ucl dissertation results 2023

Centre for Doctoral Education

Information for IOE students

Doctoral students at IOE follow the guidance and procedures laid out in the UCL Academic Manual , and the UCL Doctoral School . This page contains additional information for current IOE doctoral students.

You may also find it helpful to look at the Student Registry Services  particularly the Support and Wellbeing Resources  where you will find a series of introductory videos.

For our International Students there are a number of helpful webpages on the central UCL website here –  International Students  – including the the International Student Online Orientation Programme  designed to help make the transition into life in the UK and studying at UCL as smooth as possible.

Student representatives

Study spaces, finances and studentships.

• Conference grants

IOE Doctoral Summer Conference

The research student log, the annual progress review (apr), the research training programme, library support and training, first term form, ioe research culture: getting involved.

• Feedback Expectations

Training for doctoral students who teach or facilitate sessions

Research ethics and integrity, graduate research degrees code of practice 2023-24, writing for publication, study leave, interruption of study, continuing research status (crs), preparing for submission of the thesis, support when resubmitting a thesis, tier iv visas and changes to registration status, doctoral extension scheme, honorary postdoctoral fellow scheme for ioe doctoral graduates.

Your Students’ Union is there to make sure students have the best possible time while they’re studying at UCL. One of the ways we do that is by working with departments and faculties to ensure that every student is represented and has a voice in the way that the university works.

Every student at UCL will have a Course Representative or a Research Student Representative who will be your eyes, ears, and voice. They’ll work closely with staff in your department to make sure that they understand what you most value, and take action to deal with things you’d like to see improve. They’ll also work with representatives in your faculty and the Students’ Union to make things better across the whole of UCL.

If you take up a representative role, the Students’ Union will work closely with you to provide training, support, and advice, and you’ll be able to change the experience of everyone on your course or in your department for the better. Course and Research Student Representatives are appointing during early October – if you’d like to take up the role, staff in your department can tell you how.

A list of your representatives is available on the CDE Moodle page.

Further information:

Academic Representation website

Find your Representative

Become an Academic Representative

Rooms 543, 545 and C3.10 are study spaces available for research students. These rooms work on a “hot desk” policy and students are asked to respect the needs of other students by clearing desks after use. Each room has a digital lock on the door – please ask [email protected] for the password. There are lockers available for use in these rooms on a first come, first served basis; they are keyless and no registration is required. Instructions on how to set the lock code is inside each locker.

C3.10 is the newest study space available for research students. This room has an integrated kitchen.

The Newsam Library (Level 4) at the IOE has a dedicated room for postgraduate study. You can of course use other study spaces within the Library – to check availability follow the link here .

There is individual powered desk spaces and group working tables available in the Wing, Levels 2 and 3.

Please note: a kitchen available for PGR use is at the very end of the corridor before you get to 26 Bedford Way on Level 5, just past room 580.

You can find full details of study spaces across wider UCL here – Postgraduate Research Student Study Spaces

UCL has provided guidance about how studentships are set up and processed . If you are a studentship holder, please review this information, which includes answers to frequently asked questions. Information about funding available to current students can be accessed through the same links provided for prospective students – UCL’s database includes a filter that allows users to indicate whether they are prospective or current students.

Conference Grants

There is provision in the Centre for Doctoral Education fund to help IOE (Postgraduate Research students) doctoral students with the cost of conference attendance and expenses. Research degree students that have been accepted to present a paper or a poster at a conference are eligible to apply to the Centre for Doctoral Education, for a maximum grant of £1000 towards expenses.   Note this is the amount available for the total duration of a student’s registration with the IOE. The scheme will only cover conferences that are complete before the thesis is submitted for examination .

Grants are available to those who are self-financing or who hold scholarships. Students must be registered as enrolled at the time of the conference. Students are eligible to claim a total of £1000 in one claim, or can divide the amount. The fund can also be used to contribute towards student membership with the Society for Research into Higher Education ( SRHE ), since student membership allows free attendance at their events, most of which take place in their London office (near King’s Cross) and include sessions targeted at doctoral researchers.

The amount of funding available each year is limited, and students are advised to apply as early as possible. For this reason, it is advised that applications for funding must be submitted prior to a conference.

Applications should include the abstract of the conference presentation and written confirmation that the paper has been accepted. The completed application form should be endorsed by your supervisor and then returned, along with supporting documentation to [email protected] or to the Centre for Doctoral Education, via the Student Helpdesk on Level 5, Core A Wing, 20 Bedford Way, London W1CH 0AL.

Students will be told as soon as possible if their application has been successful. Documentation will then be sent to complete and return to the Doctoral School within 28 days of the conference.

Claims must be submitted within 28 days of returning the conference, or the funding is at risk of being released for other students to access.

Application Form  – Conference Grants

For any queries about this fund, please contact [email protected]

Later in the academic year, we will be inviting students and staff to attend the Centre for Doctoral Education’s Summer conference. Traditionally this has an exciting programme of presentations and panels, featuring 40-50 presentations of doctoral research from across all six departments in the IOE. The Conference will take place on Thursday the 4th of July, 2024 . Full details of the Summer Conference Programme will be given nearer the time.

A page of common questions and answers relating to the Log is now available.

Doctoral students (MPhil/PhD and EdD) are expected to review their progress with their supervisors on an annual basis.  This exercise is undertaken during the Summer Term. The Annual Progress Review helps students, supervisors, the Advisory Panels, and the Departmental Graduate Tutors to monitor the work being undertaken by students.  The aim is to ensure that each student’s training, supervision and support needs are being met, and to identify difficulties the student might be experiencing, and ways to address these. Students will receive notification via moodle of the guidance, forms and deadlines. The APR process involves a discussion between supervisor(s) and students, and completing a form which will be reviewed by a departmental panel. Any students who wish to discuss any aspect of their study in confidence can contact their Departmental Graduate Tutor, the MPhil/PhD Programme Leader, or the EdD Programme Leader.

The IOE provides an extensive programme of courses, workshops and reading groups for all doctoral students. Full details of this can be found in Moodle . (All doctoral students should have access to this Moodle space.)

