1. SEMINAR FOR BOLOGNA AND HIGHER EDUCATION REFORM EXPERTS Organisation and Profile of Doctoral Studies Salzburg Principles Chafic Mokbel, University of Balamand, Research Council, HER Expert Lebanon Mazen El Khatib, HER Expert Lebanon, Pierre Gedeon, HER Expert Lebanon, Amer Helwani, NTO Lebanon, Aref Soufi, NTO Lebanon Holy Spirit University of Kaslik, USEK, 11-12 March 2013

2. >H>History, Context and Motivation >S>Some Challenges Facing Doctoral Studies >S>Salzburg Principles and Excellence in Doctoral Studies >D>Discussions and Perspectives Outline

3. >March 2005: The European Charter for Researchers – The Code of Conduct for the Recruitment of Researchers ● Defines general principles and requirements to specify the roles, responsibilities and entitlements of researchers as well as of employers and research funders >February 2005: Bologna Seminar yields to the Salzburg Principles ● Seminar set to discuss the new action line “EHEA and ERA two pillars of Knowledge- based Society” ● Organizers Austrian federal ministry of education. Science and culture German federal ministry of education and research European University Association ● 300 participants, 48 universities and 25 countries => Large interest to contribute to policy debate ● Seminar discussed the European Charter for Researchers >June 2010: Salzburg II Recommendations ● EUA-CDE (Council for Doctoral Education) annual meeting ● Free University in Berlin ● Intensive Consultation ● 220 participants, 165 institutions and 36 countries ● Recommendations in 3 categories Research as the basis and the difference Cues for success Clearing the obstacles >June 2011: Report of Mapping Exercise on Doctoral Training in Europe: “Towards a Common Approach” History, Context and Motivation

4. >Few Numbers (2008) ● 1.5 Millions FTE researchers in Europe ● Researchers share of the total labour market: 6‰ in Europe, 9‰ in USA and, 11‰ in Japan ● Share of Researchers in Business Sector: 46% in Europe, 68% in Japan, 79% in USA ● R&D intensity (percentage of GDP): 1.9% in Europe, 2.8% in USA, 3.4% in Japan ● 600,000 doctoral candidates in Europe; 110,000 graduating every year >Need for more researchers and therefore to further develop the high quality doctoral studies and training History, Context and Motivation

5. >This reflected in the Europe 2020 flagship ● 1. By the end of 2011, Member States should have strategies in place to train enough researchers to meet their national R&D targets and to promote attractive employment conditions in public research institutions. Gender and dual career considerations should be fully taken into account in these strategies ● 4. In 2012, the Commission will propose [on the basis of the provisions on ERA in the New Lisbon Treaty] a European Research Area framework and supporting measures to remove obstacles to mobility and cross-border cooperation, aiming for them to be in force by end 2014. They will notably seek to ensure through a common approach: - quality of doctoral training, attractive employment conditions and gender balance in research careers; - mobility of researchers across countries and sectors, including through open recruitment in public research institutions and comparable research career structures and by facilitating the creation of European supplementary pension funds; History, Context and Motivation

6. >Key stakeholders working on Doctoral Studies and Training ● EUA - CDE ● LERE (League of European Research Universities) ● Coimbra group ● Thematic Inititiatives >The ten Salzburg principles are set to guide the development of relevant and high quality doctoral studies and training History, Context and Motivation

7. >H>History, Context and Motivation >S>Some Challenges Facing Doctoral Studies >S>Salzburg Principles and Excellence in Doctoral Studies >D>Discussions and Perspectives Outline

8. >Rapid Development of Science and Technology Some Challenges Facing Doctoral Studies First Cycle Second Cycle Third Cycle Development of Science and Technology Three Cycle System Where to place the boundaries? What to include in the 3 rd cycle? Duration of PhD preparation and originality?

9. >Knowledge based society (economy) ● Central role to higher education and especially Doctoral Studies ● Balance to find between long-term and short-term research ● Demand for more PhD holders Some Challenges Facing Doctoral Studies Long-term Research Short-term Research Theoretical Research Applied Research Number of Researchers? Bandwidth of doctoral programmes?

