Postgraduate Taught Courses

The University expects the student to accept his or her obligation to act as a responsible member of the  University’s academic community. The student is also expected to take ultimate responsibility for the successful completion of the course.

It is important for the student to understand as soon as possible which parts of the course all students must study and those which allow a choice of options and to seek advice when this is not clear; to take particular care to ensure that he or she is aware of any qualifying examination or tests involved in the course, the consequence of failing any such requirements, and what opportunities are available for re-taking the qualifying examination or tests; and to ensure that the standard of his or her English is sufficient for the successful completion of the course.

In order to make the most effective use of the academic support provided, the student should endeavour to develop an appropriate working pattern, including beneficial and professional relationships with his or her dissertation supervisor and academic advisor. To facilitate this, the student should discuss with the supervisor/academic advisor the type of guidance and comment which he or she finds most helpful, and agree a schedule of meetings. The student should also be aware of his or her joint responsibility with the supervisor/academic advisor to ensure that regular and frequent contact is maintained, and to be encouraged to take the initiative to maintain contact when necessary

In working with supervisors or other academic staff, students should also:

• recognise the demands made on the supervisor’s time and the need to prepare adequately for meetings and to observe deadlines
• accept the importance of constructive criticism within the academic support relationship, and seek a full assessment of the strengths and weaknesses of any work
• give full weight to any suggested guidance and corrective action proposed by the supervisor in the event of problems
• seek to identify those skills which may help to contribute to the completion of the course, possibly including: subject specific skills, general study skills at postgraduate level, or general or transferrable skills. Students should then identify how those skills might best be developed or acquired during the course

Throughout the course, it is important for the student to:

• if appropriate, gain experience of timed written examination methods prior to the formal  examination. Students taking a two-year course should give particular thought to the demands of a course which examines work undertaken during the first year at the end of the second year, and whether any of the  training courses available within the University would help in this connection, e.g. courses on study skills
• be familiar with the regulations relevant to the course, including the Examination Regulations, course handbook and examination conventions, paying particular attention to the date, time and place for the submission of extended essays, projects, dissertations etc
• ensure that he or she maintains progress in accordance with the requirements and timetable laid down for the course in the relevant course documents
• make full use of the facilities for career guidance and development, and consult his or her supervisor or academic advisor for advice and encouragement where appropriate
• discuss with the academic advisor or the Director of Graduate Studies as soon as possible any issues or concerns which may arise with relation to supervision arrangements
• inform the supervisor, academic advisor or the Director of Graduate Studies and college advisor at once of any circumstances that might require the course of study to be modified or abandoned or registration as a graduate student to be extended, suspended or withdrawn, e.g. health problems or family circumstances

It is essential for the student to:

• ensure that, in addition to making entries for the examination by the right date, approval for options, dissertation titles, methods of assessment etc. is sought within the required timetable, and that any work required as part of the assessment of the course is submitted by the required deadline at the right date, time and place
• note that penalties may be imposed for late submission. Requests for an extension to the deadline for a piece of work should be made in good time through the student’s college or department, after discussion with the academic advisor/course director as appropriate
• take full responsibility for the work involved in dissertations, extended essays, or other similar material, and be aware of the University’s guidance on plagiarism
• ensure that he or she is aware of any formal limits on the assistance that a supervisor may give in connection with a dissertation, extended essay, library project or other similar form of assessment.  Where the extent of permitted assistance is not set out in the course handbook, it should be set out in the Examination Regulations
• allow adequate time for writing up such work, and pay particular attention to final proof-reading of any material submitted for assessment

It is the student’s responsibility to decide, after any necessary consultation with the relevant college officer (where applicable), whether there are circumstances relating to the examination of the course (e.g. illness, bereavement, etc.) which should be drawn to the attention of the examiners. If appropriate, the college will support the student in submitting information about factors affecting performance to be forwarded to the examiners. The student must not contact the examiners directly about such matters.

It is the responsibility of Education Committee, through its Graduate Panel and Graduate Admissions Committee, to determine the policy, timetable, and process for the admission of graduate taught students.

Postgraduate taught (PGT) students are admitted in accordance with the general regulations for the degree awarded set out in the Examination Regulations. These should be read in conjunction with the associated special regulations made by individual boards or departments. Divisional Boards and Faculty Boards have the power and responsibility to admit PGT students. In the case of Divisional Boards, this power is delegated to, and responsibility discharged by, departments and other units designated by a Board as a University Admitting Body (UAB).

In the formulation and implementation of its policy and procedures for the admission of graduate taught students, all members of the University must be mindful of the University’s Equality Policy and of its responsibilities under the Equality Act (2010). These include the requirement to have ‘due regard’ to the need to:

• Eliminate unlawful discrimination, harassment and victimisation
• Advance equality of opportunity, and
• Foster good relations between people with different ‘protected characteristics’

The University seeks to attract applicants of the highest quality and potential, regardless of background. Decisions on the admission of students will be based on the individual merits of each candidate as assessed against the entry requirements.

UABs must only admit applicants who can provide evidence of a strong academic record. The minimum academic requirement that applicants must meet in order to be considered for admission as a graduate taught student is a strong upper second-class UK Bachelor’s degree with honours, or equivalent qualification.  This condition may be waived only where there is alternative evidence of real academic strength and aptitude for the programme in question. For example, evidence of relevant professional experience may be a basis for waiving this condition. The authority to waive the minimum academic requirement lies with Divisional Boards which may delegate this power to UABs. Academic waivers must be approved by the appropriate authority at divisional or UAB level, usually the Director of Graduate Studies.

