oxford integrated thesis

Annex B: Integrated theses: guidance for divisional boards

Guidelines for integrated theses.

In the past an Oxford DPhil thesis has been submitted in monograph format, as a series of chapters presented in the style of a book.

It is increasingly common, however, for theses to include published papers, or papers written intended for future publication, within the main body of the text; this type of work is known as an ‘integrated thesis’. An integrated thesis may either be a hybrid of conventional chapters and papers, or be fully article-based. Regardless of the format, the content of the thesis should reflect the amount, originality and level of work expected for a conventional thesis.

Where a divisional board wishes to permit submission of an integrated thesis, this must be governed by Special Regulations.

Format of an integrated theses

To ensure the format of the thesis constitutes a thematically coherent whole, an integrated thesis must include an introduction, a literature survey, and a conclusion. There should also be clarity about how the chapters are integrated as a complete text.

Any included papers should relate directly to the candidate’s approved field of study, and should have been written whilst holding the status of PRS or a student for the MSc (by Research), MLitt or DPhil.

Number of papers

As noted above, an integrated thesis will include a minimum of one or more papers which have been written for publication, submitted for publication and/or published. Special regulations may specify a required minimum (or maximum) number of papers written for publication, submitted for publication or published. Care should be taken when considering whether or not to specify any minimum, however, as if the student cannot meet this requirement, they would need to revert to a conventional style thesis and they would not be permitted to include any papers in the main body of the thesis (although these could be included as an appendix).

Permission to submit an integrated theses

The special regulations should specify the stage by which a student must apply to submit an integrated thesis; for example, this might be during Transfer or Confirmation of Status [1] . The special regulations should also define the process for a student to apply to revert to a conventional thesis. Where integrated theses are permitted, boards should also consider whether the requirements for milestone assessments need to be amended.

Joint authorship

When submitting a conventional thesis, students are required to confirm that the thesis is wholly their own work, or to acknowledge any parts of the thesis which are not their own work.

For an integrated thesis where candidates may wish to include papers written in collaboration, which is more common in some subject areas, boards should consider the extent to which this may be permitted. It would normally be considered that papers written in collaboration should not be included unless the greater part of the work is directly attributed to the candidate themselves, and the supervisor so certifies. Should a board permit papers with multiple authorship to be included, it must be made clear within special regulations the level of contribution required by the student. It is important that the extent of the student’s contribution to the collaborative work is clear and all co-authors should certify in writing to the responsible body what part of the work represents that of the candidate. Additionally, the student must be able to defend all papers written in collaboration in their entirety. If the responsible body is not satisfied that the greater part of the work included in the thesis is the student’s own, it should not proceed to appoint examiners. If relevant it may be acceptable to include in an appendix paper(s) written in collaboration where the greater part has not been undertaken by the candidate, but the paper(s) should not contribute to any specified minimum or maximum number of papers required.

Presentation

When writing an integrated thesis, candidate should ensure that the papers are incorporated in accordance with the general regulations for the “Preparation and submission of theses for the Degrees of M.Litt., M.Sc. by Research, and D.Phil.” available on the Examination Regulations website . Special regulations might specify that the published version of any papers should also be included as an appendix to the thesis (i.e. the typeset version prepared by the journal) in addition to either the verbatim copy or the more substantive working of the paper within the main body of the thesis. This would be subject to resolution of any issues of copyright (if necessary, the student might need to apply for dispensation from consultation of the relevant appendix of the hard copy/electronic copy of the thesis).

Candidates should be made aware that the inclusion of one or more papers which have been accepted for publication or published, does not in itself constitute proof that the work is of sufficient quality or significance to merit the award of the degree concerned. This remains a judgement of the relevant board on the recommendation of its examiners.

Boards should also ensure that guidance is provided to examiners to assist with the examining of theses of this type. This should include direction as to the types of corrections an examiner may recommend, particularly in relation to included papers that have been submitted for publication or published. Boards should also ensure that consideration is given to potential conflicts of interest whereby an appointed examiner may have reviewed the papers submitted within the thesis prior to their publication.

Regulations

Departments and faculties wishing to introduce special regulations to permit the submission of an integrated thesis should seek approval from the relevant divisional board.

Special regulations should include information on the structure of the integrated thesis, ensuring that candidates are aware that the thesis needs to form a coherent whole with any papers embedded within the text, whether there is any variance from the normal word limits for the thesis, whether there is a minimum or maximum number of papers required (and whether there are any prerequisites e.g. whether submitted for publication or published), any requirements regarding co-authorship and collaborative arrangements, and the procedures for seeking approval to submit an integrated thesis.

[1] The timing for permission might also vary where boards admit students direct to DPhil status having completed an MPhil at Oxford, and the DPhil thesis is in the same subject area.

Education Policy Support University Offices Wellington Square Oxford OX1 2JD Tel: 01865 270091

Related links

• Committees and panels
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• Proctors' Office website

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• Graduate school
• Information and resources for supervisors

Writing up, Submission and the Viva

This section provides information about Writing up, Submission and the Viva, including links to relevant regulations and useful information and resources.

Contents of this section (please scroll down to see each):

INTRODUCTION AND KEY STAGES OF COMPLETION

KEY UNIVERSITY DOCUMENTS AND REGULATIONS

DIVISIONAL REGULATIONS, GUIDANCE AND FORMS

OTHER USEFUL RESOURCES

introduction and key stages of completion

DPhil students are usually expected to submit their thesis within three or four years (12 terms) of being admitted as Probationer Researcher Student (PRS). Part time DPhil students are usually expected to submit their thesis within eight years (24 terms).

MSc by Research (MSc(R)) students are usually expected to submit their thesis within two or three years of being admitted as Probationer Research Student (PRS), although some may complete within one year.

The expected completion date for both full time and part time students is six months after the submission date; this is to allow for the Viva examination to take place, and for the student to complete any minor corrections and re-submit the thesis. NB these extra six months should not be used to complete any research, as the maximum submission date remains the same . 

Extensions:  Should circumstances arise where your student may need to apply for an extension, you can find information on what they should do on the page on Extensions and Suspensions .

Thesis Standard:  DPhil - The standard required for success in the DPhil examination is defined as follows: that the student present a significant and substantial piece of research, of a kind which might reasonably be expected of a capable and diligent student after three or at most four years of full time study in the case of a full-time student, or eight years in the case of a part-time student.  MSc (R):  The standard required for success in the MSc (R) examination is defined as follows: that the candidate should have made a worthwhile contribution to knowledge or understanding of the relevant field of learning after a minimum of one year or two years of full-time study.

It is important to note that at Oxford the examination assessment is completely independent of the student’s supervisor. While of course the supervisor offers support and advice, the outcome will rest on the recommendations of the examiners, and final approval by the relevant board. You should familiarise yourself with Section 7 of the University’s Policy on Research Degrees , which deals with examination.

Your department’s Director of Graduate Studies (DGS) will be able to advise you on the examination process and procedures, including guidance on examination criteria. 

As supervisor you may advise the Director of Graduate Studies if there are any special factors which should be taken into account in the conduct of your student’s examination. For example, a scientific paper may have been produced by another researcher which affects the content of the thesis, but which was published too late for it to be taken into account. You should also advise the Director of Graduate Studies if the student has any special needs that might affect their performance in the oral examination, or if any part of their work must be regarded as confidential. The Director of Graduate Studies will forward, via the Graduate Office, any appropriate information that they think should be provided to the examiners. The Graduate Office will then seek approval from the Proctors Office if required.

Form GSO.20a  provides notes and guidance for the student on the whole submission process.

Download an overview of the examination process (PDF)  from the University of Oxford website.

The key stages of completion are:

Writing the Thesis

In the MPLS Division some departments permit students to submit their thesis as an integrated thesis

You / your student should also check the examination regulations for any word or page limits.

You should work with your student to create a plan for writing up, and encourage them to start writing up early so that any hold ups or unexpected events can be absorbed more easily. 

Appointment of Examiners

It is your responsibility as the supervisor to identify and propose appropriate examiners for your student. There are normally two, one internal and one external. The internal examiner is usually a senior member of Oxford University; the external examiner usually from another research organisation. Section 7 of the University’s Policy on Research Degrees provides further information on the appointment of examiners, particularly on who may act and what might be considered as a conflict of interest.

The application for the appointment of examiners should be made no earlier than the term before, and ideally no later than 4-6 weeks before the intended submission.

You should consult with your student before making final decisions about proposed examiners, and you are encouraged to contact potential examiners informally to determine whether they are willing in principle to act and, if so, whether they are able to carry out the examination within a reasonable period of time. The process is:

• Student completes their sections of the GSO.3 , Application for the Appointment of Examiners (via My student record in student self service)
• Supervisor completes their section indicating names of the proposed examiners, and they should provide alternatives in case the preferred examiners decline to act.
• Supervisor choice of examiners is approved by the Director of Graduate Studies. (The University Regulations make reference to department, faculty or divisional board as being the decision making body in relation to examiner appointments. In MPLS this authority is delegated to the Director of Graduate Studies)
• The completed GSO.3 form is processed by the MPLS Divisional Graduate Office.
• The Exam Schools issue the formal invitations to the examiners.

submitting the thesis

Students are only permitted to submit their thesis when they have successfully completed the Transfer and Confirmation of Status milestones (Confirmation of Status is only required for DPhil Students, not for M.Sc(R) students.)

The final decision on when to submit is the student’s, noting that those funded by a research council may have a specified date by which they are expected to submit. It is of course in their interest to involve the supervisor at all stages, and to make the final version of the thesis available to you for your final comments in good time before they submit.

You should encourage your student to ensure that their standard of English is sufficient for the presentation of the thesis, and to pay particular attention to the final proof–reading. Read more information about layout and presentation of the thesis . It is the student’s responsibility to ensure their thesis has been adequately proof-read before it is submitted.   As the student’s supervisor, you should tell the student if you notice that further proof-reading is required when reading a final draft.  However, it is not your responsibility to proof-read the student’s work.  Neither is proof-reading the job of the examiners: the student should not submit a thesis which requires further proof-reading, and should employ a professional proof-reader for this purpose if necessary.

Theses should be submitted via the   Research Thesis Digital Submission   (RTDS) portal. The University’s deadline for submission is no later than the last day of the vacation immediately following the term in which the students application for the appointment of examiners was made.

Copies of the thesis should NOT be given direct to the examiners as this could result in the examination being declared void and the student could be referred to the University Proctors.

It is normally expected that the Viva examination should take place within three months of thesis submission, although there are no regulations requiring it to happen within a defined period of time. The actual date of the exam will depend primarily on the availability of both examiners; it is worth noting that more time is usually needed to arrange the date during the Long Vacation. The internal examiner is responsible for arranging the date; they will contact the student once a date has been arranged.

If your student needs to have their viva sooner than three months after submitting the thesis, they may apply for an early viva when completing the application for appointment of examiners form. The examination date requested must not be earlier than one calendar month after the date on which the thesis has been received by the Research Degrees Team  or  after the date on which the examiners have formally agreed to act, whichever is the latest. The actual date of the examination will depend primarily on the availability of both examiners. In the Long Vacation, a longer time is normally required.  It is important that your student allows sufficient time for forms to be approved and examiners to be formally invited. If sufficient time has not be given this could impact on the early examination request.

If, for any reason, examiners wish to hold a viva within four weeks of receiving their copy of the thesis, permission must be sought from the Director of Graduate Studies. The internal examiner will need to give details of the proposed arrangement and the reasons for the request. Under no circumstances will a viva normally be permitted to take place within 14 days of receipt of the thesis by the examiners.

Students and supervisors should not contact examiners themselves except to agree the date for the viva; if examiners have not been in touch within a month of receiving the thesis, the Research Degrees team  will contact them.

Your student should wear appropriate academic dress and take a copy of their thesis to the viva.

Examiners will be provided with the Memorandum for Examiners for the Degree of Doctor of Philosophy ( GS0.5 ), or Memorandum of Guidance for M.Sc Examiners ( GSO.7a ), which give information about the purpose and formal requirements of the viva, the practical arrangements, the conduct of the exam and the requirements of the examiners’ report.  They will also be sent a copy of the MPLS Division's additional notes of guidance for examiners .

For more information about regulations and the purpose of the viva,  see section 7, about examination, of the University’s Policy on Research Degrees about the viva.

DPhil (first) Examination:  Examiners must choose one of the following outcomes: 

1. Award of the DPhil (possibly with minor corrections)

2. Major corrections to the thesis

3. Reference back (for revision) for DPhil or award of the M.Sc (as the thesis stands or subject to minor corrections) as the student may choose

 4. Reference back (for revision) for the DPhil or (for revision) for the M.Sc as the student may choose

 If the student chooses to revise and resubmit for the DPhil the following options will also be available to the examiners on the next examination: 

5. Reference back (for revision) for the M.Sc only

6. Award of the M.Sc

7. Outright failure

M.Sc (R) (first) Examination : examiners must choose one of the following outcomes: 

1. Award of the M.Sc (possibly with minor corrections)

2. Reference back (for revision) for the M.Sc

If the student chooses to revise and resubmit for the M.Sc the following option will also be available to the examiners on the next examination:

3. Outright failure

Full guidance on these is set out in the University's Memorandum of Guidance for DPhil Examiners ( GS0.5 ) and Memorandum of Guidance for M.Sc Examiners ( GSO.7a ).

