Nina is a Lecturer in the Discipline of Psychology within the School of Population Health at Curtin University, Western Australia. With a focus spanning teaching and research supervision, Nina is committed to accessible, high-quality psychology education and to advancing critical scholarship on assessment, equity, and educational policy. Her work draws on critical realism and Foucauldian discourse analysis, with a strong emphasis on qualitative methodologies and the epistemological foundations of evidence in education and psychology. Nina actively contributes to equity, inclusion, and social justice initiatives across the university, both through her research and through her supervision research students undertaking qualitative projects on topics including allyship, EDI policy, and diverse students' experience. Her doctoral thesis, which critiques the ATAR system as a mechanism of educational governance, was awarded Best Thesis at Murdoch University, recognised by the Western Australian Institute for Educational Research (WAIER). It has also been nominated for the Australian Association of Research in Education's Ray Debus Award for Doctoral Research. Nina's contribution to research governance includes service on the Murdoch University Human Research Ethics Committee, including as Deputy Chair. Nina bridges rigorous scholarship with practical application, coordinating online psychology units that centre student accessibility and critical engagement with psychological science.

Nina's research explores the intersection of power, knowledge, and standardisation within educational and psychological systems. Her work interrogates how meritocratic assessment practices construct and legitimise particular forms of evidence while marginalising others, functioning as mechanisms of neoliberal governance within education. Drawing on the same theoretical foundations, she attends to how dominant systems shape opportunity, exclusion, and student experience across educational and psychological contexts. This critical lens extends into her supervisory work, where she guides research on LGBTQIA+ community experiences amid anti-diversity rhetoric, and on students navigating study during periods of crisis and disruption, work that shares her broader concern with how institutions include, exclude, or overlook particular groups. Nina's teaching and research philosophy is grounded in a commitment to social justice, treating education as a site where entrenched inequities can be named, examined, and challenged.