Citations (72)
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Eva O. L. Lantsoght. (2023) Doctoral defence formats. Studies in Higher Education 48:2, pages 343-355.
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Deborah Chetcuti, Joseph Cacciottolo & Nicholas Vella. (2022) What do examiners look for in a PhD thesis? Explicit and implicit criteria used by examiners across disciplines. Assessment & Evaluation in Higher Education 47:8, pages 1358-1373.
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Sarah Carr & Suzanne Sun. (2022) Ensuring accuracy and quality for oral examinations in translation. Assessment & Evaluation in Higher Education 47:6, pages 830-842.
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V. Kumar, A. Kaur & L. J. Sanderson. (2022) PhD orals from the convenors’ perspective: implications for academics and candidates. International Journal for Academic Development 0:0, pages 1-13.
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Gina Wisker, Ludovic Highman, Rachel Spronken-Smith & Joseph Waghorne. (2022) Across time and space: Examiner and candidate experiences of online doctoral vivas. Innovations in Education and Teaching International 59:2, pages 131-141.
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Sarah Jane Smith & Vivien Urquhart. (2018) UK PhD assessment in accounting and finance: social capital in action. Accounting Education 27:2, pages 160-182.
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Arjen van der Heide, Alix Rufas & Alexandra Supper. (2016) Doctoral Dissertation Defenses: Performing Ambiguity Between Ceremony and Assessment. Science as Culture 25:4, pages 473-495.
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Michelle Share. (2016) The PhD viva: a space for academic development. International Journal for Academic Development 21:3, pages 178-193.
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Elena Prieto, Allyson Holbrook & Sid Bourke. (2016) An analysis of Ph.D. examiners’ reports in engineering. European Journal of Engineering Education 41:2, pages 192-203.
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Sally Hancock & Elaine Walsh. (2016) Beyond knowledge and skills: rethinking the development of professional identity during the STEM doctorate. Studies in Higher Education 41:1, pages 37-50.
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Svein Kyvik. (2014) Assessment procedures of Norwegian PhD theses as viewed by examiners from the USA, the UK and Sweden. Assessment & Evaluation in Higher Education 39:2, pages 140-153.
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Jerry Wellington. (2013) Searching for ‘doctorateness’. Studies in Higher Education 38:10, pages 1490-1503.
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Clare
Marie Mehta, Emily Keener & Lydia Shrier. (2013) Perceived Advantages and Disadvantages of Being a Female Graduate Student in the US and the UK. Gender and Education 25:1, pages 37-55.
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Suki Ali & Kelly Coate. (2013) Impeccable advice: supporting women academics through supervision and mentoring. Gender and Education 25:1, pages 23-36.
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Jacqueline
H. Watts. (2012) Preparing doctoral candidates for the viva: issues for students and supervisors. Journal of Further and Higher Education 36:3, pages 371-381.
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Susan Carter. (2012) English as an additional language (EAL) viva voce: the EAL doctoral oral examination experience. Assessment & Evaluation in Higher Education 37:3, pages 273-284.
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Mostafa Hasrati & Reza Hashemi. (2011) The PhD game in a Middle Eastern setting: a small-scale study of science students in an Iranian university. Quality in Higher Education 17:3, pages 331-352.
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Barbara Crossouard. (2011) The doctoral viva voce as a cultural practice: the gendered production of academic subjects. Gender and Education 23:3, pages 313-329.
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Jerry Wellington. (2010) Supporting students' preparation for the viva: their pre-conceptions and implications for practice . Teaching in Higher Education 15:1, pages 71-84.
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James Badger. (2010) Assessing reflective thinking: pre‐service teachers’ and professors’ perceptions of an oral examination. Assessment in Education: Principles, Policy & Practice 17:1, pages 77-89.
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Barbara Crossouard & John Pryor. (2009) Using email for formative assessment with professional doctorate students. Assessment & Evaluation in Higher Education 34:4, pages 377-388.
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Barbara Crossouard & John Pryor. (2008) Becoming researchers: a sociocultural perspective on assessment, learning and the construction of identity in a professional doctorate. Pedagogy, Culture & Society 16:3, pages 221-237.
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Barbara Crossouard. (2008) Developing alternative models of doctoral supervision with online formative assessment. Studies in Continuing Education 30:1, pages 51-67.
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Allyson Holbrook, Sid Bourke, Hedy Fairbairn & Terry Lovat. (2007) Examiner comment on the literature review in Ph.D. theses. Studies in Higher Education 32:3, pages 337-356.
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Alan Cribb & Sharon Gewirtz. (2006) Doctoral student supervision in a managerial climate. International Studies in Sociology of Education 16:3, pages 223-236.
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Sue Clegg & Miriam David. (2006) Passion, pedagogies and the project of the personal in higher education. Twenty-First Century Society 1:2, pages 149-165.