Deposit of hard copy thesis to the bodleian and e-theses to ora

If your student is granted leave to supplicate they are no longer required to submit a hard-bound copy of their thesis to the Examination Schools in order to graduate. This includes any students who were unable to submit a hardbound copy due to COVID-19 social distancing measures in the 2019/20 & 2020/21 academic year.

However, all candidates do need to submit an electronic copy (incorporating any amendments required by the examiners) to the Oxford University Research Archive (ORA) a minimum of five working days prior to their graduation date. Students will not be able to attend a degree ceremony (even in absentia) without doing so.

key university documents and regulations

The University’s Policy on Research Degrees

Section 7 of the University’s Policy on Research Degrees, which covers examination : 

Examination Regulations – General Regulations Governing Research Degrees

Examinations Regulations – General Regulations for the Degree of Doctor of Philosophy

Examinations Regulations – General Regulations for the Degree of Master of Science by Research

divisional regulations, guidance and forms

Examination regulations for Research Degrees in the MPLS Division

Subject Specific Examination Regulations:

• Biological Sciences (Biology)
• Mathematical Sciences (Computer Science, Mathematics & Statistics)
• Physical Sciences (Chemistry, Earth Sciences, Engineering Science, Materials & Physics)

MPLS Additional Notes of Guidance for Examiners  

MPLS student webpages on submitting your thesis and examination .

other useful resources

Some departments organise briefing and discussion sessions for their supervisors, which are useful opportunities to update yourself on regulations and processes, and to share practice and discuss experiences. Please contact your Director of Graduate Studies to find out if your department is planning such a session. 

MPLS Divisional training courses for DPhil students

Find theses and dissertations

Read our guidance for finding and accessing theses and dissertations held by the Bodleian Libraries and other institutions.

• Contact & FAQ

The Research Thesis Digital Submission Quick Reference Guide for Examiners explains how to examine a digital copy of a student’s thesis and additional materials using RTDS

Contact & Help

In case of any problems or inquiries contact:

Submissions and Research Degrees Team Examination Schools 75-81 High Street Oxford OX1 4BG UAS Research Degrees Office: [email protected] Research examinations information page Tel: 01865 286384 / 286382 08:30-17:00, Monday to Friday

Frequently Asked Questions

I can’t open the files. What should I do?

First please ensure you have the programs or apps capable of opening Adobe Acrobat (PDF) files and ZIP files, if you are unsure about this please talk to your IT Support team. If it appears that the files are corrupt then please contact the Submissions and Research Degrees Team (contact details on the left-hand side of this web page) who can arrange for the files to be uploaded again.

I can’t download the files using the provided link. What should I do?

a.  Ensure that the files haven’t already been downloaded to the location of the Downloads specified by your browser.

b.  Contact your local IT Support.

c.  If still unable to download then contact the Submissions and Research Degrees Team (contact details on the left-hand side of this web page).

I haven’t received an email for the thesis I am examining. What should I do?

Please contact the Research Degrees Team. It is most likely that either the student has not yet submitted or that your fellow examiner has not yet accepted the formal invitation.

I have lost the email containing the thesis file links. What should I do?

Contact the Submissions and Research Degrees Team (contact details on the left-hand side of this web page) who will be able to send you a new link.

I have changed my email address. Who do I need to contact?

Contact the Submissions and Research Degrees Team (contact details on the left-hand side of this web page) with your new details.

What happens if the title of a thesis has been changed, but the original title is showing on the upload screen?

This could be because either the candidate hasn’t informed their GSA and Submissions and Research Degrees Team of the new title or there is a delay in processing the title change.

What happens if I realise that the student has not submitted an accompanying document which is referred to in the main thesis document?

You should contact the Submissions and Research Degrees Team (contact details on the left-hand side of this web page), who will arrange for the files to be made available.

Is it safe to download files using the provided links?

Yes, the files have been checked for viruses and are safe to download.

I received an email not meant for me. What should I do?

Forward the email to the Submissions and Research Degrees Team (contact details on the left-hand side of this web page) stating why you shouldn’t have received the email.

What are the additional files for?

The additional files are any document(s) that are part of the thesis but either too large to be included with it or of a different media type to the main body of the thesis. This could include sound recordings, photographs, programming, video, etc.

What happens if an examiner has downloaded the thesis, which the student has now realised is the ‘wrong’ file?

The student will need to contact the Research Degrees Team in the first instance.

How do I zip or/and unzip files and what can I include in my ZIP files?

You need to use a program or app to create or open a ZIP file, if unsure please talk to your local IT support team.

I have reached the maximum number of downloads. What should I do?

Please contact the Submissions and Research Degrees Team (contact details on the left-hand side of this web page). They will be able to reset the number of downloads permitted.

The student has sent me their thesis copy by email. Why do I need this version?

The RTDS version is the offical submission. Please do not accept any other version from the student. This could lead to the examination being deemed void.

ORA Oxford Thesis Collection

All theses written in fulfilment of a University of Oxford post-graduate research degree are eligible for deposit to ORA, and it has been mandated as part of the requirements surrounding a research degree for students who commenced their study from 1st October 2007 to deposit a complete copy to ORA.

For every thesis deposited, an ORA record page is created, and this content is openly shared via the ORA API, including to specific services such as the British Library's EThOS service. The ORA Oxford Thesis Collection presents the theses available within ORA. For many of these works ORA is the only space in which the content is made available, making it a valuable resource for accessing the research being undertaken by the University of Oxford students and early career researchers.

If you undertook your research degree at Oxford and would like to make your thesis available via ORA, please see the ORA theses LibGuide for further information or contact the ORA team.

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• OII >  

DPhil in Information, Communication and the Social Sciences

Page Contents

Key information, student experience, supervisors, fees and funding.

The DPhil programme in Information, Communication and the Social Sciences provides an opportunity for students to pursue cutting-edge research into the societal implications of the Internet.

As a doctoral student at the Oxford Internet Institute, you and your peers will address research questions from across the spectrum of disciplines, drawing on our multidisciplinary faculty and on the complementary strengths of your cohort of peers, who are building on literature from different disciplines to answer their research questions.

We are looking for academically excellent candidates who display the potential and enthusiasm necessary to perform research that will make a difference — to ask important questions and to adopt innovative methodologies and approaches for exploring those questions.

Our DPhil students research spans a wide range of topics, normally linked to one or more of our Research Labs, Groups and  Research topics .

This system allows doctoral students to dig deeply into disciplinary questions in, for instance, politics or sociology, while also being able to place these questions into a broader picture of how the Internet can be theorised and researched.

Over the course the programme, you are expected to produce an important and original piece of scholarship that will make a significant contribution to the dynamic area of Internet research. On completion, you will have the qualities and transferable skills necessary to excel in teaching, research, policy-making or business.

Whilst every doctoral project will follow a unique path, broadly there are three stages:

• Formulating a research question:  You will focus on developing your research questions, and research skills. All doctoral students are required to take two courses which give the necessary foundation for undertaking research in this multi-disciplinary field.
• Gathering data:  You will outline the structure of your thesis, this includes data gathering, and might include a period of fieldwork away from Oxford. Many students also use this time to start drafting journal articles, often in collaboration with their supervisors.
• Writing up your thesis and submitting:  You will concentrate on any final data gathering, and writing up the final chapters for submission of your thesis.

In addition to the formal requirements of the DPhil thesis, all doctoral students receive regular training in the key graduate skills necessary to support their research and future employment. These range from classes on specific tools or skills such as programming in Python or using content analysis software, to more generic training such as presentation skills, academic writing and peer review.

We also provide opportunities for DPhil students to gain teaching experience through mentored assistantship roles in some of the MSc courses. There are also opportunities for taking part in organising the annual student-run  Connected Life conference  dedicated to sparking exchange between disciplines and showcasing emerging Internet research.

Learning Outcomes

On completion of the DPhil programme, it is expected that you will have developed your knowledge and understanding of:

• The application of one or more of the social sciences to a detailed study of the Internet and related information and communication technologies and their societal implications.
• Practices and technologies relevant to the Internet and related ICTs.
• Theories and techniques of social sciences research applicable to the field of information and communication and of emerging technologies in particular.
• Modes of communicating and applying research in the field of information and communication to such issues as the design of new technologies and the formation of public policy.
• The qualities and transferable skills necessary to excel in teaching, research, policy-making or business in your studied field, including abilities to design new technologies and to predict and analyse their impacts.
• Leading-edge research methods relevant to investigating emerging information and communication technologies in the social sciences.

How To Apply

All applications must be made through the University of Oxford Graduate Admissions site . Please ensure that you start the online application process as early as you can, to ensure plenty of time to complete your application. We particularly advise applicants to contact their referees as early as possible, and register their details in the draft application form well in advance of the deadline.

Both the full-time and part-time DPhil programmes have one application deadline in January. Only applications that are complete by the deadline, including receipt of references, can be considered by the admissions team.

The Oxford Internet Institute is part of the University of Oxford’s pilot on selection procedures which aims to explore actions aimed at better contextualising admissions procedures for graduate students while minimising conscious and unconscious bias. For all our courses, the socio-economic data you provide in the application form will be used to contextualise the shortlisting and decision-making processes. For details about the pilot and the actions we are taking, please see the University’s page on the Pilot selection procedure.

• Full-time: 3-4 Years
• Part-time: 6-8 Years

Start date:

• October 2025

12 noon UK time (midday) on:

• Thursday 9 January 2025

Professor Carl-Benedikt Frey

Dieter Schwarz Associate Professor of AI & Work

Carl-Benedikt Frey is the Programme Director of the DPhil in Information, Communication and the Social Sciences.

Laura Maynard

DPhil Coordinator

Laura is the DPhil Co-ordinator, and administrates the course.

Our induction programme is usually held in the first week of October, the week preceding the start of Michaelmas Term (also referred to as 0th week). During Induction Week students will be formally introduced to the OII’s Director, Director of Graduate Studies, Programme Directors, Graduate Studies Support team, as well as our faculty and administrative team. In addition students will be offered a full tour of the OII’s facilities and introduced to IT and library resources, followed by several informative DPhil induction sessions. There is also ample opportunity to get to know fellow students and staff through student-led social activities and an afternoon drinks reception. During October the Social Sciences Division also holds a welcome event for all new research students.

Our doctoral students are provided with hot-desk working space in the department. We are equipped with advanced video conferencing facilities and high-speed network access. The OII’s library specialises in the social sciences, technology and computing, and our students also have access to the Bodleian Libraries, the University’s main research library.

Opportunities for teaching and training

We provide opportunities for DPhil students to gain teaching experience through mentored assistantship roles in some of the MSc courses. Students will have the opportunity to attend the Introduction to Learning and Teaching at Oxford programme run by the Social Sciences Division, an interactive and discursive course in which attendees will explore common teaching formats (lectures, small groups, tutorials) and common experiences (for example, group management, preparation, presentation and delivery). Students must complete this programme if they wish to undertake a teaching assistant position at the Oxford Internet Institute.

Pastoral and Welfare Support

In addition to the pastoral support provided your college, as a department the OII seeks to support students by various means. Each degree programme has dedicated administrative support and the administrators in question will be able to help and advise students on a range of matters relating to welfare or academic matters, or point them towards dedicated sources of support elsewhere in the University. Supervisors and the Director of Graduate Studies can also serve as a source of support, in addition to our dedicated disability lead and several Harassment Officers who can assist with connecting students with the appropriate support.

Whilst every doctoral project will follow a unique path, there are common milestones that every DPhil student must pass. The information below gives a broad indication of the general milestones, but all students are advised to discuss the timeline with their supervisor.

During the programme you will move through three different stages:

• Probationer Research Student (PRS)
• DPhil Status
• Confirmed DPhil Status

DPhil Milestones

(You can find detailed information on scheduling in the OII DPhil handbook.)

Stage 1: Formulating a Research Question

Stage 1 takes place over Year 1 for full-time students and Years 1 and 2 for on the part-time programme.

All doctoral students are required to take courses which give the necessary foundation for undertaking research in this multi-disciplinary field. Both courses must be passed in order to transfer from PRS to DPhil status.

• Advanced Social Theory  provides an overview of the major findings to date regarding the social implications of the Internet, drawing material from several social science disciplines, including communication studies, sociology, and political science.
•   DSR Methods Core  and  DSR Statistics Core  provides students with the core skills, methods, theories and concepts required to undertake the remainder of the degree. It examines issues concerning the application of traditional social research methods to the study of emerging ICTs as well as the use of new methods, enabled by the Internet and ICTs, in the study of an array of social research problems.

