CAM-DTP PhD Studentship Opportunities 2027: 39 Supervisor-Led Research Topics for Doctoral Applicants - Opportunities for Youth

Supervisor Led Topics For 2027 Entry

Information about the topics being advertised for 2027 entry in Route 1 (supervisor-led) may be found below.

• Students who are interested in a PhD within one of the topics should contact the supervisory team to find out more and discuss a project proposal.

• An application to conduct a PhD within one of these topics should not be made without speaking to the supervisory team first.

• Students should apply to the lead supervisor’s CAM-DTP institution, following that institution’s admissions processes and deadlines.

• Supervisory teams will interview candidates interested in their topic and will propose candidates to their department for CAM-DTP nomination in early February.

CAM-DTP does not take direct applications. Please do not send research proposals, CVs or other documentation for review.

The Role Of Culture In Human Biological Evolution

Humans are unique in the extent to which behavioural variation due to culture has the potential to impact our biological evolution. This PhD will investigate how variation in marriage practice affects genetic and phenotypic variation in three traditional ethnic groups in Madagascar.

One group has a strong caste system with strict marriage rules, one has a weak caste system with fewer marriage rules, and one has no castes and permissive marriage. If marriage rules affect assortative mating it is expected that it will also impact genetic and biological diversity.

The student will analyse existing data collected by the supervisory team that includes extensive social, cultural, genomic, and phenotypic data from 325 married couples in Madagascar. They will measure the extent to which marriage rules can either maintain biological differences among social groups, or alternatively create a more biologically homogenous community. The findings may have important health or social implications.

— ESRC Research Priority Areas —

• Understanding behaviour

— Research skills you must have if applying for this topic —

• n/a

— Research skills it would be helpful to have if applying for this topic —

• Computational skills including programming (e.g. R, Python) are desired. However, anyone with a commitment to learning these skills should apply, as the supervisory team can provide necessary training

— Supervisory Team —

• Lead Supervisor Dr Jason Hodgson Ecology, Evolution and Environment Research Centre (EEE) School of Life Sciences, Anglia Ruskin University jason.hodgson@aru.ac.uk

• Second Supervisor Professor Andrea Manica Department of Zoology, University of Cambridge am315@cam.ac.uk

• Understanding behaviour

• Computational skills including programming (e.g. R, Python) are desired. However, anyone with a commitment to learning these skills should apply, as the supervisory team can provide necessary training

• Lead Supervisor Dr Jason Hodgson Ecology, Evolution and Environment Research Centre (EEE) School of Life Sciences, Anglia Ruskin University jason.hodgson@aru.ac.uk

• Second Supervisor Professor Andrea Manica Department of Zoology, University of Cambridge am315@cam.ac.uk

Applying Eye Tracking In Architectural Design

This interdisciplinary PhD will use eye-tracking to examine visual and cognitive processes while people experience built and urban environments. As most eye movements are spontaneous, they provide evidence for changes in visual preference and restoration.

Despite technological advances, applications of eye-tracking in architectural design are underdeveloped. This studentship will use approaches from psychology, architecture, and urban studies to establish how eye-tracking can inform more inclusive, healthy and evidence-based design. This will involve research combining behavioural data, observational fieldwork, and qualitative analysis.

The student will be jointly based in the Brain, Body, and Mind Research Group (ARU) and the Behaviour and Building Performance Group (University of Cambridge).

The project emphasises a participatory approach in which non-academic users are involved throughout the research process. It includes a knowledge exchange placement at Foster + Partners, a leading international design practice.

— ESRC Research Priority Areas —

• Health and social care
• Understanding behaviour

— Research skills you must have if applying for this topic —

• n/a

— Research skills it would be helpful to have if applying for this topic —

• Experience in social sciences research methods, preferably in a relevant discipline such as psychology, architectural studies or human geography

— Supervisory Team —

• Lead Supervisor Professor David Pearson Research Centre for Better Living School of Psychology, Sport and Sensory Sciences, Anglia Ruskin University david.pearson@aru.ac.uk

• Second Supervisor Professor Minna Sunikka-Blank Department of Architecture, University of Cambridge mms45@cam.ac.uk

• Knowledge Exchange Supervisor Josef Musil Design Systems Analyst and Partner, Foster + Partners josefmusil@FosterandPartners.com

• Health and social care

• Understanding behaviour

• Experience in social sciences research methods, preferably in a relevant discipline such as psychology, architectural studies or human geography

• Lead Supervisor Professor David Pearson Research Centre for Better Living School of Psychology, Sport and Sensory Sciences, Anglia Ruskin University david.pearson@aru.ac.uk

• Second Supervisor Professor Minna Sunikka-Blank Department of Architecture, University of Cambridge mms45@cam.ac.uk

• Knowledge Exchange Supervisor Josef Musil Design Systems Analyst and Partner, Foster + Partners josefmusil@FosterandPartners.com

Making Climate Messaging Work: Multimodal Insights

The 2026 Report to Parliament on Progress in Reducing Emissions warns that the UK is not moving fast enough to meet its climate targets and highlights the role of demand-side action, household low-carbon choices, and stronger public engagement. This underscores the urgent need for effective messaging to drive the behavioural change required to achieve the UK’s Net Zero target.

Messaging is widely used as a behavioural intervention due to its scalability and cost-effectiveness. Yet, its impact has been limited due to a poor understanding of the psychological drivers shaping how people respond to messages.

This research will examine how people process climate-related messages both cognitively and emotionally, using lab-based behavioural experiments combined with neuroimaging techniques (e.g. EEG) and physiological measurements (e.g. heart rate and skin conductance). This will allow us to identify neurophysiologically attuned messages that elicit desired responses and to ultimately inform the design of effective climate communication strategies.

— ESRC Research Priority Areas —

• Net zero, environment, biodiversity and climate change
• Understanding behaviour

— Research skills you must have if applying for this topic —

• Exposure to experimental methods, including an understanding of experimental design and/or experience in conducting experiments in behavioural economics, psychology, neuroimaging or a related field

— Research skills it would be helpful to have if applying for this topic —

• Good quantitative data analysis skills and/or experience with data analysis using statistical packages such as SPSS or R (or similar)
• Good research/lab report writing and communication skills

— Supervisory Team —

• Lead Supervisor Dr Daniela Raeva-Beri Centre for Inclusive Societies and Economies (CISE) School of Economics, Anglia Ruskin University daniela.raeva-beri@aru.ac.uk

• Second Supervisor Dr Flavia Cardini Better Living Research Centre (CBL) School of Psychology, Sport and Sensory Sciences, Anglia Ruskin University flavia.cardini@aru.ac.uk

• Net zero, environment, biodiversity and climate change

• Understanding behaviour

• Exposure to experimental methods, including an understanding of experimental design and/or experience in conducting experiments in behavioural economics, psychology, neuroimaging or a related field

• Good quantitative data analysis skills and/or experience with data analysis using statistical packages such as SPSS or R (or similar)

• Good research/lab report writing and communication skills

• Lead Supervisor Dr Daniela Raeva-Beri Centre for Inclusive Societies and Economies (CISE) School of Economics, Anglia Ruskin University daniela.raeva-beri@aru.ac.uk

• Second Supervisor Dr Flavia Cardini Better Living Research Centre (CBL) School of Psychology, Sport and Sensory Sciences, Anglia Ruskin University flavia.cardini@aru.ac.uk

Active Roots: Youth Moving For Nature & Health

This studentship will work with Natural England (the government’s adviser for the natural environment in England) to explore how physical activity (or ‘movement’) in nature affects youth health and well-being, focusing on green and blue space characteristics and interactions with climate change.

Working with urban youth in the child-adolescent transition (aged 10-16 years) with diverse backgrounds and varying nature access, the PhD student will use mixed methods to study physical and mental health alongside human-nature connections and pro-environmental behaviours.

These outcomes will be addressed according to differing characteristics of physical activity in green and blue spaces using a series of studies, underpinned by behavioural science and human physiology.

The PhD student will integrate knowledge and understanding from psychology, sociology, physiology and environmental sustainability, and substantial knowledge exchange with Natural England. The novel evidence developed will contribute to the prevention of long-term conditions and climate action with nature-based physical activity behaviours in the context of our changing climate.

