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Open Access theses

By Kirsty, on 31 March 2021

Among the many things that can be made Open Access; publications, data, software, and so many more, it is now increasingly more common for PhD theses to be made Open Access. This can be a great resource when you are undertaking your own PhD to get an idea of scope, structure and can be a great source of ideas.

Finding Open Access theses

UCL Library Services manages the DART-Europe service, the premier European portal for the discovery of open access research theses. At the time of writing, this service provides access to over one million research theses from 564 Universities in 29 European countries. It was founded in 2005 as a partnership of national and university libraries and consortia to improve global access to European research theses. It does this by harvesting data from thesis repositories at contributing institutions, including from UCL Discovery (see below), and providing a link to at least one open access electronic copy of each thesis. The theses themselves are located on the websites of the contributing institutions.

Users of the DART-Europe portal can search this vast database by keyword, or browse by country or institution, and view the research theses in full, without charge. New theses are added every day, from doctoral and research masters programmes in every academic discipline. For more information about the service, please contact the DART-Europe team . Institutions not currently represented in the portal can view information on how to contribute to DART-Europe .

In normal times, the digitisation of doctoral theses can also be requested on an individual basis through the British Library’s e-theses online service (EThOS) . This is a database of all UK doctoral theses held in university library collections, with links to open access copies in institutional repositories, and hosted directly in EThOS, where available. If an electronic copy is not available, you can create an account with the service to request digitisation of the print copy: this prompts the institution where the thesis is held to find and check the print thesis, and then send it to the British Library’s facility at Boston Spa for digitisation. Please note that this process incurs a charge (which is indicated during the requesting process) and is currently suspended due to COVID-19 restrictions.

Your thesis – UCL Discovery

Since the 2008-09 academic year, UCL students studying for doctoral and research master’s degrees have been required to submit an electronic copy of their thesis to the Library as a mandatory condition of the award of their degree. Students are encouraged to make their theses openly available in UCL Discovery , our open access institutional repository, although in practice access can be restricted for a number of reasons if necessary. A citation of the thesis appears in UCL Discovery even if access to the full text is restricted.

Older theses have also been digitised and added to UCL Discovery retrospectively. The bulk of this work has been carried out as part of a specific project covering over 10,000 theses from 1990 to 2008. This project is ongoing but mostly complete: over 7,000 digitised theses have been added to UCL Discovery during the last twelve months alone by Library Services staff who have not been able to carry out their normal work due to COVID-19 restrictions.

If you cannot access a UCL thesis which is listed online through these methods, please contact the Open Access Team , who will be able to provide advice on options for obtaining access.

Filed under Advocacy , UCL Discovery

Tags: Doctoral theses , open access , Thesis

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(Smith, 2019)

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Smith, E. R. C. (2019). Conduits of invasive species into the UK: the angling route? Ph. D. Thesis. University College London. Available at: https://discovery.ucl.ac.uk/id/eprint/10072700 (Accessed: 20 May 2021).

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Students co-creating dissertations with community organisations

It's not too late to check out the benefits for yourself, making your dissertation go further, do more.

Studying for a master's here at UCL? The dissertation is a key element during a demanding and challenging year - why not make it go further and mean more? At the Community Research Initiative, we support you to consider doing your dissertation in collaboration with a small-to-medium sized non-profit organisation.

We think your dissertation can go further than just you and your grade at the end of the year. By collaborating, you are making knowledge more democratic by including the views and experiences of people not usually invited to influence research and you are increasing the chances of your findings changing something in the world, because you've developed it with people who know what is needed to make change happen.

Collaboration is different to asking a non-profit to help with recruitment of people to your study so that you can interview them or give them a survey to complete. If you ask a non-profit to recruit people for you, chances are they haven't had any say or influence over the interview questions or survey. Worse still, they probably had no influence or involvement with the overall aims or objectives in the first place. Your ideas and dissertation research question might be interesting but ask yourself - will the findings be useful for anyone? Will they change anything for the better for anyone?

This is really important to think about because it's linked to the concept of impact. Research should have impact and we have obsessed over journal impact factors and citations for years. But within universities, we think of impact in a very narrow way and often the impact remains within academia, certainly in the immediate and short-term. Did you know that it can take years and years for health service research findings to actually change clinical practice? Surely we want the findings from research into the best dementia care, for example, to very quickly lead to improved dementia care?

