Study on the organisation of doctoral prgrammes in EU neighbouring countries

Transcription

1 December 2010 Study on the organisation of doctoral prgrammes in EU neighbouring countries Georgia

2 General information on the study Framework Contract: N No EAC 19/06 Specific Contract: Order form N 110 Project Director: Isabelle Collins Project Manager: Elisabeth Zaparucha/ Philippe Larrue Tel. Number: Fax Number: elisabeth.zaparucha@technopolis-group.com The study was produced by a team of consultants within Technopolis Group (Lars Geschwind, Flora Giarracca, Jakob Hellman, Carlos Hinojosa, Pauline Mattsson) and GHK (Anca Dumitrescu) Valuable comments were received during the Steering Committees from: Claire Morel, Philippe Ruffio, Dimitris Kokkalis, Helene Skikos, Florent Bernard, Vanessa Debiais-Sainton, Marta Touykova, David Crosier.

3 Table of Contents 1. Doctoral programmes data 1 2. Doctoral programmes Doctoral programmes overall organisation Doctoral programmes structure Doctoral programmes content Doctoral programmes process: admission, supervision, monitoring and assessment After the graduation 8 3. International collaboration, mobility and joint doctoral degrees International cooperation data Foreigners as doctoral candidates National doctoral candidates going abroad Challenges and possible future policy actions 10 Figure 1 Distribution of doctoral candidates according to disciplines, Figure 2 List of interviewees 13 Study on the organisation of doctoral programmes in EU neighbouring countries Georgia i

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5 1. Doctoral programmes data According to the current legislation, there are three types of HEIs in Georgia 1 : Colleges (BA level); Teaching universities (BA and Master s level); Universities (BA, Master and doctoral level). Recent 2010 data 2 show that there are currently 60 HEIs in Georgia (Cf. Appendix C - ). The most important universities in terms of quality and reputation are 3 : Tbilisi State University, Ilia State University, Tbilisi State Medical University, Caucasus University and the Free University Tbilisi. Doctoral programmes are provided by universities, as the latter are the only ones entitled to set up doctoral programmes (see below). In total, 43 universities currently offer doctoral programmes. Approximately 77% of all doctoral programmes are offered by public universities, whilst private universities host only 23% of all doctoral programmes 4 (the list of HEIs offering doctoral programmes is provided in Appendix D - ). In some areas (e.g. business administration and social sciences), the expertise of private HEIs is higher than that of public HEIs. Private HEIs are for instance much less competitive in natural sciences. - Population: 4.3m - GDP per capita: 2,031 - % of GDP spent on education: 3.2% (2009) - % of GDP spent on research: 0.18% (2005) - Doctoral candidates enrolled: UNESCO IUS data Data on doctoral candidates According to recent statistics, there are 2,856 candidates enrolled in doctoral programmes in 2010 against 2,841 in 2009 (which amounts to 3% of the total number of candidates for 2009). Overall, 87% of all doctoral candidates study at public universities and only 13% of candidates are enrolled in private universities 5. As of 2010, 59% of doctoral candidates were female (1,700 candidates), which shows a fair distribution by gender. However the distribution varies by the specialisation field (e.g. in engineering, technology and law male candidates tend to dominate their female counterparts). The most common fields of specialisation for doctoral candidates include: human sciences, social sciences, business, engineering, construction and industry, law, natural sciences, mathematics, computer sciences, education, agriculture and veterinary studies, health care and social security and art 6. Figure 1 below displays the distribution of doctoral candidates enrolled by disciplines. 1 Ministry of Education and Science of Georgia, Ministry of Education and Science of Georgia, Ranking criteria were not the number of doctoral candidates, but the quality and reputation of the institution. Source: Tempus Office, Georgia 4 Source: National Tempus Office, Georgia 5 Data for Source: National Tempus Office, Georgia 6 Ministry of Education and Science of Georgia, 2010 and International Institute for Education Planning, Policy, Management, Higher Education Reforms Outcomes, 2008 Study on the organisation of doctoral programmes in EU neighbouring countries Georgia 1

