Journal articles on the topic 'Doctoral education in Australia'
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Kiley, Margaret. "Reflections on change in doctoral education: an Australian case study." Studies in Graduate and Postdoctoral Education 8, no. 2 (November 13, 2017): 78–87. http://dx.doi.org/10.1108/sgpe-d-17-00036.
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Purpose This paper aims to reflect on the development of Australian doctoral education after the program commenced, initially at the University of Melbourne, following the end of the Second World War. Design/methodology/approach While utilizing the rich literature on doctoral education in Australia, the paper adopts a chronological approach to key issues that have had particular impact on the Australian doctorate since the mid-1980s. Findings Three major reports have had particular impact on the Australian PhD which was based on the Oxbridge model of supervisor/candidate with little or no coursework. Originality/value This reflection brings together a number of threads in Australia’s PhD program based on a wide range of historical and contemporary literature.
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Bendrups, Dan, Sebastian Diaz-Gasca, Gabriela Constanza Martinez Ortiz, Perla Guarneros Sanchez, and Elisa Mena-Maldonado. "Australia as a destination for Latin American doctoral candidates: Four personal reflections." Transitions: Journal of Transient Migration 4, no. 1 (March 1, 2020): 69–85. http://dx.doi.org/10.1386/tjtm_00013_1.
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Universities are important drivers for transnational migration to Australia, especially for students who are economically mobile, or who might be seeking to convert a transitory study experience into a more permanent migratory one. The economic growth experienced in a number of Latin American countries in the twenty-first century introduced new cohorts of Latin American students into Australian tertiary education institutions, including some from countries that may have had minimal prior presence in Australia. This includes students working towards research degrees. This article presents the autoethnographic accounts of four doctoral candidates from Latin America studying in Australia. It considers their motivations for undertaking graduate research, and the factors that brought them to choose Australia as a study destination, and the benefits and challenges they have experienced in coming here. While the candidates are all from different research fields, their experiences reveal commonalities around three key themes: opportunity, safe exploration and the role of family in enabling decisions about transnational doctoral education.
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Bamgboje, Adeola, Michelle Ye, Helen Almond, and Songlak Sakulwichitsintu. "Inside the Minds of Doctoral Students: Investigating Challenges in Theory and Practice." International Journal of Doctoral Studies 11 (2016): 243–67. http://dx.doi.org/10.28945/3542.
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This is a report on a qualitative investigation into the challenges and solutions for Information Systems PhD candidature in Australia by conducting a three-phase research process. Information Systems doctoral theses approved within the past 10 years in Australia were identified in three areas of research, using structured evidence-based search and review methods. This was followed by two focus groups. The first focus group provided a forum where participants engaged and contributed by sharing and reflecting on experiences during their candidature. The data generated was thematically analyzed. The second focus group provided a forum to compare, contrast, and combine findings from the first focus group and the theses review. This was then conceptually organized into a SWOT framework for discussion. The findings imply that there is a need, not only for an inclusive candidature research pathway now provided by most Australian universities, but also an integrated research and personal support pathway. The investigation resulted in defining a conceptual framework of value in Australia and internationally, which acknowledges and bridges the academic-practice gap, offering a considerable step for future PhD candidature investment.
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Pearce Churchill, Meryl, Daniel Lindsay, Diana H Mendez, Melissa Crowe, Nicholas Emtage, and Rhondda Jones. "Does Publishing During the Doctorate Influence Completion Time? A Quantitative Study of Doctoral Candidates in Australia." International Journal of Doctoral Studies 16 (2021): 689–713. http://dx.doi.org/10.28945/4875.
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Aim/Purpose: This paper investigates the association between publishing during doctoral candidature and completion time. The effects of discipline and of gaining additional support through a doctoral cohort program are also explored. Background: Candidates recognize the value of building a publication track record to improve their career prospects yet are cognizant of the time it takes to publish peer-reviewed articles. In some institutions or disciplines, there is a policy or the expectation that doctoral students will publish during their candidature. However, doctoral candidates are also under increasing pressure to complete their studies within a designated timeframe. Thus, some candidates and faculty perceive the two requirements – to publish and to complete on time – as mutually exclusive. Furthermore, where candidates have a choice in the format that the PhD submission will take, be it by monograph, PhD-by-publication, or a hybrid thesis, there is little empirical evidence available to guide the decision. This paper provides a quantitative analysis of the association between publishing during candidature and time-to-degree and investigates other variables associated with doctoral candidate research productivity and efficiency. Methodology: Multivariate logistic regression analyses were used to examine the predictors (discipline [field of research], gender, age group, domestic or international student status, and belonging to a cohort program) of doctoral candidate research productivity and efficacy. Research productivity was quantified by the number of peer-reviewed journal articles that a candidate published as a primary author during and up to 24 months after thesis submission. Efficacy (time-to-degree) was quantified by the number of Full-Time Equivalent (FTE) years of candidature. Data on 1,143 doctoral graduates were obtained from a single Australian university for the period extending from 2000 to 2020. Complete publication data were available on 707 graduates, and time-to-degree data on 664 graduates. Data were drawn from eight fields of research, which were grouped into the disciplines of health, biological sciences, agricultural and environmental sciences, and chemical, earth, and physical sciences. Contribution: This paper addresses a gap in empirical literature by providing evidence of the association between publishing during doctoral candidature and time-to-degree in the disciplines of health, biological sciences, agricultural and environmental sciences, and chemical, earth, and physical sciences. The paper also adds to the body of evidence that demonstrates the value of belonging to a cohort program for doctoral student outcomes. Findings: There is a significant association between the number of articles published and median time-to-degree. Graduates with the highest research productivity (four or more articles) exhibited the shortest time-to-degree. There was also a significant association between discipline and the number of publications published during candidature. Gaining additional peer and research-focused support and training through a cohort program was also associated with higher research productivity and efficiency compared to candidates in the same discipline but not in receipt of the additional support. Recommendations for Practitioners: While the encouragement of candidates to both publish and complete within the recommended doctorate timeframe is recommended, even within disciplines characterized by high levels of research productivity, i.e., where publishing during candidature is the “norm,” the desired levels of student research productivity and efficiency are only likely to be achieved where candidates are provided with consistent writing and publication-focused training, together with peer or mentor support. Recommendation for Researchers: Publishing peer-reviewed articles during doctoral candidature is shown not to adversely affect candidates’ completion time. Researchers should seek writing and publication-focused support to enhance their research productivity and efficiency. Impact on Society: Researchers have an obligation to disseminate their findings for the benefit of society, industry, or practice. Thus, doctoral candidates need to be encouraged and supported to publish as they progress through their candidature. Future Research: The quantitative findings need to be followed up with a mixed-methods study aimed at identifying which elements of publication and research-focused support are most effective in raising doctoral candidate productivity and efficacy.
