{"id":1192,"date":"2021-04-14T13:25:02","date_gmt":"2021-04-14T12:25:02","guid":{"rendered":"http:\/\/ensovoort.com\/?p=1192"},"modified":"2021-04-14T13:25:02","modified_gmt":"2021-04-14T12:25:02","slug":"how-to-examine-the-article-format-master-and-doctorate-6-part-2","status":"publish","type":"post","link":"http:\/\/ensovoort.co.za\/index.php\/2021\/04\/14\/how-to-examine-the-article-format-master-and-doctorate-6-part-2\/","title":{"rendered":"How to examine the article-format master and doctorate (6): Part 2"},"content":{"rendered":"<p>Title: How to examine the article-format master and doctorate (6): Part 2<br \/>\nGabriel P Louw<br \/>\niD orcid.org\/0000-0002-6190-8093<br \/>\nExtraordinary Professor, Focus Area Social Transformation, Faculty of Humanities, Potchefstroom Campus, North-West University, South Africa (Author\/Researcher: Higher Education, Healthcare, History and Politics).<br \/>\nCorresponding Author:<br \/>\nProf. Dr GP Louw; MA (UNISA), PhD (PUCHE), DPhil (PUCHE), PhD (NWU)<br \/>\nEmail: <a href=\"mailto:profgplouw@gmail.com\">profgplouw@gmail.com<\/a><br \/>\nKeywords: Article-format, doctorate, examine, guideline, master<br \/>\n<em>Ensovoort, volume 42 (2021), number 4: 4<\/em><\/p>\n<div id=\"ez-toc-container\" class=\"ez-toc-v2_0_45_1 counter-hierarchy ez-toc-counter ez-toc-grey ez-toc-container-direction\">\n<div class=\"ez-toc-title-container\">\n<p class=\"ez-toc-title\">Table of Contents | Inhoudsopgawe<\/p>\n<span class=\"ez-toc-title-toggle\"><a href=\"#\" class=\"ez-toc-pull-right ez-toc-btn ez-toc-btn-xs ez-toc-btn-default ez-toc-toggle\" area-label=\"ez-toc-toggle-icon-1\"><label for=\"item-69e9fdc10fffd\" aria-label=\"Table of Content\"><span style=\"display: flex;align-items: center;width: 35px;height: 30px;justify-content: center;direction:ltr;\"><svg style=\"fill: #999;color:#999\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" class=\"list-377408\" width=\"20px\" height=\"20px\" viewBox=\"0 0 24 24\" fill=\"none\"><path d=\"M6 6H4v2h2V6zm14 0H8v2h12V6zM4 11h2v2H4v-2zm16 0H8v2h12v-2zM4 16h2v2H4v-2zm16 0H8v2h12v-2z\" fill=\"currentColor\"><\/path><\/svg><svg style=\"fill: #999;color:#999\" class=\"arrow-unsorted-368013\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"10px\" height=\"10px\" viewBox=\"0 0 24 24\" version=\"1.2\" baseProfile=\"tiny\"><path d=\"M18.2 9.3l-6.2-6.3-6.2 6.3c-.2.2-.3.4-.3.7s.1.5.3.7c.2.2.4.3.7.3h11c.3 0 .5-.1.7-.3.2-.2.3-.5.3-.7s-.1-.5-.3-.7zM5.8 14.7l6.2 6.3 6.2-6.3c.2-.2.3-.5.3-.7s-.1-.5-.3-.7c-.2-.2-.4-.3-.7-.3h-11c-.3 0-.5.1-.7.3-.2.2-.3.5-.3.7s.1.5.3.7z\"\/><\/svg><\/span><\/label><input  type=\"checkbox\" id=\"item-69e9fdc10fffd\"><\/a><\/span><\/div>\n<nav><ul class='ez-toc-list ez-toc-list-level-1 ' ><ul class='ez-toc-list-level-3'><li class='ez-toc-heading-level-3'><ul class='ez-toc-list-level-3'><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-1\" href=\"http:\/\/ensovoort.co.za\/index.php\/2021\/04\/14\/how-to-examine-the-article-format-master-and-doctorate-6-part-2\/#1_Background\" title=\"1. Background\">1. Background<\/a><\/li><\/ul><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-1'><a class=\"ez-toc-link ez-toc-heading-2\" href=\"http:\/\/ensovoort.co.za\/index.php\/2021\/04\/14\/how-to-examine-the-article-format-master-and-doctorate-6-part-2\/#11_Introduction_Continues_from_Article_5\" title=\"1.1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Introduction (Continues from Article 5)\">1.1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Introduction (Continues from Article 5)<\/a><ul class='ez-toc-list-level-3'><li class='ez-toc-heading-level-3'><ul class='ez-toc-list-level-3'><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-3\" href=\"http:\/\/ensovoort.co.za\/index.php\/2021\/04\/14\/how-to-examine-the-article-format-master-and-doctorate-6-part-2\/#2_Method_Continues_from_Article_5\" title=\"2. Method (Continues from Article 5)\">2. Method (Continues from Article 5)<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-4\" href=\"http:\/\/ensovoort.co.za\/index.php\/2021\/04\/14\/how-to-examine-the-article-format-master-and-doctorate-6-part-2\/#3_Results_and_discussion_Continues_from_Article_5\" title=\"3. Results and discussion (Continues from Article 5)\">3. Results and discussion (Continues from Article 5)<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-5\" href=\"http:\/\/ensovoort.co.za\/index.php\/2021\/04\/14\/how-to-examine-the-article-format-master-and-doctorate-6-part-2\/#4_Conclusion\" title=\"4. Conclusion\">4. Conclusion<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-6\" href=\"http:\/\/ensovoort.co.za\/index.php\/2021\/04\/14\/how-to-examine-the-article-format-master-and-doctorate-6-part-2\/#5_References\" title=\"5. References\">5. References<\/a><\/li><\/ul><\/li><\/ul><\/li><\/ul><\/nav><\/div>\n<h3><span class=\"ez-toc-section\" id=\"1_Background\"><\/span>1. Background<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>The examiner of the article-thesis needs special training and skills. This can only be obtained through the offering of ongoing broad internal training by universities to their staff. The ideal should be to license all article-thesis examiners with a <em>Code of Practice<\/em> after passing an examination of competence. The correct examination of the article-thesis and -dissertation &#8212; to assure objectiveness, justice and integrity to the outcome &#8212; requires disciplined and caring inputs by examiners; a process which many of them see as unnecessarily time-consuming and digressive.<br \/>\nFrom the above is it clear that the examination process of the article-thesis and dissertation requires absolute academic competence, experience and academic wisdom, free from an examiner\u2019s academic revenge, subjectivity and bad faith. It asks for an objective approach and trustworthy evaluation of the data collected, including a guarantee of the ongoing strength and soundness of the examination process with respect to neutrality, consistency and applicability.<br \/>\nThe previous article (Number 5) identified the absence of a comprehensive and streamlined guideline on how to effect the examination of the article-thesis and dissertation. This problem was addressed in Article 5 with the offering of a uniform, comprehensive guideline on how the article-thesis and dissertation may be examined. In this article the focus will be on the writing of the examiner\u2019s report, a shortcut to the examination of the article-thesis and -dissertation and the equality of the Masters with the Doctorate during the examination process. <strong><sup>1-34<\/sup><\/strong><\/p>\n<h1><span class=\"ez-toc-section\" id=\"11_Introduction_Continues_from_Article_5\"><\/span>1.1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Introduction (Continues from Article 5)<span class=\"ez-toc-section-end\"><\/span><\/h1>\n<p>This article, titled: \u201c<em>How to examine the article-format-masters and-doctorate: Part 2\u201d, <\/em>is a continuation of the previous article (Number 5), titled: \u201c<em>How to examine the article-format-masters and-doctorate: Part 1\u201d. <\/em>The two intertwined articles must be read as a unity.<br \/>\n<strong>1.2. Aims of article (Continue from Article 5)<\/strong><br \/>\nThe purpose of this article, titled: \u201c<em>How to examine the article-format masters and\u00a0 doctorate: Part 2\u201d, is the second <\/em>part one of two intertwined articles which provide a framework with the primary aim to assist examiners in their assessment of the article-thesis and dissertation. In the first part, titled: \u201c<em>How to examine the article-format masters and doctorate: Part 1\u201d,<\/em> the examination structuring and process of the article-thesis and -dissertation were described.<br \/>\nThis second intertwined article (Part 2) will continue to provide a general understanding and grounding for the examiner about the examination structuring and process of the article-thesis and -dissertation. Here will be discussed the following three sections: <em>3.3.: A hypothetical case-study (this includes an example of the writing of the examination-report); 3.4.: The Shortcut-examination model for the article-thesis and -dissertation; and 3.5. : The Master\u2019s degree.<\/em><br \/>\n<strong><em>1.2.1. Scope of article (Continues from Article 5)<\/em><\/strong><br \/>\nThe information applies to aspirant students, supervisors and examiners for article-masters and -doctorates, presented as a collection of essays or articles.<\/p>\n<h3><span class=\"ez-toc-section\" id=\"2_Method_Continues_from_Article_5\"><\/span>2. Method (Continues from Article 5)<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>The research was done by means of a literature review. This method aims to construct a viewpoint from the available evidence as the research develops. This approach is being used in modern research where there is often not an established body of research, as is the case with the writing and publishing of the article-format dissertation and thesis. By this method the focus is to be informative regarding the various local and global approaches to the delivery of article-format theses or dissertations. The sources consulted cover the period 2006 to 2021.<br \/>\nThe research findings are being presented in narrative format.<\/p>\n<h3><span class=\"ez-toc-section\" id=\"3_Results_and_discussion_Continues_from_Article_5\"><\/span>3. Results and discussion (Continues from Article 5)<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p><strong>3.2. Background<\/strong><br \/>\nIn the previous intertwined article (number 5), entitled: \u201c<em>How to examine the article-format-masters and doctorate: Part 1\u201d, <\/em>an examination guide, the <em>Full approach <\/em>or <em>Full-examination model <\/em>was offered on how the article-thesis and -dissertation can effectively be examined.<br \/>\nThis second intertwined article with Article 5, entitled: \u201c<em>How to examine the article-format-masters and doctorate: Part 2\u201d,<\/em> will describe three specific outcomes around the examination of the article-thesis and -dissertation, namely: <em>3.3.: A hypothetical case-study (this includes an example of the writing of the examination report); 3.4.: The Shortcut-examination model for the article-thesis and -dissertation; and 3.5. : The Master\u2019s degree.<\/em><br \/>\n<strong>3.3. A hypothetical case study<\/strong><br \/>\nTo demonstrate the implementation of the examination process, as described and elaborated on in the subsection: 3.2. <em>Structuring and execution of the examination process, <\/em>it was decided to offer a hypothetical case study, in which the writing of the examiner\u2019s report of the article-thesis takes a central position.<br \/>\nFor the practical demonstration of the process of data collection and interpretation, as well as for the description of the examination report reflected in this article, fictitious characters and learning institutions were created. The case study under discussion is also fictitious, as well as the examination report offered in it. Any similarities with real-life cases is thus purely coincidental and should be ignored. For the full description, analysis and discussion of the case study see under subsection: <em>3.3.1. The examination report<\/em> <em>of Article-thesis: PhD in Organisational Strategy Planning: Candidate ATE van Dijk-Malherbe<\/em>.<\/p>\n<ul>\n<li>For the fictitious PhD in <em>Organisational Strategy Planning<\/em>, entitled:<em> \u201cThe Repositioning of Higher Education in post-2020 South Africa\u201d<\/em>, the fictitious Faculty of Commerce, Procana Business University (PBU), South Africa, was selected. A fictitious four-article thesis (six-chapter thesis) was selected as the subject of study.The fictitious candidate selected for the study was Mr. ATE van Dijk-Malherbe, with the fictitious student-number B\/D674088991. The fictitious candidate is assumed to be a 41-year old male, working as a senior manager in a state department. (There will further refer to him respectively as he\/him\/his. This selecting of a male-identity must not be seen or be interpreted as gender-discrimination). For the examiner of the article-thesis, was selected the fictitious Prof. CJCD de Koning, with his fictitious work-place as the University of Karogra (UK), South Africa.<\/li>\n<\/ul>\n<p><strong><em>3.3.1. The examination report of the Article-thesis: PhD in Organisational Strategy Planning (Candidate ATE van Dijk-Malherbe)<\/em><\/strong><br \/>\nThis report\u2019s assessment was done in terms of the article-format evaluation guideline as reflected in this article, entitled: \u201c<em>How to examine an article-thesis and -dissertation\u201d<\/em>. Seeing that all the four articles of this four-article thesis were published in one accredited British journal, its guidelines were also consulted. The assessment was further supported by the general description of the rules of the <em>Procana Business University<\/em> <em>(PBU)<\/em> where the student is enrolled for his PhD.<br \/>\n<strong>3.3.1.1. Information data<\/strong><\/p>\n<ol>\n<li><strong> Candidate: Mr. ATE van Dijk-Malherbe<\/strong><\/li>\n<li><strong> Student no: B\/D674088991<\/strong><\/li>\n<li><strong> Discipline: Economics. <\/strong><\/li>\n<li><strong> Faculty: PhD. in Organisational Management, Faculty of Commerce, Procana Business University (PBU), South Africa.<\/strong><\/li>\n<li><strong> Title of thesis: The Repositioning of Higher Education in post-2020 South Africa. <\/strong><\/li>\n<li><strong> Examiner\u2019s name and institution: Prof. CJCD de Koning, University of Karogra (UK), South Africa.<\/strong><\/li>\n<\/ol>\n<p><strong>3.3.1.2. Examiner\u2019s Report <\/strong><br \/>\n<strong><em>3.1.3.2.1. Title<\/em><\/strong><br \/>\nThe title:<em> \u201cThe Repositioning of Higher Education in post-2020 South Africa\u201d,<\/em> is appropriate and well formulated: it describes the research project and focusses the attention on the present functioning of higher education. Regarding the description of \u201ceducation\u201d, \u201chigher education\u201d and \u201ctertiary\u201d for university education, there is some confusion in its daily use, especially in the layman\u2019s interpretation of such meanings. Also, herewith the indifferent usage of \u201clearning\u201d or \u201clearning and training\u201d in the place of \u201ceducation\u201d has become more and more a contemporary way of speaking as well as writing: writers and guidelines are also in agreement about the use of both words to describe the same subject.<strong><sup>57-60<\/sup><\/strong><br \/>\nThe description of \u201ctertiary\u201d education as an alternative and synonym for \u201chigher\u201d education has become more and more a word used daily, especially by RSA researchers that are publishing in accredited journals in the USA where \u201ctertiary\u201d is a common synonym for \u201chigher\u201d education. In this thesis, where the word \u201ctertiary\u201d has alternatively been used for higher education, it may correctly be seen as a synonym for \u201chigher education\u201d. In this context the use of the word \u201ctertiary\u201d was strengthened by the acceptance of the words \u201ctertiary\u201d as well as \u201chigher\u201d in the journal in which the candidate published his articles in the USA. It must be emphasised that the indifferent use of \u201ctertiary\u201d and \u201chigher\u201d (and vice versa) to describe a certain sector of post-Grade 12 education, is not new in the RSA.<strong><sup>57-60<\/sup><\/strong><br \/>\nAlthough some writers use the word \u201ctertiary\u201d to describe not only universities, but also vocational and FET colleges, the word \u201chigher\u201d is also used in the same context. How vague the difference in definition between higher and tertiary is (and has become over the last decade or two), is well reflected by various definitions which describe \u201chigher\u201d education as an examination generally taken at the end of the 5<sup>th<\/sup> year of secondary education while \u201ctertiary\u201d education is seen as the teaching of the six-form level (a higher level than the higher-education 5<sup>th<\/sup> year) students.<strong><sup>57-60<\/sup><\/strong><br \/>\nHow the words \u201chigher\u201d education, \u201ctertiary\u201d education and \u201cuniversity\u201d as equivalents (synonyms) are weaved into each other, is echoed daily in our large newspapers by educational experts and journalists writing on education.<strong><sup>57-60<\/sup><\/strong><br \/>\nIn this study the candidate\u2019s alternative use of \u201ctertiary\u201d, \u201chigher\u201d and \u201cuniversity\u201d education as synonyms, is acceptable and in line with modern writing, especially in US journals where the article-thesis\u2019s articles were published. The title of the article-thesis is correct and fully descriptive of the study and in line with its articles\u2019 titles and definitions.<br \/>\n<strong><em>3.1.3.2.2. Topic<\/em><\/strong><br \/>\nThe RSA higher education (as well as its school education) is at the moment a daily point of discussion. The candidate\u2019s chosen topic (as reflected in his title) was in-depth, sufficient and coherently investigated.<br \/>\nThe candidate\u2019s thesis makes an original contribution to the knowledge of higher and school education as confirmed by the outcomes of his research. The fact that all four of his articles have already been published, confirms further the need for information about the topic researched.<br \/>\nHe demonstrates a thorough knowledge of the literature of higher education as well as school education, and shows the ability to exercise critical and analytical judgement of the topic\u2019s literature.<br \/>\n<strong><em>3.1.3.2.3. The originality and extent of the candidate\u2019s contribution to the relevant discipline<\/em><\/strong><\/p>\n<ol>\n<li><strong> Originalit<\/strong><strong>y<\/strong><\/li>\n<\/ol>\n<p>The candidate has a critical awareness of the current problems around RSA education, especially higher education. The thesis approaches the present-day RSA education (school and higher) system from a totally new vantage point, putting the 1994 to 2020 situation in a critical perspective as has never been done before. Also, the candidate\u2019s use of specific contemporary literature sources to reflect this information as manifested in the seven different articles is new and dynamic. Indeed, the candidate\u2019s thesis may be described as very original and \u201cfresh\u201d within the discipline of Higher Education Management.