DOCTORAL PROGRAMS AND TRAINING: EUROPEAN

PERSPECTIVES
Fulvia Quagliotti*
*Politecnico di Torino Corso Duca degli Abruzzi 24 - 10129 Torino, Italy

Keywords: doctoral program, training, Europe

Abstract that the Doctors degrees must adopt an

approach based on learning outcomes, in
The paper gives an overview of the European
agreement with the Higher Educational Policy
new approach to the doctoral programs, by
and Governance.
considering the actions for the innovation of the
Moreover they pointed out the requirement to
doctoral training, mainly based on Salzburg
enforce the structure of the doctorates and make
principles and Salzburg II Recommendations
transparent the tutorial and evaluation
and the strategies to support European doctoral
procedures. The duration of the program is
programs.
ranging from 3 to 4 years, in the different
The European Commission measures to
countries and the young person following a
enhance the quality of the doctoral training and
doctoral program should have a double
to support the doctoral programmes are valued.
function: student and researcher at the same
Finally models for doctoral training among
time (this is generally true, but in the conference
some European State members are described.
this concept was enforced). Eventually the
1. Introduction Ministers pointed out also the importance of the
interdisciplinary aspects of the doctoral
This paper aims to give an overview of the
education.
doctoral programs and training in Europe and to
The great attention given to the learning results,
analyze future perspectives.
to the Doctoral courses program, to the
It is mainly based on official documents edited
interdisciplinary and transversal aspects and to
by the European Commission, Directorate
the critical mass for the organization of a
General for Research & Innovation (Bologna
fruitful research activity have as a final goal the
Process).
improvement of the know-how and of the
The European country members agreed about
innovation and to train the Research Doctors for
ten years ago on the importance to have a
the job market.
consolidated liaison between higher education
and research. Universities are entrusted with this
task, by the integration of the European Higher 2. European new approach
Educational Area (EHEA) and the European
To fulfil the requirement to enforce the structure
research area.
of the doctorate for the integration of the
To fulfil this scope the Ministries decided to
European Higher Educational Area and the
concentrate efforts on the reform of the Doctoral
European Research Area, European Universities
Research program according to common
member of European University Association
development lines. These lines are reported in
(EUA) outlined some principles to address a
The European Higher Education Area -
reform of the doctoral studies: they are known
Achieving the Goals Communiqu of the
as Salzburg Principles. In Salzburg (2005) was
Conference of European Ministers Responsible
held one of the Bologna Seminar, and ten
for Higher Education, Bergen, 19-20 May 2005.
principles have been enunciated. They are the
In the document the European Ministers stated
basis for the development of doctoral programs
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 FULVIA QUAGLIOTTI

and are reference points for the doctoral upgrade Moreover the Ministers pointed out the
process (Bologna process), successively important role of the international mobility both
supported by further recommendations. for students and professors, to enhance
In 2008 the Council for Doctoral Education exchanges of knowledge in the different
(CDE) was stated for coordination and research fields and to increase the offer of jobs
monitoring of activities. and careers. The recruitment procedure for
In Lovanio 2009 and Bucharest 2012 Ministers professor should be open in order to attract in
agreed upon the necessity to satisfy the job universities and research centers distinguished
world requirements on advanced professional professors and researchers.
education, ranging interdisciplinary and Recently (Bucharest 2012), as a conclusion of
transversal knowledge, no longer limited to a the analysis of the guidelines defined in 2005
specific discipline. The Ministers took the and successively by EUA, the Ministers took
action to support and improve the integration the action to further increase the quality, the
among education and research at all higher transparency and the mobility within the
educational levels. Moreover they underlined doctoral program. As a matter of fact, the efforts
the need to establish the higher education on the already done are not sufficient to guarantee the
more advanced and recent research, in order to effective contribution of universities to the
enhance innovation and creativity in the young innovation and the liaison between high
people. Eventually they take the commitment to education European area and research European
improve the number of persons able to perform area.
research activities. Obviously this fact is
conditional to the economical capabilities of the
different countries.
The academic career is even less attractive for 3. Principles for Innovative Doctoral
young people with respect to alternative Training
solutions always in the research field. Although Principles for Doctoral training to ensure
the responsibility for making attractive the innovation have been stated in the "Report of
careers in the field of the research areas is still Mapping Exercise on Doctoral Training in
in the hands of Public Authorities and of higher Europe - towards a common approach", 27 June
level education institutions (London 2009). 2011(final), issued by European Commission,
In Spring 2014, Professor Geoffrey Boulton, Directorate General for Research & Innovation,
from University of Edinborough opened the Directorate B - European Research Area, Unit
Cesaer Association conference, with the B.2 "Skills. They are seven and mainly
question: We attract, recruit, train for what? As addresses to: 1) excellence of the research, 2)
a matter of fact data relative to 96000 PhDs interdisciplinary research options, 3)
from 4000 institutions were presented, international networking, 4) transferable skills
considering their job capabilities: 53% of them training, 5) exposure to industry and other
finds a job outside the research field area, 17% relevant employment sectors, 6) quality
in the outside university research area, 25% assurance, 7) attractive institutional
place themselves equally in the two previous environment.
categories, after a period of early stage They are resulting from the analysis performed
researcher. Only 3.5% remains as permanent by experts from university associations, industry
staff in the University and only 0.45% of them and funding organizations and have been
becomes professor. endorsed in the Council conclusions on the
On the other hands industries and universities modernization of higher education, Brussels,
even more collaborate to European higher 28-29 November 2011.
educational levels. An example is the The Report of Mapping Exercise on Doctoral
establishment of industrial doctoral programs, Training in Europe provides a detailed overview
as collaboration of universities and industries. of the most recent developments in doctoral
training and outlines a common approach. It is
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 DOCTORAL PROGRAMS AND TRAINING: EUROPEAN
PERSPECTIVES