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Weiler, Betty, Rosemary Black, and Roy Ballantyne. "Australian Postgraduate Theses in Interpretation, Tour Guiding, and Environmental Education." Journal of Interpretation Research 14, no. 1 (April 2009): 63–71. http://dx.doi.org/10.1177/109258720901400105.
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This research note presents a summary of a project that reviewed Australian postgraduate theses/dissertations completed to date on interpretation, tour guiding, and environmental education in Australia as one indicator of the state of research in these fields and as a basis for comparison with other countries. An inventory of 120 doctoral and masters-level theses completed in these three general topic areas found that nearly three-quarters were in environmental education, with two Australian states and two universities responsible for a disproportionate number of these. Projects relating to high school environmental education and studies of specific countries were prominent, while specific parks and nature-based settings dominated interpretation research. Australian social, political, and environmental factors help to explain the decline in masters and growth in doctoral research, and the shifts in topical focus over the 30-year period. Implications for both research and professional practice in interpretation are presented.
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Mu, Guanglun Michael, Huajun Zhang, Wei Cheng, Yangyang Fang, Shuguang Li, Xiangxu Wang, and Karen Dooley. "Negotiating Scholarly Identity Through an International Doctoral Workshop: A Cosmopolitan Approach to Doctoral Education." Journal of Studies in International Education 23, no. 1 (November 16, 2018): 139–53. http://dx.doi.org/10.1177/1028315318810840.
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Current trends in the internationalization of doctoral programs require new understandings of the formation of scholarly identity. This study explores the utility of a cosmopolitan perspective. It reports on identity projects sparked by Chinese students’ participation in a doctoral workshop in Australia; it highlights the realization, retrieval, repositioning, and reshaping of the students’ scholarly selves. This identity work mirrors the complexities induced by the internationalization of doctoral pedagogies. We present the students’ identity work here to illuminate extant practice and further study of internationalized doctoral education.
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Usher, Wayne, and Brittany A. McCormack. "Doctoral capital and well-being amongst Australian PhD students: exploring capital and habitus of doctoral students." Health Education 121, no. 3 (March 1, 2021): 322–36. http://dx.doi.org/10.1108/he-11-2020-0112.
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PurposeThe Higher Degree Research (HDR) journey is known for its difficulties, complexities and challenges (Lees-Deutsch, 2020), with many students experiencing multi-faceted issues and concerns (Skopek et al., 2020). Therefore, the purpose of this research is to investigate the relationships that exist between variables, vulnerability factors and doctorial capital of candidates (n = 532) studying at Australian universities (2019).Design/methodology/approachA quantitative cross-sectional correlational research design and Bronfenbrenner's socio – ecological framework (personal, home, university, community) was utilised to collect participants' (n = 532) descriptive statistics. Bourdieu's social reproduction theory was used as a lens to examine how experiences, across the PhD candidature, are influenced by several psychosocial factors and doctoral capital.FindingsFrom such a dual methodological approach, the findings from this study suggests that (1) age, (2) gender, (3) nationality, (4) financial/work status, (5) years of PhD and (6) attending postgraduate (PG) student events, go to significantly (p < 0.001) impact (positively and negatively) on students' experiences and correspondingly, impacts on their self-confidence, motivation and mental health and well-being status.Research limitations/implicationsResearch limitations are related to the recruitment of more doctoral students across more Australian universities. Further research is required from HDR supervisors, so as to “balance” the experiences of the PhD journey in higher education.Practical implicationsIn order to succeed in academia and HDR programs, students need to identify with and develop the “right kind of capital” to successfully navigate fields of social and scholarly play. Investigating how the participants perceive their social and scholarly habitus is seen as crucial in helping students to develop positive dispositions relevant to being a doctoral student.Social implicationsThe concept of doctoral capital and well-being, amongst Australian PhD students, is under researched and requires further investigation as a precursor to developing more specific policy designs aimed at providing heightened positive learning environments/HDR programs tailored to support doctoral students.Originality/valueWhilst reforms to improve PhD experiences are well established across the international literature (Geven et al., 2018; Skopek et al., 2020), evidence for Australia is largely missing. It is envisaged, that findings from this research will further assist in the development of quality policies that would go to provide effective services and support for doctoral students within Australian universities.
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Trudgett, Michelle, Susan Page, and Neil Harrison. "Brilliant Minds: A Snapshot of Successful Indigenous Australian Doctoral Students." Australian Journal of Indigenous Education 45, no. 1 (May 11, 2016): 70–79. http://dx.doi.org/10.1017/jie.2016.8.
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Drawing on demographic data collected from interviews with 50 Indigenous Australians with a doctoral qualification and 33 of their supervisors, this paper provides the first detailed picture of Indigenous doctoral education in Australia, with the focus on study modes, age of candidates, completion times and employment. It also analyses data produced through interviews with supervisors including age, employment levels and academic background. The study confronts a number of common perceptions in the higher education sector, to find that many Indigenous Australians are awarded their doctoral qualification in the middle stages of their career. This particular cohort is more likely to be studying in the arts and humanities, employed in higher education and enrolled on a full-time basis. This Australian Research Council (ARC) funded research provides new and important data to inform government policy, and to allow universities to implement strategies and recommendations arising from the Behrendt Report of 2012.
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Flynn, Matthew, Merilyn G Carter, Jennifer Alford, Hilary Hughes, Jillian Fox, and Jennifer Duke. "Crossing International Boundaries through Doctoral Partnerships: Learnings from a Chinese-Australian Forum." International Journal of Doctoral Studies 10 (2015): 419–38. http://dx.doi.org/10.28945/2312.
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International forums for doctoral students offer a fertile context for developing strategic partnerships between higher education institutions, as well as for building the intercultural capacity of early career academics. However, there is limited research investigating the benefits of international doctoral forum partnerships. This paper presents learnings from a recent international doctoral forum held in Beijing, China and attended by doctoral students and academics from Beijing Normal University (China) and Queensland University of Technology (Australia). Drawing on qualitative case study method and a model of boundary crossing mechanisms, we identify the beneficial outcomes of the forum. We describe how the forum arose from a strong ongoing partnership between the Education Faculties of Beijing Normal University and Queensland University of Technology. We then identify how, at the institutional and individual level, international doctoral forum participants can be challenged and benefit in four areas: collaboration, intercultural capacity, academic enhancement and program development. Implications for engaging successfully in international doctoral forum partnerships are also discussed.
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Bendrups, Dan, Anne Lan K. Candelaria, and Trevor Hogan. "Collaborative transnational doctoral education: Insights from a Philippines-Australia partnership." Innovations in Education and Teaching International 58, no. 6 (November 2, 2021): 682–92. http://dx.doi.org/10.1080/14703297.2021.1991833.