— ESRC Research Priority Areas —

• Net zero, environment, biodiversity and climate change
• Health and social care
• Understanding behaviour

— Research skills you must have if applying for this topic —

• Ability to work with human participants (preferably children/adolescents)
• Experience in collecting and analysing quantitative and/or qualitative data
• Application of research skills to nature-based physical activity, health and climate change

— Research skills it would be helpful to have if applying for this topic —

• Device-assessed physical activity
• Experience working with children/adolescents
• Green/blue space assessment
• Health assessment (e.g., cardiometabolic health)
• Knowledge/experience of behavioural science

— Supervisory Team —

• Lead Supervisor Dr Julia Fruer Centre for Health, Wellbeing and Behaviour Change Institute for Health and Wellbeing Research (IHWR), University of Bedfordshire julia.fruer@beds.ac.uk

• Second Supervisor Professor Angel Chater Centre for Health, Wellbeing and Behaviour Change Institute for Health and Wellbeing Research (IHWR), University of Bedfordshire angel.chater@beds.ac.uk

• Third Supervisor Dr Ash Willmott Cambridge Centre for Sport and Exercise Sciences, Anglia Ruskin University ash.willmott@aru.ac.uk

• Knowledge Exchange Supervisor Martin Gilchrist Principal Officer - Connecting People with Nature / People and Nature Directorate, Natural England martin.gilchrist@naturalengland.org.uk

• Net zero, environment, biodiversity and climate change

• Health and social care

• Understanding behaviour

• Ability to work with human participants (preferably children/adolescents)

• Experience in collecting and analysing quantitative and/or qualitative data

• Application of research skills to nature-based physical activity, health and climate change

• Device-assessed physical activity

• Experience working with children/adolescents

• Green/blue space assessment

• Health assessment (e.g., cardiometabolic health)

• Knowledge/experience of behavioural science

• Lead Supervisor Dr Julia Fruer Centre for Health, Wellbeing and Behaviour Change Institute for Health and Wellbeing Research (IHWR), University of Bedfordshire julia.fruer@beds.ac.uk

• Second Supervisor Professor Angel Chater Centre for Health, Wellbeing and Behaviour Change Institute for Health and Wellbeing Research (IHWR), University of Bedfordshire angel.chater@beds.ac.uk

• Third Supervisor Dr Ash Willmott Cambridge Centre for Sport and Exercise Sciences, Anglia Ruskin University ash.willmott@aru.ac.uk

• Knowledge Exchange Supervisor Martin Gilchrist Principal Officer - Connecting People with Nature / People and Nature Directorate, Natural England martin.gilchrist@naturalengland.org.uk

Pregnant Women’s Adaptation To Climate Change

Women from ethnic minority groups and those living in poverty are at higher risk of poor birth outcomes for themselves and their babies.

Climate change induced heat exposure can lead to pregnancy complications and adverse birth outcomes such as preterm birth and low birth weight, and can potentially exacerbate health and wellbeing inequalities for vulnerable pregnant women and their babies.

Drawing on relevant theories such as the socio-ecological and health belief models, the PhD student will adopt a mixed methods approach to understand vulnerability, adaptation and resilience to extreme climate change induced heat events among pregnant and post-partum women in socially disadvantaged communities through individual behaviours and capacities, collective norms and values, and distribution of resources.

— ESRC Research Priority Areas —

• Net zero, environment, biodiversity and climate change
• Health and social care
• Security, risk and resilience
• Understanding behaviour

— Research skills you must have if applying for this topic —

• Conduct literature reviews
• Plan and execute appropriate data collection and analysis
• Plan, prioritise and organise own workload
• Communicate effectively
• Comply with research ethics

— Research skills it would be helpful to have if applying for this topic —

• Interdisciplinary
• Quantitative and mixed methods
• Dissemination of research findings and outputs through peer reviewed publications and conferences

— Supervisory Team —

• Lead Supervisor Dr Shuby Puthussery Maternal and Child Health Research Centre (MCHRC) Institute for Health and Wellbeing Research (IHWR), University of Bedfordshire shuby.puthussery@beds.ac.uk

• Second Supervisor Professor Emily Munro Centre for Applied Research and Engagement in Social Care (CARE-SC) Institute of Applied Social Research (IASR), University of Bedfordshire emily.munro@beds.ac.uk

• Third Supervisor Dr Bhavneet Singh Maternal and Child Health Research Centre (MCHRC) Institute for Health and Wellbeing Research (IHWR), University of Bedfordshire bhavneet.singh@beds.ac.uk

• Net zero, environment, biodiversity and climate change

• Health and social care

• Security, risk and resilience

• Understanding behaviour

• Conduct literature reviews

• Plan and execute appropriate data collection and analysis

• Plan, prioritise and organise own workload

• Communicate effectively

• Comply with research ethics

• Interdisciplinary

• Quantitative and mixed methods

• Dissemination of research findings and outputs through peer reviewed publications and conferences

• Lead Supervisor Dr Shuby Puthussery Maternal and Child Health Research Centre (MCHRC) Institute for Health and Wellbeing Research (IHWR), University of Bedfordshire shuby.puthussery@beds.ac.uk

• Second Supervisor Professor Emily Munro Centre for Applied Research and Engagement in Social Care (CARE-SC) Institute of Applied Social Research (IASR), University of Bedfordshire emily.munro@beds.ac.uk

• Third Supervisor Dr Bhavneet Singh Maternal and Child Health Research Centre (MCHRC) Institute for Health and Wellbeing Research (IHWR), University of Bedfordshire bhavneet.singh@beds.ac.uk

Conspiratorial Thinking In Adolescence

This PhD studentship will explore conspiratorial thinking in adolescence, a period marked by heightened social sensitivity and identity formation.

Under the combined supervision of Professor Sarah-Jayne Blakemore, Professor Sander van den Linden and Dr Niamh O’Brien, the PhD student will use interdisciplinary methods from developmental psychology and social science to investigate cognitive, social and environmental factors, such as peer influence, loneliness, social media exposure and AI-driven content, that contribute to conspiracy belief formation and a vulnerability to misinformation in adolescence.

The research aligns with ESRC priorities by addressing societal challenges related to misinformation, trust, mental wellbeing and digital risk, as well as youth mental wellbeing. Findings will inform policy and educational interventions to foster resilience and informed citizenship in young people.

— ESRC Research Priority Areas —

• Digital society
• Security, risk and resilience
• Understanding behaviour

— Research skills you must have if applying for this topic —

• Background in quantitative, experimental or empirical research in the behavioural sciences
• Proficiency in R
• Ability to analyse complex datasets
• Qualitative analysis

— Research skills it would be helpful to have if applying for this topic —

• Experience working with children and/or adolescents
• Experimental psychology task programming and data acquisition

— Supervisory Team —

• Lead Supervisor Professor Sarah-Jayne Blakemore Centre for Business Research Department of Psychology, University of Cambridge sjblakemore@psychol.cam.ac.uk

• Second Supervisor Professor Sander van den Linden Department of Psychology, University of Cambridge sv395@cam.ac.uk

• Third Supervisor Dr Niamh O’Brien School of Allied Health and Social Care Faculty of Health, Medicine and Social Care, Anglia Ruskin University niamh.obrien@aru.ac.uk

• Knowledge Exchange Supervisor Thomas Barton Executive Director, Council for Countering Online Disinformation (CCOD)

• Digital society

• Security, risk and resilience

• Understanding behaviour

• Background in quantitative, experimental or empirical research in the behavioural sciences

• Proficiency in R

• Ability to analyse complex datasets

• Qualitative analysis

• Experience working with children and/or adolescents

• Experimental psychology task programming and data acquisition

• Lead Supervisor Professor Sarah-Jayne Blakemore Centre for Business Research Department of Psychology, University of Cambridge sjblakemore@psychol.cam.ac.uk

• Second Supervisor Professor Sander van den Linden Department of Psychology, University of Cambridge sv395@cam.ac.uk

• Third Supervisor Dr Niamh O’Brien School of Allied Health and Social Care Faculty of Health, Medicine and Social Care, Anglia Ruskin University niamh.obrien@aru.ac.uk

• Knowledge Exchange Supervisor Thomas Barton Executive Director, Council for Countering Online Disinformation (CCOD)

Ai And Inclusive Entrepreneurial Ecosystems

This PhD will explore how digital technologies, particularly AI, can foster inclusive entrepreneurial ecosystems for women from diverse and intersectional backgrounds. Focusing on Luton and Bedfordshire, the research will examine how women entrepreneurs engage with AI, the barriers they face, and how digital tools can be designed to promote inclusion, trust, and participation.

Embedded in the University of Bedfordshire’s civic-facing Luton AI initiative and aligned with the Luton 2040 vision for an inclusive economy, the project offers access to local businesses, policymakers, and innovation networks. The student will conduct their research within this broad theme, drawing on interdisciplinary perspectives from social sciences, entrepreneurship, and computer science.

