phd thesis about assessment

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• 12 March 2024

Bring PhD assessment into the twenty-first century

You have full access to this article via your institution.

Innovation in PhD education has not reached how doctoral degrees are assessed. Credit: Dan Dunkley/Science Photo Library

Research and teaching in today’s universities are unrecognizable compared with what they were in the early nineteenth century, when Germany and later France gave the world the modern research doctorate. And yet significant aspects of the process of acquiring and assessing a doctorate have remained remarkably constant. A minimum of three years of independent study mentored by a single individual culminates in the production of the doctoral thesis — often a magisterial, book-length piece of work that is assessed in an oral examination by a few senior academic researchers. In an age in which there is much research-informed innovation in teaching and learning, the assessment of the doctoral thesis represents a curious throwback that is seemingly impervious to meaningful reform.

But reform is needed. Some doctoral candidates perceive the current assessment system to lack transparency, and examiners report concerns of falling standards ( G. Houston A Study of the PhD Examination: Process, Attributes and Outcomes . PhD thesis, Oxford Univ.; 2018 ). Making the qualification more structured would help — and, equally importantly, would bring the assessment of PhD education in line with education across the board. PhD candidates with experience of modern assessment methods will become better researchers, wherever they work. Indeed, most will not be working in universities: the majority of PhD holders find employment outside academia.

Collection: Career resources for PhD students

It’s not that PhD training is completely stuck in the nineteenth century. Today’s doctoral candidates can choose from a range of pathways. Professional doctorates, often used in engineering, are jointly supervised by an employer and an academic, and are aimed at solving industry-based problems. Another innovation is PhD by publication, in which, instead of a final thesis on one or more research questions, the criterion for an award is a minimum number of papers published or accepted for publication. In some countries, doctoral students are increasingly being trained in cohorts, with the aim of providing a less isolating experience than that offered by the conventional supervisor–student relationship. PhD candidates are also encouraged to acquire transferable skills — for example, in data analysis, public engagement, project management or business, economics and finance. The value of such training would be even greater if these skills were to be formally assessed alongside a dissertation rather than seen as optional.

And yet, most PhDs are still assessed after the production of a final dissertation, according to a format that, at its core, has not changed for at least half a century, as speakers and delegates noted at an event in London last month on PhD assessment, organized by the Society for Research in Higher Educatio n. Innovations in assessment that are common at other levels of education are struggling to find their way into the conventional doctoral programme.

Take the concept of learning objectives. Intended to aid consistency, fairness and transparency, learning objectives are a summary of what a student is expected to know and how they will be assessed, and are given at the start of a course of study. Part of the ambition is also to help tutors to keep track of their students’ learning and take remedial action before it is too late.

PhD training is no longer fit for purpose — it needs reform now

Formative assessment is another practice that has yet to find its way into PhD assessment consistently. Here, a tutor evaluates a student’s progress at the mid-point of a course and gives feedback or guidance on what students need to do to improve ahead of their final, or summative, assessment. It is not that these methods are absent from modern PhDs; a conscientious supervisor will not leave candidates to sink or swim until the last day. But at many institutions, such approaches are not required of PhD supervisors.

Part of the difficulty is that PhD training is carried out in research departments by people who do not need to have teaching qualifications or awareness of innovations based on education research. Supervisors shouldn’t just be experts in their field, they should also know how best to convey that subject knowledge — along with knowledge of research methods — to their students.

It is probably not possible for universities to require all doctoral supervisors to have teaching qualifications. But there are smaller changes that can be made. At a minimum, doctoral supervisors should take the time to engage with the research that exists in the field of PhD education, and how it can apply to their interactions with students.

There can be no one-size-fits-all solution to improving how a PhD is assessed, because different subjects often have bespoke needs and practices ( P. Denicolo Qual. Assur. Educ. 11 , 84–91; 2003 ). But supervisors and representatives of individual subject communities must continue to discuss what is most appropriate for their disciplines.

All things considered, there is benefit to adopting a more structured approach to PhD assessment. It is high time that PhD education caught up with changes that are now mainstream at most other levels of education. That must start with a closer partnership between education researchers, PhD supervisors and organizers of doctoral-training programmes in universities. This partnership will benefit everyone — PhD supervisors and doctoral students coming into the research workforce, whether in universities or elsewhere.

