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If you keep doing what you have always done, you're going to get what you always got.

If you keep doing what you have always done, you're going to get what you always got.

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If you keep doing what you have always done, you're going to get what you always got.

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  1. If you keep doing what you have always done, you're going to get what you always got. Roderick G. W. Chu became Chancellor of the Ohio Board of Regents on January 1, 1998. His primary responsibility is to challenge and guide Ohio’s higher education system toward new levels of performance and achievement in serving students, Ohioans, and the nation.

  2. The recent Commission Communication “Investing in research: an action plan for Europe”stresses that “More and more adequately skilled researchers will be needed in Europe in order to fulfil the targeted increase of investment in research by 2010. Increased investment in research* will raise the demand for researchers: about 1.2 million additional research personnel, including 700.000 additional researchers, are deemed necessary to attain the objective, on top of the expected replacement of the ageing workforce in research”. *in the Communication “More Research for Europe – towards 3% of GDP”

  3. Such developments will have an impact on the structure of training for researchers and on the ways in which such training might be reviewed within the discussion governing the Bologna Process and the development of the European Higher Education Area. When the Ministers of Higher Education look into the next phase they may integrate doctoral programmes in a more proactive way into the Bologna Process. This is particularly relevant as the establishment of the European Research Area has set ambitious deadlines for 2010, and it is essential to see these two processes together.

  4. EUA • The European University Association is the main voice of the higher education community in Europe. EUA is open to membership from individual universities and national rectors’ conferences, as well as associations and networks of higher education institutions. As of 15 April 2005, EUA has 760 members in 45 countries across Europe.

  5. Nedavne aktivnosti EUA (European University Association) oko dr. studija • EUA’s Doctoral Programmes Project • EUA Conference: "Research Training as a Key to a Europe of Knowledge 28-30 October 2004; Maastricht • Bologna Seminar on Doctoral programmes being organised by Austria, EUA and Germany in Salzburg (3-5 February 2005).

  6. The project have examined in detail following aspects of doctoral programmes through work done in six different networks: (1) Structure and organisation of doctoral programmes (2) Financing of doctoral programmes (3) Quality of doctoral programmes (4) Innovative practice for doctoral programmes (5) Comparative overview of all the these aspects (“control network”) (6) Joint doctoral programmes established between different universities (“network of networks”)

  7. EUA Conference: "Research Training as a Key to a Europe of Knowledge28-30 October 2004Maastricht, The Netherlands

  8. Joint Seminar Proposal by Austria, EUA, and Germany: “Doctoral Programmes for the European Knowledge Society” February 3 – 5, 2005, University of Salzburg, Austria

  9. Joint Seminar Proposal by Austria, EUA, and Germany: CONCLUSIONS AND RECOMMENDATIONS • From the discussions in Salzburg a consensus emerged on a set of ten basic principles as follows: • The core component of doctoral training is the advancement ofknowledge through original research. At the same time it is recognised that doctoral training must increasingly meet the needs of an employment market that is wider than academia.

  10. Joint Seminar Proposal by Austria, EUA, and Germany: CONCLUSIONS AND RECOMMENDATIONS • Embedding in institutional strategies and policies: universities as institutions need to assume responsibility for ensuring that the doctoral programmes and research training they offer are designed to meet new challenges and include appropriate professional career development opportunities. • The importance of diversity: the rich diversity of doctoral programmes inEurope - including joint doctorates - is a strength which has to be underpinned by quality and sound practice.

  11. Joint Seminar Proposal by Austria, EUA, and Germany: CONCLUSIONS AND RECOMMENDATIONS • Doctoral candidates as early stage researchers: should be recognized as professionals – with commensurate rights - who make a key contribution to the creation of new knowledge. • The crucial role of supervision and assessment: in respect of individual doctoral candidates, arrangements for supervision and assessment should be based on a transparent contractual framework of shared responsibilities between doctoral candidates, supervisors and the institution (and where appropriate including other partners).