The methodology will include participatory and co-design research methods, mixed-methods analysis of digital adoption (including structural equation modelling), application of intersectionality in entrepreneurship research, and usability evaluation of AI and digital platforms (HCI).

This is a unique opportunity to shape digital transformation through research that has real-world impact and policy relevance, contributing to more equitable and sustainable innovation and entrepreneurial ecosystems.

— ESRC Research Priority Areas —

• Digital society
• Understanding behaviour

— Research skills you must have if applying for this topic —

• Understanding of business and social research frameworks
• Ethical research practice
• Communication and engagement

— Research skills it would be helpful to have if applying for this topic —

• Advanced qualitative analysis skills
• Quantitative or mixed methods experience
• Experience with participatory methods
• Knowledge of digital technologies and platforms
• Understanding of artificial intelligence principles and applications

— Supervisory Team —

• Lead Supervisor Dr Sanaz Vatankhah Business and Management Research Institute (BMRI) Graduate School of Business, University of Bedfordshire sanaz.vatankhah@beds.ac.uk

• Second Supervisor Dr Tom Hoctor Institute of Humanities, Education and Arts Research School of Sport, Psychology and Social Sciences, University of Bedfordshire tom.hoctor@beds.ac.uk

• Knowledge Exchange Supervisor Marek Lubelski Head of Social Justice and Community Safety, Luton Borough Council

• Digital society

• Understanding behaviour

• Understanding of business and social research frameworks

• Ethical research practice

• Communication and engagement

• Advanced qualitative analysis skills

• Quantitative or mixed methods experience

• Experience with participatory methods

• Knowledge of digital technologies and platforms

• Understanding of artificial intelligence principles and applications

• Lead Supervisor Dr Sanaz Vatankhah Business and Management Research Institute (BMRI) Graduate School of Business, University of Bedfordshire sanaz.vatankhah@beds.ac.uk

• Second Supervisor Dr Tom Hoctor Institute of Humanities, Education and Arts Research School of Sport, Psychology and Social Sciences, University of Bedfordshire tom.hoctor@beds.ac.uk

• Knowledge Exchange Supervisor Marek Lubelski Head of Social Justice and Community Safety, Luton Borough Council

Prme And Net Zero Transition Using Ai Apps

The transition to a Net Zero economy presents a profound societal and economic challenge, requiring transformative changes across all sectors.

Achieving this ambitious goal necessitates not only technological innovation but also fundamental shifts in governance, policy, business models, and individual behaviour. Universities, particularly business schools, have a crucial role to play in educating future leaders who can navigate these complexities responsibly and sustainably. The Principles for Responsible Management Education (PRME) provide a framework for integrating sustainability and responsible leadership into management education, yet their full potential in driving the Net Zero agenda remains unexplored.

— ESRC Research Priority Areas —

• Net zero, environment, biodiversity and climate change

— Research skills you must have if applying for this topic —

• n/a

— Research skills it would be helpful to have if applying for this topic —

• Key research skills include quantitative/qualitative methods, literature review, interdisciplinary thinking, and sustainability and PRME research

— Supervisory Team —

• Lead Supervisor Dr Mohamed Saeudy Graduate School of Business, University of Bedfordshire mohamed.saeudy@beds.ac.uk

• Second Supervisor Dr Andrew Grantham Graduate School of Business, University of Bedfordshire andrew.grantham@beds.ac.uk

• Third Supervisor Professor Vladan Velisavljevic School of Computer Science and Technology, University of Bedfordshire vladan.velisavljevic@beds.ac.uk

• Net zero, environment, biodiversity and climate change

• Key research skills include quantitative/qualitative methods, literature review, interdisciplinary thinking, and sustainability and PRME research

• Lead Supervisor Dr Mohamed Saeudy Graduate School of Business, University of Bedfordshire mohamed.saeudy@beds.ac.uk

• Second Supervisor Dr Andrew Grantham Graduate School of Business, University of Bedfordshire andrew.grantham@beds.ac.uk

• Third Supervisor Professor Vladan Velisavljevic School of Computer Science and Technology, University of Bedfordshire vladan.velisavljevic@beds.ac.uk

Ai In Radiology Departments: Opportunity Or Threat

Radiology is one of the critical services that modern health care depends on for an accurate diagnosis of medical conditions and subsequent effective management. While Artificial Intelligence (AI) systems in radiology offer potential to save time and reduce staff workload, their implementation also raises significant concerns regarding privacy and ethical and regulatory compliance.

In the context of widespread workforce shortages, a comprehensive investigation is needed to establish whether AI is perceived as a support or a threat to the roles of radiology professionals.

This PhD will investigate the views, feelings and readiness for such a challenge to develop a new knowledge of how this technology can influence staff retention across the European region. The study will target a wide and diverse sample of professionals (considering factors such as age, cultural and economic backgrounds) to develop a rich and more representative finding.

— ESRC Research Priority Areas —

• Digital society
• Health and social care

— Research skills you must have if applying for this topic —

• Strong skills in at least one of the research methods

— Research skills it would be helpful to have if applying for this topic —

• Skills for mixed-method research
• Experience of scientific publication, ideally as first author

— Supervisory Team —

• Lead Supervisor Dr Nebil Achour Health and Care Research Centre, Anglia Ruskin University nebil.achour@aru.ac.uk

• Second Supervisor Dr Naim Abdulmohdi Health and Care Research Centre, Anglia Ruskin University naim.abdulmohdi@aru.ac.uk

• Knowledge Exchange Supervisor Dr Matafen Chaouali Technical Officer, Hospitals in the European Region at WHO chaoualim@who.int

• Digital society

• Health and social care

• Strong skills in at least one of the research methods

• Skills for mixed-method research

• Experience of scientific publication, ideally as first author

• Lead Supervisor Dr Nebil Achour Health and Care Research Centre, Anglia Ruskin University nebil.achour@aru.ac.uk

• Second Supervisor Dr Naim Abdulmohdi Health and Care Research Centre, Anglia Ruskin University naim.abdulmohdi@aru.ac.uk

• Knowledge Exchange Supervisor Dr Matafen Chaouali Technical Officer, Hospitals in the European Region at WHO chaoualim@who.int

Rethinking Evidence Synthesis For Public Health

A population approach to preventing diseases such as type 2 diabetes aims to shift the distributions of risk factors such as diet, physical activity and adiposity by changing the environments – digital, economic, physical and social – that influence everyone’s behaviour.

To inform the next generation of policy strategies, we need to better understand the ways in which these interventions work and how they are transferable between populations and contexts.

The PhD student will apply recent developments in philosophy and social sciences to this topical health policy question within the PHOENIX research programme. This studentship will combine mechanistic and outcome studies using quantitative and qualitative methods in a new approach to evidence synthesis.

The PhD student will identify the functions on which an effective intervention strategy depends, and will develop our understanding of how these can be harnessed to change diet or physical activity patterns and improve population health. Please see the PHOENIX web page for more details before submitting any pre-application enquiry.

— ESRC Research Priority Areas —

• Health and social care
• Understanding behaviour

— Research skills you must have if applying for this topic —

• Demonstrable evidence of research interest in public health in general and diet, physical activity or transport in particular
• Demonstrable experience in systematic reviews or other forms of evidence synthesis, evaluating interventions, mixed methods research or systems science

— Research skills it would be helpful to have if applying for this topic —

• A Master’s in a relevant biomedical or social science
• The successful candidate could take additional modules from the MPhil in Population Health Sciences if necessary

— Supervisory Team —

• Lead Supervisor Professor David Ogilvie IMS Epidemiology, University of Cambridge david.ogilvie@ims.cam.ac.uk

• Second Supervisor Professor Jean Adams IMS Epidemiology, University of Cambridge jean.adams@ims.cam.ac.uk

• Third Supervisor Dr Miriam Alvarado IMS Epidemiology, University of Cambridge miriam.alvarado@ims.cam.ac.uk

• Health and social care

• Understanding behaviour

• Demonstrable evidence of research interest in public health in general and diet, physical activity or transport in particular

• Demonstrable experience in systematic reviews or other forms of evidence synthesis, evaluating interventions, mixed methods research or systems science

• A Master’s in a relevant biomedical or social science

• The successful candidate could take additional modules from the MPhil in Population Health Sciences if necessary

• Lead Supervisor Professor David Ogilvie IMS Epidemiology, University of Cambridge david.ogilvie@ims.cam.ac.uk

• Second Supervisor Professor Jean Adams IMS Epidemiology, University of Cambridge jean.adams@ims.cam.ac.uk

• Third Supervisor Dr Miriam Alvarado IMS Epidemiology, University of Cambridge miriam.alvarado@ims.cam.ac.uk

Ai, Machine Learning And The Future Of Finance

Artificial Intelligence is transforming the landscape of corporate and entrepreneurial finance, reshaping how businesses make decisions and interact with financial markets. This studentship offers an exciting opportunity to explore the role of AI and machine learning within corporate finance, entrepreneurial finance, and/or FinTech.

