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Sharing and using MS Planner with Supervisor can help (see below)

Whether created in an app, as a GANTT chart or a table, or on paper in hard copy, build in reviews of your research activities

Keep records of what you do - searches, experiments, interviews, archive access etc

Use protocols to consistently track your actions and outcomes

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Recording supervision sessions

Meetings can share a lot of detailed information, exploration of different opinions, and research options

Do you need to focus on ‘being in the moment’, engaged in discussion, rather than notetaking?

Recording may enable accuracy of understanding and support creating a written record

Record-keeping

Are there templates and clear guidance for you to model? Are formats accessible and easy for you to complete?

Who has responsibility for:

Producing brief written action points by the end of the meeting?

Reviewing progress on actions at the next supervision meeting?

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Any condition that has a significant impact on daily living and has continued, or is likely to continue, for 12 months or more, qualifies as a disability (Equality Act 2010). This would include any:

physical disability

mental health difficulty

long-term medical condition

autistic spectrum condition

A specific learning difference such as dyslexia, dyspraxia, dyscalculia or ADHD.

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What is a Support Plan - and why is it still relevant to PGR students?

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What is a Support Plan - and why is it still relevant to PGR students?

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What is different about PGR study and why you will benefit from an updated Support Plan

Common adjustments and areas for support - details in following sections

Supervision

Research activities (location; extensions)

Taught elements and assessments (required Doctoral Training Programme courses and Central Short Courses; Annual Reviews)

Viva adjustments

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Coming to Nottingham - tell us of a disability - The University of Nottingham

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How to tell us of a disability and your support plan

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Never had a Support Plan of reasonable adjustments?

Offer holders and students can log in to NottinghamHub using your university username and password or applicant ID

Complete the Request Support Plan form and upload evidence of your disability, long-term health condition and/or SpLD (videos available to guide)

Have you previously had a Support Plan of reasonable adjustments at a different university?

Follow our Coming to Nottingham - tell us of a disability guidance

Have you previously had a Support Plan of reasonable adjustments for UG/PGT at University of Nottingham?

Contact Disability Support Services and let us know you are continuing/returning to study

Your Support Plan will benefit from a review of support recommendations so book in to speak with a member of the team.

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Coming to Nottingham - tell us of a disability - The University of Nottingham

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How to tell us of a disability and your support plan

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Who you can contact in DSS once you have a Support Plan

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Who you can contact in DSS once you have a Support Plan

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Disability Support Services Team

SpLD students - book in with a Tutor

Disabled students - book in with your Disability Adviser

If you have both an SpLD and another disability, select the member of staff based on the nature of your query

Our Operations Team can also help direct your enquiry

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Contact Us - The University of Nottingham

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Contact details for the team that supports disabled students

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Who can you contact in your Department, School, or Faculty once you have a Support Plan? Disability Liaison Officers (DLOs)

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Who can you contact in your Department, School, or Faculty once you have a Support Plan? Disability Liaison Officers (DLOs)

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DLOs are a point of reference, advice and guidance for members of staff and students in the School about disability issues and support.

Some schools will have DLOs who specifically liaise with PGR students - other Schools will cover both taught (UG/PGT) and PGR students

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Disability Liaison Officers - The University of Nottingham

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Each School appoints a Disability Liaison Officer (DLO) to provide a point of reference, advice and guidance for members of staff and students in the School about disability issues and support. This page contains the contact details of each of those DLOs.

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Disabled Students’ Allowance (DSA) is support to cover the study-related costs you have because of a mental health problem, long-term illness or any other disability.

This can be on its own or in addition to any student finance you get.

The type of support and how much you get depends on your individual needs - not your household income.

You do not need to pay back DSA

What can DSA provide?

Technology and equipment:

specialist equipment, for example a contribution towards a computer if you need one because of your disability with assistive software that provides specialist support for your disability (e.g. dictation, read aloud, concept-mapping); this allowance can also cover disability-required ergonomic equipment

NOTE: If a DSA laptop is recommended due to requiring disability related specialist software, student will be expected to contribute £200.

Additional areas of support:

non-medical helpers, for example a British Sign Language (BSL) interpreter, mentoring or specialist study support

extra travel to attend your course or placement because of your disability

other disability-related study support, for example having to print additional copies of documents for proof-reading

DSA does not cover disability-related costs you’d have if you were not attending a course, or costs that any student might have.

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Disabled Students' Allowance ( DSA) is support to cover the study-related costs you have because of a mental health problem, long-term illness or any other disability.

This can be on its own or in addition to any student finance you get.

The type of support and how much you get depends on your individual needs - not your household income.

You do not need to pay back DSA.

What you'll get

2023 to 2024 academic year

Undergraduate and postgraduate students can get up to £26,291 a year for support.

2022 to 2023 academic year

Undergraduate and postgraduate students can get up to £25,575 a year for support.

What DSA can pay for

You can get help with the costs of:

specialist equipment, for example a computer if you need one because of your disability

non-medical helpers, for example a British Sign Language (BSL) interpreter or specialist note taker

extra travel to attend your course or placement because of your disability

other disability-related study support, for example having to print additional copies of documents for proof-reading

DSA does not cover disability-related costs you'd have if you were not attending a course, or costs that any student might have.

Buying a new computer

You may get a new computer if you're assessed as needing one because:

you do not already have one

your current one does not meet your study needs

When buying a new computer, you'll need to pay the first £200.

The DSA team will send you more information about this after your needs assessment.

Your 'needs assessment'

Once your eligibility for DSA is confirmed, Student Finance England may ask you to contact an assessment centre to work out what help you need.

This is known as a needs assessment. Do not book this until Student Finance England asks you to.

The assessment is paid for through any DSA entitlement you may have.

After the assessment, you'll get a report listing equipment and other support you can get for your course.

Do not buy any equipment until you've been assessed - you will not be reimbursed for it.

How DSA is paid

Money is paid either into your bank account or directly to the organisation providing the service or equipment.

You'll find out how your support will be paid to you after your needs assessment.

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Help if you're a student with a learning difficulty, health problem or disability

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Disabled Students' Allowance is extra money for higher education students - DSA1 forms, eligibility, how to apply, needs assessment.

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DSA recommendations are changing.

DSA will no longer fund generic software e.g. GrammarlyPlus

DSA will continue to fund Specialist software e.g. Dragon NaturallySpeaking where this meets a disability need

The issue of changes to DSA software recommendations is discussed at WonkHE

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Your Disability Adviser, Specialist SpLD Tutor and our Operations Team can share guidance on applications.

Covers registered (Home and non-Home funded students), Thesis pending, Extension to thesis pending, Thesis pending writing up, and Thesis pending - under exam.

UKRI UK Research and Innovation

SFE used as shorthand for nation specific UK Student Funding bodies

NMH - Non-Medical Helper support (e.g. mentoring, Specialist Study Skills Tutoring)

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Table image of Student status PGR, Eligible for funding via UKRI And SFE and clarification information

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UKRI / doctoral funders

Arts and Humanities Research Council

Biotechnology and Biological Sciences Research Council

Economic and Social Research Council

Engineering and Physical Sciences Research Council

Innovate UK

Medical Research Council

Natural Environment Research Council

Research England

Science and Technology Facilities Council

See our University of Nottingham Researcher Academy Partnerships and Doctoral Training Programmes

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Nine UKRI formatted logos for research funding bodies

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Aimed at both PG Taught and PG Research students

Part of the Moodle module Disability Support Guide to University (UNUK)

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Your current browser is incompatible with this new version of Moodle. More Information

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Doctoral Training Programme (DTP) and Central Short Course training assessments

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Doctoral Training Programme (DTP) and Central Short Course training assessments

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There may be mandatory or 'encouraged' modules or courses you need to complete as a research student depending on the PhD or Professional Doctorate programme you are on

Successful completion of assessments from these may be a compulsory element (or expectation) for your research qualification

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Doctoral training programmes are usually funded by research councils and all offer funding to postgraduate students (allocated on a competitive basis).

