MIC Framework for Doctoral Education

FRAMEWORK OF PRACTICE FOR MIC RESEARCH DEGREE PROGRAMMES

#MICResearch

Vibrant research environment

High quality research resources

Supportive graduate environment

Best practice

High academic quality

Peer-to-peer interaction

Internationalism

FRAMEWORK OF PRACTICE FOR MIC RESEARCH DEGREE PROGRAMMES

“

MIC is committed to the high-

quality education of research

students and to providing the necessary support

and resources to

achieve this.”

Mary Immaculate College, founded in 1898, is a university-level College of Education and the Liberal Arts, academically linked with the University of Limerick. The College is a multi-campus institution, with campuses in Limerick and Thurles, and a student population of over 5,000.

MIC is a long established provider of postgraduate programmes at Diploma, Master’s and Doctorate level.

Framework of Practice for MIC Research Degree Programmes

Contents Introduction

1

Graduate Research at MIC

2

The MIC Vision

3

Financial Support

4

Research Degrees Offered

7

Principles Underpinning Doctoral Education

9

Characteristics of Doctoral Graduates

9

Purpose of the MIC Framework

10

MIC Framework of Practice

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1.

The Core of Research Degree Education

14

2.

The Basis of Research Degree Awards

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3. Researcher Environment

17

4. Research Community

19

5. Researcher Development

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6. Bespoke Nature of Programmes

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7.

22

Planning for Success

8. Supporting Progress and Achievement

24

9. Quality Assurance Systems

25

Appendix

26

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Framework of Practice for MIC Research Degree Programmes

Introduction

“

A critical advantage for students in conducting their doctoral research

at MIC is the capacity of

the College’s small

cohesive community to support their research endeavours.”

Mary Immaculate College (MIC) has devoted a tremendous amount of time, energy and resources in recent years to developing best practice in doctoral education. A particularly important moment in that process was the establishment of a dedicated Research and Graduate School (RGS) in the John Henry Newman building on the College’s Limerick campus. With the advantage of this hugely impressive dedicated space, doctoral education in MIC has gone from strength to strength with increasing numbers of doctoral students and a diverse range of funding organisations providing support to students undertaking doctoral work in the institution. Doctoral degrees are rooted in the pursuit of knowledge, a requirement to produce work demonstrating original thought, and a foundation in independent original research.

The doctorate is a fundamental requirement for most entrants to academia and underpins high-quality research output across both the economy and society.

The management team within the Research and Graduate School at Mary Immaculate College has devoted significant attention to policy on postgraduate research and education as well as protocols and procedures which support the work of both staff and students in this area. Our MIC Framework for Doctoral Education brings all this work together in one document which highlights the sophistication of graduate research in the College. We look forward to further exciting developments in doctoral education within MIC which emerge from this strong policy and procedural basis.

Prof. Michael Healy, Vice-President of Research Prof. Niamh Hourigan, Vice-President of Academic Affairs Prof. Jim Deegan, Former Head of Graduate School

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Graduate Research at Mary Immaculate College Mary Immaculate College (MIC) offers graduate programmes ranging from graduate diplomas, to taught master’s, to research degrees at Level 9 (Master’s by Research) and Level 10 (Doctoral Degrees). Academic regulations for all aspects of MIC programmes up to and including Level 10 (e.g. enrolment, registration, assessment, grading, progression and graduation) are in alignment with those of the University of Limerick1. Regulatory compliance and associated academic administrative procedures at postgraduate level are implemented through the MIC Research & Graduate School (RGS) in the first instance, while the academic home of each research postgraduate student is one of a number of academic departments within the College. A critical advantage for students in conducting their doctoral research at MIC is the capacity of the College’s small cohesive 2

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community to support their research endeavours. Academic departments and the RGS staff work together to provide effective structures to ensure that students are supported in their studies to the maximum possible extent.