Applicants will be encouraged to develop their own research proposal within these areas. Possible topics include the impact of machine learning in financial decision-making, AI in FinTech lending, or the application of large-scale datasets to study business behaviour.

The successful candidate will work with both structured and unstructured data, involving:

• Designing and analysing surveys to capture decision-making (potentially via ADR UK).
• Utilising major financial datasets (e.g. Bloomberg, LSEG, Beauhurst) with econometric methods.
• Engineering and analysing ‘big data’ (e.g. from social media, annual reports) using machine learning.

— ESRC Research Priority Areas —

• Digital society

— Research skills you must have if applying for this topic —

• Sufficient programming skills such as data curation, data crawling, and an understanding of machine learning techniques (e.g. Python or STATA)

— Research skills it would be helpful to have if applying for this topic —

• Programming experience using Python, STATA or other software

— Supervisory Team —

• Lead Supervisor Dr Ying Wang Centre for Inclusive Societies and Economies (CISE) School of Economics, Finance and Law, Anglia Ruskin University ying.wang@aru.ac.uk

• Second Supervisor Professor Yonghong Peng Advanced Computing Research Centre (ACRC) Faculty of Science and Engineering, Anglia Ruskin University yonghong.peng@aru.ac.uk

• Digital society

• Sufficient programming skills such as data curation, data crawling, and an understanding of machine learning techniques (e.g. Python or STATA)

• Programming experience using Python, STATA or other software

• Lead Supervisor Dr Ying Wang Centre for Inclusive Societies and Economies (CISE) School of Economics, Finance and Law, Anglia Ruskin University ying.wang@aru.ac.uk

• Second Supervisor Professor Yonghong Peng Advanced Computing Research Centre (ACRC) Faculty of Science and Engineering, Anglia Ruskin University yonghong.peng@aru.ac.uk

Shared Decision Making Protocol For Therapeutic Gaming

The ongoing mental health crisis among children and young people is one of the most pressing healthcare issues in the UK. Recent efforts have explored the use of digital games as therapeutic tools to deliver low-cost, scalable interventions at the school level. However, there is a lack of guidance on how to systematically select, tailor, and implement these game-based interventions in ways that are both therapeutically effective and engaging.

This PhD will develop a shared decision-making protocol to guide allied health professionals, teachers, and caregivers in delivering game-based therapeutic interventions for children and young people, using a trusted adult approach. The protocol will support collaborative decision-making, allowing young people to choose therapeutic tools based on their gaming preferences, psychological profile, and therapeutic needs. The student will also plan and conduct an evaluative study to assess the feasibility, acceptability, and impact of the protocol in real-world educational and therapeutic settings.

— ESRC Research Priority Areas —

• Health and social care

— Research skills you must have if applying for this topic —

• n/a

— Research skills it would be helpful to have if applying for this topic —

• Some prior research or practical experience in therapeutic or trauma-informed approaches to supporting children

— Supervisory Team —

• Lead Supervisor Dr Lee Cheng Research Centre for Media, Arts and Creative Technologies Cambridge School of Art, Anglia Ruskin University lee.cheng@aru.ac.uk

• Second Supervisor Dr Alex Street Cambridge Institute for Music Therapy Research Cambridge School of Creative Industries, Anglia Ruskin University alex.street@aru.ac.uk

• Knowledge Exchange Supervisor Dr Matt Edge CEO, Cambridge Acorn Project matt@cambridgeacornproject.org.uk

• Health and social care

• Some prior research or practical experience in therapeutic or trauma-informed approaches to supporting children

• Lead Supervisor Dr Lee Cheng Research Centre for Media, Arts and Creative Technologies Cambridge School of Art, Anglia Ruskin University lee.cheng@aru.ac.uk

• Second Supervisor Dr Alex Street Cambridge Institute for Music Therapy Research Cambridge School of Creative Industries, Anglia Ruskin University alex.street@aru.ac.uk

• Knowledge Exchange Supervisor Dr Matt Edge CEO, Cambridge Acorn Project matt@cambridgeacornproject.org.uk

Inclusive Practices For Lab Based Education

STEM education, including animal sciences, agriculture, veterinary sciences and zoology, rely heavily on practical and sensory learning. Though effective for many, these learning methods can pose significant barriers for neurodiverse (ND) students, whose cognitive differences (e.g. autism, ADHD, sensory disorders) can impact how they engage with traditional practical sessions.

This PhD will explore the experiences and challenges faced by neurodiverse and sensory different (SD) learners in lab-based STEM education. The student will then co-develop interventions tailored to improve accessibility and inclusivity and evaluate how beneficial these interventions are in promoting engagement and academic performance.

Ultimately, the overall goal of this three-part study is to develop evidence-based guidelines for enhancing inclusive practices in laboratory environments that will improve student experience, wellbeing and educational outcomes for neurodiverse and sensory different learners.

— ESRC Research Priority Areas —

• Health and social care
• Understanding behaviour

— Research skills you must have if applying for this topic —

• Empirical research experience
• Data analysis experience
• Academic communication skills (written and verbal)
• Critical thinking and problem-solving
• Interdisciplinary collaboration skills

— Research skills it would be helpful to have if applying for this topic —

• Awareness of neurodiversity and sensory differences (direct or indirect experience)
• Public engagement or science communication experience
• Experience in STEM education and lab environments

— Supervisory Team —

• Lead Supervisor Dr Nic Gibson Better Living Research Centre (CBL) School of Psychology, Sport and Exercise Science, Anglia Ruskin University nic.gibson@aru.ac.uk

• Second Supervisor Dr Nnenna Ugwu Ecology, Evolution and Environment Research Centre (EEE) Writtle School of Agriculture, Animal and Environmental Sciences, Anglia Ruskin University nnenna.ugwu@aru.ac.uk

• Health and social care

• Understanding behaviour

• Empirical research experience

• Data analysis experience

• Academic communication skills (written and verbal)

• Critical thinking and problem-solving

• Interdisciplinary collaboration skills

• Awareness of neurodiversity and sensory differences (direct or indirect experience)

• Public engagement or science communication experience

• Experience in STEM education and lab environments

• Lead Supervisor Dr Nic Gibson Better Living Research Centre (CBL) School of Psychology, Sport and Exercise Science, Anglia Ruskin University nic.gibson@aru.ac.uk

• Second Supervisor Dr Nnenna Ugwu Ecology, Evolution and Environment Research Centre (EEE) Writtle School of Agriculture, Animal and Environmental Sciences, Anglia Ruskin University nnenna.ugwu@aru.ac.uk

Health And Activity Impacts Of Evolving Cities

People’s physical and social environments shape behaviours such as diet and physical activity, which in turn affect chronic diseases. Creating environments that encourage physical activity is now an established policy goal in the UK and elsewhere, with potential health, social and environmental co-benefits. However, major scientific uncertainty surrounds the effects of urban change on population patterns of activity.

This studentship will use newly derived environmental data linked to health and administrative data to examine the distribution of change in urban areas, their impacts on physical activity-related health and behaviours, and any related inequalities.

This could be supplemented with previously collected, unanalysed quantitative or qualitative data. The exact content will be shaped by the successful candidate’s skills, interests and recent literature. Possible approaches include spatially explicit analyses, complex panel methods and quasi-experimental designs.

