Dublin Technological University Alliance. PhD Programme DT900. MPhil Programme DT901. PgDip(Res) Programme DT902. Supporting Information

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1 Dublin Technological University Alliance PhD Programme DT900 MPhil Programme DT901 PgDip(Res) Programme DT902 Supporting Information

2 Contents 1. Introduction Description of Partners Nature of Relationship Role of Learners from each Site Programme Development Overview of the Programme General Overview of the Programme Programme Outline and Award Descriptors Graduate Attributes Ethics Approval Recruitment Admission Requirements Before Applying Arrangements for Supervision Application Process Registration Process Student Mobility Market Demand and Support European Policy National Policy Support from the Graduate Research School Accommodation and Resources Accommodation Specialised Equipment and Facilities E- learning Support Additional Facilities and Equipment Staff PhD Supervision Staff Professional Development Research at the DTU Alliance Programme Development Plan Development Plan Learning and Teaching Enhancement Relationships with Professional and Academic Bodies

3 1. Introduction Doctoral education plays a central role in Ireland s intellectual, cultural, economic and societal development through the provision of the requisite graduate skills base. A strong knowledge capital base in all disciplines must be maintained, with a special focus on areas that enhance economic returns. Following an analysis of our capacity and capabilities, the Dublin Technological University (DTU) alliance has developed a PhD programme with smart specialisations in: Environment, Energy and Health Information, Communications and Media Technologies New Materials and Devices Society, Culture and Enterprise The PhD programme, presented here, has been developed by the Dublin Technological University (DTU) alliance comprising Dublin Institute of Technology (DIT), the Institute of Technology, Blanchardstown (ITB) and the Institute of Technology Tallaght, Dublin (ITT, Dublin). The early stages of the programme are also applicable to MPhil and PgDip(Res) programmes. 1.1 Description of Partners Following publication of the National Strategy for Higher Education in January 2011, 1 a framework for reform within the Irish Higher Education landscape has been established. Included in that framework is a different type of university for Ireland a Technological University. Three institutions in the Dublin region DIT, ITB and ITT - have come together to explore the benefits of structured cooperation and collaboration and to jointly seek designation as a new unitary university, providing educational opportunities that are practice-based and research-informed. DIT, ITB and ITT established a formal alliance in October 2011 and since then colleagues from the three institutions have been working together to develop a programme of work which will culminate in the submission of a joint application for designation as a 1 3

4 Technological University. Together, the three partners will use their collective experiences, capabilities and resources to deliver higher education, including doctoral education, in a more efficient and equitable manner. DTU will be a unitary institution formed by the three partners and will be a three-campus, autonomous, degree-awarding university. Graduates, including doctoral graduates, of the Dublin Technological University will be: Innovative, creative, and entrepreneurial; Highly skilled, practical, and capable in an employment context; Technically and relationally competent to deal confidently with uncertainty; Adaptive in complex and dynamic knowledge environments; Independent thinkers, disruptive in a constructive way; Values driven, active and ethical; Research literate and capable; Digitally literate, global communicators and Capable of engaging continuously with learning. Dublin Institute of Technology (DIT) has been an integral part of the Irish higher education system for over 125 years. With autonomous degree-awarding authority up to PhD/level 10, DIT combines the excellence of a traditional university with professional careeroriented learning and prepares graduates for productive leadership roles in both the public and the private sectors. Furthermore, excellent industry engagement is reflected in successful technology transfer, enterprise creation and a strong applied research base. DIT has helped over 200 entrepreneurs launch companies that have attracted over 100 million in investment and created over 1000 smart economy jobs in the Dublin region. With a student community of some 22,000 people, DIT is preparing to relocate to a new unitary campus at Grangegorman in Dublin s city centre. The Institute of Technology Blanchardstown (ITB) is located in North County Dublin in Fingal. The modern 56 acre campus is situated in one of the key industrial, commercial, retail and pharmaceutical hubs in Ireland. With its state of the art facilities and recent 1 million euro investment in a Food Production and Urban Horticulture facility, ITB has been pursuing its mission of making education accessible to a diversity of learners since The focus is on a relevant, vibrant curriculum, innovative teaching and excellent student 4