It is so important to ask the right questions with our research. And by right questions, we mean the questions that, when answered, lead to useable and useful new knowledge for those who are directly impacted, involved, or in some way, affected by the 'problem' for which we are trying to find the solution. If we make sure our aims for research include producing findings that are useful and useable in the real world, we stand a much better chance of having the right kind of impact!

How do we know what the right questions are? By taking what's called a participatory approach and collaborating with people at a non-profit organisation: they are experts in their own right, with different knowledge and experience compared to the higher education sector. The aim of the non-profit sector is collective action for social change - they will have lots of ideas for what the important research questions are to ask. All we need to do is listen and engage.

What will collaboration do for me?

Well, it is our aim to help you do more with your dissertation and with your time here at UCL. We have developed a service to enhance the student experience through lots of exciting opportunities to develop new skills, make new friends, work in a participatory way, and build new networks or identify new career options.

Students come to us for lots of different reasons and there is no judgement from us on your motivations! It can be for naked career ambition, altruism, or simply wanting someone else to help with the research question. Students have told us it feels like they are getting better value-for-money, that it helps because they don't know anyone in London or the UK, or that they hope it will improve their job prospects. Everyone is welcome at the Community Research Initiative as long as benefit to a non-profit organisation can be part of the picture.

I felt a newfound excitement toward my dissertation because the charity are focused on the type of policy-oriented work I’d be hoping to go into after graduating. MSc Environment, Politics & Society student, 20-21

Recently we wanted to check if we are achieving this central aim of ours, to improve student experience around the dissertation. We were delighted to work with Niamh Healy , a UCL PhD student, as our research assistant. Niamh read all the written student feedback we had received between 2018-19 and 2020-21, looking for patterns or meaning across it all.

Students do benefit from collaborative working

What Niamh's analysis of our student feedback uncovered was consistent themes around career benefits, support for students, and learning opportunities.

Career benefits

A recurring theme running through the feedback was career prospects. Working with the Community Research Initiative to help meet and possibly collaborate with a non-profit organisation means students don't just have the appearance of being employable - they have the skills and experiences to back this up. Career benefits included network building, increased subject knowledge, and exposure to the organisation's professional activities. Students draw upon their collaborative dissertation experience during job interviews after their master's is finished and benefit from hearing first-hand when suitable jobs were coming up in the organisation or wider sector.

Working with my community partner really put me in a working frame of mind MSc Anthropology, Environment & Development student, 20-21

Support with your dissertation

We try to support you in a personalised and flexible way and it seems like students really like this. From the feedback we received, it was clear that students appreciate direct support from the Community Research Initiative manager as well as through a wider "community research community" made up of like-minded students, other staff in the Volunteering Service, and non-profit partners.

We know this year is super intense, can be daunting, and is certainly overwhelming at times. Therefore we take a really personal, caring, encouraging approach:

The best thing about joining the Community Research Initiative was the team - they are truly interested in helping you. They are not going to tell you 'this is what we have, that's all you can choose from'. MSc Medical Anthropology student 20-21

Our practical support will help you too, according to previous students! The kind of practical support we offer includes recommendations for non-profit organisations, a brokerage service where we get in touch on your behalf, and providing a template of a research partnership agreement because we think it is important to protect and support your ambitions to work in a different way.

We can also take the role of a 'critical friend' and help you narrow down your interests, form research questions, and advise on research ethics processes. This often feels like a 'kick start' to your dissertation that you won't get from your supervisor or personal tutor necessarily!

Finally, students benefit from our help with the admin of a new collaboration! This includes setting up meetings, bringing your supervisor into the process, offering advice and tips for how to take part in the initial meetings with a non-profit. Sometimes, we can even chair meetings which might have any particularly tricky situations.

Learning in new ways, in new places

It's far more exciting when your learning happens in different settings and takes different forms, right? Students certainly benefit from the Community Research Initiative in different settings: student group work; networking events; bespoke 1:1s ; multi-disciplinary team meetings including a non-profit sector partner. International students in particular can benefit from the networking opportunities we provide, such as making friends or learning and understanding a sector or industry that is totally different to back home.

There is a huge learning benefit to doing your dissertation 'in the real world'. For example, learning how to manage expectations, including your own; how to negotiate; how to align different agendas and needs between the academic and the real worlds; how to work flexibly and reactively. These are skills that are not easily learned during a traditional dissertation because the opportunities and challenges are different.