The University’s English language requirements for individual programmes of study, set either at the Higher level or at the Standard level (as specified on the Graduate Admissions website) must be met in full. It must be met by either (a) certification of the Higher or Standard level as specified; or (b) suitable alternative evidence of the candidate having met the required standard of English language proficiency. The latter will require certification to be formally waived. The grounds and procedure for granting a waiver are set out in full in the English Language test waiver policy. The authority to waive the requirement for certification lies with Divisional Boards which may delegate this power to UABs. Divisions are asked to report regularly on waivers granted and when English language courses are set as terms of the offer, and this information is reviewed by Education Committee.

A UAB must ensure that information relating to postgraduate taught programmes is clear, accurate and of sufficient detail to enable applicants to make informed choices. It should contain the following as a minimum:

1. The criteria for assessment of applicants to the programme including: measures of academic ability (degree level etc); English language requirements; other qualifications and/or experience required; supporting materials required
2. Deadlines for receipt of applications
3. The name of the course director
4. Course structure and content, for example: nature and type of qualification; course duration; pattern of teaching, learning and assessment; arrangements for resits; study and residence requirements
5. The arrangements that will be put in place for supervising the graduate’s work as appropriate
6. The induction arrangements
7. IT support/ library facilities/ experimental facilities available
8. Opportunities for work experience and internships
9. Dept/Faculty social facilities
10. Dept/Faculty arrangements for pastoral and welfare support
11. Specific requirements such as health clearance, immunisation

Additionally, the University provides the following information:

• Fees, additional costs and living costs
• Funding opportunities
• Visa requirements
• University accommodation, and general information relating to college accommodation
• Careers advice

Having made an offer, UABs should inform prospective students of any significant changes to the programme made between publication of the programme on the website and the offer of a place, and between the offer of a place and the start of the course, and the options open to the student in these circumstances. The UAB is also responsible for drawing to the attention of the prospective student any information which should be studied, or courses taken, between the time of offer and time of arrival, and where they might be accessed e.g. English language courses.

All applicants must submit the following materials in order to be considered for admission to a taught programme:

1. A fully completed application form
2. Three academic references (one or more may be substituted with a professional reference, as set out in the entry requirements for the course)
3. Transcript(s) of previous higher education
4. CV/résumé
5. Statement of purpose/ personal statement
6. The application fee.

Applicants may also be required to supply additional materials with their application, depending on the requirements of the course, as specified in the Course Guide.

The applicant is responsible for providing these materials in sufficient time to meet the published deadlines for applications. Applicants must include in their applications details of all periods of study at university level, and all qualifications attempted whilst at university.

Applicants for full-time study who, if admitted, would be concurrently registered at another institution are not eligible for admission to Oxford. Exceptions may only be made where such registration is part of a formal collaborative arrangement between the University and the other Institution. Such arrangements must have the approval of the division and Education Committee.

The UAB should ensure that:

• Admissions procedures are clear and consistently followed by all staff
• Entry requirements are reviewed annually
• All recommendations to admit a student involve the judgement of at least two members of the academic staff with relevant experience and expertise, and additionally must be approved on behalf of the UAB by the Director of Graduate Studies or Admissions Committee
• Recommendations not to accept may be made by one or more members of staff with relevant experience and expertise, and additionally must be approved on behalf of the UAB by the DGS or Admissions Committee
• Admission offers make clear what the applicant must do: a) to take up the offer, b)to request deferral of entry, or c)if they fail to meet any conditions specified in the offer, including conditions set by the college

UABs must ensure that admissions panels or committees include at least one member of academic staff who has undertaken appropriate training e.g. the Graduate Admissions Assessors and Admissions Staff Guidance: online course. UABs are responsible for briefing all those assessing applications on the admissions procedures and the entry requirements.

Work and residence towards an award is calculated from the term of matriculation. There are minimum residence periods which must be met before an award can be made, which are set out in the general regulations for each award.

Graduate students on a full-time course must reside within 25 miles of Carfax for a minimum of six weeks in the 8 week period of Full Term for that term to count towards the required minimum residence period. Information provided for graduate applicants should make clear that while the formal residence requirement for a course is calculated according to the eight weeks of Full Term, graduate students may expect to have commitments within their course outside those periods. Courses may last from nine to twenty-four months, and the expectations relating to residence requirements, duration and likely commitments outside Full Term should be made clear in any preliminary information.

The regulations governing each award set out the maximum number of terms or months for which a student may hold the status of student for the award.

If a student cannot work for a particular reason, e.g. illness, family circumstances, financial hardship, application for suspension of status can be sought, for not less than one and not more than three terms (or equivalent number of months where appropriate) at any one time, using the relevant form. Students should be encouraged to contact the relevant University service (Counselling Service, Disability Advisory Service, etc) for help and advice if they have not already done so, before applying for suspension. Such applications will also be considered in connection with election to a student sabbatical office within the University. The general regulations governing postgraduate taught courses set out the maximum number of terms of suspension in total a responsible body may permit. Requests for any further period of suspension must be addressed to Education Committee.