Access strong collaborations with industry

Doctoral training programmes work closely with employers and as a postgraduate student in a programme you will have many opportunities to develop an understanding of the application of your research outside of university.

This might involve a short-term work placement or internship, a longer-term research placement, a showcase event or a training day where you work on a real-life business project.

Collaborate with multiple institutions

Many doctoral training programmes are tackling the big research questions of today by grouping together in consortia with a number of leading institutions and/or research institutes and industry organisations.

Being part of a doctoral training programme can mean that you are benefiting from the research expertise and training and development opportunities of a number of leading research-intensive universities.

Access integrated research training programmes

A doctoral training programme doctorate offers a comprehensive research programme which will help you to develop the research and transferable skills you need for your career.

The strength of the training programme equips you for careers in industry, academia and research.

Make international connections

Two of our doctoral training programmes have connections to our international campuses in China and Malaysia through research projects or international placement programmes.

This means that, as a postgraduate student in these these doctoral training programmes doctoral training programmes, you could have the opportunity to carry out some of your research abroad or participate in an international placement programme.

Be part of highly competitive and prestigious research groups

Doctoral training programmes are designed to attract the brightest and the best students who will work at the cutting-edge of research.

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Why choose a doctoral training programme?

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Benefits of choosing a Doctoral Training Programme at The University of Nottingham

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DSA framework - https://www.ukri.org/publications/disabled-students-allowance-dsa-framework/

Updates in 2025

UKRI to ensure that grant holders are aware of the need to ensure that reasonable adjustments cover the breadth of a doctoral student’s research for example, to the research environment, within their department, during field work and while on work placement. Advance HE said the latter is likely to involve liaison with the work placement provider.

• UKRI to provide further information within the Training Grant Conditions [for Research Organisations] on the need for anticipatory reasonable adjustments as well as the provision of DSAs.

• UKRI to ensure that grant holders make reasonable adjustments as soon as they are made aware of a person’s disability or could reasonably be expected to know that a person is disabled. This could be during the application process as well as on commencement of a stipend and during a stipend.

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Get a studentship to fund your doctorate

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UKRI studentships offer funding for doctoral research. They also offer you access to training, networking and development opportunities to help you build a research and innovation career.

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Progression review of research students - Quality Manual

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What is the Annual review / progression report?

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What is the Annual review / progression report?

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Is your research on track? What areas can be improved to help maintain progression?

Clarify with Supervisors when your Annual Review may be approximately scheduled? (e.g. what month?)

Agree what document(s) you will submit for Annual Review (and when you need to submit)

The Annual Review usually takes the form of a conversation / viva-style meeting with an Internal Examiner (not your supervisor) to discuss your submitted document

NOTE: this is why it can be helpful to get some viva recommendations in the support plan early so you can access these at Annual Reviews

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Please be aware that due to the ongoing coronavirus pandemic, some of the content on this page has now been updated as part of the University's mitigation efforts. Where this applies, it will be clearly indicated within each section below.

All postgraduate researchers (PGRs) registered on research degrees lasting more than one year full-time or two years part-time (eg MPhil or Professional Doctorates but not MRes etc) are subject to progression monitoring and formal review.

The basic principles of Progression Review are common to all postgraduate researchers (PGRs) and all years of programmes who go through such a review.

In all cases, the purpose of progress monitoring and formal review is to ensure that the progress towards meeting the required outcomes at each Stage is sufficient to ensure achievement of the doctoral (level 8) or masters (level 7) outcomes to the required standard, and completion of the thesis examination (including any viva voce examination) within the period of registered study.

For more information about the UNQF, please consult the following:
University of Nottingham Qualifications Framework Relevant adjustments may need to be made for PGRs studying away from the University or following programmes that involve a significant taught element.
Part-time students

For part-time PGRs, all the processes for the progress review will happen every other year rather than yearly and periods of time quoted should be doubled.

Basic principles of PGR progression monitoring and review

Progress monitoring begins through regular supervisory meetings when the PGR first registers on the programme. These recorded meetings continue throughout the period of registered study and thesis completion period, until thesis submission. Formal records of these meetings should be made, agreed and held securely in the PGR's supervision records. Progression review information should be given to the PGR at Induction and then reinforced throughout their registered study.

For more information about responsibilities of the supervisor, please consult the following:
Responsibilities of the Supervisor
In-year progress meetings with supervisory teams can be formal, or informal, one-to-one or in a group, as is appropriate for the timing and progress of the PGR. A minimum of 10 documented meetings must be held per year (6 per year for part-time PGRs).

For the recommended steps and process in planning for PGR Progression Review, please consult the following:

PGR Progression Review consists formal assessment of progress against the doctoral (or other relevant published outcomes) through several components.

Records of progress recorded in the required minimum number of regular supervisory meetings conducted regularly throughout the period of registered study, including information on: agreed research plans and milestones; progress made; any problems encountered and solutions proposed, and any other pertinent information. As these records form part of the formal assessment of PGR progression at Progression Review, they should contain a record of, for example, any extenuating circumstances, or any concerns about progress, or reasons for congratulation on success. Records of progress meetings should be available to all the team members, including PGR and all supervisors.

For more information about responsibilities of the supervisor, please consult the following:
Responsibilities of the Supervisor

Formal Progression Review is assessed against progress towards meeting the required outcomes at each stage of study in the programme, usually through a written report;

Completion of mandatory elements such as training and development, taught modules, laboratory rotations, career planning, engagement with professional development opportunities and career planning are also reviewed.

The published criteria for Stage1, Stage 2 and Stage 3 progression are badged against the outcomes in the University of Nottingham Qualification Framework and the QAA doctoral outcomes. They are designed to enable assessors to take a consistent and transparent approach in determining the progress of PGRs.

For more information about Assessment criteria for Progression Reviews, please consult the following:

Formal assessment of Progression at Stages 1 and 2 requires a meeting involving an Internal Assessor and should be held as an in-person event (or virtual). The School may appoint more than one Internal Assessor if appropriate, for example if the research is inter/transdisciplinary in nature. In such instances all Internal Assessors should be actively engaged in all aspects of the formal Progression Review.

The appointment of the Internal Assessor(s) should be initiated within 3 months of registration and the PGR made aware of this, and the appointment should be confirmed at least 3 months before the formal Progression Review begins. It is strongly recommended that where possible the Internal Assessor(s) are involved in the Stage 3 Progression Review for continuity and quality assurance purposes. The Stage 3 Progression Review can be conducted by the supervisory team but should not be conducted by a single supervisor.

For more information on role, responsibilities and appointment of the Internal Assessor, please consult the following:
Role and responsibilities of the Internal Assessor
Progression Reviews at Stages 1 and 2 should use the core Review elements below, and may include additional methods of assessment deemed necessary by Schools, to assess progress to date against the Stage appropriate published criteria . When including additional elements Schools must pay due regard to PGR and Assessor assessment load.

