Policy and impact assessment

This document was created by YCEDE and contains the participant information and consent sheet provided to people involved in our WS1 pre-applicant activities such as advocacy and internships, who participated in interviews conducted by our evaluation team (WS4) based at Sheffield Hallam University. This document can be used as a tool to enhance evaluation and impact management for research projects and teams.

This document was created by YCEDE and contains the participant information and consent sheet provided to members of staff participating in interviews conducted by the YCEDE evaluation team (WS4) based at Sheffield Hallam University. This document can be used as a tool to enhance evaluation and impact management for research projects and teams.

YCEDE’s main evaluation plan, produced by colleagues at Sheffield Hallam University for the YCEDE in-house project monitoring and evaluation. The plan details evaluation goals and objectives, data collection methods, ethical considerations, and how the evaluation activity links to the YCEDE logic models and theory of change.

These slides, developed by YCEDE and presented at a NEON conference in 2022, outline the challenges faced when institutions and projects attempt to evaluate cross-institutional WP programmes – particularly at postgraduate level.

The Council was delighted to welcome 144 delegates to the conference — including over 40 representatives from countries outside the UK, such as, Australia, Austria, Canada, Finland, Germany, Ireland, Italy, Lithuania, Macau, Malaysia, Netherlands, New Zealand, Romania, Spain and the United States — together with plenary speakers from Australia, the United States and Germany

The role, remit, form and structure of graduate education remains a significant matter for government, policymakers and the higher education community. It is at the nexus of national and international policy changes in research, innovation, immigration, the professional skills agenda and funding for higher education.

There was a time when the doctorate was regarded as a highly specialised and niche undertaking to be entered into by a relatively small number of individuals in an atmosphere of cloistered calm and quiet. These days have long gone.

The two earlier reports in this series (UKCGE 1995, UKCGE 2004) charted the growth in the proportion of HEIs with a graduate school, with the majority of pre-1992 institutions subscribing to this model. The principal conclusion of this report is that this model also applies to the majority of the post-1992 HEIs.

This paper seeks to identify the current context within which doctoral level education is being undertaken in the UK and review the kinds of developments that are taking place that affect the quality of that education.

This 2004 study presents the position of graduate schools in at UK universities at that time, and repeats a survey originally undertaken by the UK Council for Graduate Education in December 1994.