Parental leave 

Students who give birth during their period of registration for a postgraduate taught course may choose to suspend their status, normally for not less than one year, before recommencing their studies. Where possible the leave period should be timed to take account of the academic requirements of the course (e.g. project work), and should commence at the end of, rather than part-way through, a term. Maternity leave will be taken under current college arrangements for suspension of study (where applicable). Students should also submit an application for suspension of status (GSO.17b). The full policy on parental leave (including paternity and adoption leave) is available from Childcare: Student Maternity, Extended Paternity and Adoption Leave.

Full-time taught postgraduate students should generally regard their studies as a full-time occupation of at least 40 hours per week during term-time, and should normally be available for academic commitments during core working hours (i.e. 9 am to 5 pm on weekdays).

The University recognises that some graduate students will want to undertake a limited amount of paid work during their studies to support themselves financially. The University has developed paid work guidelines for graduate students which aim to ensure that any paid work undertaken does not adversely affect students’ success in their studies or their ability to  complete their course on time.

In cases where requests from students are outside the normal limits governing graduate students, application must be made to Education
Committee. These normally relate to:

• suspensions of status beyond the normal limits
• permission to be examined under old regulations following a return from suspension
• extensions to the deadlines for submission of submitted coursework which extend into the next academic year (extensions within the current academic year are submitted to the Proctors)

Applications for these matters must be accompanied by a statement from the student’s college (matriculated students) and department.

The University’s Education Committee is responsible for the maintenance of a timetable for Week 0 of Michaelmas Term determining the days on which departments and colleges shall provide an induction programme for full-time graduate students. The current timetable is as follows:

It is the responsibility of the department to provide a programme of induction for its students, which will sit alongside the induction provided to students by their colleges. During Week 0 of Michaelmas Term this programme must be delivered in accordance with the agreed timetable with colleges, but the programme may begin before, or extend beyond Week 0 over the course of the first term.

The programme of induction should enable students to begin their studies with an understanding of the academic and social environment within which they will be working and must include (but is not confined to) all essential aspects of induction as listed in subsection 4.2. The responsible body should determine who delivers each element of induction, e.g. the Director of Graduate Studies (DGS) or course director. The responsible body should also ensure that the induction programme takes into account the diverse backgrounds of a typical student cohort, and the multiple adjustments that students are making at this time, especially those who have recently arrived from overseas.

The responsible body should ensure that the programme of induction includes the following:

1. facilities available for students within the department
2. relevant health and safety practices within the group and department
3. guidance on good academic practice and the avoidance of plagiarism
4. introduction to staff and their roles and an opportunity to meet socially and informally with other students and staff in the department, especially the DGS
5. orientation to the course, i.e. methods of assessment and examination, regulations and other requirements, as well as general processes such as annual registration
6. dissertation supervision arrangements, including establishing appropriate working patterns, the minimum frequency of supervision meetings and the purpose of such meetings, evaluation, monitoring and reporting procedures
7. wider academic opportunities (seminars, journal clubs, research networks) including opportunities for meeting other students and staff and opportunities to present research to peers;
8. student welfare (in the departmental context)
9. academic expectations of students and responsibilities of students (see Section 6 of this policy)
10. typical challenges which may face the graduate student and sources of support and guidance including support for developing study skills
11. English language provision available via the Language Centre (where appropriate)
12. how to raise concerns and/or make a complaint, and opportunities to provide feedback (e.g. through a Joint Consultative Committee)

A document giving fuller guidance on the content of induction, including examples of good practice, is attached to this Policy and Guidance at Annex A.

Where students are admitted who have disclosed a disability, the responsible body should ensure that any special requirements to support the student on course are understood, put in place and communicated as necessary as early as possible. The responsible body should discuss these requirements with the student and take advice from the Disability Advisory Service.

Additionally, induction is a good opportunity to inform students who have not yet disclosed a disability that it is in their own interests to do so for their better support.

The principle of an individualised educational experience shaped through ongoing support from a senior academic underpins the University’s approach to postgraduate study, enabling students to develop their capacity to think critically and independently beyond the undergraduate level. All teaching and assessment at Oxford should provide an appropriate opportunity for students to achieve and demonstrate their full academic potential at master’s level.

Postgraduate taught courses should utilise a variety of teaching methods to foster the development of a range of skills. Departments must publish norms for each programme in accordance with the requirements stipulated in the Policy and Guidance on Course Information, setting out the amounts of teaching of different types to be provided. The balance of lectures, classes or seminars and seminars, and laboratory or fieldwork within each course should be carefully and regularly considered by departments, including on occasions when external examiners’ reports are reviewed. Given the three major types of postgraduate taught courses: research preparation, high level professional or disciplinary development, conversion courses, those constructing courses will need to reflect how the teaching methods employed meet the overall purpose of the course. This is especially important where a single course has to serve more than one of these purposes.

Assessment forms an essential element of the learning process: students learn both from assessment activities and from their interaction with staff about their performance in those activities. It is also the means by which teaching staff can form judgements as to what extent students have achieved the intended learning outcomes of a course, or of an element of a course.

Formative feedback is an essential component of postgraduate taught courses, and should be provided  promptly to students. It should combine information which enables students to understand the strengths and limitations of their past performance, and information which enables them to recognise how future performance can be improved.

As part of Education Committee’s revised policy on feedback for postgraduate taught courses (see Section 7.5), departments are now required to ensure written feedback on at least one designated piece of formative assessment, e.g. essay or assignment, during the course of the first term. The purposes of this feedback are to:

provide guidance to those for whom extended pieces of writing are unfamiliar forms of assessment;
indicate areas of strength and weakness inrelation to the assessment task; provide course members with an indication of theexpectations and standards towards which they are working.