If you come from a background outside the social sciences (e.g. in computer science), you may be asked to take appropriate courses in theory and methods offered by the OII or one of the University’s  Social Science Division  departments during your first year of doctoral studies.

DPhil students are also welcome to take any of the  OII MSc Option Papers , with the approval of their supervisor and the course provider.

In addition to these classes, students will be required to work on their thesis, and will meet regularly with their supervisor to this end. By the end of this stage, students will be expected to have formulated clear research questions and identified appropriate theoretical and methodological frameworks for addressing these questions.

Transfer of Status

As most students will enter the DPhil programme as Probationer Research Students (PRS), they will be expected to gather materials and draft a research proposal for transfer to DPhil Status between their third and fourth term in Oxford. Assuming the normal three-year programme, we expect students to complete the transfer interview by the end of their fourth term. Most students successfully transfer in the third term.

Stage 2: Gathering Data

Stage 2 usually occurs in Year 2 for full-time students and Years 3 and 4 for students on the part-time programme.

This stage of the DPhil will normally be devoted to data gathering and mapping the outline structure of your thesis. However, students will also need to make significant progress in writing their thesis, drafting at least two chapters in preparation for the Confirmation of Status milestone. This may include a period of fieldwork away from Oxford. Many students also use this time to start drafting journal articles, often in collaboration with their supervisors.

Confirmation of Status

Confirmation of DPhil Status is an essential stage on the way to the doctorate and confirms that the student is capable of producing a thesis of the necessary standard and within an appropriate timescale. It is not possible to submit a thesis for examination until DPhil status has been confirmed.

The OII’s Graduate Studies Committee expects students to complete the confirmation interview by the end of their third year for full time students; and by the sixth year of study for part-time students.

Stage 3: Writing Up and Thesis submission

Stage 3 usually occurs in Year 3 for full-time students and Years 5 and 6 for students on the part-time programme.

Stage 3 will concentrate on any final empirical work, and on writing up the final chapters for submission of the thesis. The thesis must be submitted within four years (full-time) and eight years (part-time) from the date of admission as a graduate student. In special circumstances, you may apply for an extension of time through the Graduate Studies Committee. The maximum extension permitted is two years, making six years (full-time) or ten years (part-time) of study in all.

Once the thesis has been submitted, two examiners are appointed and the examination by viva voce (an oral defence of the thesis) is scheduled.

As a graduate student you will be assigned an academic supervisor, who is responsible for your academic well-being and progress. In addition to academic supervision, you will also have a college advisor who can help with issues of student support and welfare.

You should expect to meet with your supervisor at least three to four times a term. In the early stages of your doctoral studies your supervisor will assist you in settling into the pace of academic life, help you identify your training needs in order to fulfil your research and facilitate appropriate networking across the University. As your research progresses, your supervisor will advise you on research design, provide guidance on any data collection, and comment on your written drafts. In the final stages of your doctoral studies, your supervisor will provide comments on your thesis drafts and help you prepare for milestones and the final examination of the thesis. Your supervisor may also provide career guidance as you plan your future beyond your period of study.

The following OII faculty members are eligible to supervise DPhil students. The supervision areas are intended as a guide only: please contact a faculty member directly if you would like to discuss their suitability to supervise your research proposal.

Dr Adam Mahdi

Dr Ana Valdivia

Professor Andrew Przybylski

Dr Bernie Hogan

Professor Brent Mittelstadt

Professor Chris Russell

Professor Ekaterina Hertog

Dr Gemma Newlands

Professor Greg Taylor

Professor Helen Margetts

Professor Joss Wright

Professor Kathryn Eccles

Dr Keegan McBride

Dr Luc Rocher

Professor Mark Graham

Professor Philip Howard

Professor Ralph Schroeder

Professor Rebecca Eynon

Professor Mariarosaria Taddeo

Professor Sandra Wachter

Dr Scott A. Hale

Professor Victoria Nash

Professor Viktor Mayer-Schönberger

Professor Vili Lehdonvirta

Details of fees, living expenses, and definitions of home and overseas students, together with information about potential sources of funding are available from the  University’s Fees and Funding  website.

There are a number of sources of funding for postgraduate students at Oxford. Details of all scholarships for which candidates may be eligible can be found on the  University’s Fees and Funding website.  The scholarships are all highly competitive and are awarded on academic merit.

Clarendon Scholarships

Clarendon is one of the biggest of the University’s scholarship schemes, offering around 170 new scholarships each year to academically outstanding graduates. Clarendon scholarships are competitive, prestigious and highly sought-after. As well as providing for fees and living costs Clarendon aims to enhance the Oxford experience by offering students the chance to form lasting social, academic and professional networks. Students can apply by completing the funding sections of the graduate admissions form. As part of the admissions process, the Oxford Internet Institute Scholarship Committee will decide which applicants to nominate to the University for consideration. Further details of this scholarship can be found on the University’s Clarendon Scholarships  page.

Economic and Social Research Council (ESRC) funding

The ESRC is the UK’s largest organisation for funding research on social and economic issues. The University, in collaboration with Brunel University and the Open University, hosts the Grand Union Doctoral Training Partnership (DTP).

The Oxford Internet Institute’s graduate degree programmes are a recognised doctoral training pathway in the partnership and our  Digital Social Science pathway  is provided through two routes, MSc-to-DPhil (known as 1+3) and DPhil-only (known as +3), and is available to students studying part-time as well as those studying full-time.

In order to be considered for a Grand Union DTP ESRC studentship, you must select ‘ESRC Grand Union DTP Studentships in Social Sciences’ in the University of Oxford scholarships section of the University’s graduate application form. You must complete a  Grand Union DTP Application Form  and upload it, together with your graduate application form, in order to be considered for nomination for the studentship.

Information about ESRC studentships at Oxford can be found on the  Grand Union DTP website . Please ensure you have read all of the guidance available on the website before completing the  ESRC Grand Union DTP Studentship Application Form . Questions can be directed to the Grand Union DTP Office at [email protected] 

ESRC studentships are open to both Home (UK) and International candidates, read more about the eligibility criteria here .

Arts and Humanities Research Council (AHRC) funding

The AHRC provides public funding in support of research into the arts and humanities, for approximately one quarter of the UK’s research population. Oxford participates in the Open-Oxford-Cambridge AHRC Doctoral Training Partnership, providing a number of scholarships each year to students working in eligible subject areas across the Humanities and Social Sciences Divisions.

Information about applying for AHRC scholarships at Oxford can currently be found on the  Open-Oxford-Cambridge Doctoral Partnership  website. In order to be considered for a studentship you must apply by the programme deadline and tick the relevant box in the studentships section of the application form. You will also need to complete the  OOC DTP Application Form  and upload it as an additional document when completing your application.

Black Academic Futures scholarships

The Black Academic Futures programme offer scholarships to UK Black and Mixed-Black students starting doctoral study at Oxford. A pplicants need to apply to an Oxford department by the relevant programme deadline to be considered for the scholarship and ensure they include the ethnicity information in their application.

Refugee Academic Futures

The Refugee Academic Futures scheme offers financial support to pursue graduate study at Oxford to students who are refugees or other people with lived experience of displacement. The scholarships are open to all academic subjects. Each scholarship will cover your course fees and will provide you with a grant for living costs. Awards are made for the full duration of your fee liability for your course. Scholars will be offered opportunities to receive mentoring and a bespoke programme of pre-arrival and on course support.

Care-Experienced Academic Futures

The Care-Experienced Academic Futures scholarships offer financial support to students who have experienced being in care in the UK to pursue graduate study at Oxford. The pilot will include the inaugural award of the Oxford-Rees Graduate Scholarship, which supports care-experienced Social Sciences candidates.

OII Shirley Scholarship

The OII awards a limited number of DPhil Scholarships each academic year supported by the Shirley Scholars Fund which was established in honour of OII founder donor Dame Stephanie Shirley. These scholarships are open to both full- and part-time students (from any country) and all applicants who are offered a place on our programme are automatically considered for an award. Scholarships are awarded on the basis of merit.

DPhil Handbook 2023-24

Download the handbook for study at the OII in the academic year 2023-2024

You can find general FAQs about applying to our courses, studying at the OII, and choosing a college on the study FAQs page .

When should I apply?

The DPhil programme has one deadline in January.

Please ensure that you start the online application process as early as you can, to ensure plenty of time to complete your application. Only applications that are complete by the deadline (including letters of reference) can be considered by the admissions team. All applications must be made through the  University of Oxford Graduate Admissions  site.

How do I choose a supervisor?

Our students are supervised by OII faculty members. Please note that we will only admit students where appropriate supervision is available; please see the full list of  faculty members eligible to supervise students on this programme.

Please note that it is strongly advised that DPhil applicants should contact a potential supervisor before they submit an application to check that there is appropriate supervision for their research proposal. Once DPhil applicants have identified an appropriate supervisor they should email them directly with a brief overview of the proposed research topic. The faculty member will then indicate whether they would be suitable to supervise the proposed topic.

If I need to submit English Language Test results, when are they due?

You can read more about the English language requirements for graduate study applications in the graduate application guide.   This course requires proficiency in English at the University’s higher level . If you already have English language test scores at the required level achieved within two years of the start of the course to which you are applying, please include them in your application. However, you are not required to provide test scores when you submit your application.

How does the DPhil in Information, Communication and the Social Sciences differ from the DPhil in Social Data Science?

The  DPhil in Information, Communication and the Social Sciences  is designed for students interested in research about the Internet and related technologies and their societal implications. Theses in this programme might include quantitative, qualitative, computational or mixed methods applied to a broad range of questions about digital phenomena and could address questions about technology policy or practice. The  DPhil in Social Data Science  is designed for students with core quantitative skills who wish to develop their skills for analysing structured and unstructured data using advanced computational techniques such as machine learning. Theses in Social Data Science might develop new computational approaches for analysing human behavioural data and/or apply such approaches to answer a social science question.

What does a good DPhil application look like? Do you have any examples?

Here is some great advice from OII DPhil alumni Bertram Vidgen on how to write your DPhil application proposal .  You can also read OII Professor Vili Lehdonvirta’s advice about picking a research topic for a DPhil application.  

What fees do I have to pay?

Course fees cover your teaching, and other academic services and facilities provided to support your studies. They do not cover your accommodation or other living costs. You may have seen separate figures in the past for tuition fees and college fees. We have now combined these into a single figure.

See the University’s  guidance on fee status  and fee liability for information on  Home/Republic of Ireland ,  Islands  and  Overseas  student classification. As well as covering University and College fees, students will also have to support their maintenance costs. As Oxford is a relatively expensive place to live, it is recommended that students consult the University’s  guidance on living costs  when planning their budget, to cover accommodation, meals and other living expenses.

Do I have to live in Oxford during my studies?

Full-time students are required by the University’s regulations to be in residence in Oxford during term time. That means a commitment to be in Oxford for at least the full nine weeks of all three terms of each academic year. You also need to be available in Oxford for several events outside full term, from the induction programme to examinations. Research away from Oxford should be discussed with your supervisor. Part-time students are not required to live in Oxford, but are expected to be present in Oxford on average 30 days per year. Please see the DPhil handbook for more details.

Do you offer any intensive, online or distance-learning courses?

We do not normally offer any of our MSc or DPhil programmes in an intensive, online, or distance-learning modality. Although we do make use of virtual learning environments and various other online components of study, both full and part-time students are required to attend in person during term time due to the collaborative and multi-disciplinary nature of our programmes, and the principles that underpin Oxford education as a  collegiate university.  We strongly believe that the face-to-face element of the programme is vital in providing a multi-disciplinary peer network for students to engage in ideas, discussion and debate.

We do, however, offer this programme on a part-time basis. The part-time DPhil is substantively identical to the full-time degree, but distributes the workload over five to six years for those who must fit study around work, family, or other outside commitments.

What does the schedule look like for a part-time DPhil student?

Part-time students can typically expect to spend at least 30 days physically in Oxford each year, and will be expected to commit approximately 20 hours per week to their studies. Part-time DPhil students will be expected to take core courses in Michaelmas Term of Years 1 and 2, which will mean choosing two courses in one year, and one in the other year. These courses have been scheduled to allow part-time students to take them on a single day, so students will need to be able to attend classes in Oxford one day a week for the eight consecutive weeks of Michaelmas Term, as a minimum. In addition, part-time students will need to be present in Oxford in their first year for the full Induction Week (normally held the first week of October).

There are provisions to attend DPhil seminars and supervision meetings via video conference, the latter at your supervisor’s discretion, particularly from Year 3 onwards. However, classes for the core courses and any corresponding examinations in Michaelmas Term of Years 1 and 2 can only be attended in person.

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Latex template for Oxford integrated thesis

TengdaHan/integrated_thesis_template

Folders and files.

Repository files navigation

Oxford integrated thesis template.

