CS III.1 T. Jorgensen
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Transcript of CS III.1 T. Jorgensen
The CODOC Project: Three Trends in
Doctoral Education
Dr Thomas Ekman Jørgensen
IAU 14th General Conferenc
Higher Education and the Global Agenda:
Alternative Paths to the Future
30 November 2012
…2…
EUA Council for Doctoral Education – a
response to the changes
EUA – European
University Association850 universities and rectors’ conferences in 47 countries
Developing evidence-based policies
Advocating these policies
Promoting development of universities as institutions
Council for Doctoral
Education (CDE)a membership service focused on doctoral education
Development of doctoral schools
Doctorate-specific policy development
215 members in 33 countries (from Faro to Tomsk)
New trends
Technological possibilities
Revolution in gathering and sharing data
Ease of communication (email, Skype, teleconferences)
Ease of physical mobility
Large investment in research and development in emerging economies
China, India and Brazil are prominent
Large increases in doctoral education – Brazil 100 % increase 2000-2009, China 400 % (!) 1998-2008
Beginnings of a more multipolar research landscape?
…3…
The CODOC Project
Funded by Erasmus Mundus (Action 3) 2010-2012
Looking at doctoral education in East Asia, Southern Africa, Latin America and Europe
Promoting collaborations
Capacity building
The Global Research Community
…4…
The CODOC Consortium
European University Association
ASEAN University Network (AUN)
Southern African Regional Universities Association (SARUA)
Inter-American Organization for Higher Education (OUI)
Observatory on EU-Latin America Relations (OBREAL)
University of Bonn, Center for Development Research (ZEF)
Karolinska Institutet
…5…
The CODOC survey
A heuristic tool – not a mapping exercise
Many questions (55 plus sub-questions)
Qualitative input from workshops
Bangkok: Strategic Collaboration
Johannesburg: Leadership and Knowledge Societies/Capacity Building
Sao Paulo: The value of the PhD
…6…
Convergence I - Discourse
The language of the knowledge society has become global
Challenges are to be met with new knowledge and innovation
CODOC survey responses:
“[Doctoral education] is key. It is the basis of innovative and research interventions in society’s problems” (South Africa)
“Doctoral education is very important since it is the driving force towards societal and economic development. Additionally, societal and economic development require knowledge societies that are based on high skilled human resources” (Malaysia)
”Extremely important in the current world of global knowledge society, where the complexities of world and local problems require people with high level education to solve them” (Tanzania)
…9…
Discourse II
Compare to language of policy makers:
”Smart growth means strengthening knowledge and innovation as drivers of our future growth” (Europe 2020)
“establishing ... a society that is innovative and forward-looking, one that is ... a contributor to the scientific and technological civilisation of the future” (Malaysia Vision 2020)
Ambitious goals
• Zimbabwe: Every lecturer should have a PhD by 2015
• Malaysia: 60,000 PhD holders by 2023
• EU – 1 mio. New research jobs by 2020…10…
Convergence II - Growth
We have seen remarkable growth over the last decade
…11…
90
100
110
120
130
140
150
2004 2005 2006 2007 2008 2009 2010
Growth in doctorates awarded in the EU, USA and Latin America 2004=100
European Union (27 countries)
United States
Latin America
Growth III: The big story – upgrading staff:
% of research and teaching staff with a PhD
…12…
Source: CODOC
Survey
28 42 2833 49 3141 62 400
10
20
30
40
50
60
Africa Asia Latin America
average %
5 years ago Currently in 3 years time
Growth IV: Do the numbers add up?
No
Already now, 1 in 4 has problems (more in Africa and Latin America)
Completion rates do not rise as fast as the intake
Growth emphasises the need for capacity
…13…
Yes
76%
No
24%
Do you manage to recruit and retain sufficient doctorate holders for your own
institution?
Convergence III - Collaborations
Collaborations were emphasised in the regional reports, in the survey and in the workshops
…14…
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Africa Asia Latin America
How important is doctoral education in relation to
internationalisation at your institution?
Very important
Rather important
Rather unimportant
Collaborations II
…15…
Many institutions gave high priority to global partners
2
5
18
53
4
0 10 20 30 40 50 60
Not important
Rather unimportant
Rather important
Very important
Do not know
Global partners
n=82
Collaborations IV
…17…
Different motivations from different institutions
Common prestige amplified through joint programmes
Strategic presence
Capacity building
Pooling of resources
Access to natural laboratories (seismic activity, specific populations)
Summary
There are clear areas of global convergence in doctoral education
Retention problems are persistent, and could be worse
Collaborations with capacity-building agenda is part of the solution
Requiring institutional strategic vision and coherent support
Convergence could be a step towards a richer, multipolar research community!
…18…