Helping doctoral students understand PhD thesis examination expectations: A framework and a tool for supervision:

Published on Nov 17, 2017in Active Learning in Higher Education 1.97
· DOI :10.1177/1469787417742020
David Hodgson3
Estimated H-index: 3
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 framework and tool that can assist students to understand PhD thesis examination expectations. Suggestions of how this tool may be used as part of a broader supervision pedagogy are offered.
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Published on Jan 1, 2011in Perspectives in Education
Maresi Nerad13
Estimated H-index: 13
(University of Washington)
Theories of the “knowledge economy” view knowledge, and particularly new knowledge, as a critical resource to enhance a nation’s economic growth. Governments around the world have invested in doctoral education expansion. Reforms in doctoral education are being shaped by the changing needs of society, of research modes, and of a changed labor markets for PhD holders. The reform elements strive for excellence, expansion, quality assurance, accountability, and international and inter-sector networ...
12 Citations
Published on Dec 1, 2010in International Nursing Review 1.50
Geraldine McCarthy24
Estimated H-index: 24
Josephine Hegarty13
Estimated H-index: 13
(University College Cork)
+ 1 AuthorsJoyce J. Fitzpatrick29
Estimated H-index: 29
(Case Western Reserve University)
MCCARTHY G., HEGARTY J., SAVAGE E. & FITZPATRICK J.J. (2010) PhD Away Days: a component of PhD supervision. International Nursing Review Aim: This paper describes a peer-to-peer and supervisor support and mentoring process that was implemented in one PhD programme in nursing in the Republic of Ireland. Background: PhD Away Days are held once per year and attended by all enrolled PhD students and their academic supervisors. Positive evaluations were obtained both from students and supervisors as ...
3 Citations Source Cite
Kirsi Pyhältö4
Estimated H-index: 4
(University of Helsinki),
Jenni Stubb5
Estimated H-index: 5
(University of Helsinki),
Kirsti Lonka28
Estimated H-index: 28
(University of Helsinki)
The quality of PhD training can be conceived of as being dependent on the learning environment provided by the scholarly community. Our paper explores PhD students’ ideas about themselves as a part of this community, and their perceptions of their learning environment in the context of the University of Helsinki, Finland. The study is a part of a larger national research project. The present study includes data collected from three faculties: arts, medicine, and behavioral sciences. Altogether, ...
80 Citations Source Cite
Published on May 1, 2004in Critical Studies in Education 2.08
Allyson Holbrook11
Estimated H-index: 11
(University of Newcastle),
Sidney Bourke2
Estimated H-index: 2
(University of Newcastle)
+ 1 AuthorsKerry Dally11
Estimated H-index: 11
(University of Newcastle)
Abstract It is rare for a PhD candidate who submits a thesis for examination to fail outright. If a thesis exhibits significant flaws the candidate may be required to make major revisions and re‐submit the work for re‐examination. The written comments of examiners before and after resubmission can provide important insights into the process of examination and the qualities examiners identify in a marginal thesis. Drawing on 101 of the most recent, completed theses across fields in one Australian...
9 Citations Source Cite
Published on Aug 1, 2007in Teaching in Higher Education 1.32
Vijay Kumar6
Estimated H-index: 6
(Universiti Putra Malaysia),
Elke Stracke6
Estimated H-index: 6
(University of Canberra)
This paper offers an interim analysis of written feedback on a first draft of a PhD thesis. It first looks at two sources of data: in-text feedback and overall feedback. Looking at how language is used in its situational context, we then coded the feedback and developed a model for analysis based on three fundamental functions of speech: referential, directive and expressive. It was found that expressive feedback benefited the supervisee the most. The interaction between the supervisor and the s...
65 Citations Source Cite
Published on Dec 1, 2010in Higher Education Research & Development 2.01
Susan Mowbray3
Estimated H-index: 3
(University of Western Sydney),
Christine Halse19
Estimated H-index: 19
(University of Western Sydney)
In the past decade there has been a marked push for the development of employability skills to be part of the PhD process. This push is generally by stakeholders from above and outside the PhD process, i.e. government and industry, who view skills as a summative product of the PhD. In contrast, our study interviewed stakeholders inside the PhD process – twenty final‐year, full‐time Australian PhD students – to provide a bottom‐up perspective into the skills question. Using grounded theory proced...
54 Citations Source Cite
Published on Jan 1, 2004in International Journal of Educational Research 1.14
Margaret Kiley13
Estimated H-index: 13
(Australian National University),
Gerald Patrick Mullins4
Estimated H-index: 4
(University of Adelaide)
Earlier research by Mullins and Kiley (2002) [Studies in higher education, 27(4), 369–386] reported on the processes that experienced examiners go through when they assess research theses. Since that study two further studies have been undertaken, interviews with novice Australian examiners, reported here, and the analysis of approximately 100 examiners’ reports (Kiley, 2004). These studies now allow us to address the comment made by many of the experienced examiners who were interviewed that it...
34 Citations Source Cite
Published on Jul 1, 2005in Active Learning in Higher Education 1.97
Robert Toynton3
Estimated H-index: 3
(University of Sheffield)
For the mature student, the recognition and validation of prior knowledge, much of which may be tacit, is central to both confidence and further learning. From a theoretical stance the use of interdisciplinary study or applying interdisciplinary approaches within monodisciplinary study should benefit the learning of the mature student. Such approaches also allow the learner to develop skills central to continued lifelong learning. The introduction of interdisciplinarity within part of an undergr...
32 Citations Source Cite
Published on Mar 1, 2000in Studies in Higher Education 2.32
Jens-Christian Smeby14
Estimated H-index: 14
In the humanities and the social sciences master's and PhD students take more time to complete their degree than in the natural sciences. This article examines the reasons for the difference. The findings suggest that field differences in knowledge structures and in the organisation of research have significant implications for research training. 'Hard' fields are characterised by a directed supervision model and a close relationship between students' and supervisors' research. Even though this ...
38 Citations Source Cite
Published on Mar 1, 2004in Educational Psychologist 4.49
Patricia M. King24
Estimated H-index: 24
(University of Michigan),
Karen Strohm Kitchener17
Estimated H-index: 17
(University of Denver)
The reflective judgment model (RJM) describes the development of complex reasoning in late adolescents and adults, and how the epistemological assumptions people hold are related to the way they make judgments about controversial (ill-structured) issues. This article describes the theoretical assumptions that have guided the development of the RJM in the last 25 years, showing how these ideas influenced the development of assessment protocols and led to the selection of research strategies for t...
370 Citations Source Cite
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