Professor Allyson Holbrook
Professor
School of Education
- Email:allyson.holbrook@newcastle.edu.au
- Phone:(02) 4921 5945
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.
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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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
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
A new education research program examines how we prepare our best and brightest minds to participate in a knowledge-thirsty world.
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 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 Assistant Dean Equity, Diversity and Inclusion (Staff) in the newly formed College of Human and Social Futures. She is President of the Australian association for Educational research and a member of the ARC College of Experts. Earlier in her career she Chaired the University of Newcastle Human Research Ethics Committee. She has presented well over 100 invited workshops, keynotes and seminars on her areas of research expertise and a number of consultancies in fields within and outside education. Reflecting the adaptability of her interests and the translatability of her own research skills she has worked in collaboration with fields and industries outside her own, For example on the NSW child Development study involving a range of government departments and agencies; the NSW Volunteering Strategy and the Nurseries and Gardens Industry. 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 Digital and AI supported learning in a variety of contexts.
Research Expertise
Professor Holbrook is a leading researcher in the area of doctoral assessment and doctoral quality and has won four 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. One notable outcome is DocLearn. Three of her current PhD students are working in the little explored area of emotions and learning at doctoral level. 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. Her disciplinary expertise ranges across history, economics and tertiary management as well as higher education.
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 grant development in collaboration with academics from University of South Australia, University of Otago, University of Canberra, Utah University. The 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 Durham and Oxford Universities. 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
Fields of Research
Code | Description | Percentage |
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390402 | Education assessment and evaluation | 35 |
390409 | Learning sciences | 35 |
390305 | Professional education and training | 30 |
Professional Experience
UON Appointment
Title | Organisation / Department |
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Professor | University of Newcastle School of Education Australia |
Academic appointment
Dates | Title | Organisation / Department |
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1/11/2013 - | Australian Research Council College Member | ARC (Australian Research Council) Australia |
1/1/2005 - | Consultant for Carrick Grant on standards for Dance doctorates | Carrick Institute Australia |
1/1/2001 - 1/12/2003 | Council/Board Member | ACER (Australian Council for Educational Research) |
1/1/2001 - | OzReader | ARC (Australian Research Council) Australia |
Membership
Dates | Title | Organisation / Department |
---|---|---|
Member - History of Education Quarterly (USA) | History of Education Quarterly United States |
Invitations
Participant
Year | Title / Rationale |
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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 |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Book (2 outputs)
Year | Citation | Altmetrics | Link | ||
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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]
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1999 | Holbrook AP, Johnston S, Supervision of Postgraduate Research in Education, AARE, Australia, 235 (1999) [A3] |
Chapter (13 outputs)
Year | Citation | Altmetrics | Link | |||||
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2023 |
Houston G, Lovat T, Lunt I, Holbrook A, Dally K, 'The Viva in Doctoral Examination: A Habermasian Dialogic Occasion', Education, REligion and Ethics: A Scholarly Collection, Springer, Cham, Switzerland 21-32 (2023) [B1]
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2019 | Grushka KM, Holbrook A, 'Inquiry in the visual art education doctorate', Provoking the Field: International Perspectives on Visual Arts PhD's in Education, Intellect, Bristol 43-62 (2019) [B1] | Nova | ||||||
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]
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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]
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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] | Nova | ||||||
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]
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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 10 more chapters |
Journal article (71 outputs)
Year | Citation | Altmetrics | Link | ||||||||
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2024 |
Holbrook A, Shaw K, Fairbairn H, Scevak J, 'Wellbeing and doctoral candidature: The background and development of the importance to doctoral wellbeing questionnaire', Innovations in Education and Teaching International, 61 5-18 (2024) [C1]
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2024 |
Holbrook A, Spray E, Burke R, Shaw KM, Carruthers J, 'Conveying the learning self to others: doctoral candidates conceptualising and communicating the complexion of development', Studies in Graduate and Postdoctoral Education, (2024) [C1] Purpose: Highly developed and agile learners who can clearly convey and call on their skills are sought in all walks of life. Diverse demand for these capacities has called attent... [more] Purpose: Highly developed and agile learners who can clearly convey and call on their skills are sought in all walks of life. Diverse demand for these capacities has called attention to how the skills and knowledge gained during doctoral study can be conveyed, translated and leveraged in non-academic settings; however, the complex learning reality underneath doctoral development is challenging to convey. Design/methodology/approach: The data set for this particular analysis was obtained from 245 in-depth telephone interviews with PhD candidates collected prior to COVID-19. Candidates were asked about learning processes, challenges and changes, and both the questions and thematic analysis were guided by theories of doctoral development and transformational learning. Findings: For many participants, learning and development were not familiar topics, while a small proportion deflected questions about learning altogether. One fifth of participants presented rich and lucid accounts of learning in which cognisance of complexity, metacognitive processes and transformational experiences were embedded and multiple avenues of development were in evidence. They were well-placed to convey the complexion of doctoral development. Candidates more deeply engaged in learning also commented more about changes they noticed in themselves. The most identified avenue of development was in understanding and approach to knowledge. Originality/value: Candidate communication about learning and development is an under-explored dimension of doctoral experience and skill that is relevant to advancing knowledge about doctoral development and illuminating graduate potential both within and outside academe. This must constitute a key element of the re-vitalisation of the doctorate post-pandemic. The salience of framing transferable skills within a learning development perspective is discussed.