But, while it was hard to manage everyone's expectations, it was still a really exciting process, because in every conversation we were coming up with new ideas and all of the research questions that we considered were really interesting and it would have been very exciting to spend time answering any one of them! MSc International Public Policy student, 20-21

The development of research ideas is an area of particular student benefit. Dissertation ideas, co-designed with a non-profit partner organisation, are interesting, exciting, and meaningful. Students benefit from a different perspective on a topic they are intellectually interested in and are able to narrow down their ideas through talking with people not commonly included in the research process.

Step by step it became more clear what was an interesting, relevant and realistic research topic. I’m very glad I gave myself the time to slowly figure that out. Affiliate student, Bartlett School of Planning, 21-22

With a non-profit partner, students observe that it's a different relationship than with an academic supervisor and you can benefit from this more informal relationship; it's a working relationship where you can relax and be honest and gain confidence in speaking and working with different people than those typically within the university setting. We are completely independent from any master's programme and so students also benefit from an unrestricted space to try out ideas, be honest about ambition, speak up about worries or fears.

How can I get involved?

It's not too late to join the Community Research Initiative 22-23 to begin your journey towards setting up a collaborative dissertation! You can book a 1:1 appointment with Anne, sign up so you don't miss anything, or even take part in some skills workshops.

The full report, including methods, will be available soon.

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Academic Manual

Short-term Illness and other Extenuating Circumstances Procedure 2024-25
Guide to submitting your claim on Portico

Section 3: Short-term Illness and other Extenuating Circumstances

Published for 2024-25

3.1 What are Extenuating Circumstances?

1.	‘Extenuating Circumstances’ (often know as ‘ECs’) are events which are and which may affect your performance at , such as a serious illness or the death of a close relative.
2.	You can submit an Extenuating Circumstances claim to access ‘mitigation’ such as an extension or deferring an assessment to a later date.

3.	If you are not sure whether you should use Extenuating Circumstances, includes details of all the different support that is available to you.
4.	Help with using these procedures is available from your Personal Tutor, your Department and a wide range of UCL support services. includes more information.

5.	UCL will look after your data carefully and sensitively. Where your personal information needs to be shared with members of the UCL community in order to facilitate your support, this will be done only with your consent and on a 'need-to-know' basis. includes more information.

3.2 When to use these procedures

1.	Extenuating Circumstances are designed for emergencies. If your circumstances are not sudden, unexpected and beyond your control, UCL has a wide range of other options to support your studies – please see for more details.

2.	These Extenuating Circumstances regulations apply to all UCL Undergraduate and Taught Postgraduate students, and to UCL Postgraduate Research students taking taught components/ modules.
3.	Please refer to for detailed information on the arrangements for Affiliate students, Intercollegiate students, Study Abroad, Placements, Joint Degrees, and Short Courses.

4.	ECs apply to summative assessments only (i.e. formal assessments where your results count towards your degree). You do not need to submit EC claims for formative assessments.

5.	You only need to apply for ECs if your summative assessment is affected. If you miss a class or teaching event, please refer to the for more details.

3.3 Quick guide: How to apply

Step 1:	Make sure that you know what you need to submit and the deadline for submitting claims.
Step 2:	UCL’s ‘Grounds for ECs’ explain what will normally be considered. If your circumstances are not covered, you may still be eligible to use a Delayed Assessment Permit.	See
Step 3:	(Navigate to the tab and click on
Step 4:	You will be asked to submit evidence.	See
Step 5:	All EC claims should be submitted as soon as possible, and .
Step 6:	Your department will decide whether your claim meets the criteria and which mitigation is suitable for your circumstances. Your department may also need to seek approval from your faculty or from the Vice-Provost (Education and Student Experience) for some types of mitigation.	See
Step 7:	You should receive a response as soon as possible and no more than ten working days after submitting your application (unless you are submitting your evidence late). There may be good reasons why a decision cannot be made within this timeframe – for example if your case needs to be escalated to your Faculty EC Panel. If this is the case, the panel will let you know, within ten working days of receiving your application, that more time is needed to process your claim.	See

3.4 Before you apply

1.	Please note the following important information before making an application

2.	The EC application form will ask you which type of mitigation you would prefer. This will be used to determine how your request is processed but does not determine the outcome of your request. The type of mitigation offered is at the discretion of UCL, and will take the following factors into consideration:

	a)	The severity of your personal circumstances, and
	b)	Academic need (e.g. type of assessment, discipline, timing of the assessment), and
	c)	The requirements of any Professional, Statutory and Regulatory Bodies, which may not permit some forms of mitigation, and
	d)	Fairness to all students in your year and over time, and
	e)	Protecting the academic standards of the degrees awarded by UCL.