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McWilliam, Erica, Alan Lawson, Terry Evans, and Peter G. Taylor. "‘Silly, Soft and Otherwise Suspect’: Doctoral Education as Risky Business." Australian Journal of Education 49, no. 2 (August 2005): 214–27. http://dx.doi.org/10.1177/000494410504900208.
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This article investigates how certain doctoral practices come to count as scandalous and with what effects on universities. To do so, it engages with a number of recent media allegations that relate to doctoral practice in Australia and elsewhere. The analysis of these allegations is developed in terms of three broad categories, namely allegations of silliness in relation to thesis content, allegations of softness in relation to entry, rigour and assessment, and allegations of suspect conduct and/or credentials. The impact of such allegations on university governance is then addressed.
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Michael Mu, Guanglun, Ning Jia, Yongbin Hu, Hilary Hughes, Xiaobo Shi, Muchu zhang, Jennifer Alford, et al. "Generating Benefits and Negotiating Tensions through an International Doctoral Forum: A Sociological Analysis." International Journal of Doctoral Studies 11 (2016): 063–85. http://dx.doi.org/10.28945/3403.
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Workshops and seminars are widely-used forms of doctoral training. However, research with a particular focus on these forms of doctoral training is sporadic in the literature. There is little, if any, such research concerning the international context and participants’ own voices. Mindful of these lacunae in the literature, we write the current paper as a group of participants in one of a series of doctoral forums co-organised annually by Beijing Normal University, China and Queensland University of Technology, Australia. The paper voices our own experiences of participation in the doctoral forum. Data were drawn from reflections, journals, and group discussions of all 12 student and academic participants. These qualitative data were organised and analysed through Bourdieu’s notions of capital and field. Findings indicate that the doctoral forum created enabling and challenging social fields where participants accrued and exchanged various forms of capital and negotiated transient and complex power relations. In this respect, the sociological framework used provides a distinctive theoretical tool to conceptualise and analyse the benefits and tensions of participation in the doctoral forum. Knowledge built and lessons learned through our paper will provide implications and recommendations for future planning of, and participation in, the doctoral forum series and similar activities elsewhere.
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Hodgson, David, Lynelle Watts, Pushkar Sebastian Cordoba, and Sharlene Nipperess. "Social Work Doctoral Education in Australia: The Case for Further Development." Australian Social Work 74, no. 1 (July 16, 2020): 96–109. http://dx.doi.org/10.1080/0312407x.2020.1786139.
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Pearson *, Margot. "Framing research on doctoral education in Australia in a global context." Higher Education Research & Development 24, no. 2 (May 2005): 119–34. http://dx.doi.org/10.1080/07294360500062870.
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Zhuchkova, S. V. "Evidence-Based Development of Doctoral Education: The Landscape of Doctoral Students' Experience Research." University Management: Practice and Analysis 25, no. 2 (August 12, 2021): 98–113. http://dx.doi.org/10.15826/umpa.2021.02.017.
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Regular surveys of doctoral students on their career trajectories, satisfaction with the program and the learning process, with the organization of supervision, etc. are widespread in leading foreign universities. The results of such surveys are used to improve programs and assess the effect of the introduced measures. In Russia, however, there is a lack of empirical data on the doctoral students’ experience, which makes it impossible to identify and address the reasons for the low performance of the Russian doctoral education observed over the past few years. To support the discussion about the need for such monitoring surveys in Russia, this article presents the results of an analysis of open information from the websites of about 150 foreign institutions that organize doctoral student surveys at the national, cross-university, and institutional levels. The presented review shows how actively doctoral education data collection takes place in the USA, Canada, Australia, and the UK, where there are one or more large-scale projects stimulating the collection of data from several universities, and how the results of such research are used by universities, employers, and applicants. On the example of topics related to the motivation for entering doctoral programs, to the career trajectories of doctoral students, and to the organization of supervision, it is discussed how the described research practices can be used for the evidence-based development of Russian doctoral education.
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Manathunga, Catherine, Jing Qi, Maria Raciti, Kathryn Gilbey, Sue Stanton, and Michael Singh. "Decolonising Australian doctoral education beyond/within the pandemic: Foregrounding Indigenous knowledges." Scholarship of Teaching and Learning in the South 6, no. 1 (April 29, 2022): 112–37. http://dx.doi.org/10.36615/sotls.v6i1.203.
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Global doctoral education has been particularly affected by the COVID-19 pandemic and the Black Lives Matter movement, which have drawn attention to the vast inequities faced by black, cultural minority and Indigenous peoples. These developments have focused urgent attention on the need to de-homogenise Australian doctoral education. Australian universities have been very slow to create recognition and accreditation programs for First Nations and transcultural (migrant, refugee and international candidates) knowledge systems, histories, geographies, languages and cultural practices in doctoral education. A significant body of research investigates Australian universities’ education of Indigenous and transcultural doctoral candidates. However, few scholars have sought to trace the links between individual personal doctoral candidate life histories and large-scale Australian government policy trends. This paper draws upon the Indigenous knowledge global decolonization praxis framework and de Sousa Santos’ theories about cognitive justice and epistemologies of the South to fill this gap. Future aspects of this project will involve conducting an international policy analysis, life histories and time mapping to implement key Indigenous knowledge approaches in Australian doctoral education. This paper will critically explore the application of three core First Nations knowledge approaches – the agency of Country, the power of Story and intergenerational, iterative and intercultural knowledges – to Australian doctoral education.
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Sok Kuan Fung, Annabella, Jane Southcott, and Felix L. C. Siu. "Exploring Mature-Aged Students’ Motives for Doctoral Study and their Challenges: A Cross Border Research Collaboration." International Journal of Doctoral Studies 12 (2017): 175–95. http://dx.doi.org/10.28945/3790.
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Aim/Purpose: It aimed at investigating the motives and challenges of 15 mature-aged doctoral students at two education faculties in Australian and Asian contexts. Background: This cross-border research collaboration investigated the first international higher-research forum between two education faculties in Hong Kong and Australia. Methodology: Interpretative Phenomenological Analysis (IPA) was used to explore partic-ipants’ self-reported experiences concerning the motivations and challeng-es of 15 mature-aged doctoral students. Contribution: The findings have important implications for global doctoral program de-velopment, international exchange forum organizations, intercultural capaci-ty building, academic enhancement and cross-border research collabora-tion. Findings: From interview data four overarching themes emerged: Taking calculated risks, Determination to succeed, Financial stress, and Balancing life and research. Recommendations for Practitioners: Recommendations include mentoring schemes, greater support for isolated students, and more opportunities for students to complete their PhD by publication. Recommendation for Researchers: More research is needed to investigate mature-aged students’ motives for embarking on study in diverse cultural contexts among different ethnic groups. Impact on Society: This study recognized the merits and potentials of mature students whose research contributes to their societies. Future Research: Future research directions include using multiple case study design, thus exploring diverse aspects of the existing sample in greater depth, as well as tapping into a new sample of students at risk of attrition at both faculties.
