oral dissertation definition

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The oral examination is a defense of the dissertation work in progress.

The student orally presents and defends the thesis work in progress at a stage when it is one-half to two-thirds complete. The oral examination committee, composed of field and nonfield faculty, tests the student on the theory and methodology underlying the research, the areas of application and portions of the major field to which the research is relevant, and the significance of the dissertation research.

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Defending Your Dissertation: A Guide

Written by Luke Wink-Moran | Photo by insta_photos

Dissertation defenses are daunting, and no wonder; it’s not a “dissertation discussion,” or a “dissertation dialogue.” The name alone implies that the dissertation you’ve spent the last x number of years working on is subject to attack. And if you don’t feel trepidation for semantic reasons, you might be nervous because you don’t know what to expect. Our imaginations are great at making The Unknown scarier than reality. The good news is that you’ll find in this newsletter article experts who can shed light on what dissertations defenses are really like, and what you can do to prepare for them.

The first thing you should know is that your defense has already begun. It started the minute you began working on your dissertation— maybe even in some of the classes you took beforehand that helped you formulate your ideas. This, according to Dr. Celeste Atkins, is why it’s so important to identify a good mentor early in graduate school.

“To me,” noted Dr. Atkins, who wrote her dissertation on how sociology faculty from traditionally marginalized backgrounds teach about privilege and inequality, “the most important part of the doctoral journey was finding an advisor who understood and supported what I wanted from my education and who was willing to challenge me and push me, while not delaying me.  I would encourage future PhDs to really take the time to get to know the faculty before choosing an advisor and to make sure that the members of their committee work well together.”

Your advisor will be the one who helps you refine arguments and strengthen your work so that by the time it reaches your dissertation committee, it’s ready. Next comes the writing process, which many students have said was the hardest part of their PhD. I’ve included this section on the writing process because this is where you’ll create all the material you’ll present during your defense, so it’s important to navigate it successfully. The writing process is intellectually grueling, it eats time and energy, and it’s where many students find themselves paddling frantically to avoid languishing in the “All-But-Dissertation” doldrums. The writing process is also likely to encroach on other parts of your life. For instance, Dr. Cynthia Trejo wrote her dissertation on college preparation for Latin American students while caring for a twelve-year-old, two adult children, and her aging parents—in the middle of a pandemic. When I asked Dr. Trejo how she did this, she replied:

“I don’t take the privilege of education for granted. My son knew I got up at 4:00 a.m. every morning, even on weekends, even on holidays; and it’s a blessing that he’s seen that work ethic and that dedication and the end result.”

Importantly, Dr. Trejo also exercised regularly and joined several online writing groups at UArizona. She mobilized her support network— her partner, parents, and even friends from high school to help care for her son.

The challenges you face during the writing process can vary by discipline. Jessika Iwanski is an MD/PhD student who in 2022 defended her dissertation on genetic mutations in sarcomeric proteins that lead to severe, neonatal dilated cardiomyopathy. She described her writing experience as “an intricate process of balancing many things at once with a deadline (defense day) that seems to be creeping up faster and faster— finishing up experiments, drafting the dissertation, preparing your presentation, filling out all the necessary documents for your defense and also, for MD/PhD students, beginning to reintegrate into the clinical world (reviewing your clinical knowledge and skill sets)!”

But no matter what your unique challenges are, writing a dissertation can take a toll on your mental health. Almost every student I spoke with said they saw a therapist and found their sessions enormously helpful. They also looked to the people in their lives for support. Dr. Betsy Labiner, who wrote her dissertation on Interiority, Truth, and Violence in Early Modern Drama, recommended, “Keep your loved ones close! This is so hard – the dissertation lends itself to isolation, especially in the final stages. Plus, a huge number of your family and friends simply won’t understand what you’re going through. But they love you and want to help and are great for getting you out of your head and into a space where you can enjoy life even when you feel like your dissertation is a flaming heap of trash.”

While you might sometimes feel like your dissertation is a flaming heap of trash, remember: a) no it’s not, you brilliant scholar, and b) the best dissertations aren’t necessarily perfect dissertations. According to Dr. Trejo, “The best dissertation is a done dissertation.” So don’t get hung up on perfecting every detail of your work. Think of your dissertation as a long-form assignment that you need to finish in order to move onto the next stage of your career. Many students continue revising after graduation and submit their work for publication or other professional objectives.

When you do finish writing your dissertation, it’s time to schedule your defense and invite friends and family to the part of the exam that’s open to the public. When that moment comes, how do you prepare to present your work and field questions about it?

“I reread my dissertation in full in one sitting,” said Dr. Labiner. “During all my time writing it, I’d never read more than one complete chapter at a time! It was a huge confidence boost to read my work in full and realize that I had produced a compelling, engaging, original argument.”

There are many other ways to prepare: create presentation slides and practice presenting them to friends or alone; think of questions you might be asked and answer them; think about what you want to wear or where you might want to sit (if you’re presenting on Zoom) that might give you a confidence boost. Iwanksi practiced presenting with her mentor and reviewed current papers to anticipate what questions her committee might ask.  If you want to really get in the zone, you can emulate Dr. Labiner and do a full dress rehearsal on Zoom the day before your defense.

But no matter what you do, you’ll still be nervous:

“I had a sense of the logistics, the timing, and so on, but I didn’t really have clear expectations outside of the structure. It was a sort of nebulous three hours in which I expected to be nauseatingly terrified,” recalled Dr. Labiner.

“I expected it to be terrifying, with lots of difficult questions and constructive criticism/comments given,” agreed Iwanski.

“I expected it to be very scary,” said Dr. Trejo.

“I expected it to be like I was on trial, and I’d have to defend myself and prove I deserved a PhD,” said Dr Atkins.

And, eventually, inexorably, it will be time to present.  

“It was actually very enjoyable” said Iwanski. “It was more of a celebration of years of work put into this project—not only by me but by my mentor, colleagues, lab members and collaborators! I felt very supported by all my committee members and, rather than it being a rapid fire of questions, it was more of a scientific discussion amongst colleagues who are passionate about heart disease and muscle biology.”

“I was anxious right when I logged on to the Zoom call for it,” said Dr. Labiner, “but I was blown away by the number of family and friends that showed up to support me. I had invited a lot of people who I didn’t at all think would come, but every single person I invited was there! Having about 40 guests – many of them joining from different states and several from different countries! – made me feel so loved and celebrated that my nerves were steadied very quickly. It also helped me go into ‘teaching mode’ about my work, so it felt like getting to lead a seminar on my most favorite literature.”

“In reality, my dissertation defense was similar to presenting at an academic conference,” said Dr. Atkins. “I went over my research in a practiced and organized way, and I fielded questions from the audience.

“It was a celebration and an important benchmark for me,” said Dr. Trejo. “It was a pretty happy day. Like the punctuation at the end of your sentence: this sentence is done; this journey is done. You can start the next sentence.”

If you want to learn more about dissertations in your own discipline, don’t hesitate to reach out to graduates from your program and ask them about their experiences. If you’d like to avail yourself of some of the resources that helped students in this article while they wrote and defended their dissertations, check out these links:

The Graduate Writing Lab

https://thinktank.arizona.edu/writing-center/graduate-writing-lab

The Writing Skills Improvement Program

https://wsip.arizona.edu

Campus Health Counseling and Psych Services

https://caps.arizona.edu

https://www.scribbr.com/

Dissertation / Thesis Research and Writing: 5. Oral defense

• 1. Proposal, Lit Search, and Benchmark
• 2. Literature Review
• 3. Research Methodology
• 4. Writing & Citing
• 5. Oral defense
• Submit your thesis to SMU IRIS

Oral defense / viva

An oral defense or viva is an oral examination in which a student defends his/her thesis to an audience of experts as part of the requirement for his/her degree.

