If you care, come here.
Care. It’s always been our defining philosophy.
It lives in our community of bold and ambitious people who are encouraged to stand up for what they believe in, pursue their goals with tenacity, and drive the change that matters, knowing they have an entire university behind them.
Because a brighter future begins with care.
And that brighter future is here.
Lawyers who care
Choosing to study Law and Journalism wasn’t an abstract choice for Zahra. It was shaped by watching her parents navigate systems that were never built for them. As a child of refugees, Zahra quickly learned how injustice shows up. In housing, in employment, and in the way stories were told about families like hers.
Her father, an Iraqi refugee and her mother from Palestine, faced racism, barriers to work, and a long and uncertain journey getting to Australia. Both carried the weight of displacement, racism, and years of uncertainty as they tried to find work, stability, and a sense of belonging.
Her studies weren’t just about technical excellence or professional outcomes. At the heart of it was a genuine emphasis on ethics, social justice, and critical thinking. The moment this became clear was during a law unit, where she had the opportunity to work with low-income schools to teach young people about structural inequality in legal systems.
Zahra was able to see a reflection of her younger self in the students. It was then that she realised her degree could do more than open doors. It could help her give back. Since graduating, Zahra has worked with remote communities, supported refugees on Christmas Island, consulted for the United Nations, and became CEO of Australia’s only youth-led international development group, and now works with Women Deliver, the largest gender equity organisation in the world.
Across every role runs a belief that continues to guide her: care is not a liability – but one of the sharpest tools to create change.
Zahra’s story.
Rohit’s story.
Engineers who care
Rohit didn’t grow up surrounded by solar panels. In Hyderabad, India, electricitly most came from fossil fuels and renewable energy existed at a distance, something he had seen through documentaries rather than experience. Even then, the idea stayed with him.
That idea began to take shape during his undergraduate studies in electrical engineering. A university project found Rohit designing a solar-powered irrigation system which would allow farmers to control water use remotely. Watching that very system work, he understood something had shifted. Energy was no longer diagrams and equations. It was life changing.
Rohit worked for several years after graduating, but the pull towards renewable energy never eased. To be a part of the future he had seen on screens growing up, he knew he would have to leave home. While many postgraduate degrees he considered treated sustainability as a specialisation, Murdoch University stood apart by placing renewable energy and sustainability at its core.
From his first day in the lab, Rohit knew he had made the right choice. Learning took place through hands-on experimentation and fieldwork that mirrored real engineering environments. Alongside solar, he explored both wind and tidal energy, gaining a systems-level understanding of how change actually happens. What shaped him just as deeply was the culture of care he found. Through sustainability groups, volunteering, and mentorship, Rohit found belonging and confidence.
Today, Rohit is the forefront of Australia’s energy transition, designing solar and battery systems. His work is driven by skill, but sustained by the belief that meaningful change begins when people are supported to act on the things they care about most.
Nurses who care
Camille began her Nursing degree with a clear intention: to help people in a way that truly mattered. What she didn’t expect was that one opportunity during her studies would shape not only her career, but where she would build her life.
In her second year, she took up a rural placement, choosing Laverton, a small remote community far away from Perth. The distance was confronting at first, but so was the closeness. Working in close-knit communities showed her the power of healthcare delivered not just through systems, but through relationships. Camille learned that care didn’t end when the shift did. It lived in conversations, trust, and showing up day after day.
That placement stayed with her. It led to more time in regional and remote settings, including time with the Royal Flying Doctor Service. With each experience, her passion for rural health grew stronger, shaped both by the challenge and the sense of belonging.
Camille followed that passion north after graduating, completing her graduate program in the Pilbara before accepting a permanent role in Karratha. She now works in child and adolescent health, supporting families in communities where access to care is critical and deeply valued. Her practice is shaped by empathy, cultural awareness and an understanding that care often extends beyond the clinic.
Camille’s story reflects what’s possible when students are supported to explore different paths – and when care is practised where it’s needed most.
Camille’s story.
Holly’s story.
Biologists who care
Holly’s pathway to studying Conservation and Wildlife Biology was anything but ordinary. Throughout high school, she was told more than once that a career working with wildlife was unrealistic. That her grades weren’t good enough. To aim lower. But she refused.
She found her pathway into uni through a preparation course. Not as a compromise, but as a bridge that gave her the confidence and academic skills needed to thrive. As soon as she started, she found an environment that cared about her curiosity as much as her grades, emphasised by the lecturers who shared Holly’s passion, but also ensured she was prepared for the reality of her future work.
Her learning was purposeful and practical. Fieldwork, labs, data analysis and case studies prepaed her for the realities of conservation, where responsibility is high and outcomes were never guaranteed. Just as important were the educators who taught with care, modelling what it meant to care both for animals, and for students.
Holly carries the same care she was taught at uni into her career as a zoology supervisor at Perth Zoo, by not only focusing on animal welfare and conservation, but empowering others through education and caring for the people she spends her days with.
Holly’s path is a reminder that belief, support, and alternative pathways can change not just careers, but lives.
Teachers who care
Choosing to become a teacher wasn’t an obvious or early decision for Jason Pitman. Jason’s first path was into environmental management. After studying at Murdoch University, he worked in sustainability roles with organisations such as the World Wildlife Fund and the Botanic Gardens and Parks Authority. Across these roles, he developed a reputation for patience, curiosity, and the ability to explain complex ideas in ways that made others feel capable rather than diminished.
While working in science communication, Jason began to see how education could ripple outward. Helping children and families understand environmental systems showed him that learning was not just about information, but about connection, responsibility, and care. That realisation led him back to study secondary education, arriving as a firstinfamily student and discovering what a genuinely supportive learning environment could be.
Today, Jason teaches agriculture, science, and maths to students in Years 7 to 10. He brings learning outside, connects knowledge to realworld systems, and gives students opportunities to lead and be heard. His classroom is shaped by intention, built to be a place where curiosity is protected and care is normalised.
For Jason, education is not about shaping students into something else. It is about creating the conditions where they feel safe enough to grow into themselves, and confident enough to believe that caring can be a strength.
Jason’s story.
