Abstract
Dissertation committees play a key role in shaping the direction, pace, and outcomes of doctoral study, but their function as a unified structure for guidance and judgment is not well understood. Although research covers supervision, examiner feedback, ethics, power, and dissertation examination, these topics are often studied separately. This article brings together both foundational and recent research to rethink dissertation committees as academic structures that adapt their support, oversight, ethical practices, and evaluation throughout the dissertation process. The article makes three main contributions: it clarifies how committee practice is conceptually fragmented, reviews research on supervision, feedback, ethics, and examination, and proposes a student-centered framework that keeps standards high through clear roles, useful feedback, transparent processes, and evaluations that fit each stage. This framework aims to make committee practice clearer, offer a shared language, and highlight what this means for doctoral programs, committee chairs, faculty development, and future research.
Recommended Citation
Rodríguez Rivera, Roberto Victor
(2026)
"Reframing Dissertation Committee Practice: A Student-Centered Conceptual Framework for Doctoral Education,"
Journal of Research Initiatives: Vol. 9:
Iss.
3, Article 3.
Available at:
https://digitalcommons.uncfsu.edu/jri/vol9/iss3/3
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