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Fakunle, Omolabake, Mollie Dollinger, Joyceline Alla-Mensah, and Blair Izard. "Academic Conferences as Learning Sites: A Multinational Comparison of Doctoral Students’ Perspectives and Institutional Policy." International Journal of Doctoral Studies 14 (2019): 479–97. http://dx.doi.org/10.28945/4383.
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Aim/Purpose: The aim of this paper is to explore trends and motivations for doctoral students’ participation in domestic and international conferences. We draw on doctoral students’ perceptions and experiences from four contexts (USA, Scotland, England, Australia) to further explore variations across different global contexts. Background: There is increased recognition of the importance of conferences within doctoral education. Yet very little is known or understood about doctoral students’ participation and motivations for participating in conferences. Methodology: Our sample includes doctoral students from four institutions studying in a School of Education. We used an online survey and follow-up focus group interviews to investigate doctoral students’ perceptions and experiences of conferences. Contribution: There are few studies on doctoral students’ participation in conferences. This study contributes to the literature on doctoral students as it investigates the trends and rationale for doctoral students’ participation in national and international conferences. We highlight the importance of conferences as learning sites for doctoral students. Furthermore, our research highlights dissimilarities and ambiguities in the provision of support for doctoral students’ regarding what we describe as the social aspect of their researcher learning and development, in this case, in networking activities. Findings: Our findings show that a) at both the individual (doctoral students) and institutional level, there is an implicit understanding of the importance of networking and yet programs rarely formally require conference attendance; b) students’ motivations to attend conferences may be mediated by their career aspirations and supportive structures (i.e., funding); and c) conferences support doctoral students’ learning and confidence in future networking. Recommendations for Practitioners: Our recommendations to doctoral education training programs and/or supervisors are to explicitly discuss and promote networking and/or conference attendance, and to find ways to support students to engage in networking outside their immediate study environment. Recommendation for Researchers: Our recommendation to researchers is to further investigate the importance of networking behaviors and experiences on doctoral student training and/or career outcomes. Impact on Society: This research highlights the importance of recognizing the learning needs of doctoral students who are expected to work in a complex, globally connected society as part of the reality of higher education in the 21st century. Future Research: Results from the study could help inform a larger study on the trends and motivations of doctoral students’ networking across all disciplines.
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Cahusac de Caux, Basil. "Doctoral Candidates’ Academic Writing Output and Strategies: Navigating the Challenges of Academic Writing During a Global Health Crisis." International Journal of Doctoral Studies 16 (2021): 291–317. http://dx.doi.org/10.28945/4755.
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Aim/Purpose: To date, few studies have investigated the impact of global health crises on the academic writing of doctoral candidates. This paper seeks to start a conversation about the impact of the ongoing COVID-19 pandemic on doctoral candidates’ academic writing output and strategies. Background: This paper employs and analyses data elicited from surveys and interviews involving doctoral candidates from around the world. Data were collected during April 2020, at a time when government-mandated lockdowns and restrictions on movement were in full force in many countries around the world. Methodology: Surveys were conducted with 118 doctoral candidates from over 40 institutions based in four continents. Follow-up interviews were carried out with four doctoral candidates enrolled in an Australian institution. A qualitative descriptive design, employing thematic analysis, is used to assess the impact of the COVID-19 pandemic on doctoral candidates’ writing output and strategies. The data analysis includes statistical descriptions of the surveys. Contribution: This paper provides insights into the myriad challenges and obstacles facing doctoral candidates during the COVID-19 pandemic. It describes the writing strategies adopted by doctoral candidates during a period of significant societal disruption, and illustrates how thematic analysis can be employed in research involving global health crises. Findings: Despite the adoption of novel approaches to academic writing, which appear in an insignificant minority of respondents, doctoral candidates’ overall commitment to academic writing has been negatively impacted by the pandemic. Similarly, delays to academic research activities caused by the pandemic have resulted in a significant decline in commitment (motivation) to academic writing and a substantial impact on doctoral candidates’ ability to write about their research. Recommendations for Practitioners: Supervisors and mentors should strive to provide doctoral candidates with timely feedback during the pandemic. Given the impact of the pandemic on doctoral candidates’ mental health and motivation to write, increased institutional and peer support is required to help doctoral candidates overcome academic issues during the pandemic and future health crises. This researcher recommends consulting regularly with and offering individually tailored solutions to doctoral candidates who are struggling to work on their theses during the pandemic. Similarly, institutions should empower supervisors in ways that allow them to provide greater levels of support to doctoral candidates. Recommendation for Researchers: Further research on the impacts of the pandemic on various academic cohorts, such as early career researchers (doctoral candidates, postdoctoral researchers, and assistant professors) and student cohorts (e.g., undergraduate and postgraduate), will clarify the extent to which the pandemic is impacting the academic writing of doctoral candidates. Impact on Society: The pressure placed on doctoral candidates to produce quality academic writing seems to have been heightened by the pandemic. This has a range of adverse effects for the higher education sector, particularly administrators responsible for managing doctoral candidate success and the academe, which recruits many of its faculty from holders of doctorate degrees. Future Research: Additional focus on academic writing of doctoral candidates during the pandemic is needed. Research should include randomised samples and represent a range of academic disciplines.
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Helfer, Fernanda, and Steve Drew. "Students’ Perceptions of Doctoral Supervision: A Study in an Engineering Program in Australia." International Journal of Doctoral Studies 14 (2019): 499–524. http://dx.doi.org/10.28945/4368.
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Aim/Purpose: The overall aim of this study was to improve our understanding of engineering student satisfaction and expectations with PhD supervision and their perceptions of the roles in a supervisory relationship. Background: Studies on PhD supervision quality are highly valuable, mainly when they provide information on supervision experiences from students’ perspectives, rather than from supervisors’ perspectives. Understanding how PhD students think, their preferences and their perceptions of roles in a supervision process can help enhance the quality of supervision, and consequently, form better researchers and produce better research outcomes. Methodology: The method employed in this investigation was based on a student survey with scaled and open-ended questions of 30 full-time engineering PhD students from a research institution in Australia. Contribution: Studies that provide a better understanding of how engineering PhD students think and how they expect a supervisory relationship to be are limited. This study can be used to derive recommendations for improving supervisory relationships, particularly in engineering schools and institutions. Findings: The majority of the students perceived most of the supervisor and student roles in close agreement with the roles described in the literature and existing codes of practice for the supervision of higher degree research students. The main reasons for dissatisfaction with supervision were identified as being the lack of involvement of supervisors in the research projects, particularly in the writing process, and the lack of supervisor’s knowledge in the field being supervised. Recommendations for Practitioners: It is recommended that the roles of each party in a supervision process be discussed and clarified at the beginning of any PhD candidature to avoid false student expectations. The right supervisory fit should be ensured early in the candidature, and additional supervisors should be added to the team if the expertise of supervisors is deemed insufficient. The use of supervisory panels as opposed to individual supervisions to ensure that responsibilities are shared and to increase the range of advice and support available to each student is highly recommended. Recommendation for Researchers: It is recommended that this type of research be expanded to other disciplines. It is also recommended that specific actions be taken to improve supervision and these be correlated to satisfaction rates and/or student performance.
