phd in coaching and leadership uk

Learning and Leadership MPhil/PhD

London, Bloomsbury

Our MPhil/PhD programme provides a route for students to carry out their own research project: an investigation that will contribute to the field of knowledge within the field of education and beyond. Research students engage with the academic community both within our department and IOE, UCL’s Faculty of Education and Society, and benefit from participation in the comprehensive IOE Research Training Programme. This programme is available to study both face-to-face and online.

UK tuition fees (2024/25)

Overseas tuition fees (2024/25), programme starts, applications accepted.

• Entry requirements

The normal minimum requirement is a Master’s degree from a UK university in a subject appropriate to the programme to be followed, or a qualification of equivalent standard appropriate to the programme to be followed awarded by a university (or educational institution of university rank) outside the UK. The majority of our successful applicants hold a Merit at Master’s level, and may have additional relevant experience.

The English language level for this programme is: Level 4

UCL Pre-Master's and Pre-sessional English courses are for international students who are aiming to study for a postgraduate degree at UCL. The courses will develop your academic English and academic skills required to succeed at postgraduate level.

Further information can be found on our English language requirements page.

Equivalent qualifications

Country-specific information, including details of when UCL representatives are visiting your part of the world, can be obtained from the International Students website .

International applicants can find out the equivalent qualification for their country by selecting from the list below. Please note that the equivalency will correspond to the broad UK degree classification stated on this page (e.g. upper second-class). Where a specific overall percentage is required in the UK qualification, the international equivalency will be higher than that stated below. Please contact Graduate Admissions should you require further advice.

About this degree

The Department of Learning and Leadership (DLL) is a large specialist research and teaching department focused on:

• how children learn through the processes of teaching
• the role of leadership

DLL is home to Centre for Education Policy and Equalising Opportunities (CEPEO) , Helen Hamlyn Centre for Pedagogy (HHCP) , UCL Centre for Educational Leadership , The International Literacy Centre and Centre for Teacher and Early Years Education .

Who this course is for

The MPhil/PhD is for applicants with a strong interest in an aspect of educational and social research, which may be understood broadly across the life course, in relation to other subject areas and wider social, economic, political and cultural changes. You should normally have completed an MA to merit level and want to develop a specific area of research. You may have a background in education or a cognate area of study. It is suitable for both recent graduates and those progressed in a career.

What this course will give you

IOE is a world-leading centre for research in education and related social science. We host the UK's largest doctoral cohort in these areas. In the QS World University Rankings by Subject (2023), the Institute was ranked first for education for the tenth year running, ahead of Harvard, Stanford, Oxford and Cambridge. In the UK's recent Research Excellence Framework (2021), we were ranked first for research strength and research power in Education, according to the Elsevier REF 2021 Results Analysis Tool. We attract extensive research funding each year and host many prestigious research centres and projects.

Doctoral students at IOE have access to the wider UCL community as well as the education cluster constituting the ESRC  UBEL Doctoral Training Partnership . The Institute's programme has been designed to provide comprehensive and broadly based research training and to meet the requirements of the Economic and Social Research Council (ESRC), the Arts and Humanities Research Council (AHRC) and the UK Researcher Development Framework.

Students work closely with their supervisor(s) to develop each stage of research; supervisors also help put together a programme of additional courses and activities to support progress towards completion of the final thesis.

The foundation of your career

Students develop general and specialist skills in research methodology, academic writing and presentation, as well as experience of engaging with a wide range of practitioners across different sectors of education.

Employability

IOE doctoral graduates are found in a wide range of occupational fields. Career paths include education professionals in a wide range of settings, university research and lecturing, policy development and senior officer roles in government and NGOs, policy and professional roles in both the wider public sector (including health, youth work, international development) as well as in the private sector (including business and retail).

The Department of Learning and Leadership has a wide range of research seminars, where students can join discussion of our ongoing projects, as well as being the base for national and international conferences. Staff members are also significant figures in international conferences such as BERA and ECER. There are also opportunities to work with education practitioners and organisations beyond IOE.

Teaching and learning

In addition to UCL's Doctoral Skills Development Programme, IOE's Centre for Doctoral Education provides a comprehensive Research Training Programme.

The Core Course aims to meets the needs of early stage doctoral students.

There is also a wide range of introductory, advanced methods, advanced theoretical, and generic academic skills courses, as well as student-led workshops and reading groups.

The Doctor of Philosophy (PhD) consists of a piece of supervised research, normally undertaken over a period of three years full-time or five years part-time. Assessment is by means of a thesis, which should demonstrate your capacity to pursue original research based upon a good understanding of the research techniques and concepts appropriate to the discipline. It must also represent a distinct and significant contribution to the subject, whether through the discovery of new knowledge, the connection of previously unrelated facts, the development of new theory, or the revision of older views. It should reflect the exercise of critical judgement with regard to both your own work and that of other scholars in the field.

For those who decide not to pursue the full PhD, or are unable to do so, the degree of Master of Philosophy (MPhil) consists of a piece of supervised research, normally undertaken over a period of three years full-time or five years part-time. Assessment is by means of a thesis, which should represent a contribution to the subject, either through a record of your original work or a critical and ordered exposition of existing knowledge.

You must ensure you have adequate time to devote to this research, at least six hours a day (2-3 days a week part time).

Research areas and structure

The department has an international reputation for its research concerning learning, teaching and leadership, including:

• Curriculum leadership and innovation
• Diversity, children’s rights
• Early literacy, numeracy and science
• Early years and primary / elementary education
• Education policy and system reform
• Inspection and accountability
• Urban education
• Play, creativity and the arts
• Professional learning and research informed practice
• School improvement
• School and educational leadership
• Special educational needs and inclusive education
• Teacher development and wellbeing

Research environment

As a research student at the Department of Learning and Leadership, you can participate in the department's seminar programme which further enriches learning.  There are also seminars organised by research centres or according to interest groups. 

Since October 2014, we have also – in addition to the campus-based mode - offered the option to study online in a distance-learning mode. Choosing the distance-learning mode means that there are no residency requirements and it is not necessary to attend during doctoral study, the viva examination take place in-person at UCL or online. However, you are welcome to visit and use campus facilities including the library, attend seminars etc. In the first year of full-time study (and first two years of part-time study), distance learners take a series of compulsory research methods modules that are studied online. This typically involves provision of materials (articles, eBooks, videos etc.), forums to facilitate discussion of various tasks, and synchronous sessions to discuss the activities. Alongside these you will work with your supervisors on your research (e.g., using Teams/Zoom and email). In addition, there are other resources and training opportunities to support distance-learning students, e.g., sessions to develop generic skills.

The length of registration for the research degree programmes is 3 years for full-time.

You are required to register initially for the MPhil degree with the expectation of transfer to PhD after successful completion of an upgrade viva 9-18 months after initial registration.

IOE Centre for Doctoral Education provides an extensive Research Training Programme. A mandatory core course is provided that aims to meet the needs of early-stage doctoral students. There is also a wide range of introductory, advanced methods, advanced theoretical, and generic non-credit bearing academic skills courses, as well as student led workshops and reading groups which you can attend.

Full-time MPhil/PhD students are required to fulfil minimum 20 ‘points’ of training activity in their first year, and are encouraged to fulfil the same in their subsequent years of study. This training can be selected from the UCL Doctoral Skills Development Programme, IOE faculty’s Research Training Programme, the multi-institutional Bloomsbury Postgraduate Skills Network, and from other sources. Each point is worth approximately a half-day of face-to-face training, or an online equivalent. Other activities such as attending and presenting at conferences also count towards research training. Students may undertake additional training beyond these minima, as relevant to their research and/or as agreed with their supervisors.

You are expected to upgrade from MPhil to PhD status towards the end of your first year of study if full-time. Students whose performance is satisfactory will transfer from MPhil to PhD status.

Processes aimed at assisting you during your course of study include the Research Student Log (an online project management tool), and periodic reviews of students’ progress.

Upon successful completion of your approved period of registration you may, if necessary, register as a completing research status (CRS) student while you finish writing your thesis.

The length of registration for the research degree programmes is 5 years for part-time.

Part-time students are required to fulfil minimum 12 ‘points’ of training activity in each year of study. This training can be selected from the UCL Doctoral Skills Development Programme, IOE faculty’s Research Training Programme, the multi-institutional Bloomsbury Postgraduate Skills Network, and from other sources. Each point is worth approximately a half-day of face-to-face training, or an online equivalent. Other activities such as attending and presenting at conferences also count towards research training. Students may undertake additional training beyond these minima, as relevant to their research and/or as agreed with their supervisors.

You are expected to upgrade from MPhil to PhD status towards at around 18 months if part-time. Students whose performance is satisfactory will transfer from MPhil to PhD status.

Accessibility

Details of the accessibility of UCL buildings can be obtained from AccessAble accessable.co.uk . Further information can also be obtained from the UCL Student Support and Wellbeing team .

Fees and funding

Fees for this course.

The tuition fees shown are for the year indicated above. Fees for subsequent years may increase or otherwise vary. Where the programme is offered on a flexible/modular basis, fees are charged pro-rata to the appropriate full-time Master's fee taken in an academic session. Further information on fee status, fee increases and the fee schedule can be viewed on the UCL Students website: ucl.ac.uk/students/fees .

Additional costs

Students should take into account any travel, accommodation and expenses involved in their thesis.

For more information on additional costs for prospective students please go to our estimated cost of essential expenditure at Accommodation and living costs .

Funding your studies

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding webpage: https://www.ucl.ac.uk/scholarships/funding-students-postgraduate-research-courses

UCL's Research Excellence Scholarships (RES) are available annually to prospective and existing UCL research students from any country: https://www.ucl.ac.uk/scholarships/research-excellence-scholarship . The UCL, Bloomsbury and East London Doctoral Training Partnership offers studentships annually. More information is found here: https://ubel-dtp.ac.uk/

UBEL, RES and other funding programmes are not available to online and non-resident students.

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website .

After choosing a programme to apply for, you should develop a research proposal and identify a potential supervisor. For more information, visit our website to find a supervisor and get in touch with departmental graduate tutors.

Please note that you may submit applications for a maximum of two graduate programmes (or one application for the Law LLM) in any application cycle.

Choose your programme

Please read the Application Guidance before proceeding with your application.

Year of entry: 2024-2025

Got questions get in touch.

Learning and Leadership

[email protected]

UCL is regulated by the Office for Students .

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Leadership in United Kingdom

8  Leadership PhDs in United Kingdom

People and Performance Do you want to advance or change your career, deepen your expertise in a topic, or expand your research and... Manchester Metropolitan University Manchester, England, United Kingdom

Voluntary Sector Leadership The Centre for Voluntary Sector Leadership (CVSL) is one of The Open University UK Business School’s centres... The Open University UK Milton Keynes, England, United Kingdom

Learning and Leadership The EdD is a research degree for experienced professionals from education and related fields who would like to... UCL London, England, United Kingdom

Strategy, Operations and Leadership This Strategy, Operations and Leadership at Heriot-Watt University comprises seven academics... Heriot-Watt University Edinburgh, Scotland, United Kingdom

People and Performance by Professional Practice Do you want to advance or change your career, deepen your expertise in a topic, or expand your research and... Manchester Metropolitan University Manchester, England, United Kingdom

Study in United Kingdom

Universities in the UK are some of the most highly regarded in the world, and for good reasons. Some of the world's most highly regarded research takes place in British universities, which are regularly featured in international rankings. While studying in the UK, you will be able to develop in a highly multicultural environment with high chances of pursuing lucrative careers after graduation. The teaching in the UK is designed to encourage new idea generation, encouraging individual research and group cooperation, through class discussions and creative assignments.

Is United Kingdom the right place for you?

Take the test and find out which country is your best fit.

Explore your Leadership degree

Leadership programmes teach people how to use presentation and communication skills to inspire people, increase their performance, and help them achieve a shared goal. As a future leader, you will combine psychology and interpersonal skills with leadership principles to unite people and help them realise the significance of their work. Related job titles include strategic planner, management consultant, political advisor, military officer, etc.

Is Leadership the best for you?

Take the test and find out if Leadership is the right path for you.

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Doctor of Coaching and Mentoring

Entry requirements.

There are two entry points for the Doctor of Coaching and Mentoring (DCM) programme. Please also see the University's general entry requirements .

Graduate entry

For graduate entry into the five-year DCM programme you should normally have a good honours degree, plus three years' minimum experience in coaching/mentoring.

Direct entry

For direct entry into the later stage of the DCM programme you should have an appropriate master’s level qualification, with a merit profile and a minimum of five years’ experience of coaching/mentoring.

Depending on entry stage you may be eligible for exemptions from certain elements of the programme.

Please also see the University's general entry requirements .

Months of entry

Course content.

The Doctor of Coaching and Mentoring programme develops the capabilities needed to become a researcher and leader in the field and foster excellence in your practice. We will challenge you to build on your existing expertise and push the boundaries of your knowledge so you can:

• operate at the highest level in coaching, mentoring and personal development
• develop confidence in providing facilitation and consultancy
• be competent in researching the field.
• Our teaching staff have specific research interests in coaching and mentoring or related fields. We also invite specialists to provide further expert input.

To complete your doctoral thesis, the course includes:

• doctoral thesis training (taught modules and workshops)
• design of original empirical research
• professional expertise and scholarly inquiry

This is a part-time, distance learning course, delivered by the International Centre for Coaching and Mentoring Studies.

Department specialisms

Accounting, Governance and Information Management Coaching and Mentoring Economics and International Business Hospitality, Leisure and Tourism Management Management and Organisational Studies Marketing and Operations Management Pedagogy

Information for international students

Pathways courses for international and eu students.

We offer a range of courses to help you meet the entry requirements for your postgraduate course and also familiarise you with university life in the UK.

Take a Pre-Master's course to develop your subject knowledge, study skills and academic language level in preparation for your master's course.

If you need to improve your English language, we offer pre-sessional English language courses to help you meet the English language requirements of your chosen master’s course.

Fees and funding

Financial support and scholarships, qualification, course duration and attendance options.

• Distance learning is available for this qualification

Course contact details

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Course type

Qualification, university name, phd degrees in leadership.

6 degrees at 6 universities in the UK.

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Learning and Leadership MPhil/PhD

Ucl (university college london).

About this degree In addition to UCL's Doctoral Skills Development Programme, the IOE's Centre for Doctoral Education provides a Read more...

• 3 years Full time degree: £7,580 per year (UK)
• 5 years Part time degree: £3,790 per year (UK)

Strategy, Enterprise Leadership and Management PhD

University of gloucestershire.

What is Strategy, Enterprise Leadership and Management As a research degree candidate, you’ll be supported by a supervisory team with Read more...

• 4 years Full time degree: £5,100 per year (UK)
• 6 years Part time degree: £3,400 per year (UK)

PhD Leadership Studies

University of exeter.

Specific research strengths include • organisational studies • operations management and strategy • entrepreneurship • marketing and Read more...

• 4 years Full time degree: £4,786 per year (UK)
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Leadership Studies with reference to Security & Development PhD, or option of joint PhD with University of Pretoria.

King's college london, university of london.

Leadership plays a significant role in both development and security processes and outcomes. The Leadership Studies with reference to Read more...

• 3 years Full time degree: £6,936 per year (UK)
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PhD Management (Leadership, Organisations and Behaviour)

University of reading.

Leadership, Organisations and Behaviour contributes to the full range of Henley Business School's offering, including undergraduate and Read more...

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

Management (Leadership, Organisations and Behaviour) PhD Opportunities

Henley business school.

As a postgraduate research student at Henley, you will develop your critical thinking, intellectual capacity and creativity. In this PhD Read more...

• 3 years Full time degree: £4,500 per year (UK)

Course type:

• Full time PhD
• Part time PhD

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Related subjects:.

We have 93 leadership PhD Projects, Programmes & Scholarships in the UK

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leadership PhD Projects, Programmes & Scholarships in the UK

Authentic leadership: a study of uk smes, phd research project.

PhD Research Projects are advertised opportunities to examine a pre-defined topic or answer a stated research question. Some projects may also provide scope for you to propose your own ideas and approaches.

Self-Funded PhD Students Only

This project does not have funding attached. You will need to have your own means of paying fees and living costs and / or seek separate funding from student finance, charities or trusts.

Crisis Leadership: A Skill-based Perspective

Leadership development in professional sport, competition funded phd project (uk students only).

This research project is one of a number of projects at this institution. It is in competition for funding with one or more of these projects. Usually the project which receives the best applicant will be awarded the funding. The funding is only available to UK citizens or those who have been resident in the UK for a period of 3 years or more. Some projects, which are funded by charities or by the universities themselves may have more stringent restrictions.

Leadership for Responsible Digital Transformation in Healthcare

Effective leadership requires a global mindset: the role of cultural intelligence in a digital transformation era, authentic leadership in sport, leading to innovation: developing leadership capability framework for small to medium-sized enterprises (smes), leadership for sustainable public value, phd in leadership, organisations and behaviour at henley business school, funded phd programme (students worldwide).

Some or all of the PhD opportunities in this programme have funding attached. Applications for this programme are welcome from suitably qualified candidates worldwide. Funding may only be available to a limited set of nationalities and you should read the full programme details for further information.

Business Research Programme

Business Research Programmes present a range of research opportunities, shaped by a university’s particular expertise, facilities and resources. You will usually identify a suitable topic for your PhD and propose your own project. Additional training and development opportunities may also be offered as part of your programme.

