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Professor Allyson Holbrook

Professor

School of Education

The pros and cons of uncertainty

Professor Allyson Holbrook of the Research Training and Transformational Knowledge program looks at the huge intellectual and emotional changes that occur in PhD candidates and what affect these have on their thinking and attrition rates.

Professor Allyson Holbrook

What differentiates an undergraduate degree from a doctorate, besides a few years' extra study and far more knowledge of a subject area? According to Research Training and Transformational Knowledge program leader, Professor Allyson Holbrook, a great deal.

'Everyone who completes a PhD will tell you that they really are not the same as when they began,' explains Professor Holbrook. 'This is because people committed to sustained higher-order thinking activities undergo a transformation, a paradigm shift.'

Holbrook and colleagues have spent 10 years studying how PhD candidates learn and develop. Whereas the undergraduate, and even Masters, student essentially consumes existing knowledge, the doctoral student must learn to question that knowledge and to become a producer of new, original knowledge. This involves a protracted engagement with uncertainty.

'Higher-order thinking exposes you to multiple perspectives, interpretations and explanations,' says Holbrook. 'The once solid epistemological ground beneath your feet can, on close and sustained scrutiny, give way, leaving you only with complexity and uncertainty. "Reality" can become difficult to establish, yet this is the pathway to originality and innovation.'

There can, however, be profound emotional and psychological repercussions. PhD students are more stressed than the general population, often feel intellectually isolated, and may even find their own sense of self destabilised and ultimately transformed by the doctoral experience.

'These intellectual and emotional challenges are a necessary part of the gestational process that produces transformative thinkers – the iconoclasts and innovators. But they're also largely responsible, unfortunately, for the very high attrition rate amongst candidates.'

This attrition rate has been the subject of national and international concern and was the initial stimulus for the group's research. In seeking ways to mitigate it, they have looked at how the quality of research training and supervision could be improved, how PhD students could be made more aware of the challenges they will face and how best to deal with them, and how university administrators and educational policymakers could develop a stronger appreciation of what students go through and of the fact that 'one size fits all' solutions do not work with this heterogeneous population.

Having spent many years establishing a solid evidence base about transformative knowledge processes in higher education, the group is now embarking on a new phase, with plans both to apply what they've learnt and to extend their work to other sectors. The creation of the new Research Training and Transformational Knowledge program in 2013 coincides with and gives additional impetus to, this 'transformation' of the group's own directions and energies.

The plans for applied work in higher education include training for supervisors, students and administrative staff, first at this university and then more widely, including the delivery of online assistance to students nationally. And in a couple of years' time they will bring together for the first time ever the world's experts in the field for an inaugural conference on the research learner.

The group's plans to extend their work to other sectors originate from preliminary work with obstetricians, who are constantly confronted with new information and high levels of uncertainty and stress. The group discovered that the transformational processes and experiences they had mapped in higher education apply equally to those who develop any major new knowledge. So they are now starting to examine what highly innovative individuals in professions are doing to transform their professional work.

They are also planning to create a new network specific to higher-order learning that will branch out from their normal educational contacts to include a targeted group of people working in these higher-level ways in the broader industrial arena, for example in defence, engineering, and international consultancy.

'When we started many years ago, there was minimal research being done on the psychology of higher-order learning and thinking. But now everyone realises how crucial it is to development, to tackling complex problems, to the future. So there's a great deal more interest in it, and in doing it well. There's been a build up to this. Now it's the time for change.'

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Higher Learning

The pros and cons of uncertainty

Professor Allyson Holbrook of the Research Training and Transformational Knowledge program looks at the huge intellectual and emotional changes that occur in Ph

Read more

Higher Learning

A new education research program examines how we prepare our best and brightest minds to participate in a knowledge-thirsty world.

"We hear a lot of talk about the new innovation society and the knowledge economy, but how are we preparing people to produce the creative solutions required in this challenging environment?" asks Professor Allyson Holbrook, the program leader.

"As we move into this innovation world we need to have a better perspective on how to teach people to fill those roles, to acquire that sort of higher-order thinking that creates new knowledge."

Building on earlier work done by Holbrook and other University of Newcastle researchers on how doctoral research should be benchmarked, the AKP program is concentrating on not only how to foster advanced thinkers in a university environment but also in the workplace.

Holbrook says one of the key attributes of adaptive knowledge producers is their ability to deal with uncertainty.

"We know from the substantial literature on creativity that people who are highly original are people who harness uncertainty," she says.

"They don't let it rule them - it is not a controlling force - they use it and turn it into something productive. Researchers deal well with that because to be a good researcher you have to deal with uncertainty every minute of every day."

AKP researchers have identified four markers that indicate when a learner is making the transition from being a user of knowledge to a producer of new knowledge. These are:

  • That they exhibit a need for epistemic community (a nurturing, learning community)
  • They engage in mindful uncertainty, which means that they no longer regard uncertainty as a barrier
  • They enter into a state of immersion in what they are doing
  • They experience what is called "epistemological rift", a feeling of being intellectually wrongfooted and alone that is a phase commonly reported by PhD researchers.

"That last one is really significant; it actually indicates that a person is at that breakthrough point to becoming a higher-order knowledge producer," Holbrook says.

"But it is often misinterpreted by supervisors in academia or industry as being an emotional problem, rather than an important part of the creative process."

While research groups elsewhere have studied aspects of knowledge production in the tertiary environment, the AKP program will break new ground by adapting the research for the workplace.

"What we have done is create diagnostics and tools to detect these higher-level knowledge-producing attributes in novice researchers; our big next step in Adaptive Knowledge Production is to take these into new contexts in industry," Holbrook says.

The potential for application in the professional sphere was recognised following a collaborative study with Dalhousie University in Canada, into the factors associated with decision-making by obstetricians performing cesarean sections.

"We see huge scope for this work to be applied in the professional sphere," Holbrook says. "Not just among people like software designers and scientists who might be considered research staff, but among doctors, teachers and other professionals who need to engage in that higher-order knowledge production."

"It's not just about teaching people to produce knowledge, it is about producing knowledge that is new and enabling them to continue to do this with different problems. Those are the key aspects."

Higher Learning

Higher Learning

A new education research program examines how we prepare our best and brightest minds to participate in a knowledge-thirsty world.

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Career Summary

Biography

Allyson Holbrook is Foundation Director of SORTI, the Centre for the Study of Research Training and Impact. The primary focus of her work is in the area of Doctoral Education but extends more broadly to several key themes in higher education and the professions. They are • Doctoral supervision, learning outcomes, expectations • Assessment at doctoral level specifically, and feedback more generally • University management, administration and leadership (particularly in relation to research) • Research culture and environment • Higher order thinking, adaptivity and innovation in research and the professions • Adult Learning • Professional learning and adaptive knowledge production • Choice of profession and work transition • Translation of research into policy and research impact (especially in Education) • Research Quality Most of her research outputs and supervision are in these areas and in the past ten years she has been successful in obtaining several Australian Research Council Discovery Grants in the fields of Doctoral Education, Engineering Education and Child Development.

Allyson is currently Chair of the University of Newcastle Human Research Ethics Committee. She presented some 70 invited workshops, keynotes and seminars on her areas of research expertise and a number of consultancies in fields within and outside education. Currently she is engaged in the evaluation of the NSW Volunteering Strategy with colleagues from the University of Wollongong. Most of her projects are team-based and draw on mixed methods designs. Her main area of teaching is research methods, with particular reference to qualitative methods. SORTI, the Centre of which she is Director, was established out of the concern evident at national and international levels about the quality and impact of research and research training. The continued development of the Centre has also responded to the escalating interest in higher and professional education; the acquisition, use, settings; and the acceleration of the use of information technologies in related contexts. SORTI activities are directed toward the understanding and development of research and higher order problem solving skills; the impact of research training and knowledge use; professional development and pathways to professions; and e-learning in a wide variety of contexts.

Research Expertise
Professor Holbrook is a leading researcher in the area of doctoral assessment and doctoral quality and has won three national competitive research grants in these fields since 2002. Other recent competitive grant success has been in areas of doctoral learning, specifically metacognition, and adaptive knowledge production aligned with higher order learning and professional development. Her broad interest is higher education, specifically the study of university education, including undergraduate research, research administration and universities as learning organisations including communities of practice. She has undertaken a number of commissioned projects in areas of educational impact and research quality, as well as the effectiveness of peer review. She has an interest in research and innovation cultures, information use and choice of profession. This latter interest in the discipline of Engineering also gained competitive grant success. Professor Holbrook is currently director of the University centre for the Study of Research Training and Impact (SORTI). Her disciplinary expertise ranges across history, economics and tertiary management as well as higher education and she specialises in cross disciplinary, mixed methods projects.

Teaching Expertise
Professor Holbrook has taught in most facets of teacher education, but in recent years her teaching is generally in methods areas, particularly qualitative methods. Most of her recent research has employed mixed methods. In addition to doctoral supervision she provides workshops and seminars on research skills, examination and supervision.

Administrative Expertise
research ethics, research & research training, research management, centre management, course co-ordination

Collaborations
Current research collaboration includes: ARC Discovery Project, A cross-national study of the relative impact of an oral component on PhD examination quality, language and practice, with researchers from UNSW, Sydney University, ANU and Oxford University. ARC Linkage Project, NSW Child Development Study, with UNSW NSW Department of Education and Communities project, The Evaluation of the Flagships Projects for the NSW Volunteering Strategy, with the University of Wollongong


Qualifications

  • PhD, La Trobe University
  • Bachelor of Economics, La Trobe University
  • Master of Tertiary Education Management, University of Melbourne

Keywords

  • Doctoral education and assessment
  • Doctoral learning
  • Higher education
  • Higher order learning
  • History of education
  • Professional education
  • Qualitative research methods
  • Research impact and quality
  • Researcher development
  • University administration

Fields of Research

Code Description Percentage
130299 Curriculum and Pedagogy not elsewhere classified 15
130199 Education Systems not elsewhere classified 15
130399 Specialist Studies in Education not elsewhere classified 70

Professional Experience

UON Appointment

Title Organisation / Department
Professor University of Newcastle
School of Education
Australia

Academic appointment

Dates Title Organisation / Department
1/11/2013 -  Australian Research Council College Member ARC (Australian Research Council)
Australia
1/01/2005 -  Consultant for Carrick Grant on standards for Dance doctorates Carrick Institute
Australia
1/01/2001 -  OzReader ARC (Australian Research Council)
Australia
1/01/2001 - 1/12/2003 Council/Board Member ACER (Australian Council for Educational Research)

Membership

Dates Title Organisation / Department
Member - History of Education Quarterly (USA) History of Education Quarterly
United States

Invitations

Participant

Year Title / Rationale
2006 History of research in Australia
Organisation: Australian Teacher Education Association
2006 History of research in Australia
Organisation: Australian Teacher Education Association
2005 Banding Study of Education Journals
Organisation: AARE/DEST
2004 Longitudinal RHD student profiling
Organisation: Australasian Research Managers Society
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Publications

For publications that are currently unpublished or in-press, details are shown in italics.


