ucl online phd programs

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UCL (University College London)

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Course and lecturers

Entry requirements, academic strengths, job prospects, student life, accommodation & facilities, student support, scholarships/bursaries, study options, postgraduate student body breakdown source: hesa , 2021.

• Study mode: This university 26% Part Time 74% Full Time
• Study mode: All universities (avg) 44% Part Time 56% Full Time
• Student nationality 53% UK 47% International
• Study level 19,575 Undergraduate 21,290 Postgraduate
• New students 53% School leavers 47% Mature students

UCL (University College London) is consistently ranked among the top ten universities in the world, conducting leading research across a wide range of subject areas. Throughout its long and prestigious history, it has inspired and educated countless minds and produced 30 Nobel prize recipients.

With one campus located in the heart of Bloomsbury and a second campus in vibrant east London, the university is home to around 42,000 students representing more than 150 countries globally, of which 20,000 are studying at postgraduate level. There are more than 700 graduate research and taught degree programmes available, as well as teacher training courses in a wide range of academic areas. 

Graduate study options include:

• Master’s degrees
• MPhil/PhD degrees
• PGCE degrees

UCL maintains a diverse and inclusive community, which pursues academic excellence, breaks boundaries and makes a positive impact on real world problems. 

Postgraduate

UCL has cultivated an impressive portfolio of more than 700 graduate taught, research and teacher training programmes, spanning a wide variety of subject areas. UCL’s world-leading research has been recognised in the Research Excellence Framework 2021, and students are encouraged to work across traditional subject boundaries to allow for cross-pollination of ideas and a greater connectivity between fields.

At the very heart of UCL’s mission is its research , with a research element integrated into many of its formal degree programmes. Students benefit from the opportunity to participate in significant projects with real-world impact, making an original contribution to their field of work. 

UCL is well known for the quality of its curriculum and the expertise of its teaching staff. The university’s teaching faculty comprises a team of highly qualified and widely experienced individuals, many of whom continue to be involved in leading work within their field. Teachers are not only able to communicate key professional insights to their students, but they can inform and inspire them with the latest research and industry developments in their subject.

Taught degrees include MA, MSc and MRes, MPA, and MBA programmes.

Research degrees include MPhil, PhD and Doctorate programmes.

Teacher training programmes include PGCE programmes.

Students receive dedicated attention from global experts in their fields, take part in the new cross-disciplinary investigations, and learn from esteemed guest speakers. The world leading IOE, UCL’s Faculty of Education and Society, provides initial teacher education programmes that are rated as 'outstanding’ by Ofsted in all areas. These are led by educators who are involved in ground-breaking education research, many of whom write textbooks around the subject areas.

Graduate programme requirements vary between departments, research centres and programmes. They generally require:

First or upper-second-class UK bachelor’s degree in a relevant subject, or an overseas equivalent from a recognised institution.

Some require GMAT or GRE General Test scores.

Teaching programmes may require certain GCSE qualifications, Occupational Health and DBS checks, skills tests and relevant work experience.

In some cases, prospective students may be required to attend an interview, or submit a small portfolio of work.

Some graduate taught programmes may consider students with lower qualifications if they can demonstrate relevant academic background and experience in a related field. Any student whose native language is not English will have to provide proof of sufficient English language proficiency to meet the requirements of their chosen programme. 

The UCL admissions department is open all year round, staffed by a team of friendly and approachable advisors who can answer any questions about the application process.

Got a question?

Get in touch, if you're not sure that you have the right experience or qualifications.

UCL is a world-leading institution, ranked second in the UK for research power in the Research Excellence Framework 2021 (REF).

The university retained a leading position in third Knowledge Exchange Framework (KEF), and in the Teaching Excellence Framework 2023 (TEF) UCL was awarded Gold for Student Outcomes, Silver for Student Experience, with an overall rating of Silver. 30 Nobel Prize laureates are among current or former staff and students.

Some of UCL’s accolades include:

• First in England to teach chemistry, engineering, English and German
• First in England to operate a fully open-access university press
• First in England to welcome students of any religion or social background
• First in England to welcome women to university education
• Top-performing university in the initial year of Horizon 2020, the EU funding scheme (Research Professional)
• Four UCL academics awarded European Research Council Starting Grants in 2022, awarding EUR 6 million to UCL projects
• UCL researchers were the first to find evidence of a supermassive black hole using the Event Horizon telescope
• UCL students won the Hult Prize for their proposal on how to alleviate food poverty in Southeast Asia

UCL is one of the UK’s most prestigious universities, maintaining a formidable academic reputation and recognised as one of the most impactful research-oriented institutes worldwide.

