1. Institutional Strategies and Structured Programmes in Doctoral Education Researchers in Europe without Barriers Czech Presidency Conference 28-29 April 2009 Thomas Ekman Jørgensen (EUA-CDE)

2. …2… The Council for Doctoral Education A 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

3. Acceleration of reforms Political ’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) …3…

4. Towards structured programmes The classic model of individual supervision has largely been imbedded in structured programmes Situation 2006 (TRENDS V) …4…

5. Diversity in models …5…

6. 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 …6…

7. Examples I Transferable 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) …7…

8. Examples II Critical 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 …8…

9. Examples III Partnerships 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 …9…

10. 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 …10…

11. Thank you for your attention www.eua.be/cde …11…