Book (2 outputs)

Year Citation Altmetrics Link
2009 May JR, Holbrook AP, Thompson AM, Preston GD, Bessant B, Claiming a Voice: The First Thirty-Five Years of the Australian Teacher Education Association, Australian Teacher Education Association, Perth, WA, 169 (2009) [A2]
Co-authors Greg Preston
1999 Holbrook AP, Johnston S, Supervision of Postgraduate Research in Education, AARE, Australia, 235 (1999) [A3]

Chapter (6 outputs)

Year Citation Altmetrics Link
2015 Clement N, Lovat TJ, Holbrook A, Kiley M, Bourke S, Paltridge B, et al., 'EXPLORING DOCTORAL EXAMINER JUDGEMENTS THROUGH THE LENSES OF HABERMAS AND EPISTEMIC COGNITION', Theory and Method in Higher Education Research, Emerald, London 213-233 (2015) [B1]
Co-authors Terry Lovat
2013 Lovat T, Holbrook A, Bourke S, 'Ways of knowing in doctoral examination: how well is the doctoral regime?', Social Theory and Education Research: Teaching and learning: curricular and pedagogical practi, Sage, USA 247-264 (2013)
2012 Cantwell RH, Scevak JJ, Bourke SF, Holbrook AP, 'Individual differences that affect the quality of learning in doctoral candidates', Enhancing The Quality Of Learning: Dispositions, Instruction, And Learning Processes, Cambridge University Press, New York 93-114 (2012) [B1]
Co-authors Jill Scevak
2010 Bourke SF, Holbrook AP, 'Preparing for a career as a researcher', An Academic Life: A Handbook for New Academics, ACER Press, Camberwell, VIC 110-119 (2010) [B2]
2007 Bourke SF, Holbrook AP, Lovat TJ, 'Examiners and examination outcomes', Supervising Doctorates Downunder: Keys to Effective Supervision in Australia and New Zealand, ACER Press, Melbourne, Victoria 234-242 (2007) [B1]
Co-authors Terry Lovat
1999 Holbrook AP, Johnston S, 'The many facets of research supervision in education', Supervision of Postgraduate Research in Education, AARE, Melbourne 3-14 (1999) [B1]
Show 3 more chapters

Journal article (49 outputs)

Year Citation Altmetrics Link
2016 Carr VJ, Harris F, Raudino A, Luo L, Kariuki M, Liu E, et al., 'New South Wales Child Development Study (NSW-CDS): an Australian multiagency, multigenerational, longitudinal record linkage study.', BMJ Open, 6 e009023 (2016)
DOI 10.1136/bmjopen-2015-009023
Co-authors Maxwell Smith, Miles Bore
2016 Prieto E, Holbrook A, Bourke S, 'An analysis of Ph.D. examiners¿ reports in engineering', European Journal of Engineering Education, 41 192-203 (2016)

© 2015 SEFI.In recent years, there have been increasing calls for an overall transformation of the nature of engineering Ph.D. programs and the way theses are assessed. There exi... [more]

© 2015 SEFI.In recent years, there have been increasing calls for an overall transformation of the nature of engineering Ph.D. programs and the way theses are assessed. There exists a need to understand the examination process to ensure the best quality outcome for candidates in engineering. The work we present in this paper uses data collected between 2003 and 2010 for a total of 1220 Australian Ph.D. theses by analysing examiner reports. Our analysis indicates that Ph.D. theses in engineering, N = 106, differ considerably from those in other fields in areas such as gender of candidates and examiners and the examiners¿ geographical location. We also found that assessment areas such as significance and contribution of the thesis, publications arising from the thesis, breadth, depth and recency of the literature review and communication and editorial correctness are areas in which the proportion of text of engineering examiners' comments differs significantly from other fields.

DOI 10.1080/03043797.2015.1056096
Co-authors Elena Prieto
2015 Lovat T, Holbrook A, Bourke S, Fairbairn H, Kiley M, Paltridge B, Starfield S, 'Examining doctoral examination and the question of the Viva', Higher Education Review, 47 5-23 (2015) [C1]
Co-authors Terry Lovat
2015 Cantwell RH, Bourke SF, Scevak JJ, Holbrook AP, Budd J, 'Doctoral candidates as learners: a study of individual differences in responses to learning and its management', Studies in Higher Education, (2015)

© 2015 Society for Research into Higher EducationA national cohort of doctoral students (n¿=¿1390) completed a suite of metacognitive questionnaires indicating management of af... [more]

© 2015 Society for Research into Higher EducationA national cohort of doctoral students (n¿=¿1390) completed a suite of metacognitive questionnaires indicating management of affective, intellectual and contingency demands in learning. Responses to the questionnaires were analysed for evidence of individual differences in reported metacognitive behaviours. Three patterns of metacognitive response to doctoral learning were identified through cluster analysis: Constructive Engagement, Struggling to Engage and Disengaged. Central to these clusters was the quality of each student's underlying epistemic framework, and the appropriateness of that framework for doctoral study. Cluster membership was broadly independent of demographic and candidate factors. It is concluded that interventions (supervisory or institutional) need to focus on more than technical aspects of candidacy, and give explicit support to underlying epistemic growth.

DOI 10.1080/03075079.2015.1034263
Co-authors Jill Scevak
2015 Watts S, Holbrook A, Smith MW, 'Policy entrepreneurs and the role of advanced cognition in policy innovation', Australian Journal of Business and Economic Studies, 1 18-27 (2015) [C1]
Co-authors Maxwell Smith
2015 Holbrook A, Bourke S, Fairbairn H, 'Examiner reference to theory in PhD theses', INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL, 52 75-85 (2015) [C1]
DOI 10.1080/14703297.2014.981842
2015 Starfield S, Paltridge B, McMurtrie R, Holbrook A, Bourke S, Fairbairn H, et al., 'Understanding the language of evaluation in examiners' reports on doctoral theses', Linguistics and Education, 31 130-144 (2015) [C1]

© 2015 Elsevier Inc..Despite their high stakes nature, examiners' reports on doctoral theses are a relatively unexplored genre. Very little work has been done, further, on how ev... [more]

© 2015 Elsevier Inc..Despite their high stakes nature, examiners' reports on doctoral theses are a relatively unexplored genre. Very little work has been done, further, on how evaluative language constructs meanings in the reports. To better understand the evaluative language used in the reports, this study analyses the examination criteria established by a university in New Zealand and draws on the appraisal framework to examine 142 examiners' reports from that institution. We explore the examiners' reports through the generalised systems of attitude and engagement and extend the framework by suggesting more delicate options within appreciation and judgement and introduce two new concepts, covert judgement and embedded judgement. While it is primarily the thesis that is appreciated in the reports, in line with the university's examination criteria, it is often the case that the candidate is also judged and the examiner is affected.

DOI 10.1016/j.linged.2015.06.004
Co-authors Terry Lovat
2014 StGeorge J, Holbrook A, Cantwell R, 'Affinity for music: A study of the role of emotion in musical instrument learning', International Journal of Music Education, 32 264-277 (2014) [C1]
DOI 10.1177/0255761413491178
Co-authors Jennifer Stgeorge
2014 Holbrook A, Bourke S, Fairbairn H, Lovat T, 'The focus and substance of formative comment provided by PhD examiners', Studies in Higher Education, 39 983-1000 (2014) [C1]
DOI 10.1080/03075079.2012.750289
Citations Scopus - 2Web of Science - 3
Co-authors Terry Lovat
2014 Winchester-Seeto T, Homewood J, Thogersen J, Jacenyik-Trawoger C, Manathunga C, Reid A, Holbrook A, 'Doctoral supervision in a cross-cultural context: issues affecting supervisors and candidates', HIGHER EDUCATION RESEARCH & DEVELOPMENT, 33 610-626 (2014) [C1]
DOI 10.1080/07294360.2013.841648
Citations Scopus - 1Web of Science - 1
2014 Grushka K, Holbrook A, Bellette A, 'RESEARCHING PHOTOGRAPHIC PARTICIPATORY INQUIRY IN AN E-LEARNING ENVIRONMENT', McGill Journal of Education, 49 621-638 (2014)
Co-authors Kath Grushka
2014 Holbrook A, Shaw K, Scevak J, Bourke S, Cantwell R, Budd J, 'PhD Candidate Expectations: Exploring Mismatch with Experience', International Journal of Doctoral Studies, 9 329-346 (2014) [C1]
Co-authors Jill Scevak, Kylie Shaw
2014 McMullen P, Holbrook A, Cantwell R, 'Professional Confidence: A Powerful Enabling Mechanism in the Transition to Becoming a Specialist RN: Qualitative Findings from a Mixed Method Study', International Journal of Practice-based Learning in Health and Social Care, 2 20-34 (2014) [C1]
DOI 10.11120/pblh.2013.00023
2013 Bourke S, Holbrook AP, 'Examining PhD and research masters theses', Assessment and Evaluation in Higher Education, 38 407-416 (2013) [C1]

The examination of research theses has only relatively recently attracted research interest that has focused on what examiners do and how consistent they are. The research questio... [more]

The examination of research theses has only relatively recently attracted research interest that has focused on what examiners do and how consistent they are. The research questions in this study address firstly whether PhD and research masters theses were treated by examiners as qualitatively different on 12 indicators of importance across the areas: contribution of the thesis, the literature review, approach and methodology, analyses and results and presentation. Secondly what was the examiner assessment of quality of a recently examined thesis on the same indicators and, finally, how well the indicators were reflected in a holistic assessment of thesis quality. The work reported here draws on the responses of 353 PhD and 74 research masters thesis examiners. Findings showed the examiners generally rated the relative importance of the indicators very similarly at both degree levels. Further the order of importance across indicators was essentially the same for the two levels of thesis. Anticipated differences did emerge with the examiners giving higher quality gradings for all contribution indicators for PhD as compared with research masters theses. The 12 specific quality indicators, individually and collectively were strongly related to the holistic assessment of thesis quality, particularly at the PhD level. © 2013 Copyright Taylor and Francis Group, LLC.

