Hedy Fairbairn
Biographic Data
| ID | 1501068 |
|---|---|
| NAME | Hedy Fairbairn |
| GIVEN NAMES | Hedy |
| FAMILY NAME | Fairbairn |
| SIGNATURE | FAIRBAIRN H |
| AFFILIATIONS | University of Newcastle Australia |
| ORCID | 0000-0002-0402-4144 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
Linguistic diversity and doctoral assessment
Overseas students who have learned English as a second or foreign language (L2) form a prominent subgroup of research students in Australian universities. However, there is a paucity of research exploring the linguistic experiences of this population in connection with thesis examination and in comparison with first language users of English (L1). Drawing on a two-phase design, we utilised an archived corpus of de-identified PhD examiner reports …
Supervisor perspectives on the ‘end-stage’ of the doctoral examination process
There has been substantial research on doctoral supervision and examination, yet rarely a focus on what happens at the end-stage of the process when examiner feedback is received and addressed. This article reports survey findings (n = 262) from a study investigating supervisor perceptions about Australian end-stage doctoral examination processes. In general, supervisors believed that existing university processes were satisfactory, with the cave…
Oral defence as a feedback mechanism in doctoral development and examination
Research Ethics in the Assessment of PhD Theses
The focus and substance of formative comment provided by PhD examiners
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 ref…
Examiner comment on the literature review in Ph.D. theses
The review of literature, so central to scholarly work and disciplined inquiry, is expected of the Ph.D. student, but how far along the road are they expected to travel? This article investigates the expectations of ‘the literature’ in research and scholarship at Ph.D. level from the examiner and assessment perspective. The analysis draws on the examiner report data for 501 candidates (1310 reports) across five Australian universities. On average…
The focus and substance of formative comment provided by PhD examiners
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 ref…
Examiner comment on the literature review in Ph.D. theses
The review of literature, so central to scholarly work and disciplined inquiry, is expected of the Ph.D. student, but how far along the road are they expected to travel? This article investigates the expectations of ‘the literature’ in research and scholarship at Ph.D. level from the examiner and assessment perspective. The analysis draws on the examiner report data for 501 candidates (1310 reports) across five Australian universities. On average…
The focus and substance of formative comment provided by PhD examiners
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 ref…
Research Ethics in the Assessment of PhD Theses
Linguistic diversity and doctoral assessment
Overseas students who have learned English as a second or foreign language (L2) form a prominent subgroup of research students in Australian universities. However, there is a paucity of research exploring the linguistic experiences of this population in connection with thesis examination and in comparison with first language users of English (L1). Drawing on a two-phase design, we utilised an archived corpus of de-identified PhD examiner reports …
Supervisor perspectives on the ‘end-stage’ of the doctoral examination process
There has been substantial research on doctoral supervision and examination, yet rarely a focus on what happens at the end-stage of the process when examiner feedback is received and addressed. This article reports survey findings (n = 262) from a study investigating supervisor perceptions about Australian end-stage doctoral examination processes. In general, supervisors believed that existing university processes were satisfactory, with the cave…
Oral defence as a feedback mechanism in doctoral development and examination
Medicine (6 works) · Political science (6 works) · Psychology (6 works) · Medical education (4 works) · Student Assessment and Feedback (4 works) · Computer Science (3 works) · Doctoral Education Challenges and Solutions (3 works) · Engineering (3 works) · Engineering ethics (3 works) · Formative assessment (3 works)