Education and training in research has entered many secondary schools, along with undergraduate teaching, which is a good thing. In the spirit of mutual learning, research doctoral supervisors, too, will benefit by going back to school.

Nature 627 , 244 (2024)

doi: https://doi.org/10.1038/d41586-024-00718-0

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Assessment of a PhD thesis and defense

The Examining Committee shall assess the scope and quality of the doctoral thesis as well as the performance of the doctoral student at the public defense in relation to the qualitative targets set out in the Higher Education Ordinance. To facilitate the assessment, assessment criteria are available for both the doctoral thesis and the verbal defense.

Assessment criteria for the doctoral thesis

The scope and quality of the doctoral thesis shall correspond to at least four years’ full-time third-cycle studies. The contribution of the doctoral student shall be clear and sufficient. Note that it is not the number of articles that is decisive but rather the overall quantity and quality of the work.

The background information

The background information shall:

• firmly anchor the specific research field in a wider context
• include a relevant, selective and current literature review
• establish the knowledge gaps in the specific research field
• explain the motives for the studies
• define the relevant problems that form the basis to the posed questions

The hypotheses and questions

The hypotheses and questions shall:

• be precisely worded
• well-defined
• be clearly established in the specific research field within Informatics.

The methods

The methods shall be:

• described at a sufficient level of detail.

They shall also be justified, and their advantages and disadvantages shall be discussed.

The results

The results shall be:

• processed using adequate methods
• described and presented clearly
• interpreted in a well-balanced way
• if applicable, be repeatable and permit transferability

The discussions and conclusions

The discussions and conclusions shall:

• give a summary of the findings and show a perspective on the interpretation
• link the various parts of the studies together
• critically review the achieved results
• discuss the strengths and weaknesses of the studies
• set the findings in relation to literature of the research field
• discuss the studies’ implications for the research field and how the findings may be applied
• identify new or remaining gaps in the research field

Furthermore, the doctoral thesis shall include an ethical discussion where applicable.

Assessment criteria for the verbal defense

The author of the thesis shall demonstrate:

• broad knowledge within their research field
• deep and current knowledge within their specific research field
• familiarity with research methodology and an ability to assess strengths and weaknesses in methods used
• ability to formulate, plan and address a research question using adequate methods
• familiarity with the compiled scientific literature of the specific research field
• capacity to perform scientific analysis and synthesis during an academic discussion
• ability to present their research results with authority and respond to questions and criticism in an objective and adequate way
• knowledge of good research practice and ability to make assessments of research ethics
• ability to incorporate their own results into a wider context and reflect on the implications of the research for society
• ability to express themselves regarding how their own research contributes to the development of knowledge

PhD School in the Humanities

• PhD thesis, assessment...

PhD thesis, assessment and defence

All successful PhD programmes culminate with the submission of a PhD thesis. The PhD thesis represents the scholarly work and the original intellectual contribution of the PhD student to the research field.

In accordance with the PhD Order, a successful PhD thesis must “document the student's ability to apply the subject's academic methods and to conduct research in a way that corresponds to the international standards for PhD degrees in the research area.”

The thesis must demonstrate the PhD student's capacity to engage with academic theories, concepts and methods of the research field in question. It should provide an overview (state-of-the-art) and engagement with relevant international research and make a significant contribution to the development of new knowledge and understanding within the research area.

Once the thesis has been submitted, the PhD Administration will submit it to the Royal Library for textual screening for plagiarism, before it undergoes assessment by an international committee of experts. The committee is allotted two months to evaluate the thesis and provide a written assessment along with a preliminary recommendation regarding its acceptance for public defence.

If accepted, the defence is scheduled and takes place shortly after. Following the defence proceedings, the Assessment Committee makes its final recommendation on whether to award the PhD degree. The PhD degree is conferred by the Academic Council of the faculty.

The PhD thesis

Read about the format and content-related requirements for the PhD thesis.

Read about the guidelines and procedures for the assessment of the PhD thesis.

