Investigating PhD thesis examination reports

Holbrook, Allyson; Bourke, Sidney; Lovat, Terence; Dally, Kerry

doi:10.1016/j.ijer.2005.04.008

Cited by 55 publications

(25 citation statements)

References 14 publications

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“…Seven key themes emerged, which were ranked i) quality of scientific writing, ii) general presentation of thesis, iii) statistics and data analysis, iv) understanding / critical appraisal, v) experimental design, vi) English language and vii) supervisory issues. The themes that emerged were not surprising and mirror themes identified in previous studies utilising examiners reports on doctoral (Holbrook, Bourke, Fairbairn & Lovat, 2014;Holbrook Bourke, Lovat & Dally, 2004a, 2004bKumar & Stracke, 2011;Mullins & Kiley, 2002).…”

Section: Discussionsupporting

confidence: 70%

“…PGR examiners utilise their written reports to provide a summative assessment of the quality of the thesis and deliver formative feedback on how the thesis might be improved to meet the required standard for the award (Holbrook, Bourke, Lovat & Dally, 2004a;Kumar & Stracke, 2011). Examiners reports are a rich source of feedback on candidate's written work and, in the case of this audit, can provide feedback on candidate's performance during the oral defence.…”

Section: Discussionmentioning

confidence: 99%

“…Examiners written reports provide insight into their expectations of thesis quality (Kyvik &Thune, 2015), but also provide valuable formative feedback to the candidate on what changes could be made to raise the standard of the thesis to the level expected. (Holbrook, Bourke, Fairbairn, & Lovat, 2014;Holbrook, Bourke, Lovat, & Dally, 2004a, 2004bKumar & Stracke, 2011). Kumar and Stracke (2011) and later Holbrook and colleagues (2014) explored the role of examiners in assessment and feedback and discussed the notion that many examiners consider the doctoral / research masters thesis to be a work in progress, which can still be revised and submitted to meet the required standard.…”

Section: Novice Researchermentioning

confidence: 99%

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Identifying Unmet Training Needs for Postgraduate Research Students in the Biomedical Sciences through Audit of Examiners’ Reports

Tonks

Williams

2018

IJDS

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Aim/Purpose: Understanding the educational needs of postgraduate research candidates (PGRs) is essential to facilitate development, support attainment, and maintain graduate quality. Background: The production and effective defence of the research thesis are the summative assessment tools used in postgraduate research education. Examiners’ reports provide a rich source of feedback and indicate the gap between the candidate’s level of performance and that expected for the award. This provides a lens through which to view the unmet training needs of PGR cohorts. Methodology: Following a review of all examiner reports for PGR assessments held over a 12 month period, we explored the quantitative and qualitative dimension data in context in order to identify common training needs for our PGR students. Utilising this theoretical framework and standard thematic analysis, we identified recurring themes and were able to determine key areas for future focus. Contribution: This study utilises independent comment from postgraduate research candidate thesis and oral examination assessment to identify unmet core research training needs. Findings: We recognised seven key areas identified by the examiners for improvement: i) quality of scientific writing, ii) general presentation of thesis, iii) statistics /data analysis, iv) understanding / critical appraisal, v) experimental design, vi) English language and vii) supervision. Academic literacy and numeracy stood out as key areas for future training focus. The results highlight areas for future focus in educational provision and targeted training for PGRs undertaking biomedical and life sciences research within our faculty. Recommendations for Practitioners: Evaluation of postgraduate research programmes should include feedback from a variety of sources and not rely solely on employability and completion rates as measures of success. The examination committees are an important source of feedback on the individual and the programme with regard to attainment of core research skills. Recommendation for Researchers: Regular and wide reaching evaluation of postgraduate research programmes and support available is required to ensure the sector can meet the changing needs of our PGR cohorts. Impact on Society: Doctoral graduates are entering increasingly diverse employment fields. Ensuring the quality of graduates and supporting their journey through candidature ensures the greatest value for society once in the work place. Future Research: This study highlights unmet training needs of PGRs as identified by an inde-pendent expert. The impact of engagement with training and the importance of prior experience are not explored in this study, nor is the student perspective on the process. These will reveal additional dimensions to the evaluation process.

