Doctoral Education’s Reform in Switzerland and Norway

Baschung, Lukas

doi:10.3726/978-3-0352-0171-0

Cited by 5 publications

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“…In some cases, these application deadlines are followed by Skype interviews and/or hiring days. Baschung (2013) observed that HEIs with such recruitment practices indeed attract more foreign doctoral students than HEIs which recruit their doctoral students in a more traditional way. Thus, the increasing number of foreign doctoral students and the total number of doctoral students can be largely explained by such new recruitment practices.…”

Section: Effectiveness Of Doctoral Schools: Examining the Attainment ...mentioning

confidence: 96%

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How Effective Are Doctoral Schools? Organisational Characteristics and Related Objectives

Baschung¹

2020

Structural and Institutional Transformations in Doctoral Education

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Baschung_Effectiveness of doctoral schools_Douro_AE edits_lba_2.8.2019_with figures 2/23 Baschung Lukas-dernière mise à jour : 17.08.2020 scientific exchange, tracking and career, or only some of these (Baschung, 2016). It is important to note that, at least in the cases addressed in the present chapter, doctoral schools are organisational structures which have been added to the existing apprenticeship model. In other words, each doctoral student is still enrolled as such within his or her faculty oraccording to the used terminology, department, and has a formal supervisor. In addition, he or she may also be part of a doctoral school. Thus, doctoral schools do not necessarily replace but complement the apprenticeship model.

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Section: Effectiveness Of Doctoral Schools: Examining the Attainment ...mentioning

confidence: 96%

“…However, this plan was abandoned and the obtained funding was added to the SNF Pro*Doc programme. CRUS stated that this programme should increase the quality and attractiveness of the PhD (Baschung, 2013).…”

Section: The Landscape Of Swiss Doctoral Schools: Development Objecti...mentioning

confidence: 99%

How Effective Are Doctoral Schools? Organisational Characteristics and Related Objectives

Baschung¹

2020

Structural and Institutional Transformations in Doctoral Education

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“…Internationally, there are many expectations about doctoral education. For instance, it is supposed to enhance the well‐being of individuals as well as contribute to the development of the economy and society (Baschung, ; Kitagawa, ). Furthermore, doctoral students are expected to bridge national and international scientific dimensions (Kottmann, ).…”

Section: Introductionmentioning

confidence: 99%

The self‐concept of Ukrainian doctoral students: Means–ends decoupling at the state level

Hladchenko

Westerheijden

2018

Higher Education Quarterly

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Employing the Twenty Statements Test and a framework of self‐motives (self‐esteem, self‐efficacy, authenticity), this paper examines the self‐concept of Ukrainian doctoral students while means–ends decoupling takes place at the state level. The latter implies that the practices of state policies are disconnected from the state’s core goal of creating public welfare. Data are taken from a survey of 125 doctoral students at one Ukrainian university and supplemented with 30 personal interviews within the sample of respondents. The findings reveal that in the Ukrainian case, means–ends decoupling at the state level causes institutional complexity, which results in means–ends decoupling at the organisational level, which in turn leads to cultural complexity. Institutional and cultural complexities experienced by doctoral students trigger them to sustain means–ends decoupling at the individual level. The main decoupling for most Ukrainian PhD students is that doctoral education neither increases their employability nor contributes to the development of science, economy or society. Means–ends decoupling at all levels results not only in a severe diversion of financial and human capital but also has a negative impact on individuals’ well‐being, hindering their personal and professional development and evoking a sense of meaninglessness, alienation and cognitive dissonance.

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“…Doctoral education has been defined as the third cycle of higher education system since the Berlin Communique 2003, and it plays a central role in the realization of the European Higher Education Area. One of its aims is to promote the comparability of doctoral degrees in Europe and to increase mobility at doctoral and post-doctoral levels (Baschung 2013;Faber and Westerheijden 2011). In order to reach these aims, national higher education systems and agencies need to take international regulations and recommendations into consideration in their doctoral education reforms.…”

Section: Introductionmentioning

confidence: 99%

Doctoral education reform in Finland – institutionalized and individualized doctoral studies within European framework

Aittola

2017

European Journal of Higher Education

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In Europe, doctoral education systems have been systematically reformed. The reforms are aimed at improving the quality of research and the competitiveness of European countries. In Finland, the reform project of doctoral education started vigorously in the mid-1990s which has contributed significantly to the emergence of more structured doctoral training. The starting point for this article was a recent national follow-up evaluation of doctoral education in Finland. The results are based on qualitative analysis of a survey and interview data collected in the evaluation. The results showed that Finnish universities are launching the university-wide graduate school model. Each university is building a single or several graduate schools consisting of doctoral programmes compatible with the university's research strategies and profiles. Today, there is an apparent need to increase doctoral students' participation in the reform processes. It can be argued that there is discrepancy between the official statements of the doctoral students' key position in promoting research excellence within the European context and the actual doctoral training practices at institutional level. Therefore, we need to explore doctoral students' study conditions from their own perspective, in order to get a better picture of how the new universitywide graduate schools and doctoral programmes promote doctoral graduation in academic, pedagogical and cultural terms.

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Doctoral Education’s Reform in Switzerland and Norway

Cited by 5 publications

References 0 publications

How Effective Are Doctoral Schools? Organisational Characteristics and Related Objectives

How Effective Are Doctoral Schools? Organisational Characteristics and Related Objectives

The self‐concept of Ukrainian doctoral students: Means–ends decoupling at the state level

Doctoral education reform in Finland – institutionalized and individualized doctoral studies within European framework

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