ENHANCING QUALITY THROUGH MOBILITY AT PhD LEVEL Melita Kovacevic, University of Zagreb Vice-Rector...

ENHANCING QUALITY THROUGH MOBILITY AT PhD LEVELMelita Kovacevic, University of ZagrebVice-Rector for Research and TechnologyEUA-CDE Steering Committee Member

Seminar for Bologna and HE Reform Experts, Lisbon, 6 – 7 October, 2011


● How and why did it start?- documents and facts

● Where are we today?- structured doctoral education, doctoral candidates and mobility- mobility as a framework of quality- obstacles and constraints

● What should be done in future? - to enhance research quality by mobility

TOPICS


- Bologna Declaration, 1999

- Prague Communiqué, 2001- Berlin Communiqué, 2003- Bergen Communiqué, 2005- London Communiqué, 2007- Leuven and Louvain-la-Neuve, 2009 ... EHEA

- creation of ERA, 2000- Resolution, June 2000 – removing present obstacles to the mobility of researchers- Commission Communication “Realising the ERA: Guidelines for the Actions of the Union

in the field of Research 2002-2006” - the importance of promoting the scientific and technological performance of all regions of the Member States

- Preparing Europe for a New Renaissance, EC 2009- A mobility strategy for the ERA ...

RESEARCH IS POWERFUL DRIVING FORCE FOR ECONOMIC GROWTH.

ERA

DOCUMENTSHow and why did it start?


This Communication presents a strategy to create a favourable environment for the mobility of researchers in the ERA, in order to develop, attract and retain appropriate human resources in research and to promote innovation. It aims at building up the research competence and excellence within the ERA by launching immediate actions for implementation, creating the dynamics for increased development of the abovementioned environment and identifying ways of financial support by the different actors involved. Special attention will be devoted to the encouragement of inter-sectoral mobility, i.a. between business and academia and vice-versa.

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FACTSHow and why did it start?


FACTS


World

•In 2009, almost 3.7 million tertiary students were enrolled outside their country of citizenship.•The number of tertiary students enrolled outside their country of citizenship rose by 6.4% between 2008 and 2009 while global tertiary enrolment grew by 3.3% in the same period.•In descending order, Australia, the United Kingdom, Austria, Switzerland and New Zealand have the highest percentages of international students among their tertiary enrolments.•The largest numbers of international students are from China, India and Korea. Asian students represent 52% of foreign students enrolled worldwide.•In the 21 European countries that are members of the OECD, there were 2.6 foreign students per each European citizen enrolled abroad.•The United States received the most (in absolute terms), with 18% of all foreign students worldwide, followed by the United Kingdom (10%), Australia (7%), Germany (7%) and France (7%).(OECD Education at a Glance, 2011)

•In 2007, the global outbound mobility ratio was 1.8%. This means that approximately 2 out of every 100 tertiary students left their home countries to study. Moreover, this figure has barely changed since 1999 (1.9%) (UNESCO Global education digest 2009)

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FACTS


Europe

• Recent EU data show that there is a growing influx of international students to Europe, particularly from Africa and Asia. The main importers in 2007 were Austria,Belgium, Denmark, France, Germany, Sweden and the UK . The largest change has taken place in the UK where the number of non-EU students rose from 11% in 2000 to 31% in 2007

• EU21 countries host the highest number of foreign students, with 38% of total foreign students. These 21 countries also host 98% of foreign students in the European Union.

(Trends 2010)

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FACTS


Europe – doctoral candidates

•There are about 526 000 doctoral candidates in the EU27 (excluding those enrolled in Germany and Luxembourg, where data are not available). The vast majority, about 76% (374 000) doctoral candidates hold citizenship of the country where they study/work; 17% (84 000) hold citizenship of a Third Country and 7% (33 000) hold citizenship of another EU Member State.

•15% of doctoral students in UK hold the citizenship of another Member State.

•The EU27 average equals 6%.

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FACTS


Europe

• In 2005, 6.9% of doctoral candidates were ERA-nationals studying in another ERA country.(Study on mobility patterns and career paths of EU researchers, 2010)

Origin of doctoral candidates in the EU

• Approximately four out of five doctoral candidates in the EU are studying in their own country, while 6.3% study in another EU country and 1.2% in another European (non-EU) country.

• 'Asia, Middle East and Oceania' are the largest “senders” of doctoral candidates to the EU with 5.8% of doctoral candidates in the EU27 coming from this broad geographical region.

• ERA milestone for 2030 - Mobility triples, with up to 20% of EU doctoral candidates working outside their home country

(Preparing Europe for a New Renaissance, EC 2009)

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FACTS


AFRIKA

EUROPE USA LATIN AMERICA

ASIA

AUSTRALIA

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AFRIKA

EUROPE USA LATIN AMERICA

ASIA

AUSTRALIA

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CONFERENCES AND SEMINARS ON DOCTORAL STUDY PROGRAMMES

• Maastricht, October 2004• Salzburg, February 2005• London, September 2005• Vienna, June 2006• Brussels, October 2006• Nice, December 2006• Lausanne, June 2008• London, January 2009• Lausanne, June 2009• Zagreb, December 2009• Berlin, June 2010• Madrid, June 2011

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Doctoral education reform

• doctoral education central to ERA and EHEA

• research the core of doctoral education

• main driver of the doctoral education reform are universities

• European landscape profoundly changed

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structured doctoral education

research is a central point

quality

capacity

Where are we today?

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What is crucial for good quality doctoral education

Critical mass

Not to be reduced on quantity

Networking (national, regional, European)

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LEADING ROLELEADING ROLE

• doctoral education is a global issue• the needs of local education and research

towards solving global problems

global research community

co-operation competition

brain – circulation

spreading research mentality

to be flexibleto be creativeto be autonomous


Mobility as a framework of quality

• facilitate mobilty of doctoral candidates

• support interdisciplinary/ intersectoral research

• develop different forms of mobilty and collaboration

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Where are we today?


Mobility within:

• “sandwich” doctoral programmes

• joint programmes

• co-tutelle programmes

annual summer schools• intensive training activities intensive courses

lab visits

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Where are we today?


Obstacles and constraints

• difference in structure, regulations (joint programmes)

• availability of resources (financial as well as human and time)

• attractive research environment

• language barriers

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Where are we today?


Removing the obstacles

regulatory flexibility (on the national and European level) sustainable funding

to fortify and diversify financial support

transparent rules international outlook

various modes of mobilityto increase brain circulation

to fortify and diversify financial support to enhance quality of research

What should be done in future?

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Obstacles and constraints

universities are facing new challenges

different universities – different attitudes and needs

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Mobility has an impact:

• institutional open-mindness (both human/staff and administrative)

• inbreeding

• institutional dynamic

• research capacity

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Challenges:

• institutional strategic develoment

the role of doctoral education and mobility

• administrative resistance

• adequate ballance of top-down and bottom-up approach

• system support – international degree recognition, – institutional agreements...

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Instead of conclusions:(Salzburg Principles, 2005)

No. 9. Increasing mobility ... to offer geographical and interdisciplinary / intersectoral mobilty and international collaboration...

(Salzburg II Recommendations, 2010)

No. 2.8. Internationalisation• Internationalisation strategies should be a tool in increasing the quality in

doctoral education and in developing institutional research capacity.• ...from internationalisation at home...• ...collaborative doctoral programmes...• ...international joint doctoral programmes...

The mobility of doctoral candidates must be driven by the research project.

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Thank you

ENHANCING QUALITY THROUGH MOBILITY AT PhD LEVEL Melita Kovacevic, University of Zagreb Vice-Rector...

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