Pero Lučin University of Rijeka Bolonjski kongresi i iskustva Nacionalne zaklade za znanost

1. Bolonjski proces i doktorski studiji Tehnički fakultet Sveučilišta u Rijeci Rijeka, 12. listopad 2005. Pero LučinUniversity of Rijeka Bolonjski kongresi i iskustva Nacionalne zaklade za znanost

2. Universities as Research Training Institutions ERA and EHEA Linking the European Research Area (ERA) with the European Higher Education Area (EHEA): • Within EHEA (Bologna process), doctoral training is understood to constitute the last (third) cycle of formal education:  stressing the role of research in higher education programmes. • Within ERA and its research mobility schemes, doctoral training constitutes the first phase in the career of researchers:  stressing the role of training in research programmes. Both attitudes can and must be made to meet within research universities in order to meet the dual demand of society: new knowledge generated by trained researchers.

3. Bologna Seminar on “Doctoral Programmes for the European Knowledge Society”(Salzburg, 3-5 February 2005) • 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. • 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. • 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. • 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. • 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).

4. Bologna Seminar on “Doctoral Programmes for the European Knowledge Society”(Salzburg, 3-5 February 2005) • 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. • Duration: doctoral programmes should operate within an appropriate time duration (three to four years full-time as a rule). • The promotion of innovative structures: to meet the challenge of interdisciplinary training and the development of transferable skills • 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. • Ensuring appropriate funding: the development of quality doctoral programmes and the successful completion by doctoral candidates requires appropriate and sustainable funding. consensus

5. RecommendationsStructure/Organisation of doctoral programmes 1. We need doctoral programmes (to achieve critical mass of researchers) which are embedded at the institutional level and have 2 goals: - researcher training - follow-up of the professional project 2. Normally, the length for a doctorate programme should be 3 years assuming a full-time commitment and should be based on a contractual agreement 3. The group agreed that ECTS could be used as a measurement for generic skills, but the group could not reach unanimity on the fact that ECTS is not appropriate for research-based training. 4. Doctoral training constitutes the third cycle and is at the same time a professional experience.

6. RecommendationsQuality of doctoral programmes • 1. Institutional level • Develop institutional policies for: • Supervision / support arrangements / evaluation • Preparing supervisors for their responsibilities • Skills development and assessment (combination of subject specific and generic skills), taking into account the employability requirements of young researchers • Monitoring and assessment of doctorates • 2. National level – Quality Assurance • Institutional policies and responsibilities regarding doctoral studies take into account the national QA and legal frameworks • 3. European level – mobility and international collaboration • Agreement that the doctorate develops leadership and high-level skills for different sectors of activities, including academia • The Dublin descriptors for PhD studies form a good starting point for further discussion • Not much support for a European doctorate: it is confusing • Could the “European Charter for Researchers” constitute a basis for a reflection of quality standards at doctoral level?

7. RecommendationsStatus of doctoral candidates • Early Stage Researchers (ESRs): Definition • ESRs are professionals who are trained through research in the conception or creation of new knowlegde, products, processes, methods and systems, and in the management of the projects concerned (definition based on the European Charter for Researchers) - ESRs are „Knowledge workers“ • Regardless of the name, ESRs should be recognised as professionals who make an important contribution to the creation of new knowledge. • In particular, they should be engaged in all aspects of the running of their institution (academic as well as nonacademic) in an appropriate way. • A written agreement should be concluded at the start of the doctoral programme, specifying the rights and responsibilities of all parties involved. • Assure adequate standards of social security, regardless of the legal nature of the employment. • ESRs should be given adequate opportunities for teaching. • The ideal way of acquiring skills should be by guided “learning by doing” • There should be a guideline for the duration of doctoral programmes (full-time equivalent 3-4 years), but application should be flexible, taking into account the personal circumstances of the ESR. • Mobility (including inter-sectorial or inter-disciplinary mobility) should be encouraged and never be penalised.

8. Doctorate in the Research University The university of the 21stcentury centres around doctoraleducation, i.e. methodical research training in an interdisciplinary, cooperative and international setting The doctorate is (and must remain) the proprium, i.e. the defining* and characteristic property, of the research university (cf. colleges, polytechnics, extra-university research institutions). Types of degrees A doctorate without written proof of the candidate´s research competence is not a „doctorate“ in the proper sense. Therefore, the 3rd cycle of the Bologna process must also contain appropriate measures of research assessment (on pain of loosing reputation). However, a different type of doctorates is already in existence and widely accepted: „Professional doctoral degrees“ should also require an accessible (i.e. published) research paper and should - for reasons of transparency – be appropriately named. The research conducted should preferably be produced (at least in part) in a academic setting.

