health management phd uk

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Are you a UK or International Student?

Pursue your interest in the leadership and health, key course details, course overview.

Start dates: 1st October, 1st January, 1st April, 1st July.

As our understanding of society’s complex and specialised healthcare needs increases, the more important effective, evidence-based management of health services becomes.

Our PhD in Healthcare Management will give you the opportunity to pursue your particular personal or professional interest in the leadership and improvement of health services, how they provide treatment for people with physical and mental illnesses, and how they can contribute to health improvement through targeted interventions.

Over the course of your studies, you will develop and enhance transferable skills such as problem-solving, project management, and critical thinking that are valued in any professional setting.

Recent student research projects in Healthcare Management include research into patient and public involvement, data security in information systems, and improved methods for evaluating large capital expenditures in health care.

As part of our School of Health and Social Care, you will benefit from a dynamic and supportive research environment with many opportunities to make connections across disciplines and develop links with organisations and policymakers both in the UK and abroad. As such, you can be confident that your research will inform and be informed by the wider health and social care environment.

According to the most recent Research Excellence Framework in 2014-2021, over 75% of the research carried out at the school was of international or world-leading quality.

You will be joining a university that was named ‘University of the Year’ and ‘Postgraduate’ runner up in the What Uni Student Choice Awards 2019.

Entry Requirements

Qualifications MPhil: Applicants for MPhil must normally hold an undergraduate degree at 2.1 level (or Non-UK equivalent as defined by Swansea University). See - Country-specific Information for European Applicants 2019 and Country-specific Information for International Applicants 2019 .

PhD : Applicants for PhD must normally hold an undergraduate degree at 2.1 level and a master’s degree. Alternatively, applicants with a UK first class honours degree (or Non-UK equivalent as defined by Swansea University) not holding a master’s degree, will be considered on an individual basis. See - Country-specific Information for European Applicants 2019 and Country-specific Information for International Applicants 2019 .

English Language IELTS 6.5 Overall (with no individual component below 6.5) or Swansea University recognised equivalent. Full details of our English Language policy, including certificate time validity, can be found here.

As well as academic qualifications, Admissions decisions may be based on other factors, including (but not limited to): the standard of the research synopsis/proposal, performance at interview, intensity of competition for limited places, and relevant professional experience.

Reference Requirement

As standard, two references are required before we can progress applications to the College/School research programme Admissions Tutor for consideration.

Applications received without two references attached are placed on hold, pending receipt of the outstanding reference(s). Please note that any protracted delay in receiving the outstanding reference(s) may result in the need to defer your application to a later potential start point/entry month, than what you initially listed as your preferred start option.

You may wish to consider contacting your referee(s) to assist in the process of obtaining the outstanding reference(s) or alternatively, hold submission of application until references are sourced. Please note that it is not the responsibility of the University Admissions Office to obtain missing reference(s) after our initial email is sent to your nominated referee(s), requesting a reference(s) on your behalf.

The reference can take the form of a letter on official headed paper, or via the University’s standard reference form. Click this link to download the university reference form .

Alternatively, referees can email a reference from their employment email account, please note that references received via private email accounts, (i.e. Hotmail, Yahoo, Gmail) cannot be accepted.

References can be submitted to [email protected] .

How you are Supervised

Find out more about some of the academic staff supervising theses in these areas:

Professor David Hughes

Dr David Rea

Professor Sharon Williams

Dr Alan Willson

Professor John Gammon

Welsh Provision

Tuition fees, ph.d. 3 year full time, ph.d. 6 year part time, m.phil 2 year full time, m.phil 4 year part time.

Tuition fees for years of study after your first year are subject to an increase of 3%.

You can find further information of your fee costs on our tuition fees page .

You may be eligible for funding to help support your study. To find out about scholarships, bursaries and other funding opportunities that are available please visit the University's scholarships and bursaries page .

International students and part-time study: It may be possible for some students to study part-time under the Student Visa route. However, this is dependent on factors relating to the course and your individual situation. It may also be possible to study with us if you are already in the UK under a different visa category (e.g. Tier 1 or 2, PBS Dependant, ILR etc.). Please visit the University information on Visas and Immigration for further guidance and support.

Current students: You can find further information of your fee costs on our tuition fees page .

Funding and Scholarships

You may be eligible for funding to help support your study.

Government funding is now available for Welsh, English and EU students starting eligible postgraduate research programmes at Swansea University. To find out more, please visit our postgraduate loans page.

To find out about scholarships, bursaries and other funding opportunities that are available please visit the University's scholarships and bursaries page.

Academi Hywel Teifi at Swansea University and the Coleg Cymraeg Cenedlaethol offer a number of generous scholarships and bursaries for students who wish to study through the medium of Welsh or bilingually. For further information about the opportunities available to you, visit the Academi Hywel Teifi Scholarships and Bursaries page.

Additional Costs

Access to your own digital device/the appropriate IT kit will be essential during your time studying at Swansea University. Access to wifi in your accommodation will also be essential to allow you to fully engage with your programme. See our dedicated webpages for further guidance on suitable devices to purchase, and for a full guide on getting your device set up .

You may face additional costs while at university, including (but not limited to):

Travel to and from campus
Printing, photocopying, binding, stationery and equipment costs (e.g. USB sticks)
Purchase of books or texts
Gowns for graduation ceremonies

How to Apply

Details of the application process for research degrees are available here , and you can apply online and track your application status at www.swansea.ac.uk/applyonline . As part of your application you should include a research proposal outlining your proposed topic of study. Guidance on writing a research proposal is also available .

You can expect to be interviewed following your application to discuss your topic of research and to demonstrate the necessary level of commitment to your studies and training.

It is advisable that you contact us at [email protected] before submitting your application. This will ensure we can identify appropriate supervisors, and work with you to refine your proposal.

If you're an international student, find out more about applying for this course at our international student web pages

Suggested Application Timings

In order to allow sufficient time for consideration of your application by an academic, for potential offer conditions to be met and travel / relocation, we recommend that applications are made before the dates outlined below. Please note that applications can still be submitted outside of the suggested dates below but there is the potential that your application/potential offer may need to be moved to the next appropriate intake window.

October Enrolment

UK Applicants – 15th August

EU/International applicants – 15th July

January Enrolment

UK applicants – 15th November

EU/International applicants – 15th October

April Enrolment

UK applicants – 15th February

EU/International applicants – 15th January

July Enrolment

UK applicants – 15th May

EU/International applicants – 15th April

EU students - visa and immigration information is available and will be regularly updated on our information for EU students page.

PhD Programme Specification

This Programme Specification refers to the current academic year and provides indicative content for information. The University will seek to deliver each course in accordance with the descriptions set out in the relevant course web pages at the time of application. However, there may be situations in which it is desirable or necessary for the University to make changes in course provision , either before or after enrolment.

Programme Summary

This PhD in Healthcare Management at Swansea will enable you to undertake a substantial project led by your own interests. It is a highly respected qualification which can present a career in academia or a wider scope for employment in fields such as education, government or the private sector. A thesis of 100,000 words will be submitted for assessment demonstrating original research with a substantive contribution to the subject area. The PhD is examined following an oral examination of the thesis (a viva voce examination or viva voce). You will acquire research skills for high-level work and skills and training programmes are available on campus for further support. There will be an opportunity to deliver presentations to research students and staff at departmental seminars and conferences. There may also be opportunities to develop your teaching skills through undergraduate tutorials, demonstrations and seminars.

Programme Aims

This PhD programme will provide doctoral researchers with:

The opportunity to conduct high quality postgraduate research in a world leading research environment.
Key skills needed to undertake advanced academic and non-academic research including qualitative and quantitative data analysis.
Advanced critical thinking, intellectual curiosity and independent judgement.

Programme Structure

The programme comprises three key elements:

Entry and confirmation of candidature
Main body of research
Thesis and viva voce

The programme comprises of the undertaking of an original research project of 3 years duration full time (6 years duration part time). Doctoral researchers may pursue the programme either full time or part time by pursuing research at the University at an external place of employment or with/at a University approved partner.

Doctoral researchers for the PhD in Healthcare Management are examined in two parts.

The first part is a thesis which is an original body of work representing the methods and results of the research project. The maximum word limit is 100,000 for the main text. The word limit does not include appendices (if any), essential footnotes, introductory parts and statements or the bibliography and index.

The second part is an oral examination (viva voce).

Doctoral Researcher Supervision and Support

Doctoral researchers will be supervised by a supervisory team. Where appropriate, staff from Colleges/Schools other than the ‘home’ College/School (other Colleges/Schools) within the University will contribute to cognate research areas. There may also be supervisors from an industrial partner.

The Primary/First Supervisor will normally be the main contact throughout the doctoral research journey and will have overall responsibility for academic supervision. The academic input of the Secondary Supervisor will vary from case to case. The principal role of the Secondary Supervisor is often as a first port of call if the Primary/First Supervisor becomes unavailable. The supervisory team may also include a supervisor from industry or a specific area of professional practice to support the research. External supervisors may also be drawn from other Universities.

The primary supervisor will provide pastoral support. If necessary the primary supervisor will refer the doctoral researcher to other sources of support (e.g. Wellbeing, Disability, Money Advice, IT, Library, Students’ Union, Academic Services, Student Support Services, Careers Centre).

Programme Learning Outcomes

Upon successful completion of this programme, doctoral researchers should be able to:

Knowledge & Understanding

Demonstrate the systematic acquisition and understanding of a substantial body of knowledge which is at the forefront of research through the development of a written thesis.
Create, interpret, analyse and develop new knowledge through original research or other advanced scholarship.
Disseminate new knowledge gained through original research or other advanced scholarship via high quality peer reviewed publications within the discipline.
Apply research skills and subject theory to the practice of research.
Apply process and standards of a range of the methodologies through which research is conducted and knowledge acquired and revised.

Attitudes and values

Conceptualise, design and implement a project aimed at the generation of new knowledge or applications within Healthcare Management.
Make informed judgements on complex issues in the field of Healthcare Management, often in the absence of complete data and defend those judgements to an appropriate audience.
Apply sound ethical principles to research, with due regard for the integrity of persons and in accordance with professional codes of conduct.
Demonstrate self-awareness of individual and cultural diversity, and the reciprocal impact in social interaction between self and others when conducting research involving people.

Research Skills

Respond appropriately to unforeseen problems in project design by making suitable amendments.
Communicate complex research findings clearly, effectively and in an engaging manner to both specialist (including the academic community), and non-specialist audiences using a variety of appropriate media and events, including conference presentations, seminars and workshops.
Correctly select, interpret and apply relevant techniques for research and advanced academic enquiry.
Develop the networks and foundations for on-going research and development within the discipline.
Implement advanced research skills to a substantial degree of independence.
Locate information and apply it to research practice.

Skills and Competencies

Display the qualities and transferable skills necessary for employment, including the exercise of personal responsibility and largely autonomous initiative in complex and unpredictable situations, in professional or equivalent environments.

Progression Monitoring

Progress will be monitored in accordance with Swansea University regulations. During the course of the programme, the Doctoral researcher is expected to meet regularly with their supervisors, and at most meetings it is likely that the doctoral researcher’s progress will be monitored in an informal manner in addition to attendance checks. Details of the meetings should ideally be recorded on the on-line system. A minimum of four formal supervision meetings is required each year, two of which will be reported to the Postgraduate Progression and Awards Board. During these supervisory meetings the doctoral researcher’s progress is discussed and formally recorded on the on-line system.

Learning Development

The University offers training and development for Doctoral Researchers and supervisors ( https://www.swansea.ac.uk/research/undertake-research-with-us/postgraduate-research/training-and-skills-development-programme/ ).

Swansea University’s Postgraduate Research Training Framework is structured into sections, to enable doctoral researchers to navigate and determine appropriate courses aligned to both their interest and their candidature stage.

There is a training framework including for example areas of Managing Information and Data, Presentation and Public Engagement, Leadership and working with others, Safety Integrity and Ethics, Impact and Commercialisation and Teaching and Demonstrating. There is also range of support in areas such as training needs, literature searching, conducting research, writing up research, teaching, applying for grants and awards, communicating research and future careers.

A range of research seminars and skills development sessions are provided within the School of Health and Social Care and across the University. These are scheduled to keep the doctoral researcher in touch with a broader range of material than their own research topic, to stimulate ideas in discussion with others, and to give them opportunities to such as defending their own thesis orally, and to identify potential criticisms. Additionally, the School of Health and Social Care is developing a research culture that aligns with the University vision and will link with key initiatives delivered under the auspices of the University’s Academies, for example embedding the HEA fellowship for postgraduate research students.

Research Environment

Swansea University’s research environment combines innovation and excellent facilities to provide a home for multidisciplinary research to flourish. Our research environment encompasses all aspects of the research lifecycle, with internal grants and support for external funding and enabling impact/effect that research has beyond academia.

Swansea University is very proud of our reputation for excellent research, and for the calibre, dedication, professionalism, collaboration and engagement of our research community. We understand that integrity must be an essential characteristic of all aspects of research, and that as a University entrusted with undertaking research we must clearly and consistently demonstrate that the confidence placed in our research community is rightly deserved. The University therefore ensures that everyone engaged in research is trained to the very highest standards of research integrity and conducts themselves and their research in a way that respects the dignity, rights, and welfare of participants, and minimises risks to participants, researchers, third parties, and the University itself.

In the School of Health and Social Care we are strongly focused on the translation of our research into real-life benefits for users, carers and professionals across the range of health and social care services. In doing so our staffs has long established links with a range of international networks and similar university departments in Europe and around the world, and are committed to building productive relationships with front-line policymakers and practitioners. Some senior researchers have also been embedded within the NHS to ensure healthcare and service provision is developed and informed by high quality robust research.

Alongside this we play an integral role in the Welsh Government’s research infrastructure, through the Centre for Ageing & Dementia Research, Wales School for Social Care Research and the Welsh Health Economic Support Service, increasing the volume of research taking place within Wales. While some of our PhD programmes form part of the ESRC Doctoral Training Centre for Wales, a pan-Wales collaboration to train top-level social scientists. Our funding also comes from a wide range of prestigious funders such as the Research Councils, European research programmes, Government, Ministry of Defence, professional bodies, private sector and charitable organisations, with the school securing £7.37m of funding across the last three years.

Supporting our staff and students in their research is a range of facilities including our Health and Wellbeing Academy, which provides healthcare services to the local community, a range of clinical and audiology suites and state-of-the-art research facilities. These include a high density EEG suite, a fully-fitted sleep laboratory, a social observation suite, eye-tracking, psychophysiological, tDCS and conditioning labs, a lifespan lab and baby room, and over 20 all-purpose research rooms.

Career Opportunities

Having a PhD demonstrates that graduates can work effectively in a team, formulate, explore and communicate complex ideas and manage advanced tasks. Jobs in academia (eg postdoctoral research, lecturing), education, government, management, the public or private sector are possible. Examples include administrators, counsellors, marketing specialists, and researchers.

The Postgraduate Research Office Skills Development Team offer support and a training framework for example in creating a researcher profile based upon publications and setting up your own business. The Swansea Employability Academy assists students in future career opportunities, improving CVs, job applications and interview skills.

MPhil Programme Specification

Programme Summary

This MPhil in Healthcare Management at Swansea will enable you to undertake a substantial project led by your own interests. It is a highly respected qualification which can present a career in academia or a wider scope for employment in fields such as education, government or the private sector. A thesis of 60,000 words will be submitted for assessment demonstrating original research with a substantive contribution to the subject area. The Masters is examined following an oral examination of the thesis (a viva voce examination or viva). You will acquire research skills for high-level work and skills and training programmes are available on campus for further support. There will be an opportunity to deliver presentations to research students and staff at departmental seminars and conferences.

This Masters programme will provide students with:

Thesis and viva voce examination

The programme comprises of the undertaking of an original research project of 2 years duration full time (4 years duration part time). Students may pursue the programme either full time or part time by pursuing research at the University at an external place of employment or with/at a University approved partner.

Students for the Masters in Healthcare Management are examined in two parts.