5 supports and since it was established, ITB has been firmly embedded within its community. ITB offers a range of practice-based, career-focused programmes to over 3000 learners through full-time, part-time and online programmes. Research is a core activity at ITB with the research community collaborating on projects with local industry, community organisations and other agencies. The Learning and Innovation Centre (LINC) supports the research activities taking place at ITB via technology transfer activities, applied research links with industry and links to the funding agencies. LINC provides incubation space to local start-up enterprises and also encourages an entrepreneurial culture within the student body via student competitions and internships. The Institute of Technology Tallaght, Dublin (ITT Dublin) is located in south county Dublin and was established in It has a student population of over 4000 students of which 32% are part-time students, one of the highest percentages in Ireland. It adapts programme design and delivery to meet the requirements of industry and a number of its programmes are delivered off-campus in companies. In its relatively brief history it has grown in size, stature and in the range and level of programmes provided. It has a reputation for facilitating access to higher education for those groups traditionally underrepresented. It has a very active research community, including PhD students, for a college of its size and through the Synergy Centre provides supports to early-stage enterprises in the high-technology and knowledge-intensive sectors. 1.2 Nature of Relationship The three partner institutions have agreed to establish a joint Graduate Research School for the Dublin Technological University (DTU) alliance with effect from July 1 st 2014 and existing and new research students and their supervisors will be vital members and central to its success. This will help the alliance build a strong research community across the three campuses and provide a clearer identity for graduate research activities in addition to a forum for sharing best practice between both supervisors and research students. The Board of the Graduate Research School will have members from all three institutions nominated by the respective Academic Councils. 5

6 New research students joining the Graduate Research School on or after January 1 st 2015 will register, and be examined, for awards from DIT until such time as the TU designation process is complete. Research students registered at ITB and ITT Dublin prior to this date will be given the option of being examined for DIT awards. Such students will be considered on a case by case basis by the Head of the Graduate Research School. New research students joining the Graduate Research School on or after January 1 st 2015 will follow the structured programmes of research described in the student handbooks. All research students registered prior to this date and in the first year of their programme, at DIT, ITB and ITT Dublin, will also follow the structured programmes of research. All other research students registered prior to this date, at DIT, ITB and ITT Dublin, will not be required to follow a structured programme of research but will be encouraged to attend modules if they so wish. All students will be informed of these processes and the Head of the Graduate Research School will liaise with individual students who may wish to remain on their current programmes. Modules for the PhD programme proposed here have been developed and will be delivered by all three alliance partners. On the success of an application for TU designation, students will be registered for DTU awards and will carry out their research and attend modules on all three campus sites, where appropriate. 1.3 Role of Learners from each Site A postgraduate student is required to: Comply with the current edition of the Postgraduate Research Regulations; Satisfy at the appropriate level the requirement for the programme for which they are registered; Agree with the appointed supervisor(s) the timetable for the proposed research including working hours and holiday arrangements; Agree with the appointed supervisor(s) the nature and extent of the guidance required; 6

7 Agree a regular schedule of meetings with the supervisor(s), including the advisory supervisor, where appointed and contribute to maintaining a permanent record of these meetings; Prepare, with the supervisor(s), the research and professional development plans; Inform the supervisor(s) of significant problems and difficulties as early as possible; Maintain progress on a work schedule agreed with the supervisor(s); Conduct the research within the ethical standards of the institution and other appropriate external agencies; Follow the structured programme of research and successfully complete the requisite taught modules ; Present written material on the work being undertaken as required by the supervisor(s) ; Obtain approval from the Board of the GRS for any changes to their research programme; Reach agreement with the supervisor(s) on a decision to request a transfer to a higher or lower register; Provide a comprehensive annual progress report; Make an oral presentation on the annual progress report to an assessment panel; Renew registration annually; Agree, if possible, with the supervisor(s) on a date for submission of the thesis; Give notice of intention to submit a PgDip (Res), Masters or PhD thesis to their home institution; Submit a suitable thesis and attend the oral examination. 1.4 Programme Development In February 2010, the Academic Council at DIT approved the Framework for Structured PhD programmes. 2 Structured PhDs are also included in the Operational Plan (Schedule 18) which is submitted to the Higher Education Authority (HEA) annually. Subsequently in 2011, the Academic Councils of ITT Dublin and ITB adopted structured PhD frameworks which are aligned with the DIT framework. A PhD programme sub-committee of the Graduate Research School Board with representation from across all institutions was established in The Graduate Research School Board also has representation from across the DTU Alliance

