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Institutional Strategies and Structured Programmes in
Doctoral Education
Researchers in Europe without Barriers
Czech Presidency Conference28-29 April 2009
Thomas Ekman Jørgensen (EUA-CDE)
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The Council for Doctoral EducationA membership service continuing EUA initiatives on doctoral education
Research projects• Doctoral programmes projects• DOC-CAREERS
Policy initiatives• Salzburg principles
Not least: The accelerated interest in doctoral education Third Cycle in Bologna Widespread reforms
Acceleration of reformsPolitical ’opening of the field’ Inclusion in the Bologna Process 2003 Salzburg Principles 2005
Institutional reform:
TRENDS IV (2005): ”Most institutions are waiting to finish the implementation of the first and second cycle before taking on the third cycle, but some are trying to tackle research training simultaneously with the ongoing educational reforms” (p. 35)
TRENDS V (2007) ” “Even if nothing else were happening in European higher education the speed of change within doctoral education would amount to a mini revolution” (p. 26)
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Towards structured programmesThe classic model of individual supervision has largely been imbedded in structured programmes
• Situation 2006 (TRENDS V)
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Diversity in models
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Fostering talents within structured programmes
Salzburg: Doctoral education embedded in institutional strategies
Institutional strategies should contain clear priorities
There should be a connection between institutional priorities and the structure of the programme
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Examples ITransferable skills
Awareness of skills acquired through the research itself is important for career development
Common core competencies in management, creativity, dealing with complexity etc
Transferable skills as a part of a skills portfolio where the institution offers a range of courses
Specific transferable skills associated with the institutional profile (intercultural skills at a highly internationalised institution for example)
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Examples IICritical mass
Creating regional or national doctoral schools (Denmark, Finland, Norway)
Joint programmes (inter-institutional co-operation)
Career guidance
Clear responsibilities – institutions can offer the framework, but the doctoral candidate is ultimately responsible
Mentoring schemes
Mobility (inter-sectoral and international)– builds network and increases employability
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Examples IIIPartnerships
Partnerships between universities and industry – the open innovation model profiting from exchange of knowledge
Many models: industrial PhD, on-campus colloboration, institutional partnerships
Importance of long term perspective and responsibility
Benefits from support from policy making bodies
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What is needed?Autonomy for institutions to define strategies
Top down priorities can be counter productive
The importance of faculty and student involvement
Adequate funding
Realising and funding the full cost of structured programmes
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Thank you for your attention
www.eua.be/cde
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