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Doctoral inquiry into one academic standard across campus and tuition-free online—research, not a professional licence.
Online or on campus
Doctoral education in this field fails when it becomes a collection of ed-tech evaluations with no theory of the award. This PhD starts with dual-pathway parity as a researchable object: assessment, library licences, identity checking, storm continuity, and the political economy of tuition-free online beside a campus in a capital city. Candidates may be campus-based in Edinburgh or primarily remote; the doctorate itself must exemplify the standard it studies. Vivas are online-capable and recorded under published rules. Faculty will not accept a thesis that treats ‘online’ as automatically inferior or automatically innovative. The award is a research PhD. It is not QAA employment, not OfS, not GTCS. Capstone is the thesis and viva, aligned with stated faculty areas: dual-pathway quality, digital assessment integrity, Scottish HE policy, and related inquiries. Dual-pathway candidature logistics must not become a lighter doctorate: the viva standard is one standard. University of Brigant will not use QAA logos or promise a quality-agency post. Candidates study library parity, identity-checked assessment, storm continuity, and the political economy of tuition-free online beside an Edinburgh campus, with ethics that refuse covert student surveillance as a method. PhD Digital and Dual-Pathway Higher Education is taught as one award, not a list of unrelated modules. The published length is 3–4 years, and the credit total is 60. Students move from The Award as Object: Dual-Pathway Theory through The Award as Object: Dual-Pathway Theory; UK and Scottish HE Policy Literacy for Researchers; Research Ethics, Identity, and Remote Participation; Qualitative Inquiry in Universities as Organisations; Quantitative and Mixed Evidence of Parity; Document, Legal, and Policy Analysis, and finish on Confirmation and Progression. Each course has a question, a method, and a submission. In this field, students design a short sequence for a named group of learners and the criteria that would mark it fairly. Reading is a curriculum extract, an assessment specification, and an evaluation summary. The artefact a marker expects is a plan with outcomes, a task, criteria, and a note on bias. The award is built so that a graduate can do the following in practice: Produce an original thesis on digital and/or dual-pathway higher education Defend methods in a timezone-aware viva Situate Scottish and UK policy without claiming agency staff status Teaching assumes the student can read a source, attempt a problem before the seminar, and revise after feedback. Attendance at live seminars is part of the design. The capstone or final course must use the methods of the earlier courses; a project that ignores them does not pass. This course does not confer a teaching licence, QTS, or equivalent registration. The pages for each course name the topics that are examined. Those topics are the syllabus. A brochure line is not a substitute for them.
Sixty credits as published for this doctoral structure, three to four years: research training modules plus supervised thesis. Exam fee 80. Dual pathway for candidature logistics; one examination standard. No QAA logos.
Study online
Online tuition is free. Online examinations are free. There is no exam fee for online study.
On-campus study
Prefer to learn at our Edinburgh campus? Campus tuition and campus examinations are charged. The published campus price is on each programme page.
| Code | Course | Credits · hours |
|---|---|---|
| UOB961 | The Award as Object: Dual-Pathway Theory The Award as Object: Dual-Pathway Theory (UOB961) is a 3-credit course on PhD Digital and Dual-Pathway Higher Education, with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using The Award as Object: Dual-Pathway Theory as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.
| 3 · 30 h |
| UOB962 | UK and Scottish HE Policy Literacy for Researchers UK and Scottish HE Policy Literacy for Researchers (UOB962) is a 3-credit course on PhD Digital and Dual-Pathway Higher Education, with 30 notional learning hours. By the end, students can say who decides, under which rule, and draft a note a professional could read, using UK and Scottish HE Policy Literacy for Researchers as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a statute or instrument, a case or policy paper, and a commentary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a memo or draft clause with sources and a revision note. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course is academic. It does not admit the student to practise law and it is not a qualifying law degree.
| 3 · 30 h |
| UOB963 | Research Ethics, Identity, and Remote Participation Research Ethics, Identity, and Remote Participation (UOB963) is a 3-credit course on PhD Digital and Dual-Pathway Higher Education, with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Research Ethics, Identity, and Remote Participation as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.
| 3 · 30 h |
| Code | Course | Credits · hours |
|---|---|---|
| UOB965 | Qualitative Inquiry in Universities as Organisations Qualitative Inquiry in Universities as Organisations (UOB965) is a 3-credit course on PhD Digital and Dual-Pathway Higher Education, with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Qualitative Inquiry in Universities as Organisations as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.
| 3 · 30 h |
| UOB966 | Quantitative and Mixed Evidence of Parity Quantitative and Mixed Evidence of Parity (UOB966) is a 3-credit course on PhD Digital and Dual-Pathway Higher Education, with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Quantitative and Mixed Evidence of Parity as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.
| 3 · 30 h |
| UOB967 | Document, Legal, and Policy Analysis Document, Legal, and Policy Analysis (UOB967) is a 3-credit course on PhD Digital and Dual-Pathway Higher Education, with 30 notional learning hours. By the end, students can say who decides, under which rule, and draft a note a professional could read, using Document, Legal, and Policy Analysis as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a statute or instrument, a case or policy paper, and a commentary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a memo or draft clause with sources and a revision note. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course is academic. It does not admit the student to practise law and it is not a qualifying law degree.
| 3 · 30 h |
| Code | Course | Credits · hours |
|---|---|---|
| UOB969 | Assessment Integrity and Generative AI Assessment Integrity and Generative AI (UOB969) is a 3-credit course on PhD Digital and Dual-Pathway Higher Education, with 30 notional learning hours. By the end, students can define a measurable question, fit a method that can be checked, and report where it fails, using Assessment Integrity and Generative AI as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a dataset description, a methods note, and one published evaluation. Seminar time is for the decision, not for reading the materials aloud. Assessment is a project note with the question, the method, the result, and the limitation. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone.
| 3 · 30 h |
| UOB970 | Library Licences and Resource Justice Library Licences and Resource Justice (UOB970) is a 3-credit course on PhD Digital and Dual-Pathway Higher Education, with 30 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Library Licences and Resource Justice as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.
| 3 · 30 h |
| Code | Course | Credits · hours |
|---|---|---|
| UOB973 | Confirmation and Progression Confirmation and Progression (UOB973) is a 36-credit course on PhD Digital and Dual-Pathway Higher Education, with 360 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Confirmation and Progression as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.
| 36 · 360 h |
Modules are assessed through a published mix of coursework, applied projects, and examinations. Exam windows are announced in advance so students in other time zones are not forced into overnight sittings. Alternative arrangements are available where documented.
The published duration is 3–4 years. Teaching language: English (dual pathway: Edinburgh campus or tuition-free online; one academic standard). Actual time-to-complete depends on mode and any recognised prior learning.
You may study this award fully online from your country, or — where published — on campus at Brigant. Online study does not require a student visa. Campus study may.
Degree tuition for this award is published as £0 / tuition-free on the online pathway. Examination or administrative fees may apply at checkout — never an annual tuition invoice. Check the Fees page for any extras.
Requirements are grouped on this page (academic, English, documents, research). Equivalent qualifications are considered. English may be waived after prior English-medium study.
Assessment is typically a mix of coursework, projects, and examinations. Doctoral awards include a thesis or dissertation and an oral examination. Details sit in the programme specification and module outlines.
Recognition of the award for local employment, professional licence, or ministry attestation is decided by your employer or regulator. University of Brigant publishes verification pages for certificates. We do not claim automatic equivalence in every country.
Start an application on this website. Progress is saved from the first step. Admissions: admissions@brigant.uk.
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