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Manidis, Marie; Addo, Rebecca – Studies in Continuing Education, 2017
Learning to "become doctor" requires PhD candidates to undertake progressive public displays--material and social--of knowledge. Knowledge in doctoral pedagogy is primarily realised textually, with speaking and writing remaining as the primary assessment rubrics of progress and of the qualification. Participating textually begins, in a…
Descriptors: Doctoral Programs, Graduate Students, Public Speaking, Drills (Practice)
Hamilton, Jillian; Carson, Sue – Educational Philosophy and Theory, 2015
In the emergent field of creative practice higher degrees by research, first generation supervisors have developed new models of supervision for an unprecedented form of research, which combines creative practice and a written thesis. In a national research project, entitled "Effective supervision of creative practice higher research…
Descriptors: Supervision, Capacity Building, Doctoral Programs, Research
Holbrook, Allyson; Bourke, Sid; Fairbairn, Hedy; Lovat, Terence – Studies in Higher Education, 2014
In practice and process PhD examination is distinctive, reflecting the high expectations of students whose learning has been directed to their becoming researchers. This article builds on previous research on the examination of Australian theses that revealed that examiners in Science (n?=?542) and Education (n?=?241) provide a substantial…
Descriptors: Foreign Countries, Doctoral Programs, Verbal Tests, Graduate Students
Evans, Terry; Liou, Iris Yi-shin – Innovations in Education and Teaching International, 2011
Spatial, social and academic journeys undertaken between Taiwan and Australia for doctoral education are the focus of reflection here. The discussion centres on the authors' experiences of, on the one hand, the development of a Faculty of Education's doctoral pedagogies in the early 2000s to reflect its international PhD candidature…
Descriptors: Doctoral Programs, Doctoral Degrees, Foreign Countries, Reflection
McCormack, Coralie – Studies in Continuing Education, 2009
Storytellers have always known that there is more to a story than "just a good yarn". It is through stories that individuals construct and reconstruct their sense of self as they learn "to be" in the world. Learning through stories is common across a number of professional contexts. However, storied approaches are…
Descriptors: Faculty Advisers, Doctoral Programs, Professional Continuing Education, Learning
Stehlik, Tom – Australian Journal of Adult Learning, 2011
The Commonwealth government provides fee exemption for any Australian who undertakes a PhD. This policy is presumably based on the "clever country" assumption that an educated population will develop and contribute to social and economic capital. Enrolment numbers therefore continue to increase, and a PhD is no longer an elite…
Descriptors: Foreign Countries, Doctoral Programs, Federal Aid, Graduate Students
Lovat, Terence – Australian Journal of Educational & Developmental Psychology, 2004
This paper discusses ways in which examiners position themselves in relation to doctoral students' knowledge. The epistemological thesis of Habermas is utilized and its well-established connections with the world of formal learning re-stated. Against this conceptual framework, the examiner reports are appraised with a view to identifying the ways…
Descriptors: Examiners, Epistemology, Doctoral Programs, Doctoral Dissertations