ENHANCING QUALITY THROUGH MOBILITY AT PhD LEVELMelita Kovacevic, University of ZagrebVice-Rector for Research and TechnologyEUA-CDE Steering Committee Member
Seminar for Bologna and HE Reform Experts, Lisbon, 6 – 7 October, 2011
Seminar for Bologna and HE Reform Experts, Lisbon, 6 – 7 October, 2011
● How and why did it start?- documents and facts
● Where are we today?- structured doctoral education, doctoral candidates and mobility- mobility as a framework of quality- obstacles and constraints
● What should be done in future? - to enhance research quality by mobility
TOPICS
Seminar for Bologna and HE Reform Experts, Lisbon, 6 – 7 October, 2011
- Bologna Declaration, 1999
- Prague Communiqué, 2001- Berlin Communiqué, 2003- Bergen Communiqué, 2005- London Communiqué, 2007- Leuven and Louvain-la-Neuve, 2009 ... EHEA
- creation of ERA, 2000- Resolution, June 2000 – removing present obstacles to the mobility of researchers- Commission Communication “Realising the ERA: Guidelines for the Actions of the Union
in the field of Research 2002-2006” - the importance of promoting the scientific and technological performance of all regions of the Member States
- Preparing Europe for a New Renaissance, EC 2009- A mobility strategy for the ERA ...
RESEARCH IS POWERFUL DRIVING FORCE FOR ECONOMIC GROWTH.
ERA
DOCUMENTSHow and why did it start?
Seminar for Bologna and HE Reform Experts, Lisbon, 6 – 7 October, 2011
This Communication presents a strategy to create a favourable environment for the mobility of researchers in the ERA, in order to develop, attract and retain appropriate human resources in research and to promote innovation. It aims at building up the research competence and excellence within the ERA by launching immediate actions for implementation, creating the dynamics for increased development of the abovementioned environment and identifying ways of financial support by the different actors involved. Special attention will be devoted to the encouragement of inter-sectoral mobility, i.a. between business and academia and vice-versa.
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Seminar for Bologna and HE Reform Experts, Lisbon, 6 – 7 October, 2011
FACTSHow and why did it start?
Seminar for Bologna and HE Reform Experts, Lisbon, 6 – 7 October, 2011
FACTS
Seminar for Bologna and HE Reform Experts, Lisbon, 6 – 7 October, 2011
FACTS
Seminar for Bologna and HE Reform Experts, Lisbon, 6 – 7 October, 2011
FACTS
Seminar for Bologna and HE Reform Experts, Lisbon, 6 – 7 October, 2011
FACTS
Seminar for Bologna and HE Reform Experts, Lisbon, 6 – 7 October, 2011
World
•In 2009, almost 3.7 million tertiary students were enrolled outside their country of citizenship.•The number of tertiary students enrolled outside their country of citizenship rose by 6.4% between 2008 and 2009 while global tertiary enrolment grew by 3.3% in the same period.•In descending order, Australia, the United Kingdom, Austria, Switzerland and New Zealand have the highest percentages of international students among their tertiary enrolments.•The largest numbers of international students are from China, India and Korea. Asian students represent 52% of foreign students enrolled worldwide.•In the 21 European countries that are members of the OECD, there were 2.6 foreign students per each European citizen enrolled abroad.•The United States received the most (in absolute terms), with 18% of all foreign students worldwide, followed by the United Kingdom (10%), Australia (7%), Germany (7%) and France (7%).(OECD Education at a Glance, 2011)
•In 2007, the global outbound mobility ratio was 1.8%. This means that approximately 2 out of every 100 tertiary students left their home countries to study. Moreover, this figure has barely changed since 1999 (1.9%) (UNESCO Global education digest 2009)
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FACTS
Seminar for Bologna and HE Reform Experts, Lisbon, 6 – 7 October, 2011
Europe
• Recent EU data show that there is a growing influx of international students to Europe, particularly from Africa and Asia. The main importers in 2007 were Austria,Belgium, Denmark, France, Germany, Sweden and the UK . The largest change has taken place in the UK where the number of non-EU students rose from 11% in 2000 to 31% in 2007
• EU21 countries host the highest number of foreign students, with 38% of total foreign students. These 21 countries also host 98% of foreign students in the European Union.
(Trends 2010)
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FACTS
Seminar for Bologna and HE Reform Experts, Lisbon, 6 – 7 October, 2011
Europe – doctoral candidates
•There are about 526 000 doctoral candidates in the EU27 (excluding those enrolled in Germany and Luxembourg, where data are not available). The vast majority, about 76% (374 000) doctoral candidates hold citizenship of the country where they study/work; 17% (84 000) hold citizenship of a Third Country and 7% (33 000) hold citizenship of another EU Member State.
•15% of doctoral students in UK hold the citizenship of another Member State.
•The EU27 average equals 6%.
