phd mathematics education in uk

• Schools & departments

Mathematics Education PhD

Awards: PhD

Study modes: Full-time, Part-time

Funding opportunities

Programme website: Mathematics Education

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Research profile

By joining the School of Mathematics, you will have opportunities to interact with educational research groups in Mathematics as well as cognate disciplines such as the Edinburgh Physics Education Group, and the interdisciplinary Centre for Research in Digital Education. As a research student you will be part of a vibrant and dynamic community of educators, with expertise in educational research and opportunities to develop and pursue your research goals. You can be certain of a rich academic setting with opportunities available for students to gain a breadth of knowledge from leading experts.

You will enjoy excellent facilities, ranging from one of the world’s major supercomputing hubs to generous library provision for research at the leading level, including the Noreen and Kenneth Murray Library at King’s Buildings.

Students have access to more than 1,400 computers in suites distributed across the University’s sites, many of which are open 24 hours a day. In addition, if you are a research student, you will have your own desk with desktop computer.

We provide all our mathematics postgraduates with access to software packages such as Maple, Matlab and Mathematica. Research students are allocated parallel computing time on ‘Eddie’ – the Edinburgh Compute and Data Facility. It is also possible to arrange use of the BlueGene/Q supercomputer facility if your research requires it.

Career opportunities

Graduates are expected to find employment in positions at public universities, private schools, community colleges, and vocational institutions to teach students at associates, bachelors, masters, or even doctoral level.

Due to their area of expertise, many graduates with a PhD in Mathematical Education will focus on training the next generation of teachers and educational support staff for secondary schools. 


There are many other potential career paths for holders of a PhD in mathematics, including finance and IT.

Entry requirements

These entry requirements are for the 2024/25 academic year and requirements for future academic years may differ. Entry requirements for the 2025/26 academic year will be published on 1 Oct 2024.

A UK first class honours degree, or its international equivalent, in an appropriate subject; or a UK 2:1 honours degree plus a UK masters degree, or their international equivalents; or relevant qualifications and experience.

International qualifications

Check whether your international qualifications meet our general entry requirements:

• Entry requirements by country
• English language requirements

Regardless of your nationality or country of residence, you must demonstrate a level of English language competency at a level that will enable you to succeed in your studies.

English language tests

We accept the following English language qualifications at the grades specified:

• IELTS Academic: total 6.5 with at least 6.0 in each component. We do not accept IELTS One Skill Retake to meet our English language requirements.
• TOEFL-iBT (including Home Edition): total 92 with at least 20 in each component. We do not accept TOEFL MyBest Score to meet our English language requirements.
• C1 Advanced ( CAE ) / C2 Proficiency ( CPE ): total 176 with at least 169 in each component.
• Trinity ISE : ISE II with distinctions in all four components.
• PTE Academic: total 62 with at least 59 in each component.

Your English language qualification must be no more than three and a half years old from the start date of the programme you are applying to study, unless you are using IELTS , TOEFL, Trinity ISE or PTE , in which case it must be no more than two years old.

Degrees taught and assessed in English

We also accept an undergraduate or postgraduate degree that has been taught and assessed in English in a majority English speaking country, as defined by UK Visas and Immigration:

• UKVI list of majority English speaking countries

We also accept a degree that has been taught and assessed in English from a university on our list of approved universities in non-majority English speaking countries (non-MESC).

• Approved universities in non-MESC

If you are not a national of a majority English speaking country, then your degree must be no more than five years old* at the beginning of your programme of study. (*Revised 05 March 2024 to extend degree validity to five years.)

Find out more about our language requirements:

• Academic Technology Approval Scheme

If you are not an EU , EEA or Swiss national, you may need an Academic Technology Approval Scheme clearance certificate in order to study this programme.

Fees and costs

Tuition fees, scholarships and funding, featured funding.

• School of Mathematics funding opportunities
• Research scholarships for international students

UK government postgraduate loans

If you live in the UK, you may be able to apply for a postgraduate loan from one of the UK's governments.

The type and amount of financial support you are eligible for will depend on:

• your programme
• the duration of your studies
• your tuition fee status

Programmes studied on a part-time intermittent basis are not eligible.

• UK government and other external funding

Other funding opportunities

Search for scholarships and funding opportunities:

• Search for funding

Further information

• Graduate School Administrator
• Phone: +44 (0)131 650 5085
• Contact: [email protected]
• Programme Director, Professor Chris Sangwin
• Phone: +44 (0)131 650 5966
• Contact: [email protected]
• School of Mathematics
• James Clerk Maxwell Building
• Peter Guthrie Tait Road
• The King's Buildings Campus
• Programme: Mathematics Education
• School: Mathematics
• College: Science & Engineering

Select your programme and preferred start date to begin your application.

PhD Mathematics Education - 3 Years (Full-time)

Phd mathematics education - 6 years (part-time), application deadlines.

We strongly recommend you submit your completed application as early as possible, particularly if you are also applying for funding or will require a visa. We may consider late applications if we have places available. All applications received by 22 January 2024 will receive full consideration for funding. Later applications will be considered until all positions are filled.

• How to apply

You must submit two references with your application.

Find out more about the general application process for postgraduate programmes:

Department of Mathematics

PhD and MPhil in Mathematics

Year of entry: 2024/25  ( see 2023/24 entry )

Be part of our vision to advance mathematical knowledge and understanding through impactful research.

Through our research we aim to create new applications and techniques that benefit the mathematics community and society in general. Our connections across the University, and with industrial partners and policymakers, will enable you to exchange ideas and build connections through your research. Our department provides a healthy span of research areas in pure and applied mathematics and statistics in a supportive environment for early career researchers.

Your research

Your research will culminate in a thesis on a topic agreed between you and your supervisor.  Your thesis must contain a substantial piece of research which includes some original work. This could include new ideas, or original commentary on material which is currently considered to be at the forefront of mathematical knowledge. 

Work on your thesis is guided by regular meetings with your supervisor.  You'll be assessed wholly on the basis of your thesis, although your degree will normally include six 10-hour graduate-level courses provided by the MAGIC consortium graduate school.

At the end of your degree, you'll have up to 12 months to finish writing up your research.

Assessment for the award of the degree of either PhD or MPhil will be on the basis of your thesis and an oral (viva voce) examination. The expectation of the Department of Mathematics is that a thesis submitted for the PhD degree will typically consist of between 100 and 200 A4 sized pages and a thesis submitted for the MPhil degree will typically consist of between 70 and 120 A4 sized pages.

[email protected] +44 (0)1904 323 097

Related links

• Research degree funding
• Accommodation
• International students
• Life at York
• How to apply

Impactful research

100% of our departmental research outputs received the highest ratings (3* and 4*) in the latest Research Excellence Framework (2021).

Bespoke employability training

Our dedicated support team will help you present yourself at your best for the next step of your career.

Top 20 UK research department

according to the Times Higher Education ranking of the Research Excellence Framework (REF) 2021.

Explore Mathematics funding for postgraduate researchers and wider postgraduate support.

Supervision

You'll be assigned a supervisor who will guide your work throughout your time with us. We'll match your research interests to their area of expertise.

Training and support

Throughout your course you'll have a supervisor to support you and guide your research. 

Work on your thesis is monitored by regular meetings of the Thesis Advisory Panel (at least once every six months for a full-time student and once a year for part-time students). The panel will review the progress of your research and provide additional advice and guidance.

You'll be taught and supervised by staff who themselves produce internationally renowned research. There is a supportive atmosphere among the graduate students and staff are on hand to give you the help you need.

Course location

This course is run by the Department of Mathematics.

The Department of Mathematics is located in James College on Campus West. 

Entry requirements

To apply for these courses you should hold, or expect to hold, an undergraduate degree in which mathematics has formed a substantial part of the course, with a 2:1 or first-class honours (or overseas equivalent). Assessment of your application will include consideration of your full academic record, including progress on courses you are still studying.

English language requirements

If English is not your first language you must provide evidence of your ability.

Check your English language requirements

Apply for the MPhil

Apply for the PhD

Take a look at the supporting documents you may need for your application.

Find out more about how to apply .

You don't need to provide a formal research proposal, but you should include a short statement on the area(s) of mathematics you wish to work in. In the personal statement section of the application form you should tell us about why you want to undertake a research degree. You should also include details of any relevant experience you have, such as a summer project or a topic that you have researched on your own.

There isn't a deadline for applying to join a research programme. If you're an International student, it's best to apply at least three months prior to your intended start date to avoid any delays in applying for your accommodation and/or visa. For both Home and International students, if you wish to be considered for Departmental funding, the main round of funding will be allocated in early March, with shortlisting and interviews taking place during February. Other sources of funding may have their own deadlines.

Identify a supervisor

Before applying, please look at the lists of academic staff in each of our research groups to see if there is a prospective supervisor working in an area which relates to your own research interests. You're welcome to email a prospective supervisor informally to find out more about their research or to ask if they might be considering taking on a postgraduate researcher.

Find a supervisor

As part of your application, you'll be invited to an interview (either face-to-face or online). If your first language is not English, you should be fluent enough to speak confidently about your intended area of research and discuss your mathematical background and interests with a panel of academics.

Careers and skills

Our dedicated careers team offers specific support, including a programme of professional researcher development and careers workshops and 1:1 career support sessions. These will help to build up your employability portfolio and improve your skills and experience outside of your research work.

Career opportunities

Our graduates have gone on to work in a wide range of sectors and with well-known employers including:

• PricewaterhouseCoopers
• BAE Systems
• NHS Digital

Discover York

We offer a range of campus accommodation to suit you and your budget, from economy to deluxe.

Discover more about our researchers, our facilities, and why York is the perfect choice for your research degree.

Graduate Research School

Connect with researchers across all disciplines to get the most out of your research project.

Meet us online or on campus

Find out all you need to know about applying to York

Scholarships

Find scholarships to support your studies

Mathematics Education

Qualification(s) available: phd.

The Department of Mathematics Education (formerly the Mathematics Education Centre) is one of the largest mathematics education research groups in the UK. In the Research Excellence Framework 2014, 85% of our research activity was judged to be ‘world-leading’ or ‘internationally-excellent’, putting us amongst the highest of all education departments in the UK.

Our research focuses on two interest groups: Culture, Pedagogy and Identity, and Mathematical Cognition. We explore the fundamental processes involved in learning mathematics, as well as the design and evaluation of innovative pedagogy.

Academics from the Department have won national and international awards for their research and research-informed teaching practices. They connect with other specialists throughout the UK and run monthly seminars and workshops, attracting academics and researchers from across the region, which you will benefit from as a student, along with our reading group sessions.

We attract an increasing amount of external funding for our research with grants from the ESRC, the Royal Society, the Nuffield Foundation, the British Academy, Action Medical Research and the HE STEM programme. In recent years we have hosted five prestigious fellowships:

• Dr Sophie Batchelor (ESRC Future Leaders Fellowship)
• Dr Camilla Gilmore (British Academy Postdoctoral Fellowship and Royal Society Dorothy Hodgkin Research Fellowship)
• Dr Matthew Inglis (Royal Society Educational Research Fellowship)
• Dr Ian Jones (Royal Society Educational Research Fellowship).

Our Department's growing international reputation has been reflected in Loughborough University's appearance in the top 250 universities in the world for education in the 2020 QS World University Rankings by Subject, and by being ranked as the fifth highest education department in the UK in the 2014 Research Excellence Framework (based on the percentage of 3/4* activity).

The Department is responsible for the University-wide Mathematics Learning Support Centre , which provides mathematics and statistics support to all students. In addition, one-to-one support for students at all levels of study is provided by Mathematics Education staff and colleagues in the Department of Mathematical Sciences. The Statistics Advisory Service is a specialist service which is in great demand, providing support for final-year project students, postgraduates and staff requiring help with statistics. There is also increasing demand for support from the Eureka Centre for Mathematical Confidence which supports students with a range of neuro-diverse needs. The Department, together with Coventry University, hosts the sigma Centre for Excellence in Teaching and Learning in university-wide Mathematics and Statistics Support.

The Department of Mathematics Education is proud to be part of the ESRC Midlands Graduate School Doctoral Training Partnership (DTP) in partnership with the universities of Warwick, Nottingham, Birmingham, Aston and Leicester.

Our research

Research in the Department explores the fundamental processes involved in learning mathematics, and analyses pedagogical practice including teaching, learning and assessment.

Mathematical Cognition

Mathematical cognition research focuses on understanding the processes by which students come to understand mathematical ideas, with a view to improving educational practice, and we have a particular reputation for our work on numerical cognition and mathematical reasoning.

In 2019 funding from Research England allowed us to establish a new Centre for Mathematical Cognition, with dedicated staff, refurbished labs and new research equipment. As a result, we now host one of the largest mathematical cognition research groups in the world. Notable recent projects in this area have studied the different roles of executive functions in procedural and conceptual aspects of mathematics across childhood and adolescence (funded by the ESRC and the Royal Society), the role of children’s spontaneous attention to numerical aspects of the environment in their school mathematics achievement (ESRC), and expert/novice differences in mathematical reading strategies (Higher Education Academy (HEA), Oxford University Press (OUP) and the Economic and Social Research Council (ESRC).

Visit the Centre for Mathematical Cognition website for more information.

Education Design and Evaluation

Our research in this area aims to design, develop and evaluate pedagogical interventions, based on a rigorous understanding of students’ learning processes. We research how mathematics tasks, lessons and curricula may be designed and implemented in classrooms in schools and colleges to support students’ learning of mathematics. We also contribute to debates across education about the ways in which evidence can and should inform practice. Notable recent projects in this area have included a systematic evaluation of how much new information is provided by rigorous large-scale randomised controlled trials, of the type commissioned by the Education Endowment Foundation and the National Centre on Education and the Economy.

