Match!
Sid Bourke
University of Newcastle
Engineering managementEngineeringPsychologyPedagogyInstitutional repository
66Publications
18H-index
1,033Citations
What is this?
Publications 66
Newest
#1Robert Cantwell (University of Newcastle)H-Index: 12
#2Sid Bourke (University of Newcastle)H-Index: 18
Last. Janene Budd (University of Newcastle)H-Index: 2
view all 5 authors...
A national cohort of doctoral students (n = 1390) completed a suite of metacognitive questionnaires indicating management of affective, intellectual and contingency demands in learning. Responses to the questionnaires were analysed for evidence of individual differences in reported metacognitive behaviours. Three patterns of metacognitive response to doctoral learning were identified through cluster analysis: Constructive Engagement, Struggling to Engage and Disengaged. Central to these clusters...
5 CitationsSource
#1Elena Prieto (University of Newcastle)H-Index: 10
#2Allyson Holbrook (University of Newcastle)H-Index: 13
Last. Sid Bourke (University of Newcastle)H-Index: 18
view all 3 authors...
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, di...
Source
#1Sue Starfield (UNSW: University of New South Wales)H-Index: 12
#2Brian Paltridge (USYD: University of Sydney)H-Index: 20
Last. Terry Lovat (University of Newcastle)H-Index: 6
view all 8 authors...
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...
8 CitationsSource
#1Sue StarfieldH-Index: 12
#2Brian PaltridgeH-Index: 20
Last. Margaret KileyH-Index: 15
view all 7 authors...
#1Allyson Holbrook (University of Newcastle)H-Index: 13
#2Sid Bourke (University of Newcastle)H-Index: 18
Last. Hedy Fairbairn (University of Newcastle)H-Index: 6
view all 3 authors...
As we were aware of the confusing and wide-ranging disciplinary and individual positions on the importance of theory in research, this study sought to determine how thesis examiners emphasised theory in their reports in order to inform candidate learning. While references to theory were not prominent in reports, examiner comment coalesced into six categories indicative of ‘accuracy and completeness’, ‘grasp’, ‘alignment’, ‘coherence and consistency’, ‘treatment of findings and discussion’, and ‘...
6 CitationsSource
#1Terence LovatH-Index: 17
#2Allyson HolbrookH-Index: 13
Last. Sue StarfieldH-Index: 12
view all 7 authors...
9 Citations
#1Neville Clement (University of Newcastle)H-Index: 13
#2Terence Lovat (University of Newcastle)H-Index: 17
Last. Dennis Michael McinerneyH-Index: 1
view all 9 authors...
Abstract Evaluation of research is a core function of academic work, yet there has been very little theoretical development about what it means to ‘know’ in relation to judgements made in examination of doctoral research. This chapter addresses the issue by reflecting on findings from three projects aimed at enhancing understanding of doctoral examination. In order to progress understanding about knowledge judgements in the doctoral research context, the chapter draws on two key contributions in...
2 CitationsSource
#1Allyson Holbrook (University of Newcastle)H-Index: 13
#2Sid Bourke (University of Newcastle)H-Index: 18
Last. Terence Lovat (University of Newcastle)H-Index: 17
view all 4 authors...
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 proportion of formative comment in their reports, much of which is constructed in a way that anticipates reflective engagement by the student. Detailed examin...
11 CitationsSource
#1Kylie ShawH-Index: 4
#2Kathryn HolmesH-Index: 11
Last. Sid BourkeH-Index: 18
view all 5 authors...
#1Allyson HolbrookH-Index: 13
#2Kylie ShawH-Index: 4
Last. Janene BuddH-Index: 2
view all 6 authors...
This paper identifies the nature of initial expectations of PhD candidates, the prevalence and type of mismatch between expectations and experience, and to what extent mismatch is reflected in satisfaction with candidature. The data were drawn from telephone interviews with a sub-sample of 104 PhD candidates from an initial online national survey of 1,374 candidates at Australian universities. Based on the interviews, eight categories of initial expectations coalesced into three dimensions: the ...
12 CitationsSource
1234567