Abstracts - Earli

esearch grants. They all work within what we can describe as "text" producing research, whichmeans within a genre where the text itself and the arguments are given high significance. Thisincludes different kinds of field research and empirical designs. Our questions are: How does oneestablish a joint focus in a research community? Which norms and standard are developed, and towhat degree do these norms and standards structure the researchers’ work and learning? What kindof implications will this have on the research fellows’ learning environment?New patterns of doctoral education?A typology of educational patterns of German PhD-holdersfrom the 1990sAndrea Kottmann, University of Twente, NetherlandsIn Germany at the end of the 1990s, a Graduate School Movement developed. This movement putdifferent goals for the reform of doctoral education on the agenda. Besides claiming to structuredoctoral study as a third cycle of higher education, it targeted the work-relationship between asupervisor and a candidate and aimed to strengthen the research component of doctoral education,as well as preparing PhD-holders for (international) academic and non-academic careers. At thebeginning of the 1990s, the German Research Foundation (DFG) offered a new program forresearch funding: The main target of these so-called "Graduiertenkollegs" (research traininggroups) was to strengthen the research abilities of young researchers while completing the PhD.Therefore research training groups should offer an research (interdisciplinary) program, anaccompanying study program, transparent and innovative advisory structures and provideopportunities for international mobility and networking. In practice, research training groups hadto structure themselves and to perform incrementally. Different types of research training groups,ranging from groups just following the original path of doctoral education to groups resembling aperfect model of graduate schools could have been built up. Based on a survey of 4.600 PhDholders,of which the one sub-sample graduated in research training groups, the other in atraditional setting during the 1990s, different types of doctoral education will be distinguished anddescribed. The paper will examine which different types of doctoral education have beenestablished within these research training groups, and what effects these educational conditionshave had on the later careers of PhD-holders. The effects of these types on success indicators liketime-to-degree, professional success and general satisfaction will also be explored.– 810 –