phd in leeds university

What the world needs is your perspective

Contribute to the world-leading research taking place within the Business School.

Research and Excellence Framework (REF) 2021

90% of the Business School's submitted research deemed as either 'world-leading' or 'internationally excellent' overall

An interdisciplinary academic community

The University of Leeds is committed to working across disciplines to help tackle global challenges

• Research Degrees
• Interdisciplinary Research
• Leeds University Business School

Research degrees

Postgraduate research at Leeds University Business School gives you a unique opportunity to make a real difference in the world.

By focusing on your specialist subject and advancing knowledge in your chosen field, there's potential for your work to bring wider benefits – to business, to society and to the wider community.

Working alongside our leading academics you'll be encouraged to undertake research training, and we'll provide the support you need to complete your dissertation or thesis and get your findings published. You'll become part of a diverse community, gaining new perspectives, connecting with fellow researchers worldwide and extending your reach internationally.

You will study for your research degree in one of our seven departments:

Accounting and Finance

Analytics, technology and operations, international business, management and organisations, people, work and employment, researching with us.

As a postgraduate researcher you will be an integral part of our research community. You will be supported on your research journey by supervisors, research centres and the Graduate School office.

of our research is judged as ‘world-leading’

or ‘internationally excellent’. Research Excellence Framework 2021

Our research

Research topics, training and development, define your research area, studying with us.

At Leeds, we aim to inspire you with a cutting-edge curriculum, delivered by academic experts who have a wealth of professional and research experience.

among the world's best universities

QS World University Rankings 2025

Entry requirements

How to apply, fees and scholarships, research and innovation blog, trust and distrust in buyer-supplier relationships.

Exploring the coexistence of trust and distrust in buyer-supplier relationships and its impact on supply chain management.

Read more on Trust and distrust in buyer-supplier relationships

The adoption of industrial digital technology in UK manufacturing SMEs

Exploring the potential benefits and challenges that IDT adoption has brought to UK SME manufacturers.

Read more on The adoption of industrial digital technology in UK manufacturing SMEs

View all blog listings

• Faculty of Arts, Humanities and Cultures
• School of Design
• Research degrees

Doctor of Philosophy (PhD)

Our PhD course will allow you to become an expert in a specialist area and gain high-quality research training in Design. Your PhD can be taken full-time (three years standard, four years maximum) or part-time (five years standard, seven years maximum). We also offer a PhD by online learning. 

Structure 

Your research will be guided by supervisors with whom you'll have regular meetings throughout your PhD. Your supervisors will help you put in place an initial plan, provide guidance on your progress, discuss your findings, and set out your plans for the next stage of research. During your first year you'll work on a plan for your PhD project as well as a bibliography and will also develop a detailed research proposal with a literature review. This work will be submitted to a panel of examiners who will assess it and provide you with feedback and advice on the progress of your research to help ensure you are fully prepared for the next stage of your doctoral degree. 

The further years are mostly spent focus on writing your thesis which is examined by two academics (one external to the University). You'll discuss and defend your findings in a formal oral examination called a viva which is a way to further expand on your research and demonstrate your expertise in your chosen area of study.

Areas of supervision

Currently the areas of research support by the School of Design for PhD students are:

•    Archiving and Design History •    Art Practice as Research •    Colour and Imaging •    Experience Design •    Textile and Fashion Design •    Textiles Technology •    Visual Communication

These broad categories are reflective of the interdisciplinary nature of the School and we can usually support research in the area you are interested in. 

We have a range of funding available to support you in funding your postgraduate study. You can find out more about the full range of funding opportunities currently available through our  scholarships database .

Our postgraduate research fees are set independently and reviewed on an annual basis. For the latest information, visit the  University’s PhD fees website .

PhD by online learning 

We offer a PhD by online learning which is available to UK, EU and international applicants, allowing you gain an advanced degree from anywhere with internet access. You can study at the time and place that best suits you, and our part time options lets you study alongside work and other commitments.

For further information, please contact  Dr Pammi Sinha ,  Head of the Graduate School. 

Pre-sessional English

You can improve your academic English level to the standard needed to study a postgraduate research degree by taking one of the following pre-sessional courses:

• 6-weeks: Language for postgraduate researchers
• 10-weeks: Language for postgraduate researchers

If you need to study for longer than 10 weeks, you can find out more about our postgraduate pre-sessional English courses .

• PhD opportunities

Visit phd.leeds.ac.uk to search our project ideas, funding opportunities, research areas and PhD supervisors

Leeds Doctoral College

We connect our whole researcher community and put you in touch with the services, guidance and opportunities you need

Medicinal Chemistry PhD

PhD student Jaykanth explains how he is contributing to research that may ultimately produce a cure for cancer of the bladder

• PhD student profile
• Faculty of Engineering and Physical Sciences
• School of Chemistry

Research degrees

Whether you’re looking to begin an academic career or want to develop your skills and expertise for a career in industry, studying for a PhD will be a journey that will stimulate your passion for your subject and push you to reach your potential.

You’ll join a friendly, supportive and diverse community of postgraduate researchers who come from all over the world.

As well as a lead supervisor who’ll provide  guidance and support  on your project, you’ll also be associated with one of our  research groups or institutes , being part of a small community with whom you’ll interact on a daily basis.

"world-leading" or "internationally excellent"

Submitted research outputs - REF 2021

Centres for Doctoral Training

Fully funded 4 year PhD places

Guidance and support

Our facilities, links with industry.

You’ll benefit from our close working relationships with a large number of key companies and academic institutions in the UK and overseas. You’ll have the opportunity to attend  industry talks, seminars and conferences  where you’ll meet and network with colleagues from industry and academia.