Ethical leadership as a protective factor for doping

Exploring the impact of leaderful practice on the implementation of sdgs, thought leadership as content marketing strategy in the ai era, investigating progress and implementation of female leadership among ftse 350 companies by 2025, epsrc cdt in bioprocess engineering leadership: complex biological products manufacture, funded phd programme (uk students only).

Some or all of the PhD opportunities in this programme have funding attached. It is only available to UK citizens or those who have been resident in the UK for a period of 3 years or more. Some projects, which are funded by charities or by the universities themselves may have more stringent restrictions.

EPSRC Centre for Doctoral Training

EPSRC Centres for Doctoral Training conduct research and training in priority areas funded by the UK Engineering and Physical Sciences Research Council. Potential PhD topics are usually defined in advance. Students may receive additional training and development opportunities as part of their programme.

Self-funded PhD- Emergent leadership by well-informed individuals in self-organising groups

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• Sport and fitness

Coaching, Performance and Sport Leadership MSc

UK Students: £5,265 PT Only International Students: £11,655 PT Only

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Set in one of the major sport cities in the UK, the MSc Coaching, Performance and Sport Leadership course at Birmingham is a unique combination of theory and practice at the cutting edge of the profession.

On this course you will be part of a research-led community of individuals, passionate about sport, high performance, and health and wellbeing that seek to develop critical and practical understanding of research and evidence-informed practice in the context of sports leadership and management.

The strength of the course is that all assignments and the dissertation are located in your professional interests, so you can shape them to be relevant to your professional learning needs.

The course will strengthen your capabilities to lead on new directions in the field of sports leadership by engaging with leading and international practitioners and researchers.

Scholarships for 2024 entry

The University of Birmingham is proud to offer a range of scholarships for our postgraduate programmes. With a scholarship pot worth over £2 million, we are committed to alleviating financial barriers to support you in taking your next steps.

Each scholarship has its own specific deadlines and eligibility criteria. Please familiarise yourself with the information on individual scholarship webpages prior to submitting an application.

Explore our scholarships

The modules directly inspired my final year project, which for me was the highlight of the course. I was given a tremendous amount of freedom, support, and encouragement from my tutor to pursue a topic of my own choice and it was incredibly rewarding to produce an original piece of academic writing at the end of it which I’m really proud of. Alexander Sobolewski, MSc Sport Coaching alumnus

Why study this course?

• Birmingham is a significant hub to study sport in the UK. Several national and international sport organisations are based in Birmingham and support the delivery of the course through external speakers, work placements and research.
• Collaborate with communities passionate about sport, high performance and health and wellbeing both inside the University but also in Birmingham.
• Outstanding employability opportunities  -   Our multidisciplinary environment provides valuable academic and employability skills leading to a wide range of careers. For coaching graduates, there are many opportunities in elite sport, public health, education, the fitness and leisure industry, governing bodies and sports promotion.
• Relevant to your learning needs - our unique hybrid teaching/learning model fits around your professional commitments.

Please note: You will take 180 credits of modules in each year of study. The modules listed on the website for this programme are regularly reviewed to ensure they are up-to-date and informed by the latest research and teaching methods. Unless indicated otherwise, the modules listed for this programme are for students starting in 2023. On rare occasions, we may need to make unexpected changes to compulsory modules; in this event, we will contact offer holders as soon as possible to inform or consult them as appropriate.

Compulsory modules

• Leading Self
• Research Methodology in Sport, Exercise and Rehabilitation
• Theory and Practice of Leadership
• Leading Others
• Dissertation

Optional modules

• Wellbeing in Educational Settings
• Player/Participant Development
• Innovation and Professional Development
• Digital Practice in Sport, Exercise and Health
• Advanced Pedagogies

Please note: The modules listed on the website for this programme are regularly reviewed to ensure they are up-to-date and informed by the latest research and teaching methods. On rare occasions, we may need to make unexpected changes to compulsory modules; in this event we will contact offer holders as soon as possible to inform or consult them as appropriate.

Fees 2024/25

Code 024H: UK students: £5,265 PT Code 024H: International Students: £11,655 PT

Birmingham Masters Scholarship

We are offering over 200 awards of £2,000 to support the brightest and best applicants wishing to undertake Masters study at the University during 2024-2025.

Find out more and apply now   

Postgraduate Progression Award

Our Postgraduate Progression Awards offer final year undergraduates at the University of Birmingham a fee discount of £1,500 for postgraduate taught study.

How To Apply

International students requiring visas.

30 June 2024 is the application deadline for international students who require a visa to study in the United Kingdom. We are not able to consider applications for 2024 made after this date; a new application will need to be made for September 2025 .

UK students

31 August 2024 is the application deadline for UK students. We are not able to consider applications for 2024 made after this date; a new application will need to be made for September 2025 .

Applications for 2024 entry are now open.

Making your application

• How to apply

To apply for a postgraduate taught programme, you will need to submit your application and supporting documents online. We have put together some helpful information on the taught programme application process and supporting documents on our how to apply page . Please read this information carefully before completing your application.

Our Standard Requirements

Applicants will normally require a 2:1 Honours degree in a relevant subject or relevant professional experience. 

You will be required to be a qualified coach with an award recognised by their national governing body, normally at Level 2 of the UKCC or its equivalent. You will also be expected to regularly coach a minimum of three hours per week whilst on the programme.

We also encourage applications from coaches who do not have prior experience of higher education as well as those with first degrees. 

International Requirements

Holders of a Licence, Diplome, Diplome d'Etudes Superieures, Diplome d'Ingenieur or a Diplome d'Architecte from a recognised university in Algeria will be considered for postgraduate study. Holders of one of these qualifications will normally be expected to have achieved a score of 15/20 for 2:1 equivalency or 13/20 for 2:2 equivalency.  

Holders of the Licenciado or an equivalent professional title from a recognised Argentinian university, with a promedio of at least 7.5, may be considered for entry to a postgraduate degree programme. Applicants for PhD degrees will normally have a Maestria or equivalent

A Bachelors (Honours) degree from an accredited Australian higher education institution may be considered for admission to a Masters degree.   Applicants with 3 year Bachelors with distinction from a recognised university, can be considered for admission to a Masters degree.

Holders of a Diplom, a Diplomstudium/Magister or a three-year Bachelors degree from a recognised university with a minimum overall grade of 2.5 for 2:1 equivalency or 3.0 for 2:2 equivalency, or a high-scoring Fachhochschuldiplom (FH) from a recognised Austrian Fachhochschule, will be considered for entry to taught postgraduate programmes. 

Students with a good 5-year Specialist Diploma or 4-year Bachelor degree from a recognised higher education institution in Azerbaijan, with a minimum GPA of 4/5 or 80% will be considered for entry to postgraduate taught programmes at the University of Birmingham.

For postgraduate research programmes applicants should have a good 5-year Specialist Diploma (completed after 1991), with a minimum grade point average of 4/5 or 80%, from a recognised higher education institution or a Masters or “Magistr Diplomu” or “Kandidat Nauk” from a recognised higher education institution in Azerbaijan.

 Holders of a bachelors degree of four years duration from a recognised university in Bahrain will be considered for postgraduate study. Holders of bachelors degree will normally be expected to have achieved a GPA of 3.0/4, 3.75/5 or 75% for 2:1 equivalency or 2.8/4, 3.5/5 or 70% for 2:2 equivalency.  

Holders of a Bachelors (Honours) degree of three years duration, followed by a Masters degree of one or two years duration from a recognised university in Bangladesh will be considered for postgraduate taught study. Students with a Bachelors degree of at least four years duration may also be considered for postgraduate study. Degrees must be from a recognised institution in Bangladesh.

Holders of Bachelors degree will normally be expected to have achieved a GPA of 3.0-3.3/4.0 or 65% or above for 2:1 equivalency, or a GPA of 2.6-3.1/4.0 or 60% or above for 2:2 equivalency depending on the awarding institution.  

Students who hold a Masters degree from the University of Botswana with a minimum GPA of 3.0/4.0 or 3.5/5.0 (70%/B/'very good') will be considered for Postgraduate Diplomas and Masters degrees.

Please note 4-year bachelor degrees from the University of Botswana are considered equivalent to a Diploma of Higher Education. 5-year bachelor degrees from the University of Botswana are considered equivalent to a British Bachelor (Ordinary) degree.

Students who have completed a Masters degree from a recognised institution will be considered for PhD study.

A Licenciatura or Bacharelado degree from a recognised Brazilian university:

• A grade of 7.5/10 for entry to programmes with a 2:1 requirement
• A grade of 6.5/10for entry to programmes with a 2:2 requirement

Holders of a good Bachelors degree with honours (4 to 6 years) from a recognised university with a upper second class grade or higher will be considered for entry to taught postgraduate programmes.  Holders of a good Masters degree from a recognised university will be considered for entry to postgraduate research programmes.

Holders of a good Diploma za Zavarsheno Visshe Obrazovanie (‘Diploma of Completed Higher Education’), a pre-2001 Masters degree or a post-2001 Bachelors degree from a recognised university with a minimum overall grade of 5 out of 6, mnogo dobur/’very good’ for 2:1 equivalence; or 4 out of 6, dobur/’good’ for 2:2 equivalence; will be considered for entry to taught postgraduate programmes.

Students with a minimum average of 14 out of 20 (or 70%) on a 4-year Licence, Bachelor degree or Diplôme d'Etudes Superieures de Commerce (DESC) or Diplôme d'Ingénieur or a Maîtrise will be considered for Postgraduate Diplomas and Masters degrees.

Holders of a bachelor degree with honours from a recognised Canadian university may be considered for entry to a postgraduate degree programme. A GPA of 3.0/4, 7.0/9 or 75% is usually equivalent to a UK 2.1.

Holders of the Licenciado or equivalent Professional Title from a recognised Chilean university will be considered for Postgraduate Diplomas and Masters degrees. Applicants for PhD study will preferably hold a Magister degree or equivalent.

Students with a bachelor’s degree (4 years minimum) may be considered for entry to a postgraduate degree programme. However please note that we will only consider students who meet the entry guidance below.  Please note: for the subject areas below we use the Shanghai Ranking 2022 (full table)  ,  Shanghai Ranking 2023 (full table) , and Shanghai Ranking of Chinese Art Universities 2023 .

需要具备学士学位（4年制）的申请人可申请研究生课程。请根据所申请的课程查看相应的入学要求。 请注意，中国院校名单参考 软科中国大学排名2022（总榜） ，  软科中国大学排名2023（总榜） ，以及 软科中国艺术类高校名单2023 。  

Business School    - MSc programmes (excluding MBA)  

商学院硕士课程（MBA除外）入学要求

School of Computer Science – all MSc programmes 计算机学院硕士课程入学要求

College of Social Sciences – courses listed below 社会科学 学院部分硕士课程入学要求 MA Education  (including all pathways) MSc TESOL Education MSc Public Management MA Global Public Policy MA Social Policy MA Sociology Department of Political Science and International Studies  全部硕士课程 International Development Department  全部硕士课程

  All other programmes (including MBA)   所有其他 硕士课程（包括 MBA）入学要求

Please note:

• Borderline cases: We may consider students with lower average score (within 5%) on a case-by-case basis if you have a relevant degree and very excellent grades in relevant subjects and/or relevant work experience. 如申请人均分低于相应录取要求（5%以内），但具有出色学术背景，优异的专业成绩，以及（或）相关的工作经验，部分课程将有可能单独酌情考虑。
• Please contact the China Recruitment Team for any questions on the above entry requirements. 如果您对录取要求有疑问，请联系伯明翰大学中国办公室   [email protected]

Holders of the Licenciado/Professional Title from a recognised Colombian university will be considered for our Postgraduate Diploma and Masters degrees. Applicants for PhD degrees will normally have a Maestria or equivalent.

Holders of a good bachelor degree with honours (4 to 6 years) from a recognised university with a upper second class grade or higher will be considered for entry to taught postgraduate programmes.  Holders of a good Masters degree from a recognised university will be considered for entry to postgraduate research programmes.

Holders of a good Diploma Visoko Obrazovanje (Advanced Diploma of Education) or Bacclaureus (Bachelors) from a recognised Croatian higher Education institution with a minimum overall grade of 4.0 out of 5.0, vrlo dobar ‘very good’, for 2:1 equivalence or 3.0 out of 5.0, dobar ‘good’, for 2:2 equivalence, will be considered for entry to taught postgraduate programmes.  Holders of a good Bacclaureus (Bachelors) from a recognised Croatian Higher Education institution with a minimum overall grade of 4.0 out of 5.0, vrlo dobar ‘very good’, or a Masters degree, will be considered for entry to postgraduate research programmes.

Holders of a Bachelors degree(from the University of the West Indies or the University of Technology) may be considered for entry to a postgraduate degree programme. A Class II Upper Division degree is usually equivalent to a UK 2.1. For further details on particular institutions please refer to the list below.  Applicants for PhD level study will preferably hold a Masters degree or Mphil from the University of the West Indies.

Holders of a good four-year government-accredited Bachelors degree from a recognised Higher Education college with a minimum overall GPA of 3 out of 4 for 2:1 equivalency, or a GPA of 2.75 out of 4 for 2:2 equivalency; or a good four-year Bachelors degree (Ptychio) from a recognised University, with a minimum overall grade of 6.5 out of 10 for 2:1 equivalency, or 5.5 for 2:2 equivalency; will be considered for entry to taught postgraduate programmes.

Holders of a good Bakalár, or a good pre-2002 Magistr, from a recognised Czech Higher Education institution with a minimum overall grade of 1.5, B, velmi dobre ‘very good’ (post-2004) or 2, velmi dobre ‘good’ (pre-2004), for 2:1 equivalence, or 2.5, C, dobre ‘good’ (post-2004) or 3, dobre ‘pass’ (pre-2004) for 2:2 equivalence, will be considered for entry to taught postgraduate programmes. 

Holders of a good Bachelors degree/Candidatus Philosophiae, Professionbachelor or Eksamensbevis from a recognised Danish university, with a minimum overall grade of 7-10 out of 12 (or 8 out of 13) or higher for 2:1 equivalence, or 4-7 out of 12 (or 7 out of 13) for 2:2 equivalence depending on the awarding institution will be considered for entry to taught postgraduate programmes.

Holders of the Licenciado or an equivalent professional title from a recognised Ecuadorian university may be considered for entry to a postgraduate degree programme. Grades of 70% or higher can be considered as UK 2.1 equivalent.  Applicants for PhD level study will preferably hold a Magister/Masterado or equivalent qualification, but holders of the Licenciado with excellent grades can be considered.

Holders of a Bachelors degree from a recognised university in Egypt will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved a GPA of 3.0/4 for 2:1 equivalency or 2.8 for 2:2 equivalency. Applicants holding a Bachelors degree with alternative grading systems, will normally be expected to have achieved a 75% (Very Good) for 2:1 equivalency or 65% (Good) for 2:2 equivalency. For applicants with a grading system different to those mentioned here, please contact [email protected] for advice on what the requirements will be for you.

Holders of a good Bakalaurusekraad from a recognised university or Applied Higher Education Institution with a minimum overall grade of 4/5 or B for 2:1 equivalency or 3/5 or C for 2:2 equivalency, or a good Rakenduskõrgharidusõppe Diplom (Professional Higher Education Diploma), will be considered for entry to taught postgraduate programmes.

Students who hold a Masters degree with very good grades (grade B, 3.5/4 GPA or 85%) will be considered for Postgraduate Diplomas and Masters degrees. 

Holders of a good Ammattikorkeakoulututkinto (AMK) (new system), an Yrkeshögskoleexamen (YHS) (new system), a Kandidaatti / Kandidat (new system), an Oikeustieteen Notaari or a Rättsnotarie, a good Kandidaatti / Kandidat (old system), a professional title such as Ekonomi, Diplomi-insinööri, Arkkitehti, Lisensiaatti (in Medicine, Dentistry and Vetinary Medicine), or a Maisteri / Magister (new system), Lisensiaatti / Licenciat, Oikeustieteen Kandidaatti / Juris Kandidat (new system) or Proviisori / Provisor from a recognised Finnish Higher Education institution, with a minimum overall grade of 2/3 or 3-4/5 for 2:1 equivalence or 1-2/3 or 2.5-3/5 for 2:2 equivalence, will be considered for entry to taught postgraduate programmes. 

Holders of a good three-year Licence, License Professionnelle, Diplôme d'Ingénieur/Architecte Diplômé d'État, Diplôme from an Ecole Superieure de Commerce / Gestion / Politique, or Diplome d'Etat Maitrise of three years duration or a Maîtrise from a recognised French university or Grande École will be considered for postgraduate taught study.

Holders of Bachelors degree will normally be expected to have achieved a minimum overall grade of 13 out of 20, bien, for 2:1 equivalency, or 11 out of 20, assez bien, for 2:2 equivalency depending on the awarding institution.  

Holders of a good three-year Bachelor degree, a Magister Artium, a Diplom or an Erstes Staatsexamen from a recognised university, or a good Fachhochschuldiplom from a Fachhochschule (university of applied sciences), with a minimum overall grade of 2.5 for 2:1 equivalency, or 3.0 for 2:2 equivalency, will be considered for entry to taught postgraduate programmes.

Students from Germany who have completed three years of the Erstes Staatsexamen qualification with a grade point average (GPA) of 10 from the first six semesters of study within the Juristische Universitätsprüfung programme would be considered for entry onto LLM programmes.  Students from Germany who have completed the five year Erstes Staatsexamen qualification with a grade point average (GPA) of 6.5 would be considered for entry onto LLM programmes. 

