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Library Science: Archives and Libraries in the Digital Environment

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    Profª. Virginia Ortiz-Repiso Jiménez


    About the program


    The Ph.D. Program is research-oriented in everything related to information management in libraries, archives and other information services and in particular metric information studies and evaluation of science; description and analysis of documents and digital objects; systems organization and classification of knowledge; content management and information skills; management and planning processes in information systems; definition and evaluation of information policies; processes for searching and retrieving digital information; use of information technology from the point of view of digital humanities, including archival studies, literature or historiographical techniques.

    The Ph.D. Program has the following objectives:

    • To promote understanding of the research process and the basis for academic research;
    • To train students to identify and raise relevant research issues;
    • To prepare students to competently undertake relevant research that contributes to new knowledge in this subject;
    • To train for relevant jobs and tasks in teaching or consulting, both in academic and non-academic environments.


    • Program regulated by RD 99/2011, January 28



    Library and Information Sciences



    Documeantacion: Archivos y Bibliotecas en el Entorno Digital

    Student profile


    The recommended profile for an applicant is a student with Bachelor’s and Master’s degrees in the field of library science or a Bachelor’s degree in library science and a Master’s degree in the area of interest of his Ph.D. thesis, preferably with a good level of English and research or professional experience of at least two years in the area of information management.


    Admission requirements


    Bachelor’s degree or equivalent and a Master's Degree.

    Given the interdisciplinary nature of the Program and its objectives, there are no strict constraints on the area of origin. In any case, it is necessary to have obtained at least 60 credits in official graduate programs or to have an official Master’s degree, having completed a minimum of 300 credits between undergraduate and graduate studies.







    Admission criteria


    In the selection and admission process, the Academic Committee will keep into account the following:

    • Prior training in information and library science is favorably evaluated.
    • Professional experience of at least two years in the area is favorably evaluated.
    • Accreditation of a Master’s degree in the area of library science with at least 60 ECTS credits is required.

    Admissions will be considered based on the following criteria:

    • Graduate Record;
    • Publications;
    • Previous training;
    • Letters of reference;
    • Research interests and project feasibility;
    • Languages;
    • Professional experience.

    The Academic Committee may require complementary training of up to 24 ECTS credits in a graduate program in the area of Library Science.


    Seats available for the academic year: 15



    Specific training 


    • Research Seminars in Library Science and Information

      These are seminars lasting between three and five days in which research lines, methodologies and results of innovative research on a specific topic are discussed.

      In addition to presentations by invited speakers, Ph.D. students must participate by making a presentation of their research project and participate in reviews from peers, faculty or invited lecturers.
    • High-level conference on the lines of research of the Ph.D. Program in Library Science: Attendance and possible participation of Ph.D. students.
    • Advanced Research Workshops

      These are short courses, taught by Universidad Carlos III faculty or guest speakers that address specific aspects of the research. They usually concern practical aspects of methodologies regarding the capture, treatment, management or representation of data and information (information visualization workshops, content analysis workshops, workshops treating large volumes of data, etc.)


    Research skills training


    Research skills training is focused on abilities common to all disciplines for the development of scientific and educational skills and the improvement of the professional career. This training consists of different activities (short courses, seminars, etc.), which can be recommended by the Academic Committee of the program.

    Students must take 6 credits (60 hours approximately) throughout the doctoral training period.


    Further information:

    • Research Lines

      Research Group 1

      • Scientific & Technological Systems
      • Planning & Management of Science
      • Scholarly Communication and social impact of Science
      • Research Evaluation
      • Bibliometrics/Scientometrics
      • Informetrics

      Research Group 2

      • Digital Humanities
      • Print/Written Culture: Books and Documents through the History
      • Archival Science & Record Management
      • Historiography
      • Diplomatics, conservation, restoration and preservation
      • Information Sources and Bibliography
      • Information Systems and Information Policy
      • Planning & Management of Libraries & Information Centers
      • Information Management in Intelligence Units
      • Knowledge Society metrics
      • Digital Divide
      • Information Literacy
      • Learning Resources Centres
      • Networking and educational virtual content
      • Libraries and citizen empowerment processes 
      • Collection management 
      • Training and profession

      Research Group 3

      • Systems, Representations and Knowledge Organization
      • Structures and semantics relationships in vocabularies
      • Linguistics
      • Information Technology
      • Information Retrieval Systems
      • Digital Libraries
      • Open Science
      • Linked Data
      • Digital Imaging
      • XML Standards
      • Human Computer Interaction


    • Scientific results

      Sample of relevant publications derived from the work in doctoral thesis over the last years:

      • Thesis: Formas de experimentar la alfabetización en información: la fenomenografía como herramienta para evaluar el impacto después de los estudios de postgrado
        Author: Eduardo Ruvalcaba Burgoa
        1. Rubalcava, E.; Marzal, M.A.; Borges, J. (2016). “Information Literacy and Metaliteracy as key factor in academic excellence in Higher Education”. En: Knecevic, R. et al. (eds.): Proceedings Western Balkan Information Literacy Conference. Information Literacy in Digital World. Bihac (Boscia-H) 8-11 June 2016. Limerick Institute of Technology (Irlanda), p. 35-42, ISBN 978-0-9541582-5-5
        2. Marzal, M.A.; Calzada. F.J.; Rubalcava, E. (2015). “Objetos de Aprendizaje como recursos educativos en programas de alfabetización en información para educación superior de posgrado competencial”. Revista de Investigación Bibliotecológica, 29 (66), p. 139-168. ISSN: 0187-358X.
      • Thesis: Producción científica de la Ciudad del Mar del Plata (Argentina) en Web of Science: 1975-2012
        Author: Silvia Raquel Sleimen
        1. Coringrato, A.M., Fernández, G.V., Liberatore, G., Rojas, M.C., Sanllorenti, A.M., Sleimen, S. y Vuotto, A., 2014. “La gestión de la información científica en la Universidad”. Revista de Educación, no. 7, pp. 405–426.
        2. Sleimen, S., Rojas, M. C., Coringrato, A. M. “Análisis bibliométrico de la revista del CELEHIS: una aproximación empírica a la investigación en Literatura Hispanoamericana”. Estudios de teoría literaria, 5, num. 10 (2016): 20-30.
      • Thesis: La descentralización estructural y la heterogeneidad funcional en la producción colectiva de conocimiento: justificación teórica y computacional del paradigma P2P
        Author: Diego González Rodríguez
        Publication: González-Rodríguez, D. & Hernández-Carrión, J. R. (2015). “Fundamentos teóricos básicos para la defensa de un paradigma P2P cooperativo desde la perspectiva de la producción de conocimiento”. Revista Iberoamericana de Autogestión y Acción Comunal (RIDAA), (66), pp-55-66.
      • Thesis: Análisis bibliométrico de la producción científica en bibliotecología y ciencia de la información en Brasil en el periodo 2000-2011: Estudio de cuatro revistas nacionales de la disciplina
        Author: Gustavo Héctor Liberatore 
        1. Bogetti, C., Vuotto, A. y Liberatore, G.H., 2017. “Análisis de la formación en ética en investigación en la Licenciatura en Psicología (UNMDP)”. Interacciones. Revista de Avances en Psicología [en línea], vol. 4, no. 1. DOI: 10.24016/2018.v4n1.81.
        2. Coringrato, A.M., Fernández, G.V., Liberatore, G., Rojas, M.C., Sanllorenti, A.M., Sleimen, S. y Vuotto, A., 2014. “La gestión de la información científica en la Universidad”. Revista de Educación, no. 7, pp. 405–426.
        3. Liberatore, G. y Herrero-Solana, V., 2013. “Thematic characterization of research on Information Science in Brazil from 2000-2009”. Transinformação, vol. 25, no. 3, pp. 225–235.
        Q4 in L&IS/SCOPUS; Q2 in Museology/SCOPUS, Q4 in JCR/L&IS
        4. Liberatore, G. y Visca, J.E., 2013. “Análisis bibliométrico de la revista Perspectivas en Psicología: perfil temático, autoría y visibilidad”. V Congreso Internacional de Investigación y Práctica Profesional en Psicología. XX Jornadas de Investigación Noveno Encuentro de Investigadores en Psicología del MERCOSUR. S.l.: Facultad de Psicología-Universidad de Buenos Aires.
        5. Liberatore, G. y Visca, J.E., 2014. “Análisis de la revista Perspectivas en Psicología desde el perfil de la autoría, el contenido y la visibilidad de los artículos publicados en el período 2004-2011”. Perspectivas en Psicología, vol. 11, no. 1, pp. 6–14.
        MIAR: ICDS = 6.2
        6. Liberatore, G., Vuotto, A. y Fernández, G., 2013a. “Hacia un modelo de evaluación de revistas científicas en ciencias sociales y humanidades en Argentina: diagnóstico y marcos de referencia”. IV Jornada Temas Actuales en Bibliotecología, Centro Médico, Mar del Plata. Argentina. S.l.: s.n.
        7. Liberatore, G., Vuotto, A. y Fernández, G., 2013b. “Una cartografía de las revistas científicas en ciencias sociales y humanidades en Argentina: Diagnóstico, evaluación y marcos de referencia”. Perspectivas em Gestão & Conhecimento, vol. 3, no. 2, pp. 259–270.
    • Scientific publications