In all aspects of its teaching the University stresses the distinctiveness of the high level of engagement of senior research-active academics in all its taught courses, which it sees as putting teachers’ own research-based learning to use in enhancing the learning of the students they teach. The University is committed to sustaining a significant proportion of the teaching and supervision of all students by senior research-active academics. Department documentation should make clear the links between research and teaching, especially:

• highlighting parts of courses which are intended to promote or develop skills relevant to a later dissertation or project
• making explicit elements of courses which are intended to develop an understanding of how disciplinary knowledge is developed and articulated
• encouraging students to take full advantage of research seminars, visiting speakers, and other aspects of the life of the scholarly community/network of which they are members

Each student should, as early as possible, be allocated a general supervisor (or ‘academic advisor’ in some divisions). In small courses this may be the Course Director/s, but where the cohort is larger (i.e. more than 20), students should normally be allocated to another member of academic staff to fulfil this role. It is the responsibility of the general supervisor to provide the student with regular information as to the student’s progress and, where problems arise, provide guidance and assistance as to necessary corrective action. The academic advisor or supervisor should alert the Director of Graduate Studies to any problems experienced in supporting the student.

The completion of the termly supervision report, to which both student and academic advisor/supervisor contribute via Graduate Supervision Reporting (GSR), is mandatory for general supervisors. Departments/faculties are responsible for taking any action required in cases of non-submission by supervisors/academic advisors.

In certain subjects, departments may also request additional reports from individual tutors e.g. courses involving intensive language teaching.

For appropriate courses, students should be allocated a dissertation/thesis supervisor. The dissertation supervisor may be the same person as the general supervisor, or another person. Where another person is allocated, they may be appointed in addition to the general supervisor, or they may take over general supervision also. Through a pattern of regular meetings, the dissertation supervisor should endeavour to ensure that the student works on the dissertation/thesis within a planned framework with clearly agreed stages by which the student should have reached various points. The dissertation supervisor should ensure that written work is prepared as appropriate in accordance with the course requirements and structure. Such work should be returned with constructive criticism and in reasonable time.

Dissertation supervisors should ensure that, from time to time, students are told how their work is progressing and should also try to ensure that the student feels properly directed and able to communicate with them. Where a dissertation supervisor is appointed in addition to the general supervisor, a department can also ask the dissertation supervisor to submit a termly report on the student’s progress.

Responsibility for the dissertation/thesis ultimately rests with the student, who should be proactive in seeking support and guidance when necessary.

The termly reporting cycle commences with the opening of the student reporting window on the Monday of the 7th week of term. The student reporting window remains open for three weeks, until the Friday of 9th week. Following the closing of the student reporting window, the academic advisor/supervisor reporting window opens on the Monday of 10th week, and remains open for four weeks, however supervisors will also be able to report as soon as the student has submitted their report. The Director of Graduate Studies is able to view reports and may submit comments at any time during the reporting period. The college advisor may also view reports at any time and record the number of meetings held with the student.

In addition, departments may request an additional report for a programme during the long vacation (4th reporting window). The exact reporting dates will be published in Graduate Supervision Reporting (GSR), following the timetable below:

Timetable for Reporting (PDF)

In exceptional circumstances, cases may be made to the appropriate Division or Continuing Education Board to permit an alternative reporting timetable for a programme, as long as the overall requirement for three reports per year as defined by regulation is met (for example, for part-time modular programmes where teaching is not delivered in the standard eight week terms).

Proposals should set out the academic rationale for the alternative timetable and include the proposed dates for opening/closing the student, supervisor and DGS windows for each reporting period throughout the academic year. The student reporting window should always be three weeks, followed by a four week reporting window for the supervisor, and at least a four week reviewing window for the DGS. However, the reporting periods can be spaced at different points in the year, to align with the delivery of teaching/assessment. Once approved, Divisional super-users will be able to configure the alternative reporting timetable for a programme directly in GSR.

Each report should include a review of the student’s academic progress over the course of the previous term, information about the nature and extent of contact with the student, and should draw to the attention of the Director of Graduate Studies any problems experienced. The report should also include feedback on any formative or summative assessment or on progress with the dissertation. The student is also invited to indicate the level of contact they have had with their college advisor during the previous term.

GSR includes a mechanism by which a student or their academic advisor/supervisor may flag that they have concerns about the student’s academic progress. This flag will also be visible to the DGS and college advisor. The flagging system should only be used for concerns about academic progress. It should not be used to report a concern about problems in the student-advisor/supervisor relationship or in the work environment. These concerns should be raised with the DGS in the first instance, and be pursued through the department/faculty’s complaints procedure if necessary. If the academic advisor or supervisor has concerns about the student’s academic progress, these should be discussed with the student before being flagged in GSR.

The flagging mechanism in GSR has three categories: minor concerns, major concerns, or severe concerns. The DGS should review all flagged concerns and take action as appropriate.  A severe concern flagged in GSR should result in a meeting with the DGS without delay (this may be via Skype or similar in the case of part-time students). The DGS should note in GSR the action being taken to resolve the matter.

The University expects the student to accept his or her obligation to act as a responsible member of the  University’s academic community. The student is also expected to take ultimate responsibility for the successful completion of the course.