6 Figure 1 Distribution of doctoral candidates according to disciplines, 2008 Discipline Arts and humanities 27 Social sciences 15 Business administration 15 Engineering and technologies 14 Law 9 Natural sciences 8 Mathematics and IT 6 Education 3 Agrarian sciences and veterinary 2 Medicine 1 Percentage of doctoral candidates out of total doctoral candidates, 2008 Source: Study: Results of Higher Education Reform in Georgia, Tempus Office, Georgia The dropout rate was 7 % for the academic year (approximately 205 candidates) Doctoral programmes 2.1 Doctoral programmes overall organisation The Ministry of Education and Science of Georgia has a general coordinating function in the field of higher education. Moreover, the role of the National Centre of Educational Accreditation has become more prominent since Georgia joined the Bologna process in The National Centre of Educational Accreditation is responsible for accrediting doctoral programmes elaborated by HEIs 8. It also evaluates HEIs and grants them institutional accreditation. The accreditation system is the only area where the State has a certain impact on universities, as Georgian universities are fully autonomous. Only universities (public and private) are entitled to create and design doctoral programmes and to award doctoral degrees. Scientific research institutes (private or public) are not entitled to conduct doctoral programmes, however they can implement doctoral programmes in cooperation with universities based on legal agreements, memoranda, etc. Universities can cooperate with research centres, NGOs and other entities. It should be noted that research institutes used to have a strong research potential during Soviet times, however many researchers from these research institutes have now engaged in research projects (and hence contracts) with universities. Universities are autonomous for designing and setting up doctoral programmes, however there is a set of minimum requirements such as: Doctoral programmes should combine 180 ECTS; Doctoral programmes need to include a teaching component. 7 Ministry of Education and Science of Georgia, Ministry of Education and Science of Georgia, Study on the organisation of doctoral programmes in EU neighbouring countries Georgia

7 According to the Georgian Law on Higher Education, accredited HEIs may design and implement joint bachelor s, master s and doctoral degree programmes with national and/or foreign accredited/recognised HEIs. For instance, some regional universities are encouraged to create joint programmes with universities in Tbilisi. The objective of such joint programmes is to enhance the research standards of these HEIs located outside the capital. There is no distinction between academic and vocational universities. Higher education policy and doctoral programmes policy Georgia has no R&D policy at national level. However, doctoral programmes are one of the key issues on the education reform agenda. According to the Higher Education Development Policy, the integration of higher education and research constitutes one of the key priorities. There are currently no general guidelines, rules and regulations regarding the organisation of doctoral programmes at national level. One of the key issues in the current debate is the status of education institutions, with some HEIs establishing doctoral programmes without having sufficient infrastructure and resources. The Georgian education system is also experiencing a shift from evaluating HEIs based on quantitative criteria to a more qualitative assessment method. Therefore, it is expected that the number of HEIs offering doctoral programmes will significantly decrease from mid-2010 onwards. There is no charter or code of conduct similar to the European Charter for Researchers and code of conduct for employment of research. Although this document has been translated and distributed to Georgian universities, there is a sense that little attention is paid to the document. Also, each university has elaborated its own Code of conduct for carrying out research. However the content and the implementation of this code may vary between universities. Current reforms are not clearly influenced by any specific education model. However, with Georgia s membership to the Bologna process, some elements are clearly derived from the European model (e.g. definition of doctoral programmes in terms of credits rather than length, integration of doctoral programmes into the third cycle of academic higher education). At the same time, the American model has also influenced the development of doctoral programmes, particularly in some universities which have benefited from US funding (e.g. Caucasus University) Doctoral programmes structure Definition of doctoral programmes There is only one type of doctoral programmes (i.e. academic doctorate), however the setting up of doctoral programmes carried out jointly in the academic sector and the private sector is currently being discussed by Georgian authorities. According to the National Qualification Framework, which has been recently elaborated and is due to be adopted, the title of the award will include the term Doctor with an indication of the specialisation field or sub-field. According to this document, other types of doctoral programmes (i.e. doctoral programmes carried out jointly in the academic sector and the private sector) may be developed and it will be 9 Ministry of Education and Science of Georgia, 2010 Study on the organisation of doctoral programmes in EU neighbouring countries Georgia 3