Students who hold a Bachelor degree from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most taught Masters programmes require a minimum of an upper second class degree (2.1) with a minimum GPA of at least 3.0/4.0 or 3.5/5.0 Students who have completed a Masters degree from a recognised institution will be considered for PhD study.

Holders of a good four-year Ptychio (Bachelor degree) from a recognised Greek university (AEI) with a minimum overall grade of 6.5 out of 10 for 2:1 equivalency, or 5.5 out of 10 for 2:2 equivalency, or a good four-year Ptychio from a recognised Technical Higher Education institution (TEI) with a minimum overall grade of 7.5 out of 10 for 2:1 equivalency, or 6.5 out of 10 for 2:2 equivalency, will be considered for entry to taught postgraduate programmes.

4-year Licenciado is deemed equivalent to a UK bachelors degree. A score of 75 or higher from Universidad de San Carlos de Guatemala (USAC) can be considered comparable to a UK 2.1, 60 is comparable to a UK 2.2.  Private universities have a higher pass mark, so 80 or higher should be considered comparable to a UK 2.1, 70 is comparable to a UK 2.2

The Hong Kong Bachelor degree is considered comparable to British Bachelor degree standard. Students with bachelor degrees awarded by universities in Hong Kong may be considered for entry to one of our postgraduate degree programmes.

Students with Masters degrees may be considered for PhD study.

Holders of a good Alapfokozat / Alapképzés (Bachelors degree) or Egyetemi Oklevel (university diploma) from a recognised Hungarian university, or a Foiskola Oklevel (college diploma) from a recognised college of Higher Education, with a minimum overall grade of 3.5 for 2:1 equivalency, or 3 for 2:2 equivalency, will be considered for entry to taught postgraduate programmes. 

Holders of a Bachelors degree of three or four years in duration from a recognised university in India will be considered for postgraduate taught study. Holders of Bachelors degree will normally be expected to have achieved 55% - 60% or higher for 2:1 equivalency, or 50% - 55% for 2:2 equivalency depending on the awarding institution.  

Either: A four-year Bachelors degree (first class or very good upper second class)

Or: A three-year Bachelors degree (first class) from recognised institutions in India.

For MSc programmes, the Business School will consider holders of three-year degree programmes (first class or very good upper second class) from recognised institutions in India.

For entry to LLM programmes, Birmingham is happy to accept applications from 3 or 5 year LLB holders from India from prestigious institutions.

Holders of the 4 year Sarjana (S1) from a recognised Indonesian institution will be considered for postgraduate study. Entry requirements vary with a minimum requirement of a GPA of 2.8.

Holders of a Bachelors degree from a recognised university in Iran with a minimum of 14/20 or 70% will be considered for entry to taught postgraduate taught programmes.

Holders of a Bachelors degree from a recognised university in Iraq will be considered for postgraduate study. Holders of a Bachelors degree will normally be expected to have achieved a GPA of 3.0/4 or 75% for 2:1 equivalency, or 2.8/4 or 70% for 2:2 equivalency.

Holders of a Bachelors degree from a recognised university in Israel will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved score of 80% for 2:1 equivalency or 65% for 2:2 equivalency.  

Holders of a good Diploma di Laurea, Licenza di Accademia di Belle Arti, Diploma di Mediatore Linguistico or Diploma Accademico di Primo Livello from a recognised Italian university with a minimum overall grade of 100 out of 110 for 2:1 equivalence, or 92 out of 110 for 2:2 equivalence, will be considered for entry to taught postgraduate programmes.

Students who hold the Maitrise, Diplome d'Etude Approfondies, Diplome d'Etude Superieures or Diplome d'Etude Superieures Specialisees will be considered for Postgraduate Diplomas and Masters degrees (14-15/20 or Bien from a well ranked institution is considered comparable to a UK 2.1, while a score of 12-13/20 or Assez Bien is considered comparable to a UK 2.2).

Students with a Bachelor degree from a recognised university in Japan will be considered for entry to a postgraduate Masters degree provided they achieve a sufficiently high overall score in their first (Bachelor) degree. A GPA of 3.0/4.0 or a B average from a good Japanese university is usually considered equivalent to a UK 2:1.

Students with a Masters degree from a recognised university in Japan will be considered for PhD study. A high overall grade will be necessary to be considered.

Holders of a Bachelors degree of four years duration from a recognised university in Jordan will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved a GPA of 3.0/4, 3.75/5 or 75% for 2:1 equivalency or 2.8/4, 3.5/5 or 70% for 2:2 equivalency.  

Students who have completed their Specialist Diploma Мамаң дипломы/Диплом специалиста) or "Magistr" (Магистр дипломы/Диплом магистра) degree (completed after 1991) from a recognised higher education institution, with a minimum GPA of 2.67/4.00 for courses requiring a UK lower second and 3.00/4.00 for courses requiring a UK upper second class degree, will be considered for entry to postgraduate Masters degrees and, occasionally, directly for PhD degrees.  Holders of a Bachelor "Bakalavr" degree (Бакалавр дипломы/Диплом бакалавра) from a recognised higher education institution, with a minimum GPA of  2.67/4.00 for courses requiring a UK lower second and 3.00/4.00 for courses requiring a UK upper second class degree, may also be considered for entry to taught postgraduate programmes.

Students who hold a Bachelor degree from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most taught Masters programmes require a minimum of an upper second class degree (2.1) with a minimum GPA of at least 3.0/4.0 or 3.5/50

Holders of a Bachelors degree of four years duration from a recognised university in Kuwait will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved a GPA of 3.0/4, 3.75/5 or 75% for 2:1 equivalency or 2.8/4, 3.5/5 or 70% for 2:2 equivalency.  

Holders of a good pre-2000 Magistrs or post-2000 Bakalaurs from a recognised university, or a good Postgraduate Diploma (professional programme) from a recognised university or institution of Higher Education, with a minimum overall grade of 7.5 out of 10 for 2:1 equivalency, or 6.5 out of 10 for 2:2 equivalency, will be considered for entry to taught postgraduate programmes.

Holders of a Bachelors degree from a recognised university in Lebanon will be considered for postgraduate study. Holders of a Bachelors degree will normally be expected to have achieved a score of 16/20 or 80% for 2:1 equivalency, or 14/20 or 70% for 2:2 equivalency.

Holders of a Bachelors degree from a recognised university in Libya will be considered for postgraduate study. Holders of a Bachelors degree will normally be expected to have achieved score of 70% for 2:1 equivalency or 65% for 2:2 equivalency. Alternatively students will require a minimum of 3.0/4.0 or BB to be considered.

Holders of a good Bakalauras (post 2001), Profesinis Bakalauras (post 2001) or pre-2001 Magistras from a recognised university with a minimum overall grade of 8 out of 10 for 2:1 equivalency, or 7 out of 10 for 2:2 equivalency, will be considered for entry to taught postgraduate programmes. 

Holders of a good Bachelors degree or Diplôme d'Ingénieur Industriel from a recognised Luxembourgish Higher Education institution with a minimum overall grade of 16 out of 20 for 2:1 equivalence, or 14 out of 20 for 2:2 equivalence, will be considered for entry to taught postgraduate programmes.

Students who hold a Masters degree will be considered for Postgraduate Diplomas and Masters degrees (70-74% or A or Marginal Distinction from a well ranked institution is considered comparable to a UK 2.1, while a score of 60-69% or B or Bare Distinction/Credit is considered comparable to a UK 2.2).

Holders of a Bachelors degree from a recognised Malaysian institution (usually achieved with the equivalent of a second class upper or a grade point average minimum of 3.0) will be considered for postgraduate study at Diploma or Masters level.

Holders of a good Bachelors degree from a recognised Higher Education Institution with a minimum grade of 2:1 (Hons) for UK 2:1 equivalency, or 2:2 (Hons) for UK 2:2 equivalency, will be considered for entry to taught postgraduate programmes.

Students who hold a Bachelor degree (Honours) from a recognised institution (including the University of Mauritius) will be considered for Postgraduate Diplomas and Masters degrees.  Most taught Masters programmes require a minimum of an upper second class degree (2:1).

Students who hold the Licenciado/Professional Titulo from a recognised Mexican university with a promedio of at least 8 will be considered for Postgraduate Diplomas and Masters degrees.

Students who have completed a Maestria from a recognised institution will be considered for PhD study.

Holders of a Bachelors degree, licence or Maîtrise from a recognised university in Morocco will be considered for postgraduate study. Holders of a Bachelors degree will normally be expected to have achieved a score of 15/20 or 75% for 2:1 equivalency, or 13/20 for 2:2 equivalency.

Students with a good four year honours degree from a recognised university will be considered for postgraduate study at the University of Birmingham. PhD applications will be considered on an individual basis.

Holders of a Bachelors (Honours) degree of four years duration from a recognised university in Nepal will be considered for postgraduate taught study. Students with a Bachelors degree of at least three years duration plus a Masters degree may also be considered for postgraduate study. Degrees must be from a recognised institution in Nepal.

Holders of Bachelors degree will normally be expected to have achieved a GPA of 3.2/4.0 or 65%-79% average or higher for 2:1 equivalency, or a GPA of 3.0/4.0 or 60%-65% for 2:2 equivalency depending on the awarding institution.  

Holders of a Bachelors degree from a recognised Dutch university, or Bachelors degree from a recognised Hogeschool (University of Professional Education), or a good Doctoraal from a recognised Dutch university, with a minimum overall grade of 7 out of 10 for 2:1 equivalence, or 6 out of 10 for 2:2 equivalence, will be considered for entry to taught postgraduate programmes. 

Students who hold a Bachelor degree (minimum 4 years and/or level 400) from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees.  Most taught Masters programmes require a minimum of an upper second class degree (2.1) with a minimum GPA of at least 3.0/4.0 or 3.5/5.0

Holders of a good three-six-year Bachelorgrad, Candidatus Magisterii, Sivilingeniø (siv. Ing. - Engineering), "Siviløkonom" (siv. Øk. - Economics) degree from a recognised Norwegian education institution with a minimum GPA of B/Very Good or 1.6-2.5 for a 2.1 equivalency, or a GPA of C/Good or 2.6-3.2 for a 2.2 equivalency; will be considered for entry to taught postgraduate programmes.

Holders of a Bachelors degree of four years duration from a recognised university in Oman will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved a GPA of 3.0/4, 3.75/5 or 75% for 2:1 equivalency or 2.8/4, 3.5/5 or 70% for 2:2 equivalency.  

Holders of a Bachelors degree of four years in duration from a recognised university in Pakistan will be considered for postgraduate taught study. Students with a Bachelors degree of at least three years duration followed by a Masters degree of one or two years duration, or holders of a two year Bachelors degree and a two year Masters degree in the same subject, may also be considered for postgraduate study.

Holders of Bachelors degree will normally be expected to have achieved a GPA of 2.8-3.0/4.0 or 65% or above for 2:1 equivalency, or a GPA of 2.6/4.0 or 60% or above for 2:2 equivalency depending on the awarding institution.  

A two-year degree followed by a three-year LLB will count as a full Bachelors degree.

All qualifications must be from recognised institutions. For further details on recognised institutions, please refer to Pakistan’s Higher Education Commission

Holders of a Bachelors degree from a recognised university in the Palestinian Territories will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved a GPA of 3/4 or 80% for 2:1 equivalency or a GPA of 2.5/4 or 70% for 2:2 equivalency.    

Holders of the Título de Licenciado /Título de (4-6 years) or an equivalent professional title from a recognised Paraguayan university may be considered for entry to a postgraduate degree programme. Grades of 4/5 or higher can be considered as UK 2.1 equivalent.  The Título Intermedio is a 2-3 year degree and is equivalent to a HNC, it is not suitable for postgraduate entry but holders of this award could be considered for second year undergraduate entry or pre-Masters.  Applicants for PhD level study will preferably hold a Título de Maestría / Magister or equivalent qualification, but holders of the Título/Grado de Licenciado/a with excellent grades can be considered.

Holders of the Licenciado, with at least 13/20 may be considered as UK 2.1 equivalent. The Grado de Bachiller is equivalent to an ordinary degree, so grades of 15+/20 are required.  Applicants for PhD level study will preferably hold a Título de Maestría or equivalent qualification.

Holders of a good post-2001 Licencjat / Inzynier (Bachelors degree), or a pre-2001 Magister, from a recognised Polish university, with a minimum overall grade of 4.5/4+ out of 5, dobry plus ‘better than good’ for 2:1 equivalence, or 4 out of 5, dobry 'good' for 2:2 equivalence, will be considered for entry to taught postgraduate programmes. 

Holders of a good Licenciado from a recognised university, or a Diploma de Estudos Superiores Especializados (DESE) from a recognised Polytechnic Institution, with a minimum overall grade of 16 out of 20, bom com distinção ‘good with distinction’, for 2:1 equivalence, or 14 out of 20, bom ‘good’, for 2:2 equivalence, will be considered for entry to taught postgraduate programmes. 

Holders of a Bachelors degree of four years duration from a recognised university in Qatar will be considered for postgraduate study. Holders of a Bachelors degree will normally be expected to have achieved a GPA of 3.0/4, 3.75/5 or 75% for 2:1 equivalency or 2.8/4, 3.5/5 or 70% for 2:2 equivalency.  

Holders of a good Diplomă de Licenţă, Diplomă de Inginer, Diplomă de Urbanist Diplomat, Diplomă de Arhitect, Diplomă de Farmacist or Diplomã de Doctor-Medic Arhitect (Bachelors degree) from a recognised Romanian Higher Education institution with a minimum overall grade of 8 out of 10 for 2:1 equivalence, or 7 out of 10 for 2:2 equivalence, will be considered for entry to taught postgraduate programmes.

Holders of a good Диплом Бакалавра (Bakalavr) degree with a minimum grade point average (GPA) of 4.0 from recognised universities in Russia may be considered for entry to taught postgraduate programmes/MPhil degrees. 

Students who hold a 4-year Bachelor degree with at least 16/20 or 70% will be considered for Postgraduate Diplomas and Masters degrees.   

Holders of a Bachelors degree of four years duration from a recognised university in the Saudi Arabia will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved a GPA of 3.0/4, 3.75/5 or 75% for 2:1 equivalency or 2.8/4, 3.5/5 or 70% for 2:2 equivalency.  

Students who hold a Maitrise, Diplome d'Etude Approfondies,Diplome d'Etude Superieures or Diplome d'Etude Superieures Specialisees will be considered for Postgraduate Diplomas and Masters degrees. A score of 14-15/20 or Bien from a well ranked institution is considered comparable to a UK 2.1, while a score of 12-13/20 or Assez Bien is considered comparable to a UK 2.2

Students who hold a Bachelor (Honours) degree from a recognised institution with a minimum GPA of 3.0/4.0 or 3.5/5.0 (or a score of 60-69% or B+) from a well ranked institution will be considered for most our Postgraduate Diplomas and Masters degrees with a 2:1 requirement.

Students holding a good Bachelors Honours degree will be considered for postgraduate study at Diploma or Masters level.

Holders of a good three-year Bakalár or pre-2002 Magister from a recognised Slovakian Higher Education institution with a minimum overall grade of 1.5, B, Vel’mi dobrý ‘very good’ for 2:1 equivalence, or 2, C, Dobrý ‘good’ for 2:2 equivalence, will be considered for entry to taught postgraduate programmes. 

Holders of a good Diploma o pridobljeni univerzitetni izobrazbi (Bachelors degree), Diplomant (Professionally oriented first degree), Univerzitetni diplomant (Academically oriented first degree) or Visoko Obrazovanja (until 1999) from a recognised Slovenian Higher Education institution with a minimum overall grade of 8.0 out of 10 for 2:1 equivalence, or 7.0 out of 10 for 2:2 equivalence, will be considered for entry to taught postgraduate programmes. 

Students who hold a Bachelor Honours degree (also known as Baccalaureus Honores / Baccalaureus Cum Honoribus) from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most Masters programmes will require a second class upper (70%) or a distinction (75%).

Holders of a Masters degree will be considered for entry to postgraduate research programmes.

Holders of a Bachelor degree from a recognised South Korean institution (usually with the equivalent of a second class upper or a grade point average 3.0/4.0 or 3.2/4.5) will be considered for Masters programmes.

Holders of a good Masters degree from a recognised institution will be considered for PhD study on an individual basis.

Holders of a good Título de Licenciado / Título Universitario Oficial de Graduado (Grado) /Título de Ingeniero / Título de Arquitecto from a recognised Spanish university with a minimum overall grade of 7 out of 10 for 2:1 equivalence, or 6 out of 10 for 2:2 equivalence, will be considered for entry to taught postgraduate programmes.

Holders of a Special or Professional Bachelors degree of four years duration from a recognised university in Sri Lanka will be considered for postgraduate taught study.

Holders of Bachelors degree will normally be expected to have achieved 60-74% or a CGPA 3.30/4.0 or B+ for 2:1 equivalency, or 55-59% or a CGPA 3.0/4.0 or B for 2:2 equivalency depending on the awarding institution.  

Holders of a good Kandidatexamen (Bachelors degree) or Yrkesexamen (Professional Bachelors degree) from a recognised Swedish Higher Education institution with the majority of subjects with a grade of VG (Val godkänd) for 2:1 equivalency, or G (godkänd) for 2:2 equivalency, will be considered for entry to taught postgraduate programmes. Holders of a good Kandidatexamen (Bachelors degree) or Yrkesexamen (Professional Bachelors degree) from a recognised Swedish Higher Education institution with the majority of subjects with a grade of VG (Val godkänd), and/or a good Magisterexamen (Masters degree), International Masters degree or Licentiatexamen (comparable to a UK Mphil), will be considered for entry to postgraduate research programmes.