essential to define this approach, in order to Even if the research profession needs to become
fully support the principles identified in the more attractive in Europe, the number of
document itself. To obtain the expected results researchers in the EU has been increased since
new supporting measures are required. The 2000 at a faster rate than in US and Japan in
Report includes ideas for those measures and those years. However in 2008 the percentage
suggests strategies both for European Union and researchers versus employees was 6/1000, in US
for the single Member States. 9/1000 and in Japan 11/1000. The difference is
The doctorate plays an important role in mainly due to the lower number of researchers
enforcing the competitiveness of European in the business area (46% of total numbers of
industry, if the economic system is able to researchers in EU, against 68% in Japan and
absorb a great number of new researchers. 79% in US). In China the number of researchers
Therefore having a common training program, doubled from 2000 to 2007 (from 0.7 million to
defined in cooperation between academia and 1.4 million). In 2011 there were about 600000
industry, it will increase the strength of doctoral candidates doing research in EU and
European economy. This is particularly true in 110000 graduating every year.
the aerospace area, where innovation is essential In 2011 the ERA Steering Group on Human
and interdisciplinary aspects are more evident. Resources and Mobility discussed a roadmap on
It is important to focus resources on doctoral doctoral training, taking into account the
training, because this is the way to enable significant changes occurred in doctoral training
researchers to be employed in a wide range of during the last decade. Nevertheless it is still
areas. important to convince the managers of SMEs of
As a matter of fact, across European union a the value of employing doctorate holders and of
large number of doctoral candidates are the consistent contribution they can give to the
involved in EU founded projects and work company development, due to innovation
together in different disciplines. research experience matured during the doctoral
In the Green Paper From Challenges to activity.
Opportunities: Towards a Common Strategic
Framework for EU research and innovation
funding (Feb. 2011), the need of an optimized 4. Strategies to support European Doctoral
integration of various funding schemes to Programs
enhance the EU research activities was well EC founding streams are important available
traced, in view of the new Framework means for doctoral programs, together with the
Programme Horizon 2020. The document national and international support programs (in
proposes a common understanding based on the Italy, for instance, part of the founds come from
international experience and possible the Education, University and Research
implementation mechanism for doctoral Ministry and from the University budgets).
training. The doctoral training issue became even more
The attention on doctoral training raised important in the more recent years, because of
considerably in more recent years, due to the its role in the development of new knowledge
understanding of the close relationship between for the innovation process. Looking in particular
new knowledge and society progress. In to the aerospace area, it is crucial to develop
technical areas this is evident since long time, new mechanisms to support the training and to
due to the very rapid innovation: the aerospace prepare the candidates to the industrial and
area is one of the evident example, as well as economic context.
climate changes and healthy. To achieve this goal, the cooperation between
Among initiatives to identify and promote a new the academia and the industrial tissue is of
view of the doctoral training, the most paramount importance.
significant is the EUA already mentioned European Commission is working on the
(Salzburg principles and Salzburg II integration of the various founding scheme, to
Recommendations). support the EU research effort, represented in
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 FULVIA QUAGLIOTTI

particular by the Horizon 2020 Framework candidates to challenge disciplinary borders; 4)

Programme. encourage doctoral candidates to spend some
Recently specific strategies to train a consistent research time abroad and in industry or in other
number of researchers have been decided by private or public research areas.
Member States, to meet their R&D targets and At European level, ERA-SGHRM coordinates
to offer attractive job conditions in public the work on doctoral training and stakeholders
research institutions. These strategies obviously from industry and academia are obviously
include gender considerations. Among the involved in this process. This activity includes
Members the evolution of the strategic initiative Marie Curie Actions, Erasmus Mundus,
is different and the results are more evident in Structural Founds and national initiatives. It has
some States and less evident, presently, in been finalized in early 2011. A cross-check of
others. the results was carried on in 2012, through a
European Research Area Steering Group on feasibility study, involving visits to successful
Human Resources and Mobility (ERA- doctoral schools.
SGHRM) in 2011 discussed a roadmap to define
these strategies. It was evident that the doctoral
training should be included. 5. Quality of Doctoral training
It is true that significant changes have occurred It is evident by the previous remarks that the
in doctoral training during the last decade, even doctoral training must be based on the
in relatively young doctoral programs (i.e. in progresses in knowledge, through the originality
Italy were this year only the XXX course will of the research. Although the research must
start). meet the needs of the industrial market, whose
Further improvement in the field of doctoral requirements are more extensive than the
perspectives will not depend only on the quality academias ones.
of the training, but are strongly correlated to the Nevertheless it is recognized that universities
capability of the national/international economy still remain the accredited institutions for
to absorb new researchers. It is mandatory to awarding doctorates.
convince the managers of small and medium A number of initiative take care of the doctoral
enterprises that they will add value to their training, as already mentioned (EUA, Salzburg I
companies by employing doctoral holders, as and II- Principles and Recommendations ,
already mentioned in Section 3.. Council of Doctoral Education). The Salzburg
In 2012 European Commission proposed, on the Principles (see Section 2.) are considered the
basis of the provision on ERA in the Lisbon most detailed and comprehensive document
Treaty, an ERA framework and supporting available as guideline for doctoral training.
measures for mobility and cross-border Other initiatives are listed below.
cooperation. They had the aim to ensure: 1) the The League of European Research universities
quality of the doctoral training as well as (LERU) prepared a paper describing its beyond
attractive employment condition and gender 2020 vision on doctoral training: high level of
balance in the research careers; 2) Mobility of the research, capability of doctoral candidates of
researchers (across different countries and driving complex changes in the society, training
different areas), including the open recruitment in international, interdisciplinary, intersectoral
in public research institutions, with common, or context.
at least comparable, career structures. The Coimbra Group described the most
In particular for doctoral training the European important requirements for doctoral training. It
Commission proposed a common approach to defined standards for the independence and
make the future generation of doctorate holders quality of the research, the supervision, the
active contributors to the European innovation. duration of studies.
The recommendations for doctoral training, to Looking outside Europe, there are a number of
fulfill this scope are based mainly on: 1) critical initiatives, like the US Council of Graduate
mass; 2) transferable training; 3) ability for Schools, the Canadian Association of Graduate
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 DOCTORAL PROGRAMS AND TRAINING: EUROPEAN
PERSPECTIVES

