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CS III.1   T. Jorgensen
 

CS III.1 T. Jorgensen

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    CS III.1   T. Jorgensen CS III.1 T. Jorgensen Presentation Transcript

    • The CODOC Project: Three Trends in Doctoral Education Dr Thomas Ekman Jørgensen IAU 14th General Conferenc Higher Education and the Global Agenda: Alternative Paths to the Future 30 November 2012
    • EUA Council for Doctoral Education – a response to the changesEUA – European Council for DoctoralUniversity Association Education (CDE)850 universities and a membership servicerectors’ conferences in focused on doctoral47 countries educationDeveloping evidence- Development of doctoralbased policies schoolsAdvocating these Doctorate-specific policypolicies developmentPromoting development 215 members in 33of universities as countries (from Faro toinstitutions Tomsk) …2…
    • New trendsTechnological possibilities Revolution in gathering and sharing data Ease of communication (email, Skype, teleconferences) Ease of physical mobilityLarge investment in research and development inemerging economies China, India and Brazil are prominent Large increases in doctoral education – Brazil 100 % increase 2000-2009, China 400 % (!) 1998-2008Beginnings of a more multipolar researchlandscape? …3…
    • The CODOC ProjectFunded by Erasmus Mundus (Action 3) 2010-2012Looking at doctoral education in East Asia,Southern Africa, Latin America and EuropePromoting collaborationsCapacity buildingThe Global Research Community …4…
    • The CODOC ConsortiumEuropean University Association ASEAN University Network (AUN) Southern African Regional UniversitiesAssociation (SARUA) Inter-American Organization for HigherEducation (OUI) Observatory on EU-Latin America Relations(OBREAL) University of Bonn, Center for DevelopmentResearch (ZEF) Karolinska Institutet …5…
    • The CODOC surveyA heuristic tool – not a mapping exerciseMany questions (55 plus sub-questions)Qualitative input from workshops Bangkok: Strategic Collaboration Johannesburg: Leadership and Knowledge Societies/Capacity Building Sao Paulo: The value of the PhD …6…
    • Survey sample …7…
    • OutcomesThe final reportThree major points ofconvergence: Discourse Growth Collaboration …8…
    • Convergence I - DiscourseThe language of the knowledge society hasbecome global Challenges are to be met with new knowledge and innovation CODOC survey responses: “[Doctoral education] is key. It is the basis of innovative and research interventions in society’s problems” (South Africa) “Doctoral education is very important since it is the driving force towards societal and economic development. Additionally, societal and economic development require knowledge societies that are based on high skilled human resources” (Malaysia) ”Extremely important in the current world of global knowledge society, where the complexities of world and local problems require people with high level education to solve them” (Tanzania) …9…
    • Discourse IICompare to language of policy makers: ”Smart growth means strengthening knowledge and innovation as drivers of our future growth” (Europe 2020) “establishing ... a society that is innovative and forward-looking, one that is ... a contributor to the scientific and technological civilisation of the future” (Malaysia Vision 2020) Ambitious goals • Zimbabwe: Every lecturer should have a PhD by 2015 • Malaysia: 60,000 PhD holders by 2023 • EU – 1 mio. New research jobs by 2020 …10…
    • Convergence II - GrowthWe have seen remarkable growth over the lastdecade Growth in doctorates awarded in the EU, USA and Latin America 2004=100 150 140 130 European Union (27 countries) 120 United States 110 Latin America 100 90 2004 2005 2006 2007 2008 2009 2010 …11…
    • Growth III: The big story – upgrading staff: % of research and teaching staff with a PhD average % 60 50 40 30 20 10 28 33 41 42 49 62 28 31 40 0 Africa Asia Latin AmericaSource: CODOC 5 years ago Currently in 3 years timeSurvey …12…
    • Growth IV: Do the numbers add up?No Do you manage to recruit and retain sufficient doctorate holders for your ownAlready now, 1 in 4 institution?has problems (more Noin Africa and Latin 24%America)Completion rates donot rise as fast as Yes 76%the intakeGrowth emphasisesthe need forcapacity …13…
    • Convergence III - CollaborationsCollaborations were emphasised in the regional reports, inthe survey and in the workshops How important is doctoral education in relation to internationalisation at your institution? 100% 90% 80% 70% Very important 60% Rather important 50% 40% Rather unimportant 30% 20% 10% 0% Africa Asia Latin America …14…
    • Collaborations IIMany institutions gave high priority to globalpartners Global partners Do not know 4 Very important 53 Rather important 18 Rather unimportant 5 Not important 2 0 10 20 30 40 50 60 n=82 …15…
    • Collaborations IIIA few distinct models are used: …16…
    • Collaborations IVDifferent motivations from different institutions Common prestige amplified through joint programmes Strategic presence Capacity building Pooling of resources Access to natural laboratories (seismic activity, specific populations) …17…
    • SummaryThere are clear areas of global convergence indoctoral educationRetention problems are persistent, and could beworseCollaborations with capacity-building agenda ispart of the solution Requiring institutional strategic vision and coherent supportConvergence could be a step towards aricher, multipolar research community! …18…
    • Thank you very much for your attention! …19…