Institutional structures

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 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.

This guidance and support from The University of Leeds as a portion of the Yorkshire Consortium for Equity in Doctoral Education (YCEDE) addresses the legal and practical things to consider when proposing or implementing positive action within doctoral recruitment.

Presented by Generation Delta, these training resources emerged directly from the Workshops organised by this project and held around the country between 2022 and 2025 to understand and enhance the experience of racially minoritised women students at the postgraduate research level. They are designed with the needs of these women in mind, but we hope they will help all those wishing to pursue a research career in higher education.

This paper investigates whether there are centrally-set numerical limits on numbers of doctoral candidates per supervisor

The UK Council for Graduate Education issued this guidance to assist institutions who, in the light of Covid–‐19, were rapidly adapting to making online vivas available to larger numbers of candidates who by necessity could not attend a face to face assessment with examiners. 

Higher doctorate awards are offered by many UK HEIs and yet have received very little attention with respect to comparing procedure, standards and practice, or indeed what purpose they serve and the benefits that flow from them (for the awarding HEI and the academics concerned)

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

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.