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The new European vision of doctoral education:
Jean Chambaz
at
a 4 years experience of implementation
Institute of Doctoral Training
Why a transition in doctoral education is needed for ?
A strategic role for the higher education systemin a knowledge-based society:
- in producing knowledge- in training highly qualified staff and leaders- in educating citizens
World Bank, OECD, EU…
A major challenge for universities : professionnalization * of training
* in its broadest sense
according to the « Dublin » descriptors
The world changes : globalisation
The problems to face change : complexity, interdependence
The way to address these problems change: transdisciplinarity
Professionalization of Higher Education Training
but giving key competences, skills and vocational guidance
not (mostly) training for a specific job
- to develop their professionnal career in a changing environment
- to prepare to life-long training
a mass issue, not only the successful training of a small elite
Bachelor DoctorateMaster
allowing an exit by success at each level based on an informed choice to fulfill the needs of Europe economy and society
Strengths and weaknesses of doctoral education in Europe
Long tradition of excellence academic conservatism
Great diversity in higher educational system:- regulations - management- funding - degrees, technology courses- research organisation
A large increase in the number of doctors trained in Europe this last decade, exceeding the most optimistic estimations of Europe needs in researchers
Poor recognition of doctorate at its social and economical value
Are we training too many doctors ?
Yes … if reproducingour species
No, if considering the needsin creative workers and the skillsacquired during trainingthrough research
A key issue: promote the added value of doctorate
The added value of training by research is the acquisition of a double competence:
in the (highly) specialised field of the thesis, and
in generic personal and managerial transferable skills
performing an original research project =
facing the unknown - quickly extracting and synthezising knowledge elaborating innovative solutions - solving of complex problems developing strategies by combining varied perspectives - networkingcommunication - quality, time and resources managementfailure management
building up one’s own professional project- arousing awareness of candidates on their skills
- giving clues for future carrier
performing an original research project - at the edge of knowledge and/or innovation
- in a high quality scientific environment ensured by a critical mass of strong research groups or scientific milieus
- under the supervision of a senior scientist
- i.e. in a structured doctoral program, graduate or doctoral school
EUA Doctoral Programmes Project - Salzburg Principles
and, as such, a full professional experience
one goal - different routes - a common frame
Structuration of doctoral education
Development of awareness on doctors competences
Quality assessment
Implementation of the new European vision of doctorate
Mobility , exchanges and partnership
Structuration of doctoral education
Development of awareness on doctors competences
Quality assessment
Implementation of the new European vision of doctorate
Mobility , echanges and partnership
DEA DESS
licence
maîtrise
thesis
DEUG
Before 2000 : a fragmentedand scattered organization
Shift to « LMD » in 2004 :Implementation of theBologna process
doctorate
master
licence(bachelor)
DS
180 ECTS
120 ECTSthesis ~30
3 yearsno ECTS
Bologna implementation in France
2000 :set up ofdoctoralschools
DS gather a critical mass of research teamson a site and/or disciplinary basis
During master one evaluates his(her) potential and desire to be further trained through research during D or to enter the job market with an M.