3.	At various stages of this procedure you will find regulations which allow UCL to make an exception. Exceptions will only be considered if there are compelling reasons for doing so; they are not a student entitlement. You should expect that the normal procedures will apply to you.

4.	Your ‘Home’ Department and Faculty are responsible for assessing your claim. If you are taking an interdepartmental module, your Home Department/ Faculty should consult with your Teaching Department to ensure that the mitigation is possible and appropriate.

5.	If you are working in a group with other students, the EC Panel may consider the impact of your ECs on other students in the group, for example if the EC prevents the group from meeting the deadline or from completing the required work.

6.	An EC claim can cover more than one assessment – make sure you specify all of the affected assessments on your application.

7.	ECs are designed to cover short-term problems which are sudden and unexpected. If you submit multiple requests for the same condition or for the same assessment, and your Department/ Faculty considers that you are having a longer-term difficulty, you may be referred to UCL Student Support and Wellbeing for a , or to the for additional support. The normal course of action is for the EC Panel to accept the EC claim in hand, but let you know that further EC claims for the same condition are unlikely to be approved.

8.	If you need long-term or ongoing support UCL has a wide range of options including and . However, there may still be occasions where you need to use the EC procedures for additional help. includes more information.

9.	If you are unable to make an application for yourself, your next of kin (e.g. parent, partner) may submit a request on your behalf. A member of staff can assist you or your next of kin in completing an application, but they are not permitted to submit a request without your consent.

10.	Any sensitive information will only be accessible to members of staff who are directly involved in making a decision on your claim (see ).
11.	If you are concerned about disclosing particularly sensitive circumstances to your department, you can indicate on your application that you would like your claim to be considered by your Faculty EC Panel.

12.	Please note that, if you submit after the published deadline as a result of an extension or deferral, the one-month will apply from the day that you submit your work, and not from the original deadline.

13.	If you submit a fraudulent EC claim or evidence you will be subject to . If you are struggling with your studies, please seek help – includes details of a wide range of support services.

14.	Throughout this procedure, deadlines are stated in ‘working days’. This means every calendar day except weekends, UK Bank Holidays and UCL College Closure Days. Any other vacation periods or reading weeks count as working days.

3.5 Grounds for Extenuating Circumstances

The following guidance sets out the types of circumstances which will normally be considered. The examples under different categories should help you understand whether you can make a claim. UCL also uses this guidance to ensure that students in different departments and faculties are treated fairly.



	Circumstances which will normally be considered:	Circumstances that may be considered where there is a substantial impact on you:	Circumstances that will not normally be considered under the EC procedure. Reasons marked (*) indicate type of circumstances you may wish to use a DAP for, if eligible:
Bereavement
Short-term medical conditions
Long-term medical conditions
Pregnancy and maternity
Parenting and caring
Major incidents
Crime
Family and personal difficulties
Financial difficulties
Housing difficulties
Work and other commitments
Academic work
Court appearance
Other

3.6 Mitigations

1.	The ‘Mitigation Options’ table indicates the types of mitigation that are available through these Extenuating Circumstances procedures.
2.	The EC application form will ask you which type of mitigation you would prefer. This will be used to determine how your request is processed but does not determine the outcome of your request.
3.	You should expect to receive a Category 1 or 2 mitigation. These mainly centre around giving you additional time to complete an assessment. This is usually in the form of either an extension or a ‘deferral’:

A deferral is the opportunity to take an assessment as if for the first time and without penalty. Deferrals normally take place at the ‘next normal occasion’ which is typically the Late Summer Assessment Period. The regulations for deferrals can be found in .

4.	In exceptional circumstances, if the Departmental EC Panel agrees that the options in Category 1 or 2 will not provide sufficient mitigation for you, your case may be escalated to the Faculty EC Panel to consider a Category 3 mitigation.
5.	In extraordinary circumstances, if the Departmental or Faculty EC Panel agrees that the options in Category 3 will not provide sufficient mitigation for you, your Faculty may make a recommendation to the Director of Education Services or Director of Student Operations as appropriate on behalf of the Vice-Provost (Education and Student Experience) to consider a Category 4 mitigation.

MITIGATIONS OPTIONS


Exam (including in person and online)	1. without Tuition to the next normal occasion (typically the Late Summer Assessment Period).	Departmental Extenuating Circumstances Panel	Evidence is required.
	2. Extension of 2 hours per 24-hour period (e.g. a 48-hour paper would be extended by 4 hours).
	3. without Tuition to the next normal occasion (timing determined by the department).
	4. without Tuition (timing determined by the department).
	5. Extension of up to 2 weeks (10 working days).
	6. Extension of up to 1 week (5 working days).


