I am the first person outside the United Kingdom to become a UK Council of Graduate Education recognized doctoral supervisor. I am also a founding member of the International Doctoral Education Research Network.
The Otago Doctoral Supervision Programme, which I developed, has been acknowledged to be a highly interactive teaching form that stimulates personal and critical inquiry. It is highly regarded by peers. This is evidenced by the fact that I have been invited to advise institutional leaders and educational developers in 43 universities across 23 countries on how to develop and quality assure doctoral supervision practices.
My teaching and research focus is on enhancing the doctoral experiences both for the supervisors and their students. Over the last decade, I have developed, disseminated, and published on doctoral support, doctoral examination, and feedback practices. My research philosophy is to produce scholarship that has practical implications.
Prior to my 2011 appointment at the University of Otago, I was an Associate Professor of Applied Linguistics at the Faculty of Modern Languages and Communication, Universiti Putra Malaysia, where I taught courses in Speech Communication, Thesis Writing, and Psycholinguistics.
Teaching
Postgraduate workshops and consultations
Introduction to the Research Journey, Managing the Writing Process, Preparing for the Oral Examination, Expectations of Examiners, Presenting Research at Conferences, Publishing during Candidature, Doctoral Writing.
Staff workshops and consultations
Providing Feedback in Doctoral Supervision, Preparing Students for the Oral Examination, Assisting Students with the Writing, Providing Quality Doctoral Supervision.
Supervision
I welcome qualitative research proposals that are related to doctoral education, doctoral examination, feedback practices and use of humour in academic settings.
Current students
PhD
Anushika Kariyawasam. Application of Content and Language Integrated Learning in Teaching English as a Second language in the Context of Tertiary Education
Nick Baker. Writing and reading identities of experienced researchers
Past students
PhD
Farhana Abu Bakar (2018). The use of humour in teaching and learning in Higher Education
Hamidreza Mahroeian (2018). Big data and analytics in higher education
Tan Wee Chun (2018). Discourse of viva practices
Yassamin Pouriran (2014). Corrective feedback and learner uptake in selected Iranian EFL classrooms.
Mohammad Abdul Khaled (2014). Written and Oral feedback in PhD drafts.
Saiful Amin Jalun (2013). Discourse realizations of linguistic features in university parlimentary debate speeches
Foroogh Azari (2013). Effects of textual glosses on text comprehension, vocabulary gain and vocabulary retention among tertiary level persian-speaking ESL learners.
Kanthimathci Letchumanan(2012). Effects of Paper-based and Computer-based Games on the Vocabulary Learning of Young ESL Learners
Ali Ziyaeemehr (2009). Humour styles and types in postgraduate academic lectures
Master's
Rebecca Bird (2017). Exploring the merits of iPad App in HUBS 192 labs
Graham O Brien (2015). Reflective practice for post-ordination
Sue McKinnon (2014). Feedback for understanding
Melissa Higson (2012). Feedback to improve student learning outcome
Bathma Dewi (2009). Writer's perception of the think aloud method
Balachandran (2009). Effects of scaffolding on the development of similes in descriptive writing
Annahita Irani (2009). Questioning strategies in conference presentations
Tan Wee Chun (2009). Academic interactions in journal blind reviews
Bharathy Viswanathan (2009). Pragmatic analysis of humour in the ESL classroom
Mohammad Abdulkhaleq (2008). Effects of word processing on revision strategies
Sharon Sharmini (2008). Insights from verbal protocols of ESL writers' responses to written feedback
Kelly Tee (2008). Affective written feedback as a process of discovery
Logeswari Arumugam (2007). Pragmatic analysis of written feedback
Jeremy Ivan (2007). Analysis of lecturer's written feedback
Umarani Muthusamy (2007). Concept mapping in composition writing among ESL students
Sahar Marwan (2007). Individual learning styles: Insights from vocabulary games
Suliana Wan Chik (2006). The acquisition of negation in English by L1 Malay speakers
Anne Shamala (2006). Effects of using graphic organizer amongst low proficiency students
Research interests
My research interests are in doctoral support, doctoral examination, feedback practices, humour in academic settings and academic well-being.
