Doctoral education in Europe: key issues & recent developments

1. Education and Research in Biosystems or Agricultural and Biological Engineering in Europe; a Thematic NetworkERABEE TN Doctoral education in Europe: key issues & recent developments D. Briassoulis Agricultural University of Athens

2. DOCTORAL PROGRAMMES FOR THEEUROPEAN KNOWLEDGE SOCIETY Lisbon objectives : increase number of researchers and research related careers doctoral training programmes: a cornerstone in reaching such a goal Bologna Process: doctoral training has gained recently greater importance on the European higher education agenda. Berlin Communiqué in 2003: a new action line on higher education and research as two pillars of the knowledge society emphasised the importance of doctoral programmes as the third cycle in the Bologna Process. DOCTORAL PROGRAMMES FOR THE EUROPEAN KNOWLEDGE SOCIETY REPORT ON THE EUA DOCTORALPROGRAMMES PROJECT, 2004-2005, European University Association

3. DOCTORAL PROGRAMMES FOR THEEUROPEAN KNOWLEDGE SOCIETY Reshaping the third cycle • The Bologna process was late in considering the impact of reform on the third cycle, and indeed only in the Berlin Communiqué in 2003 was the doctoral cycle brought into the reform of degree structures. • Many of the questions which have arisen with regard to first and second cycles are now being posed increasingly with regard to the third cycle. Trends V: Universities shaping the European HigherEducation Area*AN EUA REPORT WRITTEN BY DAVID CROSIER, LEWIS PURSER &HANNE SMIDT

4. DOCTORAL PROGRAMMES FOR THEEUROPEAN KNOWLEDGE SOCIETY Reshaping the third cycle • Doctoral programmes are not only the third cycle of higher education, but also constitute the first phase of a young researcher’s career. • The core component of the third cycle is the advancement of knowledge through original research, and this makes the third cycle unique and different from the first and second cycles. • The doctoral training phase constitutes the main link between the European higher education and research areas, and high quality doctoral programmes are therefore crucial in achieving Europe’s research goals. Trends V: Universities shaping the European HigherEducation Area*AN EUA REPORT WRITTEN BY DAVID CROSIER, LEWIS PURSER &HANNE SMIDT

5. DOCTORAL PROGRAMMES FOR THEEUROPEAN KNOWLEDGE SOCIETY Final Conclusions - Preparing Recommendations for the London Communiqué “Matching Ambition with Responsibilities and Resources” 1. Starting Point-The Bergen Communiqué: • Ministers meeting in Bergen in May 2005 recognised that in order to improve the synergies between the higher education sector and other research sectors and between the EHEA and the European Research Area “doctoral level qualifications need to be fully aligned with the EHEA overarching framework for qualifications using the outcomes-based approach”. • The core component of doctoral training is the advancement of knowledge through original research. Bologna Seminar on Doctoral Programmes (Nice, 7-9 December 2006)

6. DOCTORAL PROGRAMMES FOR THEEUROPEAN KNOWLEDGE SOCIETY Final Conclusions - Preparing Recommendations for the London Communiqué “Matching Ambition with Responsibilities and Resources” 2. Mandate: • The European University Association, together with other interested partners, is asked to prepare a report under the responsibility of the Follow-up Group (BFUG) on the further development of the basic principles for doctoral programmes, to be presented to Ministers in 2007. Bologna Seminar on Doctoral Programmes (Nice, 7-9 December 2006)

7. DOCTORAL PROGRAMMES FOR THEEUROPEAN KNOWLEDGE SOCIETY Structure and Organisation of Doctoral Programmes

8. Structure and Organisation of Doctoral Programmes: Considerable diversity not only across different countries in Europe, but also across universities within the same country and across faculties within the same university Establishing common institutional guidelines, codes and regulations, defined clearly at the highest institutional level and providing rules on recruitment, supervision, exams, evaluation and defence of the thesis, can be proven to be a highly beneficial approach for universities in Europe. DOCTORAL PROGRAMMES FOR THE EUROPEAN KNOWLEDGE SOCIETY REPORT ON THE EUA DOCTORALPROGRAMMES PROJECT, 2004-2005, European University Association

9. Structure and Organisation of Doctoral Programmes: Individual study programmes (“apprenticeship model”)are questioned as being appropriate to meet the new multiple challenges of research training for careers in a competitive labour market, with an increasing tendency in many European countries towards structured programmes with doctoral candidates grouped in research/graduate/doctoral schools. DOCTORAL PROGRAMMES FOR THE EUROPEAN KNOWLEDGE SOCIETY REPORT ON THE EUA DOCTORALPROGRAMMES PROJECT, 2004-2005, European University Association

