Resource library

Professor Stan Taylor’s report analyses current professional development provision for, and reward and recognition of, supervisory practice in the UK.

This article focuses on cultural humility, emphasizing its value as a tool for fostering inclusive leadership, particularly in the UK higher education research culture.

This blog post exploring working with one’s supervisor was written as a portion of the Yorkshire Consortium for Equity in Doctoral Education (YCEDE), one of the 13 Research England-funded projects focused on racial equity and widening access to postgraduate education.

In this Q&A series, Dr Heledd Jarosz-Griffiths (Researcher Development Advisor, PGR Development at the University of Leeds) and Dr Joanna Royle (Researcher Development Manager at the University of Glasgow) will discuss creating methods of communities of support around UKCGE’s RSRP – specifically discussing writing and discussion groups – detailing what has worked well at Leeds and Glasgow, ways in which other Researcher Development Teams can create support, and the benefits of reflective practice in supervision. In Part 2 of this series, Joanna discusses creating writing groups and spaces for community connection and reflection at the University of Glasgow, as well as across ScotHERD more broadly.

In this Q&A series, Dr Heledd Jarosz-Griffiths (Researcher Development Advisor, PGR Development at the University of Leeds) and Dr Joanna Royle (Researcher Development Manager at the University of Glasgow) will discuss creating methods of communities of support around UKCGE’s RSRP – specifically discussing writing and discussion groups – detailing what has worked well at Leeds and Glasgow, ways in which other Researcher Development Teams can create support, and the benefits of reflective practice in supervision. In Part 1 of this series, Heledd addresses creating programming around RSRP at the University of Leeds, focusing particularly on the Associate Award pathway.

The UKCGE’s Research Supervision Recognition Programme (RSRP) offers an opportunity for research supervisors to develop their practice and attain official recognition for their supervisory work through structured self-reflection. As a portion of RSRP, successful applicants are asked to take on reviewer responsibilities as a method by which to support others in the programme and to continue to create cross-community conversation and collaboration.

This resource addressing accessing and entering into postgraduate study was created by Generation Delta, one of the 13 Research England-funded projects focused on racial equity and widening access to postgraduate education, to address entering into PGR studies. 

From August 1st 2025, higher education institutions in England will be required by the regulator, the Office for Students, to comply with a set of conditions around tackling harassment and sexual misconduct.

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.

Research suggests there are notable differences in approaches to doctoral admissions and the criteria employed to select doctoral candidates. Through interviews with 65 academic staff involved in doctoral admissions at the universities of Oxford and Cambridge, this paper examines how these different approaches to admissions play out in different disciplines, driving the disciplinary divergence in conceptualisations of the PhD and, in turn, admissions practices.