Studies, The Deans and Directors of Graduate network (Personal Training, Marie Curie
Studies (Australia), the Association of Chinese Actions, Erasmus Mundus).
Graduate School. These groups, together with Many universities began collaborative research
EUA, agreed upon Banff Principles on Graduate with other institutions, like joint programmes,
Education. leading also to joint or double degree. In some
In the United States the US Council of graduate cases the collaboration is with research
Schools (CGS) and the Educational testing institutes or with industries and with other
Service (ETS) formed a joined commission that bodies supporting innovation. In these cases the
produced the extensive report The Path supervision of the research activity of the
Forward, The Future of Graduate Education in candidate must be shared among the bodies.
the United States. It includes the outlines for a Some universities are able to offer master and
successful doctoral training in US. The report doctoral programmes. So they are able to
includes data on demographics and growing identify and eventually recruit good candidates
competition from Europe and Asia. It underlines for the research activity from the master
the need to provide transferable skills training programmes
for US doctoral candidates. The advances made Approximately half of European doctoral
by EU countries are clearly taken into candidates are women. In specific aerospace
consideration. It has to be noticed that the filed the percentage is still lower.
industrial position (in particular small and The recruitment is on international base.
medium enterprises) toward the doctoral holders Therefore a more competition for positions
is more positive than in a number of other available increases the quality.
countries. Many institutions have a monitoring system, to
trace the career of the candidates after
graduation.
6. Organization of the doctoral training and The schemes to support doctoral training in
supporting measures Europe are both at national level and at
The organization of the doctoral training in European level, where the most well-known,
Europe is varied and depends on the university specifically dedicated to the optimization of the
profiles, on the national rules, on the resources doctoral training, are the Initial Training
available and, obviously, on the disciplines. Networks (ITN) of the Marie Curie Actions, -
The traditional model, as the master degree now Marie Sklodoswska-Curie Actions -
follow-on, is changing and the programmes pay (estimated more than 18000 doctoral candidates
more attention to the career development. have been supported during FP7 by Marie Curie
The doctoral training can be organized at Actions). ITN consist of three steps: European
different levels (local, regional, national, Training Networks, European Joint Doctorates,
international), depending on the institution European Industrial Doctorate.
tradition. Very often the universities offer a Among other funding sources, Erasmus Mundus
mixed models: local generic courses and supported 1400 doctoral candidates in seven
specific courses together for candidates from years. Other programmes, not specifically
different institutions. The majority of European focused on doctoral training founded the
Institutions opted for a structure for doctoral doctoral training as well, like Erasmus
schools or programs across several disciplines. (estimated 35000 candidates), European
This fact permitted to give to the candidates the Research Council (13000 candidates),
transversal skills already mentioned for their Cooperation Programme of FP7 (estimated
future career. 70000, considering one per project
Some countries (Norway, the Netherlands, participation), Structural Funds (estimated more
Ireland) offer national thematic doctoral than 50-100000) and Development Aid
facilities (or research schools). Other countries Programmes (estimated 1400).
stated agreements for international training Due to the limited budget of EU programmes,
they cannot support all training needs in all
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 FULVIA QUAGLIOTTI