DOI 10.1080/02602938.2011.638738
Citations Scopus - 6Web of Science - 7
2013 Shaw K, Holbrook A, Bourke S, 'Student experience of final-year undergraduate research projects: an exploration of 'research preparedness'', Studies in Higher Education, 38 711-727 (2013) [C1]
DOI 10.1080/03075079.2011.592937
Citations Scopus - 4Web of Science - 1
Co-authors Kylie Shaw
2013 Holbrook A, Simmons B, Scevak J, Budd J, 'Higher degree research candidates' initial expectations in fine art', TEXT, Special Issue 22 (2013) [C1]
Co-authors Jill Scevak
2013 Simmons B, Holbrook A, 'From rupture to resonance: Uncertainty and scholarship in Fine Art research degrees', Arts & Humanities in Higher Education, 12 204-221 (2013) [C1]
DOI 10.1177/1474022212465687
2012 Cantwell RH, Scevak JJ, Bourke SF, Holbrook AP, 'Identifying individual differences among doctoral candidates: A framework for understanding problematic candidature', International Journal of Educational Research, 53 68-79 (2012) [C1]
Citations Scopus - 4
Co-authors Jill Scevak
2012 Sebalj DA, Holbrook AP, Bourke SF, 'The rise of 'professional staff' and demise of the 'non-academic': A study of university staffing nomenclature preferences', Journal of Higher Education Policy and Management, 34 463-472 (2012) [C1]
Citations Scopus - 6
2012 St George JM, Holbrook AP, Cantwell RH, 'Learning patterns in music practice: Links between disposition, practice strategies and outcomes', Music Education Research, 14 243-263 (2012) [C1]
Citations Scopus - 4Web of Science - 3
Co-authors Jennifer Stgeorge
2009 Holbrook AP, Panozza LA, Prieto-Rodriguez E, 'Engineering in children's fiction: Not a good story?', International Journal of Science and Mathematics Education, 7 723-740 (2009) [C1]
DOI 10.1007/s10763-008-9129-8
Citations Scopus - 5Web of Science - 1
Co-authors Elena Prieto
2009 Prieto-Rodriguez E, Holbrook AP, Bourke SF, O'Connor JD, Page AW, Husher KJ, 'Influences on engineering enrolments: A synthesis of the findings of recent reports', European Journal of Engineering Education, 34 183-203 (2009) [C1]
DOI 10.1080/03043790902835940
Citations Scopus - 13
Co-authors Elena Prieto, John Oconnor, Adrian Page
2009 Sebalj DA, Holbrook AP, 'The profile of university research services staff', Australian Universities Review, 51 30-38 (2009) [C1]
2008 Lovat TJ, Holbrook AP, Bourke SF, 'Ways of knowing in doctoral examination: How well is the doctoral regime?', Educational Research Review, 3 66-76 (2008) [C1]
DOI 10.1016/j.edurev.2007.06.002
Citations Scopus - 8Web of Science - 5
Co-authors Terry Lovat
2008 Holbrook AP, Bourke SF, Lovat TJ, Fairbairn HM, 'Consistency and inconsistency in PhD thesis examination', Australian Journal of Education, 52 36-48 (2008) [C1]
Citations Scopus - 15Web of Science - 9
Co-authors Terry Lovat
2008 Shaw KM, Holbrook AP, Scevak JJ, Bourke SF, 'The response of pre-service teachers to a compulsory research project', Australian Educational Researcher, 35 89-109 (2008) [C1]
Citations Scopus - 4Web of Science - 2
Co-authors Jill Scevak, Kylie Shaw
2007 Holbrook AP, Bourke SF, Fairbairn HM, Lovat TJ, 'Examiner comment on the literature review in Ph.D. theses', Studies in Higher Education, 32 337-356 (2007) [C1]
DOI 10.1080/03075070701346899
Citations Scopus - 9Web of Science - 7
Co-authors Terry Lovat
2007 Holbrook AP, 'Levels of success in the use of the literature in a doctorate', South African Journal of Higher Education, 21 1017-1038 (2007) [C1]
2006 Holbrook AP, 'Editorial Advisory Board', Melbourne Studies in Education, 47 (2006) [C2]
2006 Holbrook AP, Bourke SF, Lovat TJ, Fairbairn HM, 'PhD Thesis Examination', Higher Education Research and Development Society of Australasia, 28 17-18 (2006) [C2]
Co-authors Terry Lovat
2006 Holbrook AP, St George JM, Ashburn EA, Graham AM, Lawry MJ, 'Assessment practice in fine art higher degrees', Media International Australia Incorporating Culture and Policy, 118 86-97 (2006) [C1]
Co-authors Jennifer Stgeorge, Miranda Lawry
2005 Holbrook AP, 'Editor - Editorial Advisory Board', Melbourne Studies in Education, 46 (2005) [C2]
2004 Holbrook AP, Bourke SF, Lovat TJ, Dally KA, 'Investigating PhD thesis examination reports', International Journal of Educational Research, 41 98-120 (2004) [C1]
DOI 10.1016/j.ijer.2005.04.008
Citations Scopus - 16
Co-authors Terry Lovat, Kerry Dally
2004 Holbrook AP, Bourke SF, Lovat TJ, Dally KA, 'PhD Theses at the Margin: Examiner Comment on Re-examined Theses', Melbourne Studies in Education, 45 89-115 (2004) [C1]
DOI 10.1080/17508487.2004.9558608
Co-authors Terry Lovat, Kerry Dally
2004 Dally KA, Holbrook AP, Graham AM, Lawry MJ, 'The processes and parameters of Fine Art PhD examination', International Journal of Educational Research, 41 136-162 (2004) [C1]
DOI 10.1016/j.ijer.2005.04.010
Citations Scopus - 5
Co-authors Miranda Lawry, Kerry Dally
2004 Holbrook AP, Bourke SF, Lovat TJ, Dally KA, 'Qualities and Characteristics in the Written Reports of Doctoral Thesis Examiners', Australian Journal of Educational & Developmental Psychology, 4 126-145 (2004) [C1]
Citations Scopus - 5
Co-authors Terry Lovat, Kerry Dally
2004 Holbrook AP, Bourke SF, 'An investigation of PhD examination outcome in Australia using a mixed method approach', Australian Journal of Educational & Developmental Psychology, 4 153-169 (2004) [C1]
Citations Scopus - 5
2004 Dally KA, Holbrook AP, Lawry MJ, Graham AM, 'Assessing the exhibition and the exegesis in visual arts higher degrees: perspectives of examiners', Working Papers in Art & Design, 3 1-14 (2004) [C1]
Co-authors Kerry Dally, Miranda Lawry
2002 Bourke SF, Holbrook AP, 'Links between research and schools: The role of postgraduate students', The Australian Educational Researcher, 29 (2) 15-32 (2002) [C1]
DOI 10.1007/BF03216762
2002 Holbrook AP, Findlay M, 'The disciplines in Australian education: Their share of the research output 1984-1998', Change: Transformations in Education - A Journal of Theory, Research, Policy and Practice, 5 (1) 106-123 (2002) [C1]
2001 May J, Holbrook AP, 'Book Reviews - Love and Freedom. Professional women and the reshaping of personal life', History of Education, 30 (6) 571-573 (2001) [C3]
2000 Holbrook AP, 'Re-visiting the connections between school, work and learning in the workplace', History of Education Review, 29 (2) 1-19 (2000) [C1]
2000 Holbrook AP, Findlay M, Mission S, 'Using education indexes to map research trends', Online information review - The International Journal of Digital Information Research and Use, 24 (3) 197-212 (2000) [C1]
1998 Holbrook AP, Barker RM, 'The Historical Investigation of other than Formal Education: A Comparative Framework', Melbourne Studies in Education, 39 (1) 81-104 (1998) [C1]
1996 Holbrook A, Butcher L, 'Uses of qualitative data analysis software in educational research: The literature, the hard questions and some specific research applications', The Australian Educational Researcher, 23 55-80 (1996)
DOI 10.1007/BF03219631
Citations Scopus - 4
1995 Holbrook AP, 'Methodological developments in oral history: A multi-layered approach', The Australian Educational Researcher, 22 21-44 (1995)
DOI 10.1007/BF03219599
Citations Scopus - 2
1992 Bourke S, Holbrook A, 'University students¿ writing: Types of errors and some comparisons across disciplines', Higher Education Research & Development, 11 119-134 (1992)

The purpose of this study was to identify the writing errors made by 310 first year university students in 13 disciplines using a checklist of five writing error categories, each ... [more]

The purpose of this study was to identify the writing errors made by 310 first year university students in 13 disciplines using a checklist of five writing error categories, each with a number of sub-categories. The overall median error rate was 35.0 errors per 1000 words. Punctuation and capitalisation was by far the most common category of error, and sentence structure, word usage, spelling and vocabulary followed in descending order of frequency. Law and Economics students exhibited the highest error rates while Geography, Mechanical Engineering, Philosophy, English, Statistics, Linguistics, Geology, History and Sociology students had error rates near the median value, and French and Psychology students made fewest errors. The major error sub-categories that best indicated difference between good and poor writers were the use of commas and some aspects of sentence construction. Copyright © 1992, Taylor & Francis Group, LLC. All rights reserved.

DOI 10.1080/0729436920110202
1989 Holbrook AP, 'Models for vocational guidance in australia 1920s-1930s: American influence in conflict with british tradition', Vocational Aspect of Education, 41 43-52 (1989)

The practice of following the British lead in education was well established in Australia by the end of the nineteenth century. The manifest strength of this tradition and its emb... [more]

The practice of following the British lead in education was well established in Australia by the end of the nineteenth century. The manifest strength of this tradition and its embodiment by historians, has tended to obscure other, if lesser, influences on Australian education. However, as scholars now turn from mainstream histories of Australian education to specialist studies, the evidence begins to reveal the extent of American influence on the ideas of Australian educationists and on educational innovation. The origins of vocational guidance schemes in Australia, and particularly the states of Victoria and New South Wales, provide a case in point. Research indicates that Australian educators looked as much to America as to Britain for models of guidance and because of the distinctive differences in the two models they were, in many important respects, faced with conflicting choices. An examination of these choices and their context, considered against the framework of contemporary historiography, contributes towards an expanded perspective of the forces that worked for and against educational change in Australia between the two World Wars. © 1989 The Vocational Aspect of Education Ltd.

DOI 10.1080/10408347308003331
Citations Scopus - 1
1989 Holbrook A, Bourke S, 'Assessment of the English Skills of Tertiary Students', Higher Education Research & Development, 8 161-179 (1989)

Despite increasing concern about student writing at the tertiarv level there has been little empirical research into the nature and extent of the problem in Australia. The writing... [more]

Despite increasing concern about student writing at the tertiarv level there has been little empirical research into the nature and extent of the problem in Australia. The writing skills of three samples of university students in different courses were assessed using the multiple choice English Skills Assessment (ESA) test, and two other measures developed by the researchers: a detailed error checklist and wholistic ratings. The error checklist was intended to supplement as well as complement the skills areas covered by the ESA. On average, students responded correctly to 86 per cent of the ESA test items and made a total of 21 errors per 1000 words when writing narrative. The checklist enabled the detection of important deficiencies in writing not identified by the ESA, particularly in some areas of punctuation and sentence structure. Some different emphases are indicated for the testing of writing skills at the university level. © 1989, Taylor & Francis Group, LLC. All rights reserved.

