Transcript ECTS in PhD

“Three Cycle System in the Framework of Bologna Process”, Summer School, Yerevan,
Armenia, 2008
ECTS in doctoral program
Algirdas Vaclovas Valiulis,
Bologna expert, Lithuania
Background
In 2000, the EC published a policy "creation of a European
Research Area to bring within one coordinated approach all the
elements that contribute towards the development of research
capacity in Europe, as well as to integrate the aspirations and
needs of society into the development of science".
At the Lisbon summit (March 2000), it has been committed
to turning Europe into the most competitive and dynamic
knowledge-based region of the world by 2010, capable of
sustainable economic growth with more and better jobs and
greater social cohesion.
In September 2002, the Commission published a
Communication on "More Research for Europe: Towards 3%
GDP“.
Background
At the Bologna ministerial summit (Berlin, 2003),
Ministers identified research as an integral part of
European Higher Education and stated that they
consider it necessary to include the doctoral level as
the third cycle in the Bologna Process. Ministers
made the link between the European Higher
Education Area and the EU plans to create a
European Research Area.
In May 2005, the Bergen ministerial summit
highlighted the importance of doctoral level
qualifications and mandated the interested parties to
further develop the basic principles for doctoral
qualifications, but avoiding overregulation of doctoral
programmes.
Background
In the Communique of the London Conference of
2007, the Ministers recognised the value of
developing and maintaining a wide variety of doctoral
programmes.
As a result, it is now an established fact that
Doctoral programmes are not only the third cycle of
higher education, but also the first stage in the career
of young researchers. The essential difference
between the two first cycles and the Doctorate is that
it focuses on original research with the aim of
producing new knowledge.
Objective of a doctoral programs
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The objective of a doctoral program is to
motivate and prepare PhD candidates in such a way
that they are able:
to carry out research independently,
to analyse scientific events with wide and deep
perception,
to determine necessary steps to reach new
synthesis,
to make original contributions to science.
It is this special characteristic, the creation of
new knowledge, which distinguishes Doctoral from
the two preceding levels (BSc and MSc) of higher
education.
Dublin descriptors for third cycle studies
According to the Dublin descriptors, qualifications that
signify completion of the third cycle are awarded to
students who:
 Have demonstrated a systematic understanding of a
field of study and mastery of the skills and methods
of research associated with that field;
 Have demonstrated the ability to conceive, design,
implement and adapt a substantial process of
research with scholarly integrity;
 Have made a contribution through original research
that extends the frontier of knowledge by developing
a substantial body of work;
Dublin descriptors for third cycle studies
 Are capable of critical analysis, evaluation
and synthesis of new and complex ideas;
 Can communicate with their peers, the larger
scholarly community and with society in
general about their areas of expertise;
 Can be expected to be able to promote,
within academic and professional contexts,
technological, social or cultural advancement
in a knowledge based society.
Basic principles (I)
 The core component of Doctoral training is the
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advancement of knowledge through original
research;
Embedding in institutional strategies and policies
(Universities must meet new challenges and include
appropriate professional career development
opportunities);
The importance of diversity (including joint
Doctorates);
Doctoral candidates should be recognized as early
stage researchers;
The crucial role of supervision and assessment;
Basic principles
 Achieving critical mass (innovative practice; graduate
schools; international, national and regional
collaboration between universities);
 Duration (three to four years full-time as a rule);
 Increasing mobility (geographical, interdisciplinary,
intersectoral mobility and international collaboration
within an integrated framework of cooperation)
 Ensuring appropriate funding.
Models of Doctoral Studies in Europe
"First Model" the one including mainly individual
supervision and tutoring;
"Second Model" the one including taught
Doctoral courses plus individual work.
About 59% of Institutions apply the Second
Model, 33% apply the First Model and 8%
apply other models. It must be pointed out
here that about 14% of the Institutions apply
both Models.
ECTS
Do credit transfer system (e.g. ECTS) should be
applied to the structured part of the Doctorate?
European engineering higher education
associations expressed their view by statement "ECTS credits should not necessarily be applied to
the PhD since an essentially curriculum based PhDprogramme cannot fulfil requirements concerning the
personal independence, the research experience and
alike. Any credit system should be used only in order
to enhance the mobility of Doctoral candidates and
the interationalisation of Doctoral Programs, but not
lead to formal accreditation.