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FACTS
Seminar for Bologna and HE Reform Experts, Lisbon, 6 – 7 October, 2011
Europe
• In 2005, 6.9% of doctoral candidates were ERA-nationals studying in another ERA country.(Study on mobility patterns and career paths of EU researchers, 2010)
Origin of doctoral candidates in the EU
• Approximately four out of five doctoral candidates in the EU are studying in their own country, while 6.3% study in another EU country and 1.2% in another European (non-EU) country.
• 'Asia, Middle East and Oceania' are the largest “senders” of doctoral candidates to the EU with 5.8% of doctoral candidates in the EU27 coming from this broad geographical region.
• ERA milestone for 2030 - Mobility triples, with up to 20% of EU doctoral candidates working outside their home country
(Preparing Europe for a New Renaissance, EC 2009)
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FACTS
Seminar for Bologna and HE Reform Experts, Lisbon, 6 – 7 October, 2011
AFRIKA
EUROPE USA LATIN AMERICA
ASIA
AUSTRALIA
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Seminar for Bologna and HE Reform Experts, Lisbon, 6 – 7 October, 2011
AFRIKA
EUROPE USA LATIN AMERICA
ASIA
AUSTRALIA
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Seminar for Bologna and HE Reform Experts, Lisbon, 6 – 7 October, 2011
CONFERENCES AND SEMINARS ON DOCTORAL STUDY PROGRAMMES
• Maastricht, October 2004• Salzburg, February 2005• London, September 2005• Vienna, June 2006• Brussels, October 2006• Nice, December 2006• Lausanne, June 2008• London, January 2009• Lausanne, June 2009• Zagreb, December 2009• Berlin, June 2010• Madrid, June 2011
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Seminar for Bologna and HE Reform Experts, Lisbon, 6 – 7 October, 2011
Doctoral education reform
• doctoral education central to ERA and EHEA
• research the core of doctoral education
• main driver of the doctoral education reform are universities
• European landscape profoundly changed
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Seminar for Bologna and HE Reform Experts, Lisbon, 6 – 7 October, 2011
structured doctoral education
research is a central point
quality
capacity
Where are we today?
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Seminar for Bologna and HE Reform Experts, Lisbon, 6 – 7 October, 2011
What is crucial for good quality doctoral education
Critical mass
Not to be reduced on quantity
Networking (national, regional, European)
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Seminar for Bologna and HE Reform Experts, Lisbon, 6 – 7 October, 2011
LEADING ROLELEADING ROLE
• doctoral education is a global issue• the needs of local education and research
towards solving global problems
global research community
co-operation competition
brain – circulation
spreading research mentality
to be flexibleto be creativeto be autonomous
Seminar for Bologna and HE Reform Experts, Lisbon, 6 – 7 October, 2011
Mobility as a framework of quality
• facilitate mobilty of doctoral candidates
• support interdisciplinary/ intersectoral research
• develop different forms of mobilty and collaboration
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Where are we today?
Seminar for Bologna and HE Reform Experts, Lisbon, 6 – 7 October, 2011
Mobility within:
• “sandwich” doctoral programmes
• joint programmes
• co-tutelle programmes
annual summer schools• intensive training activities intensive courses
lab visits
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Where are we today?
Seminar for Bologna and HE Reform Experts, Lisbon, 6 – 7 October, 2011
Obstacles and constraints
• difference in structure, regulations (joint programmes)
• availability of resources (financial as well as human and time)
• attractive research environment
• language barriers
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Where are we today?
Seminar for Bologna and HE Reform Experts, Lisbon, 6 – 7 October, 2011
Removing the obstacles
regulatory flexibility (on the national and European level) sustainable funding
to fortify and diversify financial support
transparent rules international outlook
various modes of mobilityto increase brain circulation
to fortify and diversify financial support to enhance quality of research
What should be done in future?
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Seminar for Bologna and HE Reform Experts, Lisbon, 6 – 7 October, 2011
Obstacles and constraints
universities are facing new challenges
different universities – different attitudes and needs
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Seminar for Bologna and HE Reform Experts, Lisbon, 6 – 7 October, 2011
Mobility has an impact:
• institutional open-mindness (both human/staff and administrative)
• inbreeding
• institutional dynamic
• research capacity
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Seminar for Bologna and HE Reform Experts, Lisbon, 6 – 7 October, 2011
Challenges:
• institutional strategic develoment
the role of doctoral education and mobility
• administrative resistance
• adequate ballance of top-down and bottom-up approach
• system support – international degree recognition, – institutional agreements...
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Seminar for Bologna and HE Reform Experts, Lisbon, 6 – 7 October, 2011
Instead of conclusions:(Salzburg Principles, 2005)
No. 9. Increasing mobility ... to offer geographical and interdisciplinary / intersectoral mobilty and international collaboration...
(Salzburg II Recommendations, 2010)
No. 2.8. Internationalisation• Internationalisation strategies should be a tool in increasing the quality in
doctoral education and in developing institutional research capacity.• ...from internationalisation at home...• ...collaborative doctoral programmes...• ...international joint doctoral programmes...
The mobility of doctoral candidates must be driven by the research project.
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Seminar for Bologna and HE Reform Experts, Lisbon, 6 – 7 October, 2011
Thank you