1. Praag, April 2009 The Role of the Council for Doctoral Education Dr. Andreas Frijdal European University Institute Florence

2. New York Times OP-ED CONTRIBUTOR “End the University as We Know It ”....Most graduate programs in American universities produce a product for which there is no market (candidates for teaching positions that do not exist) and develop skills for which there is diminishing demand (research in subfields within subfields and publication in journals read by no one other than a few like-minded colleagues), all at a rapidly rising cost...

3. Doctoral education as a mini revolution break with a tradition creates new structures: doctoral schools (third cycle of the Bologna process) drives science new careers …3…

4. …4… Changing structures From TRENDS V

5. Birth of the CDE 2008 saw the birth of the CDE in order to facilitate the reforms that are taking place at a fast pace all over Europe Lausanne launch conference – over 200 institutions represented A membership service with a bottom-up perspective: What do the members want, and how do we provide it? Questionnaire as the first step: What do HEIs need from an organisation like the CDE? …5…

6. …6…

7. Processes Structured Curriculum:new ways of doing research new content (supervisor versus programme) new approach & methodology new type of researchers Supervision Contractual relationship or Codes of conduct Training of supervisors Institutional reform Establishing doctoral schools with cohorts (socialisation) …7…

8. Career Potential Transferable skills New Areas: Potential Humanities and Social Sciences Expand Existing Models: disciplines & geographically Cultural change within doctoral education: Career Awareness …8…

9. Praag, April 2009 THANK YOU VERY MUCH FOR YOUR ATTENTION