— ESRC Research Priority Areas —

• Health and social care
• Understanding behaviour

— Research skills you must have if applying for this topic —

• An interest in public health

— Research skills it would be helpful to have if applying for this topic —

• A master’s in a relevant subject
• Experience, skills, and knowledge of advanced statistical and geospatial analysis approaches and methods

— Supervisory Team —

• Lead Supervisor Professor Jenna Panter IMS Epidemiology, University of Cambridge jenna.panter@ims.cam.ac.uk

• Second Supervisor Dr Richard Patterson IMS Epidemiology, University of Cambridge richard.patterson@ims.cam.ac.uk

• Health and social care

• Understanding behaviour

• An interest in public health

• A master’s in a relevant subject

• Experience, skills, and knowledge of advanced statistical and geospatial analysis approaches and methods

• Lead Supervisor Professor Jenna Panter IMS Epidemiology, University of Cambridge jenna.panter@ims.cam.ac.uk

• Second Supervisor Dr Richard Patterson IMS Epidemiology, University of Cambridge richard.patterson@ims.cam.ac.uk

Causal Inference In Developmental Psychology

This PhD will explore how recent advancements in statistics and data science can be integrated to modernise developmental research. Specific topics include:

• Theory of causal identification and inference based on potential outcomes and graphical models highlights the importance of study design (how data are collected and pre-processed).
• Research in epidemiology and biostatistics (e.g. Robins' g-methods and dynamic treatment regimes) and economics (e.g. instrumental variables, difference-in-differences). provides new methods for observational studies.
• Machine learning provides new tools to train flexible statistical models with complex data (possibly unstructured, such as images and texts).

These advancements are underutilized in developmental psychology but hold great potential. Applying advanced statistical methods can transform our understanding about the mechanisms and complex interplay of different factors in psychological and cognitive development.

— ESRC Research Priority Areas —

• Health and social care
• Understanding behaviour

— Research skills you must have if applying for this topic —

• Solid understanding in undergraduate mathematical statistics (including maximum likelihood estimator, generalized linear models)
• Prior experience with data analysis in a practical context

— Research skills it would be helpful to have if applying for this topic —

• Basic understanding in developmental psychology
• Proficiency in R/Python programming
• Advanced mathematical statistics (e.g. asymptotic theory and nonparametrics)
• Experience in interdisciplinary study

— Supervisory Team —

• Lead Supervisor Professor Qingyuan Zhao Department of Pure Mathematics and Mathematical Science, University of Cambridge qz280@cam.ac.uk

• Second Supervisor Professor Gordon Harold Faculty of Education, University of Cambridge gth25@cam.ac.uk

• Third Supervisor Professor Pasco Fearon Department of Psychology, University of Cambridge pf380@cam.ac.uk

• Knowledge Exchange Supervisor Dr Dympna Cunnane CEO, Our Time Charity

• Health and social care

• Understanding behaviour

• Solid understanding in undergraduate mathematical statistics (including maximum likelihood estimator, generalized linear models)

• Prior experience with data analysis in a practical context

• Basic understanding in developmental psychology

• Proficiency in R/Python programming

• Advanced mathematical statistics (e.g. asymptotic theory and nonparametrics)

• Experience in interdisciplinary study

• Lead Supervisor Professor Qingyuan Zhao Department of Pure Mathematics and Mathematical Science, University of Cambridge qz280@cam.ac.uk

• Second Supervisor Professor Gordon Harold Faculty of Education, University of Cambridge gth25@cam.ac.uk

• Third Supervisor Professor Pasco Fearon Department of Psychology, University of Cambridge pf380@cam.ac.uk

• Knowledge Exchange Supervisor Dr Dympna Cunnane CEO, Our Time Charity

Social Acceptability Of Biodiversity Friendly Grassland Management

The various management options for grassland in urban green spaces, around road infrastructure and in gardens stimulates a diversity of opinions within local communities with potential for strong disagreements over approaches taken.

Evidence from many studies shows that reduced management intensity, such as less frequent mowing and low intensity cattle grazing, is strongly correlated with increased biodiversity. Consequently, reduction of management intensity of grassy areas is a valuable response to the biodiversity crisis society currently faces.

However, management options of local authorities are constrained by societal acceptability. Recent studies have identified and quantified opinions on grassland management, highlighting the diversity of attitudes.

Whilst respecting differing values, it would be highly desirable for biodiversity to modify general societal attitudes towards a greater acceptability of reduced management. Working on strategies for Cambridge City Council to achieve this societal adaptation will be the focus of this study.

— ESRC Research Priority Areas —

• Net zero, environment, biodiversity and climate change

— Research skills you must have if applying for this topic —

• Knowledge of or experience with research methods such as focus groups, cultural consensus analysis, questionnaires and interviews

— Research skills it would be helpful to have if applying for this topic —

• Biodiversity assessment methods

— Supervisory Team —

• Lead Supervisor Dr Alvin Helden School of Life Sciences, Anglia Ruskin University alvin.helden@aru.ac.uk

• Second Supervisor Dr Elena Cini Global Sustainability Institute, Anglia Ruskin University elena.cini@aru.ac.uk

• Knowledge Exchange Supervisor Guy Belcher Biodiversity Manager, City Services, Cambridge City Council guy.belcher@cambridge.gov.uk

• Net zero, environment, biodiversity and climate change

• Knowledge of or experience with research methods such as focus groups, cultural consensus analysis, questionnaires and interviews

• Biodiversity assessment methods

• Lead Supervisor Dr Alvin Helden School of Life Sciences, Anglia Ruskin University alvin.helden@aru.ac.uk

• Second Supervisor Dr Elena Cini Global Sustainability Institute, Anglia Ruskin University elena.cini@aru.ac.uk

• Knowledge Exchange Supervisor Guy Belcher Biodiversity Manager, City Services, Cambridge City Council guy.belcher@cambridge.gov.uk

From Clinic To Community: Autism Screening In Infancy

Autism affects around 1 in 31 children, yet many families face long waits for assessment, particularly in underserved communities. This PhD will develop and validate a scalable, tablet-based autism screening tool in infancy that automatically measures joint attention, one early marker of autism. Building on promising pilot data, the project will combine touch-screen behaviour and camera-based gaze estimation, using machine learning to improve early identification while ensuring accessibility and equity.

— ESRC Research Priority Areas —

• Digital society
• Health and social care
• Understanding behaviour

— Research skills you must have if applying for this topic —

• Basic statistical knowledge
• Knowledge of experimental design

— Research skills it would be helpful to have if applying for this topic —

• Basic knowledge about autism

— Supervisory Team —

• Lead Supervisor Professor Simon Baron-Cohen Autism Research Centre Department of Psychiatry, University of Cambridge sb2015@cam.ac.uk

• Second Supervisor Professor Carrie Allison Autism Research Centre Department of Psychiatry, University of Cambridge cla29@cam.ac.uk

• Third Supervisor Dr Ruth Ford Centre for Mind and Behaviour School of Psychology, Sport and Sensory Sciences, Anglia Ruskin University ruth.ford@aru.ac.uk

• Knowledge Exchange Supervisor Tracy Pepper CEO, Transforming Autism

• Digital society

• Health and social care

• Understanding behaviour

• Basic statistical knowledge

• Knowledge of experimental design

• Basic knowledge about autism

• Lead Supervisor Professor Simon Baron-Cohen Autism Research Centre Department of Psychiatry, University of Cambridge sb2015@cam.ac.uk

• Second Supervisor Professor Carrie Allison Autism Research Centre Department of Psychiatry, University of Cambridge cla29@cam.ac.uk

• Third Supervisor Dr Ruth Ford Centre for Mind and Behaviour School of Psychology, Sport and Sensory Sciences, Anglia Ruskin University ruth.ford@aru.ac.uk

• Knowledge Exchange Supervisor Tracy Pepper CEO, Transforming Autism

Cultivating Fungal Literacy In Gardens

Fungi are fundamental to ecosystem health, supporting biodiversity, soil function and climate resilience, yet they remain underappreciated by the public. This PhD will investigate how people notice, understand and value garden fungi, and identify effective ways to increase fungal literacy and engagement.

Findings will help inform future developments in biodiversity education, public engagement and environmental stewardship, including directly within the Royal Horticultural Society (RHS).

