Dr Thomas Wanner

• Appointments

  Date	Position	Institution name
  2016 - ongoing	Senior Lecturer	University of Adelaide, Adelaide
  2008 - 2015	Lecturer	University of Adelaide, Adelaide
  2001 - 2007	Lecturer A	Flinders University

• Awards and Achievements

  Date	Type	Title	Institution Name	Country	Amount
  2024	Award	National Citation for Outstanding Contribution to Student Learning	Universities Australia	Australia	-
  2023	Award	School of Education Research Excellence Award - Interdisciplinary Team Award	University of Adelaide	Australia	-
  2022	Award	Faculty of Arts, Business, Laws and Economics, Award for Teaching Excellence Award	University of Adelaide	Australia	$6,000
  2021	Teaching Award	Stephen Cole the Elder Award for Excellence in Teaching and Support for Learning	University of Adelaide	Australia	$8000
  2016	Teaching Award	Teaching Excellence Award	University of Adelaide	Australia	2,000
  2016	Teaching Award	Beacon Commendation for Excellence in Teaching	University of Adelaide	Australia	3,000

• Language Competencies

  Language	Competency
  German	Can read, write, speak, understand spoken and peer review

• Education

  Date	Institution name	Country	Title
  1998 - 2004	Flinders University, Adelaide	Australia	PhD
  1990 - 1995	University of Tasmania, Hobart	Australia	Bachelor of Arts (Honours)
  1985 - 1988	Universitaet Hohenheim	Germany	Bachelor Agricultural Science

• Certifications

  Date	Title	Institution name	Country
  2011	Graduate Certificate in Online Learning (Higher Education)	University of Adelaide, Adelaide	Australia

• Research Interests

  Climate Change Processes

• Journals

  Year	Citation
  2023	Kidane, R., Wanner, T., & Nursey-Bray, M. (2023). Overcoming barriers to climate change adaptation policy implementation: insights from Ethiopia. International Development Planning Review, 45(2), 1-27. DOI Scopus3
  2022	Kidane, R., Wanner, T., Nursey-Bray, M., Masud-All-Kamal, M., & Atampugre, G. (2022). The Role of Climatic and Non-Climatic Factors in Smallholder Farmers’ Adaptation Responses: Insights from Rural Ethiopia. Sustainability, 14(9), 20 pages. DOI Scopus8 WoS5
  2022	Kidane, R., Wanner, T., Nursey-Bray, M., Kamal, M., & Atampugre, G. (2022). The Role of Climatic and Non-Climatic Factors in Smallholder Farmers’ Adaptation Responses: Insights from Rural Ethiopia. Sustainability, (14), 5715-5735. DOI
  2021	Wanner, T., Palmer, E., & Palmer, D. (2021). Flexible assessment and student empowerment: advantages and disadvantages–research from an Australian university. Teaching in Higher Education, 29(2), 1-17. DOI Scopus17 WoS5
  2019	Nursey-Bray, M., Palmer, R., Meyer-Mclean, B., Wanner, T., & Birzer, C. (2019). The fear of not flying: Achieving sustainable academic plane travel in higher education based on insights from South Australia. Sustainability (Switzerland), 11(9), 22 pages. DOI Scopus55 WoS24
  2018	Wanner, T., & Palmer, E. (2018). Formative self-and peer assessment for improved student learning: the crucial factors of design, teacher participation and feedback. Assessment and Evaluation in Higher Education, 43(7), 1032-1047. DOI Scopus152 WoS75
  2017	Garcia, A., & Wanner, T. (2017). Gender inequality and food security: lessons from the gender-responsive work of the International Food Policy Research Institute and the Bill and Melinda Gates Foundation. Food Security, 9(5), 1091-1103. DOI Scopus23 WoS14
  2017	Power, S., & Wanner, T. (2017). Improving Sanitation in the Slums of Mumbai: An Analysis of Human Rights-Based Approaches for NGOs. Asian Studies Review, 41(2), 209-226. DOI Scopus9 WoS7
  2017	Garrett, B., & Wanner, T. (2017). Aid for trade and ecologically sustainable development in Australia’s international aid program. Australian Journal of International Affairs, 71(6), 661-677. DOI Scopus3 WoS2
  2017	Wanner, T. K. (2017). Editorial: Empowerment through teaching and learning. Ergo, 4(1), 1-3.
  2017	Wanner, T. K. (2017). Editorial: Empowerment through teaching and learning. Ergo, 4(1), 1-3.
  2015	Wanner, T., & Palmer, E. (2015). Personalising learning: exploring student and teacher perceptions about flexible learning and assessment in a flipped university course. Computers and Education, 88, 354-369. DOI Scopus343 WoS212
  2015	Wanner, T., & Wadham, B. (2015). Men and masculinities in international development: ‘men-streaming’ gender and development?. Development Policy Review, 33(1), 15-32. DOI Scopus18 WoS9
  2015	Wanner, T. (2015). The new ‘passive revolution’ of the green economy and growth discourse: maintaining the ‘sustainable development’ of neoliberal capitalism. New Political Economy, 20(1), 21-41. DOI Scopus190 WoS136
  2012	Wanner, T., & Rosser, A. (2012). Building neo-liberal markets and other agendas: the politics of risk management at AusAID. Journal of Contemporary Asia, 42(3), 447-463. DOI Scopus2 WoS1
  2009	Wanner, T. (2009). Climate change policies in Australia: Gender equality, power and knowledge. Proceedings of World Academy of Science, Engineering & Technology, 54, 432-438.
  2009	Wanner, T. (2009). Men-streaming food security: Gender, biodiversity and ecological sustainability. International Journal of Environmental, Cultural, Economic and Social Sustainability, 5, 1-9.
  2008	Wanner, T. (2008). Leaving green footprints: South Australia's strategic plan and ecological footprint. South Australian Geographical Journal, 107, 86-102.

