Both formal and informal issues of doctoral training in psychology in Italy are discussed. We describe, from a formal point of view, PhD entrance procedures, selection of candidates, obligations and rights, financial support, and duration of the courses. We also list the main PhD courses. Finally, we focus our attention on some critical remarks about the present state of doctoral training in Italy and point to some possible improvements.
Tema del mes ; Este trabajo recoge una revisión histórica de la evolución de la formación doctoral en España. Como hilo argumental del mismo se han considerado los diversos cambios legislativos y su incidencia en el diseño de estos estudios, sobre todo desde el siglo XIX. El análisis de la evolución de los estudios conducentes al doctorado, y la importancia que van adquiriendo con las distintas leyes en la estructura de las enseñanzas universitarias permite poner de relieve su cambio desde un grado casi ceremonial hasta un grado cuyo núcleo fundamental es la investigación. Finalmente, este trabajo expone la situación actual de los estudios doctorales en España ; This paper presents a historical review of the evolution of doctoral training in Spain. Various legislative changes and their impact on the design of these studies have been considered, particularly since the nineteenth century. The analysis of the evolution of the doctoral studies and its increasing importance in the university education permits to see the change from a ceremonial degree to a degree which core is researching. Finally, this work exposes the current situation of the doctoral training in Spain
Tema del mes ; Este trabajo recoge una revisión histórica de la evolución de la formación doctoral en España. Como hilo argumental del mismo se han considerado los diversos cambios legislativos y su incidencia en el diseño de estos estudios, sobre todo desde el siglo XIX. El análisis de la evolución de los estudios conducentes al doctorado, y la importancia que van adquiriendo con las distintas leyes en la estructura de las enseñanzas universitarias permite poner de relieve su cambio desde un grado casi ceremonial hasta un grado cuyo núcleo fundamental es la investigación. Finalmente, este trabajo expone la situación actual de los estudios doctorales en España ; This paper presents a historical review of the evolution of doctoral training in Spain. Various legislative changes and their impact on the design of these studies have been considered, particularly since the nineteenth century. The analysis of the evolution of the doctoral studies and its increasing importance in the university education permits to see the change from a ceremonial degree to a degree which core is researching. Finally, this work exposes the current situation of the doctoral training in Spain
"Drawing on insights from across Africa, this book investigates the discourses and practices that guide doctoral training today. Higher education is regarded as key for driving development and innovation, creating an informed knowledge base equipped to tackle local and global challenges. For too long external forces defined education in the continent, but now African countries are revitalising higher education, designing doctoral training to fit distinctly African needs and contexts. This book investigates the history, present, and future potential of doctoral training on international, regional, national and institutional levels. Bringing together expertise from both research and practice, the book analyses the frameworks and structures of the doctoral phase, and how institutions, supervisors, mentors and young scholars meet the challenges of training in real life. The book covers issues such as access to education, proactive recruitment, funding issues, practitioner expertise, enrolment and drop-out, across a range of countries including South Africa, Mozambique, Ethiopia, Nigeria, Benin, Ghana and Morocco. This book will be a rich resource for higher education administrators and policy makers, as well as researchers and academics with an interest in higher education in Africa"--
Abstract: The aim of doctoral programs in psychology is to help students become competent psychologists, capable of conducting research and of finding suitable employment. Starting with a brief description of the basic organization of the French university system, this paper presents an overview of how the psychology doctoral training is organized in France. Since October 2000, the requisites and the training of PhD students are the same in all French universities, but what now differs is the openness to other disciplines according to the size and location of the university. Three main groups of doctoral programs are distinguished in this paper. The first group refers to small universities in which the Doctoral Schools are constructed around multidisciplinary seminars that combine various themes, sometimes rather distant from psychology. The second group covers larger universities, with a PhD program that includes psychology as well as other social sciences. The third group contains a few major universities that have doctoral programs that are clearly centered on psychology (clinical, social, and/or cognitive psychology). These descriptions are followed by comments on how PhD programs are presently structured and organized. In the third section, I suggest some concrete ways of improving this doctoral training in order to give French psychologists a more European dimension.
DEUSTO 6i: Helping young researchers access doctoral training Through its two Horizon 2020 Marie Sklodowska-Curie COFUND projects, DEUSTO is providing up to 35 doctoral training fellowships between 2016 and 2025 to attract excellent doctoral candidates from all over the world. Over the last decades the University of Deusto (DEUSTO) has built up a dynamic, innovative and attractive research ecosystem, designed and implemented in co-creation with both local and international stakeholders. Supporting young researchers through DEUSTO's two MSCA projectsThrough its two Horizon 2020 Marie Sklodowska-Curie COFUND projects DIRS and 6i-DIRS, named after the Deusto International Research School, and financed by the European Commission, DEUSTO is providing up to 35 doctoral training fellowships between 2016 and 2025 to attract excellent doctoral candidates from all over the world.
