Inauguration of LU Doctoral School: European Integration and Baltic Sea Region Studies (EIBSRS) Doctor of science: the latest European concept

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Inauguration of LU Doctoral School European
Integration and Baltic Sea Region Studies
(EIBSRS)Doctor of sciencethe latest European
concept

• Prof. Kestutis Krišciunas
• 2010 02 25

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Issues

• Contemporary situation in doctoral education and
  employment field
• Content of reforms in doctoral studies
• European vision of doctoral studies /programmes
• new challenges/objectives for doctors/studies
• requirements for doctors degree
• requirements for doctors skills
• vision of European model of doctoral studies
• 4. Peculiarities in doctors of science
  environment

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Contemporary reasons for PhD Research
Eurodoc
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Changing nature of doctoral programmes

• Growing demand of highly qualified labor force in
  the labor market (graduates with doctors
  qualification (degree)?)
• The need to move from apprenticeship to
  doctors programme
• From vocational to generic qualification (based
  on broad scholarship)
• Development of skills
• Diversity of possible doctoral qualifications
  (professional, practice-based)
• Diversity of contingent
• Growth of graduate schools (strong precondition)
• Driving idea for change
• ..the product that the PhD researcher creates is
  not the thesis vital though that is to their
  subject area through the creation of original
  knowledge no, the product of their study is the
  development of themselves Sir Gareth Roberts

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Importance of skills to researchers ESF MO forum
survey
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• What skills make doctoral graduate of social
  sciences and economics more employable?
• - analytical skills
• - methodological knowledge and skills
• - communication and presentation skills
• - management skills
• - international, intercultural experience and
  competence working in such environment
• - language skills
• - people and relationship management skills
• - computer science skills
• - hard science knowledge (to a certain degree)
  eg statistics
• - interdisciplinary skills and knowledge
  broader picture and understanding of the world
• - entrepreneurship
• - socials skills in different context (in
  different socio-economic environments)
• - creative thinking, innovation (thinking out of
  box) new ideas beyond disciplines
• ethics
• problem solving
• fundraising

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New approach to

• Doctoral Programmes
• and to
• Dissertations

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Ministers meeting in Berlin in September 2003
added an Action Line to the Bologna process
entitled

• European Higher Education Area and European
  Research Area two pillars of the knowledge
  based society that underlines the key role of
  doctoral programmes and research training in
  this context.
• 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 go
  beyond the present focus on two main cycles of
  higher education to include the doctoral level as
  the third cycle in the Bologna Process. They
  emphasize 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 call for increased mobility
  at the doctoral and postdoctoral levels and
  encourage the institutions concerned to increase
  their cooperation in doctoral studies and the
  training of young researchers.

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• Salzburg principles
• http//www.eua.be/eua/en/Salzburg_Seminar.jspx

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1. THE CORE COMPONENT OF DOCTORAL TRAINING IS
THEADVANCEMENT OF KNOWLEDGE THROUGH ORIGINAL
RESEARCH

• At the same time it is recognised that
• doctoral training must increasingly meet
• the needs of an employment market
• that is wider than academia

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2. EMBEDDING IN INSTITUTIONAL STRATEGIES AND
POLICIES

• universities as institutions need to assume
  responsibility for ensuring that the doctoral
  programmes and research training they offer are
  designed to meet new challenges and include
  appropriate professional career development
  opportunities

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3. THE IMPORTANCE OF DIVERSITY

• the rich diversity of doctoral programmes in
  Europe including joint doctorates is a
  strength which has to be underpinned by quality
  and sound practice

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4. DOCTORAL CANDIDATES AS EARLY STAGE RESEARCHERS

• should be recognized as professionals with
  commensurate rights who make a key contribution
  to the creation of new knowledge

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5. THE CRUCIAL ROLE OF SUPERVISION AND ASSESSMENT

• in respect of individual doctoral candidates,
  arrangements for supervision and assessment
  should be based on a transparent contractual
  framework of shared responsibilities between
• doctoral candidates
• supervisors
• the institution (and where appropriate including
  other partners)