European Research Area (in view of the Skills; Research and Valorization; Career
envisaged one million new researchers' jobs). Management; Efficiency and Leadership.
Therefore a special attention to the doctoral The Baekeland programme funds doctoral
training has been paid in the design of the new projects that are executed at a Flemish
generation of EU programmes started in 2014, university in close cooperation with a company.
based on the triple I policy: International, The PhD candidate is supervised jointly by an
Interdisciplinary, Intersectorial mobility. academic and an industrial supervisor and
As future aim, attention should be given to spends a considerable amount of time at the
enhance the capacity of grow for doctoral company.
training in less developed regions, also with the Projects are co-funded by the company and the
use of Structural Founds. There regions should orientation of the research project should be
be able to be confident in the founding strategic.
procedure, not only for specific research, but In Federation Wallonia-Brussels, the doctorate
also for the doctoral training related research. (postgraduate studies, minimum duration three
years) is organized within universities and
consists of two parts:
7. Models for doctoral training among the doctoral training (60 ECTS/European
European State members (Member States Credit Transfer and Accumulation System
contributions and terminology) credits). It leads to grant a research training
In this Section are considered examples of certificate,
models for doctoral training in some European the work dealing with the preparation of
countries, paying attention to peculiar aspects the doctoral thesis (corresponding to at least 120
already mentioned, like university-wide doctoral ECTS). It leads to the conferral of the academic
training, thematically organized doctoral title of doctor, after defending the thesis.
training, international cooperation, doctoral Application for a doctorate: the student must
training in cooperation with industry and other submit a draft thesis, sufficiently defined, and
relevant employment sectors, skills training. obtain a written agreement of a supervisor from
a university.
Belgium The doctoral candidate becomes member of a
Since 2000 Flemish universities organized research team (within a university) affiliated to
thematic and interdisciplinary doctoral schools a thematic Graduate school.
according to EUA principles. These Schools The thematic and interuniversity Graduate
offer training (including transferable skills) to Schools are associated in Graduate Colleges
doctoral candidates. They link their doctoral attached to the Fund for Scientific Research
programmes to labour market outcomes. (F.R.S.-FNRS). 21 Graduate Colleges (coles
The organization of these schools is fully doctorales prs le F.R.S.-F.N.R.S.) are in charge
autonomous. Starting from 2011 they receive a of hosting, coordinating and promoting the
specific funding of 4 Million EURO from the creation of thematic, interuniversity,
Flemish government to finance the doctoral interdisciplinary and international Graduate
education. Schools. Currently there are 50 recognized
Flemish doctoral schools have a common Graduate Schools.
platform in the framework of the Flemish The Federation Wallonia-Brussels is supporting
Interuniversity Council. Their doctoral courses transversal trainings that can be developed with
are open to students from other universities. the private sector within Graduate Colleges.
All Flemish universities provide a well-balanced The universities of the Federation Wallonia-
offer of courses, both domain oriented and Brussels are fully autonomous in the field of
transferable skills. Ghent University, for learning transferable and entrepreneurial skills.
example, offers seminars in transferable skills In the last few years, priority has been given to
within four separate clusters: Communication transferable skills and languages (credits

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 DOCTORAL PROGRAMS AND TRAINING: EUROPEAN
PERSPECTIVES

dedicated to transferable skills, specific Information and Communication

seminars, human strategies for researchers, etc.). Technologies
Wallonia also supports the doctoral trainings in Product Design and Innovation
cooperation with industry through the FIRST Robotics
SPIN-OFF scheme in order to improve the Each programme is interdisciplinarily anchored
scientific and technological potential of the in a Research Training Programme Committee
research units and to train the future managers (RTP Committee). The RTP Committee's role is
in the fields of emerging technologies. The to advise the PhD School in academic matters,
scheme has been set up with a view to inciting as well as to academically assist the research
the university researchers to develop new training programmes in terms of construction,
industrial products. operation and development of the academic
studies within each field.
Denmark In the field of the international cooperation,
Aarhus University organized doctoral training at Denmark established a Sino-Danish Chinese
four large PhD schools, focused on courses in Industrial PhD programme. The purpose of the
transferable skills, because of the recognition industrial PhD Programme for China is to
that even more PhD candidates will continue further the development of the Danish
their career in the public or private sectors, knowledge intensive business community by
instead in the academic area (see Section 2.). strengthening the relationship between Danish
The doctoral training is close linked to and Chinese science and technology
postdoctoral training. communities.
In 2010 Universities Denmark established a The Industrial PhD project stretches over three
national framework agreement for two types of years conducted in cooperation between a
PhD courses: private company, a university and the Industrial
A model for subject-specific PhD courses PhD candidate. The student is employed by the
where students can participate freely in company and enrolled at the university and
subject-specific courses at other PhD divides his or her time between the two
schools. The providing PhD school's own workplaces. The programme includes subsidies
PhD students have priority of 80 % of the to cover the students salary, travel expenses and
seats whereas external PhD students have 20 tuition.
%. The Danish Agency for Science, Technology
A model for mutual binding co-operation and Innovation has so far granted around DDK
which consists of an open market for subject 13 Million to the programme specifically aimed
specific courses. This co-operation is at Chinese PhD students.
organized in professional networks between Moreover an Industrial PhD project is a three-
the PhD schools' research education year business project where the student is hired
programmes to ensure a high academic level by a company and enrolled in a university at the
and critical mass of participants. So a long- same time. The company receives a monthly
term agreement on an adequate number of wage subsidy, while the university has its
relevant courses with a relative even expenses for supervising etc. covered.
allocation of resources is made. The PhD student works full time on the project
All doctoral candidates at the Faculty of and divides his or her time equally between the
Engineering, University of Southern Denmark, company and the university. In 2010, DKK 134
are enrolled in the PhD school which is million has been allocated (as opposed to DKK
subdivided into six research training 104 million in 2009) for new Industrial PhD
programmes: projects. Accordingly, it is assumed all qualified
Applied Mathematical Modelling applications from the private sector will receive
Energy and Environmentally Efficient funding. Last year, more than half of all
Technologies applications were approved.
Functional Materials and Nanotechnology
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 FULVIA QUAGLIOTTI

