The Thesis and the Viva:

Addressing student concerns

Dr Dorothy Faulkner – Research School Academic Coordinator

What we sometimes forget!

• The thesis is only one of

the formal elements of

the MPhil/PhD/EdD

examination

• Defending the thesis and

‘passing’ the Viva is the

second.

OU criteria for the award of the degree

EdD– The thesis must:

• good style and presentation

• demonstrate reflection on the relationship between theory and practice in

education

• make a significant contribution to the theory and practice of education

• show an ability to select and apply appropriate research methods

• exhibit a high level of critical analysis.

PhD – The thesis must:

• be of good presentation and style

• show evidence of being a significant contribution to knowledge

• demonstrate student’s capacity to pursue further research without supervision

• contain a significant amount of material worthy of publication.

Recommendations examiners can make

• Award the degree

• Corrections and modifications (2 months)

• Substantial amendment (6 months)

• Major revision and resubmission for re-examination

(12 months)

What experienced examiners look for

• Evidence of potential to be an independent researcher

• Evidence of a repertoire of technical, intellectual and personal

skills necessary to identify and tackle research problems

• Good presentation and style

• An original or creative approach to the topic

• Clarity and signposting in relation to the structure of the argument

• A coherent account of the theoretical and methodological

perspectives

• A strong narrative

• Evidence of critical self-assessment by the student

Expectations and concerns

Discuss with the person next to you or in your group:

Any positive anticipations and feelings you have about

your viva and/or stories you have heard about other

people’s experiences.

Expectations and concerns

Discuss with the person next to you or in your group:

Any negative anticipations/feelings you have about the

viva and/or stories you have heard about other people’s

experiences.

Both novice and experienced examiners:

Go about the assessment process in the same way

Use much the same criteria

Are impressed or put off by the same things early in the

process (Kiley & Mullins, 2004; Mullins & Killey, 2002)

Experienced examiners expect a thesis

to pass and see the viva as formative!

Questions they have in mind • How would they have tackled the

problem set out in the abstract & title?

• What questions would they like answers

to?

• Do the conclusions follow on from the

introduction?

• How well does candidate explain what

• s/he is doing?

• Bibliography – comprehensive &

current?

• Are the results worthwhile?

• How much work has actually been

done?

• Intellectual depth & rigour?

• Is this actually research – is there an

argument?

Novice Examiners

• Are more concerned with the

summative dimension

• Pay more attention to

institutional guidelines

• Tend to be uncertain about

benchmarking/boundaries of

good versus poor theses

• Have less supervisory

experience and tend to draw

on their own experience

First impressions count

• Examiners decide very early on in the assessment

process whether a thesis is likely to be hard work or

enjoyable;

• The initial impression of quality is usually formed by the

end of the second or third chapter;

• Across all disciplines the most common descriptor of a

poor thesis is ‘Sloppiness’ (at all levels)

Benchmarks and the Examiners’ report

• Group discussion of benchmarks

In groups of 3 or 4 first read the two sample reports.

Identify some of the characteristics of a good and poor

thesis from the two sample reports an/or from your own

experience.

Make lists of the key characteristics you have identified to

report back.

Some benchmarks of good & poor theses

Poor

• Lack of coherence;

• Lack of theoretical

understanding;

• Lack of

confidence/defensiveness;

• Researches an inappropriate

problem;

• Mixed/confused theoretical

and methodological

perspectives;

• Not able to explain at the end

of thesis what had actually

been argued in the thesis.

Outstanding

• Elegant design, synthesis and

execution of the research;

• Very well written and

organised;

• Exhibits command and

authority over the material

• Has strong, confident,

independent voice;

• Argument is focused, logical

and rigorous;

• Uses new tools, methods,

and/or analyses;

• Conclusion ties whole thing

together.

Three components of a viva

• Skills

• Content

• Conduct

Skills – what you can do to prepare for

academic verbal exchange:

• Look for opportunities to participate in appropriate academic/disciplinary research cultures by:

Attending conferencesAttending internal and external seminarsGiving presentationsSetting up journal clubs/reading circles either f2f or virtual

• Engage in academic debate with your supervisors during supervisions - remember when your supervisors question your work, they are expecting you to defend/justify your ideas!

Before the viva: knowing and navigating the

contentWhat you can do:

Re-read the thesis before the viva

Prepare a ‘road map’ of the thesis (one page summary of each chapter; a

concept map relating key arguments to chapters and chapter sections etc.)

Write a one page summary of the key arguments, findings and conclusions.

Ask yourself (and rehearse) long, medium & short answers to the questions:

What is your thesis’s central argument/finding?