      This is a sample of relevant faculty publications:

      • De Filippo, D; Serrano-López, A. (2018) From academia to citizenry. Study of the flow of scientific information from projects to scientific journals and social media in the field of “Energy saving” Journal of Cleaner Production 199. 248-256
      • Elea Giménez-Toledo, Jorge Mañana-Rodríguez, Tim C. E. Engels, Raf Guns, Emanuel Kulczycki, Michael Ochsner, Janne Pölönen, Gunnar Sivertsen, Alesia A. Zuccala (2018). Taking scholarly books into account, part II: a comparison of 19 European countries in evaluation and funding. Scientometrics. 118: 233. DOI: 10.1007/s11192-018-2956-7
      • Garrido-Fabián, F.; Serrano-López, A.E.; Catalán-Matamoros, D. (2018) El uso por los periodistas de las recomendaciones de la OMS para la prevención del suicidio. El caso del periódico Abc Revista Latina de Comunicación Social 73, pp. 810 a 827.
      • Giménez Toledo, Elea (2017). Reconocimiento académico del libro científico en español y de las editoriales universitarias iberoamericanas. Contraportada, 1, 40-48,
      • Giménez Toledo, Elea (ed.) (2017) La edición académica española. Indicadores y características. Madrid: Federación de Gremios de Editores de España. Informe.
      • Giménez Toledo, Elea (ed.) (2018). Estudio cualitativo de las editoriales académicas. La percepción de la comunidad científica española. Madrid: Federación del Gremio de Editores de España. ISBN: 978-84-86141-67-7.
      • Giménez Toledo, Elea y Córdoba Restrepo, Juan Felipe (eds.) (2018). Edición académica y difusión. Libro abierto en Iberoamérica. Bogotá, Madrid: Editorial Universidad del Rosario - Editorial Comares. ISBN: 9789587841664 DOI: 10.12804/th9789587841671
      • Giménez-Toledo, Elea (2017) Edición académica en español: la diversidad como desafío. Revista de Occidente.
      • Giménez-Toledo, Elea; Tejada-Artigas, Carlos y Mañana-Rodríguez, Jorge (2018). Las editoriales universitarias iberoamericanas: una aproximación a su perfil ya sus procesos de selección de originales. Revista española de Documentación Científica. 41, 2, e205. DOI: 10.3989/redc.2018.2.1459
      • Ingwersen, P.; Serrano-López, A.E. (2018) Smart city research 1990–2016 Scientometrics Vol.117, nº 2, 1205-1236
      • Mañana-Rodríguez, J. & Giménez-Toledo, E. (2017) Specialization and multidisciplinarity of scholarly book publishers: differences between Spanish University Presses and other scholarly publishers. Scientometrics. DOI: 10.1007/s11192-017-2563-z
      • Mascarenhas Silva, F.; Lascurain-Sánchez, M.L.; Serrano-López, A.E.; Sanz-Casado, E. (2018) Análise das comunidades de pesquisadores brasileiros que atuam na área da filosofia: um estudo a partir da justaposição entre os dados da plataforma lattes e web of science (2007-2016) Informação & Sociedade: Estudos
      • Serrano-López, A.; Ingwersen, P.; Sanz-Casado, E. (2017) Wind power research in Wikipedia: Does Wikipedia demonstrate direct influence of research publications and can it be used as adequate source in research evaluation? SCIENTOMETRICS 112 (3): 1471-1488
      • Zuccala, Alesia A; Giménez-Toledo, Elea; Peruginelli, Ginevra (eds.) (2018). Scholarly books and their evaluation context in the social sciences and humanities. ASLIB. Journal of Information Management, 70, 581-591.
      • Giménez Toledo, Elea (2018). La evaluación de las Humanidades y de las Ciencias Sociales en revisión. Revista española de Documentación Científica, 41,3. DOI: 10.3989/redc.2018.3.1552
      • Giménez-Toledo, Elea; Mañana-Rodríguez, Jorge & Sivertsen, Gunnar (2017). Scholarly book publishing: Its information sources for evaluation in the social sciences and humanities, Research Evaluation, 26, 2, 91–101. DOI: 10.1093/reseval
      • Pandiella-Dominique, A., Moreno-Lorente, L., García-Zorita, C. y Sanz-Casado, E. (2018). Model for estimating Academic Ranking of World Universities (Shanghai Ranking) scores. Revista Española de Documentación Científica, vol. 41, no. 2. ISSN 0210-0614. DOI: 10.3989/redc.2018.2.1462.
      • Plaza, L.M., Granadino, B., García-Carpintero, E., Albornoz, M., Barrere, R. y Matas, L. (2018). The Value of the Spanish Language in Science and Technology. Rilce-Revista de Filología Hispánica, vol. 34, no. 2, pp. 716-745. ISSN 0213-2370. DOI: 10.15581/
      • De Filippo, D.; Bautista-Puig, N.; Mauleón Azpilicueta, M. E.; Sanz-Casado, E. (2018). A Bridge between Society and Universities: A Documentary Analysis of Science Shops Publications 6(36), 1-15.
      • De Filippo, D.; Levin, L. (2017) Detección y análisis de “clusters bibliográficos” en las publicaciones de Iberoamérica sobre Ciencia, Tecnología y Sociedad (1970-2013). Revista de Investigación Bibliotecológica Número especial de bibliometría, 123-148.
      • De Filippo, D.; Pandiella-Dominique, A.; Sanz-Casado, E. (2017) Indicadores para el análisis de la visibilidad internacional de las universidades españolas Revista de Educacion nº 376: 163-199.
      • De Souza Vanz, S.A.; Pandiella Dominique, A.; Lascurain-Sánchez, M.L.; Sanz-Casado, E. (2018). Rankings universitários internacionais e o desafio para as universidades brasileiras Encontros Bibli: revista electrônica de biblioteconomía e ciência da informação Volumen: 23 (53); Páginas, inicial: 39 final: 51.
      • García-Zorita, C.; Rousseau, R.; Marugan-Lazaro, S.; Sanz-Casado, E. (2018). Ranking dynamics and volatility Journal of Informetrics 12(3), 567-578.
      • García-Zorita, C; Marugán, S; De Filippo, D. (2018). Aplicación de minería de texto para el análisis métrico sobre "Ahorro Energético" en proyectos del Séptimo Programa Marco. Bibliotecas. Anales de Investigación. Vol 14 Nº 2 (2018): 149:163 (Incluida en ESCI WoS)
      • Moreiro-González, José Antonio. (2017). Análisis bibliográfico de la producción española en SOC durante la década 2007-2016: estado de la cuestión y tendencias. En, Zaira Regina Zafalon, Paula Regina Dal’Evedove (Org.). Perspectivas da representação documental: discussão e experiências. São Carlos: Editorial: CPOI/UFSCar, pp. 99-437. ISBN 978-85-99673-11-9.
      • Pinto, Adilson Luiz; Fausto, Sibele; Soares, Ana Paula; Moreiro González, José Antonio. (2017). Metric contribution in the Archival Science or Archive Administration: Archivometrics. Brazilian Journal of Information Studies: Research Trend, v. 11, nº 1 pp.25-32, ISSN 1981-1640.
      • Souza, C. D.; De Filippo, D.; Sanz-Casado, E. (2018). Crescimento da atividade científica nas universidades federais brasileiras: análise por áreas temáticas Avaliação Revista da Avaliação da Educação Superior 23(1): 126-156.
      • Álvarez-Bornstein, B., Morillo, F. y Bordons, M., (2017). Funding acknowledgments in the Web of Science: completeness and accuracy of collected data. Scientometrics, vol. 112, no. 3, pp. 1793-1812. ISSN 0138-9130. DOI: 10.1007/s11192-017-2453-4.
      • Diaz-Faes, A.A. y Bordons, M., (2017). Making visible the invisible through the analysis of acknowledgements in the humanities. Aslib Journal of Information Management, vol. 69, no. 5, SI, pp. 576-590. ISSN 2050-3806. DOI: 10.1108/AJIM-01-2017-0008.
      • González-Albo, B., Moreno-Solano, L., Aparicio, J. y Bordons, M., (2017). Visibility of healthcare research institutes through the Web of Science database. Revista Clínica Española, vol. 217, no. 9, pp. 510-517. ISSN 0014-2565. DOI: 10.1016/j.rce.2017.04.005.
      • González-Albo, B., Moreno-Solano, L., Aparicio, J. y Bordons, M., (2018). Rejoinder to “Visibility of healthcare research institutes through the Web of Science database”. Revista Clínica Española, vol. 218, no. 4, pp. 212-213. ISSN 0014-2565. DOI: 10.1016/j.rce.2018.01.009.
      • Jiménez, R.S., Ochando, M.B., Montesi, M. y Botezan, I., (2017). La producción de tesis doctorales en España (1995-2014): evolución, disciplinas, principales actores y comparación con la producción científica en WoS y Scopus. Revista española de Documentación Científica, vol. 40, no. 4, pp. 188. DOI: 10.3989/redc.2017.4.1409.
      • Olmeda-Gómez, Carlos; Ovalle-Perandones, María-Antonia; Perianes-Rodríguez, Antonio. (2017). Co-word analysis and thematic landscapes in Spanish information science literature, 1985-2014. Scientometrics, Volumen: 113 Número: 1: 195-217. Fecha de publicación.
      • Caridad Sebastián, Mercedes; Martínez Cardama, Sara, García López, Fátima y Morales García, Ana María. (2018). El servicio audiovisual público como memoria y patrimonio documental. Pérez-Seijo, S., Rodríguez-Castro, M. y Túñez-López, M. (Eds.) (2018). Debates sobre valores e indicadores del servicio audiovisual público en Europa. Cuadernos Artesanos de Comunicación, cac142. La Laguna (Tenerife): Latina. DOI: 10.4185/cac142 ISBN: 978-84-17314-01-9
      • Caridad Sebastián, Mercedes; Morales García, Ana María; Martínez Cardama, Sara y García López, Fátima. 2018. Los archivos audiovisuales de televisión: estrategias para su revalorización en un entorno transmedia, Revista Latina De Comunicación Social, 2018, 73, pp. 870 a 894. ISSN: 1138-5820.
