1. WP 2. Modernization of PhD regulation at UP University of "G. D'Annunzio" Study visit & Workshop on PhD program design Nizza 24th-28th Sept 2014 SENSE AND SUSTAINABILITY OF PHD PROGRAMS massimo.bianchi@unibo.it

2. Main Topics Elective and seminar courses : The sense of PHD Programs –Teaching methodology –Student assessment methodology The process of creating and maintaning in a renewal perspective the PhD programs –Syllabi –Teaching material –Co-teaching –Co-mentoring Beyond the Horizon of Tempus Projects, –The sustainability of PhD programs. Presentation of the Book “ Beyond of the Horizon of Tempus Projects.. Theory and practice of Project Management “.

3. Why Philosophy ? In in the early 19th century, the Humbolt University Arts faculty of Berlin, as in Germany was named the faculty of philosophy, demanded to best students a research contribution, attested by a dissertation, for the award of their final degree, the Doctor of Philosophy (Ph.D.) Strategical topics: Innovative approach to problems Personal contribution Defending thesis in an academic arena

4. THIRD CYCLE STUDIES Typologies Research Professional Demand of competencies from the market ( estimation ) 1/5 Research 4/5 Professional Doctorate 2-3 years at national level PHD 3 - 5 years with international teachers team. Although students aim to finish in Year 3, realistically most students submit their thesis in year 4. Most Universities do not normally allow an extension beyond Year 4. Full time ( Most research PHDs ) Part time ( Most professional PHDs ) ?

5. EFFECTIVENESS Teachers Evaluation ADEQUACY Third Part Evaluation EFFICIENCY Students Evaluation The external dimension : The PHD performance as a whole Selection at the entrance / at the PHD End Teachers enrolmen t; n. Of modules in each course. Rate of PHD Employm ent / Publichin g level / peer review

6. The Structure of a PHD AND Connected Q.A. Activities Q.A. Focus First Year Compulsory CoursesTeachers / Students Quest. % of attendante Stud. Evaluation Elective CoursesTeachers / Students Quest. % of attendance Menthor ev. Stud. Evaluation Second Year Research experiencesResearches undertook Menthor ev. Peer review Publishingn. and quality of publishing Third Year Dissertation of Original Research PHD Committee Peer Review Activities and endorsments in progress

7. The PHD as the be the best HEI Expression of the Learning process. Activities Q.A. Focus First YearCompulsory CoursesTeachers / Students Quest. % of attendante Stud. Evaluation Elective CoursesTeachers / Students Quest. % of attendance Menthor ev. Stud. Evaluation Second Year Research experiencesResearches undertook Menthor ev. Peer review Publishingn. and quality of publishing Third YearDissertation of Original Research PHD Committee Peer Review Activities and endorsments in progress

8. The structure of a PHD (1) First Semester Compulsory courses ESMP 3101 Entrepreneurship and SME Management 15 ECTS ESMP 3102 Research Methodology for Social Sciences 8 ECTS ESMP 3103 Research Techniques in Social Sciences 7 ECTS

9. Second Year Pilot Research Work 10 ECTS Two published articles8 ECTS International mobility4 ECTS ESMP 3301 Preparing the thesis proposals 8 ECTS Third Year Submission and defence of the thesis proposal Research and preparing the doctoral dissertation 5 ECTS 25 ECTS The structure of a PHD (2)

10. The structure of a PHD (3) ECTS First Semester 3022% Second Semester 4835% Second Year 3022% Third Year 3022% 138

11. Lectures / Workload Courses / Modules Cred its Lect ures Practical Work ( Apprentices hip, internship or stage ) Labor atory Work Proje ct Work Indivi dual study Total Workl oad Lectu res /Cred its Workl oad/C redits Accounting315 2268135545 Traditional /Innovative ? Learning Outcomes ? Teachers/ Lectures ? Conventions with Stakeholders ? Publishing Opportunit ies ? % of presence ? Management and economics ? Feedba ck ? In UNIBO 6 / 7 h.lect per Cred.

12. PHD and EUROPE 2020 Agenda In Europe 2020 Agenda the objectives of the strategic framework Education and Training 2020 are focused on the challenge of skills deficit in the workforce by the development of skills as well as enhancing the use of the knowledge and innovation triangle – a closer cooperation between education, research and business.

13. Skills and transversal skills Skills required by the global knowledge economy, employer voiced expectations and research address the key aspects of modern employees. A critical challenge in current university education has been identified mostly in the lack of transversal skills and in connecting practice with theory.

14. The Theory and the Practice Creativity Innovation Authonomy Years