  12. Joint Seminar Proposal by Austria, EUA, and Germany: CONCLUSIONS AND RECOMMENDATIONS • Achieving critical mass: Doctoral programmes should seek to achieve critical mass and should draw on different types of innovative practice being introduced in universities across Europe, bearing in mind that different solutions may be appropriate to different contexts and in particular across larger and smaller European countries. These range from graduate schools in major universities to international, national and regional collaboration between universities. • Duration: doctoral programmes should operate within an appropriate time duration (three to four years full-time as a rule).

  13. Joint Seminar Proposal by Austria, EUA, and Germany: CONCLUSIONS AND RECOMMENDATIONS • The promotion of innovative structures: to meet the challenge of interdisciplinary training and the development of transferable skills • Increasing mobility: Doctoral programmes should seek to offer geographical as well as interdisciplinary and intersectoral mobility and international collaboration within an integrated framework of cooperation between universities and other partners.

  14. Joint Seminar Proposal by Austria, EUA, and Germany: CONCLUSIONS AND RECOMMENDATIONS • Ensuring appropriate funding: the development of quality doctoral programmes and the successful completion by doctoral candidates requires appropriate and sustainable funding.

  15. Communication CESAER/SEFI • SEFI, the European Society for Engineering Education, founded in 1973, is an international non-profit organization linking together 480 members amongst which are 250 European universities and institutions of higher engineering education (38 countries). Through its network and its numerous activities and services offered to its members, SEFI has acquired extensive expertise concerning the situation of higher engineering education in Europe. SEFI contributes to the development and improvement of HEE, to the improvement of exchanges between teachers, researchers and students, and of industry with the academics.

  16. Communication CESAER/SEFI • CESAER, the Conference of European Schools for Advanced Engineering Education and Research, is a multinational association of some 50 leading European universities and schools specialised in engineering education and research. These institutions exert a powerful influence on technological growth and workforce development, and ultimately on the viability of the European economy.

  17. PhD in Engineering - SEFI/ CESAERposition (March 2005) • PhD activities of doctoral candidates are the main source of innovation and new knowledge through research in the engineering sector. They also play an important role in the relationship between academia and industry. This level of training has a large diversity of format and content among universities. This variety should be maintained to ensure future development of research programmes. Nevertheless, primary emphasis should be given to the research work of candidates in all PhD programmes.

  18. PhD in Engineering- SEFI position (March 2005) • Any form of uniform requirements is likely to be counterproductive. However, some institutional norms concerning the quality management of doctoral programmes may enhance the organization of these programmes. Such norms should include the duration of the studies – normally 3 to 5 years of research -, its scope, additional education required and a schedule.

  19. PhD in Engineering- SEFI position (March 2005) • The outcome of the doctoral cycle should be PhD graduates who are capable of creating technological innovation, developing new disciplines and building bridges between the world of academic research and the world of innovations in business, industries and government. The PhD thesis should contain original research and should be prepared in close cooperation between candidate and adviser.

  20. PhD in Engineering- SEFI position (March 2005) • Each university should be responsible for the selection of its own PhD candidates. Universities could offer joint degrees to face the complexity of doctoral programmes. The universities can also cooperate as networks at European level. Association with industrial programmes is also a possibility to ensure development of engineering scientists.

  21. PhD in Engineering- SEFI position (March 2005) • Doctoral candidates should be considered as researchers and should be recognized as professionals who make a key contribution to the creation of new knowledge through research.

  22. Nacionalna zaklada za znanost, visoko školstvo i tehnologijski razvoj Republike Hrvatske DOKTORSKI STUDIJ Prof. dr. sc. Siniša Volarević, Medicinski fakultet u Rijeci

  23. Definicija doktorata znanosti (engl. Doctor of Philosophy, Ph.D.) • Stjecanje doktorata znanosti se temelji na 3 i više godina znanstveno-istraživačkog rada, nastave i ostalih aktivnosti nakon završenog dodiplomskog studija. • Stupanj doktora znanosti se dodjeljuje za superiorno poznavanje određenog znanstvenog područja i dokazanu sposobnost originalnog znanstvenog istraživanja. • Za dodjelu titule doktora znanosti, sveukupni rad polaznika doktorskog studija mora konstantno biti na najvišoj akademskoj razini.

