Conception and Standards of PhD Studies with the Goal of …unsa.ba/s/images/stories/AMOB/VI web/Melita.pdf · 2018. 9. 7. · ERA. European vs. World perspective - new HE market

University of Zagreb

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Conception and Standards of PhD Studies with the Goal of Developing the European

Research Area

Melita KovacevicUniversity of Zagreb

Vice-Rector for Research and Technology Vice-chair of the EUA-CDE Steering Committee

The 6th Conference on Higher Education Reforming Sarajevo, 13 April 2012

http://www.eua.be/cde.aspx�


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Melita Kovacevic The 6th Conference on Higher Education Reforming Sarajevo, 13 April 2012

Topics:

European perspective State of the Art – Recent Developments Regional perspective


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EHEAERA

European vs. World perspective

- new HE market- new demands- changing rules


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The big picture The last five years have been characterised by the rise of the

doctoral school– Inclusion in the Bologna process 2003– Salzburg Principles 2005– From 2005 to 2009 the number of universities with doctoral

schools have risen from less than 30 % to 65 % (TRENDS 2010)

Priorities of the doctoral schools– Taking institutional responsibility – de-privatise doctoral

education– Establishing support structures (supervision, careers)– Increasing transparency


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Salzburg Basic Principles

The basis for the reforms

Original ten principles from 2005 – outcomes of an EUA-led project and a Bologna seminar The doctorate is research-based Importance of institutional strategies Diversity

Included in the Bologna Berlin Communiqué 2005


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Salzburg II - background

5 years of rapid implementation of the Salzburg Principles, need to gather the experiences

Need to communicate the nature of reform of doctoral education going on in universities

CDE as the organisation who could do this


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Salzburg II – main points

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 – research must be the leading principle

Important to stress that training through research creates a certain mindset for many sectors and careers – but it is cultivated by having done original research


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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...


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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


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Salzburg II – main points Outcomes:

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


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2001 – HR joined the process of the harmonization of the EHEA at the Prague ministerial conference

2003 – first new restructured doctoral programmes

2005 – bachelor and master programmes

- introduction of ECTS as obligatory2006 – doctoral structured programmes 2009 – university standards2011 – establishment of doctoral school at the University of

Zagreb


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Enrolled doctoral candidates (University in total)


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Advantages:

higher completion rate increased flexibility of curricula better fit to individual needs increased mobility of students shortened study time increased number of PhD students / PhD

awards


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Disadvantages:

too many programmes (on all levels) poor recognition of bachelor degrees small number of students leaving after bachelor

level “lost” scientific track of masters too many “course takers” at doctoral level intention for “remake” 3+2 = 5+0


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Future / What is in front of us?

to decrease number of programmes to decrease number of bachelor students to increase number of master students reacreditation of programmes to reintroduce scientific master establishment of doctoral schools internationalisation o the university to work out employability issue of all levels

top-down and bottom-up approach

structural measures and proper implementation


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putting doctoral education to work

real challenge to academic work

PhD as a hallmark of university

the core role of it’s mission

Doctoral education as a framework of change


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• doctoral education is a global issue• the needs of local education and

research towards solving global problems

global research community

co-operation competition

brain – circulation

spreading research mentality

to be flexibleto be creativeto be autonomous

Doctoral education as a framework of change


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Possible conclusions (with open questions) Are we ready to restructure our system within the wider

global framework? It is inevitable to balance all parts of the ERI triangle

– What do we need to do that?– Competitiveness is must

POSSIBILITY FOR REGIONAL NETWORKINGjoint program • collaborative program • “sandwich” program

regional mobility


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Thank you

Documents

Conception and Standards of PhD Studies with the Goal of …unsa.ba/s/images/stories/AMOB/VI web/Melita.pdf · 2018. 9. 7. · ERA. European vs. World perspective - new HE market