References
- Cousin , G. 2006 . “ Threshold concepts, troublesome knowledge and emotional capital ” . In Overcoming barriers to student understanding: Threshold concepts and troublesome knowledge , Edited by: Meyer , J. and Land , R. 134 – 147 . Abingdon : Routledge . (2006)
- Flavell , J.H. 1979 . Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry . American Psychologist , 34 (10) : 906 – 911 .
- Kiley , M. 2004 . “ What examiners' comments can tell us about the postgraduate learning environment ” . In Improving student learning: Theory, research and scholarship , Edited by: Rust , C. 213 – 222 . Hinckley, Leicestershire : OCSLD .
- Kiley , M. and Mullins , G. 2004 . Examining the examiners: How inexperienced examiners approach the assessment of research theses . International Journal of Educational Research , 41 (2) : 121 – 135 .
- Kiley , M. and Mullins , G. 2005 . Supervisors' conceptions of research: What are they? . Scandinavian Journal of Educational Research , 49 (3) : 245 – 262 .
- Lovitts , B. 2007 . Making the implicit explicit: Creating performance expectations for the dissertation , Sterling, VA : Stylus .
- Lovitts , B. and Nelson , C. 2000 . The hidden crisis in graduate education: Attrition from PhD programs . Academe , 86 (6) : 44 – 51 .
- Meyer , J. and Land , R. , eds. 2006 . Overcoming barriers to student understanding: Threshold concepts and troublesome knowledge , Abingdon : Routledge .
- Meyer , J. , Shanahan , M. and Laugksch , R. 2005 . Students' conceptions of research (I): A qualitative and quantitative analysis . Scandinavian Journal of Educational Research , 49 (3) : 225 – 244 .
- Mezirow , J. 1978 . Perspective transformation . Adult Education , 28 (2) : 100 – 109 .
- Mullins , G. and Kiley , M. 2002 . It's a PhD, not a Nobel Prize: How experienced examiners assess research theses . Studies in Higher Education , 27 (4) : 369 – 386 .
- Perkins , D. 1999 . The many faces of constructivism . Educational Leadership , 57 (3) : 6 – 11 .
- Winter , R. , Griffiths , M. and Green , K. 2000 . The ‘academic’ qualities of practice: What are the criteria for a practice‐based PhD? . Studies in Higher Education , 25 (1) : 25 – 37 .
- Wisker , G. , Robinson , G. , Trafford , V. , Creighton , E. and Warnes , M. 2003a . Recognising and overcoming dissonance in postgraduate student research . Studies in Higher Education , 28 (1) : 91 – 105 .
- Wisker , G. , Robinson , G. , Trafford , V. , Warnes , M. and Creighton , E. 2003b . From supervisory dialogues to successful PhDs: Strategies supporting and enabling the learning conversations of staff and students at postgraduate level . Teaching in Higher Education , 8 (3) : 383 – 397 .
- Wisker , G. , Robinson , G. , Trafford , V. , Lilly , J. and Warnes , M. 2004 . Achieving a doctorate: Metalearning and research development programmes supporting success for international distance students . Innovations in Education and Teaching International , 41 (4) : 473 – 489 .