TU Delft Graduate School, Doctoral Education, July 2012

Transcription

1 Doctoral Education 1. TU Delft Doctoral Profile / Doctoral Education Programme Within the context of establishing TU Delft Graduate School, the Doctoral Education (DE) Work-group submitted this proposal to the Graduate School Control Group for the academic development and training of PhD candidates during their doctoral studies. The idea behind the Doctoral Education framework is that PhD candidates develop specific competences during their PhD programme as to better enable them to complete their programme within four years as well as enhancing their personal skills and future career perspectives. Following the proposition that competency-based education comprises the integration of cognitive/intellectual competences (knowledge), functional competences (skills), and social competences (behaviour), and also building on previous research frameworks for the doctoral cycle 1, the DE Proposal derives from the ensuing general PhD candidate s profile: A PhD graduate is competent in: several scientific disciplines, carrying out research, design/engineering practices, formulating or applying scientific approaches, advanced intellectual skills, co-operating and communicating, taking into account temporal and social contexts. Based on the abovementioned, the following matrix presents an overview of what presently constitutes the TU Delft Doctoral Profile and the doctoral education programme at TU Delft. This table defines a set of competences and skills (including both Discipline-related and Research and Transferable Competences and Skills). 1 See: Meijers, A.W.M., van Overveld, C.W.A.M. en Perrenet, J.C. (2005) Criteria for Academic Bachelor s and Master s Curricula, ISBN: , issued by TU Delft, TU/e and University of Twente, Online PDF available at: < [Accessed 15 July 2011] (also available via descriptors special descriptors); VSNU, Hora Est! Reforming the Research Training System, Utrecht, 2004, pp Online PDF available at: < [Accessed 15 July 2011]; The Higher Education Qualifications Framework in the Netherlands, a presentation for compatibility with the framework for Qualifications of the European Higher Education Area, Self-certification document, dated 15 December 2008, pp , Online PDF available at: < [Accessed 15 July 2011]. And also: UK Researcher Development Statement (RDS), Vitae. Online PDF available at: < [Accessed 15 July 2011] 1

2 Table 1- Competences and Skills Scheme for the TU Delft Doctoral Education Programme 2 2 This set of skills is based on the following official TU Delft documents: PhD Development Scan - Competences Profile (by HR Work-group), DE Overview of obligatory and optional subjects (by DE Work-group) [Appendix 3] and GS DEP1 Proposal generic skills programme (by DE Work-Group). 2

3 This competences and skills framework forms the basis for the Doctoral Education programme. A more detailed description of theses competences and skills will be further developed by HR. TU Delft competences are linked to specific courses and/or training modules, in order to enable PhD candidates to focus specifically on their own development. The underlying objective is that the PhD candidate s development is based on and continues from the academic development trajectory of the MSc programme. The aim is to structure Doctoral Education in such a way that research time will not be hindered but yet complemented by this skills development programme, thus avoiding friction with external PhD research funding. In this document, the following themes, concerning DE, will be clarified: conditions, course selection and scope of DE, obligatory training programmes, quality of course selection, examinations, funding and the DE certificate. This document covers these subjects along general lines, however further detailed information can be found in the appendices. 2. General conditions The Doctoral Education (DE) programme is open to all PhD candidates following a doctoral programme at TU Delft. The Board for Doctorates assesses whether the requirements of the Graduate School have been met and whether the full DE certificate can be awarded. These requirements will therefore be appended to the Doctoral Regulations. The Board for Doctorates may deny PhD candidates admittance to the doctoral defence (for PhD candidates within the GS), when failing to meet the DE requirements. The Board for Doctorates may grant an exemption for external PhD candidates and staff members pursuing a PhD who are not required to meet the requirements of the Graduate School (see Appendix 1, for VSNU definitions of the different types of PhD candidates). Exemptions may also be granted to PhD candidates who have previously followed DE or an equivalent level of education. (Please see Appendix 2 for the procedure for requesting DE exemptions.) Regulations outlining which new PhD candidates will have to meet which requirements will be included in the Doctoral Regulations. If a PhD student does not meet the requirements of the DE programme, (s)he may not claim entitlement to a DE certificate awarded by TU Delft Graduate School. 3. Subdivision of DE programme To obtain a TU Delft Graduate School certificate a PhD candidate s educational programme must comprise three elements: Discipline-related skills : skills that represent added value and/or greater breadth regarding the specific knowledge involved in the doctoral research (relating to the substance of the discipline and field). These skills depend on the relevant field of research. The skills are therefore determined per faculty. Research skills : skills to improve the basic quality of the research. They are aimed at the PhD Student in his/her role as researcher and include research skills, publication and presentation of scientific papers, didactic skills, formulating propositions, library skills, as well as knowledge theory & philosophy of science and ethics. These skills are also partly dependent on the type of research and are consequently determined per faculty and/or supervisory team. Transferable skills: concern the development or improvement of the PhD candidate s personal skills. At least 80% of PhD candidates do not go on to pursue an academic career after acquiring their doctorate. These skills are important to prepare all PhD candidates for their future careers but are also applicable to daily-life PhD activities. By transferable skills we mean abilities such as providing feedback, personal effectiveness, time management, negotiating, financial insight, coaching and managing, conflict management, intercultural cooperation, career development, personal leadership, self-evaluation and the PhD Start-Up. The Transferable skills courses are largely coordinated and facilitated by the University GS. Only two courses are obligatory for all PhD candidates within the GS: the PhD Start-Up, at the beginning of the PhD programme, and a choice from a selection of different Career Development workshops in the third or final year. 3

