Marie Manidis, Postdoctoral Research Fellow University of Technology Sydney (UTS), B.A.,Secondary Teachers Diploma; Graduate Diploma in Multicultural Education (Class Medal), MEd (by thesis), PhD (UTS).
Marie has worked in the private, public, vocational and higher education sectors for over 30 years. In these sectors Marie has held numerous management and specialist positions working on state and national projects. At UTS, Marie has taught in a range of areas including curriculum planning, language assessment, professional practice, research design, cultural diversity in the workplace and organisational workplace learning.
Marie’s current interests are in the learning of social, organisational and professional practices in the health and academic sectors. Marie has published/presented papers in a number of domestic and international journals and conferences.
Can supervise: YES
Professional practices research
Second language assessment
Cultural diversity Training
Cultural Diversity in the Workplace; Assessing Learning, Second language assessment, Organisational Learning
Iedema, R, Piper, D & Manidis, M 2015, Communicating Quality and Safety in Healthcare, Cambridge University Press, Melbourne.
Slade, DM, Manidis, M, McGregor, J, Scheeres, H, Chandler, E, Stein-Parbury, J, Dunston, R, Herke, M & Matthiessen, CM 2015, Communicating in Hospital Emergency Departments, Springer, Heidelberg New York Dordrecht London.View/Download from: Publisher's site
Manidis, M, McGregor, J & Slade, D 2010, Communicating in The Emergency Department: Executive Summary Report for Gosford Hospital, University of Technology, Sydney-Faculty of Arts & Social Sciences-Centre for Learning & Change.
Manidis, M, McGregor, J & Slade, D 2010, Communicating in The Emergency Department: Executive Summary Report for The Canberra Hospital (TCH)., University of Technology, Sydney-Faculty of Arts & Social Sciences-Centre for Learning & Change.
McGregor, J, Manidis, M & Slade, D 2010, Communicating in The Emergency Department: Executive Summary Report for Hornsby Ku-ring-gai Hospital, University of Technology, Sydney-Faculty of Arts & Social Sciences-Centre for Learning & Change.
Manidis, M, McGregor, J & Slade, D 2009, Emergency communication: report for Prince of Wales Hospital, University of Technology, Sydney-Faculty of Arts & Social Sciences-Centre for Learning & Change.
Manidis, M & Prescott, P 1994, Assessing Oral Language Profiency: A Handbook for Teachers in the Adult Migrant English Program, National Centre for English Language Teaching and Research, Macquarie University.
Manidis, M & Goldsmith, R 2018, 'Governing the social, material, textual and advancing professional learning of doctoral candidates in the contemporary university', Teaching Public Administration, vol. 36, no. 1, pp. 14-33.View/Download from: Publisher's site
Doctoral education is increasingly of interest to higher education researchers and policy-makers as the qualification’s diversity, governance, reach and policy outcomes come under growing scrutiny. In the context of these changes, the paper adopts for the first time since Cumming’s seminal study, a practice-based exploration of the social, material, textual, and professional learning of doctoral candidates in an Australian university. The exploration, drawing on empirical data and practice-based analyses of the university as ‘organisation’, examines divergent and growing pressures on the qualification. Data indicate that current arrangements privilege sociomaterial (disciplinary) learning. Textual practices, central to accomplishing the dissertation, develop over time and in irregular fashion across disciplines, as candidates learn new rhetorical and publication practices. New practices aimed at reimagining the doctoral qualification as a vocational/professional formation program are unlikely to succeed given the prevailing nature of practices and practice-based conceptualisations of situated learning.
Rooney, D, Manidis, M, Price, OM & Scheeres, H 2018, 'An enterprising Phoenix: Materiality Affect and Learning', Journal of Workplace Learning, vol. 30, no. 4, pp. 262-273.View/Download from: Publisher's site
The purpose of this paper is to explore how workers experience planned and unplanned change(s), how the effects of change endure in organizations and the entanglement (Gherardi, 2015) of materiality, affect and learning.