8 up to each university to choose the type of doctoral programmes they wish to set up and run Duration The length of doctoral programmes is not specifically defined by law, but according to the Law on Higher Education, doctoral candidates need to achieve a minimum of 180 credits. Considering that on average candidates accumulate 60 credits during an academic year, doctoral programmes may not be shorter than three years. According to a recent survey, the average duration of a doctoral programme varies between 3-5 years. There is no limit regarding the duration of doctoral programmes in Georgia. Generally speaking there is one single registration for doctoral candidates at the beginning of the doctoral cycle, however each university is free to set up its own rules Funding Annual tuition fees Georgian universities have two types of doctoral positions: Free of charge positions: there are no tuition fees for candidates, as the tuition fees are funded by the State budget (this applies to State universities). In the case of private institutions financed by international donors, candidates may secure free of charge positions. Private universities may offer this type of positions in order to attract doctoral candidates. This is the case with the Caucasus University (funded by USAID) which provided several free of charge positions and where the purpose was to establish a doctoral programme 10 ; Paying positions: according to a 2008 survey 11, annual tuition fees vary between 750 and 2,000 euro, as each university is free to set up the level of fees. Universities may also apply discounted fees for doctoral candidates already working at the university. Grants for doctoral candidates There are no living allowances provided by the Georgian state. The majority of candidates undertake work at the university (e.g. assistant professors) in order to cover their living costs. The research grants provided by the Ministry of Education and Science (Georgia s President Fund for Young Scientists) are the only research grants available, however their number remains limited. As a result, doctoral candidates are encouraged to participate in research projects and (international) tenders in order to secure additional funding. Funding of doctoral programmes Universities budgets generally consist of tuition fees (approximately 75% of the sources) and may also include research grants and funds provided by international organisations. For public universities, the share of State funding remains relatively limited (e.g. between 8-25%). The Ministry of Education does not provide direct funding to universities for doctoral programmes but rather a lump sum per candidate (i.e. doctoral candidates receive vouchers from the State). 10 However, it is expected that fees amounting to euro/year will be introduced in the coming years. 11 National Tempus Office, Georgia 4 Study on the organisation of doctoral programmes in EU neighbouring countries Georgia

9 In practice, universities use tuition fees from Master s programmes to finance doctoral programmes Doctoral candidate status Doctoral candidates are generally considered as candidates and consequently have all the associated rights. However, many of them can also take a position as assistant professor/assistants at university for teaching seminars or as lab supervisors. In this case, they are also considered as employees, thus cumulating both statuses Doctoral candidates rights There is no social security in Georgia, therefore doctoral candidates do not have access to such a service. However, they benefit from the other rights (i.e. pension, pregnancy maternity rights, etc.). Although candidates are allowed in principle to be members of decision-making bodies within their university, there are no reported cases of candidates doing so Organisation of doctoral programmes Georgian HEIs are autonomous and can therefore freely determine the organisation of doctoral programmes. It appears that in practice most doctoral programmes contain both taught courses and research. On average, taught courses represent up to 30% of the candidate s time, whilst research amounts to 70-80%. However these percentages vary between universities. Taught courses generally include methodological seminars (e.g. research methods), pedagogical seminars (i.e. teaching methods), IT and foreign languages. The involvement of the private sector remains overall limited, except for a few cases when the universities are private and benefit from private funding. 2.3 Doctoral programmes content Research In most cases, doctoral candidates undertake research within their university or within the partner university. As stated above, on average, taught courses represent up to 30% of the candidate s time, whilst research amounts to 70-80%. However these percentages vary between universities. The candidate is responsible for proposing a thesis subject. However, the thesis subject is also subject to the supervisor s approval. In addition, the research thesis also needs to be in line with the research priorities of the doctoral chair Training during doctoral programmes besides research Taught courses generally include methodological seminars (e.g. research methods), pedagogical seminars (i.e. teaching methods), IT and foreign languages. Taught courses are generally provided during the first two years and are validated by exams. No taught courses are provided during the third year. In some universities, doctoral candidates need to undertake teaching activities, which count towards their ECTS credits (e.g. this is the case of medical candidates). It should be noted that no HEIs surveyed provides transferable/generic skills training to doctoral candidates. In some universities, doctoral candidates can attend free of charge Master s level courses providing this type of skills, nevertheless it is not entirely clear whether such Master s level courses are useful and fully adequate for doctoral Study on the organisation of doctoral programmes in EU neighbouring countries Georgia 5

