A Masters Degree Program: Structural Components and Examiners' Comments

Abstract

ABSTRACT This study examined data relating to 125 part‐time masters candidates in education. In particular, the study considered various structural aspects of candidature and examiners’ concerns regarding the theses submitted by these candidates. Some of the structural components considered were the choice of thesis weighting in the degree, completion time, suspension and extension of candidature, course work grades, agreement between examiners and the level of honours awarded. An analysis of thesis examiners’ reports revealed a diversity in the nature of criticism made. Criticism related to such things as the review of literature, writing style, typographical and spelling errors, conclusions reached and the theoretical framework used. In many instances the nature of examiners’ criticism raised questions as to the role that thesis supervisors are expected to perform.