ACTIVITY Line A PhD - Structure And Case Study In Engineering

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1 ACTIVITY LINE A

2 ACTIVITY LINE A PhD STUDIES Structure and Bologna follow-up in the competitiveness issues Aris Avdelas Aristotle University Thessaloniki Greece Jean Berlamont CESAER and K.U. Leuven Belgium

3 Main question: are PhD studies in Engineering and Technology in Europe effective/innovative/competitive enough?

4 According to recent statistics, the number of researchers in Full Time Equivalent (FTE) per thousand labour force amounted to 5.4 in the EU in 2003, compared to 10 and 9 in Japan and the US respectively and remains essentially unchanged since Of the estimated total of 1,180,000 researchers (FTE) in the EU-25 in 2003, about 50% were employed in the business sector. This compared to some 68% in Japan and about 80% in the US.

5 On the other hand, EU countries still produce more science and engineering graduates and train more researchers for a doctorate than the US and Japan. But, the EU shows serious levels of unemployment among researchers, and lower salary levels of researchers in comparison with other employment sectors.

6 Further, lack of attractive research and career prospects cause a drain of researchers to other countries, in particular to the US. At the same time, women remain under-represented, represented, particularly in some fields of science and engineering and in positions of responsibility.

7 How EUGENE is going to answer this?

8 By trying to establish a European common set of Excellence Standards and Principles in order to make the PhD training in Engineering and Technology in Europe more effective, competitive and innovative.

9 It is an established fact that acceptance criteria, mentoring and monitoring various aspects of PhD training are important for excellence. This has been identified by, among others, EUA, CESAER and SEFI but also as an outcome of the activities of the TNs TREE and EUCEET.

10 Taking into account that PhD training, being closely related to research, is different from the two other cycles of higher education, the challenges for European engineering HEIs are among others to: Raise the quality standards of PhD programs Raise the competitiveness of their PhD training and foster the mobility of PhD students by focussing on PhD programs based upon inter- national, inter-sectoral and inter-institutional institutional cooperation Train, retain and attract world class researchers

11 In order to realize the above, many European HEIs have established in recent years Doctoral Schools and offer structured PhD programs.

12 In the past,, PhD training consisted exclusively of individual research. Now,, trainings are organised, (advanced) courses are offered to PhD students, who also participate in projects with industry etc. The proportion of these activities with respect to the individual research effort varies. In many places there exists already some experience with structured PhD programs and activities of doctoral schools.

13 Taking into consideration that individual research is and should remain the backbone and the main constituent of PhD work and that a PhD program in engineering should:

14 Support individual research work Broaden the intellectual horizon of the PhD candidate, bring him in contact with relevant future collaborators Provide the candidate with additional technical, scientific and social skills, or improve on them, so that the PhD holder becomes more valuable for industry and more prone to innovation

15 The purpose of Activity Line A will be: To collect information and to identify indicators by which different models of PhD training will be compared, in order to produce a common set of excellence standards and principles.

16 Proposal: Workpackage Number 18 Leading partners involved: Aristotle University of Thessaloniki Aris Avdelas CESAER Jean Berlamont

17 Deliverables Guidelines for the introduction of a common set of excellence standards and principles on: Content, organisation, structure of PhD programs Acceptance criteria Mentoring Monitoring the progress of PhD candidates, the quality of the supervision, the quality and innovative nature of the thesis The introduction of appropriate structures for interdisciplinary PhD training and the development of transferable skills. Financing

18 Supporting Documents Lisbon Agenda Berlin Communiqué: Realising the European Higher Education Area Bergen Communiqué: The European Higher Education Area - Achieving the Goals Communication from the Commission to the Council and the European Parliament: Delivering on the Modernisation Agenda for Universities: Education, Research and Innovation London Communiqué: Towards the European Higher Education Area: responding to challenges in a globalised world Green Paper: The European Research Area-New Perspectives LERU: Doctoral studies in Europe: Excellence in researcher training ing SEFI: Position on the Doctorate in Engineering CESAER: Corner Stones for a Doctorate in Engineering Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions: A New Partnership for the Modernisation of Universities: the EU Forum for University Business Dialogue

19 Indicators Open to discussion Quality Tools Open to discussion

20 Would you like to cooperate with us? COME TO THE LINE A MEETING OR SEND AN TO avdelas@civil.auth.gr

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