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

2. Doctoral programmes Highest academic award
Original contribution to knowledge
Traditionally PhD
Diversification
International framework
Bologna process
UK National framework
QAA

3. 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
designed to ensure comparability in the standards and quality of higher education qualifications

4. 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
European Research Area 2000

5. 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

7. 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
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)

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

9. 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

10. Selection Central application: UKPASS
UK Postgraduate Application and Statistical Service
Universities have their own selection processes
Usually require masters
Presentation of work
Interview
The UCAS [Universities and Colleges Admissions Service] postgraduate service
UK Postgraduate Application and Statistical Service
Not all universites use – can apply direct

11. 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

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

13. 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

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

15. Doctoral Training Centre
Research Councils
Studentships
Geographically organised
Define training requirements

16. 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
(p.28)