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2023 |
Spray E, Holbrook A, Scevak J, Cantwell R, 'Dispositions towards learning: the importance of epistemic attributes for postgraduate learners', Studies in Graduate and Postdoctoral Education, 14 347-365 (2023) [C1] Purpose: Learners¿ dispositional attributes form the foundations for their learning behaviour and therefore academic outcomes. This study aims to explore the dispositional attribu... [more] Purpose: Learners¿ dispositional attributes form the foundations for their learning behaviour and therefore academic outcomes. This study aims to explore the dispositional attributes of postgraduate learners in coursework programs, and to understand the relationships between dispositional attributes and academic achievement at this level. Design/methodology/approach: This study profiled the dispositions towards learning of 880 Master¿s students in Australia, reported in an online survey. Statistical analysis was used to explore the possibility of underlying dispositional dimensions and latent clusters of participants within the cohort. Findings: The profile of the cohort overall was as expected for an elite academic group, yet there was substantial variation between individuals. Cluster analysis identified three groups of students with meaningfully different dispositional profiles. Exploratory factor analysis revealed two underlying dispositional dimensions, representing epistemic and agentic attributes. Epistemic attributes were most closely related to academic achievement. Practical implications: It is argued that students at Master¿s level typically possess the agentic attributes necessary for effective self-regulation. At this level, therefore, epistemic attributes are more relevant for differentiating between higher and lower achieving students. The attainment of sophisticated epistemic attributes is in line with the stated goals of postgraduate education. This supports the explicit teaching of metacognitive and epistemic skills within postgraduate degrees. Originality/value: This study contributes a detailed analysis of Master¿s students¿ dispositional profiles. Two underlying dispositional dimensions are identified, representing agentic and epistemic attributes. The importance of epistemic attributes for postgraduate academic achievement identifies an opportunity for targeted interventions to raise the quality of learning at this level.
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2022 |
Lovat T, Dally K, Holbrook A, Fairbairn H, 'Oral defence as a feedback mechanism in doctoral development and examination', Australian Educational Researcher, 49 845-860 (2022) [C1] Oral defence is recognised as an important part of doctoral examination and candidate development. Unlike the UK and New Zealand, the Australian examination process does not norma... [more] Oral defence is recognised as an important part of doctoral examination and candidate development. Unlike the UK and New Zealand, the Australian examination process does not normally include an end-of-process viva. This paper appraises the views of 20 supervisors and 13 Deans or Directors of Graduate Research from 11 Australian universities as they contemplate the advantages and disadvantages of adding an oral defence component to the Australian process. The majority preferred a ¿pre-completion seminar¿ prior to thesis submission, rather than a viva after thesis submission. Such a seminar is believed to offer the candidate greater opportunity to reflect on their findings and integrate feedback into the final product. The findings are discussed in light of formative assessment and learner agency.
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2022 |
Holbrook A, Burke R, Fairbairn H, 'Linguistic diversity and doctoral assessment: Exploring examiner treatment of candidate language', Higher Education Research & Development, 41 375-389 (2022) [C1]
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2022 |
Dally K, Holbrook A, Lovat T, Fairbairn H, 'Supervisor perspectives on the end-stage of the doctoral examination process', Higher Education Research and Development, 41 315-329 (2022) [C1] There has been substantial research on doctoral supervision and examination, yet rarely a focus on what happens at the end-stage of the process when examiner feedback is received ... [more] There has been substantial research on doctoral supervision and examination, yet rarely a focus on what happens at the end-stage of the process when examiner feedback is received and addressed. This article reports survey findings (n = 262) from a study investigating supervisor perceptions about Australian end-stage doctoral examination processes. In general, supervisors believed that existing university processes were satisfactory, with the caveat that, at times, there was undue variability between examiners, or difficult-to-reconcile committee decisions about the outcome. Supervisors generally identified that revisions and the preparation of the response-to-examiner report was a ¿shared responsibility¿. While supervisors strongly agreed that graduates achieve doctoral level in terms of substantive knowledge, they were less sanguine about their research autonomy. This impression was compounded if candidate input into the decisions about examiner comments was undervalued or if there was no direct avenue of response by the candidate.