7. Suspension of the .	Departmental Extenuating Circumstances Panel	Evidence required
8. Coursework extension longer than 1 week.
9. Dissertation/ research project extension longer than 2 weeks.
10. without Tuition: Not at the next normal occasion.
11. without Tuition for assessments immediately prior to a period of .
12. with Tuition.
13. with Tuition for lectures, seminars, tutorials, supervision or other teaching events immediately prior to a period of .
14. Exclude component from : Maximum 10% weighting.


15. Extension longer than 12 weeks.	Faculty Extenuating Circumstances Panel	Evidence required
16. Alternative Method of Assessment allowing the student to demonstrate achievement of the same learning outcomes (subject to consultation with the Programme Leader and approval by the External Examiner).
17. Exclude component from : 11 to 50% weighting.
18. Exclude module from : Maximum 30 credits.
19. Exclude module from : Maximum 30 credits.
20. Exclude module from and : Maximum 30 credits.
21. to Part-Time study (UG and PGT students), or Flexible-Modular study (PGT students only) where possible in the curriculum.


22. Exclude component from : More than 50% weighting.	Director of Education Services or Director of Student Operations as appropriate on behalf of the Vice-Provost (Education and Student Experience)	Evidence required
23. Exclude module from : More than 30 credits.
24. Exclude module from Classification calculation: More than 30 credits.
25. Exclude module from and : More than 30 credits.
26. Any or mitigation not included in this list.

3.7 Evidence

1.	Your EC claim needs to be supported by written evidence from an appropriate, independent and verifiable authority such as a doctor or registered medical practitioner. Further information about the types of evidence which you might be able to use is available in .
2.	Your evidence will need to cover the full period for which you are requesting mitigation.

3.	UCL understands that it can be distressing to be asked for ‘evidence’ in the case of very sensitive circumstances such as the death of a close relative, harassment, discrimination or sexual assault. We also understand that it can be very difficult to provide evidence of particularly traumatic events such as war or terrorism. If there are compelling reasons for making an exception, the Department should escalate the claim to the Faculty EC Panel which is authorised to use its discretion to either suspend the need for formal evidence or accept alternative forms of evidence.

4.	If the EC Panel does not have enough evidence to make a decision, you may be asked to provide new or additional evidence. You will need to provide the additional evidence within four weeks of being contacted. If you do not submit the requested evidence, your claim will normally be rejected.

3.8 If you miss the deadline for EC claims


1.	If you cannot obtain the necessary evidence in time to submit your EC claim, you must still submit your application on time and indicate that your evidence is to follow.
2.	You must submit your late evidence no more than four weeks after submitting your EC application. A decision cannot be made until your evidence is received. This may affect the type of mitigation that is available to you.

3.	Extenuating Circumstances claims should be submitted as soon as possible, and normally no more than one week after the first affected assessment. Extenuating Circumstances claims cannot be considered through these procedures once your formal results have been published. However, you have the right to appeal your results via the .

3.9 Requesting a review of an Extenuating Circumstances decision

1.	You cannot contest the outcome of an EC request on the grounds of academic or professional judgement. However, you may request a review of an EC decision if you feel that there has been a significant procedural error in the handling of your request.
2.	Requests for review must be submitted within two weeks of the mitigation decision.
3.	Decisions made by Departmental EC Panels should be reviewed by the Chair of the Faculty EC Panel.
4.	Decisions made by Faculty EC Panels should be reviewed by an Assessor appointed by the Director of Education Services or Director of Student Operations as appropriate (typically an FECP Chair from another Faculty).
5.	The FECP Chair or Assessor should consider the request and make one of the following decisions:

	a)	To uphold the original decision, or
	b)	To retain the original decision but amend specific details such as length of extension, Deferral deadline etc., or
	c)	To make a new decision.

6.	The FECP Chair or Assessor should communicate their decision to you in writing within one week of receiving the request.

3.10 Appeals

You cannot appeal against an academic or professional judgement that has been reached through due process by an Extenuating Circumstances Panel. However, if you are dissatisfied with your progression, award or classification outcome, you may be able to appeal within specified grounds via the , where consideration can be given to whether UCL applied its Regulations and Procedures correctly and whether any decision was reasonable and proportionate.