9. EUA Conference “Research Training as a Key to a Europe of Knowledge” Maastricht, 28 – 30 0ctober 2004 1. Research training has to prepare new generation of researchers which will be highly competent in the professional field, but will also have muchwider generic (transferable) skills: ability to learn, problem solving,analytical and critical thinking, writing and communication skills, team andproject management, capacity to work in international teams, organisationskills, flexibility, etc. – researcher of the future has to be dynamic, openminded,communicative and entrepreneurial. 2. Research/ doctoral training needs to be embedded intoinstitutionalpoliciesand strategies. Each university has to develop its policy andregulations on doctoral programmes. Doctoral degree has to be awardedby the university (Rector) in order to increase the social value of thedegree. 3. Doctoral programmes have to be reformed: there is a need for morestructured and organised programmes that offer wide range of skills forwide range of careers. 4. Diversity of doctoral programmes in Europe is a strength that has to beprotected, but it must be based on the quality assessment. New models ofdoctoral programmes have to be initiated, explored and supported (e.g.European model of research/ graduate schools; Professional doctorates;Industrial doctorates) if they fulfil high quality criteria.

10. Pero Virusi Stipe Bakterije Studijski program Tonći Gljivice Luka Proteini itd. itd. Model 2 Virusi Pero Bakterije Stipe Studijski program Gljivice Tonći Proteini Luka itd. itd. How study programmes were created! Model 1

11. Možemo li ishod objektivno mjeriti? Imamo li u studijskom programu instrumente za razvijanje mjerljivog ishoda? How to create study programme? Kakav ishod studiranja želimo? • .. može samostalno organizirati i provesti istraživanje .. • .. sposoban/na organizirati i voditi projekt .. • .. sposoban/na raditi u timu i organizirati tim .. • .. sposobnost kreativnog i integrativnog razmišljanja .. • .. kritičko razmišljanje .. • .. inicijativa i istraživačka kultura .. • .. kultura kvalitete .. • .. sposobnost komuniciranja .. • .. visoka razina literarne pismenosti .. • .. visoka razina izražavanja i pisanja na engleskom jeziku .. • .. itd.

12. The Tuning Project • The TUNING project is a project by and for universities. • It is the Universities’ response to the challenge of the Bologna Declaration • TUNING MOTTO • Tuning of educational structures and programmes on the basis of diversity and autonomy

13. TUNING definitions • Learning outcomes: • Statements of what a learner is expected to know, understand and/or be able to demonstrate after completion of learning. • They can refer to a single course unit or module or else to a period of studies, for example, a first or a second cycle programme. Learning outcomes specify the requirements for award of credit. • [learning outcomes are formulated by academic staff] • Competences: • Competences represent a dynamic combination of attributes, abilities and attitudes. • Fostering these competences are the object of educational programmes. • Competences will be formed in various course units and assessed at different stages. • [competences are obtained by the student] Pero Lucin, September 2004.

14. Learning outcomes and competences in study programmes Example Course unit/ learning outcome Competence A B C D E F G H I F Unit 1 x x x x x Unit 2 x x x Unit 3 x x x Unit 4 X = THIS COMPETENCE IS DEVELOPED AND ASSESSED AND IS MENTIONED IN THE LEARNING OUTCOME OF THIS UNIT Pero Lucin, September 2004.

15. The TUNING Generic Competences • Types to be distinguished: • Instrumental competences: cognitive abilities, methodological abilities, technological abilities and linguistic abilities • Interpersonal competences: individual abilities like social skills (social interaction and co-operation) • Systemic competences: abilities and skills concerning whole systems (combination of understanding, sensibility and knowledge; prior acquisition of instrumental and interpersonal competences required) Pero Lucin, September 2004.

16. Instrumental competences • Capacity for analyses and synthesis • Capacity for organisation and planning • Basic general knowledge • Grounding in basic knowledge of the profession • Oral and written communication in your native language • Knowledge of a second language • Elementary computing skills • Information management skills (ability to retrieve and analyse information from different sources) • Problem solving • Decision-making Pero Lucin, September 2004.

17. Interpersonal competences • Critical and self-critical abilities • Teamwork • Interpersonal skills • Ability to work in an interdisciplinary team • Ability to communicate with experts in other fields • Appreciation of diversity and multiculturality • Ability to work in an international context • Ethical commitment Pero Lucin, September 2004.

