1 1 SCIENCE AND TECHNOLOGY The Regulations for the Degree of Philosophiae Doctor (PhD) at the Norwegian University of Life Sciences apply for the PhD education. The regulations concern the objectives of, responsibility for, admission to, and implementation and completion of the PhD education, including collaboration on PhD education with another degree-conferring institution. For all references in the text, these Regulations apply. STUDY PROGRAMME The PhD programme in Science and Technology at the Department of Mathematical Sciences and Technology (IMT) consists of the following programme options: Technology Natural Science Educational Sciences MAIN OBJECTIVES The PhD programme in Science and Technology shall qualify candidates for research of international standard within all the department s subject areas, where there are high demands on scientific insight and analytical thinking in accordance with recognised principles of academic and research ethics. The PhD programme is a doctoral programme that will educate independent researchers of international calibre in conjunction with national and international research communities. Candidates: Complete an education that provides deeper and broader competence based on a relevant master s degree education or similar. Carry out an independent research that will lead to a scientific thesis of high academic quality. Learn critical and analytical thinking, dissemination of knowledge, and academic collaboration, as well as the ability to communicate their subject orally and in writing. PLACE IN THE NORWEGIAN QUALIFICATIONS FRAMEWORK Level 8, philosophiae doctor (PhD) DEGREE ON COMPLETION OF THE PROGRAMME OF STUDY PhD SCOPE The scope of the work on the PhD programme of study is described in more detail in the Regulations for the Degree of Philosophiae Doctor (PhD) at NMBU and has a nominal duration of three years' full-time study. This includes required coursework of at least 30 credits and own research work. The form of funding is of basic importance; i.e. that it must be possible to complete the programme within a period of three years. The contract period may be extended by performing required duties for the department if there is funding for this. A four-year period may be essential for the attainment of sound research results, and a high-quality programme is often combined with a 25% teaching requirement.
2 2 OWNER AND CONTACT DETAILS Department of Mathematical Sciences and Technology Research education secretary/ PhD contact person: Anne-Karin Sivle Pettersen Tel.: Head of Research: Harsha Ratnaweera Tel.: COLLABORATION WITH OTHER INSTITUTIONS Provision is made for all PhD candidates to engage in national and international research collaboration. This may take several forms, often through stays at other research institutions. SOCIETAL RELEVANCE The PhD education in science and technology is highly relevant to society in light of the increased need for highly educated researchers with competence in the natural science and technology, both applied and theoretical. Specialisations in the natural and educational sciences represent areas of key importance to society, since they form the scientific basis of school and education as well as of society in general. The engineering sciences are highly relevant to society in view of the increased need for highly educated researchers in the different fields of technology and for continued development and innovation. QUALIFICATION FOR WORK AND FURTHER STUDIES The PhD programme in Science and Technology is a doctoral programme that will educate independent researchers of international calibre in collaboration with national and international research communities. The programme will qualify candidates for research work and for other work with high demands on scientific insight. The PhD programme seeks to meet the current and future needs for competence in research, development and dissemination in the research, higher education and public administration sectors as well as in the business sector. The PhD candidate will complete an education that offers deeper and broader competence based on a relevant master s degree. He/she will carry out an independent work of research that will lead to a scientific thesis of high academic quality. The PhD candidate will learn critical thinking skills, how to disseminate knowledge and academic collaboration. ADMISSION REQUIREMENTS AND FUNDING See sections 5 and 6. The PhD programme option must be specified in the application and must be selected from among the programme options listed in this document as well as from among the respective subject specialisations approved by IMT s board. LEARNING OUTCOMES KNOWLEDGE On completion of the PhD programme in Science and Technology, the new doctor is expected to: Have in-depth knowledge in the chosen subject area within science and technology. Be at the forefront of knowledge in his/her specific research area. Have in-depth knowledge about scientific theories and methods within the field. Be able to assess and analyse different theories, methods and processes in research and in development projects in the field also from an international perspective. Be able to contribute to the development of new knowledge, new theories and methods in the field.