ECTS
The majority of the Institutions are reluctant to introduce
ECTS in the structured part of the Doctorate;
Do ECTS is used in the Introductory Courses ? About 46%
of the Institutions gave a positive reply, 27% answered – No;
The majority of the institutions focus on Specialisation
oriented (89%), Research oriented (79%) and General (43%)
introductory courses.
Small interest is given to Career Development (14%) and
to Ethics oriented (7%) introductory courses.
No Institution would use any credit system for the research
part of the Doctorate and no any information suggesting that
some Institutions do it.
Quality Assurance
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Most Institutions tend to keep to the model First Cycle Second Cycle - Doctorate, not allowing direct access from the
First Cycle to the Doctorate.
The following criteria, very important for ensuring the
quality of a Doctoral Program:
monitoring the progress of Doctoral candidates,
the quality of supervision,
the quality and originality of the results,
the innovative nature of the thesis
the employability of Doctoral graduates.
On the monitoring of the progress of Doctoral candidates,
89% of the universities replied that they do, 8% that they do not.
The progress report is usually submitted every either 6 or
12 months.
Quality Assurance
The Supervising Committee is selected from
experienced academics from the same or a
related research field.
The majority of the Institutions monitor most
of the factors affecting the quality of Doctoral
Theses, with the exception of the
employability of Doctoral graduates.
Another factor where the current status might
need to be changed is the presence of the
Tutor and the non presence of external
examiners in the examination board.
Financing
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Governments are still the main source of
financing for the Doctorates in European
universities.
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If this does not change, with a bigger
involvement of industry, attaining the goal of
technological innovation and competitiveness
might not be easily feasible.
Mobility
In the Mobility issue, the results look
satisfactory:
 mobility is allowed during the introductory
courses period and/or during the preparation
of the thesis (about 68% institutions allow
mobility );
 the procedure used for the recognition of the
study abroad period involves the use of ECTS
for a about 41% of the Institutions;
Interationalisation
In Internationalisation, the results are not
satisfactory in both the European and the
international level.
Do the Institutions are coordinated or
participated in joint international Doctoral
programs with either European or nonEuropean Universities: about 56% institutions
replied positively, 41% negatively.
Creation of working environment
for effective PhD (I)
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The creation of working environment for effective PhD is
dependent upon various quality parameters, such as:
relationships between student and advisor (apprenticeship),
student and faculty,
faculty and faculty,
departmental culture,
research laboratory, etc.
During PhD education much of the important teaching and
learning takes place in a one-to-one relationship between
student and his/her advisor.
The single advisory approach is often coupled with tradition
of faculty autonomy.
Creation of working environment
for effective PhD (II)
There may be various strategies in PhD
education such as:
 students learn by reading good research and
observing a faculty making research;
 students are thrown into their research topic,
and the "good ones" find their way with
minimum guidance;
 a program consisting of a set of examinations
and barriers.
The main issues arising for the provision of high
quality Doctorates
 The introduction of the appropriate structures within
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the institutions;
The development of attractive research career
perspectives for early stage researchers, including
opportunities outside academia and industry;
The definition of clear and transparent
entrance qualifications with flexibility and
interdisciplinarity;
The internationalisation of Doctoral education through
mobility of Doctoral candidates, joint and co-tutored
Doctoral programmes;
Quality assurance through transparent procedures for
the supervision, monitoring and assessment;
The main issues arising for the provision of high
quality Doctorates
 Development of transferable skills;
 Financing. For Engineering Institutions a bigger
involvement of industry might be sought. It must be
pointed out that it is up to the Institutions to find ways
for such a financing without losing their autonomy
and their control over Doctoral education;
 The so-called "professional Doctorates" should be
very clearly differentiated from the research ones with
the introduction of the appropriate legal framework,
including a different title.
Thank You for attention and patience
Do country has clear scientific priorities?
Do country economy (SME, big companies) feel
the need of scientific research?
Do country is prepared to retard the best brain
drain or return it back?
Do works the policy to create centers of
excellence with concentration of top equipment
or other resources?
Do scientific worker career is attractive for university
graduates?