Resource library

Dr Anna Bull is a Senior Lecturer of Education and Social Justice at the University of York and a founding member of The 1752 Group. Her research focuses on gender and class inequalities in music education and higher education. She led the study, Higher Education After #MeToo, and worked with the National Union of Students on behalf of The 1752 Group in producing the report ​‘Power in the Academy: staff sexual misconduct in UK higher education’ in April 2018. In 2021, industry publication Times Higher Education named her as one of their ​‘Faces of 2021’, noting that her research ​‘has made a substantial contribution to our understanding of the problem’ of sexual misconduct in universities. In this interview, Anna Bull discusses the E6 regulations, how institutions can comply with the conditions, and how institutions can better address harassment and sexual misconduct.

In advance of the 9th International Conference on Professional & Practice Based Doctorates, Professor Carol Costley provides a retrospective on the conference series, discussing professional and practice-based doctorates. Carol details the origin of the conference series and the development and progression of professional and practice-based doctorates internationally since the first iteration of the conference. In this interview, she discusses understanding the impact and outcomes of professional and practice-based doctorates, their engagement with reflective practice, and how they can enhance access and equity within the doctoral landscape.

On March 13th 2025, we published our Annual Report, capturing some of the highlights of the past year along with financial information and evidence of our impact as an organisation.

In this report, Dr Senthila Quirke and Dr Alex Standen present the findings of a survey regarding the support and development available to doctoral researchers who become Graduate Teaching Assistants (GTAs) in UK universities, and offer recommendations to improve their experiences.

In part two of this series based on a UKCGE interview with Dr Gillian Houston, former chair and vice-chair of UKCGE, Gill discusses the viva within its contextual bounds – analysing the different modes of examination that other countries enact, how the viva fits into different degree forms, attributes examiners look for while carrying out the viva, and how PGRs can better prepare themselves of the modern day viva. 

This resource is a continuation of part one of the discussion with Gill, focused on understanding the process, positives, and challenges of the viva. This dialogue comes as a discussion of Gill and Ingrid Lunt’s recent article publication titled, The final examination of the UK PhD: fit for purpose?

In this series, Dr Gillian Houston, former chair of UKCGE, discusses her recent publication The final examination of the UK PhD: fit for purpose?, written with Ingrid Lunt and published in July 2024. Gill is currently an independent researcher, having completed her own PhD in 2018 focused on the processes, attributes, and outcomes of the PhD examination in the UK. Gill is a long-standing member of the UK Council for Graduate Education’s governing body, latterly as chair and vice-chair, completing her term of office in July 2021. Her research work focuses on the topic of doctoral education and assessment.

In part one of this interview-based series, Gill discusses the processes of the viva, discussing the challenges and positives of the final PhD examination.

Stan is an Honorary Life Member of the UK Council for Graduate Education and an Honorary Member of the Association of Professionals in Doctoral Education. He authored the UKCGE Good Supervisory Practice Framework and was the architect of the Research Supervision Recognition Programme. He was also the founding chair of its Research Supervisors’ Network and compiler of its Research Supervisor’s Bibliography. In this interview, Stan discusses the major changes to the supervisory landscape since the past edition and the potential trajectory of the sector of the next couple of years.

Equity, diversity, and inclusion (EDI) remains an important topic for the postgraduate sector. Higher Education providers are aiming to increase access, participation, and success for populations who are historically underrepresented in academic spaces. Conversations about EDI in the postgraduate sector are often motivated by the contrast between undergraduate and postgraduate statistics: postgraduate education is lagging behind in widening access and participation. Below is a list of key facts and figures on widening access and participation for historically underrepresented communities in postgraduate education as the UKCGE prepares for the 2nd UKCGE Conference on Equity, Diversity and Inclusion in Postgraduate Research focused on Race and Ethnicity.

Louise Banahene PFHEA MBE is the Director of Educational Engagement and Student Success at University of Leeds. Louise is an experienced higher education leader with a focus on equity, access, and inclusion in student journeys. Her experience led her to be awarded an MBE in 2018 for services to Higher Education. She was awarded the Principal Fellowship of the Higher Education Academy in 2021.

The UK Research Supervision Survey is the UKCGE’s national survey offering those involved in research supervision an opportunity to share their experiences of supervising doctoral candidates.