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Renzo Rubele - European University Association

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the <strong>European</strong> Council<br />

of Doctoral Candidates and Junior Researchers<br />

EUA Conference<br />

Research Training as a Key to the Europe of Knowledge<br />

Maastricht, 29 th October 2004<br />

Towards a Charter<br />

for Supervision and Training<br />

<strong>Renzo</strong> <strong>Rubele</strong><br />

President President of of Eurodoc<br />

Eurodoc


What is euro urodoc oc ?<br />

Euro urodoc oc is the federation of the national associations of<br />

PhD candidates and junior researchers in Europe<br />

Members<br />

Individual<br />

contacts<br />

Applying for<br />

membership


Why was euro urodoc oc founded ?<br />

Bologna Bologna declaration, declaration,<br />

1999<br />

Lisbon Lisbon strategy, strategy,<br />

2000, "3% objective" in R&D<br />

Knowledge-based<br />

Knowledge based society: a challenge for Europe<br />

PhD candidates’ associations from Europe met in<br />

Uppsala, Sweden, Sweden,<br />

in February 2001<br />

Need for an official frame of representation and<br />

discussion at the <strong>European</strong> level<br />

02-02 02 02-02 02 Foundation and 1 st annual meeting<br />

Euro urodoc oc 2002 in Girona, Girona,<br />

Spain


How does euro urodoc oc work ?<br />

7-member member Board<br />

Annual Conference (Eurodoc Eurodoc 2004 in Athens) Athens)<br />

Delegates representing countries from all Europe<br />

Workgroups for a number of priority issues:<br />

PhD Supervision & Training<br />

International Mobility<br />

Professional Future<br />

Labour Conditions<br />

Gender Equality<br />

Communication<br />

www.eurodoc<br />

www. eurodoc.net .net


Training through Research<br />

in the 21 st century Europe<br />

Research training is one of the core missions of<br />

the Universities<br />

A greater attention is now paid to the ways<br />

Universities are running research masters and<br />

doctorates<br />

Meeting the needs of society at large, and opening<br />

multiple career perspectives<br />

Key points: structure of the programmes,<br />

internationalisation, improving quality standards,<br />

responsibilities of the institutions, effectiveness of<br />

supervision and mentoring


The doctorate as the 3 rd cycle<br />

Evidence<br />

Doctoral programmes are the link between Higher<br />

Education and Research<br />

Everywhere in Europe candidates must defend a<br />

thesis in front of a committee, with original research<br />

Problems<br />

National and local traditions prevail – laws and rules<br />

vary a lot among departments and disciplines<br />

To what extent might it be useful to introduce<br />

common structures? Similar practice? The ECTS credit<br />

system? The Diploma Supplement? Qualification<br />

frameworks?


Germany 25.780 314<br />

UK 11.780 194<br />

France 9.903 163<br />

Spain 6.007 150<br />

Poland 4.400 110<br />

Italy 3.557 62<br />

Sweden 3.049 344<br />

Netherlands 2.483 156<br />

Finland 1.891 365<br />

Austria 1.790 222<br />

Portugal 1.589 158<br />

Belgium 1.147 112<br />

Chech Rep. Rep 895 87<br />

Denmark 913 171<br />

Hungary 717 72<br />

Norway 658 147<br />

Ireland 501 132<br />

Ph.D. Ph.D.<br />

graduates<br />

in 2000<br />

((absolute absolute numbers numbers and and<br />

per per million million inhabitants))<br />

inhabitants<br />

EU 15 70.175 185<br />

USA 44.808 163<br />

Japan 12.192 96<br />

Korea 6.143 131<br />

Canada 3.978 129<br />

Australia 3.687 191<br />

Switzerland 2.733 380<br />

Source: Source:<br />

OECD


Why Supervision & Training standards?<br />

Increasing pressure on early stage researchers<br />

Little ittle opportunity to speak against the problems<br />

Completion rates, time needed vs. vs allocated<br />

Perception of supervisors around Europe, and in<br />

different disciplines<br />

National and institutional regulations for research<br />

degree programmes: manifold<br />

Quantity and quality of the research training:<br />

induction, specialist courses and methodology,<br />

development of professional skills


Charter for Supervision and Training<br />

of Early Stage Researchers<br />

Supervision Supervision arrangements<br />

Review Review Methods Methods<br />

Confidential Confidential and and Structured Structured Feedback Feedback Mechanisms<br />

Mechanisms<br />

Complimentary Training Training of of ESRs ESRs<br />

Input to the <strong>European</strong> Researchers’ Researchers Charter<br />

Acknowledgement: Acknowledgement:<br />

Dr. Tim Brown


Role of the Supervisor<br />

« The supervisor’s supervisor s role is to provide guidance and<br />

advice on the progress of the ESR as an expert in the<br />

field of research.<br />

It is particularly necessary to include guidance and an<br />

agreed project plan at an early stage of the research<br />

programme.<br />

programme.<br />

Throughout the programme, programme,<br />

the supervisor should give<br />

a critical review of progress.<br />

Another important role of the supervisor is to discuss<br />

with the ESR their training needs, agree and act upon<br />

implementation of those needs »


Role of the Early Stage Researcher<br />

«The The ESR is responsible for undertaking the project<br />

agreed with the supervisor and also responsible to<br />

develop their own initiative in carrying out research.<br />

The ESR should also note the procedures for formal<br />

review of progress and agree with the supervisor how<br />

they will regularly report on progress.<br />

The ESR should also actively pursue the necessary<br />

training as agreed with the supervisor, and find access<br />

to provision for their training needs »


Supervision arrangements<br />

Workload of supervisor<br />

Contact time<br />

Appointment of supervisors<br />

Planning a research programme<br />

Other responsibilities of the ESR<br />

Equipment and Resources


Review methods<br />

Regular review meetings and progress reports<br />

Constructive and pro-active pro active feedback from the<br />

supervisor to be recorded<br />

Sharing and dissemination amongst peers


Confidential and Structured<br />

Feedback Mechanisms<br />

Structured feedback mechanisms<br />

Review, action and response methods<br />

Impartial, accessible, transparent complaints and<br />

appeals procedures<br />

Sharing and dissemination amongst peers<br />

Appropriate complaints procedures at local level<br />

Institutional and external complaints to be dealt with<br />

efficiently


Complementary Training of ESRs<br />

Formal induction training<br />

Generic skills<br />

Research methods<br />

Writing skills<br />

Networking<br />

Management and leadership<br />

Time organisation and planning<br />

Examinations<br />

Teaching<br />

Career planning


The Key: defining a professional profile<br />

Which identity for a researcher?<br />

researcher?<br />

Necessity to build<br />

on the existing definitions (e.g. Frascati Manual) Manual)<br />

and<br />

deepen our understanding of various practices<br />

What are duties and rights? rights?<br />

Address the mixing of<br />

researching,<br />

researching,<br />

administrating research and communicating<br />

the results of research<br />

Consider the various environments: environments:<br />

disciplinary,<br />

geographical, employer type, contract type, position of<br />

responsibility, …<br />

Young researchers’ researchers concerns: concerns:<br />

"status " status" " of doctoral<br />

candidates, post-docs; post docs; openness, openness,<br />

perspectives …


euro urodoc oc<br />

Annual Conference<br />

Strasbourg, Strasbourg<br />

Strasbourg, , 10-13 10 10-13 13 march 2005<br />

Web site: http://2005.eurodoc<br />

http://2005.<br />

http://2005.eurodoc.net<br />

eurodoc.net .net<br />

Contact: board@eurodoc<br />

board@ board@eurodoc.net<br />

eurodoc.net .net

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