There are two compulsory courses. The first, IMPCorC, provides an introduction to doctoral study; this runs four times each year, in a variety of formats to ensure that it is available to all students. The second, Information and Digital Literacies, focuses on the centrality of the literature review for the doctoral thesis. This runs three times a year in both face-to-face and online formats.

Students should also discuss their training needs with their supervisors within their first few tutorials, and revisit this regularly (for example, as part of the annual review of progress). Further training can be taken from the introductory, advanced or generic courses offered as part of the IOE’s Research Training Programme, from UCL’s skills development programme , from other members of the Bloomsbury Postgraduate Skills Network (BPSN) , or elsewhere, with the support of their supervisors.

Research students should make a brief note of any training that they have completed in the Research Student Log . Courses provided centrally by UCL can be booked through the Log, and will be recorded within the system automatically.

The IOE’s Research Training Programme courses are classed as ‘departmental training’ by UCL, and can be recorded on the Research Log: instructions on how to do this are here .

Note that many other activities, including attendance and research seminars and conferences, also constitute research training, and can be recorded manually on the Log. Information about how to do this is available in Section 4 of the guidance notes for students .

UCL requires all students to complete a minimum amount of training each year. Information about this is provided on the skills development website . Participation in departmental seminars, the IOE’s poster and summer conference, and participation in external conferences all count as training for the purposes of this record.

Nazlin Bhimani supports students and staff in all areas of research, including training on  skills,   subject guides and research project support 

From Autumn 2021 all new students and their supervisors should complete a first term form within a month of the start of their studies. Copies should be uploaded to the Research Log and sent to the departmental research administrator to store. We hope this will help to address many of the questions that are raised each year by both supervisors and students and help to raise awareness of their mutual responsibilities.

There are many Research Centres and Special Interest Groups which Doctoral Candidates are welcome to join and participate in. Here is the current Research Culture List  which we will update regularly. If you discover any new ones which need adding please tell your supervisor! Feedback Expectations

According to UCL regulations for feedback (see  link ) the guidance states that formative feedback should be ‘received by students in good time’ (5.3). We suggest that good practice is for the supervisor and student to negotiate a reasonable deadline together, including whether feedback is expected to be written and returned before the next supervision, and ‘within one month’ is usually a reasonable expectation. General expectations for writing and feedback should also be discussed at the outset via the ‘First Meeting Form’.

UCL runs a dedicated training programme, called Arena One , for postgraduates who teach (usually called PGTAs). The ‘Gateway’ workshop is mandatory for any doctoral students teaching on accredited programmes.

The site also contains information about the optional Teaching Associate Programme (TAP), which provides further development and a pathway to Associate Fellowship of the Higher Education Academy and UCL Arena Associate Fellowship (AFHEA).

Further sessions on key issues, called UCL Arena Essentials , are also available.

Ethics and integrity are important throughout the doctoral process, and all research students are advised to familiarise themselves with UCL’s policy and practice in this area . These issues also form a core part of the compulsory training session provided to all doctoral students in their first year, and optional advanced sessions on ethical issues are also provided as part of the Research Training Programme.

All IOE students are required to submit a form seeking ethical approval before undertaking any empirical work. The process that must be followed has been laid out as a flow char t . The forms, guidelines and an overview of the process that must be followed are provided on the IOE’s research ethics website . For this, it may be useful to review UCL’s statement on research integrity, as well as policies on topics such as research data management . Please note that the IOE faculty operates a slightly different process, and uses a different form, from the rest of the university.

The IOE’s research ethics committee includes doctoral student representation. Currently, Emma Brooks is the student representative.

The Code of Practice aims to set out what you as a research student can expect from your supervisory team and from UCL, and what your Supervisors and others in UCL can expect from you. It is important that you read this document carefully and keep it for reference.

Many students seek to publish their doctoral work, either during or after their studies. Guidance on this has been provided on a separate page of this site .

Students following the conventional MPhil/PhD programme full-time are expected to apply for study leave if they wish to be away from UCL for more than four weeks. This includes time away for fieldwork. The full rules covering study leave, and the form needed to apply for this, can be found on the UCL website.

It may sometimes be necessary for students to interrupt their studies. To arrange this please download the interruption of studies form from the UCL website, please note there is a separate form for research students that can be found towards the bottom of this page . Interruptions should normally be for no more than 12 months, and students who interrupt due to health and/or wellbeing issues may be required to meet with the Student Support and Wellbeing team as a condition of their return.

Please note that during a period of interruption, there will be no formal supervisory meetings and library access will be suspended. Students on maternity leave, however, continue to have access to UCL facilities, including library access .

All students following the MPhil/PhD programme are initially registered for the MPhil.

The IOE follows UCL’s guidelines for upgrading, with some minor variations. These have been implemented so that it resembles more closely the final viva process. This allows the upgrade to provide an early opportunity to practice and prepare for the final examination.

Details of these variations are provided on a dedicated page of this blog .

If you are eligible you may register as a completing research status (CRS) student while you write up your thesis. You will only be permitted to move to CRS status with the approval of your supervisor and/or the Department Graduate Tutor – see IOE CRS Application . If you have already been granted completing research status you may apply for an extension under certain circumstances. As a response to the Pandemic, any student who was registered as of 1 March 2020 will automatically be given 18 (FT) or 36 months (PT) of CRS (writing up) status at the time they take this up.

You are reminded that CRS is intended to be a time during which you are largely working on your own ‘writing up’ your thesis, with no need for regular ongoing supervision.

CRS guidelines

All students sitting for the PhD, or MPhil, examination should enter for the examination four months before they plan to submit their thesis. This is done online via the Portico tool. You can find out information here about the examination entry process.

All students will be on UCL regulations for the examination, except for those who first registered at the Institute of Education before September 2015. Students who first registered before September 2015 will be offered a choice of sitting the examination under UCL or IOE Regulations .

If successful, all students will be awarded a UCL degree, whether they take the examination under UCL or IOE Regulations. Students who first registered prior to April 2008 may be eligible for a University of London award.

Once the student has entered for the examination, the student’s principal supervisor will need to fill in a nomination of examiners form .

UCL has prepared general advice about the procedure for viva examinations , including how to prepare and some things to expect during the viva.