10 candidates needs (this is notably the case if the doctoral candidate has already attended these classes as part of his/her Master s degree) Teaching during doctoral programmes besides research Teaching duties vary amongst universities. Whilst in some universities teaching is not compulsory, other doctoral programmes require candidates to devote a certain amount of time to teaching (e.g. medical candidates). In some universities, candidates are required to teach around two hours per week (however only during the first year). In practice, the majority of candidates work at the chair/university in order to fund their studies. Doctoral candidates teach at undergraduate level and they are generally assistant professors. 2.4 Doctoral programmes process: admission, supervision, monitoring and assessment Admission/ recruitment Admission and recruitment procedures are determined at university level. According to the Law of Georgia on higher education, the admission rule states that only candidates holding a Master s degree (or equivalent) can apply for a doctorate. According to a 2008 survey, the majority of candidates had to pass an interview. In a majority of cases (50% of candidates), they also had a foreign language exam. Some universities may also require the candidate to pass specific tests (e.g. GMAC test), whilst the research topic and the feasibility of the thesis proposal may also count towards the applicant s admission. In 20% of universities surveyed in , the preliminary confirmation of the (future) supervisor was also an important criterion. Applicants are not required to have a research track record (e.g. publications in journals). Whilst the criteria for selecting doctoral candidates seem to be well known, the transparency of the admission and recruitment procedures seem to vary. For instance, some universities may choose not to publish their doctoral positions, as this is not mandatory. In addition, not all universities have developed appeals procedures in case of disagreement. When these exist, they are not often used in practice Supervision system Each doctoral candidate is supervised by one supervisor, although a doctoral candidate may have up to two supervisors in some cases (i.e. one from his/her university and a second from another university). In this case, both supervisors are responsible for the doctoral candidate throughout the study period. Dual supervisions remain the exception rather than the rule. Supervising committees do not appear to be common, simply because of the potential costs involved. In order to qualify as a supervisor, it is necessary to hold a doctoral degree and to have substantial teaching experience Results of Higher Education Reform in Georgia, 2008, Tempus Office, Georgia 13 This also appears to be the case in practice. 6 Study on the organisation of doctoral programmes in EU neighbouring countries Georgia

11 The duties of the supervisor include, inter alia: guiding and mentoring the candidate, advising him on the curriculum (i.e. type of seminars to attend) and planning the research. In addition, the supervisor is expected to regularly meet with the candidate. There is no minimum or pre-defined workload for supervisors and their involvement may vary between universities and within universities. Whilst some universities stipulate the frequency of these meetings, other universities have not clearly laid down similar rules. In some cases, supervisors meet their candidates once or twice a week, whilst in other universities these meetings occur less frequently. The involvement of supervisors tends to be more important when the candidate is also working for the doctoral chair as a teaching assistant. In these cases, the interaction between the candidate and the supervisor seems to be more important. Regarding the number of candidates per supervisor, this varies again amongst universities. Whilst some universities have a pre-defined threshold (i.e. maximum 2-3 candidates per supervisor), others do not have formal rules and may accept up to 4 candidates per supervisor. Very few universities have procedures for monitoring supervisors and their performance. Similarly, the rights and duties of supervisors and candidates as well as systems for complaints/appeals in case of conflicts are governed by university regulations. However they do not appear to be linked to an overall quality assurance policy Doctoral thesis and defence The thesis defence is presented to a special committee consisting of 3-7 members. These members are generally professors or researchers and they need to have an academic status. Professors from other universities and research centres are also invited to be part of this committee. The supervisor is also part of the committee without the right to vote. The dissertation is sent to all members of the committee in advance of the oral presentation. Very few universities 14 have strict procedures for ensuring the quality of the thesis. For instance, Tbilisi State University (TSU) requires the internationalisation of the thesis, i.e. the thesis is sent abroad for peer-review or must be published in a foreign journal. This type of quality assurance checks remains marginal, i.e. most universities have not developed them Quality assurance mechanisms External quality assurance Quality assurance remains a hot topic for Georgian universities. Following Georgia s accession to the Bologna process, the National Centre of Educational Accreditation was set up with a view to accrediting HEIs. The Centre provides accreditations at institutional level but not at doctoral level. There is currently no mechanism allowing for the external evaluation of doctoral programmes in Georgia. Internal quality assurance All state and private universities have set up internal quality assurance activities. State universities have established internal quality assurance (i.e. for the development and approval of doctoral programmes), however quality assurance rules vary significantly 14 This is the case with TSU and Ilia State University Study on the organisation of doctoral programmes in EU neighbouring countries Georgia 7