4 The DE Work-group stresses the importance of the PhD Start-Up, as this lays a good foundation for the academic programme, and it makes the expectations the PhD student must meet explicit. The Career Development Programme is important as it gives PhD candidates an opportunity to start thinking at an early stage about their career after their doctoral programme. The faculties will decide which courses in the field of research skills are to be obligatory for all PhD candidates of the said faculty. Moreover, PhD candidates can decide in consultation with their supervisory team to follow additional research skills courses (optional). The discipline-related skills courses will be compiled for each faculty/department by their own GS, and should be aligned to the needs of PhD candidates. An example of how a PhD candidate could design his/her DE programme can be seen in Appendix Indication of scope The training programme consists of 3 categories which require a minimum of 15 GS credits each (a total of 45 GS credits). 1 GS credit is equal to 8 hours course time and includes possible homework and assignments.: Discipline-related skills - 15 GS credits (These courses are organized by the faculty GS and/or Research Schools.) Research skills - 15 GS credits (The credits in this category can be obtained by doing "Learning onthe-job Activities"* or courses. These courses are largely organized by the faculty GS and/or Research Schools.) Transferable skills 15 GS credits (These courses are organized by the University GS.** Within this section the PhD Start-Up (4 credits) and a at least one Career Development workshop (1 credit) are mandatory.) * A minimum of 5 and a maximum of 15 GS credits can be obtained via Learning on-the-job activities. ** A maximum of 4 GS credits can be obtained via language courses. N.B. If PhD candidates follow a Master course for their DE programme that is classified according to European Credits (EC), they can translate these credits to GS credits: 1 EC = 1 GS credit. It is not possible to translate GS credits to EC. If PhD candidates follow a Doctoral course at a location other than the GS, 1 course day is equal to 1 GS credit. 5. Examinations PhD candidates are mature and professional scholars and are responsible for their own personal and professional development. As decided in the DE Work-group, examinations should only be given for any Masters Courses that are followed and to only include those courses on the DE certificate if the PhD student successfully completes the examination. For other courses, attendance and active participation is required. It is not possible to ensure that the results of examinations taken at a number of different educational institutes will be calculated in a consistent way, and therefore the GS will not offer this guarantee. The DE Work-group believes it is undesirable to generate additional bureaucratic red tape surrounding the DE process. In view of the fact that hundreds of different courses are offered and followed outside TU Delft, requiring lectures/coaches to hand in attendance rolls to the GS is not practicable. The DE Work-group proposes that PhD candidates obtain the lecture/coach s signature to confirm participation by means of a course attendance form (to be downloaded via the GS website). The PhD student enters the data into the Doctoral Monitoring Application (DMA), along with a digital copy of the DE form. If a certificate is awarded upon completion of the programme, then this also suffices as documentary evidence. PhD candidates are responsible for keeping their DE programme record system (research portfolio) updated themselves. 4

