DevelopingDoctoralEducationinEurope.pptVIP

Developing Doctoral Education in Europe Dr. Sybille Reichert (Zürich) UNICA Bologna Lab, Lausanne, 1 June 2007 The most frequently mentioned aims of the doctoral reforms in Europe Enhancing quality (supervision, mentoring, support, financial and framework conditions, duration) Increasing relevance and career attention in view of diversified research-based career paths (UK, Ireland, Sweden) – competences and skills Linking doctoral training to centers of research excellence (with sufficient critical mass) (Finland, Netherlands, Germany) Increasing interdisciplinary and social integration Enhancing international attractiveness of research environment Establishing doctoral or graduate programmes and schools to support all of the above aims Factors hindering attractiveness of doctorate studies length of doctorate studies: delayed entry into labour market and professional life delayed individual economic/social returns uncertainty regarding successful completion, attrition rate Varied quality of supervision and high degree of dependence on supervisor specialisation – little attention to career prospects and frequent labour market mismatch, attention to subject-specific and transferable competences and skills lack of funding and social security personal/family dependencies and effects isolation academically and sometimes socially Less of a problem with the number of doctoral degreesDoctoral SE Degrees by World Region Distribution of Researchers over Sectors Doctoral training as first step to brain drain Proposed Solutions Improve supervision (clear expectations, additional institutional support and integration into team) and create support structures Create integrating structures, including some taught elements Introduce or enhance the career relevance and attention to competence development, including career-relevant skills training Improve financial situation of doctoral candidates 1. Supervision Supervisor supplemented by team, additional contact points,