PhD Ageing is a part-time and flexible PhD led by the research-active academics based in our Division of Health Research. The programme will help you to gain deeper and critical insights into population ageing and sparks thinking into how to provide better health and care systems to support older people and their families. A personal academic tutor and during the research phase (year 3+), two thesis supervisors will provide you with support for each step of your PhD, from your first taught module to your own research project.
Taught Modules
Year 1 and Year 2 taught modules provide training in (please note these may be subject to change):
Ageing:
Undertaking research:
Principles of research design and ethical considerations:
There are 180 credits of taught modules across years 1 and 2. Please note that students must achieve a minimum 60% weighted average across these taught modules in order to proceed to the research element of the PhD programme (Yr. 3 onwards).
Research
Year 3 and onwards will be spent undertaking a research project and will conclude with the submission of a thesis (35,000 words) that makes an original contribution to knowledge within your area of professional practice and of direct relevance to it. This research project will be supervised from Lancaster University but undertaken in your own location or workplace. Supervisions will be hosted online via MS Teams, plus face-to-face meetings during the annual Autumn Academy.
Key Facts
PhD Ageing is delivered by Blending Learning. Blended learning refers to the methods of interaction between students and course tutors / supervisors on a programme. Teaching and research activities are carried out through a combination of face-to-face and online interaction. The Lancaster-based academies that occur each year give you the chance to meet your programme peers and the academic team. Online interactions use our virtual learning environment and include discussion forums, collaborative digital spaces and video conferencing.
The aim of the course is to allow people working in a range of settings – government, third sector, health care sites, academic institutions, social care settings, international organisations etc. - to undertake advanced study within this exciting and vibrant field. The course is aimed at individuals based in the UK or overseas. The course is offered on part-time via blended/distance e-learning.
The PhD in Ageing aims to:
Professor Carol Holland explains the very multi-disciplinary nature of Ageing Research and Studies at Lancaster University. Our collaborative approach to Ageing Research brings together academics with a range of backgrounds and expertise. Coming to Lancaster to study will place you amongst a group of friendly, collaborative academics and students who make a real impact in this exciting field.
Professor Crawford is the deputy director for the Centre for Ageing Research. In this episode of the Psychology at Lancaster podcast series, he talks about his own journey to Lancaster and his current research into Alzheimer's disease.
Listen to the podcast on Spotify
The Centre for Ageing Research (C4AR) is an interdisciplinary centre for academics who conduct research into ageing from across a wide range of disciplines. As a student at Lancaster University, you would automatically be a member of the centre.
Centre for Ageing Research (C4AR)2:1 Hons degree (UK or equivalent) in a relevant subject.
We may also consider non-standard applicants, please contact us for information.
If you have studied outside of the UK, we would advise you to check our list of international qualifications before submitting your application.
As part of your application you will also need to provide a 500 word research proposal. Guidance for writing a research proposal can be found on our writing a research proposal webpage.
We may ask you to provide a recognised English language qualification, dependent upon your nationality and where you have studied previously.
We normally require an IELTS (Academic) Test with an overall score of at least 6.5, and a minimum of 6.0 in each element of the test. We also consider other English language qualifications.
Contact: Admissions Team +44 (0) 1524 592032 or email pgadmissions@lancaster.ac.uk
You will study a range of modules as part of your course, some examples of which are listed below.
Information contained on the website with respect to modules is correct at the time of publication, but changes may be necessary, for example as a result of student feedback, Professional Statutory and Regulatory Bodies' (PSRB) requirements, staff changes, and new research. Not all optional modules are available every year.
Year 1, Autumn Term (weeks 1-10, October-December)
Credits: 30
Mode of assessment: 3000 word essay (75%) and a poster (25%).
This module provides students with an understanding of how ageing and later life are related to demographic, social, economic, political and environmental factors. The module begins with a discussion of the history of scholarly study on ageing and an introduction to different theoretical perspectives on ageing such as demography, epidemiology and psychology. It then explores different approaches to researching ageing societies before discussing social policy related to ageing.