Practical Tips

How to survive a PhD viva : 17 Top Tips (2015)

Rebecca Ratcliffe from Guardian asked a number of academics and recent survivors for their tips:

• Check your institution’s policies and practices
• Re-read your thesis – and keep up-to-date with research
• As an examiner, you tend to stick to things you’re an expert in when driving the questioning
• Think about what you will or won’t defend
• Draw up lists of possible questions – especially ones you dread
• It’s not like sitting at a laptop where you can edit a sentence as you go along
• Bring a printed copy that is exactly the same as that of your examiners
• Get off to a good start
• Prepare for the icebreaker
• Silence doesn’t mean bad news
• Don’t point out your own weaknesses
• Don’t talk like a politician
• You may need to move from friendly questions to complex debates
• If things get on top of you, use the excuse of having a look at the thesis
• Focus on your contribution
• Expect your viva to last between one and three hours
• Enjoy it  

Thesis Defense Parody

More Survival Tips

• An Orals Survival Kit by Eric Hallstein, Michael Kiparsky, and Anne Short It is like standing in front of a firing squad. Your executioners are four professors who are experts in their fields. You writhe before them as they take turns posing questions almost beyond your grasp. The threat hangs constantly over your head: Fail to satisfy them, and your graduate career will end.
• << Previous: 4. Writing & Citing
• Next: Submit your thesis to SMU IRIS >>
• Last Updated: Apr 22, 2024 4:35 PM
• URL: https://researchguides.smu.edu.sg/dissertation

How to Prepare and Give a Scholarly Oral Presentation

• First Online: 01 January 2020

Cite this chapter

• Cheryl Gore-Felton 2  

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Building an academic reputation is one of the most important functions of an academic faculty member, and one of the best ways to build a reputation is by giving scholarly presentations, particularly those that are oral presentations. Earning the reputation of someone who can give an excellent talk often results in invitations to give keynote addresses at regional and national conferences, which increases a faculty member’s visibility along with their area of research. Given the importance of oral presentations, it is surprising that few graduate or medical programs provide courses on how to give a talk. This is unfortunate because there are skills that can be learned and strategies that can be used to improve the ability to give an interesting, well-received oral presentation. To that end, the aim of this chapter is to provide faculty with best practices and tips on preparing and giving an academic oral presentation.

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Strategies for the Preparation and Delivery of Oral Presentation

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Krantz WB. Presenting an effective and dynamic technical paper: a guidebook for novice and experienced speakers in a multicultural world. Philadelphia: Elsevier; 2017.

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Gore-Felton, C. (2020). How to Prepare and Give a Scholarly Oral Presentation. In: Roberts, L. (eds) Roberts Academic Medicine Handbook. Springer, Cham. https://doi.org/10.1007/978-3-030-31957-1_42

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Preparing For Your Dissertation Defense

13 Key Questions To Expect In The Viva Voce

By: Derek Jansen (MBA) & David Phair (PhD) . Reviewed By: Dr Eunice Rautenbach | June 2021

Preparing for your dissertation or thesis defense (also called a “viva voce”) is a formidable task . All your hard work over the years leads you to this one point, and you’ll need to defend yourself against some of the most experienced researchers you’ve encountered so far.

It’s natural to feel a little nervous.

In this post, we’ll cover some of the most important questions you should be able to answer in your viva voce, whether it’s for a Masters or PhD degree. Naturally, they might not arise in exactly the same form (some may not come up at all), but if you can answer these questions well, it means you’re in a good position to tackle your oral defense.

Viva Voce Prep: 13 Essential Questions

• What is your study about and why did you choose to research this in particular?
• How did your research questions evolve during the research process?
• How did you decide on which sources to include in your literature review?
• How did you design your study and why did you take this approach?
• How generalisable and valid are the findings?
• What were the main shortcomings and limitations created by your research design?
• How did your findings relate to the existing literature?
• What were your key findings in relation to the research questions?
• Were there any findings that surprised you?
• What biases may exist in your research?
• How can your findings be put into practice?
• How has your research contributed to current thinking in the field?
• If you could redo your research, how would you alter your approach?

#1: What is your study about and why did you choose to research this in particular?

This question, a classic party starter, is pretty straightforward.

What the dissertation or thesis committee is assessing here is your ability to clearly articulate your research aims, objectives and research questions in a concise manner. Concise is the keyword here – you need to clearly explain your research topic without rambling on for a half-hour. Don’t feel the need to go into the weeds here – you’ll have many opportunities to unpack the details later on.

In the second half of the question, they’re looking for a brief explanation of the justification of your research. In other words, why was this particular set of research aims, objectives and questions worth addressing? To address this question well in your oral defense, you need to make it clear what gap existed within the research and why that gap was worth filling.

#2: How did your research questions evolve during the research process?

Good research generally follows a long and winding path . It’s seldom a straight line (unless you got really lucky). What they’re assessing here is your ability to follow that path and let the research process unfold.

Specifically, they’ll want to hear about the impact that the literature review process had on you in terms of shaping the research aims, objectives and research questions . For example, you may have started with a certain set of aims, but then as you immersed yourself in the literature, you may have changed direction. Similarly, your initial fieldwork findings may have turned out some unexpected data that drove you to adjust or expand on your initial research questions.

Long story short – a good defense involves clearly describing your research journey , including all the twists and turns. Adjusting your direction based on findings in the literature or the fieldwork shows that you’re responsive , which is essential for high-quality research.

#3: How did you decide on which sources to include in your literature review?

A comprehensive literature review is the foundation of any high-quality piece of research. With this question, your dissertation or thesis committee are trying to assess which quality criteria and approach you used to select the sources for your literature review.

Typically, good research draws on both the seminal work in the respective field and more recent sources . In other words, a combination of the older landmark studies and pivotal work, along with up-to-date sources that build on to those older studies. This combination ensures that the study has a rock-solid foundation but is not out of date.

So, make sure that your study draws on a mix of both the “classics” and new kids on the block, and take note of any major evolutions in the literature that you can use as an example when asked this question in your viva voce.

#4: How did you design your study and why did you take this approach?

This is a classic methodological question that you can almost certainly expect in some or other shape.

What they’re looking for here is a clear articulation of the research design and methodology, as well as a strong justification of each choice . So, you need to be able to walk through each methodological choice and clearly explain both what you did and why you did it. The why is particularly important – you need to be able to justify each choice you made by clearly linking your design back to your research aims, objectives and research questions, while also taking into account practical constraints.

To ensure you cover every base, check out our research methodology vlog post , as well as our post covering the Research Onion .

#5: How generalizable and valid are the findings?

This question is aimed at specifically digging into your understanding of the sample and how that relates to the population, as well as potential validity issues in your methodology.

To answer question this well, you’ll need to critically assess your sample and findings and consider if they truly apply to the entire population, as well as whether they assessed what they set out to. Note that there are two components here – generalizability and validity . Generalizability is about how well the sample represents the population. Validity is about how accurately you’ve measured what you intended to measure .

To ace this part of your dissertation defense, make sure that you’re very familiar with the concepts of generalizability , validity and reliability , and how these apply to your research. Remember, you don’t need to achieve perfection – you just need to be aware of the strengths and weaknesses of your research (and how the weaknesses could be improved upon).

Need a helping hand?

#6: What were the main shortcomings and limitations created by your research design?

This question picks up where the last one left off.

As I mentioned, it’s perfectly natural that your research will have shortcomings and limitations as a result of your chosen design and methodology. No piece of research is flawless. Therefore, a good dissertation defense is not about arguing that your work is perfect, but rather it’s about clearly articulating the strengths and weaknesses of your approach.