— ESRC Research Priority Areas —

• Net zero, environment, biodiversity and climate change
• Understanding behaviour

— Research skills you must have if applying for this topic —

• Understanding of social science research methods
• Strong written and verbal communication

— Research skills it would be helpful to have if applying for this topic —

• Experience of mixed-methods research
• Experience of working with diverse public audiences
• Knowledge of environmental engagement, environmental education, science communication or horticulture

— Supervisory Team —

• Lead Supervisor Dr Philippa Calver Global Sustainability Institute School of Life Sciences, Anglia Ruskin University philippa.calver@aru.ac.uk

• Second Supervisor Dr Lara Houston Global Sustainability Institute School of Life Sciences, Anglia Ruskin University lara.houston@aru.ac.uk

• Knowledge Exchange Supervisor Dr Jassy Drakulic Senior Plant Pathologist, Royal Horticultural Society

• Net zero, environment, biodiversity and climate change

• Understanding behaviour

• Understanding of social science research methods

• Strong written and verbal communication

• Experience of mixed-methods research

• Experience of working with diverse public audiences

• Knowledge of environmental engagement, environmental education, science communication or horticulture

• Lead Supervisor Dr Philippa Calver Global Sustainability Institute School of Life Sciences, Anglia Ruskin University philippa.calver@aru.ac.uk

• Second Supervisor Dr Lara Houston Global Sustainability Institute School of Life Sciences, Anglia Ruskin University lara.houston@aru.ac.uk

• Knowledge Exchange Supervisor Dr Jassy Drakulic Senior Plant Pathologist, Royal Horticultural Society

Zoo Spaces And Equitable Nature Connection

This PhD will evaluate how UK zoo education programmes and zoo spaces foster public connection to nature and drive behaviour change. Working with British and Irish Association of Zoos and Aquariums (BIAZA), the student will apply social science frameworks to audit conservation education interventions at multiple BIAZA zoos. By intersecting visitor outcomes with ESRC poverty databases, the project will map how socioeconomic deprivation impacts equitable access to nature-based learning. The PhD researcher will play a pivotal role in shaping the project's empirical focus by selecting target audiences, ranging from children and families to under-represented adult communities, and determining the key geographic regions they wish to investigate. Through tailored social science methodologies, the researcher will explore how varied local contexts and structural barriers influence public engagement. Ultimately, the candidate will co-design and refine educational frameworks alongside BIAZA partners to ensure zoo spaces deliver inclusive, equitable, impactful conservation engagement.

— ESRC Research Priority Areas —

• Net zero, environment, biodiversity and climate change
• Understanding behaviour

— Research skills you must have if applying for this topic —

• An informed interest in conservation education
• Competence in mixed-methods research
• Experience utilising spatial and/or demographic datasets
• Experience with qualitative methods
• A master's in a related field or equivalent experience

— Research skills it would be helpful to have if applying for this topic —

• Familiarity with informal/environmental pedagogy or behaviour change frameworks
• Understanding of nature-connection debates
• Prior engagement with environmental/zoo organisations
• Ability to translate research for third-sector partners
• Experience with GIS or spatial visualisation tools

— Supervisory Team —

• Lead Supervisor Professor Anna Nekaris Centre for Ecology, Evolution and Environment School of Life Sciences, Anglia Ruskin University anna.nekaris@aru.ac.uk

• Second Supervisor Dr Melanie Rohse Global Sustainability Institute, Anglia Ruskin University melanie.rohse@aru.ac.uk

• Third Supervisor Dr Elsa Lee Centre for Education Research on Identities and Inequalities School of Education, Anglia Ruskin University elsa.lee@aru.ac.uk

• Knowledge Exchange Supervisor Dr Cerian Tatchley Head of Learning, Research & Accreditation, British and Irish Association of Zoos and Aquariums (BIAZA) cerian.tatchley@biaza.org.uk

• Net zero, environment, biodiversity and climate change

• Understanding behaviour

• An informed interest in conservation education

• Competence in mixed-methods research

• Experience utilising spatial and/or demographic datasets

• Experience with qualitative methods

• A master's in a related field or equivalent experience

• Familiarity with informal/environmental pedagogy or behaviour change frameworks

• Understanding of nature-connection debates

• Prior engagement with environmental/zoo organisations

• Ability to translate research for third-sector partners

• Experience with GIS or spatial visualisation tools

• Lead Supervisor Professor Anna Nekaris Centre for Ecology, Evolution and Environment School of Life Sciences, Anglia Ruskin University anna.nekaris@aru.ac.uk

• Second Supervisor Dr Melanie Rohse Global Sustainability Institute, Anglia Ruskin University melanie.rohse@aru.ac.uk

• Third Supervisor Dr Elsa Lee Centre for Education Research on Identities and Inequalities School of Education, Anglia Ruskin University elsa.lee@aru.ac.uk

• Knowledge Exchange Supervisor Dr Cerian Tatchley Head of Learning, Research & Accreditation, British and Irish Association of Zoos and Aquariums (BIAZA) cerian.tatchley@biaza.org.uk

Ai Assisted Methodology For Social Survey Research

The research will combine social and computer sciences to develop an innovative AI-assisted methodology for analysing social survey data, grounded in mixed-methods research. Collaborating with Central Bedfordshire Council as the Knowledge Exchange Partner, the student will use real-world survey and Large Language Models to address methodological challenges related to rigour, reproducibility, and trustworthiness, while ensuring transparency, a systematic audit trail, and appropriate human oversight.

— ESRC Research Priority Areas —

• Digital society
• Health and social care

— Research skills you must have if applying for this topic —

• A first or second degree in data science or a related degree and strong knowledge in data science
• Knowledge of designing mixed-methods (qualitative and quantitative) research
• Experience in using statistical and qualitative data analysis tools

— Research skills it would be helpful to have if applying for this topic —

• Experience in empirical social science research design and analysis
• Critical awareness of AI-related ethical issues in social science research
• Experience in prompt engineering and the use of generative AI Application Programming Interface (API)
• Knowledge of validation methods

— Supervisory Team —

• Lead Supervisor Professor Enjie Liu Institute for Applicable Computing and Engineering (iACE), University of Bedfordshire enjie.liu@beds.ac.uk

• Second Supervisor Dr Lena Opfermann Institute of Applied Social Research (IASR) and Institute for Humanities, Education and Arts Research (IHEAR), University of Bedfordshire lena.opfermann@beds.ac.uk

• Third Supervisor Dr William Horncastle Institute for Humanities, Education and Arts Research (IHEAR), University of Bedfordshire william.horncastle1@beds.ac.uk

• Knowledge Exchange Supervisor Joanna Lang Consultations Manager, Central Bedfordshire Council

• Digital society

• Health and social care

• A first or second degree in data science or a related degree and strong knowledge in data science

• Knowledge of designing mixed-methods (qualitative and quantitative) research

• Experience in using statistical and qualitative data analysis tools

• Experience in empirical social science research design and analysis

• Critical awareness of AI-related ethical issues in social science research

• Experience in prompt engineering and the use of generative AI Application Programming Interface (API)

• Knowledge of validation methods

• Lead Supervisor Professor Enjie Liu Institute for Applicable Computing and Engineering (iACE), University of Bedfordshire enjie.liu@beds.ac.uk

• Second Supervisor Dr Lena Opfermann Institute of Applied Social Research (IASR) and Institute for Humanities, Education and Arts Research (IHEAR), University of Bedfordshire lena.opfermann@beds.ac.uk

• Third Supervisor Dr William Horncastle Institute for Humanities, Education and Arts Research (IHEAR), University of Bedfordshire william.horncastle1@beds.ac.uk

• Knowledge Exchange Supervisor Joanna Lang Consultations Manager, Central Bedfordshire Council

Cognitive Rehabilitation Pathways Post Stroke

Stroke is the second commonest cause of acquired brain injury, affecting 100,000 individuals in the UK annually. While acute treatments have transformed care, strategies to improve rehabilitation and long-term outcome have emerged as top research and clinical priorities. This project will identify factors from routine clinical information and brain scans that can support fitting cognitive rehabilitation strategy for each patient, therefore improving cognitive outcome for stroke survivors.

— ESRC Research Priority Areas —

• Health and social care
• Understanding behaviour

— Research skills you must have if applying for this topic —

• Familiarity with experimental psychology research methods
• Knowledge of advanced statistics and cognitive psychology
• Understating of ethical research standards

— Research skills it would be helpful to have if applying for this topic —

• Familiarity with neuroimaging methods and analyses techniques
• Experience working with people with neurological conditions and/or communication difficulties
• Experience conducting research in clinical settings

— Supervisory Team —

• Lead Supervisor Dr Sharon Geva Research Centre for Better Living School of Psychology, Sport and Sensory Sciences, Anglia Ruskin University sharon.geva@aru.ac.uk

• Second Supervisor Professor Marta Correia MRC Cognition and Brain Sciences Unit, University of Cambridge mmc43@cam.ac.uk

• Knowledge Exchange Supervisor Dr Smriti Agarwal Consultant Neurologist, Department of Stroke Medicine, Cambridge University Hospitals NHS Foundation Trust

• Health and social care

• Understanding behaviour

• Familiarity with experimental psychology research methods

• Knowledge of advanced statistics and cognitive psychology

• Understating of ethical research standards

• Familiarity with neuroimaging methods and analyses techniques

• Experience working with people with neurological conditions and/or communication difficulties

• Experience conducting research in clinical settings

• Lead Supervisor Dr Sharon Geva Research Centre for Better Living School of Psychology, Sport and Sensory Sciences, Anglia Ruskin University sharon.geva@aru.ac.uk

• Second Supervisor Professor Marta Correia MRC Cognition and Brain Sciences Unit, University of Cambridge mmc43@cam.ac.uk

• Knowledge Exchange Supervisor Dr Smriti Agarwal Consultant Neurologist, Department of Stroke Medicine, Cambridge University Hospitals NHS Foundation Trust

Paediatric Genomics And Family Well Being

20 years ago, obtaining a genomic diagnosis for an early-onset severe illness or developmental disorder was exceptional. Today, if socio-economic circumstances permit access to technologies, a diagnosis can be reached in the first months of life, at an early stage in the evolution of a rare condition, at a crucial time for infant-parent bonding. Genomic diagnostics has diverse impacts on parental adjustment and family well-being. How can benefits be maximised and family well-being improved?

