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External Examining Policies at the University of Mauritius

The Role of External Examining in Higher Education: Challenges and Best Practices

ISBN: 978-1-83982-175-2, eISBN: 978-1-83982-174-5

ISSN: 2055-3641

Publication date: 17 May 2021

Abstract

The primary roles of external examiners at the University of Mauritius (UoM) are to assist the university in ensuring that degrees awarded meet international standards, that assessment is valid, and that procedures and arrangements for assessment, examinations, and determination of awards are sound and conducted rigorously, fairly, reliably, and consistently. External examiners come from a wide range of highly reputed institutions across the globe and the UoM has a set of external examining policies that act as a guide to external examiners. At the end of their visit, the external examiners submit their signed reports to the Vice-Chancellor. The reports, which include their concerns, are circulated to all administrators and academic staff for their review and analysis. Analysis of the external examiners’ reports (UoM, 2016–2019) reveal that 28% of the UoM external examiners come from the UK, 39% were from South Africa, and the remaining 33% from Australia, India, and other European countries. Overall, 98% of external examiners have rated the UoM programs as average and above compared to institutions where they had experience of external examining. The contributions of external examiners are highly valued in the continued growth of the new vision of the institution aspiring to be a research-engaged and entrepreneurial institution.

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Acknowledgements

Acknowledgments

The authors wish to acknowledge the support provided by the Vice-Chancellor and the Pro-Vice-Chancellor (Academia) of the UoM for this work.

Citation

Khodabocus, F. and Li Kam Wah, H. (2021), "External Examining Policies at the University of Mauritius", Sengupta, E., Blessinger, P., Ssemwanga, A. and Cozza, B. (Ed.) The Role of External Examining in Higher Education: Challenges and Best Practices (Innovations in Higher Education Teaching and Learning, Vol. 38), Emerald Publishing Limited, Bingley, pp. 123-138. https://doi.org/10.1108/S2055-364120210000038008

Publisher

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Emerald Publishing Limited

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