There is more information on the UCL website on how to submit, format bind and submit your thesis . You no longer need to submit a physical copy of your thesis

For information about thesis submission and remote Vivas taking place during the Covid-19 pandemic, please see information on the Response plan to coronavirus for UCL’s Postgraduate Research students .

For all IOE doctoral examinations, an independent chair will be appointed. Further information is available about the role of the independent chair.

Following the viva, students will continue to have access to UCL’s facilities until any required amendments have been submitted. This situation is analogous to CRS, and the expectations of staff and student should be guided by this. Students will be entitled to their supervisor’s comments on their final draft, but not to regular tutorials.

In a situation where a student has been asked to resubmit, it may be possible by mutual agreement with the supervisor for the student to re-register. Doing so would allow them to have regular tutorials, and to receive repeated feedback on their work, if needed.

A Tier 4 student who moves to Completing Research Status (CRS) remains registered and therefore continues to receive Tier 4 sponsorship. Although a student on CRS has reduced supervision, they should continue to hold short, monthly meetings with their supervisor, confirming that they have been working on their thesis; supervisors will then follow-up with the respective departmental graduate administrator.

When a Tier 4 student changes to part-time status, UCL’s visa compliance team will advise them that their visa will no longer be valid. Students who move to part-time status but wish to return periodically to continue their studies at UCL will need to obtain a Short-term Study visa, and should also obtain a letter from UCL which confirms that they have changed from full-time to part-time studies. This letter should be carried when entering the UK, along with a copy of their UCL Student Status letter, which can be either requested from the UCL Student Centre or downloaded from Portico.

Students should always check the immigration requirements for the UK before leaving their home country.

Students on a Tier IV visa can apply to this scheme in order to gain an additional 12 months of Tier 4 immigration permission in which to gain experience in their specific field or seek skilled work. Students who have almost finished their doctorate can apply by following the information provided by UCL .

The Institute of Education Centre for Doctoral Education is delighted to announce the launch of a new scheme for IOE doctoral graduates – The Honorary Postdoctoral Fellow scheme (HPDF). The HPDF provides support for doctoral graduates who want to publish or continue with their research but don’t currently have another academic affiliation.  See here for further details and FAQ and  application form

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Library Services

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Dissertations and Theses Citation Index

The Dissertations & Theses Citation Index is a specialised citation index for searching dissertations and theses. It is built on the ProQuest database, which UCL subscribes to, and offers an alternative way to search it from within Web of Science. To access the database, select "ProQuest Dissertations and Thesis Citation Index" on the drop-down menu in the main search screen:

The individual dissertation pages then contain metadata on the item plus a link out to ProQuest for a copy of the paper.

As of summer 2023, the database contains around 5.5 million dissertations, of which 3.3 million have a full text copy available through ProQuest. Some of the others may have links to full text copies through other services such as EThOS at the British Library. In late 2023, Web of Science plan to add citation links, so that it will be possible to find Web of Science papers citing dissertations, or being cited by them - however, this data is not yet available.

You can read more about ProQuest in our guide to Proquest Databases, and there is more information about getting access to dissertations and theses in our guide to finding theses.

• Proquest databases LibrarySkills@UCL guide to Proquest databases. The Proquest platform provides access to a huge range of databases covering multiple disciplines.
• Finding resources: theses How to access copies of research theses that UCL Library Services holds, or in repositories online
• << Previous: Preprint Citation Index
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• Last Updated: May 29, 2024 3:17 PM
• URL: https://library-guides.ucl.ac.uk/web-of-science

Undergraduate results

Results Day 2023

New Students

Checking the status of your application

Log in to Portico if you are a current UCL applicant and you wish to check the status of your application.

Applying to UCL for September 2024

If you are thinking of making an application for next year's cycle for September 2024 entry, you can view our undergraduate degrees on our online prospectus.

Your guide to Results Day 2023

Questions about Results Day? Take a look through our most frequently asked questions to help you decide your next steps.

UCL does not have any vacancies for 2023 entry. UCAS will open for applications for 2024 entry in September.

You are able to release yourself into Clearing by signing into UCAS Track/Hub and clicking the self-release button on the homepage. 

This process cannot be reversed. Please be sure that you wish to go into Clearing, as once you have released yourself you will no longer hold a place at UCL.

If your offer is still conditional it is possible that UCL are still awaiting confirmation of your results and will not be able to make a final decision until the results are received. Please log into your Applicant Portal and follow the instructions to provide acceptable evidence of your final results so that UCL may process a final decision for you. The deadlines for providing qualification evidence are stated in your offer letter.

Please phone +44 (0)20 8059 0939 for details of pending information. Only applicants who are unconditional firm are able to be released into Clearing.

Application decision

We understand that an applicant’s exams may have been adversely affected by extenuating circumstances, however UCL will only consider the results you are awarded by the examination board(s).

We expect any circumstances that could have affected your academic performance to be raised with the examination board(s). They will then be able to take this into account when awarding the final grade.

Please ensure you have spoken with your school or institution to help notify the examination boards as soon as possible.

If your offer is still conditional it is possible that UCL are still awaiting confirmation of your results and will not be able to make a final decision until the results are received. Please log into your Applicant Portal and follow the instructions to provide the requested and acceptable evidence of your final results so that UCL may process a final decision for you.

The deadlines for providing qualification evidence are stated in your offer letter.

Please phone +44 (0)20 8059 0939 for details if you are unclear what information we are waiting for. 

If your English Language test results are pending, these must be provided to us by the deadline of 15th September 2023. Please see our English Language requirements pages for details of the tests that can be used to meet this condition. UCL is now accepting Duolingo English Test and IELTS Academic Online test for September 2023 entry.

You will need to request a priority review of marking. Your school or College can advise on this further. If you meet your offer conditions as the result of an appeal, then please contact us or phone +44 (0)20 8059 0939. Your updated result(s) should come through to us from UCAS.

We must receive your new grade by 15 September 2023. We may not be able to consider appeals after this date.

If you do receive an appeal outcome after this date that meets your UCL offer conditions, then we may be able to consider you for a deferred place if your results are received by 13 October 2023. If your grades change because of an appeal, but you still do not meet the conditions of your offer, the decision on your application will not change.

Unfortunately, this is not possible as UCL calculates its offer making and final admissions decisions with the knowledge that some students may no longer attend.