If progress is not sufficient to meet the necessary outcomes within the period of registered study, the aim must be to meet these, and complete the research and thesis examination within a maximum of three years (for MPhil) or four years from first registration (for PhD, MVM,MD,MVS, professional doctorate) irrespective of programme duration. This maximum duration can only be changed in individual cases if the PGR holds an award with terms and conditions that vary this maximum period and the School approves the arrangement. Note that some awards may have a maximum duration of less than four years.

Formal assessment of progression through the Progression Review may take place at a time most appropriate for the PGR and/or be aligned with a School annual process. The Stage of PGR study is defined by their achievement and development but will generally align to year of study. Schools can make adjustments to local progression timing, arrangements and requirements so long as the minimum elements of progression review are in place and completed by the required deadline for the PGR.

It is however strongly recommended that preparations for the formal Progression Review assessment should begin before the PGR has completed nine months of each Stage / year of study and that reviews are held around the nine-month period. This is to allow for any supported improvement of progress and re-assessment to be completed within the year of study.

For non-doctoral PGRs (e.g. MPhil), Stage 1 progression review will usually align with year 1, and confirms satisfactory progress towards the UNQF level 7 outcomes. Stage 2 progression review indicates progress sufficient to allow thesis submission within 6 months. The Stage 2 progression review therefore happens at least 6 months before the end of the period of registered study.

For more information about the UNQF, please consult the following:
University of Nottingham Qualifications Framework For doctoral PGRs on 3 and 3.5 year programmes:
During their first year of registration, the status of doctoral PGRs as PhD candidates is probationary. Stage 1 progression review will usually occur within the first year of study, confirms progress against the published criteria , and is also the point of confirmation of PhD registration status. Stage 2 progression review will usually take place in the second year of registered study and confirms sufficient progress to support probable achievement of doctoral outcomes within the next 12-18 months. Stage 3 progression review confirms a level of progress and achievement that shows that the PGR should achieve the doctoral outcome within 6 months (see the latest timings for Stage 3 progression review below).

For more information about Assessment criteria for Progression Reviews, please consult the following:
For doctoral PGRs on 4 year programmes:
For 4 year doctoral programmes containing a large component of mandatory elements in the first year of registered study, such as substantial training and development requirements, taught modules, or laboratory / research project rotations, Stage 1 progression review may occur at the most appropriate time for the PGR depending on the programme, but must take place before the end of the second year. Recommendations on the registration of such PGRs on the PhD may be made at an earlier stage (e.g. after one year or 18 months), depending on the progress of the research alongside the mandatory taught or training elements of the programme.

For PGRs in doctoral training programmes or centres for doctoral training, where stage 1 Progression Review is managed through the DTP/CDT.

The DTP/CDT programme is responsible for ensuring the PGR understands the process and timing of the stage 1 review, and how their work in year 1 enables them to achieve the required outcomes . Thereafter, in stages 2 and 3, the supervisors and School are primarily responsible for ensuring PGRs are prepared and fully understand the process and requirements of Progression Review.

For more information about Assessment criteria for Progression Reviews, please consult the following:

Progression review after this takes place as described for the 3 / 3.5 year programmes.

Year 1

Confirmation of sufficient progress towards level 7 outcomes, meeting outcome within 12 months

Year 1/Year 2 [depending on length and structure of programme]

Confirmation of sufficient progress and PhD registration

Stage 2

Year 2

Confirmation of sufficient progress for thesis submission within 6 months

Year 2/Year 3 [depending on length and structure of programme]

Confirmation of sufficient progress to meet doctoral outcomes within 12-18 months

Stage 3

Year 3/Year 4

Confirmation of sufficient progress for thesis submission within 6 months

The latest time at which Stage 3 progression review (confirmation that doctoral outcomes can be achieved within 6 months) are in the table below.

Programme of study
Recommended latest timing of Stage 3 Progression Review

PhD: Three years (36 months)

30 months after initial registration, normally 18 months after Stage 1 Progression Review.

PhD: Three years, 6 months (42 months)

36 months after initial registration, normally 24 months after Stage 1 Progression Review.

PhD: Four years

42 months after initial registration, normally 30 months after Stage 1 Progression Review.

Integrated PhD

42 months after initial registration, normally 30 months after Stage 1 Progression Review.

1 year + 3 years (MRes/MSc + PhD)

30 months after initial registration, normally 18 months after Stage 1 Progression Review.

PhD: 4 years + 1 year extended training opportunities

42 months after initial registration, normally 30 months after Stage 1 Progression Review.

MPhil (normal expected period of study 2 years)

6 months after Stage 1 Progression Review.

Progression Reviews at Stages 1 and 2 should use the core Review elements below to assess progress to date against the Stage appropriate published criteria, to enable the PGR to demonstrate that they have achieved the required outcomes at each Stage.

For more information about Assessment criteria for Progression Reviews, please consult the following:

When including any additional assessment methods, Schools must pay due consideration to assessment load and the balance of PGR workload for Progression Review against their ongoing research progress. It should not be expected that PGRs stop research / thesis writing in order to devote time to the Progression Review.

Schools must ensure that the following elements are included in their formal Progression Review process:

For PGRs undergoing Stage 1 and Stage 2 Progression Review:

A formal summative assessment of PGR progress to date. This is assessed against published criteria/outcomes by:

a)a written report by the PGR on their progress to date and

b)through questioning at a meeting between the PGR and the Internal Assessor and (if the School wishes, other staff who have not previously been closely associated with the PGR's work).

The meeting should have a clear agenda. It should begin with a reinforcement of what the meeting will cover and include opportunities to discuss progress to date, the PGR's future research plans, and the extent of progress towards the doctoral outcomes, the wider research environment and its suitability to support the planned research, and the supervision the PGR receives.

Plans for completion and submission of the thesis within the period of registered study, and completion of thesis examination in a maximum of 4 years, bearing in mind that PGRs do not have a dedicated 'writing up' period, and thesis writing should be integrated alongside the research.

Independent written assessments from the Internal Assessor and supervisory team* on the PGR's performance to date. The Internal Assessor's report should include information on PGR performance, progress, attendance and engagement throughout the period of study. Any problems encountered or required support identified by the PGR in discussion or in their written report should be noted in the Internal Assessor's report, where appropriate. The report from the supervisory team should include any concerns with PGR progress to date, successes or problems encountered or necessary mitigations required to maintain progress.

Formative feedback on how improvements might be made on both written report and the meeting from the Internal Assessor. This can be verbal feedback at the end of the meeting.

Confirmation that the required minimum number of supervision sessions has taken place, that the records of supervision meetings are available, and that these record the progress made to date and highlight any problems encountered.

The Internal Assessor should be able to access evidence that the PGR has attended any modules and passed any assessments that form a compulsory part of their research programme.

The content of any report submitted to a PGR's sponsor, if they have one, should also be considered as part of the review.

In all these processes, the principal supervisor can represent the supervisory team but in doing so is expected to consult as necessary with other team members.

Note that the Progression Reviews should also consider and take into account any significant research and/or personal impacts that have /may have significant disruptive impacts on research progress. Consideration of this should include information about how the PGR has managed to progress their research in light of any impacts, the extent to which they have mitigated these impacts and how they have had to change their research plans and activities, and goals/milestones accordingly.

