Adelaide Graduate Centre publications

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A model of researcher education that facilitates international research collaboration and internationalization of the curriculum
(Shanghai Jiao Tong University Press, 2011) Russell, R.; Picard, M.; Academic Consortium 21 International Forum (5th : 2010 : Shanghai); Adelaide Graduate Centre; Yu, K.; Stith, A.
This paper describes the development of the Integrated Bridging Program-Research (IBP-R) and its influence on other researcher education programs at the University of Adelaide. It describes how the emphasis has shifted from a remedial language program for international research students to a program that empowers students as autonomous 'ethnographers' of their practice as well as explicitly develops the generic and discipline-specific skills and competencies necessary for postgraduate study. It also demonstrates how a concurrent program that engages with the students' supervisors and embeds researcher education in institutionary practices has facilitated genuine cultural exchange. The paper further details how the program has become increasingly individualized based on the various needs of its participants. It shows how local students have been engaged and how its principles have been applied in other researcher education programs at the University. Practical tools arising from the IBP-R are also presented. Finally, the possibility of programs based on its principles are their potential for facilitating student exchange and international research collaboration are explored.
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Academic English Delicious Right from the Start
(2004) Picard, M.; English Australia Conference (17th: 2004 : Adelaide, South Australia)
Traditional wisdom in ESL circles suggests that elementary level students are not “ready” for academic English This paper will attempt to prove that academic English can be fun and that it can and should be taught right from the start.
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Acceptable discipline 'intertextuality' versus plagiarism: combining concordancing with plagiarism-detection software as pedagogic tools
(The University of Adelaide, 2010) Picard, M.; Guerin, C.; ERGA Conference (5th : 2010 : Adelaide, Australia); Adelaide Graduate Centre
This paper describes how plagiarism-detection software can effectively be used in conjunction with discipline-specific corpora to help research students develop their academic ‘voice’ and enhance discipline-specific language skills. In the academic sphere, despite notions of authorship reigning supreme, the line between transgressive and nontransgressive ‘intertextuality’ (Chandrasoma et al. 2004, Eira 2005, Moody 2007, Share 2006) is often unclear. Further confusing the issue for today’s research students, contemporary communication technologies and digital-age attitudes towards information can easily result in uncertainty (and indifference) regarding the ownership of text (Flowerdew and Li 2007, Gabriel 2010), sometimes leading to inadvertent plagiarism. Research students are caught between competing demands as they negotiate this treacherous territory: they are required to demonstrate their synchronicity with the literature of the field and use discipline-specific formats, yet are instructed to ‘be original’; they should use the language structures of their (sub)community, yet do so in their ‘own words’ (Eira 2005). Students using English as an additional language face particular challenges in unpacking the ambiguities surrounding acceptable recycling of language when they are still struggling to develop competency in the grammar and syntax of the target language. Discipline-specific corpora (libraries of sample texts) along with concordancers (online text-searching tools that reveal how words are used in context) have been effectively used to help students uncover discipline-specific language structures (Cargill and Adams 2005), while plagiarism-detection software has been established as a formative learning tool (Davis and Carroll 2009). We used these tools in combination to enable research students to first detect language that might potentially be too close to an individual source using plagiarism-detection software, and then explore whether this language constitutes an acceptable recycling of discipline-specific language. Participants demonstrated an enhanced understanding of what constitutes plagiarism, and we observed improved language outcomes in successive drafts of a research document. A survey of the participants indicates that they consider this process improved their awareness of acceptable ‘intertextuality’.
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Approaches to learning and student self-efficacy in Project-Based Marketing education
(HERDSA, 2010) Habel, C.; Habel, C.; Higher Education Research and Development Society of Australasia Conference (33rd : 2010 : Melbourne, Australia); Centre for Learning and Professional Development
This study explores academic practice and student outcomes in three Marketing topics at an Australian university. A questionnaire collected data on approaches to learning and academic self efficacy, and data analysis sought to explore relationships between these two constructs as well as the effect of study after the topics. The research found a strong relationship between approach to learning and academic self efficacy, but surprisingly little support for work-integrated learning as a means of improving students’ self efficacy.
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Are the Chunks Properly Digested? The Use of Corpus Studies to Facilitate the Learning of Academic English
(2005) Picard, M.; TESOL Arabia Conference (11th : 2005 : Dubai, U.A.E.)
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Characterisation of a synthesised fluorescent ligand (4-acridinol-1-sulphonic acid) using nuclear magnetic resonance spectroscopy
(Elsevier Science BV, 2002) Bos, R.; Barnett, N.; Dyson, G.; Russell, R.
