Doctoral research and scholarly communication : candidates, supervisors and information literacy

This study investigates information literacy and scholarly communication within the processes of doctoral research and supervision at a distance. Both doctoral candidates and supervisors acknowledge information literacy deficiencies and it is suggested that disintermediation and the proliferation of information may contribute to those deficiencies. Further to this, the influence of pedagogic continuity—particularly in relation to the information seeking behaviour of candidates—is investigated, as is the concomitant aspect of how doctoral researchers practise scholarly communication. The well-documented and enduring problem for candidates of isolation from the research cultures of their universities is also scrutinised. The contentious issue of more formally involving librarians in the doctoral process is also considered, from the perspective of candidates and supervisors. Superimposed upon these topical and timely issues is the theoretical framework of adult learning theory, in particular the tenets of andragogy. The pedagogical-andragogical orientation of candidates and supervisors is established, demonstrating both the differences and similarities between candidates and supervisors, as are a number of independent variables, including a comparison of on-campus and off-campus candidates. Other independent variables include age, gender, DETYA (Department of Education, Training & Youth Affairs) category, enrolment type, stage of candidature, employment and status, type of doctorate, and English/non-English speaking background. The research methodology uses qualitative and quantitative techniques encompassing both data and methodological triangulation. The study uses two sets of questionnaires and a series of in-depth interviews with a sample of on-campus and off-campus doctoral candidates and supervisors from four Australian universities. Major findings include NESB candidates being more pedagogical than their ESB counterparts, and candidates and supervisors from the Sciences are more pedagogical than those from Arts, Humanities and Social Sciences, or Education. Candidates make a transition from a more dependent and pedagogically oriented approach to learning towards more of an independent and andragogical orientation over the duration of their candidature. However, over tune both on-campus and off-campus candidates become more isolated from the research cultures of their universities, and less happy with support received from their supervisors in relation to their literature reviews. Ill The study found large discrepancies in perception between the support supervisors believed they gave to candidates in relation to the literature review, and the support candidates believed they received. Information seeking becomes easier over time, but candidates face a dilemma with the proliferation of information, suggesting that disintermediation has exacerbated the challenges of evaluation and organisation of information. The concept of pedagogic continuity was recognised by supervisors and especially candidates, both negative and positive influences. The findings are critically analysed and synthesised using the metaphor of a scholarly \u27Club\u27 of which obtaining a doctorate is a rite of passage. Recommendations are made for changes in professional practice, and topics that may warrant further research are suggested

Australian PhD theses in selected professional and academic disciplines 1987–2006 and the implications for future research capacity

This commences with an overview the research methods and outcomes. It is contextualised in terms of the current Australian and international debates about the nature, substance and impact of doctoral education on nations, societies, communities and economies. Four professional disciplines (architecture and building, education, librarianship and nursing) and four academic disciplines (astronomy, chemistry, cultural studies and demography) are selected for analysis of their 1987&ndash;2006 PhD thesis records. These selections were made to reflect a range of professional and academic disciplines in Australia and to illustrate the changes that have occurred over the past two decades. The period 1987-2006 covers several major changes in Australian university education and PhD education in particular.<br /

Disciplinary differences in Australian PhD theses 1987-2006 and the implications for future research capacity

The paper, which draws on data previously presented at the 2010 World Universities Forum in Davos, Switzerland (Evans &amp; Macauley, 2010), presents and tabulates a variety of trends from the Database of Australian Doctorates, in particular, those relating to the ebb and flow of PhDs in particular selected &lsquo;academic&rsquo; and &lsquo;professional&rsquo; disciplines in Australia. The paper commences with an overview of the research methods and outcomes. Four academic disciplines (astronomy, chemistry, cultural studies and demography) and four professional disciplines (architecture and building, education, librarianship and nursing) are selected for analysis of their 1987&ndash;2006 PhD thesis records. These selections were made to reflect a range of academic and professional disciplines in Australia and to illustrate the changes that have occurred over the past two decades. The period 1987-2006 covers several major changes in Australian university education and PhD education.<br /

Research capacity implications for government, universities and disciplines from research into Australian PhD theses and their graduates’ scholarly, professional and community impacts