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2021 |
Prieto E, Holbrook A, 'Why we should capitalise on early childhood interest in engineering: changes in students interest over the school years', Australasian Journal of Engineering Education, 1-12 (2021) [C1]
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2019 |
Dolly K, Holbrook A, Lovat T, Budd J, 'Examiner feedback and Australian doctoral examination processes', AUSTRALIAN UNIVERSITIES REVIEW, 61 31-41 (2019) [C1]
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2018 |
Green MJ, Harris F, Laurens KR, Kariuki M, Tzoumakis S, Dean K, et al., 'Cohort Profile: The New South Wales Child Development Study (NSW-CDS)-Wave 2 (child age 13 years)', International Journal of Epidemiology, 47 1396-1397k (2018) [C1]
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2018 |
Kiley M, Holbrook A, Lovat T, Fairbairn H, Starfield S, Paltridge B, 'An oral component in PhD examination in Australia Issues and considerations', AUSTRALIAN UNIVERSITIES REVIEW, 60 25-34 (2018) [C1]
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2018 |
Shaw KM, Holbrook AP, 'Integrative possibilities in Fine Arts doctoral supervision: a four-quadrant model', STUDIES IN GRADUATE AND POSTDOCTORAL EDUCATION, 9 165-180 (2018) [C1]
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2018 |
Whitten T, Stevens R, Ructtinger L, Tzoumakis S, Green MJ, Laurens KR, et al., 'Connection to the natural environment and well-being in middle childhood', Ecopsychology, 10 270-279 (2018) [C1] Though the positive association between a connection to the natural environment and well-being is well established, few studies have examined this association in children, and non... [more] Though the positive association between a connection to the natural environment and well-being is well established, few studies have examined this association in children, and none have explored whether this relationship remains when accounting for other factors that affect well-being, such as social supports, attention, and empathic skills. The current study aims to address this gap. Data are drawn from the New South Wales Child Development Study (NSW-CDS) and comprise a representative sample of 26,848 children who completed a self-report survey of mental health and well-being when aged approximately 11 years. Multiple regression analysis indicated that, after adjusting for covariates (i.e., social supports, empathy, attention, socioeconomic status, and sex), connection to nature was positively, albeit weakly, associated with two indicators of well-being: self-satisfaction and prosocial behavior. Social supports had the strongest relationship with self-satisfaction, while empathy had the strongest relationship with prosocial behavior. Based on our findings, and that of previous research, we suggest that developing a connection to nature can slightly improve well-being and may complement or augment other well-being and education-based programs. Future research should examine whether the relationship between connection to nature and well-being is influenced by proximity to green spaces, experiences of nature, and age.
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2017 |
Laurens KR, Tzoumakis S, Dean K, Brinkman SA, Bore M, Lenroot RK, et al., 'The 2015 Middle Childhood Survey (MCS) of mental health and well-being at age 11 years in an Australian population cohort', BMJ Open, 7 (2017) [C1] Purpose The Middle Childhood Survey (MCS) was designed as a computerised self-report assessment of children's mental health and well-being at approximately 11 years of age, c... [more] Purpose The Middle Childhood Survey (MCS) was designed as a computerised self-report assessment of children's mental health and well-being at approximately 11 years of age, conducted with a population cohort of 87 026 children being studied longitudinally within the New South Wales (NSW) Child Development Study. Participants School Principals provided written consent for teachers to administer the MCS in class to year 6 students at 829 NSW schools (35.0% of eligible schools). Parent or child opt-outs from participation were received for 4.3% of children, and MCS data obtained from 27 808 children (mean age 11.5 years, SD 0.5; 49.5% female), representing 85.9% of students at participating schools. Findings to date Demographic characteristics of participating schools and children are representative of the NSW population. Children completed items measuring Social Integration, Prosocial Behaviour, Peer Relationship Problems, Supportive Relationships (at Home, School and in the Community), Empathy, Emotional Symptoms, Conduct Problems, Aggression, Attention, Inhibitory Control, Hyperactivity-Inattention, Total Difficulties (internalising and externalising psychopathology), Perceptual Sensitivity, Psychotic-Like Experiences, Personality, Self-esteem, Daytime Sleepiness and Connection to Nature. Distributions of responses on each item and construct demarcate competencies and vulnerabilities within the population: most children report mental health and well-being, but the population distribution spanned the full range of possible scores on every construct. Future plans Multiagency, intergenerational linkage of the MCS data with health, education, child protection, justice and early childhood development records took place late in 2016. Linked data were used to elucidate patterns of risk and protection across early and middle child development, and these data will provide a foundation for future record linkages in the cohort that will track mental and physical health, social and educational/occupational outcomes into adolescence and early adulthood.
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2017 |
Starfield S, Paltridge B, McMurtrie R, Holbrook A, Lovat T, Kiley M, Fairbairn H, 'Evaluation and instruction in PhD examiners reports: How grammatical choices construe examiner roles', Linguistics and Education, 42 53-64 (2017) [C1] One of the principal roles of a PhD examiner is to judge ¿both the potential of the researcher and the quality of the research¿ (Holbrook, Bourke, Fairbairn, & Lovat, 2014, p.... [more] One of the principal roles of a PhD examiner is to judge ¿both the potential of the researcher and the quality of the research¿ (Holbrook, Bourke, Fairbairn, & Lovat, 2014, p. 986). While examiners may be guided by criteria supplied by universities, the descriptors they are provided with can often be open to interpretation. Interpreting an examiner's report can present a challenge to students and their supervisors, exacerbated by the often ambiguous use of language in the reports. This article examines the discourses of evaluation and instruction in 142 PhD examiners¿ reports on theses submitted at an Australasian university. The paper draws on systemic functional linguistics, in particular transitivity (Halliday & Matthiessen, 2014), in order to examine the reports. The study revealed that examiners can adopt up to 10 ¿roles¿ in their reports, each of which can be co-present in a single report. The inability to differentiate between these roles, we argue, is potentially frustrating for the audience of the reports (candidates, supervisors, departmental heads, etc.), particularly when interpreting whether a comment in the text represents an evaluation, an instruction, or an aside. By revealing these multiple, yet co-present, roles in examiners¿ reports and their associated linguistic realisations, we hope to raise examiners¿ awareness of the implications of the language they use when writing their reports as well as draw thesis supervisor and institutional attention to the ambiguities inherent in this underexplored genre.
