Understanding Doctoral Progress Assessment in the Arts and Humanities

Autor/in	Sillence, Matthew
Titel	Understanding Doctoral Progress Assessment in the Arts and Humanities
Quelle	In: Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, 22 (2023) 1, S.45-59 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sillence, Matthew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-0222
DOI	10.1177/14740222221125621
Schlagwörter	Doctoral Programs; Evaluators; Doctoral Students; College Faculty; Teacher Attitudes; Peer Evaluation; Student Research; Research Training; Art Education; Humanities; Reflection; Student Evaluation; Guidelines; Supervisor Supervisee Relationship; Foreign Countries; Quality Control; Doctoral Dissertations; United Kingdom + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Fakultät; Lehrerverhalten; Studentenforschung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Geisteswissenschaften; Humanwissenschaften; Schulnote; Studentische Bewertung; Richtlinien; Ausland; Qualitätskontrolle; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Großbritannien
Abstract	This study examines the early-stage progress assessment for doctoral candidates at a British university through the perceptions of academic staff who acted as assessors. It was conducted in response to staff concerns about changes to the process that shortened the timescale for candidates to prepare and present their research for peer review. As well as having an impact on doctoral supervisors, there were implications for researcher developers and 'third space' professionals who supported candidates with research skills training. The findings of four in-depth interviews with assessors in the arts and humanities are discussed in the form of a reflective, 'structured debriefing'. The results of these reflections form recommendations for practice that highlight the importance of conceptual frameworks for doctoral assessment, and the interpretations of criteria at institutional, disciplinary and individual levels. These could be emphasised by academic supervisors and third space professionals supporting doctoral candidates through this milestone. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01