The Graduate Environment at MIC A number of key components underpin the success of doctoral programmes. Critical among these are: • A vibrant research environment • Academic supervision appropriate to the candidate • Access to research resources and professional development opportunities • Opportunities for peer-to-peer interaction • Demanding, but fair, academic standards

Handbook of Academic Regulations and Procedures, University of Limerick. https://www.ul.ie/policy-hub/sites/policyhub/files/user_media/documents/Handbook_Academic_Regulations_and_Procedures.pdf

Supervision and Graduate Life: The MIC Vision The doctoral student’s relationship with their supervisor/ supervisory team is critical in bringing the doctoral journey to successful completion. At MIC, the College provides a range of supports to those involved in the supervision of doctoral candidates. Research postgraduates are provided with a state-of-the-art postgraduate learning environment within the RGS on the John Henry Newman Campus of MIC. Within this School, they are supported by a team of academic administrators including the Head of Graduate School, the Research Postgraduate Quality Manager and a number of other specialist support staff who assist with maximising the research experience of the postgraduate student. Here, essential resources including: • • • • •

Financial supports Professional development guidance Peer-to-peer interaction Coaching and mentoring Instruction in transferable skills

are supplied to each individual and collectively to each year-group of research students. The RGS offers doctoral candidates opportunities to develop skills and competencies in a broad range of areas, including:

1 2 3 4 5 6 7 8

Researcher skills

Methodologies and research techniques

How to avail of the research environment

Good research management practice

Personal effectiveness

Communication skills

Networking/collaboration strategies

Team-working

9 Career planning and management

3

Postgraduate Financial Support at MIC Through its Research & Graduate School, MIC has in place a number of schemes for the financial support of postgraduate researchers. These are:

1 The MIC Doctoral Award This award consists of an annual financial stipend and a full fee waiver. Awards are currently renewable for a maximum of three years, with a fee waiver in the fourth year of normal registration. Doctoral Awards are based on academic merit and are awarded through a competitive process to doctoral PhD candidates in the Arts Faculty and the Education Faculty.

2 MIC Studentship Awards These awards consist of an annual financial stipend and a full fee waiver. Awards are currently renewable for a maximum of three years, with a fee waiver in the fourth year of normal registration. Two Awards are offered annually—the Doctoral Studentship and the Postgraduate Studentship. One studentship is reserved for doctoral PhD candidates; the second can be awarded to master’s by research or doctoral PhD candidates.

Studentship Awards are based on academic merit and are awarded through a competitive process to PhD/master’s candidates in the Arts Faculty and the Education Faculty.

3 MIC Departmental Assistantships (DA’s) These awards consist of an annual financial stipend and a full fee waiver. DA Awards are offered by the RGS through the academic departments. The process for selection and criteria for the awards are decided locally within each academic department. Departments may award DA’s to either a research master’s or PhD candidate. Holders of DA’s are obliged to provide up to a maximum of 120 hours of assistance to their home academic department in each academic year. Awards are currently renewable for a maximum of three years, with a fee waiver in the fourth year of normal registration.

4

“

Departments may award DA’s to either a research

master’s or PhD

candidate.”

5

“

Facilitate consistent

excellence in the quality

of postgraduate

research and

training.”

6

Framework of Practice for MIC Research Degree Programmes

Research Degrees offered at MIC MIC offers research degrees at master’s (by research and thesis) and doctoral levels. At the doctoral level, the PhD (by research & thesis) is the most common subject specialist route to a doctoral degree. Additionally, a number of programmes are offered through a Structured PhD (SPhD) route. SPhD programmes are distinguished by the fact that they include taught modules and provide research topic options within the field of study. These programmes include formal lectures, research seminars and workshops at master’s and/or doctoral level during the first two years, while the supervised research project normally begins after successful completion of taught elements. MIC also offers the Professional Doctorate, which is a practice-based (or practitioner work-based) Level 10 specialist programme that incorporates both a taught and research component. Professional Doctorates generally include taught elements, such as lectures, seminars, workshops and a practice-based placement. Such elements are formally assessed through a combination of course work, examinations, practical demonstrations and a thesis. The research project usually relates to ‘real-life’ issues in a professional practice context. Like other kinds of doctoral programmes, Professional Doctorates require completion of an original research project presented as a thesis for examination.

In addition to the aforementioned types of programme, MIC has provision within the UL regulations to award Articlebased PhD degrees and Creative Works PhD degrees, although these are relatively rare to date. MIC has also engaged in Joint PhD Awards with a number of European Universities.

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“

Enable and encourage

faculties, departments

and institutional units to work

more closely

together.”