8 The doubling of the number of doctoral graduates is part of the National strategy to build world class research teams, generate new knowledge and new innovations, and provide all economic sectors with a supply of skilled and educated graduates. Initiatives arising from the Irish Government s Strategy for Science, Technology and Innovation (SSTI) have supported the doctoral education strategy and the move in Ireland to more structured delivery of PhD programmes. 3 The attributes which modern PhD graduates should possess include research expertise and a range of employability skills and competencies. In addition to these competencies, the following components should be in place for all PhD students: formal induction, progress monitoring, regular professional development, and access, in accordance with individual needs, to disciplinary skills development opportunities. These developments are designed to ensure that doctoral graduates are broadly employable within the economy, both within their discipline but also in sectors and roles not directly linked to their academic background. During economic recessions and with low staff recruitment in the third level education sector, the majority of PhD graduates may not find careers within higher education and possibly not in their primary skill area. However, their skills are required in industries ranging across the public and private sectors and underpin innovation and development for new markets and societal needs. Therefore there is a need to evolve the format of PhD education so as to ensure that individuals have the skills required for new workplaces, and in particular the workplace outside academia. Science, technology, arts, humanities and social sciences all play a role in enabling innovation potential to be released. A greater emphasis in curricula on communication, creativity, problem-solving ability and integrative or independent thinking is also now required. The development and embedding of these skills at PhD/level 10 is intended to address these requirements. The Advisory Council for Science, Technology & Innovation report the Role of the PhD in the Smart Economy 4, shows that the number of PhDs employed in industry in Ireland 3 Irish Governments Strategy for Science, Technology and Innovation (SSTI) 2006 to 2013,

9 almost trebled, from 420 in 2001 to 1,179 in In 2012, 1,532 candidates graduated with a PhD award in Ireland and 46% of those in employment were 3 rd level graduates. Employment growth was observed in 2013 and was concentrated in the third level graduate cohort, with employment of third level graduates increasing by over 40,000 (90% of which was at honours degree level). 5 Demand for doctoral graduates is increasing and meeting this demand has a catalytic effect on the ability and willingness of diverse sectors of the economy to conduct research and development. The Advisory Council has recommended that structured PhD programmes should both deepen the students understanding of their discipline and develop knowledge of research approaches, techniques and methods that are critical to the value of the PhD for enterprise. The Expert Group on Future Skills Needs has outlined in its National Skills Bulletin the sectors where there is expected to be a skills shortage in the near future, identifying the ICT, bio-pharma and medical device, agri-food, financial services and healthcare sectors. Cross-disciplinary skills were also found to be difficult to source, including ICT combined with business intelligence and financial applications expertise and engineering combined with science skills. There is no evidence of shortages in the education sector and given the restrictions on recruitment, employment opportunities in the public education sector will be very limited. Therefore, it is imperative that our PhD graduates acquire a broad range of discipline specific and employability skills to ensure that they can manage their careers and mobility across a variety of employment sectors

10 2. Overview of the Programme 2.1 General Overview of the Programme Title of Programme: PhD Programme with thematic streams in Environment, Energy and Health Information, Communications and Media Technologies New Materials and Devices Society, Culture and Enterprise Award: Doctor of Philosophy (PhD) NQAI Level: 10 Purpose: This is a multi-purpose award-type. The knowledge, skill and competence acquired are relevant to personal development, participation in society and community, employment, and access to additional education and training. Volume: Large 2.2 Programme Outline and Award Descriptors The PhD programme at the DTU Alliance will take a maximum of 4 years full-time to complete and is a holistic programme which aims to broaden and deepen the education and training of doctoral students such that each graduate will: complete their specialised research project and obtain quality PhD awards, simultaneously develop a range of discipline specific and employability skills, develop competencies in interdisciplinary research environments utilisable by industry and the professions so as to facilitate inter-sectoral mobility. The early stages of the PhD programme are applicable to MPhil and PgDip(Res) students and the PhD programme at the DTU alliance is flexible in nature and can therefore be used also for part-time and work-based studies. There are four main elements to the PhD programme: 10

11 Element 1 Original Research 290 ECTS Element 2 Research & Professional Development Plan 30 ECTS Element 3 Employability Skills 20 ECTS Element 4 Discipline Skills 20 ECTS This integration of training is designed to ensure that our graduates are well suited to the modern business, commercial and industrial environments as well as the more traditional careers in academia and research. The PhD programme includes taught modules for employability skills training designed so that, on completion, each student will have achieved the appropriate learning outcomes. Modules have an approved ECTS credit rating and include topics such as research methods, research ethics, project management and communication skills. A student can be admitted to the PhD programme with recognition of prior learning (RPL) and exempted from some taught modules by application to the Graduate Research School Board. Full details of the employability skills training modules are given in the student handbooks and these modules are developed to address each of the learning outcomes outlined in the Irish Universities Association (IUA) PhD Graduates Skills statement 7, specifically: Research Skills and Awareness, Ethics and Social Understanding, Communication Skills, Personal effectiveness and development, Team-working and leadership, Career Management, Entrepreneurship and Innovation. The PhD programme also includes additional taught modules for discipline specific skills training. Modules are at an advanced level and have an approved ECTS credit rating. Full details of the modules are again provided in the student handbooks but examples include cell and molecular biology, optoelectronics, applied optics and advanced quantitative analysis for business. The discipline specific modules are developed to address each of the