5 6. Funding All PhD candidates within the GS are entitled to participate in a Doctoral Education programme. If no budget has been included in a PhD candidate s doctoral project for the DE programme, the department will have to ensure that financial resources are made available. A minimum of 7500 must be reserved by the department, for a new PhD student to participate in courses and to visit conferences during the four-year PhD period. This does not mean that this amount should actually be spent, but it does guarantee that a PhD student can participate in the DE programme. Of the reserved 7500, 2500 will be paid as an entrance fee to the University GS by the PhD candidate s department. This amount will cover the costs of GS DE courses in the category transferable skills and expenses for other supporting costs. If a PhD candidate should not complete his/her PhD programme at TU Delft or follow external transferable skills course, this will not affect the amount of the entrance fee. 7. Quality Control of GS DE Programme The quality of the courses and other forms of education followed is first and foremost the responsibility of the PhD candidate s supervisory team. Due attention should be paid to this within the section/ research group and department, for example in the PhD candidate s annual R&D cycle. The faculty Graduate School monitors the sum of courses followed; it does not play an active role in monitoring the quality of the courses followed. The Graduate School can, however, pose questions regarding the quality of the courses and other components of the educational programme. The DE Advice Committee advises that courses recommended by the faculty GS are assessed after one year in order to guarantee quality. The PhD supervisor and daily supervisor are tasked with monitoring the quality of the education and, among other things, applying the abovementioned criteria. It is advisable for each faculty GS to create an overview of the courses followed, with an indication of the quality, thus supporting the initial choices made by the PhD supervisory team and candidate. PhD candidates follow courses at various educational institutes. The quality of these courses is important. Therefore, the DE Work-group has determined that courses taken in the framework of the DE programme should at least meet the following quality criteria: Lecturers/coaches are experienced with/competent to train/coach staff from a diverse academic and international setting; Lecturers/coaches are capable of conveying a vision on the subject and to apply it in situations proposed by participants; Lecturers/coaches are capable of acting as a role model; Lecturers/coaches are capable of giving the courses in English and to produce material in English; Lecturers/coaches are capable of reflecting on the theory; Lecturers/coaches can embed both theory and course material in practical assignments and provide feedback; Lecturers/coaches are academically trained and have an affinity with the technical sciences. The Board for Doctorates is responsible for the quality of the GS DE programme and may seek counsel from the DE Advice Committee on the following matters: policy and framework of the GS DE programme; content of the transferable skills training programme; TU Delft Competences and Skills Matrix and the alignment of this with the DE programme; Suggestions for additions/changes to the DE programme made by Faculty Graduate Schools (FGS). 5

6 Requests for exemption from the DE programme made by PhD candidates (See Appendix 3 for more information); The DE Advice Committee consists of the following members: Rob Mudde (Director of the Faculty Graduate School of TNW and chairman of the DE Advice Committee), Stella van der Meulen (Graduate School Project Manager), Maaike Kleinsmann (PhD Mentor and Coordinator of the faculty Graduate School IDE, Vincent Marchau (Director of Research School TRAIL), Ibo van de Poel (Director of IFO of the Faculty of TPM and on behalf of the Director of IT&C) and Theo van Ruijven (Board Member of PROMOOD). The GS DE Skills Training Programme will be assessed yearly:* Evaluating each pilot course in terms of: content, value and effectiveness for skills training of PhD candidates; evaluating the skills training programme as a whole, in alignment with the TU Delft Doctoral Profile (competences and skills framework). The guidelines, as approved by the DE Advice Committee are as follows: Courses that have an overall course grade of 7 or more be continued. Courses that have an overall course grade from 7-8 need to be carefully reviewed for revision; Total sessions of courses must be at least 75% full; Merging courses where there is too much overlap. * The evaluation of the GS DE programme is carried out by the DE Co-ordinator of the University GS. The evaluation results are then presented to the DE Advice Committee, who in turn presents their findings to the Board for Doctorates. In addition to the DE Advice Committee, there is also a DE-sextet that meets monthly to discuss and monitor the content of current and potential GS DE courses. This concerns the individual quality of courses but also in relation to the entire GS DE Programme. The DE-sextet consists of the following members: Stella van der Meulen (Graduate School Project Manager), Monique Draijer (Career Counsellor, Career Support), Ana Luz (Educational Advisor, OC Focus), Paula Meesters (Psychologist, Student Support), Young Mi Poppema (Graduate School Employee), Erica Radelaar (Programme Coordinator PhD Start-Up, HR Talent) 8. Certificate The PhD student is awarded a DE certificate at the doctorate degree ceremony if the DE programme has been completed. The certificate states that the Board for Doctorates declares that xx, born in xx on xx, has successfully met the requirements of the DE programme of the xx Graduate School. The certificate is signed by a representative of the Board for Doctorates. The certificate comes with an appendix. The appendix comprises the following elements: courses that have been followed (Discipline-related skills, Research skills, Transferable skills, Learning on-the-job)and general information about TU Delft Graduate School and the Doctoral Education Programme. As noted above, the Board for Doctorates assesses whether the PhD student has met the requirements of the DE programme. Figure 1 - Preview content (lay-out will change) 6

