models of doctoral training in european political science
- PDF / 136,053 Bytes
- 13 Pages / 536 x 697 pts Page_size
- 83 Downloads / 222 Views
Abstract Drawing on a survey of 25 political science associations in Europe, this article identifies four basic models of doctoral training: the standardised programme, the apprenticeship, the lone scholar and the hybrid models. These differ in their degrees of standardisation and opportunities for professional integration. While the apprenticeship model is under strain due to financial pressure, standardised models are increasingly popular. Hybrid models offer a flexible credit-based alternative, and may capture the best of both worlds.
Keywords
doctoral training; higher education reform; bologna process; political science
H
ow should we train future political scientists in Europe to ensure that the discipline can continue to produce high-quality teaching and research? This is a contentious question – political scientists have significant differences of opinion over which common values and standards should guide training, and what core skills and competences professional training should instil. At a more fundamental level, there are also differences of opinion concerning the scope of the discipline. These translate into differing national traditions on the structure and content of training, such as the integration of doctoral students into research projects, or the degree to which training is individualised or structured within a standardised curriculum. What models of
82
doctoral training do we find across Europe and how well do these various national models address the challenges of resource constraints, increasing enrolments and an uncertain job market for its graduates?
THE DEBATE ON REFORM OF HIGHER EDUCATION IN EUROPE The question of how we should train the next generation of political scientists is related to a wider European policy debate on structural reform in higher education in order to achieve greater mobility, competitiveness and accountability. The Bologna Declaration of 1999 triggered a process of cooperation among higher
european political science: 4 2005 (82 – 94) & 2005 European Consortium for Political Research. 1680-4333/05 $30 www.palgrave-journals.com/eps
education ministries in Europe by setting out a roadmap for reform. Among its many goals, the Bologna Process has encouraged structural convergence through the development of a comparable degree structure across Europe, organised around a two-cycle undergraduate–postgraduate training structure. Through its Erasmus programmes, the European Community has promoted mobility in higher education. The European Credit Transfer System (ECTS) facilitates academic recognition of credits taken at European universities. It has also encouraged the introduction of quality assurance mechanisms, particularly important as a response to the challenge of regulating increasing numbers of private higher education institutions. Both the higher education sector, represented by the European University Association, and students, represented by the National Unions of Students in Europe (ESIB) have supported the extension of the Bologna Process to the doctor
Data Loading...
