Living the Viva: The Oral Examination in Practice
Jeffrey McNeill
,
Francisco Benitez-Capistros
,
Farid Dahdouh-Guebas
,
Evelien Deboelpaep
,
Jean Hugé
,
Nibedita Mukherjee
,
Tom Van der Stocken
,
Karolien Van Puyvelde
,
Nico Koedam
The viva examination or ‘defence’ is a pivotal moment in a student’s or researcher’s career. It marks the conclusion of one st.
- Pub. date: November 15, 2024
- Online Pub. date: October 23, 2024
- Pages: 629-643
- 600 Downloads
- 2415 Views
- 0 Citations
The viva examination or ‘defence’ is a pivotal moment in a student’s or researcher’s career. It marks the conclusion of one stage and the beginning of another, whether during the study period or when competing for research funding. Unlike many other formal assessments, the viva is an oral performance. Its form may strongly depend on the domain of science or knowledge sector, on the university or even on faculty. The rituals of interaction between jurors and candidates may differ in many cultural contexts. Yet, the core elements of the defence are the debate, the use of evidence, and the justification for a statement or opinion delivered orally, are common to all. Accordingly, although a successful defence is about content, it is also about language and attitude. In academic education, there is insufficient preparation for this moment when one is in front of jurors, a commission, and even a wider audience. We draw on our combined experience in our own careers and in their coaching of students to present an analysis of the ‘viva’ process. Our findings may help candidates position themselves in the viva context and offer practical advice on how to prepare, define an attitude, and structure answers and responses in general.
Keywords: Examination commission, jury, public defence, scientific argument, thesis.
0
References
Alcorn, S. R., & Cheesman, M. J. (2022). Technology-assisted viva voce exams: A novel approach aimed at addressing student anxiety and assessor burden in oral assessment. Currents in Pharmacy Teaching and Learning, 14(5), 664-670. https://doi.org/10.1016/j.cptl.2022.04.009
Bolker, J. (1998). Writing your dissertation in fifteen minutes a day: A guide to starting, revising, and finishing your doctoral thesis. Hanry Holt and Company.
Davis, G., & Engward, H. (2018). In defence of the viva voce: Eighteen candidates' voices. Nurse Education Today, 65, 30-35. https://doi.org/10.1016/j.nedt.2018.01.038
Flyvbjerg, B. (1998). Rationality and power: Democracy in practice. University of Chicago.
Golding, C. (2017). Advice for writing a thesis (based on what examiners do). Open Review of Educational Research, 4(1), 46-60. https://doi.org/10.1080/23265507.2017.1300862
Hartley, J., & Fox, C. (2004). Assessing the mock viva: The experiences of British doctoral students. Studies in Higher Education, 29(6), 727-738. https://doi.org/10.1080/03075070420007221
Harzing, A.-W. (2006). Response styles in cross-national survey research: A 26-country study. International Journal of Cross Cultural Management, 6(2), 243-266. https://doi.org/10.1177/1470595806066332
Hopwood, B., Mellor, M., & O’Brien, G. (2005). Sustainable development: Mapping different approaches. Sustainable Development, 13(1), 38-52. https://doi.org/10.1002/sd.244
Hugé, J., Waas, T., Dahdouh-Guebas, F., Koedam, N., & Block, T. (2013). A discourse-analytical perspective on sustainability assessment: Interpreting sustainable development in practice. Sustainability Science, 8, 187-198. https://doi.org/10.1007/s11625-012-0184-2
Kemmelmeier, M. (2016). Cultural differences in survey responding: Issues and insights in the study of response biases. International Journal of Psychology, 51(6), 439-444. https://doi.org/10.1002/ijop.12386
Kumar, V., Kaur, A., & Sanderson, L. J. (2024). PhD orals from the convenors' perspective: Implications for academics and candidates. International Journal for Academic Development, 29(1), 62-74. https://doi.org/10.1080/1360144X.2022.2051516
Machiavelli, N. (2005). The prince (P. Bondanella, Trans.). Oxford University Press. (Original work published 1515).
Murray, R. (2015). How to survive your viva: Defending a thesis in an oral examination (3rd ed.). Open University Press.
Pezzi, S., & Steil, A. V. (2009). Análise do processo de exame de grau na pós-graduação stricto sensu [Analysis of the process of viva voce in graduate programs of degree by research]. Educacao e Pesquisa, 35(1), 33-50. https://doi.org/10.1590/S1517-97022009000100003
Powell, S., & McCauley, C. (2002). Research degree examining – common principles and divergent practices. Quality Assurance in Education, 10(2), 104-115. https://doi.org/10.1108/09684880210423591
Smith, P. B. (2004). Acquiescent response bias as an aspect of cultural communication style. Journal of Cross-Cultural Psychology, 35(1), 50-61. https://doi.org/10.1177/0022022103260380
Soulé, M. E. (1995). The social siege of nature. In M. E. Soulé & G. Lease (Eds.), Reinventing nature? Responses to postmodern deconstruction (pp. 137-170). Island Press.
Stephenson, Z., Jackson, A., & Wilkes, V. (2024). Student experiences of the ‘closed-door’ PhD and doctorate level viva voce: A systematic review of the literature. Assessment and Evaluation in Higher Education, 49(5), 601-615. https://doi.org/10.1080/02602938.2023.2282941
Tinkler, P., & Jackson, C. (2002). In the dark? Preparing for the PhD viva. Quality Assurance in Education, 10(2), 86-97. https://doi.org/10.1108/09684880210423573
Watts, J. H. (2012). Preparing doctoral candidates for the viva: Issues for students and supervisors. Journal of Further and Higher Education, 36(3), 371-381. https://doi.org/10.1080/0309877X.2011.632819
Wellington, J. (2010). Supporting students' preparation for the viva: Their pre-conceptions and implications for practice. Teaching in Higher Education, 15(1), 71-84. https://doi.org/10.1080/13562510903487867