12 learning outcomes outlined in the National Framework of Qualifications 26 for PhD/level 10 awards, specifically: Knowledge - Breadth and Kind - graduates will have an understanding of a substantial body of knowledge which is at the forefront of their discipline and will have created new knowledge through original research, or other advanced scholarship, of a quality to satisfy review by peers. Know-how and Skill - Range and Selectivity - graduates will have a significant range of the principal skills, techniques, tools, practices and/or materials which are associated with their field of learning and will have the ability to respond to abstract problems that expand and redefine existing procedural knowledge Competence - Context, Role, Learning to Learn and Insight - graduates will be able to exercise personal responsibility and largely autonomous initiative in complex and unpredictable situations, in professional or equivalent contexts. Graduates will also be able to communicate results of research and innovation to peers and engage in critical dialogue and lead and originate complex social processes. Graduates will be able to critique the broader implications of applying knowledge to particular contexts and scrutinise and reflect on social norms and relationships and lead action to change them Modules have been developed and will be delivered by schools and colleges across all of the DTU alliance. A student may also choose discipline specific modules delivered by other institutions through initiatives such as the Dublin Region Higher Education Alliance (DRHEA), National PhD platforms in Nanoscience (INSPIRE) 8, Creative Arts & Media (GradCAM) 9, Telecommunications (TGI) 10 and Engineering (GrepENG) 11, the International Centre for Graduate Education in Micro- and nano-engineering (ICGEE) 12 and the National Agri-Food Graduate Development Programme (AFGDP) 13. Discipline skills training may also

13 be obtained by attendance at relevant training events, such as summer schools, provided they are at an advanced level and have an approved ECTS rating. 2.3 Graduate Attributes The PhD programme proposed here provides students with opportunities to develop, practice and be assessed on a range of key employability skills. PhD graduates from the DTU Alliance leave with key skills for employability or graduate attributes such that each graduate is: Engaged: Civically engaged, socially responsible with an international outlook to contribute meaningfully and positively in their professional, community and social environments. Enterprising: Has the skills, knowledge and attributes needed to apply creative ideas and innovations and to find practical solutions. Enquiring: Has a spirit of curiosity and a desire to learn, motivated to draw upon existing knowledge, generating new ideas, seeking out learning opportunities, exploring the application of theory to practice and actively creating new knowledge. Effective: Effective, highly skilled and confident with the capacity to achieve desired results and make a positive difference. Expert in chosen subject discipline: Has the professional knowledge and capacity independently to practice, reflect, review and build upon disciplinary expertise and judgment. 2.4 Ethics Approval All programmes of research must receive approval from the Research Integrity and Ethics Committee and the full procedure is available at Any significant change during the course of the project may require re-approval of the research programme by the Research Integrity and Ethics Committee. The Board of the GRS recognises ethics approval already received and therefore students registered for a research programme at a DTU alliance partner prior to 1 st October 2014 will not require re-approval unless there has been a significant change to the work-programme. 13

14 2.5 Recruitment Recruitment of postgraduate students for funded, non-funded or self-funded research programmes is through public advertisement. All vacancies are posted on the Institutes web pages at and and Other web-sites including are also used. 2.6 Admission Requirements The entry requirements for the PhD programme are as follows 14 : Minimum of a 2.1 honours degree (level 8) in a relevant discipline or Transfer from the research Masters degree (level 9) The entry requirements for a research Masters programme are as follows: Minimum of a 2.2 honours degree at level 8 in a relevant discipline or Transfer from the Postgraduate Diploma by Research (PgDip(Res)) The entry requirements for a PgDip(Res) programme are: Minimum of a pass degree at level 8 in a relevant discipline The Graduate Research School Office will verify the equivalency of non-irish qualifications. Procedures in relation to non-standard applicants and advanced-stage transfers are provided in detail in the student handbook. An international applicant, whose native language is not English, must display an adequate proficiency in English in four categories; speaking, listening (comprehension), listening and writing. The recognised English language tests are listed at The minimum level required for research programmes is International English Language Testing System 6.0 or 14 Students on the research Masters register can undergo examination for transfer to the higher register. Similarly students on the Postgraduate Diploma by Research (PgDip(Res)) register can undergo examination for transfer to the research Masters register. The procedures for such transfers are also described in student handbook. 14

