1. Issues in Examining Theses and Dissertations Prepared by Deakin University

2. On being approached to examine 1  Assess your expertise in the field/area.  Read the abstract or summary.  Formulate your decision as to whether to examine.

3. On being approached to examine 2  Examining has scholarly benefits  Examining is a scholarly obligation.  Decline to examine the thesis if: you have insufficient expertise; there is a conflict of interest; or you are unable to complete the task in the allocated time.  You are not paid to examine, but it is normal practice to be offered an honorarium

4. Preparing to examine  Obtain an overview of the whole thesis.  Distance yourself from your own research experience.  Set aside time to read the thesis (and attend any exhibition etc).  Make notes and comments along the way.  Return and attend to problematic areas in more detail at a later stage.

5. Preparatory considerations  Amount of original contributions.  Consider whether the thesis makes a difference to the field.  Consider the questions posed and whether they are addressed.  Is the core material worth publishing?

6. Examining 1  Look at the amount of work that had to be done in terms of the time available for the degree.  Look at the originality of the work and the extent to which there is a new contribution to knowledge.  Look for a coherent story that is founded on research and scholarship.

7. Examining 2  Look for a demonstration that the candidate critically understands the research context, the problem and the literature.  Look for a concise and critical understanding of the methodological issues behind the research, and of the methods used.  Look at the extent to which you think the thesis can contribute to publishable outcomes.  Avoid becoming ‘bogged’ down in editorial errors

8. Making your judgement 1 Matters of process  The first five pages of the thesis usually influence your impression enormously.  Generally, half-way through reading you know whether it is worthwhile or not.

9. Making your judgement 2 Matters of judgement  What are the implications for the general area?  Has the candidate satisfactorily answered the questions they posed? Are the conclusions justifiable?  Are the literature and references up-to-date?  Separate matters of fact from matters of interpretation or opinion.

10. Making your judgement 3  Discussion with colleagues?  Do you recommend revisions or major changes. Are your concerns related to style or substance?  Determine whether the essence of the thesis is worthy. Is the substance appropriate?

11. Preparing to write your report  Read the advice and requirements of the university.  Your judgement needs to be supported, logically, by your report.  A ‘generosity of spirit’ is appropriate.  Take a break between reading the thesis and writing the report or write it immediately?

12. Writing your report 1  Provide guidance for the candidate on what ought to be done in terms of any changes/re-writing/improvements and/or for publication.  Be positive and constructive.  Providing a hierarchy of comments and suggestions may help.

13. Writing your report 2  Write any comments about editorial, grammatical etc. issues in the second part of your report.  Submission of the thesis without the supervisor’s approval.  Examines are not free to use the thesis contents.

14. How the university will use the examiners’ reports 1  Reports are usually reviewed initially by the examination administration to check they are complete and if there are any major problems in or between the reports. The reports are then forwarded via the chair of a postgraduate research committee to the department head or postgraduate studies coordinator for their advice on the examiners’ reports or recommendations.

15. How the university will use the examiners’ reports 2  Routine decision-making is usually handled executively and forwarded to the candidate, supervisor and academic board or equivalent.  Non-routine decisions are usually referred to a panel or a postgraduate research committee.  Obligation to undertake a re-examination.

16. A final word  Conflicting examiners reports are not uncommon. Indeed, a small piece of research Kamler & Threadgold (1997) showed how variable reports can be.  Examining purports to be objective, but it really has strong subjective elements.  Engage in further discussion and debate.

17. Further reading and resources  An audio CD is available on examining from ripvet@deakin.edu.au  Some readings on examining are listed in the notes to this slide.