      • Castro Morales, Federico.; García López, Fátima.; Morales García, Ana María y Ohlenschläger, Karin. (2017). Pedro Garhel y su implicación en “Espacio P”: Propuesta de un cuadro de clasificación para un artista polivalente. Scire: representación y organización del conocimiento; ISSN 1135-3716, ISSN(e) 2340-7042. Vol.23, Nº:1 (ene.-jun. 2017). P: 67-72.
      • García Zorita, C. y Pacios, A. R. (2018) Topic modelling characterisation of Mudejar art based on document titles. Digital Scholarship in the Humanities, Volume 33, Issue 3, pp. 529–539. DOI: 10.1093/llc/fqx055
      • Navarro, Diego; Robledano, Jesús y De las Heras, Beatriz. (2017). Título: Análisis del Archivo fotográfico «Skogler» (1936-1945): Guerra Civil Española y posguerra a través del visor falangista. Libro de Actas II Jornadas sobre Investigación en Historia de la Fotografía. Zaragoza 25-27 de octubre de 2017. Zaragoza, 2017.
      • Núñez Murillo, María Esther; Virginia Ortiz-Repiso. (2018). Características y difusión de las colecciones digitales del patrimonio histórico y cultural de Canarias: una aproximación Centros y periferias. Confluencia, empoderamiento e innovación en Humanidades. Academia del Hispanismo. pp.103-123.
      • Navarro Bonilla, Diego. (2018) “Manuscritos caligráficos en fondos antiguos: análisis del ms. Göttingen Schönschriften (ca. 1560)”. Investigación Bibliotecológica: archivonomía, bibliotecología e información 32 (76) (2018), 149-165.
      • Duplá, Antonio, Romero Recio, Mirella (eds.), Augusto. (2017). Balance Historiográfico. Revista de Historiografía, 27, Editorial Dykinson.
      • Duplá, Antonio, Romero Recio, Mirella (eds.). 2017. Augusto. Balance Historiográfico. Revista de Historiografía, 27, Editorial Dykinson.
      • Martín Vega, Arturo y Martín, Inés. (2018). Propedéutica para la implementación de la metodología flipped classroom en España y en Estados Unidos. Actas del Congreso CUICIIB 2018. ISBN 978-84-09-04679-9.
      • Martín Vega, Arturo. (2017).Aproximación a los estudios sobre la economía en la Segunda República española hasta 1936. Revista de historiografía, nº 28, 2017, pp. 187-198, ISSN 2445-0057.
      • Martín Vega, Arturo. (2018). Las competencias sobre Fuentes de Información en el Grado de Información y Documentación. En: Conocimientos sin fronteras: colaboración científica e institucional en Documentación e Información. Madrid: Universidad Complutense, 2018, pp. 387-432. ISBN 978-84-09-02184-0.
      • Martínez Cardama, Sara; Caridad Sebastián, Mercedes. (2017). La teoría de la Complejidad en Biblioteconomía y Documentación: análisis y presencia en la investigación, Ibersid: revista de sistemas de información y documentación. 2017, Vol. 11, n.2. Pp 13-22 ISSN 1888-0967. ISSN (e) 2174-081X.
      • Moreiro-González, José Antonio. (2017). Formación universitaria y actuación profesional para el servicio público en información y documentación. Anuario ThinkEPI 2017. Análisis de tendencias en información y documentación, v. 11, pp. 37-45.
      • José A. Moreiro-González; Virginia Ortiz-Repiso. (2018). What is happening about KOS in Spain: scientific production analysis, 2000-2017 Challenges and Opportunities for Knowledge Organization in the Digital Age. Proceedings of the Fifteenth International ISKO Conference 9-11 July 2018 Porto, Portugal. Ergon Verlag. pp.908-920.
      • Ortiz-Repiso, Virginia; Ana R. Pacios. (2018). European Trends in LIS Education, as represented in WoS: 2000–2017 The Future of Education in Information Science Proceedings from FEIS – International EINFOSE Symposium 10–11 September2018 Pisa, Italy. Osijek. pp.153-164.
      • Ortiz-Repiso, Virginia. (2017). Rethinking Library and Information Studies in Spain: Crossing the boundaries BiD Textos universitaris de biblioteconomía i documentació. Universidad de Barcelona. 35, pp.1-20.
      • Presser, Nadi Helena; Moreiro-González, José Antonio. (2017). Práticas culturais e comportamento social em informação. Em Questão. ISSN: 1808-5245, v. 23, nº 3 pp.11-31.
      • Aportela, I. y Pacios, A. R. (2017) University Libraries & Science and Technology Parks: Reasons for Collaboration. LIBRI: International Journal of Libraries and Information Services, v. 67, n. 3. DOI: 10.1515/libri-2017-0007
      • Pacios, A. R. (2017) Public library planning: a routine practice? Library Management, v. 38, n. 4/5, pp. 237–247. DOI: 10.1108/LM-12-2016-0101
      • Pacios, A.R. y La Torre Merino, J. L. (2018) Spanish historic archives’ use of websites as a management transparency vehicle. Archival Science, v. 12, n. 2, pp. DOI: 10.1007/s10502-018-9291-x
      • Pacios, A.R. y Pérez, M.P. (2018) La misión en las bibliotecas nacionales europeas. Análisis y pertinencia. Revista Española de Información y Documentación Científica, 41(4), octubre-diciembre, e219. ISSN-L: 0210-0614. DOI: 10.3989/redc.2018.4.1554
      • Pacios, A.R.; Rodríguez Bravo, b.; Vianello, M; Rey Martín, C. Y Rodríguez Parada, C. (2018). Transparencia en la gestión de las Bibliotecas Públicas del Estado a través de sus sedes web. El profesional de la Información, v. 27, n. 1, pp. 36-48. DOI: 10.3145/epi.2018.ene.04
      • Navarro Bonilla, Diego. (2017). Research and secrecy: dealing with archives of intelligence services in Spain”, Archival Science, 17: 4 (2017), pp. 331-348
      • Borges, J.; Marzal, M.A. (2017). Competencias en información y en comunicación: desarrollo conceptual a partir de la New Media Literacy. Revista Interamericana de Bibliotecología. Vol. 40, (1), 2017, pp. 45-57.
      • Caridad Sebastián, Mercedes; Morales García, Ana María; Martínez Cardama, Sara Y García López, Fátima. (2018). Infomediación y Posverdad: el papel de las bibliotecas, El Profesional de la Información, 2018. ISSN: 1699-2407.
      • Cruz-Palacios, E.; Marzal, M.A. (2017). Gaming como medio didáctico para las alfabetizaciones múltiples. Videojuegos en la Educación del siglo XXI. En: Actas del V Congreso Internacional de Videojuegos y Educación (CIVE’17). Universidad de La Laguna, Puerto de La Cruz (Tenerife). 
      • Marzal, M. A., Borges, J. (2017). Modelos evaluativos de Metaliteracy y alfabetización en información como factores de excelencia académica. Revista Española de Documentación Científica, 40(3): 222-231 e184. DOI: 10.3989/redc.2017.3.1410
      • Marzal, M.A. (2017). Nuevos contenidos educativos y nuevos sistemas de medición de calidad para la excelencia docente en Educación Superior: Visualiteracy y Metaliteracy. En: Ramiro, T.; Ramiro-Sánchez, T.; Bermúdez, M.P. (comp.). XII Foro Internacional sobre la Evaluación de la Calidad de la Investigación y la Educación Superior (FECIES). Granada: Asociación Española de Psicología Conductual (AEPC), Facultad de Psicología, Universidad de Granada, 2017, pp. 175-181, ISBN 978-84-617-6293-4
      • Marzal, M.A.; Cruz-Palacios, E. (2018). “Gaming como Instrumento Educativo para una Educación en Competencias Digitales desde los Academic Skills Centres”, Revista General de Información y Documentación, v. 28 (2), pp. 489-506. DOI: 10.5209/RGID.62836. ISSN: 1132-1873.
      • Mears, B.; Marzal, M.A.; Montano, C. (eds.). (2017). Alfabetización informativa en la Educación para la inclusión social. Buenos Aires: editorial Alfagrama, 2017. ISBN 978-987-1305-95-7
      • Mears-Delgado, B.; Marzal, M.A. (2018). Evalfin: un modelo de evaluación de alfabetización informacional para instituciones de educación superior. El Profesional de la Información, Vol 27, (4), pp. 879-890. DOI: 10.3145/epi.2018.jul.16.
      • Pisté Beltrán, S.; Marzal, Miguel Ángel. (2018). Bibliotecas universitarias y educación digital abierta: un espacio para el desarrollo de instrumentos de implementación en web, de competencias en información e indicadores para su evaluación. Revista Interamericana de Bibliotecología, Vol. 41, (3) /septiembre-diciembre 2018 pp. 277-288 ISSN 0120-0976 / ISSN (en línea) 2538-9866.
      • Caridad Sebastián, Mercedes; Martinez Cardama, Sara Y Puente HErnández, Eduardo. (2018). Bibliotecas universitarias en Ecuador: una perspectiva desde los contenidos digitales, Investigación Bibliotecológica: archivonomía, bibliotecología e información. 2018, 32(76), ISSN: 0187-358X.
      • Cruz, E; Marzal, M.A. (2018). Gaming for Multiliteracies: Video Games in a Case Study with Primary School Students to Enhance Information, Visual and Media Literacies. En: Spinarec, s; Kurbanoglu, S; Huotari, M-L; Grassian, E; Mizrachi, D; Roy, L. Kos, D. Abstracts Sixth European Conference on Information Literacy (ECIL). University of Oulu, Department of Information and Communication Studies, Oulu, 2018. ISBN 978-952-62-2013-0
      • Alario-Hoyos, Carlos, Iria Estévez Ayres, Carlos Delgado Kloos, Pedro J. Muñoz-Merino, Julio Villena Román. (2018). “Redesigning a Freshman Engineering Course to Promote Active Learning by Flipping the Classroom through the Reuse of MOOCs”, International Journal of Engineering Education