Graduates are highly sought-after by prospective employers, and the university’s London location means that students have excellent access to one of the most diverse and dynamic employment markets in the world. UCL students have a wide array of opportunities to complete internships and work experience placements across a huge variety of professional fields while they study in London, and this can add significant value to their employment prospects after graduation.

The top employment sectors for UCL graduates include academic research, healthcare, teaching and financial services. University College London also has numerous links with industry partners. These industry connections provide students with invaluable networking and work experience opportunities with influential organisations. Throughout their studies and as alumni, students can receive extensive career advice from UCL's careers services , which provide one-to-one career consultations, help with applications, interview practices, employer-led events, skills development workshops, support in finding work placements, and job vacancy information. 

IN THIS SECTION

Student union, clubs and societies.

UCL Students’ Union  strives to improve the lives of all UCL students by representing and advising them, offering support, fostering connections and organising activities and events. It is managed by elected officers who act as the student's voice.

The Postgraduate Students’ Association is dedicated to graduate students, providing them with many services such as social amenities and sports facilities.

The UCL students’ union offers students over 360 clubs and societies , with many opportunities to try something new or enjoy hobbies and interests with like-minded students. There is a huge selection of sports clubs, and many have world-class facilities in which to train, offering opportunities to compete with other universities around London and the UK.

London is energetic, diverse and is regularly ranked as the world’s best student city ( QS Best Student Cities 2018, 2019, 2022, 2023, 2024). It is home to some of the world’s greatest theatres, museums, galleries, music venues, cinemas, sports stadiums, restaurants, bars, cafes, shopping, comedy and clubs and offers a myriad of exciting experiences.

There’s something for everyone, as even away from buzzing city life there are numerous peaceful green spaces to relax in.

Accommodation

UCL offers a range of accommodation , with postgraduate halls conveniently located in central London. There is limited family accommodation for students that would like to live with partners, family or children, and UCL works with private providers to signpost alternative accommodation options for students that choose to live outside of halls.

Fees depend on location and facilities. However, all accommodation fees include:

• Furnished room rental
• Use of communal areas
• Halls maintenance
• Cleaning of shared bathrooms, kitchens and communal areas
• Utility charges, including Wi-Fi
• Basic contents insurance
• 24/7 support

A whole host of facilities are offered at UCL, including 15 specialist libraries with more than two million books, 12,000 journal subscriptions, archives, rare materials, significant manuscripts and many other resources. The university also holds globally important museum collections, artworks, objects, specimens and images.

UCL is undertaking a £1.25 billion investment in creating sustainable spaces and best-in-class facilities. The award-winning Bloomsbury campus is powered by 100% renewable electricity and produces no landfill waste. By 2024, all buildings will be net-zero and free from single use plastics, with 10,000m 2 of additional biodiverse green space.

UCL is proudly committed to ensuring that all of its students have access to the best support and welfare services they need for academic success, personal growth and development.

Each year, the university delivers a large programme of resources to its student support departments, which cover a wide range of services from academic support and financial aid services, health and wellbeing, and international student support.

The Student Enquiries Centre offers free walk-in guidance across a number of issues. Advice is free and confidential, and the centre is able to provide general support, as well as referrals to more specialised services where it is required. Tutors and research supervisors are also able to provide academic support as well as friendly advice and encouragement. Student Support and Wellbeing (SSW) offer personal services including:

• Drop-in sessions and counselling for mental health and wellbeing
• Specialist information for international students
• Disability or long-term health condition support
• NHS health centre
• Day nursery for students with children.

There are a number of scholarships available to postgraduate students including our  UCL Masters Bursary  for UK students and our  UCL Global Masters Scholarship  for international students. This year UCL has launched 2 new scholarships for postgraduate study. The  UCL East London Scholarship  supports the ambitions of east Londoners by funding the fees and living costs of all UCL East Master's programmes and select School of Management programmes. The new  UCL India Excellence Scholarship  aims to enable and encourage Indian students with an outstanding academic record to pursue full-time Master's degree studies at UCL. Students also have the option to apply for external funding opportunities, which could be in the form of governmental scholarship schemes or sponsorships from professional organisations. UK Research and Innovation (UKRI) studentships can also be applied to by individual academic departments.