• Books

  Year	Citation
  2014	Carroll, T., & Jarvis, D. S. L. (Eds.) (2014). The Politics of Marketising Asia. Palgrave Macmillan UK. DOI

• Book Chapters

  Year	Citation
  2024	Wanner, T., & Siefken, K. (2024). HARNESSING SPORT FOR SUSTAINABLE DEVELOPMENT GOALS AND CLIMATE ACTION: A VANUATU CASE STUDY. In Y. Kanemasu (Ed.), Research in the Sociology of Sport (Vol. 22, pp. 205-224). Emerald Publishing Limited. DOI
  2021	Wanner, T. (2021). Foreign aid, the soft power of sport, and the Sustainable Development Goals: An analysis of Australia’s sport for development in the Pacific program. In K. Siefken, A. R. Varela, T. Waqanivalu, & N. Schulenkorf (Eds.), Physical Activity in Low- and Middle-Income Countries (pp. 109-126). Abingdon, Oxfordshire, UK: Routledge. DOI
  2021	Kidane, R., Wanner, T., & Nursey-Bray, M. (2021). Understanding the Climatic and Non-climatic Drivers of Livelihood Vulnerability in the Tigray Region of Ethiopia. In M. Alam, M. Erdiaw-Kwasie, G. Nagy, & W. Leal Fihlo (Eds.), Climate Vulnerability and Resilience in the Global South (pp. 279-296). Switzerland: Springer Nature. DOI Scopus2
  2020	Wanner, T. K., & Wanner, S. L. (2020). The tensions between philosophies of education and critical pedagogies in neoliberal higher education: implications for learning and teaching practices. In A. Jones, A. Olds, & J. Lisciandro (Eds.), Transitioning Students into Higher Education:- Philosophies, Pedagogies and Practice (pp. 127-136). London, United Kingdom: Abingdon, Oxon; United Kingdom. DOI
  2015	Bonham, J., Bacchi, C., & Wanner, T. (2015). Gender and cycling: Gendering cycling subjects and forming bikes, practices and spaces as gendered objects. In J. Bonham, & M. Johnson (Eds.), Cycling Futures (pp. 179-201). Adelaide: University of Adelaide Press. DOI
  2014	Ferguson, L., Elias, J., & Wanner, T. (2014). Gender and development. In H. Weber (Ed.), The politics of development: a survey (1 ed., pp. 69-87). New York: Routledge. DOI Scopus1
  2014	Wanner, T. K., & Rosser, A. (2014). Building Neo-liberal Markets and Other Agendas: The Politics of Risk Management at AusAID. In T. Carroll, & D. S. L. Jarvis (Eds.), The Politics of Marketising Asia (1st ed., pp. 145-161). Basingstoke: Palgrave Macmillan.
  2007	Wanner, T. (2007). The Bank's Greenspeak and Sustainable Development. In David Moore (Ed.), The World Bank: Development, Poverty, Hegemony (pp. 145-170). South Africa: University of Kwazulu Natal Press.
  -	Siefken, K., Varela, A. R., Waqanivalu, T., & Schulenkorf, N. (n.d.). Physical Activity in Low- and Middle-Income Countries. Routledge. DOI

