Recommendations for Doctoral Education by Europe's Universities - Salzburg Principles and Salzburg II Recommendations

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1 Recommendations for Doctoral Education by Europe's Universities - Salzburg Principles and Salzburg II Recommendations Dr Thomas Ekman Jørgensen 18 June th Annual Meeting of EUA-CDE University of Warsaw, Poland

2 EUA Council for Doctoral Education EUA European University Association 850 universities and rectors conferences in 47 countries Developing evidencebased policies Advocating these policies Promoting development of universities as institutions Council for Doctoral Education (CDE) a membership service focused on doctoral education Development of doctoral schools Doctorate-specific policy development 221 members in 32 countries (from Faro to Tomsk) 2

3 CDE activities Stakeholder dialogue - EU and global Recommendations and policy development Membership activities - Workshops, newsletter, networking and projects 3

4 Membership Open to all full members of EUA Annual membership fee: Open to universities awarding doctoral degrees which are not EUA members Annual membership fee: Application procedure: see Application form to be downloaded on Signature by the Rector/President/Vice-Chancellor of the applicant institution 4 4

5 Increased attention to doctoral education Graduations in OECD countries have grown 50% Increased overall funding Direct economic incentives to universities The importance of doctoral education has become increasingly explicit in European policy documents The EC has committed itself to the - quality of doctoral training... through the Innovation Union National Legislation: Italy, Poland, Spain, Denmark 5

6 Growth in doctorates in Europe Growth in PhD graduations EU Source: Eurostat Note: estimated 2010 and 2004 data for EU 6

7 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 % in 2009* 82% ARDE 2011 Reform of doctoral programmes Transferable skills Mobility components Quality Assurance 7 *TRENDS V, TRENDS 2010

8 Salzburg II - background 5 years of rapid implementation of the Salzburg Principles, need to gather the experiences Need to communicate the nature of reform of doctoral education going on in universities To universities To other stakeholders CDE as the organisation who could do this 8

9 Salzburg II - consultations Workshop on structures, Zagreb, December 2009 Focus groups: Quality and accountability, Aarhus, January 2010 Outcomes and credits, Lisbon Uni. Of Technology, February 2010 Admissions and recruitment, Bonn Februar 2010 International collaborations, Rome La Sapienza, March 2010 Workshop on researchers careers, Ghent, March 2010 Annual Meeting, FU Berlin, June 2010 (165 institutions, 36 countries) Unanimous approval by EUA Council (all rectors conferences) October

10 Salzburg II main points I The doctorate is and must be research based It has a specific nature that makes it different from the types of education in the first and second cycle research must be the leading principle Important to stress that training through research creates a certain mindset for many sectors and careers but it is cultivated by having done original research 10

11 Salzburg II main points II Space for individual development Doctoral education obtains a large part of its value from the unique and individual paths that doctoral candidates take. They meet unforeseen problems and obstacles and learn to tackle them Doctoral holders have individual career profiles as a product of their research experience and/or exposure to different environments 11

12 Salzburg II main points III Autonomy for the institution to choose mission and strategy and to set up the appropriate structures Universities have demonstrated their will and capacity for reform; they have the most extensive experience in how to develop doctoral education Autonomy will secure the critical diversity needed to sustain a vibrant European environment for doctoral education However, this requires a large degree of accountability for the institutions 12

13 Salzburg II defining structured doctoral education There is a difference between structure and progression Structure is the institutional framework for doctoral education QA, programme development, strategy Progression in doctoral education is not linear, it follows the research, which is by nature unpredictable For this reason, structured doctoral education should not be reduced to curricula or modules ; it means that institutional structures are in place to support doctoral candidates 13

14 Salzburg II defining outcomes A major shift in the understanding of outcomes Traditionally, the outcome was the Thesis and the research results Today, we are talking about the outcome as the doctorate holder a person with a research mindset and a number of transferable skills The Thesis becomes a test that the doctoral candidate has conducted an independent research project Next EUA-CDE Workshop in Izmir January 2014 Outcomes of doctoral education 14

15 Thank you for your attention 15

Doctoral education: the EUA Salzburg II Recommendations

Doctoral education: the EUA Salzburg II Recommendations Dr. Thomas Ekman Jørgensen 9 February 2012 CLAIU-EU Conference The Engineering Doctorate Madrid Doctoral Education in Europe The last five years