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Beth Kurtz‐Costes, Laura Andrews Helmke & Beril Ülkü‐Steiner. (2006) Gender and doctoral studies: the perceptions of Ph.D. students in an American university. Gender and Education 18:2, pages 137-155.
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Chris Park. (2005) New Variant PhD: The changing nature of the doctorate in the UK. Journal of Higher Education Policy and Management 27:2, pages 189-207.
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Carole Leathwood
. (2005) Assessment policy and practice in higher education: purpose, standards and equity. Assessment & Evaluation in Higher Education 30:3, pages 307-324.
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James Hartley
& Claire Fox. (2004) Assessing the mock viva: the experiences of British doctoral students. Studies in Higher Education 29:6, pages 727-738.
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MiriamE. David. (2004) Feminist sociology and feminist knowledges: Contributions to higher education pedagogies and professional practices in the knowledge economy. International Studies in Sociology of Education 14:2, pages 99-124.
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Allyson Holbrook, Sid Bourke, Terry Lovat & Kerry Dally. (2004) PhD theses at the margin: Examiner comment on re‐examined theses. Melbourne Studies in Education 45:1, pages 89-115.
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Eva O. L. Lantsoght. (2022) Effectiveness of Doctoral Defense Preparation Methods. Education Sciences 12:7, pages 473.
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Eva O. L. Lantsoght. (2021) Students’ Perceptions of Doctoral Defense in Relation to Sociodemographic Characteristics. Education Sciences 11:9, pages 463.
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Carolina Nicolas, Jaime Gil-Lafuente, Angélica Urrutia & Leslier Valenzuela-Fernández. (2021) Using fuzzy Indicators in customer experience analytics. Journal of Intelligent & Fuzzy Systems 40:2, pages 1983-1996.
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Tony Burner, Eva Bjerkholt, Andre V. Gaathaug, Synne Kleiven & Tone Marte Ljoså. (2020) Doctorateness across Higher Education Institutionsin Norway. Uniped 43:1, pages 3-18.
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Dan Remenyi. (2019) Never Smile at a Crocodile: A bad Viva Voce by the rule
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Pat Sikes. (2017) And then he threatened to kill himself: nightmare viva stories as opportunities for learning. Qualitative Research Journal 17:4, pages 230-242.
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Søren S. E. Bengtsen. 2017. Handbook of Research on Creative Problem-Solving Skill Development in Higher Education. Handbook of Research on Creative Problem-Solving Skill Development in Higher Education
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Liv Langfeldt & Svein Kyvik. (2010) Researchers as evaluators: tasks, tensions and politics. Higher Education 62:2, pages 199-212.
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Nils T. Hagen. (2010) Deconstructing doctoral dissertations: how many papers does it take to make a PhD?. Scientometrics 85:2, pages 567-579.
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H. Kersten, D. Bearn, S. Gundersen, P. Holbrook, N. Kotsanos, M. Radnai & J. Virtanen. (2010) Proposed requirements for a European Doctorate in Dentistry: a discussion document prepared by a special interest group under the auspices of the Association for Dental Education in Europe. European Journal of Dental Education 14:1, pages 35-42.
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Ken Gale, Jane Speedy & Jonathan Wyatt. (2009) Gatecrashing the Oasis? A Joint Doctoral Dissertation Play. Qualitative Inquiry 16:1, pages 21-28.
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Glenn Pearce & Geoffrey Lee. (2009) Viva Voce (Oral Examination) as an Assessment Method. Journal of Marketing Education 31:2, pages 120-130.
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Allyson Holbrook, Sid Bourke, Terry Lovat & Hedy Fairbairn. (2008) Consistency and Inconsistency in PhD Thesis Examination. Australian Journal of Education 52:1, pages 36-48.
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David R Thompson, Sandy Kirkman, Roger Watson & Simon Stewart. (2005) Improving research supervision in nursing. Nurse Education Today 25:4, pages 283-290.
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Bill Johnston & Rowena Murray. (2004) New Routes to the PhD: Cause for Concern?. Higher Education Quarterly 58:1, pages 31-42.
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Sid Bourke, John Hattie & Lorin Anderson. (2004) Predicting examiner recommendations on Ph.D. theses. International Journal of Educational Research 41:2, pages 178-194.
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Allyson Holbrook, Sid Bourke, Terence Lovat & Kerry Dally. (2004) Investigating PhD thesis examination reports. International Journal of Educational Research 41:2, pages 98-120.
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Louise Morley. (2004) Interrogating doctoral assessment. International Journal of Educational Research 41:2, pages 91-97.
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Rowena Murray. (2003) Students’ questions and their implications for the viva. Quality Assurance in Education 11:2, pages 109-113.
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Stuart Powell & Howard Green. (2003) Research degree examining: quality issues of principle and practice. Quality Assurance in Education 11:2, pages 55-63.
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