<\/p>\n<ol start=\"2\">\n<li><strong> Extent of the contribution to the discipline of Higher Education Management<\/strong><\/li>\n<\/ol>\n<p>His research contribution to the subject discipline of Higher Education Management is phenomenal. The candidate succeeded in condensing enormous amounts of arguments and counter-arguments in four articles (<em>Chapters 2, 3, 4 and 5<\/em>), which constitute more or less summarising 600 pages into 135 pages, by keeping only the essential facts around RSA Higher Education for the 1994 to 2020 period.<br \/>\nHe successfully makes the reader conscious of the negative effects of the 2005-OBE, and the later RNCS, as vehicles to move away from the apartheid curriculum and to address skills, knowledge and values. The candidate\u2019s clear identification of the various shortcomings and implementation problems gives an in-depth understanding why educators (and even policymakers) described OBE as controversial and counter-effective. Also, reasons for the National Senior Certificate failure (the exit point for school leavers and a benchmark for entrance to university) to offer students of excellence for higher education study, became clear.<br \/>\nHis analyses of the present-day RSA school system show that the system is flawed with poorly performing teachers, poor work ethics, lack of community and parental support, poor control by education authorities, poor support for teachers and very low levels of accountability. He identified and described how this milieu spilled over into poor discipline of learners, truancy, absenteeism and a high dropout rate from Grade 1 to 12. The negative role of politics in schools is spelled out and described by him. The lack, especially by the government, to enforce the law and to meet public expectations of accountability, efficiency and delivery, is highlighted by the candidate\u2019s research. For the first time the candidate\u00a0 with his research brought the lackadaisical attitude of the teachers to the foreground.<br \/>\nThe candidate\u2019s research puts into perspective the claim to legitimacy of higher education by the white majority up to 1994 and the various actions (some masked) by the government of the day to use education as a major vehicle of societal (and to a large extent also political) transformation. Specifically, the impact of restructuring and mergers of higher education institutions, positive or negative, is pinpointed by the research.<br \/>\nThe biggest contribution of his approach is to make the reader conscious of the many multidimensional challenges that higher education must address in the near future: low output of students, poor university management and suspicion about the standard of higher education.<br \/>\nFor the principal, the government official, the teacher, education planner and other training officials, the candidate\u2019s excellent data analysis is of the utmost importance; that includes his identification of the challenges to be addressed to take RSA education out of its \u201cobstructed\u201d stage.<br \/>\n<strong><em>3.1.3.2.4. The delimitation and the aim of the research project<\/em><\/strong><\/p>\n<ol>\n<li><strong> Delimitation<\/strong><\/li>\n<\/ol>\n<p>The delimitation of the study had the effect of\u00a0 narrowing the focus to the period 1994 to 2020 in the government school and higher education environment. To broaden the study to FET colleges, private school and private tertiary education, foreign school and university models and systems of education, would be very informative, but would make the data collected impossible to condense into four articles. The prescriptions of the British journal in which he published, also put a limit on this kind of research.<\/p>\n<ol start=\"2\">\n<li><strong> Aim of the project<\/strong><\/li>\n<\/ol>\n<p>The sub-aims of the seven are clearly described and are applicable to each of the described articles:<br \/>\n1) Focus on analysing the changes in the education system in the post-1994 dispensation and comparing benchmarking trends; the challenges of the South African education system to be relevant for the needs of the country and its people;<br \/>\n2) Challenges facing education in South Africa in 2020 and recommendations about effecting the abatement of these challenges;<br \/>\n3) The critical analysis of the background that led to the restructuring and merging of tertiary institutions and the impact on the tertiary system;<br \/>\n4) Challenges facing first-year admission to tertiary education, the role of universities in providing quality education, funding of tertiary institutions, further development of tertiary education and the rationale for establishing more universities.<br \/>\nThe main objectives (aims) in <em>Chapter 1: Introduction<\/em> are also clearly described, specific and in line with the hypotheses assumed (See <em>Chapter 6 <\/em>of thesis). The main aims are based on four research questions.<br \/>\n<strong><em>3.1.3.2.5. The formulation of the hypotheses<\/em><\/strong><br \/>\nThe four main hypotheses assumed are precisely described in terms of the objectives of the study (See Introduction). These hypotheses are successfully answered in the final chapter (Chapter 6).<br \/>\n<strong><em>3.1.3.2.6. Understanding of the writing and presentation of the Article-thesis<\/em><\/strong><br \/>\nThe candidate shows he is adept at article writing and that he understands the principles steering the research, compiling and interpretation of data that form the basis of the article-thesis. His thesis structure and reflection of its contents fulfil all the prerequisites of the guidelines as prescribed for the structuring of an article-thesis by the <em>Richard-Uniqueness-Guide<\/em><strong><sup>10<\/sup><\/strong> and the <em>SU-Alternative-Studies.<\/em><strong><sup>56<\/sup><\/strong>. (See Addendum A<em>: 1.<\/em><em> Richard-Uniqueness-Guide<\/em><strong><sup>10<\/sup><\/strong><em>, <\/em>and<em> 2. SU-Alternative-<\/em>Studies <strong><sup>56 <\/sup><\/strong>.) Both the evaluations of the <em>Richard-Uniqueness-Guide<\/em><strong><sup>10<\/sup><\/strong><em> and the SU-Alternative-Studies<\/em><strong><sup>56<\/sup><\/strong> awarded a qualitative examination mark of <em>\u201cExceeds the standard and a quantitative examination mark of 61% -70%. <\/em>(See Addendum A: Tables 1 and 2.)<br \/>\n<strong><em>3.1.3.2.7. The identification and use of the most appropriate literature<\/em><\/strong><br \/>\nThe three evaluation tools, namely the <em>General-References Checklist<\/em>, the <em>Reference-Type<\/em>s <em>Checklist<\/em> and the <em>Word-Counts Checklist<\/em>, show that the candidate is well experienced in identifying appropriate literature by the use of various methods (aids) to obtain it, as well as a variety of sources as described by journals for an article-format thesis. (See Addendum A: 3 to\u00a0 5.)<br \/>\nOverall, the candidate shows that he is well versed in identifying appropriate literature by the use of various methods (aids) to obtain literature data, as well as the use of a variety of sources as described by journals for an article-format thesis for this purpose. Databases which were used in this study were Sabinet Online, EBSCO, SAE Publications, ProQuest, Journal Citation Reports as well as journals and newspapers. All these databases are recommended in the Harvard Style as well as the APA and the guideline of the article-format thesis as included in this report.<br \/>\nA total of 342 sources (references) were used in his four-article-thesis as reflected underneath in Table A.<br \/>\n<strong>Table A: <\/strong><strong>General-References Checklist:<\/strong><\/p>\n<table width=\"523\">\n<tbody>\n<tr>\n<td width=\"90\"><\/td>\n<td width=\"63\"><strong>Chapter 1<\/strong><\/td>\n<td width=\"62\"><strong>Chapter 2<\/strong><\/td>\n<td width=\"62\"><strong>Chapter 3<\/strong><\/td>\n<td width=\"62\"><strong>Chapter 4<\/strong><\/td>\n<td width=\"62\"><strong>Chapter 5<\/strong><\/td>\n<td width=\"62\"><strong>Chapter 6<\/strong><\/td>\n<td width=\"61\"><strong>TOTAL<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Books<\/strong><\/td>\n<td width=\"63\">17<\/td>\n<td width=\"62\">16<\/td>\n<td width=\"62\">21<\/td>\n<td width=\"62\">24<\/td>\n<td width=\"62\">47<\/td>\n<td width=\"62\">10<\/td>\n<td width=\"61\"><strong>135<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Journals<\/strong><\/td>\n<td width=\"63\">5<\/td>\n<td width=\"62\">7<\/td>\n<td width=\"62\">9<\/td>\n<td width=\"62\">15<\/td>\n<td width=\"62\">18<\/td>\n<td width=\"62\">11<\/td>\n<td width=\"61\"><strong>63<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Newspapers<\/strong><\/td>\n<td width=\"63\">7<\/td>\n<td width=\"62\">29<\/td>\n<td width=\"62\">59<\/td>\n<td width=\"62\">15<\/td>\n<td width=\"62\">12<\/td>\n<td width=\"62\">8<\/td>\n<td width=\"61\"><strong>130<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Internet<\/strong><\/td>\n<td width=\"63\">0<\/td>\n<td width=\"62\">2<\/td>\n<td width=\"62\">2<\/td>\n<td width=\"62\">5<\/td>\n<td width=\"62\">4<\/td>\n<td width=\"62\">1<\/td>\n<td width=\"61\"><strong>14<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>TOTAL<\/strong><\/td>\n<td width=\"63\"><strong>29<\/strong><\/td>\n<td width=\"62\"><strong>52<\/strong><\/td>\n<td width=\"62\"><strong>91<\/strong><\/td>\n<td width=\"62\"><strong>59<\/strong><\/td>\n<td width=\"62\"><strong>81<\/strong><\/td>\n<td width=\"62\"><strong>30<\/strong><\/td>\n<td width=\"61\"><strong>342<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>\u00a0<\/strong>In Table B underneath the four-article-thesis under examination is compared with the guided general references prescribed for a four-article-thesis.<br \/>\n<strong>Table B:<\/strong><strong> Comparing the number of general references of an article-thesis with the prescribed number of guided-references:<\/strong><\/p>\n<table width=\"558\">\n<tbody>\n<tr>\n<td colspan=\"5\" width=\"558\"><strong>Examined article-thesis versus<\/strong><strong> prescribed\u00a0 article-thesis<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"112\"><strong>Components<\/strong><\/td>\n<td width=\"96\"><strong>Number\u00a0 of guided- references<\/strong><\/td>\n<td width=\"98\"><strong>Number of thesis-references<\/strong><\/td>\n<td width=\"119\"><strong>Number of thesis-references above guided-references<\/strong><\/td>\n<td width=\"132\"><strong>Number of <\/strong><br \/>\n<strong>thesis-references under guided-references<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"112\">Abstract<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"98\">&#8212;<\/td>\n<td width=\"119\">&#8212;<\/td>\n<td width=\"132\">&#8212;<\/td>\n<\/tr>\n<tr>\n<td width=\"112\">Chapter 1<br \/>\n(Introduction)<\/td>\n<td width=\"96\">25<\/td>\n<td width=\"98\">29<\/td>\n<td width=\"119\">+4<\/td>\n<td width=\"132\">&#8212;<\/td>\n<\/tr>\n<tr>\n<td width=\"112\">Chapter 2<br \/>\n(Article 1)<\/td>\n<td width=\"96\">60<\/td>\n<td width=\"98\">52<\/td>\n<td width=\"119\">&#8212;<\/td>\n<td width=\"132\">-8<\/td>\n<\/tr>\n<tr>\n<td width=\"112\">Chapter 3<br \/>\n(Article 2)<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 60<\/td>\n<td width=\"98\">91<\/td>\n<td width=\"119\">+31<\/td>\n<td width=\"132\">&#8212;<\/td>\n<\/tr>\n<tr>\n<td width=\"112\">Chapter 4<br \/>\n(Article 3)<\/td>\n<td width=\"96\">60<\/td>\n<td width=\"98\">59<\/td>\n<td width=\"119\">&#8212;<\/td>\n<td width=\"132\">-1<\/td>\n<\/tr>\n<tr>\n<td width=\"112\">Chapter 5<br \/>\n(Article 4)<\/td>\n<td width=\"96\">\u00a060<\/td>\n<td width=\"98\">81<\/td>\n<td width=\"119\">+21<\/td>\n<td width=\"132\">&#8212;<\/td>\n<\/tr>\n<tr>\n<td width=\"112\">Chapter 6<br \/>\n(Final Chapter \/Synthesis)<\/td>\n<td width=\"96\">25<\/td>\n<td width=\"98\">30<\/td>\n<td width=\"119\">+5<\/td>\n<td width=\"132\">&#8212;<\/td>\n<\/tr>\n<tr>\n<td width=\"112\"><strong>\u00a0TOTAL<\/strong><\/td>\n<td width=\"96\"><strong>290<\/strong><\/td>\n<td width=\"98\"><strong>342<\/strong><\/td>\n<td width=\"119\"><strong>+61<\/strong><\/td>\n<td width=\"132\"><strong>-9<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>\u00a0<\/strong>Table B confirms that the four-article-thesis under examination reflects the use of 53 references more than the guided references prescribed for a four-article-thesis.<br \/>\nIn terms of the <em>General-References Checklist<\/em> this total of 342 references is inside the qualitative examination mark of \u201cExceeds the standard\u201d and a quantitative examination mark of \u201c61% -70%\u201d. (See Addendum A 3: Table 3.)<br \/>\nA further analysis of the above total of 342 sources\/references used in the candidate\u2019s four-article-thesis, reflects in terms of the four reference types (books, journals, newspapers and website sources) the use of 135 books, 65 journals, 130 newspapers and 14 website sources. The average uses per chapter of the four reference types are for books 22, journals 11, newspapers 22 and website sources 2 types. (See Table C underneath.)<br \/>\n<strong>Table C: Reference types:<\/strong><\/p>\n<table width=\"581\">\n<tbody>\n<tr>\n<td width=\"113\">\u00a0<strong>Reference-types<\/strong><\/td>\n<td width=\"63\"><strong>Chapter 1<\/strong><\/td>\n<td width=\"60\"><strong>Chapter 2<\/strong><\/td>\n<td width=\"60\"><strong>Chapter 3<\/strong><\/td>\n<td width=\"60\"><strong>Chapter 4<\/strong><\/td>\n<td width=\"60\"><strong>Chapter 5<\/strong><\/td>\n<td width=\"60\"><strong>Chapter 6<\/strong><\/td>\n<td width=\"106\"><strong>TOTAL<\/strong><br \/>\n<strong>(Reference-types)<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"113\"><strong>Books<\/strong><\/td>\n<td width=\"63\">17<\/td>\n<td width=\"60\">16<\/td>\n<td width=\"60\">21<\/td>\n<td width=\"60\">24<\/td>\n<td width=\"60\">47<\/td>\n<td width=\"60\">10<\/td>\n<td width=\"106\"><strong>135 (X=22)<\/strong><br \/>\n39%<\/td>\n<\/tr>\n<tr>\n<td width=\"113\"><strong>Journals<\/strong><\/td>\n<td width=\"63\">5<\/td>\n<td width=\"60\">7<\/td>\n<td width=\"60\">9<\/td>\n<td width=\"60\">15<\/td>\n<td width=\"60\">18<\/td>\n<td width=\"60\">11<\/td>\n<td width=\"106\"><strong>65 (X=11)<\/strong><br \/>\n<strong>18%<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"113\"><strong>Newspapers<\/strong><\/td>\n<td width=\"63\">7<\/td>\n<td width=\"60\">29<\/td>\n<td width=\"60\">59<\/td>\n<td width=\"60\">15<\/td>\n<td width=\"60\">12<\/td>\n<td width=\"60\">8<\/td>\n<td width=\"106\"><strong>130 (X=22)<\/strong><br \/>\n<strong>38%<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"113\"><strong>Internet<\/strong><\/td>\n<td width=\"63\">&#8212;<\/td>\n<td width=\"60\">2<\/td>\n<td width=\"60\">2<\/td>\n<td width=\"60\">5<\/td>\n<td width=\"60\">4<\/td>\n<td width=\"60\">1<\/td>\n<td width=\"106\"><strong>14 (X=2)<\/strong><br \/>\n<strong>4%<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"113\"><strong>TOTAL<\/strong><br \/>\n<strong>(Reference-types)<\/strong><\/td>\n<td width=\"63\"><strong>29<\/strong><\/td>\n<td width=\"60\"><strong>52<\/strong><\/td>\n<td width=\"60\"><strong>91 <\/strong><\/td>\n<td width=\"60\"><strong>59 <\/strong><\/td>\n<td width=\"60\"><strong>81 <\/strong><\/td>\n<td width=\"60\"><strong>30<\/strong><br \/>\n<strong>\u00a0<\/strong><\/td>\n<td width=\"106\"><strong>342 (X=57)<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>Looking individually at each of the six chapters\u2019 output, the following resource use is reflected in Table C above: Chapter 1: 29; Chapter 2: 52; Chapter 3: 91; Chapter 4: 59; Chapter 5: 81; and Chapter 6: 30. Against the 342 count of the total use of sources for the six chapters, the average use of sources of the six chapters is 57.<br \/>\nA further analysis of the article-thesis\u2019s spread as to the use of sources calculated per part (Six parts: Introduction, four articles and Synopsis), the lowest use of books per part is 16 and the highest 47; for journals the lowest is 5 and the highest 18; for newspapers the lowest is 7 and the highest 59; while for the Internet the lowest count is zero and the highest 5. The lowest use of sources is 29 for part one <em>(Chapter 1: Introduction<\/em>) with the highest 91 for part 3 (<em>Chapter 3: Article 2<\/em>).<br \/>\nIn terms of Table C above, the newspaper references represent 38% of the sources and books 39% of the total references of the article-thesis, putting its qualitative examination mark at the exceptional level and its quantitative examination mark at 71% and above. On the other hand, the references of the journals are at 18% and those of website publications at 4%, leading to a classification of their qualitative examination mark as\u00a0 \u201cInadequate\u201d and their quantitative examination mark as 49%. Then again, the total average of 57 sources is in the same <em>quantitative<\/em> class of its average use of sources in the six chapters at 57,\u00a0 placing it in the qualitative examination mark of \u201cMeets the standard\u201d and a quantitative examination mark of \u201c50% -60%\u201d. \u00a0(See Addendum A 4: Table 4.)<br \/>\nThe imbalance pointed out above between newspapers and books, on the one hand, and journals and website sources on the other, used as references, must not be seen as a disqualification, but read within the context of a scarcity of reporting in the newspapers and website sources on the matter of tertiary education in South Africa. In this case the use of newspapers and website publications (130 + 14 = 144 sources), should rather be seen as supplementing the \u201ctraditional\u201d sources of books and journals (63 + 135 = 198 sources). This led thereto that the candidate obtained a clear perspective on the subject of this research project. The candidate\u2019s use of newspapers is recommended by various foreign article-format guides to collect data; the argument is that it gives the candidate insight into contemporary activities relevant to his researched subject, offering a critical perspective.