Postgraduate life at Leeds

A global community

Careers and professional development

Leeds Doctoral Scholarships

Access PhD funding with a Leeds Doctoral Scholarship

100% "world leading or "internationally excellent"

Submitted research impact (UoA1) - REF 2021

• Leeds Doctoral Scholarship
• "world leading" impact REF2021
• Faculty of Medicine and Health
• School of Medicine

Research degrees

Be part of a prestigious, research-intensive university in one of the UK’s most diverse cities. At the School of Medicine we’re engaged in research across a wide range of disciplines and as a postgraduate researcher at Leeds you would be an integral part of this, helping us push the boundaries of knowledge in new and exciting ways.

Postgraduate research opportunities

Search our directory of funded and non-funded research degree opportunities and scholarships, or browse a complete list of opportunities available across all schools in the Faculty.

"world leading or "internationally excellent"

Researching with us

Faculty graduate school, research degrees available, how to apply, academic fees, postgraduate research, our international phd academies.

To foster the research talents of gifted students from around the world, two of our institutes, the Leeds Institute of Cardiovascular and Metabolic Medicine and the Leeds Institute of Medical Research at St James’s have developed their own bespoke PhD programmes. Find our more about our International PhD Academies below.

International PhD Academy: Cardiovascular and Metabolic Disease

Are you an International Student looking for a direct entry PhD programme in Cardiovascular and Metabolic Disease? Here at the University of Leeds, we have developed a new Academy based within the Leeds Institute of Cardiovascular and Metabolic Medicine (LICAMM).

International PhD Academy: Medical Research at St James's

This 4-year PhD programme is tailored to train and equip you with the necessary knowledge and research skills to embark on your PhD project.

The programme is especially suitable for candidates who have limited research experience and for students wishing to update their skills or change research area.

• Faculty of Biological Sciences
• Research degrees
• Studying with us

Postgraduate research degrees

A research degree in the Faculty of Biological Sciences is an opportunity to gain and develop skills as an independent researcher in your chosen field.

Under the supervision of your lead supervisor and one or more co-supervisors, you will get the chance to carry out cutting-edge research on a particular biological problem and to become part of a large research community using multi-disciplinary approaches to tackle today’s important research questions.

Throughout your PhD you will not only strengthen your research skills and knowledge within your research area but also develop skills through our training programmes as well as through attendance as seminars and conferences.

To explore the range of postgraduate research opportunities available either browse the PhD opportunities on offer, many of which are funded, or alternatively browse our supervisor list for more information about the research areas of our academic staff.

Full time PhD

We offer two types of research degrees, Doctor of Philosophy (PhD) and Masters by Research (MSc Res)

Part time PhD

Flexible part-time research that fits around you

Life as a postgraduate researcher

From conferences to teaching, training to guest speaking, see some of the possible exciting opportunities presented to a post graduate researcher

Research degrees

Phd opportunities.

Visit phd.leeds.ac.uk to search our project ideas, funding opportunities, research areas and PhD supervisors

Whether you’re looking to begin an academic career or want to develop your skills and expertise for a career in industry, studying for a PhD will be a journey that will stimulate your passion for your subject and push you to reach your potential. 

We offer different types of degrees including full and part-time PhD degrees, split-site PhD, MPhil and a Masters by Research.  

The structure of a typical PhD, usually takes between 3 to 3.5 years full-time or 5 years part-time, during which you’ll be generating new knowledge and considering that new information in relation to existing information. You’ll need to be dedicated and passionate about your area of study. But it’ll be well worth it. Being a doctoral student is challenging, but incredibly rewarding. 

Postgraduate research in the School of Geography

Search for projects, supervisors and funding, why do a research degree at leeds.

Study in an active research environment:  The School of Geography is globally renowned for the quality of its research , and the funding it attracts, meaning we’re able to invest in world-class facilities and academic staff who are actively engaged in cutting-edge research. The results of the 2021 Research Excellence Framework (REF2021) show that 93% of the University of Leeds’s Geography research submitted was rated as either ‘world-leading’ or ‘internationally excellent’.

A strong networks of support: The  Leeds Doctoral College connects our whole researcher community and put you in touch with the services, guidance and opportunities you need.   From day one, you’ll benefit from a strong support network  to guide you through your research degree.

Professional skills development:  We think of the whole picture at Leeds. That’s why we offer a range of workshops and courses that'll enhance your skillset further and transfer into your professional career. 

Close industry links: You’ll have the opportunity to attend and present at conferences and research events where you’ll meet and network with colleagues from industry and academia. You’ll benefit from our close working relationships with a large number of key companies and academic institutions in the UK and overseas.  

Global community: You’ll join a friendly, supportive and diverse community of students and researchers who come from all over the world and have access to wellbeing and support services throughout your degree. 

Applying for a research degree

How to write a research proposal

Here's how to produce a document that outlines your proposed research topic and programme of research

How to apply

Whether you're applying to a project or proposing your own, follow this step-by-step guide to completing your application.

Find out our research degree fees. If you are a former student of the University of Leeds you may be eligible for a 10% alumni tuition fee bursary.

Entry requirements

Find out our PhD and MA/MSc Masters by research entry requirements in the School of Geography.

My PhD experience

Fran Pontin

Working in a data partnership with Active Inspiration, who develop mobile app technology to help people get more active, has allowed me to develop my understanding of the data generation process.

Keiran Suchak

Many of the PhD projects run by the CDT for Data Analytics and Society are run in conjunction with external partners; in my case, my project is run with Leeds City Council.