The first part is a thesis which is an original body of work representing the methods and results of the research project. The maximum word limit is 60,000 for the main text. The word limit does not include appendices (if any), essential footnotes, introductory parts and statements or the bibliography and index.

The second part is an oral examination ( viva voce ).

Supervision and Support

Students will be supervised by a supervisory team. Where appropriate, staff from Colleges/Schools other than the ‘home’ College/School (other Colleges/Schools) within the University will contribute to cognate research areas. There may also be supervisors from an industrial partner.

The Primary/First Supervisor will normally be the main contact throughout the student journey and will have overall responsibility for academic supervision. The academic input of the Secondary Supervisor will vary from case to case. The principal role of the Secondary Supervisor is often as a first port of call if the Primary/First Supervisor becomes unavailable. The supervisory team may also include a supervisor from industry or a specific area of professional practice to support the research. External supervisors may also be drawn from other Universities.

The primary supervisor will provide pastoral support. If necessary the primary supervisor will refer the student to other sources of support (e.g. Wellbeing, Disability, Money Advice, IT, Library, Students’ Union, Academic Services, Student Support Services, Careers Centre).

Upon successful completion of this programme, doctoral researchers should be able to:

Demonstrate the systematic acquisition and understanding of a substantial body of knowledge through the development of a written thesis.
Create, interpret, analyse and develop new knowledge through original research or other advanced scholarship.
Apply process and standards of a range of the methodologies through which research is conducted and knowledge acquired and revised.
Make informed judgements on complex issues in the field of Healthcare Management often in the absence of complete data and defend those judgements to an appropriate audience.
Communicate complex research findings clearly, effectively and in an engaging manner to both specialist (including the academic community), and non-specialist audiences using a variety of appropriate media.
Correctly select, interpret and apply relevant techniques for research and academic enquiry.
Develop the foundations for on-going research and development within the discipline.
Implement independent research skills.
Display the qualities and transferable skills necessary for employment, including the exercise of personal responsibility and initiative in complex situations.

Progress will be monitored in accordance with Swansea University regulations. During the course of the programme, the student is expected to meet regularly with their supervisors, and at most meetings it is likely that the student’s progress will be monitored in an informal manner in addition to attendance checks. Details of the meetings should ideally be recorded on the on-line system. A minimum of four formal supervision meetings is required each year, two of which will be reported to the Postgraduate Progression and Awards Board. During these supervisory meetings the student’s progress is discussed and formally recorded on the on-line system.

Swansea University’s Postgraduate Research Training Framework is structured into sections, to enable students to navigate and determine appropriate courses aligned to both their interest and their candidature stage.

A range of research seminars and skills development sessions are provided within the School of Health and Social Care and across the University. These are scheduled to keep the student in touch with a broader range of material than their own research topic, to stimulate ideas in discussion with others, and to give them opportunities to such as defending their own thesis orally, and to identify potential criticisms. Additionally, the School of Health and Social Care is developing a research culture that will align with the University vision and will link with key initiatives delivered under the auspices of the University’s Academies, for example embedding the HEA fellowship for postgraduate research students

Research Environment

Swansea University’s Research Environment combines innovation and excellent facilities to provide a home for multidisciplinary research to flourish. Our research environment encompasses all aspects of the research lifecycle, with internal grants and support for external funding and enabling impact/effect that research has beyond academia.

School of Health and Social Care

In the School of Health and Social Care we are strongly focused on the translation of our research into real-life benefits for users, carers and professionals across the range of health and social care services. In doing so our staff have long established links with a range of international networks and similar university departments in Europe and around the world, and are committed to building productive relationships with front-line policymakers and practitioners. Some senior researchers have also been embedded within the NHS to ensure healthcare and service provision is developed and informed by high quality robust research.

Having a Master of Philosophy degree shows that you can communicate your ideas and manage tasks. Jobs in academia, education, government, management, the public or private sector are possible.

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PhD/ MPhil Health Services Management

For 2024-2025 UK PhD Full time £4,778 PhD Distance Learning £2,389 PhD Part time £2,389 International PhD Full time £21,360 Distance Learning £10,680

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Course details
Entry Requirements
Teaching and assessment
Employability

We offer two types of research degree: an MPhil or a PhD - in health services management and related disciplines such as health policy, health sociology and leadership.

In the School of Social Policy we offer much more than a degree. PhD students have the opportunity to take part in a wide range of events including Departmental Research Seminars, Research Centre Seminars, Postgraduate Research Student Seminars, as well as a vibrant and engaged PhD researcher community.

Our PhD programmes offer you a combination of taught courses in the first year and careful supervision throughout your study, with the aim of helping you to produce a thesis that makes a significant and original contribution to the discipline.

Prospective applicants for research degrees in any aspect of health service management and health care policy are invited to apply, outlining their special interests through the submission of a research proposal and other relevant documents such as personal statement, a CV, and a confirmation of supervision statement from the main supervisor. As part of their application, candidates will need to submit a research proposal of their research topic. We welcome applications to work in a wide variety of areas and encourage you to make prior contact with potential supervisors. Supervisors will typically be from the Department but joint supervision, both between staff within the Department, and with staff in other departments is possible.

All research students have regular meetings with their supervisors. PhD students also have annual panel meetings to support and review progress. We encourage you to give conference papers and to publish your work.

For home students, a research degree programme may be undertaken either by full-time or part-time study or via distance learning. International students can only undertake full-time studies, but distance learning programmes may be undertaken full-time or part-time.

Research areas

Theories and concepts of the social sciences underpin the approaches of HSMC research staff. HSMC offers the opportunity to study for research degrees in a wide variety of topics relating to health services policy and management, including:

Health Policy and Reform
Decision making and strategic planning
Service and quality improvement
Public, patients and communities
Leadership and management
Workforce and professions

HSMC staff bring their wide knowledge of UK and international health systems (gained through research and consultancy activities, as well as their own professional experience) to their teaching and tutorial support for students. This emphasis on combining theory and practice is maintained throughout all of our programmes.

Find out more about the research interests of doctoral researchers in HSMC.

Fees 2024 - 2025

2349 - PhD Full time £4,778 002B - PhD Distance Learning £2,389 2350 - PhD Part time £2,389 3712 - MPhil £4,778

International

2349 - PhD Full time £21,360 002B - PhD Distance Learning £10,680

*UK fees will be confirmed in spring 2024.

Learn more about fees .

Scholarships and loans

Scholarships and bursaries may be available. Details of any departmental scholarships are indicated on our website whilst international students can often gain funding through overseas research scholarships, Commonwealth scholarships or their home government. More information about international scholarships .

College and School opportunities are advertised on jobs.ac.uk and some supervisors use ' Find a PhD ' which provides information about opportunities to conduct doctoral research. We also nominate our strongest applicants for studentships supported by the ESRC-funded Midlands Doctoral Training Partnership , of which we are one of the principal institutional partners.

Eligible Doctoral students can now apply for a government loan of up to £28,673 (for 2023/2024 entry) to contribute to overall costs.

Find out more about postgraduate research scholarships .

How To Apply

How to apply

To apply for a postgraduate research programme, you will need to submit your application and supporting documents online. We have put together some helpful information on the research programme application process and supporting documents on our how to apply page . Please read this information carefully before completing your application.

Our Standard Requirements

Normally a first-class or upper second-class Honours degree in a relevant discipline, or the successful completion of an appropriate postgraduate programme is required.

Post-qualification experience, including professional qualifications and experience, will also be taken into account when considering applicants.

Potential for research generally also needs to be indicated through the submission of relevant application materials including a research proposal on your selected topic, a personal statement, and a CV.

Learn more about entry requirements .

International Requirements

Applicants for postgraduate research programmes should hold a Bachelors degree and a Masters degree, with a GPA of 14/20 from a recognised institution to be considered. Applicants with lower grades than this may be considered on an individual basis.

Holders of the Licenciado or an equivalent professional title from a recognised Argentinian university, with a promedio of at least 7.5, may be considered for entry to a postgraduate degree programme. Applicants for PhD degrees will normally have a Maestria or equivalent

Applicants who hold a Masters degree will be considered for admission to PhD study.

Holders of a good four-year Diplomstudium/Magister or a Masters degree from a recognised university with a minimum overall grade of 2.5 will be considered for entry to postgraduate research programmes.

Students with a good 5-year Specialist Diploma or 4-year Bachelor degree from a recognised higher education institution in Azerbaijan, with a minimum GPA of 4/5 or 80% will be considered for entry to postgraduate taught programmes at the University of Birmingham.

For postgraduate research programmes applicants should have a good 5-year Specialist Diploma (completed after 1991), with a minimum grade point average of 4/5 or 80%, from a recognised higher education institution or a Masters or “Magistr Diplomu” or “Kandidat Nauk” from a recognised higher education institution in Azerbaijan.

Applicants for postgraduate research programmes should hold a Bachelors degree and a Masters degree, with a GPA of 3.0/4.0 or 75% from a recognised institution to be considered. Applicants with lower grades than this may be considered on an individual basis.

Applicants for postgraduate research programmes should hold a Bachelors degree and will usually be required to have completed a Masters degree, with a CGPA of 3.0-3.3/4.0 or higher for 2:1 equivalency from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Students who hold a Masters degree from the University of Botswana with a minimum GPA of 3.0/4.0 or 3.5/5.0 (70%/B/'very good') will be considered for Postgraduate Diplomas and Masters degrees.

Please note 4-year bachelor degrees from the University of Botswana are considered equivalent to a Diploma of Higher Education. 5-year bachelor degrees from the University of Botswana are considered equivalent to a British Bachelor (Ordinary) degree.

Students who have completed a Masters degree from a recognised institution will be considered for PhD study.

A Licenciatura or Bacharelado degree from a recognised Brazilian university:

A grade of 7.5/10 for entry to programmes with a 2:1 requirement
A grade of 6.5/10for entry to programmes with a 2:2 requirement

Holders of a good Bachelors degree with honours (4 to 6 years) from a recognised university with a upper second class grade or higher will be considered for entry to taught postgraduate programmes. Holders of a good Masters degree from a recognised university will be considered for entry to postgraduate research programmes.

Holders of a good post-2001 Masters degree from a recognised university will be considered for entry to postgraduate research programmes.

Students with a minimum average of 14 out of 20 (or 70%) on a 4-year Licence, Bachelor degree or Diplôme d'Etudes Superieures de Commerce (DESC) or Diplôme d'Ingénieur or a Maîtrise will be considered for Postgraduate Diplomas and Masters degrees.

Holders of a bachelor degree with honours from a recognised Canadian university may be considered for entry to a postgraduate degree programme. A GPA of 3.0/4, 7.0/9 or 75% is usually equivalent to a UK 2.1.

Holders of the Licenciado or equivalent Professional Title from a recognised Chilean university will be considered for Postgraduate Diplomas and Masters degrees. Applicants for PhD study will preferably hold a Magister degree or equivalent.

Students with a bachelor’s degree (4 years minimum) may be considered for entry to a postgraduate degree programme. However please note that we will only consider students who meet the entry guidance below. Please note: for the subject areas below we use the Shanghai Ranking 2022 (full table) , Shanghai Ranking 2023 (full table) , and Shanghai Ranking of Chinese Art Universities 2023 .

需要具备学士学位（4年制）的申请人可申请研究生课程。请根据所申请的课程查看相应的入学要求。请注意，中国院校名单参考软科中国大学排名2022（总榜），软科中国大学排名2023（总榜），以及软科中国艺术类高校名单2023 。

Business School - MSc programmes (excluding MBA)

商学院硕士课程（MBA除外）入学要求

School of Computer Science – all MSc programmes 计算机学院硕士课程入学要求

College of Social Sciences – courses listed below 社会科学学院部分硕士课程入学要求 MA Education (including all pathways) MSc TESOL Education MSc Public Management MA Global Public Policy MA Social Policy MA Sociology Department of Political Science and International Studies 全部硕士课程 International Development Department 全部硕士课程

All other programmes (including MBA) 所有其他硕士课程（包括 MBA）入学要求

Please note:

Borderline cases: We may consider students with lower average score (within 5%) on a case-by-case basis if you have a relevant degree and very excellent grades in relevant subjects and/or relevant work experience. 如申请人均分低于相应录取要求（5%以内），但具有出色学术背景，优异的专业成绩，以及（或）相关的工作经验，部分课程将有可能单独酌情考虑。
Please contact the China Recruitment Team for any questions on the above entry requirements. 如果您对录取要求有疑问，请联系伯明翰大学中国办公室 [email protected]

Holders of the Licenciado/Professional Title from a recognised Colombian university will be considered for our Postgraduate Diploma and Masters degrees. Applicants for PhD degrees will normally have a Maestria or equivalent.

Holders of a good bachelor degree with honours (4 to 6 years) from a recognised university with a upper second class grade or higher will be considered for entry to taught postgraduate programmes. Holders of a good Masters degree from a recognised university will be considered for entry to postgraduate research programmes.

Holders of a good Bacclaureus (Bachelors) from a recognised Croatian Higher Education institution with a minimum overall grade of 4.0 out of 5.0, vrlo dobar ‘very good’, or a Masters degree, will be considered for entry to postgraduate research programmes.

Holders of a Bachelors degree(from the University of the West Indies or the University of Technology) may be considered for entry to a postgraduate degree programme. A Class II Upper Division degree is usually equivalent to a UK 2.1. For further details on particular institutions please refer to the list below. Applicants for PhD level study will preferably hold a Masters degree or Mphil from the University of the West Indies.

Applicants for postgraduate research programmes should hold a good Bachelors degree from a recognised institution with a minimum overall grade of 6.5 out of 10, or a GPA of 3 out of 4, and will usually be required to have completed a good Masters degree to be considered for entry to postgraduate research programmes. Applicants with lower grades than this may be considered on an individual basis.

Holders of a good Bakalár from a recognised Czech Higher Education institution with a minimum overall grade of 1.5, B, velmi dobre ‘very good’ (post-2004) or 2, velmi dobre ‘good’ (pre-2004), or a good post-2002 Magistr (Masters), will be considered for entry to postgraduate research programmes.

Applicants for postgraduate research programmes should hold a good Bachelors degree from a recognised institution with a minimum overall grade of 7-10 out of 12 (or 8 out of 13) or higher for 2:1 equivalence and will usually be required to have completed a good Masters/ Magisterkonfereus/Magister Artium degree to be considered for entry to postgraduate research programmes. Applicants with lower grades than this may be considered on an individual basis.

Holders of the Licenciado or an equivalent professional title from a recognised Ecuadorian university may be considered for entry to a postgraduate degree programme. Grades of 70% or higher can be considered as UK 2.1 equivalent. Applicants for PhD level study will preferably hold a Magister/Masterado or equivalent qualification, but holders of the Licenciado with excellent grades can be considered.

Applicants for postgraduate research programmes should hold a Bachelors degree and a Masters degree, with a GPA of 3.0/4.0 or 75% from a recognised institution. Applicants with lower grades than this may be considered on an individual basis.

Holders of a good Bakalaurusekraad from a recognised university with a minimum overall grade of 4/5 or B, or a good one- or two-year Magistrikraad from a recognised university, will be considered for entry to postgraduate research programmes.

Students who hold a Masters degree with very good grades (grade B, 3.5/4 GPA or 85%) will be considered for Postgraduate Diplomas and Masters degrees.

Holders of a good Kandidaatti / Kandidat (old system), a professional title such as Ekonomi, Diplomi-insinööri, Arkkitehti, Lisensiaatti (in Medicine, Dentistry and Vetinary Medicine), or a Maisteri / Magister (new system), Lisensiaatti / Licenciat, Oikeustieteen Kandidaatti / Juris Kandidat (new system) or Proviisori / Provisor from a recognised Finnish Higher Education institution, with a minimum overall grade of 2/3 or 4/5, will be considered for entry to postgraduate research programmes.

Applicants for postgraduate research programmes should hold a should hold a Bachelors degree and will usually be required to have completed a Masters/Maîtrise with a minimum overall grade of 13 out of 20, or a Magistère / Diplôme d'Etudes Approfondies / Diplôme d'Etudes Supérieures Specialisées / Mastère Specialis, from a recognised French university or Grande École to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Holders of a Magister Artium, a Diplom or an Erstes Staatsexamen from a recognised university with a minimum overall grade of 2.5, or a good two-year Lizentiat / Aufbaustudium / Zweites Staatsexamen or a Masters degree from a recognised university, will be considered for entry to postgraduate research programmes.

