Readings

The following readings are available on request.You will need Acrobat Reader to access them. If you do not have this available, please click on the icon in the menu and follow instructions. Please email Alan Hales if you would like a copy of any of specific articles.

The readings included here have been organised under topics. As might be expected, there will be significant overlap, so it is highly likely that the same article will be listed under several headings. The lists of readings will be constantly updated, so occasional rechecking might be helpful.

Defining the Doctorate

General Issues of definition and standards
- Frischer, J & Larsson, K. (2000) Laissez-faire in research education: an inquiry into a Swedish doctoral program. Higher Education Policy. 13, 134-155
- Jackson, C & Tinkler, P. ( 2001) Back to Basics: a consideration of the purposes of the PhD viva. Assessment and Evaluation in Higher Education. 26(4), 354-366.
- Johnson, L., Lee, A. & Green, B. ( 2000) The PhD and the Autonomous Self: gender, rationality and postgraduate pedagogy. Studies in Higher Education, 25(2), 134-147.
- Shaw, M & Green.D.H (2002). Benchmarking the PhD- a tentative beginning. Quality Assurance in Education. 10(2), 116-124.
- Nyquist, J. (2002). The PhD: A tapestry of change for the 21st century. Change. November/December 2002.
- Allen,C., Smyth, E. & Wahlstrom, M. (2002).Responding to the Field and to the Academy: Ontario’s evolving PhD. Higher Education Research & Development, 21(2). 204-214.
- Evans, T. (2002). Part-time Research Students: are they producing knowledge where it counts?Higher Education Research & Development, 21(2). 155-165.
- Harman, G. (2002). Producing PhD Graduates in Australia for the Knowledge Economy. Higher Education Research & Development, 21(2). 179-190.
- Leonard, D. (2000). Transforming Doctoral Studies: Competencies and Artistry. Higher Education in Europe. 25(2), 181-212.
Discipline specific issues
- Durling, D. (2002) Discourses on research and the PhD in Design. Quality Assurance in Education, 10, 2, 79-85.
- Lockhart, J. & Stablein, R. (2002). Spanning the Academy–Practice Divide with Doctoral Education in Business. Higher Education Research & Development, 21(2). 191-202.
Professional Doctorates and alternative forms of Doctoral Study
- Bourner, T., Bowden, R. & Lang, S. (2001). Professional Doctorates in England. Studies in Higher Education, 26, 1, 65-83
- Hoddell, S, Street, D, & Wildblood, H. ( 2002) Doctorates - converging or diverging patterns of Doctorates -converging or diverging patterns of provision. Quality Assurance in Education. 10,2, 61-70
- Ruggeri-Stevens, G., Bareham, J. & Bourner, T. (2001). The DBA in British universities: assessment and standards. Quality Assurance in Education. 9(2), 61-71.
- Wilson,K (2002) Quality assurance issues for a PhD by published work: a case study. Quality Assurance in Education. 10(2), 71-78
- Winter, R,Griffiths, M & Green,K (2000) The `Academic' Qualities of Practice: what are the criteria for a practice-based PhD? Studies in Higher Education.25(1), 24-37