Dr Alice Noble

Completing my PhD at the University of Leeds with Natural England as a partner was a fantastic experience.

We have 84 University of Leeds PhD Projects, Programmes & Scholarships

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University of Leeds

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University of Leeds PhD Projects, Programmes & Scholarships

Research that matters

Enhancing real-time performance in digital wireless communications using embedded machine learning

Phd research project.

PhD Research Projects are advertised opportunities to examine a pre-defined topic or answer a stated research question. Some projects may also provide scope for you to propose your own ideas and approaches.

Funded PhD Project (Students Worldwide)

This project has funding attached, subject to eligibility criteria. Applications for the project are welcome from all suitably qualified candidates, but its funding may be restricted to a limited set of nationalities. You should check the project and department details for more information.

Unravelling the role of corrosion products in the localised corrosion of large scale energy system infrastructure

Funded phd project (uk students only).

This research project has funding attached. It is only available to UK citizens or those who have been resident in the UK for a period of 3 years or more. Some projects, which are funded by charities or by the universities themselves may have more stringent restrictions.

Investigating porosity changes and stress mechanics of corroding nuclear wastes under confined expansion

Probabilistic corrosion analysis for secure long-term geological disposal of nuclear waste in high-chloride environments, competition funded phd project (uk students only).

This research project is one of a number of projects at this institution. It is in competition for funding with one or more of these projects. Usually the project which receives the best applicant will be awarded the funding. The funding is only available to UK citizens or those who have been resident in the UK for a period of 3 years or more. Some projects, which are funded by charities or by the universities themselves may have more stringent restrictions.

An investigation on the tribochemical surface interactions of molten salt reactors

Towards digital evaluation of patient-specific wrist repair, phd in computer arithmetic and numerical analysis, competition funded phd project (students worldwide).

This project is in competition for funding with other projects. Usually the project which receives the best applicant will be successful. Unsuccessful projects may still go ahead as self-funded opportunities. Applications for the project are welcome from all suitably qualified candidates, but potential funding may be restricted to a limited set of nationalities. You should check the project and department details for more information.

Space-based constraints on UK ammonia emissions and air quality impacts

Non-periodic structures in metal–organic frameworks, edge intelligence for internet of things, conversation between food nanoparticles and gastrointestinal cells: signalling, bioavailability, and healthy ageing, leeds university business school, funded phd programme (students worldwide).

Some or all of the PhD opportunities in this programme have funding attached. Applications for this programme are welcome from suitably qualified candidates worldwide. Funding may only be available to a limited set of nationalities and you should read the full programme details for further information.

Business Research Programme

Business Research Programmes present a range of research opportunities, shaped by a university’s particular expertise, facilities and resources. You will usually identify a suitable topic for your PhD and propose your own project. Additional training and development opportunities may also be offered as part of your programme.

Postgraduate Research Opportunities in Global Development, Politics and International Relations & Security

Social sciences research programme.

Social Sciences Research Programmes present a range of research opportunities, shaped by a university’s particular expertise, facilities and resources. You will usually identify a suitable topic for your PhD and propose your own project. Additional training and development opportunities may also be offered as part of your programme.

Postgraduate Research Opportunities in Law

Law research programme.

Law Research Programmes present a range of research opportunities, shaped by a university’s particular expertise, facilities and resources. You will usually identify a suitable topic for your PhD and propose your own project. Additional training and development opportunities may also be offered as part of your programme.

Postgraduate Research Opportunities in Education

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• Faculty of Social Sciences

The Post Office Scandal: learning from the past

Faculty of Social Sciences news Wednesday 14 August 2024

S chool of Law Teaching Fellow Dr Kisby Dickinson writes about how her ESRC-funded PhD on Crime, Communications Technology and Regulation links to the Post Office Scandal

The Post Office scandal calls into question processes of private prosecution, but more broadly raises important questions about power dynamics, information imbalance, and how this can be abused to undermine processes designed to protect us from miscarriages of justice.

It has raised questions about digital evidence, and the role of in-house lawyers and corporations within the criminal justice processes.

Historical perspectives

My PhD research was concerned with the relationship between communications technology, crime and regulation from a historical perspective, and I focused primarily on the electric telegraph.

I engaged in depth with the Post Office as a regulator of telegraph-facilitated crime.

Whilst I was concerned with the 19th and 20th centuries, as the scandal broke and more information came into the public forum, I was struck by the persistence and prevalence of themes I had identified within the institutional records relating to staff as a suspect population, a culture of secrecy and suspicion, and a significant imbalance of power and information between white-collar and blue-collar workers.

I was also struck by the fact that, despite no longer being an ‘arm of the state,’ the Post Office has retained powers to this effect, by maintaining an internal police force and prioritising internal, private prosecutions.

My research revealed that between 1899 and 1954 the Post Office was prosecuting or dismissing between 296 and 864 staff per year for ‘dishonesty.’

This was sustained through internal policing efforts, which included the laying of ‘tests’ to see whether Post Office workers would offend, as well as watching and gathering evidence which then was used to support dismissals or prosecutions through an entirely internal process of investigation and prosecution.

Learning from the past

There is a long and sustained history of the Post Office prioritising reputation, profit and public perceptions of the organisation over legitimacy and accountability.

I maintain that the history of this culture and practice should not be overlooked in the contemporary scandal, not least to ensure the institution, and others, do not repeat the same behaviours.

Where something is culturally embedded in an organisation, it is important to understand how and why we arrived at that point, to prioritise change and accountability moving forward.

I have written more about this in the  Howard League for Penal Reform bulletin .