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6. ACHIEVING CRITICAL MASS

• Doctoral programmes should seek to achieve
  critical mass and should draw on different types
  of innovative practice being introduced in
  universities across Europe, bearing in mind that
  different solutions may be appropriate to
  different contexts and in particular across
  larger and smaller European countries.
• These range from graduate schools in major
  universities to international, national and
  regional collaboration between universities

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7. DURATION

• doctoral programmes should operate within
  appropriate time duration (three to four years
  full-time as a rule)

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8. THE PROMOTION OF INNOVATIVE STRUCTURES

• to meet the challenge of interdisciplinary
• training and
• the development of transferable skills

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9. INCREASING MOBILITY

• Doctoral programmes
• should seek to offer geographical as well as
• interdisciplinary and inter-sectoral mobility
  and
• international collaboration within an integrated
• framework of cooperation between universities
  and other partners.

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10. ENSURING APPROPRIATE FUNDING

• the development of quality doctoral programmes
  and
• the successful completion by doctoral candidates
• requires appropriate and sustainable funding

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• EUROPEAN VISION OF
• DOCTORAL STUDIES /PROGRAMMES

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The results of modernization process of doctoral
studies

• Doctoral studies in the EU countries are in deep
  and wide modernization process yet
• The expected result of doctoral studies
• doctor
• competent in the field (knowledge in the field
  transferable skills)
• capable (generic transferable skills) make
  effective research and communicate it

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The results of modernization of doctoral
studies(the aspects of doctoral studies without
general contradictions)

• Unique meaning
• universities have proprium and monopoly to
  prepare doctors and issue scientific degrees
• Universities are responsible for doctors
  quality, although other institutions (private,
  research, etc.) could participate in the process
  
• Doctors degree is unique
• Dissertation remains as the main instrument of
  doctors educating
• Transferable skills being necessary for doctor
  should be developed specifically
• Acceptance in general
• Doctoral students should be educated in Doctoral
  schools
• Consultants from adjacent scientific fields
  should attend in the process
• Every doctoral student should have specific plan
  of his/her studies and research
• Trilateral agreement
• Double status of doctoral student

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The results of modernization of doctoral
studiesthe disputed (yet) aspects

• necessity of European doctor with common
  requirements and standards
• concept, organization and structure
• requirements for doctors dissertation and the
  competence/expertise for the doctor
• subjects studied during doctoral studies
• content and structure of dissertation
• publication of scientific results
• ECTS utilization in doctoral studies

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Example of good practice

• Doctoral Scholl
• at Imperial College London

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Developing skills programmes a broader
perspective on research training (Professor
Mary Ritter Pro-Rector, Postgraduate
Affairs,Director Graduate School of Life
Sciences and Medicine Imperial College London)
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Where does Europe stand in research training
versus the US and Japan?

• PhD in Science and Technology (ST)
• EU-15 0.56 (per 1000 inhabitants) aged between
  25 and 34 years
• Sweden 1.24
• Finland 1.01
• US 0.41
• Japan 0.25
• Italy 0.10
• But the employment rate in Europe is smaller
• EU-15 5.4 researchers per 1000 labour force
• US 8.7
• Japan 9.7

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European Science Technology graduates who
decide to work abroad go to the US

• about 4 out of the total pool of European human
  resources in ST (or, roughly estimated, 400 000
  out of 11 million) are living/working in the US
• nearly 75 of European PhD recipients at US
  universities prefer to stay in the US after their
  PhD
• moreover, lost human capital has increased
  substantially during the last decade from 49 in
  1990 to 73 in 1999.

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Inauguration of LU Doctoral School European
Integration and Baltic Sea Region Studies
(EIBSRS)Doctor of sciencethe latest European
conceptTHANK YOU FOR ATTENTION!

• Prof. Kestutis Krišciunas