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Dahlem Research School - Enhancing Doctoral Education in Germany

Discover the potential for improvement in doctoral education in Germany and the strategies implemented by Dahlem Research School to enhance the structure, supervision, research strength, and preparation for the labor market. Explore the three phases of Bologna at Freie Universität and the programs offered in humanities, economics and social sciences, and natural and life sciences. Learn about the funding and cooperation opportunities, curriculum standards, and accomplishments so far.

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Dahlem Research School - Enhancing Doctoral Education in Germany

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  1. Musterbild Dahlem Research School – Concept and Strategies

  2. THE DOCTORATE IN GERMANY • Percentage of citizens with doctoral degrees (1.8 %)is almost the double of the OECD average (1%) • Degree opens access to a broad variety of higher positions in the academic, public and private sector • Number of doctoral candidates has doubled to tripled during the last 40 years • Classical apprenticeship model - growing demand for highly skilled academics requires improvement DRS

  3. POTENTIAL FOR IMPROVEMENT • Structure and transparency, e.g. regarding selection and admission procedures duration and programmability • Supervision, e.g. regarding dependency on supervisor commitment on rights and obligations progress assessments • Contribution to research strength, e.g. regarding integration into scientific community publication and presentation of results • Preparation for the labor market, e.g. regarding qualification in relevant skills preparation for non-academic careers DRS

  4. REFORM OF DOCTORAL EDUCATION • Germany (since 1990s) • Research Training Groups funded by DFG • Recommendations of HRK/WR, 2002:Doctorate = research oriented qualification period Transparent structures with defined responsibilitiesCommon standards regarding selection and admission Shorter qualification periodCooperationTraining and qualification • Europe (Bologna Process) European Ministers‘ Conference (Berlin, 2003):Doctoral education as 3rd phase of Bologna Process DRS

  5. THE THREE PHASES OF BOLOGNA AT FREIE UNIVERSITÄT Academic career Full professor Duration[yrs.] research Habilitation/Juniorprofessor Dahlem Research School 5-6 Doctorate (3rd phase)research oriented qualification period plus complementary training 3-4 Bologna Master (2nd phase) research oriented + approx. 6 months of thesis research 2 Bachelor(1st phase)disciplinary (no comprehensive studies) Study 3 DRS

  6. DAHLEM RESEARCH SCHOOL – MISSION Objectives: • Assuring consistent curricular structure of programs according to Bologna • Organizing complementary training in key qualificationstargeted towards research as well as career • Contributing to internationalization in terms of candidates, mobility and joint activities • Fostering research strength through organization of doctoral education in thematic programs • Providing additional funding opportunities supporting outstanding performance and activities • Improving support and services facilitating integration, exchange and networking DRS

  7. PARAMETERS FOR SUCCESS • Dissertation times • Completion rates • Scientific output and reputation • Gender and family • International candidates • International mobility • Career entry and development DRS

  8. Our Programs • Humanities • Graduate School for Literary Studies • History and Cultural Studies • Languages of Emotion • Area Studies • North American Studies • Latin American Studies • Muslim Cultures and Societies • Caspian Region Environmental and Energy Studies DRS

  9. Our Programs • Economics and Social Sciences • Berlin School for Transnational Studies • Paths of organizational processes • Global Politics • Natural and Life Sciences • Berlin Mathematical School • Molecular Science • Molecular Plant Science • Biomedical Sciences • International Max Planck Research School (IMPReS) Computational Biology and Scientific Computing DRS

  10. Funding and Cooperation • 13 of 15 Programs are third party funded • Most Grants by DFG (German Research Foundation) • Graduate Schools, Graduate Centers, Graduate Programs within Collaborative Research Groups and Research Training Groups • Cooperation with other Universities in Berlin • Cooperation with Max Planck Research Institutes DRS

  11. Curriculum Standards • Three Years - Six Semesters • 1. Methodology und Theory • 2. Transferable Skills • 3. Research Colloquia • Courses within the first three semesters • Teaching Experience • Balance between self determination and flexibility • Co-Teaching • Study days DRS

  12. WHAT HAS BEEN ACCOMPLISHED SO FAR? • Standard Regulation for Doctoral Studiesbasis for all doctoral programs • Standard Supervision Agreement between doctoral candidate and supervising team (2-3) • 15 doctoral programs 6 in humanities5 in natural sciences4 in economics/social sciences • 274 doctoral candidates Structure DRS

  13. WHAT HAS BEEN ACCOMPLISHED SO FAR? • Concept for Transferable Skills aiming at • Professionalization (in the academic field) • Preparation for non-academic labor market • 3 Components • Academic skills • Managerial skills • Professional development • Start of Program: Summer semester 2009 Complementary Training DRS

  14. WHAT HAS BEEN ACCOMPLISHED SO FAR? • Information booklet for international candidates (Mar. 2009) • Welcome Center / Social help desk (Apr. 2009) • Orientation weeks for international candidates (early Oct. 2009, before courses will start) Intensive German classesHousing supportBuddy programAdministrative proceduresExcursions and leisure activities Internationalization DRS

  15. SHORT-TERM PERSPECTIVES (BY SUMMER 2009) • Quality • Development of a spanning quality assurance system • Guidelines for annual assessments • Training • Increased number of workshops • Training offers for researchers on post-doctoral level • Internationalization • Active recruitment • Exchange of doctoral candidates (inbound/outbound) • Internationalization of programs DRS

  16. SHORT-TERM PERSPECTIVES (BY SUMMER 2009) • Research • Initiating new doctoral programs • Funding • Incentives for exceptional quality and performance • Service, support, networking • Electronic registration system • Welcome Center • Organization of an EUA/CDE workshop DRS

  17. MID-TERM PERSPECTIVES (BY END OF 2009) • Quality • Regular evaluation of doctoral programs • Best practice examples • Training • Interdisciplinary perspectives • Lifelong learning • Training offers for supervisors and mentors • Internationalization • Joint doctoral programs • International marketing DRS

  18. MID-TERM PERSPECTIVES (BY END OF 2009) • Research • Identification of suitable research fields for new programs • Integration of researchers on post-doctoral level into DRS • Funding • Base funds on solid resources • Service, support, networking • Cooperation with research institutions in Berlin-Brandenburg and abroad • Career talks and alumni support DRS

  19. More information on the Internet at www.fu-berlin.de/en/drs Thank you very much! DRS

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