Transcript Document

Doctoral Schools at the University of Vienna
Dr. Karl-Lueger Ring 1
A – 1010 Vienna, Austria
http://international.univie.ac.at
National / Institutional Framework
Universities Legal Act 2002 (UG2002)
Univ. of Vienna Development Plan 2010
Excellence Initiative of the Austrian
Science Fund
Austrian Government Policy
Statement
International Level
European Research Area (ERA)
Bologna Study Architecture
European Researcher‘s Charter
EU Code of Conduct for Recruitment
EUA Involvement to further define
Doctoral Programmes as the third cycle in
the Bologna Process
Glasgow Declaration (2005)
The design of doctoral programmes will ensure: that while the central
element of doctoral programmes remains the advancement of knowledge
through research, doctoral training will meet the needs of an
employment market that is wider than academia, through the development
of research competence and transferable skills; that doctoral programmes
correspond to three to four years full time work; that joint trans-national
doctoral programmes are strengthened, and that doctoral candidates are
considered both as students and as early stage researchers with
commensurate rights.
Salzburg 2005: „Ten Basic Principles"
1.
2.
3.
4.
5.
The core component of doctoral training is the
advancement of knowledge through original
research.
Embedding in institutional strategies and policies.
The importance of diversity.
Doctoral candidates as early stage researcher.
The crucial role of supervision and assessment.
Salzburg 2005: „Ten Basic Principles "
6.
7.
Achieving critical mass.
Doctoral programmes should operate within an
appropriate time.
8. The promotion of innovative structures.
9. Increasing mobility.
10. Ensuring appropriate funding.
Implications of the „Salzburg Principles“ : Example
Salzburg
Recommendations
(2005)
Bergen
Communique
(2005)
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 and the
institution (and where appropriate including other
partners)
III. Future challenges and priorities
Higher education and research
… Considering the need for structured doctoral
programmes and the need for transparent
supervision and assessment, …
EURODOC
Supervision
and Training
Charter for ESR
(2004)
European Charter
for Researchers &
Code of Conduct
for the Recruitment
of Researchers
(2005)
Supervision and managerial duties
…With regard to their role as supervisors …,
senior researchers should build up a constructive
and positive relationship with the early stage
researchers …
Supervision
…the proposed supervisors are sufficiently expert
in supervising research, have the time, knowledge,
experience, expertise and commitment to be able
to offer the trainee appropriate support and provide
for the necessary progress and review procedures,
as well as the necessary feedback mechanisms”
Complaints/appeals
…appropriate procedures … to deal with
complaints/appeals of researchers, including those
concerning conflicts between supervisor(s) and
early-stage researchers.
national
tradition
institutional
culture
SUPERVISION
MONITORING
ASSESSMENT
disciplinary
culture
emerging trends
in doctoral training
• ‘massification’
• shift to structured training
• development of organisational
structures (graduate schools, …)
• diversification
• research/professional degrees
• full-time/part-time education
• different motivations of candidates
• different status of candidates
• different admission requirements
•(BS/MS)
• internationalisation (joint degrees, …)
• interdisciplinary approach
unstructured
doctoral education
structured
doctoral education
…
 individual responsibility
for quality of supervision,
monitoring & assessment
…
…
 institutional responsibility
for quality of supervision,
monitoring & assessment
…
Supervision
conflict
solution
formal
agreements
selection of
a supervisor
role and
responsibilities
of a supervisor
MONITORING
&
ASSESSMENT
models of
supervision
qualification
requirements
for a supervisor
training of
supervisors
Role and responsibilities of a supervisor
 identify training needs of the candidate
 ensure that appropriate training is
provided (suggest coursework, …)
 help to develop the plan of actions
 actively guide through the research
 provide critical review of research
results and progress in research
 provide for (facilitate access to)
equipment and resources
 provide the candidate with an
opportunity to present his/her results to
different audiences (seminars,
conferences, publications)
…
 Should a minimum no. of
contact hours be guaranteed?
 How much supervision is
needed? (too much can
be counterproductive)
 Is supervisor responsible for
financial support?
 Should supervisor protect the
candidate from excessive
research - unrelated duties?
 Are there specific duties
of supervisors of professional
doctorates?
…
Implementation at the University of
Vienna – Calls
University development plan 2010:
Start of the implementation of 12 Initiativkollegs in 2006
2 open calls university-wide
(„bottom-up“ approach)
open to all disciplines
no a apriori quotas
Implementation at the University of
Vienna – Selection Procedure
International Peer review
Procedures (transparency and fairness /
Co-operation with FWF – Austrian Science Fund)
Selection (Scientific Advisory Board of the
University and Rector / based on excellence)
Implementation at the University of
Vienna – Guidelines for submission
Scientific goals and topicality
Innovative potential of the theoretical and
methodological approaches
Ability to compete at an international level
Internal coherence and structure
Scientific reputation and potential of the scientists
involved
Implementation at the University of
Vienna – Guidelines for submission
Training
• Training aims (intended qualification profiles)
• Scientific training program
• Scientific supervision
• Additional training program
• International contacts und collaboration
Implementation at the University of
Vienna – Guidelines for submission
Available infrastructure and additional funding
Proposed selection procedures for doctoral students
Internal monitoring
Added value (to research that would result from
establishing an Initiativkolleg)
International Peer review
Australien
Reviewers by Country
Belgien
Dänemark
Deutschland
Frankreich
Irland
Italien
Israel
Kanada
Niederlande
Norwegen
Schweden
Schweiz
Slowakei
Spanien
Tschechien
United Kingdom
USA
Initiativkollegs – Outcome
Differential Geometry and Lie Groups
Experimental Materials Science – Nanostructured
Materials
Functional Organization of the Nucleus
Issues in the global economy
Molecular Drug Targets
Senses, Technology, Mise-en-Scene: Media and
Perception
Initiativkollegs – Outcome
Symbiotic Interactions
The Cosmic Matter Circuit
The Sciences in Historical Context
Time-frequency analysis and microlocal analysis
Transformation Processes in Central Europe
Vienna School of Governance (ViGo)
Doctoral Programmes - Facts & Figures
12 Initiativkollegs + 7 Doctoral Colleges
International recruitment (50% non-Austrians)
International teaching environment
Male/female balance
Privileged teacher/student ratio
Research-oriented
Inter-/ multi-institutional cooperations
Implementation at the University of
Vienna – Institutional support
Young researchers:
(financial commitment/employment)
Administrative support
(speakers, PhDs, visiting professors)
Additional content
(transferable skills)
Implementation at the University of
Vienna – Institutional support
International Mobility support (scholarships):
Short research visits abroad (up to 3 months)
Participation in international conferences
ERASMUS mobility (>300 EU partners, 1.900 places) ...
Implementation at the University of
Vienna – Institutional support
Additional Content (Transferable Skills):
Communication skills, intellectual property rights
Language courses, presentation techniques
Ethics in Science, researcher‘s rights & duties
Proposal writing and submission
Project planning, funding schemes
Doctoral Programmes - Vision
Establish several Doctoral Schools with common themes
• quality assurance system (internal and external)
• high quality standards with respect to supervision and
doctoral students
• clear guidelines and transparent procedures for
participation (supervisiors and doctoral students)
• central services
Next Development Plan
Contact :
Lucas Zinner
Vice director / Program Manager, Research Services and International
Relations
email: [email protected]
Sources:
http://international.univie.ac.at
http://www.eua.be
Doctoral Programmes for the European Knowledge Society, Results of
EUA Doctoral Programmes Project, 2005