12 between universities. Universities recently established are still in the process of drawing up their internal quality assurance policy. On the other hand, a few state universities have developed comprehensive quality assurance policies, such as TSU, with each faculty setting up its own programme specifications for doctoral programmes. These programme specifications include the description of the doctoral programme, existing and planned resources, staff and learning outcomes. Specific criteria for evaluating each doctoral programme have also been drawn up, whilst the quality of the thesis is also strictly evaluated (see above). It should be noted that the accreditation process is currently being overhauled in Georgia, in order to better take into consideration the quality of higher education studies. Whilst accreditation was given to HEIs based on quantitative criteria (i.e. infrastructure, programmes, staff), the new accreditation system will be increasingly based on qualitative criteria (i.e. learning outcomes, competency of academic staff, publications of academic staff). 2.5 After the graduation Comprehensive data and statistics are not available in this area. Although some universities keep track of their students, notably through their alumni association, there are no statistics at national or university level. Considering that an important number of doctoral candidates were or are already employed as teaching assistants by their chair, most of them tend to stay within the same university after graduation. In some cases, some universities have set up doctoral programmes with a view to training new academic staff and retain them after graduation. Very few graduates tend to go to the private or public sector, whilst an important number of natural science graduates tend to leave the country to find positions abroad (e.g. Europe and the US) 15. It is also recognised the unemployment constitutes a problem for doctoral graduates. Again, no exact figures are available. 3. International collaboration, mobility and joint doctoral degrees 3.1 International cooperation data No comprehensive data are available on this topic. Regarding the Erasmus Mundus programme, Georgia has hosted 12 doctoral candidates 16 since the beginning of the programme in Georgia. However the number of international doctoral candidates is much higher if all international programmes are taken into consideration. There is a trend towards developing joint degrees 17 with public authorities encouraging joint doctoral degrees in order to enhance the quality of doctoral education. Georgian universities may also send doctoral theses to foreign universities for peer-review (however this is limited to a handful of universities). 15 No specific figures or statistics were provided by stakeholders. 16 The period covered was not provided. Source: National Tempus Office, Georgia 17 Interviewees did not specify whether joint doctoral degrees targeted specific countries. 8 Study on the organisation of doctoral programmes in EU neighbouring countries Georgia