UCL provides a number of teacher training bursaries for UK and EU teacher trainees embarking on a PGCE programme, who may be eligible for a training bursary of up to £27,000 to support their living costs. Explore other UCL Scholarships with our  Scholarships Finder .

Interested in scholarships?

Distance learning.

UCL’s graduate taught degrees  are designed for many needs – they may provide a foundation for research or a route to career advancement. Programmes cover a wide spectrum of subject areas, from aesthetic dentistry to virtual reality. A huge selection of full and part-time programmes are available which typically start in in September.

UCL offers a variety of research programmes , which provides students with the opportunity to undertake substantial, in-depth research on a full, part-time or flexible basis. Students can gain a variety of postgraduate qualifications, spanning a wide variety of subject and research areas.

Research programmes typically begin in September. Students are required to centre their academic work around the university and attend meetings with their supervisors as appropriate. There are also opportunities for visiting research students from overseas.

A growing number of UCL programmes can be taken on a distance learning basis, where some or all of the teaching is delivered online . Students can find details of individual programme entries online.

Distance learning students are assigned a personal tutor, and supporting materials can include lecture notes, interactive tools and podcasts —all of which can be accessed through the university’s virtual learning environment (VLE). Students can enhance their learning online by interacting with study groups and forums in the VLE. Some programmes require occasional visits to campus.

Sound interesting?

Popular subjects, find a course at this uni, artificial intelligence (ai), urban studies, pharmacology, cognitive psychology, physiotherapy.

Centre for Doctoral Education

Archive for the 'Online PhD' Category

My online phd journey – growing my own identity.

By Nazlin Bhimani, on 17 August 2018

In the second of these posts on the PhD journey, Dr. Chua who recently passed her viva, writes about her experience of the Online PhD at the Institute of Education, London.

I am grateful for the day I found out that the PhD was being offered online at the IOE. Doing the PhD online allowed me to be with my family and colleagues in Singapore. The PhD has changed my life and in the post below, I am going to tell you about my journey on the online programme.

My desk at home where I worked on my PhD

I remember the first time I logged into Moodle in 2015 and watched Richard Freeman, programme leader of the online PhD, introduce himself in a video. He was seated in his office and he showed us a view from his window. I do not remember the view, but I immediately had a sense of place even though I was not physically in UCL IOE – it was bizarre! I also vaguely remember one of his first posts – something about different ways of tying shoelaces. It must be an analogy for research methods as henceforth, the world of research methods opened up through Richard’s various creative, and often intriguing assignments. One of the assignments I remembered vividly was about transcribing an interview with the late Princess Diana from YouTube. It was bewildering the number of varied ways in which we produced the transcript and the discussions we had online making me realise that what had initially seemed a mundane reproduction of information, had evolved into an understanding of different subjective human experiences! It made me appreciate how research is part of our lives, and an extension of what we do to help us become who we will become.

Then, the course on information and literature searching presented a huge light-bulb moment in my research journey. This was when I met Nazlin Bhimani who gave much care through her detailed comments and feedback on our tasks. She didn’t just point us to information, but she developed our research technique. We got started on mindmapping our literature review and trialling a great variety of tools, databases and software that could help us organise our data. It got me started on organising and evaluating my literature review, and I began to set up an e-filing system for my literature and my notes. This headstart in establishing an information management system was critical as I was able to readily search and retrieve articles and notes each time I needed to revise my writing. I continue to use the same system for my other research work.

My only regret is that I have not been able get to know other staff and students at CCM as I have little contact with them, apart from my supervisor Graham Welch. Graham was an excellent mentor, who always got back to me quickly with comments that more often than not, stretched my thinking. The routine of drafting and then meeting on skype helped to pace my work. I also had the opportunity to learn about the research work of some of the faculty, including Grahams’ various national-level education projects, and the transformative research on throat cancer patients by my upgrade examiner Evangelos Himonides. During my doctoral studies, Graham made me reflect on my motivations for my research and continually prompted me on what I hoped to achieve for society. I was constantly reminded of how research must serve the greater good, and researchers have a role to play in making this world a better place.

Here are some shifts in thinking I have as a researcher.

