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General Information on PhD programmes
  • In most European countries nowadays introduction of PhD training due to Bologna treaty. Large variation between well-established networks of PhD training programs, and underdeveloped, fragmented, hardly existing PhD training. Three different patterns can be distinguished:
  • First group of countries (e.g. Austria, France, Germany, Spain) still traditional pattern of individual PhD research without curricular training. Low effectiveness and efficiency because of long duration and low rate of success.
  • Second group of countries (e.g. Italy, Switzerland) where government invests in PhD training via curricula and scholarships. Beginning of comprehensive PhD training programs.
  • Third group of countries (Nordic countries and Netherlands) have already before Bologna treaty established intensive and activating PhD educational programs with networking (POLFORSK in Denmark, NIG in Netherlands)
  • Different academic traditions in Europe. Von Humboldt tradition of individual research project with only limited training. Anglo-American tradition of PhD being just a next phase of continuing education, with dissertation project besides class room courses. Bologna treaty is clearly based on second model.
  •  In due course all EU-member states will have to introduce three stage Bachelor-Master-PhD system. Different speeds of introduction in different countries.
  • Aim is to reduce duration PhD from the former 5 or more years to at most 3 years (=180 ECTS), including substantial training program.
  • PhD training programs consist of variety of courses: research colloquia, methodology courses, content-oriented courses, courses on writing and how to get published, language courses etc.
  • Course duration and intensity also varies. Some programs only have few hours teaching, some up to 900 hours of PhD teaching.
  • Different types of PhD candidates. In some countries (more or less well) paid junior staff, employed by research institution for certain term. In other countries PhD candidates receive (moderate) scholarship from state. In again other countries ‘external PhDs’ without any funding, dependent on own job-related income or their parents.
  • Different types of financing of PhD training. In some countries PhD supervising is just part of job of professors and not at all funded by government. In other countries substantial government investments in PhD training (scholarships, schools). Some countries offer PhD training programs for foreign students, hence additional incomes.
  • Most university departments in PA/PM are quite small, hence only few PhD students. Legally prescribed PhD training courses therefore highly inefficient. Economies of scale by inter-university cooperation nonexistent. Everyone apart. Two exceptions: NIG in Netherlands is consortium offering joint PhD training for all PhD candidates in all universities. POLFORSK in Denmark is network offering PhD course for candidates in all universities (also Norwegian and Swedish participation). Also networking activities in (French part of) Switzerland and Italy.

Future developments and challenges

  • Due to Bologna treaty all universities in EU have to introduce Bachelor-master-PhD system. Not all countries same stage. Some countries only beginning. Bachelor-Master already introduced in many countries, third stage PhD not yet. In some countries universities are still unwilling and incapable to implement. As PhD degree becomes prerequisite for academic career, heavy pressure on PhD training (in the German speaking countries ‘habilitation’ still remains prerequisite for professorship).
  • Next challenge: effect of research Master on PhD training. Bologna offers several Masters, one of which research Master (usually 120 ECTS). If research Master already offers methodology and research, then no need to repeat that in PhD training. Hence revision of PhD training program necessary. In most countries not yet actual issue. In Netherlands already actual debate on revision PhD training (by NIG). However not all PhD candidates have graduated in research Master. Some PhD candidates directly from other professional Masters. Moreover foreign PhD candidates. And category of ‘external PhD’ besides regular job. Challenge of increasing variety and complexity of PhD training in future.
  • Interdisciplinary cooperation necessary in PhD training due to interdisciplinary character of PA/PM field of science. More integrative and collaborative PhD training.
  • National cooperation between universities necessary. Most PA/PM university departments have only few PhD candidates. Cooperation necessary for economy of scale and efficiency. Hardly existing in any country.
  • International cooperation between universities also necessary. Internationalization of PhD training is official government policy in most countries. Growing pressure to recruit professors with international orientation and publications. Hardly existing yet.
  • National government financing of PhD training probably crucial for future developments. Financial incentives for university departments, research institutes and individual professors key factor for success.

 

C.Reichard and W. Kickert. PhD Education In Public Administration and Management in Europe, in G. Jeney and K. Mike (eds) Public Administration and Public Policy Degree Programs in Europe. The Road to Bologna, Bratislava, NISPAcee, 2008.