France research organization of a country chosen by the

In September 2010, 285 doctoral schools doctoral trainee.
(Ecoles Doctorales) were accredited by the Moreover the Programming law for Research of
Ministry of Higher Education and Research August 7th, 2006 on doctoral training includes
within the framework of an agreement on several actions aiming at bringing together
objectives between the State and universities doctoral training and socio-economic sectors.
(contrats dtablissements). The doctoral The reform of the training frame includes two
candidates were 70000. major trends regarding doctoral training
Established by-law on August 7th, 2006, cooperation with industry and other relevant
doctoral schools help to structure the offer of employment sectors: refocusing doctoral
doctoral training contributing to its visibility programs on the preparation to occupational
and to its attractiveness at national, European integration and better link doctoral training and
and international levels. R&D in socio and economic sectors.
The doctoral schools provide training and
development of doctoral trainees, scientific Germany
supervision and preparation to occupational German Universities have recently established
integration. so called Graduate Academies or Research
They are organized into wide disciplinary fields, Schools. They are university-wide structures for
themselves subdivided into research expert the training of doctoral candidates, acting as
groups. For example: Mathematics and their one-stop information and support centres for
interactions (75 doctoral schools), Physics (164 doctoral candidates. They offer and coordinate
doctoral schools), Earth science and the various programmes, provide networking
universe, space, chemistry (149 doctoral possibilities and ensure good standards in
schools), Engineer sciences (343 doctoral training and supervision.
schools), Sciences and technologies of One example is the Graduate Academy at the
information and communication (324 doctoral University of Jena. It trains doctoral candidates,
schools). as early stage researchers, for their professional
A Doctoral school may cover several fields: it career in science, business and society. The
may be mono-disciplinary or multidisciplinary. programmes combine disciplinary and
The Programming law for Research of April interdisciplinary topic, specially tailored courses
18th, 2006 allows French higher education and in transferable skills and an intensive individual
research institutions to establish joint entities supervision by a team of internationally
designed to give more visibility to French recognized faculty members. Other German
research especially in terms of international universities (e.g. Bremen, Bochum, Freiburg,
rankings. Halle, Hannover, Heidelberg, Mnchen,
These joint entities called PRES and formed Stuttgart, Rostock) have similar structures, for
as public institutions for scientific cooperation several sectors.
(tablissements publics de cooperation Graduate Schools (as part of the German
scientifique) ensure the pooling of activities Excellence Initiative) serve as an instrument of
including the coordination of doctoral schools. quality assurance in promoting young
The French higher education institutions take researchers and are based on the principle of
part in joint-supervised international doctoral training outstanding early stage researchers
training (co-tutelle internationale de thse). within an excellent research environment.
International partnerships can also be structured Graduate schools thus offer ideal conditions for
in European or International colleges. doctoral candidates within a broad scientific
At the University of Strasbourg, the European area and, as integrative institutions with
Doctoral College gives to thirty doctoral international visibility, they encourage the
trainees the opportunity to prepare joint- doctoral candidates to be active members of
supervised doctoral research projects, involving their academic and social communities.
the University of Strasbourg and a university or Graduate schools extend beyond DFG (German
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 DOCTORAL PROGRAMS AND TRAINING: EUROPEAN
PERSPECTIVES

Research Foundation) Research Training KIT/Daimler is one example of such a joint

Groups and differ from them substantially. They graduate school of the Institute for Technology
should also contribute to the strategic in Karlsruhe (KIT) and the Daimler AG (as part
development of the university. of the Project House e-drive), financed by
International Max-Planck Research Schools are Daimler and funded by the Ministry for Science,
an example for doctorate in cooperation Research and Art Baden-Wrttemberg. During
between universities and other research the four year doctorate, the candidates spend
institutions. Within the International Max most of their time doing research at the KIT, but
Planck Research Schools (IMPRS) German and also work in Daimler AG research and
foreign junior scientists are offered the development departments. The programme
opportunity to earn a doctorate in the excellent comprises an obligatory three months stay at a
research and learning environment of selected company or research institution abroad and is
Max Planck institutes in close collaboration open to other interested industrial partners.
with neighbouring universities and other Doctorate in cooperation with Audi is another
sometimes foreign - institutions. Other research example where more than 80 doctoral
organizations like the Helmholtz-Gemeinschaft candidates take part in the research projects (in
(HGF) or the Leibniz Association offer similar technical studies as well as humanities) funded
graduate programmes. by Audi in close cooperation with 10
Research Training Groups (Graduiertenkollegs) universities. The overall aim of the projects is to
are established by universities to promote young expedite the transfer of knowledge between
researchers. They are funded by the DFG for a research and industry as well as the promotion
period of up to nine years. Their key emphasis of young researchers.
is on the qualification of doctoral researchers
within the framework of a focused research Ireland
programme and a structured training strategy. University College Cork (UCC) offers a wide
Research Training Groups with an range of modules to develop generic and
interdisciplinary approach are welcome. The transferable skills of doctoral candidates, from
aim is to prepare doctoral researchers for the induction to research to career planning and
complexities of the job market in science and commercialization of research. A particular
academics and simultaneously to encourage focus has been placed on development of
early scientific independence. communication skills: competitions and events
They provide opportunities for joint doctoral are planned, where students are challenged to
training programmes between German present their work to a non-specialist audience.
universities and universities abroad. The These initiatives have then been integrated into
research and study programmes are jointly a range of structured PhD models within UCCs
developed and supervised. Doctoral students in Graduate School system, which range from
the programme complete a six-month research highly structured models in key thematic areas
stay at the respective partner institution. to more flexible arrangements, where the
Some R&D intensive companies have courses taken are tailored to the individual
developed close collaborations with universities researcher and project area.
for the sake of training of the future generation The Dublin Region Higher Education Alliance
of leading researchers. They fund the positions (DRHEA) Graduate Education Strand aims to
for the doctoral researchers and provide space in propose in the Dublin region an International
their labs for them to carry out their research. Centre for Graduate and in particular, Doctoral
The doctoral researchers belong to a university, Education, by combining the strengths of the
are formally employed by it. participating institutions.
They carry out a project defined by the The DRHEA Graduate Education Strand has
company, but following strict academic established an inter-institutional network in the
standards. disciplines of Biomedical Science, Chemistry,
Economics, Engineering, Physics and
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 FULVIA QUAGLIOTTI