Research design is ethnographic in nature and draws from 30 semi-structured interviews of workers in an Australian organization. Interviews were designed to elicit narrative accounts (stories) of challenges and change faced by the workers. Desktop research of organizational documents and material artefacts complemented interview data. Analysis is informed by socio-material understandings and, in particular, the ideas of materiality, affect and learning.
Change, in the form of a fire, triggered spontaneous and surprisingly positive affectual and organizational outcomes that exceeded earlier attempts at restructuring work. In the wake of the material tragedy of the fire in one organization, what emerged was a shift in the workers and the practices of the organization. Their accounts emphasized challenges, excitement and renewal, which prompt reconsideration of learning at work, in particular the entanglement of affect, materiality and learning in times of change.
Much workplace learning research identifies change as conducive to learning. This paper builds on this research by providing new understandings of, and insights into, the enduring effects of change.
Manidis, M & Addo, R 2017, 'Learning a practice through practise: presenting knowledge in doctoral spoken presentations', Studies in Continuing Education, vol. 39, no. 3, pp. 235-250.View/Download from: Publisher's site
© 2017 Informa UK Limited, trading as Taylor & Francis Group. Learning to ‘become doctor’ requires PhD candidates to undertake progressive public displays–material and social–of knowledge. Knowledge in doctoral pedagogy is primarily realised textually, with speaking and writing remaining as the primary assessment rubrics of progress and of the qualification. Participating textually begins, in a public sense, with the Confirmation of Candidature presentation/paper and culminates in a Viva Voce/dissertation. Drawing on linguistic ethnographic observations and analyses, this paper uses practice-based perspectives to examine a doctoral candidate practising to present knowledge publicly in a university research centre. The paper focuses on sociomaterial shifts in the trial run and final delivery of the two presentations examining how the candidate is initiated into new actions in response to these changes. Findings reveal how the candidate engages with collective understandings of the practice of presenting knowledge provided by feedback from her doctoral ‘friends’. Learning a practice through practise highlights the importance of participating as learning and learning as participating. This is particularly so in a time of change for doctoral pedagogy, when honing a practice collectively is argued to be advantageous in a localised setting that recognises and fosters the benefits of participation.
Manidis, M 2016, 'Review of Intercultural Postgraduate Supervision: Reimagining time, place and knowledge', Studies in Continuing Education, vol. 38, no. 1, pp. 126-127.View/Download from: Publisher's site
This empirically driven paper is about workplace learning with specific focus on the ‘work’ of consuming practices. By consuming we refer to the eating, and the drinking, and (at times) to the smoking that workers, in most organisations, do on a daily basis. Indeed, it is the quotidian nature of consuming, coupled with its absence from workplace learning research that make them noteworthy practices to explore. In using the term practice we draw on the recent tranche of practice based theorisations: notably Schatzki (1996, Organization Studies, 26(3), 465-484, 2005, Organization Studies, 27(12), 1863-1873, 2006) and Gherardi (Human Relations, 54(1), 131-139, 2001, 2006, Learning Organization, 16(5), 352-359, 2009). The paper frames consuming practices as ‘dispersed’ (general) practices and, illustrated through empirical data from multiple projects, we progressively outline how these contribute to the learning of ‘integrative’ (specialized work) practices. Our overall aim is to (re)position consuming practices from prosaic, to having much relevance for research on workplace learning.
Manidis, M 2015, 'Practising Knowing at Work: a case study in healthcare', TPA - Teoria e Prática em Administração v. 5, n. 2 (2015) Sumário http://periodicos.ufpb.br/ojs2/index.php/tpa/issue/view/1678, vol. 5, no. 2, pp. 27-50.
