ORCID Profile
0000-0002-7420-8221
Current Organisation
University of South Australia
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Publisher: Wiley
Date: 1994
Publisher: Edinburgh University Press
Date: 02-1994
Publisher: Wiley
Date: 1994
Publisher: Informa UK Limited
Date: 06-1999
DOI: 10.1080/714038531
Publisher: Wiley
Date: 09-1999
DOI: 10.1002/(SICI)1522-7200(199909)1:2<155::AID-JEPP11>3.0.CO;2-L
Publisher: Informa UK Limited
Date: 02-01-2016
Publisher: Informa UK Limited
Date: 03-1993
Publisher: Informa UK Limited
Date: 02-11-2017
Publisher: Informa UK Limited
Date: 24-02-2016
Publisher: Informa UK Limited
Date: 02-1991
Publisher: Emerald
Date: 17-05-2013
DOI: 10.1108/IJRD-05-2013-0008
Abstract: The paper seeks to propose the adoption of an alternative metaphor to that of the “journey”, currently the most pervasive characterisation for the student's experience of doctoral education. The paper adopts a conceptual and rhetorical approach. The paper offers a critique of the journey metaphor as a characterisation of the student's doctoral experience and proposes instead the metaphor of the Quest, a cultural and literary form found in most societies. It argues that the six elements of the Quest identified by W.H. Auden resonate with the contemporary doctoral experience and emphasise the uncertainty involved in research rather than the linearity implied by the journey metaphor. The paper argues that the quest metaphor offers a cross‐cultural basis for both staff and student development activities through which sense can be made of the research experience, student concerns can be surfaced, and potentially difficult issues raised for discussion in an unthreatening way. The paper is the first to apply the quest as a metaphor for the student's doctoral experience and offers a new way of interrogating that experience which will be of use to those involved in supporting research students.
Publisher: Informa UK Limited
Date: 04-2013
Publisher: Elsevier BV
Date: 11-2008
Publisher: Informa UK Limited
Date: 25-03-2022
Publisher: Informa UK Limited
Date: 11-2008
Publisher: Informa UK Limited
Date: 03-1996
Publisher: JSTOR
Date: 12-1990
DOI: 10.2307/590664
Publisher: Informa UK Limited
Date: 09-1989
Publisher: Wiley
Date: 1997
DOI: 10.1002/(SICI)1099-0976(199701)7:1<25::AID-EET97>3.0.CO;2-2
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 09-2021
DOI: 10.14742/AJET.7100
Abstract: This article provides a description and analysis of the way in which research degree students and their supervisors at one Australian university (the University of South Australia) use a popular online plagiarism-detection system, iThenticate. The study identifies how these two groups use iThenticate by analysing usage data together with data from an anonymous online survey conducted 12 months after the university took out a pilot subscription to the system. One hundred and nineteen students and 26 supervisors responded to the survey, representing 61% and 43% of the active users in each category. The survey found that the two groups of respondents used the system differently but that, while for both groups iThenticate’s regulatory function in preventing plagiarism (whether international or accidental) was important, the system’s potential educational function in improving research writing capability and publication was equally important. The study highlights the value of regarding the use of anti-plagiarism software so as to encourage a move way from a simple focus on its punitive regulatory dimension and towards its educational possibilities and suggests directions for future research on the relationship between this type of software and the ways scholars work with other people’s texts to recreate meanings and develop original contributions. Implications for practice or policy: Online plagiarism detection systems (such as iThenticate) can be used either negatively to police doctoral students’ practice or positively to improve their research writing practice. Academic developers should promote a positive approach, aimed at improving research writing practice, as the preferable pedagogy in using online plagiarism-detection systems.
Publisher: Informa UK Limited
Date: 15-12-2022
Publisher: Informa UK Limited
Date: 08-03-2023
Publisher: BRILL
Date: 02-09-2022
Publisher: Informa UK Limited
Date: 03-2009
Publisher: Wiley
Date: 04-10-2023
DOI: 10.1111/HEQU.12471
Publisher: Informa UK Limited
Date: 09-1992
Publisher: Informa UK Limited
Date: 18-04-2016
Publisher: Edinburgh University Press
Date: 05-1999
Publisher: Emerald
Date: 11-05-2015
DOI: 10.1108/IJRD-03-2015-0008
Abstract: – The purpose of this paper is to provide an overview of the relationship between the quality in postgraduate research conference (QPR) and the developing doctoral education agenda, as well as serving as an introduction to this special edition of the International Journal for Researcher Development . – The paper adopts a conceptual and rhetorical approach. – The paper argues that, over its two decades of existence, the QPR conference has been at the forefront of developments in doctoral education and has also influenced practice and policy in the area. – The paper is the first to review the QPR conference and its place in the development of doctoral education.
Publisher: Informa UK Limited
Date: 12-1996
Publisher: Wiley
Date: 1994
Publisher: Informa UK Limited
Date: 04-09-2017
Publisher: Informa UK Limited
Date: 02-2022
No related grants have been discovered for Alistair McCulloch.