8

Framework of Practice for MIC Research Degree Programmes

Principles Underpinning Doctoral Education The MIC Framework for Doctoral Education contributes directly to the objectives of the MIC Strategic Plan 20232 and the MIC-HEA Performance Compact 2018-20213. The MIC Framework is related to national, international and Europeanlevel policy and contributes to the agenda that brings forward the implementation of the Salzburg Principles, Recommendations and Challenges4 across the European Higher Education Area (EHEA). A concise description of the processes and systems used to achieve improved quality standards in postgraduate research forms the basis of the framework document presented here.

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Abilities and Characteristics of Doctoral Graduates The guiding philosophy for staff and postgraduate research at MIC is that research is fundamentally an educational process designed to discover new knowledge through systematic investigation. Through research, hypotheses are established and tested, facts are established and investigated, or new interpretations of data or texts suggested. It is a process of gathering and analysing information, designed to develop or contribute to increasing, testing or revising knowledge. Research supports original and innovative work in academic, professional and technological fields, including traditional and performing arts. As such, research can be discipline or practice-based but is understood to involve the integration of rigour, reflection and critique5. Working within this context, doctoral research students become versed in education and training that inculcate within them abilities and characteristics that are unique to their cohorts6.

Strategic Plan 2023: A Flourishing Learning Community, Mary Immaculate College, Limerick, 29th March, 2019. (https://issuu.com/micireland/docs/mic_strategic_plan_2019_full_eng_fn) Mission-based Performance Compact 2018-2021 between Mary Immaculate College and the Higher Education Authority (HEA). (https://hea.ie/assets/uploads/2017/06/Mary-Immaculate-College-Mission-Based-Performance-Compact-Final-2018-2021.pdf) European Universities Association (EUA), Council for Doctoral Education Salzburg Principles (2005); Salzburg Recommendations (2010) and Taking Salzburg Forward-Implementation and New Challenges (2016). Available at https://eua-cde.org/reports-publications.html Ireland’s Framework of Good Practice for Research Degree Programmes. QQI (2018). (https://www.tcd.ie/teachinglearning/quality/assets/pdf/QQI%20Framework%20of%20Good%20Practice%20for%20Research%20Degree%20Programmes.pdf) QAA: UK Quality Code for Higher Education, Part B: Assuring and enhancing Academic Quality (2013). (https://www.qaa.ac.uk/quality-code#)

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Purpose of the MIC Framework

Target Readers

The purpose of the MIC Framework is to:

The target readers for the MIC Framework are:

• Underpin consistent excellence in the quality of postgraduate research and training, including research undertaken at master’s and doctoral levels;

• Those with responsibility for policies, regulations, strategies and quality assurance related to research degree programmes at local and sectoral level;

• Facilitate both academic and professional services in working closely to deliver an optimal, high-quality learner-experience and outcome for every postgraduate researcher;

• Postgraduate research students, supervisors, professional services staff at the forefront of the delivery of a high-quality postgraduate experience, including academic programmes and the research environment;

• Maximise employability of research postgraduates across a range of employment sectors, ensuring that discipline-specific knowledge is complemented by research and transferable skills; and,

• Funders and funding agencies supporting postgraduate research degrees; and,

• Reinforce the value and relevance of the research Master’s and doctoral qualifications in the context of institutional strategic priorities, national research policy agendas and global realities in higher education.

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• Individuals, institutions and regulatory agencies interested in reforming, renewing and continually improving postgraduate research practices, with particular reference to applicability in business, industry and society, both regionally and beyond.

“

Framework of Practice for MIC Research Degree Programmes

Maximise employability of research graduates across a range of

employment sectors, ensuring

that discipline-specific knowledge is complemented by research and transferable skills.”

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Framework of Practice for MIC Re

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esearch Degree Programmes

Framework of Practice for MIC Research Degree Programmes

The MIC Framework of Practice Building on the principles in the HEA’s National Framework for Doctoral Education7 and the related practices in the QQI’s Framework of Good Practice in Research Degree Programmes, the MIC Framework is organised with reference to the following nine dimensions and associated citations: (1) The Core of Research Degree Education; (2) The Basis of Research Degree Awards; (3) Researcher Environment; (4) Research Community; (5) Researcher Development; (6) The Bespoke Nature of Research Degree Programmes; (7) Planning for Success; (8) Supporting Progress and Achievement; and (9) Quality Assurance Systems. The MIC Framework is set out in the following tables.

