melbourne uni phd psychology

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• Graduate Diploma in Psychology

Graduate Diploma in Psychology (340AA)

Graduate Diploma Year: 2021 Delivered: On Campus (Parkville)

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About this course

• Entry and participation requirements
• Attributes, outcomes and skills
• Course structure
• Further study

Coordinator

Dr Simon Cropper

[email protected]

Taught at the University of Melbourne since the 1800’s, psychology is a broad and intellectually stimulating scientific discipline that informs our understanding of human behaviour and experience from neural foundations to complex social interactions. Study in psychology prepares graduates for a diverse range of careers that are based on understanding human behaviour, including health, education, industry, commerce, welfare and government. More broadly, graduates are prepared to engage actively with philosophical, ethical and moral questions that are related to human behaviour.

The Melbourne School of Psychological Sciences’ Graduate Diploma in Psychology is designed for graduates of other disciplines who may be interested in changing career direction and eventually qualifying as a registered psychologist, or for those who wish to study psychology simply out of interest in the discipline.

The course is accredited by the Australian Psychology Accreditation Council (APAC), providing the required foundational sequence of subjects for students wishing to undertake further study in psychology to pursue a career as a registered psychologist. An accredited foundational program in psychology is also the recommended pathway for students who wish to pursue a career as a researcher in psychology.

The course is comprised of 125 credit points of psychology subjects, including eight compulsory psychology subjects (100 credit points), and two elective psychology subjects at Level 3, selected from a range of electives (25 credit points).

Graduate Diploma in Psychology students undertake most of the same subjects and attend most of the same classes as students completing the accredited undergraduate major in Psychology, with the exception of two compulsory advanced level subjects that replace the two compulsory Level 3 subjects in the undergraduate major. The two advanced level subjects recognise the graduate status of the students and specify learning outcomes consistent with an AQF Level 8 qualification, particularly in relation to research methods and communication skills.

The accredited sequence provides a strong grounding in core psychological concepts and theories in the areas of biological, cognitive, developmental, social, and clinical psychology, with reference to both the historical foundations of the discipline and to the latest cutting-edge research. The range of electives subjects in the final year provide the opportunity to develop in-depth knowledge in at least one domain of interest.

The academic staff are internationally renowned researchers in their fields who guide students to develop advanced skills in critical thinking, scientific reasoning, psychological research design, data analysis and the application of research findings to a range of contexts. In addition, students develop their ethical reasoning skills and an awareness of and respect for the diversity of human experiences.

The Graduate Diploma culminates in the Level 3 Capstone subject in which students pursue their own research project in small teams under the supervision of a member of academic staff.

The Graduate Diploma in Psychology has been designed to enable flexible study options. Students can complete the entire 125 credit point accredited sequence of subjects in one year, full-time . Or, students can undertake the course part-time over a period of up to six semesters. Students wishing to complete the course in one year full-time complete the two required Level 100 subjects in an intensive Summer Term and then enrol in the remainder of the course full-time over the following two semesters.

Last updated: 12 November 2021

PhD (Psychology)

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Contribute to our evidence-based healthcare research outcomes using your advanced research skills.

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Research Training Scheme

See admissions

AU$34,560 (2024 annual)

Apply your advanced research skills to understand the complexities of psychology and tackle key health challenges.

Psychology research plays an important role in advancing our understanding and treatments of mental and neurological disorders. The School of Health and Biomedical Sciences conducts discovery, translational and clinical research focused on healthy workplaces and employees, mental health, healthy ageing, and chronic diseases. We have research strengths in various areas of psychology, including the following: 

• Clinical psychology: Understanding and addressing various aspects of mental health and wellbeing, psychological assessment tools and diagnostic criteria for mental disorders, evidence-based treatments, psychopathology, prevention and early intervention.
• Organisational psychology: Researching effective leadership styles, employee motivation, resilience, job satisfaction, psychological safety, teamwork, organisational culture and communication.
• Neuropsychology: Studying the relationship between brain structure/function and behaviour, particularly in the context of sleep disorders, neurological disorders such as Alzheimer's disease, Parkinson's disease and traumatic brain injury.
• Cyberpsychology: By integrating technology in the field of psychology, our researchers are exploring the use of mobile applications, virtual reality, gaming and artificial intelligence for assessment, diagnosis and treatment of mental health disorders and addictions.