      • Alexandron, Giora, José A. Ruipérez-Valiente, Z. Chen, Pedro J. Muñoz-Merino, Dave E. Pritchard. (2017). “Copying@ scale: Using harvesting accounts for collecting correct answers in a MOOC”, Computers & Education 2017, vol. 108, pp. 96-114
      • Moreno Marcos, Pedro Manuel, Carlos Alario-Hoyos, Pedro J. Muñoz-Merino Carlos Delgado Kloos. (2018). “Prediction in MOOCs: A review and future research directions”, IEEE Transactions on Learning Technologies, 2018
      • Moreno Marcos, Pedro Manuel, Pedro J. Muñoz-Merino, Carlos Alario-Hoyos, Iria Estevez-Ayres, Carlos Delgado Kloos. (2018). “Analysing the predictive power for anticipating assignment grades in a Massive Open Online Course”, Behaviour & Information Technology, 2018
      • Moreno-Marcos, Pedro M.; Carlos Alario-Hoyos, Pedro J. Muñoz-Merino, Iria Estevez-Ayres. (2018). “A learning analytics methodology for understanding social interactions in MOOCs. IEEE Transactions on Learning Technologies
      • Muñoz-Merino, Pedro J., Carlos Alario-Hoyos, Mario Muñoz-Organero, Carlos Delgado Kloos, Manuel Fernández Molina. (2018). “The Effect of Different Features for Educational Computer-based Competition Environments”, IEEE Transactions on Learning Technologies, 2018,
      • Muñoz-Merino, Pedro J., Eva M. Méndez Rodriguez, Carlos Delgado Kloos, José A. Ruipérez-Valiente. (2017). “Design, Implementation and Evaluation of SPOCs at the Universidad Carlos III de Madrid”, Journal of Universal Computer Science 2017, vol. 23, no. 2, pp.167-186, JCR 2017
      • Muñoz-Merino, Pedro J., José A. Ruipérez-Valiente, Carlos Delgado Kloos, Maria A. Auger, Susana Briz, Vanessa de Castro, Silvia N. Santalla. (2017). “Flipping the classroom to improve learning with MOOCs technology”, Computer Applications in Engineering Education 2017, vol. 25, no.1, pp. 15-25
      • Muñoz-Merino, Pedro J., Ruth González Novillo, Carlos Delgado Kloos. (2018). "Assessment of Skills and Adaptive Learning for Parametric Exercises Combining Knowledge Spaces and IRT", Applied Soft Computing, 2018, vol. 68, no. 2, pp.110-124
      • Pedro J. Muñoz Merino; et al. (2017). Design, Implementation and Evaluation of SPOCs at the Universidad Carlos III de Madrid Journal of Universal Computer Scienc, vol. 23, no. 2 (2017), 167-186. 23-2, pp.167-186.
      • Ruiperez-Valiente, José A., Pedro J. Muñoz-Merino, Carlos Delgado Kloos. (2017). “Detecting and Clustering Students by their Gamification Behavior with Badges: A Case Study in Engineering Education”, International Journal of Engineering Education 2017, vol. 33, no. 2(B), 816-830
      • Ruipérez-Valiente, José A., Pedro J. Muñoz-Merino, Carlos Delgado Kloos. (2018). “Improving the Prediction of Learning Outcomes in Educational Platforms including Higher Level Interaction Indicators”, Expert Systems, 2018
      • Ruipérez-Valiente, José A., Pedro J. Muñoz-Merino, G. Alexandron, & D.E. Pritchard. (2018). “Using Machine Learning to Detect ‘Multiple-Account’Cheating and Analyze the Influence of Student and Problem Features”, IEEE Transactions on Learning Technologies, 2018
      • Ruiperez-Valiente, José A., Pedro J. Muñoz-Merino, José Gascón Pinedo, Carlos Delgado Kloos. (2017). “Scaling to Massiveness with ANALYSE: A Learning Analytics Tool for Open edX”, IEEE Transactions on Human-Machine Systems 2017, vol. 47, no. 6, pp. 909-914
      • Ruiperez-Valiente, José A., Pedro J. Muñoz-Merino, Héctor Pijeira, Javier Santofimia, Carlos Delgado Kloos. (2017). “Evaluation of a Learning Analytics Application for Open edX Platform”, Computer Science and Information Systems 2017, vol. 14, no. 1, pp. 51-73, JCR 2017
      • Bahia Jacintho, Eliana; Moreiro-González, José Antonio. (2017). Aplicação de taxonomia nos portais corporativos. Tendências da Pesquisa Brasileira em Ciência da Informação, v. 10, nº 1 Art. 370.
      • Moreiro-González, José Antonio. (2017). Superación de los límites marcados por la disciplinariedad en el ámbito de la Información y Documentación. Ponto de Acesso. ISSN: 1981-6766, v. 11, nº 1, pp. 26-40.
      • Sales, Rodrigo de, Daniel Martínez-Ávila and José Augusto Guimarães. (2018). “Dialogical elements in Harris, Dewey, Cutter, Otlet, Kaiser, and Ranganathan: Theoretical convergences in the history of Knowledge Organization” Transinformação 30, no.3: 348-362. DOI: 10.1590/2318-08892018000300007
      • Nakano, Natália, Daniel Martínez-Ávila, Maria José Vicentini Jorente and Mariana Cantisani. (2018). “Information Design, Information Science, and Knowledge Organization: a domain analysis from the perspective of complexity.” Scire 24, no.1: 67-75.
      • Moreira, Walter and Daniel Martínez-Ávila. (2018). “Concept Relationships in Knowledge Organization Systems: Elements for Analysis and Common Research Among Fields.” Cataloging & Classification Quarterly 56, no.1: 19-39.
      • Campbell, D. Grant, José Augusto Chaves Guimarães, Fabio Assis Pinho, Daniel Martínez-Ávila and Francisco Arrais Nascimento. (2017). “The Terminological Polyhedron in LGBTQ Terminology: self-naming as a power to empower in Knowledge Organization” Knowledge Organization 44, no.8: 586-591.
      • Satija, M.P. and Daniel Martínez-Ávila. (2017). “Mapping of the Universe of Knowledge in Different Classification Schemes.” International Journal of Knowledge Content Development & Technology 7, no.2: 85-105.
      • Martínez-Ávila, Daniel. (2017). “Reader Interest Classifications: An Alternative Arrangement for Libraries.” Knowledge Organization 44, no.3: 234-246
      • Martínez-Ávila, Daniel and John M Budd. (2017). “Epistemic warrant for categorizational activities and the development of controlled vocabularies.” Journal of Documentation 73, no.4: 700-715.
      • David Novillo-Ortíz; Tony Hernández-Pérez. (2017). Social media in public health: an analysis of national health authorities and leading causes of death in Spanish-speaking Latin American and Caribbean countries BMC Medical Informatics and Decision Making. Springer. 17-16. ISSN 1472-6947.
      • David Novillo-Ortiz; Tony Hernández-Pérez; Francesc Saigí-Rubio. (2017). Availability of information in Public Health on the Internet: an analysis of national health authorities in the Spanish-speaking Latin American and Caribbean countries. International Journal of Medical Informatics. Elsevier. 100-April 2017, pp.46-55. ISSN 1386-5056.
      • Arroyo Fernández, Domingo; Cordal Elviro, Julio; Robledano Arillo, Jesús. (2017). Descripción del sistema de preservación de las bibliotecas digitales de la Subdirección General de Coordinación Bibliotecaria. Documento técnico. Madrid: Ministerio de Cultura, 2017. 68 págs.
      • Bongiovani, Paola; Miguel, Sandra; Hernández-Perez, Tony. (2017). Actitudes y percepciones de los evaluadores de la carrera científica en Argentina sobre la publicación en acceso abierto Revista Española de Documentación Científica. CSIC. 40-2, pp.e171. ISSN 0210-0614.
      • Hernández-Pérez, Tony. (2018). El buscador de datos abiertos: Google Dataset Search ¿solución o más monopolio? Blok de BiD. Universidad de Barcelona.
      • Maseda Seco, Diego; Gema Bueno de la Fuente; Eva Méndez Rodríguez. (2017). Análisis y categorización de los datos abiertos de las bibliotecas municipales españolas: metadatos, interoperabilidad y propuesta para la apertura y reutilización El Profesional de la Información. 26-3, pp.392-402.
      • Ortiz-Repiso, Virginia; Greenberg, Jane; Calzada Prado, Javier. (2017). A cross-institutional analysis of data-related curricula in information science programmes: A focused look at the iSchools Journal of Information Science. SAGE. DOI: 10.1177/0165551517748149, pp.1-17.
      • Rodríguez-Mateos, David; Hernández-Perez, Tony. (2018). Los periódicos españoles como fuente de referencia en la Wikipedia El Profesional de la Información. EPI. 27-6, pp.1323-1333.
      • Martínez-Ávila, Daniel, Richard P. Smiraglia, Rick Szostak, Andrea Scharnhorst, Wouter Beek, Ronald Siebes, Laura Ridenour and Vanessa Schlais. (2018). “Classifying the LOD Cloud: Digging Into the Knowledge Graph”. Brazilian Journal of Information Science: Research Trends 12, no.4: 6-10. DOI: 10.5016/brajis.v12i4.8328
      • Mochón, G.; Méndez, E.; Bueno, G. (2017). 27 pawns ready for action: a multi-indicator methodology and evaluation of thesaurus management tools from a LOD perspective Library Hi Tech. Emerland. 35-1.
      • Robledano Arillo, Jesús y Navarro Bonilla, Diego. (2017). Aproximación sistemática a la creación de versiones digitales de negativos fotográficos históricos. El profesional de la información, ISSN 1386-6710, Vol. 26, Nº 6, 2017, págs. 1172-1183.
      • Robledano Arillo, Jesús. (2017). La captura digital de patrimonio cultural. Experiencia de trabajo con el fondo del archivo Espacio P. Granada: Ars Activus Ediciones, 2017. P. 239. ISBN: 978-84-944588-2-8.
      • Caridad Sebastián, Mercedes; García López, Fátima; Martínez Cardama, Sara Y Morales García, Ana María. (2018). Bibliotecas y empoderamiento: servicios innovadores en un entorno de crisis, Revista Española de Documentación Científica. 2018, 41(2), abril-junio ISSN: 0210-0614. 2018. DOI: 10.3989/redc.2018.2.1486

