Aim
This Arts and Humanities Research Council (AHRC) scheme has been designed to meet the following objectives:
- deliver world-class doctoral training and development including cohort experience
- provide opportunities for students, preparing them to follow a diversity of career paths within and beyond academia
- focus on supporting research capacity in specific strategic areas, addressing societal challenges through arts and humanities doctoral research and involving interdisciplinary approaches
- advance current understanding, generate new knowledge, and develop the breadth of expertise for the future of the research and innovation workforce
- address underrepresentation in the AHRC-funded doctoral community
- address skills gaps identified across specific research areas within and beyond academia
- enhance collaboration and knowledge exchange within academia and between academia and other sectors for the benefit of the students, consortia members, and wider society
Scope
There are two broadly defined priority research themes or areas for this funding opportunity:
- arts and humanities for a healthy planet, people, and place
- creative economy
Each application must focus around one of these themes.
We encourage interdisciplinary applications.
Use the AHRC remit query form prior to submitting your application if you are unsure whether the proposed doctoral focal award falls within the remit of the AHRC and within one of the two themes.
Research theme: arts and humanities for a healthy planet, people and place
Health is at the heart of a resilient society. The UK government has set an ambitious target of reducing emissions to net zero by 2050, and the UK’s levelling up agenda strives for everyone to live longer, healthier lives. Led by arts and humanities disciplines, with interdisciplinary collaborations, the theme will facilitate systematic exploration of the inextricable links between human health, ageing and wellbeing, environmental change, and place.
The health of the environment is closely linked with the health of people, and the health of the people benefits from creative activities, often inspired by the natural environment. AHRC is aware of the increased emphasis on the need to better understand human health in relation to global issues such as climate change, the ecological and biodiversity crisis, and zoonotic diseases. To this end a range of concepts and approaches are relevant, including Planetary Health, One Health, Ecological Public Health, and Ecosystems Services, with a focus on the divide between nature and culture.
Therefore, the theme will address the interaction between environmental change, environmental factors that refer to the natural and socioeconomic conditions in which humans interact with each other (such as pollution and access to health resources, nutrition, and recreational activities) and wellness and wellbeing for all. It will consider different socio-economic backgrounds and demographics (including age, gender, disability, and all other protected characteristics).
Ambition:
The theme’s ambitions, to be achieved using arts and humanities research, narrative, and innovation at doctoral level, are:
- address known and anticipated research skills gaps and shortages in this thematic area
- facilitate employability of doctoral graduates
- explore how arts and humanities contribute to a whole systems approach
We particularly encourage applications which:
- enable the students to explore creative health and arts-nature connectedness as well as how the arts and humanities contribute to understanding the complexities of the natural environment
- use the lens of intergenerational justice and interconnected social, cultural, and ecological systems to investigate issues relating to health, ageing and wellbeing and the health of the environment
- explore how doctoral researchers can use deep storytelling methods and narrative methodologies to represent and engage with different perspectives on the theme
- explore the ways in which a place-led approach can improve our understanding of the complex relationship between people and the environment, and support the implementation of better outcomes for people and planet
- explore how arts and humanities disciplines, in combination with other disciplines, can utilise data, machine learning and technology to improve our understanding of areas such as:
- the role biodiversity and ecosystem processes play in human health and wellbeing
- the role society plays in managing the natural capital
- interconnectedness of humans and nature, for example in relation to infectious diseases and zoonosis
We hope that the outcomes of the provision will include:
- strengthening and diversifying the arts and humanities research talent pipeline, especially within the health humanities and environmental humanities
- a cohort and community of researchers well equipped with tools and knowledge to use arts and humanities approaches to address some of the complex and intersecting contemporary challenges, and to use methodologies from and work in collaboration with researchers from other disciplines, for example environmental and social scientists
- rethinking the future aligned to a vision for responsible humanity
As there are potential intersections with other strategic priorities for AHRC, including our work in cultural assets and supporting a thriving creative economy, applications could explore links with existing major AHRC and UK Research and Innovation (UKRI) programmes, for example Health Inequalities, AHRC Place-Based Research Programme, StoryArcs, The Future of UK Treescapes, Landscape Decisions, Valuing Nature and Future Observatory.