What is integrated thesis?

Integrated thesis is a thesis format accepted by some doctoral programmes in Oxford University. It could include scientific papers as thesis chapters .

What is this template?

The key function is to group your papers (e.g. your latex source from arXiv) into a single thesis file with minimal modification. The template is designed to:

• Keep the references (e.g. tables and figures) in each paper directory.
• Fix the bibliography from multiple sources.

Instructions

• Copy paper directories into chapter/ , e.g. chapter/paper1/ .
• Remove the preamble and the bibliography in the paper tex file, let it start from \title{} . See chapter/paper1/main.tex for example.
• Import the paper tex file in chapter/papers.tex , by declaring their relative paths.
• Add the additional bib source (for your paper) in def.tex or main.tex .
• (optional) Use vgg_bibtex/group_bib.py script to remove duplicate bibliography items.
• Compile main.tex .

Acknowledgement

This template is originally developed for my own thesis. You are welcomed to use it for your work, but at your own risk. It might be built on other great open-sourced thesis templates:

• https://www.oxfordechoes.com/oxford-thesis-template/
• https://github.com/mcmanigle/OxThesis
• https://github.com/twgr/thesis

The bibliography part in def.tex is Shangzhe Wu's contribution.

Email me (Tengda Han, [email protected] ) or raise an issue.

• Python 0.3%

MSc in Integrated Immunology (Full-time)

• Entry requirements
• Funding and Costs

College preference

• How to Apply

About the course

The aim of the taught MSc in Integrated Immunology (Full-time) is to provide a comprehensive education, high-quality research training and the professional skills required for a career in modern immunology.  We expect that our graduates will become part of the global network of immunologists within academic research, biotech and related industry, medicine or healthcare professions.

The MSc in Integrated Immunology (Full-time) course explores immunology in breadth and depth and is intended for science and medical postgraduates. It is a 12-month, full-time course comprising two 11-week taught terms followed by a 14-week research project within a University of Oxford research group. The first taught term focuses on the fundamental science of immunology, while the second explores the applied, clinical and therapeutic aspects of immunology. This MSc course is not modular in structure; all elements are compulsory for all students. Teaching is delivered across a series of linked topic themes to ensure holistic coverage of modern immunology. By the end of the course students should be able to demonstrate their understanding of how the fundamental principles of immunology integrates with the clinical aspects of immune-driven disease and with other disciplines including cell and molecular biology, genetics and microbiology.

You will be taught by leading academics in immunology throughout the first two terms of the course. You will hear from a wide range of different lecturers, drawn from the University of Oxford Immunology Network, Oxford University Hospitals or external institutions. In the third term you you will undertake a project in a top-ranked research department or institute. MSc projects are provided by internationally-recognised research groups across the Medical Sciences Division. Oxford has one of the highest concentrations of research-active immunologists in the world. Students on this MSc course are therefore uniquely placed to benefit from this wealth of expertise.

Each of the two 11-week taught terms consist of nine weeks of classroom-based teaching, one for revision and one for examination. An average teaching week comprises approximately seven lectures, each lecture being 60 to 90 minutes in duration. In addition, there are small-group discussion and problem-based learning sessions, which may be led by tutors, or by students. Continuing professional development classes, including on presentation and IT skills, statistics, ethics, scientific methodologies, careers and special seminars take place throughout both taught terms. Self-directed study is required alongside structured teaching. In the third term you will undertake an original, supervised research project to gain a working understanding of research techniques in immunology or a related area. Research supervisors provide regular support and guidance during the course of the research project, and students are normally expected to work on their projects during core working hours during the week, or as agreed with their supervisor.

Students are expected to treat their studies as a full-time occupation of at least 40-hours per week.

Supervision

The allocation of graduate supervision for this course is the responsibility of the Nuffield Department of Surgical Sciences and it is not always possible to accommodate the preferences of incoming graduate students to work with a particular member of staff. Under exceptional circumstances a supervisor may be found outside the Nuffield Department of Surgical Sciences.

The Course Director will be your primary supervisor throughout the course. They typically have close contact with the class during the first two terms, and will meet regularly with students to discuss their progress. In the third term day-to-day supervision is devolved to the project supervisor, however the Course Director remains available to meet with students should they wish to.

At the end of each taught term, you will take a computer-based examination to test core knowledge. Further elements of the overall assessment are a critical essay in the first term, a set of clinical case commentaries in the second term, and a research dissertation in the third term, and a final viva voce examination. Detailed assessment instructions and marking criteria will be provided at the beginning of each term.

Graduate destinations

The MSc in Integrated Immunology (Full-time) has run continuously since 2004. Over those years, about half of our alumni from the MSc have gone on to graduate research degrees, with a number of those taking up DPhil positions in Oxford.

Approximately a third of alumni from the MSc have continued to medical school, including Oxford, or progressed to higher specialist medical training. Others have taken up positions in the pharmaceutical, biotechnology or corporate sectors as senior scientists, policy advisors, analysts and managers.

Changes to this course and your supervision

The University will seek to deliver this course in accordance with the description set out in this course page. However, there may be situations in which it is desirable or necessary for the University to make changes in course provision, either before or after registration. The safety of students, staff and visitors is paramount and major changes to delivery or services may have to be made in circumstances of a pandemic, epidemic or local health emergency. In addition, in certain circumstances, for example due to visa difficulties or because the health needs of students cannot be met, it may be necessary to make adjustments to course requirements for international study.

Where possible your academic supervisor will not change for the duration of your course. However, it may be necessary to assign a new academic supervisor during the course of study or before registration for reasons which might include illness, sabbatical leave, parental leave or change in employment.

For further information please see our page on changes to courses and the provisions of the student contract regarding changes to courses.

Entry requirements for entry in 2024-25

Proven and potential academic excellence.

The requirements described below are specific to this course and apply only in the year of entry that is shown. You can use our interactive tool to help you  evaluate whether your application is likely to be competitive .

Please be aware that any studentships that are linked to this course may have different or additional requirements and you should read any studentship information carefully before applying. 

Degree-level qualifications

As a minimum, applicants should hold or be predicted to achieve the following UK qualifications or their equivalent:

• a first-class or strong upper second-class undergraduate degree with honours  in a biological, biomedical or other relevant science, including interdisciplinary subjects.

However, entrance is very competitive and many successful applicants have a first-class degree or the equivalent.

An appropriate medical qualification equivalent to MBBS (MD for overseas students) is also a suitable background for applicants.

For applicants with a degree from the USA, the minimum GPA sought is 3.5 out of 4.0. However, entrance is very competitive and most successful applicants have a GPA of 3.7 or above.

If your degree is not from the UK or another country specified above, visit our International Qualifications page for guidance on the qualifications and grades that would usually be considered to meet the University’s minimum entry requirements.

GRE General Test scores

No Graduate Record Examination (GRE) or GMAT scores are sought.

Other qualifications, evidence of excellence and relevant experience

• Research or work experience in an area relevant to the course may be an advantage.

English language proficiency

This course requires proficiency in English at the University's  higher level . If your first language is not English, you may need to provide evidence that you meet this requirement. The minimum scores required to meet the University's higher level are detailed in the table below.

*Previously known as the Cambridge Certificate of Advanced English or Cambridge English: Advanced (CAE) † Previously known as the Cambridge Certificate of Proficiency in English or Cambridge English: Proficiency (CPE)

Your test must have been taken no more than two years before the start date of your course. Our Application Guide provides  further information about the English language test requirement .

Declaring extenuating circumstances

If your ability to meet the entry requirements has been affected by the COVID-19 pandemic (eg you were awarded an unclassified/ungraded degree) or any other exceptional personal circumstance (eg other illness or bereavement), please refer to the guidance on extenuating circumstances in the Application Guide for information about how to declare this so that your application can be considered appropriately.

You will need to register three referees who can give an informed view of your academic ability and suitability for the course. The  How to apply  section of this page provides details of the types of reference that are required in support of your application for this course and how these will be assessed.

Supporting documents

You will be required to supply supporting documents with your application. The  How to apply  section of this page provides details of the supporting documents that are required as part of your application for this course and how these will be assessed.

Performance at interview

Interviews are normally held as part of the admissions process.

Applicants are shortlisted according to the criteria listed. Interviews are normally held within six weeks of each application deadline. There will normally be a minimum of two academics on the interview panel. If you are located in the UK, this may take place in person or on Microsoft Teams (preferably with video); for applicants outside the UK, the interview will take place by Microsoft Teams.

You will be asked to outline your educational background and interest in the subject, and how this course is relevant to your future plans. You will also be asked to demonstrate your basic immunological and scientific background knowledge. Interviews are approximately half an hour in length.

How your application is assessed

Your application will be assessed purely on your proven and potential academic excellence and other entry requirements described under that heading.

References  and  supporting documents  submitted as part of your application, and your performance at interview (if interviews are held) will be considered as part of the assessment process. Whether or not you have secured funding will not be taken into consideration when your application is assessed.

An overview of the shortlisting and selection process is provided below. Our ' After you apply ' pages provide  more information about how applications are assessed . 

Shortlisting and selection

Students are considered for shortlisting and selected for admission without regard to age, disability, gender reassignment, marital or civil partnership status, pregnancy and maternity, race (including colour, nationality and ethnic or national origins), religion or belief (including lack of belief), sex, sexual orientation, as well as other relevant circumstances including parental or caring responsibilities or social background. However, please note the following:

• socio-economic information may be taken into account in the selection of applicants and award of scholarships for courses that are part of  the University’s pilot selection procedure  and for  scholarships aimed at under-represented groups ;
• country of ordinary residence may be taken into account in the awarding of certain scholarships; and
• protected characteristics may be taken into account during shortlisting for interview or the award of scholarships where the University has approved a positive action case under the Equality Act 2010.

Initiatives to improve access to graduate study

This course is taking part in a continuing pilot programme to improve the selection procedure for graduate applications, in order to ensure that all candidates are evaluated fairly.

For this course, socio-economic data (where it has been provided in the application form) will be used to contextualise applications at the different stages of the selection process.  Further information about how we use your socio-economic data  can be found in our page about initiatives to improve access to graduate study.

Processing your data for shortlisting and selection

Information about  processing special category data for the purposes of positive action  and  using your data to assess your eligibility for funding , can be found in our Postgraduate Applicant Privacy Policy.

Admissions panels and assessors

All recommendations to admit a student involve the judgement of at least two members of the academic staff with relevant experience and expertise, and must also be approved by the Director of Graduate Studies or Admissions Committee (or equivalent within the department).

Admissions panels or committees will always include at least one member of academic staff who has undertaken appropriate training.

Other factors governing whether places can be offered

The following factors will also govern whether candidates can be offered places:

• the ability of the University to provide the appropriate supervision for your studies, as outlined under the 'Supervision' heading in the  About  section of this page;
• the ability of the University to provide appropriate support for your studies (eg through the provision of facilities, resources, teaching and/or research opportunities); and
• minimum and maximum limits to the numbers of students who may be admitted to the University's taught and research programmes.

Offer conditions for successful applications

If you receive an offer of a place at Oxford, your offer will outline any conditions that you need to satisfy and any actions you need to take, together with any associated deadlines. These may include academic conditions, such as achieving a specific final grade in your current degree course. These conditions will usually depend on your individual academic circumstances and may vary between applicants. Our ' After you apply ' pages provide more information about offers and conditions . 

In addition to any academic conditions which are set, you will also be required to meet the following requirements:

Financial Declaration

If you are offered a place, you will be required to complete a  Financial Declaration  in order to meet your financial condition of admission.

Disclosure of criminal convictions

In accordance with the University’s obligations towards students and staff, we will ask you to declare any  relevant, unspent criminal convictions  before you can take up a place at Oxford.

You will be provided with an email account, and will have full access to the online library and other resources of the University of Oxford. You will also have full access to the Bodleian Libraries of the University of Oxford, including the Bodleian Health Care Libraries, and access to further reading materials recommended by lecturers will be available either online or in print.

All resources, including lecture presentations and recommended further reading as well as material for problem-based learning sessions and/or small-group discussion classes, are made available through Canvas, the virtual learning environment for which you will receive training at the beginning of the course. During your research projects, you will become a member of the hosting research laboratory and you will be given access to its facilities and resources.

There are social events, arranged ad hoc usually by the students, and often attended by the Course Administrator and Course Director. Formal arrangements usually include a welcome drinks reception and the final dinner with the course team, examiners, mentors and course committee members.

Nuffield Department of Surgical Sciences

The Nuffield Department of Surgical Sciences (NDS) is the academic department of surgery at the University of Oxford. It hosts a multidisciplinary team of senior clinical academic surgeons, senior scientists, junior clinicians and scientists in training.

The Nuffield Department of Surgical Sciences offers research training opportunities for both clinical and non-clinical graduate students. It has a growing number of full-time funded research student opportunities. Research undertaken within the NDS covers many areas including fields such as cancer, immunology, and neurosciences, and specialities such as patient safety, transplantation, urology and vascular surgery.