3.11 Regulations for Departments and Faculties

3.11.1 approval process .

1	The Faculty Extenuating Circumstances Panel is responsible for all EC decisions made by the departments under its remit. The following bodies are authorised to assess claims:

Type of Mitigation	Approval Needed	Evidence Needed
Evidenced Mitigations	Departmental Extenuating Circumstances Panel	Evidence required
Evidenced Mitigations	Departmental Extenuating Circumstances Panel	Evidence required
Exceptional Mitigations	Faculty Extenuating Circumstances Panel	Evidence required
Extraordinary Mitigations	Director of Education Services or Director of Student Operations as appropriate on behalf of the Vice-Provost (Education and Student Experience)	Evidence required

2.	While Panels are responsible for all decisions, the administration of claims may be carried out by appropriate academic and/ or professional services staff under the supervision of the Panel Chair and Deputy Chair. Any uncertain or edge cases should be considered by the full Panel.
3.	When liaising with other departments, faculties, colleges or institutions, the discussion should focus on the type of mitigation. Sensitive personal data, such as details of the EC itself, should only be disclosed where it is essential to supporting the student. Please read for further information.
4.	When assessing interdepartmental claims, approvers are asked to ensure that they consult with the Teaching Department to check that the mitigation is appropriate. Different disciplines have different practices, for example with regards to publishing assessment solutions or setting new assessment tasks, and these might not align with local assumptions.

3.11.2 Faculty Extenuating Circumstances Panels

1.	Each UCL Faculty must have a Faculty Extenuating Circumstances Panel (FECP) which operates under the following Terms of Reference:

	a)	To oversee decision-making for all EC claims submitted by students in the Departments under the Faculty’s remit.
	b)	To provide Departments with advice and guidance, with a particular focus on the types of mitigation that may be appropriate and/ or restricted in a given discipline or area of professional practice.
	c)	To make decisions on Category 3 claims, and on Category 1 or 2 claims that have been escalated from departments.
	d)	To consider Category 1 and 2 claims where the student has requested that sensitive information is not shared with their department (see ).
	e)	To make recommendations on Category 4 claims to the Director of Education Services or Director of Student Operations as appropriate where necessary and appropriate.

2.	The FECP must be constituted as follows:

	a)	The FECP should be chaired by the Faculty Tutor or equivalent. A Deputy Chair must be nominated to stand in for the Chair where necessary.
	b)	In addition to the Chair and Deputy Chair, the FECP must include at least two members of senior faculty staff such as Faculty Graduate Tutors, Programme Leaders, Departmental Tutors and senior Professional Services staff.
	c)	The FECP secretary should be a named member of staff from the Faculty teaching administration team.
	d)	External Examiners must not be members of the FECP.

3.	FECPs may ‘meet’ in person, online or by asynchronous messaging. All decisions must be dated and recorded in writing.
4.	‘Meetings’ should include a minimum of three members, including either the Chair or Deputy Chair.
5.	The Chair or Deputy Chair of the FECP are entitled to take Chair’s Action.
6.	FECP members who have a personal or professional conflict of interest with any student being considered must withdraw from the discussions about that student.

3.11.3 Departmental Extenuating Circumstances Panels

1.	Each UCL Department must have a Departmental Extenuating Circumstances Panel (DECP) with the following Terms of Reference:

	a)	To make decisions on Category 1 or 2 claims.
	b)	To escalate claims to Category 3 and 4 where necessary and appropriate.
	c)	To follow Faculty policies and guidance on the types of mitigation that may be appropriate and/ or restricted in a given discipline or area of professional practice.

2.	‘Department’ may cover local variations such as divisions, institutes, short course providers etc.
3.	The DECP must be constituted as follows:

	a)	The DECP should be chaired by the Departmental Tutor. A Deputy Chair must be nominated to stand in for the Chair where necessary.
	b)	In addition to the Chair and Deputy Chair, the DECP must include at least two members of senior Departmental staff such as Programme Leaders, Departmental Tutors (or equivalent) and senior Professional Services staff.
	c)	The DECP secretary should be a named member of staff from the Departmental teaching administration team.
	d)	External Examiners must not be members of the DECP.

4.	DECPs may ‘meet’ in person, online or by asynchronous messaging. All decisions must be dated and recorded in writing.
5.	‘Meetings’ should include a minimum of three members, including either the Chair or Deputy Chair.
6.	The Chair or Deputy Chair of the DECP is entitled to take Chair’s Action.
7.	DECP members who have a personal or professional conflict of interest with any student being considered must withdraw from the discussions about that student.