Politics/Sociology and Public Policy. involved in the funding of 350 doctoral

Disciplinary Leaders provide advanced candidates.
discipline specific modules and master classes The Irish Universities Associations (IUA)
available to all doctoral students in the alliance. Deans of Graduate Education Network
Moreover in 1998 the Program for Research in developed a skills statement of PhD graduates
Third-Level Institutions (PRTLI) has awarded skills, attributes and qualities, based on an
1.22 billion EURO (including exchequer and analysis of skills statements already developed
private matching funds) to date into and in use in North America, Europe, Australia,
strengthening national research capabilities via New Zealand and elsewhere. This skills
investment in human and physical statement contains common characteristics of
infrastructure. A core part of this programme is the generic outcomes that result from the
collaboration across seven universities to research education experience and identifies
develop national graduate schools with competencies that are transferable to the
structured PhD programmes in thematic areas workplace, either academic or non-academic.
across all disciplines. The 4-year PhD The TCD-UCD Innovation Alliance, launched
programmes facilitate inter-institutional training in 2010 by the Irish Prime Minister, is a radical
in generic and discipline-specific skills and, in new partnership between Trinity College
some cases, provide laboratory rotations, Dublin(TCD) and University College Dublin
internships and industry placements. Some (UCD). The TCD-UCD Innovation Academy is
examples of the thematic programmes funded the educational focal point of this Alliance and
by this scheme include Digital Arts & is a collaborative educational venture between
Humanities, Engineering, Natural Sciences, TCD and UCD, involving interactions with
Molecular Medicine, Inflammation, Electricity external agencies from both the for-profit and
Research and Physics. non-profit organizations. The Academy is
An example of thematic training is the transforming the doctoral education experience
Programme for Research in Third Level by establishing innovation alongside research
Institutions (i.e. INSPIRE Integrated and education as an integral element of the
Nanoscience Platform for Ireland. It is a doctoral programme. The output will be a new
consortium of eight Irish third level institutions breed of graduate, expert in their discipline, but
with international leading research capability in with the creativity and entrepreneurial skills to
nanoscience and nanotechnology. It has funding convert knowledge, ideas and inventions into
of over 31 million EURO. It is a collaborative products, services and policies for economic and
framework for nanoscience research and social benefit.
graduate education. It provides shared access to Students are anchored in the disciplines, where
advanced instrumentation, graduate courses and they will pursue original research relevant to
new strategic research partnerships. key strategic objectives. The Innovation
The Enterprise Partnership Scheme is an Academy offers a collaborative Graduate
innovative initiative through which Irish Certificate in Innovation & Entrepreneurship to
Council for Science Engineering and PhD students from across both institutions.
Technology (IRCSET) links with private
enterprise and eligible public bodies to award
co-funded postgraduate scholarships and Netherlands
postdoctoral fellowships to the most promising Since 2005 the Dutch PhD system provides a
researchers in Ireland. Benefits include: fixed salary scale, contract periods education
mentoring from industry experts, placement and supervision plan. To decrease costs, some
opportunities, exposure to commercially universities currently appoint PhD candidates on
orientated research environment, transferable the basis of a grant. In doing so, these
skills, relationship with a potential future universities attempt to provide a place for more
employer. The industry partner provides 30% of PhD candidates for the same amount of money,
the funding. There are over 160 companies thus improving productivity at the cost of the
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employment benefits of future PhD candidates. In 2010, the EPFL Doctoral School had over
Accordingly, doctoral candidates are not 1900 enrolled doctoral students, 3270
entitled to social benefits, such as the right to applications, and nearly 400 annual graduating
maternity leave, pension benefits and sickness PhDs.
pay. As a consequence a PhD project could The majority of EPFLs doctoral students have a
become less attractive compared to other dual status as employee, with a contract as
positions. doctoral assistant in their research lab on a set
The new graduate schools (with very different salary scale. This employment contract includes
forms emerging now) provide localised PhD a 20% teaching requirement.
courses, and take away some of the The EPFL doctorate has a normative duration of
responsibilities of the National Research four years, with a definitive admission process
Schools. However, the recent experience is that (including a candidacy exam) at the end of the
both levels (national Research Schools and local first year.
Graduate Schools) play a role, in a kind of For 2012-2016, the Rectors Conference of the
matrix organization. Swiss Universities (CRUS) has launched,
The Netherland doctoral system is based on the complementary to existing institutional doctoral
National Research schools. Since the early schemes, a national programme aiming at
1990s national research schools became the offering young scientists inter-institutional
main organizations for research. In 1992 the programmes that enable research networking
Royal Netherlands Academy of Arts and and better integration. CRUS long-term
Sciences was asked to create a specific body objective is to offer appropriate training
(Evaluation Committee for Research schemes for the majority of doctoral students.
Schools/ECOS) to accredit and in rounds of The doctoral programmes that will be funded
five years re-accredit these research schools. have to correspond to the Joint Position by the
Universities attached great value to these Swiss universities on the Doctorate and to fulfil
evaluations. Most of the research time of senior a set of criteria regarding supervision, inter-
scholars, and all regular PhD projects, had to be institutional cooperation as well as to the
incorporated into these research schools. programmes research topic. The responsibility
Currently, there are about 100 re-accredited for the implementation modalities of their
research schools in the Netherlands, some of doctoral programmes lies with the individual
them also with research partners in Belgium universities.
(Flanders). Building on earlier cooperation in 2005 the
CUSO (Confrence universitaire de Suisse
Switzerland occidentale - Doctoral Programmes Western
The Doctoral School of the cole Polytechnique Switzerland University Conference) began to set
Fdrale de Lausanne represents a significant up joint doctoral programmes (as supportive and
example of the Switzerland Doctoral Schools. complementary structures) designed to provide
At EPFL the doctoral candidates are distributed doctoral students with in-depth scientific and
across eighteen doctoral programs. Each methodological courses and seminars, and to
doctoral program is responsible for recruiting help them in acquisition and perfecting their
doctoral students, organizing their supervision transversal and transferable skills. The
and regular evaluation, and monitoring their programmes also offer many occasions for
progress. The doctoral programs also organize networking and socialization: as early-stage
an offer of advanced level courses and create a researchers, doctoral students need to become
community based in their scientific domain. The well-acquainted with the scientific community
doctoral programs are designed to reach in their field, including its rules and values.
transversally across the EPFLs faculties in CUSO funds are available for purposes of
order to bring together researchers from coordination, inviting speakers from abroad,
different domains. organizing residential and in-house seminars,
and reimbursing students travel costs from their
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 FULVIA QUAGLIOTTI