The scandal has raised questions about the integrity of processes of private prosecution and the role that big organisations and institutions play in a private justice context.

There are continuities here about how the criminal justice process plays out in the context of cyber-crime and where powerful institutions and organisations are both victim, employer and prosecutor, and the implications this has for principles such as the separation of powers, intended to protect the integrity of the criminal justice process.

I don’t think we can look at, or critique the right to privately prosecute, for instance, without understanding the history and context of that right.

More generally, I think this raises questions about how to maintain the rule of law, access to justice, and accountability in a world where corporate giants are increasingly powerful.

Other resources

My PhD thesis

My article for Howard League for Penal Reform Early Career Academics Network Bulletin

Evidence-based Justice Lab (Post Office Project) - University of Exeter

Related News

See all Faculty of Social Sciences news

Congratulations to our Leeds Sociology graduate for being a national finalist for the British Council Alumni Award

Faculty of Social Sciences - Wednesday 14 August 2024

N8 Policing Research Partnership announces new three-year phase

Faculty of Social Sciences - Wednesday 31 July 2024

Changing perspectives on disability

Faculty of Social Sciences - Tuesday 30 July 2024

PhD by distance learning

The faculties of Environment and Arts, Humanities and Cultures offer PhD by distance learning across most schools.

PhD by distance learning allows you to study at a time and place that suits you and, with a part-time option available, you'll have the flexibility to gain an advanced degree alongside work and other commitments.

Through completing a PhD, you will become an expert in a specialist area and gain high-quality research training.

Our PhD by distance learning programmes

Faculty of environment.

• School of Earth and Environment
• School of Food Science and Nutrition
• School of Geography
• Institute for Transport Studies

Faculty of Arts, Humanities and Cultures

• School of Design
• School of English
• School of Fine Art, History of Art and Cultural Studies
• School of History 
• School of Languages, Cultures and Societies
• School of Music
• School of Performance and Cultural Industries
• School of Philosophy, Religion and History of Science
• Inter-Disciplinary Ethics Applied Centre

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The case for employee-ownership education in business schools

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Employee ownership is a proven answer to known problems; I saw it in my own research

In the 2024 Legislative Session, House Bill 24-1157 codified the  Colorado Employee Ownership Office  and established a new $1.5 million annual tax credit program to support Colorado businesses that are in their first seven years of employee ownership. Why? Because there is proven power and possibility in shared ownership.

Andrea Steffes-Tuttle

The impact of shared ownership is well-documented but often overlooked as a governance model.  Academic studies  show that companies where at least 30% of the shares are broadly owned by employees are more productive, grow faster, and are less likely to fail. Recent research by the  National Center for Employee Ownership  indicates that employee-owners have higher wages and net worth, receive better benefits and are less likely to lose jobs to cuts and outsourcing compared to workers without ownership stakes.

We are in a moment of serious inequality. Wealth is increasingly concentrated at the top, and businesses have an important role to play in distributing that wealth. However, governance models like employee ownership aren’t often taught in business-school curricula. As a result, business schools aren’t preparing future business leaders to address one of the primary crises of our time.

A job market in flux

In the wake of the COVID pandemic, there was a national reckoning about work. More than 4.4 million Americans voluntarily quit their jobs in September 2021 as part of “ The Great Resignation ,” in response to poor labor conditions and burnout. For a moment, the power was in the hands of workers, and wages were rising, but that power has swung back to corporations. 

The rise in wages has been followed by economic strain, and droves of workers have been laid off, creating a crowded labor market. This forces workers to accept employment at reduced wages and in a weaker position. The insecure footing of today’s workers, combined with  wealth inequality  is the source of significant stress and puts  people’s health and lives at risk . The job market needs to be stabilized, but how?

A proven solution

Employee ownership is a proven answer to these issues. I saw it in my own research. I was drawn to my research by my experience as a worker and a business owner. When running a company, I felt trapped by the norms for managing and rewarding workers. It felt imbalanced that one person, the business owner, should receive almost all of the benefits of the work of others. 

Through my study, as part of my graduate work in the Department of Anthropology at the University of Colorado Boulder, I researched alternative ways of managing a business that might offer more equitable environments for workers. My research focused on B Corp-certified companies. B Corp certification is a designation that verifies that a for-profit company meets standards of social and environmental performance, accountability and transparency according to the certification requirements of the nonprofit B Lab. 

In interviews with 50 employees across 15 B Corps in the United States, I found that while the certification influences company policies and creates a community of companies that want to do good, it falls short of truly improving working conditions and worker equity.

Instead, the employees I encountered who were most satisfied and engaged worked at companies that had adopted shared ownership models of corporate governance. One of the companies in my study, Namaste Solar, operates as a worker cooperative. The employees at this firm were highly engaged, clearly communicated the organization's mission and purpose, and expressed high levels of job satisfaction. 

They participated in professional and team-development activities, and many acknowledged they could find higher-paying jobs elsewhere but preferred to stay at Namaste Solar. This engagement and satisfaction were largely attributed to the ownership, agency and respect inherent in the worker-cooperative governance model. This was one of the most meaningful findings in my research.

Shared ownership models as core business curriculum

One of the barriers to corporate adoption of shared ownership is awareness. I attended a graduate business program at CU Denver and participated in several leadership trainings as a professional. And yet, when I started my own business, I didn’t consider setting up a shared-ownership model because it wasn’t something I’d been taught.

As far as I can tell from my own graduate studies across the Leeds School of Business, the concepts of employee ownership are barely discussed. The solution of shared ownership is proven to be a powerful lever in redistributing wealth, increasing financial security and stabilizing families and communities. Why isn’t it a core part of business school studies?

