Ratings & reviews
Always supportive and understanding.
Creates a positive and motivating atmosphere.
Always kind, respectful, and approachable.
Encourages students to think outside the box.
Encourages students to think outside the box.
Inspires students to reach new heights.
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About Michele
Dr. Michele Doray is a Senior Lecturer at Curtin University, serving as Academic Lead for Transnational Education within the Global Curtin Partnerships portfolio on the Curtin Perth campus. She is responsible for the strategic, operational, and academic management of transnational direct entry pathway programs at the university, with a focus on preparing international students for mainstream tertiary studies through initiatives like the English Language Bridging program at Curtin English Language Centre. Holding a PhD in Education from The University of Western Australia, obtained between 2010 and 2017, Doray brings over twenty years of experience in the international higher education sector across diverse roles.
Doray's academic interests center on higher education internationalisation, gender issues in cross-cultural academic contexts, international higher education policy and management, curriculum development, and the efficacy of direct entry pathway programs. Her key publications include 'Gender differentiated discourse: a study of teacher discourse in the adult ESL classroom' (2005, Curtin University of Technology), examining teacher discourse in adult ESL classrooms; 'Academic and sociocultural adjustment of international students from Arabic-Persian cultures and Confucianist heritage cultures at an Australian university' (2017); 'Chinese Undergraduate Student Induction Program: An Australian University Approach' (2010, co-authored with G. Ang, R. Kerr, G. Scully, and W. Soontiens); 'From Offshore ELB at home to tertiary mainstream study overseas: An academic journey' (2026, Journal of Academic Language and Learning, co-authored with P. Ghassemi Pour Sabet); and chapters such as 'The Postpandemic Evolution of Internationalization in Australian Higher Education: Situating the Current Crisis in the Historical Sociocultural Policy Context' (2022, co-authored with E. Sharplin and C. Howitt). She has also authored work on 'Tertiary English for Academic Studies: The Three ‘I’s of Teaching Critical Thinking to International Students.'
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