It is important for the student to understand as soon as possible which parts of the course all students must study and those which allow a choice of options and to seek advice when this is not clear; to take particular care to ensure that he or she is aware of any qualifying examination or tests involved in the course, the consequence of failing any such requirements, and what opportunities are available for re-taking the qualifying examination or tests; and to ensure that the standard of his or her English is sufficient for the successful completion of the course.

In order to make the most effective use of the academic support provided, the student should endeavour to develop an appropriate working pattern, including beneficial and professional relationships with his or her dissertation supervisor and academic advisor. To facilitate this, the student should discuss with the supervisor/academic advisor the type of guidance and comment which he or she finds most helpful, and agree a schedule of meetings. The student should also be aware of his or her joint responsibility with the supervisor/academic advisor to ensure that regular and frequent contact is maintained, and to be encouraged to take the initiative to maintain contact when necessary

In working with supervisors or other academic staff, students should also:

• recognise the demands made on the supervisor’s time and the need to prepare adequately for meetings and to observe deadlines
• accept the importance of constructive criticism within the academic support relationship, and seek a full assessment of the strengths and weaknesses of any work
• give full weight to any suggested guidance and corrective action proposed by the supervisor in the event of problems
• seek to identify those skills which may help to contribute to the completion of the course, possibly including: subject specific skills, general study skills at postgraduate level, or general or transferrable skills. Students should then identify how those skills might best be developed or acquired during the course

Throughout the course, it is important for the student to:

• if appropriate, gain experience of timed written examination methods prior to the formal  examination. Students taking a two-year course should give particular thought to the demands of a course which examines work undertaken during the first year at the end of the second year, and whether any of the  training courses available within the University would help in this connection, e.g. courses on study skills
• be familiar with the regulations relevant to the course, including the Examination Regulations, course handbook and examination conventions, paying particular attention to the date, time and place for the submission of extended essays, projects, dissertations etc
• ensure that he or she maintains progress in accordance with the requirements and timetable laid down for the course in the relevant course documents
• make full use of the facilities for career guidance and development, and consult his or her supervisor or academic advisor for advice and encouragement where appropriate
• discuss with the academic advisor or the Director of Graduate Studies as soon as possible any issues or concerns which may arise with relation to supervision arrangements
• inform the supervisor, academic advisor or the Director of Graduate Studies and college advisor at once of any circumstances that might require the course of study to be modified or abandoned or registration as a graduate student to be extended, suspended or withdrawn, e.g. health problems or family circumstances

It is essential for the student to:

• ensure that, in addition to making entries for the examination by the right date, approval for options, dissertation titles, methods of assessment etc. is sought within the required timetable, and that any work required as part of the assessment of the course is submitted by the required deadline at the right date, time and place
• note that penalties may be imposed for late submission. Requests for an extension to the deadline for a piece of work should be made in good time through the student’s college or department, after discussion with the academic advisor/course director as appropriate
• take full responsibility for the work involved in dissertations, extended essays, or other similar material, and be aware of the University’s guidance on plagiarism
• ensure that he or she is aware of any formal limits on the assistance that a supervisor may give in connection with a dissertation, extended essay, library project or other similar form of assessment.  Where the extent of permitted assistance is not set out in the course handbook, it should be set out in the Examination Regulations
• allow adequate time for writing up such work, and pay particular attention to final proof-reading of any material submitted for assessment

It is the student’s responsibility to decide, after any necessary consultation with the relevant college officer (where applicable), whether there are circumstances relating to the examination of the course (e.g. illness, bereavement, etc.) which should be drawn to the attention of the examiners. If appropriate, the college will support the student in submitting information about factors affecting performance to be forwarded to the examiners. The student must not contact the examiners directly about such matters.

Postgraduate taught courses may make use of a range of examination and assessment methods according to the elements within the subject to be assessed. The assessment or examination norm for a Master’s level course which is completed within a year is traditionally the equivalent of two or three three-hour examination papers and a dissertation or thesis of 10,000 – 20,000 words. However, there are many imaginative ways in which postgraduate taught courses have designed their assessment to equate with this basic benchmark.

Approved forms of assessment include:

• Timed, written examination papers–usually three hours, although this varies in some subjects.
• Timed, computer-based examinations.
• Dissertation/thesis/report of a research project–this constitutes an extended piece of writing of substantial length relating to a piece of supervised research.
• Extended essays–usually of several thousand words based on a particular topic or question.
• Oral examination–may be a compulsory element of an examination usually focused on a piece of research, or may be used to confirm a student’s result(s) in borderline cases.
• Take-away papers–the amount of time available to students will be much more restricted compared to that available for an extended essay.
• Practical or fieldwork requirement
• Portfolio–a submission involving a selection of pieces of work.
• Oral presentations–usually associated with a piece of supervised research.
• Poster presentation
• Group work–this involves students collaborating formally to produce a piece of assessed work together, such as a presentation (which may be delivered orally or as a poster) or project output.
• A mock research grant application.

The University attaches great importance to both the rigour and the fairness of its public examinations. The Policy and Guidance for Examiners and Others Involved in University Examinations sets out Education Committee’s expectations for the design and conduct of examinations.