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National Framework for Doctoral Education, 2018. (https://hea.ie/assets/uploads/2017/04/national_ framework_for_doctoral_education_0.pdf)

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Framework Table 1: The Core of Research Degree Education 1. THE CORE OF RESEARCH DEGREE EDUCATION

Touchstone Principle in the National Framework for Doctoral Education (2015):

The core of doctoral education is deep engagement with a question, problem or hypothesis at the frontier of knowledge, and advancement of this frontier under the guidance of expert and committed supervision. To be awarded a doctoral degree, the candidate must have made an original contribution to knowledge.

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Related Statement in Ireland’s Framework of Good Practice for Research Degree Programmes (2018):

MIC Practice in Relation to the Core of Research Degree Education:

Research is a process which sets out to discover new knowledge, through systematic investigation.

Research accommodates the range of activities that support original and innovative work in a variety of academic, professional and technological fields, including traditional and performing arts.

1.1 MIC research programmes have clear objectives for research students.

1.2 MIC develops abilities and characteristics of doctoral graduates with research competence as core.

1.3 MIC research degree programmes facilitate learning through the process of researching.

1.4 MIC facilitates the mechanisms to underpin intellectual creativity, sustained commitment, willingness to engage fully with the research project and with supervisors.

“

Framework of Practice for MIC Research Degree Programmes

Research is a process which

sets out to discover new

knowledge, through

systematic

investigation.”

15

Framework Table 2: The Basis of Research Degree Awards 2. THE BASIS OF RESEARCH DEGREE AWARDS

Touchstone Principle in the National Framework for Doctoral Education (2015):

Successful completion and examination of the research thesis, comprising work of publishable quality, is the basis of the doctoral degree.

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Related Statement in Ireland’s Framework of Good Practice for Research Degree Programmes (2018):

MIC Practice in Relation to the Basis for Research Degree Awards:

As research degrees are awarded for learning achieved through the process of doing research, it is the quality and contribution of that research, and the skills attained which form the basis of the award. This applies to both master’s and doctoral research degrees. Only a substantive piece of research output can justify awarding of a research degree.

2.1 The format, rigour and thoroughness of the thesis examination reflects the importance the award.

2.2 Assessment procedures require a written thesis/ portfolio as evidence of research attainment.

2.3 Policy and procedures for ensuring academic integrity are in place.

2.4 Processes ensuring that the student has generated new knowledge of publishable quality, undertaken original research, and/or applied existing knowledge in a new way are in place.

Framework of Practice for MIC Research Degree Programmes

Framework of Practice for MIC Research Degree Programmes

Framework Table 3: Researcher Environment 3. RESEARCHER ENVIRONMENT Touchstone Principle in the National Framework for Doctoral Education (2015):

Related Statement in Ireland’s Framework of Good Practice for Research Degree Programmes (2018):

MIC Practice in Relation to the Research Environment:

Doctoral education is conducted in a

To achieve a goal of providing all

research environment with high

research students in an institution

academic quality and infrastructure

with an excellent research

and is consistent with institutional

education requires both that the

strategies. Academic quality

level of research being undertaken

includes quality supervision and

by supervisors in the HEI is of a high

training for supervisors.

quality, and that the institutional

3.1 MIC is committed to the highquality education of research students and to providing the necessary support and resources to achieve this.

3.2 Through its proactive research policies and research ethics provisions, MIC insofar as possible underwrites research integrity and penalises breaches.

3.3 The postgraduate environment at MIC is established as a place of learning and research productivity.

3.4 MIC provides access to human, physical, academic, information, training and financial resources to sustainably support postgraduate projects in line with high ethical and professional standards.

3.5 The Research & Graduate School and the academic departments work collaboratively and coherently to support research students and their supervisors.

3.6 Comprehensive information in relation to postgraduate research is easily accessible online and through the Research & Graduate School.

structures, resources, administrative environments and supports for both students and supervisors are appropriate, efficient and comprehensive.

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“

Staff work together to provide

effective structures to ensure

that students are supported

in their studies to the

maximum possible extent.”

Framework of Practice for MIC Research Degree Programmes

Framework Table 4: Research Community 4. RESEARCH COMMUNITY Touchstone Principle in the National Framework for Doctoral Education (2015): Doctoral Education is conducted in a learning environment where sufficient critical mass of internationally-recognised research activity exists to allow students to gain access to a training programme of appropriate breadth to interact with peers engaged in their field, nationally and internationally.