universities to the sites of seminars. From In the Swiss understanding, the purpose of the
January 1, 2011 there were 22 programmes in doctorate is not only the development of
operation, with 1500 students enrolled. academic competence and the acquisition of
StartingDoc Programme started in 2008 and is a subject specific and methodological knowledge
group-mentoring programme addressed to and skills, but also the acquisition of transversal
women at the very beginning of their academic knowledge and skills as well as the promotion
career. It concerns beginner doctoral from the of academic interaction and networks according
universities of western Switzerland and the to European indications. In this way, the
Federal Institute of Technology Lausanne doctorate prepares candidates for research-based
(EPFL) and is financed by the Federal Equal professions at universities or other institutions
Opportunity at the Universities Programme. (public sector, business, administration) and
StartingDoc offers PhD students useful tools to enables them to take on diverse high level
succeed through their academic path. The responsibilities and functions.
programme is open for all disciplines and ETH Zurich requires all doctoral students to
therefore it focuses on the structural aspects, take a certain amount of coursework (doctoral
which are required to achieve a PhD thesis, such studies). These courses are considered both as
as milestones of the academic path, researcher a right and an obligation of the students to
rights, work management, network building and continue their professional development. The
publications. objectives of doctoral studies are to enable
Life Science Zurich Graduate School is an doctoral candidates to acquire knowledge and
example in areas of joint complementary skills in the field of their doctoral thesis, in
competence. ETH Zurich operates joint doctoral cognate disciplines and in interdisciplinary
programmes with the University of Zurich: Life areas; to integrate themselves into the scientific
Science Zurich Graduate School, with partial community. At least one-third of the required
involvement of the University of Basel (Plant credits must be outside the candidates research
Science). field, covering e.g. transferable skills,
A Cotutelle de thse is a bi-national doctorate entrepreneurship, career development,
with a supervisor both in the candidates home communication or pedagogic skills.
university and in a partner university abroad, Since 2000 the Federal Equal Opportunity at the
leading to a joint diploma (either a diploma Universities Programme has been financing
issued jointly by the two institutions or two Mentoring Programmes for the promotion of
separate diploma, specifying the nature of the female junior researchers at all Swiss
doctorate as a cotutelle de thse). Swiss universities in collaboration with the two
national authorities provide funding for Federal Institutes of Technology and the Swiss
Cotutelles between Swiss universities and National Science Foundation (SNSF). It intends
universities of neighbouring countries (Austria, to promote female junior researchers by giving
France, Germany, Italy) in order to cover the them career related advice independent from
travel and residence expenses of both the their direct supervisor and introducing them into
doctoral candidate and his/her supervisor. Not the academic networks. In doing so the concept
all universities make use of this possibility. of mentoring is broad and includes also gender
Many of the research groups at Swiss specific skills training e.g. in rhetoric, job
universities, notably at the two Federal Institutes applications, appearance etc.
of Technology, maintain close collaboration Due to the different cultures of the faculties,
with industrial partners. Various models of there is also faculty-specific mentoring.
industrial doctorates are possible, what is
important for the success of an industrial PhD is 8. Italian model for doctoral training
a common understanding of all partners implied In Italy networks among Universities are
and an active involvement of all partners all organized to improve the quality of doctoral
along the dissertation work. training in specific programmes and to increase
the critical mass of doctoral candidates.
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 DOCTORAL PROGRAMS AND TRAINING: EUROPEAN
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Mobility of the candidates among the additionally attract funding from private
participant Universities is established on the companies and non-academic institutions to
basis of specific agreements. increase the number of fellowships on the most
While no national rules for the organization of innovative industrial-research programmes.
doctoral schools have been defined, some Italian For its accreditation the doctoral programme
Universities set up schools to coordinate must also give information on the future
structured doctoral programmes following the expectation for candidates in the research sector
Salzburg principles. These follow two outside University and in the industrial research
models: thematic schools and University field.
Doctoral Schools (where programmes in Funds are recruited by government (Italian
different fields are coordinated in a single Ministry of Education, University and
university structure). Research), universities budget, industry,
Since 2013 the Ministry of Education, research institutions.
University and Research issued a decree, where
new rules for the accreditation of the doctoral 9. Politecnico di Torino Experience in
centers and programmes are established and the Engineering Doctoral Programme
criteria for the programmes are listed. Politecnico di Torino is a research university,
The universities, the research institutions, the offering BA degree, MS degree, doctoral
university consortia (at least one Italian) can degree. The students are 32000 (2014), 30% of
establish doctoral programme after the them are women and 700 doctoral candidates.
accreditation by the Ministry. To be accredited, The doctoral school offers, in 2014, 13 internal
the institutions must demonstrate the doctoral programs, 3 programs in agreement
international research level of the doctoral with University of Torino and 1 with INRIM
scientific board, to have the capability to find Research Centre. Moreover are present
autonomous funds, as integration of the international specific agreements, European
ministerial ones, to offer proper structure to initiatives (Erasmus Mundus, Marie Curie, etc.)
accommodate the doctoral candidates, to offer disciplinary high level courses, interdisciplinary
programmes in specific disciplines, transversal courses and courses given by international
disciplines, in research management and scientists.
collaborations with European and international Recruitment (national and international
research organization. First time an industrial candidates) is done through the evaluation (by a
doctorate has been stated, where industry professors evaluation board) of a document,
employees can become doctoral candidates after prepared by the candidate, explaining his/her
a selection. scientific interest and motivations to apply for
The doctorate programme has a normative the doctorate, an abstract of the Master thesis
duration of three years. and the curriculum studiorum. The evaluation
Aiming at internationalization of doctoral board proceeds to a final interview with
training, many Italian doctoral schools have candidates before the preparation of the
calls for admission open to foreign candidates. admission list. The doctoral students receive a
The Italian Ministry of Education, University grant from the Ministry of Education,
and Research has a yearly call for doctoral University and Research; or from external
fellowships in topics related to industrial sponsors.
research open to all Italian universities hosting Starting in Fall 2014 the Politecnico di Torino
doctoral courses / programmes on these topics. has decided to invest incisively on the doctoral
The requirements for fellowship assignment research programs by ratifying a set of PhD
include agreements with foreign Universities for program support policies: an increase for all
research collaboration, double degree, PhD fellowships of the active cycles, a budget for
joint-supervised programmes, and geographical sporadic national and international mobility (i.e.
and inter-sectorial mobility plans for the travel costs from University to the sites of
admitted candidates. Some universities seminars and conferences) and, on a yearly
13
 FULVIA QUAGLIOTTI