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2017 |
Clement N, Holbrook A, Forster DJ, Macneill J, Smith M, Lyons K, McDonald E, 'Timebanking, co-production and normative principles: putting normative principles into practice', International Journal of Community Currency Research, 21 36-52 (2017) [C1]
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2017 |
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, 42 47-64 (2017) [C1]
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2017 | Batty C, Holbrook A, 'Contributing to knowledge in creative writing research: what, where, how?', TEXT Special Issue Series, 44 1-16 (2017) [C1] | Nova | |||||||||
2017 |
Holbrook A, Dally K, Avery C, Lovat T, Fairbairn H, 'Research Ethics in the Assessment of PhD Theses: Footprint or Footnote?', Journal of Academic Ethics, 15 321-340 (2017) [C1] There is an expectation that all researchers will act ethically and responsibly in the conduct of research involving humans and animals. While research ethics is mentioned in qual... [more] There is an expectation that all researchers will act ethically and responsibly in the conduct of research involving humans and animals. While research ethics is mentioned in quality indicators and codes of responsible researcher conduct, it appears to have little profile in doctoral assessment. There seems to be an implicit assumption that ethical competence has been achieved by the end of doctoral candidacy and that there is no need for candidates to report on the ethical dimensions of their study nor for examiners to assess this integral aspect of researcher development. In the context of ensuring that institutions are fulfilling their responsibility of producing ethically sensitive and competent researchers, it is salient to investigate whether doctoral thesis examiners make comment about ethical issues in their reports. This study analysed an archive of examiner reports to identify the frequency, magnitude and nature of examiner comment about ethics. Although comment was rare (5% of reports) examiners provided: prescriptive instruction on ethical review processes; formative instruction on the design, conduct, and reporting of research projects; and positive or negative judgments about a candidate's ethical competence, the latter often aligned with meeting, or not meeting, 'doctoral standards'. The scarcity of ethics in examination criteria and examiner reports implies a silence that needs to be addressed to ensure graduating candidates are prepared to conduct ethical and responsible research.
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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) [C1] 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... [more] 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.
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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 (2016) [C1] Purpose: The initial aim of this multiagency, multigenerational record linkage study is to identify childhood profiles of developmental vulnerability and resilience, and to identi... [more] Purpose: The initial aim of this multiagency, multigenerational record linkage study is to identify childhood profiles of developmental vulnerability and resilience, and to identify the determinants of these profiles. The eventual aim is to identify risk and protective factors for later childhood-onset and adolescent-onset mental health problems, and other adverse social outcomes, using subsequent waves of record linkage. The research will assist in informing the development of public policy and intervention guidelines to help prevent or mitigate adverse longterm health and social outcomes. Participants: The study comprises a population cohort of 87 026 children in the Australian State of New South Wales (NSW). The cohort was defined by entry into the first year of full-time schooling in NSW in 2009, at which time class teachers completed the Australian Early Development Census (AEDC) on each child (with 99.7% coverage in NSW). The AEDC data have been linked to the children's birth, health, school and child protection records for the period from birth to school entry, and to the health and criminal records of their parents, as well as mortality databases. Findings to date: Descriptive data summarising sex, geographic and socioeconomic distributions, and linkage rates for the various administrative databases are presented. Child data are summarised, and the mental health and criminal records data of the children's parents are provided. Future plans: In 2015, at age 11 years, a self-report mental health survey was administered to the cohort in collaboration with government, independent and Catholic primary school sectors. A second record linkage, spanning birth to age 11 years, will be undertaken to link this survey data with the aforementioned administrative databases. This will enable a further identification of putative risk and protective factors for adverse mental health and other outcomes in adolescence, which can then be tested in subsequent record linkages.
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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]
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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] | Nova | |||||||||
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]
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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] 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... [more] 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.
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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]
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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]
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2014 |
Grushka KM, Bellette A, Holbrook A, 'RESEARCHING PHOTOGRAPHIC PARTICIPATORY INQUIRY IN AN E-LEARNING ENVIRONMENT', MCGILL JOURNAL OF EDUCATION, 49 621-639
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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]
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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]
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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.
