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Webinar:
The landscape of doctoral
education in Europe
26 February 2019
Dr Alexander Hasgall
Head of EUA Council for Doctoral Education
The landscape of doctoral education in Europe
Follow us on:
3
Organisation of
doctoral education
4
• Only about 10% of institution don`t have some structural oversight on doctoral education
• Institution-wide doctoral school and doctoral programmes exist in parallel
• About 25% percent of institutions are embedded within an inter-institutional unit
Most European Universities have doctoral schools and/or
doctoral programmes
5
Key aspects of doctoral education are regulated
6
The decision making lies mostly in the faculties, but supervisor
play also an important role
• The decision making lies majoritarily in the hand of the institutional sub-units (faculty etc.)
• The decision making power of the supervisor differs widely between the institutions, but is usually shared with
the institutional sub-unit
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7
Common goal:
Research
Excellence in
Doctoral Education
8
Doctoral candidates mostly focus on their research
• Doctoral candidates focus on scientific/academic research
• They also spend time on gaining additional competencies
9
Doctoral candidates are considered ready for a wide array of
careers
• Doctoral candidates are considered future researchers inside and outside of academia
• The doctorate also leads to other positions in the knowledge society
• Doctoral education is not primarly considered as the preparation for future roles as managers
10
• The high standard deviation show us that there are significant differences between the European countries
• There are multiple reasons not to graduate within six years: Part-time doctorate, intersectoral mobility, ...
• In the last 10 years the completion rate has increased
Completion rate differ widely between European countries
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11
Supervision
12
Rules and Guidelines are installed to secure the relation between
institution, supervisor and doctoral candidate and making it transparent
• Regulations are installed to prevent potential conflicts and dealing with them when they happen
• About half the institutions do not offer specific training for most of their supervisor
• Supervisor trainings are mostly volontarily
13
Institutions have established conflict-solving mechanisms
• The role of conflict prevention and solution can also be seen in the importance of complaints- and appeals procedures
• In the majory of institutions, doctoral candidates influence the developement of policies and procedures
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14
Future
priorities
Funding, research ethics and internationalisation are the two key
topic for Universities in doctoral education
15
• Funding is the most relevant topic – reflecting the need of doctoral schools to meet increasing demands
• Both topics related to specificities of doctoral education as general research policy issues of Universities are
strategic priorities of Universities nowadays
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Thank you for your attention
Dr Alexander Hasgall
Head of EUA Council for Doctoral Education
alexander.hasgall@eua.eu
www.eua-cde.org
16

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The landscape of doctoral education in Europe

  • 1. Webinar: The landscape of doctoral education in Europe 26 February 2019 Dr Alexander Hasgall Head of EUA Council for Doctoral Education
  • 3. Follow us on: 3 Organisation of doctoral education
  • 4. 4 • Only about 10% of institution don`t have some structural oversight on doctoral education • Institution-wide doctoral school and doctoral programmes exist in parallel • About 25% percent of institutions are embedded within an inter-institutional unit Most European Universities have doctoral schools and/or doctoral programmes
  • 5. 5 Key aspects of doctoral education are regulated
  • 6. 6 The decision making lies mostly in the faculties, but supervisor play also an important role • The decision making lies majoritarily in the hand of the institutional sub-units (faculty etc.) • The decision making power of the supervisor differs widely between the institutions, but is usually shared with the institutional sub-unit
  • 7. Follow us on: 7 Common goal: Research Excellence in Doctoral Education
  • 8. 8 Doctoral candidates mostly focus on their research • Doctoral candidates focus on scientific/academic research • They also spend time on gaining additional competencies
  • 9. 9 Doctoral candidates are considered ready for a wide array of careers • Doctoral candidates are considered future researchers inside and outside of academia • The doctorate also leads to other positions in the knowledge society • Doctoral education is not primarly considered as the preparation for future roles as managers
  • 10. 10 • The high standard deviation show us that there are significant differences between the European countries • There are multiple reasons not to graduate within six years: Part-time doctorate, intersectoral mobility, ... • In the last 10 years the completion rate has increased Completion rate differ widely between European countries
  • 12. 12 Rules and Guidelines are installed to secure the relation between institution, supervisor and doctoral candidate and making it transparent • Regulations are installed to prevent potential conflicts and dealing with them when they happen • About half the institutions do not offer specific training for most of their supervisor • Supervisor trainings are mostly volontarily
  • 13. 13 Institutions have established conflict-solving mechanisms • The role of conflict prevention and solution can also be seen in the importance of complaints- and appeals procedures • In the majory of institutions, doctoral candidates influence the developement of policies and procedures
  • 15. Funding, research ethics and internationalisation are the two key topic for Universities in doctoral education 15 • Funding is the most relevant topic – reflecting the need of doctoral schools to meet increasing demands • Both topics related to specificities of doctoral education as general research policy issues of Universities are strategic priorities of Universities nowadays
  • 16. Follow us on: Thank you for your attention Dr Alexander Hasgall Head of EUA Council for Doctoral Education alexander.hasgall@eua.eu www.eua-cde.org 16