13 Examples of joint doctoral programmes are provided below 18 : Current joint programme: TEMPUS-2008-UKJPCR Advancing the three cycle system in social work education in six European countries, implemented since 2009, Project coordinator: Sheffield Hallam University (UK), Project duration: ; Expected result: Joint doctoral programme in Social Work Tbilisi State University (Georgia) and Tallinn University (Estonia) Joint doctoral programmes to be launched (under Erasmus Mundus Action 1b development of joint doctoral programmes): Joint doctoral programme in Caucasian studies by Ilia State University; Doctoral Programme in European Literature, with the following partners: Ivane javakhishvili Tbilisi State University (Georgia), University of Bologna (Italy), University of Thessaloniki (Greece), Strasbourg University, Mulhouse University (France). Candidates will be awarded joint degree of the universities where he/she will spend at least one academic year; Project proposals (submitted under current Tempus call of proposals): Model Doctoral Schools for Third Cycle Reform : Project coordinator: Bremen University (Germany), Project duration (if funded): ; Expected result: establishment of doctoral schools and joint doctoral programme in social sciences Transformation Studies Ilia State University (Georgia) and University of Bremen (Germany); Project title: Innovative Curriculum Reform as System Enhancement ; Project coordinator: Katholieke Hogeschool Mechelen (Belgium); Project duration (if funded): ; Expected result Joint doctoral programme in social sciences - Ilia State University (Georgia) and University of Leuven (Belgium) It is reported that the majority of international cooperation agreements signed by Georgia include general provisions on cooperation in the field of doctoral programmes 19. No further data were available. 3.2 Foreigners as doctoral candidates There are no specific requirements for the admission of foreign students at doctoral level. According to the Law on Higher Education, a person holding a Master s degree or an equivalent academic degree may apply for doctoral programmes. Additional requirements for admission may be set independently by universities. The recognition of foreign awards is regulated by the Law of Georgia on Higher Education. The recognition of foreign awards occurs if the compatibility of such awards with the Georgian higher education programmes is established. The only mandatory procedure at national level is the assessment of the equivalence and the authenticity of foreign awards. Each university is free to set up the level of tuition fees charged to foreign students. It is understood that foreign students self-finance their studies as there are no available grants for them Source: National Tempus Office, Georgia 19 No information regarding the third countries which signed a cooperation agreement with Georgia was available. Study on the organisation of doctoral programmes in EU neighbouring countries Georgia 9

14 As for the access to the job market, there are no specific requirements for foreign researchers and theoretically they are on the same par with their Georgian counterparts. In practice though, nationals find limited opportunities on the Georgian labour market after graduation and there is reason to believe that the challenge is even more important for foreign doctorates. 3.3 National doctoral candidates going abroad There are currently no mobility schemes or support mechanism at national level for Georgian doctoral candidates wishing to study abroad. Moreover, national grants are not portable abroad. Specific data concerning the recognition of Georgian doctoral degrees abroad are also lacking. According to the Ministry of Education, Georgia has not concluded any bilateral agreement related to the recognition of foreign doctoral awards. 4. Challenges and possible future policy actions Several key issues have been highlighted by stakeholders: Insufficient funding: it is recognised that funding resources provided by the Georgian state remains very limited. Candidates have very few possibilities for obtaining grants or scholarships and a majority of them self-finance their studies. Universities and research institutions do not have sufficient (public) funding, whilst private funding remains at a very incipient stage. The need to increase the quality of doctoral programmes: overall, the quality of doctoral programmes should be enhanced. The lack of funding (see above) and the lack of qualified teachers in certain fields (e.g. management and business areas) hinder the development of quality doctoral programmes. Another important factor is the lack of (or limited) benchmarking between Georgian universities and foreign ones. Limited access to research carried out abroad as well as the lack of peer-reviews impede the development of high-quality research in Georgia; The need to enhance internal quality assurance and set up (independent) external quality assurance mechanisms at national level: as described above, standards and research outcomes may vary considerably amongst universities. Setting up national standards for doctoral programmes is a crucial issue for the Georgian higher education system; International cooperation remains insufficient: several stakeholders highlighted the fact that establishing joint doctoral programmes/degrees remains extremely difficult in practice, as Georgian universities cannot afford to provide the same level of infrastructure and resources as their European or American counterparts. However, international cooperation remains one of the key factors for enhancing the quality of doctoral programmes and learning outcomes in Georgian universities. Increased cooperation between Georgia and foreign universities based on candidates/staff mobility and joint doctoral programmes could help address some of the problems described above (notably enhancing the quality of research). The development of an R&D policy at national level, including the development of doctoral 20 Data on the geographical origin of doctoral candidates or the level of tuition fees are not available. 10 Study on the organisation of doctoral programmes in EU neighbouring countries Georgia