How you will learn

Research at rmit, time spent on research.

Full-time candidates are expected to commit at least four days per week (or at least two days per week for part-time candidates) to their research. The academic year is 48 weeks.

Regular contact with your supervisor

A schedule of meetings with your supervisor/s must be established to assess progress against milestones and timely completion.

Resources, facilities and support

You will have access to the Learning Hub and other online and digital resources through the myRMIT student portal.

You will be part of an active research community and have access to resources and workshops to help you succeed.

School of Graduate Research

The School of Graduate Research works with Schools to further support candidates during their postgraduate research degree.

This course maintains strong connections and collaborations with various health and medical sectors.

These include psychology clinical practice, the biotechnology and pharmaceutical industry, government and public health, hospitals and research institutes.  Many of the projects are conducted in collaboration with industry, industry partners and clinical practice.

Learning outcomes

The knowledge and skills you will acquire throughout this degree and how they can be applied in your career are described in the  learning outcomes .

Electives and course plan

You will complete this program under academic supervision.

The PhD program is structured to enable you to:

• complete a compulsory research methods course
• receive training in research integrity and ethics
• select studies in qualitative and quantitative research techniques
• complete a thesis/project which demonstrates your original contribution to the field and your ability to communicate complex or original research for peers and the community to an international standard

You are required to complete:

Research Integrity modules

You are required to complete the online modules:

• Research integrity
• Copyright and intellectual property

Research methods for sciences

Research methods courses step you through the literature review and preparing your research proposal for confirmation of candidature. They are taught in large discipline groups.

You may need to complete an ethics module to ensure your research is ethical and responsible.

Research Techniques

You may elect to take (where relevant) electives in qualitative or quantitative research techniques once data collection has begun. You can use your own data to explore different research analysis techniques. Your supervisor will help you decide when you should take these electives.

Co-curricular activities

You are encouraged to participate in activities offered with the university, college and school according to your needs and interests.

This PhD may be undertaken in a project, thesis by publication or thesis mode. Prospective candidates should discuss these modes of submission with their potential supervisor/s.

Course structure

Choose a plan below to find out more about the subjects you will study and the course structure.

*The maximum duration of the PhD program is 4 years full-time and 8 years part-time. However, candidates are expected to complete their program within 3-4 years full-time equivalent and 6-8 years part-time equivalent.

*The maximum duration of the PhD program is 4 years full-time. However, candidates are expected to complete their program within 3-4 years full-time equivalent.

Note: International student visa holders can only study full-time.

As a graduate, you will be highly sought after for a research or research-related career (including senior leadership and management positions) in various health and medical sectors, including the government and public health, hospitals, universities and research institutes. 

Expected career pathways for graduates of this degree include: 

• research and academic positions in universities, hospitals and research institutes
• government and public health careers, investigating public health issues, epidemiology, health policy, and contributing to evidence-based decision-making
• consulting and program evaluation positions helping organisations assess the effectiveness of their programs, interventions or policies
• advanced clinical practice in specialised areas.

Minimum requirements for admission

Prerequisites, selection tasks.

The minimum requirements for admission to a PhD program are:

• a bachelor degree requiring at least four years of full-time study in a relevant discipline awarded with honours. The degree should include a research component comprised of a thesis, other research projects or research methodology courses that constitute at least 25% of a full-time academic year (or part-time equivalent). The applicant must have achieved at least a distinction average in the final year;  or
• a master degree that includes a research component comprised of at least 25% of a full-time academic year (or part-time equivalent) with an overall distinction average or a master degree without a research component with at least a high distinction average;  or
• evidence of appropriate academic qualifications and/or experience that satisfies the Associate Deputy Vice-Chancellor, Research Training and Development or nominee that the applicant has developed knowledge of the field of study or cognate field and the potential for research sufficient to undertake the proposed program.

At RMIT a grade of distinction represents academic achievement of 70% or higher and a high distinction is 80% or higher.

If you are a current master by research candidate, you are able to apply for a transfer to a doctor of philosophy program through the process prescribed in the  RMIT Higher Degree by Research policy .

There are no prerequisite subjects required for entry into this qualification.

These entrance requirements are the minimum academic standard you must meet in order to be eligible to apply for the program. You will need to complete a selection task as part of your application.

A selection process will be conducted in conjunction with the School and supervisors you nominate.

