Candidate experience

This interactive workshop, developed by Transitions and Transformations: The Black Researcher’s Journey — one of the 13 Research England-funded projects focused on racial equity and access to postgraduate education — and Diversity Minds, is part 2 of a series aimed to help with mentoring schemes in schools and departments, focused on reflecting on race and racism in the HE sector.

This interactive workshop, developed by Transitions and Transformations: The Black Researcher’s Journey — one of the 13 Research England-funded projects focused on racial equity and access to postgraduate education — and Diversity Minds, is part 1 of a series aimed to help with mentoring schemes in schools and departments, focusing on mentoring fundamentals.

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.

The traditional examination format for PhD degrees in the UK is the chapter-based dissertation as the basis for oral examination. However pressures to publish prior to thesis submission and hence to allow incorporation of publications as well as other artefacts within the assessment paradigm are challenging this conventional approach.

This report is based on a survey conducted in March 2010 aimed at establishing an overview of current trends in practice among UK institutions with respect to addressing issues of confidentiality as they pertain to PhD theses in the UK

This report summarises the work and recommendations of the UK Council for Graduate Education’s Working Group on Research Training in the Healthcare Professions, which was established in 2001. The report was published in 2003

The report raises important challenges for those involved in research training, not least in its use of the terminology preparation for research and development in and during research.

The aim of this report is to describe the range of current practice employed to prepare postgraduate teaching assistants to teach