Holders of a good " Baccalauréat universitaire/ Diplom / Diplôme; Lizentiat / Licence; Staatsdiplom / Diplôme d'Etat" degree from a recognised Swiss higher education institution (with a minimum GPA of 5/6 or 8/10 or 2/5 (gut-bien-bene/good) for a 2.1 equivalence) will be considered for entry to taught postgraduate programmes.

Holders of a Bachelors degree from a recognised university in Syria will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved score of 70%, or ‘very good’ for 2:1 equivalency or 60%, or ‘good’ for 2:2 equivalency.  

Holders of a good Bachelor degree (from 75% to 85% depending upon the university in Taiwan) from a recognised institution will be considered for postgraduate Masters study. Holders of a good Masters degree from a recognised institution will be considered for PhD study.

Students who hold a Bachelor degree from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees.  Most taught Masters programmes require a minimum of an upper second class degree (2.1) Students who have completed a Masters degree from a recognised institution will be considered for PhD study.

Holders of a good Bachelors degree from a recognised institution will be considered for postgraduate study at Diploma or Masters level. Holders of Bachelors degree from prestigious institutions (see list below) will normally be expected to have achieved a GPA of 3.0/4.0 for 2:1 equivalency or 2.7 for 2:2 equivalency. Applicants with grades slightly below these requirements may also be considered for an offer if they have a relevant Bachelors degree, good scores in relevant modules, or relevant work experience.

Holders of a Bachelors degree from all other institutions will normally be expected to have achieved a GPA of 3.2/4.0 for 2:1 equivalency, or 2.8 for 2:2 equivalency.

Prestigious institutions: Assumption University Chiang Mai University Chulalongkorn University Kasetsart University Khon Kaen University King Mongkut University of Technology - Thonburi (known as KMUTT or KMUT) Mahidol University Prince of Songla University Srinakharinwirot University Thammasat University

Holders of a bachelor degree with honours from a recognised Caribbean and West Indies university may be considered for entry to a postgraduate degree programme. 

Students with a Bachelors degree from the following universities may be considered for entry to postgraduate programmes:

• Ateneo de Manila University - Quezon City
• De La Salle University - Manila
• University of Santo Tomas
• University of the Philippines - Diliman

Students from all other institutions with a Bachelors and a Masters degree or relevant work experience may be considered for postgraduate programmes.

Grading Schemes

1-5 where 1 is the highest 2.1 = 1.75 2.2 = 2.25 

Out of 4.0 where 4 is the highest 2.1 = 3.0 2.2 = 2.5

Letter grades and percentages 2.1 = B / 3.00 / 83% 2.2 = C+ / 2.5 / 77%

Holders of a postdoctoral qualification from a recognised institution will be considered for PhD study.  Students may be considered for PhD study if they have a Masters from one of the above listed universities.

Holders of a Lisans Diplomasi with a minimum grade point average (GPA) of 3.0/4.0 from a recognised university will be considered for postgraduate study at Diploma or Masters level.

Holders of a Yuksek Diplomasi from a recognised university will be considered for PhD study.

Holders of a Bachelors degree of four years duration from a recognised university in the UAE will be considered for postgraduate study. Holders of a Bachelors degree will normally be expected to have achieved a GPA of 3.0/4, 3.75/5 or 75% for 2:1 equivalency or 2.8/4, 3.5/5 or 70% for 2:2 equivalency.  

Students who hold a Bachelor degree from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most Masters programmes will require a second class upper (2.1) or GPA of 3.5/5.0

Holders of a good four-year Bachelors degree/ Диплом бакалавра (Dyplom Bakalavra), Диплом спеціаліста (Specialist Diploma) or a Dyplom Magistra from a recognised institution, with a minimum GPA of 4.0/5.0, 3.5/4, 8/12 or 80% or higher for 2:1 equivalence, or a GPA of 3.5/5.0, 3.0/4, 6/12 or 70% for 2:2 equivalence, depending on the awarding institution, will be considered for entry to taught postgraduate programmes.

The University will consider students who hold an Honours degree from a recognised institution in the USA with a GPA of:

• 2.8 GPA (on a 4.0 scale) for entry to programmes with a 2:2 requirement 
• 3.2 GPA (on a 4.0 scale) for entry to programmes with a 2:1 requirement 

Please note that some subjects which are studied at postgraduate level in the USA, eg. Medicine and Law, are traditionally studied at undergraduate level in the UK.

Holders of the Magistr Diplomi (Master's degree) or Diplomi (Specialist Diploma), awarded by prestigious universities, who have attained high grades in their studies will be considered for postgraduate study.  Holders of the Fanlari Nomzodi (Candidate of Science), where appropriate, will be considered for PhD study.

Holders of the Licenciatura/Título or an equivalent professional title from a recognised Venezuelan university may be considered for entry to a postgraduate degree programme. Scales of 1-5, 1-10 and 1-20 are used, an overall score of 70% or equivalent can be considered equivalent to a UK 2.1.  Applicants for PhD level study will preferably hold a Maestria or equivalent qualification

Holders of a Bachelors degree from a recognised Vietnamese institution (usually achieved with the equivalent of a second class upper or a grade point average minimum GPA of 7.0 and above) will be considered for postgraduate study at Diploma or Masters level.  Holders of a Masters degree (thac si) will be considered for entry to PhD programmes.

Students who hold a Masters degree with a minimum GPA of 3.5/5.0 or a mark of 2.0/2.5 (A) will be considered for Postgraduate Diplomas and Masters degrees.   

Students who hold a good Bachelor Honours degree will be considered for Postgraduate Diplomas and Masters degrees. 

On this course you will learn through an innovative method of blended delivery using both high quality online resources that are complemented with campus-based discussion time with academics. This blended approach supports self-directed learning and is capable of accommodating students in full time or part time employment, and/or students who may not be based in the UK. Each student will also be assigned a personal tutor, and this role ensures that students are further supported in their academic studies.

During the course you will learn from leading academics at the University of Birmingham and international academics/practitioners in the field of sport coaching. The uniqueness of this course is therefore that you are taught by experts in key topic areas, and regardless of geographical location, you can engage with academics who are at the forefront of current research and practice in sport coaching.

Assessment Methods

Studying Coaching, Performance and Sport Leadership at Birmingham will position you at the forefront of the profession. Our nationally and internationally relevant evidence-based course will support your continuing professional development needs and strengthen your capabilities to lead the field in new directions.

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Management (Leadership, Organisations and Behaviour) PhD Opportunities

In this PhD programme, you will undertake original research that is timely and business relevant in the area of Leadership, Organisations and Behaviour .

At a glance

• Benefit from a dynamic research environment and dedicated support
• Join postgraduate research students from all over the world
• Engage with executive leaders and the practitioner community
• Programme features personal development modules and workshops
• Research driven by a number of leading centres within the department

As a postgraduate research student at Henley, you will develop your critical thinking, intellectual capacity and creativity. In this PhD programme, you will join students from all over the world. You will also benefit from a dynamic research environment and outstanding facilities.

Our faculty continuously publishes in internationally well-known and highly rated journals. This includes the Academy of Management Learning and Education , the Accounting, Auditing and Accountability Journal , the British Journal of Management , the British Journal of Sociology , the Cambridge Journal of Economics , Group and Organization Management , the International Journal of Management Reviews , the Journal of Organizational Behaviour , the Leadership Quarterly , Organization Science , Organization Studies and the Strategic Entrepreneurship Journal.

Faculty have also published books with the following imprints: Routledge, Sage, JAI Press, Edward Elgar and Harvard Business Review Press.

Please note that the Leadership, Organisations and Behaviour PhD programme does not offer a start date outside of September. You are expected to join us full-time. It is only in exceptional circumstances that we offer part-time or distance learning PhDs. If necessary, for your training, you may be required to come to the University earlier to attend some preparatory courses.

Course structure Open

The module descriptions set out on this page are correct for modules being taught in the current academic year. Optional module listings are indicative and may be subject to change.

Year One : You will have to attend modules examined according to Henley Business School rules. These modules include research methods and other areas required for your area of concentration

Confirmation of Registration : In the middle of your second year, you will present and defend your fully developed research proposal, consisting of a substantive document of around 10,000 words

Years Two and Three : The remaining part of your PhD studies will be devoted to complete your thesis before your viva examination. The maximum amount of time you are allowed before the viva examination is four years of full-time study.

During your first year of studies, you will be required to:

• Attend and obtain at least 60 credits from PhD/Masters level modules in research methods and other relevant areas (see below)
• Attend some short courses (2-3 hours each) required for the Reading Researcher Development Programme at the Doctoral and Researcher College (overseeing PhD studies within the University of Reading)
• Attend the Preparing to Teach training programme (which is necessary to be able to complete any teaching-related activities within Henley Business School)
• Participate in weekly research seminars organised by your department and others relevant to your area of interest
• Hold regular meetings with your supervisor(s).

Required taught component

All LOB first year students are expected to take the following modules:

A 20 credit module focusing on literature review – generally we recommend Introduction to Thesis Literature Review (MMD001), but Understanding Management and Financial Research (ICM116) is an acceptable alternative for students looking to focus on quantitative stream A 20 credit module in Advanced Qualitative Methods (MMD002), blended with the Advancing Academic Practice Programme A 20 credit module Pedagogy Seminar (MMD012)

If you are interested in the module description form containing the overall learning outcomes and description of the modules, please visit this link (click on the most recent academic year and then on Henley Business School; modules are listed by code in alphabetical order).

After 15 to 18 months from the start of your PhD you will submit a substantive research proposal of approximately 10,000 words that will be defended in front of faculty members and/or assessed by independent examiners. This process will coincide with your confirmation of registration and, if successful, it will grant you the status of PhD candidate.

The research proposal will be a significant development of the initial proposal you submitted for your application. It will include material you may have produced during the first year modules in research methods (e.g. literature review, methodologies, data description). If you plan to do a PhD thesis combining three papers, you are expected to include a draft of the first paper in your research proposal. Alternatively, if you intend to use a book-like structure for your thesis, the document should include the draft of at least one of the three/four key chapters.

Years Two and Three

During your second and third years, PhD students are expected to:

• Continue to work on your PhD dissertation drafting the other two papers/key chapters;
• Hold regular meetings with your supervisor(s)
• Attend some short courses (2-3 hours each) required for the Reading Researcher Development Programme at the Doctoral and Researcher College
• Contribute to departmental teaching/research activities and events
• Present posters/papers at national/international conferences.

*The module or course content descriptions set out on this page are correct for those being taught in the current academic year. Modules or course content marked as optional are indicative and may be subject to change. Please note, constraints in timetable scheduling may mean you are unable to take some optional modules at the same time as others.

Fees & funding Open

For fees, please visit the Doctoral and Researcher College website .

Overseas applicants should refer to the non-laboratory based fees listed in the tables (International Band 1 for non UK/Home students).

PhD funding

Up to two postgraduate studentships, each covering full course fees and a stipend, are available for outstanding applicants wanting to conduct full-time postgraduate research in the research areas listed below.

These awards are offered on an annual basis and are renewable at the end of each year, subject to satisfactory performance, for up to three years. In particular, we are looking for PhD candidates with excellent potential in the areas of entrepreneurship, social and organisation studies, moral agency and business ethics and leadership and non-market related strategies. Students with an interest in these thematic areas within our research centres are invited to apply.

There are six additional studentships, which all Henley Business School PhD applicants studying full-time are eligible for, available through the Henley Business School streams initiatives. Stream A covers three studentships in the areas of Africa , the World of Work and ethics and sustainability , whilst stream B covers all other research projects. The application process is handled by the department of Leadership, Organisations and Behaviour's Postgraduate Research Director, who will nominate the best applicants for review by the Henley Business School Postgraduate Research Director.

Further PhD funding options:

• Wilkie Calvert Scheme: This funding is available for PhD applicants that are undertaking research on a part-time basis, with their research being of strategic importance to their employer. For further information, please visit the Doctoral and Researcher College website
• International PhD studentships: This funding is available for PhD applicants from outside the UK. For further information, please visit the Doctoral and Researcher College website
• Regional PhD bursaries: This funding is available for PhD applicants that are residents of Reading and the surrounding area. The scheme is not open to students who have already started their study at the University of Reading. For further information, please visit the Doctoral and Researcher College website
• Graduate: If you have already studied at the University of Reading or Henley Business School you will be eligible for the alumni fee discount
• South East Doctoral Training Arc (SEDarc): This funding is available for PhD applicants with a focus on research in the areas of living sustainably healthy, thriving communities, inclusive economic growth, secure, effective and trusted institutions and transformative technologies for society and is offered by the Economic and Social Research Council (ESRC). For further information, please visit the Graduate School website
• China Scholarship Council: This funding is available for Chinese applicants that are permanent residents in China at the time of applying. For further information, please visit the Graduate School website
• Other: For information on further opportunities, please see the find funding section on the University website and the additional options outlined on the Doctoral and Researcher College website .

Important information for applicants for studentships

We offer PhD scholarships covering fees and stipend for up to three years, awarded on the basis of outstanding academic merit to the applicants with the highest quality research proposals.

Applicants for studentships are expected to have obtained or be expecting to obtain a Distinction in their Masters degree and in their Masters thesis. MBAs are not considered. Applications for studentships are very competitive and students are further assessed on their ability to speak and communicate in English, as part of the duties of studentship holders are to engage in teaching assistant duties (up to six hours per week) from their second year in the programme.

Applicants that are considered for the studentship will need to go through an interview with the Postgraduate Research Director for the department of Leadership, Organisations and Behaviour.

Studentship applications for the 2024/5 academic year have now closed. Studentship applications for the 2025/26 academic year are open and will close on 13 March 2025. Applicants who apply before this date will have their applications considered and those with the strongest research proposals will be invited to interview.

For further information on studentship requirements please contact the postgraduate research administrator for Leadership, Organisations and Behaviour.

Current scholarships

Leadership, organisations & behaviour scholarship, entry requirements open.

Applications for the 2023/24 academic year are closed. Applications for the 2024/25 academic year are upon and due to close on 30 June 2024.

The key requirements for a successful application are:

• Top grades in your Masters degree (minimum requirement is Merit or equivalent, but we prefer Distinction)
• Top grade in your Masters Dissertation (or equivalent research-based piece of work) because this may show your research attitude and skills
• A well-developed research proposal of at least 6-7 pages where you identify the motivation of your study, place it within relevant literature highlighting the current gap and potential research questions, state your intended methodology and show understanding of the data (if any) necessary to accomplish your study and relevant sources (which will also reveal the feasibility of your study)
• A reasonable intended timeline, reflecting issues you may encounter in the study as presented above (for example, if you have to collect primary data, the time spent on data collection will be much longer than the one you would spend if you intend to use secondary data sources)
• English requirements for applicants whose first language is not English, with the expectation of obtaining either an International English Language Testing System (IELTS) score of 7.0 (with no element below 6.0), a Test of English as a Foreign Language (TOEFL) online test score of 100 (and no less than 20 in Listening, Writing and Reading and no less than 21 in Speaking), or a Test of English for Educational Purposes (TEEP) at the University of Reading with a score of 7.0 (with no element less than 6.0). For all other equivalent score requirements in our accepted English Language tests, please visit the University website .

Applying for a PhD

The process for applying does not follow a linear path that is identical for every student, but the basic steps are as follows:

• Write a research proposal outlining the topic you wish to research. We strongly recommend that you read our guide on writing a research proposal.
• Choose an academic member of staff, listed under Teaching Staff, that has a similar area of research to your research proposal's focus. You can then send your research proposal to them for comment.
• If the academic in question is interested, they will get back in touch with you. It is likely that they will have some questions or suggestions for improving your research proposal. Please note that if you do not receive a response you must not send your research proposal to all other academics.
• If the academic is satisfied with the proposal you will be invited to apply. Please note that you can apply before this, but until you have the support of an academic supervisor you will not be able to complete the process.
• Apply by clicking the 'Apply Now' button at the top of this page. Please note that we only accept PhD students starting their studies in September at the start of the Autumn term.
• A shortlisting decision will be made, based on the documents you uploaded in your application.
• If you are shortlisted, you will be invited to a formal interview to assess your suitability to pursue a PhD at Henley Business School.

Careers, accreditation & progression Open

How can henley careers work with you.

We have an award-winning careers team here to support you through your time at Henley and four years after graduating.

Henley Careers and Professional Development run numerous events throughout the autumn and spring terms to help you gain industry experience. These events are aimed to enhance your professional development and network with employers. We also offer one-to-one career coaching appointments where you can talk to a Careers Consultant about your professional development. This may include planning your ideal career journey or building confidence in a particular area. It could also involve practicing for interviews or having your CV checked.

Continuing your career

A PhD in the area of Leadership, Organisations and Behaviour can open doors to a successful career in academia and other organisations. This includes large multinationals, leading consulting firms, governmental advisory roles and non-governmental organisations worldwide.

What our students have gone on to do

Our PhD graduates have gone on to take up academic positions at institutions such as Henley Business School, the University of Nottingham and the University of Central London in the UK and Kuwait University, the Australian National University and Imam Mohammad Ibn Saud Islamic University worldwide.

Research areas Open

Henley Business School’s research in the School of Leadership, Organisations and Behaviour is driven through the following leading centres: Henley Centre for Entrepreneurship, the Centre for Business Ethics and Sustainability, the Centre for Euro-Asian Studies, Henley Centre for Leadership, the Centre for China Management and Global Business and Henley Centre for Coaching. Many of our research centres have active membership from a wide range of international leading companies providing plenty of opportunity to engage with executive leaders and the practitioner community.