3 3 Be able to identify new relevant ethical issues and to conduct her/his own research with scientific integrity. Be able to assess the need for, initiate and be proactive in the development of the natural sciences, technology and education sciences. Be able to manage complex interdisciplinary work tasks and projects. SKILLS On completion of the PhD programme in mathematical sciences and technology, the new doctor is expected to Be able to formulate research issues, and to plan and conduct research and academic development work of high international calibre within his/her field. Know how to use the scientific equipment, instruments and analysis tools of her/his field of specialization. Master relevant statistical methods and be able to assess the utility and limitations of different statistical methods. Have conducted original research that has led to new knowledge that can be published in international peerreviewed journals. Be able to handle complexity, create an overview, and synthesize scientific information. Be able to perform critical assessments and give constructive criticism on scientific work in his/her field. Be able to disseminate research findings both orally and in writing in academic as well as popular science forums. GENERAL COMPETENCE On completion of the PhD programme in Sciences and Technology, the doctor is expected to: Be able to conduct her/his research with professional and ethical integrity, and to identify and assess relevant environmental and ethical concerns. Be able to understand complexity in interdisciplinary tasks and projects. Be able to disseminate research and development work through recognised national and international channels and to participate in scientific debates in international forums. Be able to disseminate his/her research findings to the business sector, the authorities and public administration, as well as to the general public through the media. Have some experience in teaching students within her/his subject area or field of specialisation. Be able to place his/her own research in broader academic and societal contexts. Be able to assess the need for, initiate and if appropriate, stimulate innovation in the field. LEARNING ACTIVITIES MEANS OF ACQUIRING THE KNOWLEDGE The required coursework of at least 30 credits, consisting of a combination of compulsory and elective courses in the subject area at the 300 or 400 level or similar, including 5 credits within research ethics. The required coursework will be adapted to the individual specialisation of the PhD student in the subject area, based on his/her previous knowledge/master s degree. Reading and keeping updated on literature within the subject area. Working on the synopsis of the thesis where the candidate has independently written an introduction that provides a theoretical and practical background for the research work. Discussing and justifying the choice and use of research methods. Putting his/her findings as a whole in an international scientific perspective. MEANS OF ACQUIRING THE SKILLS Participating in planning and shaping of his/her PhD project in detail, and in planning new project applications, if relevant.
4 4 Supervision and own research, where the PhD student actively benefits from the competence of the supervisory team. Developing his/her academic network outside the supervisory team; preferably international. Attending courses on research methods when relevant. Working on publications, submissions to journals, handling comments from referees, as well as working on the thesis. Taking part in peer review of scientific work, e.g. giving feedback on colleagues manuscripts, and attending seminars where other PhD students and researchers ideas and results are discussed. MEANS OF ACHIEVING GENERAL COMPETENCE Taking a course on research ethics with a recommended volume of at least 5 credits. Supervision and own research. Working on publications and on the thesis. The trial lecture. The trial lecture requires familiarisation with a specified topic quickly, time management, searching for/ selecting/ evaluating/ processing information, and giving an oral presentation of this topic. Presenting own research findings at national and international scientific conferences. Giving lectures to students and/or being a mentor in his/her own area of competence. EVALUATION OF LEARNING OUTCOMES The objectives and the relevant learning outcomes are evaluated in the final instance through the trial lecture and public defence of the doctoral thesis. The required coursework is evaluated using various forms of evaluation such as oral or written examinations, submitting assignments or a term paper. The content of the doctoral work and the required coursework must be approved by IMT's research committee, and the committee monitors progress by means of the annual progress reports and the compulsory seminars (introductory, midway and final seminars). Other input to learning outcomes does not need to be evaluated separately, but the principal supervisor is responsible for ensuring that the objectives are met through relevant measures, subject-related discussions and steps towards dissemination within the time frame of the doctoral degree work. The degree of philosophiae doctor (PhD) is awarded on the basis of: Approved completion of the required coursework An approved doctoral thesis An approved trial lecture on a specified topic An approved public defence of the doctoral thesis (disputation) See section 12. ACADEMIC CONTENT AND STRUCTURE The Department of Mathematical Sciences and Technology has a broad subject portfolio within sciences and technology which includes: Natural sciences o Physics o Applied Informatics o Applied Mathematics Technology o Structural engineering, building technology and Architecture Mechanical and Process Engineering o Water and Environmental Technology o Geomatics