Departments should keep the nature and methods of assessment for each course under review, taking into account student feedback. In reviewing the assessment procedures used throughout the University or  any unit or sub-unit of the University, departments should pay attention to:

• the extent to which the assessment methods used:
  • remain a valid, fair and reliable means of assessing student achievement
  • provide appropriate evidence of the academic standards of the course being met by the majority of candidates
  • are appropriate to the teaching methods employed and the intended learning outcomes of the course
• any evidence that the amount of assessment or its timing is having a detrimental impact on the work of candidates
• the evidence of the teaching quality and methods as revealed through the examination process and the reports of examiners

Oxford maintains as a principle that those who examine students should be, as far as possible, independent of those who directly teach them. This principle is reflected in the arrangements for the appointment of the examination board which takes its instructions from, but is independent of, the supervisory body for the course. The principle is also reflected in other regulations and policies that seek to ensure, as far as possible, an independence of judgement by the examination board, not unduly influenced by close knowledge of students’ performance in class. However, there are a number of circumstances in which a supervisory body for a course might consider it necessary to appoint a student’s supervisor as one of the markers of their dissertation; for example, where there is difficulty finding sufficient specialists in a particular topic within a small department. If a department does elect to appoint the supervisor as one of the assessors of the dissertation, the following steps should be taken:

1. The supervisor should always be formally appointed as an assessor if not already an examiner.
2. The second marker should either be an examiner on the Board of Examiners or an assessor with the closest specialist knowledge to the project topic.
3. The two markers should mark the student’s dissertation independently of each other, i.e. double blind-marking.
4. As for all types of assessment, the Examination Conventions should explicitly state how marks are reconciled when there is a significant difference between the mark of the supervisor and examiner/assessor. In such cases the Chair of Examiners may request an additional assessor or examiner.
5. One of the external examiners should be asked to give particular attention to the marking and reconciliation of marks for dissertations where supervisors are involved in marking.

Departments should keep under review the mechanisms for their part in the nomination and appointment  of examiners, including the chair and external examiner(s), and for ensuring the suitability of, and avoidance of conflicts of interest, in relation to all examiners, including external examiners. Departments should also be conscious of the need to ensure there is a sufficiently large pool of examiners for a course to continue to be viable. In exercising their overall responsibility for the membership, powers, procedures and accountability of examiners, departments should take care to ensure that boards of examiners are aware of:

• requirements relating to declarations of personal interest
• the minimum numbers of internal and external examiners who must be present for decisions to be valid
• the keeping of appropriate records of examiners’ meetings and the reasons for any specific decisions in relation to individual cases

Within departments, particular care should be taken to ensure that appropriate mechanisms are in place for   the nomination and appointment of examiners for all postgraduate taught courses, and to ensure that all courses have an external examiner. Such appointments should be made in good time, and departments should ensure that those holding office both as internal examiners and as external examiner have sufficient  information for the proper fulfilment of their tasks. Examiners should be made fully aware of the extent of their powers, and where to seek guidance if they have questions or concerns.

The qualifying test is the academic hurdle set in some postgraduate taught courses to ensure that students have sufficient grasp of the preliminary material (usually core units) in order to progress to the second part of the course (usually options and a dissertation). The test normally occurs at the end of the first year of an MPhil degree, but may apply in other courses as well at an early point in the year.

In many two-year courses, the qualifying test will simply consist of the examinations at the end of the first year, for which students may be required to achieve a minimum or average mark in order to progress to the second year. Whatever format is followed, it is important students are made aware of the hurdle and its timing at an early stage both in pre-application material and at induction – with clear guidance as to what is required and the consequences of failure.

Education Committee has a specific policy on the provision of feedback in postgraduate taught courses¹. The policy has three parts and requires responsible bodies to:

1. ensure written feedback on at least one designated piece of formative assessment, e.g. essay or assignment, during the course of the first term. The purpose of this feedback is to:
   • provide guidance to those for whom extended pieces of writing are unfamiliar forms of assessment;
   • indicate areas of strength and weakness in relation to the assessment task;
   • provide course members with an indication of the expectations and standards towards which they are working².
2. endeavour to provide feedback, via examination boards, on any elements of summative assessment which are undertaken prior to the final term of the course. This may include Trinity term assessments for 12-month courses. Supervisory bodies may direct examination boards to provide feedback in one of the following ways:
   • Final marks: the exam board must meet in full (the external may be included by teleconference) to confirm and release marks to students via the Academic Records Office. In circumstances where final marks cannot be confirmed, i.e. where the examiners consider that scaling may be required, the board may, exceptionally, apply for permission from the Proctors to release unconfirmed marks.  Unconfirmed marks should be provided to students by the department accompanied by the wording: ‘The marks provided are provisional andmay be reviewed and amended at the final meeting of the  Examination Board.’
   • Written feedback: this may accompany final marks or be provided without marks. Where examination boards wish to give written feedback without marks, they are not obliged to meet  in full, but the chair is required to approve the feedback on the board’s behalf before it is released to students.
   • When providing feedback for part-time courses, boards may, alternatively, follow the  arrangements forprovision of feedback established by the Department for Continuing Education.
3. implement (via boards of examiners) written feedback according to an agreed divisional template or framework for all PGT dissertations or theses of 5,000 words or over.

This policy permits academic advisors and supervisors to be provided with copies of written feedback.

Regulations should indicate what arrangements will be in place for resits. For postgraduate taught courses Education Committee’s normal expectation is that any resits will be taken at the time the subject is examined the following year, unless the special regulations permit an alternative practice. However, departments are encouraged to consider alternative (earlier) re-sits or re-submission dates that will enable students who have incurred a fail, or who have had to withdraw from the examination at the end of the course for urgent  reasons, to complete the award in a shorter time-scale. These arrangements should be reflected in the regulations and other course information.