A few universities offer curricula on employee ownership, including Rutgers University’s School of Management and Labor Relations, the Beyster Institute at UC San Diego's Rady School of Business, and the Baker Center of Excellence for Employee Ownership and Business Transformation at Montgomery County Community College in Pennsylvania. However, at most institutions, individual faculty decide whether and how to introduce the concept.

As far as I can tell from my own graduate studies across the Leeds School of Business, the concepts of employee ownership are barely discussed. The solution of shared ownership is proven to be a powerful lever in redistributing wealth, increasing financial security and stabilizing families and communities. Why isn’t it a core part of business school studies?"

In a time of deep inequality and climate crisis, the prevailing business-school teachings that prioritize status-quo business governance have the potential to exacerbate these issues. Higher education needs to holistically incorporate diverse business approaches. Future leaders need to know their options. Many young leaders are seeking tools, models and guidance for creating a better future. Shared ownership is a powerful tool.

The government is starting to support and incentivize the adoption of shared ownership, both in  Colorado  and at the  federal  level. Universities should pay attention and seize the opportunity to rethink their curricula and incorporate education and training on more equitable governance models. The benefits are well documented, unlike many new policy proposals or novel ESG models. 

Widespread adoption of employee ownership could have profound effects. If universities are truly committed to equity, they must include wealth distribution in their efforts, and a proven method for distributing wealth is through ownership. The adoption of shared ownership starts with awareness, and business schools are central to this awareness chain.

Andrea Steffes-Tuttle, who holds an MA in anthropology from CU Boulder, is an anthropologist of work, an entrepreneur, and an organizer for economic justice. She has 20 years of professional experience starting in nonprofit event management and fundraising, moving to marketing leadership in software startups, and on to entrepreneurship and business ownership. Most recently, she completed an anthropological study focused on worker satisfaction and corporate accountability.

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• Anthropology

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Study reveals previously unknown genetic causes of colorectal cancer

A pioneering study, led by UK universities, including the University of Oxford, The Institute of Cancer Research, London, the University of Manchester and the University of Leeds, has provided the most comprehensive analysis to date of the genetic makeup of colorectal cancer (CRC).

Cancers develop partly through genetic abnormalities within cells of the body. Colorectal cancer is a major cause of death worldwide, but we don’t yet have a full understanding of the genetic changes that cause it to grow. New research - published today in Nature - delivers an unprecedented view of the genetic landscape of CRC and its responses to treatment.

Utilising data from 2,023 bowel cancers from the 100,000 Genomes Project led by Genomics England and NHS England, the research team has identified new gene faults that lead to CRC. They’ve also uncovered new CRC cancer sub-groups (categories of cancer with specific genetic characteristics that affect how cancer behaves and responds to treatment). These findings offer profound insights into the disease's development and potential treatment strategies. Key Findings of the Study: • Identification of Over 250 Key Genes: The study has pinpointed more than 250 genes that play a crucial role in CRC, the great majority of which have not been previously linked to CRC or other cancers, expanding our understanding of how CRC develops. • New Sub-Groups of CRC: Four novel, common sub-groups of CRC have been discovered based on genetic features. In addition, several rare CRC sub-groups have been identified and characterised. These groups have different patient outcomes and may respond differently to therapy. • Genetic Mutation Causes: The research reveals a variety of genetic changes across different regions of the colorectum, highlighting differences in CRC causes between individuals. For example, a process has been found that is more active in younger CRC patients’ cancers; the cause is unknown, but might be linked to diet and smoking. • New Treatment Pathways: Many identified mutations could potentially be targeted with existing treatments currently used across other cancers. Commenting on the findings, co-lead researcher, Ian Tomlinson, Professor of Cancer Genetics at the University of Oxford , said: 'Our findings represent a significant advancement in understanding colorectal cancer. By better understanding the genetic changes in CRC, we can better predict patient outcomes and identify new treatment strategies, quite possibly including the use of anti-cancer drugs that are not currently used for CRC.' The research provides a vital resource for the scientific community and a promising foundation for future studies. The results from the study are available to other researchers, who are invited to build on the data by undertaking more focussed projects based on the CRC genome. Co-lead researcher, Professor Richard Houlston , Professor of Cancer Genomics at The Institute of Cancer Research, London, said: 'This research is a great insight into the biology of colorectal cancer, uncovering the clues as to how it develops, grows, and responds to treatments. I look forward to seeing future studies use these findings to develop tailored treatments for people with colorectal cancer, based on their genetics.'

Co-lead researcher, Professor David Wedge , Professor of Cancer Genomics and Data Science at the University of Manchester, said: 'This is the first really large study to come out of the 100,000 Genomes Project led by Genomics England and NHS England. In the coming months and years, I expect it to be followed by many more studies of different types of cancer as well as combined studies across all types of cancer, fuelled by the fantastic data resource provided by Genomics England.'

Dr Henry Wood , Lecturer in Translational Bioinformatics from Pathology in the University of Leeds’ School of Medicine, said: 'This study is the first to provide in-depth, whole-genome sequencing and characterisation of the microbiome - the community of bacteria and viruses that live in the gut - in a large number of cases of bowel cancer. This means that we are now in a position to investigate the importance of the microbiome in the development of these cancers, and whether we can change it to influence the tumour and improve patient outcomes.'

The paper, ' The genomic landscape of 2,023 colorectal cancers ', is published in Nature . 

