Addressing the shortcomings of the closed-door viva for PhD and doctoral candidates in the UK

A voice for academic examiners

Dados Bibliográficos

ID19378269
AutoresZoe Stephenson (0000-0003-4716-1592, University of Birmingham, autor correspondente), Amy Jackson (0000-0002-4725-7861, University of Birmingham)
Ano2025
Volume50
Fascículo5
Páginas787-806
Data de publicação2025-07-04
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoAssessment & Evaluation in Higher Education (JOURNAL)
Identificadores do periódicoISSN: 0260-2938 • E-ISSN: 1469-297X
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/02602938.2025.2475062
OpenAlexW4408362377
IdiomaEN
Citações recebidas2
Referências citadas24

Despite the positive experiences of many candidates and the existence of many skilled examiners, the closed-door viva has been widely scrutinised on the basis of issues surrounding its reliability and quality. This study aimed to explore the views of examiners regarding this assessment method; specifically, in relation to how the issues with reliability and quality could be addressed. An anonymised, online survey was used for data collection. A total of 326 examiners across multiple universities in the UK completed the survey. Analysis revealed a prevailing sentiment among the majority (97.5%) of examiners in favour of some form of improvements in terms of policies and procedures such as: greater diligence in selecting examiners (73.9%); greater attention to candidate well-being (63.5%) and to reasonable adjustments (66%); gathering candidate feedback (65.6%); ensuring examiners are fully familiarised with their role and subject to routine training (61.3%); enhanced guidance for examiners regarding their conduct/behaviour (65.6%); and enhanced guidance and training for Chairs (64.7%). Eighty-five percent of participants felt that there was a need to consider the broader role and purpose of the closed-door viva. The findings are discussed in relation to future research and the need for clear leadership and ongoing discourse on this topic

Graduate students · Mathematics education · Medical education · Pedagogy · Diversity and Career in Medicine · Doctoral Education Challenges and Solutions · Health and Medical Research Impacts · Medicine · Psychology