5 5 Educational sciences o Science and Mathematics Education o Pedagogics An educational and research plan is drawn up together with the candidate and the principal supervisor / research group at the start of the programme of study. It is finalised during the first year partly by means of the compulsory introductory seminar. The required coursework totals 30 credits (though the candidate can take more on a voluntary basis) to ensure that the candidate has adequate time for his/her own research, which is the most important part of a PhD programme in science and technology. Five of these credits must be in research ethics. Very many different sub-areas within the mathematical sciences and technology may be relevant for the PhD education. IMT deems it vital to provide adequate research education that is as closely linked to the individual s research area as possible. It is therefore customary to offer specially adapted courses, often including a separate study component with designated key support literature adapted to the candidate s subject area. The course is assessed and quality assured by IMT s research committee, and an external examiner is a requirement. In addition, more extensive PhD courses are held with several students participating in each course. In order to carry out their own research activity, students must also familiarise themselves with extensive additional literature, although an evaluation of this is not a prerequisite. The plan must be subject-specific and must describe the programme s content and structure. It must also describe the progress and coherence in the study plan and how this will lead to the student developing competence and achieving the learning outcomes over time. INTERNATIONAL PERSPECTIVE All relevant research groups at IMT incorporating PhD candidates have a strong network of international researchers. It is therefore natural to draw on this also in connection with the PhD programme. Students are encouraged to participate in international conferences and to build networks that they can benefit from later. Often part of the compulsory courses and of the candidate s own research activity takes place in other countries. RESEARCH COMMUNITY LINKED TO THE PROGRAMME OF STUDY The PhD students' principal supervisors will be appointed from among the department s permanent academic staff (researchers, associate professors and professors) who have the necessary research and supervisory experience. Other researchers with relevant competence can be appointed as co-supervisors, also from other national and international institutions. RESEARCH WORK IN CONNECTION WITH THE PROGRAMME OF STUDY The PhD education includes an independent scientific work that meets international standards and is of high academic quality in terms of the formulation of research questions, the specification of concepts, the methodological, theoretical and empirical basis, documentation, the use of literature and the form of presentation. The research work shall contribute to the development of new knowledge in the field, and must be of such quality as to qualify for publication as part of the scientific literature in the field. SUPPORT FUNCTIONS AND INFRASTRUCTURE IMT offers a number of key facilities for conducting research, including laboratories (electronics lab, hydraulics lab, purification lab for water and waste water, a special workshop for construction, drawing office, robots and sensors, etc). In addition, there is a pilot plant for most purification processes related to water and waste water technologies. The majority of laboratories and the workshop are staffed by technical personnel who have competence in the use of the special machines.
6 6 EXCHANGES During the planning of the PhD programme, provision is made for collaboration and exchange with other research institutions, preferably international. Including this in the plan guarantees its implementation. The usual practice is to form a supervisory team of two to three supervisors together with the principal supervisor at the department. It is normal therefore to include a co-supervisor from the exchange institution in the group. IMT s research communities demonstrate a high degree of national and international collaboration. The research communities in educational sciences at IMT engage in collaboration nationally (national research schools in education National Graduate School in Education (NATED) and the Norwegian National Graduate School in Teacher Education (NAFOL)) as well as internationally. PhD students are brought into such networks and collaboration along the same lines as other research staff. ACCESSIBILITY General information about universal design and special arrangements at NMBU: WORDING OF THE DIPLOMA The PhD programme in Science and Technology is based at NMBU s Department of Mathematical Sciences and Technology. The Department has a broad academic portfolio and extensive research activity in the natural sciences (physics, applied informatics and mathematics), technology (Structural engineering, building technology and architecture, mechanical and process engineering, water and environmental technology, and geomatics) as well as educational sciences (science and mathematics education, pedagogics). The PhD programme qualifies candidates for research of international standard within the department s subject areas and for other work in society where there are high demands on scientific insight and analytical thinking in accordance with recognised principles of academic and research ethics. The objective of the PhD education is to give students knowledge, skills and expertise in line with the Norwegian qualifications framework. The PhD candidate will complete an education that offers deeper and broader competence, based on a relevant master's degree. He/she will carry out an independent work of research that will lead to a scientific thesis of high academic quality. The PhD candidate learns critical thinking skills, dissemination of knowledge and academic collaboration. The programme is based on the general description of the PhD education at NMBU and is regulated by the Regulations for the Degree of Philosophiae Doctor (PhD) at the Norwegian University of Life Sciences.