15 equivalent for the overall average score with a score not lower than 5.5 in each category. In exceptional circumstances, an applicant with an overall average score of 5.5 may be considered subject to the approval of the proposed supervisor, Head of School and the Head of the Graduate Research School. Any student whose native language is not English and who has obtained a score between 5.5 and 6.0 on the International English Language Testing System or equivalent must successfully complete the English Language for Academic Purposes module during stage 1 of their programme. In making an application to pursue postgraduate research studies, a candidate is required to provide a transcript of the examination results indicating proficiency in English. RPL cannot be used for exemption from the English language requirement. 2.7 Before Applying Applicants are encouraged to make informal contact with supervisors, schools or colleges prior to application. This contact will permit discussion of the feasibility of carrying out a research programme at the level sought, as well as allowing a thorough discussion of the proposed research project with prospective supervisor(s). Supervisors should discuss with their Head of School the funding arrangements, the availability of laboratory or other accommodation and other requirements for the proposed work. 2.8 Arrangements for Supervision All postgraduate research students must register in an academic school/department and are also members of the Graduate Research School whose role is defined in section 3.3. Academic supervision is central to the successful completion of postgraduate research work. Supervisors play a key role in designing the research project, guiding the postgraduate student in their work, maintaining the general direction of the research, setting appropriate academic targets and standards to be attained by the student and assessing when they have achieved them. More than one supervisor may be appointed. One of the supervisors must 15

16 Be a current full-time or pro-rata member of staff of a DTU alliance institution; Hold a qualification equivalent to, or higher than, the award being sought by the postgraduate student to be supervised; Have previously supervised a student to completion for a qualification equivalent to or higher than the award being sought. Supervisors who have not previously supervised a research student to successful completion at the level of the award being sought must within 12 months of the student s first registration undertake the Licence to Supervise course offered by the Graduate Research School Office. In such cases, a suitably experienced advisory supervisor must also be appointed. In the conduct and management of the project, the lead supervisor normally provides the day-to-day supervision of the postgraduate student s work. Where research work is interdisciplinary, involving possibly more than one school and/or collaboration with an external organisation, a second (or third) supervisor, may be appointed. Each graduate student must be supervised by at least one qualified and experienced supervisor. However, supervisory teams are encouraged that comprise of all relevant supervisors (lead, advisory, associate, external from industry or another HEI) who play an active role in the graduate student s research project. The research team includes all supervisors and the graduate student. An associate supervisor, not necessarily possessing the requisite qualifications, may also be appointed to the supervision team if they are experts in the required discipline. The relevant College Board may withdraw the student from the programme should s/he neglect his/her obligations towards the project or should s/he fail to follow consistently and effectively the advice of his/her supervisor(s). 16

17 2.9 Application Process Step 1. Candidates wishing to register for a research award can apply anytime and applications are received on-line at _THEME: , ,DEFAULT Step 2. The Graduate Research School Office will verify that the candidate meets the minimum entry requirements. Step 3. The Supervisor will confirm that they can provide the academic expertise and facilities and are willing to accept the candidate subject to the availability of funding. Step 4. The Graduate Research School Office will send an offer letter to all candidates who meet the admission requirements and who are accepted for a PhD position by a supervisor Registration Process Step 1. Following an offer of a PhD position, students wishing to apply for registration should complete form PGR 1 [Registration Form] with the help of their supervisors. In submitting form PGR 1, the candidate is agreeing to abide by the regulations of the institute and places on funded postgraduate research programmes may also be governed by the terms and conditions of a funding agency, details of which are available from the Graduate Research School Office. Step 2. Once the Graduate Research School Office receives all relevant documentation, the student will be registered for the appropriate award on payment of the fee. The Graduate Research School Office will report on PhD student registrations to the Board of the Graduate Research School Student Mobility The DTU alliance partners strongly encourage inter-sectoral, inter-national and interdisciplinary mobility. 17

18 Internships with enterprise as well as with another higher education institution are encouraged. Internships can be for participation in a doctoral course of a recognised university or scientific institution provided that such participation adds value to the final thesis. Internships for academic research for the thesis at a recognized university, scientific institution or enterprise are also possible. Students may also complete an internship/work placement under the Lifelong Learning/Erasmus Mobility schemes or their equivalent in other countries. Internships/work-placements will only be permitted subject to the approved selection procedure defined in the student handbook. Learning agreements must be developed on an individual basis and must be approved by the lead supervisor and the Graduate Research School Board. 18