To address this question well, you need to think critically about all of the potential weaknesses your design may have, as well as potential responses to these (which could be adopted in future research) to ensure you’re well prepared for this question. For a list of common methodological limitations, check out our video about research limitations here .

#7: How did your findings relate to the existing literature?

This common dissertation defense question links directly to your discussion chapter , where you would have presented and discussed the findings in relation to your literature review.

What your dissertation or thesis committee is assessing here is your ability to compare your study’s findings to the findings of existing research . Specifically, you need to discuss which findings aligned with existing research and which findings did not. For those findings that contrasted against existing research, you should also explain what you believe to be the reasons for this.

As with many questions in a viva voce, it’s both the what and the why that matter here. So, you need to think deeply about what the underlying reasons may be for both the similarities and differences between your findings and those of similar studies.

#8: What were your key findings in relation to the research questions?

This question is similar to the last one in that it too focuses on your research findings. However, here the focus is specifically on the findings that directly relate to your research questions (as opposed to findings in general).

So, a good way to prepare for this question is to step back and revisit your research questions . Ask yourself the following:

• What exactly were you asking in those questions, and what did your research uncover concerning them?
• Which questions were well answered by your study and which ones were lacking?
• Why were they lacking and what more could be done to address this in future research?

Conquering this part dissertation defense requires that you focus squarely on the research questions. Your study will have provided many findings (hopefully!), and not all of these will link directly to the research questions. Therefore, you need to clear your mind of all of the fascinating side paths your study may have lead you down and regain a clear focus on the research questions .

#9: Were there any findings that surprised you?

This question is two-pronged.

First, you should discuss the surprising findings that were directly related to the original research questions . Going into your research, you likely had some expectations in terms of what you would find, so this is your opportunity to discuss the outcomes that emerged as contrary to what you initially expected. You’ll also want to think about what the reasons for these contrasts may be.

Second, you should discuss the findings that weren’t directly related to the research questions, but that emerged from the data set . You may have a few or you may have none – although generally there are a handful of interesting musings that you can glean from the data set. Again, make sure you can articulate why you find these interesting and what it means for future research in the area.

What the committee is looking for in this type of question is your ability to interpret the findings holistically and comprehensively , and to respond to unexpected data. So, take the time to zoom out and reflect on your findings thoroughly.

#10: What biases may exist in your research?

Biases… we all have them.

For this question, you’ll need to think about potential biases in your research , in the data itself but also in your interpretation of the data. With this question, your committee is assessing whether you have considered your own potential biases and the biases inherent in your analysis approach (i.e. your methodology). So, think carefully about these research biases and be ready to explain how these may exist in your study.

In an oral defense, this question is often followed up with a question on how the biases were mitigated or could be mitigated in future research. So, give some thought not just to what biases may exist, but also the mitigation measures (in your own study and for future research).

#11: How can your findings be put into practice?

Another classic question in the typical viva voce.

With this question, your committee is assessing your ability to bring your findings back down to earth and demonstrate their practical value and application. Importantly, this question is not about the contribution to academia or the overall field of research (we’ll get to that next) – it is specifically asking about how this newly created knowledge can be used in the real world.

Naturally, the actionability of your findings will vary depending on the nature of your research topic. Some studies will produce many action points and some won’t. If you’re researching marketing strategies within an industry, for example, you should be able to make some very specific recommendations for marketing practitioners in that industry.

To help you flesh out points for this question, look back at your original justification for the research (i.e. in your introduction and literature review chapters). What were the driving forces that led you to research your specific topic? That justification should help you identify ways in which your findings can be put into practice.

#12: How has your research contributed to current thinking in the field?

While the previous question was aimed at practical contribution, this question is aimed at theoretical contribution . In other words, what is the significance of your study within the current body of research? How does it fit into the existing research and what does it add to it?

This question is often asked by a field specialist and is used to assess whether you’re able to place your findings into the research field to critically convey what your research contributed. This argument needs to be well justified – in other words, you can’t just discuss what your research contributed, you need to also back each proposition up with a strong why .

To answer this question well, you need to humbly consider the quality and impact of your work and to be realistic in your response. You don’t want to come across as arrogant (“my work is groundbreaking”), nor do you want to undersell the impact of your work. So, it’s important to strike the right balance between realistic and pessimistic .

This question also opens the door to questions about potential future research . So, think about what future research opportunities your study has created and which of these you feel are of the highest priority.

#13: If you could redo your research, how would you alter your approach?

This question is often used to wrap up a viva voce as it brings the discussion full circle.

Here, your committee is again assessing your ability to clearly identify and articulate the limitations and shortcomings of your research, both in terms of research design and topic focus . Perhaps, in hindsight, it would have been better to use a different analysis method or data set. Perhaps the research questions should have leaned in a slightly different direction. And so on.

This question intends to assess whether you’re able to look at your work critically , assess where the weaknesses are and make recommendations for the future . This question often sets apart those who did the research purely because it was required, from those that genuinely engaged with their research. So, don’t hold back here – reflect on your entire research journey ask yourself how you’d do things differently if you were starting with a  blank canvas today.

Recap: The 13 Key Dissertation Defense Questions

To recap, here are the 13 questions you need to be ready for to ace your dissertation or thesis oral defense:

As I mentioned, this list of dissertation defense questions is certainly not exhaustive – don’t assume that we’ve covered every possible question here. However, these questions are quite likely to come up in some shape or form in a typical dissertation or thesis defense, whether it’s for a Master’s degree, PhD or any other research degree. So, you should take the time to make sure you can answer them well.

If you need assistance preparing for your dissertation defense or viva voce, get in touch with us to discuss 1-on-1 coaching. We can critically review your research and identify potential issues and responses, as well as undertake a mock oral defense to prepare you for the pressures and stresses on the day.

Psst... there’s more!

This post was based on one of our popular Research Bootcamps . If you're working on a research project, you'll definitely want to check this out ...

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12 Comments

Very interesting

Interesting. I appreciate!

Really appreciating

My field is International Trade

Interesting

This is a full course on defence. I was fabulously enlightened and I gained enough confidence for my upcoming Masters Defence.

There are many lessons to learn and the simplicity in presentationmakes thee reader say “YesI can”

This is so helping… it has Enlightened me on how to answer specific questions. I pray to make it through for my upcoming defense

Lovely to hear that 🙂

Really educative and beneficial

Interesting. On-point and elaborate. And comforting too! Thanks.

Thank you very much for the enlightening me, be blessed

Thankyou so much. I am planning to defend my thesis soon and I found this very useful

Very interesting and useful to all masters and PhD students

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dissertation

Definition of dissertation

Examples of dissertation in a sentence.

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'dissertation.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

1651, in the meaning defined above

Dictionary Entries Near dissertation

dissertative

Cite this Entry

“Dissertation.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/dissertation. Accessed 24 May. 2024.

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How to prepare and deliver an effective oral presentation

• Related content
• Peer review
• Lucia Hartigan , registrar 1 ,
• Fionnuala Mone , fellow in maternal fetal medicine 1 ,
• Mary Higgins , consultant obstetrician 2
• 1 National Maternity Hospital, Dublin, Ireland
• 2 National Maternity Hospital, Dublin; Obstetrics and Gynaecology, Medicine and Medical Sciences, University College Dublin
• luciahartigan{at}hotmail.com

The success of an oral presentation lies in the speaker’s ability to transmit information to the audience. Lucia Hartigan and colleagues describe what they have learnt about delivering an effective scientific oral presentation from their own experiences, and their mistakes

The objective of an oral presentation is to portray large amounts of often complex information in a clear, bite sized fashion. Although some of the success lies in the content, the rest lies in the speaker’s skills in transmitting the information to the audience. 1

Preparation

It is important to be as well prepared as possible. Look at the venue in person, and find out the time allowed for your presentation and for questions, and the size of the audience and their backgrounds, which will allow the presentation to be pitched at the appropriate level.