Higher Education Pedagogy

We have a long history of researching mathematics education at a university level and have expertise in a broad range of areas relating to the analysis of teaching and learning of university mathematics. This includes different approaches to assessment, the measurement of conceptual understanding, mathematical reasoning development and expert mathematical practice. Notable recent projects in this area have investigated the extent to which post-compulsory mathematical study develops general reasoning skills (funded by the Royal Society), and student difficulties at the transition to higher education (funded by Higher Education Funding Council for England).

Your development

Research in the Department continues to grow from strength to strength. As a PhD student in the centre you will address many aspects of mathematics education in a rich, innovative environment in which to conduct doctoral research.

In addition to this, postgraduate students become part of a vibrant research community with award-winning academic staff who are involved in collaborations and connections with other specialists across the country and run monthly research workshops, attracting academics and researchers from across the region.

Your research will be supported by a supervisor (sometimes two) who will guide you through the research process and you will have full access to all research facilities, as well as the University's extensive library and IT services, including dedicated resources for the School of Science. You will also be suported by the administrative staff of the School.

At Loughborough University you will become part of our Doctoral College and benefit from an extensive doctoral training programme, alongside our suite of activities designed to support you at every stage of the doctoral process. Links with other specialist support services across the University, such as the Careers Network , will give you access to help and advice and work with colleagues across academic schools to attract external funding to support doctoral study.

In addition to the University’s extensive training provision, we also provide departmental seminars and training courses to support your research, and students may be able develop their skills further by supporting undergraduate teaching or drop-in sessions.

Your future career

A PhD programme will give you the opportunity to develop new and highly sought-after skills which can set you up for a range of careers. It’s a chance to make a novel contribution to knowledge, to become a world expert in a particular field, and it can open a range of doors with different employers. You'll also enhance your interpersonal skills, such as networking and relationship building, which will be invaluable in your future career.

Our extensive training provision, supported by the Doctoral College , will also enhance your skills and experience as a researcher. You will enjoy a dynamic research atmosphere with regular workshops, international visitors and a wide range of research seminars to which you’ll be invited to make presentations.

Where you'll study

Our facilities are set within the refurbished Schofield building at the heart of the Loughborough campus. These include the Schofield Cognition Lab: a child-friendly laboratory for conducting experimental or observational studies with young children, and an eye-movement lab equipped with a state-of-the-art eye-tracker.

Entry requirements

Our entry requirements are listed using standard UK undergraduate degree classifications i.e. first-class honours, upper second-class honours and lower second-class honours. To learn the equivalent for your country, please choose it from the drop-down below.

Entry requirements for United Kingdom

A minimum of a 2:1 honours degree (or equivalent international qualification) in mathematics, education, psychology or a related discipline.

It would be an advantage in some cases to have a master's in mathematics education, educational/psychological research methods or in a related discipline.

Afghanistan

Bosnia and herzegovina.

Students are required to have a bachelor degree (4 years) for entry to a postgraduate programme. The University uses the Shanghai Academic Ranking of World Universities to identify the required final mark, as outlined on the table below:

Affiliated colleges

The University will consider students from Affiliated Colleges in the following way:

Applicants from colleges affiliated to universities in the top 250 Shanghai rankings will be considered if they have achieved or are likely to achieve final marks of 75%-84%.

Applicants from colleges affiliated to universities which are 251-500 in the Shanghai rankings will be considered if they have achieved or are likely to achieve final marks of 80%-87%.

Applicants from colleges affiliated to universities which are above 500 in the Shanghai rankings will be considered as follows:

• School of Business and Economics: not considered
• All other programmes if they have achieved or are likely to achieve final marks of 80%-87%.

Universities given special consideration

Applicants from a small number of Chinese universities that specialise in business, management, finance or creative arts will be given special consideration by the University. The full list of these universities and the Shanghai band under which they will be considered can be found below:

‌*Special consideration for programmes in School of Sport, Exercise and Health Sciences and Institute for Sport Business only.

Czech Republic

Dominican republic, el salvador, ivory coast, myanmar (burma), netherlands, new zealand, papua new guinea, philippines, saudi arabia, sierra leone, south africa, south korea, switzerland, trinidad and tobago, turkmenistan, united arab emirates, united states of america, english language requirements.

Applicants must meet the minimum English language requirements. Further details are available on the International website .

Fees and funding

Tuition fees for 2023-24 entry.

£4,712 Full-time degree per annum

International fee

£20,250 Full-time degree per annum

Tuition fees for 2024-25 entry

£4,849 Full-time degree per annum

£27,500 Full-time degree per annum

2023-24 tuition fees are applicable to projects starting in January 2024, April 2024, and July 2024. 2024-25 tuition fees are applicable to projects starting in October 2024, January 2025, April 2025 and July 2025.

Tuition fees cover the cost of your teaching, assessment and operating University facilities such as the library, IT equipment and other support services. University fees and charges can be paid in advance and there are several methods of payment, including online payments and payment by instalment. Fees are reviewed annually and are likely to increase to take into account inflationary pressures.

How to apply

Projects which have funding attached (e.g. through research councils, University funding or industry sponsorship) are advertised on our online prospectus and do not require a research proposal.

If you can't find an advertised project that fits your interests and experience, you can submit a research proposal to find a supervisor who will work with you on your project. You can view our list of academic staff on our website or you can email us for guidance .

Alongside your research proposal, you must also submit the following to accompany your application:

• a one-page CV summarising relevant experience and skills
• a one-page cover letter describing the reasons for wishing to undertake research in your chosen area and the personal qualities you will bring
• a two-page essay on one or more issues affecting teaching/learning in mathematics related to your proposed area of research. This should be a specially constructed piece of writing, making reference to relevant academic literature.

You should also indicate on your application the area in which you would like to study and the person with whom you would like to work, if appropriate. You are strongly encouraged to contact this person ahead of making an application to discuss your interests and possible research topics.

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Mathematics PhD

• Full-time: Up to 4 years
• Part-time: Up to 8 years
• Start date: Multiple available
• UK fees: £5,100
• International fees: £21,500

Research overview

Follow your passion for research Join the School of Mathematical Sciences for the chance to work on projects in both fundamental and applied mathematical sciences that have an impact in the modern world. Projects cover the areas of:

• Pure mathematics
• Applied mathematics
• Mathematical physics
• Statistics and probability
• Mathematical education & scholarship.

Why choose Nottingham for your PhD? We're looking for passionate research students to help us shape the future of mathematical sciences and make a difference to the world around us.

Our research projects range from proposing new mathematical structures and uncovering new fundamental physics, to using mathematical sciences to produce sustainable materials, enhance future healthcare, and develop artificial intelligence.

Work is organised around exciting research themes, some of which focus on more traditional areas and others target emerging and multi-disciplinary problems:

• algebra, arithmetic, and their geometries
• computational statistics and machine learning
• data-driven modelling and computation
• epidemic modelling
• fluid mechanics
• geometry and symmetry
• mathematical medicine and biology
• mathematical neuroscience
• multiscale modelling and heterogeneous media
• numerical and applied analysis
• quantum information and metrology
• quantum mathematics
• real, complex and functional analysis
• symbolic computational mathematics
• teaching and learning in mathematics higher education
• wave modelling

Find out more about our research:

https://www.nottingham.ac.uk/mathematics/research/research.aspx

Research Excellence Framework 2021

• 97% of our research outputs are rated as 'world-leading' or 'internationally excellent'
• The school was placed in the top 3 for quality of research environment across all mathematical sciences units in the UK
• 100% of the impact from the school is rated as either ‘world-leading’ or ‘internationally excellent’

This is highlighted in our commitment to attracting bright minds and inspiring academics to conduct mathematical research throughout the department.

Find out how our mathematical research is revolutionising the global testing of future drug use

https://www.nottingham.ac.uk/vision/making-new-medicines-safer

Course content

Throughout your PhD you will focus on learning what information is already published and identifying gaps in knowledge. You will start to formulate your own research questions and develop skills to become a professional researcher.

• Study the research literature in your field, guided by your PhD advisor
• Attend seminars on modern research
• Take additional training in mathematical sciences and research skills
• Conduct research and obtain novel results
• Be part of an active and welcoming community of research students
• Write annual reports and journal publications to communicate your research findings
• Complete a written thesis of up to 100,000 words
• Take a verbal examination (viva voce) where you defend your research to an expert examination panel

The emphasis is on both broadening your knowledge base and improving the skills and techniques relevant for doing research on thesis-specific matters.

The PhD programme includes a training element, which may include research work as well as traditional taught material, and will include assessed components, designed to support your research.

In each year you will have a regular meetings with your supervisor and an annual review.

Entry requirements

All candidates are considered on an individual basis and we accept a broad range of qualifications. The entrance requirements below apply to 2024 entry.

Meeting our English language requirements

If you need support to meet the required level, you may be able to attend a presessional English course. Presessional courses teach you academic skills in addition to English language. Our  Centre for English Language Education is accredited by the British Council for the teaching of English in the UK.

If you successfully complete your presessional course to the required level, you can then progress to your degree course. This means that you won't need to retake IELTS or equivalent.

For on-campus presessional English courses, you must take IELTS for UKVI to meet visa regulations. For online presessional courses, see our CELE webpages for guidance.

Visa restrictions

International students must have valid UK immigration permissions for any courses or study period where teaching takes place in the UK. Student route visas can be issued for eligible students studying full-time courses. The University of Nottingham does not sponsor a student visa for students studying part-time courses. The Standard Visitor visa route is not appropriate in all cases. Please contact the university’s Visa and Immigration team if you need advice about your visa options.

We recognise that applicants have a variety of experiences and follow different pathways to postgraduate study.

We treat all applicants with alternative qualifications on an individual basis. We may also consider relevant work experience.

If you are unsure whether your qualifications or work experience are relevant, contact us .

How to indicate your research interests

You do not need to submit a detailed proposal, but you *must* indicate a research theme(s) , or Centre of Excellence that interests you and/or name specific academic staff members who could be your potential project supervisor and/or name specific projects.

• View our research themes >
• View our current research projects >

Further information required when applying

• Brief motivation for doing a PhD
• Your academic record and research experience
• Sources of funding (if applicable)

Application process and deadlines

We encourage applicants to apply before 7th January  to have the best chances of being awarded a fully-funded PhD scholarship (covers stipend and fees).

Stage 1 : Your application is assessed, and if successful, you will be invited for an interview. This is a video call or in person, if possible

Stage 2 : If successful at the interview stage, you will be considered for a fully-funded PhD scholarship.

When will you know if scholarship awarded?

• If applied before 7 January, result will be known around mid-February
• Late applications will be considered in subsequent rounds, with results known around mid April (if applied by 7 March) , and mid-June (if applied by 7 May ), and possibly later rounds depending on remaining available scholarships.

If you have funding support, intend to apply for an external scholarship, or are self-funded, you can apply throughout the year. Please indicate your funding details clearly in your application.

Study duration

Our standard duration of study is 3.5 years, although 3 or 4 year study is also available in some cases.

Our step-by-step guide contains everything you need to know about applying for postgraduate research.

Additional information for international students

If you are a student from the EU, EEA or Switzerland, you may be asked to complete a fee status questionnaire and your answers will be assessed using guidance issued by the UK Council for International Student Affairs (UKCISA) .

These fees are for full-time study. If you are studying part-time, you will be charged a proportion of this fee each year (subject to inflation).

Additional costs

All students will need at least one device to approve security access requests via Multi-Factor Authentication (MFA). We also recommend students have a suitable laptop to work both on and off-campus. For more information, please check the equipment advice .

We do not anticipate any extra significant costs, alongside your tuition fees and living expenses. You should be able to access most of the books and journals you’ll need through our libraries.

We offer a number of projects each year for which scholarship funding are available, including from the Engineering and Physical Sciences Research Council ( EPSRC ) and the University.

First class or distinction results are required as a minimum for funding.

There are many ways to fund your research degree, from scholarships to government loans.

Check our guide to find out more about funding your postgraduate degree.

Student support

The School of Mathematical Sciences provides dedicated support to its postgraduate researchers, including:

• Access to an appropriate personal computer
• Financial support to attend conferences and workshops
• Opportunity to earn extra money by supporting our teaching with demonstrating and marking
• You have a right to holiday leave, sick leave, and maternity/parental leave. You may also be able to switch to part-time (50%) PhD, depending on the approval of your funder

Wellbeing support

Your supervisors will support you throughout your research period. There is also further support within the school including:

• Mentoring system amongst research students
• Mentoring system between research students and postdoctoral research fellows
• Mental health support in the form of regular meetings for research students only
• Dedicated contacts for Support and Wellbeing, and for PGR Student Advice

To support training and learning, the school has access to specialised mathematical training courses provided by MAGIC (one of six Taught Course Centres supporting PhD mathematics programmes in the UK). Students can also utilise the Academy for PhD Training in Statistics (APTS).

Researcher training and development

The Researcher Academy is the network for researchers, and staff who support them. We work together to promote a healthy research culture, to cultivate researcher excellence, and develop creative partnerships that enable researchers to flourish.

Postgraduate researchers at Nottingham have access to our online Members’ area, which includes a wealth of resources, access to training courses and award-winning postgraduate placements.

You will have access to a range of support services , including:

• academic and disability support
• childcare services
• counselling service
• faith support
• financial support
• mental health and wellbeing support
• visa and immigration advice
• welfare support

Students' Union

Our Students' Union represents all students. You can join the Postgraduate Students’ Network or contact the dedicated Postgraduate Officer .