<br \/>\nAn evaluation of the total word count of this four-article-thesis shows that its total word count of 43 621 is 6 221 words more than the prescribed or recommended (criterion) word count of 37 400 for the four-article-thesis. (See Table D underneath.) The count of 43 621 words is very nearly the average prescribed (criterion) word count of 45 000 words. It is only for Chapters 2 (379 words) and 6 (777 words) that the four-article-thesis\u2019s word count is under the prescribed minimum for the four-article-thesis. This outcome is insignificant. The thesis fulfils the prescribed maximum and minimum recommended (criteria) word count for the four-article-thesis.<br \/>\n<strong>Table D: <\/strong><strong>Comparison of the <\/strong><strong>maximum\/minimum word counts<\/strong><strong> prescribed for the four-article-thesis with the <\/strong><strong>maximum\/minimum word counts<\/strong><strong> of the four-article-thesis under examination:<\/strong><\/p>\n<table width=\"501\">\n<tbody>\n<tr>\n<td colspan=\"5\" width=\"501\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 WORD COUNTS<\/strong><\/td>\n<\/tr>\n<tr>\n<td rowspan=\"2\" width=\"112\"><strong>Components\/<\/strong><br \/>\n<strong>Structure of article-thesis<\/strong><\/td>\n<td colspan=\"2\" width=\"173\"><strong>Words<\/strong><\/td>\n<td colspan=\"2\" width=\"216\"><strong>Words<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"83\"><strong>Guided word counts: maximum<\/strong><\/td>\n<td width=\"90\"><strong>Guided word counts: minimum <\/strong><br \/>\n<strong>\u00a0<\/strong><\/td>\n<td width=\"90\"><strong>Candidate<\/strong><br \/>\n<strong>Word counts<\/strong><\/td>\n<td width=\"126\"><strong>Differences in terms of minimum <\/strong><br \/>\n<strong>Guided Word counts<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"112\">Abstract<\/td>\n<td width=\"83\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 400<\/td>\n<td width=\"90\">\u00a0 400<\/td>\n<td width=\"90\">\u00a0 531<\/td>\n<td width=\"126\">+131<\/td>\n<\/tr>\n<tr>\n<td width=\"112\">Chapter 1<br \/>\n(Introduction)<\/td>\n<td width=\"83\">\u00a02 700<\/td>\n<td width=\"90\">2 700<\/td>\n<td width=\"90\">3 512<\/td>\n<td width=\"126\">+812<\/td>\n<\/tr>\n<tr>\n<td width=\"112\">Chapter 2<br \/>\n(Article 1)<\/td>\n<td width=\"83\">12 000<\/td>\n<td width=\"90\">8 000<\/td>\n<td width=\"90\">\u00a07 621<\/td>\n<td width=\"126\">-379<\/td>\n<\/tr>\n<tr>\n<td width=\"112\">Chapter 3<br \/>\n(Article 2)<\/td>\n<td width=\"83\">\u00a0\u00a0\u00a0 12 000<\/td>\n<td width=\"90\">8 000<\/td>\n<td width=\"90\">\u00a09 503<\/td>\n<td width=\"126\">+1 503<\/td>\n<\/tr>\n<tr>\n<td width=\"112\">Chapter 4<br \/>\n(Article 3)<\/td>\n<td width=\"83\">12 000<\/td>\n<td width=\"90\">8 000<\/td>\n<td width=\"90\">\u00a0 9 964<\/td>\n<td width=\"126\">+1 964<\/td>\n<\/tr>\n<tr>\n<td width=\"112\">Chapter 5<br \/>\n(Article 4)<\/td>\n<td width=\"83\">12 000<\/td>\n<td width=\"90\">8 000<\/td>\n<td width=\"90\">\u00a010 207<\/td>\n<td width=\"126\">+2 207<\/td>\n<\/tr>\n<tr>\n<td width=\"112\">Chapter 6<br \/>\n(Final chapter)<\/td>\n<td width=\"83\">\u00a02 300<\/td>\n<td width=\"90\">2 300<\/td>\n<td width=\"90\">\u00a0\u00a0 2 223<\/td>\n<td width=\"126\">-777<\/td>\n<\/tr>\n<tr>\n<td width=\"112\"><strong>\u00a0TOTAL<\/strong><\/td>\n<td width=\"83\"><strong>53 400<\/strong><\/td>\n<td width=\"90\"><strong>\u00a0\u00a0\u00a0 37 400<\/strong><\/td>\n<td width=\"90\"><strong>\u00a0 43 621<\/strong><\/td>\n<td width=\"126\"><strong>+6 221<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>In terms of the Checklist word counts this total word count of 43 621 of the four-article-thesis examined, is inside the qualitative examination mark of \u201cMeets the standard\u201d and a quantitative examination mark of \u201c50% -60%\u201d. (See Addendum A 5: Table 5.)<\/p>\n<ul>\n<li>Seeing that there exists no prescription on the <em>number of articles<\/em> to be included in the article-thesis (besides that less than three is not acceptable), no examination evaluation is done in this context. It must be noted here that strong opposition to the much and preponderant use of the three-article-thesis is recorded. Also, the <em>page counts<\/em> of theses are excluded from examination, given that those are determined by the number of articles, making it an insignificant criterion to be used for examination. There is also the manipulation of typing styles and fonts to obtain more pages that nullifies this guideline\u2019s use.<\/li>\n<\/ul>\n<p><strong><em>3.1.3.2.8. The appropriateness of the methods and technology employed<\/em><\/strong><br \/>\nThe databases used were appropriately applied to obtain the data reflected in the research. Here I like to refer again to the candidate\u2019s in-depth understanding of the use of databases like Sabinet Online, EBSCO, SAE Publications, ProQuest, Journal Citation Reports as well as journals and newspapers. The candidate meets at all times the rules of the <em>American Psychological Association (APA)<\/em> in using the <em>APA<\/em> references, as well as the rules of reference use as prescribed in article-format research.<br \/>\nThe candidate successfully employed the qualitative research approach to describe and to reveal certain situations, relationships, systems and settings in education. This approach also enables him to gain new insights into RSA education, to obtain and to reflect new concepts to the researchers as well as the public, and to reveal problems in education that must be addressed. Through the candidate\u2019s databases he not only advanced problems to the readers to address and to solve, but also offered conclusions and recommendations about a turn-around in education.<br \/>\n<strong><em>3.1.3.2.9. The quality and relevance of the generated results<\/em><\/strong><br \/>\nThe quality of the data can be described as excellent: the data (literature) collected were specifically selected in line with the aims and problems identified in <em>Chapter 1: Problem Statement, Objectives and Hypotheses <\/em>and <em>Chapter 6: Summary, Conclusions and Recommendations.<\/em> The results obtained were specific to the problems researched and convincing.<br \/>\n<strong><em>3.1.3.2.10. The evaluation of the generated results and their integration with the existing body of knowledge<\/em><\/strong><br \/>\nThe candidate\u2019s theoretical foundation to make conclusions and recommendations is sound; he clarifies concepts well, shows independent, logical thinking and argumentation, his interpretations and reporting are of a high level throughout the research. (See Addendum A 6: <em>Hay-Uniqueness-Guide.<\/em>)<strong><sup>53<\/sup><\/strong><br \/>\nIt must be remembered that this is an article-format thesis, based on four articles. Every article is well described in a separate focus (already published). The results obtained in each case are clear, specific and convincing. The integration of the four articles was excellent: the first article moved successfully into the following; the same goes for the rest. The compiling of the whole thesis, C<em>hapter 1 to Chapter 6<\/em>, was very successful and is in line with the guidelines for article-format theses. The article-thesis\u2019s structuring meets the guidelines offered by the <em>Richard-Uniqueness-Guide<\/em><strong><sup>10<\/sup><\/strong> (see Addendum A 1: Table1) and by the <em>SU-Alternative-Studies<\/em><strong><sup>56<\/sup><\/strong> (see Addendum A 2: Table 2).<br \/>\n<strong><em>3.1.3.2.11. The logical and correct presentation of the results and other content<\/em><\/strong><br \/>\nThe candidate shows an in-depth understanding of data placement: on a cognitive level he debated his research data well. This leads to the correct selection and presentation of the results (as already reflected in the four published articles) as well as the correct presentation of his conclusions and recommendations from these results. This logical and correct presentation of the results and other content is again confirmed by both the findings of the <em>Richard-Uniqueness-Guide.<\/em><strong><sup>10 <\/sup><\/strong>(See Addendum A 1: Table 1) and by the <em>SU-Alternative-Studies<\/em><strong><sup>56<\/sup><\/strong> (See Addendum A 2: Table 2) which award the qualitative examination mark of \u201c<em>Exceeds standard\u201d, <\/em>and the qualitative examination-mark \u201c61% to 70%\u201d\u00a0 to it<em>.<\/em><br \/>\n<strong><em>3.1.3.2.12. Acceptance of language and terminology<\/em><\/strong><br \/>\nThe English of this thesis is of a very high standard. His definitions\/descriptions are clear and correct. All the terminology reflected is correct, as shown in his well-balanced choice of words like \u201ctertiary\u201d as a synonym for \u201chigher\u201d, etc. The key words and abbreviations were clearly and fully described.<br \/>\n<strong><em>3.1.3.2.13. Correct use and presentation of the references<\/em><\/strong><br \/>\nThe candidate used (and described) the APA Style throughout his research project correctly. The candidate used references in the text correctly; the same exactitude was reflected in the references in his bibliography. This shows his excellent mastery of research reporting; this ability and skills were also reflected in the writing of the thesis as a whole.<br \/>\n<strong><em>3.1.3.2.14. Publishability of the whole or parts of the thesis<\/em><\/strong><br \/>\nThis is an article-format thesis where all four articles have already been published.<br \/>\nThis thesis fulfils the requirements of the article-format thesis as expected by the <em>Richard-Uniqueness-Guide<\/em><strong><sup>10<\/sup><\/strong><strong>. <\/strong>(See Addendum A 1: Table 1), the <em>SU-Alternative-Studies<\/em><strong><sup>56 <\/sup><\/strong>(see Addendum A 2: Table 2) and the<em> NJMH-Performance-<\/em>Rubric<strong><sup>51<\/sup><\/strong> (see Addendum A 7, Table 7). Its structure comprises all the components of an article-format thesis, namely A: Abstract, B: Introductory Chapter, C: Articles, D: final chapter and E: Overview.<br \/>\nWith reference to the four chapters (the total contents), as reflected in the four articles (or mini-theses), the following can be reported:<\/p>\n<ul>\n<li><strong>Chapter 2: Article 1:<\/strong><\/li>\n<\/ul>\n<p><em>\u201cA critical review of Education post-1994 in South Africa\u201d<\/em><br \/>\nThis article\u2019s abstract, introduction, aims and objectives, method and procedure, background and historical analysis (contents) and conclusion are well described. The conclusion that Curriculum 2005 had disastrous consequences for South Africa is of cardinal importance.<\/p>\n<ul>\n<li><strong>Chapter 3: Article 2:<\/strong><\/li>\n<\/ul>\n<p><em>\u201cA dynamic address of the South African school system\u201d<\/em><br \/>\nThe article\u2019s\u00a0 abstract, introduction, aims and objectives, method and procedure, that\u00a0 dynamically address the problems facing the school system in South Africa (contents), and conclusion, fulfil the requirements of an accredited journal article. The conclusion that the RSA education is in a dismal state, is of great importance. The conclusion that certain corrections are needed is correct.<\/p>\n<ul>\n<li><strong>Chapter 4: Article 3:<\/strong><\/li>\n<\/ul>\n<p><em>\u201c<\/em><em>A Strategy to re-start the South African post-1994 Higher Education (1994-2020)\u201d<\/em><br \/>\nThe abstract, introduction, aims and objectives, method and procedure, background and historical overview of higher education in South Africa until 1994 (contents), the impact of restructuring and mergers on selected Higher Education institutions (contents), the education process and outcomes of restructuring and mergers on tertiary education (contents), and conclusion fully meet the prerequisites of an accredited article as confirmed by its publishing in the <em>International Politics, Business and Economics Research Journal <\/em>in the UK. The conclusion that the rationale for the mergers and restructuring of universities was justified in 1994, but that there is still much more to do as to the uplifting of Higher Education, is an important observation.<\/p>\n<ul>\n<li><strong>Chapter 5: Article 4:<\/strong><\/li>\n<\/ul>\n<p><em>\u201cThe immediate addressing of the post-2020 dilemmas and challenges of the South African Higher Education system<\/em>\u201d<br \/>\nThis final article\u2019s writing and compiling of the literature excellently show what is awaiting Higher Education post-2020. Its composition in an abstract, introduction, aims and objectives, method and procedure, challenges facing Higher Education in South Africa (contents), recommendations and conclusion, was done exceptionally well. The conclusion that the RSA at present needs more balance between the abilities of students and opportunities in the job market, is surely a starting point for a better Higher Education training model.<br \/>\n<strong><em>3.1.3.2.15. Summary of Quality of the four-articles-thesis<\/em><\/strong><br \/>\nThe above-mentioned four articles were presented as a unified whole; it was integrated into a cohesive unit with a logical progression from chapter 2 (article 1) to the next, providing a cohesive, unitary focus, documenting a single programme of research. The connecting titles (text) of each of the chapters were amalgamated successfully into the cohesive title of the unified whole (thesis), namely: <em>\u201cThe Repositioning of Higher Education in post-2020 South Africa\u201d.<\/em> The thesis tells a story in an appropriate order as required and prescribed by the rules of an article-thesis.<br \/>\nThe article-thesis undoubtedly puts to the foreground empirical work and a synthesis that is new to the research of higher education. Here the candidate\u2019s analysis and interpretation of existing data can offer new interpretations and put forward new evidence on the matter of the post-1994 education struggle and problems. This uniqueness of the thesis is confirmed by the <em>Hay-Uniqueness-Guide<\/em><strong><sup>53<\/sup><\/strong> and the <em>SU-Alternative-Studies<\/em><strong><sup>56<\/sup><\/strong> that were used to evaluate its academic and research quality. The <em>Hay-Uniqueness-Guide\u2019s<\/em><strong><sup>53<\/sup><\/strong> qualitative examination mark of \u201cExceptional\u201d and a quantitative examination mark of \u201c71% and above\u201d, while the <em>Richard-Uniqueness-Guide<\/em><strong><sup>10<\/sup><\/strong> and the <em>SU-Alternative-Studies<\/em><strong><sup>56<\/sup><\/strong> awarded it a qualitative examination mark of \u201cExceeds the standard\u201d and a quantitative examination mark of \u201c61% -70%\u201d. (See Addendum A 6: Table 6, Addendum A 1: Table 1 and Addendum A 2: Table 2.)<br \/>\nThe comprehensive evaluation done with the <em>NJMH-Performance-Rubric<\/em><strong><sup>51<\/sup><\/strong> (see Addendum A 7: Table 7) shows for 14 of the performance counts the examination mark awarded was the qualitative examination mark of \u201cExceptional\u201d and a quantitative examination mark of \u201c71% and for another 14 performance counts the qualitative examination mark of \u201cExceeds the standard\u201d and a quantitative examination mark of \u201c61% -70%\u201d was awarded. The final-examination mark in terms of the<em> NJMH-Performance-Rubric<\/em><strong><sup>51<\/sup><\/strong> was the qualitative examination mark of \u201cExceeds the standard\u201d and a quantitative examination mark of \u201c61% -70%\u201d.<br \/>\n<strong><em>3.1.3.2.16.<\/em><\/strong><strong><em> Compiling and calculation of the final-examination mark<\/em><\/strong><br \/>\nThe final-examination mark awarded, calculated from the average examination marks of the seven evaluation-tools, was 62%. This final-examination mark is equal to a qualitative examination mark of <em>Exceeds standard, <\/em>and a quantitative examination mark of <em>61% to 70%.\u00a0 <\/em>(See Addendum A 8: Table 8.)<br \/>\n<strong><em>3.1.3.2.17. Conclusions<\/em><\/strong><br \/>\nThe thesis fulfils all the quality criteria expected of an article-format thesis.<br \/>\n<strong><em>3.1.3.2.18. Recommendation<\/em><\/strong><br \/>\nThe standard of the article-thesis of <em>Mr. ATE Van Dijk-Malherbe <\/em>is in the qualitative class of \u201c<em>Exceeds standard\u201d, <\/em>and the quantitative grouping of <em>61% to 70%. <\/em>(See Addendum A 8: Table 8).<br \/>\nIt is recommended that the thesis be accepted and that the degree<em> PhD: Organisational Strategy Planning <\/em>be conferred. (In terms of the ruling of the <em>PBU<\/em> that no marks are allocated for a doctoral thesis and that a thesis is either accepted or rejected, it is hereby recommended\u00a0 that the thesis be accepted and that the degree be conferred). Please see under the X-marking:<\/p>\n<table width=\"527\">\n<tbody>\n<tr>\n<td width=\"45\"><strong>X<\/strong><\/td>\n<td width=\"118\"><\/td>\n<td width=\"105\"><\/td>\n<td width=\"259\"><\/td>\n<\/tr>\n<tr>\n<td colspan=\"4\" width=\"527\">That the thesis be accepted and that the degree be conferred.<\/td>\n<\/tr>\n<tr>\n<td width=\"45\"><\/td>\n<td width=\"118\"><\/td>\n<td width=\"105\"><\/td>\n<td width=\"259\"><\/td>\n<\/tr>\n<tr>\n<td width=\"45\"><\/td>\n<td width=\"118\"><\/td>\n<td width=\"105\"><\/td>\n<td width=\"259\"><\/td>\n<\/tr>\n<tr>\n<td colspan=\"4\" width=\"527\">That the thesis be accepted conditionally as meeting the requirements for the doctor\u2019s degree, but that certain indicated amendments of limited extent be made under the supervision of the supervisor.<\/td>\n<\/tr>\n<tr>\n<td width=\"45\"><\/td>\n<td width=\"118\"><\/td>\n<td width=\"105\"><\/td>\n<td width=\"259\"><\/td>\n<\/tr>\n<tr>\n<td width=\"45\"><\/td>\n<td width=\"118\"><\/td>\n<td width=\"105\"><\/td>\n<td width=\"259\"><\/td>\n<\/tr>\n<tr>\n<td colspan=\"4\" width=\"527\">That the thesis not be accepted in its present form, but that the candidate be required to extend it or revive it and to submit the extended or revised thesis for re-examination.