1 The role of the doctorate in professional careers First interdisciplinary conference on doctoral studies Call for proposals Nowadays, doctoral programmes not only prepare researchers to make contribution to research but also to provide them with the advanced research skills necessary in professional sectors beyond frontier research and education (Technopolis 2007; Bogle, 2010). Beyond scientific knowledge and technical skills, the doctoral training is also considered as a means to develop transferable skills fulfilling the needs of research institutions and companies, including in non-research activities (Cryer, 1998; Technopolis 2007; Borrel-Damian 2009; Mowbray and Halse 2010; Durette et al. 2014).The doctoral experience is also acknowledged both as a professional and as a personal experience (Mowbray and Halse 2010; Fisher 2013) and even regarded as a rite of passage from an anthropologist point of view (Gérard 2014). Nevertheless, the outcome of the doctoral training in a career is likely to be influenced by many factors such as the field of research (De Grande 2010; Garner et al. 2007; Borrel-Damian 2009; Durette et al. 2014), the country where the doctoral training takes place (Kehm 2006), the initial professional project of the doctoral researcher (VITAE 2012), the education prior to the doctorate (Durette et al. 2014), the funding mechanisms or whether it take place as initial training or as lifelong learning (Adoc Talent Management 2013, 2014). The aim of this colloquium is to provide insights on the actual role and added value of the doctoral training in the broader context of a professional career path. To answer this question, we propose three different topics 1) Why and how doing a PhD? There are multiple reasons and means to enter a doctoral program: as an initial training after a Master or through lifelong learning after a significant professional experience, in academics or in collaboration between industry and academia or even completed with another employment. The majority of doctoral candidates in France started their PhD immediately after their Master s degree and are funded through dedicated wages to complete their doctoral project (Technopolis 2007; Adoc Talent Management 2014). Furthermore, most of them are heading towards an academic position (Cereq 2010, Neumann & Tan 2010, Eurodoc 2010). Nevertheless, this should not overshadow other possible means and goals to enter a doctoral training program including entering the private sector as a researcher, or working outside the Higher Education or Research and Development sectors (Cereq, 2010, Eurodoc 2010, Adoc Talent Management 2013, 2014). What are the possible relationships between the reason why entering a doctoral training and the means to do it? Does doctoral education allows different career strategies? These are the main questions we want to explore in this topic. Communications coming under this section will address the different reasons and means to enter a doctoral program and their implication on the doctoral training experience and career choices.
2 2) Doctoral education, doctoral training, two faces of a unique experience Several studies have investigated the competencies that can be developed through doctoral experience (Cryer 1997; Mowbray and Halse 2010; Adoc Talent Management 2013, 2014; Durette et al. 2014). More specifically, Durette et al. (2014) proposed a distinction between competencies that can be developed through courses (such as scientific knowledges) and competencies that are more likely to be developed through professional experience (such as critical thinking, team work, etc.). Indeed, the doctoral experience is both an education and a training and enables developing both types of competencies. Nevertheless, several studies in France showed that many employers still consider PhDs merely as expert trained to work as researchers and lacking the necessary competencies to occupy other positions (Fixari et Pallez, 2005; Olivier et al., 2007; Angelier et al., 2009; Grivillier et al. 2010; Baby, 2010). Communications coming under this section will address this twofold nature of the doctoral experience and its implications. 3) Career paths of doctorate holders Right after their defense, 72% of the doctorate holders in France wish to enter an academic research career (Calmand & Giret, 2010). Nevertheless, five years after graduation, only 52% of them actually followed this path, 25% work as researchers in the private sectors and 23% work outside the HE or research sector (Calmand & Recotillet, 2013, p6). Similarly in the international literature, it is usually considered that half of doctorate holders work as researchers in the academic sector. (Neumann & Tan, 2011; Auriol et al. 2013). More specifically in France, Calmand & Giret (2010, p22) identified nine types of young researchers career paths (up to three years after graduation): 1) «Rapid access to a permanent position in academia 2) Keeping up in temporary positions 3) Rapid access to a permanent position outside research 4) Keeping away from the employment market 5) Deferred access to an academic position 6) Rapid access to a permanent position in the private R&D sector 7) Deferred access to a permanent position outside research 8) Keeping up lacking job security 9) Deferred access to a permanent position in the private R&D sector» Other types of career path have been identified, such as a reorientation later in the career to positions outside research or to positions where a doctoral degree is not required (Bonnard 2012). Communications coming under this section will address the different career paths of doctorate holders with an emphasis on possible unexpected developments during the career in relationship with their possible triggers.