Publications
Kaur, A., Kumar, V., & Noman, M. (2023). The viability of doctoral thesis and oral exams in student’s native language. Journal of Language, Identity & Education, 2271976. Advance online publication. doi: 10.1080/15348458.2023.2271976
Journal - Research Article
Timmermans, J. A., & Kumar, V. (2023). Learning from senior academics’ perspectives of success and failure. Studies in Higher Education. Advance online publication. doi: 10.1080/03075079.2023.2264864
Journal - Research Article
Baker, N., Kumar, V., & Timmermans, J. A. (2023). Enabling writing behaviours of successful professors: Insights into optimising research writing practices. Innovations in Education & Teaching International. Advance online publication. doi: 10.1080/14703297.2023.2199022
Journal - Research Article
Kumar, V., Taylor, S., & Sharmini, S. (2023). Conclusions. In V. Kumar, S. Taylor & S. Sharmini (Eds.), Doctoral examination: Exploring practice across the globe. (pp. 187-196). Abingdon, UK: Routledge. doi: 10.4324/9781003197706-21
Chapter in Book - Research
Kumar, V., & Spronken-Smith, R. (2023). New Zealand. In V. Kumar, S. Taylor & S. Sharmini (Eds.), Doctoral examination: Exploring practice across the globe. (pp. 108-118). Abingdon, UK: Routledge. doi: 10.4324/9781003197706-13
Chapter in Book - Research
Kumar, V., Taylor, S., & Sharmini, S. (Eds.). (2023). Doctoral examination: Exploring practice across the globe. Abingdon, UK: Routledge, 222p. doi: 10.4324/9781003197706
Edited Book - Research
Kumar, V., Taylor, S., & Sharmini, S. (2023). Introduction. In V. Kumar, S. Taylor & S. Sharmini (Eds.), Doctoral examination: Exploring practice across the globe. (pp. 1-3). Abingdon, UK: Routledge. doi: 10.4324/9781003197706-1
Chapter in Book - Research
Kumar, V., & Wald, N. (2023). Ambiguity and peripherality in doctoral co-supervision workload allocation. Higher Education Research & Development, 42(4), 860-873. doi: 10.1080/07294360.2022.2115984
Journal - Research Article
Wald, N., Kumar, V., & Sanderson, L. J. (2023). Enhancing co-supervision practice by setting expectations in a structured discussion using a research-informed tool. Higher Education Research & Development, 42(3), 757-769. doi: 10.1080/07294360.2022.2082390
Journal - Research Article
Kumar, V. (2022). Life lessons for aspiring international academics: What my experience suggests about how to thrive. In J. K. N. Singh (Ed.), Academic mobility and international academics: Challenges and opportunities. (pp. 49-62). Bradford, UK: Emerald. doi: 10.1108/978-1-80117-510-420221007
Chapter in Book - Research
Bakar, F., & Kumar, V. (2022). How students perceive the teacher's use of humour and how it enhances learning in the classroom. European Journal of Humour Research, 10(4), 187-199. doi: 10.7592/EJHR2022.10.4.656
Journal - Research Article
Kumar, V., Kaur, A., & Sanderson, L. J. (2022). PhD orals from the convenors’ perspective: Implications for academics and candidates. International Journal for Academic Development. Advance online publication. doi: 10.1080/1360144X.2022.2051516
Journal - Research Article
Kumar, V., Kaur, A., Sharmini, S., & Noman, M. (2022). 'Smile and nod' or more? Reassessing the role of the silent supervisor in the doctoral viva. International Journal of Doctoral Studies, 17, 263-277. doi: 10.28945/5002
Journal - Research Article
Stracke, E., Burke, R., Kumar, V., Webb, J., & Holbrook, A. P. (2022). Learning from failure for doctoral education [Invited]. Proceedings of the American Educational Research Association (AERA) Annual Meeting: Cultivating equitable education systems for the 21st century. Retrieved from https://www.aera.net
Conference Contribution - Published proceedings: Abstract