The Master – Doctorate link in France
recruitment procedures defined by DS,based on master degree (or equivalent)
master degree includes initiatition to research :
- courses / workshops on tools and methods- research work under supervision- comprehensive scholarly report
doctorate
master
DS
doctorate dedicated to the realization of a 3yrs-original research project
during doctorate : complementary training, no more courses = no ECTS
DS only in charge of doctorate
GS
Implementation at UPMC (1)
- 106 narrowly-specializedpredoctoral coursesin charge of doctoral enromentand follow up
Before 2000
maîtrise
106 DEA 30 DESS
106 doctoralcursus
- 30 profession-oriented courses
10 masters(60 specialities)
20 doctoralschools
From 2004
a broader scope of: -pre-doctoral courses -doctoral schools
greater clarity, flexibility and institutional responsibility
Weaknesses of the French system
Doctoral schools are often associated to several universitiesand gather research groups from many different research institutions
« Without walls » schools have not the means to fulfill all their goals,and their institutional embedding is uncertain
Results from long-lasting suspicious policy toward universitieshardly replaced by a posteriori control of a clear contract
This weakens the capacity of research-intensive universities to embed doctoral programmes in institutional strategy
the need of autonomy
Implementation at UPMC (2)
The 2005-2008 action plan at UPMC:
- a thorough assessment of our doctoral policy
- crossed with a European perspective: the EUA DPP
the creation of an overarching structurestressing the doctoral vocation of UPMC:
the Institute of Doctoral Training
harmonisation of doctoral follow up
mutualisation of training : a larger and more diverse offer
a task force on the building of the professional project
including the 20 doctoral schools and all the services contributing to doctoral training at UPMC
House of Doctoral Schools
knowledge of job market,training in personal
and managerial skills
building ofprofessional project
PhD follow up database
European and international mobility and networks
Research directory Education directory
University Pierre and Marie Curie
Institute of Doctoral Training
Alumni association
3500 PhD candidates
20 Doctoral Schools
in partnershipwith otherinstitutions
Structuration of doctoral education
Development of awareness on doctors competences
Quality assessment
Implementation of the new European vision of doctorate
Doc-careers EUA projecton transferable skills and employability of doctors
- Transferable skills developped during training through research are otherwise difficult to acquire and master
- They cannot be mastered by only taking courses
Outcomes of the 1st ans 2nd workshops (march/may 2007):
- They are directly linked to the employability of PhD holders for academic as for non-academic careeers
- Doctorate candidates, holders, supervisors and employers should have a high degree of awareness of the transferable skills acquired during a thesis run as a professional experience
- Doctoral programmes should offer (not impose) a positive environment to develop transferable skills for both academic and non-academic careers
Developing awareness of doctoral candidates
IFD and HDS provide a continuing training plan
Approval of individual plan and individual follow up by Doctoral Schools
Implementation at UPMC (3)
Knowledge of organisationsand their environment
- series of seminars and specific workshops- lecturing and case-study by professionals and UPMC alumni
Innovation and transfer
Communicationand management
Professional projectand career development
Scientific deepening Open-mindednessscience and society
- no ECTS
Innovation and transfer
- intellectual property and industrial property; patent
- innovative entrepreneurship; business set up
- Doctoriales: residential seminar on innovation
UPMC continuing training plan for doctoral candidates
Knowledge of organisations and their environment
- for each type of organisation (companies, SMEs, start-ups; NGOs; public administration; academy; in France and in Europe; etc)
- organisation, social, financial, legal, regulation aspects job opportunities and career development
- case studies and on site visits
Communication and management
Professional project and career development
- knowledge of the job market
- job seaking technics
- skill analysis
- project running
Individual councelling and coaching
- knowledge diffusion
- institutional and interpersonal communication
- team working and networking
- training in managerial skills
UPMC continuing training plan for doctoral candidates
- a European seminar on the new vision of Doctorate
- worshop # 1 on job opportunities and career development for PhD holders
- « habilitation à diriger les recherches » only based on reseacrh criteria
- worshop # 2 on doctoral project management
Developing awareness of supervisors
- developing partnership, lecturing and case study in our workshops
- meetings, round tables with top managers and recruiters
- targets ? where are jobs ?
Developing awareness of employers
Implementation at UPMC (4)
Structuration of doctoral education
Development of awareness on doctors competences
Quality assessment
Implementation of the new European vision of doctorate
IFD provides an overarching administrative structuremanaging all the services contributing to doctoral training
regular follow up of the professional project
regular follow up of the thesis progresslog, tutor, mid-term committee, etc
openness and transparency at all steps of procedure
institution-wide multipurpose portal
institution-wide multipurpose data base and publicity on indicators
a code of practice, a charter and contract for funding and supervision rate
quality assessment of doctoral schools based on indicators
Implementation at UPMC (5)
Promote the value of PhD training and the vital roleof doctorate holders in a knowledge-based society
Develop evidence-based doctoral policy including raising of awareness of embedded transferable skills
Some challenges for Universities
Funding of full-time doctoral candidates (early-stage researchers) and of doctoral programmes