I completed my undergraduate and postgraduate studies in Applied Linguistics (English and German), Tertiary Teaching and Intercultural Business Communication at Friedrich-Schiller University in Germany. During that time, I worked for different organisation and institutions in Germany, Belgium, and Spain. Teaching languages and communication became my passion, so I followed this path and complete a teaching internship a UNE in Armidale in 2003 where I fell in love with Australia and decided to return. Before, however, I held lecturer positions at two universities in the Northeast of China which taught me a lot about applied intercultural communication and different learning styles. In 2009, I returned to Australia and started my PhD at Macquarie University the year after. I was a lecturer and tutor in International Studies and Intercultural Communication there (an in other institutions in Sydney) for many years, before I accepted the position at UTS in 2018.
Intercultural Competence Development
Language Teaching and Leaning
Organisational identity and communication
Intercultural and International Communication
International Studies/ German Studies
Media and Public Relations
Crisis and Risk Communication
currently convening Intercultural Communication (99200), International Internship (97900,97901), In-country Contemporary Society (977912, 977917), In-country Language and Culture (977913, 977918)
Taylor, M, Marrone, M, Tayar, M & Mueller, B 2018, 'Digital storytelling and visual metaphor in lectures: a study of student engagement', Accounting Education, vol. 27, no. 6, pp. 552-569.View/Download from: Publisher's site
© 2017, © 2017 Informa UK Limited, trading as Taylor & Francis Group. Digital storytelling is a multimodal instructional design framework that helps to explain complex concepts using narrative and metaphor. Drawing from conceptual metaphor theory, we explore the effect of digital storytelling on student engagement and understanding of unit material in two undergraduate units. Through a mixed methods approach, visual elements of storytelling and metaphors are found to increase student engagement. Greater increases in student engagement are found for accounting students than a comparison cohort of management students. The main contribution of this paper is in using conceptual metaphor theory to create a new understanding of student engagement regarding rich metaphors becoming cognitively aligned with accounting concepts. A storytelling approach further helps to improve student engagement by connecting multiple metaphors into a compelling overarching narrative. We present accounting education practitioners with specific recommendations for improving student engagement by introducing narrative and metaphoric elements into lectures.
Oguro, S & Mueller, B 2020, 'Learning abroad and graduate employability: challenges articulating international learning outcomes' in Heinrich, E & Bourke, R (eds), Research and Development in Higher Education: Next generation, Higher Education: Challenges, Changes and Opportunities, Higher Education Research and Development Society of Australasia, Hammondville, pp. 85-93.
Growing numbers of Australian undergraduate students are participating in short-term international experiences as part of their degree courses. In addition to any discipline specific knowledge or skills learnt, such international programs provide students with the opportunity to develop graduate attributes such as intercultural communication skills and professional readiness for careers in globalised workplaces. To facilitate their transition to graduate employment, it is important that students are able to articulate the learning outcomes of international programs and apply them to professional contexts. However, this is a complex task for students that has not been adequately addressed in university learning programs. To address this gap, this paper reports on a study of the
experiences of 55 undergraduate students from a range of disciplines who had completed a learning abroad program. It analyses interview data on the challenges students faced to connect their international experience with their future professions.
Results indicate a complex range of potential challenges for individual students relating
to their career management skills, developing professional identity, task-related performance issues, and perceptions of the relevance of international programs for employability. The paper establishes the necessity for universities to maximise the affordances of learning abroad programs by adequately supporting students to realise global graduate career opportunities.