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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]
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2013 | Holbrook A, Simmons B, Scevak J, Budd J, 'Higher degree research candidates' initial expectations in fine art', TEXT, Special Issue 22 (2013) [C1] | Nova | |||||||||
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]
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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]
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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]
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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]
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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]
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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]
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2009 |
Sebalj DA, Holbrook AP, 'The profile of university research services staff', Australian Universities Review, 51 30-38 (2009) [C1]
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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]
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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]
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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]
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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]
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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]
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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]
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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]
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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]
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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]
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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]
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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]
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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] | Nova | |||||||||
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]
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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] | Nova | |||||||||
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]
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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] | ||||||||||
Show 68 more journal articles |
Review (3 outputs)
Year | Citation | Altmetrics | Link | ||
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2009 |
Holbrook AP, Bourke SF, Fairbairn HM, Preston GD, Cantwell RH, Scevak JJ, 'Publishing in Academic Journals in Education', - (2009) [D1]
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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 (112 outputs)
Year | Citation | Altmetrics | Link | ||
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2018 |
Shaw KM, Holbrook A, Scevak J, Preston G, McInerney D, Fairbairn H, 'Doctoral student expectations, satisfaction and well-being.', 2018 Clute International Conferences Washington DC Proceedings April 8-11, 2018, Washington, DC USA (2018)
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2017 |
Shaw KM, Holbrook A, 'Integrative possibilities in doctoral supervision: A four quadrant model', Integrative possibilities in doctoral supervision: A four quadrant model., Tampere, Finland (2017)
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2016 |
Shaw K, Holbrook A, Scevak J, Fairbairn H, Preston GD, McInerney D, 'The Less Travelled Road to timely Completions: What Impacts on Student Well-being ?', Melbourne (2016)
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2015 |
Holbrook A, Dally K, Bourke S, Fairbairn H, Lovat T, 'Reference to "ethics" in PhD examiner reports: Where is it?', AARE Conference Papers, Brisbane Queensland (2015) [E3]
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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, Brisbane Queensland (2015) [E3]
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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), Kuala Lumpur (2014) [E1] | Nova | |||
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, Brisbane, QLD, Australia (2014) [E3]
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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, Adelaide, South Australia (2014) [E3]
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2014 |
Budd J, Scevak J, Cantwell R, Holbrook A, Bourke S, Shaw KM, 'Measuring Doctoral Student Satisfaction with Progress', 11th Biennial QPR Conference Proceedings, Adelaide, South Australia (2014) [E3]
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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, Adelaide, South Australia (2014) [E3]
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2013 | Holbrook AP, 'Examiner concern with the use of theory in PhD theses', "Responsible Teaching and Sustainable Learning", Book of Abstracts and Extended Summaries, Technische Universitat, Munich, Germany (2013) [E3] | ||||
2013 |
Shaw KM, Holbrook A, Bourke S, 'Mentoring & Nurturing Undergraduate Researchers: a cross-disciplinary perspective.', Responsible Teaching and Sustainable Learning, Munich, Germany (2013) [E3]
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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, Technische Universitat, Munich Germany (2013) [E3] | ||||
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, Sydney, NSW (2012) [E3] | ||||
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, Sydney, NSW (2012) [E3] | ||||
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, Sydney, NSW (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, Sydney, NSW (2012) [E3] | ||||
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, Sydney, NSW (2012) [E3] | ||||
2012 |
Mhalila JJ, Holbrook AP, Shaw KM, Smith MW, 'Conceptualizing 'synergy' in higher education policy processes', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3]
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2012 |
Prieto-Rodriguez E, Holbrook AP, Bourke SF, 'Australian engineering doctorates: What examiners seek and implications for the field', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3]
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2012 | Scevak JJ, Budd JL, Holbrook AP, Cantwell RH, Bourke SF, 'Thinking with feeling in PhD candidature', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3] | ||||
