The Irish Structured PhDThe Irish Structured PhDhistory, development, rationale and history, development, rationale and

objectivesobjectives

Dr. G.Honor FaganDr. G.Honor FaganDean of Graduate Studies NUI Dean of Graduate Studies NUI MaynoothMaynoothIUA Deans of Graduate Studies IUA Deans of Graduate Studies GroupGroup

Irish developments since Irish developments since 2003 - 2003 - Enhancing researchers’ Enhancing researchers’

education, skills and career education, skills and career

developmentdevelopment

What was in place?What was in place? What are the key developments? What are the key developments? How do they reflect the international How do they reflect the international

and European context?and European context? What are the current debates?What are the current debates?

Doctoral trainingDoctoral training

Needed more doctoral graduates to Needed more doctoral graduates to compete effectively in the knowledge compete effectively in the knowledge economy (The number of PhD economy (The number of PhD graduates per 1,000 graduates of graduates per 1,000 graduates of tertiary and advanced research tertiary and advanced research programmes was 18, far behind programmes was 18, far behind Finland (48) and Sweden (75).Finland (48) and Sweden (75).

The Funding Context - Improving The Funding Context - Improving Quality and QuantityQuality and Quantity

HRB PhD ScholarsHRB PhD Scholars IRCSET and IRCHSS Graduate Research Education IRCSET and IRCHSS Graduate Research Education

Programmes (GREPs)Programmes (GREPs) HEA’s PRTLI1 to 5 - International Panels assessing HEA’s PRTLI1 to 5 - International Panels assessing

competitive research bidding towards producing competitive research bidding towards producing quality research and a critical mass of top quality quality research and a critical mass of top quality researchers around strategic research themes researchers around strategic research themes who could engage in research training. who could engage in research training.

PRTLI 4 and 5 supporting themed research PRTLI 4 and 5 supporting themed research training programmes and student cohorts. training programmes and student cohorts. (Research specialisation development)(Research specialisation development)

HEA’s - SIF 1 and SIF 2 – supporting development HEA’s - SIF 1 and SIF 2 – supporting development of graduate infrastructure. (Mainstreaming of graduate infrastructure. (Mainstreaming development)development)

Some Key PlayersSome Key Players

Irish Universities Association (IUA) Irish Universities Association (IUA) IUA 4IUA 4thth Level Group (Deans of Level Group (Deans of

Graduate Studies)Graduate Studies) Higher Education Authority (HEA)Higher Education Authority (HEA) Irish Universities Quality Board (IUQB)Irish Universities Quality Board (IUQB) Research Councils - (IRCHSS) and Research Councils - (IRCHSS) and

(IRCSET)(IRCSET) Health Research Board (HRB)Health Research Board (HRB)

REFORM of 3REFORM of 3rdrd and the creation and the creation of 4of 4thth level. level.

‘‘Graduate Education Forum –Key Guiding Principles’ 2006Graduate Education Forum –Key Guiding Principles’ 2006 The development of a quality graduate education system will bereflected by the following features: The best possible graduate education experience for students The development of a ‘rounded’ individual in order to meet the

challenges of the workplace. A graduate education environment that is internationally

attractive A four year programme with apprenticeship and taught courses

and structured entry and exit points The professionalisation of supervision. PhDs of a calibre that makes them sought after internationally Increased number of PhDs Infrastructure and capability to achieve ground breaking research Collaboration, where appropriate, to deliver complementarity Uniquely differentiated collaboration between academia and

enterprise in its widest sense.

The Structured PhD in 2008The Structured PhD in 2008

In 2008 the HEA review of the progress of In 2008 the HEA review of the progress of the structured PhD concluded that progress the structured PhD concluded that progress had been made particularly on numbers, had been made particularly on numbers, but there was some concern that data but there was some concern that data collection was poor; there was no agreed collection was poor; there was no agreed national definition of structured PhDs or the national definition of structured PhDs or the aims of graduate schools; insufficient aims of graduate schools; insufficient evidence of student involvement; relative evidence of student involvement; relative emphasis on generic versus disciplinary emphasis on generic versus disciplinary training, and heterogeneous level of training, and heterogeneous level of progress.progress.

What is the Irish Structured What is the Irish Structured Doctorate? Doctorate?

Answer to quality benchmark?Answer to quality benchmark? During 2008, the seven Irish universities During 2008, the seven Irish universities

came together to agree on the context, came together to agree on the context, components and definition of the Irish components and definition of the Irish structured doctorate. structured doctorate.

In 2009 the IUA issued a statement on the In 2009 the IUA issued a statement on the context and the definition of the context and the definition of the developing Irish structured doctorate. developing Irish structured doctorate.

