SORTI PUBLICATIONS

Research into PhD Examination

SORTI members who have recently published in this area: Sid Bourke, Janene Budd,  Rob Cantwell, Allyson Holbrook, Margaret Kiley, Brian Paltridge Jill Scevak, Sue Starfield and Gina Wisker.

The latest publications in this area are given on this page. Publications for earlier years are archived by year. Links to these are the end of this page.

2011

Bourke, S., & Holbrook, A. (2011a). Examining PhD and research masters theses, Assessment and Evaluation in Higher Education, Online 28 November, 2011.DOI:10.1080/02602938.2011.638738 [Tier A]

Bourke, S., & Holbrook, A. (2011b). Examining PhD and research masters dissertations. Paper presented at the 2011 American Educational Research Association (AERA) National Conference, "Inciting the social imagination: Education Research for the public good", 8-12 April, New Orleans, Louisiana.

Bourke, S., & Holbrook, A. (2011c). Quality of higher degree research: Differences and similarities between PhD and masters theses. Paper presented at the 2011 Australian Association for Research in Education (AARE) International Research Conference, 27 Nov - 1 Dec, Hobart, Tas.

Bourke, S., & Holbrook, A. (2011d). The quality and importance of thesis 'contribution'. Paper presented at the 14th Biennial European Association for Research on Learning & Instruction (EARLI) Conference, 30 Aug - 3 Sept, Exeter, UK.

Budd, J. (2011). Metacognition and affect in doctoral research persistence. Paper presented at the 14th Biennial European Association for Research on Learning & Instruction (EARLI) Conference, 30 Aug - 3 Sept, Exeter, UK.

Budd, J., Scevak, J., & Cantwell, R. (2011). “I didn’t expect to feel like this”: Affect management and perseverance in doctoral candidature.  Paper presented at the 14th Biennial European Association for Research on Learning & Instruction (EARLI) Conference, 30 Aug - 3 Sept, Exeter, UK.

Cantwell, R. Scevak, J., Cholowski, K., Bourke, S. & Holbrook, A. (2011). Rethinking the scope of metacognition: A multidimensional account. Paper presented at the 14th Biennial EARLI Conference for Research on Learning and Instruction, 30 Aug – 3 Sept, Exeter, UK.

Holbrook, A. (2011a). Adaptive Knowledge Production: The knowledge behind doctoral students' understandings and achievement of new knowledge production. Paper presented at the Centre for Higher Education and Equity Research (CHEER) Seminar Series, 10 October, 2011, University of Sussex, UK.

Holbrook, A. (2011b). Models for doctoral training: Risks and benefits. Paper presented at the 2011 Australian Association for Research in Education (AARE) International Research Conference, 27 Nov – 1 Dec, Hobart.

Holbrook, A., & Bourke, S. (2011a). The pattern and style of formative feedback presented by PhD examiners in their reports. Paper presented at the 14th Biennial European Association for Research on Learning & Instruction (EARLI) Conference, 30 Aug - 3 Sept, Exeter, UK.

Holbrook, A., & Bourke, S. (2011b). The major themes and qualities of formative comment by PhD examiners in Science and education. Paper presented at the 2011 American Educational Research Association (AERA) National Conference, "Inciting the social imagination: Education Research for the public good", 8-12 April, New Orleans, Louisiana.

Kiley, M., Wisker, G., & Matiska, R. (2011). Threshold Concepts and Doctoral Education: Towards a framework for understanding the examination of Doctoral Education, Studies in Higher Education,28(4), 431-441.[Tier A*]

Paltridge, B., Starfield, S., Ravelli, L. & Nicholson, S. (2011). Doctoral writing in the visual and performing arts: Issues and debates. The International Journal of Art & Design Education,30(2), 88-101.