If you still hold a conditional offer after your results have been provided to UCL, it could be that you have narrowly missed the conditions of your offer and we are waiting to see if we have space to still consider you. We hope to be able to communicate a decision with you no later than 17 August, as long as we have evidence of all of the requested qualifications.

UCL will use the official grades awarded by the examination authority as your examination results. The official results must be provided by 15 September 2023.

UCL is aware that Cambridge International exams of the May 2023 series (10-12 May) have been cancelled in Pakistan. From students affected by the cancellations, UCL will consider the alternative grades officially confirmed by the exam board such as calculated grades or grades obtained through rescheduled examinations. We expect to receive the official results by 15 September 2023.

Discussing your application

We will not be able to discuss your application with any third parties due to data protection legislation.

If you will be away over the results period and you would like to give UCL permissions to speak to a specific person about your application, then you will need to contact us via our Admissions contact form with:

•     your name
•     UCAS PID number
•     the programme you applied for
•     the name of your nominated contact

Once we have the above information, we will be able to speak with the named contact on your behalf. Please note the nominated contact listed on your UCAS form does not permit UCL to speak to them about your application.

Changes to your offer

When a student is confirmed by their Firm choice university their Insurance choice becomes invalid and is automatically declined by UCAS, even if the student has met the conditions of their Insurance offer.

Unfortunately, you cannot swap your offer replies at this stage, however if UCL is advertising vacancies in Clearing Plus for your programme of choice please do contact us on 17 August.

UCL tries to facilitate deferral requests wherever possible (unfortunately deferal requests for the Slade School of Fine Art cannot be considered), but please be aware that we are unable to defer offers that are still conditional at this stage. Please contact us with the following details:

•     your full name,  
•     the programme you've applied for, and  
•     a brief outline of the reasons for your deferral request

Deferral requests should be made no later than 13 October, if you do not hold an unconditional offer at the point of requesting a deferral, we will need to see evidence of meeting your offer conditions before we can consider your request. If your request is approved, the Undergraduate Admissions team will then update your record, and you will need to log into UCAS Track/Hub to check and accept this change.

UCL is unable to consider any programme change requests at this stage.

In some limited cases it may be possible to change your programme of study after you enrol but this would be dependent on available space and the qualifications that you hold. Please approach the relevant academic department to discuss this after enrolment. By joining UCL you should expect to study the programme you currently hold an unconditional offer for.

Student visas

If you have firmly accepted our offer, you will have received an email in June 2023 inviting you to check the details which will be used to generate your CAS. Please ensure you have checked the details we hold for you in the Applicant Portal. Your CAS will be issued to you once your offer status has been updated to Unconditional Firm and your qualifications have been verified.

We are unable to expedite CAS numbers and as such we strongly encourage offer holders not to book visa appointments or flights until they are in receipt of their CAS number.

I would like to speak with someone about advice on Immigration matters related to my study at UCL. Who do I contact?

UCL Student Immigration Advice provides a specialist student-focussed immigration advice service on immigration matters relating to study at UCL. Advice and guidance is available to both prospective and current UCL students and their dependants free of charge.

Please browse the Student visa applicants page for more info. 

Complete this form to attend a 'virtual drop-in' session where you may ask any immigration related queries you have.

Congratulations!

We hope you are looking forward to joining us. You will be sent an email towards the end of August inviting you to start the online enrolment process. In the meantime, you may wish to visit our dedicated New Students website for information about starting your studies at UCL, the services available to you and the Welcome Week events.  

If you are an international student then please take a look at the guidance on our International Student Online Orientation Course .

Accommodation

If UCL is your insurance choice, unfortunately we cannot guarantee you accommodation.

Please view the Accommodation webpages for details of alternative options that may be available and how to contact the Accommodation team.

If you do not meet our eligibility requirements, we suggest you secure alternative accommodation.

UCL has a range of accommodation available for returning students and those who do not meet the eligibility criteria.

• Discover more on alternative accommodation options

Contact Undergraduate Admissions

Our phone lines are open 09:00-17:00. Lines will be extremely busy and this will result in wait times.

Telephone: +44 (0)20 8059 0939

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University College London (UCL). Founded in 1826, UCL was the first university established in London, as well as the first in England to be entirely secular, to admit students regardless of religion, and to admit women on equal terms. Today, it is ranked as a top 10 university in the world with over 50,000 students and a range of Nobel-winning academics & alumni.

Are we gonna be rejected for MSc at this point ?

Hi guys I have applied for MSc programme back in Nov 2023 but still haven’t heard back yet, I am also an international student which means that getting the offer just half way for graduate study.

What I wanted to know is that does anyone have a gut feeling or whatsoever about our outcome yet since I think the deadline for course start is approaching quickly (in my case is sept 2024).

The reflection from current or past alumni will be very helpful in this situation.

UCL Education Conference 2023

Designing Futures-focused Education

Developing an effective and equitable proofreading policy for UCL student work

Writing almost always involves people (and now perhaps AI chatbots) other than the author. In contexts outside education, this is in plain sight, with editors, proofreaders, translators, colleagues’ opinions and co-authored work a norm. However, because student writing is assessed, the involvement of others is more contentious and less visible, although it is nonetheless commonplace. This raises issues of academic integrity, equity and access. The ambiguities around third-party proofreading have led to academic misconduct cases, but also to missed opportunities for setting up our students with good writing practices for their future professional lives.

In this blog post I report on the results of focus groups with UCL staff and students to help explore and shape norms appropriate for UCL, including on acceptable boundaries for third-party proofreading, and on the factors that should be considered in developing an institutional policy on proofreading. I align staff and students’ contributions with the model of Universal Design in Higher Education to guide policy design.  I found a high level of acceptance of third-party proofreading, provided that it contributed to student learning. I make some suggestions for embedding proofreading practices into our teaching, such as peer proofreading, to help students understand acceptable boundaries and learn these essential skills.

Introduction

The question of how much outside help is permissible in student work is currently a matter of intense debate in the context of generative AI, but this question is not new. Concerns that students are relying on outside help for their writing by using proofreaders have been voiced regularly in the press and in policy since the expansion and internationalisation of higher education.

What is proofreading?