The aim of this module is to provide students with an advanced introduction to the methods commonly used in health research. Students will gain knowledge and understanding of:
e-learning distance module
Spring Term (weeks 1-10, January-March)
Credits: 30
Mode of assessment: 5000 word essay
This module explores the philosophical underpinnings of research. It begins with an introduction to epistemology, i.e. the philosophical basis of knowledge and its development. It then considers the influence of different epistemological bases on research methodology and explores the role of theory and theoretical frameworks in the research process. It also examines the nature of the knowledge that underpins evidence-based policy and practice and introduces the fundamental principles of ethics.
Deadline: April
e-learning distance module
Sunmer Term (weeks 1-10, April-June)
Credits: 30
Mode of assessment: 5000 word assignment consisting of two 2500 word components
This module introduces a range of methods used in health research. The focus is on justifying research design choices rather than practical skills in data analysis. The starting point is the development of meaningful and feasible research questions. The module then introduces a range of quantitative research designs and quantitative approaches to data collection. Next, the module looks at qualitative research designs and their relation to different epistemological positions. How to integrate quantitative and qualitative methods into mixed methods research is being discussed next. The module also explores issues such as sampling and quality across different research designs.
Deadline: July
e-learning distance module
Spring term (weeks 1-10, January-March)
Credits: 30
Mode of assessment: two pieces of written work (Qualitative data analysis, 2500 words; Quantitative data analysis, 2500 words)
This module is an introduction to the theory and practice of qualitative and quantitative data analysis. The module consists of two distinct parts: qualitative data analysis and quantitative data analysis. Within each part, there will be an option to take an introductory or an advanced unit.
The introductory quantitative unit covers data management and descriptive analyses and introduces students to inferential testing in general and statistical tests for comparisons between groups specifically. The advanced quantitative unit covers linear regression as well as regression methods for categorical dependent variables and longitudinal data before exploring quasi-experimental methods for policy evaluation and finally providing an opportunity to discuss more specific regression methods such count data models or duration analysis.
The introductory qualitative unit focusses on the technique of thematic analysis, a highly flexible approach and useful foundation for researchers new to qualitative data analysis. The unit takes students through the stage of a qualitative data analysis: sorting and organising qualitative data, interrogating qualitative data, interpreting the data and finally writing accounts of qualitative data. The advanced qualitative unit introduces students to alternative techniques such as narrative analysis or discourse analysis.
Deadline: April
e-learning distance module
Summer Term (weeks 1-10, April-June)
Credits: 30
Mode of assessment: A written assignment that includes: a) a 4000 word research proposal and b) a completed FHMREC ethics application form and supporting documents.
This module completes the taught phase of Blended Learning PhD programmes. It enables students to put everything they have learned so far together and produce a research proposal that will provide the basis for the research phase of the programme.
The first part of the module – research design – starts by discussing the components of a research proposal according to different epistemologies and research methods. It then takes students through the process of developing their own proposal, starting with the topic and epistemological framework, through to the study design and data collection methods and finally the practical details.
The second part of the module – practical research ethics – teaches students how to think about their research proposal from an ethical perspective. It covers ethical guidelines and teaches students how to identify the purpose of a guideline, to enable them to translate their proposal into an ethical review application. Finally, students will prepare a practice research ethics application using the FHMREC ethics application form.
Deadline: July
e-learning distance module
Autumn term (weeks 1-10, October-December)
Credits: 30
Mode of assessment: 5000 word assignment
This module provides an introduction to the principles and components of systematic reviewing. It takes students through the key steps of a systematic review. The starting point of the module is the construction of an appropriate review question. Next, the module discusses the (iterative) process of creating a search strategy that successfully identifies all relevant literature. The module then moves on to selecting appropriate methodological quality criteria, enabling students to develop their skills in critically appraising studies. After discussing how to prepare a data extraction form the module introduces a key component of a systematic review: synthesising the evidence. Finally, the module will teach students how to put everything together in a systematic review protocol.
Deadline: January
Home Fee £4,350
International Fee £11,340
There may be extra costs related to your course for items such as books, stationery, printing, photocopying, binding and general subsistence on trips and visits. Following graduation, you may need to pay a subscription to a professional body for some chosen careers.
Specific additional costs for studying at Lancaster are listed below.
