a.larsen@cqu.edu.au

0433490880

ORCiD: https://orcid.org/0000-0003-0011-7340

ResearchGate: https://www.researchgate.net/profile/Ana-Larsen

Staff Profile: https://staff-profiles.cqu.edu.au/home/view/25495?ignoreLogin=1

I am available to deliver invited presentations, guest lectures, and professional development workshops for universities and education organisations. If your team is exploring equity, or self‑efficacy‑building practices, I welcome the opportunity to contribute.

Grants and other achievments

2025 National Association of Enabling Educators Australia (NAEEA) Special Interest Group Seed grant. $2500 competetive grant winner

2024 Commonwealth Government RTP Scholarship – Remaining PhD duration at $35,000 per annum FTE

2022 National Association of Enabling Educators Australia. $500 competitive grant winner.

Publications

Bradbury, O., Fish, T., Fuqua, M., Larsen, A., & O’Donovan, R. (2026). ‘Selling’ the rural to pre-service teachers: The role of marketing in rural placement programs. The Australian Educational Researcher, 53(1), 9. https://doi.org/10.1007/s13384-025-00940-3

Larsen, A., & James, T. (2026). Empowering Australian Enabling Students: The Importance of Building Self-Efficacy. In M. Cacciattolo & J. Burke (Eds.), Exploring Equity, Inclusion and Agency in Education (pp. 135–153). Springer Nature Singapore. https://doi.org/10.1007/978-981-95-6382-1_8

Larsen, A., James, T., Mann, G., Balloo, K., Hopkins, S., Westacott, M., & Subraminiam, J. (2025). Student Support, Beyond Empty Signifiers: Insights and Challenges from Enabling Educators. Student Success, 16(2), 71–80. https://doi.org/10.63608/ssj.3795

Larsen, A., James, T., Robinson, A., Jones, A., Coleman, M., Lambrinidis, G., & Daniel, R. (2025). The Role of Educators in Cultivating Self-Efficacy Among School-Leaver Enabling Students: Perspectives and Practices. Journal of University Teaching and Learning Practice. https://doi.org/10.53761/ms969649

Larsen, A., & Emmett, S. (2025). COVID-19 and social equity in higher education: Applying a typology of social equity discourses to a complex situation. Australian Journal of Adult Learning, 65(1), 85–102.

James, T., Braund, A., Larsen, A., Conradie, H., & Keating, L. (2024). Social innovation in action: Equity and empowerment through enabling education. Widening Participation and Lifelong Learning, 26(3). https://doi.org/10.5456/WPLL.26.3.172

Larsen, A., & Bradbury, O. (2024). Examining Strategies to Support Teacher Self-Efficacy When Working with Diverse Student Groups: A Scoping Literature Review. In J. Burke, M. Cacciattolo, & D. Toe (Eds.), Inclusion and Social Justice in Teacher Education (pp. 79–97). Springer International Publishing. https://doi.org/10.1007/978-3-031-67612-3_5

Fish, T., Bradbury, O., O’Donovan, R., Larsen, A., & Komarzynski, L. (2024). ‘I do plan to do that in the future, just not the near future’: Rural professional experience programs and pre-service teacher graduate destination preferences. The Australian Educational Researcher. https://doi.org/10.1007/s13384-024-00722-3

Jones, A., Hopkins, S., Larsen, A., & Lisciandro, J. (2023). Looking into the “Dark Mirror”: Autoethnographic Reflections on the Impact of COVID-19 and Change Fatigue on the Wellbeing of Enabling Practitioners. Student Success, 14(3), 41–52. https://doi.org/10.5204/ssj.2779

Larsen, A., & Emmett, S. (2023). A typology of social equity discourses and its contribution to a wicked problem. Widening Participation and Lifelong Learning, 25(1), 221-228. https://doi.org/10.5456/WPLL.25.1.221

Olds, A., Hopkins, S., Lisciandro, J., Jones, A., Subramaniam, J., Westacott, M., Larsen, A., Sturniolo-Baker, R. & Scobie, H. (2023). Stop the clocks: Enabling practitioners and precarity in pandemic time(s), Access: Critical explorations of equity in higher education, 11(1), 12–27. https://novaojs.newcastle.edu.au/ceehe/index.php/iswp/index

Joubert, M., Larsen, A., Magnuson, B., Waldron, D., Sabo, E., & Fletcher, A. (2023). Global challenges: South African and Australian students’ experiences of emergency remote teaching. Journal of University Teaching & Learning Practice, 20(4). https://doi.org/10.53761/1.20.4.09

Larsen, A., & Emmett, S. (2023). The wicked problem of social equity in higher education: the conflicting discourses and the impact of COVID-19. In S. Weuffen, J., Burke, M. Plunkett, A. Goriss-Hunter, & S. Emmett, S. (eds.). Inclusion, Equity, Diversity, and Social Justice in Education: A Critical Exploration of the Sustainable Development Goals (pp. 29-42). Springer Nature Singapore. https://link.springer.com/chapter/10.1007/978-981-19-5008-7_3

Larsen, A., & Frost-Camilleri, L. (2023). Issues and solutions: a literature review of the deficit discourses concerning under-represented students. S. Weuffen, J., Burke, M. Plunkett, A. Goriss-Hunter, & S. Emmett, S. (eds.). Inclusion, Equity, Diversity, and Social Justice in Education, (pp. 43-55). Springer Nature Singapore. https://link.springer.com/chapter/10.1007/978-981-19-5008-7_4

Larsen, A., & James, T. (2022). A sense of belonging in Australian higher education: The significance of self-efficacy and the student-educator relationship. 19(4). https://ro.uow.edu.au/jutlp/vol19/iss4/05

Larsen, A., & Emmett, S. (2021). Social equity in higher education: A wicked problem exacerbated by multiple discourses. Widening Participation and Lifelong Learning, 23(1), 191–200. https://doi.org/10.5456/WPLL.23.1.191