We welcome applicants seeking to conduct full-time postgraduate research in the following fields:

Henley Centre for Entrepreneurship

• Female entrepreneurship trends and behaviours; barriers to growth and emerging markets
• Family business succession within medium to large firms in different countries
• Innovation, knowledge spillovers and creativity
• Regional entrepreneurship, ecosystems and institutions
• Regional economic development and entrepreneurship
• Global mobility of entrepreneurs
• Indigenous leadership and entrepreneurship in Chinese overseas subsidiaries
• Historical approaches to entrepreneurship, with specific reference to the historic evolution of entrepreneurship in the pharmaceutical, retailing and food sectors
• Entrepreneurship in the creative industries
• Networks and clusters
• Patents and innovation
• Big data and data analytics for entrepreneurial decision-making
• Digital business models and digital entrepreneurship
• Artificial intelligence in entrepreneurship and management
• Industry 4.0 in manufacturing and services
• Corporate social responsibility and sustainability in entrepreneurial and/or family firms

Centre for Business Ethics and Sustainability

• Virtue and integrity theories applied to problems of governance and agency in business, society and critical approaches to management
• Cultural change (in particular industries, or in relation to the business and society relationship at large e.g. globalisation) and the nature of ethical issues arising for individuals and groups, both within organisations and in the organisation and society relationship
• Challenges of ethical pluralism and relativism in relation to context and stakeholder problems
• Morals and the limits of markets; challenges for the common good
• The role of ethics of dialogue in organisations and society; the nature of dialogic ethics and agency
• The role of businesses and international organisations in the development of universal humanistic and eco-centric ethics
• Philosophical topics in organisation studies (especially questions about the ontology of organisations)
• Proposals that use convention theory (sometimes called pragmatic sociology) and apply it to organisations
• Proposals on alternative ways of valuing and prioritisation in general, or with a specific focus on healthcare
• Any topics related to the philosophical foundations of economic thought
• Gender, race and class in the workplace
• Intersectional perspectives on employment and organisations
• Elites and professions
• Professional status and inequality regimes
• Critical perspectives on stress and well-being at work
• Critical perspectives on power in organisations
• Lacanian studies of organisational issues
• Management in cultural and creative organisations, particularly legitimisation strategies and relations within creative clusters

Henley Centre for Leadership

• Distributed leadership in complex professionalised settings and strategies to facilitate its emergence
• Project leadership change management
• Leadership development processes to enable women to access senior positions and break the glass ceiling
• Leadership dysfunction and its effect on organisational culture/wellbeing
• Team leadership, team dynamics and team effectiveness
• Leadership and the facilitation of innovation and creativity within teams
• Exploring organisational leadership capability
• Energising senior management teams
• Developing leadership capacity on the job
• Digital strategic leadership
• Transforming organisations and culture

Centre for Euro-Asian Studies

• Energy economics, with particular reference to oil and gas industries
• Local content policy in resource-rich countries
• Business and economic challenges in Eurasia
• Sustainable development in the Euro-Asian region

Centre for China Management and Global Business

• International entrepreneurship, regional development and institutional development
• Global talent mobility and expatriates
• Urbanisation and climate change
• Financial and banking systems
• Digital servitisation and ecosystems
• Delivery system design and servitization

Henley Centre for Coaching

• Conditions which need to be in place to make coaching effective with individuals and teams, including how best to train coaches
• Understanding what a coaching culture is and how to effectively manage a coaching culture within organisations, including ensuring the skill of coaches, the quality of coaching and the governance of coaching
• Outcomes can we expect from coaching and how can we evidence them
• How coaching can be used to further social justice and deliver equity, diversity and inclusion
• Use of technology to help us deliver effective coaching now and in the future

Teaching staff Open

Phd supervisors.

Below are a list of potential PhD supervisors that you will be able to contact.

Dr Adeyinka Adewale

Dr Amal Ahmadi

Professor Kleio Akrivou

Dr Holly Andrews

Professor Maksim Belitski

Dr Matteo Borghi

Dr Sinem Bulkan

Professor Dorota Bourne

Dr Anlan Chen

Dr Can Ererdi

Dr Ana Graça

Dr Irina Heim

Dr Elizabeth Houldsworth

Professor Yelena Kalyuzhnova

Dr Rebecca Jones

Dr Marrisa Joseph

Dr Rifat Kamasak

Dr Olena Khlystova

Dr Selin Kudret

Professor Benjamin Laker

Dr Linghe Lei

Professor Marcello Mariani

Professor Jane McKenzie

Dr Fabio Goncalves de Oliveira

Dr Caroline Rook

Dr Tatiana Rowson

Dr Stephen Simister

Professor Bernd Vogel

For more information please contact Alex Baker.

“History, location and triple-accreditation led me to choose Henley to pursue my PhD. Grounded in the Thames Valley, I had the opportunity to acquire valuable knowledge being in contact with a dynamic entrepreneurial ecosystem of both academics & practitioners”

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Coaching and Mentoring Practice

MA or PGDip or PGCert

Find out more about our courses by joining a live master’s webinar

Start dates: September 2024 / September 2025

Part time: MA: 2-5 years, PGDip: 16 months, PGCert: 8 months, Distance Learning: 2-5 years

Location: Distance learning

Department(s): Oxford Brookes Business School

Find a course

Being an effective professional coach or mentor is about more than learning techniques and behaviours. Our approach at Oxford Brookes, developed over more than 20 years of coach education, puts you at the centre of your practice.

We focus on helping you to develop your unique coaching style. Learning about the latest insights and developments in coaching and mentoring will give you a range of perspectives to inform your approach. You'll understand what makes you effective in the professional relationship and what you bring personally to your practice.

You might be completely new to the area, already an established coach or a consultant wanting to add coaching to your portfolio. Wherever you’re starting from, this course will build on your skills and self-awareness to be a better coach or mentor. And our highly experienced team at our specialist centre is on hand to give you expert input and dedicated supervision.

When you look back at the end of the course, you’ll see a significant shift in your development.

Attend an open day or webinar Ask a question Order a prospectus

Why Oxford Brookes University?

Fit your studies around your busy lifestyle with our tailored modules. You can step off the course at the PGCert or PGDip level or carry on to the master’s.

Our teaching team is made up of experienced practitioners and internationally recognised researchers, widely published in leading journals in the field.

You’ll have 1:1 sessions with a personal coach-supervisor to help you identify your own coaching style and unique development journey.

Engage with key contacts from professional bodies at our networking events. Plus, showcase your dissertation project at our annual conference and in our international journal.

The Coaching and Mentoring Programme is accredited with the European Mentoring and Coaching Council (EMCC). Upon completion of the Certificate Stage of the Programme, students typically obtain accreditation as Senior Practitioners with EMCC. Students need to be members of the EMCC and pay their own accreditation costs although these fees are at a much discounted rate.

Course details

Course structure, learning and teaching.

As well as covering the fundamental principles of coaching and mentoring practice, you’ll gain vital experience of acting as a coach/mentor where you can apply different methods and techniques. The feedback you’ll get from supervisors and volunteer clients will help you reflect and identify areas for growth. And the practice modules with 1:1 supervision are an opportunity for you to develop even further.

At the diploma level, you’ll focus either on the latest psychological research exploring new ideas around the ways people change. Or you’ll investigate the process and issues in setting up a formal coaching or mentoring scheme. You’ll carry out an evaluation of a programme in an actual organisation.

Your dissertation at MA level gives you the opportunity to delve deeper into a topic of your interest with a piece of investigative or literature-based research, supported by your colleagues and supervisor. This research element will help you to develop your skills as a reflective practitioner and contribute to the knowledge base which informs current coaching and mentoring practice.

You’ll learn via interactive and high-quality online resources and participate in live online seminars.

Your learning will be a mix of learning activities which will emphasise interactive discussions, class exercises and the use of slides and other materials. Each module builds upon the last, helping you to deepen your practice. You’ll be closely supported by your tutors as you build your research skills and deepen your capacity to be a reflective practitioner. You could also apply to take the Professional Doctorate in Coaching and Mentoring upon successful completion of the MA.

You will be assessed on a variety of coursework assignments and a dissertation. There are no exams.

Study modules

The modules listed below are for the master's award. For the PGDip and PGCert awards your module choices may be different. Please contact us for more details.

Taught modules

Independent study, final project, compulsory modules.

Coaching and Mentoring Practice Fundamentals (20 credits)

In addition to familiarising you with fundamental principles, skills and theories, this module provides you with vital experience of acting as a mentor/coach and of being professionally supervised by a professional coach supervisor. You therefore draw on the expertise of internationally recognised coaching and mentoring experts, your own experience and a wide literature. Over a period of five months, you apply coaching and mentoring methods and techniques. With  feedback from supervisors and volunteer clients and systematic reflection you can identify areas for personal and organisational growth.

Transformational Learning and Adult Development (20 credits)

You examine a number of transformational and adult learning theories and concepts and how they apply to coaching and mentoring. You are encouraged to think critically and increase your awareness of issues in adult learning and development.

Psychotherapeutic Dimensions of Coaching and Mentoring: (20 credits)

You will focus on how important approaches in psychotherapy and counselling can impact coaching and mentoring. These include: psychodynamic, humanistic and cognitive behavioural. We explore the philosophy and theory of the different schools within these orientations and their different techniques and models. You consider boundaries and ethical issues and draw your own opinion on how these ideas have been applied. This will help enable you identify and build your own approach.

Advanced Coaching and Mentoring Practice (20 credits)

On this compulsory module you explore a more challenging level of professional practice. In-depth workshops develop the practice of the reflective, evidence-based professional practitioner. You will continue to develop your coaching and mentoring practice and receive one-to-one supervision throughout this module.

Psychology of Coaching and Mentoring (20 credits)

The module promotes an advanced understanding of coaching and mentoring based on the research and theories developed in branches of psychology. The module explores insights and ideas from evolutionary psychology, psychobiology, neuroscience, social and discursive psychology with implications for individual change and development. These ideas are discussed with explicit links to coaching and mentoring practice focusing on the needs/intentions of the individual during the coaching and mentoring process.  Students develop an understanding of a range of perspectives which contribute to their style of coaching and promote reflexivity on their sense of self and own personal and professional development.  The module encourages critical enquiry and reflection, professional knowledge and expertise.  There is an emphasis on critical and independent thought, participatory learning, engagement with the peer reviewed literature and participation in contemporary debates in coaching and mentoring.

Coaching and Mentoring in Organisations (20 credits)

In this module you explore the processes and issues involved in setting up a formal coaching and mentoring scheme within an organisational setting. In particular, you examine a range of organisational dynamics and crucial factors for implementing a successful scheme. You will need to arrange access to stakeholders of a scheme in an organisation well in advance as your assignment will normally be based around a real case-study. The assignment will be to evaluate an existing scheme, or assess the organisation’s readiness for the new scheme.

Research in Coaching and Mentoring (compulsory for students completing the full MA)

This module will help you develop your knowledge of a range of research approaches, methods and techniques appropriate to the study of coaching and mentoring. You will develop skills in evaluating research carried out and reported by others, looking at the ‘evidence-base’ for coaching and mentoring professional practice.

Optional modules

Independent study (may be work-based or theoretical).

It is possible to select a relevant topic for an independent study. This is carried out under the supervision of a tutor and may constitute a review of a particular topic, empirical or conceptual research. This module may be followed in place of one of the PG Diploma stage optional modules.

Dissertation (60 credits)

You complete a piece of investigative or literature-cased research and this comprises sixty credits of your degree. You prepare you dissertation proposal in the first semester of the second year and you work on your dissertation during semester two and three. You will build on your learning throughout the course and you are supported through six methodology workshops, a buddy system and academic supervision.

Please note: As our courses are reviewed regularly as part of our quality assurance framework, the modules you can choose from may vary from those shown here. The structure of the course may also mean some modules are not available to you.

The master's programme is taught through the International Centre for Coaching and Mentoring Studies . At the forefront of coaching and mentoring research, the Centre’s academic team consists of leading educators and researchers in the field.

Our journal, annual conferences and professional network OBCAMS (the Oxford Brookes Coaching and Mentoring Society) offer excellent opportunities to students, academics and practitioners for the dissemination and sharing of research and ideas.

Our Research areas include:

• philosophical underpinnings of coaching
• developmental, leadership and team coaching
• transfer of learning
• the coaching relationship
• managing mentoring schemes. 

Teaching staff have research interests and expertise in coaching and mentoring, and related fields. Visiting speakers from business and industry provide further input. 

You can attend events from the Oxford Brookes Coaching and Mentoring Society (OBCAMS), which meets monthly. It attracts outside speakers and presenters from all areas of coaching and mentoring.  

As one of our graduates, you’ll be recognised as having a high level of expertise which will give you credibility and help you establish your reputation in the field.

By the end of the programme, you’ll have developed as a well-informed, critically oriented and creative coach/mentor. You may choose to build your practice in different areas – executive coaching, life coaching, wellbeing, consultancy, education, youth work or other contexts. As a senior manager, you may have decided to work on your coaching skills in your day-to-day role.

Even if you’re not going directly into coaching or mentoring, you’ll find your employment opportunities will be enhanced by your greater self-awareness and insight into the subject, as well as the variety of new contacts formed during the course.

And if you’re passionate about further applying knowledge to practice, you can take your professional expertise to the next level with our Doctor of Coaching and Mentoring Programme. . You can also continue your practitioner-oriented career with our Advanced Programme in Coaching Supervision. 

Student profiles

Gavin Wells

"One of the first things that attracted me to the course was the diversity of the student population, or rather, that for once I was in the minority"

"I had a very good relationship with my Dissertation Supervisor, so I felt well prepared for doing the research and writing the dissertation. His feedback was challenging, and he pushed me hard. But he believed I could get a good grade and I did"

Dr Adrian Myers

Adrian is the course leader for the MA in Coaching and Mentoring practice and teaches the Level 7 programme in Coaching and Mentoring. Adrian also supports organisations to help internal coaching schemes and helping managers acquire coaching skills.

One of the first things that attracted me to the course was the diversity of the student population, or rather, that for once I was in the minority

I had a very good relationship with my Dissertation Supervisor, so I felt well prepared for doing the research and writing the dissertation. His feedback was challenging, and he pushed me hard. But he believed I could get a good grade and I did

Dr Ioanna Iordanou

Ioanna is a senior lecturer in Human Resource Management who is researching the influence of Coaching on individual and team performance, group dynamics, leadership development and change management.

Related courses

Entry requirements, specific entry requirements.

A minimum of a second-class honours degree (2:2) in any academic discipline, or equivalent overseas degree from a recognised institution or equivalent professional or other qualification, and at least two year’s relevant professional experience. 

Exceptionally, applicants who can show that they have qualifications or experience or both that demonstrate that they have alternative knowledge and capabilities equivalent to those possessed by holders of the qualifications listed above, may be admitted with dispensation from the requirement to possess those qualifications.

Entry will also be subject to two satisfactory references.

Please also see the University's general entry requirements .

English language requirements

If English is not your first language you will need to satisfy the university's English language requirements:

• IELTS minimum level 6.5 (with a minimum of 6.0 in reading and writing, and 5.5 in listening and speaking) or equivalent
• If you have completed your undergraduate degree in the UK (at least one full year of study) you will automatically meet our English language requirements

Please also see the University's  standard English language requirements .

Pathways courses for international and EU students

We offer a range of courses to help you meet the entry requirements for your postgraduate course and also familiarise you with university life in the UK.

Take a Pre-Master's course to develop your subject knowledge, study skills and academic language level in preparation for your master's course.

If you need to improve your English language, we offer  pre-sessional English language courses to help you meet the English language requirements of your chosen master’s course.

English requirements for visas

If you need a student visa to enter the UK you will need to meet the UK Visas and Immigration minimum language requirements as well as the University's requirements.  Find out more about English language requirements .

Terms and Conditions of Enrolment

When you accept our offer, you agree to the  Terms and Conditions of Enrolment . You should therefore read those conditions before accepting the offer.

How to apply

Application process, step 1. apply online .

Create an account in the online application portal . 

You must upload i) a degree certificate or evidence of professional qualifications ii) transcript evidencing your academic and/or professional qualifications iii) two professional references from colleagues/ line managers (no need for an academic reference) iv) CV. 

Step 2 : Find out if you have a place 

As we review your application, you may be required to supply further documentation to support your application. Watch out for an email from the Oxford Brookes admissions team in case they need to request more information. 

Step 3 : Accept your offer 

You will receive an official enrolment offer by email. Accept your offer via the applicant portal.  Once you have accepted our offer and met any conditions, you can liaise with Administrative support: [email protected] . 

Step 4 : Begin your studies 

In early September, the university will send an ‘invitation to enrol’ email to new students who have accepted an unconditional offer. 

Keeping Informed 

This web page will be updated with information on Induction and teaching dates and pre-reading, usually available from Spring each year. More information about the programme and dates for upcoming webinars will be added to this page. 

Where to go for help 

If you have any questions about the programme, contact the programme lead, Adrian Myers: [email protected] although most questions are routinely answered in regular Information seminars .

If you have any problems with the admissions portal, please email [email protected] .

If you have any questions about enrolment, liaise with Administrative support: [email protected]. 

Frequently asked questions

Please visit our frequently asked questions page for further guidance on what to submit with your application.  

Tuition fees

Questions about fees.