Proofreading traditionally refers to a final run through of proofs for minor errors prior to publication. Outside of a publishing context, the term still has connotations of only very light intervention at “surface level” in a way that does not interfere with the content of a text, although it may impact on the way a text is received by the reader. It is often understood to entail, as the final stage of writing, the systematic correction of spelling, grammar, punctuation and inconsistencies in a text. However, in UK higher education, third-party proofreading has come to describe editorial intervention more broadly.

Authorship and academic integrity

Much of the concern around third-party proofreading relates to paid-for proofreading services, and the clearly unethical promises that they make to students about the way in which they can improve a student’s text (“gradeasy,” for example, was advertising on Gower St lamp posts while I was writing this). But whether proofreading involves professional proofreaders, friends and family, or fellow students, there are concerns that by outsourcing difficulties with academic writing, third-party proofreading may prevent student learning, and may falsely represent a student’s abilities, giving them an unfair advantage (for example, Harwood, 2018 ; Lines, 2016 ; QAA, 2020 ). This raises questions over what third-party proofreading can legitimately entail and to what extent it is possible to make a distinction between language and content.

Equity and access

Additionally, there is debate over the role that third-party proofreading should play in a university in terms of accommodating/embracing student difference, such as language and socio-economic background (for example, Corcoran, 2018 ; Salter-Dvorak, 2019 ; Turner, 2015 ). This role must be considered in the context of an increasingly diverse student body, the dependence of UK universities on the fees of international students, and the dominance of English as an academic lingua franca. Moreover, any consideration of equity and access must weigh students’ differential access to finances to pay for professional proofreading against students’ differential access to informal support depending on their home background and social network.

Proofreading at UCL

In UCL’s Language and Writing review in the Academic Manual (9.2.2b) , it is permissible for a third party to “check areas of academic writing such as structure, fluency, presentation, grammar, spelling, punctuation, and language translation.” However, “this may be considered Academic Misconduct if substantive changes to content have been made by the reviewer or software or at their recommendation.” UCL has considered developing a more extensive proofreading policy to reduce ambiguity, as well as to address some of the concerns of the Office for Students regarding students’ proficiency in areas such as spelling, punctuation and grammar ( OfS, 2021 ).

As there is little research on best practice, and no agreed norms in the sector on what should go into a policy – in a survey I conducted of other Russell Group university third-party proofreading policies, I found a range of approaches, from prohibiting it entirely ( Leeds ), to restricting it to student work over 10,000 words ( Oxford ), to relatively liberal guidance permitting a range of interventions ( Newcastle ) – I sought the views of UCL students and staff. Student academic representatives and staff involved in faculty education were invited to join a focus group. I ran two focus groups with 12 students, and one focus group with five staff. Opinions shared in the focus groups are not representative of the UCL community. However, the participants shared informed opinions from a range of disciplines, language backgrounds and levels of study which can usefully inform the direction of policy development.

1. Perceptions of proofreading

In the focus groups, there were various understandings of what proofreading meant, from “checking for mistakes” to “improving writing style and how your arguments are laid out.” There was evidence of different cultural understandings, such as whether “suggestions on the methodology” were appropriate. Students spoke about proofreading practices in terms of proofreading their own work, asking others to have a look over their work informally, as well as paid-for proofreading services. One aspect of these interactions concerned the usefulness of a “second pair of eyes” to give feedback on traditional proofreading areas. Another aspect of these interactions concerned more formative peer interaction around the content and argument of an assignment. A concern, particularly in the student focus groups, was the possibility that a proofreading policy might limit learning opportunities. One student questioned:

Would I have to say that I talked about my paper during lunch one day, with a group of friends? Would I disclose that I looked up synonyms in a thesaurus? Would it matter if it was a professional proofreader or if it was just my sister or a peer?

There was a sense that, as one participant said, “at the moment, people just don’t talk about what you can do and not do.” For a policy to be effective, we need to develop a shared understanding of what constitutes proofreading and a shared language to talk about what those boundaries might be (even if we disagree).

2. Perceptions of acceptable boundaries for third-party proofreading

In the focus groups, acceptable boundaries for third-party proofreading were discussed, based on different levels of intervention and examples of edited text. Students commented that they found articulating these different levels of intervention useful, and that seeing what this actually meant when applied to text gave them a greater understanding, and in some cases changed their opinion.

In both of the student focus groups, there was unanimous agreement that intervention at level 1 (typos, spelling, punctuation, grammar, consistency, layout and formatting) was acceptable. It was frequently suggested, as by this student participant, that “it should be expected that the work is read over by someone else.” There was less certainty regarding intervention at level 2 (tailoring and smoothing by addressing clarity, voice and tone) but most students felt that this was acceptable. There was unanimous agreement that intervention at level 3 (reorganising material; rewriting) and level 4 (deliberately altering the content such as ideas, information, argument; checking facts, numbers, logic; adding and deleting material) was not acceptable.

Staff commented that they themselves would have someone cast an eye over anything important that they wrote, and many agreed that they would encourage students to do the same: “I just think get them to check your grammar… and the assumption here is that the person doing this has no knowledge of the content at all.” Level 1 was considered acceptable by all but one participant, who suggested that a zero-tolerance policy to all third-party proofreading would be simpler: “it’s impossible for me to know whether the language intervention has been just correcting a few commas here and there or actually interfering in how the ideas are expressed.”

There was more hesitation in the staff than the student focus groups over whether level 2 interventions were acceptable, possibly because there was more of a sense of the blurred line between language and content. For example, one member of staff felt that level 2 interventions were questionable because writing and disciplinary understanding were linked: “I’d stick with surface features. I think being able to write paragraphs in a coherent way is something we should be teaching the students, not them outsourcing it. And it very much reflects their understanding of the subject.” In the staff focus group, level 3 and level 4 interventions were also unanimously considered unacceptable.

Across the focus groups (as well as in a separate survey), there was greater acceptance of intervention if the student made the changes her or himself rather than the third party “fixing” them directly in the text.  As one student said:

If you’re having a third party read your work, it should be quite a communicative process… the key thing being that the author of the work makes the suggested edits if they agree with them themselves.

The importance of the student “owning the changes” and “remaining the author of their work” was frequently linked to the possibility of student learning, as well as to fairness.

