Katja Breskvar University of Ljubljana Head of Doctoral School

1. Univerza v Ljubljani RenovationofDoctoralStudies in EuropeAccording to Bologna Process; ExampleofUniversityof Ljubljana KatjaBreskvar Universityof Ljubljana Head of Doctoral School Zagreb 2011

2. Univerza v Ljubljani Key Events for Transformation of Doctoral Studies in Europe • Activities in Europe connected with transformations of doctoral studies started in Berlin at ministers meeting entitled “European Higher Education Area and European research Area -two pillars of knowledge based society” in 2003 underlining the key role of doctoral programs and research training in this context. • EUA launched in 2004 a Socrates funded “Doctoral Programmes Project” to analyse key issues related to structure and organization, financing, quality and innovative practice in doctoral programs. • Bologna Seminar on “Doctoral Programmes for European Knowledge Society” was organized in Salzburg in order to reach a set of conclusions (10 basic principles) and make recommendations for actions to be undertaken • European ministers meet in Bergen May 2005 in a meeting “From Berlin to Bergen” where general report of the Bologna process was discussed and Salzburg principles accepted as guidelines for doctoral program transformations. Zagreb 2011

3. Ten Salzburg Principles Univerza v Ljubljani • The core component of doctoral training is the advancement of knowledge through original research • Embedding in institutional strategies and policies • The importance of diversity • Doctoral candidates as early stage researches • The crucial role of supervision and assessment • Achieving critical mass • Duration ( doctoral programs from 3 to 4 years) • The promotion of innovative structures • Increasing mobility • Ensuring appropriate funding Zagreb 2011

4. The EUA Council for Doctoral Education The EUA-CDE’s objectives: To enhance the quality of doctoral education To encourage and support the developement of institutional policies To improve the availability of data and information on doctoral education in European universities To idemtify and monitor emerging trends To act as representative voice of European universities To contribute to strenghtening of international dimension To build and develop a strong link between education and research policies To promote the doctorate and career development of PhD holders in knowledge based society Univerza v Ljubljani Established in 2008 Zagreb 2011

5. Univerza v Ljubljani Meetings Organized by EUA-CDE Plenary Meetings: • Constitutive Meeting, Lausanne, Switzerland, 2008 • Annual Meeting, Lausanne, Switzerland, 2009 • Annual Meeting, Berlin, Germany, 2010 • Annual Meeting, Madrid, Spain, 2011 Thematic Workshops, 2-3 per year: Several thematic workshops were organized at different places covering in depth some crucial issues concerning doctoral studies such as: supervision and mentoring, quality assurance and quality control, structuring doctoral education, mobility, career developement, creating a research environment, and others. Zagreb 2011

6. Assuming Institutional Responsibility Research to be of the greatest significance in the programs Critical mass (students and teaching staff) The same study conditions for doctoral students of all disciplines Generic skills training Promotion of student and staff mobility Quality assurance Appropriate funding Univerza v Ljubljani Zagreb 2011

7. Univerza v Ljubljani Salzburg II Recomendations Recomendations were built on the original Salzburg Principles, they affirm the validity of the basic principles and give them additional, concrete content. Three categories: • Research as the basis and the difference. • Clues for succes. • Clearing the obstacles Zagreb 2011

8. Univerza v Ljubljani Research as the Basis and the Difference • To cultivate research mindset, to nurture flexibility of thought, creativity and intelectual autonomy • To built researsh environment with research capacity, critical mass diversity • The meaning of structure: structuring doctoral education in order to crate a supportive environment: setting up structures as means of taking up institutional responsibility. Importance of flexible structures. Zagreb 2011

9. Univerza v Ljubljani Clues for Success • Critical mass and critical diversity • Recruitment, admission and status • Supervision • Outcomes • Career development • Credits • Quality and accountability • Internationalisation Zagreb 2011

10. Univerza v Ljubljani Clearing the Obstacles • Funding: high quality doctoral education requires sustainable and specific funding • Autonomy, in order to allow diverse structures with different research strategies and strengths • Legal framework allowing tthe freedom to develop specific indicators for quality and international collaboration - allow dual or joint degrees • Intersectorial collaboration, introduce measures to falicitate cooperation between universities and nonacademic sector Zagreb 2011