Issues in Supervision

Delamont, P, Parry, O & Atkinson, P.(1998) Creating a delicate balance: the doctoral supervisors dilemmas. Teaching in Higher Education, 3, 2, 157- 173
Grant,B & Graham, A. (1999) Naming The Game: Reconstructing Graduate Supervision. Teaching in Higher Education. 4,1, 77-90
Green, P. & Usher, R. (in press). Fast supervision: changing supervisory practice in changing times. In Studies in Continuing Education.
Green, P. (in press) Diminishing Spaces: The Supervision of Research Degree Students in Australian Universities. In Edwards, R., & Usher, R., (Eds). Spatiality, Curriculum and Learning. Wespot Ct: Greenwood.
Haksever, A.M & Manisali, E (2000) Assessing Supervision Requirements of PhD Students: the case of construction management and engineering in the UK. European Journal of Engineering Education. 25,1 19-32
Hammick, M & Acker, S. (1998) Undergraduate Research Supervision: a gender analysis. Studies in Higher Education. 23,3, 335-348
Lee, D. (1998). Sexual harassment in PhD supervision. Gender & Education. 10(3), 299-312.
Marsh,H, Rowe,K & Martin, A. (2002). PhD Students' Evaluations of Research Supervision. The Journal of Higher Education. 73,3, 312-348.
Pole, C (1998) Joint Supervision and the PhD: safety net or panacea? Assessment and Evaluation in Higher Education. 23(3), 259-272.
Brown,G.T & Rodger, S (2000) Enhancing Graduate Supervision in occupational therapy education through alternative delivery. Occupational Therapy International. 7(3), 163-172.
Schlosser, L. Z. & Gelso, G, J. (2001). Measuring the Working Alliance in Advisor-Advisee Relationships in Graduate School. Journal of Counselling Psychology. 48(2), 157-167.
Styles, I & Radloff, A (2001). The Synergistic Thesis: student and supervisor perspectives. Journal of Further and Higher Education, 25(1), 96-106.
Vilkinas, T (2002) The PhD process: the supervisor as manager. Education + Training. 44(3), 129-137.
Ferman, T. (2002). The knowledge needs of doctoral supervisors.. Paper presented at the Annual Conference of the Australian Association for Research in Education. Brisbane, December.
Barron, D. & Zeegers, M. (2002). ‘O’ for Osmosis, ‘P’ for Pedagogy: Fixing the Postgraduate Wheel of Fortune.Paper presented at the Annual Conference of the Australian Association for Research in Education. Brisbane, December.
Edwards, B. (2002). Postgraduate supervision: Is having a Ph.D. enough? Paper presented at the Annual Conference of the Australian Association for Research in Education. Brisbane, December.
James, R. & Baldwin, G. (1999). Eleven practices of effective postgraduate supervisors. Centre for the Study of Higher Education & School of graduate Studies, University of Melbourne. Parkville.
Lawson, M. (2000). Being a PhD Supervisor. Staff Development and Teaching Unit, Flinders University.
Barron, D. & Zeegers, M. (2002). ‘O’ for Osmosis, ‘P’ for Pedagogy: Fixing the Postgraduate Wheel of Fortune. Paper presented at the Annual Conference of the Australian Association for Research in Education. Brisbane, December.
Kiley, M. & Liljgren, D. (2002). Discipline related models for a strucured program at the commencement of a PhD. Teaching in Higher Education. 4(1). 61-75.

International Students

Cadman, K (2000). 'Voices in the Air': evaluations of the learning experiences of international postgraduates and their supervisors. Teaching in Higher Education, 5(4), 474- 491.
McLean, P & Pham, H. (2001). The diversity question caselist A cross cultural case study guide for supervisors. University of Melbourne.

Research Training

Kiley, M & Liljegren, D, ( 1999) Discipline-related models for a structured program at the commencement of a PhD. Teaching in Higher Education, 4(1), 61-76.
Pearson, M & Brew, A ( 2002) Research training and supervision development. Studies in Higher Education. 27(2), 135-150.
Singh, P. & Knight, B. (2002). The knowledge economy and Higher Degree research training, Paper presented at the Annual Conference of the Australian Association for Research in Education. Brisbane, December.
Frame, I.A & Allen, L. (2002) A flexible approach to PhD research training. Quality Assurance in Education. 12, 2 , 98-103.

Writing and Thesis Production

Caffarella, R,S & Barnett,B.G. (2000) Teaching doctoral students to become scholarly writers: the importance of giving and receiving critiques. Studies in Higher Education, 25(1), 40-52.
Parry, S (1998) Disciplinary discourse in doctoral theses. Higher Education. 36, 273-299
Topping, K. J., Smith, E. F., Swanson, I. & Elliott, A.(2000). Formative peer assessment of academic writing between postgraduate students. Assessment & Evaluation in Higher Education. 25(2) ,148-166
Kamler, B. & Thomson, P. (2002). Abstract art or The politics and pedagogies of getting read.Paper presented at the Annual Conference of the Australian Association for Research in Education. Brisbane, December.
Morse, K. & Murray, R. (2001). Researching Academic Writing within a Structured Programme: insights and outcomes. Studies in Higher Education. 26, 35-52.
Wolcott, H. (2002). Writing up qualitative research …. Better. Qualitative Health Research. 12, 91-103.
Levine, S.J. (npd) Writing and Presenting Your Thesis or Dissertation. Available online at http://www.LearnerAssociates.net