Public defence

Read about the guidelines and proceedings for the public PhD defence.

Submission of PhD thesis without enrolment

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Dissertations / Theses on the topic 'Educational Assessment, Evaluation, and Research'

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Perucca, David. "Divided Timed and Continuous Timed Assessment Protocols and Academic Performance." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1067.

Baker, Scott Hamilton. "Faculty Perceptions as a Foundation for Evaluating Use of Student Evaluations of Teaching." ScholarWorks @ UVM, 2014. http://scholarworks.uvm.edu/graddis/288.

Wallace, II James Howard. "A Comparison of 2009--2010 Curriculum Test Scores of Students Taught by Alternate Route and Traditional Route Teachers." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/931.

Tingley, Jennifer Anne. "An Evaluation of Southeast School District's Special Education Program's Compliance." W&M ScholarWorks, 2017. https://scholarworks.wm.edu/etd/1530192425.

Butler, Shannon Schmidt. "A Value-Added Study of Math Teacher Effectiveness: A Comparative Analysis of Principal Evaluations, Self-efficacy Ratings, and Classroom Observations." W&M ScholarWorks, 2015. https://scholarworks.wm.edu/etd/1539618385.

Wojtkun, Erin Beth. "A Program Evaluation of Gameday the DIII Way." W&M ScholarWorks, 2019. https://scholarworks.wm.edu/etd/1563898851.

Goode, Kay M. "Impact of Tennessee's Value-added Assessment System on School Superintendents' Decision-making." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etd/2914.

Crouch, Michael A., and Katie Baker. "Interprofessional education: It is more than a passing fad." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/ijhse/vol3/iss2/1.

Hamer, Sean Marco. "Applicable Outcomes: A Program Evaluation of the Investigations Math Program." W&M ScholarWorks, 2018. https://scholarworks.wm.edu/etd/1530192598.

Brown, Natalie. "Issues in academic educational research: The impact of current issues on research activity." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2166.

Baker, Katie, Kerry Proctor-Williams, L. Brian Cross, Elizabeth Alley, and Michael Crouch. "Initial Feasibility and Efficacy of an Interprofessional Education Pilot Program." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/ijhse/vol3/iss2/4.

Hallam, Megan Storey. "A Program Evaluation Of Fundations In A Private Urban Elementary School." W&M ScholarWorks, 2021. https://scholarworks.wm.edu/etd/1627407449.

Florence, Joseph, and Randy Byington. "Our Roots/Our Story: Interprofessional education at East Tennessee State University." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/ijhse/vol3/iss2/3.

Davis, Martha. "Analysis of the Relationship Between Levels of Ability Grouped Students & Their Attitudes Toward Teachers & the Learning Process." TopSCHOLAR®, 1990. https://digitalcommons.wku.edu/theses/2238.

Meeks, Walter Meeks. "A Qualitative Case Study Evaluation of a Government Workforce Training and Qualification Program." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3460.

Peterson, Serene N. "An analysis of state and local alignment of teacher evaluation in Maryland." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539618410.

Smith, Lisa. "Student performance in math in relation to language deficiency and other variables: implications for school administrators." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2009. http://digitalcommons.auctr.edu/dissertations/97.

Flores, Jose Manuel. "A Study of Teachers' Involvement In School-Based Management and Their Perceptions of the Impact of School-Based Management on School Improvement." FIU Digital Commons, 1994. http://digitalcommons.fiu.edu/etd/3501.

Hylton, Sarah P. "What's In A Name? Selected Secondary English Teachers' Experiences Of Engaging In Formative Assessment." W&M ScholarWorks, 2021. https://scholarworks.wm.edu/etd/1627407431.

McDaniels, Darl. "A predictive validation study of criterion-referenced tests for the certification of soldiers in specialist-level military training programs." W&M ScholarWorks, 1988. https://scholarworks.wm.edu/etd/1539618311.

Thompson, Patricia Sclater. "Enhancing Organizational Effectiveness through use of the Myers- Briggs Type Indicator." W&M ScholarWorks, 1988. https://scholarworks.wm.edu/etd/1539272215.

