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5.Doctoral Programmes
 

5.Doctoral Programmes

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    5.Doctoral Programmes 5.Doctoral Programmes Presentation Transcript

    • Doctoral programmes in Europe Bologna Promoters’ Presentation Material (to be adapted as needed)
      • The c hanging nature of doctoral education
      • Doctoral training in the EU context
      • The Salzburg Principles
      • Key issues from EUA projects on doctoral programmes
      • New doctoral programmes in Europe?
      Content of the Presentation 3
      • Changes in doctoral education reflect:
        • the changing needs of the global labour market
        • the policy objectives of the Bologna Process and Lisbon Agenda with it ambitious goal of 700.000 researchers and 3% GDP investment
      • Trends include:
        • Move to structured PhD programmes and schools
        • PhD candidate = young researcher (professional, not student)
        • Growing diversity of doctoral qualifications
        • Doctoral training of today = original research and training of transferable skills
      The c hanging nature of doctoral education 3
      • 2003 Berlin ministerial Communiqué defines Doctoral Programmes as the third cycle in the “Bologna study programme and degree stucture”
      • Doctoral training becomes the main link between the European Higher Education and European Research Areas (EHEA and ERA), the ‘two pillars’ of the knowledge-based society
      • 2005 Bergen ministerial meeting approves the Salzburg Principles
      • 2005: European Commission adopts the European Charter for Researchers & Code of Conduct for the Recruitment of Researchers
      Doctoral training in the EU context 3
      • The core component of doctoral training is the advancement of knowledge through original research;
      • Doctoral programmes and doctoral training should be embedded in institutional strategies and policies;
      • The importance of diversity
      • Doctoral candidates as early stage researchers
      • The crucial role of supervision and assessment
      • The need to Achieve critical mass
      • Appropriate duration
      • The promotion of innovative structures
      • The importance of increasing mobility
      • The need to Ensure appropriate and sustainable funding
      The Salzburg Principles 3
      • Organisation and structures:
      • Need for stronger institutional involvement in the organisation of doctoral programmes
      • Trend towards an increased development of doctoral schools embedded in research environment and achieving a critical mass (EUA TRENDS V survey shows that 30% of institutions have established doctoral schools)
      • shift from individual-based to structured programmes. Trend towards a mix of different organisational type (individual-based, structured programmes, doctoral schools)
      Key issues from EUA projects on doctoral programmes 3
      • Access and admission:
      • Importance of flexibility in admission procedures in relation to institutional autonomy
      • The Master’s degree remains the main but not the only entry point to doctoral training
      • Greater attention has to be paid to the social dimension (equality of access to the third cycle)
      Key issues from EUA projects on doctoral programmes 3
      • Supervision :
      • Arrangements based on a contract between PhD candidate, supervisor and institution with rights and responsibilities = good practice in many HEIs
      • Multiple supervision encouraged
      • Supervision should be recognised as a part of workload
      • Increased need for professional skills development for supervisors (training of supervisors)
      • Transferable skills development:
      • Transferable skills training should be an integral part of the first, second and third cycles
      • Adequate funding of transferable skills training is crucial
      Key issues from EUA projects on doctoral programmes 3
      • Research careers:
      • Universities & public authorities share a collective responsibility for promoting attractive research careers for doctoral and postdoctoral researchers
      • Status of doctoral candidate = early stage researcher (out of 36 countries responding in survey in 24 countries status is mixed; in 9 countries candidates have status of a student, in 3 countries – status of an employee)
      • Whatever the status is, it is crucial that the candidate is given all commensurate rights (healthcare, pension, social security)
      Key issues from EUA projects on doctoral programmes 3
      • Internationalisation and mobiliy:
      • Universities are encouraged to enhance their efforts to support mobility at doctoral level as a part of their institutional strategy (joint programmes, co-tutelles, European doctorates, trans-sectoral mobility, internationalisation inside universities such as recruiting more international staff, organisation of international summer schools and conferences; using new technologies for e-learning or tele-conferences, etc.)
      • Mobility has to be recognised as an added value for career development of early stage researchers.
      Key issues from EUA projects on doctoral programmes 3
      • A range of innovative doctoral programmes are emerging as a response to the changes of a fast-growing global labour market (professional doctorates, industrial doctorates, European doctorates etc.)
      • Diversity of doctoral programmes reflects diversity of European HEIs that have autonomy to develop their missions and priorities
      • Consensus: original research has to remain the main component of all doctorates
      • Further debate on new doctorates as well as new vision of the doctorate is needed
      New doctoral programmes in Europe? 3
      • European Researcher’s Mobility Portal: http://ec.europa.eu/eracareers/index_en.cfm
      • European Commission’s website: http://ec.europa.eu/index_en.htm
      • Website of the European University Association (EUA): www.eua.be
      Web resources 3