This book provides an authoritative overview of the criteria and standards of the doctorate across a wide range of international settings, with a particular focus on the practices of examining.

Presenting case studies and research from 13 universities in 13 countries across Africa, Asia, North and South America, Australia, and Europe, the book is based on in-depth interviews and comparative analyses of the PhD examining experience. It reveals the variations and similarities in different academic traditions and investigates the extent to which there are comparable expectations and standards across countries. It suggests that criteria and standards – both written and unwritten – are broadly similar, but shows that there is a need for much more explicitly formulated criteria and standards for an internationalised approach to doctoral assessment.

Following on from the 2019 book The Doctorate as Experience in Europe and Beyond, this book will be of great interest to current and potential doctoral examiners, researchers of higher education, and university administrators.

This book provides an authoritative overview of the criteria and standards of the doctorate across a wide range of international settings, with a particular focus on the practices of examining.

Presenting case studies and research from 13 universities in 13 countries across Africa, Asia, North and South America, Australia, and Europe, the book is based on in-depth interviews and comparative analyses of the PhD examining experience. It reveals the variations and similarities in different academic traditions and investigates the extent to which there are comparable expectations and standards across countries. It suggests that criteria and standards – both written and unwritten – are broadly similar, but shows that there is a need for much more explicitly formulated criteria and standards for an internationalised approach to doctoral assessment.

Following on from the 2019 book The Doctorate as Experience in Europe and Beyond, this book will be of great interest to current and potential doctoral examiners, researchers of higher education, and university administrators.

This volume describes, compares, and analyses the experience of ‘defending’ the doctoral dissertation in a final oral examination in universities and traditions in the European Higher Education Area (EHEA) and beyond.

Forming the basis for a comparative study of the different traditions, 11 case study chapters include analysis of the regulatory framework; semi-structured interviews with candidates, examiners, and supervisors; and ethnographic observations of the defence. Cases are drawn from universities in Bulgaria, Denmark, England, France, Germany, Italy, Portugal, Slovenia, the USA, and China. Further chapters analyse comparatively the findings in the case studies and explore crucial themes such as the nature and purpose of the defence, the composition of examining committees, the role of supervisors, and the idea of the defence as ritual and performance.

Providing unprecedented levels of detail into a process often perceived as hidden from academic debate, this book will enrich the experience of both new and existing candidates as well as examiners and supervisors, and will be of further interest to researchers, scholars, and postgraduate students working on the study of higher education, international and comparative education, and assessment in higher education.

This volume describes, compares, and analyses the experience of ‘defending’ the doctoral dissertation in a final oral examination in universities and traditions in the European Higher Education Area (EHEA) and beyond.

Forming the basis for a comparative study of the different traditions, 11 case study chapters include analysis of the regulatory framework; semi-structured interviews with candidates, examiners, and supervisors; and ethnographic observations of the defence. Cases are drawn from universities in Bulgaria, Denmark, England, France, Germany, Italy, Portugal, Slovenia, the USA, and China. Further chapters analyse comparatively the findings in the case studies and explore crucial themes such as the nature and purpose of the defence, the composition of examining committees, the role of supervisors, and the idea of the defence as ritual and performance.

Providing unprecedented levels of detail into a process often perceived as hidden from academic debate, this book will enrich the experience of both new and existing candidates as well as examiners and supervisors, and will be of further interest to researchers, scholars, and postgraduate students working on the study of higher education, international and comparative education, and assessment in higher education.

Illustrated by an empirical study of English as a Foreign Language reading in Argentina, this book argues for a different approach to the theoretical rationales and methodological designs typically used to investigate cultural understanding in reading, in particular foreign language reading. It presents an alternative approach which is more authentic in its methods, more educational in its purposes, and more supportive of international understanding as an aim of language teaching in general and English language teaching in particular.

Illustrated by an empirical study of English as a Foreign Language reading in Argentina, this book argues for a different approach to the theoretical rationales and methodological designs typically used to investigate cultural understanding in reading, in particular foreign language reading. It presents an alternative approach which is more authentic in its methods, more educational in its purposes, and more supportive of international understanding as an aim of language teaching in general and English language teaching in particular.

The Doctorate as Experience in Europe and Beyond presents a detailed and fascintating account of completing a doctorate from the perspectives of researchers, supervisors and students. It provides an in-depth insight through qualitative data, interpretative methods and insider experiences for a truly unique perspective.

Given the popularity of doctoral studies and their increasing importance outside of academia, the PhD has needed to evolve and develop, particularly given its role in the internationalization of universities. Drawing on in-depth interviews with international participants, this book explores case studies and comparative analysis of the dimensions of researcher identity, the processes of supervision and the use of languages for teaching and learning and conducting research.

Providing a keen insight into how the internationalization of higher education is affecting the doctoral experience, The Doctorate as Experience in Europe and Beyond is ideal reading for all academics, doctoral supervisors and examiners as well as postgraduate students involved in doctoral education.

The Doctorate as Experience in Europe and Beyond presents a detailed and fascintating account of completing a doctorate from the perspectives of researchers, supervisors and students. It provides an in-depth insight through qualitative data, interpretative methods and insider experiences for a truly unique perspective.

Given the popularity of doctoral studies and their increasing importance outside of academia, the PhD has needed to evolve and develop, particularly given its role in the internationalization of universities. Drawing on in-depth interviews with international participants, this book explores case studies and comparative analysis of the dimensions of researcher identity, the processes of supervision and the use of languages for teaching and learning and conducting research.

Providing a keen insight into how the internationalization of higher education is affecting the doctoral experience, The Doctorate as Experience in Europe and Beyond is ideal reading for all academics, doctoral supervisors and examiners as well as postgraduate students involved in doctoral education.

