Warwick Postgraduate Research Strategy
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PGR Strategy 2026-2029
The Senate approved the PGR Strategy at it's meeting on 24 June 2026,
The overall vision is to identify and develop the agency, talent and commitment of postgraduate researchers to create new knowledge in the world
Objectives
-To lead the sector in the quality of doctoral education;
-To foster inclusive doctoral education by removing barriers to study;
-To create opportunities for PGR collaboration and engagement.
-To engage PGRs as partners in world-leading research;
-To ensure financial sustainability for PGR scholarships;
-To actively promote an accessible and empowering doctoral research culture
-To ensure that international PGRs are well-supported;
-To enable all PGRs thrive in the global marketplace;
-To sustain and grow our international PGR partnerships.
What this means in practice:
1.Recruitment and Resources
An inclusive approach to the recruitment of PGRs in partnership with academic departments and faculties;
A sustainable scholarship programme to recruit high-quality candidates from the most diverse pool of applicants possible.
Accessible routes into postgraduate study that features alternative models for doctoral education and funded pathways.
2.Training and Development
A systematic approach to the training and development of PGRs, including support for careers;
High-quality training programmes that meet the expectations of funders and partners;
Implementation of all specific recommendations of the 2026 PGR Training Review.
3.Supervision and Tutoring
Academic supervision that recognises supervisor development as integral to high-quality PGR programmes;
Holistic support available to all students by augmenting academic supervision with a personal tutor for every PGR and other recognised forms of individualised support
Provision of structured resources and training for staff who collectively form ‘the team around the student’.
4.Quality and Student Success
Formal PGR academic integrity guidance that keeps pace with technological developments (incl. new guidance on AI for PGRs);
Student-centred PGR programmes to better support progression and success (e.g. PGR Course Approvals and a revised PGR Progress Code of Practice);
Evolved models of PGR assessment that are inclusive, rigorous and transparent (including greater clarification of examination roles).
5.Doctoral Research Culture
PGRs are given opportunities to showcase their work internally & externally (within and across IAS, NCRC, WIE, WIHEA and Research Centres);
PGRs are recognised as part of research culture across department and faculties
(this will be more routinely celebrated in partnership with CDTs/DTPs);
PGRs are engaged in interdisciplinary centres and international networks
(across the Research Spotlights, global partnerships and doctoral networks).
6.Equality, Diversity and Inclusion
EDI AG has proposed several intersecting objectives across the five strategic areas:
1. Shared ambition to recruit from the widest possible and most diverse applicant pool; Consideration of distance PhDs and alternative delivery models; 2. Inclusive approach to PGR Training & Development (see report); 3. Inclusive supervisory practices; equitable personal tutoring; collaborative work with Supervision AG; 4. Inclusive assessment; equitable progression support; improved data collection; 5.Improving access to doctoral research networks; international context; co-authorship.
7.Graduate Teaching Assistants
Graduate Teaching Assistants (GTA) are a ubiquitous presence in Warwick’s education space, supporting the teaching, learning, pastoral support, and assessment and feedback of our students. Their role in the education ecosystem is naturally differentiated across disciplines, but a holistic understanding of their work with central governance needed to be established, to ensure equality of opportunity and experience, mentorship, professional development and a balance between their teaching and research work. The GTA Advisory Group (est. March 2026) is working towards:
1. Developing a fair and transparent framework for PGRs who teach, incorporating new models of GTA provision, taking account the wider funding ecosystem; 2. Enabling central and departmental professional development and/or training provision for all PGRs who teach; 3. Supporting supervisors and PGRs to find an appropriate balance between research, teaching and other development opportunities.