There are also a range of support networks, including groups for:

• international students
• black and minority ethnic students
• students who identify as women
• students with disabilities
• LGBT+ students

SU Advice provides free, independent and confidential advice on issues such as accommodation, financial and academic difficulties.

Where you will learn

Computer facilities.

The University provides excellent computing facilities with access to specialist mathematical software. The computers have electronic links to a high performance computing facility and specialist mathematical software such as Matlab, Mathematica and Maple.

University Park Campus

University Park Campus  covers 300 acres, with green spaces, wildlife, period buildings and modern facilities. It is one of the UK's most beautiful and sustainable campuses, winning a national Green Flag award every year since 2003.

Most schools and departments are based here. You will have access to libraries, shops, cafes, the Students’ Union, sports village and a health centre.

You can walk or cycle around campus. Free hopper buses connect you to our other campuses. Nottingham city centre is 15 minutes away by public bus or tram.

Jubilee Campus

Jubilee Campus has eco-friendly buildings, alongside green spaces, wildlife and a lake. 

This campus is home to our business, education and computer science schools, as well as a sports centre and student accommodation.

You can walk to  University Park Campus  in around 20 minutes or catch a free hopper bus. Nottingham city centre is 20 minutes away by public bus.

Furnished offices

As a research student here you will benefit from use of a furnished office which you'll share with other PhD students. You'll be provided with your own desk and personal computer or laptop and may make full use of general school facilities, including the common room, shared with academic staff.

The mathematics building benefits from lots of open space for discussion with staff and students and most of the supervisors are based in the same building too.

Whether you are considering a career in academia, industry or haven't yet decided, we’re here to support you every step of the way.

Expert staff will work with you to explore PhD career options and apply for vacancies, develop your interview skills and meet employers. You can book a one-to-one appointment, take an online course or attend a workshop.

International students who complete an eligible degree programme in the UK on a student visa can apply to stay and work in the UK after their course under the Graduate immigration route . Eligible courses at the University of Nottingham include bachelors, masters and research degrees, and PGCE courses.

Many of our PhD graduates move on to successful academic careers (e.g. Professor Caucher Birkar, recipient of the Fields Medal in 2018). Other choose to pursue exciting opportunities outside academia. PhD graduates in mathematics are in great demand in several sectors, including banking, finance, consulting, data analysis, and various types of industrial research.

Some of our PhD graduates have taken up roles such as:

• Assistant Professor
• Mathematical Modeller
• Project leader
• Post-doctoral researcher
• Research scientist
• Statistician

They work for organisations such as:

• Amey Strategic Consulting
• Francis Crick Institute

Related courses

Computer science phd, physics phd/mres, economics mres/phd, research excellence framework.

The University of Nottingham is ranked 7th in the UK for research power, according to analysis by Times Higher Education. The Research Excellence Framework (REF) is a national assessment of the quality of research in UK higher education institutions.

• We are ranked 13th in the UK for research power according to analysis by Times Higher Education, which takes into account a combination of the quality of our research, its international impact, critical mass and sustainability.
• 98% of our research is classed as ‘world-leading’ (4*) or ‘internationally excellent’ (3*).
• Places our school joint 3rd for quality of research environment across all Mathematical Sciences units in the UK based on % of 4 star research
• 90%* of our research is classed as 'world-leading' (4*) or 'internationally excellent' (3*)
• 100%* of our research is recognised internationally
• 51% of our research is assessed as 'world-leading' (4*) for its impact**

*According to analysis by Times Higher Education ** According to our own analysis.

This content was last updated on 15 April 2024 . Every effort has been made to ensure that this information is accurate, but changes are likely to occur between the date of publishing and course start date. It is therefore very important to check this website for any updates before you apply.

Study Postgraduate

Phd in mathematics (2023 entry).

Course code

2 October 2023

3-4 years full-time

Qualification

Mathematics Institute

University of Warwick

Explore our PhD in Mathematics

The PhD in Mathematics offers an intellectually stimulating and dynamic atmosphere research in both pure and applied mathematics. Study at the University of Warwick's Mathematics Institute, an international centre of research excellence, ranked 3rd for research power and 3rd for the number of 4* research outputs in REF 2021 (amongst UK universities).

Course overview

Mathematics at Warwick covers a full range of both pure and applied areas. The Mathematics Postgraduate Degrees are appropriate for students with a strong and broad mathematical background who wish to continue to focus on primarily mathematical questions in their postgraduate work.

All students are required to undergo training in Year One and are encouraged to make use of further training opportunities available in subsequent years. Training ranges from gaining a broader knowledge of mathematics through taught modules, seminars and workshops, to enhancing your professional and transferrable skills. Our aim is to produce excellent PhD students who have undertaken high quality original research and who are well-prepared for a career, either in academia or elsewhere.

Teaching and learning

Students are required to complete a series of modules in theirs first year (from a very wide selection of bespoke modules), with assessment including an oral examination component. Upon the successful completion of these modules, students are required to complete a research project before being formally upgraded to a PhD at the end of the first year.

Training will be supplemented with attendance to seminars, cohort building activities, and additional transferable skills training.

General entry requirements

Minimum requirements.

First Class integrated MA, MMath or MSc degree in Mathematics or a science degree with high mathematical content.

English language requirements

You can find out more about our English language requirements Link opens in a new window . This course requires the following:

• IELTS overall score of 6.5, minimum component scores not below 6.0

International qualifications

We welcome applications from students with other internationally recognised qualifications.

For more information, please visit the international entry requirements page Link opens in a new window .

Additional requirements

There are no additional entry requirements for this course.

Our research

The mathematics department covers a wide range of research areas in mathematics and its applications.

You may also wish to explore the research interest of current Warwick academics .

Find a supervisor

The 'Find A Supervisor' link below will allow you to explore the research interests of academics within the department. Please include in your application the names of potential supervisors, with interests aligned with yours, or people you would like to work with.

The mathematics department, unlike some other departments, does not require students to make any arrangements with any potential supervisors before applying, though of course you are welcome to contact them directly and discuss your interests and any potential projects they may offer.

Tuition fees

Tuition fees are payable for each year of your course at the start of the academic year, or at the start of your course, if later. Academic fees cover the cost of tuition, examinations and registration and some student amenities.

Taught course fees   Research course fees

Fee Status Guidance

The University carries out an initial fee status assessment based on information provided in the application and according to the guidance published by UKCISA. Students are classified as either Home or Overseas Fee status and this can determine the tuition fee and eligibility of certain scholarships and financial support.

If you receive an offer, your fee status will be stated with the tuition fee information, however we are awaiting guidance from the UK government regarding fee status for EU, other EEA and Swiss nationals and their family members living in the UK for academic year 2021/22 onwards. We are not able to confirm the fee status for these students until the relevant eligibility criteria have been confirmed. Once we have received further information from the UK government, we will provide you with an update on your fee status and let you know if any additional information is required. If you believe your fee status has been incorrectly classified you can complete a fee status assessment questionnaire (follow the instructions in your offer) and provide the required documentation for this to be reassessed.

The UK Council for International Student Affairs (UKCISA) provides guidance to UK universities on fees status criteria, you can find the latest guidance on the impact of Brexit on fees and student support on the UKCISA website .

Additional course costs

As well as tuition fees and living expenses, some courses may require you to cover the cost of field trips or costs associated with travel abroad. Information about department specific costs should be considered in conjunction with the more general costs below, such as:

Please contact your academic department for information about department specific costs, which should be considered in conjunction with the more general costs below, such as:

• Core text books
• Printer credits
• Dissertation binding
• Robe hire for your degree ceremony

Scholarships and bursaries

Scholarships and financial support

Find out about the different funding routes available, including; postgraduate loans, scholarships, fee awards and academic department bursaries.

Mathematics Funding Opportunities

Find out more about the various funding opportunities that are available in our department.

Living costs

Find out more about the cost of living as a postgraduate student at the University of Warwick.

Mathematics at Warwick

Our challenging Mathematics degrees will harness your strong mathematical ability and commitment, enabling you to explore your passion for mathematics.

Find out more about us on our website

Our courses

• Interdisciplinary Mathematics (Diploma plus MSc)
• Interdisciplinary Mathematics (MSc)
• Mathematical Sciences (MASt)
• Mathematics (Diploma plus MSc)
• Mathematics (MSc)
• Mathematics of Systems (MSc leading to PhD)
• Mathematics (PhD)
• Mathematics of Systems (PhD)

Taught course applications

Here is our checklist on how to apply for taught postgraduate courses at Warwick.

Research course applications

Here is our checklist on how to apply for research postgraduate degrees at the University of Warwick.

After you’ve applied

Find out how we process your application.

Applicant Portal

Track your application and update your details.

Admissions statement

See Warwick’s postgraduate admissions policy.

Join a live chat

Ask questions and engage with Warwick.

Postgraduate Open Day

Postgraduate fairs.

Throughout the year we attend exhibitions and fairs online and in the UK. These events give you the chance to learn about our Master's and PhD study routes, and the wider context of postgraduate study.

Find out more

Every week, you can connect directly with representatives from Warwick, who will be answering your questions on applying to and studying postgraduate studies at Warwick.

Sign up for Live Chats

Departmental events

Some academic departments hold events for specific postgraduate programmes, these are fantastic opportunities to learn more about Warwick and your chosen department and course.

See our online departmental events

Connect with us

Want to hear more about postgraduate study at Warwick? Register your interest and find out more.

Learn more about Postgraduate study at the University of Warwick.

Why Warwick

Discover why Warwick is one of the best universities in the UK and renowned globally.

6th in the UK (The Guardian University Guide 2022) Link opens in a new window

64th in the world (QS World University Rankings 2023) Link opens in a new window

5th most targeted university by the UK's top 100 graduate employers Link opens in a new window

(The Graduate Market in 2023, High Fliers Research Ltd. Link opens in a new window )

About the information on this page

This information is applicable for 2023 entry. Given the interval between the publication of courses and enrolment, some of the information may change. It is important to check our website before you apply. Please read our terms and conditions to find out more.

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MPhil/PhD Mathematics

• Graduate research
• Department of Mathematics
• Application code G1ZM
• Starting 2024
• Home full-time: Open
• Overseas full-time: Open
• Location: Houghton Street, London

This programme offers the chance to undertake a substantial piece of work that is worthy of publication and which makes an original contribution to the field of mathematics within our four broad disciplines – discrete mathematics and algorithms, financial mathematics and control theory, game theory, and operations research. You will begin on the MPhil, and will need to meet certain requirements to be upgraded to PhD status.

You have a plethora of topics to choose from including combinatorics, combinatorial optimisation, computational learning theory, control theory, financial mathematics, game theory, graph theory, integer programming, mechanism design, polyhedral combinatorics, probabilistic analysis, theory of computation and algorithms, and in the applications of mathematics in areas such as inspections, network optimisation, telecommunications, transportation, and economics.

Over the course of the years, the Department organises a number of personal development workshops for PhD students, designed to provide tailored support for specific areas of interest, such as careers, impact, and final year processes. Crucially, we have close ties with other departments at LSE, such as Statistics, Finance, Economics and Management, and we are an integral part of the mathematical community of the University of London.

All research students in the Department are provided with some funding each year to encourage and support their research activities, such as conference attendance and purchasing books and technology. Additional research funds are also available, upon application.

Programme details

For more information about tuition fees and entry requirements, see the fees and funding and assessing your application sections.

Entry requirements

Minimum entry requirements for mphil/phd mathematics.

Merit in a taught master's degree (or equivalent) in a related discipline and a 2:1 degree or equivalent in mathematics. 

Competition for places at the School is high. This means that even if you meet our minimum entry requirement, this does not guarantee you an offer of admission. 

If you have studied or are studying outside of the UK then have a look at our  Information for International Students  to find out the entry requirements that apply to you.

LSE values diversity and strives to promote equality at all levels. We strongly encourage applications from women, ethnic minorities, and members of other groups under-represented in higher education.

Assessing your application

Making an application.

We carefully consider each application on an individual basis, taking into account all the information presented on your application form, including your:

- academic achievement (including existing and pending qualifications) - CV - statement of academic purpose - outline research proposal - sample of written work - references

In addition to the general guidelines on application documents available  here , you can find specific guidelines for some of the application documents required as part of your application for the MPhil/PhD Mathematics programme below.  

Academic Achievement Provide detailed transcripts, with individual marks for all courses on your undergraduate and postgraduate degree programmes you have completed, and any available/provisional marks obtained in your current degree programme.

CV - Provide details of your education history. - Provide details of any employment history or other professional experience, including internships or volunteering activities. - Mention any relevant prior research experience, such as thesis work, research projects.    - If relevant, mention any career breaks or career changes, for example due to caring responsibilities.

Statement of Academic Purpose (1 page) - Explain your motivation for doing a PhD. - Explain your current career goals and aspirations and clarify how the PhD programme might help you realise them.  

Outline Research Proposal (1-2 pages) Many applicants will have little or no prior experience of research and therefore we do not expect a fully developed research proposal. The following is a recommendation of what to address, in a concise manner, in the research proposal. - Explain which overall research area you are interested in and explain why.  - Provide an example of one or two research papers that you have read or open problems you have heard about (in your proposed research area) and explain why you found them interesting. - Clarify who you see as potential supervisors and explain why.  - Explain how your training and skills are suitable for conducting research in your area of interest. For example, provide specific examples of related courses you have taken, and any research, internship, or work experiences that are relevant to your research area of interest. - If applicable, describe how any dissertation work from your BSc or MSc is relevant to your planned PhD research (be aware that this research will most likely be different).

Sample of Written Work (at least 5 pages) Submit something that showcases your mathematical writing. This could for example be a thesis, a project report, or some detailed exercise solutions. We like to see a writing sample that contains both mathematical details and plain text in which you discuss/interpret/explain the mathematical results. You can submit more than one writing sample if you only have short pieces of written work.