— ESRC Research Priority Areas —

• Health and social care

— Research skills you must have if applying for this topic —

• n/a

— Research skills it would be helpful to have if applying for this topic —

• Hands-on experience of qualitative research (data collection and / or analysis)
• Hands-on experience of participant-centred quantitative research (data collection and / or analysis)
• Professional links with rare conditions or mental health

— Supervisory Team —

• Lead Supervisor Dr Kate Baker Cambridge Mind and Brain Institute, University of Cambridge kb488@cam.ac.uk

• Second Supervisor Professor Claire Hughes Centre for Family Research Department of Psychology, University of Cambridge ch288@cam.ac.uk

• Third Supervisor Dr Jonathan Goodman Department of Psychiatry, University of Cambridge jrg74@cam.ac.uk

• Knowledge Exchange Supervisor Lauren Roberts Chief Executive Officer, RareMinds

• Health and social care

• Hands-on experience of qualitative research (data collection and / or analysis)

• Hands-on experience of participant-centred quantitative research (data collection and / or analysis)

• Professional links with rare conditions or mental health

• Lead Supervisor Dr Kate Baker Cambridge Mind and Brain Institute, University of Cambridge kb488@cam.ac.uk

• Second Supervisor Professor Claire Hughes Centre for Family Research Department of Psychology, University of Cambridge ch288@cam.ac.uk

• Third Supervisor Dr Jonathan Goodman Department of Psychiatry, University of Cambridge jrg74@cam.ac.uk

• Knowledge Exchange Supervisor Lauren Roberts Chief Executive Officer, RareMinds

Impact Evaluation Of The Cambridge Science Centre

Community-based centres play a vital role in connecting children and families with learning, opportunity and aspiration, particularly in geographical locations facing social and economic disadvantage. Working with Cambridge Science Centre, this PhD will co-design and evaluate long-term STEM engagement programmes in schools, families and communities, examining how curiosity, science capital and place-based partnerships shape STEM Identities.

— ESRC Research Priority Areas —

• Understanding behaviour

— Research skills you must have if applying for this topic —

• n/a

— Research skills it would be helpful to have if applying for this topic —

• n/a

— Supervisory Team —

• Lead Supervisor Dr Gareth Bates Centre for Education Research on Identities and Inequalities School of Education, Anglia Ruskin University gareth.bates@aru.ac.uk

• Second Supervisor Dr Tamer Said Research Centre for Better Living School of Psychology, Sport and Sensory Sciences, Anglia Ruskin University tamer.said@aru.ac.uk

• Third Supervisor Dr Suzanna Forwood Research Centre for Better Living School of Psychology, Sport and Sensory Sciences, Anglia Ruskin University suzanna.forwood@aru.ac.uk

• Knowledge Exchange Supervisor Andrew Farrer Director of Programmes and Impact, Cambridge Science Centre

• Understanding behaviour

• Lead Supervisor Dr Gareth Bates Centre for Education Research on Identities and Inequalities School of Education, Anglia Ruskin University gareth.bates@aru.ac.uk

• Second Supervisor Dr Tamer Said Research Centre for Better Living School of Psychology, Sport and Sensory Sciences, Anglia Ruskin University tamer.said@aru.ac.uk

• Third Supervisor Dr Suzanna Forwood Research Centre for Better Living School of Psychology, Sport and Sensory Sciences, Anglia Ruskin University suzanna.forwood@aru.ac.uk

• Knowledge Exchange Supervisor Andrew Farrer Director of Programmes and Impact, Cambridge Science Centre

Health Insights From 19 20C Vaccination Registers

An existing dataset covering all births and deaths in the English town of Ipswich from 1872-1910 has recently been extended, by the supervisors of this project, further into the early 20th century – a time of remarkable mortality decline. We invite proposals to use these records to study any aspect of mortality decline during the demographic transition, e.g. the influences of water supply, sanitation and temperature, maternal mortality, or the interplay between fertility and mortality decline.

— ESRC Research Priority Areas —

• Health and social care

— Research skills you must have if applying for this topic —

• Master’s in demography, geography, history, or a cognate discipline
• An interest in history, archive management and data access
• Experience with quantitative methods
• Data skills

— Research skills it would be helpful to have if applying for this topic —

• Competence in a statistical/data analysis package such as R, Stata or python
• Knowledge of demographic methods
• Experience of individual level and/or historic data
• Familiarity with 19th and early 20th century British social and economic history

— Supervisory Team —

• Lead Supervisor Professor Alice Reid Cambridge Group for the History of Population and Social Structure (Campop) Department of Geography, University of Cambridge amr1001@cam.ac.uk

• Second Supervisor Dr Harvey Osborne Department of History, University of Suffolk h.osborne@uos.ac.uk

• Knowledge Exchange Supervisor Judith Berry Head of Suffolk Archives and The Hold, Suffolk Archives

• Health and social care

• Master’s in demography, geography, history, or a cognate discipline

• An interest in history, archive management and data access

• Experience with quantitative methods

• Data skills

• Competence in a statistical/data analysis package such as R, Stata or python

• Knowledge of demographic methods

• Experience of individual level and/or historic data

• Familiarity with 19th and early 20th century British social and economic history

• Lead Supervisor Professor Alice Reid Cambridge Group for the History of Population and Social Structure (Campop) Department of Geography, University of Cambridge amr1001@cam.ac.uk

• Second Supervisor Dr Harvey Osborne Department of History, University of Suffolk h.osborne@uos.ac.uk

• Knowledge Exchange Supervisor Judith Berry Head of Suffolk Archives and The Hold, Suffolk Archives

Psychology Of Unethical Decisions And Public Trust

Unethical decision-making is as a major societal problem. For instance, the Grenfell and Hillsborough disasters in the UK were preceded by a chain of decision failures. While there is some literature on how and why people make unethical decisions, why people tolerate or even reward those who do is understudied. This cross-cultural project will explore the psychology of unethical decision-making: what drives it, and how the public perceives it, and its connection to trust in public and private institutions.

— ESRC Research Priority Areas —

• Security, risk and resilience
• Understanding behaviour

— Research skills you must have if applying for this topic —

• Understanding of survey research, randomised controlled trials, and longitudinal (cohort) studies
• Ability to work with longitudinal "big datasets", e.g., social media data, both in terms of collection and analysis

— Research skills it would be helpful to have if applying for this topic —

• Knowledge of governmental accountability frameworks (especially in the UK)
• Knowledge of politics in non-Western contexts (e.g., India, China, Russia)
• Familiarity with multiple languages

— Supervisory Team —

• Lead Supervisor Dr Jon Roozenbeek Department of Psychology, University of Cambridge jjr51@cam.ac.uk

• Second Supervisor Dr Lee de Wit Department of Psychology, University of Cambridge lhd26@cam.ac.uk

• Knowledge Exchange Supervisor Moira Nicolson Behavioural Science Lead, UK Cabinet Office

• Security, risk and resilience

• Understanding behaviour

• Understanding of survey research, randomised controlled trials, and longitudinal (cohort) studies

• Ability to work with longitudinal "big datasets", e.g., social media data, both in terms of collection and analysis

• Knowledge of governmental accountability frameworks (especially in the UK)

• Knowledge of politics in non-Western contexts (e.g., India, China, Russia)

• Familiarity with multiple languages

• Lead Supervisor Dr Jon Roozenbeek Department of Psychology, University of Cambridge jjr51@cam.ac.uk

• Second Supervisor Dr Lee de Wit Department of Psychology, University of Cambridge lhd26@cam.ac.uk

• Knowledge Exchange Supervisor Moira Nicolson Behavioural Science Lead, UK Cabinet Office

Culture & Leadership In Transnational Cpd

Working with the Commonwealth Education Trust, this PhD will study partner-selected country cases where teachers engage with professional learning under local organisational conditions. It will examine trust, curriculum expectations, leadership routines and professional norms, producing a thesis and practical resources for CET. The focus of the research will be on understanding how culture and leadership shape teacher agency in international CPD partnerships.

