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Conveying the learning self to others: doctoral candidates conceptualising and communicating the complexion of development

Wellbeing and doctoral candidature: the background and development of the importance to doctoral wellbeing questionnaire

Dispositions towards learning: the importance of epistemic attributes for postgraduate learners

The Viva in Doctoral Examination: A Habermasian Dialogic Occasion

Linguistic diversity and doctoral assessment: Exploring examiner treatment of candidate language

Supervisor perspectives on the ‘end-stage’ of the doctoral examination process

Oral defence as a feedback mechanism in doctoral development and examination

Why we should capitalise on early childhood interest in engineering: changes in students’ interest over the school years

Examiner feedback and Australian doctoral examination processes

Inquiry in the visual art education doctorate

An oral component in PhD examination in Australia: Issues and considerations

Cohort Profile: The New South Wales Child Development Study (NSW-CDS)-Wave 2 (child age 13 years)

Connection to the natural environment and well-being in middle childhood

Contributing to knowledge in creative writing research: what, where, how?

Evaluation and instruction in PhD examiners' reports: how grammatical choices construe examiner roles

Research ethics in the assessment of PhD theses: footprint or footnote?

The 2015 Middle Childhood Survey (MCS) of mental health and well-being at age 11 years in an Australian population cohort

Timebanking, co-production and normative principles: putting normative principles into practice

An analysis of Ph.D. examiners' reports in engineering

New South Wales child development study (NSW-CDS): an Australian multiagency, multigenerational, longitudinal record linkage study

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