90
views
0
recommends
+1 Recommend
1 collections
    0
    shares
      • Record: found
      • Abstract: found
      • Article: found
      Is Open Access

      Examining the doctoral viva: Perspectives from a sample of UK academics

      London Review of Education

      IOE Press

      DOCTORAL EDUCATION, VIVA VOCE EXAMINATION, DOCTORATENESS

      Read this article at

      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          The doctoral viva voce examination has existed in Britain since the PhD (or DPhil) was introduced at Oxford University almost a hundred years ago. However, despite some recent research studies, it seems that the viva remains somewhat under-researched and that viva voce examinations continue to take place according to largely unchanged and unchallenged procedures. This paper presents evidence collected via questionnaire and interview from a sample of UK academics working in education departments at 16 universities in England. It is shown that individuals within the sample hold contrasting views about the purpose, value, and degree of reliability associated with oral assessment at doctoral level. The paper critically examines eight aspects of the viva's design, purpose, conduct, and outcomes, under such headings as 'examiner judgement', 'examiner behaviour/attitudes' and 'the viva as opportunity'. The question of whether examiners should have the power to waive the viva under certain circumstances is also addressed. Rather than attempting to provide definitive answers to such questions, the paper highlights a series of inter-related issues which seem problematic. The author's intention is to spark further discussion in academia about the viva's current and possible future content, conduct, and purposes.

          Related collections

          Author and article information

          Journal
          10430
          London Review of Education
          IOE Press
          1474-8460
          01 December 2015
          : 13
          : 3
          : 92-105
          Article
          1474-8460(20151201)13:3L.92;1- s12.phd /ioep/clre/2015/00000013/00000003/art00012
          10.18546/LRE.13.3.12
          Product
          Categories
          General articles

          Comments

          Comment on this article

          London Review of Education
          Volume 13, Issue 3

          Similar content 57