees learn to practice without supervision
Margaret Bearman, James Brown, Catherine Kirby, Rola Ajjawi
(2021), Vol. 96, pp. 205-209, Academic medicine, Hagerstown, Md., C1
M Bearman, R Ajjawi, S Bennett, D Boud
(2021), Vol. 26, pp. 637-651, Advances in Health Sciences Education, Netherlands, C1
Hero, survivor or stuck: a narrative analysis of student constructions of persistence after failure
R Ajjawi, M Dracup, D Boud
(2021), Teaching in Higher Education, C1
How do students experience inclusive assessment? A critical review of contemporary literature
J Tai, R Ajjawi, A Umarova
(2021), International Journal of Inclusive Education, C1
Conceptualizations and Measures of Student Engagement: A Worked Example of Systematic Review
Joanna Tai, Rola Ajjawi, Margaret Bearman, Paul Wiseman
(2020), pp. 91-110, Systematic Reviews in Educational Research Methodology, Perspectives and Application, Berlin, Germany, B1
Repositioning Assessment-as-Portrayal: What Can We Learn from Celebrity and Persona Studies?
Rola Ajjawi, David Boud, Philip Marshall
(2020), Vol. 7, pp. 65-78, Re-imagining University Assessment in a Digital World, Berlin, Germany, B1
New Directions for Assessment in a Digital World
Margaret Bearman, David Boud, Rola Ajjawi
(2020), Vol. 7, pp. 7-18, Re-imagining University Assessment in a Digital World, Berlin, Germany, B1
Unpacking practice: the challenges and possibilities afforded by sociomaterial ethnography
P Cameron, A MacLeod, J Tummons, O Kits, R Ajjawi
(2020), pp. 187-205, Practice methodologies in education research, Abingdon, Eng., B1
R Ajjawi, J Tai, T Huu Nghia, D Boud, L Johnson, C Patrick
(2020), Vol. 45, pp. 304-316, Assessment and evaluation in higher education, Abingdon, Eng., C1
E Molloy, R Ajjawi, M Bearman, C Noble, J Rudland, A Ryan
(2020), Vol. 54, pp. 33-39, Medical education, Chichester, Eng., C1
Persisting students' explanations of and emotional responses to academic failure
R Ajjawi, M Dracup, N Zacharias, S Bennett, D Boud
(2020), Vol. 39, pp. 185-199, Higher Education Research and Development, C1
Approaching culture in medical education: three perspectives
C Watling, R Ajjawi, M Bearman
(2020), Vol. 54, pp. 289-295, Medical education, Chichester, Eng., C1
Thinking sociomaterially: why matter matters in medical education
Anna MacLeod, Rola Ajjawi
(2020), Vol. 95, pp. 851-855, Academic medicine, Philadelphia, Pa., C1
Using video-reflexive ethnography to understand complexity and change practice
R Ajjawi, J Hilder, C Noble, A Teodorczuk, S Billett
(2020), Vol. 54, pp. 908-914, Medical education, Chichester, Eng., C1
F Kilbertus, R Ajjawi, D Archibald
(2020), Vol. 9, pp. 350-358, Perspectives on Medical Education, Netherlands, C1
Kannan Sridharan, Amal Daylami, Reema Ajjawi, Husain Ajooz
(2020), Vol. 92, pp. 1-8, Current Therapeutic Research, Amsterdam, The Netherlands, C1-1
Re-imagining University Assessment in a Digital World
M Bearman, Phillip Dawson, R Ajjawi, J Tai, D Boud
(2020), Berlin, Germany, A7
Beware the Simple Impact Measure: Learning from the Parallels with Student Engagement
Joanna Tai, Phillip Dawson, Margaret Bearman, Rola Ajjawi
(2019), pp. 37-50, The impact of feedback in higher education : improving assessment outcomes for learners, Berlin, Germany, B1
Improving Feedback Research in Naturalistic Settings
R Ajjawi, D Boud, M Henderson, E Molloy
(2019), pp. 245-265, The Impact of Feedback in Higher Education: Improving Assessment Outcomes for Learners, London, Eng., B1
M Henderson, E Molloy, R Ajjawi, D Boud
(2019), pp. 267-285, The Impact of Feedback in Higher Education: Improving Assessment Outcomes for Learners, London, Eng., B1
Identifying Feedback That Has Impact
M Henderson, R Ajjawi, D Boud, E Molloy
(2019), pp. 15-34, The Impact of Feedback in Higher Education: Improving Assessment Outcomes for Learners, London, Eng., B1
Attending to emotion in feedback
E Molloy, C Noble, R Ajjawi