<\/td>\n<\/tr>\n<tr>\n<td width=\"45\"><\/td>\n<td width=\"118\"><\/td>\n<td width=\"105\"><\/td>\n<td width=\"259\"><\/td>\n<\/tr>\n<tr>\n<td width=\"45\"><\/td>\n<td width=\"118\"><\/td>\n<td width=\"105\"><\/td>\n<td width=\"259\"><\/td>\n<\/tr>\n<tr>\n<td colspan=\"4\" width=\"527\">That the thesis be rejected. (A candidate whose doctoral thesis has been rejected is not allowed to re-submit it in an amended form more than once.)<br \/>\n&nbsp;<br \/>\n&nbsp;<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>Examiner:\u00a0 Prof. CJCD de Koning, MA., PhD. <\/strong><strong>University of Karogra (UK)<\/strong><br \/>\n<strong>Date<\/strong>: <strong>18<\/strong> <strong>December<\/strong> <strong>2020<\/strong><br \/>\n<strong>Addendum A<\/strong><\/p>\n<ol>\n<li><strong> Richard-Uniqueness-Guide: <sup>10:1<\/sup><\/strong><\/li>\n<\/ol>\n<p><strong>\u00a0<\/strong><strong>Table 1: Richard-Uniqueness-Guide: <sup>10:1<\/sup><\/strong><\/p>\n<table width=\"571\">\n<tbody>\n<tr>\n<td rowspan=\"2\" width=\"188\"><strong>Uniqueness<\/strong><\/td>\n<td colspan=\"4\" width=\"383\"><strong>Performance Levels<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Inadequate:\u00a0 49% and under: Average= 49%<\/strong><\/td>\n<td width=\"105\"><strong>Meets the standard:<\/strong><br \/>\n<strong>50% &#8211; 60%:<\/strong><br \/>\n<strong>Average=55%<\/strong><\/td>\n<td width=\"83\"><strong>Exceeds standard:<\/strong><br \/>\n<strong>61% -70%:<\/strong><br \/>\n<strong>Average= 65%<\/strong><\/td>\n<td width=\"105\"><strong>Exceptional:<\/strong><br \/>\n<strong>71% and<\/strong><br \/>\n<strong>Above:<\/strong><br \/>\n<strong>Average=71%<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"188\">1. A short description and a full overview as an introduction and as an outline of the problem in each of the articles of the article-thesis are offered.<\/td>\n<td width=\"90\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/strong><\/td>\n<td width=\"105\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/strong><\/td>\n<td width=\"83\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/strong><br \/>\n<strong>\u00a0<\/strong><\/td>\n<td width=\"105\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"188\">2. An introduction to the overall topic and the existence of a logical link between the articles are offered.<\/td>\n<td width=\"90\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;\u00a0 <\/strong><\/td>\n<td width=\"105\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/strong><\/td>\n<td width=\"83\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/strong><\/td>\n<td width=\"105\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 71<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"188\">3. The article-thesis offers a conceptual or theoretical framework.<\/td>\n<td width=\"90\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><strong>\u00a0&#8212;<\/strong><\/td>\n<td width=\"105\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/strong><\/td>\n<td width=\"83\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/strong><\/td>\n<td width=\"105\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"188\">4. There are literature reviews included in all the articles.<\/td>\n<td width=\"90\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/strong><\/td>\n<td width=\"105\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/strong><\/td>\n<td width=\"83\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/strong><\/td>\n<td width=\"105\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 71<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"188\">5. A specific methodology is followed in each of the articles.<\/td>\n<td width=\"90\"><strong>&#8212;\u00a0 <\/strong><\/td>\n<td width=\"105\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/strong><\/td>\n<td width=\"83\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/strong><\/td>\n<td width=\"105\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 71<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"188\">6. The results are based on research findings of every article.<\/td>\n<td width=\"90\"><strong>&#8212;\u00a0\u00a0 <\/strong><\/td>\n<td width=\"105\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/strong><\/td>\n<td width=\"83\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/strong><\/td>\n<td width=\"105\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 71<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"188\">7. The various articles of the article-thesis stand out each as clear research entities, are of normal journal-article length and are related to the overall theme of the research.<\/td>\n<td width=\"90\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;\u00a0 <\/strong><\/td>\n<td width=\"105\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/strong><\/td>\n<td width=\"83\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/strong><\/td>\n<td width=\"105\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 71<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"188\">8. The Summary, Interpretations, Conclusions, Recommendations for Policy and\/or Further Research fulfils the basic requirements prescribed for an article-thesis.<\/td>\n<td width=\"90\"><strong>&#8212;\u00a0 <\/strong><\/td>\n<td width=\"105\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/strong><\/td>\n<td width=\"83\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/strong><\/td>\n<td width=\"105\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"188\">9. The resources included in the various articles are comprehensive and supportive for each of the articles as well as the total study?<\/td>\n<td width=\"90\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><strong>\u00a0\u00a0&#8212;<\/strong><\/td>\n<td width=\"105\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/strong><\/td>\n<td width=\"83\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/strong><\/td>\n<td width=\"105\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"188\">10. There are applicable Appendices included with each of the articles.<\/td>\n<td width=\"90\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/strong><\/td>\n<td width=\"105\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/strong><\/td>\n<td width=\"83\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/strong><\/td>\n<td width=\"105\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"188\"><strong>A. Sub-counts\u00a0\u00a0\u00a0 (Percentages)<\/strong><\/td>\n<td width=\"90\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;\u00a0 <\/strong><\/td>\n<td width=\"105\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/strong><\/td>\n<td width=\"83\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0 325<\/strong><\/td>\n<td width=\"105\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 355<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"188\"><strong>B. Total count (Percentage)=680<\/strong><br \/>\n&nbsp;<\/td>\n<td width=\"90\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;\u00a0\u00a0 <\/strong><\/td>\n<td width=\"105\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/strong><\/td>\n<td width=\"83\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/strong><\/td>\n<td width=\"105\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"188\"><strong>C.\u00a0 Average Examination mark (Percentage)=68<\/strong><br \/>\n&nbsp;<\/td>\n<td width=\"90\"><strong>&#8212;\u00a0\u00a0 <\/strong><\/td>\n<td width=\"105\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/strong><\/td>\n<td width=\"83\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 68<\/strong><\/td>\n<td width=\"105\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<ul>\n<li>Average examination mark of 68% awarded by the <em>Richard-Uniqueness-Guide<\/em><strong><sup>10<\/sup><\/strong>: Equal to a qualitative examination mark of \u201cExceeds standard\u201d<em>, <\/em>and a quantitative examination mark of \u201c61% to 70%\u201d<em>. <\/em>(See above Table 1).<\/li>\n<\/ul>\n<ol start=\"2\">\n<li><strong> SU-Alternative-Studies: <sup>56:10<\/sup><\/strong><\/li>\n<\/ol>\n<p><strong>Table 2: <\/strong><strong>\u00a0SU-Alternative-Studies: <sup>56:10<\/sup><\/strong><\/p>\n<table width=\"618\">\n<tbody>\n<tr>\n<td rowspan=\"2\" width=\"257\"><strong>Structure Elements <\/strong><\/td>\n<td colspan=\"4\" width=\"361\"><strong>Performance Levels <\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Inadequate:<\/strong><br \/>\n<strong>Under 50%:<\/strong><br \/>\n<strong>Average=49% and under<\/strong><\/td>\n<td width=\"90\"><strong>Meets<br \/>\nstandard:<\/strong><strong>50%-60%:<\/strong><strong>Average=55%<\/strong><\/td>\n<td width=\"90\"><strong>Exceeds<br \/>\nstandard:<\/strong><strong>61%-70%:<\/strong><strong>Average=65%<\/strong><\/td>\n<td width=\"90\"><strong>Exceptional:<\/strong><br \/>\n<strong>71% and above:<\/strong><br \/>\n<strong>Average=71%<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"257\"><strong>1.\u00a0 Introduction<\/strong><\/td>\n<td width=\"90\"><\/td>\n<td width=\"90\"><\/td>\n<td width=\"90\"><\/td>\n<td width=\"90\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"257\">1.Background Information<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 55<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<\/tr>\n<tr>\n<td width=\"257\">2. Purpose of Study, Research Objectives<br \/>\n&nbsp;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/td>\n<td width=\"90\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"257\">3. Significance and motivation<br \/>\n&nbsp;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<\/tr>\n<tr>\n<td width=\"257\">4. Thesis, delineation, research questions<br \/>\n&nbsp;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<\/tr>\n<tr>\n<td width=\"257\">5. Definitions, assumptions, limitations<br \/>\n&nbsp;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/td>\n<td width=\"90\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"257\">6. Theory basis, general literature review<br \/>\n&nbsp;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 71<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"257\">7. Brief Chapter overviews<br \/>\n&nbsp;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/td>\n<td width=\"90\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"257\"><strong>2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><strong>Individual Study 1<\/strong><\/td>\n<td width=\"90\"><\/td>\n<td width=\"90\"><\/td>\n<td width=\"90\"><\/td>\n<td width=\"90\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"257\">1.Major section: Specific research hypothesis<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/td>\n<td width=\"90\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"257\">2. Major section: Specific literature review<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 71<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"257\">3. Major section: Method<br \/>\n&nbsp;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/td>\n<td width=\"90\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"257\">4. Major section: Findings<br \/>\n&nbsp;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/td>\n<td width=\"90\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"257\">5. Major section: Analysis<br \/>\n&nbsp;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 55<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"257\">6. Major section: Sub conclusion<br \/>\n&nbsp;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<\/tr>\n<tr>\n<td width=\"257\"><strong>3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><strong>Individual Study 2<\/strong><\/td>\n<td width=\"90\"><\/td>\n<td width=\"90\"><\/td>\n<td width=\"90\"><\/td>\n<td width=\"90\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"257\">1. Major section: Specific research hypothesis, delineations, etc.<br \/>\n&nbsp;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/td>\n<td width=\"90\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"257\">2. Major section: Specific literature review<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 71\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"257\">3. Major section: Method<br \/>\n&nbsp;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/td>\n<td width=\"90\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"257\">4. Major section: Findings<br \/>\n&nbsp;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/td>\n<td width=\"90\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"257\">5. Major section: Analysis<br \/>\n&nbsp;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/td>\n<td width=\"90\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"257\">6. Major section: Sub conclusion<br \/>\n.<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 55<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\"><strong>&#8212;\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"257\"><strong>4. Individual Study 3<\/strong><br \/>\n<strong>\u00a0<\/strong><\/td>\n<td width=\"90\"><\/td>\n<td width=\"90\"><\/td>\n<td width=\"90\"><\/td>\n<td width=\"90\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"257\">1. Major section: Specific research hypothesis<br \/>\n&nbsp;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/td>\n<td width=\"90\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"257\">2. Major section: Specific literature review<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/td>\n<td width=\"90\"><strong>&#8212;\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"257\">3. Major section: Method<br \/>\n&nbsp;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/td>\n<td width=\"90\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"257\">4. Major section: Findings<br \/>\n&nbsp;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/td>\n<td width=\"90\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"257\">5. Major section: Analysis<br \/>\n&nbsp;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 55<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"257\">6. Major section: Sub conclusion<br \/>\n&nbsp;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/td>\n<td width=\"90\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"257\"><strong>5. Conclusion<\/strong><br \/>\n<strong>\u00a0<\/strong><\/td>\n<td width=\"90\"><\/td>\n<td width=\"90\"><\/td>\n<td width=\"90\"><\/td>\n<td width=\"90\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"257\">1. Summary of Findings<br \/>\n<strong>\u00a0<\/strong><\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/td>\n<td width=\"90\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"257\">2. Conclusions<br \/>\n<strong>\u00a0<\/strong><\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/td>\n<td width=\"90\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"257\">3. Summary of Contributions<br \/>\n<strong>\u00a0<\/strong><\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\"><\/td>\n<td width=\"90\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 71<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"257\">4. Future Research<br \/>\n<strong>\u00a0<\/strong><\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/td>\n<td width=\"90\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"257\"><strong>A. Sub-counts (Percentages)\u00a0<\/strong><\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 220<\/td>\n<td width=\"90\">\u00a0 1,365<\/td>\n<td width=\"90\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 284<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"257\"><strong>B. Total count (Percentage) = 1,869<\/strong><\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"257\"><strong>C. Average examination count (Percentage) =<\/strong><br \/>\n<strong>\u00a0\u00a0\u00a0\u00a0 65<\/strong><\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/td>\n<td width=\"90\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<ul>\n<li>Average examination mark of 65% awarded by the <em>SU-Alternative-Studies<\/em><strong><sup>56<\/sup><\/strong>: equal to<\/li>\n<\/ul>\n<p>a qualitative examination mark of \u201cExceeds standard\u201d, and a quantitative examination mark of\u00a0 \u201c61% to 70%\u201d.<em>\u00a0 <\/em>(See above Table 2.)<\/p>\n<ol start=\"3\">\n<li><strong>General-References Checklist:<\/strong><\/li>\n<\/ol>\n<p><strong>Table<\/strong><strong> 3: General-References Checklist: <\/strong><strong>\u00a0<\/strong><\/p>\n<table width=\"494\">\n<tbody>\n<tr>\n<td colspan=\"5\" width=\"494\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Performance levels <\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"142\"><strong>Types of article-thesis<\/strong><\/td>\n<td width=\"90\"><strong>Inadequate:\u00a0 49% and under<\/strong><\/td>\n<td width=\"85\"><strong>Meets the standard:<\/strong><br \/>\n<strong>50% &#8211; 60%<\/strong><\/td>\n<td width=\"83\"><strong>Exceeds standard:<\/strong><br \/>\n<strong>61% -70%<\/strong><\/td>\n<td width=\"93\"><strong>Exceptional:<\/strong><br \/>\n<strong>71% and<\/strong><br \/>\n<strong>above<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"142\">Three-article-thesis<\/td>\n<td width=\"90\">160&lt;<\/td>\n<td width=\"85\">161 &#8211; 230<\/td>\n<td width=\"83\">231 &#8211; 300<\/td>\n<td width=\"93\">301&gt;<\/td>\n<\/tr>\n<tr>\n<td width=\"142\">Four-article-thesis<\/td>\n<td width=\"90\">200&lt;<\/td>\n<td width=\"85\">201 &#8211; 290<\/td>\n<td width=\"83\">291 &#8211; 380<\/td>\n<td width=\"93\">381&gt;<\/td>\n<\/tr>\n<tr>\n<td width=\"142\">Five-article-thesis<\/td>\n<td width=\"90\">250&lt;<\/td>\n<td width=\"85\">251 &#8211; 350<\/td>\n<td width=\"83\">351 &#8211; 450<\/td>\n<td width=\"93\">451&gt;<\/td>\n<\/tr>\n<tr>\n<td width=\"142\">Six-article-thesis<\/td>\n<td width=\"90\">290&lt;<\/td>\n<td width=\"85\">291 &#8211; 410<\/td>\n<td width=\"83\">411 &#8211; 530<\/td>\n<td width=\"93\">531&gt;<\/td>\n<\/tr>\n<tr>\n<td width=\"142\">Seven-article-thesis<\/td>\n<td width=\"90\">330&lt;<\/td>\n<td width=\"85\">331- 470<\/td>\n<td width=\"83\">471 &#8211; 610<\/td>\n<td width=\"93\">611&gt;<\/td>\n<\/tr>\n<tr>\n<td width=\"142\">Eight-article-thesis<\/td>\n<td width=\"90\">370&lt;<\/td>\n<td width=\"85\">371- 530<\/td>\n<td width=\"83\">531- 690<\/td>\n<td width=\"93\">691&gt;<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<ul>\n<li>Examination-mark of 342 was obtained from the <em>General-References-Checklist<\/em>: a qualitative examination-mark of \u201cExceeds standard\u201d and a quantitative examination mark of \u201c61% -70%\u201d awarded. (See above Table 3).