Assessing the Doctoral Thesis When It Includes Published Work

Autor/inn/en	Sharmini, Sharon; Spronken-Smith, Rachel; Golding, Clinton; Harland, Tony
Titel	Assessing the Doctoral Thesis When It Includes Published Work
Quelle	In: Assessment & Evaluation in Higher Education, 40 (2015) 1, S.89-102 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2014.888535
Schlagwörter	Doctoral Degrees; Doctoral Dissertations; Doctoral Programs; Online Surveys; Writing for Publication; Supervisors; College Faculty; Experienced Teachers; Student Publications; Opinions; Examiners; Performance Factors; Educational Quality; Evaluation Criteria; Theses; Teacher Surveys; Teacher Attitudes; Educational Practices; Foreign Countries; Case Studies; New Zealand + Suchen Sie Ihr Suchwort? Doctoral degree; Doktorgrad; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Doktorandenprogramm; Fakultät; Studentenzeitung; Lehrmeinung; Examiner; Prüfer; Leistungsindikator; Quality of education; Bildungsqualität; These; Lehrerverhalten; Bildungspraxis; Ausland; Case study; Fallstudie; Case Study; Neuseeland
Abstract	In this article we explore how examiners assess a thesis that includes published work. An online survey was used to gather data on approaches to assessing publication-based theses (PBTs). The respondents were 62 supervisors who had experience examining PBTs across a range of disciplines at a research-intensive university in New Zealand. Nearly half of the respondents had examined 'hybrid' theses with papers inserted as chapters, 41% had examined theses with publications appended and 14% had examined PhDs by publication (i.e. papers alone). Twenty-nine per cent of examiners used their own extended set of criteria to assess PBTs, 48% found them easier to assess but 26% wanted more guidance. Our analysis also indicated that 86% of the examiners were highly influenced by publications in top-ranked journals and international peer-reviewed journals. Among the concerns of the examiners was the intellectual input of the candidate in any multi-authored publication, as well as the coherence of the thesis. We recommend the need for clearer guidelines for doctoral candidates, supervisors and examiners managing PBTs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10