19 3. Market Demand and Support Ireland by 2013 will be internationally renowned for the excellence of its research, and will be to the forefront in generating and using new knowledge for economic and social progress, within an innovation driven culture. Irish Government s Strategy for Science, Technology and Innovation (SSTI) 2006 to European Policy The Bologna Process is a voluntary, intergovernmental, framework between education ministers in Europe which began with the Bologna Declaration in 1999, having the goal of developing a European Higher Education Area (EHEA) by The main features of the Bologna Process have been the adoption of a three-cycle system of Bachelors, Masters and Doctorates and the development of a system of recognition of credits for study, the promotion of mobility and greater co-operation in quality assurance standards. Since 1999, ministers have met seven times to assess progress Prague in 2001, Berlin in 2003, Bergen in 2005, London in 2007, Leuven/Louvain-la-Neuve in 2009, Budapest-Vienna in 2010 and Bucharest in At the 10 th anniversary conference in Budapest-Vienna, the European Higher Education Area was officially launched and therefore the objective set in the Bologna Declaration was accomplished. The main follow-up structure is the Bologna Follow-up Group (BFUG) which oversees the process between the ministerial meetings. The BFUG is composed of the representatives of all members of the Bologna Process and the European Commission, with consultative members including the Council of Europe, UNESCO and the European Universities Association (EUA). The EUA, as the main organisation representing higher education in Europe, met in Salzburg in February 2005 to discuss doctoral programmes and issued the Salzburg Declaration incorporating ten basic principles. 16, Doctoral education s core component is the advancement of knowledge through original research. At the same time it is recognised that doctoral training must increasingly meet the needs of an employment market that is wider than academia. 15 Irish Governments Strategy for Science, Technology and Innovation (SSTI) 2006 to EUA Salzburg Declaration. 19

20 The core component of doctoral training is the advancement of knowledge through original research. At the same time, it is recognised that doctoral training must increasingly meet the needs of an employment market that is wider than academia. Embedding in institution strategies and policies. Universities need to assume responsibility for ensuring that the doctoral programmes and research training they offer are designed to meet new challenges. The importance of diversity. The rich diversity of doctoral programmes in Europe is a strength which has to be underpinned by quality and sound practice. Doctoral candidates as early stage researchers should be recognised as professionals with commensurate rights who make a key contribution to knowledge. The crucial role of supervision and assessment: in respect of individual doctoral candidates. Arrangements for supervision and assessment should be based on a transparent contractual framework of shared responsibilities between doctoral candidates, supervisors and the institution (and where appropriate including other partners). Achieving critical mass. Doctoral programmes should seek to achieve critical mass and should draw on different types of innovative practice being introduced in universities across Europe. Duration. Doctoral programmes should operate within an appropriate time duration (three to four years full-time as a rule). The promotion of innovative structures to meet the challenge of interdisciplinary training and the development of transferable skills. Increasing mobility. Doctoral programmes should seek to offer geographical as well as interdisciplinary and inter-sectoral mobility and international collaboration within an integrated framework of cooperation between universities and other partners. Ensuring appropriate funding. The development of quality doctoral programmes and the successful completion by doctoral candidates requires appropriate and sustainable funding. The EUA Council for Doctoral Education (EUA-CDE) carried out an intensive consultation with its members that resulted in the Salzburg II Recommendations 17, which build on the original Salzburg Principles, affirm their validity and give them additional content. The Salzburg II Recommendations are in three categories. The first category confirms the doctorate as being based on the practice of an original research project while the third category is aimed mostly at non-university stakeholders such as political decision makers. 20

21 The second category deals with structuring doctoral education to create a supportive environment. The recommendations outline the goals of structuring doctoral education so as to assure high quality research environments, critical mass, transparent admission procedures and high quality of supervision. Furthermore, exposure of PhD students to a wide range of opportunities through structured PhD programmes ensures personal and professional development and support for career development and mobility. The Salzburg II recommendations (2011) are summarised as follows: Critical mass and critical diversity Institutions must develop a critical mass and diversity of research in order to offer high quality doctoral education. Europe s universities have developed diverse strategies to assure critical mass and diversity, building their areas of strength through focused research strategies and engaging in larger research networks, collaborations or regional clusters. Recruitment, admission and status Structured programmes should develop recruitment strategies that correspond to their particular mission and profile and such strategies should be connected to explicit outcomes, identifying clear profiles of the candidates wanted. Admission to a doctoral programme is an institutional responsibility and admission policies must be transparent and accountable and should reflect the research, supervisory and financial capacity of the institution. Transparency and accountability will be strengthened by having a single, identifiable place to apply. Supervision Supervision must be a collective effort with clearly defined and written responsibilities of the main supervisor, supervisory team, doctoral candidate, doctoral school, research group and the institution, leaving room for the individual development of the doctoral candidate. Providing professional development to supervisors is an institutional responsibility, whether organised through formal training or informal sharing of experiences among staff. Developing a common supervision culture shared by supervisors, doctoral school leaders and doctoral candidates must be a priority for doctoral schools. Supervisors must be active researchers. Outcomes The main outcomes of doctoral education are the early stage researchers and their contribution to society through knowledge, competences and skills learnt by undertaking