See what the ambience and temperature are like and check that the format of your presentation is compatible with the available computer. This is particularly important when embedding videos. Before you begin, look at the video on stand-by and make sure the lights are dimmed and the speakers are functioning.

For visual aids, Microsoft PowerPoint or Apple Mac Keynote programmes are usual, although Prezi is increasing in popularity. Save the presentation on a USB stick, with email or cloud storage backup to avoid last minute disasters.

When preparing the presentation, start with an opening slide containing the title of the study, your name, and the date. Begin by addressing and thanking the audience and the organisation that has invited you to speak. Typically, the format includes background, study aims, methodology, results, strengths and weaknesses of the study, and conclusions.

If the study takes a lecturing format, consider including “any questions?” on a slide before you conclude, which will allow the audience to remember the take home messages. Ideally, the audience should remember three of the main points from the presentation. 2

Have a maximum of four short points per slide. If you can display something as a diagram, video, or a graph, use this instead of text and talk around it.

Animation is available in both Microsoft PowerPoint and the Apple Mac Keynote programme, and its use in presentations has been demonstrated to assist in the retention and recall of facts. 3 Do not overuse it, though, as it could make you appear unprofessional. If you show a video or diagram don’t just sit back—use a laser pointer to explain what is happening.

Rehearse your presentation in front of at least one person. Request feedback and amend accordingly. If possible, practise in the venue itself so things will not be unfamiliar on the day. If you appear comfortable, the audience will feel comfortable. Ask colleagues and seniors what questions they would ask and prepare responses to these questions.

It is important to dress appropriately, stand up straight, and project your voice towards the back of the room. Practise using a microphone, or any other presentation aids, in advance. If you don’t have your own presenting style, think of the style of inspirational scientific speakers you have seen and imitate it.

Try to present slides at the rate of around one slide a minute. If you talk too much, you will lose your audience’s attention. The slides or videos should be an adjunct to your presentation, so do not hide behind them, and be proud of the work you are presenting. You should avoid reading the wording on the slides, but instead talk around the content on them.

Maintain eye contact with the audience and remember to smile and pause after each comment, giving your nerves time to settle. Speak slowly and concisely, highlighting key points.

Do not assume that the audience is completely familiar with the topic you are passionate about, but don’t patronise them either. Use every presentation as an opportunity to teach, even your seniors. The information you are presenting may be new to them, but it is always important to know your audience’s background. You can then ensure you do not patronise world experts.

To maintain the audience’s attention, vary the tone and inflection of your voice. If appropriate, use humour, though you should run any comments or jokes past others beforehand and make sure they are culturally appropriate. Check every now and again that the audience is following and offer them the opportunity to ask questions.

Finishing up is the most important part, as this is when you send your take home message with the audience. Slow down, even though time is important at this stage. Conclude with the three key points from the study and leave the slide up for a further few seconds. Do not ramble on. Give the audience a chance to digest the presentation. Conclude by acknowledging those who assisted you in the study, and thank the audience and organisation. If you are presenting in North America, it is usual practice to conclude with an image of the team. If you wish to show references, insert a text box on the appropriate slide with the primary author, year, and paper, although this is not always required.

Answering questions can often feel like the most daunting part, but don’t look upon this as negative. Assume that the audience has listened and is interested in your research. Listen carefully, and if you are unsure about what someone is saying, ask for the question to be rephrased. Thank the audience member for asking the question and keep responses brief and concise. If you are unsure of the answer you can say that the questioner has raised an interesting point that you will have to investigate further. Have someone in the audience who will write down the questions for you, and remember that this is effectively free peer review.

Be proud of your achievements and try to do justice to the work that you and the rest of your group have done. You deserve to be up on that stage, so show off what you have achieved.

Competing interests: We have read and understood the BMJ Group policy on declaration of interests and declare the following interests: None.

• ↵ Rovira A, Auger C, Naidich TP. How to prepare an oral presentation and a conference. Radiologica 2013 ; 55 (suppl 1): 2 -7S. OpenUrl
• ↵ Bourne PE. Ten simple rules for making good oral presentations. PLos Comput Biol 2007 ; 3 : e77 . OpenUrl PubMed
• ↵ Naqvi SH, Mobasher F, Afzal MA, Umair M, Kohli AN, Bukhari MH. Effectiveness of teaching methods in a medical institute: perceptions of medical students to teaching aids. J Pak Med Assoc 2013 ; 63 : 859 -64. OpenUrl

Tips for Online Students , Tips for Students

Dissertation vs Thesis: The Differences that Matter

Updated: January 24, 2023

Published: April 26, 2020

As a graduate student, you will have many different types of challenging coursework and assignments. However, the biggest project that you’ll work on when earning your master’s or doctoral degree will be your thesis or dissertation . The differences between a dissertation vs thesis are plenty. That’s because each of these pieces of writing happen at different times in one’s educational journey.

Let’s break down what a dissertation and thesis are so that you have a strong handle on what’s expected. For both a thesis and a dissertation, there is an obvious fluency and understanding of the subject one studies.

Let’s take a look at their similarities and differences.

Photo by  Glenn Carstens-Peters  on  Unsplash

What is a dissertation.

When you enter a doctoral program to earn a PhD, you will learn a lot about how to conduct your own research. At the culmination of your degree program, you’ll produce a dissertation.

A dissertation is a lengthy piece of written work that includes original research or expanded research on a new or existing topic. As the doctoral student, you get to choose what you want to explore and write about within your field of study.

What is a Thesis?

A thesis is also a scholarly piece of writing, but it is for those who are graduating from a master’s program. A thesis allows students to showcase their knowledge and expertise within the subject matter they have been studying.

Main Differences Between a Thesis vs. Dissertation

The biggest difference between a thesis and a dissertation is that a thesis is based on existing research.

On the other hand, a dissertation will more than likely require the doctoral student to conduct their own research and then perform analysis. The other big difference is that a thesis is for master’s students and the dissertation is for PhD students.

Structural Differences Between a Thesis and a Dissertation

Structurally, the two pieces of written analysis have many differences.

• A thesis is at least 100 pages in length
• A dissertation is 2-3x that in length
• A thesis expands upon and analyzes existing research
• A dissertation’s content is mostly attributed to the student as the author

Research Content and Oral Presentation

Once completed, some programs require students to orally present their thesis and dissertation to a panel of faculty members.

Typically, a dissertation oral presentation can take several hours. On the other hand, a thesis only takes about an hour to present and answer questions.

Let’s look at how the two scholarly works are similar and different:

Similarities:

• Each is considered a final project and required to graduate
• Both require immense understanding of the material
• Written skills are key to complete both
• Neither can be plagiarized
• Both are used to defend an argument
• Both require analytical skills
• You will have to draft, rewrite, and edit both pieces of writing
• For both, it is useful to have another person look over before submission
• Both papers are given deadlines

Differences:

• A dissertation is longer than a thesis
• A dissertation requires new research
• A dissertation requires a hypothesis that is then proven
• A thesis chooses a stance on an existing idea and defends it with analysis
• A dissertation has a longer oral presentation component

The Differences in Context: Location Matters

The united states.

In the US, everything that was previously listed is how schools differentiate between a thesis and a dissertation. A thesis is performed by master’s students, and a dissertation is written by PhD candidates.

In Europe, the distinction between a thesis and dissertation becomes a little more cloudy. That’s because PhD programs may require a doctoral thesis to graduate. Then, as a part of a broader post-graduate research project, students may complete a dissertation.