15 programmes as a key element of innovation and research, could also help shift priorities towards the research area. This should be supported by adequate funding. Regarding the problems faced by EU programmes participants, no particular problems have been identified. EU achievements in the field of doctoral programmes development can be illustrated by a current Tempus projects aiming at developing PhD programmes at the Tbilisi State University (i.e. Advancing the three Cycle System in Social Work Education in six European Countries ) and it is expected that additional similar programmes will be developed. Overall, stakeholders in Georgia tend to have high expectations vis-à-vis the EU. EU support is seen not only in terms of increased financing opportunities, but also (and primarily) as a valuable tool for increasing the quality of doctoral research. Overall, EU support is seen as key for aligning the Georgian higher education system with European and international education standards. The EU could act on several fronts, such as: Support the development of joint doctoral programmes/degrees between Georgian and European universities. Providing more mobility grants or scholarships could facilitate mobility between universities and this would enhance the quality of research undertaken by Georgian doctorates. In addition, the prospect of gaining an internationally recognised diploma could act as an incentive for Georgian candidates to stay in their home country for pursuing doctoral programmes and also after graduation. Support the development of the quality assurance system, by providing technical and capacity building assistance, exchange of best practice, etc. Facilitate Georgian researchers access to research resources: stakeholders have called for improved access to European research resources (e.g. European publications and libraries, seminars). This is crucial in order to allow peer reviews and benchmarking. Study on the organisation of doctoral programmes in EU neighbouring countries Georgia 11

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17 Appendix A - List of interviewees Figure 2 List of interviewees Name Position Organisation Contact details Lika Glonti Tempus officer National Tempus Office Georgia Nodar Surguladze Deputy Minister Ministry of Education and Science of Georgia Boris Lejava Irine Darchia Ketevan Gurchiani Marina Karchava Sophia Bakhtadze Dean, Doctoral Programme coordinator, Associate Professor of Marketing Professor Vice-Rector Dean for Graduate Studies Student and vice-rector on academic issues Doctoral student, 2nd year Caucasus School of Business, Caucasus University Tbilisi State University Ilia State University 34 Kazbegi Ave. Tbilisi 0177 Georgia Tel/Fax: ( ) Phone/Fax: ( ) lglonti@geo.net.ge 52 D.Uznadze Street, Tbilisi, 0102, Georgia Tel: (Office), (Cell) surguladze@mes.gov.ge 77 Kostava str. Tbilisi, Georgia, 0175 Tel.: ( ) (ext. 130) buba@csb.ge 1, I. Chavchavadze ave Tbilisi Georgia Phone: (office) Cell: / irine.darchia@tsu.ge Kakutsa Cholokashvili Ave 3/5, Tbilisi 0162 Tel: ketevan_gurchiani@iliau ni.edu.ge Free University Tbilisi Tel : m.karchava@freeuni.edu.ge Tbilisi State Medical University Tel : (+99592) sophiabakhtadze@yahoo.com Study on the organisation of doctoral programmes in EU neighbouring countries Georgia 13

18 Appendix B - Bibliography Bologna process, Participating countries and organisations EACEA, Tempus - Information by country, France-Diplomatie, Fiches enseignement supérieur IAU, Higher Education Systems database Ministry of Education and Science of Georgia, National Centre of Educational Accreditation, National Tempus Office Georgia, Structuring Doctoral Education, Conclusions and recommendations, Irine Darchia, 11 December 2009, National Tempus Office Georgia, National Statistics Office of Georgia, Results of Higher Education Reform in Georgia, 2008, World Education Services 14 Study on the organisation of doctoral programmes in EU neighbouring countries Georgia