Kaur, A., Kumar, V., & Noman, M. (2021). Partnering with doctoral students in research supervision: Opportunities and challenges. Higher Education Research & Development, 41(3), 789-803. doi: 10.1080/07294360.2020.1871326
Journal - Research Article
Kumar, V., Sanderson, L. J., & Kaur, A. (2021). Investigating the role of convenors in the PhD viva. Assessment & Evaluation in Higher Education, 46(7), 1080-1091. doi: 10.1080/02602938.2020.1841092
Journal - Research Article
Kumar, V., & Sanderson, L. J. (2020). The effects of acknowledgements in doctoral theses on examiners. Innovations in Education & Teaching International, 57(3), 285-295. doi: 10.1080/14703297.2019.1620625
Journal - Research Article
Stracke, E., & Kumar, V. (2020). Encouraging dialogue in doctoral supervision: The development of the feedback expectation tool. International Journal of Doctoral Studies, 15, 265-284. doi: 10.28945/4568
Journal - Research Article
Bakar, F., & Kumar, V. (2019). The use of humour in teaching and learning in higher education classrooms: Lecturers’ perspectives. Journal of English for Academic Purposes, 40, 15-25. doi: 10.1016/j.jeap.2019.04.006
Journal - Research Article
Kumar, V., & Kaur, A. (2019). Supervisory practices for instrinsic motivation of doctoral students: A self-determination theory perspective. International Journal of Doctoral Studies, 14, 581-595. doi: 10.28945/4415
Journal - Research Article
Kumar, V., & Kaur, A. (2019). Supervisory practices for intrinsic motivation of doctoral students: A self-determination theory perspective. International Journal of Doctoral Studies, 14, 581-595. doi: 10.28945/4415
Journal - Research Article
Kumar, V., & Stracke, E. (2018). Settling students into a community of practice. In S. Carter & D. Laurs (Eds.), Developing research writing: A handbook for supervisors and advisors. (pp. 17-22). Abingdon, UK: Routledge.
Chapter in Book - Research
Daniel, B., Kumar, V., & Omar, N. (2018). Postgraduate conception of research methodology: Implications for learning and teaching. International Journal of Research & Method in Education, 41(2), 220-236. doi: 10.1080/1743727X.2017.1283397
Journal - Research Article
Kumar, V., & Aitchison, C. (2018). Peer facilitated writing groups: A programmatic approach to doctoral student writing. Teaching in Higher Education, 23(3), 306-373. doi: 10.1080/13562517.2017.1391200
Journal - Research Article
Kumar, V., & Stracke, E. (2018). Reframing doctoral examination as teaching. Innovations in Education & Teaching International, 55(2), 219-227. doi: 10.1080/14703297.2017.1285715
Journal - Research Article
Sharmini, S., & Kumar, V. (2018). Examiners’ commentary on thesis with publications. Innovations in Education & Teaching International, 55(6), 672-682. doi: 10.1080/14703297.2017.1294491
Journal - Research Article
Kumar, V., & Timmermans, J. (2018, September). Inspiring colleagues to start again: Learning from failure in academia. Verbal presentation at the 6th International Academic Identities Conference, Hiroshima, Japan.
Conference Contribution - Verbal presentation and other Conference outputs
Carter, S., & Kumar, V. (2017). ‘Ignoring me is part of learning’: Supervisory feedback on doctoral writing. Innovations in Education & Teaching International, 54(1), 68-75. doi: 10.1080/14703297.2015.1123104
Journal - Research Article
Spronken-Smith, R., Brown, K., Kumar, V., Gaut, Y., & Dean, J. (2017). Considering more structured professional development for PhD candidates. Proceedings of the Talking Teaching Conference. Retrieved from https://akoacademy.ac.nz/programme
Conference Contribution - Published proceedings: Abstract
Kumar, V., & Carter, S. (2017, July). Ignoring me is part of learning: Supervisory feedback on doctoral writing. Verbal presentation at the 15th International Conference on New Directions in the Humanities: New Directions of the Humanities in a Knowledge Society, London, UK.