Students who hold a Bachelor degree from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most taught Masters programmes require a minimum of an upper second class degree (2.1) with a minimum GPA of at least 3.0/4.0 or 3.5/5.0 Students who have completed a Masters degree from a recognised institution will be considered for PhD study.

Applicants for postgraduate research programmes should hold a good four-year Ptychio (Bachelor degree) with a minimum overall grade of 6.5 out of 10, from a recognised Greek university (AEI), and will usually be required to have completed a good Metaptychiako Diploma Eidikefsis (Masters degree) from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

4-year Licenciado is deemed equivalent to a UK bachelors degree. A score of 75 or higher from Universidad de San Carlos de Guatemala (USAC) can be considered comparable to a UK 2.1, 60 is comparable to a UK 2.2. Private universities have a higher pass mark, so 80 or higher should be considered comparable to a UK 2.1, 70 is comparable to a UK 2.2

The Hong Kong Bachelor degree is considered comparable to British Bachelor degree standard. Students with bachelor degrees awarded by universities in Hong Kong may be considered for entry to one of our postgraduate degree programmes.

Students with Masters degrees may be considered for PhD study.

Holders of a good Alapfokozat / Alapképzés or Egyetemi Oklevel from a recognised university with a minimum overall grade of 3.5, or a good Mesterfokozat (Masters degree) or Egyetemi Doktor (university doctorate), will be considered for entry to postgraduate research programmes.

Applicants for postgraduate research programmes should hold a Bachelors degree and will usually be required to have completed a Masters degree, with a 60% or higher for 2:1 equivalency from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Holders of the 4 year Sarjana (S1) from a recognised Indonesian institution will be considered for postgraduate study. Entry requirements vary with a minimum requirement of a GPA of 2.8.

Applicants for postgraduate research programmes should hold a Bachelors degree and a Masters degree, with a score of 14/20 or 70% from a recognised institution to be considered. Applicants with lower grades than this may be considered on an individual basis.

Applicants for postgraduate research programmes should hold a Bachelors degree and will usually be required to have completed a Masters degree from a recognised institution, with 100 out of 110 or higher for 2:1 equivalency from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Students who hold the Maitrise, Diplome d'Etude Approfondies, Diplome d'Etude Superieures or Diplome d'Etude Superieures Specialisees will be considered for Postgraduate Diplomas and Masters degrees (14-15/20 or Bien from a well ranked institution is considered comparable to a UK 2.1, while a score of 12-13/20 or Assez Bien is considered comparable to a UK 2.2).

Students with a Bachelor degree from a recognised university in Japan will be considered for entry to a postgraduate Masters degree provided they achieve a sufficiently high overall score in their first (Bachelor) degree. A GPA of 3.0/4.0 or a B average from a good Japanese university is usually considered equivalent to a UK 2:1.

Students with a Masters degree from a recognised university in Japan will be considered for PhD study. A high overall grade will be necessary to be considered.

Students who have completed their Specialist Diploma Мамаң дипломы/Диплом специалиста) or "Magistr" (Магистр дипломы/Диплом магистра) degree (completed after 1991) from a recognised higher education institution, with a minimum GPA of 2.67/4.00 for courses requiring a UK lower second and 3.00/4.00 for courses requiring a UK upper second class degree, will be considered for entry to postgraduate Masters degrees and, occasionally, directly for PhD degrees. Holders of a Bachelor "Bakalavr" degree (Бакалавр дипломы/Диплом бакалавра) from a recognised higher education institution, with a minimum GPA of 2.67/4.00 for courses requiring a UK lower second and 3.00/4.00 for courses requiring a UK upper second class degree, may also be considered for entry to taught postgraduate programmes.

Holders of a good Postgraduate Diploma (professional programme) from a recognised university or institution of Higher Education, with a minimum overall grade of 7.5 out of 10, or a post-2000 Magistrs, will be considered for entry to postgraduate research programmes.

Applicants for postgraduate research programmes should hold a Bachelors degree and a Masters degree, with a score of 16/20 or 80% from a recognised institution to be considered. Applicants with lower grades than this may be considered on an individual basis.

Holders of a Bachelors degree from a recognised university in Libya will be considered for postgraduate study. Holders of a Bachelors degree will normally be expected to have achieved score of 70% for 2:1 equivalency or 65% for 2:2 equivalency. Alternatively students will require a minimum of 3.0/4.0 or BB to be considered.

Holders of a good pre-2001 Magistras from a recognised university with a minimum overall grade of 8 out of 10, or a good post-2001 Magistras, will be considered for entry to postgraduate research programmes

Holders of a good Bachelors degree from a recognised Luxembourgish Higher Education institution with a minimum overall grade of 16 out of 20, or a Diplôme d'Études Supérieures Spécialisées (comparable to a UK PGDip) or Masters degree from a recognised Luxembourgish Higher Education institution will be considered for entry to postgraduate research programmes.

Students who hold a Masters degree will be considered for Postgraduate Diplomas and Masters degrees (70-74% or A or Marginal Distinction from a well ranked institution is considered comparable to a UK 2.1, while a score of 60-69% or B or Bare Distinction/Credit is considered comparable to a UK 2.2).

Holders of a Bachelors degree from a recognised Malaysian institution (usually achieved with the equivalent of a second class upper or a grade point average minimum of 3.0) will be considered for postgraduate study at Diploma or Masters level.

Holders of a good Bachelors degree from the University of Malta with a minimum grade of 2:1 (Hons), and/or a Masters degree, will be considered for entry to postgraduate research programmes.

Students who hold a Bachelor degree (Honours) from a recognised institution (including the University of Mauritius) will be considered for Postgraduate Diplomas and Masters degrees. Most taught Masters programmes require a minimum of an upper second class degree (2:1).

Students who hold the Licenciado/Professional Titulo from a recognised Mexican university with a promedio of at least 8 will be considered for Postgraduate Diplomas and Masters degrees.

Students who have completed a Maestria from a recognised institution will be considered for PhD study.

Applicants for postgraduate research programmes should hold a Bachelors degree, licence or Maîtrise and a Masters degree, with a score of 14/20 or 70% from a recognised institution to be considered. Applicants with lower grades than this may be considered on an individual basis.

Students with a good four year honours degree from a recognised university will be considered for postgraduate study at the University of Birmingham. PhD applications will be considered on an individual basis.

Applicants for postgraduate research programmes should hold a Bachelors degree and will usually be required to have completed a Masters degree, with 60-74% or higher for 2:1 equivalency from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Holders of a good Doctoraal from a recognised Dutch university with a minimum overall grade of 7 out of 10, and/or a good Masters degree, will be considered for entry to postgraduate research programmes.

Students who hold a Bachelor degree (minimum 4 years and/or level 400) from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most taught Masters programmes require a minimum of an upper second class degree (2.1) with a minimum GPA of at least 3.0/4.0 or 3.5/5.0

Applicants for postgraduate research programmes should hold a good Bachelors degree from a recognised institution with a minimum GPA of B/Very Good or 1.6-2.5 for a 2.1 equivalency, and will usually be required to have completed a good Masters, Mastergrad, Magister. Artium, Sivilingeniør, Candidatus realium or Candidatus philologiae degree to be considered for entry to postgraduate research programmes. Applicants with lower grades than this may be considered on an individual basis.

Applicants for postgraduate research programmes should hold a Bachelors degree and will usually be required to have completed a Masters degree, with a CGPA of 3.0/4 or higher for 2:1 equivalency from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Holders of a Bachelors degree from a recognised university in the Palestinian Territories will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved a GPA of 3/4 or 80% for 2:1 equivalency or a GPA of 2.5/4 or 70% for 2:2 equivalency.

Holders of the Título de Licenciado /Título de (4-6 years) or an equivalent professional title from a recognised Paraguayan university may be considered for entry to a postgraduate degree programme. Grades of 4/5 or higher can be considered as UK 2.1 equivalent. The Título Intermedio is a 2-3 year degree and is equivalent to a HNC, it is not suitable for postgraduate entry but holders of this award could be considered for second year undergraduate entry or pre-Masters. Applicants for PhD level study will preferably hold a Título de Maestría / Magister or equivalent qualification, but holders of the Título/Grado de Licenciado/a with excellent grades can be considered.

Holders of the Licenciado, with at least 13/20 may be considered as UK 2.1 equivalent. The Grado de Bachiller is equivalent to an ordinary degree, so grades of 15+/20 are required. Applicants for PhD level study will preferably hold a Título de Maestría or equivalent qualification.

Holders of a good pre-2001 Magister from a recognised Polish university with a minimum overall grade of 4 out of 5, dobry ‘good’, and/or a good Swiadectwo Ukonczenia Studiów Podyplomowych (Certificate of Postgraduate Study) or post-2001 Magister from a recognised Polish university with a minimum overall grade of 4.5/4+ out of 5, dobry plus 'better than good', will be considered for entry to postgraduate research programmes.

Holders of a good Licenciado from a recognised university, or a Diploma de Estudos Superiores Especializados (DESE) from a recognised Polytechnic Institution, with a minimum overall grade of 16 out of 20, and/or a good Mestrado / Mestre (Masters) from a recognised university, will be considered for entry to postgraduate research programmes.

Applicants for postgraduate research programmes should hold a good Bachelors degree from a recognised Romanian Higher Education institution with a minimum overall grade of 8 out of 10, and will usually be required to have completed a Masters degree/Diploma de Master/Diploma de Studii Academice Postuniversitare (Postgraduate Diploma - Academic Studies) or Diploma de Studii Postuniversitare de Specializare (Postgraduate Diploma - Specialised Studies) to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Holders of a good Диплом Специалиста (Specialist Diploma) or Диплом Магистра (Magistr) degree from recognised universities in Russia (minimum GPA of 4.0) will be considered for entry to taught postgraduate programmes/PhD study.

Students who hold a 4-year Bachelor degree with at least 16/20 or 70% will be considered for Postgraduate Diplomas and Masters degrees.

Students who hold a Maitrise, Diplome d'Etude Approfondies,Diplome d'Etude Superieures or Diplome d'Etude Superieures Specialisees will be considered for Postgraduate Diplomas and Masters degrees. A score of 14-15/20 or Bien from a well ranked institution is considered comparable to a UK 2.1, while a score of 12-13/20 or Assez Bien is considered comparable to a UK 2.2

Students who hold a Bachelor (Honours) degree from a recognised institution with a minimum GPA of 3.0/4.0 or 3.5/5.0 (or a score of 60-69% or B+) from a well ranked institution will be considered for most our Postgraduate Diplomas and Masters degrees with a 2:1 requirement.

Students holding a good Bachelors Honours degree will be considered for postgraduate study at Diploma or Masters level.

Holders of a good three-year Bakalár or pre-2002 Magister from a recognised Slovakian Higher Education institution with a minimum overall grade of 1.5, B, Vel’mi dobrý ‘very good’, and/or a good Inžinier or a post-2002 Magister from a recognised Slovakian Higher Education institution will be considered for entry to postgraduate research programmes.

Holders of a good Diploma o pridobljeni univerzitetni izobrazbi (Bachelors degree), Diplomant (Professionally oriented first degree), Univerzitetni diplomant (Academically oriented first degree) or Visoko Obrazovanja (until 1999) from a recognised Slovenian Higher Education institution with a minimum overall grade of 8.0 out of 10, and/or a good Diploma specializacija (Postgraduate Diploma) or Magister (Masters) will be considered for entry to postgraduate research programmes.

Students who hold a Bachelor Honours degree (also known as Baccalaureus Honores / Baccalaureus Cum Honoribus) from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most Masters programmes will require a second class upper (70%) or a distinction (75%).

Holders of a Masters degree will be considered for entry to postgraduate research programmes.

Holders of a Bachelor degree from a recognised South Korean institution (usually with the equivalent of a second class upper or a grade point average 3.0/4.0 or 3.2/4.5) will be considered for Masters programmes.

Holders of a good Masters degree from a recognised institution will be considered for PhD study on an individual basis.

Applicants for postgraduate research programmes should hold a Bachelors degree and will usually be required to have completed a Masters degree, with 7 out of 10 or higher for 2:1 equivalency from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Applicants for postgraduate research programmes should hold a Bachelors degree and will usually be required to have completed a Masters degree, with 60-74% or a CGPA 3.30/4.0 or higher for 2:1 equivalency from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Holders of a good Kandidatexamen (Bachelors degree) or Yrkesexamen (Professional Bachelors degree) from a recognised Swedish Higher Education institution with the majority of subjects with a grade of VG (Val godkänd), and/or a good Magisterexamen (Masters degree), International Masters degree or Licentiatexamen (comparable to a UK Mphil), will be considered for entry to postgraduate research programmes.

Holders of a good "PostGraduate Certificate" or "PostGraduate Diploma" or a Masters degree from a recognised Swiss higher education institution (with a minimum GPA of 5/6 or 8/10 or 2/5 (gut-bien-bene/good) for a 2.1 equivalence) may be considered for entry to postgraduate research programmes.

Applicants for postgraduate research programmes should hold a Bachelors degree and a Masters degree, with a GPA of 3.0/4.0, 3.5/5 or 75% from a recognised institution to be considered. Applicants with lower grades than this may be considered on an individual basis.

Holders of a good Bachelor degree (from 75% to 85% depending upon the university in Taiwan) from a recognised institution will be considered for postgraduate Masters study. Holders of a good Masters degree from a recognised institution will be considered for PhD study.

Students who hold a Bachelor degree from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most taught Masters programmes require a minimum of an upper second class degree (2.1) Students who have completed a Masters degree from a recognised institution will be considered for PhD study.

Holders of a good Masters degree from a recognised institution will be considered for entry to our postgraduate research programmes.

Holders of a good Masters degree or Mphil from a recognised university will be considered for entry to postgraduate research programmes.

Students with a Bachelors degree from the following universities may be considered for entry to postgraduate programmes:

Ateneo de Manila University - Quezon City
De La Salle University - Manila
University of Santo Tomas
University of the Philippines - Diliman

Students from all other institutions with a Bachelors and a Masters degree or relevant work experience may be considered for postgraduate programmes.

Grading Schemes

1-5 where 1 is the highest 2.1 = 1.75 2.2 = 2.25

Out of 4.0 where 4 is the highest 2.1 = 3.0 2.2 = 2.5

Letter grades and percentages 2.1 = B / 3.00 / 83% 2.2 = C+ / 2.5 / 77%

Holders of a postdoctoral qualification from a recognised institution will be considered for PhD study. Students may be considered for PhD study if they have a Masters from one of the above listed universities.

Holders of a Lisans Diplomasi with a minimum grade point average (GPA) of 3.0/4.0 from a recognised university will be considered for postgraduate study at Diploma or Masters level.

Holders of a Yuksek Diplomasi from a recognised university will be considered for PhD study.

Students who hold a Bachelor degree from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most Masters programmes will require a second class upper (2.1) or GPA of 3.5/5.0

Applicants for postgraduate research programmes should hold a good Bachelors degree / Диплом бакалавра (Dyplom Bakalavra), Диплом спеціаліста (Specialist Diploma) or a Dyplom Magistra from a recognised Ukrainian higher education institution with a minimum GPA of 4.0/5.0, 3.5/4, 8/12 or 80% or higher for 2:1 equivalence and will usually be required to have completed a good Masters degree to be considered for entry to postgraduate research programmes. Applicants with lower grades than this may be considered on an individual basis.

The University will consider students who hold an Honours degree from a recognised institution in the USA with a GPA of:

2.8 GPA (on a 4.0 scale) for entry to programmes with a 2:2 requirement
3.2 GPA (on a 4.0 scale) for entry to programmes with a 2:1 requirement

Please note that some subjects which are studied at postgraduate level in the USA, eg. Medicine and Law, are traditionally studied at undergraduate level in the UK.