References You will need to nominate two referees. Academic referees are preferred, i.e., people who have taught you at university level.

If you can find a referee who can specifically comment on your research potential and your academic background in your chosen research area, that would be helpful. If you have any previous research experience, you could ask supervisors/project partners for a reference letter. An academic reference from your current degree programme where you already took exams are usually most helpful. If you have not taken any exams in your current programme yet, you can also ask for reference letters from previous degrees.

The referees will be asked to provide a reference letter and answer a selection of multiple-choice questions in which they will need to provide an assessment of your academic performance/potential etc. and research potential. --------------

Completed applications are sent to the Department after they are processed by the Graduate Admissions Office. In the Department, the numbers and quality of competing applications and the availability of an appropriate supervisor are considered. If your application is shortlisted for consideration, an interview will be arranged with the appropriate members of staff by telephone or video conferencing software. Once all interviews have been conducted, the Department will decide on who to accept and who to offer funding. If your application is received before the deadline, we aim to notify you about the outcome by the end of Winter Term.

You may also have to provide evidence of your English proficiency. You do not need to provide this at the time of your application to LSE, but we recommend that you do see our  English language requirements  for further information.

When to apply

The application deadline for this programme is 23 May 2024 . However, to be considered for any LSE funding opportunity, you must have submitted your application and all supporting documents by the funding deadline. See the fees and funding section for more details.

Fees and funding

Every research student is charged a fee in line with the fee structure for their programme. The fee covers registration and examination fees payable to the School, lectures, classes and individual supervision, lectures given at other colleges under intercollegiate arrangements and, under current arrangements, membership of the Students' Union. It does not cover living costs or travel or fieldwork.

Tuition fees 2024/25 for MPhil/PhD Mathematics

Home students: £4,829 for the first year (provisional) Overseas students: £22,632 for the first year

The fee is likely to rise over subsequent years of the programme. The School charges home research students in line with the level of fee that the Research Councils recommend. The fees for overseas students are likely to rise in line with the assumed percentage increase in pay costs (ie, 4 per cent per annum).

The Table of Fees shows the latest tuition amounts for all programmes offered by the School.

The amount of tuition fees you will need to pay, and any financial support you are eligible for, will depend on whether you are classified as a home or overseas student, otherwise known as your fee status. LSE assesses your fee status based on guidelines provided by the Department of Education.

Further information about fee status classification.

Scholarships, studentships and other funding

The School recognises that the  cost of living in London  may be higher than in your home town or country, and we provide generous scholarships each year to home and overseas students.

This programme is eligible for  LSE PhD Studentships and  Economic and Social Research Council (ESRC) funding . Selection for the PhD Studentships and ESRC funding is based on receipt of an application for a place – including all ancillary documents, before the funding deadline.

Funding deadline for LSE PhD Studentships: 15 January 2024

In addition to our needs-based awards, LSE also makes available scholarships for students from specific regions of the world and awards for students studying specific subject areas.  Find out more about financial support.

In addition, students on this programme are eligible for the Department of Mathematics' PhD Prize for Outstanding Academic Performance , which is an annual award for the best PhD performance from a student completing in the previous academic year.

External funding 

There may be other funding opportunities available through other organisations or governments and we recommend you investigate these options as well. 

Further information

Fees and funding opportunities

Information for international students

LSE is an international community, with over 140 nationalities represented amongst its student body. We celebrate this diversity through everything we do.  

If you are applying to LSE from outside of the UK then take a look at our Information for International students . 

1) Take a note of the UK qualifications we require for your programme of interest (found in the ‘Entry requirements’ section of this page). 

2) Go to the International Students section of our website. 

3) Select your country. 

4) Select ‘Graduate entry requirements’ and scroll until you arrive at the information about your local/national qualification. Compare the stated UK entry requirements listed on this page with the local/national entry requirement listed on your country specific page.

Programme structure and courses

In addition to progressing with your research, you are expected to take the listed training and transferable skills courses. You may take courses in addition to those listed and should discuss this with your supervisor. At the end of your second year (full-time), you will need to satisfy certain requirements, and if you meet these, will be retroactively upgraded to PhD status.

Training courses – Compulsory (not examined) Courses designed for research in Mathematics need to be chosen in consultation with your lead supervisor. Discrete Mathematics and Algorithms, Operations Research and Game Theory students will attend four courses organised by the London Taught Course Centre .

There are separate arrangements for students in Financial Mathematics, where courses are provided by the London Graduate School in Mathematical Finance . You also have the option of attending or auditing LSE Taught Masters modules, where appropriate.

Transferable skills courses – Compulsory (not examined) Mathematics: Seminar on Combinatorics, Games and Optimisation Research Student Seminar – you must attend and make presentations

Second year

Transferable skills courses – Compulsory (not examined) Mathematics Seminar Research Student Seminar - you must attend and make presentations.

Transferable skills courses – Compulsory (not examined) Mathematics Seminar Research Student Seminar - you must attend and make presentations.

Fourth year

Transferable skills courses– Compulsory (not examined) Mathematics Seminar Research Student Seminar - you must attend and make presentations.

For the most up-to-date list of optional courses please visit the relevant School Calendar page .  

You must note, however, that while care has been taken to ensure that this information is up to date and correct, a change of circumstances since publication may cause the School to change, suspend or withdraw a course or programme of study, or change the fees that apply to it. The School will always notify the affected parties as early as practicably possible and propose any viable and relevant alternative options. Note that the School will neither be liable for information that after publication becomes inaccurate or irrelevant, nor for changing, suspending or withdrawing a course or programme of study due to events outside of its control, which includes but is not limited to a lack of demand for a course or programme of study, industrial action, fire, flood or other environmental or physical damage to premises.  

You must also note that places are limited on some courses and/or subject to specific entry requirements. The School cannot therefore guarantee you a place. Please note that changes to programmes and courses can sometimes occur after you have accepted your offer of a place. These changes are normally made in light of developments in the discipline or path-breaking research, or on the basis of student feedback. Changes can take the form of altered course content, teaching formats or assessment modes. Any such changes are intended to enhance the student learning experience. You should visit the School’s  Calendar , or contact the relevant academic department, for information on the availability and/or content of courses and programmes of study. Certain substantive changes will be listed on the  updated graduate course and programme information page.

Supervision, progression and assessment

Supervision.

Supervisors are selected during the application process, where we take into account the information and preferences you mention in your application. You will be assigned to:

-  One or two principal supervisor(s) with requisite knowledge in your chosen field. Most of your day-to-day supervision will be with the principal supervisor(s). If the research project or your interests shift during your time in the Department, it is possible to change principal supervisor(s). - If there is only one principal supervisor, an appropriate second supervisor will be appointed. There will always be a principal supervisor from the Mathematics Department. Where appropriate, a second or joint supervisor may be appointed from another department or institution.

Progression and assessment

You are initially registered for the MPhil, and will be able to upgrade to PhD registration during your second year, dependent on satisfactory progress. Progress is assessed regularly by your supervisors, in consultation with the Doctoral Programme Director, on the basis of the extent to which the agreed research goals have been achieved. Any upgrade is dependent on the successful completion of a Major Review, the date of which is determined by the Doctoral Programme Director in consultation with the lead supervisor.

By the end of your first year you will be required to present a more detailed project proposal. The proposal, which should illustrate your command of the theoretical and empirical literature related to your topic, will be a clear statement of the theoretical and methodological approach you will take. It will include a draft outline and work plan, which should identify any periods of fieldwork necessary to your research. This should demonstrate the coherence and feasibility of the proposed research and thesis.

Study facilities

Students are provided with their own workspace and Windows PC within the Department of Mathematics’ PhD study room.  This area was recently renovated, and has been modernised to become a professional, purposeful, and relaxed work environment. Students are thus offered a supportive environment within a community of scholars and are well-placed to pursue a career building on their research accomplishments. 

In addition to the space provided in Columbia House, a dedicated Postgraduate Common Room is available to students in 32 Lincoln's Inn Fields.  Students will also find the  PhD Academy  useful, a dedicated space and services hub for doctoral candidates.

Students will have access to the comprehensive facilities of the  LSE Library  and to the libraries of other colleges of the University of London. They will also benefit from the IT and other facilities available at the School.

Student support and resources

We’re here to help and support you throughout your time at LSE, whether you need help with your academic studies, support with your welfare and wellbeing or simply to develop on a personal and professional level.

Whatever your query, big or small, there are a range of people you can speak to who will be happy to help.  

Department librarians   – they will be able to help you navigate the library and maximise its resources during your studies. 

Accommodation service  – they can offer advice on living in halls and offer guidance on private accommodation related queries.

Class teachers and seminar leaders  – they will be able to assist with queries relating to specific courses. 

Disability and Wellbeing Service  – they are experts in long-term health conditions, sensory impairments, mental health and specific learning difficulties. They offer confidential and free services such as  student counselling,  a  peer support scheme  and arranging  exam adjustments.  They run groups and workshops.  

IT help  – support is available 24 hours a day to assist with all your technology queries.   

LSE Faith Centre  – this is home to LSE's diverse religious activities and transformational interfaith leadership programmes, as well as a space for worship, prayer and quiet reflection. It includes Islamic prayer rooms and a main space for worship. It is also a space for wellbeing classes on campus and is open to all students and staff from all faiths and none.   

Language Centre  – the Centre specialises in offering language courses targeted to the needs of students and practitioners in the social sciences. We offer pre-course English for Academic Purposes programmes; English language support during your studies; modern language courses in nine languages; proofreading, translation and document authentication; and language learning community activities.

LSE Careers  ­ – with the help of LSE Careers, you can make the most of the opportunities that London has to offer. Whatever your career plans, LSE Careers will work with you, connecting you to opportunities and experiences from internships and volunteering to networking events and employer and alumni insights. 

LSE Library   –   founded in 1896, the British Library of Political and Economic Science is the major international library of the social sciences. It stays open late, has lots of excellent resources and is a great place to study. As an LSE student, you’ll have access to a number of other academic libraries in Greater London and nationwide. 

LSE LIFE  – this is where you should go to develop skills you’ll use as a student and beyond. The centre runs talks and workshops on skills you’ll find useful in the classroom; offers one-to-one sessions with study advisers who can help you with reading, making notes, writing, research and exam revision; and provides drop-in sessions for academic and personal support. (See ‘Teaching and assessment’). 

LSE Students’ Union (LSESU)  – they offer academic, personal and financial advice and funding.  

PhD Academy   – this is available for PhD students, wherever they are, to take part in interdisciplinary events and other professional development activities and access all the services related to their registration. 

Sardinia House Dental Practice   – this   offers discounted private dental services to LSE students.  

St Philips Medical Centre  – based in Pethwick-Lawrence House, the Centre provides NHS Primary Care services to registered patients.

Student Services Centre  – our staff here can answer general queries and can point you in the direction of other LSE services.  

Student advisers   – we have a  Deputy Head of Student Services (Advice and Policy)  and an  Adviser to Women Students  who can help with academic and pastoral matters.

Student life

As a student at LSE you’ll be based at our central London campus. Find out what our campus and London have to offer you on academic, social and career perspective. 

Student societies and activities

Your time at LSE is not just about studying, there are plenty of ways to get involved in  extracurricular activities . From joining one of over 200 societies, or starting your own society, to volunteering for a local charity, or attending a public lecture by a world-leading figure, there is a lot to choose from. 

The campus 

LSE is based on one  campus  in the centre of London. Despite the busy feel of the surrounding area, many of the streets around campus are pedestrianised, meaning the campus feels like a real community. 

Life in London 

London is an exciting, vibrant and colourful city. It's also an academic city, with more than 400,000 university students. Whatever your interests or appetite you will find something to suit your palate and pocket in this truly international capital. Make the most of career opportunities and social activities, theatre, museums, music and more. 

Want to find out more? Read why we think  London is a fantastic student city , find out about  key sights, places and experiences for new Londoners . Don't fear, London doesn't have to be super expensive: hear about  London on a budget . 

Student stories

To read all our Alumni Stories,  see our webpage here .

Quick Careers Facts for the Department of Mathematics

Median salary of our PG students 15 months after graduating: £39,500

• Financial and Professional Services              
• Information, Digital Technology and Data            
• Accounting and Auditing              
• Real Estate, Environment and Energy 
• Advertising, Marketing, PR, Media, Entertainment, Publishing and Journalism

Top 5 sectors our students work in:

The data was collected as part of the Graduate Outcomes survey, which is administered by the Higher Education Statistics Agency (HESA). Graduates from 2020-21 were the fourth group to be asked to respond to Graduate Outcomes. Median salaries are calculated for respondents who are paid in UK pounds sterling and who were working in full-time employment.

Students who successfully complete the programme often embark on an academic career. 

Further information on graduate destinations for this programme

Support for your career

Many leading organisations give careers presentations at the School during the year, and LSE Careers has a wide range of resources available to assist students in their job search. Find out more about the  support available to students through LSE Careers .

Frequently Asked Questions

Can i or must i teach as a mphil/phd student in the department.

All mathematics MPhil/PhD students are usually expected to undertake some class teaching for the Department. You will be paid separately for this. Further details will be provided on your arrival. 

Will I receive any additional funding to support conference attendance, book purchases, etc.?

Each registered PhD student in the Department is entitled to claim up to £500 per academic year towards their research expenses relating directly to your studies, such as the purchase of books or conference attendance. All claims must be accompanied by full receipts. 

Can I apply to start in the Winter Term (January) or Spring Term (April)?

Under execptional circumstances, starting in January may be permissable.  Starting in the Spring Term is not permitted.

