Bologna and the Third Cycle

Anthony J VickersUK Bologna Expert

The history of the Bologna Process

• The Sorbonne Declaration – 1998France, Germany, Italy, UK

• The Bologna Declaration – 199929 Signatories

• Prague Communiqué – 200132 Signatories

• Berlin Communiqué – 200333 Signatories

• Bergen Communiqué – 200545 Signatories

• London Communiqué 200746 Signatories

Research and Doctoral Education Berlin Communiqué – 2003

10.  Doctoral studies and the synergy between the EHEA and ERA

• “Ministers agree that efforts shall be undertaken in order to secure closer links overall between the higher education and research systems in their respective countries.

• The emerging European Higher Education Area will benefit from synergies with the European Research Area, thus strengthening the basis of the Europe of Knowledge.

• The aim is to preserve Europe’s cultural richness and linguistic diversity, based on its heritage of diversified traditions, and to foster its potential of innovation and social and economic development through enhanced co-operation among European Higher Education Institutions.”

• European Charter for Researchers (2005) • The Glasgow Declaration (2005)• The ten basic Principles (Salzburg 2005)• Doctoral Programmes Project (2004-05)• Doctoral Programmes in the Bologna Process

(2006-2007) • DOC-CAREERS Project (2006-07)• The Council for Doctoral Education (2008)

What is happening at a Bologna level?

European Charter for Researchers (2005)

• Research Freedom

• Ethical Principles

• Professional Responsibility

• Professional Attitude

• Contractual and Legal Obligations

• Accountability

• Good Practice in Research

• Dissemination, Exploitation of Results

• Public Engagement

• Relation with Supervisors

• Supervision and Managerial Duties

• Continuing Professional Development

The Glasgow Declaration (2005)

The ten basic Principles (Salzberg 2005)

i. The core component of doctoral training is the advancement ofknowledge through original research. At the same time it is recognised thatdoctoral training must increasingly meet the needs of an employment market thatis wider than academia.ii. Embedding in institutional strategies and policies: universities as institutionsneed to assume responsibility for ensuring that the doctoral programmes andresearch training they offer are designed to meet new challenges and includeappropriate professional career development opportunities.iii. The importance of diversity: the rich diversity of doctoral programmes inEurope - including joint doctorates - is a strength which has to be underpinned byquality and sound practice.iv. Doctoral candidates as early stage researchers: should be recognized asprofessionals – with commensurate rights - who make a key contribution to thecreation of new knowledge.v. The crucial role of supervision and assessment: in respect of individualdoctoral candidates, arrangements for supervision and assessment should bebased on a transparent contractual framework of shared responsibilities betweendoctoral candidates, supervisors and the institution (and where appropriateincluding other partners).

vi. Achieving critical mass: Doctoral programmes should seek to achieve criticalmass and should draw on different types of innovative practice being introduced inuniversities across Europe, bearing in mind that different solutions may beappropriate to different contexts and in particular across larger and smallerEuropean countries. These range from graduate schools in major universities tointernational, national and regional collaboration between universities.vii. Duration: doctoral programmes should operate within an appropriate timeduration (three to four years full-time as a rule).viii. The promotion of innovative structures: to meet the challenge ofinterdisciplinary training and the development of transferable skillsix. Increasing mobility: Doctoral programmes should seek to offer geographical aswell as interdisciplinary and intersectoral mobility and international collaborationwithin an integrated framework of cooperation between universities and otherpartners.x. Ensuring appropriate funding: the development of quality doctoralprogrammes and the successful completion by doctoral candidates requiresappropriate and sustainable funding.

The main findings of the Project addressed three issues: • The Structure and Organisation of Doctoral Programmes

• Supervision, Monitoring and Assessment

• Mobility, European Collaboration and Joint Doctoral Degrees

Doctoral Programmes Project (2004-05)

On the structure and organisation of doctoral programmes, the study shows a considerable diversity not only across different countries in Europe,but also across universities within the same country and across faculties within the same university.

The following issues are examined:

• disciplinary differences in the organisation of doctoral training• various types of doctoral degrees• training in core and transferable skills• doctoral training and teaching• duration and funding of doctoral training • recruitment practices• the profile and status of doctoral candidates.

Doctoral Programmes in the Bologna Process (2006-2007)

• Two Workshops and a Seminar were organised

• First Workshop

• Final Recommendations

• Second Workshop

• Bologna Seminar on Doctoral Programmes

• Seven Working Groups

• Final Recommendations

DOC-CAREERS Project (2006-07)

• Three Workshops held– Alignment between Universities and Industry– The development of Doctoral Programmes aligned to

Industry– Discussing and validating the project aims

The Council for Doctoral Education (2008)

The End