Professor Vinayagum Chinapah Head, Institute of International Education (IIE) Department of Education, Stockholm University

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1 EU-China DOC Conference & Workshop Series The Preparation of Future Scholars: Rethinking Quality Assurance in Doctoral Education November 14 16, 2014, Shanghai Jiao Tong University Professor Vinayagum Chinapah Head, Institute of International Education (IIE) Department of Education, Stockholm University

2 The Reform has been implemented as of 1 July 2007 Reform at the third level (PhD studies) reflects the importance of the knowledge economy Sweden to play a leading role in promoting research and innovation PhD studies to improve research and innovation in-line with the Bologna Process ECTS 1 St Cycle: Undergraduate Degree (3 Years) ECTS 2 nd Cycle: Masters Degree (2 Years) No set ECTS Range 3 rd Cycle: Doctoral Degree (PhD) (4 Years) European Credit Transfer and Accumulation System(ECTS) Allows for transparency, mobility, flexibility and aids in curriculum design and quality assurance One academic year corresponds to 60 ECTS-credits that are equivalent to 1,500 1,800 hours of study

3 Development on the number of PhD students in Sweden 1962 There were PhD stduents (16% women) 1977 The number almost tripled (23% women) 2003 There were PhD students in Sweden (47% women) 2006 The number of active PhD students decreased to The trend has been an increasing proportion of women in graduate programmes. Current gender proportion is Source: SCB Statistiska meddelanden

4 The purpose of the Doctoral study is to train doctoral students in the disciplinary and academic tradition, but above all to develop independent and critically minded researchers The aim is to produce capable new researchers, whether they will be working in the higher education system or outside it. Development of knowledge 'new knowledge' and 'disciplinary and academic training Doctoral students must learn research methodology, critical analysis and independence in their studies. Research training must therefore: stimulate them to adopt a disciplinary approach, which includes the ability to formulate questions to give structure to a scientific argument to find adequate methods and theories for tackling problems and to be able to reflect critically on the subject of their dissertation.

5 (4 years) combination of work and training Course work dissertation work departmental duties(20%) The requirements for admission to thirdcycle courses and study programmes are that the applicant: 1. meets the general and specific entry requirements that the higher education institution may have prescribed, and 2. is considered in other respects to have the ability required to benefit from the course or study programme. Ordinance (2010:1064). In order to meet the general entry requirements, an applicant must: (assigned 2) Changing supervisors 1. have completed a degree at the second-cycle (master's) level, 2. have successfully completed a minimum of 240 credits, which includes at least 60 credits at the second-cycle (master's) level, 3. have in some other way either in Sweden or abroad attained the corresponding qualifications. : monograph and compilation

6 Sweden New entrants, students and degrees awarded in third-cycle programmes Source: Swedish Higher Education Authority(2014) Total numbers of PhDs and Licentiate degrees awarded to women and to men Half of doctoral students awarded PhD s in 2013 were women

7 Sweden Requirement of 2 supervisors Qualified supervisors are Professors and Docent (Associate Professor) Introduction of doctoral supervision education Stockholm University and Chalmers University: Supervision of Research theory and practice ÖrebroUniversity: learning goal for the training of supervisors ability to contribute to a good culture for research education KarolinskaInstitutet: module for supervisors - Leadership, creativity, and group dynamics and The pedagogy of doctoral supervision Topics in supervisor education curricula: What is supervision?, What is the role of the supervisor?, Good practice approaches to supervision, Professional attitude and contract, Supporting the development of research skills, Ethical principles, Supervision in a diverse research environment, Techniques for dialogue and discourse, Variation of research and supervision methods and environments between and within universities Supervisory skills The supervisor should have both extensive knowledge and experience in graduate education

8 Sweden The time for supervision is defined by clock hours At the Department of Education, Stockholm University: A PhD-student which is active more than 50% gets 65 hours of supervision a year for four years. The hours are divided between the head supervisor and co-supervisor/s accordingly: 45 h for head-supervision and 20 h for co-supervision, if not agreed on differently among the supervisors If the phd-student s activity is 50% the hours for a year is half of the above. Finally, if the student has less activity than 50%, the student has no right to supervision according to central regulations

9 Takes initiative, can work independently, time management

10 Time management Rules/rights of students Academic writing Writer s block Supervisor student relationship Conflict resolution Stress Balance between work and studies Research ethics and misuse of research findings Preparing for the thesis defence Experience from Sweden

11 PhD students There are around 19,100 active PhD students in Sweden 48% of PhD students are women More than half of PhD students have highly educated parents Around 40% of PhD students come from other countries Average (gross) study time in 2013 was 5.5 years The median age of a PhD graduate in 2013 was 34 years Survey (National Agency, 2008) Over half of the students surveyed reported lack of understanding of research ethics Nearly 40% report that they have not received adequate supervision 80% of students rate their graduate programme as good or very good 70% are not satisfied with the institutions introduction of new students Almost half of students report that their courses do not meet their needs One third of students stated that the courses do not have relevance to their thesis Over half of the students percecive the institution s environment as lacking creativity and inspiration Women are more dissatisfied 25% of women state they have have been discriminated because of their sex Frequent complaints about not having enough time with supervisor Source: doctorandhandboken.nu Image: UKÄ, 2013

12 Thank You! Prof. Vinayagum Chinapah, PhD. Professor and Head Institute of International Education (IIE) Chair of International and Comparative Education Department of Education Stockholm University Tel: and mobile: Fax:

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