The synthesis and complete characterisation of the fluorescent ligand, 4-acridinol-1-sulphonic acid (the acridine analogue of 8-quinolinol-5-sulfonic acid) is described. Using a judicious array of nuclear magnetic resonance spectroscopy experiments, the structural elucidation and full assignment of all proton and carbon chemical shifts were afforded. The 4-acridinol-1-sulphonic acid was found to behave in a similar manner to 8-quinolinol-5-sulphonic acid, forming fluorescent complexes with magnesium(II) and zinc(II). The uncorrected emission maxima for the metal–acridinol complexes were found to be at around 620 nm compared to 505 nm for the respective quinolinol complexes. Unfortunately, preliminary spectrofluorimetric analytical figures of merit revealed that the detection limits of the new acridinol metal complexes were one and a half orders of magnitude poorer than those attained with the corresponding quinolinol ligand. However, in contrast to 8-quinolinol-5-sulphonic acid, the 4-acridinol-1-sulphonic acid ligand showed considerable selectivity for magnesium(II) and zinc(II) over aluminium(III).
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Collaborating equals: Engaging faculties through teaching-led research
(University of Queensland, 2009) Velautham, L.; Picard, M.
Academic Language and Learning (ALL) academics often occupy an uncertain position within the academy. On the one hand, their expertise is actively sought after when students are in crises, on the other hand, they are sometimes falsely perceived as remedial skills teachers divorced from actual academic endeavour and content. In this paper we argue that a potential meeting point of ALL and other academics lies in recognition of each other’s roles as researchers as well as teachers. We argue that ALL academics engage in research on teaching issues (context), rather than disseminating the content of research to their learners. While the teaching-research relationship for many academics might move from theory to research to teaching, the ALL research route potentially moves from teaching to theory to research to praxis. This “action research” route has been documented as a legitimate strategy of enquiry in diverse fields and provides a common research focus for ALL and other academics. In this paper, we give three practical examples of how teaching issues in a bridging program for postgraduate international students informed the development of theory which in turn led to research that informed pedagogy. We describe how these “action research spirals” resulted in an active engagement of ALL academics with Higher Degrees by Research supervisors in various faculties.
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Consuming the feminist methodology of memory-work: Unresolved power issues
(Association for Consumer Research, 2002) Cadman, K.; Friend, L.; Gannon, S.; Ingleton, C.; Koutroulis, G.; McCormack, C.; Mitchell, P.; Onyx, J.; O'Regan, K.; Rocco, S.; Small, J.; Conference on Gender, marketing and consumer behavior (6th : 2002 : Dublin, Ireland); MacLaran, P.; Tissier-Desbordes, E.
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The Daly River language area: inheritance, diffusion, and drift
(2004) Green, Ian; Adelaide Graduate Centre
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Discipline-related Models for a Structured Program at the Commencement of a PhD
(1999) Kiley, Margaret Mary; Liljegren, David Roland; ACUE (now Learning and Teaching Development Unit)
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Divine Discourse: Plagiarism, hybridity and epistemological racism.
(University of Waikato Press, 2005) Cadman, K.; International Conference on Language, Education & Diversity (1st : 2003 : University of Waikato)
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Emerging Technologies: a framework for thinking
(Department of Education and Training, 2005) Green, Ian; Millea, J.; Putland, G.; Adelaide Graduate Centre
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English entrance requirements and language support for international postgraduate students
(Higher Education Research and Development Society of Australasia, Inc, 2007) Picard, M.; Higher Education Research and Development Society of Australasia Conference (30th : 2007 : Adelaide, S.A.); Adelaide Graduate Centre
Concerns have recently been raised about international student graduates’ English language proficiency (Birrell, 2006). There have thus been calls for an increase in the required IELTS scores for students entering Australian universities. In this paper, I examine the validity of IELTS as an accurate predictor of academic success in postgraduate research degree contexts. I outline the literature which questions whether IELTS scores can accurately predict academic performance in the general student cohort. I then examine the IELTS writing and speaking examination tasks and evaluation procedures in relation to the literature on postgraduate research communication as well as the attributes and skills expected of postgraduate research students. I argue that raising the IELTS score would not necessarily result in greater academic success or improved written or spoken research communication in English after graduation. I therefore propose disciplinarily embedded research communication support in order to further develop international students' English research communication during their postgraduate research degree.
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English for academic possibilities: the research proposal as a contested site in postgraduate genre pedagogy
(Pergamon, 2002) Cadman, K.