For further information on the steps you need to take to apply for a research program see  How to apply – Research programs .

English language requirements

Research proposal and supervisor.

You must attach a substantive research proposal that is 2 to 5 pages in length which articulates the intent, significance and originality of the proposed topic using the following headings:

a) title / topic b) research questions to be investigated in the context of existing research/literature in the area c) significance and impact of the research d) methodology / research tasks required to undertake the research e) particular needs (e.g. resources, facilities, fieldwork or equipment that are necessary for your proposed research program, if applicable).

Your application will not be considered if you have not discussed your research topic with a proposed senior and associate supervisor or joint senior supervisors. You must provide the names of the academic staff in the school you have applied to and with whom you have discussed your proposed research.

To study this course you will need to complete one of the following English proficiency tests:

• IELTS (Academic): minimum overall band of 6.5 (with no individual band below 6.0)
• TOEFL (Internet Based Test - IBT): minimum overall score of 79 (with minimum of 13 in Reading, 12 in Listening, 18 in Speaking and 21 in Writing)
• Pearson Test of English (Academic) (PTE (A)): minimum score of 58 (with no communication band less than 50)
• Cambridge English: Advanced (CAE): minimum of 176 with no less than 169 in any component.

For detailed information on English language requirements and other proficiency tests recognised by RMIT, visit  English language requirements and equivalency information .

Don't meet the English language test scores? Complete an English for Academic Purposes (EAP) Advanced Plus Certificate at  RMIT English Worldwide .

You can gain entry to this program from a range of RMIT four year  Bachelor and Honours degrees  or  Postgraduate  or Masters by Research programs.

Fee summary

Fee information for masters by research and doctorate (PhD) programs.

If you are an Australian citizen, Australian permanent resident or New Zealand citizen you may be eligible for a Research Training Scheme (RTS) place where your tuition costs are funded by the Commonwealth Government under the RTS and you have full exemption from tuition fees.

Acceptance in an RTS place is very competitive and places are granted on the condition that you meet annual progress requirements and complete within the allotted time for your program and your status as a part-time or full-time candidate.

This means a maximum of 2 years for a full-time Masters by Research or 4 years for a PhD (or the equivalent part-time).

Contact the School of Graduate Research for more information.

The  student services and amenities fee (SSAF)  is used to maintain and enhance services and amenities that improve your experience as an RMIT student.

In addition to the SSAF there may be  other expenses  associated with your program.

Income tax deductions

Candidates may be eligible to apply for income tax deductions for education expenses linked to their employment. See the  Australian Taxation Office (ATO) website  for more information.

RMIT awards more than 2000 scholarships every year to recognise academic achievement and assist students from a variety of backgrounds.

The annual tuition fee for 2024 is AU$34,560.

The total indicative tuition fee for 2024 commencement is AU$144,000.

International applicants

• Fees information  for international candidates looking to study at RMIT's Melbourne campuses.
• PhD  and  masters by research  fees for international candidates studying offshore. 

Other costs

Important fee information.

Find out more details about  how fees are calculated  and the expected annual increase.

Applying for refunds

Find information on how to apply for a  refund  as a continuing international student.

Frequently Asked Questions (FAQs)

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RMIT University acknowledges the people of the Woi wurrung and Boon wurrung language groups of the eastern Kulin Nation on whose unceded lands we conduct the business of the University. RMIT University respectfully acknowledges their Ancestors and Elders, past and present. RMIT also acknowledges the Traditional Custodians and their Ancestors of the lands and waters across Australia where we conduct our business - Artwork 'Luwaytini' by Mark Cleaver, Palawa.

RMIT University acknowledges the people of the Woi wurrung and Boon wurrung language groups of the eastern Kulin Nation on whose unceded lands we conduct the business of the University. RMIT University respectfully acknowledges their Ancestors and Elders, past and present. RMIT also acknowledges the Traditional Custodians and their Ancestors of the lands and waters across Australia where we conduct our business.

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30 Best universities for Mechanical Engineering in Moscow, Russia

Updated: February 29, 2024

• Art & Design
• Computer Science
• Engineering
• Environmental Science
• Liberal Arts & Social Sciences
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Below is a list of best universities in Moscow ranked based on their research performance in Mechanical Engineering. A graph of 269K citations received by 45.8K academic papers made by 30 universities in Moscow was used to calculate publications' ratings, which then were adjusted for release dates and added to final scores.