• Conference Papers

  Year	Citation
  2016	Wanner, T., & Palmer, E. (2016). From flipped to flopped to flexible classrooms in higher education? – Critical reflections from Australia. In ASCILITE 2016 - Conference Proceedings - 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education: Show Me the Learning (pp. 605-610). Scopus5

Courses taught at undergraduate level:

DEVT 1001 Introduction to International Development

DEVT 2004 Environment and Development (advanced level)

DEVT 2004EX Environment and Development (Online course)

DEVT 3007 Climate Change and Sustainable Development (advanced)

DEVT 3004EX Vietnam Study Tour: International Development in Practice

DEVT 3008 International Development Research Project (capstone)

DEVT 4006 Theories and Contested Concepts in International Development (Honours level)

Previously taught courses:

2010-2018:  Geographies of Globalisation (1^st year)

2010-2019:   Governance & Sustainable Development (advanced)

2008-2018:   People & the Environment in the Asia-Pacific region (Master)

2008-2012:   Environmental Impact Assessment

• Current Higher Degree by Research Supervision (University of Adelaide)

  Date	Role	Research Topic	Program	Degree Type	Student Load	Student Name
  2023	Co-Supervisor	Will living standards improve if donor agencies prioritise TVET demand driven programs in developing countries over other education sector investments?	Doctor of Philosophy	Doctorate	Full Time	Mr Simon John Fraser
  2023	Co-Supervisor	Negotiating empowerment inside the Indigenous Rangers Program in the Lake Eyre Basin (Australia).	Doctor of Philosophy	Doctorate	Full Time	Miss Maria Cristina Enjuto Crespo
  2023	Co-Supervisor	The Roles and Impacts of Small Private Online Courses (SPOCs) for Online Flexible Learning in Chinese Higher Education	Doctor of Philosophy	Doctorate	Full Time	Ms Yali Chen

• Past Higher Degree by Research Supervision (University of Adelaide)