Related Statement in Ireland’s Framework of Good Practice for Research Degree Programmes (2018):

MIC Practice in Relation to the Research Community:

Research student success is linked to a sense of belonging to the research community in a discipline or institution; to an ability to quickly understand the norms and expectations of that community; and, to the quality of the research community.

4.1 MIC provides induction and familiarisation for all research students on an ongoing basis each year.

4.2 An initial advisory student supervisor meeting ensures that each new student participates in induction on basic topics.

4.3 MIC quality standards apply across the full student experience. Their views are embedded in institutional decision-making.

4.4 MIC formally considers the outcomes of national surveys of student engagement for postgraduate research students.

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Framework Table 5: Researcher Development 5. RESEARCHER DEVELOPMENT Touchstone Principle in the National Framework for Doctoral Education (2015): Doctoral education increases significantly students’ depth and breadth of knowledge of their disciplines and develops their expertise in research methodology. It provides a high-quality research experience, and training (including a formalised integrated programme of personal and professional development).

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Related Statement in Ireland’s Framework of Good Practice for Research Degree Programmes (2018):

MIC Practice in Relation to Researcher Development:

Supervisors take primary responsibility for guiding and providing opportunities to a student to develop their depth and breadth of knowledge of their discipline.

Discipline leaders and supervisors have a strong role to play in identifying developmental needs and in delivering aspects of the required education including opportunities to practice and embed skills and knowledge.

5.1 MIC integrates transferable skillsets with reference to national and international models.

5.2 Supervisors develop methodological skills, discipline skills and academic skills in their research students.

5.3 Individual development plans are established for each doctoral student.

5.4 MIC doctoral students are versed and compliant with the provisions of General Data Protection Regulation (GDPR, 2018).

5.5 MIC students are alerted to their career management, and supported by supervisors and the RGS to acquire such skills.

5.6 Education in pedagogy is provided for all MIC research students.

5.7 Research dissemination is supported by conference funding and mentoring.

Framework of Practice for MIC Research Degree Programmes

Framework Table 6: The Bespoke Nature of Research Degree Programmes 6. BESPOKE NATURE OF PROGRAMMES

Related Statement in Ireland’s Framework of Good Practice for Research Degree Programmes (2018):

MIC Practice in Relation to Bespoke Nature of Research Degree Programmes:

Recognising that each doctorate is

The research student population is

unique; doctoral education is flexible

diverse. Many students are at the

in order to support students within

early stage of their career but a high

individual disciplines or multidisci-

proportion are mid-and late-career

plinary groups.

professionals; the population is

6.1 MIC makes provisions to ensure that diversity is embraced and accommodated.

6.2 Post-entry academic and non-academic supports accommodate diverse student backgrounds.

6.3 General supports for MIC students are used flexibly and fairly, taking the needs of research students into account.

Touchstone Principle in the National Framework for Doctoral Education (2015):

highly internationalised; the fields of study are many and norms within those differ significantly. As such, operation of research degree programmes has to be flexible to the needs of individual students and projects.

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Framework Table 7: Planning for Success 7. PLANNING FOR SUCCESS Touchstone Principle in the National Framework for Doctoral Education (2015): The admission of doctoral students takes into account preparedness of the applicant, the availability of qualified, competent and accessible supervision and the resources necessary to conduct the research.

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Related Statement in Ireland’s Framework of Good Practice for Research Degree Programmes (2018):

MIC Practice in Relation to Planning for Success:

The recruitment and admission of research students is different from that of students to taught programmes. The rigour of processes applied to assessing applicant suitability, the quality and range of information provided and the objective, informed assessment of availability of the appropriate academic and other supports and resources, all combine to ensure that those registered on research degree programmes can complete successfully and in a timely manner.

7.1 MIC understands what it means to undertake a research degree programme, the challenges of research and the range of career paths is communicated to prospective students.

7.2 Departments welcome prospective students who wish to visit in advance to explore projects and facilities and to talk to existing students.

7.3 Procedures ensure potential applicants are dealt with efficiently and effectively.

7.4 Prospective students receive information on funded research opportunities and conditions.

7.5 Make-up and membership of supervisory panels is explained.

7.6 Grievance and appeals procedures are explicit.

7.7 Academic and research integrity policies are provided.

7.8 All research students have access to a dedicated study space, library and computing services and the internet.

“

Our focus is on student

success and well-being

and meeting real world needs in diverse

workplaces.”

