University of ZadarDanica Škara, PhDdskara@unizd.hr

Doctoral studies: learning outcomes

• Bologna reform - since Berlin 2003, doctoral studies are considered as the third cycle in the degree structure

People going through doctoral studies are referred to in various ways:

• doctoral students,

• PhDs

• early stage researchers

04/18/23

Doctorate3 years

180 ECTS

UniversitiesAcademically -oriented degrees

Professionally -oriented degrees

Master's 120 (60) creditsSecond

cycle

Master's120 (60) credits

Bachelor's180 (240) credits

First cycle Bachelor's180 (240) credits

Third cycle

Secondary education

Professional. doctorate

Doctoral studies

Around Europe there are many different traditions regardingthe way the third cycle has been organised up to now. • Individual oriented doctoral studies: it is important that there

is some form of “curriculum” or plan of work agreed between the doctoral student and the supervisor(s).

• A structured programme organised within research groups with two phases: a taught phase (mandatory and voluntary courses or modules) and a research phase.”  

• Doctoral schools (network of doctoral schools)

Identification of social needs

Consultation at EU level

Employers and stakeholders

Professional bodiesAcademic community

Translation into desired learning outcomes:

Translation into curricula

Generic competences

Approaches to teaching and learning

Translatioin into education units and

activities

Quality assuarance

Assessment and evaluation

Location of resources

Academic resources

Oraganisation resources

strategic alliances

Financial resources

Subject related comp.

Learning outcomes and competences

• Learning outcomes are sets of competences, expressing what the student will know, understand or be able to do after completion of a process of learning.

• LO have applications in many fields:• Programmes, courses• Mission statement of the Faculty/university• Nationally for qualification framework, quality

assuarance, • internationally for wider recognition and transparency

purposes• Learning outcomes specify the requirements for award

of credit.

LEARNING OUTCOMES (ESIB)

• The Dublin descriptors, and the Tuning project define the third cycle through a number of important goals.

• Two of these desired outcomes are that students “have demonstrated a systematic understanding of a field of study and mastery of the skills and methods of research associated with that field;” and

• “can be expected to be able to promote, within academic and professional contexts, technological, social or cultural advancement in a knowledge based society.”

• The research component is an intrinsic part of doctoral studies.

a) basic

b) applied research,

• Graduates of doctoral studies should be prepared for both an academic career and to work outside HEIs.

• doctoral studies should provide opportunities for interdisciplinary research

Main descriptors

Main division of descriptors: -Knowledge

- breadth and depthSkills

- language and communication skills

Competences- cognitive, professional and ethical

Generic skills

The importance of transferable and generic skills need tobe stressed by the HEIsSeven major areas identified:

• Research Skills and Techniques • Research Environment• Research Management• Personal Effectiveness• Communication skills• Networking and teamworking• Career management

ECTS & learning outcomes

ESIB cit:

• ECTS credits should be allocated for the taught parts of the doctoral programmes. This will facilitate the mobility of the doctoral students.

• ECTS should also be given to the thesis part of the doctoral programme. Also in the thesis work it is possible to define learning outcomes and count workload to allocate ECTS credits.

• By saying that it is impossible to define learning outcomes and count workload for parts of the doctoral programme the whole concept of ECTS credits becomes undermined.

• ESIB believes that the problems concerning proper allocation of ECTS credits to the research part of the programmes will remain for a transitional period until HEI staff has learned how to properly allocate credits.

Doctoral students-competences

• Qualifications that signify completion of the third cycle are awarded to students who:

• Have demonstrated a systematic understanding of a field of study and mastery of the skills and methods of research associated with that field.

• Are capable of critical analysis, evaluation and synthesis of new and complex ideas

• Can comunicate with their peers, the larger academic community and with society

• Can be expected to promote technological, social or cultural advancement in a knowledge based society

CROATIA-doctorate studies

• University of Zagreb (2008) 68 doctoral programmes (38 reformed)

• Legal framework • Instructions (How to make/organize doctoral

programes) Rector’s conference (February, 8, 2005)• Core and elective courses should be expressed in

ECTS, research and other activities are not necessarily defined with the ECTS.

Doctoral programme: Faculty of Electrical Engineering and Computing-

University of Zagreb• Structured programme based on the ECTS. • Full time > 3 years, • Part time>6 years • Courses, exams = 20% - 30% ECTS • Research = 70% - 80% ECTS (published works,

dissertation, etc.)

Present situation (Univertsity of Zadar)

• 8 doctorate programmes (one reformed)• Present doctoral students can be divided into

several groups:1. Those students who finished B.A. (4 years) +

M.A. (2 years)2. Those students who finished (B.A. (4 years)

who are legally recognized as equal to new masters (Mag. struke)

3. Students who follow newly reformed doctoral programmes based on the Bologna scheme (3+2+3)

General remarks on doctoral studies (University of Zadar)

• Learning outcomes are not clearly defined• Generic skills are not included, only subject

related competences, knowledge• ECTS should be revised• Learning outcomes are substituted for the type

of a job students are trained for• No cooparation, no database for potential

mentors• Staff overloaded

Issues to be regarded• the lack of transparent information regarding fee funding,

accommodation, health insuarance, living costs in a particular city

• the lack of courses taught in foreign languages, e.g. English• Because of the lack of funding strategy regarding doctoral

studies on the national and university level, promoted equality of access is violated referring to the low income students (social disadvantage)

• It also affects cultural diversity (some students study in their home town despite their preferences)

• The lack of mobility within Croatia• The lack of mobility on the international level• The lack of joint-programmes, international students and

teachers• Teachers are overloaded in first two cycles; it affects doctoral

students and their learning outcomes

Suggestions for further actions:

• Structured programmes-a meaningful reference framework

• Precisely defined learning outcomes and competences acquired at doctoral level

• Promote real transparency by using ECTS• Remove barriers for international cooperation and joint

degrees• Remove remaining barriers for academic and

professional recognition and mobility in the European Area

• Introduce doctoral schools as efficient means to enrich the choice of mentors

• Mutual trust??

Learning outcomes

unemployment