Holders of the Magistr Diplomi (Master's degree) or Diplomi (Specialist Diploma), awarded by prestigious universities, who have attained high grades in their studies will be considered for postgraduate study. Holders of the Fanlari Nomzodi (Candidate of Science), where appropriate, will be considered for PhD study.

Holders of the Licenciatura/Título or an equivalent professional title from a recognised Venezuelan university may be considered for entry to a postgraduate degree programme. Scales of 1-5, 1-10 and 1-20 are used, an overall score of 70% or equivalent can be considered equivalent to a UK 2.1. Applicants for PhD level study will preferably hold a Maestria or equivalent qualification

Holders of a Bachelors degree from a recognised Vietnamese institution (usually achieved with the equivalent of a second class upper or a grade point average minimum GPA of 7.0 and above) will be considered for postgraduate study at Diploma or Masters level. Holders of a Masters degree (thac si) will be considered for entry to PhD programmes.

Students who hold a Masters degree with a minimum GPA of 3.5/5.0 or a mark of 2.0/2.5 (A) will be considered for Postgraduate Diplomas and Masters degrees.

Students who hold a good Bachelor Honours degree will be considered for Postgraduate Diplomas and Masters degrees.

Our academic staff have wide research interests and these are detailed below. Joint supervision is generally standard, and we can provide this with other departments/Schools.

Social care; Older people; Preventative services; Health sociology; Experiences of illness; Long-term conditions Contact: Kerry Allen , Lecturer.
Health policy; Medical professionalism; Health inequality; Policy implementation Contact: Mark Exworthy , Professor of Health Policy and Management
Health sociology; Complementary and alternative medicine; Community-based health care workforce (e.g. pharmacy, outreach workers, health trainers, health visitors, community nursing, midwifery); Health risks and public health; Primary care workforce (GPs, nursing, receptionists, practice managers) Contact: Nicola Gale , Senior Lecturer
Inter-agency health and social care; Direct payments and individual budgets; Community Care Contact: Jon Glasby , Professor of Health and Social Care and Head of School of Social Policy
Organisational aspects of quality and safety, including cultures, incentives and policies Contact: Russell Mannion , Professor of Health Systems
Health system and service reform; Board governance; Social enterprise Contact: Ross Millar , Lecturer
Integration; Working across third and statutory sectors; Change management Contact: Robin Miller , Senior Fellow
Social care; Co-production; Personalisation; Public sector workforce; Interpretive policy analysis Contact: Catherine Needham , Reader in Public Policy and Public Management
Health and social care policy; Mental health transformation; Equalities; Patient and public involvement; Advocacy and service user involvement; Commissioning for mental health and wellbeing Contact: Karen Newbigging , Senior Lecturer in Healthcare Policy and Management
Welfare regimes; History of health policy; Geography of public service provision; Theoretical Developments in the Welfare State; Public Sector Partnerships; Equality in the Welfare State; Decentralisation of public provision; Consumerism and Citizenship; Health care workforce issues Contact: Martin Powell , Professor of Health and Social Policy
Health purchasing and commissioning; Primary care policy and management; Integrated care/older people's care; International comparisons in health policy and organisation; Evaluations of policy and practice interventions in health care Contact: Judith Smith , Professor of Health Policy and Management and Director of Health Services Management Centre
Resource allocation in health care; Priority setting; Decommissioning in health care; Population decision making in health care Contact: Iestyn Williams , Reader in Health Policy and Management

There are nine libraries supporting your learning through access to one of the biggest research library facilities in the UK. Open access computing facilities are widely available across campus.

Postgraduate programmes are taught at Park House which is a short walk from the centre of the University campus and provides a comfortable and well-appointed study environment. Facilities include:

An on-site administrative team
Well-equipped classrooms
There are a number of libraries supporting your learning through access to one of the biggest research library facilities in the UK.
Open access computing facilities are widely available across campus.

Assessment Methods

The MPhil requires a thesis of 60,000 words, while the PhD thesis is 80,000 words in length.

If I gain a postgraduate research degree in this area, what are my career prospects?

The skills you will gain from studying in the School are highly sought after in most jobs or professions, as you will develop analytical skills and the ability to gather, assess and interpret data, all of which require clear and logical thinking. Birmingham's School of Social Policy postgraduates enter a wide range of occupational sectors: the majority in the public sector in areas but others including events, sales administration and education. Many graduates also opt to continue in academia.

What type of career assistance is available to doctoral researchers in this department?

The College of Social Sciences, to which the School of Social Policy belongs, has specially designated careers advisors and careers consultants who can provide guidance for doctoral researchers on career paths, CVs, training opportunities, application and interviews. The University’s central Careers’ Service also runs workshops and offers personally tailored advice and guidance including 1-1 careers advice, 1-1 CV advice. The Career’s Service also runs CV writing workshops especially for postgraduates in the College of Social Sciences, giving advice on how to compile CVs for both employment and for academic roles.

The University also has dedicated careers advisors for International students who run workshops and networking opportunities with potential employers. These are especially popular with International postgraduate researchers.

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PHD Health and Social Care
Health and social care management

Health and Social Care

Study for a higher degree by research in our Research Centre which undertakes world-class, multidisciplinary applied health and social care research that has real-world impact.

Everything you need to know...

What is the fee.

Home: £4,786 per year International/EU: £17,205 per year

How long will I study?

Where will i study.

Collegiate Campus

When do I start?

October 2024 February 2025 May 2025

Course summary

Develop specialist research knowledge and skills
Complete an independent research programme
Acquire high-level transferable skills that will equip you for your future career

You’ll be based in the Applied Health and Social Care Research Centre. The impact of our research is recognised as internationally excellent in the recent Research Excellence Framework 2021. The research methods training and specialist research skills will equip you to undertake real-world applied research. You’ll receive supervision from a team of active researchers working within one of our research groups and will benefit from joining our vibrant Postgraduate research community.

How you learn

All our courses are designed around a set of key principles based on engaging you with the world, collaborating with others, challenging you to think in new ways, and providing you with a supportive environment in which you can thrive.

As a postgraduate research student, you’ll follow an independent programme of study under the supervision of a team of leading academics with extensive experience of undertaking high quality research and academic scholarship. Supervision principally takes places through regular meetings, either face to face or using remote communication, between doctoral researchers and their supervisory teams. Our policies and support structures ensure that supervision is of the highest quality.

You’ll have access to a wide range of training opportunities to help you work towards your research degree. This includes:

A programme of university wide doctoral training sessions.
A programme of workshops and research support sessions delivered by the Health Research Institute postgraduate research team.
Specialist research training and skills development relevant to your research project.
A range of research seminar series provided within the Health Research Institute, Research Centres and across the university.
Peer discussions and support as part of a postgraduate research community.
Multiple opportunities to present your work at local, national and international conferences.
Financial support to attend academic conferences, networking opportunities and training events.

Course leaders and tutors

Sionnadh McLean

Sionnadh is a Reader in Physiotherapy in the Allied Health Professions Department. She is the MSc Manual Therapy course leader, and teaches across the physiotherapy … Read more

Applied learning

You’ll be part of an active research community in the Applied Health and Social Care Research Centre (AHSRC), the Health Research Institute and the wider university. Our Research Centre vision is to deliver world leading applied research which impacts individuals, communities, populations and the health and social care workforce. We conduct applied health and social care research that addresses complex challenges and leads to improvements in people’s health and wellbeing through enhancements in diagnosis, treatment, rehabilitation, care and service user experience. Our Centre researchers have extensive experience in patient, public and service user involvement, and in the co-design of research. In parallel, our research informs the development of the health and social care workforce, ensuring their roles are appropriate for the demands of an evolving health and social care sector. Much of our research is conducted in partnership with health and social care providers and industry, involving multidisciplinary collaborations across the university and with external national and international academic partners.

Your research will be closely aligned with one of the research groupings within the AHSRC. These are:

Maternal, child and family health and social care
Ageing and long term conditions
Technology, data and digital innovations
Health and social care organisation and workforce

There are multiple opportunities for you to be involved in a wide range of academic activities including teaching and knowledge exchange over the course of your programme, enabling you to further expand and enhance your knowledge and skills acquisition.

Future careers

Research degrees are a vital qualification for most academic and research careers. The research training and the high-level transferable skills you’ll acquire are highly desirable across all sectors and will be a valuable asset whatever your career.

Our postgraduate research programmes have prepared previous students for careers in

health and social care education
healthcare research
clinical and professional leadership
engagement in strategic organisations

You study at Collegiate Campus through a structured mix of lectures, seminars and practical sessions as well as access to digital and online resources to support your learning.

Collegiate campus

Collegiate Campus can be found just off Ecclesall Road, a bustling student district.

Collegiate Campus map | Campus facilities

Collegiate Crescent Sheffield S10 2BP

Collegiate library

Collegiate Library can be found just off Ecclesall Road. It's open 24 hours a day, every day.

Equipment and facilities

You’ll have access to excellent facilities and learning resources as well as a dedicated postdoctoral office space which promotes vibrant discussion and collaboration.

You’ll also have access to our state-of-the-art specialist equipment which supports a wide range of research activities. The equipment is located on the Collegiate Crescent campus and within the Advanced Wellbeing Research Centre which is part of the Sheffield Olympic Legacy Park.

The specialist facilities you’ll work with include

diagnostic imaging suites
clinical assessment and rehabilitation rooms
a wide range of simulation equipment and resources
high specification digital technology

Entry requirements

All students, additional information for eu/international students.

All applicants should hold a strong undergraduate degree (2.1 or above) and/or a relevant masters qualification (or expectation of the same).

All applicants must submit a completed postgraduate application form including a 1500 word research proposal.

You are encouraged to find out more about our staff and their current research to inform the development of your research proposal and to ensure it aligns with our research themes. Before submitting your proposal, please contact the member(s) of staff listed against the relevant research theme.

Applicants are required to give a short 10–15 minute presentation followed by an interview. Interview panel members will include the head of research degrees for the relevant research area or centre, a local postgraduate research tutor and a prospective director of studies.

Where English is not your first language, you must show evidence of English language ability to the following minimum level of proficiency: an overall IELTS score of 7.0 or above, with at least 6.5 in each component or an accepted equivalent. Please note that your test score must be current, i.e. within the last two years.

If you are an International or non-UK European student, you can find out more about the country specific qualifications we accept on our international qualifications page.

For details of English language entry requirements (IELTS), please see the information for 'All students'.

Fees and funding

Home students, international students.

Our tuition fee for UK postgraduate research students starting full-time study in 2024/25 is £4,786 per year. An additional bench fee may also be charged for this course, depending on the nature of your project and requirements for specialist facilities. Information on whether a bench fee is chargeable can be provided by the relevant Research Institute, and will be confirmed in your offer letter.

If you are studying an undergraduate course, postgraduate pre-registration course or postgraduate research course over more than one academic year then your tuition fees may increase in subsequent years in line with Government regulations or UK Research and Innovation (UKRI) published fees. More information can be found in our terms and conditions under student fees regulations.

Our tuition fee for International/EU postgraduate research students starting full-time study in 2024/25 is £17,205 per year. An additional bench fee may also be charged for this course, depending on the nature of your project and requirements for specialist facilities. Information on whether a bench fee is chargeable can be provided by the relevant Research Institute, and will be confirmed in your offer letter.

Doctoral student loans

Up to £25,700 available to help you while you study a postgraduate doctoral course.

Additional course costs

This link allows you to view estimated costs associated with the main activities on specific courses. These are estimates and, as such, are only an indication of additional course costs. Actual costs can vary greatly depending on the choices you make during your course.

Legal information

Any offer of a place to study is subject to your acceptance of the University’s Terms and Conditions and Student Regulations .

How do I apply?

You apply for this course via our online application form.

Apply for February 2025
Apply for May 2025
Apply for October 2024

You can also use the application form above to apply for future years of entry.

Not ready to apply just yet?

Why not come to our next open day? Open days are the perfect place to talk to staff and students, visit our campuses and get all the information you need. Alternatively, feel free to ask us a question.

Why choose us?

Home students can access a non-repayable maintenance grant of at least £5,000 per year, eligibility applies

We are one of the largest training providers of health and social care in the UK, giving you access to cross-discipline learning

98% of our health and social care students are in work or further study fifteen months after graduating

Where next?

Find out more about Sheffield Hallam's postgraduate opportunities and community.

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Come to an open day

You can chat to teaching and admissions staff, view our facilities and learn more about your funding options.

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Receive emails about postgraduate study, including application reminders and alerts for open days.

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Information for international students

Information for international students including entry requirements by country and funding.

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Health Sciences

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Research degree programmes

Select your desired study option, then pick a start date to see relevant course information:

Start date:

If your desired start date is not available, try selecting a different study option.

Why study Global Health with us?

What our students say…

The staff members that I encountered were warm, welcoming and supportive of my studies. The relatively small size of the University’s postgraduate school created a close family/communal environment for both staff and students. This provided a good support system as I could quickly grow acquainted with the postgraduate team and other Doctoral research candidates.

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European Institute for Person-Centred Health and Social Care

The Centre looks at newer models of care that are personalised, integrated and contextualise for chronically ill patients.

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World-leading Research

The University of West London has been recognised by the Government's Research Excellence Framework (REF) for its exceptional research work.

You will have a supervisory team made up of a Director of Studies with expertise in your chosen field, a further supervisor and, where appropriate, an additional adviser. Your research will be judged through the presentation of a thesis or artefact and a viva voce for academic assessment. We provide a stimulating and supportive environment where you will benefit from:

peer feedback and discussion
a series of master-classes and lectures from industry figures
support by a supervisor and second supervisor suited to your project.

About PhD study

This course is available for you to study either on a full-time or part-time basis and you have the flexibility to switch should you need to.

A PhD is founded on independent research. You will undertake a systematic and in-depth exploration of your chosen topic to produce a substantial body of knowledge and make an original and important contribution to the subject area.

The support provided by your supervisory team will be vital to your student experience and scholarly advancement. You and your supervisors will have regular one-to-one meetings which will provide you with opportunities to develop your research topic and discuss your progress.

College of Nursing, Midwifery and Healthcare Research Centres

Our College is closely involved with two centres:

The Richard Wells Research Centre

The The Richard Wells Research Centre conducts primary research, undertaking development and review through its work as an internationally accredited centre for evidence-based practice.

Our European Institute for Person-Centred Health and Social Care looks at newer models of care that are personalised, integrated and contextualise for chronically ill patients who need more comprehensive forms of assistance.

Our research record

View our academic journal 'New Vistas' to see the work of students and academics who are making an impact both locally and globally through their research findings.

Based in the heart of Ealing, west London, you can make use of the excellent transport links to travel to the the capital or further afield - ideal for attending research meetings and networking events.

Got a question?

If you would like guidance or more information about studying for a research degree, you can contact Professor Heather Loveday .

To enable you to enhance your professional profile, we support you throughout your research degree by:

providing research seminars
organising doctoral events and activities
facilitating networking and collaboration opportunities
encouraging and supporting publication and dissemination of your research
offering opportunities to gain teaching expertise and experience.

We provide structured research training, expert supervision, and an environment where you can discuss your research with other PhD students and researchers.

We run seminars in research methods from the Graduate Centre, as well as an ongoing series of events and activities organised by Schools and Colleges. Specialist help with academic English for students for whom English is not their first language is available.

Rami Ranger House (Postgraduate Student Centre)

Postgraduate and International Student Centre is a new focal point for the university’s postgraduate and international students, providing dedicated space for social and learning interaction.

This building, which is three storeys high, offers spaces for collaborative working, socialising, supervision and mentoring on the ground floor. The first floor has work spaces for the postgraduate support teams to use while the second floor provides guest accommodation for visiting scholars.

The Paul Hamlyn Library

The Paul Hamlyn Library provides an extensive range of books, journals and digital resources, PC and Mac workstations and a variety of study spaces. Find out more about what the Paul Hamlyn Library has to offer .

We contribute to national and international initiatives and promote collaboration and networking opportunities. We also encourage and support you to publish and disseminate your research in academic journals and via presenting papers at conferences.