My first and only visit to the physical library

First, for information gathering. I was and am still amazed by how much research and information gathering could be done without being in a library! In fact, I have only visited the physical IOE library once in the first year of my online MPhil/PhD. The IOE Library’s digital collections have grown beyond the physical library. The extensive support was invaluable for me as a long-distance learner, for they increased the efficiency of my work manyfold. The   online library guides were my constant companions during the writing process, particularly the A-Z referencing with APA guide.

Second, research is not just a personal endeavour to interpret information and uncover knowledge. The whole process is pretty much a social learning experience. To a large extent, the writing developed when there were insights inspired through interactions with others. Lacking the face-to-face interactions meant paying more attention to fellow students’ work on Moodle and giving more thought to my own posts since these were communicated in writing rather than verbally. Most insights were inspired through my work with colleagues, and in return, my research brought forth new understandings.

Third, our research work may impact others in ways that we might never know. I am sometimes surprised when I hear random remarks that mention a finding from my work in different contexts. Hence, researchers have a social responsibility. And we must believe that research can make this world a better place (or not). I have been inspired again and again by the impact of research at IOE reported in the media.

My thesis for binding and submission for viva

So, now that I have been awarded the PhD, looking back, the online PhD journey has been an incredible experience. My research was on growing music teacher identity. But I feel that this journey has been transformative to my own identity. For this reason, I am intensely grateful to the tutors at IOE who have made the doctorate possible for distant learners like me.

I wish so much for continued access to the amazing electronic resources in the library which has been my close buddy for the past 3.5 years in my PhD journey. It isn’t just a repository of information, but it has become a friend whom I would greet first every time I went online for anything related to research. As I speak, I know our dedicated tutors are working to continue to support students with these resources post-PhD. See https://www.timeshighereducation.com/news/doctoral-graduates-need-five-years-post-phd-career-support .

This blog is dedicated to Graham Welch, Richard Freeman, Nazlin Bhimani, Evangelos Himonides, David Baker, Jo Saunders, Lucy Green, Gary Ford, Hazel Croft and all who have made a positive impact on my online PhD experience, and inspired me to be a better researcher, a better person.

Siew Ling Chua

Filed under Online PhD , PhD Journey

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Education, Practice and Society MPhil/PhD

London, Bloomsbury

IOE, UCL's Faculty of Education and Society offers world-leading doctoral programmes in education and related social sciences. Our MPhil/PhD students undertake research projects, working closely with their supervisors to develop each stage of their research, and undertake a tailored programme of training courses and activities. 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 Education, Practice and Society has a range of innovative, research-active staff able to supervise post-graduate research in the following areas: international development; sociology of education; history of education; philosophy of education; higher education; comparative education; post-14 education.

We also have a number of research centres including the Centre for Global Youth; Centre for Research on Learning and Life Chances (LLAKES); Philosophy at the Institute; the Centre for the Sociology of Education and Equity; the Centre for Education and International Development (CEID); the Centre for Higher Education Studies (CHES); the Centre for Post-14 Education and Work; the International Centre for Historical Research in Education (ICHRE); and jointly the Centre for Engineering 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 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. 

Doctoral students at the Department of Education, Practice and Society can participate in the department's Research Students Seminar Group which further enriches learning.

The foundation of your career

Students gain experience of planning and implementing research methodologies, academic writing and presentation, management of their own research projects, and engagement with a wide range of researchers, practitioners, policymakers, and other groups relevant to their chosen topic.

The research training at IOE and in the rest of UCL has been excellent. I began this process knowing very little about how to conduct primary research, and I feel this is something that I’ve really been supported in developing. Jonathan James Education, Practice and Society MPhil/PhD Q&A with Jonathan James

Employability

Department of Education, Practice and Society doctoral graduates progress to careers in education, university teaching, educational research, and policy and curriculum development. They can be found in almost every occupational field, and there are a wide variety of career paths.

The Department of Education, Practice and Society pioneers research collaborations with external partners to diversify the contribution that educational research can make academically, professionally and practically for individuals and communities. We also strive to provide solutions to current and emerging pressure points in societies, such as economic change and social injustice, by creating networks and partnerships to support knowledge transfer between education, work and communities.

