An Analysis of Doctoral Thesis Examination Reports in Kenya: Its Implication on Supervision Process

Abstract

Thesis examination is a widely utilized assessment method in academic institutions globally, aimed at evaluating whether specified learning outcomes have been achieved. Examiners are tasked with determining the extent to which these outcomes are met, providing both formative and summative assessments. This study sought to investigate the coherence and adherence to established assessment criteria in thesis examination reports. Additionally, the research aimed to explore the characteristics of examiners’ feedback on doctoral research theses. The paper presents findings from an empirical study analyzing twelve doctoral thesis reports from four departments within a School of Education. Thematic analysis was employed to gain insights into how informative these reports are for both doctoral candidates and their supervisors. The results revealed inconsistencies in the coherence of thesis evaluation reports, with some examiners failing to follow prescribed assessment guidelines. Further, both summative and formative assessments indicated that many candidates faced challenges in research methodology. The paper recommends targeted training for supervisors and examiners on producing coherent thesis evaluation reports. Additionally, a review of grading tools is necessary to ensure consistency, and structured supervision practices should be implemented to guarantee the effective transfer of thesis-writing skills.