Self-evaluation - Technische Universiteit Eindhoven

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Appendices self-<strong>evaluation</strong> research programme ESoE teaching, either a more domain-specific (e.g. science or technology education oriented) or a more general one. Major research themes within (started) projects during the past four years were teachers learning new didactical roles (in particular in vocational education) such as coaching and tutoring, the development of teacher professional identity, teachers’ pedagogical content knowledge in science subjects (such as technology education and informatics education), and the implementation of new (context-based or competence-based) curricula by teachers (for example in chemistry education). For the period 2011 to 2014 the research programme has the ambition to move from more descriptive and analytical research to more explanatory, comparative and intervention or design-based research. At the same time, research projects will be set up that combine or integrate multiple perspectives on teaching and teacher learning, and that link teacher learning to learning outcomes, in particular those of students. Several themes seem particularly suitable in this respect. These include research on teacher identity, a concept that encompasses various professional roles and the hierarchies and distributions among them; teachers’ roles in diversity and enculturation in science and technology education, a theme that links domain-specific aspects such as the nature and content of subject matter with elements such as communication, perception, and behaviour, all of which are affected by the background of participants (both in terms of gender, ethnicity as well as socio-economic status); but also teachers’ role in improving student performance in domains such as science and mathematics, which involves both subject-matter, pedagogical as well as communicative aspects. Finally, more attention will be given to innovation and teacher learning in higher education. It is expected that many higher education institutes, such as the TU/e and ESoE partner institutes, will face curricular changes as well as increased pressures from the government and society to deliver new generations of students in a more efficient, yet qualitative satisfying way. The “Professional Learning” research programme participates in the Dutch ICO 6 research school, which is recognized by the Royal Netherlands Academy of Arts and Sciences (Koninklijke Nederlandse Akademie van Wetenschappen, or KNAW for short) 7 . The ESoE reseachers strive to conduct their research in line with the main codes of conduct developed in The Netherlands for scientific research by the Association of Universities in the Netherlands 8 , the Royal Netherlands Academy of Arts and Sciences 9 , and the Netherlands Educational Research Association 10 . 1.2 Types of PhD students and doctoral projects within ESoE The following types of PhD students can be distinguished within the ESoE: • Internally financed PhD students: PhD students appointed to the ESoE, who participate in TU/e-funded projects; • Externally financed PhD students: PhD students appointed to the ESoE, who are paid through external funding sources such as NWO, or PhD students who have been appointed through other external subsidy schemes (POVB, school groups, and so on); • External PhD students: PhD students associated with the ESoE, who have an appointment elsewhere (often ESoE’s partner institutes) but pursue a doctorate with the ESoE and have a promotor (and/or daily supervisors) who are part of the ESoE’s permanent staff. 6 The Interuniversity Centre for Educational Research (Interuniversitair Centrum voor Onderwijsonderzoek, or ICO for short) is a Dutch research school in the domain of education. It was established in 1988 as a partnership between the universities of Twente and Groningen with the aim of offering advanced courses to its PhD candidates. This collaboration was soon expanded to include research. Currently, the educational institutes that are part of ten Dutch universities which, in turn, are connected to the ICO participate in the ICO. 7 Participation in the research school safeguards the quality of the research program. Project proposals are submitted for approval to the ICO’s Scientific Committee. Furthermore, the ICO applies strict criteria for the education and supervision of trainee research assistants. 8 See: http://www.vsnu.nl/web/show/id=120790/langid=42 9 See: http://www.knaw.nl/smartsite.dws?id=25792&lang=ENG 10 See: http://www.vorsite.nl/nl/over_de_/gedragscode.html 32
Appendices self-<strong>evaluation</strong> research programme ESoE 1.3 Roles and definitions Defense of the doctoral thesis Obtaining a doctoral degree is an aptitude test that relates to one’s ability to practice science independently. In accordance with Article 7.18 of the Dutch Higher Education and Research Act (Wet op het Hoger Onderwijs en Wetenschappelijk Onderzoek, or WHW for short): obtaining a doctorate (PhD) from a university on the basis of writing and subsequently defending a thesis. In this respect, the ESoE assumes that the quality of the research and thesis not only reflect the PhD student’s research skills and input but also the effectiveness of the education and supervision provided to the student throughout the doctoral period. Doctoral plan The doctoral plan is the total program that covers the period leading up to the doctoral degree, and should include: 1 the research proposal; 2 the education and supervision plan; 3 (if applicable) a budget. PhD student (m/f) In the university rules and regulations, a PhD student is referred to as a person who undertakes academic training to become a researcher. The different types of PhD students within the ESoE are defined under section 1.3. Supervisor(s) Promotors as well as co-promotors may be involved in the supervision of a PhD student. The promotor is the full professor appointed by the Committee of Deans to act as the supervisor of the PhD student concerned. The co-promotor is a member/seconded member of the ESoE’s scientific staff 11 . Daily supervision may also be carried out by external seniors in research, such as lectors or assistant, associate or full professors of other universities, should this be deemed appropriate or relevant in terms of needed expertise. In case of multiple supervisors, one of the supervisors will act as the daily supervisor. These details are laid down in the education and supervision plan. Several promotors and co-promotors may be involved in a doctoral research, but the ESoE, in principle, seeks to involve at least one promotor and one daily supervisor in a doctoral track. Integration into the ICO The ESoE is affiliated to the ICO research school (Interuniversity Centre for Educational Research; refer to http://www.ou.nl/eCache/DEF/1/90/985.htm) and seeks to accommodate its research activities with this school as far as possible. Incorporation of a doctoral project into the ICO needs to meet a number of criteria: • At least one member of the supervising team 12 (in particular the promotor) should be part of the ICO staff. Note that to be admitted to the ICO, supervisors need to have been published in at least six international journals in accordance with ICO standards over a period of five consecutive years. For more information, refer to the ICO website; • An approved research proposal must have been submitted. Research proposals should be submitted for approval to the ICO’s Scientific Committee. This means that these should be drawn up in NWO/PROO format (in English), which is defined in Appendix 1. Proposals granted by PROO/NWO are automatically approved for admission in the ICO; • Upon approval, the PhD student needs to have registered with the ICO. For this purpose, personal particulars will be requested, and the PhD student needs to submit information for an 11 These are senior researchers who have obtained a doctor’s degree and have scientific expertise with regard to the research concerned (content-related and/or methodological). The aim is to include scientific staff in the national ICO research school as far as possible, on the basis of the prevailing criteria for admission. 12 The ICO uses the term advisory committee (“promotie-begeleidingscommissie”). 33
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Self-evaluation - Technische Universiteit Eindhoven

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