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Expertise of research area 18th century literature; American literature; creative writing and performance; drama and theatre studies; English language; environmental literature; Medieval and Early Modern; new humanities; postcolonial literature; Romantic Literature; Victorian literature

Undertaking a PhD gives you the opportunity to explore in depth a topic that interests you, while also making a valuable contribution to your chosen field.<br /> <br /> With expert guidance, you&#039;ll conduct an extensive independent research project and use your findings to produce an original piece of research.

<p>You&rsquo;ll gain advanced knowledge of your chosen subject and develop a range of skills that&rsquo;ll prepare you for specialist career paths both inside and outside of academia.</p> <p>As a postgraduate researcher&nbsp;with us, you&rsquo;ll join a diverse and welcoming community that participates fully in the intellectual and social life of the wider University through events, research groups and other activities.</p> <p>You&rsquo;ll have access to numerous funding, training, and development opportunities that&rsquo;ll both support your studies and prepare you for life after graduation.</p> <p>You&rsquo;ll also benefit from our partnerships with organisations such as Leeds Playhouse, Opera North, and Ilkley Literature Festival, as well as our links with universities around the world.</p> <h3>Areas of supervision</h3> <p>We offer expert supervision in a wide range of specialisms, and also participate in joint supervision with other subject areas to support interdisciplinary research.</p> <p>You can <a href="http://www.leeds.ac.uk/arts/info/125026/research">explore our research</a>&nbsp;and <a href="http://www.leeds.ac.uk/arts/people/20040/school_of_english/">view our staff list</a>&nbsp;to see the breadth of expertise available. We have particular strengths in:</p> <ul> <li> <p>American literature and culture</p> </li> <li> <p>Critical and cultural theory</p> </li> <li> <p>Drama and theatre studies</p> </li> <li> <p>Eighteenth-century and Romantic literature</p> </li> <li> <p>English language (corpus, forensic and ethnographic linguistics, stylistics)</p> </li> <li> <p>Medieval and Early Modern</p> </li> <li> <p>Modern and contemporary (British and Irish)</p> </li> <li> <p>New humanities (medical, environmental, digital, digital editing)</p> </li> <li> <p>Postcolonial literature and culture</p> </li> <li> <p>Victorian literature</p> </li> </ul> <p>You may also be looking for:</p> <ul> <li> <p>English language learning and education in the <a href="http://essl.leeds.ac.uk/education">School of Education</a></p> </li> <li> <p>Linguistics and phonetics in the <a href="http://ahc.leeds.ac.uk/languages">School of Languages, Cultures and Societies</a></p> </li> </ul> <h3>Practice-led research</h3> <p>Our School is home to many creative practitioners, and we offer expert supervision in creative writing and performance-based theatre studies. You&rsquo;ll conduct your research through both a body of creative work and a thesis providing context and critical commentary.</p> <h3>Part time study</h3> <p>You can study for a PhD with us part time, allowing you to fit your degree around work and other commitments.&nbsp;</p> <h3>PhD by Distance Learning</h3> <p>It is possible to study for a PhD by Distance Learning, for further information contact&nbsp;<a href="mailto:[email protected]?subject=PhD%20by%20Distance%20Learning">Dr Pammi Sinha</a>, Head of the Graduate School.</p> <h3>Facilities and resources</h3> <p>Leeds University Library is one of the UK&rsquo;s major academic research libraries, and has extensive holdings to support your studies including <a href="http://library.leeds.ac.uk/info/1500/special_collections">Special Collections</a>&nbsp;offering a huge range of rare books, manuscripts and art.</p> <p>You&rsquo;ll also have access to our theatre spaces, which between them offer multiple configurations, a wardrobe department, a technical suite, and a set construction workshop.</p>

<p>Formal applications for research degree study should be made <a href="http://www.leeds.ac.uk/info/130206/applying/91/applying_for_research_degrees">online</a>. Please state clearly the research area you are interested in.</p> <p>Faculty of Arts, Humanities and Cultures<br /> The minimum English language requirements for Schools in the Faculty of Arts, Humanities and Cultures is an IELTS of 6.5 overall with at least 6.0 in each component.</p> <p><em>As an international research-intensive university, we welcome students from all walks of life and from across the world. We foster an inclusive environment where all can flourish and prosper, and we are proud of our strong commitment to student education. Across all Faculties we are dedicated to diversifying our community and we welcome the unique contributions that individuals can bring, and particularly encourage applications from, but not limited to Black, Asian, people who belong to a minority ethnic community, people who identify as LGBT+ and people with disabilities. Applicants will always be selected based on merit and ability.</em></p>

<p>For further information please contact the School of English.<br /> e:&nbsp;<a href="mailto:[email protected]">[email protected]</a></p>

• Graduate Studies
• Center for Popular Music Studies
• CPMS Research Fellowships

Research Fellowships Sponsored by the Center for Popular Music Studies

Since 2011, the Center for Popular Music Studies has offered research fellowships to bring scholars, historians, academics, and journalists to the Rock & Roll Hall of Fame Library & Archives at Cuyahoga Community College. These fellowships help defray travel costs for visiting researchers.