The graduate research programme within NDS provides a fully integrated training environment. You will be working closely with an academic supervisor who oversees your studies.

NDS also offers two graduate taught courses: the MSc in Integrated Immunology and the MSc in Surgical Science and Practice. The MSc in Surgical Science and Practice is offered jointly with the Department for Continuing Education.

View all courses   View taught courses View research courses

The University expects to be able to offer over 1,000 full or partial graduate scholarships across the collegiate University in 2024-25. You will be automatically considered for the majority of Oxford scholarships , if you fulfil the eligibility criteria and submit your graduate application by the relevant December or January deadline. Most scholarships are awarded on the basis of academic merit and/or potential. 

For further details about searching for funding as a graduate student visit our dedicated Funding pages, which contain information about how to apply for Oxford scholarships requiring an additional application, details of external funding, loan schemes and other funding sources.

Please ensure that you visit individual college websites for details of any college-specific funding opportunities using the links provided on our college pages or below:

Please note that not all the colleges listed above may accept students on this course. For details of those which do, please refer to the College preference section of this page.

Further information about funding opportunities for this course can be found on the department's website.

Annual fees for entry in 2024-25

Further details about fee status eligibility can be found on the fee status webpage.

Information about course fees

Course fees are payable each year, for the duration of your fee liability (your fee liability is the length of time for which you are required to pay course fees). For courses lasting longer than one year, please be aware that fees will usually increase annually. For details, please see our guidance on changes to fees and charges .

Course fees cover your teaching as well as other academic services and facilities provided to support your studies. Unless specified in the additional information section below, course fees do not cover your accommodation, residential costs or other living costs. They also don’t cover any additional costs and charges that are outlined in the additional information below.

Where can I find further information about fees?

The Fees and Funding  section of this website provides further information about course fees , including information about fee status and eligibility  and your length of fee liability .

Additional information

There are no compulsory elements of this course that entail additional costs beyond fees and living costs. However, as part of your course requirements, you may need to choose a dissertation, a project or a thesis topic. Please note that, depending on your choice of topic and the research required to complete it, you may incur additional expenses, such as travel expenses, research expenses, and field trips. You will need to meet these additional costs, although you may be able to apply for small grants from your department and/or college to help you cover some of these expenses.

Living costs

In addition to your course fees, you will need to ensure that you have adequate funds to support your living costs for the duration of your course.

For the 2024-25 academic year, the range of likely living costs for full-time study is between c. £1,345 and £1,955 for each month spent in Oxford. Full information, including a breakdown of likely living costs in Oxford for items such as food, accommodation and study costs, is available on our living costs page. The current economic climate and high national rate of inflation make it very hard to estimate potential changes to the cost of living over the next few years. When planning your finances for any future years of study in Oxford beyond 2024-25, it is suggested that you allow for potential increases in living expenses of around 5% each year – although this rate may vary depending on the national economic situation. UK inflationary increases will be kept under review and this page updated.

Students enrolled on this course will belong to both a department/faculty and a college. Please note that ‘college’ and ‘colleges’ refers to all 43 of the University’s colleges, including those designated as societies and permanent private halls (PPHs). 

If you apply for a place on this course you will have the option to express a preference for one of the colleges listed below, or you can ask us to find a college for you. Before deciding, we suggest that you read our brief  introduction to the college system at Oxford  and our  advice about expressing a college preference . For some courses, the department may have provided some additional advice below to help you decide.

The following colleges accept students on the MSc in Integrated Immunology (Full-time):

• Balliol College
• Exeter College
• Green Templeton College
• Hertford College
• Jesus College
• Keble College
• Kellogg College
• Lady Margaret Hall
• Linacre College
• Lincoln College
• Magdalen College
• Merton College
• Oriel College
• Reuben College
• St Anne's College
• St Catherine's College
• St Cross College
• St Edmund Hall
• St Hilda's College
• St Hugh's College
• St Peter's College
• Somerville College
• Trinity College
• University College
• Wolfson College
• Worcester College
• Wycliffe Hall

Before you apply

Our  guide to getting started  provides general advice on how to prepare for and start your application. You can use our interactive tool to help you  evaluate whether your application is likely to be competitive .

If it's important for you to have your application considered under a particular deadline – eg under a December or January deadline in order to be considered for Oxford scholarships – we recommend that you aim to complete and submit your application at least two weeks in advance . Check the deadlines on this page and the  information about deadlines and when to apply  in our Application Guide.

Application fee waivers

An application fee of £75 is payable per course application. Application fee waivers are available for the following applicants who meet the eligibility criteria:

• applicants from low-income countries;
• refugees and displaced persons; 
• UK applicants from low-income backgrounds; and 
• applicants who applied for our Graduate Access Programmes in the past two years and met the eligibility criteria.

You are encouraged to  check whether you're eligible for an application fee waiver  before you apply.

Do I need to contact anyone before I apply?

You do not need to make contact with the department before you apply but you are encouraged to visit the relevant departmental webpages to read any further information about your chosen course.

You are welcome to communicate with the MSc Course Administrator or the MSc Course Director to discuss the course content, teaching, assessment and any questions you may have, via the contact details provided on this page.

Completing your application

You should refer to the information below when completing the application form, paying attention to the specific requirements for the supporting documents .

For this course, the application form will include questions that collect information that would usually be included in a CV/résumé. You should not upload a separate document. If a separate CV/résumé is uploaded, it will be removed from your application .

If any document does not meet the specification, including the stipulated word count, your application may be considered incomplete and not assessed by the academic department. Expand each section to show further details.

Referees Three overall, all of which must be academic

Whilst you must register three referees, the department may start the assessment of your application if two of the three references are submitted by the course deadline and your application is otherwise complete. Please note that you may still be required to ensure your third referee supplies a reference for consideration.

Academic references are required and professional references are not normally acceptable. You should nominate referees who are capable of providing an informed view of your recent academic ability.

Your references will support intellectual ability, academic achievement, motivation, and ability to work independently as well as in a group.

Official transcript(s)

Your transcripts should give detailed information of the individual grades received in your university-level qualifications to date. You should only upload official documents issued by your institution and any transcript not in English should be accompanied by a certified translation.

More information about the transcript requirement is available in the Application Guide.

Statement of purpose: A maximum of 1,500 words

Your statement should be written in English and explain your motivation for applying for the course at Oxford, your relevant experience and education, and the specific areas that interest you and/or you intend to specialise in. The statement should also indicate your future career plans.

If possible, please ensure that the word count is clearly displayed on the document.

This will be assessed for:

• your reasons for applying to, and suitability for, this course
• evidence of motivation for, and understanding of, the proposed area of study
• commitment to the subject beyond the requirements of the degree course
• capacity for sustained and intense work
• reasoning ability
• ability to absorb new ideas at a rapid pace.

Start or continue your application

You can start or return to an application using the relevant link below. As you complete the form, please  refer to the requirements above  and  consult our Application Guide for advice . You'll find the answers to most common queries in our FAQs.

Application Guide   Apply

ADMISSION STATUS

Closed to applications for entry in 2024-25

Register to be notified via email when the next application cycle opens (for entry in 2025-26)

12:00 midday UK time on:

Friday 1 December 2023 Latest deadline for most Oxford scholarships

A later deadline shown under 'Admission status' If places are still available,  applications may be accepted after 1 December . The 'Admissions status' (above) will provide notice of any later deadline.

† A part-time MSc  is also offered by the University *Three-year average (applications for entry in 2021-22 to 2023-24)

Further information and enquiries

This course is offered by the  Nuffield Department of Surgical Sciences

• Course page on the department's website
• Funding information from the department
• Academic and research staff
• Departmental research
• Medical Sciences Graduate School
• Residence requirements for full-time courses
• Postgraduate applicant privacy policy

Course-related enquiries

Advice about contacting the department can be found in the How to apply section of this page

✉ [email protected] ☎ +44 (0)1865 612272

Application-process enquiries

See the application guide

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Ion trap quantum computing

Research group

Research theme

• Quantum information and computation

Sub department

• Atomic and Laser Physics

Related research groups

• Atom-photon connection
• NMR quantum computing
• Ultracold quantum matter

Doctoral Theses

High-fidelity, near-field microwave gates in a cryogenic surface trap marius weber 2022.

Implementation of Mølmer-Sørensen two-qubit gates on 43 Ca + hyperfine clock qubits in a cryogenic (≈25K) surface trap, driven by near-field microwaves. We achieve gate durations of 154µs (with 1.0(2)% error) and 331µs (0.5(1)% error), which approaches the performance of typical laser-driven gates. In the 331µs gate, we demonstrate a new Walsh-modulated dynamical decoupling scheme which suppresses errors due to fluctuations in the qubit frequency as well as imperfections in the decoupling drive itself. Development of an ion transport toolbox, with demonstrations of splitting and merging operations in two different traps.

Device-independent key distribution between trapped-ion quantum network nodes David Nadlinger, 2022

Implementation of a complete protocol for device-independent quantum key distribution over a quantum network link, resulting in the generation of a 95884-bit shared private key, after 8.5 hours of run time. This is enabled by the high-rate (100s -1 ), high-fidelity [96.0(1)%] generation of Bell states between remote trapped-ion qubits, yielding a detection-loophole-free CHSH inequality violation of 2.677(6) and quantum bit error rate of 1.44(2)%, both of which are stable during the generation of millions of Bell pairs. We also introduce a versatile method for micromotion compensation using time-stamped photon detection; we achieve a sensitivity to stray electric fields of 0.1 Vm -1 /\(\sqrt{\rm Hz}\). 

An elementary quantum network of entangled optical atomic clocks Bethan Nichol, 2022

Demonstration of entanglement-enhanced frequency comparison of two optical atomic clocks based on the 674nm quadrupole transition of 88 Sr + ions, which are linked by a quantum-optical fibre link (\(\approx 2\)m long). We show that the use of an entangled state reduces the measurement uncertainty by nearly \(\sqrt{2}\), the value expected for the Heisenberg Limit. Today's optical clocks are typically limited by dephasing of the probe laser; in this regime, we find that entanglement yields a factor 2 reduction in the measurement uncertainty compared to conventional correlation spectroscopy techniques. We demonstrate this enhancement for the measurement of a frequency shift applied to one of the clocks.

A cryogenic trap for microwave-driven quantum logic using 43 Ca + ions Clemens L ö schnauer, 2021

Development of single and two-qubit operations for a new hyperfine atomic clock qubit, operating at 28.8mT in 43 Ca + , in a cryogenic surface-electrode trap. A single ion is laser-cooled to 0.5mK, close to the Doppler limit, by exploiting two-photon dark resonances that form between fine-structure levels. Resolved-sideband cooling on a Raman transition is used to cool the two-ion radial motional mode to an average occupation number \(\bar{n}=0.08\) . Spin-motion entanglement driven by near-field microwaves is used to diagnose the Mølmer–Sørensen interaction. Initial two-qubit gate attempts give a fidelity 0.77(2).

Benchmarking memory and logic gates for trapped-ion quantum computing Amy Hughes, 2021

Characterisation of the memory performance of a 43 Ca + clock qubit: randomised benchmarking is used to directly measure errors as small as 1.2(7) × 10 −6 after a storage time of 1 ms. The memory error remains < 10 −4 for up to 50 ms with no additional dynamical decoupling, or < 10 −3 for up to 2 seconds with a simple CPMG sequence. Comparison of different implementations of mixed-element two-qubit gates on a  43 Ca + - 88 Sr + crystal: a light-shift gate with a fidelity of 99.8(1)% or 99.7(1)%, measured using partial state tomography or interleaved randomised benchmarking respectively, and several varieties of Mølmer–Sørensen gates with measured fidelities of up to 99.6(2)%.

High-fidelity mixed species entanglement of trapped ions Keshav Thirumalai, 2019

High-fidelity mixed-species quantum logic gates between 43 Ca + and 88 Sr + ground-level qubits. Demonstration of a Ca-Sr logic gate, using a single 402nm laser system tuned midway between S-P dipole transitions of these two species, and characterization of the gate by several methods (Bell state tomography, process tomography and randomized benchmarking). An entangled state fidelity of up to 99.8% is achieved, comparable to that of the best same-species gates. A same-species Sr-Sr gate is also demonstrated, using the 674nm S-D quadrupole transition, with fidelity 96%.

Cryogenic, near-field quantum logic chips with passive field nulling on 43 Ca + Jochen Wolf, 2019

Design and characterization of our first cryogenic ion trap apparatus. Design of UHV system for both room temperature and cryogenic (LHe) operation using a flow cryostat. Description of new chip trap design for microwave-driven high-fidelity entangling gates, using a novel electrode layout for passive field nulling. Development of a wafer-scale chip fabrication process and eutectic chip bonding technique. Preliminary study of ion loading rates. Initial characterization of microwave field distribution above the chip using a single calcium-43 ion.