DOI 10.1080/0729436890080204
Citations Scopus - 2
Show 46 more journal articles

Review (3 outputs)

Year Citation Altmetrics Link
2009 Holbrook AP, Bourke SF, Fairbairn HM, Preston GD, Cantwell RH, Scevak JJ, 'Publishing in Academic Journals in Education', - (2009) [D1]
Co-authors Greg Preston, Jill Scevak
2009 Holbrook AP, 'The basic challenges facing academic authors in education', Publishing in Academic Journals in Education (2009) [D2]
1999 Holbrook AP, Ainley J, Bourke SF, Owen J, McKenzie P, Mission S, Johnston T, 'Mapping Educational Research and its Impact on Australian Schools - Report to the Higher Education Research Branch, Dept. of Education, Training and Youth Affairs', Report to the Higher Education Research Branch, Dept. of Education, Training and Youth Affairs (1999) [D1]

Conference (103 outputs)

Year Citation Altmetrics Link
2015 Holbrook A, Dally K, Bourke S, Fairbairn H, Lovat T, 'Reference to "ethics" in PhD examiner reports: Where is it?', AARE Conference Papers (2015) [E3]
Co-authors Kerry Dally, Terry Lovat
2015 Bourke S, Holbrook A, Kiley M, Lovat T, Paltridge B, Starfield S, Fairbairn H, 'Recording significance of a ¿viva' in PhD examiner reports.', AARE Conference Papers (2015) [E3]
Co-authors Terry Lovat
2014 Watts S, Holbrook A, Smith MW, 'Policy entrepreneurs and the role of advanced cognition in policy innovation', Proceedings of the Australian Academy of Business and Social Sciences Conference 2014 (in partnership with the Journal of Developing Areas) (2014) [E1]
Co-authors Maxwell Smith
2014 Bourke S, Cantwell R, Budd J, Scevak J, Holbrook A, Shaw KM, 'Change in PhD candidate attributes over time', Speaking Back Through Research: 2014 Joint International Conference of AARE-NZARE (2014) [E3]
Co-authors Kylie Shaw, Jill Scevak
2014 Fairbairn H, Holbrook A, Bourke S, Kiley M, Lovat T, Paltridge B, Starfield S, '¿I¿ll seek clarification of this in the viva¿: Purpose and process of the vivas through the lens of PhD examiner reports process', Proceedings of the 11th Biennial Quality in Postgraduate Research Conference (2014)
Co-authors Terry Lovat
2014 Bourke S, Holbrook A, Fairbairn H, Lovat T, Kiley M, Paltridge B, Starfield S, 'Emphases in examiner reports: Does the viva make a difference?', Proceedings of the 11th Biennial Quality in Postgraduate Research Conference (2014)
Co-authors Terry Lovat
2014 Shaw K, Scevak J, Holbrook A, Bourke S, Budd J, 'The Journey plot: an innovative mixed-method approach for assessing transition in doctoral learning', Proceedings of the 11th Biennial Quality in Postgraduate Research Conference (2014)
Co-authors Kylie Shaw
2014 Holbrook A, Kiley M, StGeorge J, Lovat T, Bourke S, Paltridge B, Starfield S, 'How examiners understand the contribution of the viva to doctoral examination.', Proceedings of the 11th Biennial Quality in Postgraduate Research Conference (2014)
Co-authors Terry Lovat
2014 Budd J, Scevak J, Cantwell R, Bourke S, Holbrook A, Shaw K, 'Measuring doctoral student satisfaction with progress', Proceedings of the 11th Biennial Quality in Postgraduate Research Conference, (2014)
Co-authors Kylie Shaw
2014 Scevak J, Holbrook A, Budd J, Bourke S, Shaw KM, Cantwell R, 'Is there a mismatch between doctoral students¿ conceptions and actual experience of PhD study?', Proceedings of the 11th Biennial Quality in Postgraduate Research Conference (2014) [E3]
Co-authors Jill Scevak, Kylie Shaw
2014 Budd J, Scevak J, Cantwell R, Holbrook A, Bourke S, Shaw KM, 'Measuring Doctoral Student Satisfaction with Progress', 11th Biennial QPR Conference Proceedings (2014) [E3]
Co-authors Kylie Shaw, Jill Scevak
2014 Shaw KM, Scevak J, Holbrook A, Bourke S, Budd J, 'The Journey Plot: an innovative mixed-method approach for assessing transition in doctoral learning', 11th Biennial QPR Conference Proceedings (2014) [E3]
Co-authors Jill Scevak, Kylie Shaw
2013 Holbrook AP, 'Examiner concern with the use of theory in PhD theses', "Responsible Teaching and Sustainable Learning", Book of Abstracts and Extended Summaries (2013) [E3]
2013 Shaw KM, Holbrook A, Bourke S, 'Mentoring & Nurturing Undergraduate Researchers: a cross-disciplinary perspective.', Responsible Teaching and Sustainable Learning (2013) [E3]
Co-authors Kylie Shaw
2013 Bourke SF, Cantwell RH, Holbrook AP, Scevak JJ, 'Measuring change in PhD candidate attributes during candidature', ¿Responsible Teaching and Sustainable Learning¿ Book of Abstracts and Extended Summaries (2013) [E3]
2013 Holbrook AP, Scevak JJ, Budd J, Bourke SF, Shaw K, Cantwell R, ''PhD candidate reflections on initial expectations of the PhD: mismatch and student satisfaction', 'Responsible Teaching and Sustainable Learning' Book of Abstracts and Extended Summaries (2013)
Co-authors Kylie Shaw
2012 Bourke SF, Cantwell RH, Holbrook AP, Scevak JJ, Budd JL, 'PhD candidate satisfaction: Levels of satisfaction and relationships with candidate characteristics and candidature experience', AARE 2012 Conference Proceedings & Program (2012) [E3]
Co-authors Jill Scevak
2012 Budd JL, Scevak JJ, Holbrook AP, Cantwell RH, Bourke SF, 'Tracking the doctoral journey: Developing a measure of perceived progress and well-being for PhD Students', AARE 2012 Conference Proceedings & Program (2012) [E3]
Co-authors Jill Scevak
2012 Dunphy S, Cantwell RH, Holbrook AP, Bourke SF, 'Exploring and describing professional knowing in a cohort of specialist physicians: A qualitative study of metacognition and affect in clinical decision making', AARE 2012 Conference Proceedings & Program (2012) [E3]
2012 Holbrook AP, Scevak JJ, Budd JL, Cantwell RH, Bourke SF, 'Capturing the learning challenges faced by PhD students', AARE 2012 Conference Proceedings & Program (2012) [E3]
Co-authors Jill Scevak
2012 Cantwell RH, Bourke SF, Scevak JJ, Holbrook AP, Budd JL, 'A metacognitive profile of PhD candidates: Evidence of epistemic variation', AARE 2012 Conference Proceedings & Program (2012) [E3]
Co-authors Jill Scevak
2012 Mhalila JJ, Holbrook AP, Shaw KM, Smith MW, 'Conceptualizing 'synergy' in higher education policy processes', AARE 2012 Conference Proceedings & Program (2012) [E3]
Co-authors Maxwell Smith, Kylie Shaw
2012 Prieto-Rodriguez E, Holbrook AP, Bourke SF, 'Australian engineering doctorates: What examiners seek and implications for the field', AARE 2012 Conference Proceedings & Program (2012) [E3]
Co-authors Elena Prieto
2012 Scevak JJ, Budd JL, Holbrook AP, Cantwell RH, Bourke SF, 'Thinking with feeling in PhD candidature', AARE 2012 Conference Proceedings & Program (2012) [E3]
Co-authors Jill Scevak
2012 Sebalj DA, Holbrook AP, Bourke SF, 'Supporting research in Australian universities: A model of engagement', AARE 2012 Conference Proceedings & Program (2012) [E3]
2011 Cantwell RH, Scevak JJ, Cholowski KM, Bourke SF, Holbrook AP, 'Rethinking the scope of metacognition: a multi-dimensional account', EARLI 2011 14th Biennial Conference: Education for a Global Networked Society. Book of Abstracts and Extended Summaries (2011) [E3]
Co-authors Jill Scevak
2011 Bourke SF, Holbrook AP, 'The quality and importance of thesis 'contribution'', EARLI 2011 14th Biennial Conference: Education for a Global Networked Society. Book of Abstracts and Extended Summaries (2011) [E3]
2011 Holbrook AP, Bourke SF, 'The pattern and style of formative feedback presented by PhD examiners in their reports', EARLI 2011 14th Biennial Conference: Education for a Global Networked Society. Book of Abstracts and Extended Summaries (2011) [E3]
2011 Holbrook AP, Bourke SF, 'The major themes and qualities of formative comment by PhD examiners in the sciences and education', American Educational Research Association 2011 Annual Meeting: Inciting the Social Imagination (2011) [E3]
2011 Bourke SF, Holbrook AP, 'Examining Ph.D. and research master's dissertations', American Educational Research Association 2011 Annual Meeting: Inciting the Social Imagination (2011) [E3]
2011 St George JM, Holbrook AP, 'Cognitive, social and affective factors related to engagement in instrumental music learning', EARLI 2011 14th Biennial Conference: Education for a Global Networked Society. Book of Abstracts and Extended Summaries (2011) [E3]
Co-authors Jennifer Stgeorge
2010 Sebalj DA, Holbrook AP, 'Neither academic nor non-academic: the nomenclature preferences of university research support staff', Proceedings of the Society for Research into Higher Education Annual Research Conference 2010 (2010) [E3]
2010 Cantwell RH, Scevak JJ, Bourke SF, Holbrook AP, Budd JL, 'Developing measures of metacognitive and affective attributes of doctoral students, and their use in tracking the doctoral journey', 9th Quality in Postgraduate Research : Educating Researchers for the 21st Century, Proceedings of the 2010 Quality in Postgraduate Research Conference (2010) [E3]
Co-authors Jill Scevak
2010 Holbrook AP, Chen S, Bourke SF, Holmes KA, Butler K, ''I can tell that English is not your first language'. Examiner comments and recommendations on the theses of students with ESL', 9th Quality in Postgraduate Research : Educating Researchers for the 21st Century, Proceedings of the 2010 Quality in Postgraduate Research Conference (2010) [E3]
Co-authors Shen Chen, Kathleen Butler
2010 Bourke SF, Holbrook AP, 'How examiners identify quality of research theses', AARE International Education Research Conference - 2010 (2010) [E3]
2010 Cantwell RH, Holbrook AP, 'Multiple uncertainties in new knowledge production: The case of the PhD', AARE International Education Research Conference - 2010 (2010) [E3]
2010 Holbrook AP, St George JM, Sebalj DA, Shaw KM, 'Managing degrees of uncertainty: Management expectations in supervision', AARE International Education Research Conference - 2010 (2010) [E3]
Co-authors Kylie Shaw, Jennifer Stgeorge
2010 Shaw KM, Holbrook AP, 'Honours as a gateway to the doctorate: Interdisciplinary perspectives', AARE International Education Research Conference - 2010 (2010) [E3]
Co-authors Kylie Shaw
2010 Simmons BA, Holbrook AP, Lawry MJ, 'From rupture to resonance: Art makers as art researchers', AARE International Education Research Conference - 2010 (2010) [E3]
Co-authors Miranda Lawry
2009 Bourke SF, Prieto-Rodriguez E, Holbrook AP, O'Connor JD, Page AW, Husher KJ, 'STEM: In school and after (Science, Technology, Engineering and Mathematics)', 13th Biennial Conference: EARLI 2009. Book of Abstracts (2009) [E3]
Co-authors John Oconnor, Adrian Page, Elena Prieto
2009 Holbrook AP, Craig DH, Bourke SF, Lovat TJ, Holmes KA, Prieto-Rodriguez E, 'The content and language of PhD examiner reports', 13th Biennial Conference: EARLI 2009. Book of Abstracts (2009) [E3]
Co-authors Terry Lovat, Hugh Craig, Elena Prieto
2009 Bourke SF, Holbrook AP, Craig DH, Lovat TJ, Holmes KA, Prieto-Rodriguez E, 'Matching and understanding the context and language of PhD examiner reports', 2009 AERA Annual Meeting Online Program (2009) [E3]
Co-authors Terry Lovat, Hugh Craig, Elena Prieto
2009 Holbrook AP, Bourke SF, 'Duty, territory, and empathy: Identifying the elements in PhD examination', 2009 AERA Annual Meeting Online Program (2009) [E3]
2009 Prieto-Rodriguez E, Bourke SF, Holbrook AP, Page AW, O'Connor JD, Husher KJ, 'Attitudes and careers in engineering: A cross-sectional study from elementary school to the profession', 2009 American Educational Research Association (AERA) Annual Meeting (2009) [E3]
Co-authors John Oconnor, Elena Prieto, Adrian Page
2009 Fairbairn HM, Holbrook AP, Bourke SF, Preston GD, Cantwell RH, Scevak JJ, 'A profile of education journals', AARE 2008 Conference Papers Collection: Proceedings (2009) [E2]
Co-authors Greg Preston, Jill Scevak
2009 Simmons BA, Holbrook AP, St George JM, Lawry MJ, Graham AM, 'Developing a researcher perspective during the course of a fine art research degree: Issues relating to supervision', AARE 2008 Conference Papers Collection: Proceedings (2009) [E2]
Co-authors Jennifer Stgeorge, Miranda Lawry