3. Formative potential

Students spoke about valuable experiences of being taught how to proofread themselves and agreed that this should be encouraged, for example:

I now read my essays aloud… and change the line spacing, change the font, all of that because it just changes the way the document looks and forces you to take in what you’re looking at. It was such a valuable lesson for me to learn.

Nonetheless, it was generally agreed that teaching proofreading skills was not sufficient. It was felt that everyone could benefit from others reading their work, particularly those with English as an additional language or with learning differences. Two students mentioned useful peer proofreading experiences:

We actually had an assignment where we were supposed to bring a first draft and then exchange it with multiple people, and that was an interesting exercise because then you learn how to proofread on your own and someone else’s work. And so I think everybody benefited from that.

Whether through teaching students proofreading skills or teaching them how to draw on outside support appropriately, there was general agreement across focus groups that: “it would be great if this policy built in some kind of a commitment to helping students improve” and that the policy should align with the need to prepare students for life after university. A member of staff commented:

Structuring this policy so that we’re not saying don’t use this stuff, but this is how you can use it in a way that still builds on your own skills and abilities and importantly trains you in using these resources so that if you get a job where you have to write reports, you will know how to do that effectively.

4. Factors to consider in developing a proofreading policy

The findings suggest student learning as the basis for a shared institutional understanding on third-party proofreading. However, strong arguments have been made against third-party proofreading on the grounds that it enables students to avoid learning by outsourcing the work. In a much-quoted article, Scurr insists that proofreading “will do nothing to improve a student’s literacy… the service is designed to disguise illiteracy, not combat it” (2006, para. 9). Yet, in one of the few studies to investigate student learning from third-party proofreading, a high proportion of the survey respondents reported that they had learnt from proofreaders’ interventions ( Conrad, 2020 ). Moreover, Harwood et al. (2012) found that although some of the proofreaders in their study did not identify with a “teacher” role, many of them adopted strategies to make their feedback formative.

These formative strategies frequently entail a “flag but not fix” approach to proofreading ( Conrad, 2019 ). Harwood et al. (2009) suggest that when proofreaders comment on rather than correct student texts, this puts the onus on the student writer to improve their text and integrates “an element of reflection and dialogue” into the proofreading process.

Another formative strategy is to require a discussion between the proofreader and the student to explain the changes. Requiring discussion may be impractical and lead to students ignoring the policy altogether. However, there are less onerous alternatives such as encouraging proofreaders to provide a list of the main issues in a student’s work.

Formative proofreading was the strongest theme to emerge from the focus groups, however there was wide-ranging discussion of factors that should be considered in developing a policy. I have used Universal Design for Higher Education (UDHE) as a framework for the focus group participants’ responses because UDHE is predicated on student diversity as a norm rather than a problem, and because it guides us to consider practice as well as principles. Students arrive at university with vastly varied resources (social capital, finances, language background, home background, academic writing experience, etc) and a proofreading policy is part of an institutional response to managing these differences in an equitable way.

The focus group participants’ suggestions could be considered insofar as they contribute to a policy which is accessible, usable and inclusive, key characteristics of any UDHE pedagogy ( Burgstahler , 2021).

Summary of focus group participants’ suggestions for factors to consider in developing a proofreading policy (click on each tab below)

Some suggestions

As articulated in the focus groups, policy alone is insufficient. Formative strategies can be embedded in teaching in various ways.

Staff can use descriptions of different levels of proofreading, and samples of edited text, as a prompt for a discussion about appropriate boundaries. Students in the focus groups also found scenarios useful to make discussion more concrete. Students should know that we understand that writing may involve others, and that writing can be especially difficult for some. At the same time, we can clarify appropriate boundaries (which may vary to an extent depending on discipline, learning outcomes, etc), as well as signpost writing support offered by UCL.

Proofreading one’s own work

Students can be taught strategies for proofreading their own work. This can be introduced as an expected stage in the writing process.  At UCL we have various resources to support students with this. Students can be encouraged to maintain a list of common surface-level errors, and style and language issues in their writing, and to compile feedback from various sources, such as their lecturers, others who read their work, Word/Grammarly.

Peer proofreading

A peer proofreading session can be included as part of a module, in which students exchange and read each other’s papers, following discussion of appropriate boundaries.  This can be a way for students to learn proofreading skills and an opportunity for staff to raise awareness of boundaries between acceptable and unacceptable intervention. The lecturer could specify, as appropriate, which levels of proofreading should be considered. This exercise can include showing students how to “flag but not fix” each other’s work, and to explain why they have flagged certain areas. At the same time, students learn the benefits of a “second pair of eyes.” This can also be an opportunity to distinguish between proofreading and peer review.

Overall, I found support for a policy that permits limited third-party proofreading, that extends to informal as well as formal arrangements, and that encourages formative proofreading. A guiding principle which many of the staff and students used in their judgements was whether the way the proofreading was carried out facilitated student learning and prepared students for their professional lives. For as one of the focus group participants questioned:

What is the goal of an assignment/assessment? That they did it 100% on their own? That they were able to utilise resources available to them? That they learned?

I am grateful to the staff and students who generously gave their time and thoughts for this project.

For the application of Universal Design (UD) to higher education, see DO-IT (University of Washington)

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39 thoughts on “ developing an effective and equitable proofreading policy for ucl student work ”.

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At present, with the continuous progress of AI technology, college students can indeed make full use of AI to assist their studies, but they should not over-rely on it. The following is my personal advice: 1. Auxiliary data search and collation: Use AI to help you search and collate data, but you need to personally read, understand and digest these data. For example, AI can help find relevant academic papers, but students should read and write their own summaries. 2. Time management and task planning: You can use AI tools to plan study time, assign tasks, and remind important things, but you still need to master the allocation of time by yourself. 3. Avoid over-reliance: Don’t rely too heavily on AI to complete assignments or projects. For example, instead of using AI to directly generate papers or reports, you should do your own independent thinking and writing. 4. Learn AI technology: For students who are interested in technology, they can learn how to use and develop AI. This will not only help them make better use of AI, but also lay the foundation for their future careers. 5. Cultivate critical thinking: When using the information provided by AI, students should maintain critical thinking, learn to distinguish between facts and opinions, and avoid being influenced by fake news or biased information.