After the meeting with the PGR, the Internal assessor and supervisors should share their independent reports with the PGR for their comment and response. If the likely recommendation is for reassessment, or if there is disagreement in outcome, the reports should be shared in a meeting with the independent assessor and/or the supervisors so the PGR has support when this is communicated. This can be during the verbal feedback after the meeting.

In light of the meeting, and discussion of the independent reports and the PGR response, the Internal Assessor and the principal supervisor should agree a joint recommendation on the outcome to the Head of School. The agreed joint recommendation will be recorded in the PGR's record.

The Stage 3 Progression Review should determine whether the PGR is likely to meet the doctoral outcomes within the next six months. It should include a detailed consideration of progress, including the progress made with writing the thesis, and a plan to ensure that the thesis is submitted within the period of registered study. If this is thought to be unachievable at Stage 3 Progression Review (for PGRs on 36 or 42 month programmes), plans must be made for degree completion, including thesis examination, within a maximum of four years from initial registration.

It is strongly recommended that the Internal Assessor is also involved in the Stage 3 Progression Review for continuity and quality assurance purposes.

In addition to the minimum elements of Stages 1 & 2 Progression Review, Stage 3 Progression Review should include the following elements:

a detailed evaluation of how the work to date shows that the PGR has already or will meet /achieve the doctoral outcomes.

plans for the PGR will meet achieve any doctoral outcomes that are not yet met, showing how the these will be met within six months;

detailed information on the progress made on writing the thesis, and plans for its completion (noting that the thesis is expected to be completed within the period of registered study, and a detailed plan for thesis completion and submission).

discussion of any exceptional circumstances, unforeseen problems and mitigations that have been necessary to ensure progression and timely completion

Note that if the required outcomes relating to the generation of empirical novel research contributions are unlikely to be met within six months, the PGR is unlikely to be able to progress to thesis submission and examination within 6 months. In this case, the internal assessor and supervisors should consider the recommendation that the PGR does not progress and whether an exceptional extension to the period of registered study is required.

After the meeting with the PGR, the Internal assessor and supervisors should share their independent reports with the PGR for their comment and response. If the likely recommendation is for reassessment, or if there is disagreement in outcome, the reports should be shared in a meeting with the independent assessor and/or the supervisors so the PGR has support when this is communicated. This can be during the verbal feedback after the meeting.

In light of the meeting, and discussion of the independent reports and the PGR response, the Internal Assessor and the principal supervisor should agree a joint recommendation on the outcome to the Head of School. The agreed joint recommendation will be recorded in the PGR's record.

Outcomes where the internal assessor and supervisory teams agree:
1. Progression to the next stage of study is recommended.
In order to make this recommendation there should be records that the PGR has been progressing according to plans throughout the year. Progress must be confirmed as satisfactory in the meeting through assessment against the stage-specific criteria, taking into account discipline / field specific differences in doctoral study and structure. The supervisors and assessors should agree that the PGR will be able to meet the doctoral outcomes in the required time.

Outcomes of approved progression to the next stage of study are:

a) For stage 1 PhD PGRs, confirmation of their status as PhD candidates.

b) For stage 1 and 2 progression, re-registration on the same degree in the following academic session.

c) For all stages, provided the PGR agrees, the assessors can recommend a transfer of registration to another, usually higher, degree (e.g. from MPhil to PhD). In this instance, a transfer form must be completed. If a transfer is recommended at stage 3, and the review did not involve an internal assessor, then an interview with the internal assessor is required to confirm the transfer to the new degree.

d) For stage 3 PGRs whose progress is satisfactory but who are likely to submit the thesis after the end of their period of registered study, the recommendation will be that on completion of the period of registered study they enter Thesis Pending.

e) For PGRs in Stage 3 who are achieving the necessary progress to meet the doctoral outcomes by the planned date, the recommendation will be maintenance of current status up to the end of their period of registered study.

For recommendations d) and e), the PGR must have met the requirements for the minimum period of registered study, completed the empirical research and have not exceeded four years of study.
2. Progression is not recommended and progress is required to be reassessed.
For this recommendation there will be information in the supervision records that the PGR and supervisory teams have discussed the reasons for unsatisfactory progress, and that attempts have been made to support the PGR to improve. The progress to date should have been assessed in the meeting with the internal assessor against the stage-specific criteria and found to be insufficient, taking into account discipline / field specific differences in doctoral study structure. The internal assessor and supervisory teams' independent reports should agree that the PGR requires additional time and support to be able to demonstrate their ability to progress to the next stage at reassessment. In these cases, supervisory records must be kept, and should be available for the re-assessment.

a) Stage 1 PGRs on a supportive or corrective plan of action remain on probationary status until confirmation of Stage 1 progression.

b) At all Stages PGRs are registered/re-registered for PhD in the following academic session with an agreed plan of supportive or corrective action in place for a limited time.

c) For Stage 3 PGRs who have made insufficient progress in research and writing to allow them to meet the doctoral outcomes within the following 6 months, the assessors may recommend a reassessment after a period of up to 3 months. There should be a plan for supportive corrective action during this time to support the PGR to meet the doctoral outcomes by the end of the period of registered study.

d) For Stage 3 PGRs who have made insufficient progress in the research to allow them to meet the doctoral outcomes and submit the thesis for examination within the following 6 months, the assessors may recommend an exceptional extension to the PGR's period of registration for up to one further year. Reassessment for ability to progress to thesis should be done after no more than 6 months. Thesis completion and examination are still expected within the four year maximum period.

e) The maximum number of Progression Reviews for a PGR at any stage is limited to two. If an Exceptional Circumstances claim is submitted and upheld, the Progression Review may be repeated as a First Sit.
3. Progression is not recommended - suggested change to registration status.
All Stages: With the agreement of the PGR and on recommendation in the joint report, transfer of registration to another degree (e.g. from PhD to MPhil, or MPhil to MRes). In this instance, re-assessment of progress is not required and a transfer form must be completed.

The reasons for a recommendation for reassessment or registration on another degree must be explained to the PGR as soon as possible.

In cases of referral for re-assessment, the PGR must have the opportunity to discuss the decision with the Internal Assessor and the supervisory team. If necessary, the PGR should be referred to the SPSA, Senior Tutor or other appropriate welfare support officer. The supervisory team should offer the PGR support in addressing the outcome of the review, and if necessary, in producing their response to the assessment in the reports.

If the independent reports from the supervisory team and the Independent Assessor(s) disagree on the recommended outcome of the Progression Review, the following process should be followed.

The PGR should be referred to the supervisors, SPSA, Senior Tutor or other appropriate welfare support officer for support in addressing the outcome of the review, depending on where disagreement lies, and the required support. They should have the opportunity to discuss the Review with the supervisory team and / or Internal Assessor(s). They should have support in producing their response to the assessment either from the supervisors or other member of the PGR support team. The PGR should receive the feedback from the review and be given an appropriate time to produce their response.
1. If the Internal Assessor recommends progression but the supervisory team does not.
The independent and joint reports, and the PGR's response, should be shared with the Head of School or delegate. The Head of School may call a meeting of the internal assessor, supervisors and PGR to discuss the case. The Head of School will then make a decision based on the information in the reports and from the discussion as to whether the PGR should progress, or be referred for reassessment.