(2019), pp. 83-105, The impact of feedback in higher education : improving assessment outcomes for learners, Berlin, Germany, B1
The Place of Student Assessment in Pursuing Employability
David Boud, Rola Ajjawi
(2019), pp. 167-178, Education for employability. Volume 2, Learning for future possibilities, Leiden, The Netherlands, B1
Researching in Surgical Education: An Orientation
Rola Ajjawi, Craig McIlhenny
(2019), Vol. 17, pp. 341-352, Advancing Surgical Education: Theory, Evidence and Practice, Berlin, Germany, B1-1
A qualitative synthesis of video feedback in higher education
P Mahoney, S Macfarlane, R Ajjawi
(2019), Vol. 24, pp. 157-179, Teaching in higher education, Abingdon, Eng., C1
Actor-network theory and ethnography: Sociomaterial approaches to researching medical education
A MacLeod, P Cameron, R Ajjawi, O Kits, J Tummons
(2019), Vol. 8, pp. 177-186, Perspectives on Medical Education, Netherlands, C1
Enriching medical trainees' learning through practice: A video reflexive ethnography study protocol
C Noble, S Billett, J Hilder, A Teodorczuk, R Ajjawi
(2019), Vol. 9, BMJ Open, England, C1
How do students adapt in response to academic failure?
R Ajjawi, D Boud, N Zacharias, M Dracup, S Bennett
(2019), Vol. 10, pp. 84-91, Student Success, C1
Clinical Pharmacokinetics of Vancomycin in Critically Ill Children
Kannan Sridharan, Amal Al Daylami, Reema Ajjawi, Husain Al-Ajooz, Sindhan Veeramuthu
(2019), Vol. 44, pp. 807-816, European Journal of Drug Metabolism and Pharmacokinetics, Berlin, Germany, C1-1
Success and failure in higher education on uneven playing fields
Bernadette Walker-Gibbs, Rola Ajjawi, Emma Rowe, Andrew Skourdoumbis, Matthew Thomas, Sarah O'Shea, Sue Bennett, Brandi Fox, Peter Alsen
(2019), [Bentley, W.A.], A6
The impact of feedback in higher education: Improving assessment outcomes for learners
M Henderson, R Ajjawi, D Boud, E Molloy
(2019), A7
Problematising standards: representation or performance?
R Ajjawi, M Bearman
(2018), pp. 41-50, Developing Evaluative Judgement in Higher Education: Assessment for Knowing and Producing Quality Work, Abingdon, Eng., B1
Creating an agenda for developing students' evaluative judgement
D Boud, P Dawson, J Tai, R Ajjawi
(2018), pp. 186-195, Developing evaluative judgement in higher education: assessment for knowing and producing quality work, Abingdon, Eng., B1
Conceptualising evaluative judgement for sustainable assessment in higher education
R Ajjawi, J Tai, P Dawson, D Boud
(2018), pp. 7-17, Developing evaluative judgement in higher education: assessment for knowing and producing quality work, Abingdon, Eng., B1
Actor-network theory and the OSCE: formulating a new research agenda for a post-psychometric era
Margaret Bearman, Rola Ajjawi
(2018), Vol. 23, pp. 1037-1049, Advances in Health Sciences Education, Dordrecht, The Netherlands, C1
Developing evaluative judgement: enabling students to make decisions about the quality of work
J Tai, R Ajjawi, D Boud, P Dawson, E Panadero
(2018), Vol. 76, pp. 467-481, Higher education, Cham, Switzerland, C1
Examining the nature and effects of feedback dialogue
R Ajjawi, D Boud
(2018), Vol. 43, pp. 1106-1119, Assessment and Evaluation in Higher Education, Abingdon, Eng., C1
Ahsan Sethi, Susie Schofield, Sean McAleer, Rola Ajjawi
(2018), Vol. 23, pp. 567-585, Advances in Health Sciences Education, Dordrecht, The Netherlands, C1
What really matters for successful research environments? A realist synthesis
R Ajjawi, P Crampton, C Rees
(2018), Vol. 52, pp. 936-950, Medical Education, England, C1
A Sarti, R Ajjawi, S Sutherland, A Landriault, J Kim, P Cardinal
(2018), Vol. 8, BMJ Open, England, C1
From 'seeing through' to 'seeing with' : Assessment criteria and the myths of transparency
M Bearman, Rola Ajjawi
(2018), pp. 1-8, Frontiers in education, Lausanne, Switzerland, C1
D Boud, R Ajjawi, P Dawson, J Tai
(2018), Abingdon, Eng., A7