The authors (with colleagues) have conducted research into Australian doctoral education for over a decade. Two recent projects have produced as part of their outcomes: a database coded by discipline of all Australian PhD theses (dissertations) from 1987&ndash;2006. This paper commences with an overview of this work in terms of its purposes, research methods and outcomes. It is contextualized in terms of the current Australian and international debates about the nature, substance and impact of doctoral education on nations, societies, communities and economies. The paper presents some analyses of trends in the 1987&ndash;2006 Australian PhD theses. The period 1987-2006 covers several major changes in university education in Australia from the impact of the establishment of the Unified National System in the early 1990s, through the implementation of the Research Training Scheme (RTS) from 2001, the deliberations and demise of the Research Quality Framework (RQF), the rise of Excellence in Research Australia (ERA), through to the review of research training and the research workforce in Australian universities by the House of Representatives. The paper presents and tabulates a variety of trends from the bibliometric and bibliographic data, in particular those relating to the ebb and flow of PhDs in particular disciplines. The implications for national, institutional and disciplinary planners and policymakers with interests in the development and sustainability of research capacity are discussed.<br /

Glonacalling doctorates?: The international and global connectedness of Australian PhD graduates

Simon Marginson and Gary Rhoades coined the term &lsquo;glonacal&rsquo; the express the interconnectedness of global, national and local social relations, especially in terms educational systems and experiences. This paper presents some selected data from a recent ARC Discovery Project entitled Research capacity-building: the development of the Australian PhD programs in national and emerging global contexts. Some of selected data show the extent Australian PhD theses have addressed topics in South and East Asia as an illustration of how research capacity-building may be created in/for Australia through topics which address problems or ideas located in other (in this case East and South Asia) national and local contexts. Other data relate to the international movements of&mdash;particularly astronomy and chemistry&mdash;PhD graduates out of Australia, some of whom return to Australia. The paper discusses these movements in terms of PhD culture being &lsquo;glonacal&rsquo; in nature from its programs and postdoctoral relations.<br /

Friends, Food, or “Free Egg Machines”? A Qualitative Study of Chicken Owners' Perceptions of Chickens and Chicken Meat.

This item is only available electronically.How people who keep household chickens, and also eat chicken meat, balance perceptions of chickens as companion animals and as meat products is unknown. This is because human-animal bonds research has neglected inquiry into relationships with domestic chickens, despite increasing rates of urban chicken ownership in Australia. People may form strong attachments to their companion animals. Conversely, people tend to enjoy eating animal meat while preferring not to think about the slaughter of meat animals. This phenomenon is called the Meat Paradox, and often produces cognitive dissonance, which people may resolve by morally disengaging from meat animals and believing that meat animals are less capable of suffering. How people view chickens is unclear as they have the potential to be both companion animals and meat products. The present study aimed to fill this gap in the research by interviewing participants (N = 10) who kept household chickens and ate chicken meat about their attitudes and behaviours regarding chickens. Thematic analysis was used to generate five themes from the data, which were Chickens are pets, Chickens are meat products, Chickens are utilities, Chickens have varying levels of individuality, and Inconsistencies and changes in perceptions. Themes were overlapping, dynamic, and contradictory. The results suggest that people can consciously attempt to control processes of empathising for, or disengaging from, animals, depending on animals’ perceived status as companions or meat products. These findings have implications for further research into cognitive dissonance, empathy, and objectification in bonds with animals, and meat attitudes.Thesis (B.PsychSc(Hons)) -- University of Adelaide, School of Psychology, 201

Classifying Australian PhD theses: linking research and library practices

This article draws on the findings from, and the methods and approach used in the provision of a database of Australian PhD thesis records for the period 1987 to 2006, coded by Research Fields, Courses and Disciplines (RFCD) fields of study. Importantly, the project was not merely the creation of yet another database but constitutes a valuable research resource in its own right. The database is significant as it can be used to track knowledge production in Australia over a twenty year period and contains approximately 54,000 bibliographic records. Recommendations for practice relate to university libraries, doctoral candidates, and the coded database. <br /

“My universe is here”: implications for the future of academic libraries from the results of a survey of researchers

One of the major challenges of university libraries is to adequately support the information needs of researchers. This paper outlines the results of a survey conducted by Deakin University Library into the information needs of researchers and the library&rsquo;s perceived role and performance. The survey consisted of twenty-three interviews conducted with researchers, and its results challenged established ideas regarding researchers&rsquo; preference for print, age of resources required, and reliance on specialist rather than general or cross-disciplinary databases. Of note were the decreasing physical use of the library, the increasing importance of online resources and the changing need for library support services. The study raises some key questions relating to the future of libraries and the role of librarians

Classifying Australian PhD bibliographic thesis records by ANZSRC field of research codes

This report provides a brief report detailing the methods and approach used to classify the 2007-2009 theses by ANZSRC Fields of Research codes and any recommendations