  Date	Role	Research Topic	Program	Degree Type	Student Load	Student Name
  2021 - 2022	Principal Supervisor	The Role of Gender in Post-Disaster Recovery and Disaster Risk Governance in Nepal: Examining Links Between Women, Institutions and Capacity-Building	Master of Philosophy	Master	Full Time	Miss Natasha Jane Mackintosh
  2019 - 2020	Principal Supervisor	State Power and Environmental NGOs in South Australia: Moving Towards a Sustainable Society?	Master of Philosophy	Master	Full Time	Mrs Meagan Rosaghna Magnusson
  2018 - 2022	Principal Supervisor	Sport and Livelihoods of Young People in Suva, Fiji: A Sustainable Livelihoods Analysis	Doctor of Philosophy	Doctorate	Full Time	Mr Steven John Evanson
  2018 - 2023	Co-Supervisor	Management of Climate-Stressed Wetlands to Create Climate Resilience of Bangladeshi Wetland Communities	Doctor of Philosophy	Doctorate	Full Time	Mr Syed Mohammad Aminur Rahman
  2016 - 2019	Co-Supervisor	Exploring the Nexus Between Corporate Environmental Responsibility and Regulatory Oversight in Ghana's Upstream Petroleum Industry	Doctor of Philosophy	Doctorate	Full Time	Mr Derrick Martin Adjei Sowa
  2016 - 2019	Co-Supervisor	Mining, Power and Sustainable Development: Micro-Politics of Benefits Sharing in Ghana	Doctor of Philosophy	Doctorate	Full Time	Mr Jerome Jeffison Yaw Ofori
  2016 - 2018	Co-Supervisor	Democratic Decentralisation and Good Governance: The Political Economy of Procurement Reform in Decentralised Indonesia	Doctor of Philosophy	Doctorate	Full Time	Mr Mochamad Mustafa
  2016 - 2021	Co-Supervisor	Grassroots Social Resistance Movements: The Influence of Conflict Narratives in Relation to Mining Policy Development in Australia and the United Kingdom	Doctor of Philosophy	Doctorate	Full Time	Bridie Meyer-McLean
  2015 - 2019	Principal Supervisor	Smallholder Farmers' Perceptions of Climate Change, Vulnerability and Adaptation in the Context of Multiple Factors in the Tigray region of Ethiopia	Doctor of Philosophy	Doctorate	Full Time	Miss Rahwa Gebremedhine Kidane
  2015 - 2018	Co-Supervisor	Sustaining Off-Reserve Forests in Ghana: A Game-Theoretic Approach	Doctor of Philosophy	Doctorate	Full Time	Mr Emmanuel Otutei

• Memberships

  Date	Role	Membership	Country
  2011 - ongoing	Member	Association for Learning Technology (ALT)	United Kingdom
  2010 - ongoing	Member	Higher Education Research and Development Society of Australasia (HERDSA)	Australia
  2009 - ongoing	Member	Higher Education Research Group Adelaide HERGA	Australia

• Editorial Boards

  Date	Role	Editorial Board Name	Institution	Country
  2020 - 2021	Associate Editor	Sustainability	MDPI Open Access Journal	Switzerland
  2016 - 2017	Editor	Ergo	University of Adelaide	Australia

• Presentation

  Date	Topic	Presented at	Institution	Country
  2023 - 2023	The Effectiveness of Communities of Practice as Knowledge sharing tool	HERGA Conference 2023	Higher Education Research and Development Society of Australasia (HERDSA)	Australia
  2023 - ongoing	Flexible and personalised assessment: lessons from students’ views and experiences	Festival of Learning and Teaching	University of Adelaide	Australia
  2023 - 2023	The 7 E-Model of Enquiry-based learning	Festival of Learning and Teaching	University of Adelaide	Australia
  2022 - 2022	Personalising Student Experience and Learning through Personal Learning Plans: Understanding student approaches to learning	HERDSA Conference 2022	Higher Education Research and Development Society of Australasia (HERDSA)	Australia
  2018 - 2018	Student attitudes towards group work	HERDSA Conference	Higher Education Research and Development Society of Australasia (HERDSA)	Australia
  2016 - 2016	From Flipped to Flopped to Flexible classrooms in Higher Education	Ascilite Conference	Australasian Society for Computers in Learning in Tertiary Education (Ascilite)	Australia
  2015 - 2015	Self-and Peer Assessment: Student views and experiences	HERGA Conference	Higher Education Research Group Adelaide (HERGA)	Australia
  2015 - 2015	Flexible pedagogies and practices: Enhancing graduate capabilities and employability through flexible teaching and learning?	HERDSA Conference	Higher Education Research and Development Society of Australasia (HERDSA)	Australia
  2013 - 2013	Parallel Universes: Pedagogies and Student-Teacher Expectations in Online vs On-campus teaching and learning environments	HERGA Conference	Higher Education Research Group Adelaide (HERGA)	Australia
  2012 - 2012	The Power of PowerPoint: Enhancing student engagement in higher education through just-in-time teaching and blended learning	ALT Conference	Association for Learning Technology (UK)	United Kingdom

• Position: Senior Lecturer
• Phone: 83133084
• Email: thomas.wanner@adelaide.edu.au
• Fax: 83133772
• Campus: North Terrace
• Building: Napier, floor 1
• Org Unit: School of Social Sciences