Conference Contribution - Verbal presentation and other Conference outputs
Kumar, V., Abu Bakar, F., & Harland, T. (2017, July). The use of humor in teaching and learning in higher education. Verbal presentation at the 15th International Conference on New Directions in the Humanities: New Directions of the Humanities in a Knowledge Society, London, UK.
Conference Contribution - Verbal presentation and other Conference outputs
McCulloch, A., Kumar, V., van Schalkwyk, S., & Wisker, G. (2016). Excellence in doctoral supervision: An examination of authoritative sources across four countries in search of performance higher than competence. Quality in Higher Education, 22(1), 64-77. doi: 10.1080/13538322.2016.1144904
Journal - Research Article
Stracke, E., & Kumar, V. (2016). Exploring doctoral students’ perceptions of language use in supervisory written feedback practices: Because “feedback is hard to have". Australian Review of Applied Linguistics, 39(2), 122-138. doi: 10.1075/aral.39.2.02str
Journal - Research Article
Kumar, V., & Stracke, E. (2016). Reframing doctoral examination as teaching. In M. Picard & A. McCulloch (Eds.), Proceedings of the 12th Biennial Quality in Postgraduate Research (QPR) Conference. (pp. 29). Adelaide, Australia: QPR Organising Committee. [Abstract]
Conference Contribution - Published proceedings: Abstract
Golding, C., Adam, L., Scott, C., Acheson, C., Johnson, K., Brook, P., McLean, A., Smith, N., … Hunter, C., & Kumar, V. (2015). Fix, build, diagnose or guide? Evaluating the metaphors for learning advisors. ATLAANZ Journal, 1.
Journal - Research Article
Abu Bakar, F., Kumar, V., & Harland, T. (2015). The use of humour in teaching and learning in higher education. Proceedings of the Tertiary Education Research in New Zealand (TERNZ) Conference. Retrieved from http://www.herdsa.org.nz/ternz/2015/
Conference Contribution - Published proceedings: Abstract
Stracke, E., & Kumar, V. (2014). Realising graduate attributes in the research degree: The role of peer support groups. Teaching in Higher Education, 19(6), 616-629. doi: 10.1080/13562517.2014.901955
Journal - Research Article
Ziyaeemehr, A., & Kumar, V. (2014). The relationship between instructor humor orientation and students' report on second language learning. International Journal of Instruction, 7(1), 91-106.
Journal - Research Article
Stracke, E., & Kumar, V. (2014). The role of peer support groups in the development of graduate attitudes in the research degree in a globalized world. Proceedings of the Higher Education Research and Development Society of Australasia (HERDSA) Conference: Higher Education in a Globalized World. Retrieved from http://chtl.hkbu.edu.hk/herdsa2014/detailed-prog/
Conference Contribution - Published proceedings: Abstract
Leng, K. T. P., Kumar, V., & Abdullah, M. H. (2013). Written feedback on ESL student writers' academic essays. Pertanika Journal of Social Sciences & Humanities, 21(2), 477-501.
Journal - Research Article
Subramaniam, V., Kumar, V., & Mat, N. H. C. (2013). Multi-senses explication activities module for dyslexic children in Malaysia. Asian Social Science, 9(7), 241-267. doi: 10.5539/ass.v9n7p241
Journal - Research Article
Tan, W. C., & Kumar, V. (2013). Experiences from a PhD viva team in New Zealand: Implications for practice and policy? In J. McDonald, S.-K. Loke, A. McLean & M. Rajoo (Eds.), Proceedings of the Spotlight on Teaching and Learning Colloquium. (pp. 15). Dunedin, New Zealand: HEDC, University of Otago. [Abstract]
Conference Contribution - Published proceedings: Abstract
Kumar, M., & Kumar, V. (2012). Interactions with feedback: A case study of protocol analysis. Pertanika Journal of Social Sciences & Humanities, 20(4), 1161-1174.
