Please refer to the ‘Undergraduate Further Reading’ pages for information on lifelong learning, gender, university management and general information.
Bean, D. (2006) Left Behind?: Student Activities for Postgraduates, Scotland: National Postgraduate Committee
Bean, D. (2006) Left Behind?: Student Activities for Postgraduates, Scotland: National Postgraduate Committee The report looks at support and facilities available for PG students. Available at: http://www.npc.org.uk/postgraduatefactsandissues/postgraduatepublications/leftbehindstudentactivitiesforpostgraduates2006.pdf
Bennett, P. and Turner, G. (2012) National findings from the Postgraduate Taught Experience Survey- PTES 2012, York: Higher Education Academy Available here
Bennett, P. and Turner, G. (2013) PRES 2013: The Postgraduate Research Experience Survey, York: The Higher Education Academy Available here
Bradley, M. (2017) Postgraduate Taught Experience Survey 2017: Understanding the experiences and motivations of taught postgraduate researchers, York: Higher Education Academy Available here
Blumenfield, T. and Nerad, M. (2012) Assessing international (post)graduate education A research agenda, Australian Universities Review, vol. 54, no. 1
This article assesses the current state of internationalisation and international experiences, focusing in particular on science and engineering fields. It discusses initial results from a workshop, sponsored by the US National Science Foundation and organised by the Center for Innovation and Research in Graduate Education at the University of Washington, to develop an interdisciplinary research agenda aimed at launching. Available here
Charnley, F. And Impey, S. (2014) Excellence in Postgraduate Education: Manufacturing, Materials and Design, Cranfield: Cranfield University The report looks at what is happening in the discipline and what it needs to do to sustain its subject base at postgraduate level. Available here
Department of Business, Innovation and Skills (2010), One Step Beyond: Making the most of postgraduate education, London: HMSO This report looks at the achievements of PG education in the UK and its future challenges in both taught and research courses. Available here
Engaging postgraduates in the Students’ Union Guide The guide contains advice, information and case studies to help unions reflect on current their postgraduate engagement activities and how these can be improved. It explores a range of areas of activity that can contribute to improved engagement among postgraduate students, including research, communication and representation. Available at: http://www.nusconnect.org.uk/news/article/6084/562/
High Fliers (2013) The Graduate Market in 2013 Annual review of graduate vacancies & starting salaries at Britain’s leading employers, London: High Fliers High Fliers Research has conducted detailed research into the graduate recruitment market in the UK, providing the country’s leading employers and universities with a unique insight into the attitudes and aspirations of final year university students. This research, conducted during December 2012, examines how many graduates the leading employers recruited in 2012 and assesses their latest recruitment targets for 2013. It also analyses the starting salaries on offer to new graduates,the number of paid work experience places that are available to students & recent graduates, and reviews the promotions being used by employers to publicise their graduate vacancies during the 2012-2013 recruitment season. Available here
Higher Education Policy Institute and The British Library (2010) Postgraduate Education in the United Kingdom, London: HEPI and BL The purpose of this study is to provide an overview of the postgraduate education sector in the UK, bringing together published data and reports in a convenient format and highlighting areas that may be of interest to policymakers. It provides a continuation and extension of the Higher Education Policy Institute’s (HEPI) previous report on postgraduate education in the UK published in 2004. Available here
Hodsdon, L.and Buckley, A. (2011) Postgraduate Research Experience Survey 2011 results, York: Higher Education Academy This report provides national results from the Postgraduate Research Experience Survey (PRES) for 2011. PRES is a UK-wide survey that collects the views of current postgraduate researchers in order to target, design and evaluate work to enhance the learning experiences of postgraduate students on research programmes. Available here
Lenman, J., Turner, G. and Bennett, P. (2014) PTES 2013: Findings from the Postgraduate Taught Experience Survey, York: The Higher Education Academy Available here
Leman, J. (2019) The Postgraduate Taught Experience 2018 Survey (PTES), York: AdvanceHE
The Postgraduate Taught Experience Survey (PTES) ran in 2018 for the tenth consecutive year. This year the survey achieved its highest ever response, with over 100 institutions from across the UK gathering information from 85,880 students. This report is of PTES 2018, but has been informed by analysis of the near 400,000 responses to PTES since the redesign of the survey in 2014. Available by going to: https://www.heacademy.ac.uk/download/advance-he-ptes-2018-report