— ESRC Research Priority Areas —

• Understanding behaviour

— Research skills you must have if applying for this topic —

• n/a

— Research skills it would be helpful to have if applying for this topic —

• Experience of qualitative research, interviewing and thematic analysis
• Interest in teacher professional learning, educational leadership or international education
• Confidence working collaboratively across cultures and organisations

— Supervisory Team —

• Lead Supervisor Dr Phil Kirkman Centre for Education Research on Identities and Inequalities School of Education, Anglia Ruskin University phil.kirkman@aru.ac.uk

• Second Supervisor Dr Carrie Ho Centre for Education Research on Identities and Inequalities School of Education, Anglia Ruskin University carrie.ho@aru.ac.uk

• Knowledge Exchange Supervisor Alex Starr Lead Education and Partnership Consultant, Commonwealth Education Trust

• Understanding behaviour

• Experience of qualitative research, interviewing and thematic analysis

• Interest in teacher professional learning, educational leadership or international education

• Confidence working collaboratively across cultures and organisations

• Lead Supervisor Dr Phil Kirkman Centre for Education Research on Identities and Inequalities School of Education, Anglia Ruskin University phil.kirkman@aru.ac.uk

• Second Supervisor Dr Carrie Ho Centre for Education Research on Identities and Inequalities School of Education, Anglia Ruskin University carrie.ho@aru.ac.uk

• Knowledge Exchange Supervisor Alex Starr Lead Education and Partnership Consultant, Commonwealth Education Trust

Personalised Behavioural Cyber Resilience

Human behaviour is increasingly central to cyber security, yet most organisations still rely on one-size-fits-all awareness training. This project will explore how behavioural science, psychology and responsible AI can support personalised behavioural cyber resilience. Working with the Eastern Cyber Resilience Centre, the student will investigate human cyber vulnerability and develop AI-powered personalised interventions against social engineering.

— ESRC Research Priority Areas —

• Digital society
• Security, risk and resilience
• Understanding behaviour

— Research skills you must have if applying for this topic —

• Basic research methods and quantitative/analytical skills

— Research skills it would be helpful to have if applying for this topic —

• Background in cyber security, psychology, behavioural science, AI, data science or a related discipline
• Experience with quantitative research, data analysis or programming

— Supervisory Team —

• Lead Supervisor Dr Hossein Abroshan Advanced Computing Research Centre School of Computing and Information Science, Anglia Ruskin University hossein.abroshan@aru.ac.uk

• Second Supervisor Dr Mahdi Maktabdar Oghaz Advanced Computing Research Centre School of Computing and Information Science, Anglia Ruskin University mahdi.maktabdar@aru.ac.uk

• Third Supervisor Dr Elizabeth Kirk Research Centre for Better Living School of Psychology, Sport and Sensory Sciences, Anglia Ruskin University elizabeth.kirk@aru.ac.uk

• Knowledge Exchange Supervisor Paul Lopez Director, Eastern Cyber Resilience Centre (ECRC)

• Digital society

• Security, risk and resilience

• Understanding behaviour

• Basic research methods and quantitative/analytical skills

• Background in cyber security, psychology, behavioural science, AI, data science or a related discipline

• Experience with quantitative research, data analysis or programming

• Lead Supervisor Dr Hossein Abroshan Advanced Computing Research Centre School of Computing and Information Science, Anglia Ruskin University hossein.abroshan@aru.ac.uk

• Second Supervisor Dr Mahdi Maktabdar Oghaz Advanced Computing Research Centre School of Computing and Information Science, Anglia Ruskin University mahdi.maktabdar@aru.ac.uk

• Third Supervisor Dr Elizabeth Kirk Research Centre for Better Living School of Psychology, Sport and Sensory Sciences, Anglia Ruskin University elizabeth.kirk@aru.ac.uk

• Knowledge Exchange Supervisor Paul Lopez Director, Eastern Cyber Resilience Centre (ECRC)

Working With Increasingly Capable Ai Agents

AI is shifting from tools professionals use to agents that do parts of the job. In high-stakes fields like medicine and policing, this raises questions beyond accuracy and bias: What happens to professional agency when an agent drafts your judgment? Can oversight stay meaningful rather than rubber-stamping? Which skills atrophy? And job satisfaction? This PhD will explore how to design human–agent work so AI strengthens, not erodes, agency, oversight, skill, and satisfaction.

— ESRC Research Priority Areas —

• Digital society
• Security, risk and resilience
• Understanding behaviour

— Research skills you must have if applying for this topic —

• n/a

— Research skills it would be helpful to have if applying for this topic —

• One or more of: Mixed-methods design; qualitative fieldwork and survey/quantitative analysis; data skills (e.g., coding, analysis in Python); familiarity with AI/agentic tools or human–AI interaction; research with organisations or practitioners

— Supervisory Team —

• Lead Supervisor Dr Miri Zilka Leverhulme Centre for the Future of Intelligence Institute for Technology and Humanity, University of Cambridge mz477@cam.ac.uk

• Second Supervisor Professor Thomas Roulet Judge Business School, University of Cambridge tr440@cam.ac.uk

• Knowledge Exchange Supervisor Harry Schone Head of Data Science, Police Scotland

• Digital society

• Security, risk and resilience

• Understanding behaviour

• One or more of: Mixed-methods design; qualitative fieldwork and survey/quantitative analysis; data skills (e.g., coding, analysis in Python); familiarity with AI/agentic tools or human–AI interaction; research with organisations or practitioners

• Lead Supervisor Dr Miri Zilka Leverhulme Centre for the Future of Intelligence Institute for Technology and Humanity, University of Cambridge mz477@cam.ac.uk

• Second Supervisor Professor Thomas Roulet Judge Business School, University of Cambridge tr440@cam.ac.uk

• Knowledge Exchange Supervisor Harry Schone Head of Data Science, Police Scotland

Adaptive Ai To Reduce Neurodivergent Inequalities

Neurodivergent adults face significant inequalities in health, wellbeing and employment, often experiencing barriers to accessing support services. This Knowledge Exchange PhD, in partnership with Klip Global Ltd, will investigate how neuroinclusive AI can improve access to health, care and employment pathways. Using mixed methods and co-production with neurodivergent people, practitioners and providers, the study will generate evidence to inform inclusive policy, practice and service delivery.

— ESRC Research Priority Areas —

• Health and social care

— Research skills you must have if applying for this topic —

• Quantitative or mixed-methods research experience
• Data analysis and data handling skills
• Familiarity with Generative AI or machine learning
• Critical evaluation, stakeholder engagement and communication skills

— Research skills it would be helpful to have if applying for this topic —

• Experience of co-production, participatory research, or work with neurodivergent communities
• Proven experience of Generative AI, machine learning, digital health technologies
• Experience of stakeholder engagement would be advantageous

— Supervisory Team —

• Lead Supervisor Dr Ashim Chakraborty Advanced Computing Research Centre School of Computing and Information Science, Anglia Ruskin University ashim.chakraborty@aru.ac.uk

• Second Supervisor Professor Silvia Cirstea Advanced Computing Research Centre School of Computing and Information Science, Anglia Ruskin University silvia.cirstea@aru.ac.uk

• Knowledge Exchange Supervisor Dr Sridevi Kalidindi Consultant Psychiatrist, Klip Global Limited

• Health and social care

• Quantitative or mixed-methods research experience

• Data analysis and data handling skills

• Familiarity with Generative AI or machine learning

• Critical evaluation, stakeholder engagement and communication skills

• Experience of co-production, participatory research, or work with neurodivergent communities

• Proven experience of Generative AI, machine learning, digital health technologies

• Experience of stakeholder engagement would be advantageous

• Lead Supervisor Dr Ashim Chakraborty Advanced Computing Research Centre School of Computing and Information Science, Anglia Ruskin University ashim.chakraborty@aru.ac.uk

• Second Supervisor Professor Silvia Cirstea Advanced Computing Research Centre School of Computing and Information Science, Anglia Ruskin University silvia.cirstea@aru.ac.uk

• Knowledge Exchange Supervisor Dr Sridevi Kalidindi Consultant Psychiatrist, Klip Global Limited

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