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The examination process

Overview and research

Examiners report that they undertake the examination of theses for several reasons including firstly a sense of duty regarding:

  • maintaining standards within the discipline
  • the belief that one of the roles of an academic is to examine theses
  • a duty to ones students, or the 'quid pro quo' concept: "It's...a reciprocal obligation from having one's own students examined" and "I have eight students at the moment which means I need 16 examiners soon...so I need to reciprocate" (Mullins and Kiley 2002).

Secondly they examine because of the excitement and interest involved, particularly where one can read at a level of detail not included in the examiners' day-to-day professional reading. Research notes that many examiners spend a great deal of time examining a dissertation, and that they take this role very seriously.

Different examiners approach the task differently, but most:

  • Begin by reading the Abstract, Introduction & Conclusion to gauge the scope of the work and whether what candidates say they are going to do is actually done
  • Looking at the references to see what sources have been used and whether they need to follow up on any of them
  • Then read from cover to cover taking detailed notes, finally go back over the thesis to check whether their questions have been answered or whether their criticisms are justified.

While examiners are asked to make a recommendation on the dissertation, the research suggests that, other than inexperienced examiners, most expect that a substantial percentage of dissertation will be in the 'middle' range and with others in the 'pedestrian' range. As Tinkler and Jackson (2004) say of one examiner's report "It was clear this was a weak thesis, the question was, how weak can it be and still pass?" (p. 119).

The above text was based on the following research:

Kiley, M. and Mullins, G. (2004) Examining the examiners: How inexperienced examiners approach the assessment of research theses, International Journal of Educational Research, 42, 2 121-135

Mullins, G. and Kiley, M. (2002) It's a PhD, not a Nobel prize: How experienced examiners assess theses, Studies in Higher Education, 27, 4

Tinkler, P., & Jackson, C. (2004). The Doctoral Examination Process: A handbook for students, examiners and supervisors. Buckingham: SRHE and Open University Press.

Ideas and tools

Advice from experienced examiners to colleagues about to examine their first doctoral dissertation suggests the following:

  • read as many examiners' reports as possible (being on a Higher Degrees committee is helpful here)
  • talk with experienced examiners to find out how they approach the examination process
  • examine at the Honours or Masters level where there is generally internal examiners and often more support and/or moderation of examining than at the doctoral level
  • invite an experienced colleague to work through parts of the first thesis that you have been asked to examine to compare your views (while most universities require confidentiality, most would also agree to a request from a novice examiner to discuss particular issues, in confidence, with a colleague).

Useful advice on how to examine a thesis can be found on the web site. This information is useful for both supervisors explaining the process to their students as well as those who are about to begin examining.

ANU information

The ANU policy related to the selection of examiners has undergone some change recently with the development of the College structure. Each College has developed its own policies and guidelines with the overall ANU policy (PhD and MPil). Contact the graduate convener for your discipline for further information.

 

For College-specific information contact:

Currently ANU colleges are compiling information about the examination process. In the meantime, contact the College Associate Dean (HDR) for more general college information.