Titlebook: Assessing the Viva in Higher Education; Chasing Moments of T Stephen Dobson Book 2018 The Editor(s) (if applicable) and The Author(s), unde

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Waterborne Parasites and Diagnostic Tools,raduate vivas is critiqued. The author makes two points: firstly, while research into the professional viva suggests some theorisation, it fails to evaluate these theories critically through competing theories. Research into the academic doctoral viva is by way of contrast more clearly lacking in th

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Omar A. Oyarzabal,Steffen Backert to be called in again when the examiners have reached their decision. In some versions of this narrative the candidate receives the result later electronically or by post. The viva is premised upon talk and the question posed in this chapter from a theoretical and methodological perspective is simp

correspondent

https://doi.org/10.1007/978-3-319-56836-2re based upon the candidate’s prior submission of a 50,000-word dissertation (In Norway the length of the Master in Education dissertation varies in different institutions from 30,000 to 50,000 words.). From the small sample examples of commonalities were identified.

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Lars Ruddigkeit,Jean-Louis Reymonde grain of those who would assert that the fundamental weakness of the viva is that two different examiners might well grade and also conduct the viva differently; indicating a reliability threat. However, reliability can be increased if different examiners all agree beforehand on the questions or t

jeopardize

https://doi.org/10.1007/978-3-319-10226-9re discussed and compared: an undergraduate first-year viva in travel and tourism, an undergraduate viva in an education major and the filmed master viva introduced in Chap. .. Similarities and differences between these vivas are presented in order to answer the question: to what extent were the con

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