Contextual influences on feedback practices: an ecological perspective
R Ajjawi, E Molloy, M Bearman, C Rees
(2017), Vol. 5, pp. 129-143, Scaling up assessment for learning in higher education, Singapore, B1
Researching feedback dialogue: an interactional analysis approach
R Ajjawi, D Boud
(2017), Vol. 42, pp. 252-265, Assessment and evaluation in higher education, London, Eng., C1
L Farrell, G Bourgeois-Law, R Ajjawi, G Regehr
(2017), Vol. 22, pp. 91-104, Advances in Health Sciences Education, Netherlands, C1
Clinical reasoning of junior doctors in emergency medicine: A grounded theory study
E Adams, C Goyder, C Heneghan, L Brand, R Ajjawi
(2017), Vol. 34, pp. 70-75, Emergency Medicine Journal, England, C1
L Varpio, R Ajjawi, L Monrouxe, B O'Brien, C Rees
(2017), Vol. 51, pp. 40-50, Medical Education, England, C1
Developing a national dental education research strategy: Priorities, barriers and enablers
R Ajjawi, K Barton, A Dennis, C Rees
(2017), Vol. 7, BMJ Open, England, C1
Exploring the tensions of being and becoming a medical educator
A Sethi, R Ajjawi, S McAleer, S Schofield
(2017), Vol. 17, BMC Medical Education, England, C1
Balancing health care education and patient care in the UK workplace: a realist synthesis
S Sholl, R Ajjawi, H Allbutt, J Butler, D Jindal-Snape, J Morrison, C Rees
(2017), Vol. 51, pp. 787-801, Medical Education, England, C1
Problematising standards in an era of increasing transparency
R Ajjawi
(2017), Vol. 51, pp. 885-887, Medical Education, England, C1
Fellowship training: A qualitative study of scope and purpose across one department of medicine
J Karpinski, R Ajjawi, K Moreau
(2017), Vol. 17, BMC Medical Education, England, C1
Translating evidence-based guidelines to improve feedback practices: The interACT case study
K Barton, S Schofield, S McAleer, R Ajjawi
(2016), Vol. 16, BMC Medical Education, England, C1-1
M Howman, K Walters, J Rosenthal, R Ajjawi, M Buszewicz
(2016), Vol. 16, BMC Medical Education, England, C1-1
How do postgraduate qualifications in medical education impact on health professionals?
A Sethi, S Schofield, R Ajjawi, S Mcaleer
(2016), Vol. 38, pp. 162-167, Medical teacher, London, Eng., C1-1
A Roze Des Ordons, J Lockyer, M Hartwick, A Sarti, R Ajjawi
(2016), Vol. 15, BMC Palliative Care, England, C1
A Roze des Ordons, R Ajjawi, J Macdonald, A Sarti, J Lockyer, M Hartwick
(2016), Vol. 7, pp. e4-e21, Canadian medical education journal, Calgary, Canada, C1
S Sholl, R Ajjawi, H Allbutt, J Butler, D Jindal-Snape, J Morrison, C Rees
(2016), Vol. 6, BMJ Open, England, C1
Undertaking and reporting qualitative research
J Tai, R Ajjawi
(2016), Vol. 13, pp. 175-182, Clinical Teacher, England, C1
Feedback and the educational alliance: examining credibility judgements and their consequences
S Telio, G Regehr, R Ajjawi
(2016), Vol. 50, pp. 933-942, Medical education, London, Eng., C1
Autoethnography: introducing 'I' into medical education research
L Farrell, G Bourgeois-Law, G Regehr, R Ajjawi
(2015), Vol. 49, pp. 974-982, Medical education, London, Eng., C1-1
R Ajjawi, C Rees, L Monrouxe
(2015), Vol. 27, pp. 298-314, Journal of workplace learning, Bingley, Eng., C1-1
The 'educational alliance' as a framework for reconceptualizing feedback in medical education
S Telio, R Ajjawi, G Regehr
(2015), Vol. 90, pp. 609-614, Academic medicine, Hagerstown, Md., C1-1
Selecting, training and assessing new general practice community teachers in UK medical schools
C Hydes, R Ajjawi
(2015), Vol. 26, pp. 297-304, Education for primary care, London, Eng., C1-1
C Rees, L Monrouxe, R Ajjawi
(2014), pp. 295-310, Exploring the dynamics of personal, professional and interprofessional ethics, Bristol, Eng., B1-1
M Hubinette, R Ajjawi, S Dharamsi
(2014), Vol. 89, pp. 1502-1509, Academic medicine, Hagerstown, Md., C1-1
A novel approach to needs assessment in curriculum development: going beyond consensus methods
C Gonsalves, R Ajjawi, M Rodger, L Varpio