The Head of School must consider whether delegation of this task to another person, such as an experienced PGR supervisor/assessor, the PGR Director or SPSA is preferable to ensure an an independent perspective on the decision.
2. If the supervisory team recommends progression but the Internal Assessor does not.
The supervisory team should set up a meeting for discussion of the proposed outcome to which the internal assessor; the PGR should also be invited and have made their response to the independent reports. The group should attempt to resolve the outcome by discussion. If there is information that is relevant to the discussion that was not available to the Internal Assessor in the Progression Review documentation and/or meeting and that might affect the judgement of progress, such as extenuating circumstances, this should be made available in the discussions. If agreement can be reached, then the recommendation will follow the process in Section 5.

If agreement on the outcome cannot be resolved through discussion, the case should be referred to the Head of School as in 1 above.

Such discussions should be held in a timely manner, aiming to reach a resolution and recommended outcome within 1 month of the Progression review meeting.

If progress needs to be reassessed at any stage, the PGRs must be given detailed information on the goals and requirements for improved performance, an appropriate and defined timeframe in which to meet these, and support in achieving the required improvement. They should also be made aware of the possible outcomes of the reassessment process.

The format for re-assessment will be the same as for the initial Progression Review. The PGR should update their written report, focussing specifically on how they have met the agreed objectives. A plan for maintained progress should also be produced and considered at the re-assessment meeting.

Stage 1 PGRs are re-registered on a continued probationary basis until re-assessment. PGRs at stages 2 and 3 are re-registered/continue to be registered for the PhD until re-assessment.

When a PGR is referred for reassessment, the following information must be provided to the PGR as soon as possible:

Feedback on the performance in all aspects of the Progression Review, including clear detailed guidance on the requirements for improvement, with SMART objectives/goals and/or milestones;

Explicit information on the potential outcomes of re-assessment;

An explicit time/date for the re-assessment of progress, which should give sufficient time for the required progress to be made. Normally this would not be more than three months after the original progression review. In exceptional circumstances and with the approval of QSC, the time given for improvement for PGRs at stages 1 and 2 may be up to six months;

The PGR must receive appropriate academic support and guidance to support them to achieve the required improvements. Academic support is particularly important for PGRs in progressing to stage 3, to ensure that PGRs get on track to meet the required outcomes, and are prepared for the completion and examination of the thesis;

If necessary and appropriate, the PGR should be referred for support outside the supervisory team, e.g welfare or disability support teams.

If the internal assessor and the supervisors disagree on the recommendation after reassessment, they should follow the process for resolution. This should include the Head of School irrespective of where the disagreement in recommendation lies.

The Head of School may delegate this task to an appropriate member of the PGR support team such as the PGR Director or SPSA.

If performance in the Progression Review re-assessment meets the stated criteria, and the required improvement has been made as agreed by the PGR and assessors, the recommendation by the School to the University should be that:

a) For stage 1 doctoral PGRs, confirmation of their status as doctoral candidates.

b) For stages 1 and 2 progression, re-registration on the same degree in the following academic session.

c) For stage 3 PGRs whose progress is satisfactory but who are likely to submit the thesis after the end of their period of registered study, the recommendation will be that on completion of the period of registered study they enter Thesis Pending.

d) For stage 3 PGRs who are on track to achieve the necessary progress to meet the doctoral outcomes by the planned date, and move to thesis submission, the recommendation would be maintenance of current status up to the end of their period of registered study at which point they would, if necessary, enter Thesis Pending until thesis submission.

For recommendations c) and d), the PGR must have met the requirements for the minimum period of registered study, completed the research and have not exceeded four years of study. A recommendation for registration for a higher degree cannot be made as a result of progression re-assessment.

If performance in the re-assessment does not meet the criteria and the required progress / improvement has not been achieved as agreed by the supervisory team and internal assessor, the recommendation by the School to the University should be that, for all PGRs at all stages

Either

a) the PGR is required to re-register on another, usually lower degree (e.g PhD to MPhil, MPhil to MRes).

Or

b) the PGR's registration is terminated.

Termination of registration can only be recommended when supported by evidence that the PGR has received written warnings on lack of progress during the period of study, and the period of supported improvement.

In these cases, all Supervisory records and Progression Review paper work must be submitted to QSC for approval.

9. Considerations of Covid-19 or other major impacts

Where the recommendations to extend the PGR's registration status relate to research or personal impacts resulting from the Covid-19 pandemic, the PGR can confirm the need for an extension to the four year maximum period, by either following the extension to the registered period of study, or the extension to Thesis Pending procedure, depending on whether further research is deemed necessary or not.

Other significant impacts on PGR progression, either personal or on the research, such as major disruption in access to facilities, should also be taken into account in Progression Review. When circumstances are out of the PGRs control, these should be considered fairly, with respect and consideration for the impact on the PGR.

UK campus only

* this includes a section for Visa and Immigration team approval

UNM campus only

UNNC campus only

If you have any problems or queries relating to this page, please contact:

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request to register for an additional period of study

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The basic principles of progression review are common to all research degree students and to all years of their programme. More information about their basic elements, possible outcomes and appeals can be found on this page.

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Desk with laptop computer, notepad, pen, phone and hot drink mug

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UKRI £200 contribution towards DSA higher spec computer

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UKRI £200 contribution towards DSA higher spec computer

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Where there is a disability-related need for a higher-spec computer, the process is changing by which the £200 contribution towards a computer is made.

Now that this can be paid via UniCore, students approved for UKRI DSA will see an item in NottinghamHub account for payment directly to UKRI.

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What format can/should this take?

By publication or prior publication(s)

Research paper publications

Extended 'lab report' structure

Introduction - including review of literature

Methodology

Results

Discussion of findings

Conclusions

Thematic chapters

Inclusion of other media format(s)

Film/video

Physical artefacts

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Interactive guide to applying for DSA

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Specialists in neurodiversity and workplace accessibility, unlocking potential through personalised learning, guidance, and innovative insights shaped by lived experience.

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Nottingham e-Theses

EThOS British Library (e-theses online service) still experiencing challenges to online searching due to ongoing issues after a cyber-attack in October 2023

ProQuest Dissertations and Theses - Web of Science

NOTE: Web of Science covers ALL subjects not just science!

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https://uniofnottm.sharepoint.com/sites/ResearcherAcademy2/SitePages/Adapt-Together.aspx

Currently under review so do check what the Researcher Academy is currently supporting (staffing in this team is affected by Future Nottingham)

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Screenshot of Preparing for your viva (Moodle/webinar resource)

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Check out the Moodle module Preparing for your Viva

What is the viva?

The viva is an oral examination of questions and discussion designed to:

ascertain that the thesis your own research;

clarify aspects of the research presented in the thesis to ensure your understanding;

test your general comprehension of the field of study within which the subject of the thesis falls;

test your awareness of the general literature of the subject, your knowledge of how your research relates to the wider field of which it is a part, and determine the respects in which your work advances, modifies, or otherwise affects this wider field of scholarship.

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Desk with laptop, coffee, glasses, tablet device, glass with pencils, plant and notebook with icons (mortar board, pencil and open book) with PHD written on pad

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Valued elements

Publication - refereed, joint authorship with supervisors or research team

Conference papers

Teaching experience

'Sufficient data' - critique is important (quantity of data gathered will not compensate for limitations in critical analysis)

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You

Your Internal Examiner (from UoN)

Your External Examiner (from another institution or appropriate public body e.g an NHS clinician

Independent Chair https://www.nottingham.ac.uk/qualitymanual/research-degree-progs/viva-voce-examinations.aspx

NOTE: supervisors do not usually attend

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An overview on Planner

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You are still eligible for DSA (often via Student Finance England or equivalent)

What living expense income will you have access to?