3.11.4 Assessing Claims

1.	Approvers are responsible for:

	a)	Making objective, impartial decisions about the validity of ECs submitted by students under their remit.
	b)	Determining the most appropriate mitigation for the individual circumstances.
	c)	Ensuring that all ECs are supported by appropriate evidence.
	d)	Ensuring that mitigation is only applied to the affected module(s).
	e)	Ensuring that mitigation is only applied once for each assessment.
	f)	Processing ECs in a timely manner.
	g)	Keeping sensitive student information confidential to those directly involved in making a decision – includes more information.
	h)	Storing all data relating to ECs securely.

Claims should meet the criteria in , which are based on sector best practice from the Academic Registrars’ Council and the Office for the Independent Adjudicator for Higher Education. The examples provided are not intended to be exhaustive but are designed to manage student expectations about the help available to them and to ensure that, as far as possible, students across different Departments and Faculties are treated fairly.

If there is a compelling reason for making an exception, may use their discretion to:

	a)	Accept an EC claim more than one week after the first affected assessment (but not after formal results have been published), or
	b)	Accept alternative forms of evidence

4.	If there is a compelling reason for making an exception, Faculty EC Panels may use their discretion to:

Suspend the evidence requirement.

5.	The ‘Recommended Mitigations’ are designed to promote consistency across UCL and to manage student expectations about the help available to them. If there are compelling reasons for doing so, approvers may offer another form of mitigation which falls within the same Category, or escalate the claim to a higher Category.
6.	For decisions relating to an Interruption of Study, the approver should determine the student’s eligibility for a deferral; all other details of the interruption, such as the Date of Interruption and Date of Return, fall under the remit of the Interruption of Study Procedures ( ).
7.	Students should receive a decision within ten working days of their claim being submitted unless:

	a)	The student submits late evidence (see ), or
	b)	The student is asked to provide new/ additional evidence (see ), or
	c)	The student has not yet provided any evidence (see ), or
	d)	There are good reasons why a decision cannot be made within this timeframe, in which case the relevant panel should let the student know that more time is needed to process their claim.

8.	If the claim is rejected, the decision must clearly articulate the reasons for rejection.
9.	The mitigation decision should be communicated to the relevant Board of Examiners, Teaching Department or Institution (if applicable), and UCL Education Services. Communications must only include the type of mitigation which has been agreed and should not include details of the EC itself – includes more information.

3.11.5 Boards of Examiners’ responsibilities

1.	The Board of Examiners is responsible for applying the mitigation, confirming module marks, determining whether the student may progress or graduate, and issuing official results.
2.	Members of the Board of Examiners must only be notified of the mitigation decision and not the details of the EC itself - includes more information.
3.	In order to respect the sensitive nature of students’ circumstances and to ensure that the academic standards of UCL are upheld, the Board of Examiners must ensure that:

	a)	a) Only approved ECs are considered, and
	b)	b) New cases are not raised at the meeting of the Board, and
	c)	c) The nature or severity of the EC is not discussed, and
	d)	d) Marks are not adjusted in any circumstances, and
	e)	Students are not raised from a fail to a pass.

Recent Changes

A guide to changes to the regulations are available from the Recent Changes page.

