Susan Bolt
PO Box 6563 East Perth WA 6892
Mobile Telephone: 0419969978
Coordinator Learning and Teaching - Curtin Business School (407:323) extension 4029
Curtin University of Technology
susan.bolt@cbs.curtin.edu.au
Academic Qualifications
Doctor of Philosophy (2009) - Curtin University of Technology
Thesis Title: An Investigation of Professional Learning in Dynamic Environments
Master of Education (2003) by research Curtin University of Technology
Thesis Title: Teacher Identification of Significant Action Learning Experiences Leading to
Professional Growth
Bachelor of Education (1991) Edith Cowan University (Language and Literacy focus)
Dip RSA - Royal Society of Arts Diploma in Teaching English as a Second Language in Further
Adult and Community Education (1991) RSA Examination Board Centre 77153 (ECU)
Diploma of Teaching (1979) Western Australian College of Advanced Education
Current Study
Graduate Certificate in Commercialisation of Research (2009) e-Grad school
Awards and Prizes
2003
2003
2009
Letter of commendation from the Chancellor for Master’s research
Certificate of Recognition for Contribution to Educational Research by the Western
Australian Department of Education and Training.
International Award for Excellence in the area of knowledge, culture and change in
organisations.
Professional Association Membership
Foundation Member of the Western Australian College of Teaching (2004-2009)
Publications
Theses and Book Chapters
Bolt, Susan. (2003). Teacher Identification of Significant Action Learning Experiences Leading to
Professional Growth. Unpublished Thesis, Curtin University of Technology, 2003.
Bolt, Susan. (2008). Practice Based Learning: Balancing Individual and Organisational Needs. In
O’Doherty, E. (ed.). (2008). The Fourth Education in a Changing Environment Conference
Book 2007. California: Informing Science Press.
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Bolt, Susan. (2009). An Investigation of Professional Learning in Dynamic Environments.
Unpublished Thesis, Curtin University of Technology, 2009.
Refereed Journals
Bolt, Susan. (2007). The Challenge of Integrating Research, Action and Learning in the Workplace
to Affect Organisational Change. International Journal of Pedagogies and Learning, 3(2),
pp. 42-51. October 2007.
Bolt, Susan. (2008). Synchronising Formal and Informal Learning in the Workplace to Enhance
Professional Development. The International Journal of Learning. Volume 15, Issue 4,
pp.57-66.
Bolt, Susan. (2008). Perspectives of Professional Development: Exploring Diversity Within and
Across Organisations. The International Journal of Diversity in Organisations,
Communities and Nations. Volume 8, Issue 3, pp.11-20.
Bolt, Susan. (2008). Building the Capacity of Learning Professionals through an Infusion of Formal
and Informal Learning. The International Journal of Knowledge, Culture and Change
Management. Volume 8, Issue 3, pp.179-186.
Refereed Conference Proceedings
Bolt, Susan, (2007). The Importance of Understanding Adult Learning and Organisational Change.
Unpublished proceedings from CBS Doctoral Students’ Colloquium, Curtin University of
Technology, 30-31 August, 2007.
Bolt, Sue. (2007). Practice-based Learning: Balancing Individual and Organisational Needs.
http://www.ece.salford.ac.uk/proceedings/papers/42_07.pdf
Bolt, Sue. (2007). A Framework for Improving teaching and Learning through Action Learning.
http://www.ece.salford.ac.uk/proceedings/papers/28_07.pdf
Conferences Presentations and Accepted Abstracts
The Importance of Understanding Adult Learning and Organisational Change. CBS Doctoral
Students’ Colloquium, Curtin University of Technology, WA, 30-31 August, 2007.
The Challenge of Integrating Research, Action and Learning in the Workplace to Affect
Organisational Change. Pedagogies and Learning Conference, University of Southern
Queensland, 26-28th September, 2007.
Practice-based Learning: Balancing Individual and Organisational Needs. Education in a Changing
Environment, University of Salford, Manchester, 12-14 September, 2007.
A Framework for Improving teaching and Learning through Action Learning. Education in a
Changing Environment, University of Salford, Manchester, 12-14 September, 2007.
Synchronising Formal and Informal Learning in the Workplace to Enhance Professional
Development. Fifteenth International Conference on Learning, University of Illinois,
Chicago, 3-6 June, 2008.
Perspectives of Professional Development: Exploring Diversity Within and Across Organisations.
Eighth International Conference on Diversity in Organisations, Communities & Nations,
HEC, Montreal, 17-20 June, 2008.
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Building the Capacity of Learning Professionals through an Infusion of Formal and Informal
Learning. Eighth International Conference on Knowledge, Culture and Change in
Organisations, University of Cambridge, 5-8 August, 2008.