Past Fellowship Recipients

• David Ake (University of Miami)
• Tim Anderson (Old Dominion University)
• Samantha Bennett (Australian National University)
• Brian Bowe (Western Washington University)
• Patrick Burke (Washington University, St. Louis)
• Norma Coates (University of Western Ontario)
• Mike Daley (York University)
• Kevin Dettmar (Pomona College)
• Guillaume Dupetit (Sandberg Institute, Amsterdam)
• Walter Everett (University of Michigan)
• Michael Gallope (University of Minnesota)
• Holly Gleason
• Sara Gulgas (University of Pittsburgh)
• John Howland (Norwegian University of Science and Technology; Lund University)
• Charles Hughes
• Andrew Kellett (Harford Community College)
• Brett Lashua (Leeds Beckett University)
• Clara Latham (Dartmouth College)
• Mark Lewisohn
• Vincent Meserko (California Polytechnic State University, San Luis Obispo)
• Farley Miller (McGill University)
• Eugene Montague (George Washington University)
• Landon Palmer (Indiana University)
• Judith Peraino (Cornell University)
• Evan Rapport (The New School)
• Chris Reali
• Katherine Reed (Utah Valley University)
• Thomas Robinson (University of Alabama)
• Nick Rubin (University of Virginia)
• Travis Stimeling (West Virginia University)
• Steve Waksman (Smith College)
• Kevin Whitman (University of Oregon)

New study highlights scale and impact of long COVID

A new review published in The Lancet highlights the global scale and impact of long COVID, explains biological mechanisms behind the condition and suggests priority areas for future research.

The SARS-CoV-2 virus causes COVID-19, which in some people can lead to long COVID.

Illustration by DrPixelvia Getty Images

In a  new review paper , researchers from the Universities of Arizona, Oxford and Leeds analyzed dozens of previous studies into long COVID to examine the number and range of people affected, the underlying mechanisms of disease, the many symptoms that patients develop, and current and future treatments.

Long COVID, also known as Post-COVID-19 condition, is generally defined as symptoms persisting for three months or more after acute COVID-19. The condition can affect and damage many organ systems, leading to severe and long-term impaired function and a broad range of symptoms, including fatigue, cognitive impairment – often referred to as ‘brain fog’ – breathlessness and pain.

Long COVID can affect almost anyone, including all age groups and children. It is more prevalent in females and those of lower socioeconomic status, and the reasons for such differences are under study. The researchers found that while some people gradually get better from long COVID, in others the condition can persist for years. Many people who developed long COVID before the advent of vaccines are still unwell.

Janko Nikolich, MD, PhD, is director of the Aegis Consortium at the U of A Health Sciences and a professor and head of the Department of Immunobiology at the U of A College of Medicine – Tucson.

Photo by Kris Hanning, U of A Health Sciences Office of Communications

“Long COVID is a devastating disease with a profound human toll and socioeconomic impact,” said Janko Nikolich, MD, PhD , senior author of the paper, director of the  Aegis Consortium at the U of A Health Sciences , professor and head of the  Department of Immunobiology at the  U of A College of Medicine – Tucson , and BIO5 Institute member. “ By studying it in detail, we hope to both understand the mechanisms and to find targets for therapy against this, but potentially also other infection-associated complex chronic conditions such as myalgic encephalomyelitis/chronic fatigue syndrome and fibromyalgia.”

If a person has been fully vaccinated and is up to date with their boosters, their risk of long COVID is much lower. However, 3%-5% of people worldwide still develop long COVID after an acute COVID-19 infection. According to the Centers for Disease Control and Prevention, long COVID affects an estimated 4%-10% of the U.S. adult population and 1 in 10 adults who had COVID develop long COVID.

The review study also found that a wide range of biological mechanisms are involved, including persistence of the original virus in the body, disruption of the normal immune response, and microscopic blood clotting, even in some people who had only mild initial infections.

There are no proven treatments for long COVID yet, and current management of the condition focuses on ways to relieve symptoms or provide rehabilitation. Researchers say there is a dire need to develop and test biomarkers such as blood tests to diagnose and monitor long COVID and to find therapies that address root causes of the disease.

People can lower their risk of developing long COVID by avoiding infection – wearing a close-fitting mask in crowded indoor spaces, for example – taking antivirals promptly if they do catch COVID-19, avoiding strenuous exercise during such infections, and ensuring they are up to date with COVID vaccines and boosters.

“Long COVID is a dismal condition but there are grounds for cautious optimism,” said Trisha Greenhalgh, lead author of the study and professor at Oxford’s  Nuffield Department of Primary Care Health Sciences . “Various mechanism-based treatments are being tested in research trials. If proven effective, these would allow us to target particular subgroups of people with precision therapies. Treatments aside, it is becoming increasingly clear that long COVID places an enormous social and economic burden on individuals, families and society. In particular, we need to find better ways to treat and support the ‘long-haulers’ – people who have been unwell for two years or more and whose lives have often been turned upside down.”

The full paper, “ Long COVID: a clinical update ,” is published in The Lancet.

Janko Nikolich, MD, PhD   Professor and head, Department of Immunobiology, College of Medicine – Tucson Director, Aegis Consortium, U of A Health Sciences Co-director, Arizona Center on Aging, College of Medicine – Tucson Professor, Department of Nutritional Sciences and Wellness, College of Agriculture, Environmental and Life Sciences Member, BIO5 Institute

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Fighting the second pandemic: long COVID

Phil Villarreal U of A Health Sciences Office of Communications 520-403-1986, [email protected]

International team of scientists begin investigations on record-breaking bounty

Scientists have recovered the first long section of rocks that originated in the Earth’s mantle, the layer below the crust and the planet’s largest component.

The rocks will help unravel the mantle’s role in the origins of life on Earth, the volcanic activity generated when it melts, and how it drives the global cycles of important elements such as carbon and hydrogen, according to the team.

The nearly continuous 1,268 metres of mantle rock was recovered from a “tectonic window,” a section of the seabed where rocks from the mantle were exposed along the Mid-Atlantic Ridge, during Expedition 399 “Building Blocks of Life, Atlantis Massif” of the ocean drilling vessel JOIDES Resolution in Spring 2023.

