Also, very dry, so it's easy to loose focus, and you can read a rephrasing of your own thesis as a "he has the same ideas" (also, if you do that, please reference the author?)
I find a few of the example damning (hje should totally have added a citation and build his argument around it). Most less so, and i understand that a reader could not catch them.
introduction1 -> main1 -> conclussion1
introduction2 -> main2 -> conclussion2
introduction3 -> main3 -> conclussion3
the thesis is something like
long introduction -> easy example -> main1 -> main2 -> main3 -> main of preprint -> long conclussion
It's a long time that the incentive and job structure make universities a very toxic environment. Professors are basically running a 40 years race (about from bachelor or master graduation to retirement). It is still amazing that some good comes out of it.
For me, it wasn't quite so apparent at the defense, and I don't know that all members read the final thesis carefully, but most of them had already seen me publish or present most of the research previously, often multiple times. I also know that some (and not just my advisor) did read the final thesis very closely. My thesis was only partially thesis by publication, however, which may have influenced this; it does now have a fair number of citations in its own right, which is somewhat unusual for the theses in the field, and potentially seen as awkward (it means there's significant work in the thesis that I never published elsewhere).
As a caveat, the American system (before current crises) does feel like it can have a two-tier system of PhD students who are expected to remain in academia (we both were) and ones who are not, even at strong universities. Expectations, and attention given, can vary considerably. The American system also tends to have larger and more closely involved committees than, for example, the UK/Irish system.
However, for the form of plagiarism discussed here: if someone had sentences from papers I published years ago interspersed in their work, and they weren't particularly notable sentences, I'm not confident I would notice. Depending on citations and what the sentences were, I'm not even sure I'd mind much, for example, if they were essentially copying a model definition.
But the process of creating that work, engaged throughought that process with those purported to be more practiced, is usually pretty good at seeding enough expertise and confidence that you might be able to proceed more independently and with real novelty, or might at least be prepared to share the trade with others new to it.
That's the point of those years, and so it's more than a little ironic that AI is being used to undermine a practicing expert while simultaneously eroding the traditional process for becoming one by making it so easy to just generate slop and engage with hallucinations than to actually practice writing deep work or engaging with primary sources.
It is not "early work" but the end of early work. The masterpiece: the piece of work that proves a subject has mastered their craft.
If you're still producing junk you haven't earned your PhD.
You probably have plenty of novel ideas in early career, but you almost certainly lack the experience and the basic understanding of your field to develop them properly. Most people have exhausted their own ideas by mid-career. But that that point, they should have the skills and the experience to work on the ideas they come across.
(Looking back at my PhD, it's quite amusing how little did I understand. On the other hand, many of the choices I intuitively made turned out to have some value. But in some cases, understanding that properly took a decade of work by other people.)
Your PhD work is an apprenticeship, after which you are expected to work as a journeyman. The masterpiece that qualifies you for independent work as a tenured professor is often called habilitation. Many academic cultures don't have those, because the expectations are so situational that they don't want to formalize them.
In some ways, people doing research now have it way more difficult than people of the past. They have hundreds of years worth of research to study before they are on top of things and making an original contribution that stands out among the huge amount of research that already exists is really hard. If we want to keep PhD as a proof of meaningful work, then we ought to lengthen the graduate studies considerably. How about a 10 year PhD program, at the end of which you can really say you have mastered the field?
Then academia is broken and the universities that operate like this should be dismantled (not to mention the accreditation organizations)
What's actually happening is people chasing items on a CV instead of actual knowledge is rotting the core of universities.
I find it rich how fast you are to jump to destroying the entirety of academia in one stroke. It's quite easy to say things we don't understand should not exist, of course I'm guilty of this myself from time to time. Have you done education beyond the bachelor's degree? It's a very different world.
If we apply your criteria, I'm not sure if any universities would be left.
There's a lot to be said about publishing in academia being broken and how nearly all the value comes from 10% of publications, while the rest are garbage spewed out for reasons orthogonal to the advancement knowledge. However, IMHO, none of that really applies to PhD theses.
It's really the "cheat yourself" problem, except we put some value on that paper and those letters.