11. Types of Doctoral Schools at Institutional LevelBy H. Brentel, Bologna Handbook, EUA, 2009 Department school, related to a certain department or discipline Thematic school, related to certain research field or research area Faculty school, joint school of the departments of a faculty Joint department school, in cooperation of some departments or disciplines Joint research school, cooperation of several research areas under common overall topic Major area school, a cluster of group of the universitie’s departments University school, integrative approach involving all the departments and academic fields Univerza v Ljubljani Zagreb 2011

12. Two Examples of Good Practice (Presented at First Meeting of EUA-CDEin Lausanne, 2008) University of Trento: reform started 10 years ago, cooperation with private enterprises and research institutes, independent institution driven by international competition, actively promotes fund raising from both public and private partners, governance of Italian university-pint of weakness. Ghent University: university founded five doctoral schools: Art and Humanities, Social and Behavioural Sciences, Natural sciences, Life sciences and Medicine, and (Bioscience) Engineering. Each of the Doctoral schools has Council and a director, responsible to a general director. All activities within 11 faculties are gathered into the doctoral schools. Univerza v Ljubljani Zagreb 2011

13. Institutional responsibility is to develop necessary mechanisms for quality assurance and quality colntrol speciffic for doctoral studies: All criteria for quality assurance and quality control accepted for othereducation cycles need to be respected. In addition, the specifics indoctoral studies where research is the sessential component need some additional quality measurements: Establish the criteria for quality of research Criteria for mentors Criteria for course coordinators and lecturers Publication of the results Univerza v Ljubljani Quality Assurance and Quality Control Zagreb 2011

14. Univerza v Ljubljani Generic and Transferable Skills • Purpose/goal • Areas • How much • Obligatory vs. Elective choice • Organization ( programme or institution) Zagreb 2011

15. Open Questions Univerza v Ljubljani • The question of ECTS • How much structure • Taught subjects vs. research • Assesment of good research Zagreb 2011

16. Univerza v Ljubljani UNIVERSITY OF LJUBLJANA Size of the institution Zagreb 2011

17. Univerza v Ljubljani DOCTORAL SCHOOL OF UL • Established 2007 • Head member of academic staff appointed byrector • Office 5 professional persons ( +2 for stipend issues) • Main tasks: • Maintains standards for doctoral studies across disciplines • through regulations and codes of practise • Provides a range of support services • Forms proposals of strategic issues • Assembles generic courses • Coordinates international cooperation Zagreb 2011

18. Univerza v Ljubljani REORGANIZATION OF DOCTORAL STUDIES AT UL • The same study conditions for doctoral students of all disciplines accepted at institutional level were published as University document in 2008. • Reorganization of doctoral studies included the aims: • Research to be of the greatest significance in the programs • Interdisciplinary approach where possible • Critical mass (students and teaching staff, research capacity) • Generic skills training • Promotion of student and staff mobility • Quality assurance Zagreb 2011

19. Univerza v Ljubljani EVALUATION OF DOCTORALPROGRAMMES BY ECTS AS DEFINED BY LAW IN SLOVENIA • Programme duration three years – 180 KT • Organized forms of study – 60 KT • Research –120 KT • By definition: 1KT according to ECTS represents from 25 to 30 hours of student’s work load Zagreb 2011

20. Univerza v Ljubljani RESEARCH AS THE GREATEST SIGNIFICANCE IN PhD PROGRAMMES • Appropriate postulates in the programmes: • introduction of research subjects • recognition of learning through research • obligatory to publish results prior to the defence • Role of mentors: • active researchers • to assure research infrastructure and other conditions for scientificwork • Doctoral committees • Financial aspects: • state funding (research projects, young researchers, other) • financial support form partners in economy • international projects Zagreb 2011

