Principles of Innovative Doctoral Training Lucas Zinner Head of Research Services and Career Development University of Vienna

Synopsis Background Seven Principles Next steps

Background Phases of the Bologna Process 1999 Conception: developinga vision of a common higher education space 2000-2005 Policy developments: drafting the framework of EHEA the devil is in details. 2006-2010 EHEA Architecture: Implementation of agreed principles and guidelines at national levels. 2011-Consolidation: Full and coherent implementation of main policies at national and institutional levels. Linking EHEA to ERA Reform of Doctoral Education 2003 Berlin-Communiqué 2005 Ten Salzburg Principles 2007 Establishment of EUA-CDE 2010 Salzburg II Recommendations 2011 Seven Principles of Innovative Doctoral Training

Background The Berlin-Communiqué 2003 European Higher Education Area and European Research Area two pillars of the knowledge based society Conscious of the need to promote closer links between the EHEA and the ERA in a Europe of Knowledge, and of the importance of research as an integral part of higher education across Europe, Ministers consider it necessary to include the doctoral level as the third cycle in the Bologna Process. They emphasise the importance of research and research training and the promotion of interdisciplinarity in maintaining and improving the quality of higher education and in enhancing the competitiveness of European higher education more generally. [ ] Ministers ask Higher Education Institutions to increase the role and relevance of research to technological, social and cultural evolution and to the needs of society.

Background The 10 Salzburg Principles 2005 1. The core component of doctoral training is the advancement of knowledge through research 2. Embedding in institutional strategies and policies 3. The importance of diversity 4. Doctoral candidates as early stage researchers 5. The crucial role of supervision and assessment 6. Achieving critical mass 7. Duration between 3 and 4 years 8. The promotion of innovative structures 9. Increasing mobility (triple I) 10. Ensuring appropriate funding

Background The Salzburg II Recommendations Salzburg II Recommendations publish by EUA The doctorate is and must be research based: it has a specific nature that makes it different from the types of education in the first and second cycle. Supervision remains central to doctoral education. Doctoral education is an institutional responsibility and requires a collective effort. Autonomy for the institution to choose mission and strategy and to set up the appropriate structures. Space for individual development is required. It is the institution s responsibility to provide support structures for professional development.

Seven Principles Seven Principles of Innovative Doctoral Training Report of Mapping Exercise on Doctoral Training in Europe. "Towards a common approach 27 June 2011 The issue of doctoral training has gained considerable importance in recent years. Doctoral training is a primary progenitor of new knowledge, which is crucial to the development of a prosperous and developed society. If we want to increase the research intensity of our economies and reach the R&D target of 3% of GDP, the EU will need at least an estimated one million new research jobs. This will require a better matching of supply (training of researchers) and demand (recruitment of researchers), a necessity acknowledged most recently in the Europe 2020 Flagship Initiative Innovation Union.

Seven Principles Seven Principles of Innovative Doctoral Training ERA steering group on Human ressources and Mobility 28-29.11.2011 Research excellence (critical mass) Attractive Institutional Environment Interdisciplinary research options Exposure to industry and other relevant employment sectors International networking (e.g. double/joint degrees, mobility) Transferable skills training Quality assurance (process oriented QA)

Seven Principles Seven Principles of Innovative Doctoral Training How where the Principles identified? The principles were adopted by the ERA Steering Group on Human Resources and Mobility (ERA-SGHRM) as part of a Mapping Exercise on Doctoral Training in Europe. The Principles were defined with the help of experts from university associations; industry and funding organisations. They reflect the Salzburg Principles of EUA, good practice in Member States and the Marie Curie experience.

Seven Principles Source: IDEA Consult

Seven Principles Bigger Picture Innovation Union Quality of doctoral training and skills mix International attractiveness and careers Completing the European Research Area ERA Priorities 1. More effective national research 2. Cooperation and Competition 3. An Open Labour Market for Researchers 4. Gender Equality 5. Circulation of Knowledge Open recruitment Acces to and portability of grants Euraxess personalised information HR Strategy for Researchers Structured doctoral training Career development Industry Academia cooperation Recognition of degrees Social security & pensions Visas and permits

Next steps Seven Principles of Innovative Doctoral Training Some challenges Structured skills training vs. individual supervision, guidance and autonomous research; Creating critical mass whilst recognizing the different cultures, needs and expectations of different disciplinary groups; Efficiency in terms of time to degree vs. allowing individual development (Mis-)matching of supply of researcher and demand for researcher ; Level of academic education vs. skills for future career development outside academia; Skills for immediate employability vs. skills that will aid progression through the course of the career; Specialized individual skills vs. wider academic and generic skills.. What is the purpose of Doctoral Education?

Next steps Status Quo of the ERA-SGHRM WG Exploring the Wider Take Up of the Principles Study (mapping update, site visits, interviews) with Doctoral Schools across Europe (collect information on good practices, barriers and recommendations ) Working Group of the ERA Steering Group Human Resources and Mobility Working Group Recommendations Steering Group Human Resources and Mobility early of 2014 Danke.