Dr Thomas Ekman Jørgensen EDAMBA Annual Meeting 2009 Warsaw School of Economics

1. Internationalisation at Home and Abroad: Lessons learned from the EUA Council for Doctoral Education Dr Thomas Ekman Jørgensen EDAMBA Annual Meeting 2009 Warsaw School of Economics

2. Doctoral education between Bologna and Lisbon • Bologna – modernisation of European Universities • Multilateral (non-EU) • Non-binding principles • Strong involvement of stakeholders (at the European level) • European Higher Education Area • Lisbon Agenda – creation of a European knowledge society • EU • Investment in research (3% of GDP) • European Research Area • Doctoral Education bridges the two

3. Doctoral Programmes • Part of Bologna since 2003 as the third cycle – political opening of the field • Salzburg principle 2005 • The doctorate is based on original research • It should be embedded in institutional strategies • Rapid reforms: • TRENDS IV (2005): ”Most institutions are waiting to finish the implementation of the first and second cycle before taking on the third cycle, but some are trying to tackle research training simultaneously with the ongoing educational reforms” (p. 35) • TRENDS V (2007) ” “Even if nothing else were happening in European higher education the speed of change within doctoral education would amount to a mini revolution” (p. 26)

4. The Council for Doctoral Education • Membership service under the EUA established to promote reforms – 150+ members Stakeholder dialogue - EU and global Recommendations and policy development Membership activities - Workshops, newsletter, networking

5. Priorities of the CDE • Salzburg II • Affirmation of the original Salzburg principles through consultation with member HEIs • Affirming the special role of doctoral education • Underlining the role of research and not least • Research environment • Gathering of information and experience • Recommendations to HEIs as well as to other stakeholders • Aim: to focus on the research environment as the basis for good doctoral education

6. How do the reforms look in the international perspective? • Bologna has put Europe firmly on the world map • Global ’Bologna covergence group’ • Brisbane Communiqué 2006 (Asia/Pacific) • Mobility • Recognition • Common QA principles • Africa • Looking to Europe for expansion and modernisation of HE • Latin America • Looking for models to increase regional co-operation • Interest from the US – model and competition • Ethical challenge for Europe: brain drain vs capacity building (brain circulation)

7. ... Which has increased the international role of the EUA and the CDE • International dialogue • Global Summit in Banff 2007 (Banff Principles), in San Fransisco 2009 • EU-Asia Higher Education Platform • Africa: Access to Success-project • Co-operation with CUIB (Consejo Universitario Iberoamericano) • Internationalisation Handbook • ... but doctoral education is still mainly focused on implementing individual programmes

8. How does internationalisation look from the institutions? • Which community do you see your institution primarily as serving? TRENDS V

9. Regions of interest TRENDS V

10. What happens inside the doctoral programmes? • Doctoral programmes pose different challenges than the first and second cycle • Research based – taught courses at best an ’add-on’ • Highly individual • Dependent on a research (rather than a teaching) community • Good research communities are international by nature • No simple ’copy-paste’ of mobility schemes from the first and second cycle

11. Cross-border internationalisation • Mobility has gotten extra attention in the Bologna Leuven Communiqué: • “... mobility shall be the hallmark of the European Higher Education Area. We call upon each country to increase mobility, to ensure its high quality and to diversify its types and scope. In 2020, at least 20% of those graduating in the European higher Education Area should have had a study or training period abroad.”

12. Institutions and cross border int. • The challenge for doctoral education is to find diverse ways of mobility between research communities • Create dynamic and sustainable joint programmes (joint/dual degrees?) • Why, with whom and ... Who pays • Build on existing research network (bottom up) • Embed in institutions for long-term sustainability • Clarity about direct and indirect costs as an institutional investment • Diverse mobility opportunities • Mobility must make sense for the individual • Forms depend much on discipline (equipment, sources, field work etc) • Mobility for its own sake will most likely have negative results (particularly time to degree)

13. Internationalisation at home • Good research communities are (/should be) embedded in larger, international networks • Embedding the existing international element explicitly in doctoral education raising awareness • Making use of international staff, incoming doctoral candidates and diversity within the institution • Create venues for exposure to other research cultures (summer schools) • Intercultural competencies as part of transferable skills training • The language question: Is teaching in English an added value?

14. Conclusion • Internationalisation includes several strategy options for doctoral programmes • Internationalisation in doctoral education builds on an explicit ’acculturation’ into an international research community • The foundation is the research – supported by strong, transparent and thought-through institutional strategies

15. Thank you for your attention www.eua.be/cde