Entanglement between nodes of a quantum network Laurent Stephenson, 2019

Construction of our first quantum networking experiment. Demonstration of high-rate, high-fidelity remote entanglement of two 88 Sr + ions, trapped in two separate vacuum systems "Alice" and "Bob", connected by a 4m-long quantum-optical fibre link (qubit separation ~2m as the crow flies). Achievement of heralded entanglement with fidelity 94% at an average rate of 182 Bell pairs per second (success probability 0.022%). Generation of single-ion/single-photon entanglement with fidelity 97.9% at a rate of 5700 events per second.

Fast gates and mixed-species entanglement with trapped ions Vera Schäfer, 2018

Fast entangling gates using amplitude-shaped pulses on 43 Ca + , reaching a fidelity of 99.8% in 1.6µs and 60% in 480ns. Bell test experiment on 43 Ca + - 40 Ca + mixed-species crystal and demonstration of mixed species entangling gate on 88 Sr + - 43 Ca + .

Probing qubit memory errors at the 10 −5 level James Tarlton, 2018

Direct measurement of qubit memory errors in a calcium-43 "atomic clock" qubit. Randomized memory benchmarking is used to measure the memory error of a single qubit down to the few 10 -6 level. The error is found to remain below the 10 -3 level for up to 400ms. Surface trap designs for near-field microwave-driven two-qubit gates are explored.

A high-fidelity microwave driven two-qubit quantum logic gate in 43 Ca + Martin Sepiol, 2016

Experimental implementation of a microwave-driven two-qubit quantum logic gate in a room-temperature microfabricated surface ion trap. The gate scheme involves dynamical decoupling methods, which stabilise the qubits against fluctuations of the motional mode frequency and fluctuating energy shifts, and avoid the need to null the microwave field. The gate is applied directly to hyperfine "atomic clock" qubits in 43 Ca + using the near-field microwave magnetic field gradient produced by an integrated trap electrode. The achieved gate fidelity is 99.7(1)%, after accounting for state preparation and measurement errors.

Near-field microwave addressing of trapped-ion qubits for scalable quantum computation Diana Prado Lopes Aude Craik, 2016

Demonstration of high-fidelity spatial and polarization addressing of trapped-ion "atomic clock" memory qubits using near-field microwaves. Addressing is performed by interfering fields from integrated microwave electrodes to address a chosen trap zone whilst nulling crosstalk fields in the neighbour zone. Design of a next-generation ion trap which can perform near-field microwave addressing in a quantum CCD architecture without the need for nulling fields. Demonstration of a prototype micro-fabricated loop antenna for microwave characterization of chip ion traps.

Optical Bloch equations for simulating trapped-ion qubits Hugo Janacek, 2015

Modelling temperature and fluorescence of a trapped ion using the optical Bloch equations. Development of efficient simulations that solve the time-dependent and time-independent problems for systems with large numbers of states. Introduction of a routine designed to model the approach to the steady state. Analysis of Doppler cooling incorporating motion of a trapped ion and the effects of repumping from a D state. Development of cooling schemes for 43 Ca + at 146G and comparison with experiment. Demonstration of Doppler cooling below the Doppler limit for this isotope. Analysis of resonant effects in systems with more than three levels and comparison with experiment.

Linear Paul trap design for high-fidelity, scalable quantum information processing Sarah Woodrow (M.Sc. Thesis), 2015

Design of a new linear 'blade' trap, with improved optical access. Review of linear Paul trap theory. Discussion of axial micromotion and its use for ion addressing. Numerical simulations of trap fields. Technical drawings of trap components.

High-fidelity quantum logic in Ca + Christopher Ballance, 2014

High-fidelity single- and two-qubit laser-driven logic gates in 43 Ca + hyperfine qubits. Theoretical and experimental study of speed/fidelity trade-off for two-qubit gates. Achievement of single-qubit gate fidelities above 99.99%, and two-qubit gate fidelities ranging between 97.1(2)% (for a gate time of 3.8µs) and 99.9(1)% (at 100µs), after accounting for single-qubit operation and readout errors (each at the 0.1% level). Demonstration of a mixed-species ( 43 Ca + and 40 Ca + ) entangling gate with a fidelity of 99.8(5)%.

High-fidelity microwave-driven quantum logic in intermediate-field 43 Ca + Thomas Harty, 2013

Development of an intermediate magnetic field "atomic clock" qubit in 43 Ca + at 146G and high-fidelity techniques to manipulate this qubit using microwaves and lasers in a microfabricated surface-electrode ion trap. Randomized benchmarking of a single qubit. Work towards microwave-driven two-qubit gates including a theoretical analysis of likely sources of experimental error.

Background-free detection and mixed-species crystals in micro- and macroscopic ion-traps for scalable QIP Norbert Linke, 2012

Assembly and testing of a microstructured 3D ion trap. Background-free detection and read-out of trapped ions. Raman laser system consisting of two injection-locked frequency-doubled lasers. Ground-state cooling and coherent manipulation of a mixed-species crystal in a macroscopic ion trap.

Surface-electrode ion traps for scalable quantum computing David Allcock, 2011

Design, fabrication and testing of microfabricated surface-electrode ion traps. Pulsed laser cleaning of ion traps to reduce anomalous heating. An intermediate-field hyperfine "atomic clock" qubit in 43 Ca + . Design, construction and testing of an ion trap incorporating microwave resonators for microwave-driven quantum logic gates.

High fidelity readout of trapped ion qubits Alice Burrell, 2010

High-fidelity readout of trapped ion qubits. Demonstration of time-arrival resolved discrimination of ion states (TARDIS) with a photomultiplier detector to perform single-shot readout of a single 40 Ca + optical qubit with 99.991(1)% fidelity. Replacing the photomultipler by an electron-multiplying CCD camera, the TARDIS method allows discrimination in both spatial and temporal dimensions, enabling achievement of the same 99.99% readout fidelity for a 4-ion "qunybble", despite 4% optical cross-talk between neighbouring ions.

Measurement-selected ensembles in trapped-ion qubits Michael Curtis, 2010

Segmented ion trap modelling; measurement-selected ensembles (weak measurement); operation of planar and 7-electrode traps; implementation of a qubit in D5/2 state of 40Ca; partial collapse and `uncollapse' experiments.

High fidelity readout and protection of a 43 Ca + trapped ion qubit David Szwer, 2009

Rate equations programs for simulation of 43 Ca + ; comparison with experiment and Bloch equations. Simulation and optimisation of a robust, high-fidelity readout method from 43Ca+; experimental implementation. Attempted two-qubit gate with 40 Ca + and 43 Ca + mixed crystal; problems with crystallisation; electrode noise; measurement of heating rate, motional decoherence and "Schrodinger Cat" states. Derivation of Uhrig Dynamical Decoupling (UDD); review of the literature; experimental implementation of UDD and CPMG on 43 Ca + hyperfine ground-state qubits.

Implementing segmented ion trap designs for quantum computing Gergely Imreh, 2008

Numerical modelling of multiple-electrode traps. Ion shuttling and loading theory. Set-up of apparatus (including vacuum system, lasers and optics and control electronics) for trapping and experimenting with microfabricated "Sandia trap". Detailed evaluation of "Sandia trap": loading and micro-motion compensation; measurement of ion lifetime, motional frequency and heating rate; demonstration of ion shuttling.

A quantum memory qubit in calcium-43 Benjamin Keitch, 2007

Design and construction of various experimental apparatus: Laser Control Unit for precise pulse timing; master-slave 398nm laser system for Raman transitions in the hyperfine ground states of 43 Ca + ; KILL-110 system for PDH locking of lasers to optical cavities. Investigation of magnetic field fluctuations, using microwaves and 43 Ca + hyperfine states; Spicer SC20 field cancelling system tested. Demonstration of long T2 coherence time of 43 Ca + hyperfine clock state qubit.

Entanglement of two trapped-ion spin qubits Jonathan Home, 2006

Careful study of sideband cooling and temperature diagnostics for one and two ions. Motional coherence measurements. Coherent manipulation of two ions. Spin state tomography for two ions. Quantum logic gate by oscillating force; deterministic entanglement. For electrode configurations for trap arrays, see Home and Steane paper, 2006.

Raman sideband cooling and coherent manipulation of trapped ions Simon Webster, 2005

Photoionisation, Rabi/Ramsay experiments on single spin qubits by magnetic resonance and stimulated Raman transitions, continuous Raman sideband cooling using bright/dark resonance, pulsed Raman sideband cooling to the motional ground state, temperature diagnostics for 1 and 2 ions, rate equations for Ca-43.

Two-photon readout methods for an ion trap quantum information processor Matthew McDonnell, 2003

MOPA 397 laser system, servo theory, Pound-Drever-Hall (and other) locking, optical Bloch equations, dark resonance fits, dark resonance cooling/heating, spin state readout: various methods, EIT method proposed and implemented.

Stabilization and control in a linear ion trap John-Patrick Stacey, 2003

Reference cavities, improved photon counting, photon arrival time correlation method for micromotion compensation, new 850 laser, AOM optics, r.f. study towards helical resonator, magnetic field coils, dark resonances, isotope-selective photoionisation in detail.

Marek Š a š ura, 2002

Survey of ion/laser coupling theory, theoretical study of "pushing" gate method.

Development of an ion trap quantum information processor Charles Donald, 2000

Some space charge ideas, general apparatus development, imaging, spectroscopy of blue laser diodes, field compensation drift, precise D 5/2 lifetime measurement, upper bound on 2- and 3-ion quantum jump correlations and statistical analysis.

The quantum manipulation of ions David Stevens, 1999

Construction from scratch of our first ion trap, some Mathieu equation and Doppler cooling theory, optogalvanic spectroscopy, frequency doubling, observations of crystals and quantum jumps, first look at D 5/2 lifetime measurement.

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Politics and International Relations: Theses and Dissertations

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Introduction

Theses and dissertations are documents that present an author's research findings, which are submitted to the University in support of their academic degree. They are very useful to consult when carrying out your own research because they:

• provide a springboard to scope existing literature
• provide inspiration for the finished product
• show you the evolution of an author's ideas over time
• provide relevant and up-to-date research (for recent theses and dissertations)

On this page you will find guidance on how to search for and access theses and dissertations in the Bodleian Libraries and beyond.

Theses and dissertations

• Reading theses and dissertations in the Bodleian Libraries
• Theses and dissertations in the Social Science Library

The Bodleian Libraries collection holds DPhil, MLitt and MPhil theses deposited at the University of Oxford. You can also search for theses and dissertations associated with other universities online, or request them via inter-library loan.

Help with theses and dissertations

To find out more about how to find and access theses and dissertations in the Bodleian Libraries and beyond, we recommend the following:

• Bodleian Libraries theses and dissertations Links to information on accessing the Bodleian Libraries collections of Oxford, UK, US and other international theses.
• Oxford University Research Archive [ORA] guide For searching, depositing and disseminating Oxford University research publications.
• Submitting your thesis to ORA Information on copyright, how to deposit your thesis in ORA and other important matters
• Guide to copyright The Bodleian Libraries' Quick guide to copyright and digital sources.

The Social Science Library holds hard copies of dissertations (usually MPhil and MSc) that departments have sent in according to their own selection criteria.

The library holds dissertations from the following departments: Criminology, Economics, Geography and the Environment, International Development, Politics and International Relations (note that MPhil Politics and International Relations dissertations are held in the Bodleian Library), Socio-Legal Studies and Social Policy and Intervention.

These dissertations are on the shelves opposite the Print and Copy Room, arranged by department, course and year. They are all indexed on SOLO, and they are for consultation in the library only. They cannot be borrowed.

Depositing your thesis

It is mandatory for students completing a research degree at the University of Oxford (registered to a programme of study on or after 1st October 2007) to deposit an electronic copy of their theses with the Oxford University Research Archive (ORA) in order to meet the requirements of their award. To find out more, visit the Oxford University Research Archive guide.

• Oxford University Research Archive guide

Definitions

Terms you may encounter in your research.

Thesis: In the UK, a thesis is normally a document that presents an author's research findings as part of a doctoral or research programme.

Dissertation: In the UK, a dissertation is normally a document that presents an author's research findings as part of an undergraduate or master's programme.

DPhil: An abbreviation for Doctor of Philosophy, which is an advanced research qualification. You may also see it referred to as PhD.

ORA: The Oxford University Research Archive , an institutional repository for the University of Oxford's research output including digital theses.

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Article Contents

Introduction, the art and science of public health practice, ways of engaging with systems thinking, paths for systems thinking in, and for, public health, continuing our journey, author contributions, conflict of interest statement, data availability.

