Citations (36)
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Read on this site (17)
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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Vijay Kumar, Lara J. Sanderson & Amrita Kaur. (2021) Investigating the role of convenors in the PhD viva. Assessment & Evaluation in Higher Education 46:7, pages 1080-1091.
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L. Colombo & E. L. Rodas. (2021) Interdisciplinarity as an opportunity in Argentinian and Ecuadorian writing groups. Higher Education Research & Development 40:2, pages 207-219.
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Ken Lau, Chia-Yen Lin & Eric Odle. (2021)
‘I am just saying maybe …’: Engagement in dissertation defenses. Language and Education 35:1, pages 1-21.
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Murad Abdu Saeed & Kamila Ghazali. (2019) Engaging postgraduates in a peer research group at the research proposal stage in a Malaysian university: support and challenges. Teaching in Higher Education 24:2, pages 180-196.
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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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Neil Harrison, Michelle Trudgett & Susan Page. (2017) The dissertation examination: identifying critical factors in the success of Indigenous Australian doctoral students. Assessment & Evaluation in Higher Education 42:1, pages 115-127.
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Clinton Golding. (2017) Advice for writing a thesis (based on what examiners do). Open Review of Educational Research 4:1, pages 46-60.
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Clinton Golding, Sharon Sharmini & Ayelet Lazarovitch. (2014) What examiners do: what thesis students should know. Assessment & Evaluation in Higher Education 39:5, pages 563-576.
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Allyson Holbrook, Sid Bourke, Hedy Fairbairn & Terence Lovat. (2014) The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education 39:6, pages 983-1000.
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Gina Wisker & Gillian Robinson. (2014) Examiner practices and culturally inflected doctoral theses. Discourse: Studies in the Cultural Politics of Education 35:2, pages 190-205.
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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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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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LindaY. Li & Joelle Vandermensbrugghe. (2011) Supporting the thesis writing process of international research students through an ongoing writing group. Innovations in Education and Teaching International 48:2, pages 195-205.
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Johanna Tuñón & Laura Ramirez. (2010) ABD or EdD? A Model of Library Training for Distance Doctoral Students. Journal of Library Administration 50:7-8, pages 989-996.
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Articles from other publishers (19)
Wee Chun Tan. (2022) Doctoral examiners’ narratives of learning to examine in the PhD viva: a call for support. Higher Education 86:3, pages 527-539.
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Wee Chun Tan. (2022) Speaking the language of defence: narratives of doctoral examiners on the PhD viva. Qualitative Research Journal 22:4, pages 478-488.
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Madhu Neupane Bastola & Victor Ho. (2022) ‘Don't become so much high sounding’: Power dynamics in master's thesis viva. Journal of English for Academic Purposes 60, pages 101180.
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Fiona Charlton & Peter Smith. 2022. Deconstructing Doctoral Discourses. Deconstructing Doctoral Discourses
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Sri Astuti & Diki Rukmana. (2021) Student satisfaction on the implementation of the online undergraduate thesis examination: a PLS-SEM analysis. Quality Assurance in Education 29:4, pages 491-508.
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Adam Nir & Ronit Bogler. (2021) International examiners’ participation of the Viva: a ritual or an actual indicator of research quality?. Quality Assurance in Education 29:2/3, pages 183-197.
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Deepanjana Varshney. 2021. The Role of External Examining in Higher Education: Challenges and Best Practices. The Role of External Examining in Higher Education: Challenges and Best Practices
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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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Susan Carter, Cally Guerin & Claire AitchisonSusan Carter, Cally Guerin & Claire Aitchison. 2020. Doctoral Writing. Doctoral Writing
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Susan CarterSusan Carter. 2020. Academic Identity and the Place of Stories. Academic Identity and the Place of Stories
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David E. Alexander & Ian R. Davis. (2019) The PhD system under pressure: an examiner’s viewpoint. Quality Assurance in Education 27:1, pages 2-12.
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Ray Cooksey & Gael McDonaldRay Cooksey & Gael McDonald. 2019. Surviving and Thriving in Postgraduate Research. Surviving and Thriving in Postgraduate Research
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Geraldine Davis & Hilary Engward. (2018) In defence of the viva voce: Eighteen candidates' voices. Nurse Education Today 65, pages 30-35.
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Stephen DobsonStephen Dobson. 2018. Assessing the Viva in Higher Education. Assessing the Viva in Higher Education
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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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Stan Taylor. 2016. Research Methods for Postgraduates: Third Edition. Research Methods for Postgraduates: Third Edition
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Sue Starfield, Brian Paltridge, Robert McMurtrie, Allyson Holbrook, Sid Bourke, Hedy Fairbairn, Margaret Kiley & Terry Lovat. (2015) Understanding the language of evaluation in examiners’ reports on doctoral theses. Linguistics and Education 31, pages 130-144.
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Collins Ngwakwe. (2015) A critical reflection on subjectivity in examination of higher degrees. Journal of Governance and Regulation 4:4, pages 645-648.
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Mostafa Hasrati. (2013) Why bother about writing a Masters dissertation? Assumptions of faculty and Masters students in an Iranian setting. Asia Pacific Education Review 14:3, pages 455-465.
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