Resource library

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.

Professor Gale Macleod and Dr Fiona O’Hanlon from University of Edinburgh reflect on their experiences going through the UKCGE Research Supervision Recognition Programme in this Q&A. They reflect on RSRP as experienced and early career supervisors, with both Professor Macleod and Dr O’Hanlon having received Full recognition. Their reflections touch on the importance of reflective practice in supervision throughout career stage and the critical nature of community in reflection.

Dr Rebekah Smith McGloin (Nottingham Trent University) and Professor Julie Sheldon (Liverpool John Moores University) provide an introduction to the EDEPI Project, which is helping to increase access and participation in doctoral education. There are some useful tools and resources, linked below, which have emerged from the work and which are free to access.

This session, recorded on 21st April 2023, examines the impact of ChatGPT, and other developments in AI, on postgraduate education.

The panel discuss how generative AI, including ChatGPT, might challenge and enhance postgraduate work, and in particular writing as assessment, learning and digital capabilities in increasingly digital world and the ethical challenges disruptive technologies bring.

This framework is an output from a Collaborative Enhancement Project supported and funded by the QAA.