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David Addae & Olivia A. T. F. Kwapong. (2023) PhD Students’ Perceptions of Research Seminars in Doctoral Education: A Case Study. Cogent Education 10:1.
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Joanna Joseph Jeyaraj, Wei Keong Too & Eni Ermawati Lasito. (2022) A framework for supporting postgraduate research writing: insights from students’ writing experiences. Higher Education Research & Development 41:2, pages 405-419.
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Congcong Xing, Guanglun Michael Mu & Deborah Henderson. (2022) Problematising English monolingualism in the ‘multicultural’ university: a Bourdieusian study of Chinese international research students in Australia. Journal of Multilingual and Multicultural Development 0:0, pages 1-13.
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Daniela Zahn, Ursula Canton, Victoria Boyd, Laura Hamilton, Josianne Mamo, Jane McKay, Linda Proudfoot, Dickson Telfer, Kim Williams & Colin Wilson. (2021) The whole is more than the sum of its parts – assessing writing using the consensual assessment technique. Studies in Higher Education 46:9, pages 1907-1918.
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Huda Suleiman Al Qunayeer. (2020) Supporting postgraduates in research proposals through peer feedback in a Malaysian university. Journal of Further and Higher Education 44:7, pages 956-970.
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Meeta Chatterjee-Padmanabhan, Wendy Nielsen & Sarah Sanders. (2019) Joining the research conversation: threshold concepts embedded in the literature review. Higher Education Research & Development 38:3, pages 494-507.
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Murad Abdu Saeed & Kamila Ghazali. (2019) Engaging postgraduates in a peer research group at the research proposal stage in a Malaysian university: support and challenges. Teaching in Higher Education 24:2, pages 180-196.
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Meeta Chatterjee-Padmanabhan & Wendy Nielsen. (2018) Preparing to cross the research proposal threshold: A case study of two international doctoral students. Innovations in Education and Teaching International 55:4, pages 417-424.
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Kirstin Wilmot & Sioux McKenna. (2018) Writing groups as transformative spaces. Higher Education Research & Development 37:4, pages 868-882.
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Kirstin Wilmot. (2018) Designing writing groups to support postgraduate students’ academic writing: A case study from a South African university. Innovations in Education and Teaching International 55:3, pages 257-265.
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Basil Khalifa Costas Derek Cahusac de Caux, Cho Kwong Charlie Lam, Ricky Lau, Cuong Huu Hoang & Lynette Pretorius. (2017) Reflection for learning in doctoral training: writing groups, academic writing proficiency and reflective practice. Reflective Practice 18:4, pages 463-473.
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Tracey Bretag, Saadia Mahmud, Margaret Wallace, Ruth Walker, Ursula McGowan, Julianne East, Margaret Green, Lee Partridge & Colin James. (2014) ‘Teach us how to do it properly!’ An Australian academic integrity student survey. Studies in Higher Education 39:7, pages 1150-1169.
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Wendy Bastalich, Monica Behrend & Robert Bloomfield. (2014) Is non-subject based research training a ‘waste of time’, good only for the development of professional skills? An academic literacies perspective. Teaching in Higher Education 19:4, pages 373-384.
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Sara Cotterall. (2013) More than just a brain: emotions and the doctoral experience. Higher Education Research & Development 32:2, pages 174-187.
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Terry Evans & Iris
Yi-shin Liou. (2011) Institutional pedagogical waypoints: reflections on doctoral journeys between Taiwan and Australia. Innovations in Education and Teaching International 48:4, pages 401-411.
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Fazilet SÖNMEZ AYDIN, Şeyma AKTAŞ & Demet YAYLI. (2023) EXAMINING THESIS WRITING PROCESS IN AN ENGLISH LANGUAGE TEACHING PROGRAM IN TURKEY: SUPERVISOR SUPPORT AND POWER RELATIONSTÜRKİYE'DEKİ BİR İNGİLİZCE ÖĞRETİM PROGRAMINDA TEZ YAZMA SÜRECİNİN İNCELENMESİ: DANIŞMAN DESTEĞİ VE GÜÇ İLİŞKİLERİ. Pamukkale University Journal of Social Sciences Institute.
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Thi Thuy Quyen Phan. (2023) EFL Students’ Perceptions towards Cooperative Learning in Writing Skills at a University in the Mekong Delta. International Journal of Language Instruction 2:3, pages 48-62.
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Holly Kahya. (2023) Supervising trainee counselling psychologists of colour in doctoral research: A theoretical review and practice implications. Counselling Psychology Review 38:1, pages 14-15.
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Wai Mar Phyo, Marianne Nikolov & Ágnes Hódi. (2023) Doctoral students’ English academic writing experiences through metaphor analysis. Heliyon 9:2, pages e13293.
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Naoko Mochizuki. (2022) Multilingual doctoral students' lived experiences of genre knowledge development through social interactions: Learning writing ‘styles’ and ‘thought processes’. Journal of English for Academic Purposes 60, pages 101181.
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Menglin Liao & Yuanxi Liao. (2022) Improving Chinese College Students’ Argumentative Writing: A Presentation-Assimilation-Discussion-Exercise Approach. Frontiers in Psychology 13.
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Bhina Patria & Latifatul Laili. (2021) Writing group program reduces academic procrastination: a quasi-experimental study. BMC Psychology 9:1.
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Tracy Griffin Spies. 2021. Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education. Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education
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Meihui Wang & Graham Parr. (2021) A Chinese doctoral student’s experience of L2 English academic writing in Australia: Negotiating practices and identities. Journal of English for Academic Purposes 49, pages 100944.
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Fatma YUVAYAPAN & Hayriye BİLGİNER. (2020) Identifying the needs of postgraduate students: The first step of academic writing courses. Dil ve Dilbilimi Çalışmaları Dergisi 16:2, pages 595-611.
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Hamza Polat & Ömer Delialioğlu. (2019) A Design for Graduate Students of Ceit Department Using Community of Practice Framework. Mediterranean Journal of Social & Behavioral Research 3:3, pages 43-46.
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Fortunate Tintswalo Silinda. (2018) A transactional approach to predicting stress experienced when writing dissertations. South African Journal of Psychology 49:3, pages 417-429.
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Naoko Mochizuki. (2019) The lived experience of thesis writers in group writing conferences: The quest for “perfect” and “critical”. Journal of Second Language Writing 43, pages 36-45.
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Naoko Mochizuki. (2016) Oral interactions in a writing group as mediating artefacts. Australian Review of Applied Linguistics 39:2, pages 181-200.
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Kathryn Roulston, Deborah Teitelbaum, Bo Chang & Ronald Butchart. (2016) Strategies for developing a writing community for doctoral students. International Journal for Researcher Development 7:2, pages 198-210.
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Wendy Bastalich. (2016) Social philosophy curriculum in social science and humanities structured doctoral programmes. International Journal for Researcher Development 7:1, pages 15-29.
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Saadia Mahmud & Tracey Bretag. (2014) Integrity in Postgraduate Research: The Student Voice. Science and Engineering Ethics 21:6, pages 1657-1672.
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John Flowerdew & Simon Ho Wang. (2015) Identity in Academic Discourse. Annual Review of Applied Linguistics 35, pages 81-99.
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Writing Groups for Doctoral Education and Beyond: Innovations in Practice and Theory
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Diane Sloan, Elizabeth Porter, Karen Robins & Karen McCourt. (2014) Using e-learning to support international students’ dissertation preparation. Education + Training 56:2/3, pages 122-140.
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