Journal - Research Article
Visvanathan, B., Kumar, M., & Kumar, V. (2012). A pragmatic analysis of humor in ESL classrooms: An exploratory study. International Journal of TESOL & Learning, 1(1). Retrieved from http://www.untestedideas.com/volumes.php?journal=ijtl&volume=1&issue=1
Journal - Research Article
Kumar, V., & Stracke, E. (2012). Exploring language use in feedback practices [Extended abstract]. In M. Kiley (Ed.), Proceedings of the Quality in Postgraduate Research Conference: Narratives in Tension: Perspectives of Research Leaders, Educators and Postgraduates. (pp. 221-222). Canberra, Australia: The Centre for Higher Education, Learning and Teaching, Australian National University. [Abstract]
Conference Contribution - Published proceedings: Abstract
Kumar, V., & Lee, A. (Eds.). (2011). Doctoral education in international context: Connecting local, regional and global perspectives. Serdang, Malaysia: Universiti Putra Malaysia Press, 233p.
Edited Book - Research
Mallan, V. K., & Huat, B. K. (Eds.). (2011). A handbook for postgraduate supervision. Serdang, Malaysia: Ministry of Higher Education, 96p.
Edited Book - Research
Kumar, V., & Stracke, E. (2011). Examiners' reports on theses: Feedback or assessment? Journal of English for Academic Purposes, 10(4), 211-222. doi: 10.1016/j.jeap.2011.06.001
Journal - Research Article
Sharmini, S., & Kumar, V. (2011). Planning in feedback: Insights from concurrent verbal protocols. TESL-EJ, 14(4).
Journal - Research Article
Ziyaeemehr, A., Kumar, V., & Abdullah, M. S. F. (2011). Use and non-use of humor in academic ESL classrooms. English Language Teaching, 4(3), 111-119. doi: 10.5539/elt.v4n3p111
Journal - Research Article
Farhadian, M., Abdullah, R., Mansor, M., Redzuan, M., Gazanizadand, N., & Kumar, V. (2010). Theory of mind in bilingual and monolingual preschool children. Journal of Psychology, 1(1), 39-46.
Journal - Research Article
Stracke, E., & Kumar, V. (2010). Feedback and self-regulated learning: Insights from supervisors' and PhD examiners' reports. Reflective Practice, 11(1), 19-32. doi: 10.1080/14623940903525140
Journal - Research Article
Kumar, M., Kumar, V., & Feryok, A. (2009). Recursiveness in written feedback. New Zealand Studies in Applied Linguistics, 15(1), 26-37.
Journal - Research Article
Kumar, V., & Kumar, M. (2009). Recursion and noticing in written feedback. European Journal of Social Sciences, 12(1), 94-99.
Journal - Research Article
Naderi, H., Abdullah, R., Hamid, T. A., Sharir, J., & Kumar, V. (2009). Intelligence, creativity and gender as predictors of academic achievement among undergraduate students. Journal of American Science, 5(3), 8-19.
Journal - Research Article
Naderi, H., Abdullah, R., Tengku Aizan, H., Sharir, J., & Kumar, V. (2009). Self esteem, gender and academic achievement of undergraduate students. American Journal of Scientific Research, 3, 26-37.
Journal - Research Article
Naderi, H., Abdullah, R., Tengku Aizan, H., Sharir, J., & Mallan, V. K. (2009). Gender differences in creative perceptions of undergraduate students. Journal of Applied Sciences, 9(1), 167-172.
Journal - Research Article
Yousefi, F., Mansor, M. B., Juhari, R. B., Redzuan, M., Talib, M. A., Kumar, V., & Naderi, H. (2009). Memory as mediator between test-anxiety and academic achievement in high school students. European Journal of Scientific Research, 35(2), 274-280.
Journal - Research Article
Kumar, V., & Stracke, E. (2009, December). Doctoral education: Understanding supervisors' and examiners' feedback and its effect on the PhD candidate-writer. Verbal presentation at the 1st Joint Applied Linguistics Association of New Zealand (ALANZ) and the Applied Linguistics Association of Australia (ALAA) Conference, Auckland, New Zealand.