      Further information on the full list of publications



    Thesis defense


    The doctoral thesis consists of an original research work developed by the Ph.D. candidate student in the field of knowledge of the program that enables the student for autonomous work in the field of R+D+ i.

    Universidad Carlos III de Madrid and the Doctoral School establishes the follow-up procedures to guarantee the quality of the doctorate's training and supervision. It also facilitates the procedures for the proper evaluation and defense of the doctoral thesis.


    Further information:



    Requirements for thesis defense in Library Science: Archives and Libraries in the Digital Environment


    In order to submit a presentation and defense proposal, the thesis has to be backed up by at least one clear relevant contribution. The Ph.D. candidate must have clearly contributed to this and it must be a direct result of his thesis.


    To defend the thesis, it will be necessary to:

    • Have the approval of supervisor and the academic committee;
    • Have completed the additional training, if required;
    • Have attended at least two seminars and two workshops;
    • Have made a visit of at least four weeks in one of the national or international centers with which the Program has agreements or partnerships;
    • Have published or have obtained an acceptance for publication of at least one conference proceeding and one journal article. The publications have to be on issues related to the thesis topic and must be in outlets that satisfy quality criteria. To demonstrate a sufficient contribution the candidate’s name must be one of the first three in the publication.


    The following contributions will be considered relevant:

    • An article published or accepted for publication in a journal listed in any of the following international databases of scientific publications: Journal of Citation Reports or Scimago Journal Ranking, or in a journal in the first or second quartile of the Índice de Impacto Revistas Españolas de Ciencias Sociales IN-RECS.
    • A publication in a professional conference related to the proper areas of the discipline.
    • A book or book chapter in one of the top 10 publishers in the SPI ranking.
    • Overview
      Información Práctica de los Estudios de Doctorado


      Our Ph.D. programs focus on the acquisition of skills and abilities required to undertake high-quality research work within the strategic framework and lines of research of the university. Students will be expected to work independently under supervision and guidance of top experts in their fields in order to produce novel, groundbreaking research work in the form of a dissertation.

      The Ph.D. thesis constitutes the expected outcome of the doctoral training, stating the specifics of the research work and results. The thesis must meet the high-quality standards required by the Ph.D. program and be subject to public defense and assessment by an independent thesis committee.

      A favorable assessment of the thesis enables Ph.D. students to request their official Ph.D. degree certificate, issued by the Spanish Ministerio de Educación, Cultura y Deporte. 



      Calendar of the Academic Year: October 1 - September 30

        Period Dates


      According to start date of each semester

      Applications for admission for the first semester of the 21/22 academic year with start date on the 15th of November, 2021 can be submitted until the 31st of August, 2021 (Spanish peninsular time, CET)

      Applications for admission for the second semester of the 21/22 academic year with start date on the 30th of March, 2022, can be submitted until the 31st of January, 2022 (Spanish peninsular time, CET)*


      New students can choose when to start their Ph.D. training: 

      • First semester's start date: November 15
      • Second semester's start date: March 30

      Continuing students (second and subsequent years) must obligatorily enroll at the first semester of each academic year.

      Enrollment period for new students:

      • Students starting first semester: September 1st through 30th (23:59 h., Peninsular Spanish time)
      • Students starting second semester: March 1st through 31st (23:59 h., Peninsular Spanish time)

      Enrollment period for continuing students:

      • September 1st through 30th (23:59 h. Peninsular Spanish time)
      Monitoring and annual assessment

      The Academic Committee of each Ph.D. program will assess the progress of Ph.D. students on their research projects on an annual basis.

      Further information on  Ph.D. monitoring and annual assessment

      June: All Ph.D. students 

      December: Only Ph.D. students whose June evaluation was unfavorable

      Thesis defense

      Students can defend their Ph.D. theses at any time of the academic year (except for August).

      Official enrollment at the time of thesis defense is required. 

      Calendar of thesis defense approval


    • Procedures
    • FAQ

      Ph.D. Studies

      Parque de las Moreras

      What is a Ph.D.?