22 research, as well as awareness and openness towards other disciplines. The outcome of the research must testify to the originality of the research and be suitable for dissemination within the scientific community. Career development Career support for doctoral candidates must take into account individual goals and motivations and acknowledge the wide range of careers for doctorate holders. While the doctoral candidate is responsible for their career choices, it is the institution s responsibility to provide support structures for professional development. Offering training in transferable skills, including understanding the ethics of research, is central, and should be a priority for doctoral schools and programmes. Professional development of doctoral candidates includes awareness about skills attained through doing research as well as of the wide range of career choices for doctorate holders. Building ties to the other sectors contributes to bridging the communication gap with potential employers and recruiters. Credits Some universities consider credits useful for the taught components of doctoral education, especially in cross-institutional (joint) doctoral programmes. Credits, however, do not make sense when measuring the research component or its associated dissemination outputs. High quality doctoral education needs a stimulating research environment driven by research enthusiasm, curiosity and creativity, not motivated by the collection of credits. Quality and accountability It is necessary to develop specific systems for quality assurance in doctoral education and, crucially, that these are linked to the institutional research strategy. For this reason, there is a strong link between the assessment of the research of the institution and the assessment of the research environments that form the basis of doctoral education. Assessment of the academic quality of doctoral education should be based on peer review and institutions should develop indicators based on institutional priorities such as individual progression, net research time, completion rate, transferable skills, career tracking and dissemination of research results. Internationalisation Internationalisation strategies should be a tool to increase the quality of doctoral education and develop institutional research capacity. Doctoral education should include the possibility for mobility experiences. 22

23 The EU completed a review of doctoral training in Europe in 2011 to provide an overview of recent developments in doctoral training and identify a common approach. It has now issued best practice principles which provide for guidelines to enhance doctoral training across Europe, namely 18 : Research Excellence Attractive Research Environment Interdisciplinary Research Options Exposure to Industry and other Sectors International Networking Transferrable Skills Training Quality Assurance The report states that The classical model of the master-apprentice relationship is gradually becoming less important and more and more universities are setting up doctoral schools that deliver structured programmes for cohorts of candidates. These programmes provide career development through course work on disciplinary and transferrable skills alongside their original research The majority of institutions have set up doctoral [graduate research] schools and programmes across several or all of their departments/disciplines. 3.2 National Policy It is well recognised that research is a driver of Ireland s sustainable social and economic development. However, Ireland has traditionally been below OECD averages in terms of the numbers of completed PhDs. HEIs have a responsibility to respond to the challenges currently facing Ireland and need to prepare students so that they graduate equipped with an array of skills to continually adapt to new ways of working and living. Key policy documents include Ireland s National Strategy for Higher Education to and the Report of the Research Prioritisation Steering Group 20 which are underpinned by the HEA s

24 Towards a Future Higher Education Landscape 21, the HEA Strategic Plan and SSTI. In SSTI, the Government proposes several key actions in order to make Ireland attractive for research and development and inward investment and to develop Ireland s knowledge society including: Enhance postgraduate skills through a graduate schools mechanism, Enhance the mobility of researchers, Double the number of PhD graduates from the 2004/2005 base by SSTI also states that There is an emerging need for a more structured approach to postgraduate formation to ensure effective development of our researchers, shorter PhD duration and increased completion rates. The more structured approach to postgraduate formation has the potential to reduce the time taken to complete a PhD and increase the completion rates of entrants to doctoral programmes, thus delivering both quality and improved value for money for the resources invested in PhD training. A greater number of these PhD graduates will enter business and administration as well as the traditional career paths in academia and industry-based R&D. Therefore, it is critically important that these graduates acquire a broad range of discipline specific and employability skills to ensure that they can manage their careers and mobility across a variety of employment sectors. Graduates primarily develop these skills through their research but, increasingly, education and training in employability and discipline specific skills is being embedded in PhDs through taught modules leading to more formalised structured PhD programmes. Within HEIs, it is accepted that a graduate school mechanism is required in order to enrich the training of our PhD graduates while simultaneously maintaining the quality of our awards. SSTI suggests that graduate schools can deliver: Quality-led training of early stage researchers in multi-disciplinary environments,