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Lin, Yuqi, Jing Shi, and Chenyang Zhang. "Working Toward Becoming Doctoral Researchers: A Collective Autoethnography of International Students in Australia." Journal of International Students 12, S2 (August 21, 2022): 68–87. http://dx.doi.org/10.32674/jis.v12is2.4278.
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It is well established that international education can profoundly influence a student, including identity and agency formation and the acquisition of knowledge and culture. This study applies the concept of self-formation to reconceptualize the international student experience. It captures the development, changes, and operation of identity and agency during self-formation. Utilizing collective autoethnography, the authentic experiences of three international students studying in Australia during the Covid-19 pandemic were collected. These stories illustrate their transformation from international students to student researchers. Through thematic analysis, three phases have been identified in this study, which are self-exploration, self-positioning, and self-determination and shedding light on the role of agency and hybrid identity. A further scholarly investigation is advocated to enrich the discussion of self-formation and add a nuanced investigation into the variability of individual experiences.
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Breier, Mignonne, Chaya Herman, and Lorraine Towers. "Doctoral rites and liminal spaces: academics without PhDs in South Africa and Australia." Studies in Higher Education 45, no. 4 (February 22, 2019): 834–46. http://dx.doi.org/10.1080/03075079.2019.1583727.
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Wise, Victoria. "Book Review: Doctorates Downunder: Keys to Successful Doctoral Study in Australia and New Zealand." International Journal of Doctoral Studies 3 (2008): 081–83. http://dx.doi.org/10.28945/52.
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Trudgett, Michelle. "Build it and They Will Come: Building the Capacity of Indigenous Units in Universities to Provide Better Support for Indigenous Australian Postgraduate Students." Australian Journal of Indigenous Education 38, no. 1 (January 2009): 9–18. http://dx.doi.org/10.1375/s1326011100000545.
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AbstractIndigenous participation rates in higher education are significantly lower than the rates reported for non-Indigenous people in Australia – with the greatest disparity evident in the area of postgraduate studies. This problem needs to be addressed by providing culturally appropriate support mechanisms to Indigenous postgraduate students. This article draws on the findings of a doctoral thesis in which the support provided to Indigenous postgraduate students in Australia was investigated (Trudgett, 2008). Several issues and problems emerged from the data surrounding the support, or lack thereof, provided to this cohort by the Indigenous Units or centres in universities today. Nine recommendations for consideration and implementation by the Indigenous Units within Australian universities are provided. These recommendations have the potential to reduce this disparity by helping to close the gap between Indigenous and non-Indigenous participation and, most importantly, completion rates in postgraduate studies.
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Pearson, Margot. "The Changing Environment for Doctoral Education in Australia: implications for quality management, improvement and innovation." Higher Education Research & Development 18, no. 3 (October 1999): 269–87. http://dx.doi.org/10.1080/0729436990180301.
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Aldridge, Tim, Mark Andersen, Brendan Stanton, and Christopher Shen. "Past and Future Training for Careers in Sports Psychology." Australian Journal of Career Development 6, no. 2 (July 1997): 26–31. http://dx.doi.org/10.1177/103841629700600208.
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Sport psychology is an emerging career specialisation in Australia. Training models for a career in the field have only recently been developed. This research concerned past education and vocational histories of advanced degree graduates who specialised in some area of sport psychology. Thirty-two graduates from fourth year, masters and doctoral programs in Australia completed surveys concerning their educational background and vocational histories since graduating with a postgraduate degree. Graduates reported their experiences, income and perceptions and expectations pertaining to work in sport psychology. Results suggest that the main initial and future goals of graduates were to consult with athletes. Most, however, are having difficulty finding paid work in sport psychology. Graduates outlined many suggestions and advice for prospective students. Implications of the results for future training and education in the field of applied sport psychology within Australia are provided.
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Walker, Kim. "The Teaching and Learning of Environmental Education in N.S.W. Primary Schools: A Case Study." Australian Journal of Environmental Education 11 (1995): 121–29. http://dx.doi.org/10.1017/s0814062600003013.
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The aim of the doctoral study outlined in this paper is to contribute to the improvement of teaching and learning of environmental education. The significance of environmental education as a strategy to address environmental problems has been documented widely in Australia and overseas. This study shows that as a strategy to solve such problems its success so far has been questionable.The study assumes that there is a problem in the teaching and learning of environmental education and that the policy document, Environmental Education Curriculum Statement K-12 (New South Wales Department of Education, 1989) has not been adequately implemented.
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Yan Yang, Chun, and Li Bai. "Psychological Adjustment of Chinese PhD Students: A Narrative Study." International Journal of Doctoral Studies 15 (2020): 595–614. http://dx.doi.org/10.28945/4649.
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Aim/Purpose: International PhD students suffer a lot of stress. However, many studies about international students focus on identifying the stressors these students experience rather than the stress-coping strategies, and those that explore international students’ coping behaviour often report maladjustments. Background: This study intended to fill the research gap by examining the strategies that Chinese students employed to psychologically adjust to their PhD study. Methodology: Narrative inquiry method was employed to give voice to the research participants. Six Chinese doctoral students in social sciences in Australian universities were purposefully sampled and interviewed three times during their candidature in order to gain an in-depth understanding of their lived experiences of stress-coping. Contribution: This paper provides positive stress-coping strategies used by six Chinese doctoral students, which can be used by international doctoral students or those who work with doctoral students from abroad to improve their psychological well-beings. Findings: These Chinese PhD students adopted positive stress-coping strategies of regulating their emotions and retaining their motivation. They adopted illusory and interpretive forms of secondary control by reframing realities to obtain psychological peace when faced with stress. The ways that Chinese PhD students handled stress suggest that the Chinese moral education and the characteristic motivation for learning attributed them with positive personal characteristics to battle the adverse conditions. Recommendations for Practitioners: Institutions/departments can initiate support groups for PhD students from the same disciplines where students can express their stress, seek assistance from senior doctoral students and exchange their strategies. Institutions/departments can also support international doctoral candidates by taking a more flexible approach to policies and procedures concerning doctoral students taking leave both in terms of when it is taken and the duration. Recommendation for Researchers: Researchers can focus on international doctoral students’ positive stress-coping experiences as well as negative experiences to present a balanced picture of the doctoral journey. Impact on Society: The findings from this research on doctoral students’ stress-coping can equip doctoral students with strategies to handle their psychological challenges, which in turn may enhance their overseas doctoral experiences, reduce the dropout rates, and raise awareness of supervisors and institutions about doctoral students’ psychological well-beings. Future Research: Future research can examine the stress-coping experiences of other international doctoral students, focusing not only from the individual psychological angle but from the academic and social perspectives.