Stamm, Amy H. "A Program Evaluation: Fidelity of Implementation of the Wilson Reading System in A Mid-Atlantic School District." W&M ScholarWorks, 2017. https://scholarworks.wm.edu/etd/1530192432.

Kershner, Erin. "A Program Evaluation of an After-School Reading Intervention Program in a Small Urban Elementary School." W&M ScholarWorks, 2018. https://scholarworks.wm.edu/etd/1550153927.

Bishop, Wilsie. "Integrating IPE into an Academic Health Sciences Center: A Bottom-Up and Top-Down Approach." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/ijhse/vol3/iss2/2.

Polaha, Jodi, Karen Schetzina, and Katie Baker. "A Collaborative Practice Training Model for Pediatric Primary Care." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/ijhse/vol3/iss2/6.

Reardon, Robert Martin. "Assessing potential for learning: A factor-analytic study of a performance-based identification protocol for young, socioeconomically disadvantaged high-ability learners." W&M ScholarWorks, 2000. https://scholarworks.wm.edu/etd/1550154147.

Tinglin-Jarrett, Daphne. "Combining the Sonday System and the Developmental Reading Assessment to Improve Struggling Readers' Standardized Test Scores." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2428.

Garnett, Arlene Lois. "Portfolio assessment: An authentic method of student evaluation." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/825.

Jones, Brenda Hudson. "Examining the Relationship Between the Use of Formative Assessments in the Middle School Classroom and Select Causal Factors." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2015. http://digitalcommons.auctr.edu/cauetds/11.

Patke, Usha. "Inquiry-based laboratory investigations and student performance on standardized tests in biological science." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1089.

Croteau, Jacqueline L. "Online Formative Assessments as Predictors of Student Academic Success." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1145.

Scott, Debra Leonard. "A study of general education assessment." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-1111104-104650/unrestricted/ScottD121304f.pdf.

Perkins, Anne Witt. "Learning and Study Strategies Inventory (LASSI): A validity study." W&M ScholarWorks, 1991. https://scholarworks.wm.edu/etd/1539618615.

Fithian, Ellen C. "Rate of advanced placement (AP) exam taking among AP-enrolled students: A study of New Jersey high schools." W&M ScholarWorks, 2003. https://scholarworks.wm.edu/etd/1550154063.

Chenoweth, John Dalton. "An evaluation of the Using Information Technology program at East Tennessee State University." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0621102-100557/unrestricted/ChenowethJ071502.pdf.

Ellis, Ashley F. "The relationship between teachers' computer self-efficacy and technology integration in a school district's bring your own technology initiative." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539618838.

Henchy, Alexandra Marie. "REVIEW AND EVALUATION OF RELIABILITY GENERALIZATION RESEARCH." UKnowledge, 2013. http://uknowledge.uky.edu/edp_etds/5.

Winfield, Lisa M. "High stakes testing policy issues in education: An analysis of litigation involving high stakes testing and the denial of diplomas." W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1550154192.

Haselton, W. Blake. "A Study of Initial Educational & Occupational Activities of Oldham County High School Seniors for the Years 1979-1983." TopSCHOLAR®, 1985. https://digitalcommons.wku.edu/theses/2458.

Dietrich, Cynthia S. "A Phenomenological Study of Social Science Instructors' Assessment Practices for Online Learning." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/930.

Villaire, Sonja Ann Sanders. "A case study of the predictive ability of placement tests for principles of accounting." W&M ScholarWorks, 1991. https://scholarworks.wm.edu/etd/1539618272.

Yates, Kim Marie. "Perceived Effectiveness of Assessments Used in Online Courses in Western North Carolina Community Colleges." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1077.

Mosley, Dracaena. "A Mixed Methods Evaluation of New Teacher Support Systems at an Urban Elementary." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/154.

Barthelus, Bloodine. "The relationship between student infractions and social emotional competence: A program evaluation of Responsive Classroom(RTM)." W&M ScholarWorks, 2015. https://scholarworks.wm.edu/etd/1539618887.

Roberts, Karin. "High School Assessment Program Interventions and Graduation Rates." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6270.

