An analysis of Ph.D. examiners’ reports in engineering

Abstract

In recent years, there have been increasing calls for an overall transformation of the nature of engineering Ph.D. programs and the way theses are assessed. There exists a need to understand the examination process to ensure the best quality outcome for candidates in engineering. The work we present in this paper uses data collected between 2003 and 2010 for a total of 1220 Australian Ph.D. theses by analysing examiner reports. Our analysis indicates that Ph.D. theses in engineering, N = 106, differ considerably from those in other fields in areas such as gender of candidates and examiners and the examiners’ geographical location. We also found that assessment areas such as significance and contribution of the thesis, publications arising from the thesis, breadth, depth and recency of the literature review and communication and editorial correctness are areas in which the proportion of text of engineering examiners' comments differs significantly from other fields.

Keywords:

• Ph.D.s in engineering
• engineering doctorates
• Ph.D. examination

Dr Elena Prieto is a lecturer in Mathematics Education at the University of Newcastle, Australia. She holds a Bachelor degree in Mathematics and Ph.D. in Theoretical Computer Science. From 2005, she has worked extensively in the Engineering Education field and managed and published on an Australian Research Council funded project to identify and develop strategies for increasing engineering enrolments.

Allyson Holbrook is a professor of Education and Director of the Centre for the Study of Research Training and Impact (SORTI), The University of Newcastle, Australia. Her research interests and publications focus on doctoral level assessment, quality, and how research learning occurs. She has been awarded four Australian Research Council Discovery Grants in the area of doctoral candidature and assessment.

Sid Bourke is a professor of Education at The University of Newcastle, Australia. His research interests include educational assessment and the development and application of quantitative research methods. His recent focus and publications are on Ph.D. candidature, completion times and attrition, and thesis assessment He has been awarded four Australian Research Council Discovery Grants in the area of doctoral candidature and assessment.