18. Systemic competences • Capacity for applying knowledge in practice • Research skills • Capacity to learn • Capacity to adapt to new situations • Capacity for generating new ideas (creativity) • Leadership • Understanding of cultures and customs of other countries • Ability to work autonomously • Project design and management • Initiative and entrepreneur spirit • Concern for quality • Will to succeed Pero Lucin, September 2004.

19. Weighted Ranking of the Most Important Generic Competences. All Subjects Staff orientation versus student centred? Pero Lucin, September 2004.

20. Learning outcomes and competences in study programmes Professional profile 2nd. cycle Second cycle learning outcomes defined in terms of generic and subject specific competences Professional profile 1st. cycle First cycle learning outcomes defined in terms of generic and subject specific competences Course unit Pero Lucin, September 2004.

21. The dynamic quality development circle Definition of academic and professional profiles Identification of resources Programme design: definition of learning outcomes / competences Evaluation and improvement (on the basis of feed back and back forward) Construction of curricula: content and structure Programme quality assurance Selection of types of assessement Selection of teaching and learning approaches Pero Lucin, September 2004.

22. Student workload A model for determining student workload: · It is crucial that the teacher and the student focus on the learning outcomes to be achieved and the competences to be obtained. · The teacher should reflect on which educational activities are more relevant for reaching the learning outcomes of the unit. · The teacher should have a notion of the average student work time required for each of the activities selected for the unit. · The student has a crucial role in the monitoring process to determine whether the estimated student workload is realistic. Pero Lucin, September 2004.

23. If you keep doing what you have always done, you're going to get what you always got. Roderick G. W. Chu became Chancellor of the Ohio Board of Regents on January 1, 1998. His primary responsibility is to challenge and guide Ohio’s higher education system toward new levels of performance and achievement in serving students, Ohioans, and the nation.

24. 2005 2010 2015 2025 2035 2020 2030 Education based on competencies First substantial effects on economy First graduates – first doctorants – first students Real and visible effect on economy First generation of graduates who started new curriculum in secondary school First generation of graduates who started new curriculum in the 5th class of elementary school Curriculum based on competencies First generation of graduates who started new curriculum in the 1st class of elementary school First generation of graduates who started new curriculum in the kindergarten Pero Lucin, May 2005.

25. 2000 2005 2010 2020 2030 2015 2025 Favourable educational structure – policy issue 2.365.744 2.300.000 Secondary education 1.350.000 - 45,00%. 52,91% - 1.251.748 15,13% - 358.020 Tertiary education 920.000 – 40,00% III cycle 0,23% - 5.552 46.000 – 2,00% Pero Lucin, May 2005.

26. The National Foundation for Science, Higher Education and Technological Development of the Republic of Croatia Strategic focus of the NZZ • Reform of higher education system in Croatia • Brain Gain • Information and communication technology • Biotechnology • New materials and new production processes • Environmental sciences and sustainable development • Socio-cultural transition from industry to knowledge – based society Strategic plan 2004 –2008 Ministry of Science, Education and Sports Programs of the NZZ Sabor RH (Parliament) Projects Grants Conferences Publications

27. The National Foundation for Science, Higher Education and Technological Development of the Republic of Croatia Basic mission: brain-gain Brain gain – general increase in knowledge and competencies, as well as people who possess it. • Foreign researchers • Croatian diaspora External resources People • infrastructure • university reform • collaborative research • centers of excellence • Training abroad • Doctoral • Postdoctoral Internal resources Ideas • Training in Croatia • Doctoral • Postdoctoral Partnership Programs Excellence Evaluation

28. The National Foundation for Science, Higher Education and Technological Development of the Republic of Croatia Developed Instruments of the NZZ 2004 2005 2006 2007 2008 Doctoral studies 2 M Quality assurance 2 M Joint studies 2 M Visitor 2 M Visitor 2 M Visitor 2 M Senior 2 M Senior 2 M Senior 2 M PostDoc 2 M PostDoc 2 M PostDoc 2 M Partner 5 M Partner 5 M Partner 5 M PhD courses 1 M PhD courses 1 M PhD courses 1 M PhD students 2 M PhD students 2 M PhD students 2 M Part time 2 M Part time 2 M Part time 2 M Start-up 2 M Start-up 2 M Start-up 2 M Anual expenditure (M – mil Kn) 6,5 M 20 M 18 M 15 M

29. Bolonjski proces i doktorski studiji Tehnički fakultet Sveučilišta u RijeciRijeka, 12. listopad 2005. Zahvaljujem na pažnji!