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Systems thinking in, and for, public health: a call for a broader path

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Erica Wirrmann Gadsby, Helen Wilding, Systems thinking in, and for, public health: a call for a broader path, Health Promotion International , Volume 39, Issue 4, August 2024, daae086, https://doi.org/10.1093/heapro/daae086

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Systems thinking has been recognized as valuable to public health policy, research and practice. Commentators and reviews have highlighted that there is still much to be done to embrace its potential. Here, we highlight that much of the discourse about systems thinking in, and for, public health supports the pursuit of a narrow path and is limited with respect to the lineages of Systems that are embraced. We invite readers to see the potential of systems thinking in pursuing a broader path which is motivated by a concern for alleviating health inequalities. This does not replace the narrow path but encompasses it. It prompts different considerations with respect to the nature of the transformation, partnership working and legitimacy. It also invites a different way of engaging with systems thinking and different ways of conceptualizing and managing change. The broad path both requires, and helps enhance, new ways of doing, relating, organizing, knowing and framing which are vital for the future of public health as a global concern.

Systems thinking has the potential to enhance health promotion.

However, there is a risk that it is deployed in a limited narrow way with a focus on enhancing disease reduction approaches to public health.

We describe a broader path which differs with respect to the nature of the transformation, partnership working, use of Systems ideas and tools, nature of legitimacy and underpinning understandings of change.

A strong case has been made for public health policy, research and practice to embrace systems thinking [e. g. (Midgley, 2006 ; Leischow et al ., 2008 ; Peters, 2014 ; Russell et al ., 2014 ; Rutter et al ., 2017 ; Haynes et al ., 2020 ; Hostford, 2020 ; Kavanagh et al ., 2020 ; Lauwerier et al ., 2021 ; World Health Organization European Region, 2022 )]. This reflects the complexity of public health challenges, the need to focus on underlying causes and the importance of an integrated, collaborative approach. There is a growing sense that those working in and for public health must incorporate systems thinking into their practice to improve population health and reduce health inequalities.

Systems thinking is often seen as vague, abstract and confusing. It is described as a core skill or competency in public health and health promotion ( Rocheleau et al ., 2022 ; Paina and Glenn, 2023 ; Public Health Network Cymru, 2023 ), and as an approach to problem-solving or to dealing with complex struggles more effectively [e.g. ( de Savigny and Adam, 2009 ; Morgan et al ., 2023 ; Thelen et al ., 2023 )]. It is also described variously as a discipline ( Swiss Tropical and Public Health Institute, 2023 ), a framework ( Knai et al ., 2018 ; Government Office for Science, 2023 ), a conceptual rubric ( Leischow et al ., 2008 ), an area of knowledge ( World Health Organization European Region, 2022 ), an ‘ability’ ( Dolansky et al ., 2020 ) and a set of principles ( McNab et al ., 2020 ). It is notable that these explanations emphasize individual capabilities.

Many frameworks have been developed to explain systems thinking in public health [e.g. ( Best et al ., 2003 ; Kapp et al ., 2017 ; Bolton et al ., 2022 ; Card, 2022 ; Thelen et al ., 2023 ; Smith et al ., 2024 ; NHS North West Leadership Academy, n.d. )]. These frameworks often resemble other holistic approaches like One Health ( Ghai et al ., 2022 ), EcoHealth ( Charron, 2012 ), Planetary Health ( Iyer et al ., 2021 ) and Health in All Policies ( World Health Organization & Finland. Ministry of Social Affairs and Health, 2014 ). They emphasize the need to focus on upstream determinants of health and to collaborate across different sectors and stakeholders. Here, systems thinking or ‘whole systems’ working becomes synonymous with intersectoral collaboration and partnerships, shifting the focus away from the practice of individuals.

These frameworks both manifest and promote more systemic approaches to health. However, using the language of systems thinking does not always mean that it is taking place. It has been observed that there are critical shortcomings in what is used and how ( Carey et al ., 2015 ; Chughtai and Blanchet, 2017 ) and its impact on public health policy makers and practitioners in the field remains limited ( Boswell et al ., 2021 ). This might be partly because, as Carey et al . point out ( Carey et al ., 2015 ), people working in and for public health are engaging with only a limited range of systems methodologies, barely tapping into its potential. We have noticed a tendency to adopt the terminology of systems thinking without really thinking (or acting) differently, or delivering different outcomes, to so-called ‘traditional’ approaches. As Chughtai and Blanchet ( Chughtai and Blanchet, 2017 ) noted in conclusion to their review of systems thinking in public health, there is a need for greater interdisciplinarity and a willingness to engage with unfamiliar methods and combinations. We also observe that work to support place-based approaches, such as Public Health England guidance ( Public Health England, 2021 ) or The Health Foundation’s ‘Shaping Places’ programme ( The Health Foundation, 2022 ), talks in terms of ‘local systems’ but does not explicitly promote the use of Systems ideas and approaches.

In recent years, efforts have been made to promote the application of systems thinking in public health research. For instance, the UK Academy of Medical Sciences emphasized the need for research to understand the complexities of interactions within adaptive systems, stressing the importance of transdisciplinary and innovative approaches ( Academy of Medical Sciences, 2016 ). Subsequently, the UK Prevention Research Partnership was established in 2017 to fund innovative research on non-communicable disease prevention, focused on solutions, policies and strategies within complex adaptive systems. To date, the partnership has funded seven large interdisciplinary research consortia to tackle specific challenges.

In public health practice, there have been several national-level initiatives to promote systems thinking in addressing complex public health issues. In England, a significant focus has been on tackling obesity, with Public Health England investing in resources to guide local authorities in implementing whole systems approaches to obesity ( Public Health England, 2019b ). In Australia, the Australian Prevention Partnership Centre has been a champion for promoting systems thinking in chronic disease prevention since 2013 and has applied systems thinking to various areas such as food supply systems, prevention financing, monitoring and evaluation systems and prevention regulation and legal systems. They have also ‘applied systems science to identify new solutions for obesity, food insecurity, diabetes, physical inactivity, alcohol consumption’ and so on ( The Australian Prevention Partnership Centre, 2023 , p. 13). More broadly, the English level seven Systems Thinking Practitioner apprenticeship standard is recommended as one which supports public health careers ( Public Health England, 2019a ), and the UK Government Office for Science has produced a suite of practice-oriented documents, including a toolkit, to assist civil servants in integrating systems thinking into their work ( Government Office for Science, 2022 ).

In late 2020, an international expert group, convened by the UK Academy of Medical Sciences and the Canadian Academy of Health Sciences, held online workshops to discuss systems-based approaches in public health and their advancement. The report summarizing that work, entitled ‘Systems-based approaches in public health: Where next?’ served as a catalyst for this commentary ( Jebb et al ., 2021 ). As systems thinking practitioners from different disciplines with experience in public health, we noted the expert group’s call for methodological innovation to advance the field and to deepen the understanding and application of systems-based approaches in public health research and practice. We are responding to this call in further considering the breadth of potential that practice, drawing on Systems ideas, offers to the future of public health.

Reflecting on the future of public health, we start with a metaphor articulated by Beaglehole and Bonita 20 years ago ( Beaglehole and Bonita, 2004 ). Their metaphor of a crossroads suggested two possible directions for public health: a broad one aimed at reducing health inequalities and promoting overall well-being and a narrow one aimed at reducing individual risks to reduce disease prevalence. Hahn ( Hahn, 2019 ) similarly discussed two alternative, divergent paths to Health in All Policies: traditional public health and the path of social determinants. While these distinctions are helpful, we believe the crossroads metaphor implies a dualism and suggests a false choice between paths. Instead, we see the narrow path as part of the broader one, forming a duality where the two elements form a whole.

Experience has shown that following the broad path in public health is challenging. Despite good intentions, the focus often narrows as the journey progresses—akin to wearing blinkers that screen out distractions and limit one’s perspective. This is understandable, as social-structural perspectives are harder to grasp compared to physical or psychological explanations [e.g. ( Walsh et al ., 1995 )]. Western societies tend to attribute social issues to personal traits rather than systemic factors, favouring reductionism. Acknowledging the significance of social structures in health can feel overwhelming, leading to a sense of powerlessness ( Wirrmann, 2004 ). However, this narrowing perspective risks failing to address global health threats. The term ‘lifestyle drift’ describes this tendency, where efforts initially acknowledge social, economic, political and commercial determinants of ill-health and inequalities, but regress to designing policies targeted largely at modifying the behaviours of individuals ( Popay et al ., 2010 ).

In this paper, we consider the broad and narrow directions for public health articulated by Beaglehole and Bonita, viewing them as a duality, rather than dualism. We also reflect on how public health practitioners have approached systems thinking, identifying both broad and narrow paths for systems thinking in, and for, public health. We propose that a more comprehensive embrace of systems thinking could open up broader possibilities for public health. Using our metaphor, we encourage practitioners to remove the blinkers, and instead to don eyewear that offers a kaleidoscope of perspectives drawn from the rich and multi-disciplinary lineages of Systems. Here, we define practitioners as all those directly and indirectly involved in public health practice, research and policy in the pursuit of population health improvement.

Below, we begin by outlining different ways of engaging with systems thinking, in order to more fully introduce the broad and narrow paths for systems thinking in, and for, public health.

Many people naturally think in terms of relationships. It has been argued that individuals possess this sensibility from birth but may not always retain it as they grow up ( Ison and Straw, 2020 ). However, this sensibility can be enhanced by purposefully drawing on ideas and approaches from the field of Systems, whether practising alone or collaboratively [we follow Ison ( Ison, 2017 ) by capitalizing the ‘S’ when we refer to the academic area of study underpinning systems thinking].

Practice that is informed by Systems is particularly valuable when working in, and acting to improve, situations experienced as complex, messy or contentious because the ideas and approaches assist in understanding relationships between entities, engaging with multiple perspectives, and navigating power dynamics and conflicts ( Reynolds and Holwell, 2020a ). Different terms have been coined to refer to situations experienced this way, such as wicked problem ( Rittel and Webber, 1973 ), mess ( Ackoff, 1974 ), swamp ( Schön, 1991 ) and problematical situation ( Checkland, 1999 ). Furthermore, frameworks have been advanced for helping make distinctions between types of situation. As examples, the ‘system of systems methodologies’ makes distinctions based on the degree of interrelatedness in the situation and degree of conflict between stakeholders ( Jackson and Keys, 1984 ); Stacey’s agreement and certainty matrix is based on continua related to certainty/uncertainty and agreement/disagreement ( Zimmerman, 2014 ); and the CYNEFIN framework distinguishes between disorder, obvious, complicated, complex and chaotic situations ( The Cynefin Co, 2024 ). These terms and frameworks were devised in order to make sense of, and communicate, experience. However, where the terminology is used as fixed categories, there is an assumption that everyone is experiencing the situation in the same way ( Checkland, 1999 ). It can also mean the potential for learning in context is overlooked, since ‘we can become trapped in particular ways of engaging with situations’ ( Ison, 2017 , p. 133).

Systems, like other fields, is not a homogenous area of study; its scope and nature can be contested ( Ison, 2017 ). Influential thinkers from many disciplines have shaped its development, including those associated with general systems theory, cybernetics, complexity theory, soft and critical systems, and learning systems ( Ison, 2017 ; Ramage and Shipp, 2020 ). These frameworks of ideas and approaches have been applied, and further shaped, in the study and improvement of natural, mechanical, social and human activity systems. This has led to several recognized systems approaches, including system dynamics, viable system model, strategic options development and analysis, soft systems methodology and critical systems heuristics ( Reynolds and Holwell, 2020b ). However, within public health research and practice, published literature suggests that it is systems dynamics, with its associated methods of causal loop diagramming and group model building, that has gained most traction.

The different lineages of Systems open a spectrum of standpoints with respect to whether the term ‘system’ is understood, and used, from an ontological standpoint or an epistemological one ( Ison, 2017 ; Reynolds and Holwell, 2020a ). At the ontological extreme, a system is understood to be out there in the world waiting to be understood and then engineered so that it performs in a more desirable way. The alternative is to adopt a stance which uses systems as constructs or devices (epistemologies) to help in understanding, and acting to improve messy, problematic situations. This distinction is at the heart of a contrast between systematic thinking and systemic thinking, which are compared in Table 1 .

A comparison of systematic thinking and systemic thinking [adapted from ( Checkland, 1985 , p. 765) and ( Ison, 2017 , p. 160)]

Here, once again, we urge readers to view this pair as a duality that together make systems thinking. Ison ( Ison, 2017 , p. 196) highlights that systemic thinking provides an ‘expanded context’ for systematic thinking. Similarly, Checkland ( Checkland, 1985 , p. 766) refers to soft systems thinking as ‘the general case of which “hard” systems thinking is the occasional special case’. In other words, systemic thinking can be thought of as a broader path which encompasses, rather than rejects, the appropriate use of narrower systematic thinking. We use the term ‘systems thinking’ to refer to the duality—both systemic and systematic.

We emphasize that there is nothing inherently ‘systematic’ or ‘systemic’ about individual ideas or approaches from the field of Systems. The distinction serves to provide a choice about how to engage with systems thinking, not to categorize tools and ideas. Increasingly, systems practitioners agree that systems are conceptual constructs ( Reynolds and Holwell, 2020a ) and report that it is more appropriate to start out by engaging systemically with a situation ( Ison, 2017 ).

