An Introduction to PGR — November 2025

The Co-Chairs of the Network, Susanna Broom (Head of the Researcher School, University of Sussex) and Kerri Gardiner (Head of the Postgraduate Research Office, University of Cambridge) began by introducing themselves. They also explained the session’s aims, namely, to explore how PGR differs from taught and how institutional structures do (and don’t) work. 

Firstly, the delegates moved into an icebreaker session where they had the opportunity to contribute to a Padlet, responding to two questions: ​“What makes PGRs different from taught students?” and ​“What makes PGRs different from staff?” Susanna then expanded on some of the responses. She spoke about how doing a PhD is a highly individualised experience and how the supervisory relationship was critical to the success of these students.

Dr Owen Gower, the Director of the UKCGE, then spoke about the Council and the wider landscape of PGR. On the doctoral landscape he said: ​“The data is a little bit vexed” and went on to explain that there are many different definitions of doctorates including ​‘taught doctorates’ and that it was important to bear this in mind when looking at the data. He mentioned that the highest proportion of PGRs are in Engineering (13%), Physical Sciences (8%) and Biological Sciences (8%). He also spoke about research supervision specifically and cited figures from the Research Supervision Survey of 2024. 

Dr Gower rounded off with a discussion of the top priorities for the sector, which he suggested are as follows:

• Growing the number of doctoral researchers
• Postgraduate access and participation – in particular; racial equality
• Mental health and wellbeing of PGRs
• Cost of living for PGRs
• People, Culture and Strategy statement in REF 2029
• Support for doctoral supervision
• AI in doctoral research
• Types of doctoral programmes

Following this presentation, Susanna passed over to Kerri, who talked about the PEP Network itself. She explained that the aims of the Network included supporting each other and providing CPD. She spoke of regular workshops and clinics on offer, along with the Buddy Scheme which is available to higher education professionals involved in any aspect of the administration or management of postgraduate education and research. Both then talked in more detail about their career journeys.

Susanna then turned to the ​‘Navigating PGR in an UG World’ section of the event. She said one of the challenges for professionals included being the advocate for PGR amongst colleagues who are focussed elsewhere. ​“Related to that are the changes in the funding landscape,” added Kerri, ​“It seems that there’s more competition and less money, and jumping through those hoops takes additional time and resource.”

Another breakout session followed which looked at the structure of different institutions and how individual roles fitting into them. Delegates were then brought back into the main room for a final question/​discussion opportunity. The event was run under the Chatham House Rule, whereby individuals and institutions could speak freely without being identified outside of the session.