3 This call for proposals is opened to: Doctoral candidate and doctorate holders conducting reflexive research on Higher Education and Research practices in doctoral education as well as to researchers conducting studies on the doctoral experience, be it considered as a research training or as a professional experience. People engaged in the improvement of doctoral candidate s working conditions and promotion of their research in any field of research. References Adoc Talent Management (2014) La poursuite de carrière des docteurs récemment diplômés, 2 nd édition. Paris : Adoc Talent Management. Adoc Talent Management (2013) La poursuite de carrière des docteurs récemment diplômés. Paris : Adoc Talent Management. Angelier, C., Biausser, H., Lehmann, J-C, Randet, D. (2009) L emploi des docteurs et l évolution du doctorat. Tiré à part de l ouvrage «Futuris, 2009, la recherche et l innovation en France», Jacques Lesourne et Denis Randet (Dir.), Editions Odile Jacob. Auriol, L., M. Misu and R. A. Freeman (2013), Careers of Doctorate Holders: Analysis of Labour Market and Mobility Indicators, OECD Science, Technology and Industry Working Papers, 2013/04, OECD Publishing. Baby, M-C. (2010) Internationalisation de la formation doctorale et employabilité des docteurs. Dossier pour le conseil d orientation du 15 mars Bogle, D., M. Dron, J. Eggermont and J. Willem van Henten. (2010). Doctoral degrees beyond 2010: Training talented researchers for society. League of European Research Universities. Bonnard, C. (2012) Jeunes diplômés en sciences : les déterminants de l accès à la recherche développement privée. Formation emploi 117. Borrell-Damian, L. (2009). Collaborative doctoral education. Brussels: European University Association. Calmand, J. et Giret, J.F. (2010) L insertion des docteurs, enquête génération 2004, interrogation Net.doc 64. Calmand, J. et Recotillet, I. (2013) L insertion des docteurs, interrogation en 2012 des docteurs diplômés en Net.doc. 115 Cryer, P. (1998). Transferable skills, marketability and lifelong learning: the particular case of postgraduate research students. Studies in Higher Education, 23:2 De Grande H., K. De Boyser, K. Vandevelde, R. Van Rossem (2010). Transitions from academia to industry: how do doctorate holders fit in? M&SS working paper n 8. https://biblio.ugent.be/publication/ Durette, B. Fournier, M., Lafon, M. (2012) Compétences et employabilité des docteurs, rapport d enquête. Paris : Adoc Talent Management
4 Durette B., Fournier M., Lafon M. (2014) The core competencies of PhDs. Studies in Higher Education, sous presse. Emploi 2013, La poursuite de carrière des docteurs récemment diplômés. Paris : Adoc Talent Management. Eurodoc (2011) The first Eurodoc survey on doctoral candidate in twelve countries. Publication of the European Council of Doctoral Candidates and Junior Researchers. Brussels : Eurodoc. Fischer, S. (2013) La formation doctorale entre indépendance et autonomie : quelle autoformation pour les jeunes chercheurs-es?, Congrès de l'aref, Montpellier, France, août Fixari, D et Pallez, F. (2005) Propositions pour favoriser l emploi des docteurs. Résultats du groupe de travail Futuris. Gardner S.K., M.T. Hayes, X.N. Neider (2007) The dispositions and skills of a PhD in education: perspectives of faculty and graduate students in one college of education. Innov. High. Educ., 31 : Gérard, L. (2014) Le doctorat: un rite de passage" Paris : Edition Téradédre Grivillers, E. Lesenne, S., Romo, M. (2010) La place des diplômés d un doctorat dans les entreprises et les organismes non marchands. Rapport d étude. Kehm, B.M Doctoral education in Europe and North America: a comparative analysis. Wenner Gren International Series, 83, Neumann, R. And K. Tan From PhD to initial employment: the doctorate in a knowledge economy. Studies in Higher Education, 36(5), Mowbray, S. And C. Halse The purpose of the PhD: theorising the skills acquired by students. Higher Education Research and Development, 29(6), Olivier, F., Cadiou, Y.; Larrue, P., Zapaucha, E., Dahan A. (2007) Compétences professionnelles des doctorants et des docteurs. Etude commandée par la DEPP pour le HCEEE VITAE (2009) What do researchers do? First destinations of doctoral graduates by subject. The Careers Research and Advisory Centre (CRAC) Limited VITAE (2012) What do researchers want to do? The career intentions of doctoral researchers. The Careers Research and Advisory Centre (CRAC) Limited
5 Practical information: Communications will be 20 min talk + 10 min questions Propositions shall be sent to the scientific commitee before the 21 st of November 2014 by at Every proposition will be submitted as a 300 word abstract going along with related references in.doc or.pdf format. Submissions should include the full name and surname of the participant as well as his/her affiliations. Propositions will be evaluated against the following criteria: - Relevance to the topic of the conference; - Conceptual framework and formalization of the problem; - Methodology; - Outcomes (results and perspectives). The final decision of the scientific commitee will be notified to the participants through by the 1 st of december Abstracts will be published on the conference website : Scientific Committee : - David Bogle, Chair of the LERU Doctoral Studies Community - Lidia Borrell-Damian, Director Research and Innovation EUA - Claire Bonnard, Maître de conférences - IREDU Université de Bourgogne - Jean Chambaz, Président de l'université Pierre et Marie Curie - Jean-François Giret, Professeur - IREDU - Université de Bourgogne - Isabel Huet, PhD, Centre for Higher Education Research and Practice - Kingston University London - Monique Martinez Thomas, Professeur, Directrice de l'ecole des docteurs, Collège doctoral de l'université de Toulouse - LLA/CREATIS Université de Toulouse II - Janet Metcalfe, Phd, Head and Chair of Vitae - Jean Gabin Ntebutse, Professeur adjoint - CERTA - Université de Sherbrooke (Québec)