We don't distinguish between undergraduate and graduate programs nor do we adjust for current majors offered. You can find information about granted degrees on a university page but always double-check with the university website.

1. Moscow State University

For Mechanical Engineering

2. Bauman Moscow State Technical University

3. National Research University Higher School of Economics

4. Moscow Aviation Institute

5. N.R.U. Moscow Power Engineering Institute

6. National Research Nuclear University MEPI

7. National University of Science and Technology "MISIS"

8. Moscow Institute of Physics and Technology

9. Moscow State Technological University "Stankin"

10. RUDN University

11. Moscow Polytech

12. Moscow State University of Railway Engineering

13. Finance Academy under the Government of the Russian Federation

14. Moscow Medical Academy

15. Russian State University of Oil and Gas

16. mendeleev university of chemical technology of russia.

17. Russian National Research Medical University

18. Plekhanov Russian University of Economics

19. National Research University of Electronic Technology

20. Moscow State Pedagogical University

21. Russian Presidential Academy of National Economy and Public Administration

22. State University of Management

23. Moscow State Institute of International Relations

24. Russian State Geological Prospecting University

25. russian state agricultural university.

26. New Economic School

27. Moscow State Technical University of Civil Aviation

28. Russian State University for the Humanities

29. Russian State Social University

30. Moscow State Linguistic University

Universities for Mechanical Engineering near Moscow

Engineering subfields in moscow.

Victor Mukhin

• Scientific Program

Title : Active carbons as nanoporous materials for solving of environmental problems

However, up to now, the main carriers of catalytic additives have been mineral sorbents: silica gels, alumogels. This is obviously due to the fact that they consist of pure homogeneous components SiO2 and Al2O3, respectively. It is generally known that impurities, especially the ash elements, are catalytic poisons that reduce the effectiveness of the catalyst. Therefore, carbon sorbents with 5-15% by weight of ash elements in their composition are not used in the above mentioned technologies. However, in such an important field as a gas-mask technique, carbon sorbents (active carbons) are carriers of catalytic additives, providing effective protection of a person against any types of potent poisonous substances (PPS). In ESPE “JSC "Neorganika" there has been developed the technology of unique ashless spherical carbon carrier-catalysts by the method of liquid forming of furfural copolymers with subsequent gas-vapor activation, brand PAC. Active carbons PAC have 100% qualitative characteristics of the three main properties of carbon sorbents: strength - 100%, the proportion of sorbing pores in the pore space – 100%, purity - 100% (ash content is close to zero). A particularly outstanding feature of active PAC carbons is their uniquely high mechanical compressive strength of 740 ± 40 MPa, which is 3-7 times larger than that of  such materials as granite, quartzite, electric coal, and is comparable to the value for cast iron - 400-1000 MPa. This allows the PAC to operate under severe conditions in moving and fluidized beds.  Obviously, it is time to actively develop catalysts based on PAC sorbents for oil refining, petrochemicals, gas processing and various technologies of organic synthesis.

Victor M. Mukhin was born in 1946 in the town of Orsk, Russia. In 1970 he graduated the Technological Institute in Leningrad. Victor M. Mukhin was directed to work to the scientific-industrial organization "Neorganika" (Elektrostal, Moscow region) where he is working during 47 years, at present as the head of the laboratory of carbon sorbents.     Victor M. Mukhin defended a Ph. D. thesis and a doctoral thesis at the Mendeleev University of Chemical Technology of Russia (in 1979 and 1997 accordingly). Professor of Mendeleev University of Chemical Technology of Russia. Scientific interests: production, investigation and application of active carbons, technological and ecological carbon-adsorptive processes, environmental protection, production of ecologically clean food.   

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Melbourne Centre for Behaviour Change

Harnessing research and education to produce sustainable, durable changes in behaviours, policies, and practices that will enhance lives, livelihoods, and environments.

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If you would like to receive updates, newsletters, and further information about events, please leave your details on our mailing list or follow us on our socials.

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Introduction

The Melbourne Centre for Behaviour Change is one of the few Centres in the world that provides an integrated approach to all aspects of behaviour change. We study a wide range of behaviours related to human health and wellbeing, as well as social and environmental sustainability.

