Consulting Experience

1. Development work

• at the University of Papua New Guinea in 1969, I helped to establish a project aimed at producing a lower-secondary mathematics text which would accommodate the experience and interests of local students,

• at Chiangmai University, Northern Thailand, between November 1978 - January 1979, I volunteered to deliver a course of lectures and seminars on advanced algebra and mathematics education for local teachers up-grading their qualifications to MSc level,

• at Chulalongkorn University, Bangkok, in January 1979, February 1989 and February 1994, I provided seminars for local staff and students on both popular and advanced mathematics,

• at the University of the Philippines, Manila, in January - February 1986, I taught a short course to senior undergraduate students on the application of modern algebra; supported local staff in their group theory workshop; and gave some general seminars on the relation between semigroups and graphs: this visit was funded by the Australian Universities' International Development Program (IDP),

• at the University of Western Australia, in May - June 1988, I encouraged a staff member from the University of the Philippines to investigate a problem connected with matrix algebra, and supported her on-going study of crystallographic groups: her visit was funded by IDP,

• at the Prince of Songkla University (PSU), Southern Thailand, in January - February 1989, I presented a series of lectures on modern algebra and number theory, encouraged younger staff to write up their recent research for publication, and conducted conversation classes in English: this visit was supported by a Sister University Scheme between PSU and UWA,

• at the University of Western Australia, in September - October 1990, I worked with a visiting mathematician from PSU on a number theory problem, and helped her to collect information for teaching purposes at PSU: her visit was funded by the Sister University Scheme,

• at the Prince of Songkla University, Southern Thailand, in January - February 1992, I presented a series of lectures on applied combinatorics, helped a staff member to write up her research for publication, and conducted conversation classes in English: the visit was supported by the Sister University Scheme,

• at the Prince of Songkla University, Southern Thailand, in February 1994, I presented a series of lectures on algebraic coding theory: the visit was again supported by the Sister University Scheme,

• at Chulalongkorn University, Bangkok, in January 1996, I delivered a short course of lectures on applications of abstract algebra as well as research seminars on semigroup theory: this was funded by a Development Aid Grant from UWA,

• at Mahidol University, Bangkok, on 30 January 1996, I gave a seminar on "Magic squares in Old Siam" to 60 staff and students, and spoke at length on opportunities for study in Australia,

• Elementary and Secondary Mathematics Teacher Education Adviser for the Philippines-Australia "Project in Basic Education" (PROBE), an overseas aid project funded by AusAID, total of 9 months in-country during the period 1996-2000, my role being to deliver short courses and prepare materials for classroom use,

• at the Prince of Songkla University, Southern Thailand, in December 1997, to lecture on semigroup theory at Hat Yai campus and discuss mathematics teacher education at Pattani campus, supported by the PSU Mathematics Department and a UWA Development Aid Grant.

• Mathematics Curriculum Adviser for the "Thailand-Australia Science and Engineering Assistance Project" (TASEAP), an overseas aid project funded by AusAID, in January and July 1998 (plus 2 months in-country during 1999-2000), to conduct workshops and provide advice on mathematics curriculum development, as well as teaching methods and resources, at undergraduate level in Thai Universities.

• Head of Department, Sultan Qaboos University (SQU), Sultanate of Oman, in July 1998 Ð December 2000, on two years leave-without-pay from University of Western Australia, responsible for leading a Department of Mathematics & Statistics with over 30 staff (mainly expatriates); and for reducing the amount of assessment so students will accept more responsibility for learning and staff will have more time for research, for improving office and secretarial facilities, and for encouraging staff to attend conferences and visit co-workers overseas.

• at Khon Kaen University, Thailand, in March-April, 2001 and 2002, I taught MSc courses on semigroup theory, algebraic number theory and/or applied combinatorics, and later I prepared and typed 3pp proposals for projects by MSc students, supplied relevant literature and co-supervised their work after I returned to UWA.