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 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

There is a wide range of expertise including:

• Comparative Education, including Education Policy Borrowing
• Education, Democracy and Diversity : citizenship education; civic participation; social cohesion; nation building; civic and ethnic identities
• Education and Wellbeing : health; sexual identity; education psychology; behaviour and disaffection; learning, studying and homework
• Further Education, Post-14 Education, and Post-Compulsory Education
• Global Youth
• Higher Education (HE) : academic and professional identities; national, global and international HE; management, governance and leadership
• Sociology of Education : education policy; gender, ‘race’, and social class; migration, refugees and marginalisation; social justice; human rights
• History of Education : cultural, social and economic history of education and learning; universities; adult, popular and informal education; historiography and methodology
• International Development : economics, education, and education planning; education in developing countries
• Lifelong Learning, and Adult Learning, Literacy and Numeracy
• Philosophy of Education : disability ethics; personhood; theories of mind; theories of justice
• Post-Conflict / Peacebuilding Education
• Professional Development, Vocational Education, and Workplace Learning

Research environment

As a research student in the Department of Education, Practice and Society a wide range of research seminars will be available to you. Each of the research centres in the Department run regular seminars which further enriches learning.

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 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

Year of entry: 2023-2024, got questions get in touch.

Education, Practice and Society

[email protected]

UCL is regulated by the Office for Students .

Prospective Students Graduate

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See the 2024 U.S. News Rankings for Best Online Programs

Online programs at more than 1,750 colleges and universities were assessed as part of this year's rankings.

U.S. News Ranks Best Online Programs

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The 2024 Best Online Programs rankings assessed 1,752 online bachelor's and master's degree programs.

Enrolling in an online college program can often be a more affordable and flexible alternative to an in-person degree, especially for students juggling a job or family responsibilities.

While online learning increased in popularity at the height of the coronavirus pandemic, many institutions – like some ranked in the 2024 U.S. News Best Online Programs – were ahead of the curve, having offered online degree options for years.

For the 2024 Best Online Programs rankings released today, U.S. News assessed 1,752 online bachelor's and master's degree programs and ranked 1,680 of them.

These rankings do not use standardized tests , instead relying on other factors such as faculty credentials and training, services and technologies available to students, student engagement and expert opinion on the academic quality of programs. Master's degree programs, in addition to these criteria, are also ranked based on assessment of student excellence via undergraduate GPAs, acceptance rates and work experience.

Blended learning programs – a combination of both face-to-face and distance education – are not included in the rankings. To be eligible, a program needs to be predominately online, without recurrent in-person attendance requirements for instruction.

Graduate programs are categorized based on the following areas of study: non-MBA business , criminal justice , information technology, education , engineering and nursing . Online MBA programs are ranked separately from other master's business degrees. U.S. News also ranks the Best Online Programs for Veterans .

Below are some of the top online degree programs in the 2024 rankings. Shifts in the rankings can be attributed to year-to-year changes in schools' data, and elimination of the proportion of graduates who borrowed as a ranking factor. The student indebtedness indicator is now exclusively based on the average debt among graduate borrowers. Learn more about the rankings' methodologies here .

Best Online Bachelor's Programs

The University at Buffalo—SUNY soared from a tie at No. 25 to top this year's list for bachelor's programs. Previously tied at No. 2, Embry-Riddle Aeronautical University—Worldwide in Florida fell out of the top 10, taking the No. 13 spot along with George Washington University in Washington, D.C., and the University of Georgia .

Seven schools made the top 10 list for at least the second year in a row. Ohio State Online , North Carolina State University and UB are the newcomers to the top 10 this year.

There were significant gains in the rankings outside of the top 10, such as for the University of Kentucky , which moved up from a tie at No. 49 to a four-way tie at No. 16. Climbing from its previous position of a tie at No. 113, California State University—Chico now ties with three other schools for the No. 41 position.

Some colleges have strength in a specific major. For example, the University of Florida and the University of Massachusetts—Amherst were rated as the No. 1 and No. 2 schools, respectively, for the Best Online Bachelor's in Business Programs . Rounding out the top three in a tie were Arizona State University , Oregon State University and Pennsylvania State University—World Campus .

There is also a ranking for Best Online Bachelor's in Psychology Programs . Penn State World Campus and Oregon State emerged again in this ranking to take the top two spots, respectively, followed by the University of Florida at No. 3.

Best Online Programs for Veterans

To qualify, schools must appear in the top half of the Best Online Programs rankings; be certified for the GI Bill; and either be Yellow Ribbon Program participants or public institutions that charge in-state tuition that can be fully paid through the GI Bill for out-of-state applicants.