Thematic issue on Higher Education Higher Education and VETand VET The vocational baccalaureate: a gateway to higher education? Pr. Bénédicte Gendron University Professor, University of Montpellier III,
LA RELÈVE: SUCCESSION IN QUEBEC S COMMUNITY SECTOR AN ISSUE THAT CONCERNS US ALL Institute for Nonprofit Studies 4200 Adam Montreal, Quebec H1V 1S9 Telephone: (514) 259-7714 Toll free 1 866 259-7714 Fax:
Doctoral Degree Programs in Special Education University of Florida College of Education School of Special Education, School Psychology, & Early Childhood Studies P.O. Box 117050 / 1403 Norman Hall Gainesville,
7 Doctoral education in Europe and North America: a comparative analysis Barbara M. Kehm 1 International Centre for Higher Education Research (INCHER-Kassel), University of Kassel, Monchebergstrasse 17,
Doctoral degree characteristics September 2011 The Quality Assurance Agency for Higher Education 2011 ISBN 978 1 84979 372 8 All QAA's publications are available on our website www.qaa.ac.uk Registered
Dossier A s s o c i a t i o n f o r I n t e r n a t i o n a l a n d C o m p a r a t i v e S t u d i e s i n L a b o u r L a w a n d I n d u s t r i a l R e l a t i o n s In collaboration with the Marco
ThemaT ic issue on h igher e ducat ion and Ve T Accreditation of prior experiential learning and the development of higher education emmanuel Triby Professor of Education Science at University Louis Pasteur
International comparisons in postgraduate education: quality, access and employment outcomes Report to HEFCE by Gillian Clarke and Ingrid Lunt, University of Oxford September 2014 HEFCE 2014 1 Table of
School of Management Distance Learning Courses in Management and Human Resources www.le.ac.uk/management 2 UNIVERSITY OF LEICESTER SCHOOL OF MANAGEMENT 3 Why Study at the School of Management 4 Distance
Barbara M. Kehm Developing Doctoral Degrees and Qualifications in Europe. Good Practice and Issues of Concern* Barbara M. Kehm Main challenges, needs and trends in the field of doctoral studies in Europe
Review of the Initial Teacher Education Infrastructure in Northern Ireland Overview of International Trends in Teacher Education Contents 1. Executive Summary 3 2. Introduction 4 3. Current International
INSTITUTO SUPERIOR DE CIENCIAS DA SAUDE NORTE (ISCS-N) EVALUATION REPORT April 2010 Team: Henrik Toft Jensen, chair Gintautas Bražiūnas Thomas Ziehmer Anne-Marie De Jonghe, team coordinator Institutional
Science System Assessment Societal Impact Analysis Next Generation Infrastructures Final Report Stefan de Jong, Laurens Hessels & Barend van der Meulen Societal Impact Analysis Next Generation Infrastructures
http://conference.ifla.org/ifla78 Date submitted: 2 July 202 Form@doct: Designing innovative online tutorials for PhD students in France Marie-Laure Malingre URFIST de Bretagne et Pays de la Loire [Regional
Perspectives on Higher Education and the labour market Review of international policy developments IHEM/ CHEPS Thematic report Egbert de Weert C11EW158 December 2011 Table of Contents 1 Introduction...
Science and Technology Science and Technology Science and Technology Science and Technology Science and Technology Science and Technology Science and Technology Science and Technology Science and Technology
North Carolina State University Higher Education Administration Program DEPARTMENT OF LEADERSHIP, POLICY AND ADULT AND HIGHER EDUCATION A Guide for Graduate Students 2013 2014 1 Table of Contents Welcome
MASTER S DEGREE IN INTERNATIONAL BUSINESS SYLLABUS 2015-2016 Institut d Administration des Entreprises (IAE) University of Montpellier Place Eugène Bataillon 34095 MONTPELLIER CEDEX 5 Tél : 04 67 14 46
w w w. e fm d. o r g /e qu is EFMD Quality Improvement System The EFMD Accreditation for International Business Schools EQUIS STANDARDS & CRITERIA ! EFMD QUALITY IMPROVEMENT SYSTEM EQUIS STANDARDS & CRITERIA
EXECUTIVE SUMMARY The State of Higher Education 2014 This publication contains new work from the OECD Higher Education Programme and the Directorate for Science, Technology and Innovation. The main chapters
crafting international strategies October 23 rd and 24 th, Barcelona (E) a project of in collaboration with media partners 2 table of contents table of contents... 2 our target: who finds SAM useful?...
DETAILED WORK PROGRAMME ON THE FOLLOW-UP OF THE OBJECTIVES OF EDUCATION AND TRAINING SYSTEMS IN EUROPE 1 TABLE OF CONTTS EXECUTIVE SUMMARY page 4 1 Introduction page 6 2 Education and training, a key priority
Tuning Educational Structures in Europe Reference Points for the Design and Delivery of Degree Programmes in Nursing Life Long Learning Reference Points for the Design and Delivery of Degree Programmes