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Dr Sophie Goldingay



Associate Head of School, Teaching and Learning


Faculty of Health


School of Health & Soc. Dev.


Geelong Waterfront Campus


Doctor of Philosophy, University of Canterbury (NZ), 2009
Diploma in Social Studies, University of Canterbury (NZ), 1996
Bachelor of Arts, University of Canterbury (NZ), 1993


Sophie Goldingay is a senior lecturer in the School of Health and Social Development at Deakin University, and is the Course Director of the Bachelor of Social Work  within the School of Health and Social Development. She uses mixed methods and decolonising research approaches with institutionalised populations such as prisoners and people with psychiatric disabilities, people with learning disabilities, and to explore equity and access in Higher Education. She led a team which created a Multidimensional Framework for Embedded Academic Skill Development which won the Deakin Vice Chancellor's award for Excellent Contributions to Equity and Access in 2012. The project has led to significant developments across the Faculty of Health, including a Pathways project with the local TAFE in Geelong, and a project embedding academic skills into the Bachelor of Social Work. She is also the recipient of two teaching awards, one from the School of Health and Social Development as part of a project team in 2011, and a Commendation for Excellence in Teaching from the Faculty of Health in 2013.

Read more on Sophie's profile

Research interests

Sophie's research interests include qualitative and quantitative research with  secondary school and tertiary students, and influences on identity and wellbeing for staff and students in these settings. Sophie also contributes to the evidence base of effective online pedagogies to support access to education for those juggling multiple roles in life or who live in remote and rural locations.


Teaching interests

Online and simulated learning and flipped classroom pedagogies

Units taught

HSW 703, HSW212, HSW402


Sophie takes the lead in innovation in online, accessible and flexible learning - contributing to an evidence base of what is effective to develop professional practice online


Key note speaker at Barwon Health Symposium "Building our practice expertise in health ad mentla health: Ideas to innovations" 2016.

Professional activities

Vice President of Australia and New Zealand Social Work and Welfare Education and Research (ANZSWWER) committee.


Sophie Goldingay received the Vice Chancellor's award for Excellent Contributions to Equity and Access in 2012 and recieved two teaching awards, one in 2012 and one in 2013.  She received the TNS prize for Most Effective Research in 2007. She is the recipient of two SPEaR Linkages grants (2005 and 2007) and also a Ministry of Education overseas study grant.


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Evaluating a supported nature play programme, parents' perspectives

T Ward, S Goldingay, J Parson

(2019), Vol. 189, pp. 270-283, Early child development and care, Abingdon, Eng., C1


Simulating social work practice online with digital storytelling: challenges and opportunities

S Goldingay, S Epstein, D Taylor

(2018), Vol. 37, pp. 790-803, Social work education, Abingdon, Eng., C1


Australian social work academics' perceptions of their teaching roles within higher education

S Goldingay, G Lamaro, J Ryan, D Hitch, S Macfarlane

(2017), Vol. 36, pp. 975-988, Higher education research & development, Abingdon, Eng., C1


Preparing social work graduates for digital practice: ethical pedagogies for effective learning

S Goldingay, J Boddy

(2017), Vol. 70, pp. 209-220, Australian social work, Abingdon, Eng., C1


From institutional care to life in an Australian family: the experiences of intercountry adoptees

B Scarvelis, B Crisp, S Goldingay

(2017), Vol. 60, pp. 423-434, International social work, London, Eng., C1


A rotational social work field placement model in regional health

N Hosken, L Green, J Laughton, R Van Ingen, F Walker, S Vassos, S Goldingay

(2016), Vol. 18, pp. 72-87, Advances in social work and welfare education, Southport, Qld., C1


Transforming roles to support student development of academic literacies: a reflection on one team's experience

S Goldingay, D Hitch, A Carrington, S Nipperess, V Rosario

(2016), Vol. 17, pp. 334-346, Reflective practice, Abingdon, Eng., C1


Making sense of differnt theoretically informed approaches in doing critical social work