We run an annual conference for doctoral students, where you are encouraged to present a paper about your research. As well as being an opportunity to discuss your work with other students, the conference is a chance to gain valuable experience in presenting your research and participating in open discussions with academic peers.

You will also find other opportunities such as postgraduate student seminars and forums within your specific subject area.

Once you start a PhD course at UWL, you become part of our research community. You will have access to a postgraduate common room, located at our Ealing campus on St Mary’s Road, where you will meet fellow researchers from other subject disciplines offering scope for collaborations or simply to discuss ideas, allowing you to be part of a vibrant research environment.

Requirements: UK
Requirements: International

The minimum entry requirements for a research degree are:

a good first degree (First Class or Upper Second Class), or equivalent qualification in a relevant field
a Masters Degree (MA, MSc, MBA or MRes) with Merit, or equivalent postgraduate or research experience.

We look for students with:

a passion for their chosen subject.

You will also have a well thought through and persuasive proposal.

Competence in written and spoken English is a pre-requisite for entrance to this programme. An IELTS (International English Language Testing System) score of 6.5 (with no element under 6.0).

Fees & funding

Funding: UK
Funding: International

The fee above is the cost per year of your course.

If your course runs for two years or more, you will need to pay the fee for each academic year at the start of that year. If your course runs for less than two years, the cost above is for your full course and you will need to pay the full fee upfront.

Government regulation does affect tuition fees and the fees listed for courses starting in the 2025/26 academic year are subject to change.

If no fee is shown above then the fees for this course are not available yet. Please check again later for updates.

Funding your studies

Funding for postgraduate students usually comes from one or more of a range of key sources:

research councils
charities and trust funds, including those funded by the UK government
higher Education institutions
overseas governments (international students only)
professional and career development loans
self-funding (including family funds).

Find out more about funding opportunities. Examples of most of these types of funding are included on the postgraduate studentships website , (with the exception of funding you may be able to obtain from your employer and self-funding).

Bursaries and scholarships

We offer generous bursaries and scholarships to make sure your aspirations are your only limit. See our PhD scholarships , scholarships and bursaries .

For any overseas students, your first port of call should be grant-awarding bodies in your own country (eg The Ministry / Department of Education) and your local (or nearest) office of the British Council.

The British Council manage a small number of international studentship grants in some countries and should be able to tell you what other awards may be available to you - they also produce the Sources of funding for international students guide.

Supervisors

Dr minakshi bhardwaj.

Dr Obed Brew

Professor Hafiz T.A. Khan

Hafiz Khan has a beard and glasses, and is wearing a black suit.

Professor Muili Lawal

Professor Kay Mafuba

Professor Hermine Mkrtchyan

Dr Oliver Mudyarabikwa

Professor Rowan Myron

Dr Salim Vohra

Dr Amalia Tsiami

Dr Claire Anderson

Study & career progression

A PhD degree in Global Health opens up an array of career opportunities both in academia and as a professional within the health sector.

Many students go on to pursue an academic career, following the PhD with postdoctoral study, then a fellowship or lectureship.

After completion of the PhD you can enter governmental departments, UN agencies, NGOs, National Institutes of Health (NIH) or Centers for Disease Control (CDC).

You could pursue a career as a:

policy analyst
epidemiologist
medical analyst
programme manager and advisor
health scientist
public health advisor
field consultant
disaster relief support officer.

How to apply

How to apply: UK
How to apply: International

To apply for one of our research courses, click the green 'apply now' link shown below to complete an online application form. You will need to attach the following documentation to your online application form:

research proposal outline (5000 words maximum)
transcript of your highest qualification.

The research proposal outline, or statement of research interests, enables us to assess your suitability for higher degree work including:

viability of the topic as a research study
the most appropriate supervisor(s) to be appointed.

Click here for more information on applying for a PhD.

Apply for this course

Next steps after making your application.

We aim to make a decision on your application as quickly as we can. If we need any more information about your qualifications, we will be in touch.

In the meantime, come and visit us and find out more about what studying at UWL is like. Sign up for an open day or join a campus tour .

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UCL School of Management

University college london, phd in management.

Start date: September 2024 Duration: 5 years (1 year MRes + 4 years PhD) Fees: We offer fully funded scholarships to all admitted students Application deadline: 01 February 2024 (17:00 UK time). A late submission window closes on 05 April 2024 (17:00 UK time), although we encourage you to apply early as places are limited and applications are subject to close sooner if places are filled. Entry: Minimum of a first class bachelor’s degree or equivalent in a relevant discipline. International students, please note that UCL’s English language requirement for this programme is a ‘ Level 1 ’ (IELTS and TOEFL are the preferred test, however others on the UCL recognised test list will be accepted if required) - further details regarding this can be found on the UCL English Language Requirements page.

PhD students pursue their studies in one of the Operations & Technology, Strategy & Entrepreneurship, Marketing & Analytics, and Organisations & Innovation groups. All four groups offer a unique education and research experience to a small number of highly motivated students, with the intent of preparing them for scholarly careers at the highest level.

UCL Library with Flaxman Gallery reflected in the window

PhD studies in Operations and Technology

Across the different research themes , there is a shared interest in management science, operations management and business technologies. Topics of interest include R&D management, innovation and new product development, service systems, supply chain management and healthcare operations. For candidates in this area, a degree in engineering (e.g. industrial, electrical, computer, mechanical etc), economics, mathematics, statistics or operational research is preferred.

PhD studies in Strategy and Entrepreneurship

S&E faculty research focuses on understanding what makes firms successful, how they cope with a complex and dynamic environment, and what leads to new business formation and growth. Doctoral training involves close collaboration between the doctoral student and faculty members on shared research interests, coursework at UCL and other institutions, and independent research. Doctoral students also benefit from the S&E group’s collaborative research community, a lively program of research speakers from other institutions, and links with researchers worldwide. Topics of interest include digitization, big data analytics, machine learning, information environment, platform ecosystems, new organisational forms, learning, innovation, competition, interorganisational relationships, corporate strategy, entrepreneurial strategy, entrepreneurship for development, social innovation.

PhD studies in Marketing and Analytics

Topics of interest in this group include branding, retailing, advertising, pricing, product development, marketing channels, business marketing, marketing strategy and e-commerce. The researchers in this group use diverse quantitative methodologies that include big data analytics, regression analysis, choice models, field experiments and Bayesian econometrics.

PhD studies in Organisations and Innovation

O&I faculty research focuses on understanding individual and team outcomes within organisations. Group members engage with a variety of perspectives and approaches including network research, experiments and ethnographies. There is a shared interest in the topics of creativity, innovation, social networks and diversity. For applicants to the PhD programme, prior training in social science (e.g. social psychology, sociology or economics) is highly relevant.

PhD studies in Financial Economics

Our MRes and PhD Programme in Financial Economics with UCL’s Department of Economics now has more information about how to apply and what you can expect from the programme on a brand new programme page, please see the specific entry requirements and programme structure here .

PhD Structure

The programme typically consists of five years of full-time study, starting with one year of modules registered as MRes. These modules are typically advanced postgraduate modules to provide rigorous methodological training to prepare students for their PhD research. Along with the School’s modules, students typically take some of these from other UCL departments (e.g., Economics, Psychology, Sociology, Anthropology), the London Business School, Bayes Business School, and Imperial College Business School.
In addition to methods modules, students also undertake a first-year research project under the tutoring and supervision of a faculty member later in the MRes year (Term 3 + Summer period).
Progression from MRes to PhD is not automatic . Superior performance in taught modules and independent, original research is required for progression from MRes to PhD.
Our highly selective and small-sized PhD programme ensures that each student receives personal attention and guidance from our faculty members throughout their doctoral study. The close mentorship process forms the foundations of a successful academic career.
We expect our PhD graduates to have as their goal an academic career as a faculty member in a top business school or engineering department of a world-class university
PhD applications are reviewed once a completed application form has been submitted online .

Students take a total of 180 credits in the MRes year. This is made up of the MRes Research Project:

MSIN0135 - MRes Research Project: 8,000-10,000 words . 105 credits.

Students take 75 credits of taught modules, of which the following three are compulsory modules:

MSIN0131 - Research Presentation and Critical Writing Skills . 15 credits
MSIN0132 - Seminar in Organisation Theory . 15 credits
MSIN0240 - Designing Management Research Projects. 15 credits

Finally, students choose elective modules (15 credits each) among those offered by the School of Management, other UCL Departments (e.g., Economics, Psychology), and partner universities in London.

Students can take additional (non-credit) modules at UCL and our partners schools in the remaining years to complement their learning, but there is no requirement to take modules after the MRes year.

The programme is delivered through a combination of lectures, seminars, and class discussion based on case studies and other activities. Student performance is assessed through simulations, presentations, coursework, group projects, class participation, and examinations.

Students typically study 3 compulsory modules over Terms 1 and 2. Students will also typically study 2 optional modules which may take place in Terms 1, 2 or 3. Students will also undertake a substantial research project, which would usually be undertaken over Terms 2 and 3.

Each taught module is delivered over 10 weeks, with 3 contact hours per week comprising lecture content and interactive components.

In addition, students typically spend approximately 6-8 hours a week for each module on assessment and independent study to further develop the skills and knowledge covered in lectures and seminars. The total number of weekly hours will vary according to the weekly activities being undertaken.

Why choose us

What our students say:.

‘The UCL School of Management PhD programme is designed to provide students with skills that lead to academic excellence. Candidates are part of a dynamic and vibrant group and benefit from the programme’s flexibility, as they can choose from a wide range of disciplines. The frequent cooperation with world-leading faculty members enhances our knowledge and skills and ultimately leads to high-quality research output, laying the foundations for a subsequent successful academic career.’

UCL School of Management has forged a reputation for world-leading research in management studies with 95% of the School’s research deemed to be world-leading or internationally excellent, the second highest percentage of any business school in the UK, according to the 2021 REF.

VIDEO LIBRARY

Applications

Applying for our mres/phd programme.

Entry requirements and admissions criteria:

We seek to recruit highly motivated, ambitious students with strong educational backgrounds. The ideal candidate will have a first-class Bachelor’s degree from the UK or an overseas qualification of equivalent standard from a leading university. We encourage students from a wide variety of backgrounds (e.g, engineering, economics, business, mathematics/statistics, psychology, sociology, and anthropology, among others) to apply to our programme. Also, notice that a Master’s or graduate level degree is not required for admission, you can apply with only an undergraduate (e.g. bachelors) degree.

In your personal statement you are expected to suggest one or more faculty members as potential supervisors. On the application form you may see that it states that it is preferred that you contact potential supervisors beforehand – you do not need to do so. In fact, applicants are discouraged from randomly contacting individual faculty members or potential supervisors when applying to our programme. All applications are first evaluated by a joint admissions committee, so contacting potential supervisors separately will not increase your chances.

All MRes/PhD applicants are normally expected to take either a GMAT test or GRE test (UCL’s institution code is 3344, but also make sure you include a scanned copy of your test result on your online application), although the School has no minimum score requirements.

We also require you to submit IELTS or TOEFL scores if English is not your first language. Our School requires a “Level 1” English qualification which corresponds to:

IELTS: Overall grade of 6.5 with a minimum of 6.0 in each of the sub-tests.
TOEFL: Score of 92, plus 24/30 in the reading and writing subtests and 20/30 in the listening and speaking subtests.

Application Deadline

The application window closes 01 February 2024 (17:00 UK time) and a late submission window closes on 05 April 2024 (17:00 UK time). We advise those interested in the programme to apply before 01 February 2024, as those applying in the late submission window will only be considered if there are still places remaining.

Application Procedure

Apply via UCL Postgraduate Admissions System here . When starting the application, you must select the MRes option. In addition to filling out the online application form, please upload a copy of the following documents:

Official Transcripts of Grades / Course marks
A 2-3 page personal statement or research proposal* that clearly indicates: (i) which research group you are interested in (i.e., Organisations & Innovation, Strategy & Entrepreneurship, Marketing & Analytics or Operations & Technology, (ii) your research interests and preliminary research ideas, (iii) potential faculty member(s) you may want to work with (this is a suggested list, you don’t need to contact potential supervisors beforehand), and (iv) your motivation to do a PhD.
Your GRE / GMAT score report**
Your IELTS/TOEFL score report, if English is not your first language.

* While submission of a full research proposal is not required, you can send us one if you have already written it up.

** You can submit your application even if you don’t have a GRE/GMAT score —simply indicate when you plan to take the test. Funding/Scholarships

We offer fully funded five year MRes/PhD scholarships in the UCL School of Management to all admitted students. The scholarship is open to all nationalities. It covers all tuition fees, and includes an annual stipend of £25,000, which is tax-free.

Additional costs

This programme does not have any compulsory additional costs outside of purchasing books or stationery, printing, thesis binding or photocopying.

Students may have the opportunity to participate in conferences in the UK and internationally. The UCL School of Management provides MRes/PhD students with an annual budget for conferences, which students will use to cover the travel, accommodation, food and other costs whilst at conferences, in line with UCL’s expenses policy.

Apply today

For queries about the MRes/PhD Programme that are not addressed on our web pages, please contact [email protected] .

Frequently Asked Questions about the UCL School of Management MRes/PhD Programme

Programme Information

Application process, admissions requirements, further information.

If you have any other questions regarding the programme that are not addressed on our web pages please email the programme team ( [email protected] )

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Healthcare Management

This programme starts in September, we also provide a January start so you can study at the time that is right for you.

This programme is also available with an Internationally Incorporated Masters (IIM) specifically designed for the needs of international students.

Accreditation

Key information

Duration 1 year full-time
Start date September
Location Medway

Contemporary Healthcare Management faces enormous challenges and requires leaders that provide effective management and oversight of healthcare organisations. The healthcare managers of tomorrow not only need to provide strong leadership, they need to consider healthcare globally, with a focus on a holistic approach, inclusivity, sustainability and communication. Through a focus on these key issues, and a strong data-driven approach, our MSc Healthcare Management students are ready to step into the sector and effect change in the places they want to see it.

Our CMI-accredited MSc Healthcare Management course is taught by international experts and enables you to get to grips with strategy and leadership alongside the study of healthcare. You’ll learn about corporate strategy and performance measurement, finance and accounting, marketing management and leadership. You will also gain a detailed insight into key topics such as global sustainability in healthcare, managing integrated healthcare systems and providing an inclusive service. You will end your Master's with a detailed report with the support of a dedicated expert supervisor, a strong basis to kickstart your career.

Our Healthcare Management programme is designed to work for both current healthcare professionals looking to get ahead in their career, or those wanting to switch lanes and jump into a new field. Graduates typically find work across many realms of the NHS and private healthcare institutions. They also go on to work in general management and consultancy both overseas and in the UK in a wide range of companies and organisations. Our global approach and CMI accreditation means you can take your expertise into any area of the world you want, effect change, and embrace a successful, global career.

Reasons to study MSc Healthcare Management at Kent

Leader in the field: Kent Business School is a ‘Triple Crown’ accredited business school placing us in the top 1% of business schools globally to be accredited by AMBA, EQUIS and AACSB
An international hub: You’ll be part of a supportive, diverse community at our Medway campus, just 40 minutes from London
Kickstart your career: You can increase your career prospects through an Industrial Placement or In-Company Student Consultancy Project , or even transform your idea into a business through the Business Start-Up Journey with ASPIRE
Supporting student success: You’ll gain access to employability support from enrolment up to 3 years after graduation at the historic Rochester Cathedral
Set your own pace: Get fully qualified in just 12 months and make rapid progress in your career to realise your ambitions.

Kent Business School is among the top 1% of ‘triple crown’ business schools worldwide following its European Quality Improvement System (EQUIS) accreditation from the European Foundation for Management Development (EFMD).

The ‘Triple Crown’ involves awards by the three leading business school accreditation organisations – EQUIS, The Association to Advance Collegiate Schools of Business (AACSB) and The Association of MBAs (AMBA).

Everything you need to know about our Healthcare Management course

Entry requirements, course structure, how you'll study.

A minimum of a second-class UK degree, or an equivalent internationally recognised qualification in a variety of subject areas is accepted for entry into this course.

All applicants are considered on an individual basis and additional qualifications, professional qualifications and relevant experience may also be taken into account when considering applications.