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Framework Table 8: Supporting Progress and Achievement 8. SUPPORTING PROGRESS AND ACHIEVEMENT

Touchstone Principle in the National Framework for Doctoral Education (2015):

Doctoral education is supported by established structures with: Supervision by a principal supervisor(s), normally with a supporting panel approved by the institution; Formal monitoring of progress to completion against published criteria, supported by institutional arrangements; Clearly defined examination processes, involving external examiners, assessment criteria and declared outcomes which allow for the thesis to be presented in different formats.

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Related Statement in Ireland’s Framework of Good Practice for Research Degree Programmes (2018):

MIC Practice in Supporting Progress and Achievement:

Once admitted to a research degree programme, student success is supported and academic standards upheld with appropriate supervision, effective monitoring of progress and addressing of issues, and assessment in line with international criteria. Careful and formal monitoring of progress is essential to ensure high standards, good completion rates and times and to also maintain high examination success rates.

8.1 Supervision is the responsibility of the supervisor(s) within the department/ faculty structures.

8.2 Procedures in place to ensure effective supervision.

8.3 Systematic monitoring of student progress is in place with robust procedures and clear criteria for student progression and transfer.

8.4 Guidance in good supervisory practice is provided.

8.5 Force majeure applies in judging progress and calculating completion time.

8.6 Procedures for assessment/ examination are established under regulations as well as roles and responsibilities of examiners.

Framework of Practice for MIC Research Degree Programmes

Framework Table 9: Quality Assurance Systems 9. QUALITY ASSURANCE SYSTEMS

Touchstone Principle in the National Framework for Doctoral Education (2015):

Related Statement in Ireland’s Framework of Good Practice for Research Degree Programmes (2018):

MIC Practice Quality Assurance Systems:

A robust quality assurance system

Key features of organisational struc-

underpins all doctoral education.

tures and practices supporting

9.1 Guidelines for quality assurance of research degrees are established.

9.2 Quality assurance for research degrees is integrated within a wider quality assurance system and is an integral part of the institutional research culture.

9.3 A Research & Graduate School and other administrative structures oversee regulations.

9.4 A Postgraduate Research Sub-Committee oversees quality procedures, monitors that they are applied consistently and effectively, and replaces those that become ineffectual.

9.5 Performance data is collected for research programmes.

9.6 Robust tracking of student records is established.

9.7 Efficient administration is supported by written SOPs (see Appendix 1) and clear, concise and easily understood e-forms.

quality assurance of research degree programmes.

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Appendix 1 Sample List of Standard Operating Procedures (SOP) for Research Degrees at MIC 1.

RGSO SOP201

Master’s Degree Thesis Submission

2.

RGSO SOP202

Doctoral Degree Thesis Submission

3.

RGSO SOP203

Thesis Submission Professional Doctorate in Educational and Child Psychology

4.

RGSO SOP204

PGR Annual Progression (Review)

5.

RGSO SOP205

PGR Annual Progression (Confirmation)

6. RGSO SOP206

PGR Annual Progression (Appeal)

7.

MIC PGR Merit Awards: Application & Selection

RGSO SOP207

8. RGSO SOP208 Departmental Assistantships

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9. RGSO SOP209

Allocation of PGR Study Spaces JHN Campus

10. RGSO SOP210

Approval of New Postgraduate Research Programmes

11. RGSO SOP211

Marketing New Postgraduate Programmes

12. RGSO SOP212

PGR Leave of Absence & Readmission

13. RGSO SOP213

PGR Withdrawal from a Programme

14. RGSO SOP214

Endorsement of IRC Postgraduate Applications

15. RGSO SOP215

Endorsement of IRC Postdoc Applications

16. RGSO SOP216

Admission and Enrolment of New PGRs

17. RGSO SOP217

Annual Enrolment of Continuing PGRs

“

MIC's Framework will enable our

graduates to engage in a life of progressive and responsive

engagement with the key issues

in a world of increasing

social, cultural and

economic diversity,

nationally and

internationally.”

#MICResearch

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Framework of Practice for MIC Research Degree Programmes

State of the art postgraduate learning environment

Specialist support staff

Financial supports

Professional development guidance

Coaching and mentoring

Host co-supervisions with partner universities

Instruction in transferable skills

PhDs in Irish welcome 29

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www.mic.ie 1

MIC Research & Graduate School