In healthcare today, medical knowledge is still largely viewed by the health sector as an ‘epistemology of possession’; a perspective which gives primacy to knowledge transfer and communication aspects of care. In my view, this perspective underestimates the complexity of the social, material, situated and collective way that doctors and nurses actually work together – and do knowledge – in order to care for their patients. I illustrate this complexity based on data from a large Australian Research Council (ARC) study by closely examining a case study of how a healthcare team cares for a dying 67-year old patient, Joel in an Emergency Room (ER). Drawing on ethnographic and linguistic ethnographic methodologies and data, ‘knowledge’ is proposed, not as ‘possession’, but as an activity, ‘a collective and distributed ‘doing’ situated in time and space, and therefore taking place in [the] work practices [of the ERs nurses and doctors]. Theoretically the paper adopts a ‘practice-based’ analysis of how team knowledge is done in the ER. In adopting this approach the paper challenges conventional views on knowledge, knowledge transfer and communication in healthcare – and more broadly in other organizational contexts – alerting us to new ways of thinking about how team knowledge is done and how organizational learning might be reconceptualized.
Johnsson, MC, Price, OM & Manidis, M 2014, 'Re-organizing public sector work: Conditions for innovating-in-practice', Offentlig Förvaltning : Scandinavian Journal of Public Administration, vol. 18, no. 4, pp. 29-50.
Public sector organizations continue to re-organize in response to reform imperatives but
are they more innovative when they transform to market or customer orientations? This
paper examines what we call innovating-in-practice in a hospital emergency department,
a local government council and a corrections centre by analyzing how work organization
dualities are negotiated using a practice theory lens. In public sector work, work dualities
and tensions are often created when reform initiatives are introduced, requiring existing
work practices to be challenged and changed. Our empirical illustrations expose the messiness and enmeshing of various practitioner interests, relations, materialities and purposes of practice in ways that restrict or embrace innovation. Innovating-in-practice ‘troubles’ the structural limitations of conventional approaches to organizing or designing for innovation, suggesting in contrast, the value of more fluid processes for reinventing work that emerge from accommodating work organization dualities and interrogating the complexities of practice-based accomplishments.
This article presents a meta-disciplinary and institutional framework of practices used by nurses and doctors to manage the indeterminacy of knowing in emergency departments (EDs) in Australia. We draw on Schatzkian perspectives of how practices prevail and reflect particular site ontologies. We posit that nurses and doctors draw on a repertoire of practices to finesse their knowing at patients’ bedsides: they practise knowing. Drawing on existing practice knowledges (old learnings) they tailor them in the ED (new workplace learnings). This suggests that learning (practices) in the ED is teleological and emergent. This alerts us to new ways of thinking about attachments to practice knowledges, or ‘the teleological–affective structuring’ of practices (Schatzki, 2006 Schatzki, T. R. (2006). On organizations as they happen. Organization Studies, 27, 1863–1873.
[Crossref], [Web of Science ®], [Google Scholar]
, Organization Studies, 27, 1864), and its implications for organizational learning.
This article presents data from a three-year study on how clinicians transfer and work with information in emergency departments.
Herke, MA, Matthiessen, CMI, Manidis, M, McGregor, J, Scheeres, H, Slade, D, Dunstan, R, Iedema, R, Stein-Parbury, J & others 2010, 'Corpus-based SFL Research: quantitative insights into the construal of identity and experience in the Emergency Departments'.
Herke, M, Matthiessen, C, McGregor, J, Manidis, M, Scheeres, H, Slade, D, Stein-Parbury, J & Iedema, R 2008, 'Patient Safety: a tri-stratal interpretation of communicative risk in the Emergency Departments of public hospitals', Proceedings of ISFC 35: Voices Around the World, pp. 143-143.
Manidis, M 2008, 'Emergency Communication: The discursive challenges facing emergency clinicians and patients in hospital emergency departments', Discourse & Communicaiton, vol. 2, no. 3, pp. 289-316.
Slade, D, Scheeres, H, Manidis, M, Iedema, R, Dunston, R, Stein-Parbury, J, Matthiessen, C, Herke, M & McGregor, J 2008, 'Emergency communication: the discursive challenges facing emergency clinicians and patients in hospital emergency departments', Discourse & Communication, vol. 2, pp. 271-298.