Contact Student Finance on:

+44 (0)1865 534400

[email protected]

Fees quoted are the full price of the course.

The following factors will be taken into account by the University when it is setting the annual fees: inflationary measures such as the retail price indices, projected increases in University costs, changes in the level of funding received from Government sources, admissions statistics and access considerations including the availability of student support. 

How and when to pay

Tuition fee instalments for the semester are due by the Monday of week 1 of each semester. Students are not liable for full fees for that semester if they leave before week 4. If the leaving date is after week 4, full fees for the semester are payable.

• For information on payment methods please see our Make a Payment page.
• For information about refunds please visit our Refund policy  page

Additional costs

Please be aware that some courses will involve some additional costs that are not covered by your fees. Specific additional costs for this course are detailed below.

Optional costs

Funding your studies

Financial support and scholarships.

Featured funding opportunities available for this course.

All financial support and scholarships

View all funding opportunities for this course

Programme changes : On rare occasions we may need to make changes to our course programmes after they have been published on the website. For more information, please visit our changes to programmes page.

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Rebecca Newton

Organisational psychologist, executive coach, speaker & author..

About Rebecca

Dr Rebecca Newton, PhD, is an Organisational Psychologist and Senior Visiting Fellow at the London School of Economics and Political Science, and was a Visiting Fellow at Harvard University. Rebecca serves on the faculty team of various executive education programmes at LSE and Harvard Law School . She has 20 years’ experience researching and teaching on leadership, organisational culture, collaboration and change. She is the CEO of consultancy, CoachAdviser , and works with clients to increase leadership capacity, create healthy cultures, drive engagement and sustainable growth through coaching and bespoke leadership programmes. Rebecca has advised leaders and teams at Accenture, American Express, AXA Partners, Bank of America, Coca-Cola, Electronic Arts, Ericsson, Eversheds, EY, Google, HSBC, Mayer Brown, Microsoft, Mishcon de Reya, Natwest Markets, Nike, PwC and the United Nations.

Rebecca is a Registered Psychologist, holds a PhD in Psychology (LSE), is accredited in various profiling tools for leadership and team assessment and development, and was awarded the European Mentoring and Coaching Council’s highest accreditation in Coaching and Mentoring at Master Practitioner level in recognition of her contribution to the field of coaching. Rebecca is a regular keynote speaker and has been features in the Financial Times, on BBC Radio London and Wharton Business Radio. She serves on the Editorial Board of the Journal of Change Management and is a regular contributor to Forbes and Harvard Business Review . Her book Authentic Gravitas: Who Stands Out and Why was published by TarcherPerigee, Penguin Random House in 2019.

Work with Rebecca

With over 20 years’ experience consulting to business leaders around the world, Rebecca’s global clients seek her advice on increasing leadership capacity, building healthy leadership teams, strengthening organisational culture, driving collaboration, leading people through change, and workplace well-being. Rebecca has a substantial team of experienced leadership consultants, and all programmes and interventions are designed bespoke to meet each client’s specific needs.

Rebecca runs executive education courses both in-house and as open enrolment programmes. She has over 15 years’ experience as faculty on programmes including for LSE, University of Cambridge, Harvard Law School and Harvard Business Publishing. Her courses are on leadership; collaboration; gravitas, influence and executive presence; leading change; and coaching and mentoring for leaders (including accreditation courses with the European Mentoring and Coaching Council).

Rebecca works with a select number of senior leaders in a coaching capacity, working with them on personal leadership effectiveness, strategic thinking, executive presence and broad influence, leading teams and managing stakeholders, psychological well-being and resilience. Rebecca is accredited at Master Practitioner level with the EMCC. She has a strong team of accredited coaches who work with her closely and follow her CoachAdviser framework of combining traditional coaching with powerful insights and advice in the coaching relationship.

A regular keynote speaker to firms and corporates globally, Rebecca’s speaking engagements are both in person and virtual. She combines the latest research findings and client examples, with practical insights and advice. Rebecca is regarded by clients as an engaging, warm and interesting speaker. Her topics include authentic leadership and gravitas, women in leadership, a culture of collaboration, leading in a hybrid world, leading change, building resilience and psychological well-being.

Rebecca’s client experience includes

Rebecca's Clients Include

Authentic Gravitas

Having a powerful, meaningful impact on others is not about being the most dominant person in the room; it’s about being intentional, curious, and courageous.

Gravitas can seem like an elusive, intangible quality, but it isn’t about adopting the style of another or being someone you’re not. Rebecca draws on extensive research and experience coaching business leaders to show what underpins authentic gravitas and how anyone can develop it.

What Others Are Saying about Authentic Gravitas

Quick Links

• CoachAdviser
• Purchase Authentic Gravitas
• Rebecca at Forbes
• Rebecca at Harvard Law School
• Rebecca at Harvard Business Review
• Rebecca at London School of Economics

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Performance Coaching and Development (Online Learning) MSc, PgDip, PgCert

Awards: MSc, PgDip, PgCert

Study modes: Part-time

Online learning

Funding opportunities

Programme website: Performance Coaching and Development (Online Learning)

Introduction to Online Learning

Join us online on 26th June to learn more about online Postgraduate Study at Edinburgh.

Find out more and register

Programme description

This unique online MSc in Performance Coaching and Development has been designed for practicing coaches, coach developers and associated professionals who want to extend their knowledge and understanding of coaching and coach development in the workplace.

Our innovative programme offers the opportunity for coaches with;

academic and non-academic backgrounds

experience in various coaching settings such as team, individual, action and adventure sports, working with tactical athletes, professional development, fellow associated support professionals and coach development

to work in a stimulating environment with a uniquely skilled team that combines real-world coaching expertise with development and sector-leading research.

Our MSc in Performance Coaching and Development has been developed to complement the work of and develop active coaches, coach developers and associated professionals to provide evidence informed support in their workplace.

All students will require reliable broadband access for the duration of the programme.

We will use blended online learning methods; discussions, short, pre-recorded lectures, small group seminars, live tutorials, guided supervision and 1:1’s to create a dynamic, collaborative environment to share experiences, expertise and professional development.

Our expert team will support you through every stage of the programme as you develop in a positive, supportive, and constructive online learning community.

The flexible learning environment means you learn at times and locations that best suit you, making this programme suitable for high-calibre busy professionals who want to update and extend their knowledge.

The programme is developed and delivered at the University of Edinburgh, a World Top 25 University ( QS Rankings 2024 ) by coaching specialists from:

The Institute for Sport, Physical Education and Health Sciences ( ISPEHS )

The Olympic Research Centre - the IOC accredited Olympic Research Centre for the UK (in partnership with Bath University), driving major projects including a longitudinal study of injury, health, and wellbeing in Olympians.

The Scottish Centre for Olympic Research (SCORE) - providing education and research in sociocultural aspects of Olympism.

The Applied Coaching Research Group - this thriving group generates over 20 peer review papers and invited book chapters a year in the applied science of coaching.

The course has an applied focus on the future career needs of students and uses a broad range of assessments that include:

• presentations
• critical reviews of literature and coaching practice
• independent and supervised research
• a final research project that enables students to focus on innovation, creativity and flexibility in their coaching domain that can be written as a dissertation or journal article

You will become part of an online community of coaches and tutors from various coaching domains that allows you to enhance your interpersonal, self-management, IT, team working, and research skills.

Studying online at Edinburgh

Find out more about the benefits and practicalities of studying for an online degree:

• Postgraduate online learning

Programme structure

The Masters in Performance Coaching and Development is delivered part-time and fully online and you can take the course over a 24 to 72-month period. The programme combines academic study with practical application based on your coaching practice.

The possible outcomes and, therefore, the level of commitment is extremely flexible. The MSc programme comprises 6 taught courses, each worth 20 credits and a final dissertation worth 60 credits.

You can graduate with a full MSc Performance Coaching and Development by completing 180 credits or exit earlier with a Postgraduate Certificate (60 credits) or a Postgraduate Diploma (120 credits).

For example, to exit with a Postgraduate Certificate in Performance Coaching and Development, you will complete courses in:

• Managing the Coaching Process (20 credits)
• Diagnostic Analysis of Coaching Practice (20 credits)
• Performance Development and Expertise (20 credits)

Or to exit with a Postgraduate Diploma, you will complete a further three courses:

• Coach Development (20 credits)
• Developing Professional Expertise (20 credits)
• Real World Research in Performance (20 credits)

To graduate with a full MSc in Performance Coaching and Development, you will also complete a final research project:

• Coaching Dissertation (60 credits)

Course Adaptability and Flexibility

Once you have completed the Managing the Coaching Process course, you take the four core courses concluding with the Real World Research in Performance course in which you will plan your final Coaching Dissertation. This flexibility enables you to fit your studies around your coaching commitments.

For those wishing to delve even further into the design and deployment of innovation in coaching, you have the option to apply for our PhD programme:

• PhD Sport, Physical Education and Health Science

Achieving a doctorate at a world-class University is a marker of your ability and a tremendous cachet for your future career.

Learning outcomes

The programme aims to develop:

• Coaches as professional, lifelong learners who are capable of designing career-long learning opportunities for themselves and others.
• Coaches who are critical thinkers, able to assess and evaluate the quality of knowledge, theories, and policy that informs their coaching practice.
• Coaches who are able to identify the challenges that inform coaching research.
• Coaches with specialist research skills; able to analyse, critique and evaluate coaching programmes, practices and processes.
• Coaches, capable of designing impactful interventions that develop performance.
• Coaches as learners with transferable skills that are able to conceive, construct and implement socially responsible contributions to the coaching field.

Career opportunities

Career paths are diverse given the global nature of coaching and the programme. These include:

• national and international sporting and coaching organisations
• coaching and coaching development
• performance planning
• performance management
• coaching consultancy
• teaching in further and higher education

Taught by expert coaching specialists

Our University staff have a unique record of achievement in this field, having worked with:

• over 90 world or Olympic medallists
• international sports teams
• world-class sports performers
• senior leadership roles in business and National Sports Organisations across several continents.

From a research perspective, our Institute for Sport, Physical Education and Health Sciences includes two research centres accredited by the International Olympic Committee:

• The Olympic Research Centre for the UK (in partnership with Bath University).
• The Scottish Centre for Olympic Research (SCORE) provides education and research in sociocultural aspects of Olympism.

In addition, our staff are active coaches and have:

• high level qualifications and experience as coaches and coach developers in their fields
• extensive experience researching coaching
• leading editorial roles in high-level journals
• regularly delivered at conferences worldwide
• contributed to key texts and book chapters in the coaching field

Find out more about the MSc in Performance Coaching and Development team.

• Loel Collins
• Christine Nash
• David Collins
• Howie Carson
• Alan Macpherson
• Michael Ashford
• Ray Bobrownicki

How does online learning work?

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.

You must be a currently active coach and either:

Hold relevant professional qualifications, or be operating at a level equivalent to, United Kingdom Coaching Certificate ( UKCC ) Level 3, AND have evidence of at least five years' coaching experience. If you want to check the suitability of your qualifications, please contact the Postgraduate Admissions Team before you apply.

Hold a UK 2:1 honours degree, or its international equivalent, in a relevant subject, such as sport science or sports coaching, AND have evidence of at least five years' coaching experience.

All applications will need to include evidence of your ability to:

• plan, deliver and evaluate cycles of coaching work
• manage and lead coaching teams to support a developmental programme

Students from China

This degree is Band C.

• Postgraduate entry requirements for students from China

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 7.0 with at least 6.5 in each component. We do not accept IELTS One Skill Retake to meet our English language requirements.
• TOEFL-iBT (including Home Edition): total 100 with at least 23 in each component. We do not accept TOEFL MyBest Score to meet our English language requirements.
• C1 Advanced ( CAE ) / C2 Proficiency ( CPE ): total 185 with at least 176 in each component.
• Trinity ISE : ISE III with passes in all four components.
• PTE Academic: total 70 with at least 62 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:

• Fees and costs

Read our general information on tuition fees and studying costs:

Scholarships and funding

• Moray House Access Scholarship

Moray House School of Education and Sport is pleased to offer a scholarship covering tuition fees and living costs for one student. The scholarship is for UK nationals domiciled in the UK, from backgrounds or groups which are underrepresented in our School.

• Online Learning Scholarships

Other funding opportunities

Search for scholarships and funding opportunities:

• Search for funding

Further information

• Postgraduate Admissions
• Phone: +44 (0)131 650 4086
• Contact: Admissions Office
• Programme Director, Dr Loel Collins
• Phone: +44 (0)131 651 6581
• Contact: [email protected]
• Moray House School of Education and Sport
• Old Moray House
• Holyrood Campus
• Programme: Performance Coaching and Development (Online Learning)
• School: Education and Sport (Moray House)
• College: Arts, Humanities & Social Sciences

This programme is not currently accepting applications. Applications for the next intake usually open in October.

Start date: Under review

Awards: MSc (24-72 mth PT), PgDip (48-48 mth PT), PgCert (24-24 mth PT)

Application deadlines

We encourage you to apply at least one month prior to entry so that we have enough time to process your application. If you are also applying for funding then we strongly recommend you apply as early as possible.

• How to apply

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

Coaching and Mentoring

About coaching and mentoring at leeds.

Coaching and mentoring are important aspects of personal and professional development. Working with a mentor or coach can provide you with the opportunity to explore topics to enhance your personal effectiveness and career progression. Find out more about how each can benefit you and how you can get involved in one of our University schemes.

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Carnegie School of Sport Fully Funded PhD Studentships

The Carnegie School of Sport is looking to recruit four highly motivated individuals to prestigious PhD Studentships

• Full-time Fully Funded Postgraduate Research Studentship
• Start date: October 2022
• The PHD Studentships will be based in Leeds

The PhD studentship will have a bursary of £15,609 per annum (pro-rata into 12 monthly payments) plus UK Fees paid initially for a period of three years.

This is a unique opportunity for four enthusiastic and high-achieving individuals looking to undertake a PhD in a vibrant research environment.

The Carnegie School of Sport at Leeds Beckett University is purposefully driven by a focus on working together to make a positive difference. Our strength is the breadth and depth of our research, which is underpinned by the disciplinary experience of our staff and students. Pursuing an inclusive and ambitious research agenda, we cross the broad spectrum of the natural sciences, social sciences, and humanities. Our research culture is founded upon a genuine commitment and capacity to work with others on real-world applied problems, to achieve impact beyond academia. From our leading work on talent development, coaching practice, and anti-doping, to our studies on gender equality, ageing and obesity, we're looking to apply our knowledge to address some of the key issues facing our communities today.

We recognise that impact starts and ends with the societal change we seek to address, rather than the research problem or project we have created. Our research and knowledge exchange contribution are enabled by our six University-Designated Centres and Institute. We are therefore pleased to invite applications for our funded PhD Studentships from candidates wishing to carry out research under one of the research themes of our Centres or Institute:

Further details on our Centres and Institute can be found in the Project Overview Section, along with contact details of the Centre/Institute Directors for further information. We strongly advise potential applicants to discuss their project ideas with the Centre/Institute Director or with staff associated with the Centre/Institute.

Encouraging applications from under-represented groups

We are committed to creating a diverse and inclusive PGR community that will bring different perspectives to our work. Therefore, we welcome applications from under-represented groups, particularly Black, Asian and people with other ethnically diverse backgrounds, women, LGBTQ+ and people with a disability. In addition, we will be encouraging proposals across our Centres/Institute that seek to address under-representation within research. All appointments will be based on merit.

Funding will consist of UK full tuition fees for three years and the award of a living stipend at UK Research Council rates (£15,609 per annum pro-rata into 12 monthly payments). Funding will be subject to satisfactory progress. A laptop will be provided and the opportunity to apply for funding to support the research project.

Centre Directors: Prof. Ben Jones ( [email protected] ) and Prof. Kevin Till ( [email protected] )

The Carnegie Applied Rugby Research (CARR) centre applies innovative scientific and analytical techniques to answer real-world practical problems within Rugby. The CARR centre aims are to 1) Enhance policy, science and coaching for application within and across all levels of rugby, specifically addressing current challenges; and 2) Develop innovative opportunities for individuals (students & staff) through our key relationships / partners to produce international quality and impactful research that enhances applied practice within and across all levels of rugby. We work closely with rugby union and rugby league professional clubs, international and national governing bodies, as well as sports technology companies, to bring together researchers and practitioners with expertise in technology, sport science, coaching, strength and conditioning and player development.

Our work centres on five research themes, which are:

• Training Load and match demands
• Talent Identification and Development
• Injury and illness
• Enhancing nutrition and psychology
• Physical Development

Centre Director: Prof. Jim McKenna ( [email protected] )

The Centre for Active Lifestyles aims to respond to the societal need to better understand and deliver Physical Activity to improve Public Health and reduce longstanding social inequalities. The Centre draws on a range of scientific areas – from Psychology to Physiology - to deliver insights and effective campaigns and interventions. We offer a distinctive, innovative, and effective approach to designing, delivering, and evaluating tailor-made programmes. Our highly translational approach blends the best of science with the cutting-edge of best practice to support individuals, groups, and/or whole communities to become more physically active.

 The Centre addresses two main themes:

• Identifying and improving community and/or service-based PA provision and
• Establishing physiological and biochemical responses and adaptations to exercise and PA

Centre Director: Prof. John O’Hara ( [email protected] )

The Centre for Human Performance research spans basic science conducted in our laboratories through to translational science on the track, on the pitch and in the mountains. Although we are interested in optimising human performance, we believe this should never compromise athlete wellbeing and welfare, and the integrity of sport. Therefore, our research also offers a critical understanding of the psychosocial, moral and cultural dimensions of sport.