Studentship goals:
Possible areas that students might pursue through the theme include the following, noting that this is not an exhaustive list:
- exploration of how the health, ageing and wellbeing of humans and the health of the environment are inextricably linked and how a place-sensitive lens, including local context and local knowledge, can ensure that we achieve better outcomes for people and the natural environment
- address the challenges that climate change and the ecological crisis pose to population health and wellbeing, in a way that enhances positive outcomes for people and the environment
- deepen our understanding of the role of the environment within the process of ageing, including the natural and built environment, and how ageing can be supported to ensure wellbeing across all stages of life
- use the link between human and environmental health to shape ethical solutions to mitigate climate change impacts on health and wellbeing, and to support resilient communities
Research theme: creative economy
This theme builds on our growing portfolio in the creative industries and creative economy, contributing directly to our creative economy and cultural assets strategic priorities.
The theme takes a broad view of the skills and expertise that contribute to a thriving cultural and creative sector and help to grow the creative economy. It explores how doctoral training can develop and enhance creative practice in different settings and contexts with positive impacts for diversity, skills, and growth. It is expected to utilise creative methodologies and collaborative approaches, widening the ‘how’ and ‘who’ of arts and humanities research for the creative economy.
Ambition:
The theme’s ambitions, to be achieved using arts and humanities research, narrative, and innovation at doctoral level, are:
- address known and anticipated research skills gaps and shortages in the creative economy
- diversify and grow the research talent pool for the benefit of the creative economy
- diversify the outputs and audience of the creative sector
We particularly encourage applications which:
- creatively explore, critically examine, and inclusively open up practices and methods of undertaking research, to involve artists, creators and relevant communities in design and delivery of creative economy research
- enhance innovation and contribute to wider impacts of the creative sector, such as cultural, economic, environmental, and social impacts
- build on the current developments in digital technologies and research methodologies
- enable the sector to be more sustainable and resilient
All applications within this theme should directly address underrepresentation, in response to recent independent reports which provide evidence of barriers and levels of underrepresentation in the sector in the UK. All application should also address skills gaps identified across the creative economy, looking to the future of the sector and the employability of AHRC-funded doctoral graduates.
Applications could explore links with existing AHRC major programmes, from the development and applications of AI and digitising heritage to environmental sustainability. Applications are encouraged to build on recent investments in research infrastructure and on the knowledge base created through some of our bigger investments in creative industries, such as:
Studentship goals:
Possible areas that students might pursue through the theme include the following, noting that this is not an exhaustive list:
- improve accessibility, visibility, and participation in the creative economy and in the sector’s outputs for a range of diverse groups, especially those that are currently underrepresented
- use creative disciplines in a range of challenge areas, for example to deliver environmentally sustainable solutions, tackle health inequalities and inform place-based policies and practices
- apply arts and humanities methodologies in ways that improve the resilience and sustainability of the UK visitor economy
- meld arts and humanities skills and expertise with technological developments, employing technology, including its new forms and tools, in a constructive, responsible, and ethical way
- to apply arts and humanities methodologies in ways that improve the resilience and sustainability of the UK creative economy
Students are expected to develop active connections to the creative sector to support the doctoral research projects, for example to galleries, libraries, archives and museums (GLAM), design, crafts, fine arts and performing arts, fashion, film, media, as well as other areas of the creative economy.
Project management
You will need to set out clear plans for the vision, delivery and governance of your training grant.
Partnerships
In the context of this funding opportunity, a project partner is defined as a collaborating organisation beyond academia which will have an integral role in the proposed doctoral training and development.
Each application must include at least one non-HEI partner. Partner organisations may support the training grant throughout the entire lifetime of the award or for a shorter period, depending on their resources and their agreement with the HEI leading the application. New partners can be brought in later or may engage on an ad hoc basis.
We encourage equitable, flexible, and mutually supportive HEI and non-HEI partnerships. It is expected that HEIs will engage with partners and draw on their expertise and experience in both development and, if successful, delivery of the doctoral focal award.
We welcome applications including partner organisations from any sector of the economy and of any size if they have the capacity to support the training grant. Partners can be local, regional, or national, appropriate to the needs of the research theme. We particularly welcome partnerships with local and regional organisations which contribute to cultural place-making and strengthening local communities and economies.
AHRC strongly encourages Collaborative Doctoral Awards (CDAs) as one of the forms of partnership you may want to include in your application.
International partnerships, for example to host student placements, are encouraged. However, international partners cannot be hosts for CDAs under this scheme.
In-kind support from HEI and non-HEI partners is mandatory. Financial contribution from partners is welcome but optional.