Please see our International Student website for entry requirements by country and other relevant information. Due to visa restrictions, students who require a student visa to study cannot study part-time unless undertaking a distance or blended-learning programme with no on-campus provision.

English language entry requirements

This course requires a Good level of English language, equivalent to B2 on CEFR.

Details on how to meet this requirement can be found on our English Language requirements webpage .

Examples:

IELTS 6.0 with a minimum of 5.5 in each component

PTE Academic 63 with a minimum of 59 in each sub-test

A degree from a UK university

A degree from a Majority English Speaking Country

Need help with English?

Please note that if you are required to meet an English language condition, we offer a number of pre-sessional courses in English for Academic Purposes through Kent International Pathways .

The following modules are indicative of those offered on this programme. This list is based on the current curriculum and may change year to year in response to new curriculum developments and innovation.

Further details

Marketing Management and Communications

This module examines recent developments in marketing thinking and market strategy development. Students will acquire a theoretical foundation through the lectures and discussions on marketing management and communications concepts and frameworks. The use of case studies will allow the student to explore the process of marketing decision-making and strategy development as well as enhancing the ability to apply marketing theory to a wide range of problems.

Indicative topics are:

• Marketing planning

• The market: understanding and analysing the marketing environment

• Segmentation, targeting and positioning

• Marketing research

• Understanding customers and buyer behaviour

• The organisation: marketing strategy and ethics

• The marketing mix (goods and services)

• New product development

• Marketing communications

• Marketing channels

• Contemporary issues in marketing

Find out more

Leadership and Change Management

This module will utilise domestic and international companies to shed light on change management issues, and models of change and therefore allows students to gain understanding of leadership and change in organisations and subjects covered will typically include:

• Understanding change management.

• The role of change agents including management consultants.

• Examine the core issues involved in leading change.

• Organisations and key stakeholders to deliver change and organisational success.

• Contemporary issues in change management.

Accounting and Financial Management

The module aims to cover key accounting and financial management aspects of a business. The module begins by learning about the use of accounting principles in measuring and reporting financial position of a business for external stakeholders. It then moves on to analysing and interpreting financial reports for decision making. Under the financial management aspect, the module covers key capital investment decision making techniques such as NPV and IRR. Finally, the major aspects related to long term financing decisions such as sources of long term finance, capital structure, and costs of debt, equity and capital are covered.

Consultancy and Evaluation Skills in Practice

The module content includes business consultancy skills that are transferable into the business consulting profession, internal consultancy positions within organisations, and senior management roles.

• Approaches to management consulting.

• Negotiating a scope of work.

• Developing a client proposal.

• Data collection and analysis.

• Preparing and presenting a consulting report.

• Working as an effective team member in a consulting team.

• Managing client relationships and expectations.

• Consulting project management.

Corporate Strategy and Performance Measurement

This module aims to provide an advanced understanding of the role of strategic management in organisations, relating to the strategic analysis, decision-making and processes within and between organisations in different business contexts. Through studying this module students develop critical awareness of current developments and new insights in strategic management and performance measurement.

Indicative topics may include:

Defining corporate strategy; the strategy context; strategy formulation; resource-based strategy; corporate and business strategy; performance measurement (tools and techniques).

Research Methods and Consulting Skills

Employers are in search for individuals who possess logical thinking, analytical capability, leadership, communication and the ability to work under pressure. This module develops the necessary research knowledge and skills for students to be able to successfully complete a piece of research in industry or consultancy contexts or academia.

• Choosing the topic of interest and literature review

• Research process and Ethics in in business research

• Choosing your research design

• Preparing the research proposal

• Communicating the Research

Managing Uncertainty in Healthcare Organisation

Managing uncertainty in the organisation of healthcare draws upon key managerial insights into the management of risk and uncertainty in contemporary systems of healthcare, with a specific emphasis on management of healthcare service delivery and organisation. The module begins with an introduction to general management principles of risk and uncertainty. Subsequently the module explores the nature of risk and uncertainty in the context of healthcare, in which notions of safety are paramount and the costs and visibility of organisational failures are high. The module further explores the impact upon decision making of increasingly complex systems of healthcare through different organisational forms (bureaucracy, market, network) and at different levels (policy, organisation, profession). The module considers values such as efficiency and effectiveness, and the role of knowledge and domain (e.g. health economics and implementation science in attempting to rationalise professional and managerial decision-making). The module concludes with an examination of new technologies and their impact upon risk, safety and uncertainty in healthcare.

Collaborative Practices in Healthcare Management Inclusion of the Patient

The module will commence by considering two questions 'How can patients be part of an interdisciplinary team?' and ‘How can an interdisciplinary team be managed?’ thereby enabling students to think in terms of inclusion of the patient and reflecting upon the possible advantages and disadvantages of this approach. Students will then be introduced to the main history, challenges, and factors influencing collaboration and partnership between patients and professionals, and various practices of interpersonal collaboration practices. Subsequent weeks will cover topics on role clarification, negotiation and conflict resolution.

Global Sustainable Healthcare

The module will focus on exploring how health systems need to adapt to changing health needs and maintain financial sustainability. Students will be introduced to a range of concepts relevant to developing sustainable health systems. This will encompass the way health systems are funded, how care delivery is organised to meet the needs of patients and how managers will need to respond to changing systems and organisational demands.

Managing Integrated Health Systems

The aim of this module is to explore system changes, integrated care models, and system architecture as they relate to health care. The focus will be primarily on health systems in high income countries. In many high income countries, including the UK and Canada, health systems are facing the challenge of adapting to new approaches to healthcare that focus on the organisation and management of health services in primary and community settings to meet changing health needs. These organisations tend to be smaller, often networked or federated groups, have flatter organisational structures and are developing new ways of working, coping with more complex delivery settings and the need to adopt more collaborative and integrated ways of working between organisations.

Management Consultancy Report / Dissertation

This module will build on the module: Research Methods and Consultancy Skills and supervise health care students during their Management Report/ Dissertation Project.

Individual support will be provided regarding the following subjects:

• Formulating and clarifying the management consultancy/dissertation topic.

• Theoretical approaches and literature review.

• Philosophy of social science research.

• Research design.

• Research ethics.

• Secondary and primary research methods.

• Quantitative method and data analysis.

• Qualitative method and data analysis.

• Library resources: online sources and searching journal databases.

• Writing and presenting a research project/ management consultancy report/dissertation.

Duration: 1 year full-time

This course consists of 10 compulsory modules in Stage 1 with Stage 2 consisting of a piece of healthcare management-related research.

The MSc Healthcare Management programme is available with an optional industrial placement, which will require you to complete the Industrial Placement Report.

Teaching and assessment

We use a variety of teaching methods, including:

small group seminars
group projects
presentations
expert speakers
company visits

Classroom-based learning is supported by the latest online technologies and learning platforms.

Assessment

Your progress on this course is assessed through a variety of means, including:

written examinations
computer based quizzes

Industrial Placements

Industrial placements are the perfect way for you to enhance your career prospects and deepen your understanding of a specific area of expertise. You can opt to take an in-company or self-employed industrial placement, allowing you to gain work experience in the UK or overseas.

Study support

A friendly and supportive environment.

Our lively and active postgraduate community is brought about in part by our strong research culture and by the close community between our staff and students. Staff publish regularly and widely in journals, conference proceedings and books and embed their research in their teaching.

Students have regular contact with their course and module conveners with staff on hand to answer any questions and to provide helpful and constructive feedback on submitted work.

You can also get involved with extra-curricular academic and social activities with guest lectures, talks and workshops organised by our academic staff, research centres and the ASPIRE team.

State-of-the-art facilities

Our Medway campus is full of history and offers a unique experience to our students. We have recently moved to the Pembroke site, our new Medway home. This move puts Kent Business School at the heart of the Medway Campus, a former Royal Naval base combining historic and new buildings. You can find the Drill Hall Library, the Deep End where Kent Union at Medway are based and the Oasis lounge right on campus.

Off campus, there is lots to do in the historic town of Rochester and nearby Chatham, with cinemas, theatres and good shopping. London is just 40 minutes away by fast train.

Worldwide partnerships

Kent Business School has close links with: ifs (Institute of Financial Services); dunnhumby, who partners the Consumer Insight Service in the Centre for Value Chain Research; Hong Kong Baptist University, with whom we offer a joint Master’s programme in Operational Research and Finance Business Statistics; University of Castellanza (Italy); Audencia Nantes Business School (France); Aarhus School of Business and Social Sciences (Denmark); Universiti Teknologi Malaysia; University of Ingolstadt, Bayern (Germany); City University of Hong Kong; Renmin University of China, School of Business.

Global Skills Award

All students registered for a taught Master's programme are eligible to apply for a place on our Global Skills Award Programme . The programme is designed to broaden your understanding of global issues and current affairs as well as to develop personal skills which will enhance your employability.

Kent Business School is a research-led business school. Our research strategy is developed around the core theme of sustainable innovation which cuts across the entire School. This theme can be seen as being divided into two sub-strands of research aimed at answering these main questions:

How can innovation that enables sustainable long-term economic growth be created and supported?
How can sustainable business practices improve environmental and social conditions?

Kent Business School advances knowledge through constant promotion and support of innovative research. We have an impact on wider society through extensive collaborations with external partners which range from other academic institutions to a variety of local, national and international businesses as well as the NHS. Within this wider context, our main strategic aim has been geared towards establishing ourselves as a leading institution for research in sustainable innovation.

Kent Business School is a global leader in research and develops a wide portfolio of research related activities including workshops, conferences and research seminar series . This has led to a large number of international collaborations and to over 200 co-authored papers with international partners.

The Department of Leadership and Management

Our MSc Healthcare Management programme is part of the department of leadership and management. When studying with us you'll be joining a cross-disciplinary community dedicated to tackling complex business and societal challenges. Our teaching and innovative research encompasses the economic, psychological, social, political, and technological contexts in which organisations operate worldwide.

Everything we do is based on evidence-based insights into today’s most pressing business and management issues. As such, our Healthcare Management programme is informed by rational, data-driven ideas that consider sustainability, inclusivity and a global outreach as an intrinsic part of our core values.

Dynamic publishing culture

Staff publish regularly and widely in journals, conference proceedings and books. Among others, they have recently contributed to: Critical Perspectives on Accounting ; Quantitative Finance ; Human Resource Management Journal ; Journal of Product Innovation Management ; European Journal of .Operational Research ; and Psychology & Marketing.

Director of Studies

Dr Epameinondas Katsikas is the director of studies for our MSc Healthcare Management. With an esteemed background in business and academia, he brings real world expertise to the course, ensuring that our graduates are ready to go out into the world and make a difference. You can find out more and his research interests and get in touch with him through his staff profile.

Successful KBS graduates: graduate destinations

Our Healthcare Management graduates find work across many realms of the NHS and private healthcare institutions. They also go on to work in general management and consultancy both overseas and in the UK in a wide range of companies and organisations.

Embedded employability: developing career-enhancing skills

You gain much more than an academic qualification when you graduate. We enhance your student experience and accelerate your career prospects to help you achieve your ambition.

From the moment you start with us, our efforts are focused on helping you gain the knowledge, skills and experience you need to thrive in an increasingly competitive workplace. As part of the course, undertake an Industrial Placement (September start only) or opt for an In-Company Scheme to work on a real business case study. Go on our Business Start-up Journey and transform your idea into a business through ASPIRE . Our qualified careers practitioners provide support for up to three years after graduation.

Our careers and employability support at Kent Business School is designed to make sure you are ready to hit the ground running when you graduate, when you study with us you can expect:

1-2-1 personalised Career Coaching with qualified and experienced coaches.
Pre-arrival guidance for international students to support navigating the UK labour market
Mentoring opportunities through professional bodies, business leaders and Kent alumni
Workshops and events designed to support your career planning, finding and securing work and work experience, and professional development, including insights from industry.
Access to careers fairs, live projects/competitions with employers and networking opportunities
Plus access to extracurricular professional development and skills courses run by industry professionals

Additionally, the Postgraduate Employability Edge programme , available to PGT students at Kent Business School takes place from Welcome Week through to the end of the academic year and is designed to enhance your career prospects further.

Professional recognition

This course is accredited by The Chartered Management Institute (CMI) , the Chartered Body for Management and Leadership. The CMI is the only organisation that can award Chartered Manager status, the highest accolade for managers and leaders.

January entry

The annual tuition fees for students starting this course in January 2024 can be found on the Student Finance page .

The 2024/25 annual tuition fees for this course are:

For details of when and how to pay fees and charges, please see our Student Finance Guide .

For students continuing on this programme fees will increase year on year by no more than RPI + 3% in each academic year of study except where regulated.* If you are uncertain about your fee status please contact [email protected] .

Your fee status

The University will assess your fee status as part of the application process. If you are uncertain about your fee status you may wish to seek advice from UKCISA before applying.

General information

For students continuing on this programme, fees will increase year on year by no more than RPI + 3% in each academic year of study except where regulated.*

Additional costs

General additional costs.

Find out more about general additional costs that you may pay when studying at Kent.

Search our scholarships finder for possible funding opportunities. You may find it helpful to look at both:

University and external funds
Scholarships specific to the academic school delivering this programme.

We have a range of subject-specific awards and scholarships for academic, sporting and musical achievement.

Ready to apply?

Learn more about the application process or begin your application by clicking on a link below.

You will be able to choose your preferred year of entry once you have started your application. You can also save and return to your application at any time.

Need help deciding?

Our friendly team is on hand to help you with any queries you have.

Download our prospectus and guides.

Experience our stunning campuses.

Everything you need to know about applying to Kent from abroad.

Apply for entry to Healthcare Management

Full-time at Medway
Part-time at Medway

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Supporting your success

We are here to support your postgraduate journey.

Kent ranked top 50 in The Complete University Guide 2024 .

Support for funding so you can focus on your studies.

Research excellence.

Kent has risen 11 places in THE’s REF 2021 ranking, confirming us as a leading research university.

It’s easy to study on or off campus at Kent – discover what is right for you.

Institute for Global Health MPhil/PhD

London, Bloomsbury

Our MPhil/PhD programme offers students from a range of backgrounds the opportunity to explore topics within a broad global health agenda. The programme equips you for the diversity and demands of a career in global health.

UK tuition fees (2024/25)

Overseas tuition fees (2024/25), programme starts, applications accepted.

Prospective students should apply at least four months before their intended start date. If you require a visa we recommend allowing for more time.

Entry requirements

A minimum of an upper second-class Bachelor’s degree and a Master's degree in a relevant discipline from a UK university or an overseas qualification of an equivalent standard is required. Applicants who do not hold a Master's degree but who have extensive relevant work experience should contact IGH Research Degrees: [email protected].

The English language level for this programme is: Level 2

UCL Pre-Master's and Pre-sessional English courses are for international students who are aiming to study for a postgraduate degree at UCL. The courses will develop your academic English and academic skills required to succeed at postgraduate level.

Further information can be found on our English language requirements page.

Equivalent qualifications

Country-specific information, including details of when UCL representatives are visiting your part of the world, can be obtained from the International Students website .

International applicants can find out the equivalent qualification for their country by selecting from the list below. Please note that the equivalency will correspond to the broad UK degree classification stated on this page (e.g. upper second-class). Where a specific overall percentage is required in the UK qualification, the international equivalency will be higher than that stated below. Please contact Graduate Admissions should you require further advice.

About this degree

The UCL Institute for Global Health (IGH) provides unique, cross-disciplinary training in global health for students from a wide range of academic and professional backgrounds. Drawing on UCL's strength as a multi-faculty university, it brings together disciplines such as anthropology, economics, geography, law, philosophy, politics and epidemiology to analyse complex health issues and identify solutions. Our programmes allow you to explore your interests in global health, broadening your horizons for your future career and giving you knowledge and a range of skills that are useful in the job market. Institute staff are experienced in many types of global health work, including research, programme management, policy advice and advocacy, and work closely across these areas in many different countries and global health institutions.

