1 / 32

Postgraduate Research Degrees National and International context and recent developments

Postgraduate Research Degrees National and International context and recent developments. Professor Mick Fuller Chair UKCGE Head of Graduate School Plymouth University . UK student population . FT PG increased by 73.1% since 2000/01 (mainly from OS). (“In Focus” UUK 2011, data from HESA).

kiele
Download Presentation

Postgraduate Research Degrees National and International context and recent developments

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Postgraduate Research DegreesNational and International context and recent developments Professor Mick Fuller Chair UKCGE Head of Graduate School Plymouth University

  2. UK student population FT PG increased by 73.1% since 2000/01 (mainly from OS) (“In Focus” UUK 2011, data from HESA)

  3. Doctorates - a diverse provision Doctorates • PhD • thesis based; by publications; • integrated PhD (NewRouteTM) • Professional Doctorates (DBA, EdD, DClinPsy, EngD) • Higher Doctorates • Honorary Doctorates Masters • MPhil • ResM

  4. Quality and StandardsHistory of Reviews and Inquiries • Reynolds Report 1986 • Harris Report 1996 • HEFCE Improving standards Report 2001 • Roberts Report 2002 – Set for Success • Research Councils Reports – Research Matters • Smith Report 2010 • UUK Promoting the UK Doctorate 2011 • HEC PG Inquiry 2012 • HEFCE PG Review 2013

  5. Institutional Developments • How have HEI’s responded to all the reports, recommendations, frameworks and regulations? • Most have: • expanded numbers of PhD’s, • some have developed new doctoral degrees (Professional Doctorates), • All have introduced Skills programmes • Many have introduced Graduate Schools

  6. Upper decile 7,329 • 2.2 Number of postgraduate students by institution 2009/10 • 16,000 • 14,000 • 12,000 • 10,000 • 8,000 • 6,000 • 4,000 • 2,000 • 0 Median 3,118 Lower decile 216 (“Patterns and Trends in UK Higher Education” UUK 2011, data from HESA)

  7. Numbers of PGR starters (75-80% FT) 81% decadal increase Mean age 27.8 yrs 16% decadal increase Mean age 38.9 yrs • PhD study Trends and profiles1996-97 to 2009-10HEFCE 2011

  8. Numbers of PGR starters by origin 57% 115% 122% • PhD study Trends and profiles1996-97 to 2009-10 HEFCE 2011

  9. FT STEM 67% Non-STEM 33% PT STEM 42% Non-STEM 58%

  10. Proportion of UK-domiciled starters to PhD courses who entered with a masters or higher (redrawn from “Patterns and Trends in UK Higher Education” UUK 2011, data from HESA)

  11. Who funds UK FT PhD’s?

  12. Who funds UK PT PhD’s

  13. Mean NoPhD’s awarded/yr per HEI

  14. HEI’s with at least one Graduate School • UKCGE 2010

  15. Research Council changes • Move from responsive modes to Training Centres (DTC/DTP/CDT) • Fewer centres – larger numbers • Marginalisation of some HEI’s (post 92’s) • Key features • Critical mass; cohort approach; novel training experiences; industry/public sector interactions; mobility; research excellence

  16. DTC’s position in 2010 Source: A Review of Graduate Schools in the UK 2010 - UKCGE

  17. Europe & Doctoral Education • Bologna Agreement 2003 • 3rd Cycle = doctorate • Salzburg Principles I 2005 • Dublin Descriptors 2005 • incorporated into QAA FHEQ 2008 • European Charter for Researchers and Code of conduct • UK Concordat for Researchers • HR Excellence award • EUA-CDE establishment 2008 • Salzburg Principles II 2010 • Innovation Union – Europe 2020 • Training of doctorates

  18. Salzburg Principles 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:universitiesas 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).

  19. Salzburg Principles contd 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 fulltime 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 intersectoralmobility 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

  20. Europe 2020 The Commission propose a common approach to help ensure that the next generation of doctorate holders can actively contribute to the Innovation Union. The common approach includes recommendations that: • doctoral training should have a certain critical mass, • that doctoral programmes should include transferable skills training, • that such programmes should respect the principles of the Charter & Code, • that doctoral candidates should acquire the ability to challenge disciplinary borders • and spend some research time abroad and in industry in the broad sense.

  21. Salzburg II 2010 Salzburg II confirmed Salzburg I defined “Clues for Success” • Critical mass and diversity • Recruitment and admissions • Supervision • Outcomes – are people • Career development • Credit rating – not critical

  22. Funding from EC • Erasmus Mundus – doctoral training inclusion (disappearing now) • Marie Curie • Initial Training Networks (ITN’s) • Similar to DTC’s, • partnerships, mobility, cohort, critical mass, research excellence • Increase in EU budget for Marie Curie • 2013 ITN’s - Euro 417Million • 12% success rate in applications!

  23. Framework for Higher Education Qualifications 2008 • Doctoral Degree Characteristics 2011 • Rough Guide to the UK Doctorate 2011 • Quality Code 2012-13

  24. The Framework for HE Qualifications“a Doctorate is awarded for” • the creation and interpretation of new knowledge, through original research or other advanced scholarship, of a quality to satisfy peer review, extend the forefront of the discipline, and merit publication; • a systematic acquisition and understanding of a substantial body of knowledge which is at the forefront of an academic discipline or area of professional practice; • the general ability to conceptualise, design and implement a project for the generation of new knowledge, applications or understanding at the forefront of the discipline, and to adjust the project design in the light of unforeseen problems; • a detailed understanding of applicable techniques for research and advanced academic enquiry.

  25. Quality Code - chapter B11 -18 Indicators 1 have regulations for research degrees that are clear and readily available 2 develop, implement and keep under review codes of practice for research degrees 3monitor their research degree provision against internal and external indicators and targets

  26. 4 accept research students only into an environment that provides support for doing and learning about research, and where excellent research is occurring • 5 admissions procedures for research degrees are clear • 6 Only appropriately qualified and prepared applicants are admitted to research degree programmes • 7 define and communicate clearly the responsibilities and entitlements of students • 8 Research students are provided with sufficient information to enable them to begin their studies

  27. 9 appoint supervisors with the appropriate skills and subject knowledge to support 10 supervisory team containing a main supervisor11 responsibilities of research student supervisors are readily available 12 supervisors have sufficient time to carry out their responsibilities13 clearly defined mechanisms for monitoring and supporting research student progress14 students have appropriate opportunities for developing research, personal and professional skills

  28. 15 mechanisms to collect, review and respond as appropriate to evaluations from those concerned with research degrees • 16 use criteria for assessing research degrees • 17 assessment procedures are clear and are operated rigorously • 18 procedures for dealing with complaints and appeals

  29. Thank you for listening

More Related