Developing the Doctorate 1


Sir Peter Scott, Christiane Wüllner, Roland A. Fischer, Jean Chambaz, Paule Biaudet, Sylvain Collonge, Sandra Bitusikova, Lesley Wilson, Olivier Bonnaud, Michael H.W. Hoffmann


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  • The Global Context of Doctoral Education

    Sir Peter Scott

    Following the extension of the Bologna process in 2003 to include the doctorate, the author examines the changing global context of doctoral education in wider society and inside universities, before outlining the implications this has for doctoral education in Europe today. The article shows how this changing context continues to redefine the boundaries of doctoral education within wider higher education structures.

  • The Ruhr-University Research School at Bochum

    An Example for a University-wide Graduate School in Germany

    Christiane Wüllner, Roland A. Fischer

    The core component of a doctorate – the advancement of knowledge through research – is on its own not enough to turn a post-graduate into a researcher fit for the globalised world of the 21st century. Independent thought, imaginative strategies, curiosity and restlessness are just some of the qualities which the doctoral candidate of today needs to develop. The Ruhr University Bochum has risen to this challenge, establishing a university-wide graduate school, the Ruhr University Research School to meet these demands. Our interdisciplinary concept, embedded in an international research environment, sensitises doctoral candidates to the requirements of what are otherwise “foreign” fields of knowledge, whilst maintaining the highest degree of expert specialisation.

  • Developing the Doctorate

    Jean Chambaz, Paule Biaudet, Sylvain Collonge

    In order to develop as a knowledge-based society, Europe needs to train creative workers to meet new demands in all sectors of the economy and society. The skills required are gained through an experience of research. This leads to the development of a new concept of the doctorate. The core of the doctorate is a professional experience acquired through the management of an original research project in a high quality scientific environment. This should be reinforced by a personalised training plan in order to bring to fruition a professional project and to formalise transferable and specific skills. Universities need to develop doctoral policies in order to implement this new concept of doctorate. Structured doctoral programmes, based around a scientific critical mass, represent an operational response to the implementation of these policies.

  • Doctoral Programmes in Europe

    Sandra Bitusikova, Lesley Wilson

    The crucial role of doctoral programmes for Europe has been highlighted by a growing awareness of the importance for Europe of increasing its research potential. This has been accompanied by an increasing spotlight on the role of universities as the providers of doctoral programmes and as responsible for providing the unique environment in which young researchers are trained by and through research. This article summarises the EUA report on the further development of the basic principles for doctoral programmes, which was presented to the European Ministers of Higher Education in May 2007.

  • New Challenges for Doctoral Studies in Europe in the Field of Electrical and Information Engineering

    Olivier Bonnaud, Michael H.W. Hoffmann

    The Bologna Ministerial conference in May 2007 was an important step in the evolution of doctoral studies. The EUA analysis undertaken at that time showed that there were big differences in the doctorate in Europe, especially concerning duration, grants and financial supports, duties, complementary classes and seminars. After some general considerations on the main objectives of the doctorate, the article discusses the recent organisation of doctoral studies in France and Germany, with particular reference to the field of electrical and information engineering. The article looks at the skills and competences that are required in order to respond to the needs of the academic and economic world, and addresses the subject of evaluation and accreditation of doctoral studies and schools. Specific examples from the experiences of the authors in France and Germany are used to illustrate the article.

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