We are specialists in the development, implementation, and evaluation of cutting-edge, evidence-based interventions, including those delivered via digital means or groups. We adopt a person-centred approach to assist individuals in self-managing their health, and work with professionals and organisations to co-design health-enhancing policies and practices. Our comprehensive process models incorporate cognitive, emotional and interpersonal regulation. Combined with our versatile methodological capabilities, they allow us to approach any behaviour change challenge.

This short animation features more information about behaviour change and who we are.

The Melbourne Centre for Behaviour Change is a highly active, collaborative, and networked group of researchers and clinicians who foster and lead rewarding partnerships worldwide.

Members of our team are recognised internationally for their expertise in behaviour change and contributions to understanding the individual, social, organisational and environmental factors that affect behavioural patterns.

The Centre has also attracted local and international collaborators from a variety of disciplines and with a range of different skills and expertise including (but not limited to) cognitive neuroscience, clinical informatics, health information law, record linkage, allied health, tele-rehabilitation and criminology.

Academic Staff

Director [email protected]

View profile

Professor Iain Walker

Professor Iain Walker is a social psychologist with broad interests in social and environmental sustainability and in social justice. His research spans many different domains, including understanding public perceptions of climate change and policy support for different climate policies, promoting pro-environmental behaviours and sustainable consumption, understanding changes in health-relevant behaviours in response to the 2019-20 bushfires, and promoting organ donor registration. Much of Iain's research happens in multi-disciplinary teams. Iain has led and been engaged in major projects on public understandings of climate change, integrating human wellbeing into ecosystem assessments, social forestry and livelihoods of small outgrowth farmers in Indonesia, water security, energy demand management, and psychosocial issues in biosecurity. Iain currently leads an MRFF-funded project tracking the effects of the 2019-20 bushfires on mental health, wellbeing, and community cohesion. He is also a co-lead of the Science Communication theme in the national Healthy Environments and Lives research network.

Deputy Director [email protected]

Associate Professor Michelle Jongenelis

Associate Professor Michelle Jongenelis has expertise in health promotion, intervention development and evaluation, behavioural psychology, and clinical psychology. She works across multiple and diverse health-related behaviours including alcohol and tobacco control (including use of e-cigarettes), nutrition, physical activity, and sun protection. Michelle works as a researcher and consultant for a broad range of organisations covering the not-for-profit and government sectors. She sits on the Australian Council of Smoking and Health, and the World Federation of Public Health Associations’ Tobacco Control Working Group.

[email protected]

Professor Ron Borland

Professor Ron Borland joined MCBC in July 2019. Prior to that he was the Nigel Gray Distinguished Fellow in Cancer Prevention at Cancer Council Victoria where he worked for over 30 years. He has published more than 400 peer-reviewed papers and has a Google Scholar h-index of 80. He is recipient of the 2020 John Slade Award, honoring members of the Society for Research on Nicotine and Tobacco who have made outstanding contributions to public health and tobacco control through science-based public policy and public advocacy. Ron is listed in the Web of Science list of the World's most influential scientists. He is one of the Principal Investigators of the International Tobacco Control Policy Evaluation Project, an international collaboration that is analysing the impact of policies on smoking. This project has led to better understanding of the challenges of preventing relapse. He has developed a range of mass-disseminable, smoking-cessation interventions, including the automated-online QuitCoach, which he has shown to be effective in randomized trials. He has a special interest in harm minimisation strategies and strategies to assist highly disadvantaged, high risk prevalence groups. He has a special interest in systems approaches and in theorising that integrates factors influencing individual level change and population focussed change. He is the developer of CEOS theory: a comprehensive theory of Hard to Maintain Behaviour Change.

[email protected]

Associate Professor Camille Short

Associate Professor Camille Short is a senior behavioural scientist with experience and training in health psychology, digital, and public health. Her research focuses on the use of technology for improving access to high quality, personalised, and multidisciplinary health services, especially for behaviour change and improved mental health among individuals with chronic and complex health issues. She was recruited to the University of Melbourne in 2019 to drive cross-disciplinary research in digital health and cancer control. She has an affiliate position in the cancer experiences research group at the Peter MacCallum Cancer Centre, the School of Medicine at the University of Adelaide, and the NHMRC Centre for Research Excellence in Prostate Cancer Survivorship. She is the current chair of the International Society of Behavioural Nutrition and Physical Activity's e-&mHealth special interest group, an ambassador for Open Digital Health, and serves on the scientific advisory committee for PoCoG, the psycho-oncology clinical trials group funded by Cancer Australia. Her research is highly cited internationally, including in clinical guidelines, with significant contributions to understanding engagement in digital behaviour change interventions, the role of personalisation in effective behaviour change support, and the development and evaluation of several digital behaviour change interventions for chronic disease control, including cancer.

