Page 19 - EDUCON 2022 Book of Abstracts

Recommendations: It is recommended that deeper conversations
around inclusive higher education in all institutions be held to specify
the roles and boundaries of individuals as part of a community.
Conclusion: There is a need for institutions to engage students to
share information and support strategies that could increase the
evolving inclusive practices.
Keywords: inclusive education, policy, higher education,
communication, mixed methods

7. Hamakali, H.P.S.& Amakali, J. M.L., An examination of the PhD
examiners’ reports at a Higher Education Institution in Namibia
Background: Upon completion of writing a thesis, universities
require PhD work to be examined by experts other than the
supervisors of the candidate. Although UNAM has “Regulations and
Guidelines Governing the Examination of the submitted master’s
thesis and doctoral dissertations”, it is not known whether the
examiners entirely adhere to the set criteria of thesis examination.
Aim: This study examines the examiners’ reports of PhD theses at a
higher education institution in Namibia.
Methodology: This study uses a qualitative inquiry to collect data
based on PhD examiners’ reports for 2017, 2018 and 2019.
Findings: The results show assessments based on structure/layout of
the thesis, neglecting the content of the subject matter. Furthermore,
some reports tend to be too descriptive rather than evaluative.
Implications: When PhD theses are weakly assessed it yields
unrealistic awarding status of quality, limited opportunity for
candidate development and later output in the field of expertise, and
therefore, undeserved awards of qualifications.
Recommendation: The study recommends further research that
benchmark with examination guidelines of other universities’ PhD and
masters’ programmes.

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