Where an element of an examination has been successfully completed at the first examination, the mark  for the successful element can be carried over to the succeeding year and only the element or elements  which have been failed at the first examination re-taken unless otherwise specified by the special regulations for a course. In this context, ‘element’ refers to an individual paper, submission, or other exercise and not all the written papers or all the submissions³.

If a student’s concern or complaint relates to teaching or other provision made by the department, it should be raised with the course director, Director of Graduate Studies or Joint Consultative Committee/ Course Committee as appropriate. The officer concerned should attempt to resolve the concern/complaint informally. If the student is dissatisfied with the outcome, he or she may take the concern further by making a formal complaint to the Proctors. A complaint may cover aspects of teaching and learning (e.g. teaching facilities, supervision arrangements, etc.), and non-academic issues (e.g. support services, library  services, university accommodation, university clubs and societies, etc.). A complaint to the Proctors should  be made only if attempts at informal resolution have been unsuccessful. 

An appeal is defined as where a student wishes to challenge a decision relating to an academic matter which has been made by an academic committee or body.  For postgraduate taught courses, a concern which might lead to an appeal should be raised with the college authorities and the individual responsible for overseeing the student’s work. It must not be raised directly with examiners or assessors. If it is not possible to resolve the issue in this way, the student may put his/her concern in writing and submit it to the Proctors via the Senior Tutor or Tutor for Graduates of the college (or via the department, for non-matriculated students).

The Proctors are not empowered to challenge the academic judgement of examiners or academic bodies.  The Proctors can consider whether the procedures for reaching an academic decision were properly followed; i.e. whether there was a significant procedural administrative error; whether there is evidence of bias or inadequate assessment; whether the examiners failed to take into account special factors affecting a candidate’s performance.

Topics covered might include: building layout, access to buildings, fire alarm and evacuation procedures, catering facilities, areas and facilities available to student use etc.

Topics covered might include: laboratory safety, risk assessments, control of substances hazardous to health, chemical safety, emergency first aid.

Policy requires departments to provide the following information for students:   

• An introduction to, and explanation of the role of
  • The DGS and anyone who supports him or her
  • The course director/organizer/convenor (in the case of PGT students)
  • Other academic staff involved in the course
• An overview of supervision arrangements, and the role of the supervisor (in the case of PGR students)
• An explanation of who to go to with a concern or a complaint

The induction programme for new graduate students in the Department of Politics and International Relations includes a session introducing the Head of Department, Deputy Head, Director of Graduate Studies, Course Directors, Director of Research Training, Divisional Training Coordinator, Graduate Studies Administrator, Graduate Research Administrator, and Courses Manager.

For PGT students this might comprise:

• Components of the programme, core and options, and the curriculum plan
• Teaching types (lectures, seminars, small-group teaching, lab-work etc)
• The weekly teaching timetable
• Components of assessment
• Assessment timetable
• Handbook and online information: orientation

The School of Interdisciplinary Area Studies includes in its induction programme for its MSc students a session on getting to know the course handbook, in addition to an introductory session on the MSc programme

The Department of Education includes on its website a page describing a typical week for an MSc student, which gives new and prospective students an idea of how an MSc student’s time might be occupied during the week.

For PGR students this might comprise:

• Key milestones and terms permitted to reach completion (transfer and confirmation of status, submission of the thesis deadlines)
• Starting work with the supervisor
• Pattern of independent work
• Expected attendance (e.g. lab hours where relevant, compulsory seminars or meetings)
• Handbook and online information: orientation

The Department of Materials provides its new DPhil students with a ‘DPhil Diary’ which outlines the schedule for the entire DPhil programme by week and term.  As well as listing the timings of the milestones, the Diary also gives the approximate timings of various workshops, courses  and seminars for the programme.

An introduction to departmental IT might include:

• IT policies
• Departmental support and help
• University IT Services

The Mathematical Institute provides an IT induction booklet for new students which covers: privacy and information security; facilities access (accounts); departmental network; passwords; data storage; email; web; support and help; personal machines; mailing lists; safety.

Topics covered in library induction might include:

• An overview of the departmental library
• A library tour
• An introduction to finding sources in the library

It is important that all students know what they are expected to do in the first week of their course. PGT students should be guided as to what preparatory reading or work they should undertake for their teaching sessions in their first week.

It is not always the case that supervisors are immediately available to meet their supervisees (though they are obliged to meet with their student no later than the end of Week 2) and departments should advise research students how they might profitably spend their time if this is the case.

An introduction to the standard expected, the kind of skills that students will need to have or acquire, and how support and guidance is provided by the department, is amongst the most valuable information that can be offered to new students.

Skill level

Many students will be anxious about the level of attainment expected of them. One approach to addressing this is to use the experience of current or recent students who can give an insight into their experiences of adjusting to the level of work required. Examples of previous dissertations, both PGT and research, might also be useful in illustrating what students should be aiming for. In addition, an experienced member of staff might offer a session on the typical challenges which may face students, and sources of support and guidance in times of difficulty.

The Medical Sciences Division uses this approach in its induction programme for new students with a session on ‘A current research student’s experience’.

