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Assessment procedures of Norwegian PhD theses as viewed by examiners from the USA, the UK and Sweden

Published on Feb 17, 2014in Assessment & Evaluation in Higher Education2.47
· DOI :10.1080/02602938.2013.798395
Svein Kyvik2
Estimated H-index: 2
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Abstract
This article focuses on the assessment procedures of Norwegian PhD theses as viewed by external members of evaluation committees from three countries with different examination systems; the USA, the UK and Sweden. Their viewpoints give useful information not only on the pros and cons with the Norwegian system, but also on the strengths and weaknesses of their own national assessment systems. Various procedures of the four national PhD assessment systems are compared: the composition of the evaluation committee, the status of the thesis as published work, the pre-examination assessment, and the examination and defence.
  • References (11)
  • Citations (9)
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References11
Newest
Susan Carter8
Estimated H-index: 8
(University of Auckland)
The examination of doctoral theses controls an important academic threshold, yet practices are often private, codes non‐specific, and individuals isolated. This article adds to recent investigation of the examination culture by reporting informal panel discussion amongst a total of 23 University of Auckland (New Zealand) faculty members as to their experiences of examining the written doctoral thesis and of being the oral examiner. Some of the examiners’ comments concur, and some differ, with th...
Published on Apr 1, 2008in Australian Journal of Education1.15
Allyson Holbrook13
Estimated H-index: 13
(University of Newcastle),
Sid Bourke18
Estimated H-index: 18
+ 1 AuthorsHedy Fairbairn6
Estimated H-index: 6
(University of Newcastle)
This is a mixed methods investigation of consistency in PhD examination. At its core is the quantification of the content and conceptual analysis of examiner reports for 804 Australian theses. First, the level of consistency between what examiners say in their reports and the recommendation they provide for a thesis is explored, followed by an examination of the degree of discrepancy between examiner recommendations and university committee decisions on the theses. Two groups of discrepant recom...
Published on Jan 1, 2008
Helena Aittola5
Estimated H-index: 5
(University of Jyväskylä)
Most European countries are today highly interested in the quality of doctoral education. Undoubtedly, the Bologna Process has also given impetus to a reassessment of national doctoral education systems. There is a need to find comparable indicators measuring the efficiency and quality of doctoral education systems and educational practices alike. At the centre of the doctoral education agenda are not only national research funding systems, research training and doctoral programmes but also issu...
Published on Jan 1, 2007
Stuart Powell15
Estimated H-index: 15
,
Howard Green4
Estimated H-index: 4
This book critically analyses the provision of doctoral education worldwide and discusses core issues for educators, administrators and policy-makers when planning and delivering doctoral education programmes. It is the first to summarise key aspects of doctoral education worldwide in a consistent way, in order to: iform the sector on the full range of doctoral awards worldwide; allow international comparisons to be made more easily; provide a base line for the international development of the d...
Published on Feb 15, 2006
Matthew R. Wawrzynski10
Estimated H-index: 10
Drawing on the largest survey of doctoral students ever conducted, Three Magic Letters provides a compelling portrait of the graduate school experience and identifies key issues affecting the success and failure of doctoral students. Michael T. Nettles and Catherine M. Millett surveyed more than nine thousand students from the top twenty-one doctorate-granting institutions in the United States. Their findings, based on rational analysis of a vast amount of descriptive data, shed light on multipl...
Published on Jan 1, 2005
Lynne Pearce8
Estimated H-index: 8
Acknowledgements Introduction: The 'Rough Guide' to higher degree examining Higher degree examining in the UK Your appointment as examiner Reading the thesis Preparing for the viva The viva After the viva Notes Bibliography Index.
Published on Jan 1, 2005
Howard Green4
Estimated H-index: 4
,
Stuart Powell15
Estimated H-index: 15
How can the full range of doctoral study in the UK be best described? What are the key features that are driving change to the system? What are the implications of current initiatives and the increasingly international context of research degree study? This book covers the differing kinds of doctorate award that exist currently and discusses critically issues that arise from the ways in which related forms of doctoral study are organized and assessed. It focuses on doctoral study, in all its for...
Published on Jan 1, 2004
Penny Tinkler12
Estimated H-index: 12
,
Carolyn Jackson19
Estimated H-index: 19
Acknowledgements Introduction To The Doctoral Examination Process Understanding The Doctoral Viva - What Is It For? Understanding The Doctoral Viva - How Does It Work? Viva Preparation - Long Term Selecting Examiners Who Attends The Viva? Roles And Obligations Examiners - Should You Examine? Examiners - Assessing A Doctoral Thesis Viva Preparation - Short Term Viva Preparation - Final Stage In The Viva - Candidates' Perspectives The Viva - Tips And Issues For Examiners Post-Viva References Index...
Published on Oct 1, 2002in Studies in Higher Education2.85
Gerald Patrick Mullins6
Estimated H-index: 6
,
Margaret Kiley15
Estimated H-index: 15
Research to date on the examination process for postgraduate research theses has focused largely on the deconstruction of examiners' reports. This article reports on a study of the processes that experienced examiners go through, and the judgements they make before writing their reports. A sample of 30 experienced examiners (dee ned as having examined the equivalent of at least e ve research theses over the last e ve years), from a range of disciplines in e ve universities was interviewed. Clear...
