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