7 Appendix 1: VSNU PhD candidate categories Below you will find a classification of various categories of PhD candidates, formulated by the VSNU, the Association of Universities in the Netherlands, in It is important to distinguish categories in order to prevent crossovers or the confusion of various types. PhD candidate employed by TU Delft 1. Standard PhD candidate (VSNU: doctoral candidate (Employee - standard group)) The PhD candidate has an employment contract with TU Delft which includes the obligation to obtain a doctoral degree. Indicators: a. The PhD candidate has an agreement with TU Delft to pursue a PhD (e.g. admission to the Graduate School, education & supervision plans, appointment of promotor etc.) b. The PhD candidate has a staff number and receives a salary from TU Delft (an appointment greater than zero FTE). c. The first UFO-code is promovendus (i.e. PhD candidate). This group includes all those who were employed at TU Delft at any time prior to obtaining their doctoral degree. 2. Internal PhD candidate (VSNU: Employees pursuing a PhD) The PhD candidate has an employment contract with TU Delft which includes the obligation to obtain a doctoral degree. Indicators: a. The PhD candidate has an agreement with TU Delft to pursue a PhD (e.g. admission to the Graduate School, education & supervision plans, appointment of promotor etc.). b. The PhD candidate has a staff number and receives a salary from TU Delft (an appointment greater than zero FTE). c. The first UFO-code is not promovendus (i.e. PhD candidate). N.B. It is possible that the second UFO job profile code belonging to this appointment is promovendus. It is also possible for one person to have two positions, one of which is PhD candidate. The VSNU applies the following guidelines in order to determine the main labour relations: A. The largest appointment size outranks the smaller. B. If both positions are of equal size, a permanent appointment outranks a temporary appointment. C. If both appointments are similar in nature, the higher pay scale outranks the lower. D. If both pay scales are equal, the lowest UFO job profile number corresponding to the appointment outranks the higher UFO job profile number. E. If these guidelines do not resolve the question, the employment relation that is first-mentioned in the WOPI-file outranks the other. (The appointment with the earliest starting date.) PhD candidate not employed by TU Delft 3. Contract PhD candidate (VSNU: contract doctoral candidate) Persons who do not have an employment contract with TU Delft, but who will have their doctoral defence ceremony at TU Delft and whose main objective is pursuing a PhD. Indicators: a. The PhD candidate has an agreement with TU Delft to pursue a PhD (e.g. admission to the Graduate School, education & supervision plans, appointment of promotor etc.). b. The PhD candidate receives no salary from TU Delft. c. The PhD candidate receives funds and/or time in order to pursue a doctorate. 7