Who this course is for

The UCL doctoral school values candidates with a desire to challenge the status quo openly and freely but rigorously; an openness to pushing frontiers of disciplinary knowledge within and beyond conventional disciplines; a desire to make impact with the fruits of research; to work with integrity; to be sensitive to diversity; and to engage with society beyond academia.

What this course will give you

The research degree programme at the UCL Institute for Global Health (IGH) aims to provide excellent and challenging training for exceptional students so that they may successfully pursue careers in research, medicine, and other domains of global health.

MPhil/PhD research in IGH is varied and may have an international dimension, including field work carried out abroad, setting up a study within the UK, or using data from existing studies working with the respective IGH-based Principal Investigator.

Please note that you must identify a supervisor before applying and include a research proposal in your application. Visit our department webpage for information about how to apply and contact potential supervisors.

The foundation of your career

The Institute offers a unique environment for cross-disciplinary study as well as the opportunity to engage with peers and staff with professional experience in many different domains of global health, including research, programme management, policy and advocacy. This exposure and the innovative and multi-faceted approach taken during the PhD programme will enable you to tackle complex problems which will in turn foster skills and contacts useful for your future career.

Employability

PhD students enter a range of careers, from academia (postdoctoral studies) to research or policy in governmental and non-governmental organisations.

As a student within the Institute, you will benefit from close proximity to the extensive international networks developed by IGH staff.

Teaching and learning

A PhD at the UCL Institute for Global Health (IGH) will provide you with excellent training related to a number of disciplines related to global health. Through the Doctoral School, you will have access to an outstanding research and transferable skills development programme, with training provided to support your personal, professional and career development. You will have the opportunity to become involved in teaching, leading to an application to become an Associate Fellow of the Higher Education Academy. You will be in an environment which encourages sharing research ideas with fellow students and colleagues through seminars and symposia, as well as student events such as the 3-Minute Thesis and poster competitions. You will be expected to attend and present your research at national and international conferences providing you with opportunities to develop networks with peers and research leaders in academia, medicine, and industry.

The UCL Doctoral School Skills Development Programme provides a broad range of free training for PhD students across UCL. For further information see the Doctoral Skills Development Programme page .

You are initially registered for an MPhil, upgrading to a PhD typically towards the end of the first year of your studies (full-time), subject to satisfactory academic progress. For a successful upgrade to PhD, you must prepare a written report, give an oral presentation, and pass an oral examination. You can read further details of the upgrade process. The final assessment of your PhD is based on written thesis which is examined by independent experts in the field during a viva exam. Examiners may ask you to make corrections to your thesis, which will be published in the UCL library once approved.

You should expect an absolute minimum of one meeting with your supervisors per month and you are expected to attend regular group meetings and departmental seminars. Core working hours are 10 am to 4 pm and a working week for full-time students is normally a minimum of 36.5 hours. Contact hours and hours of self-study are agreed between you and your supervisors at the beginning of your research degree and should be reviewed on a regular basis. With agreement of your supervisors, contact time can be on-site or remote working depending on the nature and stage of the project. Full-time Research students can take 27 days of annual leave, plus eight days of Bank holidays and six UCL closure days. For part-time students, annual leave is pro rata.

Research areas and structure

Climate change, migration, conflict and health
Clinical research
Disease modelling and evaluation
Infectious diseases including HIV, tuberculosis and hepatitis
Molecular epidemiology and translational research
Population sexual health
Gender and global health
Economics of global health and development
Methodology of global health trials
HIV epidemiology
Non-communicable diseases
Maternal, new-born, child and adolescent health

Research environment

The MPhil/PhD programme we offer at the UCL Institute for Global Health (IGH) is relevant to a variety of disciplines in global health. Our programme aims to provide you with interesting, challenging and excellent training so that you may successfully pursue a career in research, medicine, health services, laboratory science, policy, or public health.

IGH is a world-leading centre of research and teaching excellence in global health. Our unique approach combines interdisciplinary work in the real world with community engagement to develop and implement practical solutions to global health problems. Our strategy sets out to use research, teaching and enterprise to address the broad determinants of health and the major causes of deaths and ill-health. Our priorities and Centres therefore focus on a broad range of areas in which we are particularly strong. At the same time, our work is diverse enough to tackle issues affecting the most disadvantaged in society and the poorest settings, as well as major challenges affecting everyone, such as climate change. The strategy builds on our areas of methodological strength in global health in subjects such as maternal, newborn, child and adolescent health, as well as sexual health and HIV clinical and population health research.

MPhil/PhD research at the UCL Institute for Global Health (IGH) is varied and may have an international dimension, including fieldwork carried out abroad, setting up a study within the UK, or using data from existing studies working with an IGH-based Principal Investigator. The programme lasts three years if taken full-time. With help from your supervisors, you will finalise your research proposal during the first year, informed by current literature and practice. This may also require the collection of preliminary data, pilot questionnaires and so on.

You will investigate a relatively narrow topic but may be examined on a broad field of study. Should you need to spend periods of time collecting data from overseas, which will directly contribute to your thesis, study leave plans must be approved in advance.

You are expected to undertake 10 days of generic skills training each year over your period of study, which is logged and audited electronically. This will include, for example, courses on research design and statistics, ethical and legal issues, presentation skills, thesis production and career planning.

You are initially registered for an MPhil, upgrading to a PhD, subject to satisfactory academic progress. For a successful upgrade to PhD, you must prepare a written report, give an oral presentation and pass an oral examination.

MPhil/PhD research at the UCL Institute for Global Health (IGH) is varied and may have an international dimension, including fieldwork carried out abroad, setting up a study within the UK, or using data from existing studies working with an IGH-based Principal Investigator. The programme lasts five years if taken part-time. With help from your supervisors, you will finalise your research proposal during the first year, informed by current literature and practice. This may also require the collection of preliminary data, pilot questionnaires and so on.

Accessibility

Details of the accessibility of UCL buildings can be obtained from AccessAble accessable.co.uk . Further information can also be obtained from the UCL Student Support and Wellbeing team .

Fees and funding

Fees for this course.

The tuition fees shown are for the year indicated above. Fees for subsequent years may increase or otherwise vary. Where the programme is offered on a flexible/modular basis, fees are charged pro-rata to the appropriate full-time Master's fee taken in an academic session. Further information on fee status, fee increases and the fee schedule can be viewed on the UCL Students website: ucl.ac.uk/students/fees .

Additional costs

There are no additional costs for this programme.

For more information on additional costs for prospective students please go to our estimated cost of essential expenditure at Accommodation and living costs .

Funding your studies

UCL offers a range of financial awards aimed at assisting both prospective and current students with their studies. At the Institute we offer very limited funding opportunities, and many of our students secure funding from governments, research councils, and other agencies, or are otherwise self-funded.

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website .

Institute for Global Health Postgraduate Bursary

Deadline: 28 June 2024 Value: £2,000 towards tuition fees (pro-rata if part-time) (Duration of study) Criteria Based on financial need Eligibility: UK, EU, Overseas

Research degrees typically start on the 1st of October but may also start on the 1st of February or 1st of May. Prospective students should apply at least 4 months before their intended start date, but if you require a visa we recommend allowing for more time.

Please note that you must identify and contact a supervisor before applying and include a research proposal in your application. Find out more about the application process.

Please note that you may submit applications for a maximum of two graduate programmes (or one application for the Law LLM) in any application cycle.

Choose your programme

Please read the Application Guidance before proceeding with your application.

Year of entry: 2024-2025

Got questions get in touch.

Institute for Global Health

[email protected]

UCL is regulated by the Office for Students .

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Course type

Qualification, university name, distance learning phd health care management.

3 degrees at 3 universities in the UK.

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PhD Health Care Management
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Health and Clinical Sciences PhD

University of sunderland.

A PhD is “probably the most internationally transferable qualification” according to the Higher Education Policy Institute. You will Read more...

6 years Distance without attendance degree: £3,681 per year (UK)
4 years Distance without attendance degree: £3,681 per year (UK)
4 years Full time degree: £4,500 per year (UK)
6 years Part time degree: £3,681 per year (UK)

Health Studies PhD

London south bank university.

A PhD, by definition, is an original contribution to knowledge. It is distinct from a taught Masters in that your final output will be an Read more...

6 years Distance without attendance degree: £4,820 per year (UK)
36 months Full time degree: £4,820 per year (UK)
48 months Part time degree: £2,892 per year (UK)

Health - PhD

Birmingham city university.

The Doctor of Philosophy or PhD is recognised worldwide and is often an essential requirement for those wishing to follow an academic or Read more...

4 years Distance without attendance degree: £9,180 per year (UK)
3 years Full time degree: £4,786 per year (UK)
4 years Part time degree: £2,393 per year (UK)

Course type:

Distance learning PhD
Full time PhD
Part time PhD

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Open access
Published: 04 June 2024

Mutual recognition of qualifications, health workforce migration, and graduate outcomes: a comparative mapping study of undergraduate dental education in Europe

Marie Bryce 1 , 2 ,
Sally Hanks 2 ,
Lorna Burns ORCID: orcid.org/0000-0002-9525-952X 2 ,
Daniel Zahra 1 &
Thomas Gale 1

Human Resources for Health volume 22 , Article number: 37 ( 2024 ) Cite this article

7 Altmetric

Metrics details

The resource needs of health services are served by the recognition of qualifications across borders which allows professionals to migrate between countries. The movement of dentists across the European Union (EU), especially into the United Kingdom (UK), has provided a valuable boost to workforce supply. Recent changes to policy recognising overseas qualifications have brought attention to the equivalence of qualifications awarded in EU countries. Professional regulators need to be confident that dentists who qualified elsewhere have the appropriate knowledge, skills and experience to practise safely and effectively. The aim of this study was to compare UK and EU dental curricula, identify any differences, and compare the extent of pre-qualification clinical experience.

This was a mixed methods study comprising a questionnaire and website searches to identify information about curricula, competences, and quality assurance arrangements in each country. The questionnaire was sent to organisations responsible for regulating dental education or dental practice in EU member states. This was supplemented with information obtained from website searches of stakeholder organisations for each country including regulators, professional associations, ministries, and providers of dental education. A map of dental training across the EU was created.

National learning outcomes for dental education were identified for seven countries. No national outcomes were identified 13 countries; therefore, learning outcomes were mapped at institution level only. No information about learning outcomes was available for six countries. In one country, there is no basic dental training. Clinical skills and communication were generally well represented. Management and leadership were less represented. Only eight countries referenced a need for graduates to be aware of their own limitations. In most countries, quality assurance of dental education is not undertaken by dental organisations, but by national quality assurance agencies for higher education. In many cases, it was not possible to ascertain the extent of graduates’ direct clinical experience with patients.

Conclusions

The findings demonstrate considerable variation in learning outcomes for dental education between countries and institutions in Europe. This presents a challenge to decision-makers responsible for national recognition and accreditation of diverse qualifications across Europe to maintain a safe, capable, international workforce; but one that this comparison of programmes helps to address.

Peer Review reports

The United Kingdom’s (UK) departure from the European Union (known as Brexit ) carries potentially significant implications for the migration of healthcare workers between EU member states and the UK, not least for professional regulation processes and the accreditation of health workers’ qualifications. Since 2005, as a result of Directive 2005/36/EC [ 1 ], healthcare workers in several professional groups, including doctors, dentists, nurses, midwives and pharmacists, who are EU nationals and achieved their professional qualification in the EU, have been free to move across boundaries to work in any EU member state. The Directive sets out that professional qualifications for these healthcare workers must be reciprocally recognised by member states [ 2 ]. As a result of Brexit, the terms of the Directive no longer apply to the United Kingdom, and replacement arrangements for the recognition of health professionals’ qualifications are now in place, with a Professional Qualifications Act enacted by the UK parliament in 2022 [ 3 ]. This Act gives professional regulators powers to determine whether practitioners seeking to migrate into the UK have ‘substantially the same knowledge and skills, to substantially the same standard’ as those with UK qualifications. This applies at either individual level or through bilateral regulator recognition agreements allowing for mutual recognition of professional qualifications between countries [ 3 ].

Migration of dentists from Europe into the UK has been an important contributor to the UK dental workforce in the recent years. At the end of 2021 there were a total of 43 292 dentists registered to practise in the UK, of whom 16% (7091) had qualified in the European Economic Area (EEA), which includes the European Union member states plus Iceland, Liechtenstein and Norway [ 4 ]. These numbers have remained largely stable since 2019, when there were a total of 42 470 UK registered dentists among which 16.2% (6881) were EEA qualified [ 5 ]. The proportion of EEA new registrants also stayed stable during this time. In 2021 1500 new dentists joined the UK register, of which 29.5% (446) had qualified in EEA countries [ 4 ], compared to 22.9% (398 of 1737) in 2019 [ 5 ]. This suggests limited impact to date from Brexit or the Covid-19 pandemic. However, prior to this Brexit period, the number of EEA qualified dentists registered in the UK had seen rapid growth, increasing by 214% between 2000 and 2019, compared to an 18% increase in the number of UK graduates on the register [ 6 ].

While migrating workers make a significant contribution to UK healthcare provision, migration also presents policy challenges for health professions regulation, especially in relation to the recognition and accreditation of qualifications. Namely, national bodies responsible for recognition and accreditation need to have confidence that migrating professionals’ qualifications are of an equivalent standard to those offered within the country where the migrant health worker will practise. In the UK, dental professionals, including dentists and other dental care professionals such as dental nurses, hygienists, and dental therapists, are subject to statutory regulation by the General Dental Council (GDC). An independent organisation with statutory responsibilities set out in the Dentists Act 1984 (as amended), the GDC has a number of core functions which it pursues in order to fulfil its overarching objective of protecting the health, wellbeing and safety of the public [ 7 ]. Among its responsibilities are the registration of dental professionals meeting its standards, and setting standards for UK providers of education and training. In Preparing for practice: dental team learning outcomes for registration [ 8 ], the GDC sets out learning outcomes for all the dental professional groups it regulates. For graduating dentists, the document includes six overarching outcomes, plus a further 151 detailed outcomes, divided into four main domains: clinical, communication, professionalism, and management and leadership. Outcomes in each of these four domains are organised around a number of criteria. These learning outcomes constitute the expectations for dental education in the UK, and the GDC operates quality assurance processes of all UK dental training programmes to ensure dental education providers, and therefore the graduates they produce, meet these expectations.

While this quality assurance process assures the standard of UK graduates, a major question for professional regulators such as the GDC, is how to assess the merits of immigrating healthcare workers’ qualifications, and how to establish the extent to which their studies will have equipped them with the training and experience comparable to that of locally qualified graduates. This issue touches on several core functions of professional regulation, including the development of educational standards and accreditation of qualifications; ensuring registration and the right to practise are granted only to those eligible; and ensuring that those registered are safe to practise. For UK regulators, Brexit and the resultant uncertainty over whether current health worker mobility arrangements would be retained, modified or abruptly rescinded, brought questions about the accreditation of qualifications awarded in EU countries to the fore. Developing accreditation processes for this new era will require policymakers to balance regulatory objectives of assuring patient safety, with individuals’ aspirations for mobility, and health service human resource needs. Although Brexit made this a pressing issue for the UK and EU, the question of recognition of qualifications across borders is a perennial concern for health policymakers worldwide.

Set against this policy context, we undertook research to compare UK and EU member states’ dental curricula, to identify where any differences may exist, and to identify the extent of graduate dentists’ pre-qualification clinical experience with patients. Our research also sought to identify what quality assurance processes are in place for dental education in Europe. This paper reports findings from this curricula mapping exercise, and sets out the implications for mutual recognition of health professional qualifications.

This study, part of a wider project [ 9 ], used a mixed methods approach to mapping basic dental training across the UK and the 27 EU member states, using website searching and a questionnaire to identify key information about curricula, competences, and quality assurance arrangements in each country.

Website searches

Key stakeholder organisations in basic dental training were identified in each country including independent regulatory authorities, professional associations, Ministries of health or education, and providers of basic dental training. The organisations were identified through a number of online sources such as the EU Manual of Dental Practice [ 10 ], the Federation of European Dental Competent Authorities and Regulators (FEDCAR) list of members [ 11 ], and the EEA list of competent authorities [ 12 ]. Websites for identified organisations were then searched by five researchers (LB, MB, TG, SH, GL) for information relevant to our research questions. A data extraction form was used to ensure consistent approach to searches, and to collate and organise the information retrieved. A hierarchical approach to the searches was followed, so that regulator and competent authority websites were reviewed first, followed by health ministry websites, and finally individual dental education provider websites until information to address all questions was identified.

