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Service- A - Understanding Bologna in context
- A 1 - Creating a European Higher Education Area
- A 2 - Enhancing autonomy and responsibility
- A 3 - Linking the Bologna Process and other European processes
- A 4 - Relating Bologna to other world regions: the external dimension
- B - Introducing Bologna objectives and tools
- B 1 - Promoting new approaches to learning
- B 1.1 - The purposes of education
- B 1.2 - The paradigm shift from teaching to learning, competence building, soft skills
- B 1.3 - Personal development, active citizenship, preparation for lifelong learning
- B 1.4 - Employability
- B 1.5 - Developing a European knowledge base
- B 1.6 - Flexibility in learning
B 1.6-1 Widening pa...- B 1.6-10 Universiti...
- B 1.6-10 Tools
- B 1.6-11 Socially inc...
- B 1.6-12 Research Ba...
- B 1.6-2 Do European...
- B 1.6-3 Lifelong le...
- B 1.6-3 Tools
- B 1.6-4 Universitie...
- B 1.6-4 Tools
- B 1.6-5 Lifelong le...
- B 1.6-6 Making life...
- B 1.6-7 Embedding l...
- B 1.6-8 From diplom...
- B 1.6-9 University ...
- B 1.6-9 Tools
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- B 2 - Defining degree structures and identifying their characteristics
- B 3 - Developing mobility and ensuring recognition
- B 4 - Improving quality
- B 4.1 - Understanding quality and quality improvement
- B 4.2 - Towards continuous quality improvement
- B 4.3 - European frameworks for quality
- B 4.4 - Roles and interaction of different players
- B 4.5 - Internal quality assurance and quality culture
- B 4.6 - External quality assurance and accreditation
- B 4.7 - Institutional and programme approaches to quality
- B 5 - Ensuring the social dimension
- B 6 - Strengthening the European dimension
- C - Implementing Bologna in your institution
- C 1 - Rethinking the institution along strategic lines
- C 1.1 - Understanding the strategic dimensions of implementing Bologna
- C 1.2 - Identifying your institutional starting point
- C 1.3 - Reconsidering your mission, profile, positioning
- C 1.4 - Europeanisation as a strategy for success with Bologna
- C 1.5 - Opening up the university to partnerships
- C 1.6 - Adapting the institution’s organisational and operational model
- C 1.7 - Developing an institutional culture of change
- C 2 - Embedding a quality culture in institutions
- C 3 - Planning and implementing key Bologna features
- C 3.1 - Applying institutional strategies for Bologna
- C 3.2 - Modularisation: key concepts
- C 3.3 - Using ECTS
- C 3.4 - Using learning outcomes and competences
- C 3.5 - Using Bologna to facilitate inter-disciplinarity
- C 3.6 - Diploma Supplement
- C 3.7 - Managing the process
- C 3.8 - Student support services
- C 3.9 - Administrative support processes
- C 4 - Planning and implementing the three cycles
- C 4.1 - Rethinking a programme along Bologna lines
- C 4.2 - Introducing the Bachelor
- C 4.3 - Positioning the Master
- C 4.4 - Developing the Doctorate
- C 4.4-1 The Global Co...
- C 4.4-10 The Ruhr-Uni...
- C 4.4-10 Tools
- C 4.4-11 Structuring ...
- C 4.4-12 Rethinking a...
- C 4.4-13 Doctoral edu...
- C 4.4-13 Tools
- C 4.4-2 Developing th...
- C 4.4-2 Tools
- C 4.4-3 Doctoral Prog...
- C 4.4-3 Tools
- C 4.4-4 New challenge...
- C 4.4-4 Tools
- C 4.4-5 The professio...
- C 4.4-5 Tools
- C 4.4-6 Some implicat...
- C 4.4-6 Tools
- C 4.4-7 Establishing ...
- C 4.4-7 Tools
- C 4.4-8 New challenge...
- C 4.4-8 Tools
- C 4.4-9 Skills statem...
- C 4.4-9 Tools
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- C 4.5 - Special challenges: joint degrees and programmes
- C 5 - Relating Bologna to disciplines and promoting interdisciplinarity
- C 5.1 - Disciplinary approaches
- C 5.1-1 Medical educa...
- C 5.1-1 Tools
- C 5.1-10 Tools
- C 5.1-10 University o...
- C 5.1-2 Curriculum re...
- C 5.1-2 Tools
- C 5.1-3 The Hungarian...
- C 5.1-3 Tools
- C 5.1-4 Nursing and B...
- C 5.1-4 Tools
- C 5.1-5 Medical educa...
- C 5.1-5 Tools
- C 5.1-6 Implementatio...
- C 5.1-6 Tools
- C 5.1-7 Medical educa...
- C 5.1-7 Tools
- C 5.1-8 Bamalaw: A De...
- C 5.1-9 Tensions betw...
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- C 5.2 - Common reference points at discipline level: the Tuning project
- C 5.3 - The role of academic networks at discipline and special interest levels
- C 6 - Bologna programmes and the links to the professions
- C 7 - Resources for Bologna
- D - Moving beyond Bologna: the European Higher Education Area after 2010
Document Details
C 4.4-7 Establishing a doctoral school
| Name | C 4.4-7 Establishing a doctoral school |
| Description | Author:
Helmut Brentel
The article discusses objectives, measures and procedures for establishing doctoral schools in the transition from the apprenticeship model to a new contract model of doctoral education. It analyses the foundation of doctoral schools as an ongoing social process of organisational learning and changes in academic culture. The contribution is concerned with design questions and implementation obstacles. It explains the advantages different types of doctoral schools offer. Checklists and best practice examples give a comprehensive overview of measures and strategies for the provision of excellent training and support conditions for junior researchers in a rapidly changing global environment. No download button available? Then, you are either not logged in or the article was published before you joined the subscription. You can buy the article here: RAABE shop |
| Filesize | 138.63 kB |
| Filetype | pdf (Mime Type: application/pdf) |
| Created On: | 08/04/2009 11:41 |
| Viewers | Supplement No. 12 |
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