• at University of Minho, Portugal, in June 2001, I gave a half-day workshop on mathematics staff development entitled "Mathematics in Minho", while visiting for research collaboration.

• at Chulalongkorn University, Bangkok, in September 2001, I conducted a 5-day workshop on research in transformation semigroups for staff and students from universities in Thailand: this was funded entirely by a grant from the Thai Ministry of University Affairs.

• at Chulalongkorn University, Bangkok, for two weeks in September 2003, I gave three major seminars on how to teach and assess calculus, linear algebra and differential equations, and several lectures on research in transformation semigroups: this was funded partly by a grant from the Thai Ministry of University Affairs and partly from the UWA Mathematics Department.

• at Chiangmai University, Northern Thailand, in February 2004, I gave a short course and a 3-day workshop on transformation semigroups, and provided ideas and literature for possible MSc projects: this was funded entirely by a grant from the Thai Ministry of University Affairs.

• at Khon Kaen University, Thailand, in March-April, 2004, I taught MSc courses on semigroup theory and applied combinatorics, initiated joint research with three local staff, and gave two 90min talks in a 3-day conference organised by KKU during my visit.

• at Chiangmai University, Northern Thailand, in February 2006, I gave a short course on semigroup theory, provided ideas for possible MSc projects, and conducted joint research with staff and students: this was funded by a grant from CMU and UWA.

• at Khon Kaen University, Thailand, for two weeks in September 2007, I gave seminars on transformation semigroups, provided ideas for possible MSc projects, and initiated joint research with one staff member: this was funded by a grant from KKU and UWA.

• at Khon Kaen University, Thailand, for 7 weeks in April-May 2008, I became an 'academic mentor' for Dr Thawhat Changphas under a 2-year grant from the Thai Ministry of University Affairs. For this, I provided an 8pp 'plan of activity' for him over the next 12 months to guide and improve his teaching and research work. We also completed joint research started in Sept 2007, and I provided written proposals for projects and activity by his MSc and PhD students.

• at Chiangmai University, Northern Thailand, for three weeks in June 2008, I gave research seminars on transformation semigroups, continued joint research with one staff member and provided written proposals for a project and a plan of activity by her PhD student.

2. Ongoing consultancy work

• cooperate with well-known international aid agencies,
• enhance Australia's credibility in the surrounding area,
• improve mathematics education in a developing country,
• recognise the context in which local students and staff live and work,
• share my knowledge and experience with others less fortunate than myself, and
• spread UWA's reputation for mathematics research and education programmes.

TASEAP

Although in the end my department was unsuccessful in its application, staff at the Pattani campus of the Prince of Songkla University contacted me asking if they could visit my department in March 1997 to discuss the possibility of their students undertaking postgraduate study at UWA in the future.

PROBE

According to pp 6-18 of the Feasibility Study for the project, it seems that PROBE was conceived after the Government of the Philippines (GOP) approached AIDAB for assistance with its plans to improve its education system (section 1.1.1); that PROBE will comprise four substantial components (section 1.2.1) and will avoid problems experienced in other projects (para 4 on p 12); and that the Government of Australia (GOA) will contribute over $24 million to the project (para 2 on p 13). In fact, PROBE will "build on the achievements of PASMEP (Philippines-Australia Science and Mathematics Education Project)" (section 2.1.2) to which staff at WACAE and Curtin University made a substantial contribution in 1989. However, I would be the only West Australian consultant for PROBE.

It also appears that GOA regarded PROBE as its "flagship" project in the Philippines as it would consolidate the achievements of earlier projects and promote further successes in the same area (section 2.2.2). To achieve these goals, PROBE would use Australian academics (over 20 of them, in fact) who are interested in teacher education and in South East Asia (section 2.2.3): my appointment came after I responded to an Australia-wide advertisement in July 1995. The significance of PROBE is also indicated by the fact that its commencement was reported in an issue of UWA's "Campus Review".

However, I withdrew from the project after I observed its management and expectations, while working in-country for one month during October 1996.