With attempts dating back to the early 1960s, the recovery was a record-breaking achievement led by the International Ocean Discovery Program, an international marine research consortium of more than 20 countries that retrieves cores—cylindrical samples of sediment and rock—from the ocean floor to study Earth’s history.

Since then, the expedition team has been compiling an inventory of the recovered mantle rocks to understand their composition, structure and context.

Their findings, presented in the journal Science, reveal a more extensive history of melting in the recovered rocks than expected.

Lead author Professor Johan Lissenberg from Cardiff University’s School of Earth and Environmental Sciences, said: “When we recovered the rocks last year, it was a major achievement in the history of the Earth sciences, but, more than that, its value is in what the cores of mantle rocks could tell us about the makeup and evolution of our planet.

Professor Johan Lissenberg (left) and colleagues analysing the cores, which were recovered from a “tectonic window” on the Mid-Atlantic Ridge. (Photo by: Lesley Anderson)

“Our study begins to look at the composition of the mantle by documenting the mineralogy of the recovered rocks, as well as their chemical makeup.

“Our results differ from what we expected. There is a lot less of the mineral pyroxene in the rocks, and the rocks have got very high concentrations of magnesium, both of which results from much higher amounts of melting than what we would have predicted.”

This melting occurred as the mantle rose from the deeper parts of the Earth towards the surface.

Results from further analysis of this process could have major implications for the understanding of how magma is formed and leads to volcanism, the researchers claim.

“We also found channels through which melt was transported through the mantle, and so we are able to track the fate of magma after it is formed and travels upwards to the Earth’s surface.

“This is important because it tells us how the mantle melts and feeds volcanoes, particularly those on the ocean floor that account for the majority of volcanism on Earth. Having access to these mantle rocks will allow us to make the connection between the volcanoes and the ultimate source of their magmas.”

The study also provides initial results on how olivine, an abundant mineral in mantle rocks, reacts with seawater, leading to a series of chemical reactions that produce hydrogen and other molecules that can fuel life.

Scientists believe this might have been one of the underpinning processes in the origin of life on Earth.

The researchers say the rocks recovered from the mantle bear a closer resemblance to those that were present on early Earth rather than the more common rocks that make up our continents today. (Photo by: Johan Lissenberg)

Dr Susan Q Lang, an associate scientist in Geology and Geophysics at the Woods Hole Oceanographic Institution, who was a co-chief scientist on the expedition and part of a team continuing to analyse rock and fluid samples, said: “The rocks that were present on early Earth bear a closer resemblance to those we retrieved during this expedition than the more common rocks that make up our continents today.

“Analysing them gives us a critical view into the chemical and physical environments that would have been present early in Earth’s history, and that could have provided a consistent source of fuel and favorable conditions over geologically long timeframes to have hosted the earliest forms of life.”

The international team of more than 30 scientists from the JOIDES Resolution expedition will continue their research on the recovered drill cores to address a wide range of problems.

Dr Andrew McCaig, an Associate Professor in the School of Earth and Environment at the University of Leeds, who was the lead proponent of Expedition 399 and a co-chief scientist on the Expedition added: “Everyone involved in Expedition 399, starting with the first proposal in 2018, can be proud of the achievements documented in this paper.

“Our new deep hole will be a type section for decades to come in disciplines as diverse as melting processes in the mantle, chemical exchange between rocks and the ocean, organic geochemistry and microbiology.

“All data from the expedition will be fully available, an exemplar of how international science should be conducted.”

Their paper, ‘A long section of serpentinized depleted mantle peridotite,’ is published in Science.

The Woods Hole Oceanographic Institution (WHOI) is a private, non-profit organization on Cape Cod, Massachusetts, dedicated to marine research, engineering, and higher education. Established in 1930, its primary mission is to understand the ocean and its interaction with the Earth as a whole, and to communicate an understanding of the ocean’s role in the changing global environment. WHOI’s pioneering discoveries stem from an ideal combination of science and engineering—one that has made it one of the most trusted and technically advanced leaders in basic and applied ocean research and exploration anywhere. WHOI is known for its multidisciplinary approach, superior ship operations, and unparalleled deep-sea robotics capabilities. We play a leading role in ocean observation and operate the most extensive suite of data-gathering platforms in the world. Top scientists, engineers, and students collaborate on more than 800 concurrent projects worldwide—both above and below the waves—pushing the boundaries of knowledge and possibility. For more information, please visit www.whoi.edu

Cardiff University is recognised in independent government assessments as one of Britain’s leading teaching and research universities and is a member of the Russell Group of the UK’s most research intensive universities. The 2021 Research Excellence Framework found 90% of the University’s research to be world-leading or internationally excellent.  Among its academic staff are two Nobel Laureates, including the winner of the 2007 Nobel Prize for Medicine, Professor Sir Martin Evans. Founded by Royal Charter in 1883, today the University combines impressive modern facilities and a dynamic approach to teaching and research. The University’s breadth of expertise encompasses: the College of Arts, Humanities and Social Sciences; the College of Biomedical and Life Sciences; and the College of Physical Sciences and Engineering. Its University institutes bring together academics from a range of disciplines to tackle some of the challenges facing society, the economy, and the environment. More at  www.cardiff.ac.uk

The University of Leeds is one of the largest higher education institutions in the UK, with more than 40,000 students from more than 137 different countries. We are renowned globally for the quality of our teaching and research. We are a values-driven university, and we harness our expertise in research and education to help shape a better future for humanity, working through collaboration to tackle inequalities, achieve societal impact and drive change. The University is a member of the Russell Group of research-intensive universities, and is a major partner in the Alan Turing, Rosalind Franklin and Royce Institutes www.leeds.ac.uk