Duration
The consortia will train four cohorts of students doing a four-year doctorate on a full-time basis, or equivalent part-time. The first cohort will start in the 2026-27 academic year and the final cohort will start in 2029-30. The duration of this award is a minimum of eight years.
Funding available
You can apply for between 20 and 30 studentships over the lifetime of the award but the profile of new starters across the four years needs to be in the ratio of 3:3:2:2.
The number of studentships requested must be fully justified. To enable portfolio and budget balancing, AHRC reserves the right to offer successful applicants a different number of studentships than the number requested. See ‘How we will assess your application’ for information about portfolio balancing.
There is potential for co-funding from other parts of UKRI for successful interdisciplinary or multidisciplinary awards, dependent on research area and remits. This will be confirmed once the funding opportunity has closed for applications.
What we will fund
We are providing funding based on four years per student (stipend and fees). This includes:
- individual training and development activity for the student
- cohort-based training and development activity
- additional stipend for collaborative awards and London weighting where applicable
AHRC will provide funding for studentships at UKRI indicative fee levels and UKRI minimum stipend rates. These are updated annually and details are available on the UKRI website.
As of February 2024, additional funding of £300,000 to £500,000 each year will also be made available for one or two of the successful focal awards led by small specialist institutions (SSIs). This is to support:
- development of an ‘SSI doctoral research community’ which will bring together all SSIs funded through the AHRC focal awards. This will be a community of students and those who support them for example, supervisors and support staff. The funding is to enable creation of this community and might be used, for example, for networking and engagement events in line with the community’s needs
- design, development and delivery of a programme of student-led activities to facilitate the sharing of good practice, skills, knowledge and research between SSIs. The programme will be tailored to meet the SSI student needs and complement the cohort activities included within individual focal awards. Given the overlap between the cohort activity provision within the focal award and SSI doctoral research community programme, the administrative costs provided can be used to cover both activities
- design and development of resources, materials and activities to build understanding of SSI-led research practices (across all career levels) and the contribution of SSIs to research, innovation and the wider economy. This will be a separate project which will go beyond doctoral research and training.
This additional uplift is to fulfill AHRC’s ambition to tangibly support small specialist institutions as a key constituent of the arts and humanities community that are acknowledged as world-leading, but have historically felt unable to lead on doctoral training grants because of resource and other constraints.
The funding for the ‘SSI doctoral research community’ awards comes from the AHRC world class labs allocation and will only be made to SSI-led consortia whose applications are deemed fundable by peer review and moderation panel.
Once the focal award funding decisions have been made, AHRC will contact successful SSIs with more detail on the level of funding and the process for allocating this additional support.
We strongly encourage Collaborative Doctoral Awards (CDA) as part of the offer. These are doctoral research projects which are collaboratively and equitably developed and delivered by a HEI and non-HEI partner, align with the non-HEI partner’s area of activity, and have impacts beyond academia, including the not-for-profit third sector. They are student career focused, with the student spending up to half their time in the non-HEI organisation and benefitting from the support of two supervisors, one within and one beyond academia. We will provide additional stipend for these students and funding is available to support one or two CDA awards per cohort (subject to demand). You can support more CDAs through co-funding, which is also encouraged. Please indicate in your application if you wish to support CDA awards and, if so, how many per cohort.
Funding for cohort-based training and development will also be provided. We will calculate this as a set cost, based on the number of studentship awards. To enable you to develop your provision, and to include a justification in the resources section of your application, please multiply the number of studentships you are applying for by £1,200 per student per year to give you an estimate of the cohort funding that will be provided.
Please note, this funding is for cohort activity and should not be allocated on a per student basis if the application is successful. The purpose of cohort funding is to support innovative training and development activities for the wider cohort of AHRC-funded students. These activities should be accessible to the entire cohort. In some cases, subject-specific activities may be provided, but these should be open to all eligible students. The funding may be used to cover the travel costs of funded students travelling to cohort events.
We are not providing a list of eligible and non-eligible uses for the cohort-based training and development funding in order to allow consortia the freedom to address the needs of their distinctive cohorts. The only caveats are that we would not expect this funding to be used to support any existing infrastructure, to reimburse the costs of university or partner staff resources such as travel and subsistence, or to be used to support activities that would normally be supported by universities. Further, these costs cannot be used to support costs of administration, for example staff costs to run the cohort programme.
What we will not fund
We do not provide funding for administrative costs of setting up and delivering the training grant.