A Contingency Approach to Management Education and Training. Ninth International Conference
on Knowledge, Culture and Change in Organisations, Northeastern University, Boston, 2427 June 2009.
Privatisation of Western Australian Performance Venues: A case study of the change process. Ninth
International Conference on Knowledge, Culture and Change in Organisations, Northeastern
University, Boston, 24-27 June 2009.
The customisation of Perdisco e-learning resources to enhance student learning in Accounting
(Financial) 250 in various locations using different modes of learning. (with Sian Flynne)
Sixteenth International Conference on Learning, University of Barcelona, 1-4 July 2009.
Enhancing Transition to University by Engaging High School Students with University Curriculum.
(with Mark Graber) Sixteenth International Conference on Learning, University of
Barcelona, 1-4 July 2009.
Valuable Voices; Invaluable Teaching/Learning Experiences (with Laurie Dickie) Fifth Education
in a Changing Environment Conference, University of Salford, Manchester, 15-16
September, 2009.
The Use of Discussion Boards by First Year Business Information Systems 100 Students. (with
Mark Graber) Fifth Education in a Changing Environment Conference, University of
Salford, Manchester, 15-16 September, 2009.
Factors influencing success in the delivery of business courses through Web CT in remote
locations: A case study of a collaborative partnership between Curtin University of
Technology and the African Virtual University. (with Mark Graber) Cambridge
International Conference on Open and Distance Education, Cambridge 22-25 September
2009.
Invited Plenary Addresses at Conferences
Building the Capacity of Learning Professionals through an Infusion of Formal and Informal
Learning. Ninth International Conference on Knowledge, Culture and Change in
Organisations, Northeastern University, Boston, 24-27 June 2009.
Employment History
2006-2009 Coordinator Learning and Teaching Curtin Business School
Details are included in the application. The key facets of this role included:
1. The scholarship of teaching and learning;
2. Recognition of excellence in teaching and learning;
3. The CBS experience (including enhancing the student experience in first year); and
4. Academic service through participation and leadership on faculty and university committees
and professional advice and support concerning teaching and learning.
2006 Project Manager – Professional Support, Standards and Moderation Directorate,
Department of Education and Training.
In this role I work at state level (which consists of 14 districts) to advise, promote and support
quality learning and teaching, through the provision of professional support to districts, schools and
teachers in Western Australia. The main project for which I was responsible was the Making
Consistent Judgements (MCJ) professional learning program. This project began in 2004 was at that
time the most far reaching professional learning provided for teachers by the Department of
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Education and Training. In this role I was responsible for the rollout of the final four (of eight)
learning areas (Year 9 Languages, Year 9 Arts, Year 7 Society and Environment, Year 5 and 7
Science). I managed a team of project officers, myself and the associated budget, which was in
excess of $2m (excluding team salaries). The Making Consistent Judgements professional learning
modules consisted of two and three days of spaced learning for teachers. The aim of this project was
to build the capacity of teachers and schools to make consistent judgements about students’
demonstration of the Achievement Targets in Years 3, 5, 7 and 9 using the Outcomes and Standards
Framework to implement the Curriculum Assessment and Reporting Policy. During 2006, several
MCJ modules were provided for teachers. I was involved in the evaluation and acquittal of these
modules across the state. Another focus of the project was the collection, publication and
distribution of professional support and training materials in preparation for teacher and facilitator
training in 2007. As this project was nearing completion, I was engaged in the conceptualisation of
possible future provision of professional support for Western Australian teachers. It was anticipated
that online learning would play a significant role in the future as well as face-to-face professional
learning programs. I also managed the provision of curriculum modules in the Teacher Entry and
Orientation Program for teachers seeking to work with the department, who had worked in other
countries, states or been out of teaching for five years or more.
2004-2006
Service Area Curriculum Consultant – Literacy (SACC) based at the Swan
Education District Office but servicing three districts (Swan, Midlands, Kimberley)
within the Department of Education and Training.
In this role I provided curriculum leadership in Swan and the Midlands, which consisted of
approximately 150 schools. I worked as a member of the Swan SACC Literacy team, which was
comprised of three people, two based in Swan and one in the Kimberley with and overall budget for
this team of $225,000 per annum (excluding team salaries). The SACC teams were put in place by
the department to build the capacity of schools and teachers to achieve the overall and key
objectives of the Plan for Government Schools 2004-2007, in particular the development of a
motivated and capable workforce and students who were motivated, engaged and achieve high
academic standards. The main focus of my work involved the negotiation, development, provision,
support and evaluation of specialised and commercial professional learning in literacy for teachers
across all schools in the service area. The commercial professional learning that I delivered
included First Steps in Writing, First Steps in Reading, Stepping Out in Reading and Viewing. Each
of these was a two day program as well as on site follow-up with teachers regarding the
implementation of their learning in the workplace. During this time I was also a central presenter
and facilitator for the English MCJ modules for Years 3, 5, 7 and 9. In response to school needs I
negotiated and developed specific professional learning programs such as; action learning, writing
investigation (for 200 teachers across 10 schools and the training of 30 facilitators) and listening
and speaking achievement in an Education Support setting.