The EAP debates of the 1990s have challenged TESOL practitioners in postgraduate research contexts to reconsider the assumptions underpinning their teaching. As coordinator of an Integrated Bridging Program for international research students in a conventional Australian university, I have primarily seen my role as investigating the contextual expectations, as well as the text features, of the target research genres required in my teaching. In pursuing the first of these goals, I surveyed faculty research supervisors, asking them to prioritise the particular features they expected to see in a successful 'research proposal', as this is the compulsory assessment task for each research student's initial probationary period. I also invited them to add personal written comments about their priorities. I then interviewed seven experienced supervisors representing all University faculties about the same issues. The results demonstrated an overwhelming concurrence of criteria for success in the research proposal across the University. Perhaps even more significantly, however, supervisors' personal responses presented in writing and in interview suggested a recurring reading of the proposal not in terms of document features but in terms of the student who wrote it, constructed either as the discoursally instantiated writer/persona, or even as the embodied student as subject. For me, the implications of such assessment practices provoke a reconsideration of genre-oriented pedagogy and strongly support a critical rather than a purely pragmatic EAP in research contexts.
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Examining the examiners: How inexperienced examiners approach the assessment of research theses
(Pergamon, 2004) Kiley, M.; Mullins, G.
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Exploring reflective journaling in academic development consultancy: Reflections responses and challenges
(HERDSA, 2005) Naidoo, K.; Higher Education Research and Development Society of Australasia Conference (28th : 2005 : Sydney, Australia)
Reflective journaling may be used to support staff to meet the demands of their personal and professional development in the light of the challenges and pressures they face, and may also be used by academic developers themselves to plan, develop, implement and evaluate new programmes or initiative. In this paper I explore some of the current challenges facing staff in higher education, in particular the challenges facing academic staff developers. The paper also provides my reflections as academic developer on a recent consultancy experience, using reflective journaling as the academic consultancy strategy. The benefits of using reflective journaling in consultancy are, for example, long term gains relating to change in practice, enhanced or new personal and professional relationships, and the provision of emotional/affective support that are sometimes missing in the usual consultancy support initiatives.
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From prefixes to suffixes: Typological change in Northern Australia
(John Benjamins Publishing Co., 2006) Harvey, M.; Green, I.; Nordlinger, R.
This article provides a counterexample to the commonly held, if unexamined, proposition that morphemes reconstructed as affixes do not change their position with respect to the root. We do not expect to find that a proto-prefix has suffix reflexes, nor that a proto-suffix has prefix reflexes. In this paper we show, through detailed reconstruction, that paradigms of class/case suffixes in a number of Northern Australian languages derive historically from a paradigm of proto-prefixes, through the encliticization and reduction of prefixed demonstratives to nominals. This process has only left a few traces of the demonstrative stems in the synchronic forms.
Open Access
Getting research published in English: Towards a curriculum design model for developing skills and enhancing outcomes
(Universidad de la Laguna, 2006) Cargill, M.; O'Connor, P.
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'It's a PhD, not a Nobel Prize': how experienced examiners assess research theses
(Carfax Publishing, 2002) Mullins, G. P.; Kiley, Margaret Mary
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Knowing that the other knows: using experience and reflection to enhance communication in cross-cultural postgraduate supervisory relationships
(HERDSA, 2003) Adams, K.; Cargill, M.; Higher Education Research and Development Society of Australasia Conference (26th : 2003 : Christchurch, NZ); Bond, C.; Bright, P.
International postgraduate research students and their supervisors sail into an unknown future when they embark on their supervisory relationships. Difficulties may arise when their beliefs and expectations about the relationship are not complementary. Differences may derive from expectations based on past learning experiences, understandings about the rights and responsibilities of the parties involved, and beliefs about appropriate communicative behaviours and politeness strategies. Communication may be further hampered by either party's lack of awareness of his or her own communicative behaviour and how it influences the responses of the other person. As a result, without ways to enhance communication and clarify issues, international students and their supervisors can spend a good deal of time and energy miscommunicating, especially early in the relationship. Occasionally these difficulties become entrenched and may threaten the student's candidature. This paper describes a workshop for commencing international postgraduate research students and their supervisors that aims to address these concerns. Structured around a pyramid discussion format, the workshop engages participants in a process of critiquing viewpoints and negotiating consensus in a cross-cultural environment. Participants also reflect on their own communicative behaviours as well as those of others. The workshop encourages students and supervisors to consider the way they ... [more]communicate their points of view in group settings and how this is relevant to their interactions in supervisory meetings. Observation and participant feedback indicate that students and supervisors gain valuable insights into the way they communicate with each other, and that the shared experience of the workshop process - knowing that the other knows - provides a supportive background for future communication

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