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Section: Discussionsupporting

confidence: 70%

Section: Discussionmentioning

confidence: 99%

Section: Novice Researchermentioning

confidence: 99%

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Identifying Unmet Training Needs for Postgraduate Research Students in the Biomedical Sciences through Audit of Examiners’ Reports

Tonks

Williams

2018

IJDS

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“…Examiners favour a thesis that engages with the findings Examiners also favour a thesis that thoroughly engages with the findings, rather than merely listing what was found. A thesis candidate must interpret, analyse and critically appraise their findings, draw conclusions from them and show the implications for the research question or problem (Holbrook et al 2004c). On the other hand, examiners are vigilant for overstated, misrepresented or misreported findings, unconvincing analyses or interpretations and conclusions that go beyond what the findings can support.…”

Section: Examiners Favour a Thesis With A Convincing Approachmentioning

confidence: 99%

What examiners do: what thesis students should know

Golding

Sharmini

Lazarovitch

2013

Assessment & Evaluation in Higher Education

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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 and the expectations of a normal reader. Like any reader, thesis examiners get annoyed and distracted by presentation errors, and they want to read a work that is a coherent whole. As academic readers, examiners favour a thesis with a convincing approach that engages with the literature and the findings, but they require a thesis to be publishable research. Finally, examiners give not only a final evaluation of a thesis, but also instruction and advice to improve the thesis and further publications and research. We hope that these generalisations will demystify the often secret process of assessing a thesis, and reassure, guide and encourage students as they write their theses.

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“…Despite the wide acknowledgement of the significance of the transition towards independence, there remains silence about how this process occurs at a doctoral level. The nature of learning and the learning processes that take place at this level remain mysterious (Holbrook, Bourke, Lovat, & Dally, 2004) and little empirical research has examined how students' learning to become independent researchers is demonstrated in face-to-face supervisory interactions.…”

Section: Independent Researchermentioning

confidence: 99%

Pedagogical practices in PhD supervision meetings from a conversation analytic perspective

Nguyen¹

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This study examines pedagogical practices in PhD supervision meetings in an Australian university using conversation analysis. Although communication between supervisors and students has been acknowledged as having a great impact on the successful completion of a PhD and several studies of PhD supervision meetings have been conducted, the actual interaction that takes place in this goal-oriented institutional setting is under-researched.Data for this study consist of approximately 25 hours of supervisory talk and video recorded during 25 PhD supervision meetings in an Australian research intensive university. Participants include five supervisors and five PhD students in both social and natural sciences at two stages of candidature: an early stage within the first year of candidature, and a late stage before thesis submission.Analysis of the data shows that supervisors performed a range of actions in accomplishing their challenging task of balancing giving guidance and developing student autonomy. These actions include giving guidance and factual information, giving feedback with equivocation, providing several options, withholding advice, and questioning. In performing these actions and flexibly switching between actions, supervisors sometimes treat the students as needing guidance and advice, and sometimes regard them as independent researchers. The examination of supervisors' pedagogical practices highlights that equivocation is a factor constituting the balancing act.The analysis demonstrates that students are oriented to the goal of learning to become independent researchers. Their orientations centre on the balance between seeking guidance, advice from supervisors and developing their skills and knowledge as independent researchers. The students' orientations towards independent researchers at the early stage of candidature are displayed in the way they take responsibility for their study, voice their opinions, and demonstrate their knowledge and capability of doing research. Meanwhile students at both stages of candidature take responsibility for their study and voice their own opinions, those at the late stage display more confidence and competency. In addition to taking responsibility and voicing opinions, the students at the late stage are in a position to make own decisions on research-related issues and claim independent knowledge.The dynamics of the interaction between the supervisors and students emerge from the analysis of the data and this suggests distinctive features of supervision meetings in the two stages of candidature. As a result, this study provides empirical evidence for an understanding of institutional ii talk in the context of higher education and implications for supervision pedagogy. It extends empirical knowledge of pedagogical practices in supervision meetings. This knowledge will provide supervisors and students with deep insights into their own practices. It can also help to bridge the mismatch of expectations about roles and responsibilities between supervisors and stu...

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Investigating PhD thesis examination reports

Cited by 55 publications

References 14 publications

Identifying Unmet Training Needs for Postgraduate Research Students in the Biomedical Sciences through Audit of Examiners’ Reports

Identifying Unmet Training Needs for Postgraduate Research Students in the Biomedical Sciences through Audit of Examiners’ Reports

What examiners do: what thesis students should know

Pedagogical practices in PhD supervision meetings from a conversation analytic perspective

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