Clegg, S, Garrick, J, Hager, P, Melville, B, Manidis, M, Risgalla, R & others 1999, 'Australian construction industry: industry forum: learning directions in construction: a report on industry forum’Learning directions in construction’held at the University of Technology, Friday 4 June 1999'.
Garrick, J, Manidis, M & others 1999, 'Learning directions in construction: lifelong learning in practice'.
Cunningham, J & Manidis, M 1995, 'Brokerage: the supporting role played by ALMITAB national WELL project officers'.
Manidis, M & Micallef, K 1995, 'Making a case: six case studies of language and literacy provision in TCF companies: project report'.
Price, OM, Gherardi, S & Manidis, M 2020, 'Enacting responsible management: a practice-based perspective' in Laasch, O, Jamali, D & Suddaby, R (eds), The Research Handbook of Responsible Management, Edward Elgar, Cheltenham.
Manidis, M 2018, 'Pressures, Pathways, and Practices: Learning as a First-Year International Research Candidate' in Postgraduate Education in Higher Education, Springer Singapore, pp. 1-32.View/Download from: Publisher's site
Manidis, M & Yasukawa, K 2017, 'Developing Professionally: A Practice Based Perspective' in Leibowitz, B, Bozalek, V & Kahn, P (eds), Theorising Learning to Teach in Higher Education Realist, Socio-Material and Social Practice Approaches, Routledge, Oxon, pp. 93-109.
This chapter analyses a case study of a self-initiated Professional Development (PD) undertaking involving the two authors: Marie as the critical friend to Keiko, a higher education lecturer piloting a new subject in her teacher education program. The chapter focuses on Keiko’s practices – her doings, seeings, sayings and beings relatings – her reflections on these (and on her learners) and how they have developed over time. The chapter situates the case study in a complex interrelated ‘ecology of practices’ (Kemmis et al. 2014, p. 11) drawing on focused and linguistic ethnographic methodologies and data (Kornblauch 2005; Rampton, Maybin & Roberts 2014). The chapter explores how Keiko’s practices have been shaped by, and perhaps will shape, those ‘metapractices’ (Kemmis 2012) of higher education teaching and learning and higher education workforce development, as well as the metapractices shaping and being shaped by the learners’ practices.
The analysis highlights 1) aspects of PD in Australian Academia, in particular, how variations in practice and in conceptualisation have flourished unchecked in a sector that has developed a baseline of entry, i.e. a doctoral qualification, but has not necessarily instituted continual (or even initial) PD in the teaching and learning component of academics’ work; 2) how ‘professional competence and knowledge in [relevant professional] domains’ (TEQSA 2015, p. 8) are played out, illustrated and connected to reflection, to relational knowing (Noddings 2003), to the collective and individual efforts and pleasures of teaching, learning and ‘becoming’ for the teacher/lecturer and learners alike and to the varied practices and idiosyncratic understandings – and tensions – of developing professionally in a context where PD may be somewhat inconsistently conceptualised and practised; and finally 4) how in situ teaching is inherently tied and responsive to the temporal, spatial, social, material dimensions and discursive and epistemic...
Iedema, R, Piper, D & Manidis, M 2015, 'A brief history of communication in health care' in Communicating Quality and Safety in Health Care, Cambridge University Press, pp. 17-33.
Manidis, M 2015, 'Communicating in emergency care' in Communicating Quality and Safety in Health Care, Cambridge University Press, pp. 66-75.
Manidis, M & Scheeres, HB 2012, 'Towards Understanding Workplace Learning Through Theorising Practice: At Work in Hospital Emergency Departments' in Hager, P, Lee, A & Reich, A (eds), Practice, Learning and Change: Practice-Theory Perspectives on Professinal Learning, Springer, Dordrecht, pp. 103-118.
This chapter addresses how nurses and doctors work and know in practice in Australian emergency departments. The chapter draws on empirical data and ethnographic and discourse analysis methodologies.