      A Ph.D. is a period of training in skills and abilities required to undertake independent, high-quality research work in the realm of R&D under the supervision of top experts in their respective fields.


      What are the terms of access to a Ph.D. program?

      As a general rule, candidates are required to hold a Bachelor’s and a Master’s degree. Credits for both must amount to at least 300 ECTS credits.

      Additionally, specific requirements and candidate profiles are described in each program’s terms of access. Before applying for admission, it is strongly recommended to take the  Ph.D. Programs into consideration, as well as its lines of research, profiles of the scholars involved and final results (theses and scientific publications) as proof of the program’s quality and specialization.

      What is the duration of a Ph.D.?

      The regular duration of a full-time Ph.D. program is 3 years. This period can be extended up to 5 years.

      The regular duration of a part-time Ph.D. program is 5 years. This period can be extended up to 8 years. 

      You may apply, for justified reasons, for either an extension or a leave of absence from your Ph.D. training period to the Academic Committee of your program. Your request must be endorsed by your tutor/advisor. Further information:  Duration of Ph.D. studies


      Can I do my Ph.D. entirely online?

      No. All Ph.D. Programs require some face-to-face activity throughout the training period. The duration of face-to-face activity is established by each Program.


      How can I apply for a part-time enrollment status?

      You can state your part-time enrollment status upon admission or, once you have initiated your training period, by submitting a request for justified reasons to the Academic Committee of your program. Your request must be endorsed by your tutor/advisor. Further information:  Enrollment status for Ph.D. studies


      Must I take any other training in addition to my research work?

      Yes. There are three different types of additional training to be taken during your Ph.D.:

      • Complementary training. Applicable only to students whose terms of admission state this training as required.
      • Specific training. Activities within the framework of your Ph.D. program.
      • Research Skills training. Courses or activities focused on abilities common to all disciplines (communication, academic writing, stress management, etc.).

      Further information on Doctoral Training: Monitoring and Development of these FAQ.

      What is the outcome of a Ph.D.?

      The Ph.D. thesis is the intended outcome of the doctoral training period. The thesis must give account of the student’s scientific work and meet the quality standards established by the Academic Committee of the program. Theses are defended in a public dissertation event, where they are subjected to assessment by an independent committee.

      A favorable assessment enables students to apply for their official Ph.D. degree certificate issued by the Spanish Ministerio de Educación, Cultura y Deporte. An additional Doctorado Internacional distinction is awarded to students who met a number of specific requirements during their training period.

      What is an Interuniversity Ph.D.?

      Interuniversity PhDs are joint degree programs by Universidad Carlos III de Madrid in collaboration with other Spanish or international institutions. The outcome of these programs does not translate into multiple degrees but just one equivalent to the training undertaken by the student.




      How can I apply for admission to a Ph.D. program?

      Your application for admission must be submitted online. Signing in is previously required in order to get your login and password. Further information on how to carry out this process:  Apply for admission


      I have not completed my Master’s degree yet. May I apply for admission now?

      Yes. However, in the event of a favorable resolution of admission, it will be conditioned to your Master’s degree completion.


      When can I apply for admission?

      You can apply for admission any time of the year. Deadline for admission applications for the current academic year is March 1. All applications submitted thereafter will be considered for next academic year. 


      What documents do I need to submit?

      Scan in advance the documentation requirements to be attached to your application. The documents listed below are mandatory in all cases:

      • National Identity Document: DNI, NIE, or passport
      • Previous degree certificate or diploma (Master’s degree or equivalent), or proof of payment of issuance fees. Not required for former uc3m students
      • Academic transcript of previous degree (Master’s degree or equivalent), including grades. Not required for former uc3m students
      • Curriculum Vitae
      • Authorization of disclosure of educational and employment information
      • Ph.D. research proposal
      • Endorsement for thesis project

      Some programs may require additional documents, such as reference letters by notable researchers, foreign language skills certificate, etc.

      Please note: If your previous degree was earned at an international institution, you must also submit a certificate issued by said institution stating that your degree meets the requirements for access to Ph.D. level studies.

      Additionally, if your former institution is located outside the European Higher Education Area (EHEA)  you are required to submit your degree certificate or diploma legalized via diplomatic channels (or, when applicable, by the Apostille of The Hague Convention), attaching an official  Spanish or English translation if necessary.


      Can I choose when to start my doctoral training?

      Yes. As a new student, you must state in your application for admission whether you want to start your training in the first semester (November 15) or second semester (March 30).


      I want to apply for a scholarship or financial aid program. Must I do it before or after applying for admission to a Ph.D.?

      It is strongly recommended to apply first for your Ph.D. program of choice at uc3m, as most of the granting institutions require proof of admission (or application for admission) to a Ph.D.

      Further information on Scholarships and Financial Aid Programs of these FAQ.


      I submitted my application. When will I know if I am admitted?

      The review process of your application consists of two stages:

      • Administrative validation. Your application will be reviewed at the Doctoral School Office on campus to ensure that it meets the admission requirements. You will be contacted if necessary.
      • Academic evaluation. If your application has succesfully passed the previous stage, it will be forwarded to the Academic Committee of the Ph.D. program for review. You will be notified of the Committee's decision by certified mail sent to the postal address provided in your application.

      This process may take up to one-two months. You will be notified of the Committee’s resolution by e-mail.


      I have been admitted. When must I submit my enrollment form?

      In you are admitted to a Ph.D. program, you have to submit your online application for enrollment in the periods set by the university to that effect, according to the instructions indicated in your letter of admission, our website or the Enrollment section of this FAQ, including the payment of tuition fees. If you do not submit your enrollment for the academic year for which you were admitted, your admission will be cancelled.

      Doctoral training scholarships. Exemptions

      Campus Getafe

      What types of financial aid programs can I apply for?

      There is a wide variety of financial aid programs for doctoral training that cover partial or total tuition fees and, in some cases, allow uc3m to formally hire the Ph.D. student as a training researcher.

      Who are the awarding bodies?

      Here is a list of the most common scholarship and financial aid programs:

         - Formación de Investigadores del Ministerio de Innovación / Researchers Training by Ministerio de Innovación (formerly known as FPI scholarships)
         - Formación de Profesorado Universitario del Ministerio de Educación / University Faculty Training by Ministerio de Educación (formerly known as FPU scholarships)
         - Researchers Training by Universidad Carlos III de Madrid, awarded by the institution departments
         - Ph.D. Scholarships by La Caixa
         - Ph.D. Scholarships by Comunidades Autónomas (Autonomous Regions of Spain)
         - Scholarships by Fundación Carolina (for Latin American students)

      Further information:  Doctoral Training Scholarships

      When and how can I apply for these?

      Each granting body has its own application and awarding periods. It is strongly recommended to apply first for your Ph.D. program of choice at uc3m in all cases, as most of these institutions require proof of admission (or application for admission) to a Ph.D.


      Do I have to be admitted to a Ph.D. in order to apply for admission?

      It is not required in most cases, but, as pointed out previously, you must have at least submitted your application for admission in order to be eligible (check the awarding institution’s specific terms). Only if you are eventually granted the scholarship or financial aid will it be required to be admitted and enrolled on the program in order to accept the aid and be hired as a training researcher at uc3m.


      I received a scholarship or financial aid. Do I have to notify uc3m?

      Yes. As a recipient of any financial aids, it is recommended to notify the university for these to be applied upon enrollment. If your scholarship status is not registered in your self-enrollment application, please contact the Doctoral School Office, either in person or by e-mail at


      Where will I undertake my Ph.D. research work?

      Your research and teaching activities (when applicable) will be carried out at the department or Institute stated in your contract within the framework of your Ph.D. program under the supervision of the tutor and advisor(s) appointed by the Academic Committee.

      Who is in charge of managing my scholarship or financial aid program?

      Granting institutions usually delegate on uc3m the management of these aids according to the terms originally established by those and our own rules and regulations.


      Who is to evaluate the progress and outcomes of my research work?

      All our Ph.D. students must submit the progress of their research work for evaluation by the Academic Committee of their Ph.D. program. Recipients of any financial aid program must also provide this information to the granting body.


      Are there any other tuition fees exemptions?

      Yes. As a new student, if you are eligible for any of the following exemptions or discounts recognized by the Spanish administration, you must submit certified copies of the pertinent documents to the Postgraduate Office on campus before enrollment proceedings so that these exemptions apply upon enrollment.

      • Large Family status: Certified copy of the Large Family status card (general or special)
      • Disability: Certified copy of Disability Identification card (minimum 33% disability)
      • Other: Certified copy of proof of exemption for victims of terrorist attacks (including their spouses and children) or children of civil and military servants who perished in the line of duty.

      These documents must be valid for the academic year for which the exemption is requested.