(2014), Vol. 36, pp. 422-429, Medical teacher, London, Eng., C1-1
Professional development for medical educators
C Macrae, S Schofield, R Ajjawi
(2013), pp. 297-310, Educating health professionals : becoming a university teacher, Rotterdam, The Netherlands, B1-1
Is there a Plan B?: Clinical educators supporting underperforming students in practice settings
M Bearman, E Molloy, R Ajjawi, J Keating
(2013), Vol. 18, pp. 531-544, Teaching in higher education, London, Eng., C1-1
The construction of power in family medicine bedside teaching: a video observation study
C Rees, R Ajjawi, L Monrouxe
(2013), Vol. 47, pp. 154-165, Medical education, London, Eng., C1-1
S Schofield, R Ajjawi
(2012), pp. 163-170, Communicating in the health sciences, South Melbourne, Vic., B1-1
R Ajjawi, C Rees
(2012), pp. 15-23, Communicating in the health sciences, South Melbourne, Vic., B1-1
Communicating clinical reasoning
R Ajjawi, J Higgs, L McAllister
(2012), pp. 206-215, Communicating in the health sciences, South Melbourne, Vic., B1-1
R Ajjawi, J Higgs
(2012), Vol. 17, pp. 107-119, Advances in health sciences education, Berlin, Germany, C1-1
Promoting clinical reasoning in general practice trainees: role of the clinical teacher
K Atkinson, R Ajjawi, N Cooling
(2011), Vol. 8, pp. 176-180, Clinical teacher, London, Eng., C1-1
Clinical reasoning sessions: back to the patient
A Harris, P Boyce, R Ajjawi
(2011), Vol. 8, pp. 13-16, Clinical teacher, London, Eng., C1-1
Interprofessional fieldwork education in practice
J Thistlethwaite, G Nisbet, R Ajjawi
(2010), pp. 215-224, Innovations in allied health fieldwork education : a critical appraisal, Rotterdam, The Netherlands, B1-1
M Smith, R Ajjawi, J Higgs
(2010), Vol. 3, pp. 297-310, Education for future practice, Rotterdam, The Netherlands, B1-1
How do homeopaths reason and make decisions? Integrating theory, practice, and education
D Levy, R Ajjawi, C Roberts
(2010), Vol. 16, pp. 1321-1327, Journal of alternative and complementary medicine, Larchmont, N.Y., C1-1
R Ajjawi, J Thistlethwaite, P Aslani, N Cooling
(2010), Vol. 10, pp. 1-7, BMC medical education, London, Eng., C1-1
Clinical reasoning capability: current understanding and implications for physiotherapy educators
R Ajjawi, M Smith
(2010), Vol. 12, pp. 60-73, Focus on health professional education, Renmark, S. Aust., C1-1
Breaking down professional barriers: medicine and pharmacy students learning together
R Ajjawi, J Thistlethwaite, K Williams, G Ryan, J Seale, P Carroll
(2010), Vol. 12, pp. 1-10, Focus on health professional education, Renmark, S. Aust., C1-1
The decision to prescribe: influences and choice
J Thistlethwaite, R Ajjawi, P Aslani
(2010), Vol. 3, pp. 237-243, InnovAiT, London, Eng., C1-1
Learning clinical reasoning and its communication in physiotherapy practice
R Ajjawi
(2009), Saarbrücken, Germany, A1-1
Clinical reasoning: the nuts and bolts of clinical education
R Ajjawi, S Loftus, H Schmidt, S Mamede
(2009), pp. 109-127, Clinical education in the health professions, Chatswood, N.S.W., B1-1
Marginalisation of dental students in a shared medical and dental education programme
R Ajjawi, S Hyde, C Roberts, G Nisbet
(2009), Vol. 43, pp. 238-245, Medical education, London, Eng., C1-1
Working and learning in communities of practice
J Higgs, R Ajjawi, M Smith
(2008), pp. 117-127, Contexts of physiotherapy practice, Chatswood, N.S.W., B1-1
Clinical reasoning in physiotherapy
M Smith, R Ajjawi, M Jones
(2008), pp. 102-114, Contexts of physiotherapy practice, Chatswood, N.S.W., B1-1
Learning to reason: a journey of professional socialisation
R Ajjawi, J Higgs
(2008), Vol. 13, pp. 133-150, Advances in health sciences education, Berlin, Germany, C1-1
R Ajjawi, J Higgs
(2007), Vol. 12, pp. 612-638, Qualitative report, Fort Lauderdale, Flo., C1-1
Funded Projects at Deakin
Other Public Sector Funding
Success and Failure in Higher Education on uneven playing fields.
