Critical Issues in Higher Education by Michael Kompf (auth.), Michael Kompf, Pamela M. Denicolo

By Michael Kompf (auth.), Michael Kompf, Pamela M. Denicolo (eds.)

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The framework for higher education qualifications in England, Wales and Northern Ireland. Gloucester: QAA, 23–25 and 39. Quality Assurance Agency (2012). UK Quality Code for Higher Education, Part B: Assuring and enhancing academic quality, Chapter B11 Research degrees. [Online] Gloucester: QAA. aspx Accessed 23 July 2012. 35 G. CLARKE Quality Assurance Agency (2008). The framework for higher education qualifications in England, Wales and Northern Ireland. Gloucester: QAA, 23–25 and 39. Quality Assurance Agency (2012).

Sterling, Virginia: Stylus. , Green, H. (2002). Improving Standards in postgraduate research degree programmes: A report to the Higher Education Funding Councils of England, Scotland and Wales. Bristol: Higher Education Funding Council for England (HEFCE). , and David, M. (2002). D. assessments. Studies in Higher Education, 27(3), 263–273. Morley, L. (2004). Interrogating doctoral assessment. International Journal of Educational Research, 41(2), 91–97. Quality Assurance Agency (2001). The framework for higher education qualifications in Scotland.

It affirms that the principal method of doctoral assessment in the UK remains the thorough evaluation of the candidate’s ‘output’ (thesis/dissertation, artefact, or portfolio), by two or more examiners (normally three if the candidate is a member of academic staff at the institution where s/he is studying), and an oral examination commonly called the viva voce, or viva, during which the examiners question the candidate about his/her thesis. The chapter also addresses the use of assessment criteria in doctoral examining and the ways in which institutions have adopted additional criteria to reflect subject needs.

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