Morgan, M. (2014) Study expectations of 1st/2nd generation STEM Postgraduate Taught students in Quality Assurance in Education, 22 (2) p169-184
Although there is an increasing body of literature looking at the postgraduate student experience, there is a lack of research and knowledge in understanding the impact of postgraduate (taught) PGT students’ learning experiences prior to their postgraduate study, and their expectations of studying at PGT level. The research undertaken in the Faculty of Science, Engineering and Computing at a post-1992 institution, which focuses on STEM disciplines (science, technology, engineering and mathematics), aims to correct this deficiency by providing valuable data and insights into this nationally and internationally largely neglected area. This paper seeks to report the notable findings of first and second-generation respondents. Available here
Morgan, M. (2015) Study expectations of different domiciled Postgraduate Taught students in a UK post-1992-institution, Quality Assurance in Education, Vol 23, issue 3, p233-249
The purpose of this paper is to report the notable findings of students with different domiciled status. There is a lack of research and understanding of how prior study experiences and the expectations of new students that are due to embark on an MSc by coursework (also known as postgraduate-taught[PGT]) can impact on their study and ability to persist and succeed. The research available has mainly been confined to post-experience surveys. By identifying prior study experiences and study expectations, education providers in higher education institutions can use these insights not only to attract more students but to improve retention rates and the overall student experience. The research undertaken in the Faculty of Science, Engineering and Computing at a London-based, post-1992 institution aims to provide valuable data and insights into this nationally and internationally neglected area. Available here
Morgan, M. and Direito, I. (2015) Briefing Paper 1 Introduction to the Postgraduate Student Experience Project, London: Kingston University This briefing paper introduces the Postgraduate Experience Project that was funded by HEFCE under their Postgraduate Support Scheme launched in July 2013. It provides information on the Project’s overall aims and objectives. Available here
Morgan, M. and Direito, I. (2015) Briefing Paper 2 Postgraduate Student Experience Project Scholarships, London: Kingston University This briefing paper introduces the aims and objectives behind the Postgraduate Experience Project’s Scholarships. Available here
Morgan, M. and Direito, I. (2015) Briefing Paper 3 Motivations for undertaking STEM PGT Study, London: Kingston University
This briefing paper looks at the findings provided by respondents in the Postgraduate Experience Project for their motivations in undertaking postgraduate STEM Masters study. Available here
Morgan, M. and Direito, I. (2015) Briefing Paper 3 Motivations for undertaking STEM PGT Study, London: Kingston University This briefing paper looks at the findings provided by respondents in the Postgraduate Experience Project for how they are funding their postgraduate STEM Masters study. Available here
Morgan, M. and Direito, I. (2015) Briefing Paper 5 Reasons for PGT STEM non-enrolment, London: Kingston University This briefing paper looks at the findings provided by PGT STEM applicants in the Postgraduate Experience Project for why they decided to not enrol in their intended PGT study. Available here
Morgan, M. and Direito, I. (2015) Briefing Paper 6 Study debt and future funding, London: Kingston University
This briefing paper looks at the findings provided by respondents in the Postgraduate Experience Project regarding their study debt and how they think PGT study should be funded in the future. Avaliable here
Morgan, M. and Direito, I. (2015) Briefing Paper 6 Study debt and future funding, London: Kingston University This briefing paper looks at the findings provided by respondents in the Postgraduate Experience Project regarding their support requirements at PGT STEM level. Available here
Morgan, M. and Direito, I. (2015) Briefing Paper 8 PGT STEM learning and teaching expectations and experience , London: Kingston University This briefing paper looks at the findings provided by respondents in the Postgraduate Experience Project regarding their learning and teaching experience at PGT STEM level. Available here
Morgan, M. and Direito, I. (2015) Briefing Paper 9 Integrated degree findings, London: Kingston University and HEFCE. This briefing paper looks at the findings provided by respondents in the Postgraduate Experience Project regarding their learning and teaching experience at PGT integrated degree experience. Available here
Direito, I. and Morgan, M. (2015) Briefing Paper 10 Employers attitudes towards PGT STEM study, London: Kingston University and HEFCE. This briefing paper looks at the findings of attitudes of employers towards STEM master’s study. Available here