Die Studie basiert auf einer Online-Umfrage unter 448 Promovierenden im Fach Volkswirtschaftslehre (VWL) an Universitäten und Graduiertenschulen im deutschsprachigen Raum. Der Großteil promoviert in den klassischen Bereichen der VWL und greift auf klassische statistische Methoden und Gleichgewichtsmodelle zurück. Der erwartete Erkenntnisgewinn von Gleichgewichtsmodellen ist geringer als die erwartete Chance, in einem Journal zu publizieren. Umgekehrt verhält es sich bei weniger gängigen Methoden wie den Agentenbasierten Modellen (ABM) oder der Netzwerkanalyse. Hindernisse für die Nutzung neuer Methoden abseits der Mainstream-VWL (z. B. ABM) sind insbesondere der Kenntnis- und Zeitmangel. Die Promovierenden kritisieren vor allem das Übermaß an mathematischen Modellen und Gleichgewichtsmodellen sowie zu wenig Empirie. Zudem werden fehlende gesellschaftliche Relevanz und fehlende Vielfalt bemängelt. Als zentrales Thema der VWL gilt Knappheit, wohingegen Gutes Leben als gesellschaftlich wichtiges Thema angesehen wird. Die Doktorand_innen zeigen ein Bewusstsein für diese Diskrepanz.
Diese Studie verfolgt die Frage, wie die heutigen Doktorand_innen der VWL als wissenschaftliche Nachwuchsgeneration die perspektivische Weiterentwicklung der VWL beeinflussen werden. Wird die VWL pluraler werden? Noch ist wenig bekannt über die Motivationen und Ziele dieser Doktorand_innen, über ihre Interessen und Präferenzen, was Forschungsthemen und -methoden angeht, und über ihre Sicht auf die VWL. Eine Onlineumfrage, an der 448 VWL-Doktorand_innen von Universitäten aus dem deutschsprachigen Raum teilgenommen haben, gibt erste Antworten auf diese Fragen und zeigt, an welchen Themen und Ansätzen die Doktorand_innen interessiert sind, wie sie verschiedene Methoden einschätzen und was sie an der derzeitigen VWL als kritikwürdig erachten. Die Ergebnisse der Umfrage lassen auch Rückschlüsse darauf zu, wie sehr die Doktorand_innen geneigt sind, mit neuen, progressiven oder heterodoxen Methoden zu arbeiten bzw. etablierten Paradigmen in der VWL zu folgen und welche Faktoren die Doktorand_innen bei der Ausrichtung ihrer Forschung beeinflussen.
Here we describe and evaluate the success of a multi-institutional Centre for Doctoral Training (CDT), which was established to address a UK skills shortage in Soil Science. The government-funded 'STARS' (Soils Training And Research Studentships) CDT was established in 2015 across a range of universities and research institutes in the UK. It recruited 41 PhD students equitably split across the institutions under four core research themes identified as being central to the national need, namely, (1) Understanding the soil–root interface, (2) Soils and the delivery of ecosystem services, (3) Resilience and response of functions in soil systems and (4) Modelling the soil ecosystem at different spatial and temporal scales. In addition, the STARS CDT provided a diverse skills programme, including: Holistic training in soils, the promotion of collegiality and joint working, strategies to promote science and generate impact, internships with end users (e.g., policymakers, industry), personal wellbeing, and ways to generate a lasting soils training legacy. Overall, both supervisors and students have reported a positive experience of the CDT in comparison to the conventional doctoral training programmes, which have less discipline focus and little chance for students to scientifically interact with their cohorts or to undertake joint training activities. The STARS CDT also allowed students to freely access research infrastructure across the partner institutions (e.g., long-term field trials, specialised analytical facilities, high-performance computing), breaking down traditional institutional barriers and thus maximising the students' potential to undertake high-quality research. The success and legacy of the STARS CDT can be evidenced in many ways; however, it is exemplified by the large number and diversity of journal papers produced, the lasting collaborations, final career destinations, and creation of a web-based legacy portal including new and reflective video material. ; STARS CDT, Grant/Award Numbers: NE/V017667/1, NE/R010218/1, NE/M009106/1; UKRI