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UCL dissertations & theses
UCL Institute of Education Library has selected masters dissertations, which are findable in Explore. Those published after 2000 are openly accessible in the library. All others must be requested in advance. Great Ormond Street Institute of Child Health Library has examples of past MSc and MRes dissertations.
Theses
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Doctoral thesis (Ph.D), UCL (University College London). Ahmed, Imad Uddin; (2021) The political economy of energy mix in hydropower dependent developing nations - a case study of Zambia. Doctoral thesis (Ph.D), UCL (University College London). Aitchison, L.D; (2021) Bayesian inference in neural circuits and synapses.
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Doctoral thesis (Ph.D), UCL (University College London). Bear, Holly Alice; (2020) Investigating the expectations and reality of child and adolescent mental health: considering treatment outcomes, outcome expectancy and illness belief models for anxiety and depression and the role of clinicians in management.
Writing your dissertation: top tips from someone who's been ...
Learn from a UCL PhD student how to choose, research and write your dissertation. Find out how to plan, reference, edit and enjoy your project.
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Doctoral thesis (Ph.D), UCL (University College London). Gutiérrez Menéndez, Luz María; (2019) From the Utopia of Quietness to the Fear of Stillness: A Taxonomic Research Study to Understanding 'Silence' through the medium of radio and its Implications for Media, Education and Psychology. Doctoral thesis (Ph.D), UCL (University College London).
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Doctoral thesis (Ph.D), UCL (University College London). Hanns, Laura Anne; (2018) Psychological health and inflammation in adolescents with juvenile idiopathic arthritis: describing the relationships between psychological health, laboratory measures of inflammation and disease activity for adolescents with juvenile idiopathic arthritis.
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Doctoral thesis (Ph.D), UCL (University College London). Ashworth, WB; (2017) A computational model of hepatic energy metabolism: Understanding the role of zonation in the development and treatment of non-alcoholic fatty liver disease (NAFLD). Doctoral thesis , UCL (University College London).
Be prepared for writing your dissertation
Find out how to prepare for writing your dissertation at UCL, from tutorials, courses, skills training, to online video tutorials. Learn about the writing process, academic integrity, literature searching, referencing, and more.
The MSc Dissertation
The MSc Dissertation. From June - early September students undertake a research project, lightly supervised by a member of faculty, and submit a 10,000 word dissertation on or before the deadline in early September. A good dissertation will be a piece of original research, the best dissertations are published.
Published MSc Dissertations
Published MSc Dissertations. Albalate, D. (2008) Lowering Blood Alcohol Content Levels to Save Lives: The European Experience, Journal of Policy Analysis and Management, 27 (1), pp. 20-39. Manning, Mark (2003), Finance causes growth: can we be so sure?, BE Journal of Macroconomics, 3 (1). Schaffer, Sarah K. (2015) The effect of free personal ...
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Format, bind and submit your thesis: general guidance
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Guides and databases: Global Health: Theses and dissertations
Information about: how to access copies of research theses that UCL Library Services holds, Open Access thesis depositories and how to deposit electronic theses. Past IGH MSc Dissertations Examples of past MSc dissertations submitted by students in the Institute for Global Health are available via the Great Ormond Street Institute of Child ...
Introduction
Support for dissertations and research projects This guide is primarily aimed at taught postgraduate students, but may also be of interest to final year undergraduates. It highlights the extensive online library collections and services available to you, and also directs you to other academic support services that may be useful when undertaking ...
FAQs
A guide to resources and support for undertaking dissertations or research projects. Skip to Main ... material, such as relevant articles or books, you can mine these for all sorts of other useful related sources. For example: ... Research and Writing Skills for Dissertations and Projects is a UCL Moodle course available to all UCL students and ...
Open Access theses
UCL Library Services manages the DART-Europe service, the premier European portal for the discovery of open access research theses. At the time of writing, this service provides access to over one million research theses from 564 Universities in 29 European countries. It was founded in 2005 as a partnership of national and university libraries ...
Literature searching
When carrying out a literature search to inform a dissertation or extended piece of research, you will need to think carefully about your search strategy. Have a look at our tutorials and videos to help you develop your literature searching skills:
Guides and databases: Harvard: Thesis or dissertation
Thesis or dissertation. To be made up of: Author. Year of submission (in round brackets). Title of thesis (in italics). Degree statement. Degree-awarding body. Available at: URL. (Accessed: date).
PDF Style Sheet for Essays
UCL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE Style Sheet for Essays These rules apply to tutorial essays, Research Essays, Course Essays, MA Issues in Modern Culture coursework essays, and MA Issues in Modern Culture dissertations. MA English Linguistics students should refer to the style sheet issued by their Programme Convenor instead.
Students co-creating dissertations with community ...
Recently we wanted to check if we are achieving this central aim of ours, to improve student experience around the dissertation. We were delighted to work with Niamh Healy, a UCL PhD student, as our research assistant. Niamh read all the written student feedback we had received between 2018-19 and 2020-21, looking for patterns or meaning across ...
Ucl Dissertation Sample
Ucl Dissertation Sample - Free download as PDF File (.pdf), Text File (.txt) or read online for free. The document discusses the challenges of writing a dissertation for University College London (UCL). Crafting a UCL dissertation requires extensive research, comprehensive analysis, and the ability to synthesize information into an original academic work.
Section 3: Short-term Illness and other Extenuating Circumstances
1. 'Extenuating Circumstances' (often know as 'ECs') are events which are sudden, unexpected, significantly disruptive and beyond your control and which may affect your performance at summative assessment, such as a serious illness or the death of a close relative.: 2. You can submit an Extenuating Circumstances claim to access 'mitigation' such as an extension or deferring an ...