Morgan, M. and Direito, I.(2015) Briefing Paper 11 UK GrADS Initiative, London: Kingston University and HEFCE. This briefing paper proposes a UK wide Graduate Alumni Discount Scheme (GrADS) where local people who hold a UK degree could get a discount to help widen participation, and sustain the local economy and local higher education. Available here
Morgan, M. and Direito, I.(2015) Briefing Paper 12 Challenges and moving forward, London: Kingston University and HEFCE. This briefing paper discusses the challenges facing the postgraduate taught market in the UK. Available here
Morgan, M. and Direito, I.(2015) Briefing Paper 13 Scholarship recipient destination outcomes, London: Kingston University and HEFCE. This briefing paper looks at the employment outcomes of recipients who received a Postgraduate Experience Project Scholarship. Available here
Morgan, M. and Direito, I.(2015) Briefing Paper 14 Commuter students’ experience at PGT level, London: Kingston University and HEFCE. This briefing paper looks at the challenges facing PGT commuter students.Available here
Morgan, M. and Direito, I.(2015) Briefing Paper 15 Social class and generational status at PGT STEM level, London: Kingston University and HEFCE. This briefing paper looks at whether social class and generational status differences are prevalent at PGT level. Available here
Morgan, M. and Direito, I. (2016) Widening and sustaining postgraduate taught (PGT) STEM study in the UK: a collaborative project-Creating change through understanding expectations and attitudes towards PGT study, experiences and post-study outcomes from the perspective of applicants, students, universities and employers, HEFCE and Kingston University: London This ground breaking report, funded by HEFCE, looks at all elements of the postgraduate taught STEM student experience from the perspective of the applicant, student, university and employer. The Postgraduate Experience Project (PEP) was one of 20 projects funded through HEFCE’s £25million Phase 1 Postgraduate Support Scheme designed to implement practical initiatives to widen/sustain postgraduate taught study in England. PEP was the largest consortium comprising 11 geographically dispersed UK universities. The collaborative partners led by Kingston included the universities of: Brighton, Coventry, Edinburgh, Lincoln, Manchester Metropolitan, Portsmouth, Plymouth, South Wales, Teesside and Wolverhampton (Welsh and Scottish universities funded themselves as not under HEFCE’s auspices). Crucially, business/industry leaders and higher educational specialists were involved. Available here
Morgan, M. and Anderson, D (ed.) (2016) The Good Practice Guide-Developing and acquiring employability skills, competencies and attitudes at postgraduate taught STEM level through collaboration, London: Kingston University and HEFCE This document is a collection of work and ideas from partner institutions involved in PEP and colleagues from higher education and business and industry. It is intended for use in the higher education sector as a guide for what has been done and a pointer to what could be achieved. It is hoped that it will lead to more, successful innovations in this vital field. Available here
Morgan, M. and Jones, L. (2012) Understanding the prior learning experiences and learning and teaching expectations of postgraduate taught students in the Faculty of Science, Engineering and Computing at the University of Kingston, London: Kingston University The report will disseminate the findings of a 2 year research project looking at the learning and teaching expectations of new taught postgraduates students at Kingston University (KU). The first year focused on new Engineering PGTs in the Faculty of Engineering (FoE) and in year two, the project surveyed new PGTs across the newly created STEM Faculty of Science, Engineering and Computing (FoSEC). Available here
Morgan, M. (2014) The future of Postgraduate taught STEM study in the UK, Graduate Market Trends Spring 2014, Manchester: Higher Education Careers Service Unit, p8-11
This article introduces one of the 20 Postgraduate Support Scheme projects funded by the Higher Education Funding Council England (HEFCE). The project investigates the expectations and attitudes of students, employers and Higher Education Institutions (HEIs) towards postgraduate taught study in science, technology, engineering and mathematics (STEM) subjects. This article introduces the background literature which informs the project and details the projects aims and objectives. Available here
Morgan, M. (2013) Understanding prior feedback experiences of new postgraduate taught (PGT) STEM students’ and their expectations and attitudes towards PGT level study at a 1992 institution, York: Higher Education Academy
In the past 15 years, there has been a dramatic expansion in the postgraduate taught (PGT) student body in the UK. Although there is an increasing body of literature looking at the postgraduate student experience, there is a lack of research and knowledge in understanding PGT students’ prior learning experiences (and how that might affect the PGT study level), their attitudes and the expectations they have of studying at PGT level. This research project aims to correct this deficit by providing valuable data and insight into this nationally and internationally neglected area. Available here