Are you a mature student (over 25 at start of your research)? You may have additional financial and care commitments - make sure you talk to Financial Support and our SU Advice Centre about income and benefits

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As per any presentation / oral examination your Support Plan may recommend:

Time: Extra thinking time between questions, repetition of questions, break questions into parts, rest breaks

Tools: Access to whiteboard, paper to make notes, access to a copy of your thesis, coloured filter to aid reading

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Format for defending a doctoral thesis

Every institution will have specific regulations for the thesis defence. In some countries or institutions, the convention is for thesis defences to be public events where you will give a lecture explaining your research, followed by a discussion with a panel of examiners (opponents). Both your examiners and the audience are able to ask questions.

In other countries, including the UK, the oral examination is usually conducted behind closed doors by at least two examiners, usually with at least one being from another institution (external examiner) and an expert in your topic of research. In the UK the supervisor does not participate in the viva, but may be allowed to observe. Sometimes someone from your own institution is appointed as an independent chair. Although it is now becoming more common for the candidate to have an opportunity to give a public lecture in UK institutions, this does not form part of the examination and may or may not be attended by the examiners.

Viva preparation

Take the preparation for your viva seriously and devote a substantial amount of time to it. The viva preparation checklist may be useful to help you prepare.

Your institution may offer courses on viva preparation and there may be opportunities to organise a practice viva. Take advantage of these opportunities: they can be extremely valuable experiences.

Things you may wish to take with you

your thesis - mildly annotated if you wish

a list of questions that you might be asked and your planned responses

any questions that you want to ask your examiners

additional notes which you have made during your revision

list of minor corrections that you have come across during your revision.

During the viva

Your study will have strengths and weaknesses: it is essential that you are prepared to discuss both. You could think of any weaknesses as an opportunity to demonstrate your skill at critical appraisal. Examiners will seek to find and discuss weaknesses in all theses. Do not interpret criticism as indication of a possible negative outcome.

Examiners have different personalities, styles and levels of experience. Sometimes a candidate may feel that a challenge is made in a confrontational way. Experienced, effective examiners will not be inappropriately confrontational, but some will. Do not take offence. A relaxed, thoughtful, and non-confrontational response from you will help re-balance the discussion. Having an independent chair can help maintain a constructive environment.

Useful tips for during your viva:

Ask for clarification of ambiguous questions or ask for the question to be repeated if necessary

Take time to think before answering

Be prepared to ask questions and enter into a dialogue with your examiners

Be prepared to discuss your research in context of other work done in your field

Be ready to admit if you don't know the answer to a question

Be prepared to express opinions of your own

You are not expected to have perfect recall of your thesis and everything that you have read and done. If you get flustered, or need to refer to notes your examiners will understand. They have been in your situation themselves!

After your viva

There are several possible outcomes of a thesis defence. Most commonly, your examiners will recommend to your institution that you are awarded your degree subject to minor corrections, although in some instances they might ask for more substantial work.

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Defending your doctoral thesis: the PhD viva

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Every institution will have specific regulations for the thesis defence. In some countries or institutions, the convention is for thesis defences to be public events where you will give a lecture explaining your research, followed by a discussion with a panel of examiners (opponents). Both your examiners and the audience are able to ask questions.

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Single focus - but produced in the context of your academic discipline

Substantial data gathering / research

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Studying a PhD in the Faculty of Arts | University of Nottingham

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OneNote

UoN Microsoft Community page dedicated to OneNote

Microsoft OneNote help & learning page

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Core screenshots from David's OneNote demo notebook

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mindmap

project network diagram

project timeline

cross-functional flowchart

kanban board

bulleted journal

subscription-based providers: Sunsama, Trello, Visio, Tiimo; Jira

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Screenshot of Word document with Track Changes comments

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Exploring disability-specific needs in terms of feedback formats, timescales and expectations

Formats: will you and your supervisor be using track changes, summary comments, or handwritten annotations

Will there be reviews of lab books, record-keeping, data collection?

Time scales: for you to send material to staff, and for staff to return with comments

What schedule of draft/interim chapters would be most productive?

Expectations: Can you expect supervisory advice on what you should prioritise? What processes are there for managing differences in feedback between supervisors?

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Who chooses the examiners?

some supervisors may allow you to contribute suggestions towards the choice e.g. People met at conferences, contacts at other institutions

The internal examiner may be the academic who led your Annual Reviews

The external examiner may attend online

The expectation would usually be for an in-person viva

If in person, it is important to discuss potential implications for health (and mitigating these)

Hybrid vivas can present their own challenges including technical issues affecting engagement in discussion

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During write-up, you may need additional meetings

Both you and your supervisors need to agree the purpose for additional meetings

As a disabled student, you may have additional needs that affect you being on campus (especially during write-up).

Students who are on campus more often may have additional opportunities to access to supervisors through casual interactions - so do agree appropriate communication mechanisms to keep engaged with your supervisors.

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Screenshot of categories of training provision

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Researcher Academy: Training and Development Hub

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Researcher Academy: Training and Development Hub

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Log in to Training and Development Sharepoint

Researcher fundamentals

Innovation and knowledge exchange

Policy engagement

Public engagement

Research communication

Research methods

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Black female student in white lab coat with genomic technology in a laboratory

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Do you have disability-specific needs that:

affect the support needed in laboratories?

require access to ergonomic furniture in office spaces (or type of space in terms of lighting etc)

limit you working on campus?

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Screenshot of Researcher Academy Sharepoint page on Disability Support for disabled students

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Dr Lisa Rull as liaison for DSS with Researcher Academy

Tutors supporting PGR students with Specific Learning Differences (SpLDs) - Antony, Caroline, David, Karen, Rachel

Lisa is tutor for disabled students who do not have SpLDs e.g. long-term health conditions, physical disabilities, mental health and Autism Spectrum Conditions (ASC)

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Gannt chart schedule for completion of a thesis

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To registered period - will the funder extend your stipend?

To thesis pending - living expenses, fees

To corrections period - working with examiners; will there be a second viva?

Availability of DSA - see DSA funding

Supervisors will usually complete the research degree extension form ticking the box that a Support Plan is in place

Check the timing for applying for extensions to thesis pending (when to have this conversation)

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ALACS - Academic Language and Communications Skills

Academic Skills - Libraries Learning Support

Academic Skills Toolkit

Study Skills Webinars

Study With Us

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What are academic skills?

Academic skills are the tools you use on a daily basis as a student. You may not have lectures on these skills, but they are an important part of your studies. Every one studies differently, and we'll help you to find the approach that works for you.

Resources, webinars and more

Our Learning Development team are here to help you find the study method that works for you and to develop your skills.
Academic Skills resources
Support for teaching

Visit our support for teaching page to find out more about how we can support your students.
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Further help and support

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The Student Academic Skills team supports students in developing the skills they need to be more confident in their studies.

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Student services guidance on thesis pending

Quality Manual regulations on thesis pending and extensions

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Libraries offer an enhanced service for disabled students.

This includes:

alternative formats (on referral)

access to Assistive Technology Rooms (ATRs)

enhanced support spaces

extended library loan and collection periods

support with using the library - searching the catalogue, finding books, scanning etc

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An enhanced service for disabled students and students with a learning difficulty or long-term health condition.

