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After the oral defence, plan to revise and submit the final thesis
Students often concentrate so much on completing their theses before the initial submission that they may not have paid much attention to what each of the outcome categories means and how to respond. A few may even feel insecure or worried. Supervisors may review with students the definitions of the outcome categories and clarify examiner feedback.
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​There areÌýfour possible outcomes: one "passed" outcome and three possible "not passed" outcomes.Ìý
AÌý"passed"Ìýoutcome might require minor revisions (e.g., stylistic or editorial changes).Ìý
A "not passed" outcome may required major revisions to the thesis ("thesis not passed"), or another oral defence ("oral defence not passed"). Or it may require both major revisions to the thesis and another oral defence ("thesis and oral not passed").Ìý
Following the oral defence, the committee communicates to the student what revisions and/or actions are needed. Supervisors are typically delegated to ensure the student carries out required revisions.Ìý
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Students: Submitting a revised dissertation
Most students who receive a pass will be asked to make minor revisions to their dissertations. Some may need to correct more than typographical errors.
Consult theÌýfinal thesis regulations and instructions section on the GPS website for detailed information.Ìý
Upload the dissertationÌýa few days earlier than the deadlineÌý(strongly recommended).
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Supervisors: Remember that emotional support might be necessary
Students often need considerable emotional support while waiting to hear the outcome of their examination and if they are asked to revise their thesis. They may be concerned about finding the necessary time and funds to support this additional work, or may struggle with receiving critical feedback.
Supervisors can help prepare their students to receive critical feedback early in the degree by encouraging them to publish in peer-review journals and to present their work at conferences where they are likely to have to cope with criticism. Where research is undertaken in groups, encouraging supportive critique and discussing ways of dealing with criticism of every kind can all prepare doctoral candidates for receiving and handling examiners' comments.
Examiners may approach their role as teachers, not just as assessors
Different examiners may have different approaches in providing their feedback. Some examiners may provide formative feedback aimed at helping a student improve. Approaching the examiner reports as a learning opportunity, and thereby thinking of the examiner in a teaching role, may help students and supervisors better understand the thesis evaluation process and examiners’ expectations, and more easily interpret the reports.Ìý
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What do examiners focus on in their reports?Ìý
Two studies that documented examiners’ reports for PhD dissertations across disciplines (Holbrook, Bourke, Fairbairn, & Lovat, 2012; Holbrook, Bourke, Lovat, & Dally, 2004) identified common trends:Ìý
- Scope, significance and contribution of the thesis attract the most comments.Ìý
- Examiners are more likely to comment on analysis and reporting of the thesis than other aspects.
- Across disciplines, analysis and reporting is also the area that attracts the most formative comments (i.e., feedback that is developmental and calls for self-judgement and further productive thinking by the student), especially in the sciences.
- Examiners useÌýreports not only to judge a thesis, but to instruct, mentor, and confirm membership of the academy.Ìý
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References
Holbrook, A., Bourke, S., Fairbairn, H., & Lovat, T. (2012). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 1-18.
Holbrook, A., Bourke, S., Lovat, T., & Dally, K. (2004). Qualities and characteristics in the written reports of doctoral thesis examiners. Australian Journal of Educational & Developmental Psychology, 4, 126-145.
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