      How to enroll

      Our Ph.D. Management service allows you to submit your enrollment data online. To access the application, just enter your ID or passport number and the four-digit password generated by our system upon initial registration. Forgot your code? You will need to print out your proof of enrollment and tuition fees invoice, when applicable.


      When to enroll               

      New students can choose the start date of the Ph.D. studies. Enrollment period varies accordingly:

      Students starting first semester:

      • Enrollment period: September 1st through 30th (23:59 h., Peninsular Spanish time)
      • Start date of Ph.D. training: November 15 

      Students starting second semester*:

      • Enrollment period: March 1st through 31st (23:59 h., Peninsular Spanish time)
      • Start date of Ph.D. training: March 30

      *In these cases, students benefit from a reduced tuition fee, applicable only for first-year enrollment.

      Your start date will determine the length of your Ph.D. training period.

      As a continuing student, the enrollment period is September 1st through 30th (23:59 h., Peninsular Spanish time) of each academic year.


      What modules should I register on my application?

      You must select the following modules of your enrollment application:

      • Ph.D. Monitoring for your doctoral training year. 

      Required in all cases. It will be registered by default in your application. 

      • Complementary credits.

      Only applicable if the Academic Committee of your program established these credits as obligatory in its admission resolution, in which case you have been properly notified in your admission letter. These credits will be registered by default in your application.

      Other activities of your doctoral training may not require enrollment. If so, our Postgraduate Offices are in charge of the registration process:

      • Specific training: Activities included in the syllabus of your Ph.D. program. 
      • Research Skills training: Required for students of all Ph.D. programs (6 credits minimum for the entire doctoral training period).  

      Please note: Upon completion of your Ph.D. training, it is required to be enrolled in both the Ph.D. monitoring of the academic year of your thesis defense and the Ph.D. thesis Defense and Assessment module in order to defend your thesis.


      What are the costs of tuition fees?

      These are the tuition fees for all your Ph.D. training:


      1. Academic fees
      • Academic monitoring of Ph.D. training year.  

      Ordinary fee (full-time, starting first semester): 390 €.

      Reduced fee* (full-time, starting second semester): 234 €.

      Reduced fee (part-time, starting first or second semester): 234 €.

                  *Full fees will apply in subsequent years.


      • Complementary training (only for students whose admission resolution establishes these credits as required for admission). 49,84 € or 69,93 € per credit, according to the field of research.
      • Specific training (only for activities or courses requiring enrollment). 49,84 € or 69,93 € per credit, according to the field of research.
      • Research Skills Training courses. 49,84 € per credit. For research skills credits earned at other institutions, enrollment at uc3m is required. A 25% fee will apply in these cases (12,46 € per credit).


      • Thesis defense. 143,15 €
      • Ph.D. Degree Certificate issuance. 229,86 €


      1. Administrative fees
      • Registrar’s Office expenses. 6,11 €
      • Academic record proceedings (first-year students only). 27,54 €
      • Student card issuance (TUI) (first-year students only). 6,11 €


      1. School insurance. 1, 12 €. Applicable to Spanish or international students (legal residents) under 28 years of age.


      Students who fail to fulfill the payment of these fees will be dismissed from the Ph.D. program.

      Further information:  Tuition fees


      How do I validate my first-year enrollment?

      Upon completion and payment of your enrollment, the Doctoral School will get in touch with you and set an appointment to provide the original documents to have your enrollment validated in compliance with the access requirements to Ph.D.



      According to your previous studies, the documents to be submitted are listed below: 

      1. If you have taken an official Master's degree at UC3M, you are not required to submit any documents. The Doctoral School will check your records accordingly.

      2. If your access degree for Ph.D. has been issued at a Spanish University or member states of the European Higher Education Area (EHEA), the required documents are: 

      • Access degree certificate for Ph.D. (Master's degree or equivalent) or payment receipt of issuance fees.
      • Grades certificate of access degree to Ph.D. (Master's degree or equivalent).

      3. If your access degree for Ph.D. has been awarded by a University in a country outside of the European Higher Education Area (EHEA), the required documents are:

      • Access degree certificate for Ph.D. (Master's degree or equivalent) or payment receipt of issuance fees.
      • Grades certificate of access degree to Ph.D. (Master's degree or equivalent).

      These documents must have been previously legalized through diplomatic channels (the Apostille of The Hague Convention, when applicable). Please bear in mind that this procedure must be carried out from the country of origin. Therefore, it is strongly recommended to do it well in advance. 

      Find which legalization procedure applies to your country:  Legalization of Foreign Degrees


      Original hard copies of the documents must be provided along with their photocopies. The Doctoral School will check both originals and their copies and have them certified. If the degree certificates and documents have an electronic signature or digital certification (with safe verification codes), these will be submitted by e-mail at

      All documents must be submitted in Spanish, English, French, Italian or Portuguese (certificates and degrees provided in other languages must have attached an official Spanish translation).  

      The submission period will be notified by e-mail.


      What are my rights and obligations as a uc3m student?

      Please refer to the following documentation issued by the regional authorities and uc3m. All of them apply to Ph.D. candidates at Uc3m.

      • Students Statute of the Region of Madrid (Estatuto del estudiante de la Comunidad de Madrid)
      • uc3m students Rights and Obligations (Carta de los derechos y deberes del estudiante en la uc3m)
      • Rules and Regulations of the Doctoral School at uc3m (Reglamento de la Escuela de Doctorado de la uc3m)
      • Good Practices of the Doctoral School at uc3m (Código de buenas prácticas de la Escuela de Doctorado de la uc3m)

      Additionally, you have access to the university's support services to students and researchers.

      Further information:  Rules and Regulations

      Ph.D. Studies: Monitoring and Development

      Biblioteca María Moliner

      How are my Ph.D. supervisors appointed?

      Ph.D. tutors and advisors are advanced members of the uc3m faculty or other research institutions who serve as mentors of your research work and keep track of your progress. They also facilitate your communication with the Academic Committee of the program.

      Tutors are appointed by the Committee upon your admission. Tutors must hold a Ph.D. degree and have ties with the program, as well as a proven track record in research of at least six years (or proof of equivalent qualifications).

      The Committee will also appoint an advisor within three months from initial enrollment on the program. Thesis advisors must hold a Ph.D. degree and have a proven track record in research of at least six years (or equivalent qualifications), as well as specific research experience in the field of your thesis. Advisors' may be based at any university, center or institute in Spain or abroad. A professor may be appointed as both tutor and advisor of a Ph.D. student.

      The Academic Committee may change these designations throughout your doctoral training period for justified reasons.


      Must I take any other training in addition to my research work?

      Yes. There are three different types of additional training to be taken during your Ph.D.:

      • Complementary training. Maximum: 40 ECTS credits. Applicable only to students whose terms of admission state this training as required. The Academic Committee will determine the credit-based courses or subjects in the admission resolution. As a general rule, this training must be taken during the first year.
      • Specific training. Students are also expected to participate in a number of activities relevant to their field of research: seminars, meetings, conferences, courses, etc. These activities may require prior enrollment at uc3m. Your tutor or advisor will confirm the contents of your specific training program.
      • Research Skills training. Minimum: 6 ECTS credits. All Ph.D. programs at uc3m require some training in research skills (or formación transversal) focused on abilities common to all disciplines (communication, academic writing, stress management, etc.). These credits can be earned at either uc3m or other institutions and require formal enrollment at uc3m in all cases, as well as the approval of your tutor or advisor.


      How is the progress of my research evaluated?

      The Academic Committee of your program will evaluate the progress of your research project and activity report on an annual basis in the month of June. Grounds for evaluation are to be registered in the following documents:

      • Research Plan. Not to be mistaken for the research proposal submitted when applying for admission. As a new Ph.D. student, you must elaborate an initial Research Plan within the first year of your doctoral training period. This plan will serve as a tracking tool of your project, listing the objectives and methodology of your research as well as a comprehensible timeline stating the periods estimated for the achievement of each goal. It must have attached your tutor or advisor's evaluation report in order to be submitted for assessment to the Academic Committee of your program.

      An annual update of this Plan must be submitted in subsequent years, with the corresponding tutor or advisor’s evaluation report, so that all parties involved in your doctoral training can track and assess your progress.

      • Activity Report. In addition to your Research Plan (initial or updated), it is also required to register any activity relevant to your Ph.D. research: courses, seminars, meetings, conventions, publications, international fellowship programs, etc. Be sure to have attached all certificates and/or work papers as proof of completion.

      In the event of an unfavorable assessment by the Academic Committee, you will be subjected to evaluation again in December.



      Can I join an international research visit program?

