Bologna and the Third Cycle

1. Bologna and the Third Cycle Anthony J Vickers UK Bologna Expert

2. The history of the Bologna Process • The Sorbonne Declaration – 1998France, Germany, Italy, UK • The Bologna Declaration – 199929 Signatories • Prague Communiqué – 200132 Signatories • Berlin Communiqué – 200333 Signatories • Bergen Communiqué – 200545 Signatories • London Communiqué 2007 46 Signatories

3. Research and Doctoral EducationBerlin Communiqué – 2003 10.  Doctoral studies and the synergy between the EHEA and ERA • “Ministers agree that efforts shall be undertaken in order to secure closer links overall between the higher education and research systems in their respective countries. • The emerging European Higher Education Area will benefit from synergies with the European Research Area, thus strengthening the basis of the Europe of Knowledge. • The aim is to preserve Europe’s cultural richness and linguistic diversity, based on its heritage of diversified traditions, and to foster its potential of innovation and social and economic development through enhanced co-operation among European Higher Education Institutions.”

4. What is happening at a Bologna level? • European Charter for Researchers (2005) • The Glasgow Declaration (2005) • The ten basic Principles (Salzburg 2005) • Doctoral Programmes Project (2004-05) • Doctoral Programmes in the Bologna Process (2006-2007) • DOC-CAREERS Project (2006-07) • The Council for Doctoral Education (2008)

5. European Charter for Researchers (2005) • Research Freedom • Ethical Principles • Professional Responsibility • Professional Attitude • Contractual and Legal Obligations • Accountability • Good Practice in Research • Dissemination, Exploitation of Results • Public Engagement • Relation with Supervisors • Supervision and Managerial Duties • Continuing Professional Development

7. The Glasgow Declaration (2005)

9. The ten basic Principles (Salzberg 2005) i. The core component of doctoral training is the advancement of knowledge 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. ii. 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. iii. The importance of diversity: the rich diversity of doctoral programmes in Europe - including joint doctorates - is a strength which has to be underpinned by quality and sound practice. iv. 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. v. 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).

10. vi. 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. vii. Duration: doctoral programmes should operate within an appropriate time duration (three to four years full-time as a rule). viii. The promotion of innovative structures: to meet the challenge of interdisciplinary training and the development of transferable skills ix. 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. x. Ensuring appropriate funding: the development of quality doctoral programmes and the successful completion by doctoral candidates requires appropriate and sustainable funding.

11. Doctoral Programmes Project (2004-05) The main findings of the Project addressed three issues: • The Structure and Organisation of Doctoral Programmes • Supervision, Monitoring and Assessment • Mobility, European Collaboration and Joint Doctoral Degrees

12. On the structure and organisation of doctoral programmes, the study shows a considerable diversity not only across different countries in Europe, • but also across universities within the same country and across faculties within the same university. • The following issues are examined: • disciplinary differences in the organisation of doctoral training • various types of doctoral degrees • training in core and transferable skills • doctoral training and teaching • duration and funding of doctoral training • recruitment practices • the profile and status of doctoral candidates.

13. Doctoral Programmes in the Bologna Process (2006-2007) • Two Workshops and a Seminar were organised • First Workshop • Final Recommendations • Second Workshop • Bologna Seminar on Doctoral Programmes • Seven Working Groups • Final Recommendations

14. DOC-CAREERS Project (2006-07) • Three Workshops held • Alignment between Universities and Industry • The development of Doctoral Programmes aligned to Industry • Discussing and validating the project aims

15. The Council for Doctoral Education (2008)

18. The End