Renzo Rubele - European University Association
Renzo Rubele - European University Association
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