Internationalisation at Home and Abroad: Lessons learned

from the EUA Council for Doctoral Education

Dr Thomas Ekman Jørgensen

EDAMBA Annual Meeting 2009Warsaw School of Economics

Doctoral education between Bologna and Lisbon

Bologna – modernisation of European Universities Multilateral (non-EU) Non-binding principles Strong involvement of stakeholders (at the European level) European Higher Education Area

Lisbon Agenda – creation of a European knowledge society EU Investment in research (3% of GDP) European Research Area

Doctoral Education bridges the two

…2…

Doctoral ProgrammesPart of Bologna since 2003 as the third cycle – political opening of the field

Salzburg principle 2005 The doctorate is based on original research It should be embedded in institutional strategies

Rapid reforms: TRENDS IV (2005): ”Most institutions are waiting to finish the implementation of

the first and second cycle before taking on the third cycle, but some are trying to tackle research training simultaneously with the ongoing educational reforms” (p. 35)

TRENDS V (2007) ” “Even if nothing else were happening in European higher education the speed of change within doctoral education would amount to a mini revolution” (p. 26)

…3…

The Council for Doctoral EducationMembership service under the EUA established to promote reforms – 150+ members

…4…

Membership activities- Workshops,

newsletter, networking

Stakeholder dialogue

- EU and globalRecommendations

and policy development

Priorities of the CDESalzburg II

Affirmation of the original Salzburg principles through consultation with member HEIs

• Affirming the special role of doctoral education• Underlining the role of research and not least• Research environment

Gathering of information and experience

Recommendations to HEIs as well as to other stakeholders

Aim: to focus on the research environment as the basis for good doctoral education

…5…

How do the reforms look in the international perspective?

Bologna has put Europe firmly on the world map

Global ’Bologna covergence group’• Brisbane Communiqué 2006 (Asia/Pacific)

– Mobility– Recognition– Common QA principles

• Africa– Looking to Europe for expansion and modernisation of HE

• Latin America– Looking for models to increase regional co-operation

Interest from the US – model and competition Ethical challenge for Europe: brain drain vs capacity building (brain circulation)

…6…

... Which has increased the international role of the EUA and the

CDE

International dialogue

Global Summit in Banff 2007 (Banff Principles), in San Fransisco 2009 EU-Asia Higher Education Platform Africa: Access to Success-project Co-operation with CUIB (Consejo Universitario Iberoamericano)

Internationalisation Handbook

... but doctoral education is still mainly focused on implementing individual programmes

…7…

How does internationalisation look from the institutions?

…8…

Which community do you see your institution primarily as serving?

TRENDS V

Regions of interest

…9…TRENDS V

What happens inside the doctoral programmes?

Doctoral programmes pose different challenges than the first and second cycle

Research based – taught courses at best an ’add-on’ Highly individual Dependent on a research (rather than a teaching) community Good research communities are international by nature

No simple ’copy-paste’ of mobility schemes from the first and second cycle

…10…

Cross-border internationalisationMobility has gotten extra attention in the Bologna Leuven Communiqué:

“... mobility shall be the hallmark of the European Higher Education Area. We call upon each country to increase mobility, to ensure its high quality and to diversify its types and scope. In 2020, at least 20% of those graduating in the European higher Education Area should have had a study or training period abroad.”

…11…

Institutions and cross border int.

The challenge for doctoral education is to find diverse ways of mobility between research communities

Create dynamic and sustainable joint programmes (joint/dual degrees?)• Why, with whom and ... Who pays• Build on existing research network (bottom up)• Embed in institutions for long-term sustainability• Clarity about direct and indirect costs as an institutional investment

Diverse mobility opportunities• Mobility must make sense for the individual• Forms depend much on discipline (equipment, sources, field work etc)• Mobility for its own sake will most likely have negative results (particularly

time to degree)

…12…

Internationalisation at homeGood research communities are (/should be) embedded in larger, international networks

Embedding the existing international element explicitly in doctoral education raising awareness

Making use of international staff, incoming doctoral candidates and diversity within the institution

Create venues for exposure to other research cultures (summer schools) Intercultural competencies as part of transferable skills training

The language question: Is teaching in English an added value?

…13…

ConclusionInternationalisation includes several strategy options for doctoral programmes

Internationalisation in doctoral education builds on an explicit ’acculturation’ into an international research community

The foundation is the research – supported by strong, transparent and thought-through institutional strategies

…14…

Thank you for your attention

www.eua.be/cde

…15…