Developments in Doctoral Education in the UK and the Third Cycle of the Bologna Process

Professor Ella Ritchie OBE, Emeritus Deputy Vice-Chancellor Newcastle University

Europe and Higher Education

• EU – more than the ‘sum of its parts’.• 1970s and 1980s mobility programmes.• Now HE is central to supporting economic

competitiveness of EU, strengthening Europe’s social cohesion and promoting internationalisation.

• Not binding policy area of EU.

1998

•Sorbonne Declaration

2000

•Lisbon Strategy/Lisbon Council

2003

•Berlin

2005

•Salzburg I•Bergen

2007

•London

2009

•Leuven/Louvain-la-Neuve

2010

•Europe 2020•Vienna

2005

•Salzburg I•Bergen20

10•Salzburg II

2011

•EU Principles for Innovative Doctoral Training

2012

•Bucharest

2014

•Yerevan

Doctoral cycle seen as key to linking ERA (EU) and EHEA (Bologna Process)

EUEHEA

Key Developments in UK Doctoral Education

• Quality agenda – Code of Practice for Research Students 2004 Concordat.

• Framework for Generic Training (Roberts’ Initiative, incorporated by Research Councils)

• Shift from Individualised Supervision to Integrated Training.

• Interdisciplinarity.• Growth of agencies to share good practice:

– Vitae– Impact and Evaluation Group– UK Council for Doctoral Training

Key Developments in UK Doctoral Education

• Structural Developments – Doctoral Training Centres (DTCs, CTCs – DTPs) involving networks of universities or specific areas.

• Stakeholder Engagement – collaborative doctorates, linking with industry, community, etc. Importance of impact agenda.

• Internationalisation and mobility.

Framework for UK DevelopmentsDriven by: • Maturation of QA system in the UK.• Research Councils.• Professionalisation of sector. • Globalisation and Marketisation. • European agenda outlining ‘new doctoral system’

largely in place in the UK.

Principles for Innovative Doctoral Training and the RCUK Statement of Expectations

With thanks to Iain Cameron, RCUKEU IDT Principle RCUK Statement of Expectations

Research Excellence Training strategy in line with Organisation’s research strategy. Emphasis on ensuring excellence and quality.

Attractive Institutional Environment 10 expectations: Supervision, career advice, training and development, widening horizons.

Interdisciplinary Research Options Excellence is the key criterion regardless of discipline. Inter-disciplinarity is a feature of RCUK training mechanisms.

Exposure to industry and other relevant employment sectors

4 Expectations: Collaboration encouraged. Value opportunities to work in a non-academic environment. Understand role of research within the organisation and the wider context.RCUK Joint vision for collaborative training

International networking Experiences outside the "home" Research Organisation, for example with other academic collaborators, in non-academic environments or overseas are encouraged.

Transferable skills training Professional and transferable skills form a fundamental part of doctoral training. Careers may be outside academe – focus on employability. Develop higher-level capabilities outlined in the Researcher Development Statement.

Quality Assurance QAA Quality Code for HE section B11: Research Degrees.

Where are we with the Third Cycle?2012 Bucharest

• Mobility (20% by 2020).• Quality (Alignment to quality framework of EHEA and ESG).• Deepening Internationalisation.• Transparency (Processes for outputs).• Employability and self employment.

Where de we go from here?

• BFUG has reported to the Yerevan Ministerial Council (Autumn 2014).

• Issues for the UK– ECTS– Diploma Supplement– Over-prescription

• Doctoral training needs to be able to transcend national boundaries.

• EHEA is evolving and is held in a high esteem internationally.