19 Appendix C - Georgian HEIs, number of students and date of establishment, 2010 Higher Education Institutions Number of students Date of establishment 1 Ivane Javakhishvili Tbilisi State University 18, Georgian Technical University 13, Ilia State University 8, Akaki Tsereteli State University 6, Georgian State Agrarian University 5, Tbilisi State medical University 4, Batumi State University 4, Sokhumi State University 2, Iakob Gogebashvili Telavi state university 1, Tbilisi State University of Economic Relations 1, Gori University 1, Tbilisi State Academy of Arts 1, Batumi State Maritime Academy 1, Caucasus University 1, Shota Rustaveli Theatre and Film Georgian State 1, University 16 University of Georgia 1, Georgian Sub-Tropical State University 1,117 n/a 18 Akhaltsikhe State Teaching University 1, International Black Sea University Independent University of Zugdidi 883 n/a 21 Georgian University of Aviation 833 n/a 22 Georgian American University Grigol Robakidze University Free University Georgia David Agmashenebeli University Sukhishvili University Tbilisi University 489 n/a 28 Georgian Economy and Law Educational University Kutaisi University of Law and Economics Guram Tavartkiladze University of Economic Relations and Law 434 n/a 31 V. Saradjishvili Tbilisi State Conservatoire Tbilisi University "Metekhi" St. Andrew the First-Called Georgian University of Patriarchy of Georgia University "Geomed" 367 n/a 35 Georgian Institute of Public Affairs 365 n/a 36 Medical Institute Kutaisi"" Tsnori College Petre Shotadze Tbilisi Medical Academy Study on the organisation of doctoral programmes in EU neighbouring countries Georgia 15

20 39 Tbilisi University of International Relations Shota Meskhia State Institute 252 n/a 41 Tbilisi Humanitarian University St. Grigol Peradze Tbilisi University 226 n/a 43 Caucasus International University Tbilisi Independent University "Gorgasali American University for Humanities Tbilisi College 194 n/a 46 Teaching University of Society "Tsodna" University of International Relations 185 n/a 48 Tbilisi Teaching University of Banking and Management Teaching University "Rvali" IB Euro-Caucausian University 158 n/a 51 Batumi Arts Teaching University Tbilisi Medical Institute "Hipocrate" 134 n/a 53 AIETI Medical School 131 n/a The Georgian British University of International Law and Management Sokhumi Professor Akaki Chkhartishvili Economic- Humanitarian University 121 n/a University Interpharm+ 110 n/a 57 Akhalkalaki Higher Education Institution-College 98 n/a 58 Batumi Navigation Teaching University Caucasus Acaemic Center 33 n/a 60 Kutaisi Musical College 28 n/a Source: Ministry of Education and Science of Georgia, 2010 Appendix D - HEIs providing doctoral programmes HEIs providing doctoral programmes 1 Ivane Javakhishvili Tbilisi State University 2 Georgian Technical University 3 Ilia State University 4 Akaki Tsereteli State University 5 Georgian State Agrarian University 6 Tbilisi State medical University 7 Batumi State University 8 Sokhumi State University 9 Iakob Gogebashvili Telavi state university 10 Tbilisi State University of Economic Relations 11 Gori University 12 Tbilisi State Academy of Arts 13 Caucasus University 14 Shota Rustaveli Theatre and Film Georgian State University 15 University of Georgia 16 Georgian Sub-Tropical State University 16 Study on the organisation of doctoral programmes in EU neighbouring countries Georgia

21 17 International Black Sea University 18 Independent University of Zugdidi 19 Georgian University of Aviation 20 Georgian American University 21 Grigol Robakidze University 22 Free University 23 Georgia David Agmashenebeli University 24 Sukhishvili University 25 Tbilisi University 26 Kutaisi University of Law and Economics 27 Guram Tavartkiladze University of Economic Relations and Law 28 V. Saradjishvili Tbilisi State Conservatoire 29 Tbilisi University "Metekhi" 30 St. Andrew the First-Called Georgian University of Patriarchy of Georgia 31 Medical Institute Kutaisi"" 32 Petre Shotadze Tbilisi Medical Academy 33 Tbilisi University of International Relations 34 Tbilisi Humanitarian University 35 St. Grigol Peradze Tbilisi University 36 Caucasus International University 37 Tbilisi Independent University "Gorgasali 38 University of International Relations 39 Teaching University "Rvali" 40 IB Euro-Caucausian University 41 AIETI Medical School 42 The Georgian British University of International Law and Management 43 University Interpharm+ Study on the organisation of doctoral programmes in EU neighbouring countries Georgia 17

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