Denise Shelley Newnham

Bio

Ph.D. from Bath University in cognitive development and change within business organizations. Denise's education began at the University of South Africa with a bachelor’s majoring in psychology, communication and anthropology and an Honours in Educational Anthropology. At the University of Geneva /FAPSE, Advanced Masters; my subjects were in Cognitive diversity, psychology of learning and the impact of environment on cognitive development and behaviour. The theoretical focus is driven by the works of Lev Semenovitch Vygotsky, where sense-making and development takes place as communication within our surrounding environment.

Denise was awarded the title of Associate Professor in 2019 and has many publications in noted journals and a book on organizational and educational change.

Research Interests

Transformation and change of organization
Cross culture communication
Leadership

Publications

Virkkunen, J. & Newnham, D. S. (2015). O Laboratorio de Mundança. Ume ferramenta de desenvolvimento colaborativo para o trabalho e a educaçäo. Serie Trabalho e Sociedae. Fabrefactum
Virkkunen, J. & Newnham, D.S. (2013). The Change Laboratory: A Tool for Collaborative Development of Work and Education.Engeström, R., Batane, T., Hakkarainen, K., Newnham, D.S., Nleya, P., Senteni, A. & Sinko, M. Reflections on the use of DWR in intercultural collaboration. Mind Culture and Activity. Spring 2014.
Yvon, F., Ghaiguerova, L. A. & Newnham, D.S. (2013). Vygotsky under debate: two points of view on school learning. Psychology in Russia: State of Art. Vol. 6. Issue 2
Virkkunen, J., Newnham, D.S., Nleya, P. & Engestrom, R. (2012). Breaking the vicious circle of categorizing students in school. Learning Culture and Social Interaction. Vol. 1, Issue 2, pp 67-152. June 2012. Elsevier
Kontopodis, M. & Newnham, D.S. (2011). Dialogue 2011: Expanding Cultural-Historical and Critical Perspectives on Child and Youth Development. Ethos, Vol. 39. Issue 1, pp 71-75.

INDIVIDUAL PUBLICATIONS

Newnham, D.S. (2020). Activity theory: creative and sustainable organizational approaches-design-development-implementation. Schulz, K-P. & Mnisri, K. (eds.): Pathways towards connecting creativity and sustainability: Integrating perspectives on Arts, Technology, Management, and social sciences. PUN Editions Universitaires de Lorraine, Nancy, 211-233.
Newnham, D. S. (2017). The inner circle: Building bridges or boundaries between researchers and practitioners. Mind, Culture, and Activity. DOI: 10.1080/10749039.2017.1410176
Newnham, D.S. (2016). The organization of people in distress: Un-programmed, unintended, and unstructured consequences for refugee women. Learning Culture and Social Interaction. Elsevier
Newnham, D. S. (2016). Clivages et passerelles entre chercheurs et praticiens. Etude du fonctionnement d’un « Change Laboratory » au Botswana. F. Ligozat; M. Charmillot & A. Muller (Eds.). Le partage des savoirs dans les processus de recherché en education. De Boeck: Louvain-la-Neuve.
Newnham, D. S. (2015). Facilitating the “Elite” in innovation acquisition: an overrated concept or, a necessity? The journal of Quality Education.
Newnham, D.S. (2014). Abstract forms of thinking: Adolescent bullying and suicide. Conference on advances in economics, management, and social study. Seek Digital Library: Doi 10.15224/978-1-63248-036-1-65. Pp68-72
Newnham, D. S. (2009). Practical difficulties of implementing inclusive education in schools: a step in the right direction. Commonwealth Education Partnership.
Newnham, D.S. (2007). ‘Late adolescent peer group formation in an international hotel school’. In International Journal of Contemporary Hospitality Management, Vol. 19 No 2, pp 159-168. Emerald Group Publishing Ltd.
Newnham, D.S. (2006). ‘Heart of thorns stem of roses’. Cultural diversity. A case study of problems linked to integration in the classrooms. Zinga, D (ed.) Navigating Multiculturalism Negotiating Change, (2006). pp 268-295. Cambridge Scholars Press.
Newnham, D.S. (2006). Critique on: Serpell, R. Baker, L. & Sonneschein, S. (2005). Becoming literate in the city, The Baltimore early childhood project. Cambridge : Cambridge University Press. Informations et pratiques d’enseignement en question. Approches interculturelles dans la formation des enseignants : Impact, stratégies, pratiques et expériences. Revue des HEP de Suisse romande et Tessin. Imprimeries Réunies SA, Lausanne No.4/2006/pp.299-303.

BOOK PUBLICATIONS

Virkkunen, J. & Newnham, D. S. (2015). O Laboratorio de Mundança. Ume ferramenta de desenvolvimento colaborativo para o trabalho e a educaçäo. Serie Trabalho e Sociedae. Fabrefactum
Virkkunen, J. & Newnham, D.S. (2013). The Change Laboratory: A Tool for Collaborative Development of Work and Education Activities. Belgium: Sense.

JOINT PUBLICATIONS

Engeström, R., Batane, T., Hakkarainen, K., Newnham, D.S., Nleya, P., Senteni, A. & Sinko, M. Reflections on the use of DWR in intercultural collaboration. Mind Culture and Activity. Spring 2014.
Yvon, F., Ghaiguerova, L. A. & Newnham, D.S. (2013). Vygotsky under debate: two points of view on school learning. Psychology in Russia: State of Art. Vol. 6. Issue 2
Virkkunen, J., Newnham, D.S., Nleya, P. & Engestrom, R. (2012). Breaking the vicious circle of categorizing students in school. Learning Culture and Social Interaction. Vol. 1, Issue 2, pp 67-152. June 2012. Elsevier
Kontopodis, M. & Newnham, D.S. (2011). Dialogue 2011: Expanding Cultural-Historical and Critical Perspectives on Child and Youth Development. Ethos, Vol. 39. Issue 1, pp 71-75

Working papers

Newnham, D. S. When individual minds leave the collectivity. Oxford Education. Reviewing complete.
Newnham, D.S. Storytelling as a leadership nudging strategy. (first review receivedJan, 2025)

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