8 A contract PhD candidate is different from an external PhD candidate because he/she receives some form of funding for the PhD, or he/she is allowed to pursue the PhD during office hours, irrespective of the amount of time allocated for this purpose. In anticipation of international developments, distinction has been made between types of funding. 3a. A scholarship awarded by TU Delft 3b. A scholarship awarded by another organization, such as the EU, a foreign university, subsidizing institutions etc. 3c. Contract PhD candidates with no scholarship, who receive funding or time from their employer. For example: PhD candidates from FOM, M2i, or a candidate whose employer allows him/her to spend eight hours a week on his/her PhD. 4. External PhD candidate (VSNU: doctoral candidate (external)) Persons who do not have an employment contract with TU Delft, but who will have their doctoral defence ceremony at TU Delft and whose objective is pursuing a PhD. For example: Pensioners who pursue a PhD, employees who pursue a PhD in their own time. Indicators: a. The PhD candidate has an agreement with TU Delft to pursue a PhD (e.g. admission to the Graduate School, education & supervision plans, appointment of promotor etc.). b. The PhD candidate receives no salary from TU Delft. c. The PhD candidate receives no funds and/or time in order to pursue a PhD. 8

9 VSNU 17 May 2011 PhD candidate categories A Does the PhD candidate have an agreement with TU Delft to pursue a doctoral degree? No Not a PhD candidate Yes Yes C Is the candidate s first UFO job profile code promovendus? B Does the PhD candidate have an employment contract with TU Delft? No D Does the PhD candidate receive funds and/or time for the PhD? Yes No Yes No 1. Standard PhD candidate 2. Internal PhD candidate 3. Contract PhD candidate 4. External PhD candidate Specification Yes E Does the CPC receive a grant? F Yes Does the CPC receive a grant from TU Delft? No No 3a. CPC with TUD grant 3b. CPC with other grant 3c. Other CPC 9

10 Appendix 2 Procedure for DE Exemption Requests If a PhD candidate feels that he/she should be (partially) exempt from DE, he/she must make an official request to the Board for Doctorates, in accordance with their supervisors. In this official request, the PhD candidate must present an educational plan which provides an overview of his/her DE experiences and which areas of the TU GS framework this covers. This should be accompanied by concrete questions that the Board for Doctorates can respond yes/no to. A precise format for the aforementioned is currently being developed. (Example: In the past, I have followed courses A B and C. These courses are of doctoral level and cover skills training in competence categories 1, 2 and 3. May I receive an exemption for the credits to be gained in the category transferable skills?) The Faculty GS is to review this plan before sending it to the Board for Doctorates. The Board for Doctorates may ask the DE Advice Committee for counsel. This advice is also sent to the GS Board, who is then given a week s time to add any additional comments before the Board for Doctorates makes its decision. Via the University GS, the Board for Doctorates sends the outcome of the exemption request to the PhD candidate. This is then also sent to the promotor, the Faculty GS and GS Board. The PhD candidate will receive the outcome of his/her exemption request no later than six weeks after the Board for doctorates receives the application (with the exception of the summer holiday). If a PhD candidate is granted an exemption for more than 15 Graduate School credits, he/she will no longer be eligible for the DE certificate. However, he/she is still required to fulfil the remainder of the DE programme. 10

11 Appendix 3: Doctoral Education - Example of Training Programme Following the recommendations stated in the Doctoral Education Proposal (to be found on the Graduate School website, within the section Doctoral Education Programme ), the next example is based on the following indication of scope : the complete Doctoral Education Programme comprises at least 45 Graduate School (GS) credits (minimum credits recommended). Since these 45 GS credits are an indication of the scope of the specific educational aspect of the PhD programme, doctoral candidates can obtain these study points through various ways: Training & Self-study (minimum of 30 GS credits) Learning on-the-job (minimum of 5 and maximum of 15 GS credits) Regarding Training and Self-study, Tables 1 and 2 show how, for instance, a prospective student from the Faculty of Applied Sciences might plan and fill in his/her doctoral education programme during the four-year period of the promotion trajectory. Table 1 shows two examples of a selection of courses to develop under the Discipline-related and Research skills programme of the Doctoral Education, which are normally determined at the level of the candidate s Faculty Graduate School in full accordance with his/her supervisory team. These academic skills set form 15 GS credits. Course or workshop: GS credits (indication) Option 1: Turbulence A (MSc course) 6 CFD 1 (Computational Fluid Dynamics, PhD course) 3 PIV Delft (Particle Image Velocimetry, PhD course) 3 Capillarity driven flows in microfluidics (PhD course) 3 Option 2: Hot Topics in Quantum Nanoscience (PhD course) 5 Biology for Physicists (PhD course) 5 Nanochemistry for physicists (PhD course) 5 Table 2 Example of courses taken under the discipline/research-based skills programme with credits 11