I am already enrolled in a PhD programme at another university and I would like to transfer to your PhD programme. How do I do that?

LSE does not accept transfer of credits. All MPhil/PhD applicants, regardless of previous academic experience, are required to complete a formal application. Previous research will be considered, but all students are initially registered as MPhil students by the School, are upgraded to PhD status according to the Department's standard policy and are required to fulfil the School's minimum registration requirements.

Can I apply to study part-time?

We will consider applications for part-time registrations in the PhD programme, subject to visa regulations. Applicants with personal circumstances such as caring responsibilities who may otherwise not pursue a PhD may consider this route. We emphasise that studying for a PhD requires a serious commitment of regular periods of time and concentration. Pursuing a PhD while holding full-time employment is discouraged.

We would need to see evidence that an applicant:

• Would be available to participate in activities that are essential to becoming an independent researcher (e.g. attend seminars, go to conferences, follow taught courses in their first year(s), etc.)
• Can find mutual times to work with their proposed supervisor
• Can spend sufficient time on their PhD research

Find out more about LSE

Discover more about being an LSE student - meet us in a city near you, visit our campus or experience LSE from home. 

Experience LSE from home

Webinars, videos, student blogs and student video diaries will help you gain an insight into what it's like to study at LSE for those that aren't able to make it to our campus.  Experience LSE from home . 

Come on a guided campus tour, attend an undergraduate open day, drop into our office or go on a self-guided tour.  Find out about opportunities to visit LSE . 

LSE visits you

Student Marketing, Recruitment and Study Abroad travels throughout the UK and around the world to meet with prospective students. We visit schools, attend education fairs and also hold Destination LSE events: pre-departure events for offer holders.  Find details on LSE's upcoming visits . 

How to apply

Virtual Graduate Open Day

Register your interest

Related programmes, mphil/phd statistics.

Code(s) G4ZS

Request a prospectus

• Name First name Last name
• Address Address Line 1 Address Line 2 City County Postcode Country

Speak to Admissions

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Alternatively, use our A–Z index

Attend an open day

Discover more about postgraduate research

PhD Pure Mathematics / Overview

Year of entry: 2024

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The standard academic entry requirement for this PhD is an upper second-class (2:1) honours degree in a discipline directly relevant to the PhD (or international equivalent) OR any upper-second class (2:1) honours degree and a Master’s degree at merit in a discipline directly relevant to the PhD (or international equivalent).

Other combinations of qualifications and research or work experience may also be considered. Please contact the admissions team to check.

Full entry requirements

Apply online

In your application you’ll need to include:

• The name of this programme
• Your research project title (i.e. the advertised project name or proposed project name) or area of research
• Your proposed supervisor’s name
• If you already have funding or you wish to be considered for any of the available funding
• A supporting statement (see 'Advice to Applicants for what to include)
• Details of your previous university level study
• Names and contact details of your two referees.

Programme options

Programme description.

The The Department of Mathematics has an outstanding research reputation. The research facilities include one of the finest libraries in the country, the John Rylands University Library. This library has recently made a very large commitment of resources to providing comprehensive online facilities for the free use of the University's research community. Postgraduate students in the Department benefit from direct access to all the Library electronic resources from their offices.

Many research seminars are held in the Department on a weekly basis and allow staff and research students to stay in touch with the latest developments in their fields. The Department is one of the lead partners in the MAGIC project and research students can attend any of the postgraduate courses offered by the MAGIC consortium.

For entry in the academic year beginning September 2024, the tuition fees are as follows:

• PhD (full-time) UK students (per annum): Band A £4,786; Band B £7,000; Band C £10,000; Band D £14,500; Band E £24,500 International, including EU, students (per annum): Band A £28,000; Band B £30,000; Band C £35,500; Band D £43,000; Band E £57,000
• PhD (part-time) UK students (per annum): Band A £2393; Band B £3,500; Band C £5,000; Band D £7,250; Band E 12,250 International, including EU, students (per annum): Band A £14,000; Band B £15,000; Band C £17,750; Band D £21,500; Band E £28,500

Further information for EU students can be found on our dedicated EU page.

The programme fee will vary depending on the cost of running the project. Fees quoted are fully inclusive and, therefore, you will not be required to pay any additional bench fees or administration costs.

All fees for entry will be subject to yearly review and incremental rises per annum are also likely over the duration of the course for Home students (fees are typically fixed for International students, for the course duration at the year of entry). For general fees information please visit the postgraduate fees page .

Always contact the Admissions team if you are unsure which fees apply to your project.

Scholarships/sponsorships

There are a range of scholarships, studentships and awards at university, faculty and department level to support both UK and overseas postgraduate researchers.

To be considered for many of our scholarships, you’ll need to be nominated by your proposed supervisor. Therefore, we’d highly recommend you discuss potential sources of funding with your supervisor first, so they can advise on your suitability and make sure you meet nomination deadlines.

For more information about our scholarships, visit our funding page or use our funding database to search for scholarships, studentships and awards you may be eligible for.

Contact details

Our internationally-renowned expertise across the School of Natural Sciences informs research led teaching with strong collaboration across disciplines, unlocking new and exciting fields and translating science into reality.  Our multidisciplinary learning and research activities advance the boundaries of science for the wider benefit of society, inspiring students to promote positive change through educating future leaders in the true fundamentals of science. Find out more about Science and Engineering at Manchester .

Programmes in related subject areas

Use the links below to view lists of programmes in related subject areas.

• Mathematics

Regulated by the Office for Students

The University of Manchester is regulated by the Office for Students (OfS). The OfS aims to help students succeed in Higher Education by ensuring they receive excellent information and guidance, get high quality education that prepares them for the future and by protecting their interests. More information can be found at the OfS website .

You can find regulations and policies relating to student life at The University of Manchester, including our Degree Regulations and Complaints Procedure, on our regulations website .

Mathematics

MPhil/PhD in Mathematics

• Admissions (MPhil/PhD)

Attendance and Taking Leave

Available funding, phd timeline.

Questions about any information on these pages should be addressed to the graduate tutors Prof. Ed Segal (Pure Maths, email: [email protected] ) or Prof. Robb McDonald (Applied Maths, email: [email protected] ).

How to apply, general information about making an application and entrance requirements.

Find out about our the main recurring sources of funding.

Learn about the PhD students' timetable during their period of study in our department.

Term dates and holiday entitlements.

PhD Teaching Assistantships and Studentships

We are currently still accepting applications for PhD teaching assistantships and studentships starting in September 2024.

UCL Doctoral School Welcome to Research Students

Click here to find the Doctoral School Welcome Page for research students

UCL Mathematics is of the partner institutions of the Martingale foundation which funds and supports a new generation of STEM postgraduates. The Martingale Foundation has been created to ensure that family income should not be a barrier to the pursuit of excellence. Click here for further information about the Martingale Foundation

UCL Research Opportunity Scholarship

UCL's Research Opportunity Scholarship supports BAME postgraduate research degree students. If you're interested in an ROS you must first apply to the Mathematics department, mentioning the ROS on your application.

Pleaes click here for more information on the UCL-ROS.

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Mathematics and Statistics

The School of Mathematics and Statistics has an active research programme covering a wide range of topics in the mathematical sciences, with weekly seminars, and several workshops and conferences throughout the year. It is home to a number of research fellows, visiting researchers and full- and part-time research students.

The main period for PhD student recruitment in the School is between October and March (for study commencing in the following October), although opportunities occasionally arise at other times of the year. Applicants are strongly encouraged to apply for projects specified by potential supervisors, rather than proposing their own. 

The School of Mathematics and Statistics provides a friendly and flexible working environment, where diversity is celebrated and welcomed. The School is active in challenging injustice and promoting equitable treatment for those from marginalised or under-represented groups and holds an Athena Swan Silver award for its work in promoting gender equality. We value diversity and welcome applications from candidates with protected characteristics.

• EPSRC PhD studentships are available
• Other full-time and part-time studentships also available
• Annual travel allowance of £1,250 for funded studentships
• International applicants welcomed to a diverse PhD student group
• Friendly, supportive School community

Most of our full-time research students are based at our Milton Keynes campus; for details of residence requirements for different modes of study see Full-time study and Part-time study .

• Access to research computing cluster
• All full-time students are allocated a desk and a computer within the school
• Access to advanced mathematical and statistical courses through the London Taught Course Centre (LTCC) and the Academy for PhD Training in Statistics (APTS)
• School of Mathematics and Statistics

Find your research topic

Explore specific areas of research, current and prospective projects, entry requirements, fees and funding, available supervisors, how to apply and contact details for advice.

Applied mathematics and theoretical physics

History of mathematics

Mathematical biology

Mathematics education

Pure mathematics

Related topics

Consider linked topics from other research areas.

Cold atoms for quantum technology

Complexity and design

Computational social science

Energy and sustainability

Physics education

Smart energy systems

Nothing can replace the thrill and satisfaction you get when you finally solve a mathematical problem after several attempts. I also like the fact that my research is multidisciplinary in the sense that it is not just about the mathematics alone, but also about the physics of the problem in question as well.

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Mathematics Education

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The skills I gained throughout the year prepared me well for further research not only in Mathematics Education, but also in other fields.

Overview of the course

This advanced course of study and research is one of the few specialised Mathematics Education Programmes anywhere in the world. It is open to any researcher or professional, whether your interest is primary, secondary or tertiary education.

Working closely with leading researchers and educators whose focus is enhancing teaching and learning practice in Mathematics, you will learn to interpret and engage critically with key ideas and debates in the field. The course combines:

• Taught sessions. • Course assignments with personal support. • Student-led seminars and project workshops.

You will acquire new research skills, enhance your own thinking and practice, and develop fresh ideas that will enable you to innovate and lead positive change in your own setting.

This is a part-time course. It is ideal for researchers, teachers, school leaders, and other professionals looking to take the next step in their career in Mathematics Education. Many of our students are working professionals who continue in full-time posts while studying.

Why choose us?

• Join a dedicated Mathematics Education course, run by specialists involved in cutting-edge research and policy work.
• Collaborate with students from diverse settings, who share a passion for improving teaching and learning in Mathematics.
• Enjoy personalised support and mentoring, with one-to-one supervision.
• Experience a teaching approach that is active, participatory, inclusive and research-orientated.
• Participate in the Faculty’s Mathematics Education research cluster.
• Benefit from numerous intellectual and social opportunities in the friendly and diverse Faculty community, and across the University of Cambridge.

How is the course organised?

Students on the 2yr MPhil course complete the course part time over two years. For those who have completed the PGCE or PACES at the Faculty the course will be over one year. You will have one teaching session per week on a Wednesday afternoon from 2pm into early evening. Example topics:

• mainstream curricular topics including arithmetic, algebra, geometry, probability and statistics;
• mathematical activities including problem solving, modelling, proving;
• mathematics pedagogy and learning;
• teacher knowledge, beliefs, and attitudes;
• current policy issues, such as international comparisons, social justice, gender and mathematics education and use of resources in mathematics education.

In advance of sessions, students are expected to read pre-set material intended to provide a context or focus for discussion. Sessions are organised in ways that draw explicitly on important research literature in mathematics education and on students' diverse backgrounds and experiences. All students are expected to contribute to, and to learn from, the discussions and activities during the sessions.

Research Methods

Alongside these modules, you will benefit from Research Methods teaching.  It covers a broad range of social science research methods and is essential for Masters level understanding and critical engagement with the research literature in many specialist areas and in education more generally. Through this you will acquire the skills necessary for designing, conducting, analysing, interpreting and reporting a research study for thesis.

Who are the course team?

• Professor Andreas Stylianides
• Dr Julie Alderton
• Dr Steve Watson

Where do our students go?

Some have pursued doctoral studies in mathematics education and hold academic positions around the world; others have continued their careers as teachers of mathematics in primary or secondary schools, having developed new, research-informed perspectives into mathematics teaching and learning; while others have taken on mathematics education leadership positions in local or national contexts.

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Course type

Qualification, university name, phd mathematics in london.

19 degrees at 10 universities in London.

Customise your search

Select the start date, qualification, and how you want to study

Related subjects:

• PhD Mathematics
• PhD Applied Mathematics
• PhD General Mathematics
• PhD Mathematics for Specific Applications
• PhD Operational Research (OR)
• PhD Pure Mathematics
• PhD Statistics
• PhD Statistics, Probability and Operational Research

• Course title (A-Z)
• Course title (Z-A)
• Price: high - low
• Price: low - high

PhD/MPhil Mathematics

City, university of london.

You will conduct world class research for Mathematics at City in topics such as representation theory, mathematical physics or applied Read more...

• 2 years Full time degree: £4,770 per year (UK)
• 3 years Part time degree: £2,390 per year (UK)

Mathematics PhD

Royal holloway, university of london.

About us Academic staff in the Department of Mathematics carry out pioneering research which is making an impressive impact on the world Read more...

• 4 years Full time degree: £4,786 per year (UK)

Mathematical Sciences Integrated PhD

Brunel university london.

Research profile Our research-active academics are involved in cutting-edge research covering a range of topics including applied Read more...

• 4 years Full time degree

Statistical Science MPhil/PhD

Ucl (university college london).

The demand for numerate graduates exceeds the supply in most areas. Many new and existing opportunities – in industry, medicine, Read more...

• 3 years Full time degree: £6,035 per year (UK)
• 5 years Part time degree: £2,930 per year (UK)

Queen Mary University of London

The School of Mathematical Sciences at QMUL is home to a thriving community of postgraduate research students currently numbering Read more...

• 3 years Full time degree: £4,786 per year (UK)
• 6 years Part time degree: £2,393 per year (UK)

University of West London

This PhD in Mathematics course allows you to use theoretical, applied, and computational research methods to solve a wide range of Read more...