2012 | Sebalj DA, Holbrook AP, Bourke SF, 'Supporting research in Australian universities: A model of engagement', AARE 2012 Conference Proceedings & Program, Sydney, NSW (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, Exeter (2011) [E3] | ||||
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, Exeter (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, Exeter (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, New Orleans, Louisiana (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, New Orleans (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, Exeter (2011) [E3]
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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, Newport, Wales (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, Adelaide (2010) [E3] | ||||
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, Adelaide (2010) [E3]
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2010 | Bourke SF, Holbrook AP, 'How examiners identify quality of research theses', AARE International Education Research Conference - 2010, Melbourne, Vic (2010) [E3] | ||||
2010 | Cantwell RH, Holbrook AP, 'Multiple uncertainties in new knowledge production: The case of the PhD', AARE International Education Research Conference - 2010, Melbourne, Vic (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, Melbourne, Vic (2010) [E3]
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2010 |
Shaw KM, Holbrook AP, 'Honours as a gateway to the doctorate: Interdisciplinary perspectives', AARE International Education Research Conference - 2010, Melbourne, Vic (2010) [E3]
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2010 | Simmons BA, Holbrook AP, Lawry MJ, 'From rupture to resonance: Art makers as art researchers', AARE International Education Research Conference - 2010, Melbourne, Vic (2010) [E3] | ||||
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, Amsterdam, The Netherlands (2009) [E3]
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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, Amsterdam, The Netherlands (2009) [E3]
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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, San Diego, CA (2009) [E3]
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2009 | Holbrook AP, Bourke SF, 'Duty, territory, and empathy: Identifying the elements in PhD examination', 2009 AERA Annual Meeting Online Program, San Diego, CA (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, San Diego, CA (2009) [E3]
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2009 |
Fairbairn HM, Holbrook AP, Bourke SF, Preston GD, Cantwell RH, Scevak JJ, 'A profile of education journals', AARE 2008 Conference Papers Collection: Proceedings, Brisbane, QLD (2009) [E2]
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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, Brisbane, QLD (2009) [E2]
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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, Canberra (2008) [E3]
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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, Jerusalem, Israel (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, Adelaide, SA (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, Adelaide, SA (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, Adelaide (2007) [E2]
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2007 | Sebalj D, Holbrook AP, 'Administering PhD studies', Proceedings of the Australian Association for Research in Education 2006 Annual Conference, Adelaide (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, Adelaide (2007) [E2]
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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, Budapest, Hungary (2007) [E3]
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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, Budapest, Hungary (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, Budapest, Hungary (2007) [E3]
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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, Chicago, IL (2007) [E3]
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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, Stellenbosch, Western Cape, South Africa (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, Adelaide, South Australia (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, Adelaide (2006) [E1]
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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, Sydney, Australia (2005) [E3]
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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, Sydney, Australia (2005) [E3]
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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, Nicosia, Cyprus (2005) [E3] | Nova | |||
2005 | Holbrook AP, Dally KA, Graham AM, Lawry MJ, 'Examiner Reflections on the Fine Art Higher Degree Examination Process', AARE 2004 Conference Papers Collection, Melbourne, Australia (2005) [E1] | ||||
2005 |
Bourke SF, Holbrook AP, Lovat TJ, Farley PH, 'Attrition, Completion and Completion Times of PhD Candidates', AARE 2004 Conference Papers Collection, Melbourne, Australia (2005) [E1]
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2005 |
Holbrook AP, Bourke SF, Lovat TJ, Dally KA, 'An investigation of inconsistencies in PhD examination decisions', AARE 2004 Conference Papers Collection, Melbourne, Australia (2005) [E2]
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Nova | |||
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, Cairns, Australia (2005) [E1]
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Nova | |||
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, Adelaide, Australia (2004) [E2]
|
Nova | |||
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, Adelaide, Australia (2004) [E3]
|
||||
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, Adelaide, Australia (2004) [E3] | ||||
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, Fremantle, Western Australia (2004) [E2] | ||||
2004 |
Bourke SF, Holbrook AP, Lovat TJ, Farley PH, 'Attrition, completion and completion times of PhD candidates', Abstract of Papers, Melbourne (2004) [E3]
|
Nova | |||
2004 |
Holbrook AP, Bourke SF, Lovat TJ, Dally KA, 'An investigation of inconsistencies in PhD examination decisions', Abstract of Papers, Melbourne (2004) [E3]
|
||||
2004 | Holbrook AP, Dally KA, Graham AM, Lawry MJ, 'Examiner reflections on the Fine Art Higher Degree examination process', Abstract of Papers, Melbourne (2004) [E3] | ||||
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, Stockholm (2004) [E2] | ||||
2004 |
