Dissertations refereeing standards at faculties of education and how binding they are to examiners: A field study

Abstract

This descriptive study aimed to identify the most important standards of dissertations refereeing, the commitment of examiners at the faculties of education in Al-Azhar University in Cairo and Umm Al-Qura University in Makkah from the perspectives of examiners and researchers, statistical differences among the sample responses according to the study variables, and the proposed procedures contributing to the standardization of the examiners’ commitment with those standards. The results of the study showed that educational experts strongly agreed on the importance of all dissertations refereeing standards. There were no statistical differences in their responses. The results also showed both examiners and researchers strongly agreed that examiners abide by dissertations refereeing standards. There were no statistical differences among their responses except for the third section of the questionnaire; standards of refereeing research techniques, where there were differences among the examiner’s responses in the direction of associate professors, and on the second section of the questionnaire; standards of refereeing methodological procedures of research, where there were differences among the researchers' responses in the direction of educational administration and planning researchers. The study presented objective procedures for standardizing the commitment of examiners at faculties of education with dissertations refereeing standards.