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Brodovskaya, E. V., A. Yu Dombrovskaya, A. B. Shatilov, and R. V. Parma. "Teacher Training Doctoral Studies Basic Parameters and Development Vectors in Russia and in the World: The Results of the Global Study of Leading Universities." Vysshee Obrazovanie v Rossii = Higher Education in Russia 31, no. 1 (February 6, 2022): 24–41. http://dx.doi.org/10.31992/0869-3617-2022-31-1-24-41.
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The article analyzes the main trends in the development of the scientific and pedagogical personnel training system in Russia and foreign countries. The main method of collecting empirical information is quantitative content analysis of the leading universities’ site content. The case selection is based on the QS (Quacquarelli Symonds World University Rankings – 2016 and 2020) – global university ranking (top 500). The selection of Russian universities has been carried out on the basis of the QS BRICS – 2016 and 2020 university ranking. Based on the results of the selection of the leading universities, 60 universities of North and Latin America, Russia, China, Europe, and Australia have been selected. The comparison criteria of higher education institutions are codified in the content analysis matrix. We compared the entry requirements, the content and organization of the doctoral studies, and the “exit” – the learning outcomes. The results of the research are the distinctive characteristics of the Russian teacher training doctoral programs and foreign doctoral programs EdD, EdLd, PhD in Education. It is revealed that foreign universities are characterized by an orientation to a variety of labor markets, differentiation of programs and career paths; studentoriented approach; flexible choice of learning formats; focus on the preparation of the author’s original research; close attention to the idea of the dissertation research, programs, scientific publications, dissertation text, multilevel assessment (program Manager, scientific consultant, elective teachers on the topic of the dissertation, the head of the postgraduate seminar, external experts); online learning; high quality of technical and informational environment. The characteristics of the Russian doctoral studies, which impede differentiation of the paths of dissertation preparation by doctoral students depending on the specifics of the scientific research area, limit the possibility of implementing the practical results of the dissertation and reduce the potential for professional growth of doctoral students.
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Shay, Marnee. "Seeking new paradigms in Aboriginal education research: methodological opportunities, challenges and aspirations." Social and Education History 5, no. 3 (October 22, 2016): 273. http://dx.doi.org/10.17583/hse.2016.2299.
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It is only relatively recently that Aboriginal peoples in Australia are represented in the academe, creating knowledges that speak for, and not of us. Internationally renowned Maori scholar, Professor Linda Tuhiwai Smith, was groundbreaking in her use of critical discourses needed for indigenous peoples globally to reclaim our knowledges and experiences through research. The emergence of Aboriginal and Torres Strait Islander scholars in Australia presents hope and opportunities for our communities to utilise the possibilities that ethical, Indigenous-driven research can have in interrogating complex and ongoing issues created by colonialism.Research that theorises Aboriginal epistemic and ontological research paradigms in Australia are still developing. Moreover, discipline-specific theoretical frameworks and methodologies are still emerging. This paper outlines my experience as an Aboriginal researcher in utilising Indigenist theoretical principles and methodological approaches. Using autobiographical reflections from my doctoral research, I present a range of practical implications that arise when the 'researched' shifts to the researcher in Western-dominated spaces such as schools. I will critically analyse the question, are Aboriginal researchers able to conduct research that is motivated by our agendas, ideas and aspirations in a discipline that perpetuates imperialism, racism and exclusion?
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Boucher, Carlene. "Doctorates Downunder: Keys to Successful Doctoral Study in Australia and New Zealand [Book Review]." Qualitative Research Journal 6, no. 2 (2007): [211]—212. http://dx.doi.org/10.3316/qrj0602211.
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Xu, Xing. "A Probe Into Chinese Doctoral Students’ Researcher Identity: A Volunteer-Employed Photography Study." SAGE Open 11, no. 3 (July 2021): 215824402110321. http://dx.doi.org/10.1177/21582440211032151.
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Researcher identity has been widely studied as central to doctoral education. However, little is known about students’ emic conceptualization of what represents researcher identity based on their lived experience. Using a sample of 24 Chinese doctoral students in Australia, this study adopts volunteer-employed photography (VEP) to facilitate the participants’ delineation of their researcher identity. Findings reveal that researcher identity is indexed at three levels: belonging as being, doing as becoming, and limited limitlessness. It presents itself as a complex formulating process in which dichotomous, yet mutually constitutive, forces collide and merge. This study concretizes perceptions about the notion of researcher identity through photographs and corresponding revelatory dialogues in relation to people, objects, feelings, phenomena, and relationships. Some insights on visual research methodology are also discussed.
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Fergusson, Lee, Luke Van Der Laan, Craig White, and June Balfour. "The ethos and transformational nature of professional studies." Higher Education, Skills and Work-Based Learning 9, no. 4 (November 11, 2019): 695–711. http://dx.doi.org/10.1108/heswbl-01-2019-0006.
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Purpose The purpose of this paper is to explore the work-based learning (WBL) ethos of a professional studies doctoral program, a higher degree by research program implemented in Australia. Design/methodology/approach This is a preliminary case study of one higher degree by research program and two doctoral candidates participating in the program to explore the ethos and outcomes of the program. Findings The program has sought to develop a different type of higher education ethos, one characterized by an open-door communications policy, a critical friend philosophy, an emphasis on teamwork, pro tem supervision and a new model for doctoral supervision, self-designed work-based projects, self-directed research programs and the development of professional identity. Originality/value The characteristics and contributions of WBL programs at the doctoral level have been well documented in the academic literature, but the unique ethos, if there is one, of such programs has yet to be fully examined. This study goes some of the way to answering the question of whether such programs have a unique ethos and if so what are its features and how might it contribute to student development.
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Baumann, Fabienne-Agnes. "Book Review: Collective Skill Formation in Liberal Market Economies? The Politics of Training Reforms in Australia, Ireland and the United Kingdom." International Journal for Research in Vocational Education and Training 5, no. 4 (December 17, 2018): 328–32. http://dx.doi.org/10.13152/ijrvet.5.4.5.
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The book was published as the 16th volume of the series Studies in Vocational and Continuing Education. Series Editors-in-Chief are Philipp Gonon and Anja Heikkinen. Janis Vossiek is a post-doctoral researcher at the School of Educational and Cultural Studies of the University of Osnabrück, Germany.