<\/li>\n<\/ul>\n<ol start=\"4\">\n<li><strong>Reference-Types Checklist:<\/strong><\/li>\n<\/ol>\n<p><strong>Table<\/strong><strong> 4: Reference-Types Checklist:<\/strong><\/p>\n<table width=\"503\">\n<tbody>\n<tr>\n<td colspan=\"5\" width=\"503\"><strong>P<\/strong><strong>erformance levels<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"151\"><\/td>\n<td width=\"90\"><strong>Inadequate:\u00a0 49% and under<\/strong><\/td>\n<td width=\"85\"><strong>Meets the standard:<\/strong><br \/>\n<strong>50% &#8211; 60%<\/strong><\/td>\n<td width=\"83\"><strong>Exceeds standard:<\/strong><br \/>\n<strong>61% -70%<\/strong><\/td>\n<td width=\"94\"><strong>Exceptional:<\/strong><br \/>\n<strong>71% and<\/strong><br \/>\n<strong>above<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"151\">Percentages obtained from Checklist reference types of an article-thesis<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0 20%&lt;<\/td>\n<td width=\"85\">21% &#8211; 25%<\/td>\n<td width=\"83\">26% -30%<\/td>\n<td width=\"94\">30%&gt;<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<ul>\n<li>Obtained a total average of 57 sources of the <em>References-Types Checklist,<\/em> places the article-thesis\u2019s quality in this context in the qualitative examination mark of \u201cMeets standard\u201d and a quantitative examination mark of \u201c50% -60%\u201d. (See Addendum 4: Table 4.)<\/li>\n<\/ul>\n<ol start=\"5\">\n<li><strong>Word-Counts Checklist:<\/strong><\/li>\n<\/ol>\n<p><strong>Table 5: Word-Counts Checklist:\u00a0 <\/strong><\/p>\n<table width=\"575\">\n<tbody>\n<tr>\n<td colspan=\"5\" width=\"575\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Performance levels\u00a0 <\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"161\"><strong>Types of article-thesis<\/strong><\/td>\n<td width=\"90\"><strong>Inadequate:\u00a0 49% and under<\/strong><\/td>\n<td width=\"118\"><strong>Meets the standard:<\/strong><br \/>\n<strong>50% &#8211; 60%<\/strong><\/td>\n<td width=\"114\"><strong>Exceeds standard:<\/strong><br \/>\n<strong>61% -70%<\/strong><\/td>\n<td width=\"93\"><strong>Exceptional:<\/strong><br \/>\n<strong>71% and<\/strong><br \/>\n<strong>above<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"161\">Three-article-thesis<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0 29 000&lt;<\/td>\n<td width=\"118\">29 000 &#8211; 35 000<\/td>\n<td width=\"114\">35 001 &#8211; 41 000<\/td>\n<td width=\"93\">41 001&gt;<\/td>\n<\/tr>\n<tr>\n<td width=\"161\">Four-article-thesis<\/td>\n<td width=\"90\">\u00a0\u00a0 37 000&lt;<\/td>\n<td width=\"118\">37 000 &#8211; 45 000<\/td>\n<td width=\"114\">45 001 &#8211; 53 000<\/td>\n<td width=\"93\">53 001&gt;<\/td>\n<\/tr>\n<tr>\n<td width=\"161\">Five-article-thesis<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0 45 000&lt;<\/td>\n<td width=\"118\">45 000 &#8211; 55 000<\/td>\n<td width=\"114\">55 001- 65 000<\/td>\n<td width=\"93\">65 000&gt;<\/td>\n<\/tr>\n<tr>\n<td width=\"161\">Six-article-thesis<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0 53 000&lt;<\/td>\n<td width=\"118\">53 000 &#8211; 65 000<\/td>\n<td width=\"114\">63 001 &#8211; 77 000<\/td>\n<td width=\"93\">72 000&gt;<\/td>\n<\/tr>\n<tr>\n<td width=\"161\">Seven-article-thesis<\/td>\n<td width=\"90\">\u00a0\u00a0 61 000&lt;<\/td>\n<td width=\"118\">61 000 &#8211; 75 000<\/td>\n<td width=\"114\">75 001 &#8211; 89 000<\/td>\n<td width=\"93\">89 000&gt;<\/td>\n<\/tr>\n<tr>\n<td width=\"161\">Eight-article-thesis<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0 69 000&lt;<\/td>\n<td width=\"118\">69 000 &#8211; 85 000<\/td>\n<td width=\"114\">85 000 -101 000<\/td>\n<td width=\"93\">101 000&gt;<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<ul>\n<li>Examination-mark of 43 621 of word counts obtained for the <em>Word-Counts Checklist<\/em> reflects a qualitative examination mark of \u201cMeets standard\u201d and a quantitative examination mark<em> of <\/em>\u201c50% -60%\u201d<em>. <\/em>(See above Table 5.)<\/li>\n<\/ul>\n<ol start=\"6\">\n<li><strong>Hay-Uniqueness-Guide: <sup>53:109<\/sup><\/strong><\/li>\n<\/ol>\n<p><strong>Table 6:<\/strong><strong> Hay-Uniqueness-Guide: <sup>53:109<\/sup> <\/strong><\/p>\n<table width=\"618\">\n<tbody>\n<tr>\n<td rowspan=\"2\" width=\"257\"><strong>Uniqueness<\/strong><\/td>\n<td colspan=\"4\" width=\"361\"><strong>Performance Levels<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Inadequate:<\/strong><br \/>\n<strong>Under 50%:<\/strong><br \/>\n<strong>Average=49% and under<\/strong><\/td>\n<td width=\"90\"><strong>Meets<br \/>\nstandard:<\/strong><strong>50%-60%:<\/strong><strong>Average=55%<\/strong><\/td>\n<td width=\"90\"><strong>Exceeds<br \/>\nstandard:<\/strong><strong>61%-70%:<\/strong><strong>Average=65%<\/strong><\/td>\n<td width=\"90\"><strong>Exceptional:<\/strong><br \/>\n<strong>71% and above:<\/strong><br \/>\n<strong>Average=71%<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"257\">1.\u00a0 The candidate said something nobody has said before.<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\"><strong>71<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"257\">2.\u00a0 The candidate carried out empirical work that hasn\u2019t been done before.<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<\/tr>\n<tr>\n<td width=\"257\">3. The candidate made a synthesis that hasn\u2019t been made before.<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/td>\n<td width=\"90\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong>&#8212;<\/td>\n<\/tr>\n<tr>\n<td width=\"257\">4. The candidate tried out something that has been done before \u2013 but in a new situation.<br \/>\n&nbsp;<br \/>\n&nbsp;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 71<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"257\">5. The candidate used already known material but with a new interpretation.<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<\/tr>\n<tr>\n<td width=\"257\">6. The candidate took a particular technique and applied it in a new area.<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/td>\n<td width=\"90\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong>\u00a0&#8212;<\/td>\n<\/tr>\n<tr>\n<td width=\"257\">7. The candidate brought new evidence to bear on an old issue.<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 71<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"257\"><strong>A. Sub-counts (Percentages)\u00a0<\/strong><\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 260<\/td>\n<td width=\"90\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0 213<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"257\"><strong>B. Total count (Percentage)=473<\/strong><\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<\/tr>\n<tr>\n<td width=\"257\"><strong>C. Average examination count (Percentage)=68<\/strong><\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 68<\/td>\n<td width=\"90\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<ul>\n<li>Average examination mark of 68% awarded by the<em> Hay-Uniqueness-Guide<\/em><strong><sup>53<\/sup><\/strong> equal to<\/li>\n<\/ul>\n<p>a qualitative examination mark of \u201cExceeds standard\u201d, and a quantitative examination mark of\u00a0 \u201c61% to 70%\u201d. <em>\u00a0<\/em>(See above Table 6.)<br \/>\n&nbsp;<\/p>\n<ol start=\"7\">\n<li><strong> NJMH-Performance-Rubric: <sup>51:94-96<\/sup><\/strong><\/li>\n<\/ol>\n<p><strong>\u00a0<\/strong><br \/>\n<strong>Table 7: NJMH-Performance-Rubric: <sup>51:94-96<\/sup><\/strong><\/p>\n<table width=\"654\">\n<tbody>\n<tr>\n<td rowspan=\"2\" width=\"274\"><strong>Criteria<\/strong><\/td>\n<td colspan=\"4\" width=\"380\"><strong>Performance levels<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"92\"><strong>\u00a0\u00a0 Inadequate:<\/strong><br \/>\n<strong>Under 50%:<\/strong><br \/>\n<strong>Average=49% and under<\/strong><\/td>\n<td width=\"96\"><strong>Meets<br \/>\nstandard:<\/strong><strong>50%-60%:<\/strong><strong>Average=55%<\/strong><\/td>\n<td width=\"96\"><strong>Exceeds<br \/>\nstandard:<\/strong><strong>\u00a0\u00a0\u00a0 61%-70%:<\/strong><strong>Average=65%<\/strong><\/td>\n<td width=\"96\"><strong>Exceptional:<\/strong><br \/>\n<strong>71% and above:<\/strong><br \/>\n<strong>Average=71% <\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"274\"><strong>A. Topic\/Title<\/strong><br \/>\n1. Appropriate\/well formulated<\/td>\n<td width=\"92\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/td>\n<td width=\"96\">&#8212;<\/td>\n<\/tr>\n<tr>\n<td width=\"274\"><strong>B. Formulation of research issues \/ problems<\/strong><br \/>\n2. Justification included<\/td>\n<td width=\"92\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/td>\n<td width=\"96\">&#8212;<\/td>\n<\/tr>\n<tr>\n<td width=\"274\"><strong>C. Research goal \/ hypothesis<\/strong><br \/>\n3. Stated, grounded and motivated<\/td>\n<td width=\"92\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\"><strong>71<\/strong><\/td>\n<\/tr>\n<tr>\n<td colspan=\"5\" width=\"654\"><strong>D. Aims \/ objectives<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"274\">4. Formulated<\/td>\n<td width=\"92\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/td>\n<td width=\"96\">&#8212;<\/td>\n<\/tr>\n<tr>\n<td width=\"274\">5. Focussed<\/td>\n<td width=\"92\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/td>\n<td width=\"96\">&#8212;<\/td>\n<\/tr>\n<tr>\n<td colspan=\"5\" width=\"654\"><strong>E. Literature study<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"274\">6. Recent \/ relevant work<\/td>\n<td width=\"92\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/td>\n<td width=\"96\">&#8212;<\/td>\n<\/tr>\n<tr>\n<td width=\"274\">7. Authoritative sources<\/td>\n<td width=\"92\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/td>\n<td width=\"96\">&#8212;<\/td>\n<\/tr>\n<tr>\n<td width=\"274\">8. Interpretation corrected<\/td>\n<td width=\"92\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/td>\n<td width=\"96\">&#8212;<\/td>\n<\/tr>\n<tr>\n<td width=\"274\">9. Critical engagement with material<\/td>\n<td width=\"92\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a065<\/td>\n<td width=\"96\">&#8212;<\/td>\n<\/tr>\n<tr>\n<td colspan=\"5\" width=\"654\"><strong>F. Research design and methods<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"274\">10. Logical progression from objectives<\/td>\n<td width=\"92\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/td>\n<td width=\"96\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong>&#8212;<\/td>\n<\/tr>\n<tr>\n<td width=\"274\">11. Appropriate choice<\/td>\n<td width=\"92\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 71<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"274\">12. Relevant and well-founded data sourcing techniques<\/td>\n<td width=\"92\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 71<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"274\">13. Data relevant and interpreted accurately<\/td>\n<td width=\"92\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 71<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"274\">14. Data thoroughly discussed<\/td>\n<td width=\"92\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 71<\/strong><\/td>\n<\/tr>\n<tr>\n<td colspan=\"5\" width=\"654\"><strong>G. Summary and conclusions<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"274\">15. Clear and logical<\/td>\n<td width=\"92\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 71<\/td>\n<\/tr>\n<tr>\n<td width=\"274\">16. Substantiated<\/td>\n<td width=\"92\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<\/tr>\n<tr>\n<td colspan=\"5\" width=\"654\"><strong>H. Recommendations<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"274\">17. Substantiated<\/td>\n<td width=\"92\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<\/tr>\n<tr>\n<td width=\"274\">18. Of value<\/td>\n<td width=\"92\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/td>\n<td width=\"96\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong>&#8212;<\/td>\n<\/tr>\n<tr>\n<td width=\"274\">19. Related to conclusions of study<\/td>\n<td width=\"92\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 71<\/strong><\/td>\n<\/tr>\n<tr>\n<td colspan=\"5\" width=\"654\"><strong>I. Structure of dissertation\/thesis<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"274\">20. Logical<\/td>\n<td width=\"92\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 71<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"274\">21. Coherent<\/td>\n<td width=\"92\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<\/tr>\n<tr>\n<td width=\"274\">22. Substantial line of development<\/td>\n<td width=\"92\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<\/tr>\n<tr>\n<td width=\"274\"><strong>J. Content<\/strong><br \/>\n23. Length, range, chapters, knowledge of field, problem solving, depth, creativity, originality, responsibility for statements<\/td>\n<td width=\"92\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\"><strong>71<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"274\"><strong>K. Scientific substance<\/strong><br \/>\n24. Theoretical foundation, clarify concepts, independence, logical sequence, essential and non-essential, systematic, critical responsibility, quality of arguments, scientific interpretation and reporting<\/td>\n<td width=\"92\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\"><strong>71<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"274\">L. \/25.<strong>Language and style<\/strong><br \/>\n<strong>\u00a0<\/strong><br \/>\n<strong>\u00a0<\/strong><br \/>\n<strong>\u00a0<\/strong><\/td>\n<td width=\"92\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\"><strong>71<\/strong><br \/>\n<strong>X<\/strong><br \/>\n<strong>\u00a0<\/strong><br \/>\n&nbsp;<br \/>\n&nbsp;<\/td>\n<\/tr>\n<tr>\n<td width=\"274\">M. \/26.<strong> Technical structure and care<\/strong><\/td>\n<td width=\"92\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\"><strong>71<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"274\"><strong>N. Publishable<\/strong><br \/>\n27. Meets requirements<\/td>\n<td width=\"92\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\"><strong>71<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"274\"><strong>O. Contribution to knowledge <\/strong><br \/>\n28. <strong>Doctoral study<\/strong><\/td>\n<td width=\"92\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\"><strong>71<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"274\"><strong>\u00a0Sub-counts (Percentages)<\/strong><\/td>\n<td width=\"92\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 910<\/td>\n<td width=\"96\"><strong>994<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"274\"><strong>Total count (Percentage)=1,904<\/strong><\/td>\n<td width=\"92\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<\/tr>\n<tr>\n<td width=\"274\"><strong>Final examination count (Percentage)=68<\/strong><\/td>\n<td width=\"92\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"96\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 68<\/td>\n<td width=\"96\">&#8212;<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<ul>\n<li>Average examination mark of 68% awarded by the <em>NJMH-Performance-Rubric<\/em>: <strong><sup>51 <\/sup><\/strong>equal to<\/li>\n<\/ul>\n<p>a qualitative examination mark of \u201cExceeds standard\u201d<em>, <\/em>and a quantitative examination mark of\u00a0 \u201c61% to 70%\u201d. <em>\u00a0<\/em>(See above Table 7.)<\/p>\n<ol start=\"8\">\n<li><strong> Final examination mark of four-article thesis:<\/strong><\/li>\n<\/ol>\n<p><strong>Table 8: Final Examination mark: <\/strong><\/p>\n<table width=\"606\">\n<tbody>\n<tr>\n<td rowspan=\"2\" width=\"236\"><strong>Evaluation-tools<\/strong><br \/>\n<strong>\u00a0<\/strong><\/td>\n<td colspan=\"4\" width=\"369\"><strong>NJMH-transformer <\/strong><strong>performance values<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"92\"><strong>Inadequate:<\/strong><strong><em> Under50%: average 49%<\/em><\/strong><\/td>\n<td width=\"93\"><strong>Meets<br \/>\nstandard:<\/strong><strong><em>50%-60%: average55% <\/em><\/strong><\/td>\n<td width=\"89\"><strong>Exceeds<br \/>\nstandard:<\/strong><strong><em>61% -70%: average 65%<\/em><\/strong><\/td>\n<td width=\"95\"><strong>Exceptional:<\/strong><br \/>\n<strong><em>71% and above: average 71%\u00a0\u00a0\u00a0 <\/em><\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"236\">1. Richard-Uniqueness-Guide<\/td>\n<td width=\"92\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"93\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"89\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/td>\n<td width=\"95\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<\/tr>\n<tr>\n<td width=\"236\">2. SU-Alternative-Studies<\/td>\n<td width=\"92\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"93\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"89\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/td>\n<td width=\"95\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<\/tr>\n<tr>\n<td width=\"236\">3. General-Reference-Checklist<\/td>\n<td width=\"92\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"93\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"89\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/td>\n<td width=\"95\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<\/tr>\n<tr>\n<td width=\"236\">4.