2008 Holbrook AP, Bourke SF, Preston GD, Cantwell RH, Scevak JJ, 'Some results of the education journal banding study', Abstracts of Focus Conference Papers 2007 (2008) [E3]
Co-authors Greg Preston, Jill Scevak
2008 McMullen P, Cantwell RH, Holbrook AP, 'Metacognitive change within a postgraduate nursing cohort over the duration of a specialist nursing course', International Nursing Research Conference: Facing the Challenge of Health Care Systems in Transition. Abstracts (2008) [E3]
2008 Bourke SF, Holbrook AP, 'PhD thesis quality: Predicting examiner recommendation as one measure of thesis quality', Quality in Postgraduate Research: Research Education in the New Global Environment. Proceedings of the 2008 Quality in Postgraduate Research Conference (2008) [E2]
2008 Holbrook AP, 'The PhD examination in balance and imbalance', Quality in Postgraduate Research: Research Education in the New Global Environment. Proceedings of the 2008 Quality in Postgraduate Research Conference (2008) [E3]
2007 Bourke SF, Holbrook AP, Lovat TJ, 'Relationships of PhD candidate, candidature and examination characteristics with thesis outcomes', Proceedings of the Australian Association for Research in Education 2006 Annual Conference (2007) [E2]
Co-authors Terry Lovat
2007 Sebalj D, Holbrook AP, 'Administering PhD studies', Proceedings of the Australian Association for Research in Education 2006 Annual Conference (2007) [E2]
2007 Shaw KM, Holbrook AP, Scevak JJ, 'The response of education interns to a compulsory research project', Proceedings of the Australian Association for Research in Education 2006 Annual Conference (2007) [E2]
Co-authors Kylie Shaw, Jill Scevak
2007 Bourke SF, Prieto-Rodriguez E, Holbrook AP, 'Identification of strategies to increase enrolments in engineering', EARLI 12th Biennial Conference for Research on Learning and Instruction: Developing Potentials for Learning. Abstracts (2007) [E3]
Co-authors Elena Prieto
2007 Holbrook AP, Bourke SF, 'Doctoral examiner ego and assessment etiquette', EARLI 12th Biennial Conference for Research on Learning and Instruction: Developing Potentials for Learning. Abstracts (2007) [E3]
2007 Bourke SF, Holbrook AP, Lovat TJ, 'Quality indicators for PHD theses in engineering', EARLI 12th Biennial Conference for Research on Learning and Instruction: Developing Potentials for Learning. Abstracts (2007) [E3]
Co-authors Terry Lovat
2007 Holbrook AP, Bourke SF, Lovat TJ, Fairbairn HM, 'Sources of agreement and disagreement in PhD thesis examination', Proceedings of the AERA 2007 Annual Meeting (2007) [E3]
Co-authors Terry Lovat
2007 Holbrook AP, 'Dalliance or intimate relationship?: Evidence of what contributes to successful use of the literature in a doctorate', Proceedings of the Postgraduate -State of the Art and the Artists - Conference (2007) [E3]
2006 Holbrook AP, Bourke SF, Cantwell RH, 'Using research candidate Annual Report data to examine supervision effectiveness', Quality in Postgraduate Research: Knowledge Creation in Testing Times (2006) [E2]
2006 Shaw KM, Holbrook AP, 'An Investigation of the Nature and Contribution of Honours Programs in Australia', Quality in Postgraduate Research Conference: Knowledge Creation in Testing Times. Refereed Publication of the 2006 Quality in Postgraduate Research Conference (2006) [E1]
Co-authors Kylie Shaw
2005 Holbrook AP, Bourke SF, Lovat TJ, Lu Y, 'The assessment of the literature review in the PhD thesis', Proceedings of the HERDSA Conference 2005 (2005) [E3]
Co-authors Terry Lovat
2005 Shaw KM, Holbrook AP, 'Mapping honours programs in Australia: The rationale for, and approach to, an investigation of the nature, current and future role of honours programs in Australia', Proceedings of the HERDSA Conference 2005 (2005) [E3]
Co-authors Kylie Shaw
2005 Dally KA, Holbrook AP, Graham AM, Lawry MJ, Ashburn EA, 'Assessment Practice in Visual Arts Higher Degrees', European Association for Research on Learning and Instruction 11th Biennial Conference. Integrating Multiple Perspectives on Effective Learning Environments (2005) [E3]
Co-authors Kerry Dally, Miranda Lawry
2005 Holbrook AP, Dally KA, Graham AM, Lawry MJ, 'Examiner Reflections on the Fine Art Higher Degree Examination Process', AARE 2004 Conference Papers Collection (2005) [E1]
Co-authors Miranda Lawry, Kerry Dally
2005 Bourke SF, Holbrook AP, Lovat TJ, Farley PH, 'Attrition, Completion and Completion Times of PhD Candidates', AARE 2004 Conference Papers Collection (2005) [E1]
Co-authors Terry Lovat
2005 Holbrook AP, Bourke SF, Lovat TJ, Dally KA, 'An investigation of inconsistencies in PhD examination decisions', AARE 2004 Conference Papers Collection (2005) [E2]
Co-authors Terry Lovat, Kerry Dally
2005 Bourke SF, Holbrook AP, Lovat TJ, 'Using examiner reports to identify quality PhD theses', AARE Special Focus Conference Paper Collection Cairns 2005. Quality in Educational Research (2005) [E1]
Co-authors Terry Lovat
2004 Bourke SF, Holbrook AP, Lovat TJ, Dally KA, 'Characteristics, degree completion times and thesis quality of Australian PhD candidates', Proceedings of the 2004 International Quality in Postgraduate Research Conference (2004) [E2]
Co-authors Kerry Dally, Terry Lovat
2004 Holbrook AP, Dally KA, Bourke SF, Lovat TJ, Lawry MJ, Lu Y, 'Evaluating some fundamental features of doctoral assessment', Proceedings of the 2004 International Quality in Postgraduate Research Conference (2004) [E3]
Co-authors Kerry Dally, Terry Lovat, Miranda Lawry
2004 Dally KA, Holbrook AP, Graham AM, Lawry MJ, 'The Fine Art higher degree examination process', Proceedings of the 2004 International Quality in Postgraduate Research Conference (2004) [E3]
Co-authors Kerry Dally, Miranda Lawry
2004 Holbrook AP, Bourke SF, Cantwell RH, Carmichael K, McBriarty L, 'Longitudinal tracking of research student progress to inform and facilitate strategic action', ARMS 2004 Conference Enabling the research environment: delivering enhanced outcomes and impact (2004) [E2]
2004 Bourke SF, Holbrook AP, Lovat TJ, Farley PH, 'Attrition, completion and completion times of PhD candidates', Abstract of Papers (2004) [E3]
Co-authors Terry Lovat
2004 Holbrook AP, Bourke SF, Lovat TJ, Dally KA, 'An investigation of inconsistencies in PhD examination decisions', Abstract of Papers (2004) [E3]
Co-authors Terry Lovat, Kerry Dally
2004 Holbrook AP, Dally KA, Graham AM, Lawry MJ, 'Examiner reflections on the Fine Art Higher Degree examination process', Abstract of Papers (2004) [E3]
Co-authors Miranda Lawry, Kerry Dally
2004 Holbrook AP, Dally KA, Graham AM, Lawry MJ, 'The perspectives of examiners on the processes of research higher degree supervision and examination in fine art', Conference Paper (2004) [E2]
Co-authors Miranda Lawry, Kerry Dally
2004 Bourke SF, Hattie J, Anderson L, Holbrook AP, Lovat TJ, 'Predicting examiner recommendations on PhD theses', Conference Paper (2004) [E2]
Co-authors Terry Lovat
2003 Holbrook AP, Dally K, Cantwell RH, Scevak JJ, Bourke SF, Lovat TJ, 'Doctoral Examiners as Supervisors', Proceedings HERDSA Annual Conference Christchurch 2003 (2003) [E2]
Co-authors Jill Scevak, Terry Lovat
2003 Holbrook AP, Bourke SF, Dally K, 'How examiners define quality in the doctoral thesis', Improving Learning, Fostering the Will to Learn. Abstracts of the10th Biennial Conference EARLI (2003) [E3]
2003 Holbrook AP, Dally K, 'Emphases in 603 doctoral examination reports', Improving Learning, Fostering the Will to Learn. Abstracts of the10th Biennial Conference EARLI (2003) [E3]
2003 Dally KA, Holbrook AP, Bourke SF, Graham AM, Lawry MJ, 'Higher Degree Examination in Fine Art', Defining the Doctorate (2003) [E1]
Co-authors Kerry Dally, Miranda Lawry
2003 Lovat TJ, Holbrook AP, Bourke SF, Morrison KA, Dally K, 'Ways of Knowing In Assessing The PhD and Ramifications For The Role Of The Supervisor', UNSURE (2003) [E2]
Co-authors Terry Lovat
2003 Chen S, Absalom DJ, Holbrook AP, 'Cultural Conflict in PhD Supervision', Conference Papers, Abstracts and Symposia (2003) [E2]
2002 Holbrook AP, 'PhD Examination - Assessment's Lease Mapped Frontier', AARE 2001 Conference Papers (2002) [E2]
2002 Lovat TJ, Holbrook AP, Hazel GJ, 'What Qualities are Rare in Examiners Reports?', AARE 2001 Conference Papers (2002) [E2]
Co-authors Terry Lovat
2002 Holbrook AP, Lovat TJ, Bourke SF, Dally KA, Hazel GJ, 'Examiner comment on theses that have been revised and resubmitted', AARE 2002 Conference Papers (2002) [E2]
Co-authors Terry Lovat, Kerry Dally
2001 Holbrook AP, Bourke SF, Lovat TJ, Monfries MM, Hazel GJ, 'Examination of PhD Theses', Abstracts - 9th European Conference EARLI (2001) [E3]
Co-authors Terry Lovat
2001 Bourke SF, Holbrook AP, 'Three views on the impact of research on schools and school systems', Abstracts - 9th European Conference EARLI (2001) [E3]
2001 Holbrook AP, Bourke SF, Farley P, Carmichael K, 'Analysing PhD examination reports and the links between PhD candidate history and examination outcomes: A methodology', 24th International HERDSA Conference Vol 24 - Research & Development in Higher Education (2001) [E1]
2001 Chen S, Holbrook AP, Absalom DJ, 'Culture, Confusion & Conflict', AARE - Conference Papers (2001) [E3]
Co-authors Shen Chen
2001 Bourke SF, Holbrook AP, 'The role of popstgraduate students in dissemination and use of research in schools and school systems', AARE 2000 - Conference papers (2001) [E2]
2001 Lovat TJ, Holbrook AP, Hazel GJ, 'What qualities are rate in examiners reports?', AARE 2001 = Conference Papers, Abstracts (2001) [E2]
Co-authors Terry Lovat
2001 Holbrook AP, 'PhD Examination - Assessment's least mapped frontier', AARE 2001 = Conference Papers, Abstracts (2001) [E2]
2001 Holbrook AP, Lovat TJ, Monfries MM, 'Examiners as Teachers: The instructional content of Ph.D. reports', BERA Annual Conference - Book of Abstracts (2001) [E3]
Co-authors Terry Lovat
2001 Holbrook AP, Bourke SF, Ainley J, McKenzie P, Owen J, 'Research Impact and Research Trends: An Overview of the findings of a study that investigated the uses of educational research in Australia (page 52)', BERA Annual Conference - Book of Abstracts (2001) [E3]
2001 Chen S, Absalom DJ, Holbrook AP, 'The interaction between Australian supervisors and Chinese research students', Proceedings of the Seventh Biennial Conference (2001) [E3]
Co-authors Shen Chen
2000 Bourke SF, Holbrook AP, 'The Research Activity of Faculties of Education: A National Analysis', AARE-NZARE Sydney 2000 - Education Research: Towards an Optimistic Future- Abstracts (2000) [E3]
2000 Holbrook AP, Findlay M, Mission S, 'Using education indexes to map research trends', Conference Papers - AARE (2000) [E2]
2000 Holbrook AP, Bourke SF, Owen J, McKenzie P, Ainley J, 'Mapping educational research and exploring research impact: A holistic multi-method approach', Creating Knowledge in the 21st Century - Insights from Multiple Perspectives (2000) [E3]
1999 Barker R, Holbrook AP, 'EDUCATIONAL ACTIVITIES OF THE NRMA National Roads and Motorists' Association 1920 - 1990 - The investigation and description of education outside the formal educational sector', AARE - Online publications (1999) [E2]
1999 Holbrook AP, May JR, 'Research into gender and discipline in the early twentieth century classroom', Global Issues & Local Effects: The Challenge for Educational Research (1999) [E3]
1999 Holbrook AP, 'Using education indexes to map research trends', Global Issues & Local Effects: The Challenge for Educational Research (1999) [E3]
1998 Holbrook AP, May JR, 'Making an impression: teachers' use of the 'visual' in Australian classrooms (1920s-1950s)', Imagine, All the Education..... The Visual in the Making of the Educational Space through History (1998) [E3]
1998 Barker RM, Holbrook AP, 'Private industrial and enterprise training and education in the Hunter Region', Online -http://lucy.swin.edu.au/abs97/show_abs97 (1998) [E3]
Show 100 more conferences

