Higher Education

At the Higher Education programme of the University of Surrey, our aim is to produce the next generation of researchers, ready to address the complex problems in higher education, and help shape higher education policy and practice at local, national and international levels.

At the University of Surrey you’ll benefit from our vibrant research culture and you’ll work alongside leading academics who are at the forefront of their respective fields, giving you access to expertise in a range of areas of higher education.

Career opportunities

The Higher Education PhD is research-based, so you’ll spend most of your time developing a research question, conducting original research, analysing your results and writing up your findings, all under the guidance of your project supervisors. We’ll also give you tailored research methods training through online and face-to-face tutorials. At Surrey you will be equipped you with the skills and knowledge needed to shape professional practice and policy, allowing you to pursue a highly fulfilling career in academic, research and learning development positions within the higher education sector. Graduates also can take up roles as researchers for government think-tanks, as well as policy research advisers.You’ll have a confirmation assessment to review your project formally. If you’re a full-time student, this will take place around 12-15 months into your studies or 24-30 months if you’re studying part-time. You’ll be required to submit a written report and successfully complete an oral examination.Your final assessment will be based on the presentation of your research in a written thesis, which will be discussed in a viva examination with at least two examiners. You have the option of preparing your thesis as a monograph (one large volume in chapter form) or in publication format (including chapters written for publication), subject to the approval of your supervisors.

Research themes

• Assessment and feedback, including external examiners practice and student engagement with feedback.

• Educational transitions, including students and academic staff transitions and mobility, in national and international academic contexts.

• Identities and values in education, including professional identity development of academic staff and students.

• Language and literacy learning, including students’ motivation in learning English Language.

• Science, technology, engineering and mathematics (STEM) and disciplinary education, including girls’ participation in STEM subjects at the higher education level, and the teaching and learning of STEM and disciplinary subjects.