2025, Vol. 7, Issue 11, Part A

Author(s): Robert Theo and Farrelli Hambulo

Abstract: This article synthesizes evidence-informed strategies to improve preparedness and performance of masters and doctoral candidates in final oral defenses, addressing both pre-defense preparation and in-defense practices. Drawing on self-efficacy theory and performance psychology, it argues that structured rehearsal, targeted skills-training (presentation design, scholarly argumentation, and question-handling), and supervisor-led formative feedback substantially reduce candidate anxiety and increase defense competence (Bandura, 1997; Ericsson, 2008). Institutional supports-clear assessment criteria, mandatory mock defenses, and accessible workshops-align expectations between candidates and examiners and lower procedural uncertainty, a known driver of stress (Ashwin & McVitty, 2015). The article proposes a three-stage model: (1) Preparation Phase-planning timelines, iterative manuscript review, and simulated defenses with peer and supervisor feedback; (2) Rehearsal Phase-microteaching, Q&A drills, and cognitive techniques for emotion regulation; (3) Defense Phase-pragmatic in-exam strategies for framing responses, repairing argumentative gaps, and real-time stress management. Each stage includes concrete practices, templates for mock viva protocols, and supervisory checklists designed for equitable application across diverse candidate populations. Attention to equity highlights how culturally responsive preparation and transparent criteria mitigate disproportionate burdens on underrepresented students. The paper concludes with recommendations for embedding defense-readiness into graduate curricula, metrics for programme evaluation, and a research agenda to test the model’s effectiveness across contexts.

DOI: 10.22271/multi.2025.v7.i11a.823

Pages: 44-49 | Views: 95 | Downloads: 65

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