10. Structure and Organisation of Doctoral Programmes: Universities fully recognise that they have responsibility to offer doctoral candidates more than core research disciplinary skills based on individual training by doing research. They are increasingly introducing courses and modules offering transferable skills training and preparing candidates for the careers in various sectors. Crucially, the reorganisation of doctoral training towards structured programmes and training in a wide range of transferable skills in courses or modules requires adequate financing. It should be emphasised that reforms of doctoral education are proceeding at varied paces and, in some countries, the debate on reform is only at the beginning. (2004-2005) While the reform of the first two cycles is well underway across Europe, the transformation of doctoral education presents a different order of challenge. DOCTORAL PROGRAMMES FOR THE EUROPEAN KNOWLEDGE SOCIETY REPORT ON THE EUA DOCTORALPROGRAMMES PROJECT, 2004-2005, European University Association

11. Structure and Organisation of Doctoral Programmes: Two new organisational /structural models: • Graduate school– an organisational structure that includes doctoral candidates and often also master students. It provides administrative, development and transferable skills development support, organises admission, courses and seminars, and takes responsibility for quality assurance. • Doctoral/ Research school – an organisational structure that includes only doctoral students. It may be organised around a particular discipline, research theme or a cross-disciplinary research area and/ or it is focused on creating a research group/ network and is project-driven. It may involve one institution only or several institutions in a network. • Countries and even individual institutions may also adopt both models. Trends V: Universities shaping the European HigherEducation Area*AN EUA REPORT WRITTEN BY DAVID CROSIER, LEWIS PURSER &HANNE SMIDT

12. Structure and Organisation of Doctoral Programmes: 27% of institutions use credits (ECTS)within the third cycle Trends V: Universities shaping the European HigherEducation Area*AN EUA REPORT WRITTEN BY DAVID CROSIER, LEWIS PURSER &HANNE SMIDT (2007)

13. Structure and Organisation of Doctoral Programmes: Trends V: Universities shaping the European HigherEducation Area*AN EUA REPORT WRITTEN BY DAVID CROSIER, LEWIS PURSER &HANNE SMIDT

14. Structure and Organisation of Doctoral Programmes: Advantages and added value of Graduate/Doctoral schools • Offer a framework for a shared mission or vision that facilitates the process of turning doctoral candidates into excellent researchers • Provide a stimulating research environment and cooperation across disciplines • Facilitate clear administrative structure for doctoral programmes, candidates and supervisors, and clear profile and status for doctoral candidates • Ensure critical mass and help to overcome the isolation of young researchers • Bring junior and senior researchers together • Support and facilitate the task of supervising candidates and the role of supervisors Trends V: Universities shaping the European HigherEducation Area*AN EUA REPORT WRITTEN BY DAVID CROSIER, LEWIS PURSER &HANNE SMIDT

15. Structure and Organisation of Doctoral Programmes: Advantages and added value of Graduate/Doctoral schools • Organise admission with transparent rules and regulations • Provide an environment conducive to transferable skills training • Enhance career development opportunities, including advice on funding opportunities (scholarships, projects) • Guarantee quality assurance and monitoring • Provide a framework for the development of codes of practice, procedures and mechanisms within the university structure and acting as a an independent arbitrator or ombudsman where necessary • Enhance opportunities for mobility, international collaboration and interinstitutional cooperation Trends V: Universities shaping the European HigherEducation Area*AN EUA REPORT WRITTEN BY DAVID CROSIER, LEWIS PURSER &HANNE SMIDT

16. Structure and Organisation of Doctoral Programmes: New types of doctoral programmes • A range of innovative doctorate programmes are emerging to respond to the changing demands of a fast-evolving labour market. • Employability of doctoral candidates within and outside academic institutions, as well as individual and societal needs for lifelong education and training, have acted as a catalyst to the development of new programmes: • professional doctorates • university – industrial collaboration based doctorates • increased European and international cooperation, often leading to joint or European doctorates Trends V: Universities shaping the European HigherEducation Area*AN EUA REPORT WRITTEN BY DAVID CROSIER, LEWIS PURSER &HANNE SMIDT