Report (4 outputs)

Year Citation Altmetrics Link
2015 Holbrook AP, Smith M, Siminski P, Lyons K, Macneil J, Freeman M, Randle M, 'Evaluation for the NSW Volunteering Strategy Interim Report: Phase 2 Timebanking', NSW Volunteering, 44 (2015) [R1]
Co-authors Maxwell Smith, Kevin Lyons, Johanna Macneil
2014 Smith M, Holbrook A, Lyons K, Macneil J, Forster D, Clement N, et al., 'Evaluation of the NSW Volunteering Strategy 2012-13. Final Report: Timebanking Trial', The NSW Office of Communities (2014) [R1]
Co-authors Daniella Forster, Kevin Lyons, Maxwell Smith, Johanna Macneil
2011 Prieto-Rodriguez E, Bourke SF, Holbrook AP, O'Connor JD, Page AW, Husher KJ, 'Identification and Development of Strategies for Increasing Engineering Enrolments', ARC, 150 (2011) [R1]
Co-authors Adrian Page, John Oconnor, Elena Prieto
2009 Holbrook AP, 'The Green we need: An investigation of the benefits of green life and green spaces for urban dwellers' physical, mental and social health', Nursery and Garden Industry Australia/SORTI, University of Newcastle, 175 (2009) [R1]
Show 1 more report
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Grants and Funding

Summary

Number of grants 52
Total funding $2,074,744

Click on a grant title below to expand the full details for that specific grant.


20151 grants / $313,536

Excellent researchers: Using learner profiles to enhance research learning$313,536

Funding body: ARC (Australian Research Council)

Funding body ARC (Australian Research Council)
Project Team Professor Allyson Holbrook, Doctor Jill Scevak, Doctor Kylie Shaw, Professor Dennis McInerney
Scheme Discovery Projects
Role Lead
Funding Start 2015
Funding Finish 2019
GNo G1400196
Type Of Funding Aust Competitive - Commonwealth
Category 1CS
UON Y

20142 grants / $100,000

Research Training and Transformational Knowledge $90,000

Funding body: University of Newcastle - Faculty of Education and Arts

Funding body University of Newcastle - Faculty of Education and Arts
Project Team Professor Allyson Holbrook, Doctor Kylie Shaw, Emeritus Professor Sid Bourke, Doctor Kathryn Grushka, Doctor Jill Scevak, Doctor Robert Cantwell, Doctor Elena Prieto-Rodriguez
Scheme Research Programme 2014
Role Lead
Funding Start 2014
Funding Finish 2016
GNo G1400924
Type Of Funding Internal
Category INTE
UON Y

The Changing World of Volunteerism: Challenges and Opportunities$10,000

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Max Smith, Professor Allyson Holbrook, Professor Kevin Lyons, Doctor Daniella Forster
Scheme Linkage Pilot Research Grant
Role Investigator
Funding Start 2014
Funding Finish 2014
GNo G1400125
Type Of Funding Internal
Category INTE
UON Y

20132 grants / $11,500

Modelling doctoral provision by universities: A multidimensional organisational analysis$10,000

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Allyson Holbrook, Emeritus Professor Sid Bourke, Doctor Johanna Macneil
Scheme Near Miss Grant
Role Lead
Funding Start 2013
Funding Finish 2013
GNo G1300459
Type Of Funding Internal
Category INTE
UON Y

EARLI Munich 27-31 August 2013$1,500

Funding body: University of Newcastle - Faculty of Education and Arts

Funding body University of Newcastle - Faculty of Education and Arts
Project Team Professor Allyson Holbrook
Scheme Travel Grant
Role Lead
Funding Start 2013
Funding Finish 2013
GNo G1300750
Type Of Funding Internal
Category INTE
UON Y

20121 grants / $60,000

Evaluation of the Flagship Projects for the NSW volunteering Strategy$60,000

Funding body: NSW Department of Education and Communities

Funding body NSW Department of Education and Communities
Project Team Professor Max Smith, Professor Allyson Holbrook, Professor Kevin Lyons, Doctor Johanna Macneil, Doctor Daniella Forster
Scheme Research Grant
Role Investigator
Funding Start 2012
Funding Finish 2015
GNo G1200610
Type Of Funding Other Public Sector - State
Category 2OPS
UON Y

20113 grants / $404,225

A cross-national study of the relative impact of an oral component on PhD examination quality, language and practice$194,000

Funding body: ARC (Australian Research Council)

Funding body ARC (Australian Research Council)
Project Team Professor Allyson Holbrook, Emeritus Professor Sid Bourke, Emeritus Professor Terry Lovat, Dr Margaret Kiley, Professor Brian Paltridge, Dr Sue Starfield
Scheme Discovery Projects
Role Lead
Funding Start 2011
Funding Finish 2013
GNo G1000149
Type Of Funding Aust Competitive - Commonwealth
Category 1CS
UON Y

Indigenous Research Higher Degree candidature in Australian universities: Exploring identity at the cultural interface$150,225

Funding body: ARC (Australian Research Council)

Funding body ARC (Australian Research Council)
Project Team Associate Professor Kathleen Butler, Professor Allyson Holbrook
Scheme Discovery Indigenous Researchers Development Scheme
Role Investigator
Funding Start 2011
Funding Finish 2013
GNo G1000579
Type Of Funding Aust Competitive - Commonwealth
Category 1CS
UON Y

The NSW Child Development Study$60,000

Funding body: ARC (Australian Research Council)

Funding body ARC (Australian Research Council)
Project Team Professor Vaughan Carr, Professor Kristin Laurens, Professor Allyson Holbrook, Professor Rhoshel Lenroot, Associate Professor Sally Brinkman, Doctor Miles Bore, Dr Elizabeth Maloney, Professor Max Smith, Mr Robert Stevens, Associate Professor John Allan
Scheme Linkage Projects
Role Lead
Funding Start 2011
Funding Finish 2014
GNo G1200213
Type Of Funding Aust Competitive - Commonwealth
Category 1CS
UON Y

20101 grants / $1,259

Making a Difference, University of Melbourne, 28/11/2010 - 2/12/2010$1,259

Funding body: University of Newcastle - Faculty of Education and Arts

Funding body University of Newcastle - Faculty of Education and Arts
Project Team Professor Allyson Holbrook
Scheme Travel Grant
Role Lead
Funding Start 2010
Funding Finish 2010
GNo G1000849
Type Of Funding Internal
Category INTE
UON Y