• 4 years Full time degree: £3,995 per year (UK)
• 6 years Part time degree: £2,000 per year (UK)
• 3 years Full time degree
• 6 years Part time degree

Mathematics MPhil/PhD

We offer research supervision across a broad range of pure and applied mathematics. General areas of expertise in pure mathematics include Read more...

You should ensure that you have a realistic plan to secure sufficient funding to complete the research and writing-up process within the Read more...

Smart Power Networks PhD

Research profile Our research focuses on the development of algorithms to improve distribution efficiency, and strategies to allow mass Read more...

• 3 years Full time degree: £4,712 per year (UK)

Mathematics and Statistics PhD

Birkbeck, university of london.

An PhD is an advanced postgraduate research degree that requires original research and the submission of a substantial dissertation of Read more...

• 4 years Full time degree: £4,712 per year (UK)
• 7 years Part time degree: £2,500 per year (UK)

Imperial College London

A research degree is a very individual experience, more so than an undergraduate degree. While the overarching structure will be identical Read more...

• 5 years Part time degree: £2,393 per year (UK)

Pure Mathematics Research MPhil/PhD

King's college london, university of london.

We have a wide range of research opportunities in the three groups that make up the Pure section of the Department of Mathematics, namely Read more...

• 3 years Full time degree: £6,936 per year (UK)
• 6 years Part time degree: £3,468 per year (UK)

MPhil/PhD Statistics

London school of economics and political science, university of london.

This programme offers the chance to undertake a substantial piece of work that is worthy of publication and which makes an original Read more...

• 3 years Full time degree: £4,829 per year (UK)

Statistics Research MPhil/PhD

Our department has a large number of active and internationally renowned researchers and postdoctoral research fellows. The Statistics Read more...

MPhil/PhD Mathematics

Biostatistics and health informatics research md(res)/mphil/phd.

Our PhD programme is designed to train and guide students for a research-intensive career in the academia or industry. Our aim is to Read more...

• 3 years Full time degree: £7,950 per year (UK)
• 6 years Part time degree: £3,975 per year (UK)

MPhil/PhD Data, Networks and Society

Media and communications research is developing rapidly, both theoretically and methodologically, in keeping with the vast expansion in the Read more...

Applied Mathematics Research MPhil/PhD

Description Our department has a large number of active and internationally renowned researchers and postdoctoral research fellows. The Read more...

Course type:

• Full time PhD
• Part time PhD

Qualification:

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The PGCE-MEd Mathematics Education route is for anyone with a research or professional interest in mathematics education at any level of education (primary, secondary, or tertiary), wanting to undertake advanced study in a world-class setting. The Mathematics Education route is taught by a specialist team, and it is ideal for researchers, teachers, school leaders, and other professionals looking to take the next step in their career in Mathematics Education. Many of our students are working professionals who continue in full-time posts while studying.

The Mathematics Education route develops students' understanding of a number of important issues in the field of mathematics education. Students learn to interpret and critically engage with ideas and debates in mathematics education research in three ways:

• through taught sessions in mathematics education;
• through work on course assignments under the supervision of a member of the teaching team; and
• through participation in seminars led by students on the course and in project workshops.

The course introduces students to research skills and specialist knowledge. Its main aims are to:

• to examine the theoretical frameworks used in the study of education and its constituent disciplines;
• provide training in research methods appropriate to education;
• advance students’ capacity for professional reflection and judgment;
• cater for a range of specialists interested within the field of education or one of its constituent disciplines.

Learning Outcomes

By the end of the course, students will have:

• a comprehensive understanding of research techniques, and a thorough knowledge of the literature applicable to their specific educational domain;
• demonstrated originality in the application of knowledge, together with a practical understanding of how research and enquiry are used to create and interpret knowledge in their field;
• shown abilities in the critical evaluation of current research and research techniques and methodologies;
• demonstrated self-direction and originality in tackling and solving problems, and acted autonomously in the planning and implementation of research.

Continuation to the PhD from Masters programmes within the Faculty of Education is not automatic, and students wishing to do so must submit a PhD application by the usual deadline.

The Postgraduate Virtual Open Day usually takes place at the end of October. It’s a great opportunity to ask questions to admissions staff and academics, explore the Colleges virtually, and to find out more about courses, the application process and funding opportunities. Visit the  Postgraduate Open Day  page for more details.

See further the  Postgraduate Admissions Events  pages for other events relating to Postgraduate study, including study fairs, visits and international events.

Key Information

1 year part-time, study mode : taught, master of education, faculty of education, course - related enquiries, application - related enquiries, course on department website, dates and deadlines:, michaelmas 2024.

Some courses can close early. See the Deadlines page for guidance on when to apply.

Similar Courses

• Education (Mathematics Education) MPhil
• Master of Education (Mathematics Education) PACES entry only MEd
• Applied Mathematics and Theoretical Physics PhD
• Learning Design and Teaching Innovation PGCert
• Learning Design and Teaching Innovation (Academic Professional Apprenticeship) PGCert

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146+ Mathematics Scholarships, Fellowships and grants for international students in United Kingdom (UK)

Full list of Mathematics Scholarships, Fellowships and grants for International students in United Kingdom (UK)- eligibility criteria, deadlines, application form, selection process & more!

[Updated 3 days ago] Mathematics Scholarships for International students in United Kingdom (UK) are below:

• Education Future International Scholarship - USA & Non-USA 2024 |
• Momeni Iranian Financial Assistance Scholarships, 2024 |
• Kitchener Scholarships 2024 |
• The Charles Wallace Burma Trust Academic Grants 2024 |
• The Mary Trevelyan Hardship Fund by International students house 2024 |
• John Crump Studentships in UK, 2024 |
• Prestigious Travelling Scholarships at University of Melbourne 2024 |
• Ramboll Scholarships, 2024 |
• British Council GREAT Scholarships (India) 2024 |
• Google PhD Fellowship Program 2024 |
• more scholarships below
• Date posted

Education Future International Scholarship - USA & Non-USA 2024

Eligible Degrees:

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UK India TOEFL Scholarship 2024

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Education Future International Scholarship - USA & Non-USA 2024 is a Partial Funding international scholarship offered by the Education Future for international students. Students eligible for this scholarship are: Open to Indian nationals

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Ph.D Scholarships UK - Ph.D Funding UK 2024-2025

If you want to take your Ph.D program in UK but you need financial support, below is a list of available Ph.D scholarships for International students in UK  2024-2025. These Ph.D grants uk are made available by universities in UK

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University Of Birmingham PhD Scholarship for Black British Researchers 2024

The PhD will provide a unique opportunity to engage with an under-researched collection of African art at the University of Birmingham (UoB), a discrete collection that is part of Research and Cultural Collections (RCC) - a university museum holding full Museum Accredited status from Arts Council En

Published: 2024-04-02 Type: PhD Study in: Birmingham Deadline: January 1, 1970

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The City Law School is offering a full-time, three-year doctoral scholarships (entry in September 2024) specifically addressed to Black British applicants. Applications are invited from exceptional and ambitious graduates wishing to pursue cutting-edge research in any of the School's key rese

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University of Sussex Peter Carpenter Africa Climate Scholarship for African PhD Students 2024

This prestigious fully-funded PhD Peter Carpenter Climate Change scholarship is awarded to African citizens with top level academic qualifications. The PhD programme is hosted within the Climate Science and Society Research (CSSR) group in the Department of Geography, where there is a v

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University of Kent Law School PhD Research Studentship in UK 2024

This studentship is offered by Kent Law School in association with the UKRI-funded Future Leaders Fellowship project led by Dr Connal Parsley, “The Future of Good Decisions: an Evolutionary Approach to Human-AI Government Administrative Decision-Making”. The project will take a new appro

Published: 2024-03-05 Type: PhD Study in: London Deadline: March 31, 2024

Newcastle University PhD Studentship in Skeletal Muscle (UK) 2024

We are offering an exciting opportunity for a motivated and talented individual to join our team. Our prior studies have revealed intriguing structural changes in patients with mitochondrial myopathy, a condition characterised by mitochondrial dysfunction. Specifically, we have observed an increased

Published: 2024-02-26 Type: PhD Study in: Newcastle upon Tyne Deadline: April 30, 2024

University of Kent Engineering and Physical Sciences Research Council (EPSRC) Scholarship for PhD Students 2024

The University of Kent is pleased to offer four EPSRC studentships starting in September 2024 to exceptional students undertaking PhD study in the following schools on a full-time basis: School of Physics and Astronomy School of Chemistry and Forensic Sciences School of Computing School

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University of Southampton Horizon Europe Fee Waivers for Postgraduate Students 2024

The University of Southampton is introducing a new programme to support the reassociation of the UK with the Horizon Europe programme, and the University strategy to grow the international diversity of its doctoral cohort. The University will apply a fee waiver - equivalent to the diffe

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University Of Portsmouth PhD Scholarship Opportunity: Narcissus 2024

This Ph.D. project explores the rarely studied area of corona structures in Narcissus flowers, highlighting the striking species-to-species variation. To solve the puzzles surrounding corona development, the research combines cooperative efforts, high-throughput DNA sequencing, developmental genetic

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Newcastle University Konishi Foundation Scholarship for PhD Students 2024

The Konishi Foundation Scholarship provides support to an excellent candidate who wishes to pursue a PhD in Politics in topics related to East Asian politics within the School of Geography, Politics and Sociology at Newcastle University. For purposes of this call, East Asia includes China, Hong Kong

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King’s College CMCI London African Music PhD Scholarship 2024

The researcher will be based in the Department of Culture, Media and Creative Industries (CMCI),  King’s College London and co-supervised by Professor Roberta Comunian (Professor of Creative Economies in the Department of Culture, Media & Creative Industries) and&n

Published: 2024-02-15 Type: PhD Study in: London Deadline: March 19, 2024

King’s College London Afro Beats And Afro Bytes: PhD Studentship for African Students 2024

The researcher will be based in the Department of Culture, Media and Creative Industries (CMCI),  King’s College London and co-supervised by Professor Roberta Comunian (Professor of Creative Economies in the Department of Culture, Media & Creative Industries) and Dr Eka

Published: 2024-02-13 Type: PhD Study in: London Deadline: March 19, 2024

Newcastle University AHRC-funded PhD Studentship in Early Modern Studies 2024

Interested in early modern books, print culture and politics? This project investigates how the early modern English state used the book trade guild known as the Stationers’ Company to censor publications.  You will work with the Stationers’ Company’s extensive archive (in

Published: 2024-02-12 Type: PhD Study in: Newcastle upon Tyne Deadline: February 28, 2024

Newcastle University Overseas Research Scholarships (NUORS) for International PhD Students 2024 entry

Newcastle University is committed to offering support to the very best international students hoping to pursue a programme of research. We are pleased to offer a small number of University funded NUORS awards for outstanding international students who apply to commence PhD studies in any subject in

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We welcome applications for full scholarships to postgraduate research programmes starting in 2024. As part of our commitment to the Black community, the University of Bristol has launched a number of postgraduate research scholarships exclusively for students of Black heritage for 2024/25 entry.

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University of Leeds Business School Marketing Department Scholarship 2024

Doctoral research students in marketing will develop the ability to pursue research that advances the frontiers of the marketing discipline and solves business and marketing problems using advanced research tools and techniques. They will learn how to derive implications from their research results

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These scholarships are open to all nationalities and across all research areas, and will be of interest to students of the highest calibre who have the commitment and desire to work on challenging research projects in a world leading research environment.  

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Regent's University London PhD Progression Scholarship 2023

Regent's PhD Progression Scholarships reward the loyalty of undergraduate students or taught postgraduate students who progress to enrol on a PhD degree with us. It's our way of saying thank you.  

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If you have a strong academic record of accomplishment at undergraduate or Masters level, and are highly motivated to pursue a PhD programme in the School of Informatics at The University of Edinburgh, you could be selected to receive a full PhD scholarship.  Applicants who submit a programm

Published: 2024-01-12 Type: PhD Study in: Edinburgh Deadline: April 26, 2024

University of Edinburgh Law School & Cameron PhD Scholarship to Study In UK, 2024

Edinburgh Law School offers a number of full PhD studentships, one of which is provided through a generous bequest from alumnus Ewen Cameron in his name. These scholarships will pay tuition fees and an annual stipend in line with UKRI rates (approximately £18,662 per annum). The stipend wil

Published: 2024-01-11 Type: PhD Study in: Cardiff Deadline: February 1, 2024

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• Published: 19 April 2024

Causes and outcomes of at-risk underperforming pharmacy students: implications for policy and practice

• Alice Campbell 1 ,
• Tina Hinton 1 , 2 ,
• Narelle C. da Costa 1 ,
• Sian E. O’Brian 1 ,
• Danielle R. Liang 1 &
• Nial J. Wheate 1  

BMC Medical Education volume  24 , Article number:  421 ( 2024 ) Cite this article

172 Accesses

Metrics details

This study aimed to understand the key determinants for poor academic performance of students completing a Bachelor of Pharmacy (BPharm), Bachelor of Pharmacy and Management (BPharmMgmt), or Master of Pharmacy (MPharm) degree.

Data were collected on pharmacy students who had not met academic progression requirements between 2008 and 2018 at The University of Sydney, Australia. This included: age at the start of pharmacy degree; gender; whether they transferred from another university; whether they were a domestic or international student; Australian Tertiary Admissions Rank upon entry, previous studies in biology, chemistry, or mathematics; show cause triggers (units of study failed); number of show causes; students’ written show cause responses; weighted average mark at last show cause or graduation; whether they graduated and were a registered pharmacist; and, the number of years they spent studying the degree. Descriptive studies were used to analyse student characteristics using SPSS software, and student self-reported reasons for poor performance were analysed reflexively using thematic analysis procedures using NVivo.