Bowling, Christy Stewart. "The Effect of Two Reading Programs on First Grade Students' Reading Fluency." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/851.

lunceford, Angel, Alicia Blasini, and James 3rd Fox. "The Importance of Baseline Analysis for Establishing Replicable, Evidence-Based Behavior Analytic Interventions: Implications for Researchers and Practitioners." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/asrf/2018/schedule/22.

Sims, Serbrenia J. "The origins and development of Virginia's student assessment policy: A case study." W&M ScholarWorks, 1989. https://scholarworks.wm.edu/etd/1539618812.

Winningham, Dana. "An analysis of functional behavioral assessments used in public schools in Tennessee and Georgia." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0813102-111657/unrestricted/WinninghamD082202a.pdf.

Austin, Patrice Monique. "Student achievement in relationship to the impact of preschool teacher qualifications and teacher accountability on kindergarten readiness in Atlanta, Georgia." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2008. http://digitalcommons.auctr.edu/dissertations/5.

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Social Impact Assessment as a vehicle to better understand and improve stakeholder participation within urban development planning: The Maltese Case

Vella, Steven (2018) Social Impact Assessment as a vehicle to better understand and improve stakeholder participation within urban development planning: The Maltese Case. Doctoral thesis, Birmingham City University.

Environmental decision-making situations are typically complex and chaotic, with confused political messages, conflicting agendas and limited account taken of the wider social contexts in which decisions are made and play out. Many different types of knowledges from diverse social actors, sometimes with different epistemological and ontological backgrounds, must be taken into account. In environmental and urban planning, these challenges are increasingly being addressed through the integration of public participation in Social Impact Assessments (SIA) to inform Environmental Impact Assessments (EIA). Research on environmental governance suggests that direct public participation and integration of stakeholder concerns in the environmental decision-making process could reduce the potential for conflict and lead to “better” decisions. However, the mechanisms through which participation benefits decision-making processes are unclear and contested. Previous attempts to understand “what works” in participation have been confounded by the multifaceted interactions that exist between the different components of social-ecological systems and the often-unacknowledged influence of context. The context of participation includes the social norms of society at large, and of different social units or communities of practice, the political context in which participation is performed and integrated into practice in urban planning, and the environmental context in which decisions will play out. Most of the disciplines that have traditionally sought to understand stakeholder engagement in environmental decisions struggle to recognize or analyse the role of these underlying dynamics and context. However, without a better understanding of these deep dynamics and the contexts in which participation takes places, it becomes very difficult to explain why some processes meet their objectives while others fail, or produce unintended consequences. This doctoral thesis makes empirical contributions to our understanding of stakeholder participation in urban development in Malta, and uses this case study research to generate methodological insights into best practices in stakeholder and public engagement and inter-professional collaboration in SIAs. Grounded in the analysis of the empirical data produced from the ethnographic experience of an applied anthropologist working as an SIA practitioner on three proposed urban development projects in Malta, the thesis differentiates between descriptive and explanatory factors to develop a typology and a theory of stakeholder and wider public engagement. The typology describes different types of public and stakeholder engagement based on agency (who initiates and leads engagement) and mode of engagement (from communication to co-production), while the theory explains much of the variation in outcomes from different types of engagement. This typology and theory is tested using empirical evidence from three Maltese SIA case studies, and then is further developed based on insights from case study findings and literature. It emphasises the roles of context and scale (especially temporal) in determining the initial choice of engagement type, and moves from an initial linear theoretical framework to one where the factors determining the outcomes of participation are framed as an interdependent, loosely nested set of factors, influencing one another along the planning life-cycle. This stresses the dynamic nature of the planning and decision-making process over time and across changing macro, meso and micro socio-cultural, political and geo-spatial contexts. Finally, the thesis shows how applied anthropology and its practitioners can effectively combine critical social theory of complex systems with its application and pragmatic engagement with the contemporary problems of the social and physical environment, working and collaborating across disciplinary borders and blurring the lines between theory and practice. Anthropology and its methods can offer an alternative way to look at the world and the range of methodological approaches that anthropologists are trained in, especially qualitative data collection based on participant observation and ethnography provide that extra ‘edge’ to the analysis of the complex systems that urban and environmental conservation projects investigate, while building relationships that help increase positive outcomes of stakeholder involvement within such initiatives and projects.