[email protected]

Professor Stefan Bode

Professor Stefan Bode studied psychology at the University of Göttingen and the University of Zurich, followed by a PhD at the Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig. In 2010, he moved to Australia and he is currently Professor for Experimental Psychology and Cognitive Neuroscience at the Melbourne School of Psychological Sciences at the University of Melbourne, where he is heading the Decision Neuroscience Lab. His main research interests are decision-making, volition, unconscious biases in decision formation, information sampling, and metacognitive processes such as confidence and change-of-mind. He is further interested in health decisions and sustainability.

[email protected]

Dr John Cook

John Cook is a senior research fellow with the Melbourne Centre for Behaviour Change at the University of Melbourne. His research focus is understanding and countering misinformation on scientific issues such as climate change and vaccination. To address the complex, societal problem of misinformation, he developed the interdisciplinary 4D framework. This involves Detection (training machine learning models to detect and categorise climate misinformation in real-time), Deconstruction (using critical thinking to analyse and identify reasoning fallacies in misinformation), Debunking (developing and testing interventions that neutralise the influence of misinformation), and Deployment (applying the theoretical insights from the first three themes in collaboration with communication practitioners).

John created the  Cranky Uncle game, combining critical thinking, cartoons, and gamification to build resilience against misinformation. In 2007, he founded  Skeptical Science , a website that won the 2011 Australia Museum Eureka Prize for the Advancement of Climate Change Knowledge. In 2013, he published a  paper quantifying the 97% scientific consensus on climate change which was highlighted by President Obama and UK Prime Minister David Cameron. He currently works with organisations like Facebook, NASA, and UNICEF to develop evidence-based responses to misinformation.

[email protected]

Associate Professor Cassie Hayward

Associate Professor Cassie Hayward is the Convenor of the Master of Applied Psychology.Her expertise is in the field of communications and advertising development, and she teaches the graduate subjects of Influence and Persuasion and The Psychology of Advertising .

Her research, teaching, and consulting activities have focused on advertising development, behaviour change, social issues, and attitudes. Her research has also covered topics such as negotiation, ostracism, juror decision-making, and the framing of inequity.

[email protected]

Dr Isla Carboon

Dr Isla Carboon is a specialist in public policy, industry-academia partnering and work-integrated learning. She teaches applied research with a focus on qualitative methods.

Post-Doctoral Research Fellows

[email protected]

Dr Tamara Jones

Dr Tamara Jones is a postdoctoral research fellow specialising in exercise oncology and digital exercise delivery. The aim of her research is to improve health outcomes and quality of life for people with cancer through physical activity and exercise. Her current research focuses on behaviour change techniques to support physical activity and exercise levels, and on implementing and evaluating digital exercise interventions. Tamara also has clinical experience as an accredited exercise physiologist, specialising in advanced and complex cancer types.

[email protected]

Dr Rebekah Anderson

Dr Rebekah Anderson is a postdoctoral research fellow with the Melbourne Centre for Behaviour Change. Her research specialises in science communication and pro-environmental and health behaviour change. Her projects have included: the design of a comprehensive health behaviour change program for an international industry partner; examining the use and misuse of scientific evidence by industry actors in submissions to government consultations, under an NHMRC grant to prevent youth uptake of e-cigarettes; and the design of a set of best practice science communication standards for researchers, in partnership with CSIRO and the HEAL network. In addition to her research, Rebekah is a teaching specialist at the University of Melbourne, teaching into the Master of Applied Psychology and the undergraduate psychology program.

[email protected]

Dr Mary-Ellen Brierley

Dr Mary-Ellen Brierley is a postdoctoral research fellow with a background in clinical psychology and health behaviours in mental health and cancer. Her PhD research focused on assessing the relationship between lifestyle factors and obsessive-compulsive and related disorders, and investigating the effectiveness and acceptability of lifestyle interventions in this area. She also has clinical experience as a psychologist in mental health and medical settings. At the Melbourne Centre for Behaviour Change, Mary-Ellen works on research projects focused on minimising the uptake of e-cigarettes and encouraging cessation.

