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Indigenous Australians represent 2.2% of the working age population, yet account for only 1.4% of all university enrolments. In relation to higher degree research students, Indigenous Australians account for 1.1% of enrolments, but only 0.8% of all higher degree research completions. This paper reports on findings that emerged from an Australian Research Council-funded study which aimed to establish a model of best practice for the supervision of Indigenous doctoral students. The project identified the dissertation examination as one of the critical factors underpinning the success of doctoral candidates. Whilst research into the examination process for doctoral students is limited, the research that specifically explores the examination of dissertations submitted by Indigenous students is entirely inadequate. Our research identified key epistemological concerns that impact approaches to the examination process, to demonstrate how the dominance of Western methods of research impact the examination process for Indigenous doctoral students. This paper explores the experiences of 50 successful Indigenous Australian doctors with a specific focus on their examiner preference and disciplinary requirements. It highlights the limitations that some Indigenous students and their supervisors experience in finding an appropriate examiner.

Assessment feedback allows students to obtain valuable information about how they can improve their future performance and learning strategies. However, research indicates that students are more likely to reject or ignore comments if they evoke negative emotional responses. Despite the importance of this issue, there is a lack of research exploring if certain types of students are more likely to experience negative emotional responses than others. This study builds on extant qualitative studies through a quantitative examination of two previously identified student variables: different citizenship backgrounds (domestic and international) and different grade expectations (higher or lower than expected). The participants were 4514 students from two Australian universities. Analysis of survey data revealed that, regardless of language experience, international students were more likely than domestic students to find feedback comments to be discouraging, upsetting and too critical. Students who received grades lower than they expected on a particular assessment task were more likely than students who received grades higher than they expected to feel sad, shameful and angry as a result of the feedback comments. This paper concludes with several recommendations, including the need to modify assessment feedback practices in order to be sensitive to different student cohorts.

The aim of this study is to evaluate the capacity of an e-learning tool (blog) to facilitate reflection among students as part of collaborative group learning. The paper provides insights into student attitudes towards blogs as an interactive and reflective learning tool. Additionally, the study highlights the differences between domestic and international student attitudes towards reflection as part of collaborative learning in groups. The results indicate that international students consistently viewed the use of e-learning tools more positively than domestic students. For educators, the results provide direction in terms of enhancements to assessment tasks incorporating e-learning, including the professional development of staff to address the rapidly changing learning environment.