Doctoral programmes in Europe Bologna Promoters’ Presentation Material (to be adapted as needed)
<ul><li>The c hanging nature of doctoral education </li></ul><ul><li>Doctoral training in the EU context </li></ul><ul><li...
<ul><li>Changes in doctoral education reflect: </li></ul><ul><ul><li>the changing needs of the global labour market </li><...
<ul><li>2003 Berlin ministerial Communiqué defines Doctoral Programmes as the third cycle in the “Bologna study programme ...
<ul><li>The core component of doctoral training is the advancement of knowledge through original research; </li></ul><ul><...
<ul><li>Organisation and structures: </li></ul><ul><li>Need for stronger institutional involvement in the organisation of ...
<ul><li>Access and admission: </li></ul><ul><li>Importance of flexibility in admission procedures in relation to instituti...
<ul><li>Supervision : </li></ul><ul><li>Arrangements based on a contract between PhD candidate, supervisor and institution...
<ul><li>Research careers: </li></ul><ul><li>Universities & public authorities share a collective responsibility for promot...
<ul><li>Internationalisation and mobiliy: </li></ul><ul><li>Universities are encouraged to enhance their efforts to suppor...
<ul><li>A range of innovative doctoral programmes are emerging  as a response to the changes of a fast-growing global labo...
<ul><li>European Researcher’s Mobility Portal:  http://ec.europa.eu/eracareers/index_en.cfm </li></ul><ul><li>European Com...
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5.Doctoral Programmes

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5.Doctoral Programmes

  1. 1. Doctoral programmes in Europe Bologna Promoters’ Presentation Material (to be adapted as needed)
  2. 2. <ul><li>The c hanging nature of doctoral education </li></ul><ul><li>Doctoral training in the EU context </li></ul><ul><li>The Salzburg Principles </li></ul><ul><li>Key issues from EUA projects on doctoral programmes </li></ul><ul><li>New doctoral programmes in Europe? </li></ul>Content of the Presentation 3
  3. 3. <ul><li>Changes in doctoral education reflect: </li></ul><ul><ul><li>the changing needs of the global labour market </li></ul></ul><ul><ul><li>the policy objectives of the Bologna Process and Lisbon Agenda with it ambitious goal of 700.000 researchers and 3% GDP investment </li></ul></ul><ul><li>Trends include: </li></ul><ul><ul><li>Move to structured PhD programmes and schools </li></ul></ul><ul><ul><li>PhD candidate = young researcher (professional, not student) </li></ul></ul><ul><ul><li>Growing diversity of doctoral qualifications </li></ul></ul><ul><ul><li>Doctoral training of today = original research and training of transferable skills </li></ul></ul>The c hanging nature of doctoral education 3
  4. 4. <ul><li>2003 Berlin ministerial Communiqué defines Doctoral Programmes as the third cycle in the “Bologna study programme and degree stucture” </li></ul><ul><li>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 </li></ul><ul><li>2005 Bergen ministerial meeting approves the Salzburg Principles </li></ul><ul><li>2005: European Commission adopts the European Charter for Researchers & Code of Conduct for the Recruitment of Researchers </li></ul>Doctoral training in the EU context 3
  5. 5. <ul><li>The core component of doctoral training is the advancement of knowledge through original research; </li></ul><ul><li>Doctoral programmes and doctoral training should be embedded in institutional strategies and policies; </li></ul><ul><li>The importance of diversity </li></ul><ul><li>Doctoral candidates as early stage researchers </li></ul><ul><li>The crucial role of supervision and assessment </li></ul><ul><li>The need to Achieve critical mass </li></ul><ul><li>Appropriate duration </li></ul><ul><li>The promotion of innovative structures </li></ul><ul><li>The importance of increasing mobility </li></ul><ul><li>The need to Ensure appropriate and sustainable funding </li></ul>The Salzburg Principles 3
  6. 6. <ul><li>Organisation and structures: </li></ul><ul><li>Need for stronger institutional involvement in the organisation of doctoral programmes </li></ul><ul><li>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) </li></ul><ul><li>shift from individual-based to structured programmes. Trend towards a mix of different organisational type (individual-based, structured programmes, doctoral schools) </li></ul>Key issues from EUA projects on doctoral programmes 3
  7. 7. <ul><li>Access and admission: </li></ul><ul><li>Importance of flexibility in admission procedures in relation to institutional autonomy </li></ul><ul><li>The Master’s degree remains the main but not the only entry point to doctoral training </li></ul><ul><li>Greater attention has to be paid to the social dimension (equality of access to the third cycle) </li></ul>Key issues from EUA projects on doctoral programmes 3
  8. 8. <ul><li>Supervision : </li></ul><ul><li>Arrangements based on a contract between PhD candidate, supervisor and institution with rights and responsibilities = good practice in many HEIs </li></ul><ul><li>Multiple supervision encouraged </li></ul><ul><li>Supervision should be recognised as a part of workload </li></ul><ul><li>Increased need for professional skills development for supervisors (training of supervisors) </li></ul><ul><li>Transferable skills development: </li></ul><ul><li>Transferable skills training should be an integral part of the first, second and third cycles </li></ul><ul><li>Adequate funding of transferable skills training is crucial </li></ul>Key issues from EUA projects on doctoral programmes 3
  9. 9. <ul><li>Research careers: </li></ul><ul><li>Universities & public authorities share a collective responsibility for promoting attractive research careers for doctoral and postdoctoral researchers </li></ul><ul><li>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) </li></ul><ul><li>Whatever the status is, it is crucial that the candidate is given all commensurate rights (healthcare, pension, social security) </li></ul>Key issues from EUA projects on doctoral programmes 3
  10. 10. <ul><li>Internationalisation and mobiliy: </li></ul><ul><li>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.) </li></ul><ul><li>Mobility has to be recognised as an added value for career development of early stage researchers. </li></ul>Key issues from EUA projects on doctoral programmes 3
  11. 11. <ul><li>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.) </li></ul><ul><li>Diversity of doctoral programmes reflects diversity of European HEIs that have autonomy to develop their missions and priorities </li></ul><ul><li>Consensus: original research has to remain the main component of all doctorates </li></ul><ul><li>Further debate on new doctorates as well as new vision of the doctorate is needed </li></ul>New doctoral programmes in Europe? 3
  12. 12. <ul><li>European Researcher’s Mobility Portal: http://ec.europa.eu/eracareers/index_en.cfm </li></ul><ul><li>European Commission’s website: http://ec.europa.eu/index_en.htm </li></ul><ul><li>Website of the European University Association (EUA): www.eua.be </li></ul>Web resources 3

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