Additionally, a minimum of 25 veterans and active service members must be enrolled for a bachelor's program to qualify for the rankings, with 10 needed for a master's program.

The top two online bachelor's programs for veterans changed slightly from last year. The University of Florida is again at No. 1, with ASU now taking the No. 2 spot. CUNY School of Professional Studies in New York and the University of Arizona rank third and fourth, respectively. Embry-Riddle and the University of Central Florida tie at fifth place.

Best Online MBA Programs

Indiana University—Bloomington's Kelley School of Business and Carnegie Mellon University's Tepper School of Business in Pennsylvania took the top two spots, respectively, among online MBA programs. Previously tied for first, the University of North Carolina—Chapel Hill's Kenan-Flagler Business School fell to a tie for third, alongside the University of Southern California's Marshall School of Business and the University of Washington's Michael G. Foster School of Business . For veterans, UW and IU topped the list at No. 1 and No. 2, respectively.

There were no new entrants into the top 10 this year.

As for specialties, Carnegie Mellon ranked the highest for business analytics and IU ranked No. 1 for finance and marketing.

Best Online Master's in Business Programs

In addition to MBA programs, U.S. News also ranks the Best Online Master's in Business Programs , which include degrees in accounting, finance, insurance, marketing and management.

Climbing up from a tie at No. 2, Carnegie Mellon claimed the No. 1 spot while the remaining top 10 included several ties. There was a three-way tie for the sixth spot: Boston University , Rutgers University—New Brunswick and Newark and the University of Massachusetts—Amherst's Isenberg School of Management . The largest tie is at No. 9, with five schools claiming the position: Duke University's Fuqua School of Business in North Carolina, Florida International University, Kansas State University , the University of Texas—Dallas' Naveen Jindal School of Management and the University of Connecticut.

Some non-MBA online graduate business programs climbed significant spots in the rankings. Kansas State, for example, jumped from a tie at No. 43 to a shared No. 9. Breaking into the top 50 at No. 34 was Drexel University's LeBow College of Business in Pennsylvania, which previously tied at No. 52.

Best Online Master's in Education Programs

Clemson University's Moore School of Education in South Carolina once again claimed the No. 1 rank for online graduate education programs, this year without tying. Previously tied for the top spot, the University of Florida's College of Education moved down to No. 2 in a tie with the University of Virginia .

Tied for No. 109 in the prior year, Middle Georgia State University soared to a seven-way tie at No. 45. Another large jump in the rankings was Kent State University in Ohio, which jumped from a tie at No. 142 to a five-way tie at No. 58.

As for specialties, Michigan State University ranked No. 1 for educational administration and supervision, and curriculum and instruction, while the University of Kansas took the top spot for special education. UVA took the top spot for veterans.

Best Online Master's in Nursing Programs

The University of South Carolina ranked No. 1 among online nursing master's programs for the fourth consecutive year. Indiana University-Purdue University—Indianapolis rose eight spots to No. 2, followed by Saint Xavier University in Illinois at No. 3.

In addition to being tied at No. 4 overall, Duke swept first place in three specialty areas: nursing administration/leadership, nursing education and family nurse practitioner.

Best Online Master's in Engineering Programs

The University of California—Los Angeles' Henry Samueli School of Engineering claimed the top spot again in the rankings of online master's in engineering programs, while the University of Illinois Urbana-Champaign's Grainger College of Engineering – which is also No. 1 for veterans – moved up two spots from No. 4. Purdue University—Main Campus in Indiana dropped by one, tying with Penn State World Campus to round out the top three.

Several schools in the Midwest ranked high in specialty areas. Purdue was No. 1 for industrial, management (tied with Johns Hopkins University in Maryland) and mechanical engineering while the University of Illinois—Urbana-Champaign topped the list for civil engineering.

Best Online Master's in Information Technology Programs

Columbia University , Johns Hopkins' G.W.C. Whiting School of Engineering in Maryland and Virginia Tech once again ranked in the top three among online graduate information technology programs. However, unlike last year, Columbia and Johns Hopkins tied for the No. 1 spot. Also in the top 20, Ferris State University in Michigan experienced one of the largest shifts in this category – from a tie at No. 41 to a four-way tie at No. 14.