For each country, the following information on curricula and learning outcomes was sought:

National professional competences

Domains of curricula

Published standards of dental education

Quality assurance processes

Where information was provided in the language of the host country, online translation or within team language proficiencies enabled the extraction of relevant information. All URLs were recorded and useful documents were saved.

Questionnaire

We developed a short questionnaire to collect factual information, and elicit additional relevant curriculum documents, about basic dental training and its quality assurance in EU member states. In particular, we sought information about national level curricula or learning outcomes not publicly available online. Between December 2019 and January 2020, the questionnaire was distributed by email to organisations responsible for regulating dental education or dental practice in EU member states, identified from our website searches and the FEDCAR website [ 11 ], and also distributed by email via FEDCAR and the Association for Dental Education in Europe (ADEE), to organisations including regulators and dental schools. We received 12 responses to the questionnaire, from organisations in 10 EU member states. Responses were received from national regulating organisations in Belgium, Denmark, Finland, France, Ireland, Spain and Sweden. Responses were also received from dental schools in Luxembourg, Finland, Portugal, Slovenia, and Spain. The responses were used for triangulating the information found via the website searches [ 9 ].

Synthesis and mapping

Information that related to professional competences, domains of curricula, or standards of dental education were mapped against the GDC Preparing for Practice framework [ 13 ]. Where national level graduate outcomes or a national curriculum for dental education was identified, these were mapped against the domains and criteria of Preparing for Practice [ 13 ] . Where no national outcomes were available, we mapped the curriculum or outcomes of a single dental school as an illustrative example of provision in a country, though with the caveat that this may not be representative of the country’s provision as a whole.

The six overarching outcomes in Preparing for Practice plus its four domains (clinical, professionalism, management and leadership, and communication) and their criteria were extracted into a spreadsheet. Given its UK-specific meaning, an additional domain focused on graduates’ recognition of their role as GDC registrants was not included in the mapping exercise. Two senior clinical educators (SH&TG) with expert knowledge of dentistry and learning outcomes reviewed available information on curricula or learning outcomes from each EU member state and cross-referenced it against the Preparing for Practice domains and sections.

National learning outcomes for dental education were identified in seven EU member states: Belgium, Finland, France, Germany, Ireland, Spain, Sweden. Finland and Ireland have adopted the competences set out in the Association for Dental Education in Europe (ADEE) document Profile and Competences for Graduating European Dentist [ 14 ] as their nationally agreed set of professional competences. For a further 13 countries we were able to identify learning outcomes from a single dental school to use as an exemplar. No information about learning outcomes was available for Cyprus, Estonia, Netherlands, Hungary, Latvia, and Romania, although the single Cypriot dental school at the European University of Cyprus stated that its programme uses the ADEE Profile and Competences for Graduating European Dentist [ 14 ]. Luxembourg has no dental schools. Figure 1 shows EU member states categorised by the level of learning outcomes identified.

EU member states mapped to preparing for practice outcomes

Learning outcomes for Germany, Spain and Sweden were mapped at both national and institution level, as country level data was identified through the survey in addition to institution level data for those countries. We retained the institutional level data as it serves to illustrate variation between national and institutional learning outcomes. As shown in Tables 1 , 2 , 3 , the outcomes for dental education set at national level for these countries were not consistently replicated in the curricula of the individual institutions mapped as part of this research.

Mapping the learning outcomes identified from across Europe to the GDC’s six overarching outcomes, shown in Table 1 , revealed that there was evidence from most countries that their standards also covered the ‘demonstrate effective clinical decision-making’ and ‘apply an evidence-based approach to learning, practice, clinical judgement and decision-making and utilise critical thinking and problem solving’ standards set out in Preparing for practice . However, evidence that mapped to outcomes requiring graduating dentists to make ‘high quality long term care of patient the first concern’, ‘describe the principles of good research’ and ‘recognise the importance of life-long learning’ was found for less than half of EU member states. Only five countries had any information that covered graduates’ ability to ‘accurately assess their own capabilities and limitations’: Austria, Denmark, Finland, France and Sweden.

Below these overarching outcomes, the first subsection of Preparing for practice focuses on clinical skills relating to individual patient care and contains 13 broad criteria. As shown in Table 2 , we identified seven countries where all these criteria were present as graduating outcomes: Croatia, Czech Republic, Germany, Greece, Ireland, Slovakia and Spain. Of these, data at national level was available for Germany, Ireland and Spain. Three other countries, Denmark, Malta and Slovenia, had only one missed outcome, as mapped at individual institution level. Outcomes relating to ‘Patient and public safety’, ‘Treatment of acute oral conditions’, ‘Management and treatment of periodontal disease’, and ‘Management of the developing and developed dentition’ were less likely to be included in outcome standards.

Table 3 shows our findings mapped against the outcomes expected in the communication, professionalism, and management and leadership domains of Preparing for practice. For some countries, mapped at institutional level only, very few outcomes were covered across these domains—this was the case for Bulgaria, Lithuania, and Poland. Conversely, there were some countries where all the outcomes across these three domains were found, namely Belgium, Finland, Germany, and Spain. All these countries had national level outcomes. Overall, of these three domains, communication and professionalism were well represented, but with less evidence for the outcomes focused on ‘teamwork’ and ‘development of self and others.’ The management and leadership domain was the least well evidenced, and only eight countries mapped to the ‘managing self’ outcome, or referenced a need for graduating dentists to be aware of their own limitations.

Finally, we found limited publicly available information on quality assurance processes for dental education, although some information was provided by respondents to our questionnaire. In Ireland, dental education is accredited by the Dental Council. In most other responding countries (Belgium, Denmark, France, Portugal, Slovenia, Spain and Sweden) accreditation or quality assurance of dental education is not undertaken by a dental organisation, but by a national quality assurance agency for higher education.

By mapping curricula and learning outcomes for undergraduate dental training from EU member states against the learning outcomes set out for UK undergraduate dental education by the GDC in its Preparing for Practice document, our research demonstrates the challenges in comparing educational standards and expectations across national borders. We found that there was considerable variation between countries, where evidence of curricula or learning outcomes could be identified. This reflects the focus of the EU’s Directives on mutual recognition of professional qualifications on the duration of training rather than its content [ 15 ]. Determining the content of health professions education programmes remains the responsibility of national or institutional bodies.

Generally, we found there was better coverage across domains relating to clinical and communication skills. In some instances, data could be mapped to all or nearly all the domains and criteria of Preparing for Practice. However, we often could not establish if graduates had undertaken independent clinical work themselves or had been observing others work with patients. This is important as less exposure to direct treatment of patients before graduation may mean dentists entering the UK workforce without the levels of clinical experience expected by employers. Indeed, Davda et al. [ 16 ] found that some Internationally Qualified Dentists (IQDs), including from the EEA, practising in the UK recognised their different levels of experience in some clinical skills resulting from the content of their undergraduate training, negatively affected their ability to integrate into practice in the UK. Our systematic review of the literature also showed that the nature and extent of direct patient contact during training differed greatly across countries [ 17 ].

In other cases, we were unable to identify any publicly available information about dental curricula or learning outcomes, either at national or institutional levels. Where data were included at both institutional and national levels, we saw some differences in what could be mapped at each of these levels. Further research to more comprehensively examine the extent of these differences and the reasons for them would be useful. Variation between national and institutional levels illustrates the challenge facing decision-makers responsible for accrediting or recognising qualifications when that recognition is set at a national level, decreeing that all graduates from a given country are eligible to enter and practice in another national jurisdiction. National level recognition procedures may obscure differences in the educational provision offered by individual institutions. In most countries, dental education is not quality assured by a dental organisation.

While for some years there has been an educational agenda to harmonise dental education across Europe, it has been shown that there is little evidence of the extent to which harmonised curricula have actually been implemented. The dental education literature on this topic is dominated by proposals for curricula, unmatched by evaluative evidence of effective implementation [ 17 ]. ADEE’s Profile and Competences for Graduating European Dentist, originally published in 2005 [ 14 ], with updates in 2010 and 2017 [ 18 , 19 ], is a key text in efforts towards cross-national educational harmonisation and we did find this document in use as the basis for national outcomes in Ireland and Finland, and references to its use at institutional level in Cyprus and Greece. Overall though, our findings show that there remains considerable variation between countries and institutions in the outcomes set for dental education in Europe.

Our findings illustrate the limitations of available data, and the need for further comparative work to achieve greater insights. An on-going project to improve the comparative data available about oral health professions education across Europe is seeking to collate information at programme level by collecting data directly from individual education providers [ 20 ]. That this work is necessary reflects the paucity of data currently available, as identified by our own research.

Getting recognition processes for out of country qualifications right is important for a number of reasons. First, to maintain patient safety by ensuring that only health professionals who are safe to practice effectively in a jurisdiction are able to do so. Variations in source country education have been identified as a factor IQDs reported confidence in their ability to undertake dental procedures when commencing work in the UK [ 16 ]. Furthermore, recognition processes need to ensure that countries can recruit the international workforce they need, and that health workers seeking to migrate are neither deterred nor penalised by overly prescriptive processes, as registration processes have been found to be a barrier to integration for healthcare workers migrating to the UK [ 21 ]. However, shifting recognition processes to the level of the institution also poses problems, in the form of increased bureaucratic burden and costs for bodies responsible for these processes, with those costs often passed on to individual practitioners through registration fees.

The impact of Brexit on the migration patterns of dentists, and other health professionals, to the UK is yet to be fully understood, and effects so far have been confounded by the concurrent impacts of the Covid-19 pandemic. However, the potential for post-Brexit accreditation and registration arrangements to impact on the dental workforce is clear. A 2019 survey of European-qualified dental professionals working in the UK found that Brexit was a significant factor for those who were considering leaving the UK, and identified concerns over the continuation of their rights to live and work there [ 22 ]. Continuation of the mutual recognition system for professional qualifications was reported as being the action most likely to dissuade dentists from leaving the UK [ 22 ].

While its longer term impacts on the healthcare workforce migration to the UK remain to be seen, it is certainly the case that exiting the EU has raised the issue of how to best manage the recognition of international qualifications. Beyond the national context of legislative changes brought about by Brexit, our analysis shows this issue is pertinent across Europe [ 15 ] and it is also relevant internationally. Developing processes that will allow reliable comparisons of curricula and learning outcomes, necessary to inform decisions about accreditation and potential additional training needs for IQDs, requires data about current education provision. However, our findings illustrate the limitations of available data for comparing curricula and learning outcomes across European countries, shortcomings also identified elsewhere [ 23 ].

Limitations

This paper reports an attempt to map national level curricula and learning outcomes for dental education across Europe, using primarily publicly available information and also drawing on information provided by stakeholders. However, it is not an exhaustive mapping of all dental schools in each country, and where institution-level data are given this is intended as an example only. Our findings do not, therefore, necessarily reflect all aspects of how dental education is delivered in the countries included. In addition, there were some countries for whom data could not be identified, but this does not mean that those countries do not have national curricula or learning outcomes for dentistry. We were unable to ascertain quality assurance processes in every country but this does not mean they do not exist. Our mapping has used the Preparing for Practice framework [ 13 ], which reflects the UK context. It has its roots in the same harmonisation agenda as the ADEE Profile and Competences for Graduating European Dentist [ 14 ] and provides a structure upon which to base the comparison between countries.

Against a backdrop of considerable change in the European cross-national policy landscape, and the residual uncertainty about how processes for the recognition of qualifications will operate in future, this paper provides a timely analysis of the extent to which basic dental training across Europe and the United Kingdom is demonstrably comparable. Offering insights into how effectively dental education can be compared at national level, as assumed in the model underpinning existing mutual recognition processes, our analysis aims to inform discussions about cross-national recognition of healthcare professionals’ qualifications, the regulation of health professions, and healthcare worker migration.

Availability of data and materials

The datasets used and/or analysed during the current study are available from the corresponding author on reasonable request.

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Acknowledgements

We are grateful to Cédric Grolleau, Acting Executive Director, FEDCAR, and to Denis Murphy, Chief Administrative Officer, ADEE, for their assistance in distributing questionnaires and collecting responses from European competent authorities and regulators associated with FEDCAR, and Deans of Dental Schools associated with ADEE. We would also like to thank all those who responded to the questionnaire and Dr Guy Lambourn, Clinical Associate Professor in Dentistry, University of Plymouth, for his contribution to the website searches. Finally, we thank the General Dental Council for the support in undertaking this research.

The research reported in this paper was funded by the General Dental Council.

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MB conceived and designed the study, collected data, analysed data, prepared and edited the manuscript. SH conceived and designed the study, collected data, analysed data, edited the manuscript. LB collected data, analysed data, edited the manuscript. DZ analysed data, prepared and edited the manuscript. TG conceived and designed the study, collected data, analysed data, edited the manuscript.

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Correspondence to Lorna Burns .

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MB declares grants from the General Dental Council, during the conduct of the study; and grants from the General Dental Council, outside the submitted work. SH declares grants from the General Dental Council, during the conduct of the study. LB declares grants from the General Dental Council, during the conduct of the study. DZ declares they have no competing interests. TG declares grants from the General Dental Council, during the conduct of the study.

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Bryce, M., Hanks, S., Burns, L. et al. Mutual recognition of qualifications, health workforce migration, and graduate outcomes: a comparative mapping study of undergraduate dental education in Europe. Hum Resour Health 22 , 37 (2024). https://doi.org/10.1186/s12960-024-00918-9

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DOI : https://doi.org/10.1186/s12960-024-00918-9

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The Epidemiology and Public Health research degree programme is based within UCL's Institute of Epidemiology and Health Care. You will join an extremely engaging PhD programme, which currently supports a vibrant community of over 100 students from all over the world.
PhD in Management
Overview Start date: September 2024Duration: 5 years (1 year MRes + 4 years PhD)Fees: We offer fully funded scholarships to all admitted studentsApplication deadline: 01 February 2024 (17:00 UK time). A late submission window closes on 05 April 2024 (17:00 UK time), although we encourage you to apply early as places are limited and applications are subject to close sooner if places are filled.
PhD Degrees in Health Care Management, England UK
PhD Health Care Management in England. 101 degrees at 49 universities in England. NEW SEARCH. ... £5,100 per year (UK) 6 years Part time degree: £3,400 per year (UK) Apply now Visit website Request info. View 4 additional courses . Compare. Public Health and Policy PhD.
MSc Health Management
City's MSc Health Management provides applied business skills for ambitious professionals working in, or transitioning to, global healthcare, health technologies, strategic healthcare administration and management. You will learn about health management supported by a range of international and cross-sector contexts, including commercial ...
Healthcare Management
Successful KBS graduates: graduate destinations. Our Healthcare Management graduates find work across many realms of the NHS and private healthcare institutions. They also go on to work in general management and consultancy both overseas and in the UK in a wide range of companies and organisations.
Institute for Global Health MPhil/PhD
A PhD at the UCL Institute for Global Health (IGH) will provide you with excellent training related to a number of disciplines related to global health. Through the Doctoral School, you will have access to an outstanding research and transferable skills development programme, with training provided to support your personal, professional and ...
Distance learning PhD Health Care Management
The Doctor of Philosophy or PhD is recognised worldwide and is often an essential requirement for those wishing to follow an academic or Read more... 4 years Distance without attendance degree: £9,180 per year (UK) 3 years Full time degree: £4,786 per year (UK) 4 years Part time degree: £2,393 per year (UK) Request info. View 6 additional ...
Mutual recognition of qualifications, health workforce migration, and
The United Kingdom's (UK) departure from the European Union (known as Brexit) carries potentially significant implications for the migration of healthcare workers between EU member states and the UK, not least for professional regulation processes and the accreditation of health workers' qualifications.Since 2005, as a result of Directive 2005/36/EC [], healthcare workers in several ...