PhD Candidates

Amy Lee [email protected]

Abby Robinson [email protected]

Centre Staff

Dr Ashlee Thomas Centre Coordinator [email protected]

Our research focuses on the individual, social, environmental, and organisational psychology of behaviour change. We investigate the various processes that direct individual behaviour and study evidence-based techniques capable of changing behaviour patterns. We are expert at developing, implementing, and evaluating behaviour-change interventions, including digital interventions.

Our research themes are organised around six challenges. In dealing with any specific behaviour change problem, we draw on insights from these research themes as appropriate.

Research themes

Click on the pages below to learn more about our different research themes.

Advancing behaviour change theory

Developing and evaluating individual-level behaviour change interventions, developing and evaluating population-level interventions, developing and implementing behaviour change technology, adapting and improving interventions for vulnerable populations, translating research into policy and legislative change, research publications, expertise and methods, consultancy.

We welcome community and industry participation and offer consultancy services to organisations in both the profit and not-for profit sectors. Our consultancy model is designed to build partnerships and capacity, and we seek to enable our partners to leverage our expertise in behaviour change. Whether you are interested in sponsoring a research project or forging a long-term strategic alliance, we will help you launch a successful and rewarding collaboration with researchers who are leaders in their fields.

Our services include (but are not limited to):

• Designing projects or programs focusing on behaviour change
• Developing, refining, implementing and evaluating behaviour change interventions
• Translating available evidence into service improvement
• Developing implications for health policy

If you would like to access our consultancy service, please complete the consultancy inquiry form.

Need some advice? We offer ‘drop-in sessions’ with our experts. Submit this registration form and we will be in touch.

Study with us

The Melbourne Centre for Behaviour Change welcomes interest from prospective Honours or PhD students who would like to conduct research with our team. Students must satisfy program eligibility requirements and prospective PhD students must be competitive for a scholarship.

To learn more about the research interests of our team, please visit the Our People page .

For more information about the Melbourne School of Psychological Sciences' Honours specialisation and Doctor of Philosophy programs, please refer to the links below.

More information about Honours More information about PhD

If you satisfy the eligibility requirements for entry to the University of Melbourne, please send us an email to express your interest in studying with us. All expressions of interest should include:

• Academic Transcript (with WAM or GPA).

Please note that prospective PhD students must nominate two supervisors, who can be from different schools.

Current PhD opportunities Contact us

Behaviour change resources

Resources for health professionals.

These resources cover key techniques and strategies that can be applied to increase the likelihood of successful behaviour change. The resources have been designed for practitioners working with clients to change their behaviour (eg social workers, exercise physiologists, physiotherapists, psychologists, dietitians).

SMART Goals resource (PDF 135.4 KB)

If-Then Planning resource (PDF 134.4 KB)

Self-Efficacy resource  (PDF 182.8 KB)

Motivation resource (PDF 183.0 KB)

Self-Monitoring and Evaluation resource (PDF 206.9 KB)

Education and training

• MicroCert - six-week online course for behaviour change. Learn more 

Webinars and podcasts

• Associate Professor Camille Short discusses Behaviour change: Theory, applications and technology on episode 63 of Reach podcast. Listen on Apple

Listen on Omny

Other resources

• Australian Government Behavioural Economics Team (BETA)
• Cambridge University Behaviour and Health Research Unit (BHRU)
• Rare Centre for Behaviour and the Environment
• Stanford University SPARQ
• United Nations (UN) Behavioural Science Group
• University College London Centre for Behaviour Change
• University College Dublin Behavioural Science and Policy Group
• Victorian Government Behavioural Insights
• World Health Organization (WHO) Behavioural Insights

We welcome your interest in the Melbourne Centre for Behaviour Change. Please get in touch if you would like to learn more or explore opportunities for collaboration.

Best Global Universities for Mechanical Engineering in Russia

These are the top universities in Russia for mechanical engineering, based on their reputation and research in the field. Read the methodology »

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Here are the best global universities for mechanical engineering in Russia

Tomsk polytechnic university.

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• # 74 in Best Universities for Mechanical Engineering
• # 879 in Best Global Universities  (tie)