This document discusses trends in doctoral education in Europe. It notes that doctoral training is becoming more structured with a focus on both research and developing transferable skills. Key issues discussed include organizing doctoral programmes, supervision, access and admission policies, and supporting mobility and career development for doctoral candidates. The document advocates for diversity in doctoral programmes while ensuring research remains the core component.

1. Doctoral programmes in Europe Bologna Promoters’ Presentation Material (to be adapted as needed)

2. 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

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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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