Conference Contribution - Verbal presentation and other Conference outputs
Govindasamy, S., Khemlani David, M., & Kumar, V. (Eds.). (2008). A quick guide to postgraduate supervision. Serdang, Malaysia: Universiti Putra Malaysia, 52p.
Edited Book - Research
Kumar, V., Eng, W. B., & Barnard, R. (2008). Constructing meaning in a bilingual learning environment: Two primary classrooms in Malaysia. In R. Barnard & M. E. Torres-Guzmán (Eds.), Creating classroom communities of learning: International case studies and perspectives. (pp. 127-145). Bristol, UK: Multilingual Matters.
Chapter in Book - Research
Mallan, V. K., & Rafik-Galea, S. (2008). Enhancing the quality of postgraduate supervision. In Z. Moris, H. A. Rahim & S. A. Manan (Eds.), Higher education in the Asia Pacific: Emerging trends in teaching and learning. (pp. 51-61). Pulau Pinang, Malaysia: Penerbit Universiti Sains.
Chapter in Book - Research
Torres-Guzmán, M. E., Kumar, V., & Eng, W. B. (2008). Negotiating appropriateness in the second language within a dual language education classroom setting. In R. Barnard & M. E. Terres-Guzmán (Eds.), Creating classroom communities of learning: International case studies and perspectives. (pp. 70-87). Bristol, UK: Multilingual Matters.
Chapter in Book - Research
Kumar, V. (2007). The outer circle native speaker of English in an ESL context: Insights from revision strategies. In T. B. Hoon, W. C. Dan, M. H. Abdullah, N. Omar, F. S. Abdullah & R. Talif (Eds.), Theoretical and practical orientations in language and literature studies. (pp. 74-99). Pearson Longman.
Chapter in Book - Research
Kumar, V., & Stracke, E. (2007). An analysis of written feedback on a PhD thesis. Teaching in Higher Education, 12(4), 461-470. doi: 10.1080/13562510701415433
Journal - Research Article
Rajoo, M., & Kumar, V. (2007, December). Feedback on writing: Impact of cultural influences. Verbal presentation at the 12th English in South-East Asia (ESEA) Conference: Trends and Directions, Bangkok, Thailand.
Conference Contribution - Verbal presentation and other Conference outputs
Stracke, E., & Kumar, V. (2007, July). Feedback and self-regulated learning. Verbal presentation at the Higher Education Research and Development Society of Australasia (HERDSA) Conference: Enhancing Higher Education, Theory and Scholarship, Adelaide, Australia.
Conference Contribution - Verbal presentation and other Conference outputs
Mallan, V. K. (2006). Language user in a language-learning classroom: Insights from verbal protocols. Journal of Communication Practices, 3(2).
Journal - Research Article
Kumar, V., & Stracke, E. (2006, April). Expressive feedback on PhD drafts. Verbal presentation at the Quality in Postgraduate Research Conference, Adelaide, Australia.
Conference Contribution - Verbal presentation and other Conference outputs
Stracke, E., & Kumar, V. (2006, July). Effectiveness of feedback in postgraduate supervision practice. Verbal presentation at the 31st International Improving University Teaching Conference, Dunedin, New Zealand.
Conference Contribution - Verbal presentation and other Conference outputs
Mallan, V. K. (2005). The think aloud method: Some concerns addressed. Journal of Modern Languages, 16, 13-26.
Journal - Research Article
Mallan, V. K., & Stracke, E. (2005, September). There is more than one way to skin a cat: Reflective feedback on a Ph.D. draft. Verbal presentation at the ALANZ Symposium: Second Language Assessment and Second Language Learning, Wellington, New Zealand.
Conference Contribution - Verbal presentation and other Conference outputs
Kumar, V. (2004). Insights from revision strategies of a Malaysian native speaker of English: A case study. New Zealand Studies in Applied Linguistics, 10(1), 71-94.
Journal - Research Article