20092 grants / $191,500

Influences of metacognitive beliefs on success in PhD candidature$190,000

Funding body: ARC (Australian Research Council)

Funding body ARC (Australian Research Council)
Project Team Emeritus Professor Sid Bourke, Doctor Robert Cantwell, Doctor Jill Scevak, Professor Allyson Holbrook
Scheme Discovery Projects
Role Investigator
Funding Start 2009
Funding Finish 2011
GNo G0188709
Type Of Funding Aust Competitive - Commonwealth
Category 1CS
UON Y

Annual Meeting of the American Educational Research Association, 13-17 April 2009$1,500

Funding body: University of Newcastle - Faculty of Education and Arts

Funding body University of Newcastle - Faculty of Education and Arts
Project Team Professor Allyson Holbrook
Scheme Travel Grant
Role Lead
Funding Start 2009
Funding Finish 2009
GNo G0190226
Type Of Funding Internal
Category INTE
UON Y

20085 grants / $200,966

Modelling and validating an approach to maximise consistency in research thesis examination$175,000

Funding body: ARC (Australian Research Council)

Funding body ARC (Australian Research Council)
Project Team Professor Allyson Holbrook, Emeritus Professor Sid Bourke
Scheme Discovery Projects
Role Lead
Funding Start 2008
Funding Finish 2010
GNo G0187439
Type Of Funding Aust Competitive - Commonwealth
Category 1CS
UON Y

Investigation of research into the benefits of green life for health, well-being and sustainability$15,111

Funding body: Nursery & Garden Industry Australia

Funding body Nursery & Garden Industry Australia
Project Team Professor Allyson Holbrook, Professor Kevin Lyons
Scheme Project Grant
Role Lead
Funding Start 2008
Funding Finish 2008
GNo G0189198
Type Of Funding Contract - Aust Non Government
Category 3AFC
UON Y

Utilising linguistic analysis to explore text patterning in PhD examination reports$5,000

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Allyson Holbrook, Professor Hugh Craig, Emeritus Professor Sid Bourke, Emeritus Professor Terry Lovat, Associate Professor Kathryn Holmes, Doctor Elena Prieto-Rodriguez
Scheme Pilot Grant
Role Lead
Funding Start 2008
Funding Finish 2008
GNo G0189098
Type Of Funding Internal
Category INTE
UON Y

Utilising linguistic analysis to explore text patterning in PhD examination reports$5,000

Funding body: University of Newcastle - Faculty of Education and Arts

Funding body University of Newcastle - Faculty of Education and Arts
Project Team Professor Allyson Holbrook, Professor Hugh Craig, Emeritus Professor Sid Bourke, Emeritus Professor Terry Lovat, Associate Professor Kathryn Holmes, Doctor Elena Prieto-Rodriguez
Scheme Pilot Project Grant
Role Lead
Funding Start 2008
Funding Finish 2008
GNo G0189382
Type Of Funding Internal
Category INTE
UON Y

Changing Climates: Education for Sustainable Futures, QUT, Brisbane, 30 Nov - 4 Dec 2008$855

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Allyson Holbrook
Scheme Travel Grant
Role Lead
Funding Start 2008
Funding Finish 2008
GNo G0189711
Type Of Funding Internal
Category INTE
UON Y

20072 grants / $20,789

Modelling an assessment approach to optimise consistency in research thesis appraisal$18,289

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Allyson Holbrook, Emeritus Professor Sid Bourke
Scheme Near Miss Grant
Role Lead
Funding Start 2007
Funding Finish 2007
GNo G0187173
Type Of Funding Internal
Category INTE
UON Y

American Educational Research Association Annual Conference, Theme, The World of Educational Quality, Chicago, 9/4/2007 - 13/4/2007$2,500

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Allyson Holbrook
Scheme Travel Grant
Role Lead
Funding Start 2007
Funding Finish 2007
GNo G0187565
Type Of Funding Internal
Category INTE
UON Y

20064 grants / $48,680

The relative contributions of learner attributes, life events and institutional contexts to PhD completion and attrition$20,000

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Emeritus Professor Sid Bourke, Doctor Robert Cantwell, Professor Allyson Holbrook, Doctor Jill Scevak
Scheme Near Miss Grant
Role Investigator
Funding Start 2006
Funding Finish 2006
GNo G0186047
Type Of Funding Internal
Category INTE
UON Y

History of the Australian Teacher Education Association$17,510

Funding body: Australian Teacher Education Association

Funding body Australian Teacher Education Association
Project Team Associate Professor Josephine May, Mr Greg Preston, Professor Bob Bessant, Professor Allyson Holbrook
Scheme Research Grant
Role Investigator
Funding Start 2006
Funding Finish 2007
GNo G0186621
Type Of Funding Not Known
Category UNKN
UON Y

Doctoral research expectations, learning needs, supervisory and assessment practices and qualities of research outcomes in Fine/Visual Arts.$10,000

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Allyson Holbrook, Emeritus Professor Terry Lovat, Conjoint Professor Anne Graham, Conjoint Professor Elizabeth Ashburn, Doctor Robert Cantwell
Scheme Near Miss Grant
Role Lead
Funding Start 2006
Funding Finish 2006
GNo G0186067
Type Of Funding Internal
Category INTE
UON Y

AARE Annual Conference; Engaging Pedagogies, 26-30 November 2006$1,170

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Allyson Holbrook
Scheme Travel Grant
Role Lead
Funding Start 2006
Funding Finish 2006
GNo G0186923
Type Of Funding Internal
Category INTE
UON Y

20056 grants / $334,333

The Identification and Development of Strategies for Increasing Engineering Enrolments$206,433

Funding body: ARC (Australian Research Council)

Funding body ARC (Australian Research Council)
Project Team Emeritus Professor Adrian Page, Professor John O'Connor, Professor Allyson Holbrook, Emeritus Professor Sid Bourke, Mr Stephen Williamson
Scheme Linkage Projects
Role Investigator
Funding Start 2005
Funding Finish 2007
GNo G0185049
Type Of Funding Aust Competitive - Commonwealth
Category 1CS
UON Y

The Identification and Development of Strategies for Increasing Engineering Enrolments$60,000

Funding body: Engineers Australia

Funding body Engineers Australia
Project Team Emeritus Professor Adrian Page, Professor John O'Connor, Professor Allyson Holbrook, Emeritus Professor Sid Bourke, Mr Stephen Williamson
Scheme Linkage Projects Partner Funding
Role Investigator
Funding Start 2005
Funding Finish 2007
GNo G0185915
Type Of Funding Contract - Aust Non Government
Category 3AFC
UON Y

2005 RIBG allocation$39,000

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Allyson Holbrook
Scheme Research Infrastructure Block Grant (RIBG)
Role Lead
Funding Start 2005
Funding Finish 2005
GNo G0185822
Type Of Funding Internal
Category INTE
UON Y

The Identification and Development of Strategies for Increasing Engineering Enrolments$15,000

Funding body: AmpControl Pty Ltd

Funding body AmpControl Pty Ltd
Project Team Emeritus Professor Adrian Page, Professor John O'Connor, Professor Allyson Holbrook, Emeritus Professor Sid Bourke, Mr Stephen Williamson
Scheme Linkage Projects Partner Funding
Role Investigator
Funding Start 2005
Funding Finish 2007
GNo G0185916
Type Of Funding Contract - Aust Non Government
Category 3AFC
UON Y

The acquisition and development of research skills, knowledge and understandings by Fine Art students$11,500

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Allyson Holbrook, Emeritus Professor Terry Lovat, Conjoint Professor Anne Graham
Scheme Project Grant
Role Lead
Funding Start 2005
Funding Finish 2005
GNo G0184685
Type Of Funding Internal
Category INTE
UON Y

Integrating Multiple Perspectives on Effective Learning Environments: 11th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI) 23-27 August 2005$2,400

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Allyson Holbrook
Scheme Travel Grant
Role Lead
Funding Start 2005
Funding Finish 2005
GNo G0185551
Type Of Funding Internal
Category INTE
UON Y

20042 grants / $13,400

The role of the exhibition in the doctoral assessment practice of Fine Art examiners$11,000

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Allyson Holbrook, Conjoint Professor Anne Graham, Doctor Miranda Lawry
Scheme Project Grant
Role Lead
Funding Start 2004
Funding Finish 2004
GNo G0183366
Type Of Funding Internal
Category INTE
UON Y

Optimising Learning Environments in Higher Education, 18-21 June 2004, Sweden$2,400

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Allyson Holbrook
Scheme Travel Grant
Role Lead
Funding Start 2004
Funding Finish 2004
GNo G0184139
Type Of Funding Internal
Category INTE
UON Y

20033 grants / $206,066

PhD Assessment: An investigation of examination process, examiner consistency and factors that identify Thesis quality across disciplines.$174,000

Funding body: ARC (Australian Research Council)

Funding body ARC (Australian Research Council)
Project Team Professor Allyson Holbrook, Emeritus Professor Sid Bourke, Emeritus Professor Terry Lovat
Scheme Discovery Projects
Role Lead
Funding Start 2003
Funding Finish 2005
GNo G0182108
Type Of Funding Aust Competitive - Commonwealth
Category 1CS
UON Y

Comparisons of evaluations by PhD examiners and ARC Discovery Grant assessors$29,666

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Allyson Holbrook, Emeritus Professor Sid Bourke, Emeritus Professor Terry Lovat, Mr Greg Preston
Scheme Multi-Year Project Grant Scholarship
Role Lead
Funding Start 2003
Funding Finish 2005
GNo G0182326
Type Of Funding Internal
Category INTE
UON Y

EARLI Biennial Conference: Fostering the Will to Learn$2,400

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Allyson Holbrook
Scheme Travel Grant
Role Lead
Funding Start 2003
Funding Finish 2003
GNo G0183224
Type Of Funding Internal
Category INTE
UON Y

20024 grants / $25,036

PhD Examination in the Creative Arts$10,000

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Emeritus Professor Sid Bourke, Conjoint Professor Anne Graham, Professor Allyson Holbrook, Doctor Miranda Lawry
Scheme Project Grant
Role Investigator
Funding Start 2002
Funding Finish 2002
GNo G0181382
Type Of Funding Internal
Category INTE
UON Y

PhD Examination: Examiner consistency, thesis attributes, and factors that contribute to thesis quality and rating across disciplines$8,300

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Allyson Holbrook, Emeritus Professor Sid Bourke, Emeritus Professor Terry Lovat
Scheme Project Grant
Role Lead
Funding Start 2002
Funding Finish 2002
GNo G0181384
Type Of Funding Internal
Category INTE
UON Y

Visit of Prof Mark Wilson, from 25 May 2002 to 7 July 2002$4,236

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Allyson Holbrook
Scheme Visitor Grant
Role Lead
Funding Start 2002
Funding Finish 2002
GNo G0181868
Type Of Funding Internal
Category INTE
UON Y

American Educational Research Association Annual Meeting, New Orleans, USA 1-5 April 2002$2,500