25 Structured, relevant employability and professional skills training enabling the PhDs produced to develop their careers in diverse sectors of the economy, including intellectual property management and commercialisation skills, Industrial placements and modular, transferable postgraduate courses, both practical and theory-based with built-in industrial expertise, and, Further training for industrial researchers requiring skills/knowledge upgrading. Ireland s National Strategy for Higher Education to 2030 notes that Ireland is transforming the PhD programme by a more structured approach and incorporating employability as well as discipline-specific courses and that this is regarded by Europe as leading the way. Initiatives arising from the SSTI have supported the doctoral education strategy and the move to more structured PhD programmes. Similar approaches are being adopted across Europe and the U.S. Irish higher education participation in, and contribution to, European initiatives through the Framework and Horizon 202 Programmes continue to inform our practice and provide financial support. In 2010, the Government appointed a steering group to identify research prioritisation areas on which future investment in publicly funded research will be based. The Report of the Research Prioritisation Steering Group outlines 14 priority areas. Postgraduate provision and skills must be aligned with the needs of the wider economy and society and the PhD programme described here has been mapped to these research priority areas (RPA) and also to the policy research areas and the science and technology platforms outlined in the report. Many of these RPA and policy research areas map to more than one of the PhD programme streams and the following is an indicative listing: PhD stream in Environment, Energy and Health o RPA - Connected Health & Independent Living o RPA - Food for Health o RPA - Sustainable Food Production & Processing o RPA - Marine Renewable Energy o Policy Research Bioenergy, Population Health, Environmental Health, Health services 25

26 PhD stream in Information, Communications and Media Technologies o RPA - Future Networks & Communications o RPA - Data Analytics, Management, Security & Privacy o RPA - Digital Platforms, Content & Applications o RPA - Smart Grids & Smart Cities o Science and Technology Platforms Microelectronics, Photonics, Software Engineering PhD stream in New Materials and Devices o RPA - Therapeutics Synthesis, Formulation, Processing & Drug Delivery o RPA - Processing Technologies & New Materials o RPA - Medical Devices o RPA Diagnostics o Science and Technology Platforms - Basic Biomedical Science, Nanotechnology. Advanced Materials PhD stream in Society, Culture and Enterprise PhD Programme o RPA - Manufacturing Competitiveness o RPA - Innovation Services & Business Processes o RPA - Digital Platforms, Content & Applications Research in these areas should provide enterprise development, employment growth, job retention and real improvements in the quality of life. In addition, the steering group made several recommendations on system changes that need to be put in place immediately in order to accelerate the delivery of economic and societal outcomes. The report shows that the ability to translate research into benefits ultimately depends on the quality of our researchers including PhD graduates. The report recommends that quality postgraduate training and education, including the structured PhD model, requires a consistent quality framework and that the responsibility for monitoring the output and quality of PhD training should be with the Department of Education and Skills. Models that facilitate work-based PhDs are encouraged to help up-skill researchers working in enterprise. PhD researchers should also be able to contribute to enterprise and job creation through commercialisation of their research. Structured PhD programmes are 26

27 required to provide skilled industry-ready graduates for current and future human capital requirements. In Towards a Future Higher Education Landscape the HEA outlines what is needed from higher education institutions to meet the objectives of the strategy and address its recommendations. Three main objectives are identified: To improve the Student experience A dynamic and vibrant learning experience must be provided including different modes of learning to facilitate the work-life balance of students. To improve the Impact on society and enterprise Graduates should be provided with breadth of knowledge, skills and competencies to meet the needs of private enterprise, public purpose and social innovation to achieve optimal social and commercial impact. To improve the International recognition of the quality of Irish HE The quality of our graduates and research is an important consideration in decisions by international firms to invest in Ireland. The HEA have also defined the process and criteria for designation of institutions as technological universities. Of particular relevance is the requirement for applicant institutions to demonstrate that PhD provision is concentrated in a small number of fields which have the capacity and credibility to offer this level of study and only staff with a PhD qualification and a sustained record of research publications and research outputs should be engaged in the delivery and supervision of PhD programmes. In addition, applicants should integrate the traditional supervisor-led approach with practice-led and industrial PhD models all within a structured PhD framework. In its Strategic Plan, the HEA emphasises the need for quality metrics and standards in the area of PhD provision. The HEA will continue to encourage HEIs to focus on particular areas of research and to concentrate and consolidate research around particular themes. The embedding of structured PhD programmes as a characteristic of higher education is a core focus of the HEA Strategic Plan. 27