This study included 164 pharmacy students enrolled in a BPharm (79.3%, n  = 130), BPharmMgmt (1.2%, n  = 2), or MPharm (19.5%, n  = 32). Of the students, 54% ( n  = 88) were men, 81% ( n  = 133) were domestic students, 15% ( n  = 24) transferred from another degree program, and 38% ( n  = 62) graduated from the course. Show cause students were less likely to graduate if they transferred from another degree program ( P  = 0.0002) or failed more than three units of study (UoS; P  < 0.0001). The most commonly failed UoS were related to organic or pharmaceutical chemistry, and the top student self-reported reasons for poor performance was stress/anxiety, physical health, and depression.

Pharmacy schools should aim to address student foundational knowledge in chemistry, identify at-risk students early using pre-subject testing, and provide better services to address student mental health.

Peer Review reports

Introduction

A student’s academic performance in higher education is typically defined by their achievement of learning outcomes and demonstration of their ability to apply the concepts taught. Measurement of these attributes can include assessments, quizzes, role plays, field work, practical placements, workshops, tutorials, laboratories, and examinations. In most higher education programs, a minimum standard of academic achievement is required in order to progress through the course, to ensure the student has gained adequate knowledge and skills, and that they have achieved the specified learning outcomes. In this regard, poor academic performance can be defined by instances where a student fails to meet the expected minimum academic standard. Usually this comprises a minimum overall score in a subject and/or passing a specific barrier assessment, which is ultimately linked to their retention or attrition.

Understanding the key determinants of student success, failure, retention, and attrition has become increasingly important for higher education institutions, and has been the subject of extensive research over the past few decades. Early studies on student attrition focused primarily on student characteristics [ 1 ], before attention shifted to interactions between the student and their institutions. Prominent researchers, including Spady [ 2 , 3 ], Tinto [ 4 , 5 ], and Bean [ 6 ] proposed models to explain the interplay between academic and social integration leading to underperformance, and eventually, attrition. More recently, interest has increased in examining student engagement [ 7 , 8 , 9 ], where the student and institutions have a joint responsibility for academic success. To be successful, a student needs to participate, and higher education institutions need to provide an appropriate learning environment, opportunities, and support [ 10 ].

Studies on the key determinants of student underperformance reveal an array of contributing factors. Recent systematic reviews on underperformance and dropout rates show that key determinants fall into categories relating to the institution, personal life, demographics, and social integration [ 11 , 12 ]. Within higher education institutions, studies have found that an academic’s professional knowledge and pedagogical skills, along with the institution’s learning resources, course structure, and environment, are key factors that influence academic performance and non-completion [ 13 , 14 , 15 , 16 , 17 ]. Teaching methods that higher institutions adopt have also been evaluated, with student-centered approaches that encourage active learning resulting in better performance when compared with a traditional teacher-centered approach [ 15 , 16 ].

In terms of individual factors, studies have found a lack of effort, distraction, poor time management, and no longer being interested in the course as having a negative impact on academic performance [ 14 , 15 , 18 , 19 ]. Active learning (e.g. self-quizzes, completing problem sets, and explaining concepts) has been found to yield better academic outcomes when compared with passive learning (e.g. reading lecture slides or class notes, watching lecture videos, and reading textbooks) [ 20 , 21 ]. In the same study, how early a student studied in relation to their exam did not affect their outcome, whereas students who were more distracted during the time they allocated for study, performed worst [ 20 , 22 ]. Education-related stress, poor mental health, exam anxiety, and sleep quality are also factors found to cause poor performance [ 23 , 24 , 25 , 26 , 27 ]. Other studies have shown that part-time students and those who have previously failed subjects are at risk of further poor performance and attrition [ 17 , 28 , 29 ]. Social factors including cyberbullying [ 30 ], homesickness for international students [ 31 ], and excessive socialising [ 16 ] also have a negative effect on academic performance.

Working status was found to negatively impact academic performance [ 27 ], where poor academic outcomes were correlated with a longer time spent at work [ 16 , 28 , 32 ]. Many studies have associated the lower socioeconomic status of students and their family, or financial strain with poor academic performance [ 27 , 28 , 29 ]; whereas, other studies have shown that students in families where one parent has attended higher education tend to achieve higher grades [ 31 ]. Some studies have found men and minority students are more at risk of poor performance [ 31 , 33 ]. Part-time students are much more likely cite work and family responsibilities as reasons for stopping their studies [ 17 ]. Research on students whose first language is not that of the higher education institution is mixed, with some confirming it to be a key attributor to underperformance [ 34 , 35 , 36 ], along with students with a migrant background or who are first-generation university attendees (commonly referred to as first-in-family) [ 31 , 37 , 38 ]. In contrast, other studies have found that academic performance of international students was similar, or better, than domestic students [ 39 , 40 ].

A government panel in Australia reported that the leading drivers for non-completion in higher education are both institution-related (learning environment, an academic’s ability to teach, student to staff ratios, student engagement, and support services) and student-related (health, finance, and personal responsibilities) [ 41 ]. A survey conducted by the Australian Bureau of Statistics (ABS) identified the top three reasons for attrition for students studying a bachelors degree to be: loss of interest, employment/financial reasons, and personal reasons (health, family, or other personal reasons). For postgraduate courses, reasons for attrition were highest in the order of personal reasons, employment/financial, followed by loss of interest [ 42 ].

Where a student has underperformed, they may be offered remediation assessments; to re-enroll and attempt the entire subject again, which may result in a delay in degree completion; or in some cases, be excluded from reenrolling into the same course for a period of time [ 43 , 44 ].

Consequences of poor performance vary across higher education institutions and may depend on the reasoning provided, extent of underperformance, and number of failed subjects. Key stake holders impacted by poor performance and attrition from higher education can include the students and their families, the higher education institution they are enrolled in, their community workforce, and government. Non-completion directly impacts the funding and reputation of an institution [ 17 , 45 , 46 ]. In Australia, where the cost of higher education for domestic students is subsidised by the federal government, non-completion incurs a direct cost to both the student and the tax-payer. The cost to the student includes lost time, psychological health, student debt, and forgone income [ 9 ]. From the perspective of workforce planning, a delay or non-completion of study reduces the number of employees entering into the workforce, and can lead to workforce shortages and place a burden on those currently in the field.

There are many studies that have examined the key determinants for student success or underperformance and attrition in health; however, most have focused on nursing or medical education [ 13 , 15 , 47 , 48 , 49 , 50 ]. Consequently there are limited studies that have examined the rate and reasons for attrition within pharmacy degrees. Being a degree known to be difficult in technical content, and which requires students to achieve a high level of competence, it is important to investigate reasons for attrition and potential opportunities for improvement in student teaching and engagement.

In this study we analysed 10 years of demographic data and responses to why academic progression requirements had not been met in a cohort of students enrolled in a Bachelor of Pharmacy (BPharm), Bachelor of Pharmacy and Management (BPharmMgmt), or Master of Pharmacy (MPharm) degree at The University of Sydney. Our aim was to understand the key determinants for poor performance within this group of students and identify opportunities for policy and practice to reduce underperformance in the future.

Approval for this study was granted by the Human Research Ethics Committee of The University of Sydney (2022/815).

Data collection

The inclusion criteria for this study were students enrolled in a BPharm, BPharmMgmt, or MPharm degree between the period of 2008 and 2018 (inclusive), who were required to provide a minimum of one show cause at any stage of their study. Data collected on each student included: age at the start of pharmacy degree; gender; whether they transferred from another university; whether they were a domestic or international student; Australian Tertiary Admissions Rank (ATAR) upon entry, which is a percentile score that ranks Australian students finishing secondary school in relation to their academic achievement [ 51 ]; previous studies in biology, chemistry, or mathematics; show cause triggers (units of study failed); number of show causes; students’ written show cause responses; weighted average mark (WAM) at last show cause or graduation (WAM is an average grade score indicating a student’s overall academic performance over the course of their degree and is similar to a grade point average) [ 52 ]; whether they graduated; and, the number of years they spent studying the degree. Whether those students who had graduated were currently registered as a pharmacist in Australia was retrieved using the Australian Health Practitioner Regulation Agency online registry list [accessed in 2023].

Data analysis

Researchers Da Costa, O’Brien, and Liang collected, screened, and de-identified the data, and researchers Campbell, Hinton, and Wheate analysed the data. Descriptive statistics, including mean ± SD, median, and frequencies (count and percentage) were calculated using Microsoft Excel. Mann-Whitney U tests were undertaken in GraphPad Prism 9.0 (GraphPad Software, Boston, MA, USA) to ascertain any differences between ATAR scores. Chi Square analyses were undertaken in GraphPad Prism 9.0 to compare categorical data including differences between men and women, domestic and international students, transferring and non-transferring students, and graduating and non-graduating students.

Written show cause responses were transcribed by Campbell and uploaded into NVivo (1.5.1) software (QSR International, Massachussets USA). The show cause responses were analysed reflexively using inductive thematic analysis procedures [ 53 ].This involved manually reviewing each show cause response to identify emerging themes relating to the reasons stated by the student for their poor performance. From the themes identified, a total of 43 codes were generated based on the ideas, trends, and content. Coding was conducted in a theory-driven manner, seeking to code information referencing the specific themes arising from the show cause response [ 53 ]. Themes were guided by the frequency of mention, and reported in the results if there was more than a single mention. The frequency of the subthemes was analysed to demonstrate the prevalence of stated factors that the student believed led to their poor performance.

Show cause process

Pharmacy students who do not meet the progression requirements of their degree enter one of three stages of academic intervention (Fig.  1 ). Triggers for a student not meeting the requirements for progression include: awarded a fail grade in over 50% of total units of study (subjects; UoS) taken in a semester or teaching period; an average grade (WAM) less than 50 across all UoS in a semester or teaching period; failing one, or more, barrier or compulsory UoS which includes CHEM1611, CHEM1612, PHAR2822, and any 3000 or 4000 level UoS for BPharm/BPharmMgmt; and any single UoS for MPharm; any practical component (e.g. field work or clinical work), failing the same UoS twice, having unsatisfactory attendance, or exceeding the maximum time limit allowed for the degree to be completed.

Students who fail to meet progression requirements for the first time are placed on Stage 1 of the at-risk register at which point they receive a letter from the Faculty of Medicine and Health, and are advised to complete a ‘Stay on Track’ survey and information session. At the discretion of the Associate Dean of Education, some students at Stage 1 may be required to consult an academic adviser. If a student is enrolled in a degree with a duration of less than two years full-time (e.g. MPharm), they are advised that should they fail to meet progression requirements in the following semester, they would be asked to ‘show good cause’ in order to be allowed to re-enrol in the same program; that is, they would be excluded from the degree for two years unless they could give reasons for why they should be allowed to remain studying. They are also recommended to speak to an academic advisor.

Stage 2 is triggered for a student in a 4 or 5 year undergraduate degree program (e.g. BPharm and BPharmMgmt) if they fail to meet progression requirements after being placed on Stage 1 in the previous semester, at which point the faculty sends a letter, advising the student to complete the ‘Staying on Track’ survey if they had not yet done so, and to consult an academic adviser. Stage 3 is triggered if a student fails to meet progression requirements a third time, or fails the same compulsory or barrier UoS, or any practical component twice. Students on Stage 3 are required to ‘show good cause’ and provide reasonable evidence to be allowed to re-enrol into the degree program.

The three at-risk stages of academic intervention for students who fail to meet course progression requirements. Show cause is required at Stage 2 (MPharm) or Stage 3 (BPharm/BPharmMgmt) in order to re-enrol

Demographics

In total, 164 pharmacy students received at least one show cause notification between the period of 2008 to 2018 (inclusive) and were enrolled in a BPharm (79.3%, n  = 130), BPharmMgmt (1.2%, n  = 2), or MPharm (19.5%, n  = 32) degree (Table  1 ). Of the students, 54% ( n  = 88) were men, and 81% ( n  = 133) were domestic students.

Students who transferred from another degree program made up 15% ( n  = 24) of the sample, and were a median two years older than those who did not transfer (median age 21, range 19–43 years). All students who transferred from another degree, were enrolled in the BPharm. Ninety-two percent of transfer students ( n  = 22) were domestic and 71% ( n  = 17) were women.

The age of students at the start of their degree was positively skewed, with a median age of 19 years for BPharm and BPharmMgmt (range 17–43 years). For MPharm, the median age at commencement was 24 (range 20–24) years. The median age of domestic students at the start of their BPharm or BPharmMgmt degree was 19 (range 17–43) years compared with international students at 22 (range 18–33) years. For MPharm, the median age for domestic students at commencement was 24 (range 20–54) years while for international students it was 24.5 (range 22–38) years.

Performance on entry and exit of the degree

The ATAR scores of the students in either the BPharm or BPharmMgmt were not normally distributed ( n  = 78, mean ATAR 88.8 ± 4.8) (Supplementary Figure S1 ). The average ATAR required for entry into BPharm and BPharm/Mgmt at the University of Sydney is around 90. Of the 24 students who transferred from another degree program, the ATAR score was available for four students, with an average of 78.8 ± 9.8, including two outliers who had ATAR scores of 67.80 and 74.15. The average ATAR on entry to the degree of the students who graduated was 89.4 ± 3.4, which was similar to those who did not graduate, 88.5 ± 5.4. A Mann-Whitney U test showed this difference was not statistically significant (W = 702.5, p  = 0.937).