      Yes. Undertaking a period of research abroad is a requirement for Doctorado Internacional distinction eligibility. Among other requirements, your visit must have a minimum duration of three months; also, the report of activities and outcomes of your research at the host institution must be written in one of the languages used for scientific dissemination in your field of research (different from any of Spain’s official languages). Prior approval by your tutor/advisor and the Academic Committee of your program is required. The Committee will evaluate your visiting research reports and, if approved, submit your candidacy for the Doctorado Internacional distinction to the Doctoral School Board.

      Thesis defense

      Biblioteca Carmen Martin Gaite

      What is a Ph.D. thesis?

      The Ph.D. thesis is the intended outcome of the doctoral training period. The thesis must give account of the student’s scientific work and meet the quality standards established by the Academic Committee of the program. Theses are defended in a public dissertation event, where they are subjected to assessment by an expert committee.

      As a general rule, Ph.D. candidates must have been enrolled on their program for a minimum period of 24 months before initiating thesis defense proceedings.


      I have approval to proceed to the thesis defense. What are the stages of this process?

      Once you get approval for your thesis defense by your tutor, advisor and Academic Committee, a minimum span of 8 weeks (excluding holiday periods) is usually required to go through these stages:

      1. Plagiarism management procedure
      2. Thesis deposit. Three weeks.
      3. Approval of thesis defense and appointment of Thesis Committee by the Dean of Doctoral School. One week.
      4. Defense session logistics. Three weeks.
      5. Thesis defense


      What is the plagiarism management procedure?

      Once the Academic Committee of your Ph.D. program determines that your research period is done and your thesis is ready for deposit, a pdf file of the thesis will be submitted to the Doctoral School to proceed to the plagiarism management, in compliance with the Code of Good Practice of the Doctoral School.

      The results of this study will be at the disposal of the members of the thesis committee, should they be requested.

      Further information:  Plagiarism management


      What is the thesis deposit?

      The deposit of your thesis enables doctors and scholars of your field to review your work before the defense. The deposit period is 15 days (excluding August), after which all comments and observations by the experts will be reported to the Academic Committee and yourself. 

      Further information:  Thesis deposit


      Who is in charge of approving the defense? Who can be a member of the Thesis Committee?

      Once the deposit period is ended, the Academic Committee of the program, upon favorable assessment by the tutor/advisor, will submit their proposal for defense and appointment of Thesis Committee members to the Dean of Doctoral School.

      This Committee consists of three experts in the field of research of the Ph.D. candidate, two of which must be based outside uc3m.

      Further information:  Defense session. Appointment of Committee members


      How are defense logistics managed?

      Once all authorizations are signed, the Thesis Committee’s Secretary will appoint a date for the defense. The Doctoral School Office on campus will be in charge of the logistics of the event (room reservations, technical equipment, etc.) and the travel procedures of the committee members, when applicable.

      Additionally, the Postgraduate Office will submit a digital copy of the thesis to each member of the Thesis Committee at least 15 days prior to the defense session. This file will contain any allegation or comment submitted by the experts during the deposit period.

      Further information:  Defense session. Appointment of Committee members


      Do I have to pay any fees before the defense?

      Yes. The payment of thesis defense fees must be fulfilled before proceeding to defense. Additionally, payment of enrollment fees for the academic year in which the defense takes place must be up to date.


      How is my thesis assessed?

      All Committee members must receive a copy of the thesis 15 days prior to the defense event.

      Once the Ph.D. candidate completes his/her dissertation, the Committee can provide feedback or pose questions. Their global assessment will be given in terms of Fail (No Apto), Pass (Aprobado), Good (Notable) or Excellent (Sobresaliente).

      Theses with an Excellent (Sobresaliente) grade are eligible for the cum laude distinction. The committee members will subsequently cast their votes via separate secret ballot in closed session. Only if all votes are favorable will the committee submit their proposal for the thesis to be awarded the cum laude distinction to the university Chancellor. In this case, each member of the committee will finally cast their vote, anonymously and in a sealed envelope, for the thesis to be considered for the Outstanding Thesis Award by Universidad Carlos III de Madrid.


      How can I apply for my Ph.D. certificate?

      Your application for the official Ph.D. degree certificate, issued by the Ministry of Education of Spain, and the payment of the corresponding fees is managed by the Doctoral School Offices.

      Issuance of your certificate may take 6 to 12 months. Until then you may apply for a temporary certificate as proof of completion of your Ph.D. studies as of the date of your thesis defense.


      Where is my Ph.D. thesis published?

      Your thesis will be published in e-archivo, the open online repository of Universidad Carlos III de Madrid, and Teseo the Ph.D. database managed by the Ministry of Education. In the event of partial or temporary restrictions pertaining to the publication of your thesis, you must report them to the university.

      Glossary of terms

      Ph.D. Program. Array of training and activities oriented to the acquisition of abilities required to undertake autonomous research work in the realm of R&D. Each Ph.D. program establishes their own procedures and lines of research for the development of theses within the framework of their respective fields.

      Academic Committee. The coordinator/director of the program and two other Ph.D. members constitute a program's Academic Committee, the body in charge of the various training areas and research progress of the program, as well as the authorization of thesis defense of their Ph.D. candidates.

      Doctoral School. Academic body in charge of the management and coordination of all Ph.D. programs.

      Ph.D. Thesis. Original piece of research carried out by Ph.D. candidates in their field of knowledge. Presented as a written dissertation according to the quality, content and format guidelines set by the Ph.D. program for its public defense.

      Tutor. Supervisor in charge of tracking the training progress of the Ph.D. candidate and serving as a communication link between the researcher and the Academic Committee. Tutors must be attached to uc3m faculty with a proven research track record. Tutors are appointed upon approval of admission by the Academic Committee.

      Thesis advisor. Supervisor in charge of tracking the training progress of the Ph.D. candidate. Advisors are experts in the field of the Ph.D. candidate's research, not necessarily attached to uc3m faculty (if they are, they can also be appointed as tutors). Advisors are appointed within the first three months of the student's Ph.D. training period. A student may have more than one advisor.

      Specific training. Specific activities pertaining to the field of research of each Ph.D., designed to provide students with the knowleddge and opportunity for debate required for the development of their research work: seminars, meetings, conferences/dissertations, international research visits, etc.

      Research Skills training. Training activities oriented to the acquisition of skills common to all disciplines. All students are required to earn at least 6 credits (60 hours) throughout their doctoral training period. Enrollment on these courses is performed separately from their regular doctoral training.

      Complementary training. Maximum 40 ECTS credits. Training that the Academic Committee may deem necessary in their admission resoluction in order to complement the Ph.D. candidate's previous academic background. Enrollment on these credits will be required in addition to the student's regular doctoral training. These credits are usually earned during the first Ph.D. year. 

      Research plan. Document to be drafted within the first six months of Ph.D. training detailing the student’s research project to be subjected to annual evaluation every month of June. It must be approved by the tutor, the thesis advisor and the Academic Committee. This plan must be updated and submitted for review and evaluation purposes on a yearly basis.

      Ph.D. Activity report. A registration account of all training activities pertaining to the Ph.D. student's research. The tutor and thesis advisor must endorse these activities for them to be submitted to the Academic Committee for annual evaluation in June. 

      Student record. Academic details of every Ph.D. student as registered in uc3m databases, including activities and credits completed. This information is to be attached to the thesis in the final stages of defense approval.

      Academic transcript. Official document signed by the Head of Doctoral Studies certifying a student's academic record.

      Monitoring and assessment. Annual process by which the research progress and activities of a Ph.D. candidate are subjected to evaluation by the Academic Committee.

      Written Agreement. Document signed by all parties involved in a thesis research project (Ph.D. student, tutor, advisor/s, and Academic Committee) stating their roles and specific conditions pertaining to confidentiality agreements, copyright or use and distribution of research outcomes, where applicable, as well as conflict resolution procedures.

      Thesis public review. Procedure required to allow the academic community to review the student's thesis and issue comments and observations prior to the defense. The thesis is usually deposited at the university's intranet.

      Thesis defense. Academic event open to the public in which Ph.D. candidates defend their research work before a committee of experts in their field. The defense is followed by a question and answer session led by the defense committee in order for it to give their assessment.

      Defense committee. Committee consisting of three experts with proven track records of research in the field of the thesis, most of which must be based outside uc3m. The committee gives their assessment of the thesis and awards the cum laude distinction and the Outstanding Thesis Award candidacy, where applicable.

    • Itinerary
      Itinerario Estudiante de Doctorado
    • Regulations
    • Quality


      Implementation Year: 2013-2014


      The Academic Committee of the Ph.D. complies with the SGIC-UC3M. It is responsible for the quality analysis of the program and produces the Degree Reports ("Memoria Académica de Titulación").


      • Ph.D. degree's indicators



    Bienvenida Universidad Carlos III de Madrid

    Doctoral School Office | Getafe Campus

    Carmen Martín Gaite Building, Office 18.0.A15
    C/ Madrid, 135
    28903 Getafe (Madrid)