Photo by  Russ Ward  on  Unsplash

The purpose behind written research.

Each piece of writing is an opportunity for a student to demonstrate his or her ability to think critically, express their opinions in writing, and present their findings in front of their department.

Graduate degrees take a lot of time, energy, and hard work to complete. When it comes to writing such lengthy and informative pieces, there is a lot of time management that is involved. The purpose of both a thesis and a dissertation are written proof that you understand and have mastered the subject matter of your degree.

Degree Types

A doctoral degree, or PhD, is the highest degree that one can earn. In most cases, students follow the following path to achieve this level of education: Earn a bachelor’s degree, then a master’s, and then a PhD. While not every job title requires this deep educational knowledge, the salaries that come along with each level of higher education increase accordingly.

Earning Your Degree

Whether you are currently a prospective student considering earning your higher education degree or a student enrolled in a master’s or doctoral program, you know the benefits of education.

However, for some, earning a traditional degree on-campus doesn’t make sense. This could be because of the financial challenges, familial obligations, accessibility, or any other number of reasons.

For students who are seeking their higher education degrees but need a flexible, affordable, and quality alternative to traditional college, take a look at the programs that the University of the People has to offer.

University of the People is an entirely online, US accredited and tuition-free institution dedicated to higher education. You can earn your Master’s in Business Administration or your Master’s in Education . Not to mention, there are a handful of associate’s and bachelor’s degree programs to choose from as well.

If you want to learn more, get in touch with us !

The Bottom Line

Regardless of where and when you earn your master’s or doctoral degree, you will likely have to complete a thesis or dissertation. The main difference between a thesis and dissertation is the level at which you complete them. A thesis is for a master’s degree, and a dissertation is for a doctoral degree.

Don’t be overwhelmed by the prospect of having to research and write so much. Your educational journey has prepared you with the right time management skills and writing skills to make this feat achievable!

Related Articles

How to Prepare for the Oral Defense of Your Thesis/Dissertation

© Paul T. P. Wong , Ph.D., C.Psych.,  Former Research Director, Graduate Program in Counselling Psychology, Trinity Western University, Langley, BC, Canada

Use the following steps when preparing for the oral defense of your thesis/dissertation.

1. Evaluation of oral examination is based on your presentation and your answers to questions from the examining committee.

2. Be well prepared for your presentation—academically, mentally and physically. Try to be well rested and focused before your oral defense.

3. In your preparation, don’t try to memorize all the studies cited in your thesis, but you do need to know the details of the few key studies that form the basis of your investigation.

4. You need to be familiar with larger issues, such as the basic assumptions, theoretical framework, paradigm, cross-cultural perspectives, Christian integration, etc.

5. More importantly, you need to have a deep understanding of the nature of your research problem and the major issues involved.

6. You may bring with you important materials for easy reference in the course of your defense; these may include key articles, computer print-outs of results, etc.

7. Your presentation is evaluated in terms of content and clarity as well as style.

8. Don’t speak too fast and don’t read from your notes.

9. Treat your presentation as a public address because there may be non-psychologists present at your defense. Therefore, don’t use too many jargons and don’t pack it with details. You need to tell people in simple, concise language:

• What you did,
• Why you did it,
• How you did it,
• What you found, and
• What the results mean.

10. Prepare handouts or power-points. Typically, they should include

• An overview or outline of your presentation,
• Introduction (including research question, rationale and hypothesis, if any, and definition of key constructs),
• Method (including design, methodology, sample, instruments or questionnaires, and procedure,
• Results (including tables or figures summarizing your findings), and
• Discussion (including reasons for new or unexpected findings, contributions and limitations, and practical implications).

11. Make sure that you space yourself well. Don’t spend too much time on one section. For example, you should not spend more than 5 minutes on introduction, since you are allowed only 20 minutes for your presentation.

12. Most of the questions are rather general and broad, dealing with substantial methodological, theoretical and application issues. However, some questions focus on specific points regarding sampling, statistical analysis, or some questionable conclusions.

13. Be prepared to clarify or elaborate on your assumptions, theoretical positions, methods, and conclusions. Often, an examiner plays the devil’s advocate to see how well you can think on your feet and defend yourself.

14. Occasionally, an examiner may ask a question which is unfair or cannot be adequately answered. After a few futile attempts, feel free to say that you don’t know the answer. You may even be bold enough to say, “Since none of my answers are acceptable, I would really appreciate it if you could give me some pointers or tell me what would be a correct answer.”

15. Here are some common questions:

• If you were to do it all over again, what changes would you make?
• What specific aspects of your findings can be utilized by counselors or psychologists in their practice?
• What is the most important contribution of your thesis? Can you say it in one or two sentences?
• What are some of the competing hypotheses? Could you think of an alternative interpretation of your findings?

16. Don’t rush to any answers. It is perfectly acceptable to think for a couple of seconds, or ask if you are on the right track. If you are not clear about the question, you are entitled to ask for clarification.

17. Try to be concise and to the point, but at the same time demonstrate that you have a good grasp of the complex issues involved. In other words, do not give superficial answers, but at the same time, do not go all over the map.

18. Put up a good defense without being defensive. Be confident without being cocky. A good defense means that you can provide strong logical arguments as well as empirical support o defend your position or conclusion. However, don’t be defensive when people criticize your study. If they are able to point out some real flaws or weaknesses in your study, accept their criticisms with humility, grace and gratitude.

19. Before the oral defense, talk to your advisor about areas of concerns based on external examiner’s comments. Then, discuss with your advisor how to best address these concerns. (Your advisor cannot tell you the specific questions the examiners will ask, but s/he can direct your attention to issues or areas that require some thinking or additional research.)

20. After the oral defense, meet with your advisor for debriefing and seek advice on how to revise your thesis.

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8 Top Tips for Crushing Your PhD Oral Defense

3-minute read

• 27th January 2016

Once you’ve submitted your PhD dissertation , most of the hard work is done. The one big thing standing between you and your shiny new doctorate is your oral dissertation defense .

The exact format this takes will depend on your grad school, but the general idea is that you present your thesis to a committee who have read your dissertation. The committee members then ask questions about your work , which you have to defend to prove your academic credentials. You may be asked to make revisions to your dissertation based on the discussion.

This might sound a bit like a scholastic Spanish Inquisition , but as long as you prepare thoroughly, your oral defense doesn’t have to be a stressful experience:

1. Ask Around

The first thing to do when preparing for your oral defense is to ask your PhD advisor what to expect and check your grad school’s requirements. You could also ask colleagues who have already completed their defense.

2. Practice Makes Perfect

If you get the chance, sit in on other people’s oral defense sessions. Even better, if you have some willing friends available, try practicing your defense presentation in front of them, including having them ask you questions.

3. Re-read Your Dissertation

You don’t have to memorize every detail, but re-familiarizing yourself with your work before your oral defense is definitely a good idea.

4. Arrive Early

On the day, make sure you know where and when your oral defense is scheduled to take place. Get there at least fifteen minutes early so you have time to set up and settle down.

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5. Your Thesis Statement

Make sure you have a clear thesis statement to begin your presentation. This will usually include the problem you’re addressing, why it’s important and what your research has achieved.

6. Use Visual Aids

Having handouts or a PowerPoint slideshow to accompany your talk is pretty much standard these days and can enhance your presentation.

7. Don’t Fear the Committee

It’s easy to feel like the committee members are out to get you once the questions start flying, but try not to panic. It’s perfectly fine to ask for clarification if you’re unsure about something.

Likewise, be honest if you don’t have an immediate response; it’s far better to say you’d need to do more research before answering than it is to try and bluff your way through the conversation.

Similarly, don’t feel like you have to rush. Taking a moment to think before answering a question will help you to formulate a considered answer.