basis, the allocation of 100000 EURO for prizes 3. http://ec.europa.eu/euraxess/pdf/brochure_rights/am50

to be awarded to the best doctoral candidates of 9774CEE_EN_E4.pdf
4. http://www.eua.be/eua-work-and-policy-
each program, according to a scheme defined area/research-and-innovation/doctoral-education/doc-
together with the programs Coordinators. careers
In conclusion Politecnico di Torino is 5. Research Careers in Europe Landscape and
addressing a great attention to the doctoral Horizons, European Science Foundation 2010
training. The meaningful investment approved 6. Report of Mapping Exercise on Doctoral Training in
Europe"Towards a common approach",27 June 2011,
represents a steady increase of 2,5 million EUROPEAN COMMISSION
EURO in the resources allocates for the active DIRECTORATE-GENERAL FOR RESEARCH &
PhD programmes, with the intent to strengthen INNOVATION
the role of the doctoral research activity. Directorate B - European Research Area
Moreover industries and research institutions Unit B.2 "Skills"
7. http://www.esf.org/fileadmin/links/CEO/ResearchCar
make available budgets for grants on specific eers_60p%20A4_13Jan.pdf
research themes. 8. http://ec.europa.eu/education/higher-
The majority of the doctorate holders finds a job education/doc1261_en.htm
in the industry and in the research institutions, 9. http://www.eua.be/eua-work-and-policy-
immediately after the defense of the thesis. area/research-and-innovation/doctoral-education/doc-
careers
10. http://www.eua.be/cde/about-euacde/euas-work-on-
doctoral-education.aspx
10. Conclusions Europe 2020 Flagship Initiative Innovation Union
A great renewal process started in the last COM(2010) 546 final of 6.10.2010
decade among European Union countries to 11. http://ec.europa.eu/research/innovation-
union/pdf/innovation-
define innovative doctoral training procedure. unioncommunication_en.pdf#view=fit&pagemode=no
This activity focused to the new research ne
requirements in terms of innovation and 12. http://www.cgsnet.org/portals/0/pdf/mtg_banffprincipl
transversal skills, both for specific academic and es.pdf
research institutions and for industries. One of
the main scope was to give good perspective to
Contact Author Email Address
the new doctorate holders.
The new European Framework Program H2020
Prof. Ing. Fulvia Quagliotti
makes large room for doctoral training, with the
Chairman of PhD Program in Aerospace
aim to support the figure of early-stage
Engineering
researcher and to strengthen the connection
Department of Mechanical and Aerospace
between doctorate and industries/research
Engineering
centres.
Politecnico di Torino,
Corso Duca degli Abruzzi, 24
10129 Torino, Italy
Acknoledgments
The author is very grateful to Dott. Chiara [email protected]
Lauritano, manager of the doctoral education
office at Politecnico di Torino, for her essential
support in finding all information from European
Commission documents. Copyright Statement
The authors confirm that they, and/or their company or
References organization, hold copyright on all of the original material
1. http://ec.europa.eu/euraxess/pdf/research_policies/Report_of included in this paper. The authors also confirm that they
_Mapping_Exercise_on_Doctoral_Training_FINAL.pdf have obtained permission, from the copyright holder of
2. http://www.consilium.europa.eu/uedocs/cms_data/doc any third party material included in this paper, to publish
s/pressdata/en/educ/126375.pdf it as part of their paper. The authors confirm that they
give permission, or have obtained permission from the

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 DOCTORAL PROGRAMS AND TRAINING: EUROPEAN
PERSPECTIVES

copyright holder of this paper, for the publication and

distribution of this paper as part of the ICAS 2014
proceedings or as individual off-prints from the
proceedings.

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