The proportion of students who graduated after receiving at least one show cause was 37.8% ( n  = 62), of which 77.4% ( n  = 48) were registered as pharmacists at the time of data collection (Fig.  2 ). One student did not graduate their BPharm; however, they did return and complete the MPharm degree and was registered as a pharmacist at the time of data collection. The median time taken to graduation was 7 (range 1–9) years for students enrolled in the BPharm and 3 (range 2.5-8) years for those enrolled in the MPharm. During the study period, 188 students were enrolled in the BPharmMgmt degree but only two (1.1%) were required to show cause due to poor performance. Neither of those two students graduated.

A WAM score was available for all but three of the 164 students. The overall average WAM either at last show cause, if the student had not graduated, or at degree completion was 52.1 ± 12.0. For students who graduated (38.5%, n  = 62), the average WAM was 62.2 ± 5.1, while for those who did not graduate (61.5%, n  = 99), the average WAM was 45.7 ± 10.5.

When the proportion of students who graduated was compared across the ATAR bands (Table S1 ), it was evident that show cause students who entered their degree with an ATAR between 85 and 89.99 were more likely to graduate (44%) when compared with those who entered their degree with lower (27%) and higher (25–35%) ATAR scores.

Units failed

Across the cohort, show cause students received between 1 and 8 show cause notifications (Fig.  1 ). When the proportion of students who graduated was compared across the number of show causes received for those who received 1–5 show causes, the rate of graduation ranged from 36 to 50%, while none of the students who received six or more show causes graduated.

Percentage of students who graduated (black) and did not graduate (grey) by number of show causes received

Number of failed UoS

The median number of UoS failed across the three degree programs was 8 (BPharm, range 2–33), 9 (BPharmMgmt, range 5–13), and 5 (MPharm, range 2–12), respectively. In total, 8.5% ( n  = 14) students were required to show cause because they failed 2 or 3 UoS, 19.5% ( n  = 32) students failed 4 or 5 UoS and 72% ( n  = 118) students failed more than 6 UoS. Of the 14 students who failed 2 or 3 UoS, 86% were studying the MPharm degree and the remaining were BPharm students. Students who failed 4 or 5 UoS, were studying a BPharm (66%), BPharmMgmt (3%), or MPharm (31%) degree. The majority of students who failed more than 6 units were studying BPharm (91%), followed by MPharm (8%), and BPharmMgmt (1%). Students who failed 2 or 3 UoS were significantly more likely to graduate when compared with those who failed 4 or 5 UoS, or more than 6 UoS \( (X_2^2=21.86, \text{P}<0.0001)\) (Supplementary Figure S2 ).

Type of failed UoS

The most failed UoS that triggered a show cause across students in the BPharm and BPharmMgmt degrees were a mix of pharmaceutical sciences, chemistry and biology, across the first and second years of the degree programs (Table  2 ). The top five UoS failed were Basic Pharmaceutical Sciences (8.8%, 116/1314 fails; unit code: PHAR1812), Chemistry 1B (Pharmacy) (6.9%, 91/1314 fails; unit code: CHEM1612), Drug Discovery and Design 1 (6.7%, 88/1465 fails; unit code: PHAR2811), Molecular Biology and Genetics (6.5%, 86/1314 fails; unit Code: MBLG1001), and Chemistry 1A (6.2%, 81/1314 fails; unit code: CHEM1611).

For students studying the MPharm, the majority of UoS failed were for pharmaceutical sciences in first year and one specific pharmacy practice unit (PHAR5717) in the second year. The top three UoS failed for MPharm were Pharmaceutical Chemistry 1A (12.6% 19/151 fails; unit code: PHAR5513), Pharmaceutical Science (7.9%, 12/151 fails; unit code: PHAR5515), and Pharmaceutical Chemistry 1B (7.9%, 12/151 fails; unit code: PHAR5516) (Table  3 ).

Gender, transfer and international students

There was no significant difference between the number of men and women who graduated after receiving at least one show cause \( (X_1^2=0.056, \text{P}=0.813)\) . There was also no significant difference in the number of UoS failed \( (X_2^2=2.249, \text{P}\hspace{0.17em}=\hspace{0.17em}0.325)\) or number of show causes received \( (X_6^2=2.829, \text{P}=0.830)\) between men and women.

Students who transferred from another degree program were significantly less likely to graduate \( (X_1^2=13.53, \text{P}\hspace{0.17em}=\hspace{0.17em}0.0002)\) . The likelihood of graduating was not statistically significant different between domestic and international students who received a show cause \( (X_1^2=0.88, \text{P}<0.348)\) (Supplementary Figure S3 ).

Student responses to show causes

There were 293 show causes in total, of which only 141 show cause response letters were available. Reasons given by students for their poor performance could be classified under four major themes: personal life matters, institutional aspects, social integration, and interest in the course (Fig.  3 ). Personal life matters could be further sub-divided into health, study familiarity, responsibilities, and other personal life matters.

The majority of show cause responses attributed poor performance to personal life reasons (87%, 396 responses), followed by institution-related (8.8%, 40 responses), lack of interest in the degree (2.2%, 10 responses), and social integration (2%, 9 responses). The five most mentioned personal life reasons that led to poor performance were stress and anxiety ( n  = 63, 45%), physical health ( n  = 51, 36%), and depression ( n  = 39 28%). This was followed by family health, mentioned 37 times (26%), and reasons relating to employment or financial health, mentioned 33 times (23%). Reasons that related to the institution totalled 40, interest of the course totalled 10, and social reasons totalled 9. Personal life health-related reasons accounted for 41% of show cause responses. These included a combination of physical, mental, and unspecified health issues.

All show cause responses provided by students could be categorised into four major themes. Personal life was subcategorised into health, study skills, responsibilities, and other personal life

Some students identified a lack of study-related skills and study familiarity as a source of underperformance. Reasons included: carelessness in exams, poor study habits, language barrier, being an international student or mature age student, misjudging the course difficulty, overloading, burning out after high school, and being unaware of opportunities to apply for special consideration. Another set of reasons provided for underperformance included: needing to meet responsibilities and commitments for family, friendships, and romantic relationships. A variety of other personal life reasons were provided, which included: employment, finance, transition to independent living or a new country, living environment, distance to travel to the university, needing to relocate, and being physically unable to attend classes.

Student show cause responses that attributed poor performance to inefficiencies within the institution included UoS changes, error or poor timing of exams, dissatisfaction with the course and staff, and unhelpful support. Some students found the UoS content too difficult. Social reasons that lead to poor performance included: bullying, stigma from peers once failing, and homesickness (for those studying abroad). Another reason provided was no longer being interested or committed to the course.

This study investigated the key determinants of underperformance by pharmacy students at an Australian higher education institution. Our findings indicate that across the students enrolled in BPharm, BPharmMgmt, and MPharm degrees, those who had failed more UoS overall, were less likely to graduate. The types of UoS failed were weighted towards chemistry-based subjects, and the most frequent student-reported reasons for poor performance were related to personal health.

Our study also found that students who transferred from another higher education institution were less likely to graduate compared with students who had not transferred. Some studies in the US have found that students who transfer to bachelors programs from similar institutions or community colleges, which are US institutions that only offer two year undergraduate associate degrees that lead to a specific skilled job or can be used to transfer into a bachelor course [ 54 ], experience ‘transfer shock’ where grade point average (GPA) declines at the post transfer institution, which can eventually result in attrition [ 55 , 56 ]. In contrast, other studies have found no significant effects from transfers, and an overall lack of consensus on this as a universal experience [ 57 , 58 ]. A study that examined transferring engineering students found that students who transferred from similar degrees were more likely to graduate when compared with students who transferred from less comprehensive degrees [ 56 ]. A literature review that examined transferring student performance found factors that negatively influenced persistence and course completion included: a lack of social integration, limited transferrable credits, lower GPAs, lack of funding, distance from institution, academic rigour, and personal work/life balance [ 57 ].

Our analysis also found that students failing more than three UoS were more likely to not graduate when compared with those who failed fewer UoS. This finding parallels many studies that show students with poor academic outcomes are more likely to not complete their degree [ 59 , 60 ]. A recent study on student attrition, found that students who failed one subject were more likely to fail more subjects, and also had a four-fold higher likelihood of not graduating [ 27 ]. The Grattan Institute presents similar statistics, where students who consistently fail to meet academic progression requirements eventually decide to leave or are excluded from re-enrolling by the university [ 61 ].

The high occurrence of underperformance in relation to chemistry is consistent with other studies [ 62 , 63 ]. Pancyk et al. found that chemistry marks were correlated with attrition while biology marks predicted likelihood of delayed graduation for Master of Science (in Pharmacy) students. Another study found that the prior attainment of a Bachelor of Science degree to be a predictor of performance in a Doctor of Pharmacy program [ 64 ]. In countries, such as the US, where a specialised pre-admissions pharmacy test (Pharmacy College Admissions Test; PCAT) is used for entrance into a pharmacy program, the PCAT score correlated with student academic performance in the pharmacy course [ 65 ]. There are five areas examined by the PCAT, including: writing, biological processes, chemical processes, critical reading, and quantitative reasoning [ 66 ]. There is also evidence that better outcomes attained in pre-pharmacy biology and mathematics GPA [ 67 , 68 ], or having completed a four-year bachelor course, contributes to student performance in American pharmacy colleges [ 64 , 69 , 70 ]. Another study found prior academic achievement in secondary school, or pre-university study, can predict performance in an UK MPharm course; however, not the likelihood of graduation [ 71 ]. Other studies have found that pre-tests, for certain UoS, like biochemistry and pharmaceutical calculations conducted before starting a subject are correlated with overall subject performance, which makes these tests a good predictor for at-risk students [ 67 , 68 ].

The most common reasons reported by students for their underperformance in the present study were stress and anxiety, personal health, and depression. This is consistent with current literature [ 17 , 23 , 24 , 25 , 26 , 27 ], and the 2022 Australian Student Experience Survey [ 72 ], which reported that health or stress, followed by work/life balance were the leading causes for students attrition. A specific study in pharmacy students found that exam anxiety had a negative impact on student performance in pharmacy practical exams [ 26 ]. Psychological distress among students completing a higher education degree in Norway showed negative impacts on their self-perceived academic ability, and course progression [ 73 ]. Another study investigating students’ self-reported explanations for their poor academic performance found mental health as a contributing factor, and vice versa, where poor performance intensified mental distress [ 27 ]. Although the Australian Bureau of Statistics also reported personal health reasons as a major contributor for non-completion in bachelor programs between 2018 and 2019, the leading reason was that students were no longer interested in their chosen degree. In the same report, non-completion of masters degrees was driven by family, health, or other personal reasons [ 42 ]. Student mental health is a significant driver of attrition and is common across both private and public higher institutions in Australia [ 41 ]. The mental health burden on students is recognised at The University of Sydney and so significant mental health support is offered. All students are able to access free counselling and psychological support sessions, there is a 24/7 mental health support telephone line, and additional self-help resources (like mindfulness and relaxation) are provided through the university’s website. Mental health first health training is also included in the curricula for all pharmacy degree programs at the university.

Successful completion of a pharmacy degree requires not only academic ability, but a certain level of pre-knowledge, in particular, biology and chemistry, to decrease failure rates in these subjects, avoid delays in degree completion, and possible attrition. Institutions should aim to address these barriers by introducing pre-requisite subjects or mandate compulsory bridging courses if a prior level of knowledge attainment in these subject areas is not provided. Alternatively, pre-tests for certain UoS can be conducted prior to the course commencement to identify at-risk students, and additional academic support services can be offered.

With student poor mental health found as the most common self-reported reason for poor performance in this study, often exacerbated by academic performance pressures, institutions should implement policies for early detection and support for students going through challenging times. Such policies could include more frequent reminders for students to self-assess their mental health, and information on where to seek support services. This could take form in programs being introduced prior to lectures, access to support portals made more prominent on online learning platforms, or self-check surveys to be taken at a frequency deemed appropriate.

Limitations

The present study had a number of limitation. Not all student’s ATAR scores (or equivalent) were available. The method of collecting whether a student was registered as a pharmacist was based on them not having changed their last name which may be the case for some students who changed their name after graduation (e.g. upon marriage). Students who may be registered as a pharmacist in countries other than Australia could not be determined. Not all student show cause reasons were available because of the change from physical to electronic filing over the period studied. The limited number of students who received five or more show causes also meant the study was not powered to establish a cut-off whereby after receiving a certain number of show causes, the chance of graduating is highly unlikely.

Conclusions

This study investigated the key determinants for poor academic performance in a cohort of pharmacy students enrolled in a BPharm, BPharmMgmt, and MPharm degree. The key factors that influenced whether a show cause student completed their studies included whether they transferred from another institution, and failed more than three UoS. The UoS with the highest fail rates were chemistry based, and the most frequent student self-reported reason for poor performance was personal stress and anxiety. The results indicate that pharmacy schools should aim to address student foundation knowledge in chemistry, identify at-risk students early using pre-subject testing, and provide better access and knowledge of available services to address student mental burden. Future studies should investigate whether students who have completed chemistry and biology pre-requisites perform better in their pharmacy degree.

Data availability

The data that support the findings of this study are available on request from the corresponding author, N.J.W.

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Alice Campbell, Tina Hinton, Narelle C. da Costa, Sian E. O’Brian, Danielle R. Liang & Nial J. Wheate

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Campbell, A., Hinton, T., da Costa, N.C. et al. Causes and outcomes of at-risk underperforming pharmacy students: implications for policy and practice. BMC Med Educ 24 , 421 (2024). https://doi.org/10.1186/s12909-024-05327-z

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Received : 16 January 2024

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DOI : https://doi.org/10.1186/s12909-024-05327-z

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