2002-2003
Curriculum Project Officer - Department of Education and Training
In this role I was involved in five key curriculum projects.
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Teacher Entry and Orientation Program: I developed, conducted and analysed the results of a
survey to ascertain re-entry teacher needs. From this I worked in collaboration with others to
develop and trial a program to address these needs and induct teachers into the department.
Curriculum Forum: I was the executive officer for this group comprised of representatives
from Curtin, UWA, ECU, Murdoch, Notre Dame, Curriculum Council and the department of
Education and Training. As a result of my work with these representatives two curriculum
forum events were held at Notre Dame and UWA for the academic staff from each of the
universities and government organisations.
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Reporting to Parents Research Project: I worked with a team to develop and trial research
questions, collect data through interviews, analyse and report on the data to inform the
revision and development of the Curriculum Assessment and Reporting: Policy and
Guidelines K-10
Middle Schooling: I attended the launch of the Beyond the Middle research at a conference in
Queensland and subsequently provided professional development to others based on this
information.
Professional Learning: provided support as required.
2001-2002
Curriculum Improvement Officer (CIO) in the Swan Education District Office,
Department of Education and Training.
In my role as CIO, I coordinated the Swan District response to the Post Compulsory Education
Review in 2001. Further to this, I provided professional support to teachers involved in the
implementation of the Curriculum Improvement Program across a range of learning areas. I was the
District Leader Facilitator for the Australian Government Quality Teacher Program (QTP) in 20012002. Swan received the highest amount of funding in the program at this time and as such
approximately 39 projects were awarded to schools in this district in the two years that I managed it.
I reviewed, redeveloped, coordinated and jointly facilitated extensive professional development
programs specifically focused on action learning and pedagogical improvement. I acted in an
advisory capacity to school administrators and project coordinators to ensure that projects were
completed successfully. I scheduled and conducted regular, strategic meetings with these leaders to
provide information, networking opportunities, monitoring and evaluation of projects and to
develop case studies of teachers’ action learning experiences. In the first year 16 case studies were
produced. I used these to develop and publish a professional support resource, Learning Through
Action, and as a basis for my Master of Education research. This publication was a useful resource
in the district. The results of my research contributed to the evaluation of the QTP in Western
Australia. During the second year 20 written and multi-media case studies were developed and
exhibited in a public forum.
Teaching Experience
Coursework Teaching
2002-2006
Sessional Lecturer - Curtin University of Technology
 ED417 Action Learning
 ED422 Critical Enquiry
 ED343 Classroom Management
 Special Education and Inclusive Schooling Professional Development Program (Indonesian
administrators and teachers)
Professional Development Facilitator – Department of Education and Training
Delivery of certified professional learning programs (2004-2006)
 Making Consistent Judgements in English Years 3, 5, 7, 9 central content presenter,
facilitator
 First Steps 2nd Edition Reading and Writing
 Stepping Out Reading and Viewing
 Middle Years Strategy
Development of Professional Learning and Support Materials
 Teacher Entry and Orientation (2003, 2006)
 Midland and District Investigation of Level 2 Writing PD (2005)
 Listening and Speaking in an Education Support Setting (2005)
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
Professional Learning Through Action (2003)
Secondary School Teacher – Department of Education and Training
1999-2000
Warnbro Community High School – Senior Campus English teacher
Secondary School Teacher – Private sector
1990-1998
HOLA, Year Coordinator, Teacher (Swan Christian College)
 The scope and nature of the teaching role included professional duties associated with
teaching students in years 8-12 in a Christian Parent Controlled School environment and
included significant curriculum development supportive of the school ethos. I taught English
and initiated the learning and teaching, curriculum development and resourcing of French
(8-12) including extra-curricular activities such as camps and overseas trips.
 Year 10 Coordinator (1996-8): coordinating pastoral care, management of student
behaviour, coordination of work experience, extra-curricular activities and administration
for four teachers and 100 students.
 HOLA – English, LOTE, Arts (1997-8): Management of 12 teachers and resources for
three learning areas. I initiated a move to outcomes focused education by reflecting on the
Draft Curriculum Framework with staff, reviewing curriculum provision and initiating a
collaborative approach to planning, implementing and evaluating an outcomes approach.
1988-1989
1982-1987
1981
Teacher- Northside Senior College (English/ESL Years 11 & 12)
Relief Teacher - Wundowie District High School, Bentley JPS School
Teacher - Northside Christian School (Years 1-3)
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