Photo: Elisabeth Tønnessen/UiS Guide for PhD Education at UiS At the University of Stavanger, we strive to provide relevant PhD of the highest quality. We are keenly aware that the need for doctoral candidates,
August 2008 International Accreditation Guidelines for Accounting Degree Programs CPA Australia Mission statement and principles underlying accreditation CPA Australia is committed to ensuring excellence
Aarhus Graduate School of Business and Social Sciences School of Business and Social Sciences, Aarhus University Rules and regulations for the PhD degree programme (December 2012) The following is an English
Master's degree characteristics March 2010 The Quality Assurance Agency for Higher Education 2010 ISBN 978 1 84979 094 9 All QAA's publications are available on our website www.qaa.ac.uk Registered charity
ACS Accreditation Committee Document 2: Application Guidelines Professional Level Courses ACCREDITATION MANAGEMENT MANUAL Australian Computer Society Professional Standards Board 2015 Australian Computer
Academic regulations for THE MASTER'S DEGREE IN HISTORY OF IDEAS THE FACULTY OF HUMANITIES THE UNIVERSITY OF AARHUS 2007 1 1. Framework conditions Title Prepared by Effective date Prescribed points Master's
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
Curriculum for The Master of Science in Economics and Business Administration (cand.merc.) Esbjerg, Kolding, Odense, Sønderborg 2009, 1 of 21 This curriculum has been prepared under powers conferred by
Faculty of Education, Health and Sciences PROGRAMME SPECIFICATION University Certificate Valid from September 2012-1 - www.derby.ac.uk/ehs CONTENTS SECTION ONE: GENERAL INFORMATION... 1 SECTION TWO: OVERVIEW
INTERBUSSINES ACADEMY LTD Business Administration Bachelor's Program Tbilisi 2014 Program name business administration Direction: 02 business administration Educational program Type/Model academic/major
MA Human Resource Management The programme includes: MA in HRM PG Diploma in HRM PG Certificate in HRM Glyndŵr University Part time Chartered Institute of Personnel and Development (CIPD) 30 th April 2010
Student Handbook for the Master of Science Programs in: International Business (CEMS MIM) Business & Management Specialization in Management Specialization in Marketing & Media Management Economics Specialization
The New Zealand Qualifications Framework NEW ZEALAND QUALIFICATIONS AUTHORITY Contents Section 1. The New Zealand Qualifications Framework 2 Purpose of the NZQF 2 Principles underpinning New Zealand qualifications
Research Master s Programme Molecular Mechanisms of Disease Information dossier Application for NVAO re-accreditation 2011 February 2010 Administrative data 0.0. University: Radboud University (RU) Nijmegen,
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,
Criteria for the Accreditation of MBA Programmes 1 2 1 INTRODUCTION Framework & Eligibility 1.1 This document sets out the criteria for MBA programme accreditation. While setting the standards that accredited
National Research University Higher School of Economics London Metropolitan University Dual Degree Master of Public Administration This joint master s degree is an excellent example of what can be achieved
Faculty of Education, Health and Sciences PROGRAMME SPECIFICATION Postgraduate Diploma / Master of Science Psychology Valid from September 2012 www.derby.ac.uk/ehs 1 CONTENTS SECTION ONE: GENERAL INFORMATION...
Australian Medical Council Limited Procedures for Assessment and Accreditation of Medical Schools by the Australian Medical Council 2011 Medical School Accreditation Committee These procedures were approved
Psychology Graduate Handbook 2015 WELCOME TO WAIKATO In 2014, the University of Waikato celebrated 50 years of teaching and research excellence. From very modest beginnings in 1964, the University of Waikato
CRITERIA AND GUIDELINES June 2010 Acknowledgements The Degree Program Review Criteria and Guidelines was established and published by the Minister of Advanced Education in November 2006. The criteria and
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
Programme Specification Title: Marketing Final Award: Master of Science (MSc) With Exit Awards at: Postgraduate Certificate (PG Cert) Postgraduate Diploma (PG Dip) Master of Science (MSc) To be delivered
PROGRAMME SPECIFICATION BSc Computer Networks Security 1 Awarding Body Location of Delivery Mode of Study UW Course Code JACS Code UCAS Code University of Westminster University of Westminster, New Cavendish
DEPARTMENT OF HISTORY INFORMATION REGARDING POSTGRADUATE STUDIES BA HONOURS MA DLitt et Phil Thank you for your interest in the postgraduate degrees offered by UNISA s Department of History. This booklet
QUALITY ASSURANCE IN INITIAL TEACHER EDUCATION BENCHMARK INFORMATION ON THE STANDARD for INITIAL TEACHER EDUCATION IN SCOTLAND CONSULTATION DOCUMENT April 2000 This document has been produced under the