A/Prof Bernadette Walker-Gibbs, Prof Rola Ajjawi, Dr Emma Rowe, A/Prof Andrew Skourdoumbis, A/Prof Matthew Thomas, A/Prof Sarah O'Shea, Prof Sue Bennett
NCSEHE National Centre for Student Equity in Higher Research
- 2018: $23,281
- 2017: $7,906
Enriching medical trainees¿ learning through practice: towards a focus on patient-inclusive learning
Dr Christy Noble, Prof Rola Ajjawi, A/Prof Andrew Teodorczuk, Prof Stephen Billett
Gold Coast Health and Gold Coast Hospital Foundation - Research Grants Scheme
- 2018: $10,000
Equivalencies, standards and adjustments: re-inventing inclusive assessment practices in exam settings
Dr Joanna Tai, Prof Rola Ajjawi, Prof Margaret Bearman, Dr Mary Dracup
NCSEHE National Centre for Student Equity in Higher Research
- 2021: $21,800
- 2020: $15,000
Industry and Other Funding
Preparing students for the 21st century workplace: the critical role of assessment
Prof Rola Ajjawi, Prof David Boud, Dr Joanna Tai, Prof Liz Johnson
Australian Collaborative Education Network Research Grants
- 2017: $10,000
Improving feedback relationships in general practice vocational training supervision
Dr James Brown, Prof Rola Ajjawi, Prof Margaret Bearman, Prof Debra Nestel, Dr Cat Kirby
Royal Australian College of General Practictioners
- 2018: $18,000
What makes feedback relationships work: perspectives of graduating trainees
Dr Cat Kirby, Prof Margaret Bearman, Prof Rola Ajjawi, Dr James Brown
Educational Research Grants
- 2019: $48,785
- 2018: $48,785
The influence of emotions and psychological safety on general practice trainees' engagement with feedback processes and learning
Prof Margaret Bearman, Scott Preston, Prof Rola Ajjawi, Prof Elizabeth Molloy, Dr Christy Noble, Megan O'Shannessy
Australian College for Rural and Remote Medicine Educational Research Grants
- 2021: $20,800
Enriching medical trainees' learning through practice: towards a focus on patient-centred care and interprofessional working - phase 2
Prof Rola Ajjawi, Dr Christy Noble
Toowoomba Hospital Foundation & Pure Land Learning College 2019 Research Grants
- 2020: $9,090
Belonging to and beyond higher education in hybrid spaces
Dr Karen Gravett, Prof Rola Ajjawi
SRHE - The Society for Research into Higher Education Research Award
- 2023: $4,751
- 2022: $4,359
More than the individual: transforming feedback practices within disciplinary cultures in medicine.
Prof Margaret Bearman, Prof Rola Ajjawi
College of Intensive Care Medicine of Australia & New Zealand, Royal Australasian College of Surgeons
- 2023: $4,545
- 2022: $31,817
Supervisions
Abbas Mehrabiboshrabadi
Thesis entitled: Developing First Year Students' Evaluative Judgement of Academic Writing
Doctor of Philosophy (Education), School of Education
Bianka Malecka
Thesis entitled: The role of ipsative processes in developing students' feedback literacy
Doctor of Philosophy (Education), School of Education
Christoffer Bjerre Haase
Thesis entitled: Datafying Diagnosis: Data Work in General Practice
Doctor of Philosophy (Joint, Uni of Copenhagen), School of Education