Graham Hardy  from Murdoch University in Perth Australia.

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    Associate Professor Graham Hardy
    BSc, BEd, MSc, EdD

    Dean Academic Operations

    About me

    Graham Hardy is Dean Academic Operations in the College of Science, Health, Engineering and Education at Murdoch University. He provides academic and professional leadership to the nine Disciplines within the College and has line management responsibility to the Discipline Heads.

    Graham’s leadership roles include supporting and development of academic staff within the College, the management of its academic portfolio, including the accreditation and quality standards of its programs, and its workload policy.

    Graham joined Murdoch University from the University of South Australia where he worked in a number of senior leadership roles.  During his seven years at UniSA Graham held the positions of Associate Dean for Teaching and Learning, Dean Academic in the Division (Faculty) of Education, Arts and Social Sciences, and Dean & Head of School for the School of Education.  As Dean Academic, Graham had leadership responsibility in all academic matters across the four Schools of the Division, including Psychology & Social Work, Art & Architecture, Creative Media and Education.  In this role he helped foster a culture of scholarship and excellence, including enhancing the digital learning strategy, improving international student recruitment, and building academic partnerships. He also developed and implemented a number of innovative pedagogic projects which enhanced student performance, enjoyment and retention.

    Originally, Graham trained as a graduate teacher of physics and mathematics, and taught sciences and mathematics in high schools in England. Whilst working as a teacher he earned his masters’ degree for research into learning in science, and then later his doctorate from the University of Durham for research into academic self-concept in science.

    Immediately prior to moving to Australia, Graham spent ten years as an academic staff member at the University of Manchester, leaving to join UniSA in 2012.  Whilst at Manchester, Graham undertook in teaching and research in STEM education and in the teacher professional learning space. He was part of two key EU funded projects; the first, COMPASS researched and developed materials on interdisciplinary learning in science and mathematics, and the second, PRIMAS, focused on developing Inquiry Based Learning approaches and associated pedagogies.  He took these experiences to Adelaide where he led the National Exceptional Teaching for Disadvantaged Schools (NETDS) project in South Australia, offering enhanced preparation for the university’s highest performing pre-service teachers to aid them to be successful in teaching in some of states more challenging schools.

    Awards and grants


    Australian Technology Network of Universities (ATN) 2018 Teaching and Learning Grant A case study of teacher graduate preparedness: Developing a national capstone assessment and evaluative framework.

    EASS Industry/End-User Engagement Funding Scheme 2017
    Connecting students to STEM education through the development and implementation of advanced STEM pedagogies and curriculum innovation.

    Department Of State Development (DSD) –University Of South Australia (UniSA) STEM Teacher- Industry Engagement Project2016 – 2017
 An investigation into the efficacy of STEM industry partnership models in supporting undergraduate students, pre-service teachers and school students to transition into STEM related careers or STEM higher education study.

    HEPPP GRANT; BEYOND THE CITY PROJECT: STEM EDUCATION 2014 – 2016.    (i) Developing advanced pedagogical practice for teachers of STEM in low SES schools.    (ii) Evaluating the impact on secondary science teachers’ pedagogical competence in implementing Inquiry Based Learning methods through an action research approach.

    National Exceptional Teachers For Disadvantaged Schools Project 2014 – 2016 The School of Education at UniSA, in collaboration with Queensland University of Technology and funded by the Origin Foundation, introduced the National Exceptional Teachers for Disadvantaged Schools (NETDS) Program in 2015.

    PRIMAS Project 2010-13 Framework 7 EU funded project; PRIMAS (Promoting Inquiry in mathematics and Science Education across Europe).
    The project aimed to effect a change across Europe in the teaching and learning of mathematics and science with teachers supported to develop inquiry-based learning (IBL) pedagogies.

    COMPASS Project 2010-11  Comenius funded EU project; COMPASS (Common problem solving strategies as links between mathematics and science).
    The project aimed to affect the pedagogical practice of science and mathematics teachers through employing strategies of interdisciplinary enquiry. Outcomes were supported by the production of high quality teaching materials and professional development training.


    Authored Book

    Maass, K., Hardy, G., et al. (2011), Enhancing Mathematics and Science Learning through Interdisciplinary Enquiry. Freiburg: EU Lifelong Learning Programme, 2011.