Supporting skills and talent
We expect applications to outline an innovative, unique, and specific training and development approach to address identified skills shortages within the research theme.
Your application must describe how the proposed consortium will:
- support four student cohorts on a four-year (or equivalent part time) doctorate, undertaking studentships in one of the two specific research areas of AHRC’s remit described earlier in this funding opportunity
- provide opportunities for significant and original doctoral research projects, leading to the award of a doctoral level degree in accordance with the university’s standard regulations
- create a unique and innovative training and development offer which will attract students seeking a career in the thematic area
- deliver a cohort development package, appropriate to the theme and the needs of the cohort, creating a group identity and opportunities for peer networking, and, if possible, open to students beyond AHRC-funded students to maximise benefits of training within the scope of the thematic area and in an inclusive way
- provide appropriate research environments for students in terms of location, facilities, equipment, supervisory expertise, partnerships, student services and work culture
- support supervisors to empower students to carry out their research projects and undertake disciplinary and transferable skills training
- provide training and development opportunities to broaden transferable skills of students in all the areas listed below, from which the students will select depending on their needs:
- in-depth subject area training
- responsible research and innovation, ethics, reproducibility, research integrity and open research methodology
- analytical skills
- project management and organisational skills
- public engagement skills
- routes to impact
- engagement with policymaking
- entrepreneurial, innovation, and commercialising research skills
- digital, software, technical and data skills, where gaps have been identified in the recent AHRC-funded report by the Software Sustainability Institute
- communication, media, and storytelling skills
- teamwork, and the ability to collaborate across teams
- skills for practice-based research (including the use of relevant infrastructure)
- interdisciplinary and transdisciplinary working, grounded in the arts and humanities as the foundation for working across disciplinary boundaries
You should indicate which element of your training and development provision will be mandatory for all your students, and which elements will be offered on a voluntary basis, depending on the students’ background, baseline skills, and career ambitions.
Supervisor support and development
Each application must indicate how the consortium will prepare, support, engage and value staff supervising doctoral students for the benefit of students, supervisors, and the wider research and innovation community.
We expect you to describe how you will:
- provide appropriate training and support for supervisors
- facilitate close collaboration between supervisors and co-supervisors if applicable
- catalyse a network of supervisors for sharing of good practice and peer support
- recognise and value the workload associated with excellent supervision, and ensure staff are given sufficient time for supervisory duties
- support the required continuous professional development excellent supervision entails
- equip colleagues new to supervising doctoral students with the right depth of training, including enabling colleagues from non-traditional career pathways to co-supervise
- through all the above, create a positive and inclusive culture of research supervision
Equality, diversity, and inclusion (EDI) in your application
You will need to submit a mandatory EDI action plan alongside the training grant application.
Your plan must be evidence-based, that is include baseline data and be updated throughout the lifetime of the grant in line with data you regularly collect, including emerging impacts and needs.
Please include the following headings in your EDI action plan:
- increasing access to doctoral studies
- recruitment
- working practices
- supervision and supervisory teams
- mental health and wellbeing support
You are encouraged to use the bullet points but not limited to them. Please include any additional areas of EDI activity.
Doctoral studentships
Each application must set out how it will support students to focus on developing research capacity while preparing students to follow a diversity of career paths.
At the student recruitment stage, each training grant consortium must:
- support candidates with a range of experience. For example, mature students who may have already had a career in any sector, including those from technical backgrounds. For the latter, we encourage you to follow the principles of the Technician Commitment
When establishing the scope of student research projects and throughout the duration of the studentships, each consortium must:
- enable doctoral research projects which are student-driven, where students have agency to develop their doctoral proposal
- enable students to engage partners in developing their doctoral research ideas
- equip supervisors with information and training to empower their students to engage with the opportunities offered
- provide an interdisciplinary environment and support students to maximise translation of their outputs into outcomes and impacts
Studentships may be practice-based.
Projects may be co-designed by candidates in collaboration with potential supervisors, but this is not a requirement. Projects developed by future students without input from a potential supervisor should be possible.
Projects to be delivered as collaborative doctoral awards (CDAs) should be co-developed by the supervisors from the HEI and non-HEI before the student is recruited but there should be enough scope for the student to make the project their own.
While not all doctoral projects need to be interdisciplinary, we encourage interdisciplinary projects, as long as a minimum of 50% of the doctoral proposal is based on arts and humanities disciplines, methodologies, and approaches.