\u00a0 Reference-Types-Checklist<\/td>\n<td width=\"92\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"93\">\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0 55<\/td>\n<td width=\"89\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"95\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<\/tr>\n<tr>\n<td width=\"236\">5. Word-Counts-Checklist<\/td>\n<td width=\"92\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"93\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 55<\/td>\n<td width=\"89\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"95\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<\/tr>\n<tr>\n<td width=\"236\">6. Hay-uniqueness-Guide<\/td>\n<td width=\"92\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"93\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0&#8212;<\/td>\n<td width=\"89\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/td>\n<td width=\"95\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<\/tr>\n<tr>\n<td width=\"236\">7. NJMH-Performance-Rubric<\/td>\n<td width=\"92\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"93\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"89\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 65<\/td>\n<td width=\"95\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<\/tr>\n<tr>\n<td width=\"236\">A. Subtotal examination-marks,\u00a0 calculated in percentages =<br \/>\n&nbsp;<br \/>\n&nbsp;<br \/>\n&nbsp;<br \/>\n&nbsp;<\/td>\n<td width=\"92\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"93\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 110<\/td>\n<td width=\"89\">\u00a0\u00a0\u00a0\u00a0\u00a0 325<\/td>\n<td width=\"95\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<\/tr>\n<tr>\n<td width=\"236\">B. Total\u00a0 examination-mark (Percentage) = 435<\/td>\n<td width=\"92\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"93\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 110<\/td>\n<td width=\"89\">\u00a0\u00a0\u00a0\u00a0\u00a0 325<\/td>\n<td width=\"95\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<\/tr>\n<tr>\n<td width=\"236\">C. Average examination count (Percentage) = 62<br \/>\n<strong>\u00a0\u00a0\u00a0 65<\/strong><\/td>\n<td width=\"92\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"93\">\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0 &#8212;<\/td>\n<td width=\"89\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<td width=\"95\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &#8212;<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<ul>\n<li>Final examination mark of 62% awarded by the seven evaluation tools: Equal to<\/li>\n<\/ul>\n<p>a qualitative examination mark of \u201cExceeds standard\u201d<em>, <\/em>and a quantitative examination mark of\u00a0 \u201c61% to 70%\u201d.<em>\u00a0 <\/em>(See above Table 8.)<br \/>\n<strong>3.4. Shortcut-examination model of the article-thesis and -dissertation<\/strong><br \/>\nTo extend my earlier reference to the <em>Shortcut-examination model <\/em>of the article-thesis<em>,<\/em> I would like to emphasise that this model is meant only to be used by the well-seasoned examiner of the article-thesis and -dissertation. In this context I also want to note that the model is especially applicable and usable to examine the Master\u2019s Degree (single advanced research project or the course-work programme research project). This characteristic will be shortly discussed further in subsection <em>3.5. The position of the Master Dissertation<\/em>.<br \/>\nAlthough only one of the evaluation tools of the <em>Full-examination model &#8212; <\/em>namely the <em>NJMH-Performance-Rubric<\/em><strong><sup>51<\/sup><\/strong> (see earlier subsections: <em>3.2.1.3. Advanced-level evaluation tool<\/em>) &#8212; will be used to evaluate the article-thesis in the<em> Shortcut-examination model,<\/em> it is still a prerequisite that the examiner, to sharpen and to refresh his\/her knowhow on how he\/she should approach the examination process and to make a fair judgement on the quality of the article-thesis and the skills of the candidate, familiarises him\/her with the descriptions and guidelines of the <em>Hay-Thesis-Assessor<\/em><strong><sup>53<\/sup><\/strong> and that of the <em>Lategan-Candidate-Assessor.<\/em><strong><sup>54<\/sup><\/strong> These two assessment guides on what to expect from an article-thesis &#8212; consisting of a total of 26 questions &#8211; question the quality of every intention\/finding\/part of the article-thesis under examination and the skills of the candidate who has written it. (For a full description of the contents of the <em>Hay-Thesis-Assessor<strong><sup>53<\/sup><\/strong><\/em> and <em>Lategan-Candidate-Assessor<strong><sup>54<\/sup><\/strong><\/em> the reader is referred back to Tables 2 and 3 respectively that form part of subsection <em>3.1.3.: The obtaining and applying of data through the data-collection-evaluation-tools<\/em>)<em>.<\/em> Together with the above two assessment guides, is the <em>Muller description <\/em><strong><sup>55:45<\/sup><\/strong> about the <em>purpose and characteristics of the doctoral degree<\/em> that the examiner must also be constantly consious of. (See the <em>Muller description<\/em><strong><sup>55<\/sup><\/strong> also in subsection <em>3.1.3. The obtaining and applying of data through the data-collection-evaluation-tools <\/em>that was offered earlier.)<br \/>\nThe use of the<em> NJMH-Performance-Rubric<\/em><strong><sup>51<\/sup><\/strong> in the <em>Shortcut-examination-model<\/em> as the only evaluation tool is not based on its single application together with the six other evaluation tools to the article-thesis as done in the<em> Full-examination approach<\/em>. (Also see <em>3.2.1.3.: Advanced-level-evaluation-tool <\/em>and <em>3.2.1.4.: Compiling and calculation of the final examination-mark.<\/em>) On the contrary, in the <em>Shortcut-examination model<\/em> the <em>NJMH-Performance-Rubric<\/em><strong><sup>51<\/sup><\/strong> is applied individually to <em>every chapter of the article-thesis, <\/em>meaning the obtaining of an individual evaluation count for each chapter<em>. <\/em>Thus, if it is a four-article-thesis, meaning there are six chapters (including the <em>Introduction, the four articles and the Synopsis<\/em>), the <em>NJMH-Performance-Rubric<\/em><strong><sup>51<\/sup><\/strong> is executed six times: each of the six parts (Chapters) must be evaluated one by one, starting with the <em>Introduction<\/em> and ending with the <em>Synopsis<\/em>. Only after obtaining each of the evaluation counts of the six parts and adding them up to offer the total count, may the average-evaluation count be calculated by dividing it through six (number of chapters). This total-average count of the total thesis may then be determined and the examination mark be obtained. In practice it means that six identical copies of the <em>NJMH-Performance-Rubric<\/em><strong><sup>51<\/sup><\/strong> \u2013 a copy for each chapter &#8212; must be completed.<br \/>\nThe <em>NJMH-Performance-Rubric<\/em><strong><sup>51<\/sup><\/strong> identifies a total of 28 quality and performance classifications or types which are uniquely and exclusively intertwined with the contents of every article\/chapters\/parts that form the article-thesis. The 28 quality and performance classifications or types of the <em>NJMH-Performance-Rubric<\/em>, <strong><sup>51<\/sup><\/strong> reflected earlier in Table 19 of subsection <em>3.2.1.3. Advanced-level-evaluation-tool,<\/em> are illustrated again underneath in Table 21 to enlighten the process of the inscribing, collecting and counting of each chapter\u2019s data.<br \/>\nTo activate the examination of <em>each chapter\/part<\/em> of the four-article-thesis (six-chapter-thesis) in terms of the prescriptions of the <em>NJMH-Performance-Rubric<\/em>,<strong><sup>51<\/sup><\/strong> the 28 assessments\/counts obtained from its evaluation descriptions (See under Table 21), are inscribed into Table 21\u2019s four columns (or marked with an X), allocating qualitative and quantitative performance values to each one. This inscribing is done in terms of the four classifications of the <em>NJMH-Transformer<\/em><strong><sup>51<\/sup><\/strong> (\u201cInadequate: Under 50%\u201d; \u201cMeets the standard: 50% -60%\u201d; \u201cExceeds the standard: 61% -70%\u201d; \u201cExceptional: 71% and above\u201d).<br \/>\n<strong>Table 21: NJMH-Performance-Rubric: <sup>51:94-96<\/sup><\/strong><\/p>\n<table width=\"658\">\n<tbody>\n<tr>\n<td rowspan=\"2\" width=\"274\"><strong>Criteria<\/strong><\/td>\n<td colspan=\"4\" width=\"384\"><strong>Performance levels<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"96\"><strong>Inadequate:<\/strong><br \/>\n<strong>Under 50%:<\/strong><br \/>\n<strong>Average=49%<\/strong><\/td>\n<td width=\"96\"><strong>Meets<br \/>\nstandard:<\/strong><strong>50% &#8211; 60%:<\/strong><strong>Average=55%<\/strong><\/td>\n<td width=\"96\"><strong>Exceeds<br \/>\nstandard: 61%-70%:<\/strong><strong>Average=65%<\/strong><\/td>\n<td width=\"96\"><strong>Exceptional:<\/strong><br \/>\n<strong>71% and above:<\/strong><br \/>\n<strong>Average=71%<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"274\"><strong>A. Topic\/Title<\/strong><br \/>\n<strong>\u00a0<\/strong>1. Appropriate\/well formulated<\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"274\"><strong>B. Formulation of research issues \/ problems<\/strong><br \/>\n2. Justification included<\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<\/tr>\n<tr>\n<td width=\"274\"><strong>C. Research goal \/ hypothesis\/ <\/strong>3. Stated, grounded and motivated<\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td colspan=\"5\" width=\"658\"><strong>D. Aims \/ objectives<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"274\">4. Formulated<\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<\/tr>\n<tr>\n<td width=\"274\">5. Focussed<\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<\/tr>\n<tr>\n<td colspan=\"5\" width=\"658\"><strong>E. Literature study<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"274\">6. Recent \/ relevant work<\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"274\">7. Authoritative sources<\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"274\">8. Interpretation corrected<\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"274\">9. Critical engagement with material<\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td colspan=\"5\" width=\"658\"><strong>F. Research design and methods<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"274\">10. Logical progression from objectives<\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"274\">11. Appropriate choice<\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"274\">12. Relevant and well-founded data sourcing techniques<\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"274\">13. Data relevant and interpreted accurately<\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"274\">14. Data thoroughly discussed<\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td colspan=\"5\" width=\"658\"><strong>G. Summary and conclusions<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"274\">15. Clear and logical<\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<\/tr>\n<tr>\n<td width=\"274\">16. Substantiated<\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<\/tr>\n<tr>\n<td colspan=\"5\" width=\"658\"><strong>H. Recommendations<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"274\">17. Substantiated<\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"274\">18. Of value<\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"274\">19. Related to conclusions of study<\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td colspan=\"5\" width=\"658\"><strong>I. Structure of dissertation\/thesis<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"274\">20. Logical<\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"274\">21. Coherent<\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"274\">22. Substantial line of development<\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"274\"><strong>J. Content<\/strong><br \/>\n23. Length, range, chapters, knowledge of field, problem solving, depth, creativity, originality, responsibility for statements<\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"274\"><strong>K. Scientific substance<\/strong><br \/>\n<strong>\u00a0<\/strong>24. Theoretical foundation, clarify concepts, independence, logical sequence, essential and non-essential, systematic, critical responsibility, quality of arguments, scientific interpretation and reporting<\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"274\"><strong>L. \/ 25 Language and style<\/strong><br \/>\n<strong>\u00a0<\/strong><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><strong>\u00a0<\/strong><br \/>\n<strong>\u00a0<\/strong><br \/>\n<strong>\u00a0<\/strong><br \/>\n&nbsp;<br \/>\n&nbsp;<\/td>\n<\/tr>\n<tr>\n<td width=\"274\"><strong>M. \/ 26 structure Technical<\/strong><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"274\"><strong>N. Publishable<\/strong><br \/>\n27. Meets requirements<\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"274\"><strong>O. Contribution to knowledge <\/strong><br \/>\n28. <strong>Doctoral study<\/strong><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"274\"><strong>A. Sub-counts (Percentages)\u00a0<\/strong><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"274\"><strong>B. Total count (Percentage) =<\/strong><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"274\"><strong>C. Average examination-count (Percentage) =<\/strong><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><\/td>\n<td width=\"96\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>\u00a0<\/strong>After the examiner makes his\/her decisions on the quality of each of the Chapters\/Parts in terms of the 28 performance-values evaluated through the <em>NJMH-Performance-Rubric<\/em>,<strong><sup>51<\/sup><\/strong> and after doing the inscriptions of the evaluations of each of the six Chapters separately into six copies of the <em>NJMH-Performance-Rubric<\/em><strong><sup>51:94-96<\/sup><\/strong> (see Table 21 above), the quantitative sub-counts (in percentages) of each of the four classifications of the <em>NJMH-Transformer\u2019s<\/em><strong><sup>51<\/sup><\/strong> qualitative and quantitative performance values are calculated for each Chapter. [See Table 21: A. Sub-counts (Percentages)]. From this a total quantitative count (in percentage) is derived. [See Table 21: B. Total count (Percentage).]<br \/>\nThe average examination mark for each of the six Chapters\u2019 copies of the <em>NJMH-Performance-Rubric<\/em><strong><sup>51<\/sup><\/strong> is obtained by dividing the total quantitative count through 28. [See Table 21: C. Average-examination-count (in percentage).] These average-examination counts (in percentage) of each Chapter [See Table 21: C. Average-examination-count (Percentage)] are transferred to Table 22 underneath to calculate the <em>final examination mark <\/em>of the four-article-thesis under examination. \u25cf <em>Note<\/em>: For adding up the 28 evaluation marks of each Chapter of the <em>NJMH-Performance-<\/em>Rubric<strong><sup>51 <\/sup><\/strong>as applicable to Tables 21 and 22, the quantitative percentage classification of \u201cUnder-50%\u201d or \u201c49% and lower\u201d is used as a<em> single quantity description <\/em>to include all the evaluation marks of 49% and lower as <em>49%<\/em> for counting purposes. The same single quantity description is done with the quantitative percentage classification of \u201c71% and above\u201d by including under it all percentages of 71% and higher as <em>71%.<\/em> For the quantitative percentage classification of \u201c50% -60%\u201d the average of <em>55%<\/em>\u00a0 was used as a single quantity description for all the percentage counts between 50% and 60%. The same approach was used for the quantitative percentage classification of \u201c61% to 70%\u201d by the use of the average of <em>65%<\/em> as a single quantity description for all the quantitative percentage counts of between \u201c60% and 70%\u201d.<br \/>\nThe average examination mark of each of the six Chapters for the <em>NJMH-Performance-Rubric<\/em><strong><sup>51<\/sup><\/strong> is offered in a quantity-quality-description in Table 22. [See above Table 21: C. Average-examination-count (percentage)]. These six average examination counts (percentages) must now be added up and divided thorough six to obtain the <em>final examination mark<\/em> for the article-thesis under examination. (See three stages: Table 22: A. Subtotal examination marks, calculated in percentages; B. Final examination mark, calculated in percentage; and C. Final examination mark, calculated in percentage.) This calculation process is illustrated underneath in Table 22.<br \/>\nThe <em>final examination mark<\/em> awarded to the four-article-thesis under examination is presented in Table 22 by its indication: <em>C. Final examination mark. <\/em>This mark is reflected in a quantitative and a qualitative value, which can vary between: \u201cInadequate: Under 50%\u201d; \u201cMeets standard: 50%-60%\u201d; \u201cExceeds standard: 61% -70%\u201d; and \u201cExceptional: 71% and above\u201d.