N Hosken, S goldingay

(2016), pp. 52-69, Doing critical social work: transformative practices for social justice, Sydney, N.S.W., B1


An intervention to improve social participation for adolescents with autism spectrum disorder: pilot study

S Goldingay, K Stagnitti, L Sheppard, J McGillivray, B McLean, G Pepin

(2015), Vol. 18, pp. 122-130, Developmental neurorehabilitation, London, Eng., C1


Scoping social inclusion practice

A Taket, B Crisp, M Graham, L Hanna, S Goldingay

(2014), pp. 3-42, Practising social inclusion, Abingdon, Eng., B1


Inclusive service design for young people with learning disabilities who exhibit behaviours of concern

S Goldingay, K Stagnitti

(2014), pp. 106-114, Practising social inclusion, Abingdon, England, B1


'The university didn't actually tell us this is what you have to do': Social inclusion through embedding of academic skills in first year professional courses

S Goldingay, D Hitch, J Ryan, D Farrugia, N Hosken, G Lamaro, C Nihill, S Macfarlane

(2014), Vol. 5, pp. 43-53, International Journal of the First Year in Higher Education, Brisbane, Qld., C1


Indigenous subjectivities. How young women prisoners subvert domination representations to maintain their sense of intrinsic worth

S Goldingay, T Mataki

(2014), pp. 144-156, The politics of recognition and social justice: transforming subjectivities and new forms of resistance, New York, NY, B1


Emotion: the 'e' in engagement in online distance education in social work

S Goldingay, Land, C

(2014), Vol. 18, pp. 58-72, Journal of open, flexible and distance learning, Palmerston North, NZ, C1


Do schools promote social inclusion? The experiences of intercountry adoptees in Australia

B Scarvelis, B Crisp, S Goldingay

(2014), Vol. 5, pp. 61-77, Journal of social inclusion, Meadowbrook, QLD, C1


I would've been so overwhelmed...: the importance of TAFE in supporting success for low SES students in HE

N Hosken, S Goldingay, C Land, P Barnes, K Murphy

(2013), pp. 1-1, FYHE 2013 :Proceedings of the First Year in Higher Education 2013 Conference, Wellington, New Zealand, E1


That social side of things: students' experiences of social and physical place

S Goldingay, N Hosken, C Land, P Barnes, K Murphy

(2013), pp. 164-174, Research and Development in Higher Education: The Place of Learning and Teaching Volume 36 : Refereed papers of the 36th HERDSA Annual International Conference. 2013, Auckland, New Zealand, E1


Women and violence

S Goldingay, A Taylor

(2013), pp. 92-101, Understanding violence : context and practice in the human services, Christchurch, New Zealand, B1


Academic skills and beyond : a resource based approach to support student success in higher education

D Hitch, S Goldingay, N Hosken, G Lamaro, S Macfarlane, C Nihill, J Ryan, D Farrugia

(2012), Vol. 6, Journal of academic language and learning, Canberra, A.C.T., C1


Getting it right in the mix : teaching social work practice skills inclusively to diverse student groups

S Goldingay

(2012), Vol. 3, pp. 101-116, Journal of social inclusion, Meadowbrook, Qld., C1


'Without fists' : age-mixing and its influence on safety and criminal contamination in women's prisons

S Goldingay

(2012), Vol. 31, pp. 17-25, Youth studies Australia, Hobart, Tas., C1


The rise of the 'silver surfer': Online social networking and social inclusion for older adults

Christina Doyle, Sophie Goldingay

(2012), Vol. 3, pp. 40-54, JOURNAL OF SOCIAL INCLUSION, C1


Jail mums : the status of adult female prisoners amongst young female prisoners in Christchurch women's prison

S Goldingay

(2007), Vol. 31, pp. 56-73, Social policy journal of New Zealand : te puna whakaaro, Wellington, New Zealand, C1-1


Funded Projects at Deakin

No Funded Projects at Deakin found


Associate Supervisor

Beverly Ann Scarvelis

Thesis entitled: From institutional care to living in South Australia: intercountry adoption

Master of Social Work, School of Health & Social Development