We consider Beaglehole and Bonita’s distinction between the broad and narrow paths to be manifestations of the two different ways of engaging with systems thinking. Systematic thinking comes to the fore in the narrow path in the way that it emphasizes powerful epidemiological techniques and shorter-term risk reduction. The broader path shows evidence of systemic thinking by incorporating opportunities to appreciate perspectives through more participatory methods and striving towards long-term global benefits.

Thus, the paths invite us to engage with systems thinking differently. We see two different possibilities building on Beaglehole and Bonita’s articulation of the motivating concerns within each path. We express these paths using a structure that systems practitioners deploy to define a human activity system by focusing on the What? How? and Why? ( Armson, 2011 , p. 215):

Narrow: To (what) reduce risk of disease by means of (how) research, policy and practice enhanced with systems thinking and action in order to (why) bring about the absence of disease. Broad: To (what) alleviate inequalities in health by means of (how) research, policy and practice enhanced with systems thinking and action in order to (why) bring about a state of complete physical, mental and social well-being.

Below, we consider different ways that these narrow and broad paths compare.

The nature of the transformation

The narrow and broad paths contrast in terms of the desired transformation. As highlighted above, the core purpose of a narrow path is to reduce risk of disease. It seeks to benefit sub-sets of a population who are at risk of developing disease, such as smokers or those who are overweight or obese, for example. Success is determined using measures associated with the proportion of populations with risky behaviours. In contrast, the beneficiaries of a broad path are taken to be current and future society, whether understood to be at local, national or global level. Success is understood in terms of the presence of physical and socio-structural environments that are conducive to good health and positive well-being for all. The broader path encourages a ‘whole of health’ approach ( Wilding, 2021 , p. 24) that focuses on different upstream determinants irrespective of the specific outcomes ‘downstream’. In Lang and Rayner’s words ( Lang and Rayner, 2012 , p. 2), this requires ‘complex ecological thinking’.

As Katikireddi et al . ( Katikireddi et al ., 2013 ) observe, public health research, policy and practice tend to be organized to focus on particular health issues or behaviours. Health and well-being are not worked with holistically but disaggregated and reduced into often silo-ed areas of activities associated with particular measures of improvement. So, instead of a determinants based, whole of health approach, recommendations and action are centred on ‘a whole systems approach to’, for example, obesity ( Public Health England, 2019b ), childhood tooth decay ( Local Government Association, 2019 ), physical activity ( Nau et al ., 2022 ) or mental well-being ( Cefai et al ., 2021 ). There is, as Lang and Raynor ( Lang and Raynor, 2012 ) highlight, a diminution of perspective arising from a view of public health as a set of interventions or a set of laws or technologies led by professional expertise (often targeted at those with higher risk of disease). This has discouraged attention on the big picture and the social-structural forces that shape people’s health and well-being.

The nature of partnership working

The narrow and broad paths contrast in terms of who is involved, and how. Both paths invite a so-called ‘whole systems approach’ in that there are expectations for the involvement of a variety of decision makers who command the use of relevant resources and policy levers. The idea of partnership working for health is not new. As far back as the Alma-Ata Declaration ( International Conference on Primary Health Care, 1978 ), there has been a concern for both community participation and the governance and working arrangements that link health horizontally with other policy sectors ( Kickbusch and Gleicher, 2012 ). However, there is a great variety of partnership working, both in theory and in practice, and these very rarely involve the authentic reallocation of power understood to be required for meaningful participation ( Arnstein, 1969 ).

Seminal UK work on ‘whole systems working’ led to the development of a typology of different forms of partnership working based on whether goals are individual or collective and whether predictability is high or low ( Pratt et al ., 1998 , 1999 ; Gordon et al ., 2010 ; Pratt and Plamping, 2010 ). In the narrow path, epidemiologists and the core public health workforce seek to establish high predictability about what needs to be done to reduce the risk of disease. A collective goal is assumed, and others are invited to play their role. This fits with the pattern that Gordon et al . ( Gordon et al ., 2010 ) refer to as coordination, accompanied by the image of a jigsaw to represent the idea that, if each partner contributes, the picture is more complete.

The broad path involves taking what Kickbusch and Gleicher ( Kickbusch and Gleicher, 2012 ) refer to as a whole of government and whole of society approach. But as the path broadens, and the nature of health and well-being are contested, it is increasingly difficult to agree a collective goal, and there is less certainty about what works. This invites a co-evolving form of partnership where those involved explore together, share perspectives, iterate, learn and over time take responsibility for the ‘whole’, rather than individual contributions.

The role of ideas and tools from Systems

The two paths differ with respect to how practitioners engage with Systems. In the narrow path, systems thinking in public health is framed predominantly as a tool to avoid the trap of reductionism. Systems approaches such as system dynamics and the concept of a complex adaptive system are promoted to advance knowledge of the determinants of disease. In this context, experts use sophisticated epidemiological techniques enhanced by systems modelling to produce knowledge that helps people to understand, and subsequently engineer, systems (as ontological things). A great many causal loop diagrams have been produced in recent years, for instance, to understand complex issues such as obesity, mental health and opioid use. However, as others have pointed out, the use of systems tools does not necessarily challenge traditional reductionist epistemologies ( Burns, 2007 ; Reynolds et al ., 2018 ; Riley et al ., 2021 ).

In the broad path, there is greater recognition of the need to appreciate multiple perspectives to avoid the trap of dogmatism. To some extent, this can be achieved through pluralistic approaches in research, for example using a salutogenic model as well as a pathogenic one; drawing on multiple models of public health, such as those outlined by Lang and Rayner ( Lang and Rayner, 2012 ); and, ensuring the contribution of a variety of research disciplines such as medicine, psychology, economics, social and political sciences, health services research, humanities, geography and legal science ( Kivits et al ., 2019 ).

However, the broad path goes further to invite practitioners to recognize multiple ways of knowing. This dissipates the distinction between knowledge ‘producers’ and knowledge ‘users’ and invites us to accept Cook and Wagenaar’s ( Cook and Wagenaar, 2012 ) proposition that there is a dynamic integration of knowledge, practice and context. In this context, the offer of Systems traditions is less to do with their use as methods for the initial investigation of the ‘problem’ and more to do with the way in which they enable people working alone or collectively to understand interrelationships, appreciate other perspectives, reflect on boundary judgements and take desirable, feasible and ethically defensible actions in pursuit of better health and well-being for all.

It is recognized that not everyone will have the opportunity to formally develop their knowledge and ability to use systems approaches. However, in a partnership context, it is possible for a skilled facilitator to use ideas and tools arising from a variety of Systems traditions in bricolage with participatory approaches, such as Open Space or World Café, to create the circumstances where systemic sensibilities are expressed and nurtured. Working in this way requires skills and attitudes that have been associated with competent boundary spanners ( Williams, 2013 ) and systems convenors ( Wenger-Trayner et al ., 2015 ; Wenger-Trayner and Wenger-Trayner, 2021 ).

The nature of legitimacy

Both the narrow and broad paths include some stakeholders and exclude others. It is important to critically reflect on whose voices are privileged, whose are not involved and what should be done about emancipation ( Ulrich and Reynolds, 2020 ).

The narrow path focuses on specific concerns that are usually identified as a priority through data or performance measures. This privileges the professional judgement of public health practitioners and sometimes political involvement in priority setting. The perceived beneficiaries of interventions, such as those who are overweight, those who smoke or those who live in a certain low-income neighbourhood, have little voice in setting this priority. If given the opportunity, members of a community may identify very different concerns that they perceive have a negative impact on health and well-being. In some cases, the primary response to these concerns may not be with public health practitioners, but with other sectors such as policing, parks or street cleaning.

The broader path is much more diffuse. A greater range of stakeholders may become involved, and any one individual will have multiple stakes as beneficiaries, decision makers and contributors of experience and expertise. However, there is still a boundary, and it must be recognized that there are some without voice, such as future generations and the non-human biosphere. In an inter-connected, global economy, there are also distant stakeholders who are affected by, but unable to be involved in, local-level public health action. It is important to recognize that even the broad path risks health imperialism, where it privileges the view that health should be the primary interest of all involved. There may be times when it is important to recognize the inter-linkages of societal challenges and join others on a path that is ‘for well-being’, ‘for equity’ or ‘for sustainability’ rather than primarily ‘for health’.

The nature of change

Our final point of reflection is associated with how each path reflects different perspectives of what change is and what is done to ‘manage’ it. In the narrow path, the tendency is to privilege a blueprint view. This is a mode of thinking that assumes that change can be planned (often by experts, specialists or professionals) and then implemented ( Vermaak and de Caluwé, 2018 ). This can be seen, for example, in systems approaches to obesity adopted by many local public health teams in the UK. A variety of people are brought together to apply systems tools and methods to better understand what ‘drives’ obesity in their local area, and to identify interventions. Such work can be valuable in building shared commitments and enhanced understanding, and can result in people doing things differently, alone or together. However, they assume that when you implement the structure of a ‘whole systems approach’, you will achieve desired outcomes. Sometimes, in a strive towards methodological rigour and robustness, the narrow path can call for quite prescriptive following of a specific approach, often to be implemented in a structured, step-by-step way.

Our broad path invites us to consider change as a gradual co-evolution, rather than a before-after implementation. This sort of change requires dialogue and self-organization, negotiation, learning and development, and emergent solutions. Here, one can be informed by different ways of thinking about change. For example, Vermaak and de Caluwé have proposed a colours of change framework that offers a nuanced view of change, recognizing different belief systems and convictions about how change occurs ( Vermaak and de Caluwé, 2018 ). The authors emphasize the importance of context and the need for change agents to be adaptable, utilizing a combination of approaches where necessary. The framework encourages flexibility, reflection and the strategic use of multiple approaches to foster successful change initiatives.

Given the entrenched and complex social, political and economic determinants of health, the change required must be transformative and systemic at both an individual and collective level. A number of ideas have been advanced with respect to how to understand and facilitate collective systemic change. Many of these are discussed in Blackmore’s (2010) edited volume on social learning systems and communities of practice which brings together important contributions from Donald Schön, Geoffrey Vickers, Richard Bawden and Etienne Wenger.

There is also much to be learned from a recent international research project (see www.transitsocialinnovation.eu ) which set out to understand processes of societal transformation. Within this work, Haxeltine et al . highlight that change is transformative when it leads to new ways of doing, relating, organizing, knowing and framing ( Haxeltine et al ., 2016 ). This requires extensive reflection on ‘what do we do when we do what we do?’ ( Ison, 2017 , p. 5).

The report that acted as a catalyst for this article posed the question ‘Where next?’ for systems-based approaches in public health ( Jebb et al ., 2021 ). Recognizing that the ‘systematic application’ of systems-based approaches in public health remains the exception rather than the rule, the Expert Group set up to investigate the issue suggested that the answer to the ‘Where next?’ question lies in: generating and synthesizing evidence of added value; developing a community of practice to share evidence, support and promote new and existing approaches; and target funding for systems-based approaches and for capacity building. We agree that these actions would be helpful, but our analysis of the situation suggests that these actions alone may help us pursue the narrow path better, to the exclusion of fully embracing systemic thinking that can enable the pursuit of the broad path. We suggest that our broad path entails:

(In relation to motivation) maintaining a desire to make meaningful progress towards population health improvement underpinned by a broad perspective of health and well-being.

(In relation to partnerships) valuing co-evolution as a collective enterprise, where understandings and practices of all those involved (including the so-called experts) are open to change.

(In relation to systems ideas and tools) drawing on a broader range of Systems lineages and contemporary systems thinking tools and methods than at present and recognizing multiple ways of knowing.

(In relation to legitimacy) being aware of, and reflecting on, our inevitable boundary judgements and the potential traps of health imperialism.

(In relation to change) opening up to a wider range of views of what change is and how it happens.

Ultimately systems thinking in, and for, public health has the potential to be transformative, both in terms of innovations in public health practice and in terms of public health outcomes. However, this will entail embracing the richness of Systems more fully, to engage in and bring about new ways of doing, relating, organizing, knowing and framing. This is a journey that will both require and lead to changes at the level of institutions and social structures (for example, in relation to governing, funding, science, methodology, publication and education). We hope that this paper, and the systems thinking traditions we have drawn on, opens up possibilities and contributes to the ongoing dialogue in this journey.

E.W.G. and H.W. made equal contributions to the conception of the work, drafting the work and reviewing it critically for important intellectual content and final approval of the version to be published. They agree they are equally accountable for all aspects of the work in ensuring that questions related to the accuracy or integrity of any part of the work are appropriately investigated and resolved.

This research received no specific grant from any funding agency in the public, commercial or not-for-profit sectors.

The authors declare no conflicts of interest.

No new data were generated or analysed in support of this research.

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