Awais, M & Manidis, M 2018, 'Assembling the complexity of emerging knowledge the PhD Parallel Progress Pyramid (P⁴)', 21st Saudi Computer Society National Computer Conference, NCC 2018, Saudi Computer Society National Computer Conference, IEEE, Riyadh, Saudi Arabia, pp. 1-6.View/Download from: Publisher's site
© 2018 IEEE. Theorising doctoral learning/writing is generally within the purview of academics and professional theorists [1-5]. This paper seeks to give voice to an International Higher Degree Research candidate in Information Technology, highlighting an entirely unique perspective on learning and experiences in the PhD. It draws on the disciplinary field to illustrate a 'software-based approach' to undertaking PhD tasks in seeking to make sense of emergent learning. The candidate's co-author (drawing on practice theory-oriented perspectives on learning [6, 7]) highlights how differently this thinking is from predominant learning theories. The paper concludes that 'amateur'  insights can inform and contribute to doctoral pedagogy in researcher development, through providing a new language for talking to and possibly new methodologies for learning, for both international and science-based candidates, about their progress.
Manidis, M & Price, OM 2013, 'A Schatzkian Practice Perspective of change and stability in organisations', Research into Work and Learning 8, Univerity of Stirling, Stirling, Scotland.
This paper presented a Schatzkian practice perspective of change and stability in organisations
This paper presented ethnographic and discourse analysis findings based on a three year study into five Australian emergency departments.
Roxburgh, MW, Rees, M, Anderson, B, Sweetapple, K & Wagner, N 2010, 'SLOW MOVING LANDSCAPES', Gadfly Media.
Dunston, R, Forman, D, Hager, J, Manidis, M, Rogers, G, Rossiter, C, Thistlethwaite, J & Yassine, T Commonwealth of Australia 2014, Curriculum Renewal for Interprofessional Education in Health, Final Report for Office for Learning and Teaching, Sydney.
Dunston, R, Forman, D, Manidis, M, Rogers, G, Rossiter, C, Thistlethwaite, J & Yassine, T Centre for Research in Learning and Change, University of Technology Sydney 2013, Interprofessional Education: a National Audit. Report to Health Workforce Australia, Sydney.
Iedema, R & Manidis, M 2013, Patient-Clinician Communication: An Overview of Relevant Research and Policy Literatures.
Concern with patient‐clinician communication is growing exponentially. Service users expect
clinicians to communicate well in how they enact information provision and in how they
conduct their service relationships. The rising complexity of care trajectories, due to the
growing numbers of chronically ill patients, further increases the communication demands
facing clinicians. Unfortunately, this complexity also raises the likelihood of problems and
unexpected errors, and resolving these matters too requires increasingly sophisticated kinds
of communication. Finally, research findings demonstrate that effective communication
heals, and that sub‐standard communication may have nocebic effects. For all these
reasons, paying close attention to what defines effective patient‐clinician communication is
critical to the quality and safety of contemporary health care.
Slade, D, Manidis, M, McGregor, J, Scheeres, H, Stein-Parbury, J, Dunston, R, Stanton, N, Chandler, E, Matthiessen, C & Herke, M 2011, We try to make visible the passion and commitment of staff to providing high quality health care in the fast-paced and challenging context of the Emergency Department. We argue that to deliver effective care, clinicians must also communicate care effectively..
Slade, DM, Manidis, M, McGregor, J, Scheeres, H, Stein-Parbury, J, Dunston, R, Stanton, N, Chandler, E, Matthiessen, C & Herke, M University of Technology, Sydney 2011, Communicating in hospital emergency departments, Volume 1: Final report, Sydney.
Manidis, M 2013, 'Practising knowing in emergency departments'.
Manidis, M 2013, 'Practising knowing in emergency departments: tracing the disciplinary and institutional complexities of working, learning and knowing in modern emergency departments'.
Manidis, M & Jones, M, 'Certificate in Spoken and Written English'.