17. Structure and Organisation of Doctoral Programmes: New types of doctoral programmes • Programmes known as “Professional doctorates” or practice-related doctorates focus on embedding research in a reflective manner into professional practice. • In order to develop a broad discussion on this topic it will be important to ensure the dissemination of information from those European countries that have experience in this area, and particularly the UK, where the number of professional doctorates is growing rapidly. • While they must meet the same core standards as “traditional” doctorates to ensure the same high level of quality, institutions involved in the EUA doctoral programmes project felt that it may be appropriate to consider using different titlesto distinguish between this type of professional doctorates and PhDs. In the future, qualifications frameworks may help to clarify the relationship Trends V: Universities shaping the European HigherEducation Area*AN EUA REPORT WRITTEN BY DAVID CROSIER, LEWIS PURSER &HANNE SMIDT

18. Structure and Organisation of Doctoral Programmes: New types of doctoral programmes • Diversity of doctoral programmes reflects the increasing diversity of the European Higher Education landscape in which higher education institutions have the autonomy to develop their own missions and profiles and thus their own priorities in terms of programmes and research priorities. • Nevertheless, the discussion on new developments has led to the consensus that there should be no doctorate without original research - the main component of all doctorates - and that all awards described as doctorates (no matter what their type or form) should be based on core processes and outcomes. Trends V: Universities shaping the European HigherEducation Area*AN EUA REPORT WRITTEN BY DAVID CROSIER, LEWIS PURSER &HANNE SMIDT

19. DOCTORAL PROGRAMMES FOR THEEUROPEAN KNOWLEDGE SOCIETY Access to doctoral programmes

20. Structure and Organisation of Doctoral Programmes: Access to doctoral programmes • Many institutions are opening up their admission to doctoral programmes more broadly than in the past. • In a fast-changing environment, it is essential to maintain flexibility in admissions to doctoral programmes. • The diversity of institutional missions and context, and the growing importance of lifelong learning mean that there are good reasons for different access requirements in different institutions and for different programmes provided fairness, transparency and objectivity are ensured. • Particular attention is also being paid to the articulation between the second and third cycles. In general, institutions have few problems with access from the second cycle, but there is a considerable variety of practice with regard to other forms of admission. Trends V: Universities shaping the European HigherEducation Area*AN EUA REPORT WRITTEN BY DAVID CROSIER, LEWIS PURSER &HANNE SMIDT

21. Structure and Organisation of Doctoral Programmes: Access to doctoral programmes • This is a matter for institutional and academic autonomy, and it is entirely in keeping with policy goals at national and European level that candidates with the potential to benefit from a third cycle degree should be encouraged. • One emerging concern with regard to the third cycle, however, is the socio-economicstatus of potential candidates. • Much of the discussion with regard to the social dimension has, until now, focused on the first and second cycles. • Many graduates will have acquired considerable levels of debt by the end of the first and second cycles, and a hidden trend could be developing whereby access to the third cycle is determined in part by the ability of candidates to afford a further period of study with little income Trends V: Universities shaping the European HigherEducation Area*AN EUA REPORT WRITTEN BY DAVID CROSIER, LEWIS PURSER &HANNE SMIDT

22. DOCTORAL PROGRAMMES FOR THEEUROPEAN KNOWLEDGE SOCIETY Supervision, Monitoring and Assessment

23. Supervision, Monitoring and Assessment Universities are aware of the constant need to sustain and improve the quality of their supervision, monitoring and assessment procedures; Innovative practices in such areas as multiple supervision models, personal development plans for doctoral candidates are being developed and adapted to differing institutional traditions. DOCTORAL PROGRAMMES FOR THE EUROPEAN KNOWLEDGE SOCIETY REPORT ON THE EUA DOCTORALPROGRAMMES PROJECT, 2004-2005, European University Association

24. Supervision, Monitoring and Assessment • The importance of supervision, monitoring and assessment, as outlined in the Salzburg principles*, must continue to be stressed, and universities encouraged and supported in the development and dissemination of good practices in the management of research degrees. • Arrangements need to be based upon a transparent contractual framework of shared responsibilities between candidates, supervisors and the institution, and, where appropriate other partners, as indicated in the Salzburg recommendations. • Attention should be paid in particular to ensuring: multiple supervision, the continuous professional skills development of academic staff and performance reviews of supervisors. (*) Salzburg_Report_final.1129817011146.pdf Bologna Seminar on Doctoral Programmes (Nice, 7-9 December 2006)

