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  • A must read: It's a PhD, not a Nobel Prize'

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    • A recent international survey asked for views on what had been the most influential literature in the field of doctoral education. Among the articles cited, this one by Margaret Kiley and Gerry Mullins was held to be the most influential. It is one of the most cited articles in the discipline of doctoral education. Mullins, G. and Kiley, M., 2002. 'It's a PhD, not a Nobel Prize': how experienced examiners assess research theses'. Studies in Higher Education, 27(4), pp.369-386.

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    • The article says a lot about the nature of the PhD and the abstract reads:

      'Research to date on the examination process for postgraduate research theses has focused largely on the deconstruction of examiners' reports. This article reports on a study of the processes that experienced examiners go through, and the judgements they make before writing their reports. A sample of 30 experienced examiners (defined as having examined the equivalent of at least five research theses over the last five years), from a range of disciplines in five universities was interviewed. Clear trends emerged with regard to: the criteria used by examiners and the levels of student performance expected by them; critical judgement points in the examination process; the examiners' perceptions of their own role in the process; the influence on examiners of previously published work, the views of the other examiner(s) and their knowledge of the student's supervisor and/or department, and the level of perceived responsibility between student and supervisor.' You may it useful to read and reflect on at your leisure and your doctoral candidates may also find it helpful.'

      In addition to reminding us that a PhD has to simply meet the institutional criteria (contained within the regulations) in order to be awarded as PhD, all participants in an Oral Defence will find it useful to look at this article:

      • Students to see how examiners approach the doctoral examination.
      • Supervisors as they reassure students about the fairness as well as the robustness of the examination.
      • Chairs, because in helping examiners come to an agreed position, it provides a reminder that the thesis only has to meet the institutional criteria in order to be awarded the degree of PhD.

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