8. Believe in Yourself!

The most important thing to remember is that your advisor will not have let you submit your dissertation unless they thought it was a good piece of work. As such you have every reason to be confident, which will make your presentation more convincing. Try to dress smart too, as you want to make a good first impression.

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24 Oral Presentations

Many academic courses require students to present information to their peers and teachers in a classroom setting. This is usually in the form of a short talk, often, but not always, accompanied by visual aids such as a power point. Students often become nervous at the idea of speaking in front of a group.

This chapter is divided under five headings to establish a quick reference guide for oral presentations.

A beginner, who may have little or no experience, should read each section in full.

For the intermediate learner, who has some experience with oral presentations, review the sections you feel you need work on.

The Purpose of an Oral Presentation

Generally, oral presentation is public speaking, either individually or as a group, the aim of which is to provide information, entertain, persuade the audience, or educate. In an academic setting, oral presentations are often assessable tasks with a marking criteria. Therefore, students are being evaluated on their capacity to speak and deliver relevant information within a set timeframe. An oral presentation differs from a speech in that it usually has visual aids and may involve audience interaction; ideas are both shown and explained . A speech, on the other hand, is a formal verbal discourse addressing an audience, without visual aids and audience participation.

Types of Oral Presentations

Individual presentation.

• Breathe and remember that everyone gets nervous when speaking in public. You are in control. You’ve got this!
• Know your content. The number one way to have a smooth presentation is to know what you want to say and how you want to say it. Write it down and rehearse it until you feel relaxed and confident and do not have to rely heavily on notes while speaking.
• Eliminate ‘umms’ and ‘ahhs’ from your oral presentation vocabulary. Speak slowly and clearly and pause when you need to. It is not a contest to see who can race through their presentation the fastest or fit the most content within the time limit. The average person speaks at a rate of 125 words per minute. Therefore, if you are required to speak for 10 minutes, you will need to write and practice 1250 words for speaking. Ensure you time yourself and get it right.
• Ensure you meet the requirements of the marking criteria, including non-verbal communication skills. Make good eye contact with the audience; watch your posture; don’t fidget.
• Know the language requirements. Check if you are permitted to use a more casual, conversational tone and first-person pronouns, or do you need to keep a more formal, academic tone?

Group Presentation

• All of the above applies, however you are working as part of a group. So how should you approach group work?
• Firstly, if you are not assigned to a group by your lecturer/tutor, choose people based on their availability and accessibility. If you cannot meet face-to-face you may schedule online meetings.
• Get to know each other. It’s easier to work with friends than strangers.
• Also consider everyone’s strengths and weaknesses. This will involve a discussion that will often lead to task or role allocations within the group, however, everyone should be carrying an equal level of the workload.
• Some group members may be more focused on getting the script written, with a different section for each team member to say. Others may be more experienced with the presentation software and skilled in editing and refining power point slides so they are appropriate for the presentation. Use one visual aid (one set of power point slides) for the whole group. Take turns presenting information and ideas.
• Be patient and tolerant with each other’s learning style and personality. Do not judge people in your group based on their personal appearance, sexual orientation, gender, age, or cultural background.
• Rehearse as a group, more than once. Keep rehearsing until you have seamless transitions between speakers. Ensure you thank the previous speaker and introduce the one following you. If you are rehearsing online, but have to present in-person, try to schedule some face-to-face time that will allow you to physically practice using the technology and classroom space of the campus.
• For further information on working as a group see:

Working as a group – my.UQ – University of Queensland

Writing Your Presentation

Approach the oral presentation task just as you would any other assignment. Review the available topics, do some background reading and research to ensure you can talk about the topic for the appropriate length of time and in an informed manner. Break the question down as demonstrated in Chapter 17 Breaking Down an Assignment. Where it differs from writing an essay is that the information in the written speech must align with the visual aid. Therefore, with each idea, concept or new information you write, think about how this might be visually displayed through minimal text and the occasional use of images. Proceed to write your ideas in full, but consider that not all information will end up on a power point slide. After all, it is you who are doing the presenting , not the power point. Your presentation skills are being evaluated; this may include a small percentage for the actual visual aid. This is also why it is important that EVERYONE has a turn at speaking during the presentation, as each person receives their own individual grade.

Using Visual Aids

A whole chapter could be written about the visual aids alone, therefore I will simply refer to the key points as noted by my.UQ

To keep your audience engaged and help them to remember what you have to say, you may want to use visual aids, such as slides.

When designing slides for your presentation, make sure:

• any text is brief, grammatically correct and easy to read. Use dot points and space between lines, plus large font size (18-20 point).
• Resist the temptation to use dark slides with a light-coloured font; it is hard on the eyes
• if images and graphs are used to support your main points, they should be non-intrusive on the written work

Images and Graphs

• Your audience will respond better to slides that deliver information quickly – images and graphs are a good way to do this. However, they are not always appropriate or necessary.

When choosing images, it’s important to find images that:

• support your presentation and aren’t just decorative
• are high quality, however, using large HD picture files can make the power point file too large overall for submission via Turnitin
• you have permission to use (Creative Commons license, royalty-free, own images, or purchased)
• suggested sites for free-to-use images: Openclipart – Clipping Culture ; Beautiful Free Images & Pictures | Unsplash ; Pxfuel – Royalty free stock photos free download ; When we share, everyone wins – Creative Commons

This is a general guide. The specific requirements for your course may be different. Make sure you read through any assignment requirements carefully and ask your lecturer or tutor if you’re unsure how to meet them.

Using Visual Aids Effectively

Too often, students make an impressive power point though do not understand how to use it effectively to enhance their presentation.

• Rehearse with the power point.
• Keep the slides synchronized with your presentation; change them at the appropriate time.
• Refer to the information on the slides. Point out details; comment on images; note facts such as data.
• Don’t let the power point just be something happening in the background while you speak.
• Write notes in your script to indicate when to change slides or which slide number the information applies to.
• Pace yourself so you are not spending a disproportionate amount of time on slides at the beginning of the presentation and racing through them at the end.
• Practice, practice, practice.

Nonverbal Communication

It is clear by the name that nonverbal communication are the ways that we communicate without speaking. Many people are already aware of this, however here are a few tips that relate specifically to oral presentations.

Being confident and looking confident are two different things. Fake it until you make it.

• Avoid slouching or leaning – standing up straight instantly gives you an air of confidence.
• Move! When you’re glued to one spot as a presenter, you’re not perceived as either confident or dynamic. Use the available space effectively, though do not exaggerate your natural movements so you look ridiculous.
• If you’re someone who “speaks with their hands”, resist the urge to constantly wave them around. They detract from your message. Occasional gestures are fine.
• Be animated, but don’t fidget. Ask someone to watch you rehearse and identify if you have any nervous, repetitive habits you may be unaware of, for example, constantly touching or ‘finger-combing’ your hair, rubbing your face.
• Avoid ‘voice fidgets’ also. If you needs to cough or clear your throat, do so once then take a drink of water.
• Avoid distractions. No phone turned on. Water available but off to one side.
• Keep your distance. Don’t hover over front-row audience members; this can be intimidating.
• Have a cheerful demeaner. You do not need to grin like a Cheshire cat throughout the presentation, yet your facial expression should be relaxed and welcoming.
• Maintain an engaging TONE in your voice. Sometimes it’s not what you’re saying that is putting your audience to sleep, it’s your monotonous tone. Vary your tone and pace.
• Don’t read your presentation – PRESENT it! Internalize your script so you can speak with confidence and only occasionally refer to your notes if needed.
• Lastly, make good eye contact with your audience members so they know you are talking with them, not at them. You’re having a conversation. Watch the link below for some great speaking tips, including eye contact.