Our research themes include:

• Optimising endurance performance
• Performance in extreme environment
• Musculoskeletal and orthopaedic sports medicine
• Protecting sporting integrity and welfare (PROSPER)
• Applied Practice in Football

Here in the Centre for Social Justice in Sport and Society, we work to create a fairer and equitable society through harnessing the power of sport. We achieve this through our four connected but distinct research themes covering:

• Children, Young People, and Families research
• Disability Sport and Adapted Physical Activity research
• Identities and (In)Equalities research
• Management and Governance research

We work alongside our partners to offer contextualised insights and solutions towards making sport and physical activity fairer. The Centre examines all types of sporting, leisure, physical education, and physical activities. We work to challenge inequalities across the performance domains (from participation to high-performance) and in all roles (from participant to leader). We invite your interest in applying for a PhD studentship with us and would be delighted to offer our support to you in shaping the application. We look forward to hearing from you.

Centre for Sports Coaching

Centre Director: Prof. Julian North ( [email protected] )

The Centre for Sport Coaching provides a focal point for the research and development of sport coaching in the UK and internationally.

The Centre is a partner of the International Council for Coaching Excellence, who are housed within the Carnegies School of Sport.  We work extensively with organisations such as UEFA, the Football Association, UK Sport, Sport Scotland, and Nike, amongst many others.

The Centre has links with over 40 staff affiliates, and over 80 post-graduate students, and there is extensive engagement in collaborative project working, discussion groups, and dissemination events.

Although we are happy to consider applications from highly motivated and interested students across a broad range of sport coaching issues, we have a particular interest in:

• Effective and ethical sport coaching practice to improve participant and performer development experiences and outcomes
• Coach learning, development, and education
• Coaching policy and systems

With our colleagues in the Centre of Social Justice in Sport and Society we are also very happy to explore issues of inclusion and exclusion in the coaching workforce, and wider issues of social justice in coaching. We look forward to hearing from you.

Institute Director: Prof. Carlton Cooke ( [email protected] )

The Obesity Institute is unique in applying a multidisciplinary approach to the study of obesity. It brings together strengths in nutrition, dietetics, physical activity, psychology, epidemiology, computing, arts and design and public health from across the university with our patient and public involvement members, working in coproduction with policy and practice partners to address real world priorities. Our research is also firmly embedded within our undergraduate and postgraduate teaching, professional training and education, and consultancy. Through this integration, we have the expertise to enhance the implementation, effectiveness and scalability of real-world action.

We develop novel, bespoke approaches to research that lead innovations in the field of obesity. Our team have a wealth of expertise, experience and have a track record of delivering high-impact research and consultation that draws on our academic and applied competencies. In doing so, our research and consultancy has led to many real-world impacts that have improved the understanding, prevention and treatment of obesity. Our themes include

• Public and Patient Involvement and Engagement
• System Approaches
• Tackling Disparities and Patient & Public Involvement
• Weight Management and Wellbeing

As part of your application, please provide a CV, cover letter and research proposal. The proposal should align to the above theme and include a brief literature review related to this project, with an outline of the studies that you would propose to the answer the aims of the PhD (maximum 5 pages single spaced).

We can only consider complete applications. The research degree application is complete once you have uploaded all of the following:

• Your application form (include the project reference CSS plus the Centre/Institute name
• Your research proposal, statement of purpose and CV on the Research proposal template
• Copies of your bachelors and master certificates, including transcripts
• Copy of your IELTS (or equivalent) certificate (if applicable) further information can be found on our Graduate School FAQs
• Copy of your passport

Email the documentation above) to [email protected]  

The deadline for applications is midnight on 12th June 2022

Candidates must be available for interview on 1st, 2nd, 3rd August 2022

Who to contact

• To discuss your application and project proposal please contact the Centre or Institute Director listed in the Project Overview Section
• For questions on the application process; [email protected]
• If you are applying from outside the UK it is important that you are aware of the entry and additional fee requirements by contacting [email protected] for further information

One of the largest providers of sport in UK higher education, we’re home to world-leading experts and decades of successful graduates.

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The Coaching Psychology Conference: Integrating research and practice

Submissions

Registration

We are delighted to invite colleagues to submit abstracts for the BPS Coaching Division's Conference which takes place on 8 – 9 June 2023.

The Theme of the Conference is: Integrating Research and Practice.

There are 4 different formats that you can submit to:

• Individual Paper
• Round Table
• Post Presentations

You will find details to each of these formats and how to submit your abstract on the submissions tab.

All presenters will be expected to fully register for the conference as outlined in the submission guidance.

How to attend

You can attend the conference in-person or online.

The event will take place in London at  Friends House  near Euston Station.

To attend online please use the link below.

If you cannot see the link please sign-in and refresh the page.

Key submission dates

Authors are strongly advised to register on the on-line submission system and begin preparing their submissions well in advance of the following deadlines

If you wish to submit more than one abstract, please complete individual submissions for each.

How to Submit

Please ensure you read the submission guidelines below before submitting, including the reviewer guidelines. These allow you to see how your submissions will be reviewed.

Please make your submissions via  the online application portal by clicking the submissions button below. You will need to create an account if this is your first time submitting. 

If you any queries about submissions please contact us at  [email protected]

Access Submission Guidelines and Submit Symposia   

Access Submission Guidelines and Submit All Submissions except Symposia 

Registration is available online only. 

All rates listed are inclusive of VAT at 20%.

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Live Attendance

Virtual Attendance

Returning Customers (members and non-members)

In order to register for the event you will need to sign in using your BPS website log in details.

We have implemented a new Membership Database and if you haven't received your pre-registration email you will need to  request your unique registration link .

Once you have the link, you can complete your registration on our portal.

Once you have registered on the portal please use your username and password to log in and register for the event.

If you have forgotten your log-in details, you can  reset your username or password here .

Non-returning customers (members and non-members)

If you are not a returning customer, you will need to  create your BPS account on the portal . The process is straightforward and takes just a few minutes.

Download the full conference programme

Dr Natalie Lancer - 'Me-search': What does it mean to integrate research and practice as a coaching psychologist? 

In this talk, Dr Natalie Lancer, Chair of the BPS Division of Coaching Psychology, unpacks the messiness of what integrating research and practice might look like on a day-to-day level in which we might navigate coaching clients, reflection, CPD, writing case studies, social media posts, personal websites and blogs, formal research, reading the literature, analysing coaching transcripts, supervision, peer practice groups and belonging to a professional society.

Natalie will interrogate the concept of 'me-search' – to consider what we are really researching as coaching psychologists and what 'counts' as research beyond traditional academic definitions.  

She offers a structure to think about the symbiosis of research and practice through considering the process, content and meaning of what we do as coaching psychologists and how this gives rise to our professional identity. 

Professor Jonathan Passmore - Flipping digital: How digital technologies are transforming coaching 

In this session Prof Passmore will talk about the development of coaching over the past 10,000 years from a conversation device to a specialist identity. He will suggest coaching has entered a new phase drawing on his 5P model of industrial change. He will expire what this fourth phase of change means for coaches, and buyers of coaching now and how this may play out during the 2020's, with a focus on coaching platforms and AI technologies. What are the associated risks and benefits and how can coaching psychologists respond to the emergence of tools such as GPT and AIMY as both coaches and academics. Finally, he will offer some thoughts on how coaching may evolve in the 2030's. (Caution: This session may cause distress).

Tia Moin - Coaching with an inclusive mindset: have you looked closely at how ready you are to receive diversity in your coaching room?

Most coaches strive towards showing unconditional positive regard (UPR) towards their clients. As Carl Rogers emphasises in his approach to client-centred therapy, receiving clients without judgment from a place of love and care, no matter what they present with is key. 

Being human means that each and every one of us will have a hypothetical client that we are not quite ready to receive with open arms, have you considered what you might do if that client knocked on your door? How ready are you to receive the client into your coaching room?

Together, we will explore the challenges of achieving UPR, the complex ethical interplay with the Equality Act 2010 in the fair provision of trading services, and finally explore strategies that might move us towards a more open and inclusive mindset. This session will be interactive, we won't discuss specifics of your hypothetical client rather, we will apply meta-thinking to explore potential reactions and ethical solutions.

We will use mobile-based, interactive quiz software (menti.com) to collect and share ideas. Data shared through menti.com will be anonymous and may be retained for research purposes (if you are not comfortable you are not required to engage with the software). 

Professor David A Lane - Consuming and producing research – issues for the practitioner as researcher

Any claim that coaching is an effective and credible intervention needs to be underpinned by a robust evidence base. Yet evidence is always partial and open to interpretation. Moreover, it serves an increasingly complex range of functions for an increasingly diverse range of stakeholders. This raises concerns for us as practitioners and as professionals – our own positionality needs to be understood. These realities give rise to a variety of ethical issues.

This paper examines some of the ethical issues arising from attempting to grow the evidence- base of coaching. The paper explores what is meant by evidence, its cultural assumptions, the lack of synergy that can occur between research and practice and how any evidence sought will vary as a function of the underlying philosophical perspective adopted. The responsibilities of coaches as producers and consumers of knowledge are also considered and a framework for navigating the ethical complexities encountered in research is provided.

In exploring these issues the aim is to contribute new questions to help us consider what is needed for coaching to move confidently and ethically towards its claim of being an evidence-based profession.

Professor Sarah Corrie - What's the Story? The Contribution of Formulation to Coaching Practice in Complex Times 

The ways in which a coach understands and conceptualises the needs of a client is central to the way the coaching journey unfolds. In other forms of applied psychology interventions are designed and delivered through the aid of a formulation which is widely recognised as a core competence for professional psychologists.

Formulation can be understood as a unique form of storytelling and is a process through which a coach and client make sense of the client's aims and needs, identify the factors of influence, and use this understanding to design a way forward. Although historically, the relevance of formulation to coaching has been under explored, it is now gaining recognition as a distinct capability and one which may have particular value in contexts of complexity - the terrain that many coaches increasingly inhabit.

Exploring formulation from the perspective of different disciplines, including the performing arts, as well as recent and current work within coaching, this keynote considers how embedding formulation in our coaching might enable us to enhance our practice, co-construct more effective stories about our clients' needs and contribute in new and ever more creative ways to the needs of our clients in a rapidly changing world.  

Professor Erik de Haan - Our best evidence regarding coaching effectiveness: a modern meta-analysis

We have undertaken a detailed meta-analytic study involving all 37 randomized controlled trial (RCT) studies of workplace and executive coaching programs written in the English language between 1994 and 2021, using rigorous inclusion criteria designed to align with the robustness of statistical significance and coaching applications.

Analysis of a total of 39 independent coaching RCT samples (total sample size of N = 2,528), yielded a statistically significant effect of workplace coaching across all leadership and personal outcomes. Our best estimate of a standard effect size for coaching of g = 5.6 fell well within the moderate range, although there were indications of significant publication bias, as expected. Furthermore, we developed a model that is based on the leverage from coregulation between coach and coachee.

The model was confirmed in five different predictions: moderation analyses indicated that effects are larger with self-reported outcomes, as distinct from observed outcomes; they are larger with qualified coaches in nonleadership applications; and they are somewhat larger with female coachees, while they do not depend much on the length of the overall coaching assignment. Taken together, these findings provide clear and new evidence of the efficacy of coaching interventions in a variety of applications. 

De Haan, E. & Nilsson, V. O. (2023). What Can We Know about the Effectiveness of Coaching? A Meta-Analysis Based Only on Randomized Controlled Trials. Academy of Management Learning & Education, https://journals.aom.org/doi/full/10.5465/amle.2022.0107 .

Dr Rebecca Jones - Translating research into practice – navigating the science as an evidence-based coach

Dr Rebecca J Jones has built her academic career on the premise that using research to inform our practice can make us more effective coaches. However, for those who want to use research in their practice – where should they start? How can you identify what research to pay attention to and what to ignore?

What are the key insights from research that we can already use to inform our practice and what does this 'look like' in actual coaching sessions? And what are the recommendations for coaches who want to continue to stay connected to research to improve their practice? 

In this session Rebecca will address these key questions, sharing insights from her own research on the effectiveness of coaching as well as examples of how she incorporates research in her own practice as an evidence-based coach.

Dr Marie Stopforth - Case Study Research – guidance on how to plan and implement a case study research design

The use of case study research as a mode of inquiry has become increasingly recognised and valued in social science.  Case study research is a formal, quasi-experimental research method, which follows explicit research procedures. 

This methodological approach might be preferred when your research is seeking to explain the 'how' and 'why' of coaching, and might be particularly attractive to independent practitioners who wish to investigate a particular area of coaching practice.  In addition, the British Psychological Society's (BPS) Standards for Coaching Psychology highlight this as a potential research approach in fulfilment of Standard 4.

In this session, we will identify when and why you would want to consider using a case study research approach, and what type of research question might lend itself to this approach.  We will also explore how to design a case study, collect, and analyse data, and compose a case study report.  Finally, some examples will be presented and examined in the context of Standard 4 of the BPS Standards for Coaching Psychology.  Time will be allocated at the end for delegate questions.

Dr Gordon Medlock  - Targeting Needed Research to Advance the Fields of Coaching & Coaching Education

Research plays a foundational role in developing the practices of coaching and coaching education. Gordon Medlock will share the challenges and opportunities for providing evidence-based research to support best practice standards in these professions. He will present an overview of the need for more targeted research based on the thought leadership of subject matter experts, including representatives from BPS – The Division of Coaching Psychology and the Graduate School Alliance for Education in Coaching (GSAEC). The paucity of existing coaching education research and the crucial need for high-quality research on educational methods and programs will also be addressed. 

Gordon will invite attendees to explore central questions including: 

• How can becoming a proficient researcher make me a better coach? 
• What differentiates coaching training from coaching education? 
• How can I contribute to the development and impact of the coaching profession by integrating coaching and research expertise? 

Gordon will facilitate a roundtable discussion on the intersection of research and practice. He invites seasoned and developing scholar-practitioners to engage and share their research experience and interests in support of advancing coaching education and coaching practices. Participants will have the opportunity to explore research questions arising from their practice experience as educators and coaches in their specialty areas. 

Dr Gordon Medlock and Professor Divine Charura - The Roundtable Workshop: Facilitating Integration of Coaching Practice and Research

Gordon Medlock and Divine Charura will be facilitating a conversation where participants can explore their emerging research questions and projects. We will set context about the process of becoming a coaching practitioner-researcher, acknowledging that each individual's journey is unique and that there are common factors and challenges that are useful to identify. We view collaboration among fellow practitioner-researchers as an essential facet of the developmental journey.  We welcome participants at all points in the process to share and support one another as they clarify and pursue their respective research interests.  The opportunity to contribute through your research to the advancement of the professions of coaching and coaching education will also be an important component of the workshop.

Professor Stephen Palmer

A century ago, Dr Coleman R. Griffith (1926:8) stated, 'It is becoming clearer every day, however, that the most successful coaches are psychologists of no small ability'. Fast-forward to this century, we find that psychology theories and research are now included in many coaching courses.

This paper will provide a brief overview to the remarkable development over the past two decades of the field of coaching psychology as a distinct area of professional practice and research. Early reflections and predictions about coaching psychology will be cited and the collaborative approach at the international level will be highlighted, perhaps even celebrated. Using modern technology and not a glass ball, the future of coaching psychology will be mentioned in despatches.

Professor Sarah Corrie

 Professor Sarah Corrie is a Chartered Coaching Psychologist and Founder and Director of Inspiring Transformation Ltd, a company dedicated to creating bespoke services for clients that enable lasting, transformational change. She has extensive experience in coaching, as well as clinical and psychotherapeutic practice in a range of settings and has a national and international profile relating to training and supervision in the fields of applied psychology. She has a particular interest in how coaching might contribute to some of the most challenging issues of our time, including mental health, the developmental opportunities and challenges that arise from periods of crisis and transition, and better understanding the learning and development needs of the workforce. 

Sarah is a former Chair of the British Psychological Society's Special Group, now Division of Coaching Psychology. Amongst her other roles, Sarah is a faculty member of the Professional Development Foundation and a Visiting Professor at Middlesex University. In 2016, she was the recipient of the British Psychological Society's Achievement Award for Distinguished Contributions to Coaching Psychology and in 2017 was awarded a Fellowship of the British Association for Behavioural & Cognitive Psychotherapies. In addition to her work as a coach, she is a Professor of Cognitive Behaviour Therapy and Counselling at the University of Suffolk where she is also joint head of department for Counselling, Psychology and Social Work. 

Dr Rebecca J Jones

Dr Rebecca J Jones PhD Psyche is an Associate Professor in Coaching and Behavioural Change at Henley Business School, a Chartered Psychologist and a Co-Founder of The Inclusive Leadership Company. Her research interests lie in examining the factors that influence coaching effectiveness and her consultancy practice focuses on working with organisations to create diverse and inclusive workplaces using coaching and psychological theory and research to achieve sustained behaviour change. Rebecca is the author of the book 'Coaching with Research in Mind', host of 'Coaching Henley' and 'The Coaching Academic' podcasts and has published her research in globally renowned journals.

Dr Natalie Lancer

Dr Natalie Lancer is a Chartered Coaching Psychologist and supervisor. She is the Chair of the British Psychological Society's Division of Coaching Psychology and the host of their podcast 'The Coaching Psychology Pod'. She is also Chair of the BPS Senate and a BPS Trustee. She is an Honorary Researcher at Birkbeck, University of London and her research focusses on the impact of coaching programmes on Doctoral students. Natalie is a Master's and PhD supervisor at the New School of Psychotherapy and Counselling. In 2016, she co-authored Techniques for Coaching and Mentoring with David Clutterbuck. She is an accredited member of the Association for Coaching, and is a regular keynote speaker.