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Allyson Holbrook
Scheme Travel Grant
Role Lead
Funding Start 2002
Funding Finish 2002
GNo G0181719
Type Of Funding Internal
Category INTE
UON Y

20014 grants / $24,858

PhD Thesis Quality: What can be learned from candidate history and the examination process?$11,000

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Allyson Holbrook, Emeritus Professor Sid Bourke, Emeritus Professor Terry Lovat
Scheme Project Grant
Role Lead
Funding Start 2001
Funding Finish 2001
GNo G0180109
Type Of Funding Internal
Category INTE
UON Y

An Investigation of the Cultural Conflicts Experienced by Students of Chinese Cultural Heritage Background Undertaking PhD Candidature$7,000

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Associate Professor Shen Chen, Conjoint Associate Professor Doug Absalom, Professor Allyson Holbrook
Scheme Project Grant
Role Investigator
Funding Start 2001
Funding Finish 2001
GNo G0180110
Type Of Funding Internal
Category INTE
UON Y

Visit of Prof Lorin Anderson from 17 May 2001 to 1 July 2001$4,358

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Allyson Holbrook
Scheme Visitor Grant
Role Lead
Funding Start 2001
Funding Finish 2001
GNo G0180778
Type Of Funding Internal
Category INTE
UON Y

British Educational Research Association BERA$2,500

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Allyson Holbrook
Scheme Travel Grant
Role Lead
Funding Start 2001
Funding Finish 2001
GNo G0181205
Type Of Funding Internal
Category INTE
UON Y

20003 grants / $22,875

PhD Examiner Comment and Grade Study: Ideas for Discussion.$20,000

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Emeritus Professor Sid Bourke, Professor Allyson Holbrook
Scheme Special Project Grant
Role Investigator
Funding Start 2000
Funding Finish 2000
GNo G0180199
Type Of Funding Internal
Category INTE
UON Y

8th European Conference for Research in Learning & Instruction: Gottborg, Sweden.$1,587

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Allyson Holbrook
Scheme Travel Grant
Role Lead
Funding Start 2000
Funding Finish 2000
GNo G0179344
Type Of Funding Internal
Category INTE
UON Y

American Educational Research Association Annual Conference, New Orleans, USA.$1,288

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Allyson Holbrook
Scheme Travel Grant
Role Lead
Funding Start 2000
Funding Finish 2000
GNo G0180221
Type Of Funding Internal
Category INTE
UON Y

19982 grants / $23,500

Independent occupational industrial and enterprise education in the Hunter region 1890-1990$13,000

Funding body: ARC (Australian Research Council)

Funding body ARC (Australian Research Council)
Project Team Professor Allyson Holbrook
Scheme Small Grant
Role Lead
Funding Start 1998
Funding Finish 1998
GNo G0177251
Type Of Funding Scheme excluded from IGS
Category EXCL
UON Y

Teacher Beliefs and Practices$10,500

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Emeritus Professor Sid Bourke, Doctor Jennifer Archer, Professor Allyson Holbrook
Scheme Project Grant
Role Investigator
Funding Start 1998
Funding Finish 1998
GNo G0177242
Type Of Funding Internal
Category INTE
UON Y

19972 grants / $12,370

Private industrial and enterprise training and education in the Hunter Region 1900-1990.$10,000

Funding body: ARC (Australian Research Council)

Funding body ARC (Australian Research Council)
Project Team Professor Allyson Holbrook
Scheme Small Grant
Role Lead
Funding Start 1997
Funding Finish 1997
GNo G0176662
Type Of Funding Scheme excluded from IGS
Category EXCL
UON Y

Interdisciplinary Perspectives: Using Qualitative Methods to Study Social Life, Toronto, Canada, 5-8 August 1997$2,370

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Allyson Holbrook
Scheme Travel Grant
Role Lead
Funding Start 1997
Funding Finish 1997
GNo G0179482
Type Of Funding Internal
Category INTE
UON Y

19961 grants / $9,500

The school, work and school to work transition experiences of adolescents in NSW 1935-1950$9,500

Funding body: ARC (Australian Research Council)

Funding body ARC (Australian Research Council)
Project Team Professor Allyson Holbrook
Scheme Small Grant
Role Lead
Funding Start 1996
Funding Finish 1996
GNo G0175791
Type Of Funding Scheme excluded from IGS
Category EXCL
UON Y

19941 grants / $43,351

94,95 GRANT. The school, work, and school to work transition, experiences of adolescents in N.S.W. 1935-1950.$43,351

Funding body: ARC (Australian Research Council)

Funding body ARC (Australian Research Council)
Project Team Professor Allyson Holbrook
Scheme Large Grant
Role Lead
Funding Start 1994
Funding Finish 1995
GNo G0172917
Type Of Funding Aust Competitive - Commonwealth
Category 1CS
UON Y

19931 grants / $7,000

The School, Work, and School to Work Transition Experiences of Adolescents in Metropolitan Schools in NSW 1935-1950$7,000

Funding body: ARC (Australian Research Council)

Funding body ARC (Australian Research Council)
Project Team Professor Allyson Holbrook
Scheme Small Grant
Role Lead
Funding Start 1993
Funding Finish 1993
GNo G0172762
Type Of Funding Scheme excluded from IGS
Category EXCL
UON Y
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Research Supervision

Number of supervisions

Completed13
Current11

Total current UON EFTSL

Masters0.48
PhD2.2

Current Supervision

Commenced Level of Study Research Title / Program / Supervisor Type
2015 Masters Application and Implementation of National Qualification Frameworks in Australia, in an Environment of Government Driven Vocation Education and Training (VET) Reform. Case Studies in Telecommunications
M Philosophy (Education), Faculty of Education and Arts, The University of Newcastle
Principal Supervisor
2014 Masters Knowledge and Use of Ethics by Novice Researchers: A Study that Explores the Background Philosophical and Practical Knowledge and Application of Ethics Thinking in PhD Students
M Philosophy (Education), Faculty of Education and Arts, The University of Newcastle
Principal Supervisor
2013 PhD Curriculum Development in Engineering Education: A Case Study of Change Agents in the Telecommunication Specialty
PhD (Computer Engineering), Faculty of Engineering and Built Environment, The University of Newcastle
Co-Supervisor
2012 PhD Sleep and School Life: Understanding the Educational Impacts of Inadequate Sleep in Upper Primary School".
PhD (Education), Faculty of Education and Arts, The University of Newcastle
Co-Supervisor
2012 PhD Development of Visual Learning, Focusing on Spatial Awareness and Visual Literacy (Visuality) of Higher Education Students Envisaging Imagery in a Digital World
PhD (Education), Faculty of Education and Arts, The University of Newcastle
Co-Supervisor
2012 PhD An Investigation of the Learning Attributes and Meta-Cognition of Innovative Policy Entrepreneurs
PhD (Education), Faculty of Education and Arts, The University of Newcastle
Principal Supervisor
2010 PhD A Mixed Methods Investigation that Explores the Synergy Between University-Based Higher Educational Researchers and Government Higher Education Policy Makers in Australia
PhD (Education), Faculty of Education and Arts, The University of Newcastle
Principal Supervisor
2009 PhD Professional Knowing, Medical Expertise and Clinical Decision Making: Exploring and Describing Professional Knowing in a Cohort of Specialist Physicians
PhD (Education), Faculty of Education and Arts, The University of Newcastle
Co-Supervisor
2008 PhD Teachers' Sense-Making during Educational Change
PhD (Education), Faculty of Education and Arts, The University of Newcastle
Co-Supervisor
2006 PhD The College: A History of Newcastle Teachers' College, College of Advanced Education and the Hunter Institute of Higher Education.
PhD (Education), Faculty of Education and Arts, The University of Newcastle
Principal Supervisor
1999 PhD Why Do Aboriginal Kids Switch Off School?
PhD (Education), Faculty of Education and Arts, The University of Newcastle
Co-Supervisor

Past Supervision

Year Level of Study Research Title / Program / Supervisor Type
2014 PhD Influences on Gender Disparity in TVET: A Comparison of Engineering and Business Courses in Kenya
PhD (Education), Faculty of Education and Arts, The University of Newcastle
Co-Supervisor
2013 PhD Research Services Staff in Australian Universities: An Investigation of Profile, Nomenclature, Professional Alignment, Role, Workplace Relationships, and Policy Implementation
PhD (Education), Faculty of Education and Arts, The University of Newcastle
Principal Supervisor
2011 PhD Journal Peer Review: Comparing the Perceptions and Quality Judgments of Experienced Australian Reviewers in Education and the Physical Sciences
PhD (Education), Faculty of Education and Arts, The University of Newcastle
Sole Supervisor
2010 PhD The Subjectivity of Musical Learning: Understanding Participation in Instrumental Music Instruction
PhD (Education), Faculty of Education and Arts, The University of Newcastle
Principal Supervisor
2010 PhD Student Experience of Undergraduate Research Projects: A Perspective on Honours in Australia
PhD (Education), Faculty of Education and Arts, The University of Newcastle
Principal Supervisor
2007 PhD How Registered Nurses Make the Transition to Become Specialist RN's
PhD (Education), Faculty of Education and Arts, The University of Newcastle
Co-Supervisor
2007 PhD XXXXXXXXXXXXXX
Education Studies, University of Newcastle
Co-Supervisor
2007 PhD A Case Study of Year 10 Student Interaction with School-Based Design and Technology in Two New South Wales Secondary Schools
PhD (Education), Faculty of Education and Arts, The University of Newcastle
Sole Supervisor
2007 PhD Gender, memory and the experience of selective schooling in Newcastle, New South Wales, 1930s to the 1950s.
Education Studies, University of Newcastle
Sole Supervisor
2001 PhD An historical perspective on the academic education of deaf children in NSW 1860s-1990s
Education Studies, University of Newcastle
Co-Supervisor
2000 PhD Geography, History and the Social Sciences: The Evolution of Secondary School Syllabuses in New South Wales 1967-1989
Education Studies, University of Newcastle
Principal Supervisor
1998 PhD XXXXXXXXXXXXXXXXXXXXXXxx
Education Studies, University of Newcastle
Sole Supervisor
1997 PhD The Education and Training of Apprentices and Engineering Technicians in the Metal Trades in New South Wales 1947-1972: An Historical Study of Sectional Influence
Education Studies, University of Newcastle
Co-Supervisor
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News

ARC Discovery Projects 2015

ARC Discovery Projects 2015

November 5, 2014

The Faculty of Education and Arts at the University of Newcastle (UON) has secured six Australian Research Council (ARC) Discovery Program grants for 2015.

Professor Allyson Holbrook

Position

Professor
Centre for the Study of Research Training and Impact (SORTI)
School of Education
Faculty of Education and Arts

Contact Details

Email allyson.holbrook@newcastle.edu.au
Phone (02) 4921 5945
Fax (02) 4921 7887

Office

Room HC70
Building Hunter Building
Location Callaghan
University Drive
Callaghan, NSW 2308
Australia
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