We offer a range of support to ensure that our facilities and services are accessible to disabled students and those with a Specific Learning Difference for example dyslexia, dyspraxia or ADHD.

Whilst our Enhanced Library Support service requires a referral from Disability Support Services, a number of other useful services are available on-demand to all students.

For information about Disability Support Services and how to get a Support Plan visit the Student Services website.

Enhanced Library Support

This includes:

Your library loans

Your library loans

How long can I keep my book for? Books are usually be issued for seven days and will auto-renew everyday unless someone else requests them.

How do I know when I need to return my book? If someone else has requested your book, we will let you know by email that it hasn't auto-renewed and is due back. So, unless we tell you, you won't have to do anything, just keep the book until you no longer need it.

Extended high-demand loan periods - Books that are in high demand will be issued for four days only. These items will not renew.

Borrowing books

Click and Collect and extended collection period - We will pick books from the shelves and save them for you at the lending desk/reservations shelf at your preferred library. If you have declared a disability, you will have seven days to collect your item.

Postal loans - We currently provide a postal loans service for staff and students who need access to print resources.

Assistive Technology Rooms

Assistive technology rooms are bookable spaces within our libraries that provide access to assistive hardware to support your studies, including adjustable desks, magnifiers and more.

A range of assistive software is available to all students via the University network.

Assistive Technology Rooms can be booked using Click and Study.

1. Select 'Assistive Technology and Enhanced Support Rooms' from the 'Location' drop down box.

2. Select your preferred library from the 'Category' drop down box and click 'Show availability'.

3. Select your preferred room, time and date.

4. Follow the instructions to submit your booking.

5. Your booking request will be sent to a member of staff to approve.

6. You will receive a confirmation email within 24 hours.

Enhanced Library Support study spaces

Dedicated study rooms for students eligible for Enhanced Library Support are available in Hallward Library, George Green Library, James Cameron-Gifford Library and Greenfield Medical Library.

These rooms can be booked via Click and Study.

1. Select 'Assistive Technology and Enhanced Support Rooms' from the 'Location' drop down box.

2. Select your preferred library from the 'Category' drop down box and click 'Show availability'

3. Select your preferred room, time and date

4. Follow the instructions to submit your booking

5. Your booking request will be sent to a member of staff to approve.

6. You will receive a confirmation email within 24 hours.

Alternative formats

This service produces accessible resource materials for disabled students who cannot access standard text.

The service can also provide advice and guidance to staff who wish to make their own work more accessible.

What formats can be produced?

Large print

Braille

Electronic/screen reader compatible files

Audio

How to access the service

Students needing AFS support must be referred by Disability Support Services.

For general enquiries contact the Alternative Formats Service.
Alternative Formats Service
Support and bookable tours

Library staff are available to help with searching the catalogue, using databases, finding books and more.

You can also book a tour of the library by:
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Services available to all students

The following services are available to all students without a referral and are designed to make it easier to access library services, resources and support.

Quieter times - For those who prefer a quieter study environment, our libraries are usually quieter before 10am and after 6pm during weekdays or at weekends.

Click and Collect - Our Click and Collect service is available to all students. Without a referral from Enhanced Library Support, you will have three days to collect your requested items from our libraries.

Scanning for personal use - request scans of printed materials available in our collections (within copyright restrictions)

Postal loans - A postal loans service is currently available for students and staff who need to access print resources.

Click and Study - We offer bookable study space in our libraries, including height-adjustable desks and calm spaces. Calm spaces are ideal for students who particularly prefer a less disruptive study environment.

Webinars and drop-in sessions - We offer regular drop-in sessions and webinars covering a range of topics from getting started with using our libraries and finding resources to academic writing and time management.

Academic and information skills support - This team supports students with developing their academic (from note-making and time management to academic writing and referencing) and information skills (finding reliable information, using databases and more) through online resources and workshops

Help and support - Library staff are available to provide support in-person, on the telephone and online via email and live chat.

Reading Well @ UoN Libraries - Libraries have worked with colleagues from the University of Nottingham Health Service, Counselling Service and Welfare to create a reading list of books designed to improve your health and wellbeing.

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An enhanced service for disabled students and students with a learning difficulty or long-term health condition. We offer a range of support to ensure that our facilities and services are accessible to disabled students and those with a Specific Learning Difference for example dyslexia, dyspraxia or ADHD.

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Support plan adjustments as per any taught course e.g.

Any disability-specific needs in terms of location in a teaching room

Access in advance of any taught session/meeting to materials (e.g. PowerPoints, handouts)

Further guidance for tutors and supervisors

Coursework extensions

Timed assessment (exam) adjustments - e.g. extra time, rest breaks

Enhanced Library Support

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PGR students are required to book travel for research purposes through Key Travel

24-hour contact details - who to contact for assistance with urgent changes to travel arrangements

phone , email, SMS and WhatsApp plus live chat via Online Booking Tool

https://my.keytravel.com/uk/log-in?RedirectTo=/uk/my-travel/marketplace/

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PGR policies on Medical Leave (UNUK only)

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PGR policies on Medical Leave (UNUK only)

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Up to 4 weeks

Up to 13 weeks paid medical leave - requires Voluntary Interruption of Study (VIS)

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1. Introduction

Includes: payment of studentship maintenance stipends; corresponding regulations

2. Student eligibility criteria for receiving sick pay

Includes: funding implications

2.1 Postgraduate research students in receipt of annual maintenance stipend funding from the following sources are eligible to receive stipend payments under this policy:

a) Students who receive Research Council funded maintenance stipends;

b) Students who receive University of Nottingham funded maintenance stipends.

2.2 Students are eligible:

a) Whether registered on a full-time or part-time basis;

b) From the point of initial registration on their programme;

c) To receive stipend payments under this policy on multiple occasions subject to the terms below.

2.3 Students who are funded from external sources administered by the University of Nottingham, may be eligible for some or all of the above type of payment subject to their Funders' terms and conditions.

2.4 The following groups of students are not eligible for receipt of stipend payments under this policy:

a) Self-funded students;

b) Postgraduate research students who receive an externally funded stipend directly from an external organisation. These students must follow the regulations of their funder. If the funder does not provide additional funds, the University is not liable to provide any payments under this policy. As such students are advised to carefully check the terms and conditions attached to their funding prior to accepting that funding, and to refer back to those terms and conditions as necessary;

c) Students in receipt of bursaries or awards covering tuition fees only;

d) Students who have been in receipt of funding (as specified in 2.1a and 2.1b above), but who are or will be outside of their funded period at the point at which their period of leave would commence.

3. Eligibility criteria for receiving sick pay

Includes: duration; retrospective requests for sick pay

Eligible students may receive up to 13 weeks of paid sick leave at their normal stipend value from the first day of certified illness within any 12 month period subject to the following criteria:

a) Students are not entitled to paid sick leave during the thesis pending period or any resubmission period;

b) All cases of student sick leave will be considered individually on a case by case basis and any payment is subject to the approval of the relevant School, Faculty or Doctoral Training programme;

c) In the case of short-term, self-limiting illnesses lasting less than four weeks (eg. colds, stomach upsets) stipend payments will continue to be paid.

d) If the period of illness exceeds four weeks, the student will be required to formally interrupt their studies (see section 5 below). Any stipend payments already made to such students will be accounted for as sick pay from the date the student reported that their illness started, not the date any request for an interruption to study is made. Sick pay is unlikely to be considered if the absence due to illness is not reported at the time using the procedure in section 4c (Procedure for reporting sickness) below.

e) Retrospective requests for sick pay will not normally be considered.