21. Univerza v Ljubljani NEW POSTULATES IN DOCTORAL PROGRAMMES • Research subjects: • elective individual research courses were introduced in several programmes • doctoral candidates have the opportunity to gain research skills necessary for their doctoral project in specialized laboratories • Learning through research: • doctoral candidates obtain credit points through research by presenting their progress in research at several meetings with the committee • publishing results • Students’ work load is evaluated and accredited. Zagreb 2011

22. Univerza v Ljubljani QUALITY CRITERIA IN DOCTORAL STUDIES • All criteria for quality assurance and quality control accepted for other • levels ofeducation need to be respected. In addition, some specifics in • doctoral studies needadditional quality measurements. • Specific for doctoral studies at UL: • Criteria for mentors • Criteria for course coordinators and lecturers • Doctotal committees • Strict requirement for doctoral students to publish results of their research Zagreb 2011

23. Univerza v Ljubljani MENTORING DOCTORAL CANDIDATES BEFORE RRENOVATION • Criteria for mentors: • As defined in university statute, persons with suitable title (assistant, associate and full professors) were suitable for mentoring doctoral candidates. • Consequences: • no control over research activities of mentors • no control over number of doctoral candidates /mentor • call for students exceeded research capacity • no control over duration of the process • no. of doctoral students significantly exceeded no. of those who completed the studies Zagreb 2011

24. Univerza v Ljubljani NEW CRITERIAFOR MENTORING • Criteria for mentors according to new senate decisions: • A person with the title of a university teacher or a researcher of • science in the field of the doctoral dissertation • Publications in the area of students’ research project • Research activity demonstrated by national evaluation system (Sicris • data base) with minimum no. of points which would qualify them as • possible project leaders • Involvement in research project • Limitation of number of doctoral candidates/ mentor • Obligatory co-mentor in case of interdisciplinary project • Guest mentors from other universities Zagreb 2011

25. Univerza v Ljubljani DOCTORAL COMMITTEES Zagreb 2011

26. TYPESOF DOCTORAL PROGRAMMES AT UL Comprehensive interdisciplinary programmes: interdisciplinary approach with cooperation of several faculties and other research institutions, coordination at university. Interdisciplinary programmes: cooperation of several faculties in some scientific areas, coordination at selected faculty. Faculty programmes: one or two scientific disciplines mostly studied at one faculty, cooperation with individual lecturers from other faculties. Joint programmes: cooperation with other universities Univerza v Ljubljani Zagreb 2011

27. RENOVATEDDOCTORAL PROGRAMMES AT UL Univerza v Ljubljani Zagreb 2011

28. COMPREHENSIVE PhD PROGRAMMES COORDINATEDAT UNIVERSITY LEVEL Univerza v Ljubljani Zagreb 2011

29. PROGRAMME COUNCIL Programme council of all comprehensive interdisciplinary programs has headquarters in the central university building. Programme council is run by president who has a deputy. Mandate for president is 4 years and could be repeated Council consists of members from each faculty or research institute acting in the programme, mandate is 4 years and could be repeated Council meetings take place about 6 times a year (more if necessary) Univerza v Ljubljani Zagreb 2011

30. Univerza v Ljubljani INSTITUTIONAL RESPONSIBILITY IN RAISING THE QUALITY OF MENTORSHIP • In addition to accepting general requirements for mentors the • institution should assure the fundamentalconditions for future • mentorsand all the necessary information. • Workshop for mentors: • Information about the programmes • Legal requirements concerning doctoral education • Requirements for mentors • Responsibilities towards doctoral candidate Zagreb 2011

31. TRANSFERABLE SKILLS Subjects offering generic and transferable skills are offered by individual faculty programmes and are in the combined form presented at university level. According to specific contents subjects are pooled into six groups. Subject groups: communication research and planning human relations (with impact on working in group) organization, administration, policy making work survival special offer from individual faculties The offer is announced at university web page and is suitable for students involved indoctoral programmes of all disciplines and scientific fields. Univerza v Ljubljani Zagreb 2011

32. Univerza v Ljubljani STUDENTS INNEW DOCTORAL STUDIES Zagreb 2011