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Purpose: This study aims to reflect on "good practices" in doctoral research supervision and transfer the author's experience to other academics. The author explains the sources of his approach to doctoral research supervision drawing on traditional practice in adult learning and some reference to phenomenology as a "meeting of minds" between academic and industry mindsets. Design/methodology/approach: This is a reflective paper condensing many years of practical experience advising industry managers doing doctoral research. It is not an empirical study as such but draws on extensive practitioner experience based on many successful PhD completions in the business and management domain. Findings: There are no empirical findings as such, but ample practical experience of doctoral research process and outcomes over 40 years of supervision in both the UK and Australian Universities. Research limitations/implications: Generalisation is limited to the number of doctoral research completions (between 70 and 80). Practical implications: The paper concludes with indicators of what the author regards as "good practices" in doctoral research supervision. Social implications: None is directly applicable, but academe-industry working partnerships might be improved with the author's learner- and customer-centred approach to doctoral research with adults in senior positions in the industry wanting to do research. Originality/value: This paper is based entirely on the author's own working experience as a senior academic in UK and Australian Universities.

This study examines the perspectives and experiences of older lifelong participants in outdoor education/recreation. 32 participants, women (11) and men (21), aged 60-84 provided narratives of their lifelong engagements in the outdoors in nature-based activities. They were invited to write freely on their early experiences and their current engagements in the outdoors. The purpose was to explore and understand why and how serious lifelong older participants continued with their outdoor activities. This paper considers participants' current embodied engagements. The evidence suggests that as they age, their bodies become less able to deal with discomfort. Yet, the participants, as a consequence of their lifelong knowledge and experience, manage injuries and ill-health, choosing to adapt in various ways to enable their continued engagement/enjoyment in being active in nature. The study stresses the significance of lifelong engagement in the outdoors and the necessity for opportunities for outdoor nature-based experiences throughout the lifespan.

While there is a significant body of research concerning Catholic faith formation in a variety of educational contexts around the world, relatively little attention has been devoted to the notion of missionary discipleship as a foundation for Catholic formation. Recently, the National Catholic Education Commission, in its document Leading Formation for Mission, also elaborates a solid definition of formation and stated: 'Formation is imaginative, creative and honours adult learning principles [...] It engages the 'intellect' and is nurtured by appropriate theological content and it engages the 'Spirit' and is characterised by contemplation and action for mission' (2022). This paper seeks to contribute to a deeper understanding of formation for missionary discipleship by presenting an evaluation of the efficacy of In Altum, a student-focussed ministry and leadership program developed at the University of Notre Dame Australia in response to the developing magisterial teaching concerning the notion of 'missionary discipleship'. In particular, we examine participants' personal faith development, understanding of missionary discipleship on campus, preparation for future ministry, and understanding of contemporary challenges to discipleship. The study progresses in three parts: First, it provides a brief background to In Altum, including the philosophical and sociological context, as well as the key theological principles underpinning the formation offered within the program. Second, following an overview of the mixed-methodology approach taken in the study, which details both the use of qualitative and quantitative data derived from focus groups and an online survey, the paper presents the results of the study, which sought to investigate the efficacy of the program as it pertained to the following: (a) the building of (personal subjective assessment of) faith in participants; (b) the building of participants' understanding of, and confidence in, the task of evangelisation as missionary discipleship in a secularised context; (c) building a strengthened sense of community amongst the participants. In the third and final section, the reported strengths and weaknesses of the program are examined. The paper also comments on implications for the program on the culture of the university more broadly, including precepts of the program's findings that may be applied in light of the Australian Catholic Plenary Council's findings to enhance the future directions of formation programs in the Catholic University Chaplaincy, with possible application to Catholic secondary schools and parish youth groups. [ABSTRACT FROM AUTHOR]

Background: Formative online multiple‐choice tests are ubiquitous in higher education and potentially powerful learning tools. However, commonly used feedback approaches in online multiple‐choice tests can discourage meaningful engagement and enable strategies, such as trial‐and‐error, that circumvent intended learning outcomes. These strategies will not prepare graduates as self‐regulated learners, nor for the complexities of contemporary work settings. Objectives: To investigate whether providing only a score after formative online multiple‐choice test attempts (score‐only feedback) increases the likelihood of students to engage in self‐regulated learning compared with more directive feedback. Measurable outcomes included deeper learning, collaboration, information seeking, and satisfaction. Methods: Data in this mixed methods study were collected from nursing students through surveys, test results, focus groups, and student discussion board contributions. A quasi‐experimental design was used for quantitative data, and qualitative data were analysed thematically against domains of self‐regulated learning. Results and Conclusions: Students receiving score‐only feedback were more cognitively engaged with the content, collaborated constructively, and sought out richer sources of information. However, it was also associated with lower satisfaction. In this study, minimal feedback created states of uncertainty, which resulted in the activation of self‐regulatory actions. Implications for Practice: Providing overly directive feedback for formative online multiple‐choice tests is conducive to surface‐level learning strategies. By minimising feedback and allowing for extended states of uncertainty, students are more likely to regulate their learning through self‐assessment and problem‐solving strategies, all of which are required by graduates to meet the challenges of real‐world work settings. Lay Description: What is already known about this topic: Formative online multiple‐choice tests are widely used in higher education.Feedback is a critical element in the design of effective online multiple‐choice tests.Formative feedback should promote self‐regulated learning.Feedback types used in multiple‐choice tests facilitate strategies not conducive to self‐regulation. What this paper adds: Online multiple‐choice test feedback can influence how students self‐regulate their learning.Less feedback can result in greater self‐evaluation and performance in summative assessment.Less feedback can encourage richer help‐seeking strategies (collaboration and information seeking).However, less feedback can result in student dissatisfaction. Implications for practice and/or policy: Judicious use of feedback is required in the design of online multiple‐choice tests.Educators should consider providing less feedback to promote learner self‐regulation.Satisfaction with online multiple‐choice tests does not necessarily equate to greater learning. [ABSTRACT FROM AUTHOR]