High quality Doctoral programmes Charlie Owen Institute of Education University of London

Doctoral programmes Highest academic award Original contribution to knowledge Traditionally PhD Diversification International framework Bologna process UK National framework QAA http://en.wikipedia.org/wiki/Doctorate

Bologna Accords European Higher Education Area designed to ensure comparability in the standards and quality of higher education qualifications European Credit Transfer and Accumulation System (ECTS) No ECTS range for doctorate http://en.wikipedia.org/wiki/Bologna_Process: designed to ensure comparability in the standards and quality of higher education qualifications. 1999

Third cycle: doctoral education European Research Area Bergen Communiqué of 2005 Framework for doctoral level qualifications Advancement of knowledge through original research Normally 3-4 years full time London Communiqué of 2007 Improve the status, career prospects and funding http://www.ond.vlaanderen.be/hogeronderwijs/bologna/actionlines/third_cycle.htm European Research Area 2000

QAA Quality Assurance Agency for Higher Education (QAA) The UK Quality Code for Higher Education Sets out the expectations that all providers are required to meet Framework for Higher Education Qualifications Levels for higher education

Doctoral degrees Doctoral degrees are awarded to students who have demonstrated: the creation and interpretation of new knowledge a substantial body of knowledge which is at the forefront of an academic the ability to conceptualise, design and implement a project a detailed understanding of applicable techniques for research and advanced academic enquiry http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A1.pdf Doctoral degrees are awarded to students who have demonstrated: • the creation and interpretation of new knowledge, through original research or other advanced scholarship, of a quality to satisfy peer review, extend the forefront of the discipline, and merit publication • a systematic acquisition and understanding of a substantial body of knowledge which is at the forefront of an academic discipline or area of professional practice • the general ability to conceptualise, design and implement a project for the generation of new knowledge, applications or understanding at the forefront of the discipline, and to adjust the project design in the light of unforeseen problems • a detailed understanding of applicable techniques for research and advanced academic enquiry. (14)

Types of degree PhD/DPhil Professional doctorates New Route PhD Professional doctorates Practice-based doctorates Doctorate by publication

Funding Largest funder of UK Postgraduate Researchers (PGRs) are the Research Councils 25% of full-time Some industry, charity, etc. Many self-funded (especially part-time) Higher Education Funding Councils make a research supervision grant Smith, A. (2010). One Step Beyond: Making the most of postgraduate education. London: Department for Business, Innovation and Skills. Fees do not cover costs

Selection Central application: UKPASS UK Postgraduate Application and Statistical Service Universities have their own selection processes Usually require masters Presentation of work Interview http://www.ukpass.ac.uk/ The UCAS [Universities and Colleges Admissions Service] postgraduate service UK Postgraduate Application and Statistical Service http://en.wikipedia.org/wiki/UKPASS Not all universites use – can apply direct

Supervision May be taught courses Most support through supervisor or advisor (USA) May be one Recommended good practice is for two May be required to identify before application

Support and Facilities Very variable No standards laid down Taught element Research Transferable skills Shared office Some funding

Examination Thesis Oral examination viva voce Usually two examiners Maximum 100,000 words Original contribution to knowledge Oral examination viva voce Did this student write the thesis?! Usually two examiners Internal External

Changes Generic skills Transferable skills Employment linked Longer period of study Emphasis on completion Training for supervisors

Doctoral Training Centre Research Councils Studentships Geographically organised Define training requirements

Doctoral School Doctoral, Graduate or Research schools May be responsible for training co-ordinate institutional provision and practices ensure alignment and compliance with external requirements identify and share good practice monitor quality and standard https://www.heacademy.ac.uk/sites/default/files/redefining_the_doctorate.pdf (p.28)