<br \/>\n<strong>\u00a0<\/strong><strong>Table 22: Final Examination-mark for <\/strong><strong>NJMH-Performance-Rubric: <sup>51:94-96<\/sup><\/strong><\/p>\n<table width=\"602\">\n<tbody>\n<tr>\n<td rowspan=\"2\" width=\"208\"><strong>Chapters\/Parts<\/strong><br \/>\n<strong>\u00a0<\/strong><\/td>\n<td colspan=\"4\" width=\"394\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Performance values<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"97\"><strong>Inadequate:<\/strong><strong> Under 50%: <em>Average 49%<\/em><\/strong><\/td>\n<td width=\"101\"><strong>Meets<br \/>\nstandard:<\/strong><strong>\u00a0\u00a0 50%-60%: <em>Average55% <\/em><\/strong><\/td>\n<td width=\"95\"><strong>Exceeds<br \/>\nstandard:<\/strong><strong>61% -70%: <em>Average 65%<\/em><\/strong><\/td>\n<td width=\"101\"><strong>Exceptional:<\/strong><br \/>\n<strong>71% and above:<\/strong><br \/>\n<strong><em>Average 71%\u00a0\u00a0\u00a0 <\/em><\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"208\">1. Chapter One<br \/>\n&nbsp;<\/td>\n<td width=\"97\"><\/td>\n<td width=\"101\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/td>\n<td width=\"95\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/td>\n<td width=\"101\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"208\">2. Chapter Two<\/td>\n<td width=\"97\"><\/td>\n<td width=\"101\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/td>\n<td width=\"95\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0 <\/strong><\/td>\n<td width=\"101\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"208\">3. Chapter Three<br \/>\n&nbsp;<\/td>\n<td width=\"97\"><\/td>\n<td width=\"101\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/td>\n<td width=\"95\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/td>\n<td width=\"101\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"208\">4. Chapter Four<\/td>\n<td width=\"97\"><\/td>\n<td width=\"101\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/strong><\/td>\n<td width=\"95\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/td>\n<td width=\"101\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"208\">5. Chapter Five<\/td>\n<td width=\"97\"><\/td>\n<td width=\"101\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/td>\n<td width=\"95\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/td>\n<td width=\"101\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"208\">6. Chapter Six<\/td>\n<td width=\"97\"><\/td>\n<td width=\"101\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/strong><\/td>\n<td width=\"95\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/td>\n<td width=\"101\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"208\">A. Subtotal examination-marks, calculated in percentages =<br \/>\n&nbsp;<br \/>\n&nbsp;<br \/>\n&nbsp;<br \/>\n&nbsp;<br \/>\n&nbsp;<br \/>\n&nbsp;<\/td>\n<td width=\"97\"><\/td>\n<td width=\"101\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/strong><\/td>\n<td width=\"95\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/td>\n<td width=\"101\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"208\">B. Final examination-mark, calculated in percentage =<br \/>\n&nbsp;<br \/>\n&nbsp;<br \/>\n&nbsp;<br \/>\n&nbsp;<br \/>\n&nbsp;<br \/>\n&nbsp;<\/td>\n<td width=\"97\"><\/td>\n<td width=\"101\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/strong><\/td>\n<td width=\"95\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/td>\n<td width=\"101\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"208\">C. Final examination-mark, calculated in percentage =<br \/>\n&nbsp;<br \/>\n&nbsp;<br \/>\n&nbsp;<br \/>\n&nbsp;<br \/>\n&nbsp;<br \/>\n&nbsp;<\/td>\n<td width=\"97\"><\/td>\n<td width=\"101\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/strong><\/td>\n<td width=\"95\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/td>\n<td width=\"101\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>3.5. The position of the Master Degree<\/strong><br \/>\nIn Articles One and Two, as well as this article the titles refer to <em>thesis and dissertations<\/em> although very little was written on the dissertation. About this so-called \u201cmissing link\u201d in the writing, I will come back later here, but first something about <em>what<\/em> the dissertation is and its <em>position<\/em> in the examination of the article-thesis. In this context it is necessary to look at the various definitions and concepts of the dissertation.<br \/>\nAs a brief introduction, the writing of Muller<strong><sup>55<\/sup><\/strong> on the so-called exclusive \u201cidentity\u201d of the Master\u2019s degree may be cited: <strong><sup>55:45<\/sup><\/strong><br \/>\nThe primary purposes of a Master\u2019s Degree are to educate and train researchers who can contribute to the development of knowledge at an advanced level, or prepare graduates for advanced and specialised professional employment. A Master\u2019s Degree must have a significant research component.<br \/>\nA Master\u2019s Degree may be earned in either of two ways: (1) by completing a single advanced research project, culminating in the production and acceptance of a thesis or dissertation, or (2) by successfully completing a course work programme requiring a high level of theoretical engagement and intellectual independence and a research project, culminating in the acceptance of a dissertation. In the latter case, a minimum of 60 credits at level 9 must be devoted to conducting and reporting research.<br \/>\nMaster\u2019s graduates must be able to deal with complex issues both systematically and creatively, make sound judgments using data and information at their disposal and communicate their conclusions clearly to specialist and non-specialist audiences, demonstrate self-direction and originality in tackling and solving problems, act autonomously in planning and implementing tasks at a professional or equivalent level, and continue to advance their knowledge, understanding and skills.<br \/>\nMuller<strong><sup>61<\/sup><\/strong>further writes<strong><sup>61:71<\/sup><\/strong>: <em>\u201cThe term \u2018dissertation\u2019 usually refers to a master\u2019s level research [as] dissertation, while \u2018thesis\u2019 refers to the output written up for a doctorate.\u201d<\/em> He<strong><sup>55:45<\/sup><\/strong> continues: <em>\u201cThe research foundation skills are acquired at the master\u2019s level and in a more contained study which allows for a contribution to be made\u00a0 to the field of study, but within a less stringent environment. With the doctorate the research skills are honed at a more sophisticated level, the scope of work is larger and the notion of making contribution or even a partial contribution to the field of knowledge (a more common outcome at this level) is a more significant component of the deliberations towards the awarding of the degree (or not).\u201d<\/em><br \/>\nHereto Mouton<strong><sup>62<\/sup><\/strong> postulates about the so-called \u201cdistinction\u201d between the master and the doctorate as follows<strong><sup>62:5<\/sup><\/strong>:<br \/>\nThe master\u2019s degree is the first research degree; the doctoral degree is a degree of research specialisation. By doing the former, you show that you can conduct research and that you have mastered the craft of research or scholarship. A master\u2019s degree signifies that you have successfully completed an independent piece of research. In awarding a master\u2019s degree to you, the university recognises that you have met the minimum conditions of scholarship. The successful completion of a doctoral degree goes further. This is the degree in which you achieve depth in scholarship, and specialise in a certain area so that you are able to make a contribution to the existing body of knowledge. A doctorate signifies that you have produced new knowledge. You have produced beyond the level of reproducing and mastering existing knowledge (master\u2019s) to the point where you have made a unique contribution to the scholarship in a particular domain.<br \/>\nOn the presentation of the article that forms part of the article-thesis or -dissertation Lategan<strong><sup>54:87<\/sup><\/strong> posits: <em>\u201cArticles are published in Afrikaans and English. The preferred length is between 3 500 \u2013 5 000 words. All articles should be accompanied by a 100-word abstract in English.\u201d<\/em> Hereto Muller<strong><sup>61<\/sup><\/strong> elaborates specifically on the <em>length<\/em> of the thesis or the dissertation as follows<strong><sup>61:72<\/sup><\/strong>: <em>\u201cAlthough there are often queries about length, there are no universally applicable guidelines in this regard. The length of your dissertation or thesis may be subject or departmental or even supervisor specific. As a general rule, a thesis will be in the region of 200+ pages (though longer theses are by no means uncommon). A full research dissertation can vary from 120 \u2013 200 pages and the minor dissertation or project from 60 &#8211; 100 pages\u201d.<\/em><br \/>\nThe above various definitions, advice, guidelines and recommendations seem to be well-intertwined in an established and functioning academic research culture. But, looking at the date of these definitions, advice, guidelines and recommendations, it seems to come from the year 2008, twelve years before BAREE has overrun the South African academic and research culture and environment.\u00a0 Also, the year 2008 represents a time-frame during which the article-dissertation and -thesis were rarities. Today there is a clear difference between the practice of academics and the practice of research: at present academic practice is still caught in the theoretical belief system of 2008, but the practice of research has deteriorated or has been scaled down as a direct result of BAREE.<br \/>\nFirstly, a study of recently published traditional theses at South African universities (there could only be found three article-theses) shows a dramatic down-grading in the prerequisites (mentioned above by Muller <strong><sup>55,61<\/sup><\/strong>and Mouton<strong><sup>62)<\/sup><\/strong> which the doctorate must conform to. In contrast, a study of twenty recent traditional masters\u2019 dissertations (including four course-work-masters) shows less down-grading and a quality very much in line with that of 2008. What is clear is that descriptions classifying the PhD as a high-level research instrument, namely that the doctorate\u2019s research skills are of a highly sophisticated level, its scope of work being enormous and that it makes an immense contribution to knowledge, that it is a\u00a0 degree through which the student specifically achieves scholarship, a degree showing evidence of extraordinary specialisation, etc. are largely false. Two of the three article-thesis manuscripts show that they are indeed nothing else than glorified course-work-master degrees. Indeed, many of the master degrees evaluated show that their standard was in the traditional domain of the doctoral degree as a degree of research specialisation: many master graduates show through their published dissertations that they can conduct advanced research and have mastered the craft of research or scholarship. Many show that they achieve in-depth scholarship and are making an enormous contribution of new information to the existing body of knowledge.<br \/>\nMany primarily negative factors are associated with BAREE role players in the down-grading of the quality and integrity of the dissertation in general and the article-dissertation specifically. A prominent element here is the use still of the criterion that the length of the thesis can be in the region of 200+ pages, a full-research-dissertation can vary from 120 &#8211; 200 pages and the minor-dissertation or the project between 60 &#8211; 100 pages:\u00a0 these guidelines are nothing else than an organised effort to undermine the quality and integrity of the thesis and dissertation in an effort to get master and doctoral students graduated the easy way (especially in the category of article-dissertations and -theses). The hard fact is that all article-dissertations (as well as theses) should be of a certain (minimum) length to incorporate constructive research and to make scientific findings. It is well-known that the contents of a single page can be lengthened by manipulated typing to nearly two pages. There is only one way to evaluate the length of a dissertation and that is in two ways: the word count and the general references contained in it. Included here is the prerequisite that for the full-research article-dissertation the minimum number of articles should be two, while for the minor dissertation or project the minimum number should be one.<br \/>\nIn an effort to offer an examination approach for the article-dissertation, I would like to refer back underneath to the two subsections <em>Word-Counts Checklist<\/em> and <em>General-References Checklist<\/em> of the Section <em>3.1.1.2.: Mid-level evaluation tools<\/em>.<br \/>\nThe prescribed <em>maximum and minimum word counts<\/em> (the so-called<em> guided word counts<\/em>) of the article\/articles that is\/are forming the article-dissertation, or the prescribed <em>maximum and minimum word-counts<\/em> of the article-dissertation itself, are again (as for the article-thesis) are again to be used as criteria, namely <em>that the maximum and minimum word count of each of the articles that form the contents of the article-dissertation, should be between 12 000 and 8 000 words (with an average of 10 000 words for an article). <\/em>Additionally hereto, are the word counts of each article\u2019s<em> Introduction (2 700 words), Synthesis (2 000 words) and Bridging (300 words), <\/em>adding an extra 5 000 words to each article-thesis<em>.<\/em> This calculation approach means for example that the calculated total maximum and minimum guided (criteria) word counts are respectively for the one-article-dissertation 13 000 and 17 000 words with an average of 15 000 words and for the two-article-dissertation 21 000 and 29 000 with an average of 25 000 words. (See underneath Tables 23 and 24). See also subsection <em>Word Counts<\/em> of Section <em>3.1.1.2. Mid-level evaluation tools<\/em>: \u00a0Tables 14, 15 and 16).<br \/>\n<strong>Table 23: <\/strong><strong>Structuring of guided <\/strong><strong>maximum\/minimum word counts<\/strong><strong> of one-article-dissertation:<\/strong><\/p>\n<table width=\"432\">\n<tbody>\n<tr>\n<td width=\"168\"><strong>Sections\/Structure<\/strong><\/td>\n<td width=\"132\"><strong>Minimum<\/strong><\/td>\n<td width=\"132\"><strong>Maximum<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"168\">Introduction<\/td>\n<td width=\"132\">2 700<\/td>\n<td width=\"132\">2 700<\/td>\n<\/tr>\n<tr>\n<td width=\"168\">Chapter (One)<\/td>\n<td width=\"132\">\u00a08 000<\/td>\n<td width=\"132\">12 000<\/td>\n<\/tr>\n<tr>\n<td width=\"168\">Synthesis<\/td>\n<td width=\"132\">2 000<\/td>\n<td width=\"132\">2 000<\/td>\n<\/tr>\n<tr>\n<td width=\"168\">Bridging<\/td>\n<td width=\"132\">300<\/td>\n<td width=\"132\">300<\/td>\n<\/tr>\n<tr>\n<td width=\"168\">Total<\/td>\n<td width=\"132\">13 000<\/td>\n<td width=\"132\">17 000<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>The preferred word count for the <em>one-article-dissertation is 15 000 words<\/em>, which is double the length suggested by Lategan.<strong><sup>54<\/sup><\/strong> (See also subsection <em>Word Counts<\/em> of Section <em>3.1.1.2. Mid-level evaluation tools<\/em>: \u00a0Tables 14, 15 and 16.)<br \/>\n<strong>Table 24: <\/strong><strong>Structuring of guided <\/strong><strong>maximum\/minimum word-counts<\/strong><strong> of two-article-dissertation:<\/strong><\/p>\n<table width=\"432\">\n<tbody>\n<tr>\n<td width=\"168\"><strong>Sections\/Structure<\/strong><\/td>\n<td width=\"132\"><strong>Minimum<\/strong><\/td>\n<td width=\"132\"><strong>Maximum<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"168\">Introduction<\/td>\n<td width=\"132\">2 700<\/td>\n<td width=\"132\">2 700<\/td>\n<\/tr>\n<tr>\n<td width=\"168\">Chapters (Two)<\/td>\n<td width=\"132\">\u00a016 000<br \/>\n(8 000 x 2)<\/td>\n<td width=\"132\">24 000<br \/>\n(12 000 x 2)<\/td>\n<\/tr>\n<tr>\n<td width=\"168\">Synthesis<\/td>\n<td width=\"132\">2 000<\/td>\n<td width=\"132\">2 000<\/td>\n<\/tr>\n<tr>\n<td width=\"168\">Bridging<\/td>\n<td width=\"132\">300<\/td>\n<td width=\"132\">300<\/td>\n<\/tr>\n<tr>\n<td width=\"168\">Total<\/td>\n<td width=\"132\">21 000<\/td>\n<td width=\"132\">29 000<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>The preferred word count for the <em>two-article dissertation is 25 000 words<\/em>, which is double the length suggested by Lategan.<strong><sup>54 <\/sup><\/strong>(See also subsection <em>Word Counts<\/em> of Section <em>3.1.1.2. Mid-level evaluation tools<\/em>: \u00a0Tables 14, 15 and 16.)<br \/>\nIn terms of the criteria of an average of<em> 60 general references per journal article <\/em>plus the reference counts of the <em>Introduction<\/em> and <em>Synthesis<\/em> of the dissertation of 25 references each (totalling <em>an extra 50 general references for the dissertation as a whole<\/em>)<em>,<\/em> the total average guided (prescribed) general-reference counts are calculated as follows for the <em>one-article-dissertation: <\/em>110 references; and for the <em>two-article-dissertation<\/em> 170 references. <em>Negative<\/em> and <em>positive<\/em> deviations of 30% from the above various <em>average<\/em> general reference counts, are also found. A negative deviation of 30% from these above <em>average<\/em> general reference counts reflects an average reference count as follows for the one-article-dissertation: 77 references; and for the two-article-dissertation 119 references. Hereto, a positive deviation of 30% from the above <em>average<\/em> general reference counts would make for an average reference count as follows for the one-article-dissertation: 143 references; and for the two-article-dissertation 221 references.<br \/>\nThe above prescribed or guided general references are profiled in Table 25 underneath.<br \/>\n<strong>Table 25: Minimum, average and maximum guided general references:<\/strong><\/p>\n<table width=\"605\">\n<tbody>\n<tr>\n<td width=\"173\"><strong>Types of article-dissertation<\/strong><\/td>\n<td width=\"111\"><strong>Minimum<\/strong><\/td>\n<td width=\"83\"><strong>Average<\/strong><\/td>\n<td width=\"238\"><strong>Maximum<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"173\"><strong>One-article-dissertation<\/strong><\/td>\n<td width=\"111\"><strong>77<\/strong><\/td>\n<td width=\"83\"><strong>110<\/strong><\/td>\n<td width=\"238\"><strong>143<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"173\"><strong>Two-article-dissertation<\/strong><\/td>\n<td width=\"111\"><strong>119<\/strong><\/td>\n<td width=\"83\"><strong>170<\/strong><\/td>\n<td width=\"238\"><strong>221<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>The preferred number of general references for the one-article-dissertation is 110, and that for the two-article-dissertation is 170. (See also subsection <em>General References<\/em> of Section <em>3.1.1.2. Mid-level evaluation tools<\/em>: \u00a0Table 9.)<br \/>\nFrom the above it is clear that the whole research character of the article-dissertation is equal to the research character of the article-thesis: both must be treated equally in examination. This has also been my approach in this article: what is applicable to the article-thesis is also fully applicable to the article-dissertation. I have not offered a separate discussion each time for the article-dissertation. The only clear differentiation between the two entities is that for the full-research article-dissertation the minimum number of articles should be two, for the minor dissertation or project the minimum number of articles should be one, while for the article-thesis the minimum number of articles should not be less than four. The quality of the contents of each entity should be of the same academic and research integrity.