Balancing disciplinary integrity with Balancing disciplinary integrity with national objectives? (IUA Definition)-national objectives? (IUA Definition)-

The core component of a structured PhD The core component of a structured PhD programme is the advancement of knowledge programme is the advancement of knowledge through original research; at the same time the through original research; at the same time the structured PhD is designed to meet the needs of structured PhD is designed to meet the needs of an employment market that is wider than an employment market that is wider than academia; academia;

A high quality research experience, training and A high quality research experience, training and output consistent with international norms and output consistent with international norms and best practice; best practice;

To support the original research activity, the To support the original research activity, the following elements are included: following elements are included: – a formalised integrated programme of education, a formalised integrated programme of education,

training and personal and professional development training and personal and professional development activities, activities,

– the development of discipline-specific knowledge, the development of discipline-specific knowledge, research skills and generic / transferable skills, research skills and generic / transferable skills,

– declared outcomes and graduate attributes in line with declared outcomes and graduate attributes in line with national and international best practice;national and international best practice;

Definition (continued)Definition (continued) Supervision by a principal supervisor(s), Supervision by a principal supervisor(s),

normally with a supporting panel approved normally with a supporting panel approved by the institution; by the institution;

Progress to completion is formally Progress to completion is formally monitored against published criteria and monitored against published criteria and supported by formal institutional supported by formal institutional arrangements in line with national and arrangements in line with national and international best practice; international best practice;

Successful completion and examination of Successful completion and examination of the research thesis is the basis for the the research thesis is the basis for the award of the PhD degree; award of the PhD degree;

Registration is normally for four years for a Registration is normally for four years for a full-time student. (IUA Statement, 2009) full-time student. (IUA Statement, 2009)

What is the nature of the What is the nature of the change?change?

Shift from traditional to structured doctorates.Shift from traditional to structured doctorates. Emphasis on incorporating professional/career skills and advanced Emphasis on incorporating professional/career skills and advanced

specialist taught modules across university sector. specialist taught modules across university sector. Improving quality and increasing numbers of doctoral studentsImproving quality and increasing numbers of doctoral students New monitoring of the research student life-cycleNew monitoring of the research student life-cycle Enhanced supervisory arrangements. Developing graduate Enhanced supervisory arrangements. Developing graduate

governance at national and institutional level. governance at national and institutional level. Investment in research educationInvestment in research education Monitoring of research education and information reportingMonitoring of research education and information reporting Linking research education with key stakeholders in social and Linking research education with key stakeholders in social and

economic developmenteconomic development Improvement in Research Student Experience Improvement in Research Student Experience Inter-institutional co-operation towards quality programmes and Inter-institutional co-operation towards quality programmes and

student mobility (student mobility (Inter-Institutional Collaborative AgreementInter-Institutional Collaborative Agreement). ).

SkillsSkills A. Ethics and Social

Understanding B. Communication

Skills C. Personal

Effectiveness / Development

D. Team Working and Leadership

E. Career Management

F. Entrepreneurship and Innovation

Guidelines for improving Guidelines for improving qualityquality

Internationally Internationally Benchmarked?Benchmarked?

IUA 2004 ConferenceIUA 2004 Conference - was effectively a benchmarking - was effectively a benchmarking exercise to help guide the development of and innovation exercise to help guide the development of and innovation in Irish graduate education. in Irish graduate education.

This conference led to the 2005 IUA submission to This conference led to the 2005 IUA submission to government,government,, ‘, ‘Reform of 3Reform of 3rdrd level and creation of 4 level and creation of 4thth Level Level IrelandIreland’ (securing competitive advantage in the 21’ (securing competitive advantage in the 21stst century century (2005))(2005))

The conference proceedings explicitly present and discuss The conference proceedings explicitly present and discuss the UKGRAD programme and NSF’s IGERT.the UKGRAD programme and NSF’s IGERT.

2008 - IUQB/IUA Conference – International doctorate 2008 - IUQB/IUA Conference – International doctorate educationeducation

2009 IUA Conference- The Irish PhD2009 IUA Conference- The Irish PhD EUA-CDE and Salzburg II – ‘The Irish PhD’ is making a EUA-CDE and Salzburg II – ‘The Irish PhD’ is making a

contribution to outcomescontribution to outcomes

Related to other national models?Related to other national models?

The Irish model incorporates aspects of other national The Irish model incorporates aspects of other national models. For example completion rates are benchmarked models. For example completion rates are benchmarked against the UK model, where completion is a strong focus, against the UK model, where completion is a strong focus, monitored closely and where timely completion is essential. monitored closely and where timely completion is essential. However, we have a 4 year completion expectation to ensure However, we have a 4 year completion expectation to ensure that the quality of the graduate education does not that the quality of the graduate education does not deteriorate. deteriorate.

It could be argued that Irish Graduate Schools tend to fall It could be argued that Irish Graduate Schools tend to fall somewhere between the programme offerings of the United somewhere between the programme offerings of the United States institutionalized Graduate Schools and the Finnish States institutionalized Graduate Schools and the Finnish network model which is particularly well embedded in the network model which is particularly well embedded in the international research system and offers a number of good international research system and offers a number of good examples of excellent inter-institutional and international examples of excellent inter-institutional and international cooperation. cooperation.

