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Professional appointment: Honorary Senior Lecturer Professional profile: Honorary Senior Lecturer in Adult and Vocational Education in the School of Education at the University of Southern Queensland, Australia.
Before her appointment to the role of Lecturer in the Faculty of Education at USQ in 2004, Catherine worked as an educator in technical and vocational education and adult community education over a period of twenty-five years. A highlight of Catherine’s career as an early-career academic and researcher was her leadership of a community informatics project involving a decade-long research and development partnership between USQ and members of Catherine’s local community of Stanthorpe in South-West Queensland resulting in the development, implementation and evaluation of a community learning and engagement portal (GraniteNet) to support the development of Stanthorpe as a learning community. The GraniteNet project research is reported in a number of co-authored publications. Catherine is also a keen phenomenographer, having completed for her doctoral study a phenomenographic case study of community volunteers’ experiences of informal learning in the GraniteNet project. Catherine is currently participating in an International Study of Teacher Leadership (ISTL), conducting a cross-cultural phenomenographic study of perspectives and experiences of teacher leadership among the members of the ISTL research team. Catherine supervises Doctoral and Masters students in Education, Business and Professional Studies, and co-facilitates the USQ Research Supervisors Community of Practice. Areas of scholarship: Educational leadershipCommunity informaticsSocial learning and social pedagogyAdult and workplace learningInformal learning Teaching foci: Professional learningPost-compulsory education pathways and transitionsInformal learningLearning futures Selected publications: Arden, C., & Okoko, J. (2019). Exploring cross-cultural perspectives of teacher leadership among the members of an international teacher leadership research team: A phenomenographic study. In Y. Kondakci, S. Emil and K. Beycioglu (Eds.). Proceedings of the 14th International Congress on Educational Administration (EARDA), held 2-4 May, Cesme, Izmir, Turkey, pp. 709-15 Arden, C., Conway, J., & Andrews, D. (2018). Educational leadership at a crossroads? Responding to the call for a more diverse and inclusive leadership culture in Australian education. Presentation to the 1st International Conference on Culture and Symbiosis Education hosted by Faculty of Education, Guangxi Normal University, Guilin, China, 26-27 May. Arden, C. (2017). From frontier learning to blended community learning: A phenomenography of informal learning in rural community informatics. In Refereed Proceedings of the 26th EDEN Annual Conference: Diversity Matters! Hosted by Jonkoping University and the Swedish Association for Open and Distance Learning, Jonkoping, Sweden, 13-16 June Arden, C. (2016). An inquiry into learning in rural community informatics: Understanding, facilitating and accounting for learning in the GraniteNet project. [Thesis (PhD/Research)] Arden, C. (2016). Learning to create preferred futures: Theorising informal and incidental learning in hybrid community learning spaces. In Australian College of Educators 2016 National Conference Changes and Challenges: Building the World to which we Aspire, Sydney, 26-27 September, Refereed Conference Proceedings, pp. 38-49. Degrees: PhD, MEd, GDipFET, University of Southern Queensland, Toowoomba, Queensland, AustraliaBA, University of New England, Armidale, New South Wales, Australia Email address: Catherine.Arden@usq.edu.au
Before her appointment to the role of Lecturer in the Faculty of Education at USQ in 2004, Catherine worked as an educator in technical and vocational education and adult community education over a period of twenty-five years. A highlight of Catherine’s career as an early-career academic and researcher was her leadership of a community informatics project involving a decade-long research and development partnership between USQ and members of Catherine’s local community of Stanthorpe in South-West Queensland resulting in the development, implementation and evaluation of a community learning and engagement portal (GraniteNet) to support the development of Stanthorpe as a learning community. The GraniteNet project research is reported in a number of co-authored publications. Catherine is also a keen phenomenographer, having completed for her doctoral study a phenomenographic case study of community volunteers’ experiences of informal learning in the GraniteNet project. Catherine is currently participating in an International Study of Teacher Leadership (ISTL), conducting a cross-cultural phenomenographic study of perspectives and experiences of teacher leadership among the members of the ISTL research team. Catherine supervises Doctoral and Masters students in Education, Business and Professional Studies, and co-facilitates the USQ Research Supervisors Community of Practice. Areas of scholarship: Educational leadershipCommunity informaticsSocial learning and social pedagogyAdult and workplace learningInformal learning Teaching foci: Professional learningPost-compulsory education pathways and transitionsInformal learningLearning futures Selected publications: Arden, C., & Okoko, J. (2019). Exploring cross-cultural perspectives of teacher leadership among the members of an international teacher leadership research team: A phenomenographic study. In Y. Kondakci, S. Emil and K. Beycioglu (Eds.). Proceedings of the 14th International Congress on Educational Administration (EARDA), held 2-4 May, Cesme, Izmir, Turkey, pp. 709-15 Arden, C., Conway, J., & Andrews, D. (2018). Educational leadership at a crossroads? Responding to the call for a more diverse and inclusive leadership culture in Australian education. Presentation to the 1st International Conference on Culture and Symbiosis Education hosted by Faculty of Education, Guangxi Normal University, Guilin, China, 26-27 May. Arden, C. (2017). From frontier learning to blended community learning: A phenomenography of informal learning in rural community informatics. In Refereed Proceedings of the 26th EDEN Annual Conference: Diversity Matters! Hosted by Jonkoping University and the Swedish Association for Open and Distance Learning, Jonkoping, Sweden, 13-16 June Arden, C. (2016). An inquiry into learning in rural community informatics: Understanding, facilitating and accounting for learning in the GraniteNet project. [Thesis (PhD/Research)] Arden, C. (2016). Learning to create preferred futures: Theorising informal and incidental learning in hybrid community learning spaces. In Australian College of Educators 2016 National Conference Changes and Challenges: Building the World to which we Aspire, Sydney, 26-27 September, Refereed Conference Proceedings, pp. 38-49. Degrees: PhD, MEd, GDipFET, University of Southern Queensland, Toowoomba, Queensland, AustraliaBA, University of New England, Armidale, New South Wales, Australia Email address: Catherine.Arden@usq.edu.au
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