    Academic Journal Papers

    Paige, K. and Hardy, G. (Accepted 2018) Science as Human Endeavour, Critical Pedagogy and Practitioner Inquiry: Three Early Career Cases. International Journal of Science and Mathematics Education. 17, 679–699 (2019).

    Francis, M., Paige, K. and Hardy, G. (2016) ‘Where does the water go?’, Teaching science, vol. 62, no. 2, pp. 18-28.

    Hardy, G. Spendlove, D and Shortt, D. (2015) Changing expectations, same perspective: Pre- service teachers’ judgments of professional efficacy. Australian Journal of Teacher Education, 40(2).

    Paige, K., & Hardy, G. (2014). Socio-scientific issues and educating for an ecologically and socially just world: A transdisciplinary approach for engaging pre-service teachers in Science and Mathematics. International Journal of Education for Social Justice (RIEJS), 3(1), 17-36.

    Hardy, G. (2014) Academic Self-Concept: Modelling and Measuring for Science. Research In Science Education. Volume 44, Issue 4, pp 549–579.

    Shortt, D., Hallett, F., Hardy, G. and Spendlove, D. (2012) Teaching, Morality, and Responsibility: A Structuralist analysis of a teachers’ code of conduct. Teaching and Teacher Education 28 (2012): 8.

    Hardy, G and Spendlove, D. (2010) Trainee STEM teachers’ professional journey: Three peas in a pod? In Middleton, H. (Ed) Knowledge in Technology (pp. 162-170). Griffith, Australia.

    Hardy, G., Howes, A.J., Spendlove, D. and Wake, G.D. (2009) The STEM Agenda in the Context of Teacher Education: Challenges and Potential Ways Forward. In Subramaniam, K., and Mazumdar, A. (Eds.) epiSTEME – 3 Review Research on Science, Technology and Mathematics Education. (pp 215 – 220). Macmillan.

    Wake, G.D. and Hardy, G. (2007) Applying mathematics in the physical sciences: multiple perspectives. In Haines, C., Galbraith, P., Blum, W., & Khan, S. (Eds.), Mathematical Modelling, Education, Engineering and Economics. (pp.250 – 259). Horwood, Chichester.

    Conference Proceedings

    Colvin, C., Taddeo, C., Hardy, G., Trenholm, S. and Lim, L. (2017) Learning-centred analytics: Using an embedded LA approach to better understand learning and its affordances in a School of Education, Higher Education Research and Development Society of Australasia Annual Conference, Sydney, Australia.

    Hardy, G. and White, B. (2015) Adaptive comparative pair assessments of self-shot ultra-brief videos and their predictive utility of future teaching performance for pre-service teachers. AARE, 2015.

    Hardy, G. and White, B. (2015) Evaluating the effectiveness of models of teacher professional learning on secondary science teachers’ pedagogical development in implementing Inquiry Based Learning (IBL) methods. AARE 2015.

    Hardy, G (2012) Pre-service teachers conceptions of professional competence: is the cart pushing the horse? In British Educational Research Association Conference, Manchester, UK.

    Hardy, G. (2012) Interdisciplinary Inquiry: Bridging the Conceptual Worlds of Science and Mathematics. In American Education Research Association Conference. Vancouver, Canada.

    Howes, A. and Hardy, G., (2011), Inquiry-Based Interdisciplinary Learning in Science and Maths: teacher perspectives and pupil outcomes in England. In European Science Education Research Association Conference. Lyon, France.

    Hardy, G and Spendlove, D. (2011) Trust me? The ethical values and competency beliefs of pre-service teachers: A dual method empirical study to identify pre-service teachers’ self referenced alignment with a regulated code of professionalism. In American Education Research Conference, New Orleans, US.

    Hardy, G., Spendlove, D. and Barton ,A. (2010) A Model Professional? Characteristics of professionalism in trainee teachers and comparisons with the GTCE Code of Conduct and Practice. In British Education Research Association, Warwick, UK

    Hardy, G. and Spendlove D. (2009) Trainee Teachers Emerging Concepts of professionalism. In International Conference on Learning, Hong Kong.

    Spendlove, D., Hardy, G., Howes, A J., Wake, G. 2008. Opportunities to confront and cross subject boundaries: trainee teachers’ perceptions of the differences and interrelationships between STEM subjects. In British Educational Research Association Annual Conference, Heriot-Watt University, Edinburgh, 3-6 September 2008.