1. Doctoral programmes in Europe
Bologna Promoters’ Presentation Material
(to be adapted as needed)

2. Content of the Presentation
The changing nature of doctoral education
Doctoral training in the EU context
The Salzburg Principles
Key issues from EUA projects on doctoral programmes
New doctoral programmes in Europe? 3

3. The changing nature of doctoral education
Changes in doctoral education reflect:
the changing needs of the global labour market
the policy objectives of the Bologna Process and Lisbon Agenda with it ambitious goal of researchers and 3% GDP investment
Trends include:
Move to structured PhD programmes and schools
PhD candidate = young researcher (professional, not student)
Growing diversity of doctoral qualifications
Doctoral training of today = original research and training of transferable skills 3

4. Doctoral training in the EU context
2003 Berlin ministerial Communiqué defines Doctoral Programmes as the third cycle in the “Bologna study programme and degree stucture”
Doctoral training becomes the main link between the European Higher Education and European Research Areas (EHEA and ERA), the ‘two pillars’ of the knowledge-based society
2005 Bergen ministerial meeting approves the Salzburg Principles
2005: European Commission adopts the European Charter for Researchers & Code of Conduct for the Recruitment of Researchers 3

5. The Salzburg Principles
The core component of doctoral training is the advancement of knowledge through original research;
Doctoral programmes and doctoral training should be embedded in institutional strategies and policies;
The importance of diversity
Doctoral candidates as early stage researchers
The crucial role of supervision and assessment
The need to Achieve critical mass
Appropriate duration
The promotion of innovative structures
The importance of increasing mobility
The need to Ensure appropriate and sustainable funding 3

6. Key issues from EUA projects on doctoral programmes
Organisation and structures:
Need for stronger institutional involvement in the organisation of doctoral programmes
Trend towards an increased development of doctoral schools embedded in research environment and achieving a critical mass (EUA TRENDS V survey shows that 30% of institutions have established doctoral schools)
shift from individual-based to structured programmes. Trend towards a mix of different organisational type (individual- based, structured programmes, doctoral schools) 3

7. Key issues from EUA projects on doctoral programmes
Access and admission:
Importance of flexibility in admission procedures in relation to institutional autonomy
The Master’s degree remains the main but not the only entry point to doctoral training
Greater attention has to be paid to the social dimension (equality of access to the third cycle) 3

8. Key issues from EUA projects on doctoral programmes
Supervision :
Arrangements based on a contract between PhD candidate, supervisor and institution with rights and responsibilities = good practice in many HEIs
Multiple supervision encouraged
Supervision should be recognised as a part of workload
Increased need for professional skills development for supervisors (training of supervisors)
Transferable skills development:
Transferable skills training should be an integral part of the first, second and third cycles
Adequate funding of transferable skills training is crucial 3

9. Key issues from EUA projects on doctoral programmes
Research careers:
Universities & public authorities share a collective responsibility for promoting attractive research careers for doctoral and postdoctoral researchers
Status of doctoral candidate = early stage researcher (out of 36 countries responding in survey in 24 countries status is mixed; in 9 countries candidates have status of a student, in 3 countries – status of an employee)
Whatever the status is, it is crucial that the candidate is given all commensurate rights (healthcare, pension, social security) 3

10. Key issues from EUA projects on doctoral programmes
Internationalisation and mobiliy:
Universities are encouraged to enhance their efforts to support mobility at doctoral level as a part of their institutional strategy (joint programmes, co-tutelles, European doctorates, trans- sectoral mobility, internationalisation inside universities such as recruiting more international staff, organisation of international summer schools and conferences; using new technologies for e-learning or tele-conferences, etc.)
Mobility has to be recognised as an added value for career development of early stage researchers. 3

11. New doctoral programmes in Europe?
A range of innovative doctoral programmes are emerging as a response to the changes of a fast-growing global labour market (professional doctorates, industrial doctorates, European doctorates etc.)
Diversity of doctoral programmes reflects diversity of European HEIs that have autonomy to develop their missions and priorities
Consensus: original research has to remain the main component of all doctorates
Further debate on new doctorates as well as new vision of the doctorate is needed 3

12. Web resources
European Researcher’s Mobility Portal:
European Commission’s website:
Website of the European University Association (EUA): 3