State of the Art of Doctoral Education in Europe

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1 State of the Art of Doctoral Education in Europe Melita Kovacevic Chair of the Steering Committee of EUA-CDE Vice-Rector for Research and Technology University of Zagreb University of Rome Tor Vergata, Rome, 6 7 December th UNICA Bologna Lab Coordinators meeting

and Technology University of Zagreb University of Rome Tor Vergata,

2 Topics doctoral education in Europe (and globally) state of the art doctoral education and quality assurance Are there differences among research fields? advantages and/or disadvantages of interdisciplinarity a look forward 2

there differences among research fields?

3 Drivers behind the development in European doctoral education The Bologna Process Inclusion of doctoral education as third cycle 2003 Salzburg Principles 2005 The European Research Area Europe-wide open space for knowledge and technologies in which transnational synergies and complementarities are fully exploited Linked to.. Lisbon Strategy/Europe2020 Europe as a high level knowledge economý Smart sustainable and inclusive growth 3 State of the art

knowledge and technologies in which transnational synergies and complementarities are fully exploited Linked to.

4 State of the art Universities have responded Since 2005, we have seen a quiet revolution in doctoral education Professional management: The Rise of the doctoral school 30 % of universities had a doctoral school in % in 2009* Reform of doctoral programmes Interdisciplinarity Transferable skills Mobility components 4 *TRENDS V, TRENDS 2010

school 30 % of universities had a doctoral school in 2007 65 % in 2009* Reform of

5 Salzburg Principles and recommendations Salzburg Principles from 2005 outcomes of an EUA-led project and a Bologna seminar The doctorate is research-based Importance of institutional strategies Diversity State of the art Salzburg recommendations 2010 from consultations with CDE members Research as the basis and the difference from the other two cycles Space for individual development Autonomy for the institution to choose mission and strategy and to set up the appropriate structures 5

2010 from consultations with CDE members Research as the basis and the difference from the other two cycles Space for

6 Salzburg II main points Space for individual development Doctoral education obtains a large part of its value from the unique and individual paths that doctoral candidates take. They meet unforeseen problems and obstacles and learn to tackle them Doctoral holders have individual career profiles as a product of their research experience and/or exposure to different environments Academia, management, NGO, industry and much, much more... 6

They meet unforeseen problems and obstacles and learn to tackle them Doctoral holders have individual career

7 Salzburg II main points Supervision is central to doctoral education and a problem where serious problems can arise At the heart of de-privatisation Taking institutional responsibility by making it a collective effort Formally by having clear rules and guidelines on responsibilities, rights and duties Informally by stimulating a culture of supervision and making it a source of professional pride 7

it a collective effort Formally by having clear rules and guidelines on responsibilities, rights

8 Outcomes: Salzburg II main points The outcome is the doctorate holder the person trained through research with an individual professional profile Important to have developed a high level of autonomy and ability to manage the unknown Credits Can be used to measure workload... but not research A hunt for credits does not bring the right outcome 8

developed a high level of autonomy and ability to manage the unknown Credits Can be

9 Salzburg II main points Autonomy for the institution to choose mission and strategy and to set up the appropriate structures Universities have demonstrated their will and capacity for reform; they have the most extensive experience in how to develop doctoral education Autonomy will secure the critical diversity needed to sustain a vibrant European environment for doctoral education However, this requires a large degree of accountability for the institutions 9

experience in how to develop doctoral education Autonomy will secure the critical diversity needed to sustain a

10 Funding-related issues Financing of doctoral schools Securing and developing critical mass of research (excellence and capacity building) Funding for experiments such as physical space, inventive career development etc. Funding for grants/salaries for doctoral schools with excellent research and structures Matching funding with research and supervisory capacity 10

space, inventive career development etc.

11 European Quality Assurance: Overview QA Different approaches when creating national quality assurance systems: (programme or institutional) accreditation, evaluations or audits Level of institutional autonomy in creating internal QA systems varies ( Countries and also institutions are in different phases in implementing institutional as well as national QA systems -> There does not exist one European QA, but standards and guidelines providing framework for good practice sharing 11

12 QA EUA s policy positions on QA Main responsibility for QA lies with the institutions Context sensitive (institutional and disciplinary diversity) Fitness for purpose approach Enhancement oriented Internal and external evaluations or QA processes should be complementary Transparency and co-operation 12

Fitness for purpose approach Enhancement oriented Internal and external

13 How make most out of external QA? When developing processes the starting point should be the institutional mission and profile Synergy between internal and external QA Ensure the link between strategic management and QA processes Adopt quality enhancement approach to QA QA The goal should be an institutional quality culture supported by the QA processes, not the processes themselves 13

Synergy between internal and external QA Ensure the link between strategic management and QA

14 QA Salzburg II on QA It is necessary to develop specific systems for quality assurance [for doctoral education]... 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. Development of systems that combine quality of research, quality of structures and take into account the professional development of the researcher as well as the progress of the research project. 14

environments that form the basis of doctoral education.

15 ARDE (Accountable Research Environments for Doctoral Education) Project funded through the EC Lifelong Learning Programme Survey on external and internal procedures, indicators and ongoing reforms (launched February 2011) Focus group meetings (fall 2011, spring 2012) Workshop 27 September 2012 in Stockholm QA

internal procedures, indicators and ongoing reforms (launched February 2011)

16 Evaluations Who is looking? Doctoral education at a crossroad of assessments due to the nature as both research and education QA Institutional audit and programme accreditation systems (about 50 % of respondents in each category) Research assessments 33 % of respondents indicated that it included doctoral education (60 respondents skipped the question) External funding QA Large majority of respondents indicated that doctoral education was assessed here as well will this increase 16

and programme accreditation systems (about 50 % of respondents in each category) Research assessments 33 % of respondents

17 selection criteria supervision institutional support research monitoring of the process QA PhD thesis new doctor humanities different or? context which respects fields differences 17

PhD thesis new doctor humanities different or?

18 Interdisciplinarity YES, along with Triple I approach: Internationalisation sandwich co-tutelle joint (collaborative) Intersectorial Interdisciplinary 18

19 interdisciplinarity VS narrowing done to: domain specific academic only local/national 19

20 interdisciplinarity Rational for such approach: new dynamic of HE/research, both on European global level new developments in knoledge of different research fields relevance of knowledge transfer intertwining 20

level new developments in knoledge of different

21 What are they looking at? look forward 21

22 Growth in doctorates in Europe Growth in PhD graduations EU look forward Source: Eurostat Note: estimated 2010 and 2004 data for EU 22

23 The result of a good doctoral education is no a good doctoral thesis but good new doctor.

24 Thank you! Hvala! Grazie! 24

The European Higher Education Area: Salzburg Principles, Salzburg II Recommendations, EU Innovative Principles Melita Kovacevic

The European Higher Education Area: Salzburg Principles, Salzburg II Recommendations, EU Innovative Principles Melita Kovacevic EUA-CDE Steering Committee Chair Member of the UNICA Steering Committee University