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Graduate School of Health and Medical Sciences

• Thesis and defence
• Nominating an assessme...

Nominating an assessment committee

Approximately 2 months before submitting your PhD thesis, you and your principal supervisor must nominate a committee to assess your thesis and PhD defence. You have to follow the link below to nominate the members.

You must complete all elements of the PhD programme before you can nominate the members. View “Requirements for finishing the PhD programme” below for more information.

Appointing an assessment committee

• The principal supervisor and the PhD student are responsible for nominating members of the assessment committee
• Nominations must be submitted to the Graduate School via the task “Appointment of assessment committee” in PhD Planner approximately 2 months before the thesis is submitted
• The nominees must consent to be on the committee before the form is submitted
• The Graduate School submits the names of the nominees to the PhD Study Board and the Dean’s Office for approval
• The Graduate School informs all members of the assessment committee, the PhD student, and the principal supervisor when the committee is officially appointed.

The PhD student is not permitted to have contact with members of the assessment committee from the start of the assessment period until the assessment has been sent to the principal supervisor and the PhD student.

Composition of the assessment committee

• A chairperson, who must be employed by the Faculty of Health and Medical Sciences as an associate professor, senior researcher, professor, clinical associate professor or clinical professor
• A representative from a Danish research institution (must not be employed at the University of Copenhagen)
• A representative from a research institution abroad, representing international research.

At least one of the two external members must be employed in the relevant subject area at a university .  One of the external members may be emeritus/emerita if they are still active researchers. The use of emeriti in the assessment committee must be reasoned in the form concerning the nomination of the assessment committee, and a CV and publications list must be forwarded. The academic level, employment and affiliation is considered at the time of appointment of the assessment committee.

Every effort should be made to ensure that both genders are represented on the assessment committee

Rules applicable to all members of the committee

• All members must be at an academic level corresponding to associate professor or higher in the relevant subject area. Senior researchers employed at Danish universities and the government research institutions are considered to be at associate professor level. If an assessor does not have the title "professor" or "associate professor", the CV of the relevant assessor must be submitted in the form "Appointment of assessment committee". If the assessor is employed as a “senior researcher” at a Danish university or Danish government research institution, no CV is necessary.
• None of the suggested members must have published articles together with the PhD student nor worked on manuscripts together
• There must be no conflicts of interest between the members of the assessment committee and the PhD student or the principal supervisor, which could influence the assessment
• None of the PhD student’s supervisors can be members of the assessment committee

Assessment committee for industrial PhDs

If you are a PhD fellowships financed through the Industrial PhD scheme; at least one of the members of the assessment committee must have company-relevant research experience within the relevant field.

Requirements for finishing the PhD programme

Before you submit your PhD thesis, you have to complete all the elements of the PhD programme. You must: 

• Carry out independent research work under supervision (the PhD project).
• Complete three regular assessments  during the three-year PhD programme.
• Complete PhD courses or similar study elements totalling at least 28 ECTS, including any mandatory courses.  The course Responsible Conduct of Research 1 is mandatory for all PhD students at the Graduate School. For PhD students enrolled after 1 August 2020 the course Responsible Conduct of Research 2 is also mandatory. 
• Complete a change of research environment according to applicable rules.
• Gain experience of teaching activities or other form of knowledge dissemination  related to your PhD project.

SUBMIT - Nomination an assessment committee

The work of the assessment committee.

The assessment committee for a PhD student consists of three members. The principal supervisor and the PhD student is responsible for nominating the members of the assessment committee.

