A Comparative Study and Examination of the Views of Faculty Members and Students Regarding the Doctoral Comprehensive Exam
Subject Areas : curriculum
Mohammad
Ghafari Mejlej
1
(Assistant Professor, Department of Educational Sciences, Chalous Branch, Islamic Azad University, Chalous, Iran)
Keywords: comparative study, Islamic Azad University, doctoral training, faculty members' views, Chalous branch, comprehensive exam,
Abstract :
Passing the comprehensive exam is one of the usual and at the same time relatively unexamined conditions in doctoral education in Iran. This article examines the comprehensive examination from the point of view of faculty members and students in the Faculty of Educational Sciences of Islamic Azad University, Chalous Branch. The current research is an applied research in a descriptive and comparative manner, which was carried out in 2013, by examining 20 articles between 2013 and 2014. It was found that in addition to the traditional function of the test as a gateway to obtaining a doctorate degree, other goals have also been formed. Conflicting opinions have been raised about whether this test is designed to assess the mastery of material required for teaching or to assess the degree of preparation for conducting doctoral research. Using the comprehensive exam as an opportunity for learning and as a tool for identity formation, including familiarizing students with the pressures of university life, was also contrary to the traditional practice of its evaluation. Although the students were aware of the discussions related to the design and formation of the test, the objectives of the comprehensive test remained unclear to them. Additionally, faculty members did not always agree on the goals of the comprehensive exam. The difference in perspective and how it affects the implementation of the comprehensive test affects the student experience, including test preparation. In this article, the consequences related to the implementation, preparation and evaluation of the test are discussed.
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