  24. Rad na znanstveno-istraživačkom projektu za obranu disertacije • Znanstveno-istraživački rad je najvažniji dio doktorskog studija i njemu se posvećuje najviše vremena i on mora biti vrhunski. • Istraživanje mora biti mora biti određene inovativnosti, kvalitete i kvantitete da može biti objavljeno kao najmanje jedan članak u vrlo kvalitetnom znanstvenom časopisu (ovisno o standardima institucije). Polaznik bi morao biti biti prvi autor na bar jednom originalnom znanstvenom članku. • Mora se izabrati projekt za kojega se predviđa da se može završiti određenom roku roku. • Student bi morao biti zaposlen s punim radnim vremenom.

  25. Što je proizvod doktorskog studija? DOKTOR ZNANOSTI(engl. Doctor of Philosophy, Ph.D.) trebala biti osoba koja: • poznaje literaturu i nerazjašnjene probleme iz određenog područja, • je dokazala da je sposobna dizajnirati i provesti znanstveno-istraživački projekt do kraja, rezultate objaviti i prezentirati ih drugim znanstvenicima, • je sposobna izraziti svoje stavove u prisutnosti eksperta u području (na kongresima, seminarima, gostovanjima na drugim institucijama itd.), • može putem rasprava s ekspertima ili kolegama doći do korisnih informacija za svoja istraživanja, kao i pomoći drugima, • želi prenositi svoje znanje i iskustvo na mlađe generacije studenata, • je izuzetno kritična, u prvom redu prema svome istraživanju, ali i radu drugih te da se može adaptirati promjenama koje dolaze.

  26. Pitanja vezana uz uvođenje doktorskih studija u Hrvatskoj • DA LI JE HRVATSKOJ POTREBAN OVAKAV DOKTORSKI STUDIJ? (malo je realnih argumenata protiv njega) • DA LI JE U HRVATSKOJ MOGUĆE UVESTI KVALITETAN SUSTAV DOKTORSKIH STUDIJA? NPR. DA LI POSTOJE PREDUVJETI? KAKO IH STVORITI? (unaprjeđenja su potrebna i moguća) • DA LI SE MOGU KORISTITI SVA POZITIVNA ISKUSTVA IZ RAZVIJENIH ZEMALJA SVIJETA ILI SAMO NEKA? (definitivno da) • KAKVE SE PROMJENE PLANIRAJU U RAZVIJENIM ZEMLJAMA SVIJETA? I ONI NISU ZADOVOLJNI SA POSTOJEĆIM STANJEM (adekvatnost obrazovanja prema realnim potrebama društva, dužina studija, obim nastave, interdisciplinarnost, mentorski sustav, praćenje napredovanja polaznika, financiranje itd

  27. Pitanja vezana uz uvođenje doktorskih studija u Hrvatskoj 4. KOJE SU TO SPECIFIČNOSTI HRVATSKOG SUSTAVA O KOJIMA SE MORA VODITI RAČUNA PRI UVOĐENJU DOKTORSKOG STUDIJA? (sigurno postoje) 5. TKO SVE TREBA SUDJELOVATI U KREIRANJU KONCEPTA DOKTORSKOG STUDIJA (akademska zajednica, gospodarstvo, političari, itd.?) TKO ĆE GA FINANCIRATI? (država, zaklade, industrija itd.) 6. KOJA BI BILA ULOGA MODERNOG DOKTORA ZNANOSTI U HRVATSKOM DRUŠTVU? ŠTO POLAZNIK MOŽE OČEKIVATI NAKON ZAVRŠENOG DOKTORSKOG STUDIJA? (sveučilišta, instituti i gospodarstvo moraju se istovremeno mijenjati)

  28. Careers Paths in Materials Science and Engineering

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