Bourke SF, Hattie J, Anderson L, Holbrook AP, Lovat TJ, 'Predicting examiner recommendations on PhD theses', Conference Paper, Stockholm (2004) [E2]
|
||||
2003 |
Holbrook AP, Dally K, Cantwell RH, Scevak JJ, Bourke SF, Lovat TJ, 'Doctoral Examiners as Supervisors', Proceedings HERDSA Annual Conference Christchurch 2003, Christchurch (2003) [E2]
|
||||
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, Padova, Italy (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, Padova, Italy (2003) [E3] | ||||
2003 | Dally KA, Holbrook AP, Bourke SF, Graham AM, Lawry MJ, 'Higher Degree Examination in Fine Art', Defining the Doctorate, Crowne Plaza, Newcastle (2003) [E1] | ||||
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, Auckland, New Zealand (2003) [E2]
|
Nova | |||
2003 | Chen S, Absalom DJ, Holbrook AP, 'Cultural Conflict in PhD Supervision', Conference Papers, Abstracts and Symposia, Newcastle (2003) [E2] | ||||
2002 | Holbrook AP, 'PhD Examination - Assessment's Lease Mapped Frontier', AARE 2001 Conference Papers, Fremantle (2002) [E2] | ||||
2002 |
Lovat TJ, Holbrook AP, Hazel GJ, 'What Qualities are Rare in Examiners Reports?', AARE 2001 Conference Papers, Fremantle (2002) [E2]
|
Nova | |||
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, Brisbane (2002) [E2]
|
Nova | |||
2001 |
Holbrook AP, Bourke SF, Lovat TJ, Monfries MM, Hazel GJ, 'Examination of PhD Theses', Abstracts - 9th European Conference EARLI, Freibourg - Switzerland (2001) [E3]
|
||||
2001 | Bourke SF, Holbrook AP, 'Three views on the impact of research on schools and school systems', Abstracts - 9th European Conference EARLI, Freibourg - Switzerland (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, Newcastle (2001) [E1] | ||||
2001 | Chen S, Holbrook AP, Absalom DJ, 'Culture, Confusion & Conflict', AARE - Conference Papers, Fremantle (2001) [E3] | ||||
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, Sydney (2001) [E2] | ||||
2001 |
Lovat TJ, Holbrook AP, Hazel GJ, 'What qualities are rate in examiners reports?', AARE 2001 = Conference Papers, Abstracts, Fremantle (2001) [E2]
|
||||
2001 | Holbrook AP, 'PhD Examination - Assessment's least mapped frontier', AARE 2001 = Conference Papers, Abstracts, Fremantle (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, University of Leeds (2001) [E3]
|
||||
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, University of Leeds (2001) [E3] | ||||
2001 | Chen S, Absalom DJ, Holbrook AP, 'The interaction between Australian supervisors and Chinese research students', Proceedings of the Seventh Biennial Conference, ANU (2001) [E3] | ||||
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, Sydney 4-7 December (2000) [E3] | ||||
2000 | Holbrook AP, Findlay M, Mission S, 'Using education indexes to map research trends', Conference Papers - AARE, Melbourne (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, April 24-28, 2000 New Orleans, Lousiana (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, Annual Conference of the Australian Association for Research in Education, Adelaide, 1998 (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, Melbourne Australia (1999) [E3] | ||||
1999 | Holbrook AP, 'Using education indexes to map research trends', Global Issues & Local Effects: The Challenge for Educational Research, Melbourne Australia (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, Leuven (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, Brisbane (1998) [E3] | ||||
Show 109 more conferences |
Preprint (1 outputs)
Year | Citation | Altmetrics | Link | |||||
---|---|---|---|---|---|---|---|---|
2022 |
Spray E, Holbrook A, Scevak J, Cantwell R, 'Student dispositions towards learning: A cross-sectional analysis (2022)
|
Report (5 outputs)
Year | Citation | Altmetrics | Link | ||
---|---|---|---|---|---|
2016 |
Smith MW, Holbrook A, Lyons K, McDonald E, 'Evaluation of the NSW Volunteering Strategy. Timebanking Evaluation. Phase 2: Final Report', NSW Volunteering, Department of Family and Community Services, NSW State Government, 61 (2016)
|
||||
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]
|
Nova | |||
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', NSW Government, Office of Communities (2014) [R1]
|
||||
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]
|
Nova | |||
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] | Nova | |||
Show 2 more reports |
Thesis / Dissertation (1 outputs)
Year | Citation | Altmetrics | Link | ||
---|---|---|---|---|---|
2019 |
Preston G, Pragmatic Transformation: An Entwined History of Newcastle Teachers College, Newcastle (2019)
|
Grants and Funding
Summary
Number of grants | 55 |
---|---|
Total funding | $2,246,307 |
Click on a grant title below to expand the full details for that specific grant.
20231 grants / $10,000
Research Invested Schools – Scots College Research Office Partnership$10,000
Funding body: College of Human and Social Futures | University of Newcastle
Funding body | College of Human and Social Futures | University of Newcastle |
---|---|
Project Team | Carl Leonard (Lead) Allyson Holbrook (Co-Investigator) Erika Spray (Co-Investigator) |
Scheme | CHSF - Pilot Research Scheme: Projects, Pivots, Partnerships |
Role | Investigator |
Funding Start | 2023 |
Funding Finish | 2023 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20221 grants / $10,675
Virtual confirmation: New collaboration to explore adoption of AI in research skills development$10,675
Funding body: College of Human and Social Futures | University of Newcastle
Funding body | College of Human and Social Futures | University of Newcastle |
---|---|
Project Team | Professor Allyson Holbrook (lead), A/Prof Rachel Buchanan, Dr Erika Spray, Professor Craig Batty (UniSA) |
Scheme | CHSF - Pilot Research Scheme: Projects, Pivots, Partnerships |
Role | Lead |
Funding Start | 2022 |
Funding Finish | 2022 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20191 grants / $112,727
Thought Leaders Network: building a transformative knowledge community$112,727
Funding body: NSW Department of Education
Funding body | NSW Department of Education |
---|---|
Project Team | Professor Kylie Shaw, Professor Allyson Holbrook, Associate Professor Scott Imig, Professor John Fischetti, Professor John Fischetti, Professor Allyson Holbrook, Associate Professor Scott Imig |
Scheme | Research Project |
Role | Investigator |
Funding Start | 2019 |
Funding Finish | 2021 |
GNo | G1900866 |
Type Of Funding | C2300 – Aust StateTerritoryLocal – Own Purpose |
Category | 2300 |
UON | Y |
20181 grants / $170,152
The impact of examiner feedback on doctoral learners and thesis outcomes$170,152
Funding body: ARC (Australian Research Council)
Funding body | ARC (Australian Research Council) |
---|---|
Project Team | Professor Allyson Holbrook, Emeritus Professor Terry Lovat, Doctor Kerry Dally |