Below is a video of some great tips about public speaking from Amy Wolff at TEDx Portland [1]

• Wolff. A. [The Oregonion]. (2016, April 9). 5 public speaking tips from TEDxPortland speaker coach [Video]. YouTube. https://www.youtube.com/watch?v=JNOXZumCXNM&ab_channel=TheOregonian ↵

communication of thought by word

Academic Writing Skills Copyright © 2021 by Patricia Williamson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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• Dissertation and Final Oral Exam

[Part of the Policies of the CHD, last updated fall 2021]

Dissertation

The dissertation must represent an original and significant contribution to knowledge.  The dissertation should be a coherent document conforming with the customary standards of scholarly discourse and addressed to a broad audience in the corresponding subject rather than to a narrow audience of specialists in the field.  SEAS does not follow the practice in which a collection of manuscripts published or intended for publication as technical papers constitutes an acceptable dissertation.  It should be understood, however, that the student has an obligation to prepare the work for publication in the archival literature in timely fashion.  The dissertation must meet the GSAS requirements available at https://gsas.harvard.edu/degree-requirements/dissertations/formatting-your-dissertation  .

Final Oral Exam ("Defense")

The last two requirements are the final Ph.D. oral examination and an electronic copy of the dissertation submitted as a PDF file.  The student must deliver a complete penultimate draft of the dissertation (except for the acknowledgments) to all members of the research committee at least two weeks prior to the final examination. Once the student has agreed upon a time for the examination with all members of the research committee, the student is responsible for contacting the Office of Academic Programs ( [email protected] ) at least two weeks in advance in order to prepare the exam paperwork, and, if needed, to schedule a room.

The final oral exam (i.e., the defense) is the culmination of a student’s years of effort and formally marks the candidate’s entry into the community of scholars .   As such, the candidate and committee should strive to meet together in person for the exam.  If after attempting to schedule a time for the full committee to meet together in person it appears that no such time can be found, the candidate should consult with the Office of Academic Programs about alternatives, possibly including that one or more committee members attend remotely.

SEAS encourages candidates to provide a videoconferencing (e.g., Zoom) option for remote attendance by guests, community members and the public who may not be able to attend in person.

The final examination is essentially a presentation and defense of the dissertation, though more general questions relating to the field of the dissertation are in order.  At the end of the examination, the research committee may accept the dissertation, possibly subject to agreed-upon revisions, or specify further requirements.  If other than minor revisions are involved, the nature of the conditions that need to be met should be reported to the DGS.  The research advisor must certify in writing that these conditions have been met before award of the degree can formally be recommended by the Dean. 

SEAS facilities are the usual location for the final defense.  A student planning a defense to be held outside of SEAS must have the approval of all their committee members before finalizing the location of the defense. Arrangements as to location will be made by the student through the Office of Academic Programs. Public notice will be given.  The Office of Academic Programs strongly encourages students to schedule their defense not later than two weeks before the GSAS Ph.D. Dissertation submission deadline.

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4.7.1 Doctoral Degrees, University Oral Examinations & Committees: Policy

Main navigation.

• 1. Scheduling the Oral Examination
• 2. Committee Membership
• 3. Out-of-Department Chair
• 4. Conducting and Voting on the Examination
• 5. Reporting of Results

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Last updated on: Monday, March 7, 2022

Every doctoral student is required to pass a university oral examination, which can be one of three types, as determined by the degree program. Every university oral examination is chaired by an out-of-department chairperson. This policy outlines university requirements for committee membership and responsibilities, scheduling and procedures for the examination, and reporting the results.

Why a University Oral Examination?

The doctoral degree is formally awarded by the faculty of the university as a whole, not by individual degree programs. Although responsibility for admitting, educating, and recommending doctoral candidates is in effect exercised by degree programs, the university exercises control over the doctoral degree through general regulations; through the university oral and other examinations; and through the ultimate power of the Academic Council to disapprove the awarding of any individual degree.

The purpose of the university oral examination is to test the candidate’s command of the field of study and to confirm fitness for scholarly pursuits. The student, the degree program, and the university all derive benefits from this requirement that would not be easily obtained by other means. The oral examination retains value first as a teaching experience and intellectual encounter for the student; second as a milestone, a means of internal indication, and a point of contact with the larger university for the degree program; and third as a small but significant unifying force and means of promoting communication between the different, often highly specialized, degree programs of the university.

Why a University Oral Examination Out-of-Department Chair?

The out-of-department chair serves as an impartial representative of the academic standards of the university by maintaining the quality and integrity of the university oral examination.

The out-of-department chair is both a quality controller and an umpire. As a quality controller, the chair's role is to actively participate in the assessment of the quality of the student and judge the intellectual merits of the candidate. The chair is also an umpire whose role is to act as a time-keeper and monitor of university rules and procedures. In order to maintain impartiality, the orals chair may not simultaneously serve on the student's dissertation reading committee.

For the individual student, the outside chair may serve as both an observer and, to some extent, a buffer in the rare case when candidates’ examinations are clouded by intellectual and even political factionalism in their own degree programs.

In addition, oral examinations make the character and quality of programs visible to faculty members from other areas. The appointment of an outside chair provides an opportunity for a measure of outside scrutiny of the department’s academic programs. 

The convention of the out-of-department chair continues to foster serendipitous contact among members of the faculty and helps strengthen the intellectual ties that make it possible to describe the university as a community of scholars. (Adapted from “The Study of Graduate Education at Stanford,” 1972, pp. 76-77, 81-82; and discussion of the Academic Senate, April 29, 1993.)

Passing a university oral examination is a requirement of the PhD, JSD. and EdD degrees. The purpose of the examination is to test the candidate’s command of the field of study and to confirm fitness for scholarly pursuits. Degree programs determine which of the following three types of oral examinations is to be required in their doctoral programs:

• A test of knowledge of the student’s field; this type of examination is intended to assess the student’s overall mastery of a specific field of knowledge 
• A review of the dissertation proposal covering content relevant to the area of study, rationale for the proposed investigation, and strategy to be used in the research; this type of examination is intended to assist the student in refining a dissertation topic and to ensure mastery of theoretical and methodological issues as well as the materials needed to conduct the research effectively
• A defense of the dissertation presented either upon completion of a substantial portion of the dissertation or upon completion of a pre-final draft (in either case, a draft of the work completed should be available for the examining committee well in advance of the examination); this type of examination is intended to verify that the research represents the candidate’s own contribution to knowledge, and to test his or her understanding of the research. General questions pertaining to the field as a whole, but beyond the scope of the dissertation itself, may be included.

Authority: 

• Committee on Graduate Studies (policy)
• Office of the Registrar  via Stanford Services & Support (implementation)
• Degree Program Office (implementation)
• Office of the Vice Provost for Graduate Education  (exceptions)

Applicability: 

All PhD, JSD, and EdD degree candidates and programs.

Related Pages: 

4.7.2 Doctoral Degrees, University Oral Examinations & Committees: Implementation

1. Scheduling the Oral Examination

Degree program policy determines when, after admission to candidacy, the oral examination is taken. Timing of the examination depends on degree program policy, on the nature of the examination, and on the estimated readiness of the student. The examination may be scheduled at any time during the year, unless otherwise specified by degree program policy. 

Students are required to be enrolled in the term in which the university oral examination is taken. The period between the last day of final exams of one term and the day prior to the first day of the following term is considered an extension of the earlier term. Candidacy must be valid at the time that the examination is taken. If the oral examination is a defense of the dissertation, the  Doctoral Dissertation Reading Committee form  must be submitted to and recorded by the degree program prior to the scheduling of the examination.