12 Table 2 shows an example of how a PhD student could fill in his/her Transferable Skills Programme during his/her promotion trajectory, adding up to the indicated 15 GS credits. To note that under the doctoral education requirements, the first and last are obligatory. The example shows a selection of smaller tailor-made courses and workshops offered by the GS Doctoral Education Programme. It is important to refer that PhD candidates could also take Master s courses (e.g. a Master s course on Project Management) to develop their transferable skills. Competences Competence 9: Self-organisation Competence 12: Working with others Competence 9: Self-organisation Competence 13: Effective presentation Competence 14: Learning and coaching Competence 11: Information, computing and language Competence 10: Professional development Course or workshop: GS credits (indication) PhD Start-Up (residential course mandatory) 4 How-to: interact effectively with your research team 2 How-to: Maintain momentum in your PhD 1 The art of presenting science 3 Coaching individual students 1 English for Academic Purpose-2 3 Career Development (mandatory): Option 1: Preparing the next step in you career Option 2: Looking for work in the Netherlands Table 3 Example of courses taken under the Transferable Skills programme with corresponding credits Table 3 refers to Learning by doing: Learning on-the-job and it comprises an example of academic activities through which PhD candidates can gain new knowledge, experience and skills, and are accredited with study points as well (minimum of 5 and maximum of 15 GS credits). Please consult the Learning on-the-job link on the GS website page for a full overview of the recommended activities, which are meant to be a frame of reference and/or guideline for both PhD Supervisors and doctoral candidates. Activities: 1. Scientific Presenting & interacting GS credits (indication) 1 nr. of times with GS credits Addressing a small audience Poster presentation, major international audience Writing and publishing Writing (first) journal article Teaching & supervision Supervising a MSc student (incl. Correcting master thesis) 3 1 Teaching assistance: providing technical/material support for 3 1 lectures, correcting written exams Peer-review & peer-learning meetings (6 x 0,5 day), for example as follow up of the PhD Start Up 3 1 Table 4 Example of activities taken under Learning on-the-job development with corresponding credits 12

13 Appendix 5: Learning on-the-job: scope of Activities The table below refers to Learning by doing: Learning on-the-job. It comprises an overview of the academic activities through which PhD candidates can gain new knowledge, experience and skills, and are accredited with study points as well (minimum of 5 and maximum of 15 GS credits). PhD candidates of the TU Delft Graduate School demonstrate that a number of facets involved in the training to become an independent researcher, have formed a focal part of their PhD studies. Moreover, outlining the activities included in Learning on-the-job clarifies what developmental progress is expected during the actual PhD work. Therefore, this table is meant to be a frame of reference and/or guideline for both PhD supervisors and candidates. Activities: 1. Scientific Presenting & interacting GS credits indication Maximum nr. of times with GSC Addressing a small audience Addressing a major international audience 1 3 Poster presentation, small audience Poster presentation, major international audience 1 3 Participation in work consultation with research partners Writing and publishing Designing and writing a manual, instructions, etc Writing a research proposal Paper review 1 2 Writing the first conference paper 1 1 Writing the first journal article Teaching & supervision Supervising a MSc student/bachelor project groups (incl. correcting master thesis) Teaching assistance: designing examination assignments 1 2 Teaching assistance: designing laboratory test Teaching assistance: assisting in laboratory course /tutorial Teaching assistance: providing technical/material support for lectures, correcting written exams Peer-review & peer-learning meetings (6 x 0,5 day), for example as follow up of the PhD Start Up 3 1 Table 1 Overview of activities taken under Learning on-the-job development with corresponding GS credits N.B. The scope of activities that may be considered as Learning on-the-job and the respective GS credits may be subject to change. 13