Cited By9
Newest
Published on Jul 4, 2019in Assessment & Evaluation in Higher Education2.47
Logan Williams (Cant.: University of Canterbury), Simon Kemp22
Estimated H-index: 22
(Cant.: University of Canterbury)
AbstractWe examined the reliability of grading master’s theses at a New Zealand university, where a variant of the academic journal review system is employed. The overall correlation between the grades recommended by internal and external markers of master’s theses in psychology and applied psychology at this university was 0.39, which is similar to that produced between reviewers of submissions to academic journals. We conclude that thesis grading is about as reliable as the determination of th...
Published on Mar 4, 2018in Accounting Education
Sarah Jane Smith5
Estimated H-index: 5
(University of Stirling),
Vivien Urquhart1
Estimated H-index: 1
(Lancaster University)
Assessment lies at the centre of PhD degree quality standards, with quality assurance relying on independent external examiners. This study investigates the role of the viva and the selection of external examiners from within the accounting and finance discipline across UK institutions. A questionnaire survey and follow-up interviews with academics (299 respondents; 49 interviews) and recent PhD graduates (73 respondents; 18 interviews) were undertaken. Findings identify multiple viva roles incl...
Published on Dec 1, 2017in Journal of Academic Ethics
Allyson Holbrook13
Estimated H-index: 13
(University of Newcastle),
Kerry Dally12
Estimated H-index: 12
(University of Newcastle)
+ 2 AuthorsHedy Fairbairn6
Estimated H-index: 6
(University of Newcastle)
There is an expectation that all researchers will act ethically and responsibly in the conduct of research involving humans and animals. While research ethics is mentioned in quality indicators and codes of responsible researcher conduct, it appears to have little profile in doctoral assessment. There seems to be an implicit assumption that ethical competence has been achieved by the end of doctoral candidacy and that there is no need for candidates to report on the ethical dimensions of their s...
Published on Nov 17, 2017in Active Learning in Higher Education2.29
David Hodgson4
Estimated H-index: 4
The examination of a PhD thesis marks an important stage in the PhD student journey. Here, the student’s research, thinking and writing are assessed by experts in their field. Yet, in the early stages of candidature, students often do not know what is expected of their thesis, nor what examiners will scrutinise and comment on. However, what examiners look for, expect and comment on has been the subject of recent research. This article synthesises the literature on examiner expectations into a fr...
Published on Jul 3, 2017in European journal of higher education
Helena Aittola5
Estimated H-index: 5
(University of Jyväskylä)
ABSTRACTIn Europe, doctoral education systems have been systematically reformed. These reforms are aimed at improving the quality of research and the competitiveness of European countries. In Finland, the reform project of doctoral education started vigorously in the mid-1990s which has contributed significantly to the emergence of more structured doctoral training. The starting point for this article was a recent national follow-up evaluation of doctoral education in Finland. The results are ba...
Published on Oct 1, 2015
Crina Damşa5
Estimated H-index: 5
,
Thomas de Lange3
Estimated H-index: 3
+ 12 AuthorsYngve Troye Nordkvelle6
Estimated H-index: 6
Published on Jul 4, 2015in Assessment & Evaluation in Higher Education2.47
Svein Kyvik2
Estimated H-index: 2
,
Taran Thune9
Estimated H-index: 9
(University of Oslo)
This article reports on a study of the quality assessment of doctoral dissertations, and asks whether examiner characteristics influence assessment of research quality in PhD dissertations. Utilising a multi-dimensional concept of quality of PhD dissertations, we look at differences in assessment of research quality, and particularly test whether prior relationship to supervisor, examiners’ assessment experience and the regional affiliation of examiners influence assessment, also controlling for...
Published on Jan 2, 2015in Assessment & Evaluation in Higher Education2.47
Sharon Sharmini2
Estimated H-index: 2
(University of Otago),
Rachel Spronken-Smith18
Estimated H-index: 18
(University of Otago)
+ 1 AuthorsTony Harland17
Estimated H-index: 17
(University of Otago)
In this article we explore how examiners assess a thesis that includes published work. An online survey was used to gather data on approaches to assessing publication-based theses (PBTs). The respondents were 62 supervisors who had experience examining PBTs across a range of disciplines at a research-intensive university in New Zealand. Nearly half of the respondents had examined ‘hybrid’ theses with papers inserted as chapters, 41% had examined theses with publications appended and 14% had exam...
Published on Jul 4, 2014in Assessment & Evaluation in Higher Education2.47
Clinton Golding9
Estimated H-index: 9
(University of Otago),
Sharon Sharmini2
Estimated H-index: 2
(University of Otago),
Ayelet Lazarovitch1
Estimated H-index: 1
(University of Otago)
Although many articles have been written about thesis assessment, none provide a comprehensive, general picture of what examiners do as they assess a thesis. To synthesise this diverse literature, we reviewed 30 articles, triangulated their conclusions and identified 11 examiner practices. Thesis examiners tend to be broadly consistent in their practices and recommendations; they expect and want a thesis to pass, but first impressions are also very important. They read with academic expectations...