Accessibility Skip to Global Navigation Skip to Local Navigation Skip to Content Skip to Search Skip to Site Map Menu

Dr Vijay Kumar Mallan

Vijay Mallan Photo 2Cert in Teaching (TESL), DipESL, BEd(Hons) (TESL), MA (Eng), PhD (Otago)

Senior Lecturer

Email: vijay.mallan@otago.ac.nz
Phone: +64 3 479 8489

About Vijay

Vijay joined the HEDC, in July 2011 with a focus on postgraduate research, support and development. He has more than 40 years of teaching experience. His research interests are: feedback in doctoral supervision, doctoral examination, doctoral writing and supervision pedagogies. His recent projects have looked at excellence in supervision, reframing doctoral examination as teaching, the role of peer support groups in developing graduate attributes, feedback in doctoral supervision and feedback in publication based theses.

Vijay is invited regularly to conduct workshops on preparing for an academic career, postgraduate supervision, publishing during candidature, preparing for the viva, presenting at academic conferences and managing the postgraduate research.

He is an executive member of the International Doctoral Education Research Network (IDERN).

Teaching

Courses taught
200/300 LEVEL COURSES

Speech Communication
Professional Writing
Academic Writing
Research Methods

500/600 LEVEL COURSE

Thesis writing
Principles of language teaching and learning
Presentation research
Psycholinguistics
Composition theory and practice
Research seminar

WORKSHOPS/SEMINARS FOR POSTGRADUATES AND ACADEMIC STAFF

Publishing during candidature
Preparing for the oral examination
Presenting research at conferences
Managing the writing process
Expectations of doctoral examiners
Managing the writing process
Managing the research journey
Attending to supervisor feedback
Being an academic
Providing quality feedback in doctoral supervision
Providing quality postgraduate supervision

Research Interests

Vijay’s research interests are in the areas of feedback practices in doctoral supervision and support for postgraduate students. He is also interested in doctoral examination (especially the oral examination practices), support for postgraduate students and research presentations.

Supervision

Vijay is keen to supervise qualitative research in the areas of feedback practices, postgraduate development, postgraduate support,doctoral viva and research presentations.

Current students
PhD

Past students
PhD

  • Farhana Abu Bakar (2014-2018). The use of humour in teaching and learning in Higher Education
  • Hamidreza Mahroeian (2014-2018). Big data and analytics in higher education
  • Tan Wee Chun (2012-2018). 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.
  • Ali Ziyaeemehr (2009). Humour styles and types in postgraduate academic lectures
  • Kanthimathci Letchumanan(2012). Effects of Paper-based and Computer-based Games on the Vocabulary Learning of Young ESL Learners
  • 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.

Master's

  • 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
  • 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
  • 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
  • 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

Projects

1. Quality Advancement Grant 2013
Investigation of support for postgraduate distance students at the University of Otago

Principal Investigator: Dr Vijay Kumar Mallan
Team Members: Professor Rachel Spronken Smith, Dr Sarah Stein, Dr Bill Anderson
Research Assistant: Tan Wee Chun

The project is in support of the recommendation in the review of Distance Learning that "… encourages the University to give priority to finding ways of ensuring that adequate academic and support services are available for students whether they are on one of the satellite campuses or at another location (R 18 of the Distance Learning Review); and the recommendation of the Academic Audit Panel (Cycle 4)that “ … if the University is to continue to promote opportunities to do postgraduate research by distance, then closer attention be paid to ensuring such students receive appropriate support and have adequate supervisory interaction”

In line with these recommendations, this project gathered views and experiences of the following stakeholders regarding what support students receive and what academic support is provided:

  • postgraduate students undertaking research ‘at a distance’
  • distance students undertaking postgraduate coursework
  • postgraduate supervisors
  • postgraduate administrators
  • providers of support for postgraduates (e.g. GRS, HEDC, Library, ITS, Divisional Offices)
  • Data was collected by means of three online surveys focussing on providers, students and supervisors.

A second aim of this project was to review university and departmental policies on academic support for distance postgraduate students. Additionally this project aimed to benchmark these support with best practices based on:

  • A scan of policies from other research-intensive universities providing distance postgraduate education
  • Key practices as evidenced in the literature.

In sum, this project analysed student and supervisor views, Otago university policies, and best practices from other universities regarding academic support for postgraduates studying at a distance.This information will be used to inform further development of support services to distance postgraduate students at Otago.

Expected outcomes and improvements

  1. To get insights into the support that is provided to distance postgraduate students
  2. To benchmark current support against that offered in other research –intensive universities
  3. To develop advice for practice and policy

Possible benefits for the wider University
The findings from this project will allow us to:

  1. provide strategic directions for the provision of support for postgraduate students
  2. advise on best practice to enhance the distance postgraduate experience

The findings from this project addresses the recommendations of both the review of Distance Learning and the Academic Audit to promote opportunities to do postgraduate research by providing appropriate academic support.

Copy of report available on request.

Completed August 2014

2. University Teaching Development Grant 2014
Developing postgraduate writing support through writing group pedagogy

Principal Investigator: Dr Vijay Kumar Mallan
Team Members: Professor Rachel Spronken Smith,
Research Assistant: Gaye Wall

Completed November 2015.

^ Top of page

Publications

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

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.

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

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

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

Kumar, V., & Lee, A. (Eds.). (2011). Doctoral education in international context: Connecting local, regional and global perspectives. Serdang, Malaysia: Universiti Putra Malaysia Press, 233p.

Mallan, V. K., & Huat, B. K. (Eds.). (2011). A handbook for postgraduate supervision. Serdang, Malaysia: Ministry of Higher Education, 96p.

^ Top of page

Chapter in Book - Research

Kumar, V., & Stracke, E. (2017). 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.

^ Top of page

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

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

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

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

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

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

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

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.

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

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.

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

Sharmini, S., & Kumar, V. (2011). Planning in feedback: Insights from concurrent verbal protocols. TESL-EJ, 14(4).

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

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

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

^ Top of page

Conference Contribution - Published proceedings: Full paper

Mahroeian, H., Daniel, B., Butson, R., & Kumar, V. (2017). The impact of analytics within the institutions of higher education in New Zealand. Proceedings of the 25th International Conference on Computers in Education (ICCE). (pp. 17-19). Retrieved from http://icce2017.canterbury.ac.nz

^ Top of page

Conference Contribution - Published proceedings: Abstract

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

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]

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/

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/

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]

^ Top of page

Conference Contribution - Verbal presentation and other Conference outputs

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.

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.

More publications...