The importance of doctoral education in Europe

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1 The importance of doctoral education in Europe Prof. Georg Winckler Rector, University of Vienna Vienna, June 2011

2 The start of the European debate: The Salzburg Principles I (2005) - core component of doctoral training: advance knowledge through original research - embedded in institutional strategies and policies - strengthen the diversity of doctoral programmes ( including joint doctorates), underpinned by quality and sound practice - doctoral candidates as early stage researchers - assess and supervise doctoral achievements based on a transparent contractual framework of shared responsibilities between doctoral candidates, supervisors and the institution - achieve critical mass - duration - promote innovative structures - increase mobility - ensure appropriate funding 2

3 The Salzburg Principles II (2010): Clues for success - critical mass and critical diversity - recruitment, admission and status - supervision - outcomes - career development - credits - quality and accountability - internationalization 3

4 Why doctoral education matters - research and innovation function as strategic tools in a knowledgebased economy, doctoral education considered to be a vital resource - doctoral education may trigger change by the generation of highly adaptive experts in a globalised world - new challenges ahead require more profound knowledge and flexibility - doctoral education viewed as a means to enhance competitiveness we recognise that, in a changing world, there will be a continuing need to adapt our higher educational systems, to ensure that the EHEA remains competitive and can respond effectively to the challenges of globalisation (London Communique, 2007) Europe needs researchers more! (EU Commisson, 2004: Europe needs more scientists: EU blueprint for action ) 4

5 A Europe of Knowledge requires more profound knowledge management European approach to internationalisation (EUA strategy paper, May 2011) - interest in cutting-edge research collaboration and attraction of talent - commitment to global dialogue and partnership - willingness to respond actively to global challenges - contribution to global capacity building through collaboration research and teaching activities (enhanced student and staff exchanges) 5

6 New Points for Discussion - The disposable academic. Why doing a PhD is often a waste of time (The Economist, 18 Dec 2010) - Professional PhD - Industrial PhD 6

7 Industry-University cooperations Industry-University cooperations as a vehicle to enhance knowledge transfer, intersectoral mobility and mutual understanding through - promoting innovation, entrepreneurship and social responsibility - gaining awareness of technical challenges facing companies - providing highly qualified workers for the labour market - contributing to sustainable funding for research and research infrastructure - enhancing quality of research management (EUA 2009: Collaborative Doctoral Education) 7

8 Grand Challenges - Doctoral education paves the way for tackling challenges ahead The rise of broad and transdisciplinery themes (EU commission: The world of 2025, Rising Asia and socioecological transition, 2009) Increasing inequalities and tensions Poverty, mobility and migration The global health situation Increasing scarcity of natural resources Ecological and demographic changes The transition to a multipolar world 8

9 Outside Europe USA National Science Foundation (NSF) supports: - emerging fields - high-risk ideas - interdisciplinary collaborations - research that pushes, and even transforms, the very frontier of knowledge (NSF, 2011) Increases for science and technology in the 2012 US budget prioritize innovation over reductions in the national deficit (Nature, 2011). 9

10 Preparing for a New Renaissance by enhancing research and innovation Preparing Europe for a New Renaissance (European Research Area Board, Sept. 2009) - Tackling the new themes will require new ideas, discoveries, talents and innovations the fruits of research. To achieve them, we must start by changing the way we do research. - Open European Research Area marked by free movement of people and ideas (mobility of staff and students, open science ); rethinking the way science interacts with politics and society; promoting high risk high gain research; crossborder collaboration among universities, RPOs and firms. New trends in the demand for research and innovation 10

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