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UNIVERSITAT ROVIRA I VIRGILI PROFESIONALIZATION OF PhD SUPERVISION
Joan J. Carvajal Training group for the Professionalization of the Doctoral Supervision University Rovira i Virgili (FPSD – URV)
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Changes in Society Changes in university
Changes in society and higher education Changes in Society Changes in university More accessibility to higher education and doctorate Need of official accreditation Increased budget Need of deliverables Need of a clear benefit for society
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Career development and Employability Intellectual enrichment
Changes in doctorate Changes in University Changes in doctorate Cooperation with non-academic sectors Competitiveness Mobility 20 years ago… Productivity Effectiveness Career development and Employability Research Internationalization Intellectual enrichment Basic knowledge Transferable skills development
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reform of doctoral education
Changes in doctorate Changes in University Changes in doctorate Cooperation with non-academic sectors Competitiveness Mobility Productivity Effectiveness reform of doctoral education Career development and Employability Research Internationalization Competition for talent among institutions Quality assurance and completion rates Transferable skills development Sourcing funding
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International context
1999. Bolonia process: reform of doctoral education 2005. Salzburg I recommendations 2010. Salzburg II recommendations Annual meetings of the European University Association (47 countries) Development of programs for doctoral supervisor’s training 1996. Establishment of the codes of Good Practices for doctoral education Establishment or programs for doctoral supervisor’s training U. Umea U. Oslo Karolinska Institute Stockholm U. Aarhus Caledonian U. Glasgow U. Edinburgh U. Lund U. Cambridge U. Copenhagen U. Oxford Imperial College King’s College U. Wageningen U. Brussles, Antwerp, Ghent U. Berlin U. Surrey U. Koblenz U. Bonn U. Göttingen U. Marburg U. Trier U. Frankfurt U. Saarbruken U. Heidelgerg U. Wurzburg U. Karlsruhe U. Zagrev U. Rovira i Virgili U. Granada Griffith University Brisbane 2007. Banff principles: global doctoral education (Australia, Canada, China, Europe, USA) Establishment or programs for doctoral supervisor’s training University of Western Australia Perth University of Sidney Australien National University Canberra Monash University Melbourne Victoria University Melbourne
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Responsabilities Institutions Faculty Department Supervisors
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Institutional responsibilities
University-wide Graduate/Doctoral School Regulation of procedures and responsibilities Support for students Facilities for departments to support doctoral research activity A handbook for university research students Language support Support groups of peers Resources for supervisors Training programs for novel supervisors Live-long-learning programs for experienced supervisors Teaching credit for doctoral supervision Awards for thesis completion Doctoral programs Assignment of research tutors Selection of doctoral candidates Monitoring doctoral researcher’s progress Supervision of supervisors University Department
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Changes in the image of doctoral supervisors Intellectual superiority
Academic authority Intellectual superiority Distant leader Nowadays Derivable results High level research upervisor? Benefits for society Doctoral students’ expectations Resources for researching Completion rates
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The professionalization of doctoral supervision at URV
Reforms in the institution Postgraduate and Doctoral School - Supervisor training courses - Doctoral researcher courses Group of trainers Dr. Joan J. Carvajal Dr. Mar Reguero Dept. Physical Chemistry and Inorganics Dr. Maria Ercilia García Dr. Mireia Valverde Dept. Bussiness Management
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Doctoral supervision training courses
Initial training course for doctoral supervisors Standard organization: 16 hour face-to-face workshop (interaction) 2 consecutive days (immersion) 20-25 participants Voluntary enrolment (but long waiting lists) Mixing supervisors of different fields Mixing novel and experienced supervisors Methodology: Short presentations. Interactive exercises in small groups (relaxed atmosphere). .
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Main contents: Stages and evolution of the doctorate experience Selection of candidates Detection of formation needs of candidates Supervisor roles and supervision stiles Clarification of expectations Doctoral researcher-supervisor relationship The importance of the feedback Detection and resolution of problems Supervision toolkit
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Follow-up course for doctoral supervisors
Organization: 4 hour face-to-face workshop 20-25 participants Voluntary enrolment Mixed audience Possible contents: Monitoring the progress of the doctorate Self-evaluation and improvement of supervision skills Thesis evaluation Co-supervision Professional career development of the doctoral researcher Paper writing learning Development of transferable skills Developing ethics and responsibilities in research
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Initial course for doctoral researchers
Organization: 4 hour face-to-face workshop 20 participants Voluntary enrolment Designed for 1st year doctoral researchers Mixing doctoral researchers of different fields Methodology: Short presentations. Interactive exercise in small groups (relaxed atmosphere). .
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Main contents: Stages and evolution of the doctorate experience Clarification of expectations Doctoral researcher-supervisor relationship Detection and resolution of problems Professional career development (Transferable skills) Other possible courses for doctoral researches: Self-monitoring the progress of the doctorate Self-evaluation and improvement of supervision skills Paper writing Ethics and responsibilities in research Development of transferable skills Communication skills: public presentations Thesis defence Effective interpersonal communication
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Expected impact of the training plan at URV
Satisfactory doctoral experience Increase the Efficiency and Excellence of doctoral education Assure the quality of doctoral education Supportive and productive supervision culture. Create a generalized Research Culture Awareness of the new role of the supervisor in the context of the new doctorate. Institutional recognition of the "value " of supervision. Recognition of supervision task in the annual plan of activities.
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Supervisors training is a must for the future of doctoral education
Our conclusions Supervisors training is a must for the future of doctoral education Support for doctoral researchers is essential to provide a good doctoral experience
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PROFESIONALIZATION OF PhD SUPERVISION
THANK YOU PROFESIONALIZATION OF PhD SUPERVISION Joan J. Carvajal Training group for the Professionalization of the Doctoral Supervision University Rovira i Virgili (FPSD – URV)
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