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Insightful, however those who do not come from backgrounds in which their friends and family members are highly educated may be at a disadvantage when compared to students whose social circle is highly educated and of whom English is their first language which again increases the socioeconomic divide.

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How Real Madrid beat Dortmund 2-0 in Champions League final on Carvajal, Vinicius Jr goals

Champions League result — Dortmund 0-2 Real Madrid

Ruthless Real Madrid rode their luck against Borussia Dortmund at Wembley Stadium before striking twice late on to claim a fifteenth Champions League crown.

Dortmund dominated an exciting opening half, with Karim Adeyemi missing two fine chances and striker Niclas Fullkrug then hitting the post .

And the German side were made to pay when Real came out on top late on. Dani Carvajal broke the deadlock with a header before the impressive Vinicius Junior scored to secure a 2-0 victory.

Victory sealed a record-extending fifth Champions League title for coach Carlo Ancelotti , his third with Real Madrid.

Subscribe to The Athletic using our latest discount code .

The Briefing: How will next season’s Champions League work?

Big changes coming to the Champions League next season. The number of teams competing will increase from 32 to 36, meaning there will be 189 matches instead of 125, and the group stage will be replaced by a league phase — otherwise known as the “Swiss model”.

Each team will be guaranteed to play eight matches in the league phase of which they will play half at home and half away.

The top eight sides in the league will qualify for the knockout stage. Those finishing in ninth to 24th will compete in two-legged play-offs to determine who joins the top eight in the last-16.

You can read more about it here .

Champions League final analysis: Dortmund 0 Real Madrid 2 – Carvajal, Vinicius Jr and pitch invaders

The Briefing: Have Dortmund played like this all season?

Getty Images

Where has this Borussia Dortmund been? At their worst during the Bundesliga season, they were almost unwatchable. But the word most often used to describe them? Boring — and historically that is something that Dortmund have never been, whatever their limitations.

The tenor of their performance at Wembley was completely different. In fact, the biggest compliment Edin Terzic’s side could be paid is that, for that first 45 minutes they played with the heart of a Jurgen Klopp team.

It’s not original to contrast Dortmund’s domestic and European form, but this was a level beyond anything they had produced before. It was football of a quality befitting the occasion. Football that nobody thought BVB to be capable of.

Follow the link below to read on.

The Briefing: How did Vinicius Jr prove his worth?

For a long time on Saturday night it seemed like Vinicius Junior’s biggest moments were without the ball amid a frustrating first half.

But Vinicius Jr is made of stern stuff, and soon turned things around, both for himself and the team. Two Champions League finals, two victories, and two goals for Vini now.

His night did not start that great, but it ended in triumph. In the end, none of Dortmund’s pressure or the chances they created will matter. Nobody recalls any of the other teams that Real have upended, do they?

The Briefing: Did Dortmund waste their dominance?

If you looked at any prediction models or betting odds, you would have seen that Real Madrid were the obvious favourites — not just to win the final but to be the dominant side across the game.

But just as Borussia Dortmund have done in Europe all season, they ensured that the narrative did not follow the direction that many expected during the first half of Wembley’s final.

Dortmund’s performance was strong — arguably their strongest of the season — but Madrid have a narrative of their own. One that sees them regularly underperform but still come out on top as the final reflected their whole European campaign.

The Briefing: How unlikely a hero is Carvajal?

Dani Carvajal was the unlikely hero. He was a surprise scorer, but maybe should not have been. Finally free of injuries which have dogged him through recent seasons, Carvajal already had five goals and five assists in all competitions this season.

He is also a hugely important character in the dressing room, setting standards and demanding intensity, along with fellow long-serving home-grown players Nacho and Lucas Vazquez.

That historic moment came more than two decades after, as a 10-year-old, he was selected to join Alfredo Di Stefano in laying the first stone at the club’s Valdebebas training facility. As he won his sixth Champions League medal, Carvajal confirmed his place alongside Di Stefano as a Blancos legend.

The Briefing: Are Real Madrid inevitable?

We had all seen this movie before: Real Madrid pitch up in a Champions League final, stumble out of the blocks, seem to be there for the taking, ride their luck … but still prevail.

It happened against Atletico Madrid in 2014 and Liverpool 2022 and to a lesser extent in 2018. As one Dortmund chance after another went begging in the first half, you just knew how this was going to end.

The Briefing: Why was the match delayed?

The final, the showpiece of the European club game, was the biggest men’s match at the national stadium since England’s penalty shootout defeat against Italy that turned into a “day of national shame” with 19 police officers injured and more than 50 arrests.

The opening of the game was deeply embarrassing for the organisers as three separate pitch invasions by individuals delayed the start. A fourth attempted to join the three on the field but was stopped by stewards. The match was then restarted after a short disruption of around two minutes.

Champions League final talking points

Real Madrid won a 15th Champions League title after withstanding a hugely impressive Borussia Dortmund performance to triumph at Wembley thanks to late goals from Dani Carvajal and Vinicius Junior.

Here, The Athletic ’s writers analyse the game.

Click below for the full piece, but we'll also bring you all the instant reaction and analysis from our writers in this live blog.

Carlo Ancelotti: This club is 'a footballing family'

Victorious manager Carlo Ancelotti spoke about the departing Toni Kroos in his post-match press conference, saying: "I’m really grateful to him. He has finished at the very top. There’s no way of finishing in a higher position than this. He had the balls to finish it.

"He is a legend in this club and all the Real Madrid fans are grateful for him for what he has done – not only for his game but his attitude, his professionalism. Never missed a single day. I’ve said to him, we’re waiting. If you change your mind, we’re here waiting for you.

"My son (Davide) is my assistant coach, we're a family, Real Madrid is a family. It’s a footballing family, a very healthy, clean atmosphere, it’s fantastic for the structure. Working in a family is better than working in an industry.

"Every day at Valdebebas, with my son next to me, that helps me because he can tell me things that other people wouldn’t be able to tell me."

Dani Carvajal: 'Inside I had some anger'

Real Madrid goalscorer Dani Carvajal, speaking post-match about his reaction when he scored, said: "Well, I just ran to celebrate. Inside I had some anger really — just saying 'Here I am.'