25. Supervision, Monitoring and Assessment • Multiple supervision should be encouraged, also at international level, through tutoring and co-tutoring by academic supervisors in different European countries. • Assessment of the thesis should be done by an expert university committee with external representation. The impact of the supervisor on the outcome of the process should be limited. This does not preclude participation of the supervisor in the examining body, especially when this is a large body or when the thesis defence is public. Bologna Seminar on Doctoral Programmes (Nice, 7-9 December 2006)

26. DOCTORAL PROGRAMMES FOR THEEUROPEAN KNOWLEDGE SOCIETY Mobility, European Collaboration and Joint Doctoral Degrees

27. Mobility, European Collaboration and Joint Doctoral Degrees Good practices show that mobility can be an important strategic tool of doctoral training, leading to the wider research experience and career development opportunities of doctoral candidates in his/her chosen field, and better research cooperation and networking between institutions. DOCTORAL PROGRAMMES FOR THE EUROPEAN KNOWLEDGE SOCIETY REPORT ON THE EUA DOCTORALPROGRAMMES PROJECT, 2004-2005, European University Association

28. Mobility, European Collaboration and Joint Doctoral Degrees Many doctoral programmes seek to provide appropriate mobility mechanisms to enhance the relevant research experience of their doctoral candidates, but there are still numerous obstacles of a legal, administrative, financial, personal and culturalcharacter that limit mobility throughout Europe. International mobility and inter-institutional collaboration; Inter-sectorial mobility; Joint doctoral degrees and the debate on a ”European Doctorate”. DOCTORAL PROGRAMMES FOR THE EUROPEAN KNOWLEDGE SOCIETY REPORT ON THE EUA DOCTORALPROGRAMMES PROJECT, 2004-2005, European University Association

29. Mobility and internationalisation • Doctoral programmes are a key component of institutions’ international strategy – whether this focuses on attracting the best doctoral candidates from all over the world, encouraging mobility within doctoral programmes, or supporting European and international joint doctoral programmes and co-tutelle arrangements. • For some institutions and indeed, some smaller countries, mobility may be the only means of training their own young researchers in disciplines and transdisciplinary research areas where a critical mass of doctoral candidates or infrastructure does not exist at home. Trends V: Universities shaping the European HigherEducation Area*AN EUA REPORT WRITTEN BY DAVID CROSIER, LEWIS PURSER &HANNE SMIDT

30. Mobility and internationalisation • It was noted in several institutions that there is a lack of financial support at European level for the type of mobility that doctoral candidates would appreciate. • There is a bigger unsatisfied need to cover shorter term mobility, and to use money flexibly during the course of a doctoral programme. • Candidates often find themselves at the whim of their faculty and departments with regard to mobility arrangements. • Moreover there is insufficient recognition of the added value of mobility for the career development of early stage researchers. • Funding instruments are therefore needed to facilitate the mobility of doctoral candidates from all 46 Bologna countries. Trends V: Universities shaping the European HigherEducation Area*AN EUA REPORT WRITTEN BY DAVID CROSIER, LEWIS PURSER &HANNE SMIDT

31. Mobility and internationalisation • Legal, administrative and social obstacles (e.g. visas, work permits and social security issues) also need to be addressed by all partners in the process. • Finally increasing internationalisation inside universities, especially at doctoral level, should not be forgotten. • Doctoral training is per se international in nature and sufficient opportunities should be provided for doctoral candidates to engage internationally; for example: • recruitment of more international staff; • organisation of international workshops, conferences and summer schools; • development of more European and international joint doctoral programmes and co-tutelle arrangements. • use of new technologies (teleconferences, e-learning etc). Trends V: Universities shaping the European HigherEducation Area*AN EUA REPORT WRITTEN BY DAVID CROSIER, LEWIS PURSER &HANNE SMIDT

32. DOCTORAL PROGRAMMES FOR THEEUROPEAN KNOWLEDGE SOCIETY Attractive research career perspectives

33. Attractive research career perspectives Final Conclusions - Preparing Recommendations for the London Communiqué “Matching Ambition with Responsibilities and Resources” 4.1 Status and conditions of doctoral and postdoctoral researchers • Universities and public authorities in Europe share a collective responsibility to address the status and conditions of doctoral and post doctoral researchers. • Doctoral candidates are early stage researchers who are vital to Europe’s development and, as stated in the Salzburg principles, should have all commensurate rights. Bologna Seminar on Doctoral Programmes,(Nice, 7-9 December 2006)