The highly specialized networked graduate programmes The highly specialized networked graduate programmes developed for GREPs, PRTL4 and 5 exemplify the Finnish developed for GREPs, PRTL4 and 5 exemplify the Finnish thematic approach, while the overall governance structure in thematic approach, while the overall governance structure in schools in our 7 universities follow the US model (with fewer schools in our 7 universities follow the US model (with fewer taught modules taken throughout the programme which is taught modules taken throughout the programme which is specifically tailored to support the research project).specifically tailored to support the research project).

Quantitative Progress Quantitative Progress

From 2004/5 to 2008/9 there was a 47% increase in PhD numbers: 4,448 to 6,795

850 of this total is part-time

1,024 doctoral graduates in 2008 and the SSTI target is to have 1,312 graduations per annum.

A recent study indicated that at least a third of enrolled doctoral students are overseas, evenly split between EU and non-EU.  

Qualitative ProgressQualitative Progress

An array of themed funded An array of themed funded structured PhD programmes structured PhD programmes in the Irish universities:in the Irish universities:

BenchmarkedBenchmarked Inter-university cooperationInter-university cooperation Cohort fundingCohort funding Placements, rotations, Placements, rotations,

innovation focus.innovation focus. Professional skills and Professional skills and

advanced specialist skillsadvanced specialist skills Strongly themed.Strongly themed. International Panel selection International Panel selection

and approvaland approval Critical massCritical mass

An array of new supports for An array of new supports for allall research students research students including:including:

- professional skills, - professional skills, - monitoring through annual - monitoring through annual

progress reports, progress reports, - advanced skills modules- advanced skills modules- enhanced supervisory support- enhanced supervisory support- and enhanced governance - and enhanced governance

beyond individual or team beyond individual or team supervisor, and beyond the supervisor, and beyond the department .department .

A majority of research A majority of research students participating in students participating in programmes with between 30-programmes with between 30-60 taught credits made up of 60 taught credits made up of professional and advanced professional and advanced specialist modules.specialist modules.

Key debates and matters Key debates and matters pending. pending.

Is there provision for 4 years funding from Is there provision for 4 years funding from funding agencies?funding agencies?

Answer: Not all have moved to 4 years and in Answer: Not all have moved to 4 years and in current climate argue they cannot. current climate argue they cannot.

Would the inclusion of taught modules undermine Would the inclusion of taught modules undermine the PhD’s core activity of original research?the PhD’s core activity of original research?

Answer: The core activity of research has been Answer: The core activity of research has been maintained in that there is no critical shift from maintained in that there is no critical shift from this in the Irish Structured PhD design.this in the Irish Structured PhD design.

(continued)(continued) All of the funded themed programmes must All of the funded themed programmes must

target national objectives and were subject to target national objectives and were subject to competitive funding processes that ensured this - competitive funding processes that ensured this - Do social development programmes have parity Do social development programmes have parity with economic development programmes?with economic development programmes?

How do structured programmes balance How do structured programmes balance disciplinary integrity with the PhD’s role in disciplinary integrity with the PhD’s role in reaching national objectives?reaching national objectives?

2009 budget levels dictate that the number of 2009 budget levels dictate that the number of PhD places that can be funded will have peaked PhD places that can be funded will have peaked in 2008 at 1055 graduates, and may well fall back in 2008 at 1055 graduates, and may well fall back to 960 by 2013. Is this a problem?to 960 by 2013. Is this a problem?

Key Debates (in skills Key Debates (in skills development)development)

How will the development of researchers’ How will the development of researchers’ employability be integrated into programmes? employability be integrated into programmes?

- Through professional skills training and a number of - Through professional skills training and a number of other links where possible, transcripts that record other links where possible, transcripts that record training and skills training modules, placements where training and skills training modules, placements where appropriate, stakeholders incorporated in advisory appropriate, stakeholders incorporated in advisory capacity.capacity.

Which instruments of skills development are Which instruments of skills development are successful? (Under review)successful? (Under review)

- Advanced Specialist Skills proving more enhancing - Advanced Specialist Skills proving more enhancing than the Professional/Generic Skills? Entrepreneurship than the Professional/Generic Skills? Entrepreneurship and Commercialisation skills seem to be working best.and Commercialisation skills seem to be working best.

Issues and ChallengesIssues and Challenges

Cohort PhDs are funded, but these are Cohort PhDs are funded, but these are very expensive doctorates.very expensive doctorates.

Mainstreaming of Structured PhDs? - Mainstreaming of Structured PhDs? - Are we creating a two-tier system? Are we creating a two-tier system?

The 21The 21stst century degree? Inter- century degree? Inter-institutional, international and linked institutional, international and linked in.in.

Translating research graduations into Translating research graduations into positive social outcomes and empirical positive social outcomes and empirical evidence of same. evidence of same.