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Evolution of Doctoral Education in Europe (2005-2017)
Melita Kovacevic University of Zagreb Former Chair of Steering Committee, EUA Council of Doctoral Education European Expert on HE Draft Agenda HERE National Seminar on „Importance of PhD Studies” Durres, October 18, 2017
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Topics What has been done – look in the past, 12 years of doctoral education in Europe Where are we today? What is the present status of doctoral education/schools
Look in the future – challenges in front of us
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Europe’s universities have come a long way in creating institutional support for doctoral education, but there are still many challenges within institutions to achieving the full potential of the Salzburg Principles and Recommendations.
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What has been done?
A lot! On a structural level Relevant documents, common policies
Establishing a framework for doctoral education
Establishment of doctoral schools
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2005 2010 2016
Milestones
Salzburg Principles
Salzburg II, Recommendations
Salzburg III, Taking Salzburg Forward
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The rise of the doctoral school
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
2006 (TRENDS V) 2009 (TRENDS 2010) 2011 (ARDE) 2013 (ERA Survey)
Universities with doctoral schools
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Doctoral Schools
…7…
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Programme level Faculty level One for the whole institution
Inter-institutional doc. schools betweens several
universities
Other (e.g. departmental level, non-university research institutions)
Source: ERA Survey 2013 EUA European Research Area Survey 2013
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Procedures (internal QA) universally implemented
…8…
95% 90% 90% 93%
5% 10% 9% 7%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Admission Progress monitoring Supervision Thesis assessment
No
Yes
Source: ERA Survey 2013 EUA European Research Area Survey 2013
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Key issues for the doctoral education process
• In entry phase - recruitment of doctoral candidates
• Establishing clear relationships with a supervisor
• Properly defining the research question
• Developing the doctoral trajectory
• Ensuring peer group support in micro- environment
• Sharing experiences
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Universities have responded
• Since 2005, we have seen a ’quiet revolution’ in doctoral education – Professional management: The Rise of the doctoral
school • 30 % of universities had a doctoral school in 2007 • 65 % in 2009* • 85 % in 2012
• Reform of doctoral programmes – Interdisciplinarity – Transferable skills – Mobility components
*TRENDS V, TRENDS 2010
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Salzburg Principles
1. The core component of doctoral training is the advancement of knowledge through original research.
2. Embedding in institutional strategies and policies
3. The importance of diversity
4. Doctoral candidates as early stage researchers
5. The crucial role of supervision and assesment
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Salzburg Principles
6. Achieving critical mass
7. Duration
8. The promotion of innovative structures
9. Increasing mobility
10. Ensuring appropriate funding
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Principles for Innovative Doctoral Training
1. Research Excellence
2. Attractive Institutional Environment
3. Interdisciplinary Research Options
4. Exposure to industry and other relevant
employment sectors
5. International networking
6. Transferable skills training
7. Quality Assurance
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Supervision as a core of doctoral process • doctoral student / supervisor / institution • different roles and different responsibilities • moving away from 1 to 1 relationship • new demands on a supervisor (and a doctoral
student)
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However, it has never been so much shared experiences
communication among universities
networking on different levels
learning from each other
passion to contribute to doctoral education community
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Where are we today?
Questions we might ask ourselves: Did we do enough?
Are doctoral education/schools fit for purpose?
Do established structures facilitate a good quality doctoral education? Are the established structures ready to meet new challenges, a new research era? or…
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Globalisation
- it affects all human activities and processes
- demand for more research and research practices to address them
- need to promote a future development of a knowledge-based society, both in developed and developing countries
an increased strategic role for universities
(EU, EUA, WB, OECD…)
Internationalisation of DrEd
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Internationalisation
(Salzburg II Recommendations, 2010)
...a tool in increasing the quality in doctoral education and in developing institutional research capacity
Internationalisation of DrEd
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Clues for success:
need to develop a critical mass and diversity of research
European universities implement different
strategies
focused research engaging in collaborating
strategies research networks
and regional clusters
Internationalisation: Internationalisation of DrEd
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Local needs and global challenges
Geographical | International | Intersectoral collaboration
must be driven by research project
Internationalisation of DrEd
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The principles for international doctoral education are: 1. Universities must provide access to good research environments with appropriate supervision and resources. 2. Universities must be engaged in international activities at the institutional level, through the work of both supervisors and doctoral candidates. 3. Universities must have sufficient institutional structures to manage, administer and develop the internationalisation of doctoral education. 4. Universities must facilitate mobility for both doctoral candidates and staff.
Internationalisation of DrEd
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doctoral education is a global issue the needs of local education and research
towards solving global problems
global research community co-operation competition brain – circulation spreading research mentality to be flexible to be creative to be autonomous
Internationalisation of DrEd
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Where are we today?
Do we have enough doctoral candidates? YES/NO or Do we have to many doctoral candidates? YES/NO
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Convergence - Growth
• We have seen remarkable growth over the last decade
…24…
90
100
110
120
130
140
150
2004 2005 2006 2007 2008 2009 2010
Growth in doctorates awarded in the EU, USA and Latin America 2004=100
European Union (27 countries)
United States
Latin America
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Where are we today?
Present context Institutional structures are developed Building research capacity is in the focus Nurturing talent is an aim Creating space for dialogue
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Challenges
Research will be very different for new generations
Doctoral candidates will work very differently from the supervisors, and there will be
different challenges
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Challenges
New challenges Ethics and Research Integrity Digital Challenge Globalisation Engaging With Other Stakeholders Taking Salzburg Forward
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Challenges
More challenges in Europe (and globally) Continuous new demands on universities and researchers HE institutions will go through further diversification process High pressure for more doctoral education To manage good quality doctoral education accross Europe Demographic changes …
Doctoral schools need to provide flexible and sustainable framework for good quality doctoral education
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New demands on universities and researchers
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Salzburg III
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Thank you
The result of a good doctoral education is not a good doctoral thesis
but good new doctor.