10. >Globalisation ● Originality and competitiveness to be shown at wider scale ● Relevance to be sought at the international level ● Recognition a more crucial issue ● PhD candidates and researchers to be more dynamic >Other Challenges ● Local levels of knowledge and skills ● Socioeconomic levels ● Resources allocated to research ● … Some Challenges Facing Doctoral Studies

11. >H>History, Context and Motivation >S>Some Challenges Facing Doctoral Studies >S>Salzburg Principles and Excellence in Doctoral Studies >D>Discussions and Perspectives Outline

12. Salzburg Principles >i/ The core component of doctoral training is the advancement of knowledge through original research ● However, meet the increasing needs of employment market ● Training by research Provide candidates with core skills – problem solving; innovative, creative and critical thinking; analyzing and synthesizing knowledge; developing strategies ● Training in transferable, “generic” skills and competences should become an integral part of all doctoral programmes in order to meet the challenges of the global labour market >ii/ Embedding in institutional strategies and policies ● The university is responsible for design, structure and organisation of its doctoral programmes with regulations covering: recruitment, supervision, exams, evaluations and monitoring, and defence of the thesis throughout the university ● Orientation ● Tutoring and Advising

13. Salzburg Principles >iii/ The importance of diversity Diversity at all levels throughout the European space should be seen as a strength Diversity needs transparency and quality Discipline differences require more different approaches than institutional or system differences >iv/ Doctoral candidates as early stage researchers ● In the European Charter for Researchers: “Early stage researchers are professionals who are trained through research in the conception or creation of new knowledge, products, processes, methods and systems, and in the management of the projects concerned” ● Doctoral stage should be recognised as the first part in a professional career ● Doctoral candidates to participate at all levels in the University governance process

14. Salzburg Principles >v/ The crucial role of supervision and assessment ● Arrangements for supervision and assessment should be based on a transparent contractual framework of shared responsibilities between doctoral candidates, supervisors and the institution ● Who can be a supervisor? ● How often she/he meets with the candidate? ● How many candidates the supervisor can manage and how the research progress is monitored? >vi/ Achieving critical mass ● Crucial to have an impact ● Bilateral and multilateral collaboration at local, national and international levels ● Virtual research networks

15. Salzburg Principles >vii/ Duration ● Between 3 to 4 years ● Flexibility in the duration is needed: for discipline differences, gender issues, … ● Full-time and part-time doctoral studies? >viii/ The promotion of innovative structures ● To meet the challenge of interdisciplinary training and the development of transferable skills ● Transferable (“generic” professional and personal) skills and competences to ensure wider employability of doctoral candidates in different sectors of the economy and society: communication and presentation skills, writing skills, project and time management, human resources management, financial resources management, teamwork, risk and failure management, etc ● Transferable skills and competences facilitate multidisciplinarity ● ECTS to be used in structured course-part of doctoral programmes and not for measuring research progress

16. Salzburg Principles >ix/ Increasing mobility ● Doctoral programmes should seek to offer geographical as well as interdisciplinary and intersectoral mobility and international collaboration within an integrated framework of cooperation between universities and other partners ● Several support programmes exist: Marie-Curie, Joint doctoral programmes, Co-tutelle ● Classical obstacles exist ● Inter-diciplinary and inter-sectoral mobility exist ● No consensus on doctoral label >x/ Ensuring appropriate funding ● The development of quality doctoral programmes and the successful completion by doctoral candidates requires appropriate and sustainable funding

17. >H>History, Context and Motivation >S>Some Challenges Facing Doctoral Studies >S>Salzburg Principles and Excellence in Doctoral Studies >D>Discussions and Perspectives Outline

18. Discussions and perspectives >The Salzburg ten Principles aim at fostering [formal and recognized] (ii) doctoral training models and their [well defined supervision and assessment processes] (v) that prepare [good young researchers] (i) [formally recognized as such] (iv) with [transferable skills and competences] (viii) in an [appropriate period of time] (vii) and with an [adequate financial support scheme] (x) in fields with recognized [critical mass] (vi) while making good use of [mobility] (ix) and preserving [diversity] (iii)

19. Discussions and perspectives

20. >This copes with nearly all the challenges and clearly point out that, with the present socioeconomic context and with the fast development of science and technology, although research is first an individual effort, a formal and well thought setting is needed to make the best out of the doctoral studies

21. Discussions and perspectives >The optimal balance is to be found between the Salzburg principles Support And Supervision Duration Relevance

22. Discussions and perspectives Transferable competences Core R&D Skills

23. Discussions and perspectives >While the 10 Salzburg principles are suitable, the good balance is still to be found ● Depending on the context: system, institution ● But also sector, discipline >Is it relevant and appropriate to integrate the postgraduate within the third cycle? ● Is it the good timing?