34. Attractive research career perspectives • Appropriate status and working conditions should also be recognised as essential for post doctoral researchers for whom clear academic structures and a variety of career perspectives are also needed. • Post-doctoral researchers should be recognised as professionals with a key role in developing the European knowledge society, as underlined in the European Researchers’ Charter and Code of Conduct for the Recruitment of Researchers. This implies that: • The duration of the post doctoral phase without a clear career perspective should be limited to five years. • They should be eligible to apply for national and international grant schemes to fund their research. • Initiatives like the Independent Researcher grant scheme of the ERC should be encouraged. • If the number of researchers is to rise and be covered by appropriate salaries, governments should invest more in research and social infrastructure for researchers in order to make the European Research Area more attractive. Bologna Seminar on Doctoral Programmes (Nice, 7-9 December 2006)

35. Attractive research career perspectives 4.2 Funding • Ensuring appropriate and sustainable funding of doctoral programmes and doctoral candidates as well as higher education institutions and their infrastructure is the 10th and final Salzburg principle, and quite simply needs to be implemented: • given the crucial role of doctoral education and training as the key formative stage of a research career in both academia and non-academic sectors of employment • because the attractiveness of a future career in research is determined largely at the doctoral stage. • Hence the importance of ensuring status and financial support of the doctoral candidate, and of offering adequate incentives. Bologna Seminar on Doctoral Programmes (Nice, 7-9 December 2006)

36. Attractive research career perspectives On the basis of the provisional analysis of the questionnaires received from BFUG members it is recommended that: • Funding for doctoral candidates should be stable, covering the full period of the doctoral programme, and provide sufficient means to live and work in decent conditions. • Funding should be sufficiently attractive to encourage suitably-qualified candidates from lower income groups, as well as sufficiently flexible to support the needs of part time students over a longer period of study. • There is an urgent need for greater consultation and coordination at the national level between government ministries, research councils and other funding agencies (including European Institutions) on doctoral programme financing and career development. Bologna Seminar on Doctoral Programmes (Nice, 7-9 December 2006)

37. Attractive research career perspectives Developing attractive research career perspectives for early stage researchers • Promoting attractive research careers and career perspectives for doctoral researchers in collaboration with partners outside academia, thus promoting the development of clear career paths inside and outside academia and between academia and other sectors of employment • Creating attractive conditions for research, in accordance with the provisions of the European Researchers’ Charter & the Code of Conduct for the Recruitment of Researchers • Concentrating funding to create more effective PhD training Bologna Seminar on Doctoral Programmes (Nice, 7-9 December 2006)

38. Attractive research career perspectives Developing attractive research career perspectives for early stage researchers Post-doctoral researchers: • European higher education institutions need to pay attention not only to the career development of doctoral researchers but also to the strategic need to make research careers attractive for post-doctoral researchers and to facilitate their career development. • Clear academic career structures and a variety of career perspectives in academia as well as in industry, commerce and the public sector are needed, both for individuals and for Europe to compete on the global stage. Bologna Seminar on Doctoral Programmes (Nice, 7-9 December 2006)

39. DOCTORAL PROGRAMMES FOR THEEUROPEAN KNOWLEDGE SOCIETY Key Findings

40. Key Findings • While considerable change is taking place in the first cycle, employers are rarely involved in these curriculum reform processes, and many other stakeholders are equally unaware of the nature of reforms. • The level of diversification in second cycle programmes is particularly significant. While implementation of reforms here gives space for creativity and innovation, attention also needs to be paid to the overall system-level goals. • While the third cycle came late to the Bologna process (or vice versa), the speed of change now revealed is quite extraordinary. Institutions need to take responsibility for the further developments in this crucial cycle to sustain and enhance Europe’s research and innovation capacity. Trends V: Universities shaping the European HigherEducation Area*AN EUA REPORT WRITTEN BY DAVID CROSIER, LEWIS PURSER &HANNE SMIDT

41. Attractive research career perspectives • While doctoral programmes are unique they should not be considered in isolation but in relation to the implementation of the three Bologna cycles as a whole: a research component, and the development of transferable skills, need to be adequately included and developed throughout the cycles. • …. • The need for greater and targeted investment in the third cycle is clear, and should be addressed as a matter of urgency. It should not be forgotten, however, that this also implies investment in the first two cycles. It is important, in particular, to ensure that second cycle (master) degrees are not only driven by market demand given the integral link between the second and the third cycle. Bologna Seminar on Doctoral Programmes (Nice, 7-9 December 2006)