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Although there have been increasing attempts to involve undergraduate students in conducting research, a pivotal moment when students engage in knowledge production is during honours programmes. Honours programmes, particularly those in Australia, seek to develop students' capacity to engage in higher order thinking that may lead to knowledge production. This transition is facilitated through advanced disciplinary knowledge, research training and a research project. However, there is a pedagogical tension between requiring students to engage in this deeper level of inquiry at the same time as they complete a heavy knowledge acquisition load. This paper explores how a number of disciplines in Australia balance these elements of the honours curricula. It argues that the combination of these curriculum goals can make it difficult for students to apply the knowledge they have gained in advanced disciplinary and research training courses to their research project work. This has serious implications for honours programmes. © 2012 Copyright Taylor and Francis Group, LLC.

The doctoral research portfolio has come to be considered a viable form of doctoral output in a graduate education field that has experienced spectacular growth and diversification since the early 1990s. It is often argued that, as a flexible form of doctoral production, the portfolio has the potential to evidence both textual products and graduate capabilities due to its capacity to accommodate a range of media forms and delivery contexts that address various scholarly and professional practice communities. At the same time, uptake of the portfolio in different doctoral programs has been more limited than the rhetoric of diversification might suggest and has remained largely confined to creative arts and other professional doctorate programs. It has also not been well documented in the "mainstream" literature on doctoral education. This paper argues that the idea of the portfolio is complex and difficult to implement. At the same time, pressures on the doctorate in terms of outcomes increasingly suggest a direction towards opening up the doctorate to embrace an increasing diversity of forms of production. Within this context the portfolio as an idea may become more useful in directing attention to more creative conceptualisations of the ways in which students may evidence doctoral quality.

A folded sheet with 4 panels on each side when unfolded. All panels are unnumbered. The "outside" contains a title panel, "Suggestions to voters", and 2 blank panels. The "inside" contains a sample copy of the official ballot., S U G G E S T I O N S T O V O T E R S . Give your name and residence to the ballot cle rk, who will admit you within the rail and hand you a ballot. G o to one o f the voting sh elves , and unfold your ballot. Ma rk a c ross [X] ' n the square a t the right of the name o f each person for whom you wish to vote, except Presidential Electors. N o other method o f marking, such a s erasing names you d o not wish to vote for, will answer. TO VOTE FOR PRESIDENTIAL ELECTORS. Mak e a c ross [X] in the squa re at the right o f the party or political designation immediately above the group o f Electors , and such mark [X] ■Shall count a s a vo te fo r a ll th e candida te* in th e g ro u p C l e v e l a n d and S t e v e n s o n ; ^ D em o c r a t ic X 4 1 205s0 i Patrict A. Collie * a .» .8 & 5 t T Join E. Russell a imvn t f S S r S l. Janes I . Clark * m u b S - S s : 8. Peri P. F reaclciwaamilsli 2. Join B. O’Donnell it 1m u .jn .5H 9. Edward J. F ly a n a w w iE M J i 3. Claries Haaerty a in t 1 k n ■ t t - t - t - 1 4. Claries J. W illia is .tir a iS S K 11. Rolert Blealle <1 n ISSSTS 5. Peter H. Doeotoe a u n u & S H 6. Janes P. D e a n a u n & $ 3 3 12. JoseplL. Sweet t u r n ™ a s f c I . Samuel K. H amilton« t o ih u s H 13. JOlQ V. M i l ! « n n » r a ® I f you spoil a ballot, return it to the ballot clerk, who will g iv e you an o th e r: but you cannot have more than two e x tra b allots, or three in all Before le aving the voting shelf, fold your b allot in the same way a s it was folded when you received it, and keep it so folded until you pla ce it in the ballot box. G o to the ballot box and g iv e your name and residence to the officer in charge. Put your folded ballot in the b ox with the certificate o f the S ecreta ry of the Commonwealth uppermost and in sight. If you were a voter b efore Ma y i , 18 5 7 , and cannot read, you can receive the assistance of an election officer in marking your ballot. I f you a re ph y sica lly unable to mark your ballot, y

Printed area measures 26.8 x 10.9 cm. "Regular," "Republican," and "ticket," which are given prominence by typography, appear in three separate lines with "regular" at the head, "Republican" at the middle and "ticket" at the foot of the sheet. Date of publication suggested by Journal of the House of Representatives of the Commonwealth of Massachusetts, 1887. Printed perpendicular to text in left margin: "This ballot contains the regular Republican nominees, except for representative to Congress.", Gift; James M. Curley; Nov. 17, 1924; 77890.

Printed area measures 25.6 x 10.2 cm. "Copyrighted 1887." With port. of O'Brien., Gift; James M. Curley; Nov. 17, 1924; 77890.

Printed area measures 25.6 x 10.2 cm. "Copyrighted 1887." With port. of O'Brien.

Printed area measures 19.2 x 9.8 cm. Athenaeum copy with an entry ticket to the event., Athenaeum copy affixed to another piece of paper that has clippings from unknown publications glue to its recto.