Assessment of thesis

• The assessment committee has two months to reach a conclusion on whether the PhD thesis can be recommended for public defence
• The principal supervisor must be available for questions during the assessment committee’s work
• The PhD student is not permitted to have any contact with the assessment committee from the start of the assessment process until the assessment has been sent to the principal supervisor and the PhD student
• The principal supervisor must read and if relevant comment on the assessment before it is sent to the Graduate School
• The chairperson signs the assessment on behalf of the assessment committee and submits the assessment by email to the Graduate School. The assessment must be submitted no later than three weeks prior to the expected defence. Otherwise it might delay the further planning of the defence.
• The Graduate School will send the assessment to the PhD student and the principal supervisor.
• If the thesis is not recommended for defence, the Graduate School will facilitate the next step in the process

After the thesis has been recommended for defence

• The members of the assessment committee must be present during the PhD defence to examine the PhD student and facilitate an academic discussion based on the thesis and the PhD student's presentation.
• After the defence the assessment committee makes the final recommendation as to whether the PhD student should be awarded the PhD degree. All three members must sign the signature form and the chairperson submits the form to the Graduate School.

Reimbursements and fees

Last updated: March 2024

Assessment fee  

The standard assessment fee is 7685.92 DKK which corresponds to 16 hours of work. Please note, that the chairperson does not receive an assessment fee as he or she is employed by the Faculty of Health and Medical Sciences. Assessment of a revised thesis does not carry an additional assessment fee.  

Booking travel and accommodation  

Please book your flights and hotel as soon as the thesis has been approved for defence by the Graduate School. If you need help making hotel reservations, please contact the Graduate School at [email protected] or call us at (+45) 35 32 65 70.  

Travel and accommodation expenses  

Reimbursable travel expenses include airfares, accommodation, ground transportation, travel in a private vehicle, meals, and small necessities. Please note, only receipts detailing the purchase are accepted as evidence of payment. Bank statements, credit card receipts, and order confirmations do not qualify as receipts for these expenses. In case of screen dumps please be aware that the amount must appear.  

Transportation  

Airfares The Graduate School will only reimburse you for economy class airfares. If economy class is not available for a specific flight, an amount corresponding to the cost of an economy class ticket will be reimbursed. Please remember to save your boarding pass and attach it together with the receipt when you fill in the “Assessment fee and reimbursement of expenses” form .

Ground transportation The Graduate School will reimburse you for transportation expenses from the airport or train station to the hotel, and from the hotel back to the airport or train station. The cheapest possible means of transportation should be used. The reimbursement rate for transport in a private vehicle is DKK 2.23 per km.

Incidental transportation and other expenses If you are staying in Denmark for more than 24 hours, the Graduate School will offer you a daily allowance (per diem) of 574 DKK to cover all local transportation expenses during your stay (e.g. to and from the hotel for the thesis defence) and other expenses, e.g. meals and transport. If your trip lasts less than 24 hours, you may claim reimbursement of your incidental transportation and other expenses separately.

The maximum reimbursable amount for hotel accommodation is DKK 1,448 per night. For travels within Europe, the maximum reimbursable stay is one night. For travels outside Europe, the maximum reimbursable stay is two to three nights. The Graduate School cannot reimburse you for hotel expenses unless you provide an invoice directed to ‘KU-Blegdamsvej 3B’. Please ask at the hotel reception for the final invoice when checking.  

Private accommodation  

If you are accommodated in a private house (with family or friends) during your stay, the Graduate School offers you a small allowance amounting to approximately DKK 246 per night.  

How to claim reimbursement of expenses  

Before the PhD defence takes place, the Graduate School will send you a link to the form that you need to complete for your assessment fee to be paid and expenses reimbursed. If expenses have been paid directly by your employer, please ask your workplace to send an invoice (a PDF file) to [email protected]. The invoice(s) must be marked:  

University of Copenhagen Blegdamsvej 3B Graduate School of Health and Medical Sciences DK-2200 Copenhagen Denmark  VAT: DK29979812  

Lunch or dinner for the assessment committee

The Graduate School pays for one lunch or dinner for the assessment committee and the principal supervisor and primary co-supervisor.

To be reimbursed for the lunch or dinner, please contact the Graduate School.  

Questions?  

Please contact the Graduate School at [email protected] or on (+45) 35 32 65 70.

HOW TO ASSESS A PHD THESIS AT THE GRADUATE SCHOOL OF HEALTH AND MEDICAL SCIENCES

Thesis formalities, illustration: the final stages of the phd, submission of thesis.

• Congratulations to Weihan for successfully defending his PhD thesis!

by mcnerney | Mar 29, 2024 | Uncategorized | 0 comments

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