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Draper, Paul, and Scott Harrison. "Through the eye of a needle: the emergence of a practice-led research doctorate in music." British Journal of Music Education 28, no. 01 (January 14, 2011): 87–102. http://dx.doi.org/10.1017/s0265051710000434.
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This paper explores recent developments in relation to doctoral research training in music. Drawing on the findings of a case-study of a recently established practice-led doctorate at an Australian conservatoire, we offer insights into the attributes of its expanding cohort. We interrogate a blended research training structure of academic supervision, coursework, web-based tools and administrative resources in order to reveal the obstacles to, and opportunities for improvement. The paper concludes by arguing programme design refinements which contribute to a deeper understanding of practice-led doctorates in music while inviting readers to similarly consider their own experiences.
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Hall, Lisa. ""Not looking at us level": Systemic barriers faced by Aboriginal teachers in remote communities in Central Australia." Journal of Critical Race Inquiry 5, no. 1 (February 16, 2018): 74–101. http://dx.doi.org/10.24908/jcri.v5i1.6549.
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This essay is based on doctoral research that examined the reasons behind the low number of young Aboriginal teachers currently undertaking and completing teacher education in remote communities in Central Australia. By listening to the stories of a group of fully qualified and experienced Aboriginal teachers, this doctoral research explored the complex array of barriers, as well as supports, that Aboriginal people from remote communities encounter as educators. The seven teacher participants in this research have each spent between 20 and 35 years working in their respective schools in their home communities (see map below) and have undertaken and completed the requisite study to become fully qualified teachers. The purpose of this essay is to focus exclusively on the examples of systemic barriers experienced by these teachers through the theoretical lens of race, using settler colonial theory, whiteness theory and critical race theory (CRT).
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Pearson, Margot, Terry Evans, and Peter Macauley. "Growth and diversity in doctoral education: assessing the Australian experience." Higher Education 55, no. 3 (May 29, 2007): 357–72. http://dx.doi.org/10.1007/s10734-007-9059-3.
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Dixon, Cynthia K. "There is an Appetite for Religious Studies: Religious Education in the Public Domain." Journal of Christian Education os-43, no. 1 (April 2000): 29–40. http://dx.doi.org/10.1177/002196570004300106.
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Arriving in Western Australia in the early 1970s interest in Religious Education and Christian family nurture ensured that Cynthia Dixon would soon meet Brian Hill, and their families develop friendships. Mutual interest in the ministries of Scripture Union. The Churches Commission on Education, the development of curriculum in Religious Studies and, latterly, the development of a Values Framework have led to joint membership of numerous committees. “As two rather isolated voices in our respective universities,” Cynthia comments. “I always found Brian a constant support and inspiration, willing to offer his expertise to course development.” Brian's willingness to supervise Cynthia's doctoral study in the 1980s was a privilege for her, too.
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Pearson, Alan, Sally Borbasi, and Marjorie Gott. "Doctoral Education in Nursing for Practitioner Knowledge and for Academic Knowledge: The University of Adelaide, Australia." Image: the Journal of Nursing Scholarship 29, no. 4 (December 1997): 365–68. http://dx.doi.org/10.1111/j.1547-5069.1997.tb01057.x.
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Holdaway, Edward, Claude Deblois, and Ian Winchester. "Supervision of Graduate Students." Canadian Journal of Higher Education 25, no. 3 (December 31, 1995): 1–29. http://dx.doi.org/10.47678/cjhe.v25i3.183220.
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Graduate education is an essential component of universities; it also contributes substantially to national economies. However, problems in graduate education, especially with respect to completion and quality, have emerged in many countries, including Canada. To address these problems and related issues and practices, a comprehensive three-year research project has been conducted involving questionnaires and interviews in Canada, Australia, Great Britain, and other countries. This paper presents information from questionnaires completed in 1993 by 736 supervisors of graduate students in 37 universities across Canada. Many substantial differences were obtained between the means for items when respondents were classified into eight discipline areas. The responses related to master's and doctoral programs were generally similar.
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Truong, V. Dao. "The career paths of social marketing doctoral graduates." Journal of Social Marketing 7, no. 1 (January 3, 2017): 18–50. http://dx.doi.org/10.1108/jsocm-04-2016-0018.
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Purpose Although the social marketing field has developed relatively quickly, little is known about the careers of students who chose social marketing as their main subject of study. Such research is important not only because it reveals employment trends and mobility but also because it informs policy making with respect to curriculum development as well as raises governmental and societal interest in the social marketing field. This paper aims to analyse the career pathways of doctoral graduates who examined social marketing as the subject of their theses. Doctoral graduates represent a special group in a knowledge economy, who are considered the best qualified for the creation and dissemination of knowledge and innovation. Design/methodology/approach A search strategy identified 209 doctoral-level social marketing theses completed between 1971 and 2015. A survey was then delivered to dissertation authors, which received 117 valid responses. Findings Results indicate that upon graduation, most graduates secured full-time jobs, where about 66 per cent worked in higher education, whereas the others worked in the government, not-for-profit and private sectors. Currently, there is a slight decline in the number of graduates employed in the higher education, government and not-for-profit sectors but an increase in self-employed graduates. A majority of graduates are working in the USA, the UK, Australia and Canada. Overall, levels of international mobility and research collaboration are relatively low. Originality/value This is arguably the first study to examine the career paths of social marketing doctoral graduates.
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Draper, Paul, and Scott Harrison. "Beyond a Doctorate of Musical Arts: Experiences of its impacts on professional life." British Journal of Music Education 35, no. 3 (June 13, 2018): 271–84. http://dx.doi.org/10.1017/s0265051718000128.
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There is much dialogue in the academy about the role of doctoral studies in relation to employment, career trajectories and graduate outcomes. This project explores the experiences of Doctor of Musical Arts (DMA) graduates and students at the Queensland Conservatorium in Australia to reveal how the programme has impacted upon their professional activities, while also addressing assumptions promulgated through the literature on artistic practice and research education. The paper presents emergent themes and concludes by offering insights into artistic research in music more broadly.
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Coady, Christopher, and Michael Webb. "Resisting Best-Practice in Australian Practice-Based Jazz Doctorates." British Journal of Music Education 34, no. 1 (October 25, 2016): 71–80. http://dx.doi.org/10.1017/s0265051716000310.
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Recent research on practice-based doctorates in Australia has revealed an institutional preference for ‘theorised’ research approaches aimed at situating studies of practice within established academic paradigms. In this article we examine how the aim of communicating with artistic peers steers the research design and the production of text-based artefacts for a group of practice-based doctoral students working on jazz topics (n = 11) away from theorised approaches and towards what is commonly referred to as a ‘commentary’ approach. This finding reveals the extent to which the values of an artistic community can influence the scope of what is discussed within practice-based doctorates and highlights the need for ongoing discussion related to how such values might best interface with what institutions view as best-practice research frameworks.
