Chair, Council for Doctoral Education, European University Association

1. The European perspective Salzburg II recommendations Jean Chambaz Vice President, Université Pierre et Marie Curie, Paris Chair, Council for Doctoral Education, European University Association Transforming Graduate Education - Dublin - 22 November2010 CDE

2. Doctoral education at the top agenda of Europe 2000’s The challenge:  2000: The Lisbon strategy promoting a knowledge-driven economy  2003: The Berlin Communiqué: Doctorate as the 3rd cycle HE The tool: Salzburg principles, 2005  arose from an intensive bottom-up work from European universities developed under the auspices of EUA it is not a European model : a common goal, different routes  endorsed by hundreds of universities as well as by the European Council of Ministers in charge of Higher Education contributed to the global discussions on doctoral education CDE

3. Sustain the ‘quiet revolution’ in doctoral education  European universities have been at the forefront of the reforms of DE  EUA Council for Doctoral Education, 2008 - the first Europe-wide platform to develop and advance doctoral education and to enhance its visibility at international level - 185 university members  The implementation of Salzburg principles in very diverse contexts: - demonstrates their strength, accuracy and operability - accumulates a considerable amount of original experiences and innovative practices which enriches this new vision - doctoral schools emerge Europe-wide  5 years after Salzburg , it was time to assess Salzburg principles at the light of the on going reform process CDE

4. 2010, the Salzburg II initiative  CDE Workshops: - supervision, London, January 2009 - structuring DE, Zagreb, December 2009 - careers, Ghent, 18-19 March 2010 - international and intersectoral mobility, Budapest, Fall 2010  CDE Working groups: - quality/accountability, Aarhus, 26 January 2010 - outcomes and credits, Lisboa, 22 February 2010 - recruitment/admission, Bonn, 25 February 2010 - internationalisation, Roma, 5 March 2010  CDE Annual Conference, Berlin, 4-5 June 2010  Consultation of CDE members, summer 2010  Release of Salzburg II recommendations, Palermo, 21 octobre 2010 CDE

5. The Salzburg II recommendations,based on European universities’ achievements since 2005 Three over-arching messages: - doctoral education rests on the practice of research, which makes it fundamentally different from the 1st and 2nd cycle. It is hence essential that its development should follow its own path and not use the same tools as the 1st and 2nd cycle. - doctoral education is highly individual and by definition original. The path of progress of the individual is unique, in terms of the research project as well as in terms of the individual professional development. - doctoral education must be developed by autonomous and accountable institutions taking responsibility to cultivate the research mindset. CDE

6. The Salzburg II recommendations Structuring DE to create a supportive environment: - to assure diverse and inclusive research environments of a high quality, including critical mass and diversity, transparent admission procedures and high quality of supervision. - to give support to individual development, not producing uniformity or predictability by achieving flexible structures ensuring personal and professional development and providing institutional support for career development and mobility. Taught courses are not central to the meaning of structure. The importance of diversity is crucial: many different structures and diverse strategies will enrich doctoral education in Europe, rather than a European model. CDE

7. Clues for success • 1. Critical mass and critical diversity • quality rather than quantity • building areas of strength through focused research strategies • engaging in larger research networks, collaborations or regional clusters • 2. Recruitment, admission and status • value the research potential of the candidates over past performance • admission is an institutional responsibility, transparent and accountable, and should reflect the research, supervisory and financial capacity of the institution • doctoral candidates recognised as early stage researchers with commensurate rights and duties, and treated as professionals CDE

8. Clues for success • 3. Supervision • - a collective effort with clearly defined and written responsibilities of the main • supervisor, supervisory team, doctoral candidate, doctoral school, research group and the institution • leaving room for the individual development of the doctoral candidate • providing professional development to supervisors developing a common supervision culture • - supervisors must be active researchers • 4. Outcomes • - the early stage researcher and his/her contribution to society through • knowledge, competences and skills learnt by undertaking research • - the originality of the research, suitable for dissemination CDE

9. Clues for success • 5. Career development • - it is the institution’s responsibility to provide support structures • - must take into account individual goals and motivations and acknowledge • the wide range of careers for doctorate holders • includes awareness about skills attained through doing research • offering training in transferable skills should be a priority for doctoral schools • building ties to the other sectors contributes to bridging the communication gap with potential employers and recruiters • 6. Credits • not a necessary precondition for establishing successful doctoral programmes • some universities consider credits useful for the taught components of DE • credits do not make sense when measuring the research component • applied wrongly, rigid credit requirements can be detrimental CDE

10. Clues for success • 7. Quality and accountability • assessment of the research environment that form the basis of DE • assessment of the academic quality of DE based on peer review • indicators based on institutional priorities : individual progression, net research time, completion rate, transferable skills, career tracking, dissemination • taking into consideration the professional development of the researcher as well as the progress of the research project • 8. Internationalisation • internationalisation as a tool to develop DE quality • internationalisation at home, collaborative programmes, joint doctoral programmes, in coherence with the research strategy • - the mobility of doctoral candidates must be driven by the research project CDE

11. The Salzburg II initiative 2010 Clearing the obstacles • 1. Funding • - DE requires adequate, sustainable and doctorate-specific funding opportunities • leadership, supporting structures and career development need resources as well as grants or salaries for doctoral candidates and equipment • funding through doctoral schools will strengthen their capacity and improve the competitiveness of European DE • - funding schemes should take into account the quality and capacity of the doctoral schools and programmes • 2. Autonomy • to establish and be accountable for different research strategies and strengths • the use of specific tools decided within the institution in accordance with the profile of the doctoral programme and the needs of the doctoral candidates CDE

12. Clearing the obstacles • 3. Legal framework • must give the possibility to engage in innovative doctoral programmes and take the necessary institutional responsibilities • institutions must have the freedom to develop their own indicators for quality that correspond with the standards of the individual disciplines as well as with the overall institutional strategy • - national legislation should be reviewed to facilitate international collaborations • 4. Intersectoral collaboration • - all stakeholders should engage in facilitating cooperation between providers of DE and the non-academic sectors to the mutual benefit of all partners • - it is essential to create awareness about the qualities of doctorate holders as well as to build trust between universities and other sectors CDE

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