Integrated PHD Programmes Guidance

Integrated PhD Programmes Guidance
Programme Content and Structure
An Integrated PhD is a programme of study that extends over four years full-time study or seven
years part-time study. Candidates are expected to submit a thesis no later than the end of the fifth
year (or eighth year for part-time candidates).
The programme has three basic elements:
• A taught element, incorporating assessable modules in research skills (e.g. research

methodologies, technical research skills), subject-specific or inter-disciplinary topics;
• Professional and transferable skills training, designed to broaden and deepen students’
knowledge and skills; and
• A research element during which students undertake research and write a PhD thesis.
Approximately one-third of the programme is taken up by the taught element and

professional/transferable skills training, with two-thirds devoted to the research element. Faculties
are required to specify the pathways and options available to students under the taught element in
a programme specification, as well as indicate how the professional/transferable skills and
research elements are integrated. The design of the programme should be sufficiently flexible to
meet the needs of individual students, particularly in Years 2 - 4.
The following credit structure of 270 ECTS credit points has been adopted (in line with other
universities offering Integrated PhD programmes):
• 60 ECTS credit points may be undertaken at FHEQ Level 7 during Year 1;

• 30 ECTS credit points must be undertaken at FHEQ Level 8 by the end of Year 3;
• 180 ECTS credit points are notionally allocated to thesis preparation at FHEQ Level 8.
The benefits of specifying credit for the programme as a whole are that it gives a clear indication
of the balance of the different elements of the programme and simplifies provision of a transcript
showing the amount and nature of the course work and training undertaken.
Year 1 of the programme generally focuses on research training modules and/or content-specific
modules in the subject-specific or inter-disciplinary area. It can be modelled on existing graduate
diploma and master’s level programmes; indeed, it is advisable to do so if interim exit awards are
to be clearly specified.
Years 2 and 3 integrate professional and transferable skills training with the process of research
and thesis preparation, which extends into Year 4. Professional skills development is a distinctive
feature of the programme. Students are also encouraged to continue their personal and
professional development by participating in seminars and workshops throughout the programme.
Examples of professional/transferable skills training include modules in:
• Use of communication and information technology in the field;

• Writing for research journals;
• Presenting at research conferences;
• Engineering for scientific purposes;
• Management/business training;
• Training to teach in higher education.
Entry Requirements
Entry requirements are the same as for a traditional PhD programme. Applicants must
demonstrate that they are capable of undertaking a sustained piece of research and producing a
thesis. They should normally hold a good honours degree from a recognised UK or overseas
university, but in exceptional circumstances, applicants with other qualifications and appropriate
experience may be accepted. In some disciplines a master’s degree would normally be regarded as
essential for entry to a PhD programme.
Progression
Only those students who pass the taught element of the programme will be allowed to progress.
Progression from Year 1 to Year 2 is dependent on passing all modules (60 ECTS credit points) and
provision of a satisfactory thesis proposal.
Thereafter, progression to upgrade from MPhil to PhD is dependent upon satisfactory completion
of assessed modules in professional and transferable skills. Successful completion of these
modules will need to be noted formally in progress reports before upgrade may be considered.
The thesis element is examined by an internal and an external examiner and includes a viva voce
examination. Examiners’ decisions are specified in the Regulations.
Intermediate Exit Awards
Those students who do not wish to progress beyond the taught element, or who are thought not
to be of doctoral standard, may be allowed to transfer to a relevant diploma or master’s level
programme. An intermediate exit award may be offered to students who have successfully
completed the appropriate number of credit points at level 7. The award could be either a
postgraduate diploma (60 ECTS) or a Master’s degree (90 ECTS). In the case of exit with a Masters
award, a dissertation is required.
Students who wish to exit with an MPhil (FHEQ level 7) should complete the taught element and
submit a thesis (normally not exceeding 50,000 words). The difference between an MPhil and PhD
is outlined in paragraph 3 of the Code of Practice for Research Candidature and Supervision.
Students who progress to the end of Year 3 but fail to complete the taught element (including
professional/transferable skills training) may submit a thesis at the MPhil level or transfer to an
appropriate Master’s-level programme. A PhD candidate who fails to satisfy examiners on
submitting a thesis or at the viva may be given permission to apply within a specific time for the
award of the degree of MPhil. This may be allowed without re-examination, subject to any minor
amendment of the thesis that may be required by the examiners, or it may be subject to re-
examination of a revised thesis.
Quality Assurance Considerations
Faculties and supervisors of Integrated PhD students are asked to consult the Regulations and
Code of Practice on Research Degree Candidature and Supervision in order to familiarise
themselves with quality assurance considerations for the programme and higher degree
programmes in general.
Information on the transferable (generic) skills training expected of postgraduate research

students may be found in the Research Councils’ Joint Statement on Skills Training which is at
Appendix 2 of the Code of Practice for Research Candidature and Supervision.
Programme Validation and Review
For an Integrated PhD programme to be approved, strategic approval of the proposed programme
must be sought at Faculty level. Once the relevant Faculty committee has approved the programme
in principle through its strategic planning processes, the programme may be developed further. A
programme preamble and programme specification must be submitted to the relevant Faculty
committee, together with a learning resources review, relevant module profiles, regulations for the
programme and an external advisor’s report. Module profiles are only required where these do
not already exist or have not been approved. It is expected that an external advisor will be
involved in the development of a new programme and in quinquennial review of the programme. If
an external body (e.g. Research Council or professional statutory body) is involved in approving or
reviewing the programme, the involvement of an additional external advisor may not be required.
Year 1 of the programme is externally assured by external examiners of taught modules (60 ECTS).
The professional/transferable skills training modules (30 ECTS in Years 2 and 3) would not be
externally examined but are internally assessed. Periodic review of the programme must cover the
taught element and its integration with the professional/transferable skills training and research
elements of the programme. This may be done in conjunction with periodic review of the master’s
level programme(s) that contribute taught elements to the Integrated PhD programme.

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Integrated PhD Programmes Guidance

Programme Content and Structure

The programme has three basic elements:

• A taught element, incorporating assessable modules in research skills (e.g. research

Approximately one-third of the programme is taken up by the taught element and

• 60 ECTS credit points may be undertaken at FHEQ Level 7 during Year 1;

• Use of communication and information technology in the field;

Intermediate Exit Awards

Quality Assurance Considerations

Information on the transferable (generic) skills training expected of postgraduate research

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