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Manidis, Marie, and Rosalie Goldsmith. "Governing the social, material, textual, and advancing professional learning of doctoral candidates in the contemporary university." Teaching Public Administration 36, no. 1 (May 9, 2017): 14–33. http://dx.doi.org/10.1177/0144739417706428.
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Doctoral education is increasingly of interest to higher education researchers and policy-makers as the qualification’s diversity, governance, reach and policy outcomes come under growing scrutiny. In the context of these changes, the paper adopts for the first time since Cumming’s seminal study, a practice-based exploration of the social, material, textual, and professional learning of doctoral candidates in an Australian university. The exploration, drawing on empirical data and practice-based analyses of the university as ‘organisation’, examines divergent and growing pressures on the qualification. Data indicate that current arrangements privilege sociomaterial (disciplinary) learning. Textual practices, central to accomplishing the dissertation, develop over time and in irregular fashion across disciplines, as candidates learn new rhetorical and publication practices. New practices aimed at reimagining the doctoral qualification as a vocational/professional formation program are unlikely to succeed given the prevailing nature of practices and practice-based conceptualisations of situated learning.
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J Charlick, Samantha, Jan Pincombe, Lois McKellar, and Andrea Fielder. "Making Sense of Participant Experiences: Interpretative Phenomenological Analysis in Midwifery Research." International Journal of Doctoral Studies 11 (2016): 205–16. http://dx.doi.org/10.28945/3486.
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Selecting the most appropriate methodology for research as a doctoral student is one of the most important yet difficult decisions. Not only should the methodology suit the research question, it is important that it resonates with the philosophy of one’s discipline and produces needed results that will contribute to knowledge. Interpretative phenomenological analysis (IPA) is an approach to qualitative enquiry. IPA seeks to explore how individuals make sense of their major life experiences and is committed to the detailed study of each particular case before moving to broader claims. In the field of midwifery, midwives work with women throughout pregnancy, childbirth and the early postnatal period, offering individualized care based on the unique needs of each woman. IPA aligns with this women-centered philosophy as it offers a methodological approach that considers the individual in a local context. By capturing context specific situations, IPA allows broad-based knowledge to be contextualized within a social and cultural context, producing relevant findings. Thus the access to IPA studies will enable midwives to better care for women and their families through understanding the experiences and perceptions of those in their scope of practice. This paper presents the theoretical framework leading to practical guidelines on how to con-duct a doctoral-level IPA study, as experienced by the first author. It also addresses the advantages and challenges around utilizing IPA, illustrated through examples from the doc-toral student’s study on the journey of exclusive breastfeeding in Australia.
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Gibbons, Leisa, and Karen F. Gracy. "New Beginnings: Introduction to the Special Issue on AERI 2016." Preservation, Digital Technology & Culture 46, no. 1 (April 28, 2017): 2–6. http://dx.doi.org/10.1515/pdtc-2017-0004.
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Abstract:On July 8–12, 2016, the School of Library and Information Science (SLIS) at Kent State University hosted the eighth Archival Education and Research Institute (AERI). AERI is an annual event that brings together researchers, educators, students, and professionals from North America, Europe, Asia, Australia, and New Zealand to share knowledge, promote collaboration, and mentor new and emerging scholars in the areas of archival research and pedagogy. The conference was attended by ninety-five participants from eight countries, including faculty members, doctoral students, post-doctoral fellows, and ten undergraduate and graduate students enrolled in the AERI-affiliated Emerging Archival Scholars Program (EASP). The five-day event included sixty-three paper presentations, fifteen posters, seven workshops, two plenaries, and a half-day unconference event.In this introduction, the hosts of the conference and co-editors of this issue, Leisa Gibbons and Karen F. Gracy, provide a brief overview of the conference highlights and introduce the research papers presented here.
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Evans, Joanne, and Gregory Rolan. "Beyond Findings: Conversations with Experts." Preservation, Digital Technology & Culture 47, no. 2 (July 26, 2018): 60–62. http://dx.doi.org/10.1515/pdtc-2018-0017.
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AbstractRights in Records by Design is a three-year Australian Research Council-funded Discovery Project that is running from 2017 to 2019. This project brings together an interdisciplinary research team to investigate the recordkeeping and archival needs for those whose childhoods are impacted by child welfare and protection systems. Using a participatory action research approach the team of recordkeeping, historical, social work, early childhood education and community researchers are exploring the design of Lifelong Living Archives for those who experience childhood out-of-home Care. The goal of research and in designing the Archive is to re-imagine recordkeeping frameworks, processes and systems in support of responsive and accountable child-centred out-of-home Care, and to enable historical justice and reconciliation. Chief Investigator Associate Professor Joanne Evans and post-doctoral researcher Dr. Gregory Rolan from the Faculty of Information Technology at Monash University in Australia talk to PDT&C about this project.
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Harman *, Kay M. "Producing ‘industry‐ready’ doctorates: Australian Cooperative Research Centre approaches to doctoral education." Studies in Continuing Education 26, no. 3 (November 2004): 387–404. http://dx.doi.org/10.1080/0158037042000265944.
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Melnichenko, R. G., and S. V. Ignatyev. "THE BOLOGNA SYSTEM OF HIGHER EDUCATION AS THE BASIS OF THE EDUCATIONAL QUALIFICATION FOR ADMISSION TO THE LEGAL PROFESSION." Bulletin of Udmurt University. Series Economics and Law 29, no. 5 (September 25, 2019): 655–60. http://dx.doi.org/10.35634/2412-9593-2019-29-5-655-660.
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The relevance of the study is caused, on the one hand, by the unification of approaches to the content of higher legal education in the world (related to the Bologna process), and, on the other, by different approaches of states when using the results of training in the bachelor/master/doctoral student paradigm when admitted to the legal profession. The authors investigated the situation in the main “civilized” states on this issue, revealing a wide range of approaches to the requirements for having an appropriate level of higher legal education for candidates for the status of a lawyer: only master (Ukraine, France), law bachelor (UK, Australia, Canada, USA, Slovenia), not a bachelor of law with the condition of additional training (UK, Australia), not a bachelor of law with subsequent legal practice (state California). As a result, the following conclusions were made: 1. In countries with the Bologna system of higher education, there are no unified approaches to the level of education that a candidate for obtaining the status of a lawyer should receive. 2. No regularities were found to determine why in some states the choice was made in favor of the “master's degree”, and in others - the “bachelor's degree” requirements for candidates for the status of a lawyer.
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Wang, Meihui, and Graham Parr. "A Chinese doctoral student’s experience of L2 English academic writing in Australia: Negotiating practices and identities." Journal of English for Academic Purposes 49 (January 2021): 100944. http://dx.doi.org/10.1016/j.jeap.2020.100944.
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