Leman, J. (2019) The Postgraduate Taught Experience Survey (PTES), York: AdvanceHE
The Postgraduate Taught Experience Survey (PTES) ran in 2018 for the tenth consecutive year. This year the survey achieved its highest ever response, with over 100 institutions from across the UK gathering information from 85,880 students. This report is of PTES 2018, but has been informed by analysis of the near 400,000
responses to PTES since the redesign of the survey in 2014. The analysis in this report aims to reflect the diversity of the postgraduate taught (PGT) cohort, in terms of their motivations, aims and experiences. However, there are some key findings that apply across the sector. For example, analysis of motivations has found that the more factors a student can reflect upon as having motivated their choice of course and institution, the more positive that student is about their experience. This underlines that student perceptions are a subjective reflection of how the course and wider learning environment suit the individual student. Available here
Park. C. (2007) Redefining the Doctorate, York: The Higher Education Academy The paper is structured in four sections: The Introduction explains why a national discussion on the nature of the doctorate in the UK is needed, and it outlines the context within which such a discussion should take place. Drivers of change outlines the three main sets of factors driving change in the UK doctorate. Responses in the UK discusses the three main ways in which doctoral education in the UK is adapting to these drivers of change and Framing the debate summarises the reasons why a national debate on the nature of the doctorate in the UK is now needed, and it outlines what key questions should be addressed in that debate. Available here
Park, C. (2008) The taught postgraduate student experience: Overview of a Higher Education Academy survey, York: Higher Education Academy
This is the initial survey report for the Postgraduate Taught Student Experience Survey. Available here
Park, C. (2010) Academy Exchange number 9, York: Higher Education Academy This useful document draws together views from commentators in the postgraduate student experience field. Available here.
Park, C. and Wells, P. (2010) The Higher Education Academy Postgraduate Taught Experience Survey – PTES 2010 report, York: HEA The Postgraduate Taught Experience Survey (PTES) is a development tool provided by the Higher Education Academy (HEA) to any of its subscribing higher education institutions (HEIs) that wish to participate. Along with the HEA’s well-established and longer-running Postgraduate Research Experience Survey (PRES), PTES allows participating HEIs to collect information from their postgraduate students about their learning experiences in a confidential, comprehensive and user-friendly way. The HEA’s postgraduate surveys have become an increasingly valued tool across the UK higher education sector and are unique data sources on the postgraduate experience. This report presents the results of the third national administration of PTES, which has run every year since 2009. This trend data can therefore provide valuable insights into the nature of the taught postgraduate student experience over time. The results for any individual year can now be examined within the context of a broader and more robust sample of responses. Available here
Pollard E, Gloster R (IES), Griggs J and Comanaru R (NatCen) (2018) Developing a Survey of PGT Students Report by Institute for Employment Studies and NatCen Social Research, Brighton: IES and NatCen
The UK does not currently have a survey of taught postgraduate (PGT) students in which all providers participate, and therefore no standard mechanism to capture experience and feedback for the entirety of this group of students.This report dicusses the rationale for a compulsory survey and its content. Available here
Quality Assurance Agency (2015) Characteristics Statement- UK Quality Code for Higher Education Part A: Setting and maintaining academic standards Doctoral Degree, Gloucester:QAA
This document is a Qualification Characteristics Statement about the characteristics of doctoral degrees. It describes the distinctive features of the doctorate in the UK. It becomes a reference point for the purposes of reviews coordinated by QAA from August 2016. Available here
Soilemetzidis, I., Bennett, P. and Leman, J. (2014) PTES 2014: The Postgraduate Taught Experience Survey, York: The Higher Education Academy Available here
Vitae (2014) Analysis of institutional responses on funding arrangements for researcher development, Cambridge: The Careers Research and Advisory Centre (CRAC) Limited
This report analyses the responses to the Research Councils UK (RCUK) 2013 survey of institutions regarding the strategy, funding and delivery arrangements for researcher development since ring-fenced funding. It serves as a follow-up to RCUK’s review in 2011 where institutions were asked to outline the extent to which funding for researcher development would be embedded within budgets. Available here
Well, P. (2011) The Higher Education Academy Postgraduate Taught Experience Survey – PTES 2011, York: Higher Education Academy
Available here.