Dissemination & Publication

Dinham,S & Scott,C. (2001) The experience of disseminating the results of doctoral research. Journal of Further and Higher Education, 25, 1, 44-55.

The Doctoral Culture

Delamont,P, Parry, O & Atkinson, P. (1997) Critical mass and pedagogic continuity: Studies in academic habitus. British Journal of Social Education, 18, 4, 533-550.

Issues in Completion

Latona, K & Browne, M. (2001) Factors associated with Completion of Research Degrees. Higher Education Series. 37, Canberra, DEST.
Faghihi, F,Rakow, E & Ethington, C. (1999) A Study of Factors Related to Dissertation Progress among Doctoral Candidates: Focus on Students Research Self-Efficiency as a result of their Research Training and experiences. Annual Meeting of the American Research Association. Montreal, April 19-23.
Torres, E. (2002) Review of Lovitts, B.E. (2001) Leaving The Ivory Tower: The Causes and consequences of Departure from Doctoral Study. Journal of College Student Development, 43(3), 422-423.
Wright,T & Cochrane,R (2000) Factors Influencing Successful Submission of PhD Theses. Studies in Higher Education. 25(2),180-195
Ylijoki,O (2001) Master's Thesis Writing from a Narrative Approach. Studies in Higher Education. 26(1), 20-34
DesJardins, S., Ahlburg, D. & McCall, P. (2002). A Temporal Investigation of Factors Related to Timely Degree Completion. The Journal of Higher Education, 73(5), 555-580

An interesting subsection for understanding completions:

Muszynski,S.Y. & Akamatsu,T.J. (1991) Delay in Completion of Doctoral Dissertations in Clinical Psychology. Professional Psychology:Research and Practice. 22(2) , 119-123.

Haycock, L., McCarthy, P & Skay, C. (1998). Procrastination in college students: The role of self-efficacy and anxiety. Journal of Counsellng & Development. 76, 317-324

Janssen, T & Carten, J. (1999). The effect of locus of control and task difficulty on procrastination. Journal of Genetic Psychology, 160, 436-442.

Kachgal, M., Hansen,S. & Nutter, K. (2001). Academic procrastination prevention/intervention: Strategies and recommendations. Journal of Educational Development. 25, 14-24.

Kleuver, R. & Green, K. (1998). The responsibility scale: A research note on dissertation completion. Educational & Psychological Measurement. 58, 520-531.

Orpen, C. (1998). The causes and consequences of academic procrastination: A research note. Westminster Studies in Education. 21, 73-75.

Examination

Morley, L ( 2002) Variations in Vivas: quality and equality in British PhD assessments. Studies in Higher Education, 27(3), 262-273.
Powell, S & McCauley,C (2002) Research degree examining - common principles and divergent practices. Quality Assurance in Education.12(2), 104-115.
Tinkler, P & Jackson, C ( 2000) Examining the Doctorate: institutional policy and the PhD examination process in Britain. Studies in Higher Education. 25(2), 166-180
Tinkler, P & Jackson, C (2002) In the dark? Preparing for the PhD viva. Quality Assurance in Education. 10(2), 86-97.
Lovat, T., Holbrook, A., Bourke, S., Dally, K. & Hazel, G. (2002). Examiner Comment on Theses that have been revised and resubmitted..Paper presented at the Annual Conference of the Australian Association for Research in Education. Brisbane, November.
Johnstone, S. (1997). Examining the examners: An analysis of examiers' reports on doctoral theses. Studies in Higher Education. 22(3), 333-347.