Dr Aidan Cornelius-Bell is a Lecturer: Academic Development with the University of South Australia. He works primarily with UniSA Online and the Clinical and Health Sciences unit. He is an active researcher in higher education, including active student participation and students as partners, programmatic approaches to Aboriginal content and pedagogies, multi- and trans-disciplinary education, and structural transformation of education systems for human flourishing. He is involved in several local and national research projects, including research about academics needs for professional development. His academic background is in cultural studies, sociology, higher education and political philosophy.
He completed his PhD with... Read more
About me
Dr Aidan Cornelius-Bell is a Lecturer: Academic Development with the University of South Australia. He works primarily with UniSA Online and the Clinical and Health Sciences unit. He is an active researcher in higher education, including active student participation and students as partners, programmatic approaches to Aboriginal content and pedagogies, multi- and trans-disciplinary education, and structural transformation of education systems for human flourishing. He is involved in several local and national research projects, including research about academics needs for professional development. His academic background is in cultural studies, sociology, higher education and political philosophy.
He completed his PhD with Flinders University, in which he focussed on students’ identity and reactions to higher education. Aidan’s PhD is titled ‘Student Activism in Higher Education: the possibility and politics of students’ role in hegemonic university change’. This political work focussed on, through empirical ethnographic study, student activism, student identity, Gramsci's conception of hegemony, power, protest and partnership. It drew on historical and contemporary contexts to provide a rich analysis of power and politics.
Aidan is passionate about supporting high-quality teaching that 'performs' in robust ways while enabling academic agency and creativity. Working alongside staff he considers teaching innovation through a pragmatic radical lens, creating, in concert with expert staff, navigable and useful curriculum, supports for teaching and learning through co-design, and development of sound assessment which empowers students and staff in their learning/teaching experience.
Aidan is experienced in teaching and researching in primary, secondary and tertiary education. He has worked in roles that include: use of research data for policy development; applying qualitative research methods to emergent education practices; application of sociological research methods and diverse qualitative methodological frameworks and tools. Aidan has taught and designed courses in academic and professional communication to first years (Bachelor of Arts); pedagogical and sociological courses in interfacing with Aboriginal and Torres Strait Islander Cultures and Peoples (Bachelor of Arts/Bachelor of Education); sociology research methods and the sociology of education (Master of Education); digital technology and numeracy to future teachers (Bachelor and Master of Education); in bridging and foundation programmes (Foundation Studies); and about constructions of race, power and identity (Bachelor of Arts) across the university.
He has worked in a range of research projects that: investigate the role of active student participation, student partnership and students as partners; involve teacher education students in STEM industry placements; support school-based teaching and learning in the context of industry; investigate students’ self-regulation of learning in STEM classrooms; and study the sociology of higher education in contemporary change. These projects have spanned externally funded research from a range of bodies, including the Department of Innovation and Skills and the Australian Research Council (both Discovery and Linkage).
Aidan is accepting associate supervision of PhD students in areas that relate to the above.
About me
Member HERDSA
Member Student Voice Australia Practitioner Network
About me
Doctor of Philosophy Flinders University
Current:
Academic Developer University of South Australia (2021-)
Historic:
Casual Academic (Tutor, Lecturer and Convenor) Flinders University (2018-2021)
Associate Academic Status (Humanities) Flinders University (2019-2021)
Learning Designer (Humanities) Flinders University (2020-2021)
Research Officer (Education) Flinders University (2019-2021)
Research Assistant (Education) Flinders University (2015-2019)
Research Assistant Department for Education and Child Development (2012-2014)
Recently published
Kenyon, K., Watkins, M., & Cornelius-Bell, A. (2022). “Do the systems matter anyway?” Mapping Aboriginal Content and Pedagogies across undergraduate programs at the University of South Australia. Indigenous Higher Education Curriculum Conference, 18. https://hdl.handle.net/11541.2/31594
Cornelius-Bell, A. (2022). Beyond ‘Aware and Paralysed’: Governance, Research and Leadership at the Nexus of Academic Development and Corporate Universities. International Journal of Social Sciences & Educational Studies, 9(3), 202–216. https://doi.org/10.23918/ijsses.v9i3p202
Cornelius, K., & Cornelius-Bell, A. (2022). Systemic racism, a prime minister, and the remote Australian school system. ... Read more
Research
Excludes commercial-in-confidence projects.
Educational & academic support: perceptions of and from the field, UniSA, 2022 -
Understanding Students’ Roles in University Governance, UniSA, Deakin University, University of Adelaide, Recipient of Deakin University's REDI Seed Funding Award, 2022 -
Academic experiences of delivering fully online courses, UniSA, University of Adelaide, 2022 -
Active Student Participation in Practice, Uppsala University, UniSA 2021 -
Research
Research outputs for the last seven years are shown below. To see earlier years visit ORCID, ResearcherID or Scopus
Open access indicates that an output is open access.
| Year | Output |
|---|---|
| 2022 |
|
| 2021 |
Open access
2
|
| Year | Output |
|---|---|
| 2022 |
Open access
3
|
| 2022 |
Open access
|
| 2022 |
|
| 2021 |
Open access
2
|
| 2021 |
Open access
2
|
| 2021 |
Open access
1
|
| 2020 |
Open access
2
1
4
|
| Year | Output |
|---|---|
| 2021 |
Open access
|
Tools and resources
Conference presentations and papers
Reports and other output
Research
Recently published
Kenyon, K., Watkins, M., & Cornelius-Bell, A. (2022). “Do the systems matter anyway?” Mapping Aboriginal Content and Pedagogies across undergraduate programs at the University of South Australia. Indigenous Higher Education Curriculum Conference, 18. https://hdl.handle.net/11541.2/31594
Cornelius-Bell, A. (2022). Beyond ‘Aware and Paralysed’: Governance, Research and Leadership at the Nexus of Academic Development and Corporate Universities. International Journal of Social Sciences & Educational Studies, 9(3), 202–216. https://doi.org/10.23918/ijsses.v9i3p202
Cornelius, K., & Cornelius-Bell, A. (2022). Systemic racism, a prime minister, and the remote Australian school system. Radical Teacher, 122, 64–73. https://doi.org/10.5195/rt.2022.935
Cornelius-Bell, A., & Bell, P. (2021). The academic precariat post-COVID-19. Fast Capitalism, 18(1). https://doi.org/10.32855/fcapital.202101.001
I am actively engaged in the development of an "Active Student Participation book" (with colleagues at Uppsala University, Sweden). With students and staff we are developing a living book (and some workshops) for students & staff seeking resources, development and support to engage in student partnership pedagogy across a range of diverse spaces contact me for information or to collaborate!
External engagement & recognition
| Organisation | Country |
|---|---|
| Deakin University | AUSTRALIA |
| Flinders University | AUSTRALIA |
| James Cook University | AUSTRALIA |
| University of Adelaide | AUSTRALIA |
External engagement & recognition