Best Online Master's in Criminal Justice Programs

The online graduate criminology program at the University of California—Irvine was No. 1 for the fourth consecutive year. The University of New Haven in Connecticut moved up from a tie at No. 6 to claim the No. 2 spot, while there was a four-way tie at No. 3: Boston University, Sam Houston State University in Texas , Texas Christian University and the University of Massachusetts—Lowell .

Trying to fund your online education? Get tips and more in the U.S. News  Paying for Online Education  center.

10 Most Affordable Online MBA Programs

Tags: online education , Online MBA , colleges , education , graduate schools , veterans , students , continuing education

2024 Best Online Programs

Compare online degree programs using the new U.S. News rankings and data.

BEST ONLINE PROGRAMS FOR VETERANS

• Graduate Business
• Graduate Criminal Justice
• Graduate Education
• Graduate Engineering
• Graduate Info Tech
• Graduate Nursing

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UCL-NIMH Joint Doctoral Training Program in Neuroscience

Application process.

Students who wish to be considered for admission to the UCL-NIMH Program must submit an online application through the NIH Graduate Partnerships Program (GPP) central database. The application system opens annually in August and closes in early December. For the application, students should expect to provide information on their academic history, research interest/experiences, references (3), and a personal statement. Interested applicants will need to apply through the NIH GPP Application Center  . Note: The UCL-NIMH Program uses the Institutional Partnership Long Form for prospective PhD students, so it is important to make sure the correct form is completed in the GPP application portal.

Unlike most programs, the UCL-NIMH Joint Doctoral Training Program in Neuroscience requires applicants to specify areas of research interest and propose a UCL-NIH mentor pair upfront as part of the online application. In addition to the application, interested applicants are required to submit a 1-2 page research proposal that outlines their prospective research project and potential mentor pairing. Competitive applicants will greatly improve their chances of being offered acceptance if they provide a well thought out research plan, identify potential mentors at NIH and UCL, and communicate with these mentors ahead of time to assure their interest in supporting the applicants’ graduate research efforts should the applicant gain admission to the program.

The GPP application portal does not have an area for applicants to submit a research proposal so we ask applicants to send proposals separately via email to the Program Director, Janet Clark and Program Administrator, Aneka Reid . Once proposals are received it will be included with the application package. Applicants should aim to send their research proposals around the time of application submission in December or by mid-January at the latest. Applicants who do not provide a research proposal and identify research mentors at UCL and NIH will not be invited to interview for the program.

Within the application, please include the following:

• Additional Information section- indicate proposed NIH and UCL investigators and also mention whether they have been contacted to serve as mentors for your intended thesis research.
• Personal Statement section- provide a statement that explains who you are as a person, student, and scientific researcher. Additionally, please address why this program is best suited for your graduate education and development.

Pre and Post Interview Process

Applicants are typically notified of interview selection on or around mid-January. Those selected for interview will travel in person or virtually as appropriate to the NIH in February, where they will meet with their proposed NIH mentors, Program Directors and Selection Committee members. Acceptance notifications for the program are sent out in March; after which newly admitted students will need to submit an application to the UCL Doctoral School   to complete student registrations. By this time, selection of the UCL mentor has been finalized and students will be interviewed again by the mentor and their department’s graduate tutors, if necessary by telephone or virtual methods. Students should expect to begin work at their NIH laboratory in the summer of their admission year and simultaneously work to expand their initial research proposal into a broader proposal that includes more on research plans, timelines and project location. It is important to note that new students typically spend at least the first two weeks in London during the fall period (September/October timeframe) to register with their appropriate UCL department. After the initial visit to London, students reside where the research directs them at either the NIH or UCL campus.

This program prides itself on maintaining strong partnerships with mentors, students and staff on both ends. We accomplish this by prioritizing communication, fostering and nurturing relationships and connecting with our students regardless of location. In summary students have the full support of their NIH mentor, UCL supervisor and Program staff to achieve their educational pursuits.

Additional Resources:

• GPP Program Description 
• GPP Institutional Partnership Program 
• Neuroscience at University of College London  
• Neuroscience at The National Institutes of Health 

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UCLA Graduate Programs

UCLA Graduate Programs: A-Z

Quickly browse graduate programs at the University of California Los Angeles. Meet UCLA faculty, learn graduate school admissions requirements, acceptance rates, and deadlines, and which programs offer doctoral and master’s degrees.

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