"It’s not all about height. You need to be there, jump for the ball, show determination. Sometimes the shortest players can score headers too.

"The goal just says how confident I was really. When I heard the final whistle I was really emotional. I arrived here being a kid. I'm still here now with children.

"Over 20 years defending the colours of Real Madrid and making history with this team. It’s a fantastic feeling. We want to celebrate today and enjoy it because we deserved it."

Dortmund came so close

Another gutting defeat for Borussia Dortmund.

They were excellent in the first half, but two familiar problems – set-piece defending and sloppy passing across the defence – cost them.

It feels like they lost it more than Real Madrid won it.

Dortmund played the Champions League final like favourites but lost in sadly predictable circumstances

Carvajal: 'It seemed impossible to win six European Cups'

Speaking after the final, Dani Carvajal addressed joining the ultra-exclusive club of six-time winners of this tournament: "Well I’m very happy joining this select club of players that have won six European Cups. Every time we get one it’s harder to take it away from us. I’m really happy because I played all six in the starting XI in the team of my life. It’s a dream for me.

"If I could speak to Paco Gento, I would say it seemed impossible to join this club of six European Cups when I started out."

Record trophy hauls

A quick round-up of some of the milestone numbers reached tonight, because they bear repeating:

• Real Madrid have won the European Cup/Champions League final for the 15th time (against just three losses), more than double every other team in history.
• Carlo Ancelotti has won the competition for the fifth time as a manager, which is at least twice more than anyone else.
• Dani Carvajal, Toni Kroos, Luka Modric and Nacho Fernandez have won it for the sixth time, tying Paco Gento for the most all-time.

Terzic on Sancho: 'We don’t know yet what the future will bring'

One more from the Dortmund boss, because the questions now start to gain traction over the future of their on-loan winger Jadon Sancho and his Manchester United future. Here's what Edin Terzic said tonight:

💬 "The last six months, Jadon has been brilliant for us. He didn’t only improve his game, but improved all the players around him.

"I didn’t speak about the future because we’ve been talking about the present: playing in this final in his home town; a really special moment for him.

"You can feel the joy he receives and brings to the dressing room. I’m very happy to work with J. We don’t know yet what the future will bring, but it will bring for him another Champions League final."

Terzic told Jude 'the same thing I said to Erling'

Jude Bellingham caught the attention of European football while at Borussia Dortmund. Now he's a Champions League winner with Real Madrid.

That will benefit Dortmund financially, but what did Dortmund head coach Edin Terzic say to his former midfielder on the Wembley turf at full-time? Here's Terzic speaking to TNT Sports just now:

💬 "When he left us, I said the same thing I said to Erling Haaland, that I was proud to be their manager…and I was there when they won their first cup, but that I was pretty sure I wouldn't be around when they won their first Champions League. Erling did it last season, and unfortunately I was here when Jude did it, even though we tried to avoid this.

"It’s a very proud moment for him, so congratulations to the whole family. I know what (dad) Mark, (mum) Denise and (brother) Jobe are doing to get this success in the family, and big congratulations to them all."

Valverde: 'We really suffered in the first half'

Federico Valverde spoke to Movistar TV after the final: "We really suffered, particularly throughout the first half, because Dortmund really played well. They were so quick on their counters and they had some clear chances. I'm happy to congratulate our rival for how they played, but I'm happier that we won.

"The boss made little alterations to try and change the balance. He called me over quite a few times, but I understood what he wanted more or less, and when we changed to a 4-3-3, that helped, it gave us equilibrium.

"Tomorrow we'll celebrate, a real party. But tomorrow, too, we'll be telling each other how important it is to win this again next year."

Terzic hopes more will come for Dortmund

Borussia Dortmund head coach Edin Terzic was at his eloquent best, speaking to TNT Sports just now:

💬 "We gave them a really good game and showed everyone we were here to win, not just to play. We were very close and only small things were missing, but congratulations to them to keep this hunger to win it again. You see why they are the true champions.

"My first feeling is pride. We brought nearly 100,000 people from Dortmund to London and we all had belief. It was a fantastic journey for this campaign. But it is also a bit empty inside because it was a great opportunity, and unfortunately we didn’t make it.

"But I saw what we did every day to get here. How much desire, pain and hard work was left on the training ground for 333 days in 214 sessions. The biggest challenge we face now is to keep our belief high, because everything in life starts with belief."

Report: Some Madrid players 'very angry' with UEFA

Movistar TV reporter Sergio Sanchez has reported from Wembley that some Real Madrid players were very angry at UEFA, as family members who had bracelets (allowing them onto the pitch) were initially not allowed down to celebrate with them.

This was as the images showed Bellingham with his family members on the pitch, showing off his medal.

Courtois: 'A very long, very difficult year'

Thibaut Courtois, who kept another clean sheet in a Champions League final today, admitted to Movistar TV after the match that he struggled this season due to his long absence through injury.

He said: "It was a very long, very difficult year, with lots of support from my team-mates, medical staff and fans. I am happy to end it like this, with a clean sheet.

"I was relaxed. The mister (Ancelotti) knows me, Andriy (Lunin) had a good year, and we have to thank him. I knew I was ready, from the games I played, and training at a high level.

"You'd have to ask the boss what would have happened if Lunin had not been sick. He has a lot of confidence in me and I am happy to be able to return that confidence."

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• Volunteering Survey Summer 2021
• Postgrad Focus Groups
• Community Volunteering Strategy
• Supporting Partners
• Volunteering and UCL Academic Departments
• Social Hackathons
• Support the UN's Sustainable Development Goals
• UCL Volunteering Society
• Student-Led Project Directory
• Volunteer Expenses
• Volunteering Service Student Led Projects Registration Form
• Accident & Emergency Procedure
• For current Volunteers
• Getting started
• Community Noticeboard
• CRIS Student Showcases
• Develop into a great research collaborator
• Have a conversation, be inspired!
• Meeting the community
• Get yourself a Students' Union profile!
• Taking part in the clinic
• What do we get out of this?
• Info for PhD students
• Info for staff
• Summer Ball
• Project Active
• Club Nights
• Events at Phineas
• Sports Night
• Events at UCL East