Mr Gabor Hajdu FHEA

Honorary Lecturer
MA (Teaching)
+61 2 6125 6965
Room 6.2.9

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Gabor has worked both in Australia and overseas as a teacher, editor, translator and interpreter. After working 17 years in the Australian Public Service in various roles including workplace training, project management, middle management and web development, he became a registered migration agent in 2009. He now has 9 years' industry experience as a registered migration agent running his own small business.

Gabor joined the ANU Legal Workshop in May 2013. He has taught and convened courses in the Graduate Certificate in Australian Law and Practice and the Master of Laws (LLM) Program.

Research projects & collaborations

  • Citizenship law and policy in Hungary: historical background and contemporary context, consequences of potential future changes.

  • Finding and embracing online solutions for challenges in online course delivery and assessment.

  • Quality improvement in higher education including the application of quality assurance, project management and risk management practices.


Internal ANU Committees

  • Migration Law Assessment and Review Committee (MARC), Chair in 2017. Founder, former chair and member since 2013.

Honours thesis supervision

I am willing to supervise in the areas:

  • Migration Law,
  • Online education

I have previously supervised:

  • LAWS3202 Honours Thesis in Semester 2, 2015: The role of Labour Market testing in Temporary Work (Skilled) visa (subclass 457) and Australia's Free Trade Agreements


Philosophy & approach

Teaching in Higher Education is the culmination of my lifelong passion: to seek knowledge, absorb it and then pass it on to others in the most appropriate and most efficient way. For me, the key to understanding and learning is often about experiencing a special moment when information suddenly snaps into the right context, in other words, when ‘the penny drops’. Many learners struggle and progress very little until they experience that pivotal moment. I know from my own experience and from students’ feedback how helpful it is when a good teacher with the right intellectual empathy can help a learner past this point and how beneficial and pleasurable such an achievement can be for both parties. I see this as my most important role and I consider this ability or gift the most important quality in a teacher. I would like to be able to help students to this moment of enlightenment and this is what motivates me and makes me a passionate educator.

Learning and teaching are undergoing a major paradigm shift where the role of the educator is transforming into being the Clarifier of the Confused, Distiller of Data and Guide of the Lost Learner. As an educator I constantly re-contextualise, re-create and reconfigure learners’ knowledge and invoke their internal processes of unlearning, and relearning to help them gain a deeper understanding. I believe all educators must be equipped to respond to new challenges by undertaking professional development and educational research, keeping up with the latest learning environments and assistive technology. As a lifelong learner, I seek the same support and guidance I provide as a teacher. Advancements in communication and information technology have resulted in the globalisation of education and a general overflow of information available to learners. The main problem many learners experience is no longer the lack of knowledge: their main problem is now more likely to be confusion, misunderstanding, and disorientation as a result of the uncontrolled information overflow.

As a young educator I was hugely inspired by Dr. Kató Lomb (1909–2003) who was regarded as “possibly the most accomplished polyglot in the world” and “the most multilingual woman” of her time. She explained that to learn a language properly one must live where the language is spoken and learn the way babies learn. I will always remember, and will be forever inspired by, the smile on the face of my first young students when they started thinking in English instead of translating from their mother tongue. I now realise that the same applies to other disciplines: Migration Law students will ‘click’ when they start thinking naturally as a law practitioner and I am inspired by their successful transformation.

Past courses

Graduate Certificate in Australian Migration Law and Practice (ANU College of Law):

  • LAWS8167 Australian Migration Law (Teacher. Technical Convenor) - 2013-2015
  • LAWS8168 Australia's Visa System (Technical Convenor) - 2013 - 2015
  • LAWS8169 Visa Compliance, Cancellation and Review (Technical Convenor) 2013 - 2015
  • LAWS8170 Applied Migration Law (Teacher, Technical Convenor) - 2013 - 2015

Master of Laws (LLM) (ANU College of Law):

  • Stream Convenor of LLM Migration Law courses in 2017.
  • LAWS8651: Fundamentals of Australian Migration Law (Convenor) - Semesters 1 and 2 2016, Semesters 1 and 2 2017, Semesters 1 and 2 2018.
  • LAWS8658: Skilled and Business Migration in Australia (Convenor) - Semester 2 2016, Semester 2 2017, Semester 2 2018. 
  • LAWS8650: Applied Australian Migration Law and Practice (Convenor) - Semester 1 2018.

Updated:  10 August 2015/Responsible Officer:  College General Manager, ANU College of Law/Page Contact:  Law Marketing Team