University of Zadar Danica Škara, PhD dskara@unizd.hr dskara@unizd.hr Doctoral studies: learning outcomes.
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University of ZadarDanica Škara, PhDdskara@unizd.hr
Doctoral studies: learning outcomes
• Bologna reform - since Berlin 2003, doctoral studies are considered as the third cycle in the degree structure
People going through doctoral studies are referred to in various ways:
• doctoral students,
• PhDs
• early stage researchers
04/18/23
Doctorate3 years
180 ECTS
UniversitiesAcademically -oriented degrees
Professionally -oriented degrees
Master's 120 (60) creditsSecond
cycle
Master's120 (60) credits
Bachelor's180 (240) credits
First cycle Bachelor's180 (240) credits
Third cycle
Secondary education
Professional. doctorate
Doctoral studies
Around Europe there are many different traditions regardingthe way the third cycle has been organised up to now. • Individual oriented doctoral studies: it is important that there
is some form of “curriculum” or plan of work agreed between the doctoral student and the supervisor(s).
• A structured programme organised within research groups with two phases: a taught phase (mandatory and voluntary courses or modules) and a research phase.”
• Doctoral schools (network of doctoral schools)
Identification of social needs
Consultation at EU level
Employers and stakeholders
Professional bodiesAcademic community
Translation into desired learning outcomes:
Translation into curricula
Generic competences
Approaches to teaching and learning
Translatioin into education units and
activities
Quality assuarance
Assessment and evaluation
Location of resources
Academic resources
Oraganisation resources
strategic alliances
Financial resources
Subject related comp.
Learning outcomes and competences
• Learning outcomes are sets of competences, expressing what the student will know, understand or be able to do after completion of a process of learning.
• LO have applications in many fields:• Programmes, courses• Mission statement of the Faculty/university• Nationally for qualification framework, quality
assuarance, • internationally for wider recognition and transparency
purposes• Learning outcomes specify the requirements for award
of credit.
LEARNING OUTCOMES (ESIB)
• The Dublin descriptors, and the Tuning project define the third cycle through a number of important goals.
• Two of these desired outcomes are that students “have demonstrated a systematic understanding of a field of study and mastery of the skills and methods of research associated with that field;” and
• “can be expected to be able to promote, within academic and professional contexts, technological, social or cultural advancement in a knowledge based society.”
• The research component is an intrinsic part of doctoral studies.
a) basic
b) applied research,
• Graduates of doctoral studies should be prepared for both an academic career and to work outside HEIs.
• doctoral studies should provide opportunities for interdisciplinary research
Main descriptors
Main division of descriptors: -Knowledge
- breadth and depthSkills
- language and communication skills
Competences- cognitive, professional and ethical
Generic skills
The importance of transferable and generic skills need tobe stressed by the HEIsSeven major areas identified:
• Research Skills and Techniques • Research Environment• Research Management• Personal Effectiveness• Communication skills• Networking and teamworking• Career management
ECTS & learning outcomes
ESIB cit:
• ECTS credits should be allocated for the taught parts of the doctoral programmes. This will facilitate the mobility of the doctoral students.
• ECTS should also be given to the thesis part of the doctoral programme. Also in the thesis work it is possible to define learning outcomes and count workload to allocate ECTS credits.
• By saying that it is impossible to define learning outcomes and count workload for parts of the doctoral programme the whole concept of ECTS credits becomes undermined.
• ESIB believes that the problems concerning proper allocation of ECTS credits to the research part of the programmes will remain for a transitional period until HEI staff has learned how to properly allocate credits.
Doctoral students-competences
• Qualifications that signify completion of the third cycle are awarded to students who:
• Have demonstrated a systematic understanding of a field of study and mastery of the skills and methods of research associated with that field.
• Are capable of critical analysis, evaluation and synthesis of new and complex ideas
• Can comunicate with their peers, the larger academic community and with society
• Can be expected to promote technological, social or cultural advancement in a knowledge based society
CROATIA-doctorate studies
• University of Zagreb (2008) 68 doctoral programmes (38 reformed)
• Legal framework • Instructions (How to make/organize doctoral
programes) Rector’s conference (February, 8, 2005)• Core and elective courses should be expressed in
ECTS, research and other activities are not necessarily defined with the ECTS.
Doctoral programme: Faculty of Electrical Engineering and Computing-
University of Zagreb• Structured programme based on the ECTS. • Full time > 3 years, • Part time>6 years • Courses, exams = 20% - 30% ECTS • Research = 70% - 80% ECTS (published works,
dissertation, etc.)
Present situation (Univertsity of Zadar)
• 8 doctorate programmes (one reformed)• Present doctoral students can be divided into
several groups:1. Those students who finished B.A. (4 years) +
M.A. (2 years)2. Those students who finished (B.A. (4 years)
who are legally recognized as equal to new masters (Mag. struke)
3. Students who follow newly reformed doctoral programmes based on the Bologna scheme (3+2+3)
General remarks on doctoral studies (University of Zadar)
• Learning outcomes are not clearly defined• Generic skills are not included, only subject
related competences, knowledge• ECTS should be revised• Learning outcomes are substituted for the type
of a job students are trained for• No cooparation, no database for potential
mentors• Staff overloaded
Issues to be regarded• the lack of transparent information regarding fee funding,
accommodation, health insuarance, living costs in a particular city
• the lack of courses taught in foreign languages, e.g. English• Because of the lack of funding strategy regarding doctoral
studies on the national and university level, promoted equality of access is violated referring to the low income students (social disadvantage)
• It also affects cultural diversity (some students study in their home town despite their preferences)
• The lack of mobility within Croatia• The lack of mobility on the international level• The lack of joint-programmes, international students and
teachers• Teachers are overloaded in first two cycles; it affects doctoral
students and their learning outcomes
Suggestions for further actions:
• Structured programmes-a meaningful reference framework
• Precisely defined learning outcomes and competences acquired at doctoral level
• Promote real transparency by using ECTS• Remove barriers for international cooperation and joint
degrees• Remove remaining barriers for academic and
professional recognition and mobility in the European Area
• Introduce doctoral schools as efficient means to enrich the choice of mentors
• Mutual trust??
Learning outcomes
unemployment
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