Professor David A Lane

As well as contributing to research and the professional development of coaching Professor Lane has coached in a wide range of organisations including major consultancies, multinationals, and public sector and government bodies.  He also pioneered the international development of work based masters degrees for experienced coaches. 

He was Chair of the British Psychological Society Register of Psychologists Specialising in Psychotherapy and convened the European Federation of Psychologists Associations group on Psychotherapy. He has served on committees of the BPS, CIPD, WABC and EMCC, as well as being a founder member of the Global Coaching Community.   He is currently Chair of Association of Professional Executive Coaches and Supervisors. His contributions to counselling psychology led to the senior award of the BPS for "Outstanding Scientific Contribution". In 2009 he was honoured by the British Psychological Society for his Distinguished Contribution to Professional Psychology. In 2016 the Royal College of Veterinary Surgeons conferred an Honorary Associateship for his work developing general practice.

Dr Gordon Medlock

Gordon Medlock, Ph.D., MA, PCC, is Co-Chair of the Research Committee of the Graduate School Alliance for Education in Coaching (GSAEC).  Gordon reviews coaching research needed to support the GSAEC standards for graduate level coach education. 

He is the Director of Doctoral Research at the Wright Graduate University program in Transformational Coaching and Leadership. He specializes in supervising students in completing dissertation projects that expand their influence as scholar practitioners and leaders in their chosen fields. 

Gordon earned his PhD degree from Yale university with a research focus on the theoretical foundations of existential and humanistic psychology. He received an MA degree in clinical social work from the University of Chicago and has over 30 years of experience in a wide variety of practice modalities.

He looks forward to exploring research opportunities with developing and seasoned scholar practitioners with an interest in expanding their impact on the emerging field of coaching psychology.

Professor Stephen Palmer PhD is a Chartered Coaching Psychologist, ISCP Accredited Coaching Psychologist and Supervisor, and APECS Accredited Master Executive Coach and Supervisor. In 2002 he set up the Coaching Psychology Forum whose members later petitioned for the British Psychological Society (BPS) to set up a group that supported psychologists who were involved in coaching practice. With Dr Alison Whybrow, he was the co-proposer of the BPS Special Group in Coaching Psychology (SGCP) and became the first chair in 2004. His other SGCP roles included being treasurer and conference chair. In 2008, he received from the SGCP a Lifetime Achievement Award in recognition of distinguished contribution to coaching psychology. Stephen is President and Fellow of the International Society for Coaching Psychology, and former President and now Honorary Fellow of the Association for Coaching. He is former founding Co-Editor of the  International Coaching Psychology Review . He has written/edited 60 books including  Handbook of Coaching Psychology  (with Whybrow). He is Professor of Practice at the Wales Academy for Professional Practice and Research, University of Wales Trinity Saint David, Adjunct Professor of Coaching Psychology at Aalborg University, Denmark, and Director of the National Academy of Coaching Psychology. He set up the UK's first Coaching Psychology Unit at City University and was Honorary Director of the Coaching Psychology Unit at the Federal University of Rio de Janeiro (UFRJ), Brazil.

Dr Marie Stopforth

Marie is a British Psychological Society Chartered Coaching Psychologist, Health & Care Professions Council registered sport and exercise psychologist.  She spent 5 years on the committee of the Special Group in Coaching Psychology, and led the work that saw the establishment of the Division of Coaching Psychology and routes to Chartered Membership in Coaching Psychology.   She is now the Chief Assessor for the BPS professional recognition routes in Coaching Psychology.

Marie spent 15 years working in Higher Education, including as programme leader of an MSc Applied Positive Psychology and Coaching Psychology programme at the University of East London.  In 2016, she founded her own coaching business where she provides coaching to individuals and training to organisations, as well as offering training and supervision to coaches.  Her School of Coaching Psychology provides training for coaches who want to understand more about how psychology can underpin their coaching practice, and for psychologists who want to coach.  

Marie holds a PhD in Sport Psychology from the University of Chichester. 

Professor (Dr.) Divine Charura

Professor (Dr.) Divine Charura is a practitioner psychologist registered with the Health and Care Professions Council in England. Divine is also an Honorary Fellow of the United Kingdom Council for Psychotherapy (UKCP) and an adult psychotherapist. Furthermore, his work as an Executive leadership Coach, has included working with members of senior leadership teams, within corporate organizations, and private institutions in the UK and abroad.  Divine is also passionate about coach education and how the coaching profession can support the development of coaching practitioners as researchers. He believes that this will enable them to continue to contribute to the coaching evidence base and enhance the development of the coaching profession. 

As a practitioner psychologist, psychotherapist, coach and researcher, Divine's work and interests are on the multidisciplinary application of coaching. This for example includes within psychological health, wellbeing in the workplace, developing people, their potential and talent.  Divine has co-authored and edited numerous books in counselling, psychology, and psychotherapy. 

Professor Erik de Haan

Erik de Haan   works as an OD consultant, leadership (team) coach, supervisor and psychotherapist. He first studied Theoretical Physics and undertook his PhD in Psychophysics at the University of Utrecht, and MA in Psychodynamic Psychotherapy with the Tavistock Clinic.

He is Director of the Ashridge Centre for Coaching at Hult International Business School (UK), and Professor of Organisation Development at the VU University in Amsterdam. He is the programme leader of Ashridge's MSc in Executive Coaching and PG Diploma in Organisational Supervision.

He has published more than 200 professional and research articles and 16 books, covering his expertise as an organisational consultant, therapist, and executive coach. His latest book is  The gift of coaching: love over fear in helping conversations  (McGraw-Hill, 2022).

Professor Jonathan Passmore

Jonathan Passmore is a chartered occupational psychologist, was involved in the formation of the Coaching Psychology Forum (which predated the Special Group) and having been involved for most of the Group's 20-year history became the Inaugural Chair of the BPS Division of Coaching Psychology in 2021-2022.  In addition, top serving on various BPS committees over this period he has also served as editor International Coaching Psychology Review. He has worked in consulting for much of his career with consulting firms including PWC, IBM and OPM, and has led his own consulting psychology company with a team of 17 consultants specialising in safety critical environments. He is now professor of coaching at Henley Business School and also SVP for a global digital coaching business. He has published widely with over 200 scientific papers and book chapters and 40 books, which include the 2 million word, 8-volume Wiley Blackwell Series of titles on Occupational and Organisational Psychology. His most recent book : The Ethical Coaches' Handbook was published last month, and he has five new titles in progress including The Digital Coaches' Handbook and The Health and Wellbeing Coaches' Handbook. Jonathan is also listed as one of the Top 20 Global Coaching Gurus and continues to deliver coaching and supervision.

Ms. Tia Moin CPsychol – BPS Division of Coaching Psychology Committee Member (EDI Lead) and PhD Researcher. Tia has served on the committee for DoCP since 2019 and is researching coaching for EDI as a PhD student at the University of Reading. She builds on a 20+ year career in Organisational Psychology.

Friends House

173-177 Euston Road

www.friendshouse.co.uk

Accommodation

Ambassadors Hotel which is located in Bloomsbury 2 roads away from our venue – please follow https://www.ambassadors.co.uk/en/ and mention Friends House

Imperial London Hotel located in Tavistock (closest to Russel Square) - https://www.imperialhotels.co.uk/hotels/tavistock-hotel and mention Friends House

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TYPICALLY, ORGANISATIONS APPROACH US FOR

LEADERSHIP COACHING FOR FOUR REASONS:

  Leaders who are valuable but at risk of derailing  

Many operationally brilliant leaders we work with need specialised support to lessen the impact of their dark side tendencies or build key leadership skills such as feedback, how to nurture high potentials, or leading through a climate of fear and control. We understand the psychology underpinning a lot of poor leadership behaviours and tackle the root, not just the outward symptoms. 

  Those who are high potentials  

Coaching offers high-potential individuals space  and support to develop the skills required to make  the transition from being a great contributor to being  an effective leader of others.

  Newly hired or promoted leaders  

Coaching can help new leaders navigate  the initial learning curve and the psychologically  daunting task of working at the next level. 

  To support leaders who are managing change  

Change is inevitable, but it’s also incredibly stressful.

Intense stress – whether because of a restructure, the pressures of balancing work and home or a global pandemic – takes its toll on our psychological, physical and emotional wellbeing and resilience. Coaching gives you space to decompress and process so you can bring your very best.

8 WAYS WE ARE DIFFERENT

Organisations often want to send a ‘troubling’

Individual for coaching, without considering that the culture of the organisational system might be troubled itself.

We won’t agree to coaching an individual executive

or leader if we feel that it’s being requested as a substitute  for a systemic intervention – but we may offer both  coaching and consultancy side by side.

WE LOOK BEYOND THE TRADITIONAL SYSTEM

You cannot simply buy our coaching; it’s a two-way

commitment, and we won’t agree to coaching one of your leaders if we feel the root of the issue lies elsewhere

or if the leader isn’t ready to be coached.

WE RUN AN INITIAL DIAGNOSTIC PHASE BEFORE ANY COACHING HAPPENS

Coaching will challenge and stretch you.  Because of that, sometimes it isn’t the right intervention at the right time. We apply what the scientific research shows, which is that readiness to change is a critical component of successful coaching, and assess for this in every initial Chemistry Session.

WE ASSESS FOR READINESS TO CHANGE

Coaching is ultimately about change and transformation.  That can mean internal shifts in how people perceive the challenges they’re facing – and it can also mean decisions  are made that change the course of people’s lives.

If you send one of your leaders to us for coaching, you need to be prepared for both outcomes. Our business leadership development and leadership performance coaching programmes are tried, tested and deliver proven results, some of which might be unexpected. We believe that if a decision is right for the individual, it’s ultimately right for the business too.

WE MAKE IT CLEAR FROM THE OFFSET THAT THE OUTCOME OF THE COACHING MAY BE THAT PEOPLE LEAVE

In a world of same-day delivery, it’s tempting to look for easy answers and ways to change as effortlessly as possible. We believe in the power good coaching has to create massive results, but we will never tell you this can be achieved overnight. That’s why our minimum length of commitment is 6 months (although in most cases, we recommend a 12 month commitment).

Real change comes from within: from reflecting, processing, taking personal responsibility and deeply understanding the root cause of why you operate in the way you do.

WE RESIST THE 'QUICK-FIX' CULTURE AND THE LURE OF EASY ANSWERS

Coaching is an unregulated industry. Anyone can do a

two-day certificate and call themselves a coach, but that doesn’t mean they have the skills or expertise to lead coachees into and through challenging psychological and emotional territory that real change demands. Too often this results in surface-level interventions that do not tackle the psychology that drives human behaviour.

Our coaches are either trained psychologists or psychotherapists and have been through rigorous training that enables them to hold the space with

professionalism and skill.

WE WORK AT A DEEP PSYCHOLOGICAL LEVEL - AND OUR COACHES HAVE BEEN TRAINED TO DO SO

In coaching, you’ll explore the feelings,  fears, drivers and unconscious assumptions that shape who you are as a leader – but your coach will also be able to offer you practical, applicable insight and support to help you achieve high-performance on a  day-to-day basis.

WE BRING BUSINESS EXPERTISE ALONGSIDE PSYCHOLOGICAL & EMOTIONAL UNDERSTANDING

We know we are not neutral. To coach is a highly

privileged position that comes with its own form of power and influence. Because our coaches are clinically trained, they’ve been through the rigorous process of

self-reflection required to make sense of their own hidden drivers, motivations and potential to exploit their role. Confidentiality forms the backbone of every coach-coachee relationship, and we undertake regular supervision in order to provide a rigorous,

world-class service.

WE RESPECT YOU AND WE RESPECT OUR ROLE

CHAT TO OUR TEAM TODAY AND FIND OUT HOW WE CAN HELP YOU AND YOUR ORGANISATION

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PhD Academy Coaching

Coaching helped me to better plan my work, but much more importantly, to manage aspects of my anxiety and be able to keep moving forward, not letting anxiety stop me from acting.

Anonymous PhD Candidate (2024)

Katarina's time and help was exactly what I needed. I'm very grateful, and feel quite moved.

Anonymous PhD Student (2023)

The PhD Academy offers one-to-one coaching to help PhD students with a range of issues, from the general stresses that arise while completing a PhD to more specific challenges that a student may be confronting. Coaching is a confidential process that allows you to speak to someone from outside of your academic department.  Through one-to-one coaching, you will gain a different perspective on the challenges you face and discover new tools and techniques to tackle them. Coaching can be helpful in addressing a range of issues including:

• Sustaining motivation throughout your PhD;

• Developing effective time management techniques;

• Overcoming roadblocks in thesis writing (including procrastination and writer’s block)

• Combatting everyday stresses;

• Managing presentation anxiety;

• Cultivating a better work-life balance;

• Enhancing professional relationships;

• Building confidence and self-empowerment.

Coaching is available:

• For students who are out of the country on fieldwork or based at the LSE;

• During term time and outside of term time; and

• For registered students and students on an interruption of studies.

The normal expectation is that sessions will last for between 30mins to an hour depending on a student’s needs and that students will be provided with up to four one-to-one coaching sessions.  The coach will begin with a brief introductory session of around 30 minutes which gives the student an opportunity to get to know the coach and allows the coach to  determine if coaching is appropriate.

Prior to the introductory session students will be asked to fill out a brief coaching questionnaire and send it to the coach in advance. This helps students identity the issues they'd like to work on and allows them to reflect on what they'd like to get out of the sessions. 

About our coach

Dr Katarina Lezova

Katarina empowers students and researchers to maximise their potential and inspires them to achieve their goals. She has previous experience of being a researcher, teacher, mentor and coach in Higher Education and worked on research projects for commercial consultancies.

Drawing on her unique experience, she established Insolo Coaching to support people’s growth. Her interest in design thinking and growth mindset approach have shaped how she works. She has significant experience in coaching university students and researchers through their personal and professional development process while focusing on increasing their self-awareness and confidence.

For four years, she led a Personal and Professional Development Programme for students at Goldsmiths, University of London. Katarina has a PhD in Politics from Goldsmiths, University of London and Masters from Vienna University of Economics and Business in Austria.

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A Legacy in Skiing and Leadership: Otto Tschudi Endows Alpine Head Coach Position

Sarah satterwhite.

Senior Editor, Strategic Content and Storytelling

[email protected]

303.871.4674

DU Special Collections

“Don’t give up on the first turn. Be persistent. Keep charging.”  

Insight from Otto Tschudi (BSBA ’75) – for skiing and for DU students in their career pursuits – reflects a determination that runs through his own life. Tschudi has achieved noteworthy success in ski competition and in business for decades, and his recent gift to University of Denver to endow the Otto Tschudi Head Alpine Ski Coach will empower DU student-athletes to attain their own success for decades to come. 

Born in Norway and recruited to DU by legendary ski coach Willy Schaeffler, Tschudi is a notable Olympian and a legend of the DU ski team. He skied for the Norway national team from 1964 to 1972, competing in two Winter Olympics and earning four top-10 finishes in World Cup slalom. At the same time, he dominated NCAA competition for the University of Denver, winning 5 NCAA Titles, the NCAA downhill championships in 1970, 1971, and 1972, plus the slalom and combined championships in 1971. Tschudi turned pro in 1972, skiing for Winter Park Pro Racing Team, then he worked as a tv ski commentator and as the director of skiing at Winter Park and Sun Valley Idaho. In the years since, he has led institutional international equity sales at Stifel, based both in London and San Francisco. 

Tschudi’s decades-long involvement with DU, including service on the Board of Trustees since 1992, helped reignite the University’s prominence as a ski-racing team. More than a decade ago, he envisioned DU creating a dynamic athletic and outdoor experience for all students, a vision that has since become reality in the James C. Kennedy Mountain Campus. Tschudi’s most recent gift will provide critical funding to support the most pressing needs of the alpine ski program. 

“This gift by Otto Tschudi to endow the head alpine ski coach position is both transformational for our student-athletes and a fitting legacy,” says Josh Berlo, vice chancellor for athletics and Ritchie Center operations. “It will elevate the support for our alpine ski program and help ensure sustained excellence. Otto has long been a champion of skiing at DU, first as a student-athlete and most recently as a friend, mentor and advocate. Having his name on this coaching position is an honor for Athletics and an extension of his legacy at DU. We are tremendously grateful for this remarkable gift from one of the greatest and fastest Pioneers to ever race for DU!” 

Athletic competition and the 4D Experience give DU student-athletes an edge in preparing for the future, says Tschudi. The focus, determination and endurance that they build in athletic competition translate to any career. And the education that students receive at DU gives them the foundation to create success in their chosen fields. 

“DU’s 4D Experience, which helps students grow their character, career aspirations, intellect, and wellbeing, provides an ideal opportunity for students to gain exposure to many career avenues,” he says. “I always encourage students to have internships in multiple fields to broaden their experience.” 

“Otto’s visionary gift creates an unmistakable legacy here at DU,” says Val Otten, senior vice chancellor for Advancement. “By investing in our championship programs and opportunities for our student-athletes, he strengthens one of the key priorities of The Denver Difference campaign. Otto’s name has long symbolized excellence in skiing here at DU, and we are thrilled that this gift will provide a sustained level of annual support for the ski team.” 

To read more about Tschudi and the history of skiing at DU, check out DU Skiing Retrospective . 

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