Support with academic skill acquisition

PGT students

Needs will vary according to previous academic background but these are generic skills with which some students might need help early on in their studies:

• Time management (online resource at https://www.ox.ac.uk/students/academic/guidance/skills/)
• Participating in tutorials/ seminars/ supervision
• Critical thinking and reasoning
• Academic writing
• Group and self-study strategies
• Revision and examination techniques

Using PGR teaching, some departments also give introductory sessions on research to both their taught Master’s and PGR students.

New students on the MSc Mathematical Modelling and Scientific Computing are required to attend ‘Additional Skills’ sessions throughout their first term, which cover topics such as the use of  mathematical software and the web, sources of numerical software, literature searches, communication and career development.

PGR students 

Although the supervisor is responsible for supporting their supervisee, the department can (and in many cases does) offer a programme for the PRS or research student cohort. This has the advantage of bringing the cohort together: peer support is particularly beneficial in research studies.

Some of the MPLS DTCs (Systems Approaches to Biomedical Science IDC/ Systems Biology DTC/ Life Sciences Interface DTC) provide a programme for the PRS/research student cohort, comprising:

• What is research? (induction programme)
• Presentation skills (induction programme)
• Managing your supervisor (second year)
• Planning to write a DPhil  (third year)
• Interview techniques (third year)
• Completing your DPhil (fourth year)
• Non-academic careers (fourth year).

Departmental induction sessions should – in Education Committee’s view – always incorporate separate sessions on good academic practice and the avoidance of plagiarism. These should include advice on note-taking, referencing practice and study skills. Ideally, further sessions on plagiarism and academic practice should be organised as students prepare to undertake projects and dissertations. Education Committee material for students is found on the Student Gateway: https://www.ox.ac.uk/students/academic/guidance/skills/plagiarism/

Whilst supervisors should work through the research integrity checklist with their students, departments should ensure that research students and master’s students undertaking research projects are aware in general terms of their responsibilities and any restrictions, for example on the ownership and protection of data, or on the protocol for publication, at a time that is relevant for them to understand that information. This may be induction for research students and later in the course for PGT, depending on their programme.

The Centre for Criminology includes the following note in its induction timetable:

Compulsory Plagiarism and Reference Management Seminar

For your dissertation or thesis you will need to cite your sources and organise them in a properly formatted bibliography. This is vital to avoid plagiarism. A well-researched bibliography adds credibility to your work and shows the quality of resources you have used. This session will outline the key referencing styles used in the social sciences and will demonstrate the benefits of using reference management software. Clear advice on how to incorporate the ideas of others without plagiarising their work will assist you in maintaining a high standard of academic integrity. 

PLEASE NOTE: A register of attendance will be taken at this compulsory session

Followed by 

Introduction to the Social Science Library

An introduction to the Social Science Library, online resources and a library tour

Students should be made aware of other University or college seminars or lectures that are taking place and that they might attend.

The Department of Population Health offers a session on ‘Wider academic opportunities’ to both its MSc and DPhil students, which covers both teaching opportunities and seminars in the Department.

The graduate induction programme for the Faculty of Classics includes a session which gives an introduction to work-in-progress seminars.

Many departments  now advertise talks and seminars open to the wider academic community through OxTalks

From October 2014, the responsibilities of PGR students will no longer be found in the ‘Memorandum of Guidance for Supervisors and Research Students’ in Examination Regulations. The relevant material from this section has been revised and incorporated in the Policy and guidance on research degrees, Section 5: Responsibilities of the Student. 

There is also now an equivalent policy for PGT students in the Policy and Guidance on Postgraduate Taught Courses.

Departments are responsible for ensuring that their research students have access to skills training and this should begin at induction. Students should be made aware of how resources for their development are to be found, including those offered at divisional and institution-wide level as well as within the department. Supervisors of research students are responsible for discussing students’ needs with them in their first term of study. Additionally, where there are opportunities for PGT students to participate in generic or transferable skills training, these should be drawn to their attention.

Some departments cover teaching opportunities as part of induction sessions on skills training, even though opportunities to teach do not arise until later in the research programme.

The Department of Computer Science includes in its induction programme for new DPhil students two seminars on teaching and demonstrating. These seminars are compulsory for those students wishing to do class teaching or practical demonstrating, and students not planning to do either are still encouraged to attend the seminar on demonstrating as a part of transferable skill development.

This handbook entry for research programmes in Chemical Biology gives a good introductory overview to available skills training:

You will have the opportunity to attend a variety of skills training sessions offered by the Department, as appropriate to the different stages of your graduate career. The MPLS Division also organises courses and career planning events, details of which are emailed to students via their departments. Information about transferable skills training is provided in the division’s WebLearn site. Information about divisional training and other courses offered across the University is also available through the Graduate Training WebLearn site. This site provides information about transferable skills development for research students and research staff at Oxford University, and includes a searchable database of skills training opportunities, links to articles on subjects such as project management, teaching and career planning, and message boards for asking questions and discussing issues with other researchers. An online Personal Development Planning System is also available through the Graduate Training site.

Students should be advised of the arrangements for student representation in the department, the duties of student representatives, and the procedure and timing for the election of representatives or the names of representatives if these have already been elected for the year.

The course handbook for the MTh Applied Theology includes a section on student representation which outlines the purpose and composition of, and arrangements for election to its Graduate Joint Consultative Committee. The Faculty of Theology and Religion’s Graduate Studies website lists the names and email addresses of the current student representatives, and also  links to the minutes of GJCC meeting minutes in WebLearn (restricted access).