Lancaster is proud to be one of only a handful of UK universities to have a collegiate system. Every student belongs to a college, and all students pay a small College Membership Fee which supports the running of college events and activities. Students on some distance-learning courses are not liable to pay a college fee.
For students starting in 2023 and 2024, the fee is £40 for undergraduates and research students and £15 for students on one-year courses. Fees for students starting in 2025 have not yet been set.
To support your studies, you will also require access to a computer, along with reliable internet access. You will be able to access a range of software and services from a Windows, Mac, Chromebook or Linux device. For certain degree programmes, you may need a specific device, or we may provide you with a laptop and appropriate software - details of which will be available on relevant programme pages. A dedicated IT support helpdesk is available in the event of any problems.
The University provides limited financial support to assist students who do not have the required IT equipment or broadband support in place.
For most taught postgraduate applications there is a non-refundable application fee of £40. We cannot consider applications until this fee has been paid, as advised on our online secure payment system. There is no application fee for postgraduate research applications.
For some of our courses you will need to pay a deposit to accept your offer and secure your place. We will let you know in your offer letter if a deposit is required and you will be given a deadline date when this is due to be paid.
The fee that you pay will depend on whether you are considered to be a home or international student. Read more about how we assign your fee status.
If you are studying on a programme of more than one year’s duration, the tuition fees for subsequent years of your programme are likely to increase each year. Read more about fees in subsequent years.
The PhD in Ageing is offered part-time via blended learning. Teaching and research activities are carried out through a combination of face-to-face and online interaction, allowing you to undertake the majority of study from your own location whilst fulfilling your existing responsibilities. You will benefit from being part of a UK and internationally-based peer group working across a range of sectors.
Face-to-face interactions take place at an annual residential autumn Academy while taught modules are delivered via distance learning using our virtual learning environment and include discussion forums, collaborative digital spaces and video conferencing. All students have access to a hub space that facilitates interaction with their cohort and with students on related programmes, creating a virtual information space that’s also sociable. An academic tutor will support you during the taught phase and two supervisors provide you with support in the research phase.
Blended Learning
Years 1 and 2 provide you with training in theories of ageing and research methodologies. You will study a specialist module in Ageing and then modules on the Philosophy of Research, and, Research Design in Year 1. In Year 2, you will undertake the following modules: Systematic Reviews; Data Analysis; and Advanced Research Planning.
The core module in ageing will develop your understanding of how ageing and later life are related to demographic, social, economic, political, and environmental factors. Delivered by weekly teaching, this module covers the concepts, theories, practice, research methods and policy implications of contemporary issues in ageing, in combination with a range of independent and collaborative learning activities.
Years 3 to 4/5 see you undertake a research project in Ageing, which will conclude with the submission of your 35,000 word thesis. The project will be supervised from the University but undertaken in your own location or workplace. Supervisions can be via telephone, e-mail or Skype, depending on preference. Face-to-face meetings with your supervisors will take place during the annual academy.
The Division of Health Research have been offering blended learning postgraduate programmes since 2010. We have many successful graduates and currently around 200 continuing students on a range of programmes who have benefited in progressing their careers from the high quality postgraduate education we provide.
Finding solutions to the major global challenges of disease prevention and care for an ageing population.
Interdisciplinary research and teaching around ageing, older people and age-related disease.
Improving palliative and end of life care for patients and family carers.
We hold the Athena SWAN Silver Award, recognising our commitment to advancing the careers of women in higher education and research.
Join our on-campus open day this February to talk to students and lecturers and find out how and when to apply.
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The information on this site relates primarily to 2024/2025 entry to the University and every effort has been taken to ensure the information is correct at the time of publication.
The University will use all reasonable effort to deliver the courses as described, but the University reserves the right to make changes to advertised courses. In exceptional circumstances that are beyond the University’s reasonable control (Force Majeure Events), we may need to amend the programmes and provision advertised. In this event, the University will take reasonable steps to minimise the disruption to your studies. If a course is withdrawn or if there are any fundamental changes to your course, we will give you reasonable notice and you will be entitled to request that you are considered for an alternative course or withdraw your application. You are advised to revisit our website for up-to-date course information before you submit your application.
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