Scheme | Discovery Projects |
Role | Lead |
Funding Start | 2018 |
Funding Finish | 2019 |
GNo | G1601563 |
Type Of Funding | Aust Competitive - Commonwealth |
Category | 1CS |
UON | Y |
20151 grants / $326,770
Excellent researchers: Using learner profiles to enhance research learning$326,770
Funding body: ARC (Australian Research Council)
Funding body | ARC (Australian Research Council) |
---|---|
Project Team | Professor Allyson Holbrook, Doctor Jill Scevak, Professor Kylie Shaw, Professor Dennis McInerney, Professor Dennis McInerney, McInerney, Dennis |
Scheme | Discovery Projects |
Role | Lead |
Funding Start | 2015 |
Funding Finish | 2019 |
GNo | G1400196 |
Type Of Funding | C1200 - Aust Competitive - ARC |
Category | 1200 |
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, Professor Kylie Shaw, Emeritus Professor Sid Bourke, Doctor Kathryn Grushka, Doctor Jill Scevak, Doctor Robert Cantwell, Professor 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, Emeritus 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, Professor 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 |
20122 grants / $125,000
Evaluation of the Flagship Projects for the NSW volunteering Strategy$65,000
Funding body: NSW Department of Education and Communities
Funding body | NSW Department of Education and Communities |
---|---|
Project Team | Professor Max Smith, Professor Allyson Holbrook, Emeritus Professor Kevin Lyons, Professor 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 |
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, Associate Professor Miles Bore, Dr Elizabeth Maloney, Professor Max Smith, Mr Robert Stevens, Associate Professor John Allan, Allen, John, Stevens, Robert |
Scheme | Linkage Projects |
Role | Lead |
Funding Start | 2012 |
Funding Finish | 2014 |
GNo | G1200213 |
Type Of Funding | Aust Competitive - Commonwealth |
Category | 1CS |
UON | Y |
20111 grants / $194,000
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 |
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 | 2011 |
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, Emeritus 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, Emeritus Professor Hugh Craig, Emeritus Professor Sid Bourke, Emeritus Professor Terry Lovat, Associate Professor Kathryn Holmes, Professor 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, Emeritus Professor Hugh Craig, Emeritus Professor Sid Bourke, Emeritus Professor Terry Lovat, Associate Professor Kathryn Holmes, Professor 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, Doctor 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, Emeritus 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, Emeritus 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, Emeritus 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, Doctor 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 | Internal Research Support |
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 |
Research Supervision
Number of supervisions
Current Supervision
Commenced | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2022 | PhD | Approaches To Wellbeing In A Primary School In Israel | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2022 | PhD | Implementing Technology in Early Childhood Education | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2022 | PhD | Emotion in Doctoral Learning, Candidate Development and Researcher Identity | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2019 | PhD | Psychological Safety and Learning in Higher Degree Research Programs | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2018 | PhD | Mobilising the Middle: The Promise Middle Leadership Holds for Successful Schools | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2013 | PhD | Development and Validation of the Epistemological Processing Model: A New Approach to Understanding Anxiety and Therapeutic Techniques | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
Past Supervision
Year | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2023 | PhD | Mental Health of Doctoral Students in Pakistan: A Mixed Methods Investigation of Intellectual and Emotional Challenges and Mental Health Risk Factors | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2023 | PhD | Effectual Self-Transformation: The learning capabilities of elite policy entrepreneurs | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2023 | PhD | An Investigation into the Alignment of Policy, Practice, and Aboriginal Community Involvement to Support Urban Aboriginal Children’s Identities in an NSW Primary School | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2019 | PhD | Pragmatic Transformations: An Entwined History of Newcastle Teachers College | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2018 | PhD | Curriculum Development in Higher Education: A Study of Change and the Change Agents in the Computing Discipline | PhD (Computer Engineering), College of Engineering, Science and Environment, The University of Newcastle | Co-Supervisor |
2018 | PhD | A Cross-cultural Study of Dispositions Towards Learning | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2016 | PhD | Why Do Aboriginal Kids Switch Off School? A Holistic Examination of System, School, Students and Their Community in One Rural District | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2014 | PhD | Influences on Gender Disparity in TVET: A Comparison of Engineering and Business Courses in Kenya | PhD (Education), College of Human and Social Futures, 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), College of Human and Social Futures, 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), College of Human and Social Futures, The University of Newcastle | Sole Supervisor |
2010 | PhD | The Subjectivity of Musical Learning: Understanding Participation in Instrumental Music Instruction | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2010 | PhD | Student Experience of Undergraduate Research Projects: A Perspective on Honours in Australia | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2007 | PhD | How Registered Nurses Make the Transition to Become Specialist RN's | PhD (Education), College of Human and Social Futures, 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), College of Human and Social Futures, 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 |
News
News • 5 Nov 2014
ARC Discovery Projects 2015
The Faculty of Education and Arts at the University of Newcastle 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
College of Human and Social Futures
Contact Details
allyson.holbrook@newcastle.edu.au | |
Phone | (02) 4921 5945 |
Fax | (02) 4921 7887 |
Office
Room | V229 |
---|---|
Building | V Building |
Location | Callaghan University Drive Callaghan, NSW 2308 Australia |