4. Procedure for reporting sickness

Includes: notification of supervisor; durations; returning to study; calculating an absence period

a) Any period of absence owing to illness, accident or injury should be reported by the student to the supervisor(s).

b) For absence of seven days or less, students are required to provide self-certification of their illness by completing the relevant form available from Student Service Centres, and must be submitted on the day of return to the University to the appropriate Student Service Centre.

c) For absence greater than seven days, students are required to have a medical certificate, available via their General Practitioner, covering any further periods of sickness in the same absence period. Students must complete the reverse side of the certificate before submission to the appropriate Student Service Centre.

d) The student will not normally be permitted to return to their studies before the date specified by the doctor on the medical certificate.

e) When calculating an absence period, note that weekends and public holidays are counted as days of absence.

5. Interruption of studies due to sickness during the period of registered study

In line with existing University policies (referenced above in section 1):

a) If the period of illness exceeds four weeks, the student will be required to formally interrupt their studies.

b) If the absence is for a period of more than two weeks or any period considered to be significant by the School and notified to students, the School may require the student to suspend their studies and return at a specified time in the future that will enable the student to resume the programme appropriately (see paragraph 2.1.4 of the Regulations Governing Attendance and Engagement).

c) The University normally permits postgraduate research students to interrupt their degree for a maximum period of 12 months in total throughout the duration of the degree. To apply for an interruption, please consult the following:
Voluntary interruption of study
d) Any application for an interruption of studies due to sickness is granted at the discretion of the appropriate School or Faculty and must be accompanied by a medical certificate or other acceptable evidence as defined in the relevant policies.

6. Returning to study after sick leave

Includes: who to inform; postponed return; additional support consultations

a) Students must keep their supervisor and appropriate School, Faculty and/or Student Service Centre informed of any changes in their circumstances that may result in them returning to their studies earlier or later than originally stated.

b) Students who are interrupting and want to return to their studies later than originally stated must apply for an extension to their interruption and provide a new medical certificate.

c) The Student Services Welfare Officer and/or the Disability Support Office should be consulted if additional support needs are required for students returning from long-term sick leave. Students may in certain circumstances be referred to Occupational Health before being allowed to return to study.

If you have any problems or queries relating to this page, please contact:

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interruption of studies due to sickness during the period of registered study

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student eligibility criteria for receiving sick pay

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eligibility criteria for receiving sick pay

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The University's policy on sick leave in respect to postgraduate research students, including information in relation to sick pay and the payment of student maintenance stipends during periods of illness.

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Implications for being part-time

Time - longer registration period

Finance - what levels of part-time work might you need to do (and what type)? What effect is there on your Council tax bill? What will be your accommodation costs?

Based at a distance

how often would you physically be on campus - every week? Less often?

you still have access to staff/resources via Teams and email

Library Loans for part-time and distance students, Postal loans, eBooks and digital journals

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Information slide with Instagram and WhatsApp QR code to join this PGR society

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The Society of Interdisciplinary Research 

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The Society of Interdisciplinary Research 

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A PGR student society providing opportunities for research and collaborative events, as well as social events.

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Slide for The Society for Interdisciplinary Research

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Disability Support Services video with PowerPoint on studying alongside long-term health conditions

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Disability Support Services video with PowerPoint on studying alongside long-term health conditions

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Part of the Mature Students Information Hub

Part 1 - approx. 6 minutes. Description: Introduction to Disability Support Services including how to make contact with the service.

Part 2 - approx. 10 minutes. Description: What is a long term health condition?

Part 3 - approx. 13 minutes. Description: Useful study tips, managing fatigue and concentration.

Part 4 - approx. 5 minutes. Description: What is a Support Plan, further support, Disabled Students Allowance, support groups and networks.

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Disability, Neurodivergence & Mental Health Support - Mature Students’ Information Hub

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Disability, Neurodivergence & Mental Health Support

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Let's talk about... making research a place everybody can thrive

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Let's talk about... making research a place everybody can thrive

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Cancer Research UK - Making Research a place everybody can thrive

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Making research a place everybody can thrive - Cancer Research UK - Cancer News

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Disability need not hold you back from an incredible research career. We hear from researchers who have not just managed, but thrived…

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Outcomes

Awarded

Awarded subject to correction of typographical errors - within one month

Award subject to minor amendments - within three months

Require second viva voce examination and resubmit the same thesis (which may be subject to minor amendments to be completed within three months)

Resubmit revised thesis - within twelve months (may be with/without second viva voce)

Award of MPhil

NOTE: "The option not to award any degree following the first examination is one which should only be chosen in extreme circumstances."

NOTE: your Support Plan recommendations will include potential for an extension to the corrections period

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Thank you in advance

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Easily create surveys and polls to collect customer feedback, measure employee satisfaction, and organize team events.

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Drawing on your strengths to be a PGR student

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Drawing on your strengths to be a PGR student

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How are you finding things so far? - positive aspects

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Shooting star on peach background - handwritten text 'dial up the joy in your PhD'

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Managing  the challenges of being a PGR student

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Managing  the challenges of being a PGR student

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What are the challenges so far?

Declaring a disability and accessing support - what next?

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White text reading PhD struggles against a blue/grey geometric background

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Travel and access to Nottingham

See part-time study: How often are you expected to be on campus / in Nottingham?

What are your travel expenses? Balancing PGR study with a life elsewhere (beyond Nottingham, beyond the University e.g. working full/part-time) can present challenges. Are you accessing all the right support and advice in terms of what money you can access (or which is unavailable)? Financial Support / SU Advice

Technology support - remember to keep in contact with DTS (Digital Technology Services) if you are having issues accessing online resources or systems - this can present challenges in terms of time on phones and dealing with system access issues (which 'cost' in terms of time)

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Laptop Loan and repair service - up to 30 days

Having issues logging in or accessing UoN resources (e.g. issues with firewalls) contact IT Support and Help

If you are eligible for DSA, then one of the key pots of money can cover technology including specialist software (with a student contribution to the cost of hardware)

If you would require access to specific hardware software for being a student on your programme of study (e.g. Doctoral Training Programme PhDs) then check what is provided / available via your School.

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The Wellbeing Thesis content has been developed by the University of Derby, King's College London, Student Minds and PGR student co-creation panels. Content written by Gareth Hughes, University of Derby and Ann Kirkman, University of Derby.

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Online space with guides, commentary, a shared space for working on Teams with others

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The PhD Place is an online doctoral community that offers support and resources to researchers on their academic journey. Explore our articles, talks, and online writing groups to connect with fellow scholars and gain valuable insights and advice for success in your doctoral studies.

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University of Warwick research: Neurodivergent PGR academic experience project led by Dr Jagjeet Jutley-Neilson and co-investigator Dr Gemma Gray

Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis by Lorna G Hamilton and Stephanie Petty

Understanding the experiences of neurodivergent research students: A mixed methods systematic review by Diana Tan, Chris Edwards, Inger Mewburn, Kate Simpson, Amanda Webster, and Charlotte Brownlow - also discussed by Inger Mewburn in this SHRE blogpost

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Please feel able to complete this form (we hope that settings also allow you to add a comment below 👍😊 🤔)

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Easily create surveys and polls to collect customer feedback, measure employee satisfaction, and organize team events.