What contribution does it make?

How does the research approach and/research findings differ from those of

other key players in the field?

Where could you go from here?

What are the key strengths and weaknesses? What might have been done

differently?

How have you developed as a researcher; what have you learnt about the

research process?

A mock viva can be a useful dress rehearsal.

Understanding how vivas are conducted

Its not an interrogation! • Approx. 6 months before go

through the Research Degree

Examination Guidelines and agree

a schedule

• Discuss the selection of examiners

and ask for experienced examiners

if possible

• Read the penultimate draft as if you

were the examiner – check 1st &

last chapter for coherence;

• Ask your supervisors to explain the

examination process (what will

happen at beginning of the viva,

how long it is likely to last, how to

handle questions, what the range of

outcomes mean etc.);

• Have a mock viva/dress rehearsal.

Vitae Viva Preparation checklist

• I know my thesis thoroughly

• I have written a one-page summary of each chapter

• I have continued to work with my thesis after submission or have begun to

prepare a conference paper or publication

• I am able to explain how my thesis fits into the big picture

• I have kept up to date with relevant literature

• I know what the implications of my research are to both theory and practice

• I have had a mock viva with my main supervisor

• I have asked my peers to quiz and challenge me about my thesis

• I have explained my thesis to friends and family who are not familiar with it

• I have investigated the backgrounds and publications of my examiners

• I have looked at my institution's guidelines for vivas

• I have produced a list of likely questions

• I have identified areas of my thesis that are likely to be challenged

• I have marked up my thesis to help me refer to it in the viva.

OU resources for students

• Research Degrees Skills website

http://phdskills.open.ac.uk/

Doing Postgraduate Research ( U501) – chapter 11 and DVD

(Potter, S. (2006) 2nd Edition, London: Sage)

Postgraduate Research Skills in Science, Technology, Maths

& Computing (STM895) – online module (see unit on

‘‘‘‘Discourse’’’’

Doctoral training workshop: Preparing for the Probation, PhD

and MRes Viva (usually held in May each year)

Other resources for students & supervisors

• The Good Viva video : see ‘Resources for Supervisors’ on http://phdskills.open.ac.uk/

• Vitae website for postgraduate researchers

http://www.vitae.ac.uk/researchers/1218/Postgraduate-

researchers.html

• Vitae website for supervisors

http://www.vitae.ac.uk/policy-

practice/1389/Supervisors--managers.html

Dorothy Faulkner

Research School Academic Coordinator

The Open University

Walton Hall

Milton Keynes

MK7 6AA

www.open.ac.uk

Students expectations and concerns

(group1)• One is likely to know more about the topic than anyone

else but the examiners may looking for weak points –

how to prepare for this.

• Concerns about the ability to defend the thesis verbally

– getting one’s points across and being able to express

oneself clearly

• We expect it to be difficult but are hoping for very good

feedback from the examiners who are experts but

independent 3rd parties

• It’s your opportunity to be the centre of attention and

really showcase your work.

• You will be entering the viva with the confidence of your

supervisor.

Students expectations and concerns (group

1)• The two examiners might have an argument with each

other although this could be positive as it shows they

are taking your work seriously.

• Just before your viva you realise that you have

submitted the penultimate draft for examination

• Doing a poor defence and not having confidence in

your own work.

Positive feelings – OU supervisors’ viva

experiences

• Feelings of closure, personal development and increased self esteem

• Relief that the end is in sight

• Sense of personal esteem relating to one’s ability to meet and interact with respected, expert examiners in one’s field

• Anticipating publications from the research and thesis

• Looking forward to the opportunity to refine and improve the thesis

• Feelings of confidence – looking forward to the viva

• Recognition that this is the only time in ones academic career when one is able to have 2 – 3 hours of uninterrupted (quality) time discussing one’s own research with acknowledged experts in the field.

• Being able to give a good, robust defence and challenge dull/pedestrian questions from examiners.

Negative feelings – OU supervisors’ viva

experiences• Anxiety about the process; no idea what to expect; viva a

completely unknown experience

• Lack of understanding/information about the process, particularly

amongst part-time students

• Fear of experiencing personal rejection: this is more than just fear

of ‘failing’ the PhD. Given the huge intellectual and personal investment in the research and thesis, it is a fear of rejection at all

levels

• Anxiety about one’s personal ‘performance’, being afraid of not being able to answer the examiners’ questions and also not knowing which areas of the research they will focus on

• Fear of failing completely – not knowing whether the work is good

enough

• Uncertainty about the time scales involved [for corrections] and

hearing ‘horror stories’ about the process and its aftermath from peers and colleagues.