The  University Oral Examination form  is used to schedule the examination officially, including: 

• Date, time, and location of the examination
• Type of examination and title of dissertation or subject of examination
• Composition of the committee, approved by the department chair or faculty delegate
• If a member cannot attend the scheduled examination, the examination is rescheduled. 

The university oral examination is typically completed with the students and all members of the examination committee, including the out-of-department chair, attending in person. In some limited cases, it may be appropriate for the student or some or all members of the committee or chair to participate remotely. Decisions to approve remote participation are approved by the department chair or director of graduate studies. Prior to approving remote participation, the degree program should confirm the technology to be used. Should the technology fail during the exam limiting the participation of the student, an examiner, or the out-of-department orals chair, it may be necessary for the examination to be rescheduled.

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2. Committee Membership

The University Oral Examination Committee consists of at least five Stanford faculty members: four examiners and the committee chair from another department. The chair of a Stanford oral examination is appointed for this examination only, to represent the interests of the university for a fair and rigorous process as described above. In order to maintain impartiality, the orals chair may not simultaneously serve on the student's dissertation reading committee.

All committee members are normally on the Stanford University Academic Council, and the chair must be a member. Emeritus faculty are also eligible to serve as examiners or chair of the committee. Emeritus Stanford faculty, though no longer current members of the Academic Council, count as Academic Council members when serving on dissertation oral committees (clarified by the Committee on Graduate Studies in 2011; see SenD#6535).

Representation from the PhD minor department on the committee is at the discretion of the major and minor departments.

If the oral examination is a defense of the dissertation, the Dissertation Reading Committee usually constitutes the three of the four examiners on the oral examination committee (see  GAP 4.8 Doctoral Degrees, Dissertations & Dissertation Reading Committees ).

The student's department chair or faculty director of graduate studies may, in some cases, approve the appointment of an examining committee member who is not a current or emeritus member of the Academic Council, if that person contributes an area of expertise that is not readily available from the faculty and holds a PhD or equivalent foreign degree, via the Petition for Non-Academic Council Doctoral Committee Members . However, the majority of the examiners must be current or emeritus Academic Council members. More specifically: 

• If the committee has four or five examiners, only one non-Academic Council member may be appointed to the oral examination committee. 
• If the committee has six or seven examiners, up to two non-Academic Council members may be appointed to the oral examination committee.

Exceptions for individuals whose terminal degree is not the PhD or equivalent foreign degree may be granted by the Office of the Vice Provost for Graduate Education (VPGE). Requests for this exception must be approved and submitted to VPGE by the student’s department chair or faculty director of graduate studies. The prospective committee member’s curriculum vitae and a brief description of their contributions to the student's research should be submitted via email to the Office of the Vice Provost for Graduate Education.

The responsibilities of the examiners are to:

• Ask challenging questions
• Follow the university and degree program guidelines for oral examinations
• Vote on the candidate’s performance

3. Out-of-Department Chair

The chair of a Stanford oral examination is appointed for this examination only, to represent the interests of the university for a fair and rigorous process as described above.

The chair must be a member of the Stanford Academic Council and may be a Professor Emeritus. If emeritus, the chair counts as an Academic Council member. The chair of the examining committee may not have a full or joint appointment in the advisor's or student's department, but may have a courtesy appointment in the department. The chair can be from the same department as any other member(s) of the examination committee and can be from the student's minor department provided that the student's advisor does not have a full or joint appointment in the minor department.

For Interdisciplinary Degree Programs (IDPs), the chair of the examining committee may not have a full or joint appointment in the primary advisor’s major department and must have independence from the student and advisor. To maintain the independence that is the intent of the policy requiring an outside chair, the faculty director of the IDP is not allowed to chair an examining committee for students in that IDP.

The Department of Electrical Engineering has been granted an exception to this policy, whereby “out-of-department” may include a faculty member from another division of the department. The School of Education has been granted an exception to this policy, whereby “out-of-department” may include a faculty member from another program area of the school.

Responsibility for appointing the out-of-department oral examination chair rests with the candidate’s major department. Many departments invite advisors to participate in the process of selecting and contacting potential chairs. The department should not require the student to solicit the out-of-department chair, although the student may participate in selecting and contacting potential chairs. (See July 2012  memo from Richard Roberts , then chair of the Committee on Graduate Studies.)

The responsibilities of the chair of an oral examination are to:

• Serve as an impartial representative of the academic standards of the university;
• Ensure that the examination is conducted within university and degree program guidelines and keep examiners aware of both sets of rules;
• Ensure that the candidate is asked challenging but fair questions (the chair may participate in the questioning);
• Confirm that one or more members of the examining committee will provide the candidate adequate evaluation after the examination;
• Vote on the candidate’s performance;
• Report the examination results and any changes in committee composition on the  University Oral Examination Form  and return this form to the degree program's graduate studies administrator within five days of the examination; and
• In the event of a candidate’s failure, submit a written evaluation of the student’s performance to the candidate, the chair of the major department, and the Registrar's Office within five days of the examination.

4. Conducting and Voting on the Examination

A portion of the oral examination may take the form of a public seminar, but a period of private questioning by the official examining committee must be included. The examination should be conducted according to the degree program's stated practice, although it should not exceed three hours in length.

At the conclusion of the examination the candidate should be asked to leave so that the committee can confer in private. At the conclusion of the examination, a vote is taken and the chair tallies the votes of the members.

Voting is by secret ballot. Only members of the official examination committee are eligible to vote. Five members of the committee present and voting constitute a quorum. To be eligible to vote, an examiner must have been present throughout a substantial part of the examination and during the final discussion. It is the chair’s responsibility to determine who is eligible to vote. The candidate passes the examination if the examining committee casts at least four favorable votes out of five or six, five favorable votes out of seven, or six favorable votes out of eight.  

If a member of the oral examination committee is participating by telephone or video conferencing, the examiner must convey his or her vote to the chair in secret.

5. Reporting of Results

At the conclusion of the examination, the chair tallies the votes of the members and records the results of the examination on the  University Oral Examination form . Within five days of the examination, this form must be returned to the degree program graduate studies administrator who records the results.

Any violation of university policy or procedures should be reported by the chair to the school dean’s office for review. 

If a university oral examination committee votes to fail a student, the committee should remain convened to formulate a recommendation for the degree program. The committee may recommend the length of time that should intervene before the student retakes the examination and conditions to be met before it may be retaken.

If the committee votes to fail a student, the committee chair sends within five days a written evaluation of the candidate’s performance to the degree program and the student. Copies of the  University Oral Examination form  and this evaluation should also be sent to the school dean. Within 30 days and after review of the examining committee’s evaluation and recommendation, the chair of the student’s degree program must send the student a written statement indicating the final action of the degree program.

The committee also has the option of recommending that the student not be permitted to repeat the oral examination, but only if this action has been preceded by a written warning to the student from the degree program that the student has not been making satisfactory progress. In effect, this is a recommendation that the degree program should terminate the candidate. If the candidate is to be terminated, the guidelines for dismissal of graduate students must be followed (see  GAP 5.6 Dismissal for Academic and Professional Reasons ).

Related Policies

• GAP 4.5 Doctoral Degrees, Requirements
• GAP 4.8 Doctoral Degrees, Dissertations & Dissertation Reading Committees
• GAP 5.6 Dismissal for Academic and Professional Reasons

Related Student Services Sections

• University Oral Examination

Related Information and Forms

• University Oral Examination form
• Doctoral Dissertation Reading Committee form
• Petition for Non-Academic Council Doctoral Committee Members
• Memo, Identification of University Oral Examination Chairs  (Richard Roberts, 2012) [pdf]

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Meaning of dissertation in English

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• boilerplate
• composition
• essay question
• peer review

dissertation | Intermediate English

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a long trip or holiday taken by car

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