<br \/>\nThe one- and two-article-dissertations lend themselves very well, because of their condensed structuring and writing, to be examined by the <em>Shortcut-examination model.<\/em><\/p>\n<h3><span class=\"ez-toc-section\" id=\"4_Conclusion\"><\/span>4. Conclusion<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>Shortcomings on the side of the student and supervisor undoubtedly impede the mass delivery of article-theses and -dissertations and the assurance of research quality and integrity in relation to it. However, this barrier stretches further into our article-thesis\u2019s and -dissertation\u2019s research culture and environment, specifically regarding its lack of a contingent of well-skilled and experienced examiners. My experience is that many of the examiners that examined traditional theses and dissertations believe they are equally equipped to examine the article-thesis and -dissertation. This is a myth. As this article shows, the examination of the article-thesis and -dissertation is a complicated process. It is not a place for sissy students, but also not a place for unscrupulous examiners. To appoint cowboy academics, self-styled examiners and pretender-examiners as examiners for the article-thesis and -dissertation, all saturated in the culture of the traditional research-model, was in the past and still is today a recipe for disaster. It did serious damage to the academic careers of innocent students and supervisors because they were essentially powerless to do anything to defend themselves against an autocratic academic culture steeped in past traditions and methods.<br \/>\nIt seems that the traditional thesis and dissertation, with its equally traditional prerequisites, are still today just too difficult to obtain for some African students. Lategan<strong><sup>63<\/sup><\/strong> wrote nearly two decades ago already on the then poor output of postgraduates in South Africa, the following<strong><sup>63:2<\/sup><\/strong>: <em>\u201cA concern however, is still the high drop-out rate of students resulting in the non-completion of studies. In addition, many students are taking too long to complete their studies (residency time of enrolment).\u201d<\/em> This results in a situation where universities are not only wasting time, money and skills that could be used for other outcomes, but are also losing yearly enormous amounts of money in subsidies.\u00a0 In addition to this corrupted and failed academic setup, Muller<strong><sup>64<\/sup><\/strong> mentioned<strong><sup>64:113<\/sup><\/strong>: <em>\u201cThe old adage that Rome wasn\u2019t built in a day applies equally to postgraduate study. In the South African higher education system, most doctorates are completed in 5-7 years and most master\u2019s degrees in 3-5 years.\u201d<\/em><br \/>\nThe above academic and research shortcomings since 1994 often seem to have been sidestepped by the controversial argument that the traditional thesis and dissertation failed to bring research to the public domain. In addition it is advanced that it has failed to bring additional productivity units (PUs) for the university because further publications coming from the traditional thesis and dissertation are lacking. The truth is far from this generalisation and misrepresentation of the current reality. The hard fact, bluntly and blindly ignored by these proponents of the article-thesis and -dissertation, and a fact that they as academics and researchers should\u00a0 know well, is that the days of putting a traditional thesis or dissertation on the library shelves to gather dust there as they have tried to portray in the literature, lie far in the past: the permanent digitization of the traditional thesis and dissertation make them as much accessible as the so-called \u201ceasily\u201d accessible article-thesis and -dissertation. Possibly, the traditional theses and dissertations are many times more intensively offered and organised and available as the article-theses and -dissertations. There is prominent evidence that the contents of the traditional thesis and dissertation, after their awarding\/publications, are often published in accredited journals and books. To argue further that the model of the three-article-thesis that is offered here, is always of the same integrity and quality as that of the Scandinavian countries from which the model originated, is many times doubted when studying some of the locally published three-article-theses.<strong><sup>11, 51-55,61-65<\/sup><\/strong><br \/>\nUndoubtedly the present-day assessment chaos around the article-thesis and -dissertation offers the opportunity for the delinquent student and his\/her equally delinquent supervisor, with the conspiracy of unscrupulous and unskilled examiners, to obtain the Golden PhD through a substandard three-article-thesis of 11 000 to 16 000 words, making him \/her a new \u201cexpert\u201d and a person of \u201cpapers\u201d. Too many times in my research have I heard the same answer when asking a supervisor and his\/her colleagues at a Postgraduate School on the way they have chosen the examiners of a thesis and dissertation (both the traditional and article-versions): <em>\u201cWe choose those we can trust, who are on our side in the examination and who understand our academic and research culture and environment\/\u201d<\/em> The question is thus prominent: Is the examiner of the article-thesis and -dissertation (as well as that of the traditional thesis and -dissertation) approaching the assessment process with a sound frame of mind and a personal desire to avoid bias? Within the South African context where corruption and abuse of power is rife, is honesty a characteristic of the examiner, and can the examiner avoid favouritism and bribery? The intention with the use of my examination model is to eliminate or at least to limit the impact of such negative elements on the examination outcome of the article-thesis and -dissertation. It is not the article-thesis or the article-dissertation that find themselves in a grey area of research, on the contrary. The article-thesis and -dissertation\u2019s scientific benefits and integrity are not in doubt; what is censurable and questionable, is the misuse of the substandard three-article-thesis and the misuse of substandard examiners to assess the article-thesis and -dissertation by some proponents of the model.<strong><sup>51-55,61-65<\/sup><\/strong><br \/>\nMy guideline and approach to the examination of the article-thesis and -dissertation is only a basic model for its examining. It does not offer a new system, but represents merely the re-use and recycling of old data collection and evaluation tools successfully utilised in the past. In reality my effort is just a temporary interference and intervention in a deficient examination system. It is far from a final say and can surely be improved upon, but at this stage it is at least a start, seeing that universities in general have so far failed to address the matter with seriousness. It is time to do something on the issue as Lategan<strong><sup>52<\/sup><\/strong> and his nine academic colleagues tried to do twelve years ago with their pioneer book: <em>\u201cAn introduction to postgraduate supervision.\u201d<\/em> Their immediate aim was, as mine is now also with this article, to put a workable examination structure for the article-thesis and -dissertation on the table: a dynamic, concrete and original guideline, stripped from the foolish internalised Middle-Ages traditions, customs and habits which have so often been a refuge of the unscrupulous examiner. My examination approach can still dolefully fail if the character of the examiner is clouded by subjectivity, bias, dishonesty, favouritism, bribery and a lack of knowhow.<br \/>\nIn the next and last article of the series of seven articles, entitled:<em> \u201cThe present-day incompleteness of the Circle of Research Completeness\u201d,<\/em> will the research environment and culture wherein the article-thesis and -dissertation are fighting for a humble place, will further be placed in perspective and analysed. The intention with the coming article is not only to provide perspective as to the importance of the article-thesis and -dissertation, but to illuminate the role of other research entities in the greater research environment and what should be done to empower each of them to make South Africa a great research country.<\/p>\n<h3><span class=\"ez-toc-section\" id=\"5_References\"><\/span>5. References<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ol start=\"1\">\n<li>Walden University (WU). What\u2019s the difference between a PhD and a professional doctoral degree. [Internet]. [Cited 2020 Jan. 9]. Available from https:\/\/www.waldenu.edu\/Resources what-s-the-difference-between-a-phd-and-a-professional-doctoral\/<\/li>\n<li>Discover PhDs. [Internet]. [Cited 2020 Jan. 9]. Available from <a href=\"https:\/\/www.discoverphds.com\/blog\/what--s-the-difference-between-a-dissertation-and-a-thesis\/\">https:\/\/www.discoverphds.com\/blog\/what&#8211;s-the-difference-between-a-dissertation-and-a-thesis\/<\/a><\/li>\n<li>Definition of Master by Merriam-Webster. [Internet]. [Cited 2020 Jan. 9]. Available from <a href=\"https:\/\/www.merriam-webster.com\/Master\/\">https:\/\/www.merriam-webster.com\/Master\/<\/a><\/li>\n<li>Doctorate \u2013 Wikipedia. [Internet]. [Cited 2021 Jan. 9]. Available from <a href=\"https:\/\/en.m.wikipedia.org\/wiki\/Doctorate\">https:\/\/en.m.wikipedia.org\/wiki\/Doctorate<\/a>\/<\/li>\n<li>[Internet]. [Cited 2021 Jan. 9]. Available from <a href=\"https:\/\/www.vocabulary.com\/dictionary\/master\u2019s%20degree\/\">https:\/\/www.vocabulary.com\/dictionary\/master\u2019s%20degree\/<\/a><\/li>\n<li>[Internet]. [Cited 2021 Jan. 9]. Available from https:\/\/en.m. wikipedia.org\/wiki\/master%275_degree\/<\/li>\n<li>University of Texas at Arlington (UTA). Article-Based Theses or Dissertations. [Internet]. [Cited 2019 Dec. 20]. Available from <a href=\"https:\/\/www.uta.edu\/graduate.studies\/documents\/article-based-theses-or-dissertations\/\">https:\/\/www.uta.edu\/graduate.studies\/documents\/article-based-theses-or-dissertations\/<\/a><\/li>\n<li>Athens University of Economics and Business (AUEB), Department of Social Statistics. The \u2018three paper\u2019 PhD thesis: a guide for the perplexed, February 2003 1(0). [Internet]. [Cited 2019 Jan. 13]. Available from https:\/\/www.dept.aueb.gr\/Sites\/default\/files\/deos\/the-3_paper_phd_guide.pdf<\/li>\n<li>University of Sussex (US) School of Psychology. Article Format for PhD Thesis. May 2014. [Internet]. [Cited 2017 April 10]. Available from <a href=\"http:\/\/www.sussex.ac.uk\/...\/guidelines-for-article-format-theses.doxc\">http:\/\/www.sussex.ac.uk\/&#8230;\/guidelines-for-article-format-theses.doxc<\/a><\/li>\n<li>Richard M Fairbanks School of Public Health, Indiana University (IU). Guidelines for the Dissertation of Three Publishable Papers. [Internet]. [Cited 2019 April 10]. Available from <a href=\"https:\/\/www.pubhealth.iupui.edu\/files\/7714\/0252\/0592\/Guidelines_for_the_Dissertation_of_Three_Publishable_Papers.pdf\/\">https:\/\/www.pubhealth.iupui.edu\/files\/7714\/0252\/0592\/Guidelines_for_the_Dissertation_of_Three_Publishable_Papers.pdf\/<\/a> [See also [Internet]. [Cited 2021 Jan. 10]. Available from <a href=\"https:\/\/www.pubhealt.iupui.edu\/1612464878436_1612464875674_%20Guidelines_for_Dissertation_of_Three_Papers.pdf\">https:\/\/www.pubhealt.iupui.edu\/1612464878436_1612464875674_ Guidelines_for_Dissertation_of_Three_Papers.pdf<\/a><\/li>\n<li>University of KwaZulu (UKZN). Guidelines for Presentation of Masters and PhD Dissertations\/Theses by Research. [Internet]. [Cited 2017 April 10]. Available from <a href=\"http:\/\/CHS.ukzn.ac.za\/Libraries\/GenInfo\/Approved\/CHS\/Guidelines_for_presentation_of_thesis_20August_2015.sflb.ashx\/\">http:\/\/CHS.ukzn.ac.za\/Libraries\/GenInfo\/Approved\/CHS\/Guidelines_for_presentation_of_thesis_20August_2015.sflb.ashx\/<\/a> [<em>See also<\/em>: Guidelines for Presentation of Masters and PhD Dissertations\/Theses by Research: College of Health Sciences (CHS) Handbook; and: <a href=\"https:\/\/chs.ukzn.ac.za\/Libraries\/1612479343427_Questionnaire.pdf\">https:\/\/chs.ukzn.ac.za\/Libraries\/1612479343427_Questionnaire.pdf<\/a>]<\/li>\n<li>Nassi-Calo L. Theses and dissertations: pros and cons of the traditional and alternative formats. [Internet]. [Cited 2020 Dec. 20]. Available from <a href=\"https:\/\/blog.scielo.org\/en\/2016\/08\/24\/theses-and-dissertations-pros-and-cons-of-the-traditional-and-alternative-formats\/\">https:\/\/blog.scielo.org\/en\/2016\/08\/24\/theses-and-dissertations-pros-and-cons-of-the-traditional-and-alternative-formats\/<\/a><\/li>\n<li>University of Johannesburg (UJ). Guidelines on theses or dissertations in article or essay format. [Internet]. [Cited 2018 Dec. 20]. Available from \u00a0\u00a0\u00a0\u00a0<a href=\"https:\/\/www.uj.ac.za\/humanities\/Document\/Guidelines\/\">https:\/\/www.uj.ac.za\/humanities\/Document\/Guidelines\/<\/a><\/li>\n<li>European\/International Joint Initiative (EIJI): PhD in Social Representation and Communication Institutional Aspects. The \u201cthree papers\u2019 format of PhD thesis. [Internet]. [Cited 2018 Jan. 9]. Available from <a href=\"http:\/\/www2.europhd.net\/three-papers-format-of-phd-thesis\/\">http:\/\/www2.europhd.net\/three-papers-format-of-phd-thesis\/<\/a><\/li>\n<li>University of New England (UNE). Journal-Article-Format for PhD Theses at UNE. [Internet]. [Cited 2017 April 10]. Available from <a href=\"https:\/\/www.une.ed.au\/data\/assets\/pdf_file\/0004\/63229\/Journal_Article_Format_for_PhD_Theses_at_UNE_guidelines.pdf\">https:\/\/www.une.ed.au\/data\/assets\/pdf_file\/0004\/63229\/Journal_Article_Format_for_PhD_Theses_at_UNE_guidelines.pdf<\/a><\/li>\n<li>University of North Carolina at Charlotte (UNCC). Three Articles Dissertation Guidelines, 2019-2020. [Internet]. [Cited 2021 Jan. 17]. Available from <a href=\"https:\/\/graduateschool.uncc.edu\/sites\/graduateschool.uncc.edu\/files\/media\/Thesis-Dissertation-Misc\/Three-Article%20Dissertation%202019-2020.pdf\/\">https:\/\/graduateschool.uncc.edu\/sites\/graduateschool.uncc.edu\/files\/media\/Thesis-Dissertation-Misc\/Three-Article%20Dissertation%202019-2020.pdf\/<\/a><\/li>\n<li>University of Alabama (UA). Article-style dissertations. [Internet]. [Cited 2021 Jan. 212]. Available from <a href=\"https:\/\/services.graduate.ua.edu\/UAHome\/GraduateSchool\/Academics\/ElectronicTheses%20and%20Dissertations\/Article-style-Dissertation.html\/\">https:\/\/services.graduate.ua.edu\/UAHome\/GraduateSchool\/Academics\/ElectronicTheses and Dissertations\/Article-style-Dissertation.html\/<\/a><\/li>\n<li>University of South Alabama (USA). Guide for preparing theses and dissertations. [Internet]. [Cited 2021 Jan. 10]. Available from <a href=\"https:\/\/www.southalabama.edu\/thesisdissertationguide.pdf\">https:\/\/www.southalabama.edu\/thesisdissertationguide.pdf<\/a><\/li>\n<li>University of New Brunswick (UNB). Guidelines for preparation of articles format theses\/dissertations. [Internet]. [Cited 2019 Jan. 9]. Available from <a href=\"https:\/\/www.unb.ca\/gge\/Study\/Graduate\/GuidelinesArticlesFormatThesis.pdf\/\">https:\/\/www.unb.ca\/gge\/Study\/Graduate\/GuidelinesArticlesFormatThesis.pdf\/<\/a><\/li>\n<li>University of New Brunswick (UNB). School of Graduate Studies. Regulations and Guidelines for the Preparation and Submission of Graduate Theses and Reports. [Internet]. [Cited 2019 Jan. 9]. Available from <a href=\"https:\/\/www.unb.ca\/gge\/Study\/Graduate\/Regulations\/GuidelinesArticlesReports.pdf\/\">https:\/\/www.unb.ca\/gge\/Study\/Graduate\/Regulations\/GuidelinesArticlesReports.pdf\/<\/a><\/li>\n<li>University of Texas at Arlington (UTA). Article-Based Theses or Dissertations. 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An introduction to postgraduate supervision. Stellenbosch: Sun Press; 2008.<\/li>\n<li>Friedrich-Nel H, de Jager L. Tips on summative assessment. <em>In: <\/em>LOK Lategan. An introduction to postgraduate supervision. Stellenbosch: Sun Press; 2008.<\/li>\n<\/ol>\n","protected":false},"excerpt":{"rendered":"<p>Title: How to examine the article-format master and doctorate (6): Part 2 Gabriel P Louw iD orcid.org\/0000-0002-6190-8093 Extraordinary Professor, Focus Area Social Transformation, Faculty of Humanities, Potchefstroom Campus, North-West University, South Africa (Author\/Researcher: Higher Education, Healthcare, History and Politics). Corresponding Author: Prof. Dr GP Louw; MA (UNISA), PhD (PUCHE), DPhil (PUCHE), PhD (NWU) Email: profgplouw@gmail.com &hellip; <a href=\"http:\/\/ensovoort.co.za\/index.php\/2021\/04\/14\/how-to-examine-the-article-format-master-and-doctorate-6-part-2\/\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> &#8220;How to examine the article-format master and doctorate (6): Part 2&#8221;<\/span><\/a><\/p>\n","protected":false},"author":9,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[15,3],"tags":[43,131,152,181,252],"_links":{"self":[{"href":"http:\/\/ensovoort.co.za\/index.php\/wp-json\/wp\/v2\/posts\/1192"}],"collection":[{"href":"http:\/\/ensovoort.co.za\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"http:\/\/ensovoort.co.za\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"http:\/\/ensovoort.co.za\/index.php\/wp-json\/wp\/v2\/users\/9"}],"replies":[{"embeddable":true,"href":"http:\/\/ensovoort.co.za\/index.php\/wp-json\/wp\/v2\/comments?post=1192"}],"version-history":[{"count":0,"href":"http:\/\/ensovoort.co.za\/index.php\/wp-json\/wp\/v2\/posts\/1192\/revisions"}],"wp:attachment":[{"href":"http:\/\/ensovoort.co.za\/index.php\/wp-json\/wp\/v2\/media?parent=1192"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/ensovoort.co.za\/index.php\/wp-json\/wp\/v2\/categories?post=1192"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/ensovoort.co.za\/index.php\/wp-json\/wp\/v2\/tags?post=1192"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}