Doctoral education through Doctoral education through students’ eyesstudents’ eyes

Juuso Leivonen18.3.2011The 21st century doctorate – sharing European developments Scotland House Conference CentreBrussels

ESU – The European Students’ Union•Formerly known as ESIB, The National

Unions of Students in Europe•Founded in 1982 •Promotes the educational, social,

economic and cultural interests of students at the European level, and towards all relevant organisations and institutions.

•Currently (October 2010) has 45 member organisations from 38 countries.

ESU work on doctoral education•Status of doctoral candidates varies

between countries▫Students vs. employees – one, other, both,

neither•More than 50% of members represent

also doctoral students•Policy paper re-written in 2010

▫Dialogue with other stakeholders Eurodoc, EI, EUA etc.

•Ongoing dialogue and cooperation

Doctoral education in European Higher Education and Research Area• A link between EHEA and ERA

• Three cycles of Bologna form a continuum▫ Teaching in HEIs is based on research

▫ in all three cycles research-based knowledge and a reasonable amount of learning of researcher skills have to be integrated into education and teaching

▫ 1st cycle gives access to 2nd cycle, which gives access to 3rd

Definitions

•ESU uses term ▫”Doctoral candidate”▫”Doctoral education”▫Higher education institution

•Recognizes different ways of organizing doctoral studies▫Individual work by candidate▫Structured programme

The status and representation of doctoral candidates•Should be considered both as students and

as early stage researchers▫recognising their less defined situation and

allowing for a maximisation of their career development opportunities

▫all doctoral candidates have to have a secure social situation in terms of access to social security and pension rights, rights to parental leave and all other labour regulations nationally in force

▫Also have to have a voice within HEIs

Structuring doctoral education•Structured vs. unstructured programmes

▫Both can have benefits, but some kind of plan of work should be agreed

▫Programmes should operate within an appropriate time duration, three to four years full-time as a rule Defining expectations for HEIs, candidates,

supervisors, financers, family etc.▫Right of all students and candidates to

counselling, support and the promotion of generic and transferable skills

Doctoral education and Bologna tools• ECTS credits should be allocated for the

coursework parts of the doctoral programmes▫ Workload and learning outcomes▫ For the thesis part of the doctoral education ECTS

should only be allocated as a lump sum – keeping in mind the planned duration of the programme

• Diploma Supplement should be provided• Quality assurance

▫ research environment, supervision and guidance, studying and working conditions, accessibility of doctoral education, workload and competences acquired etc

• Mobility should be encouraged and supported• Recognition of prior learning

Equal opportunities

•Admission▫All second cycle studies must give access to

third cycle studies▫Possible extra criteria and exact admission

procedures must be open, publicly accessible, transparent and non-discriminatory

▫Criteria must focus on applicants’ individual research potential

Social dimension and equity• Student body entering HE should reflect the

diversity of population▫ socio-economic background and minority issues

play significant roles in student bodies entering the third cycle

• Special attention is to be paid to doctoral candidates with families, especially with mobile candidates

▫ visas, residency permits and rights, working permits and employee rights, local social support services etc

• Doctoral candidates require adequate social security and a safe financial situation in order to be able to concentrate on their work

Doctoral candidates as members of academic community• HEIs have to ensure that doctoral candidates

have the same rights as an employee▫ working environment and security

• Should have same possibilities in participation in HEIs’ governance as students in other cycles▫ especially if not formally employees of the HEI

• Must be entitled to get competent supervisor(s)▫ Should have the right to change supervisor(s)

• Doctoral candidates are entitled to an adequate career guidance▫ Both for academic and non-academic careers▫ Access to pedagogical studies

• Intellectual property rights need to be respected

ESU is committed to • Salzburg principles• The European Charter for Researchers • The Code of Conduct for the Recruitment of

Researchers.

• As early stage researchers doctoral candidates are to be treated according to these general principles.

• Researchers, HEIs, funders and employers need to be aware of these documents

• Especially in HEIs these principles and recommendations should be integrated into institutional standards.

Thank you!Thank you!

www.esu-online.org