This book provides an authoritative overview of the criteria and standards of the doctorate across a wide range of international settings, with a particular focus on the practices of examining.

Presenting case studies and research from 13 universities in 13 countries across Africa, Asia, North and South America, Australia, and Europe, the book is based on in-depth interviews and comparative analyses of the PhD examining experience. It reveals the variations and similarities in different academic traditions and investigates the extent to which there are comparable expectations and standards across countries. It suggests that criteria and standards – both written and unwritten – are broadly similar, but shows that there is a need for much more explicitly formulated criteria and standards for an internationalised approach to doctoral assessment.

Following on from the 2019 book The Doctorate as Experience in Europe and Beyond, this book will be of great interest to current and potential doctoral examiners, researchers of higher education, and university administrators.

This book provides an authoritative overview of the criteria and standards of the doctorate across a wide range of international settings, with a particular focus on the practices of examining.

Presenting case studies and research from 13 universities in 13 countries across Africa, Asia, North and South America, Australia, and Europe, the book is based on in-depth interviews and comparative analyses of the PhD examining experience. It reveals the variations and similarities in different academic traditions and investigates the extent to which there are comparable expectations and standards across countries. It suggests that criteria and standards – both written and unwritten – are broadly similar, but shows that there is a need for much more explicitly formulated criteria and standards for an internationalised approach to doctoral assessment.

Following on from the 2019 book The Doctorate as Experience in Europe and Beyond, this book will be of great interest to current and potential doctoral examiners, researchers of higher education, and university administrators.

This volume describes, compares, and analyses the experience of ‘defending’ the doctoral dissertation in a final oral examination in universities and traditions in the European Higher Education Area (EHEA) and beyond.

Forming the basis for a comparative study of the different traditions, 11 case study chapters include analysis of the regulatory framework; semi-structured interviews with candidates, examiners, and supervisors; and ethnographic observations of the defence. Cases are drawn from universities in Bulgaria, Denmark, England, France, Germany, Italy, Portugal, Slovenia, the USA, and China. Further chapters analyse comparatively the findings in the case studies and explore crucial themes such as the nature and purpose of the defence, the composition of examining committees, the role of supervisors, and the idea of the defence as ritual and performance.

Providing unprecedented levels of detail into a process often perceived as hidden from academic debate, this book will enrich the experience of both new and existing candidates as well as examiners and supervisors, and will be of further interest to researchers, scholars, and postgraduate students working on the study of higher education, international and comparative education, and assessment in higher education.

This volume describes, compares, and analyses the experience of ‘defending’ the doctoral dissertation in a final oral examination in universities and traditions in the European Higher Education Area (EHEA) and beyond.

Forming the basis for a comparative study of the different traditions, 11 case study chapters include analysis of the regulatory framework; semi-structured interviews with candidates, examiners, and supervisors; and ethnographic observations of the defence. Cases are drawn from universities in Bulgaria, Denmark, England, France, Germany, Italy, Portugal, Slovenia, the USA, and China. Further chapters analyse comparatively the findings in the case studies and explore crucial themes such as the nature and purpose of the defence, the composition of examining committees, the role of supervisors, and the idea of the defence as ritual and performance.

Providing unprecedented levels of detail into a process often perceived as hidden from academic debate, this book will enrich the experience of both new and existing candidates as well as examiners and supervisors, and will be of further interest to researchers, scholars, and postgraduate students working on the study of higher education, international and comparative education, and assessment in higher education.

Illustrated by an empirical study of English as a Foreign Language reading in Argentina, this book argues for a different approach to the theoretical rationales and methodological designs typically used to investigate cultural understanding in reading, in particular foreign language reading. It presents an alternative approach which is more authentic in its methods, more educational in its purposes, and more supportive of international understanding as an aim of language teaching in general and English language teaching in particular.

Illustrated by an empirical study of English as a Foreign Language reading in Argentina, this book argues for a different approach to the theoretical rationales and methodological designs typically used to investigate cultural understanding in reading, in particular foreign language reading. It presents an alternative approach which is more authentic in its methods, more educational in its purposes, and more supportive of international understanding as an aim of language teaching in general and English language teaching in particular.

The Doctorate as Experience in Europe and Beyond presents a detailed and fascintating account of completing a doctorate from the perspectives of researchers, supervisors and students. It provides an in-depth insight through qualitative data, interpretative methods and insider experiences for a truly unique perspective.

Given the popularity of doctoral studies and their increasing importance outside of academia, the PhD has needed to evolve and develop, particularly given its role in the internationalization of universities. Drawing on in-depth interviews with international participants, this book explores case studies and comparative analysis of the dimensions of researcher identity, the processes of supervision and the use of languages for teaching and learning and conducting research.

Providing a keen insight into how the internationalization of higher education is affecting the doctoral experience, The Doctorate as Experience in Europe and Beyond is ideal reading for all academics, doctoral supervisors and examiners as well as postgraduate students involved in doctoral education.

The Doctorate as Experience in Europe and Beyond presents a detailed and fascintating account of completing a doctorate from the perspectives of researchers, supervisors and students. It provides an in-depth insight through qualitative data, interpretative methods and insider experiences for a truly unique perspective.

Given the popularity of doctoral studies and their increasing importance outside of academia, the PhD has needed to evolve and develop, particularly given its role in the internationalization of universities. Drawing on in-depth interviews with international participants, this book explores case studies and comparative analysis of the dimensions of researcher identity, the processes of supervision and the use of languages for teaching and learning and conducting research.

Providing a keen insight into how the internationalization of higher education is affecting the doctoral experience, The Doctorate as Experience in Europe and Beyond is ideal reading for all academics, doctoral supervisors and examiners as well as postgraduate students involved in doctoral education.