Structural and Institutional Transformations in Doctoral Education by Unknown

Author:Unknown
Language: eng
Format: epub
ISBN: 9783030380465
Publisher: Springer International Publishing

Technical sciences

40.4

3.8

92.8

3.4

Source: Swiss Federal Statistical Office; provided on demand

**Less than 25 cases

Thus, a small majority of doctoral students had the opportunity to enter a doctoral school, yet with important differences between the scientific fields. The variation of the fact whether doctoral students entered a doctoral school may also depend on formal obligation. As a matter of fact, large differences are seen in the analysis of formal obligations (Baschung, 2008).

The same graduate survey also details what kind of activities take place within doctoral schools. Four kinds of activities have been identified: first, courses and seminars for doctoral students (in 84% of all doctoral schools); second, scientific writing, presentation and publication courses (62%); third, disciplinary (57.2%) and interdisciplinary (38.2%) research colloquia; fourth, research management (31.6%), media (24.6%) and other courses related to the profession and practice (29.1%). Interestingly, doctoral schools in human and social sciences suggest fewer courses and seminars for doctoral students than average (75.4%), but more disciplinary (68.3%) and interdisciplinary (31.6%) research colloquia. Thus, the need for scientific exchange seems to be stronger in human and social sciences than in other scientific fields.

Finally, no national data is available regarding the organisational structure of doctoral schools. However, given the formal requirement related to most of the politically initiated doctoral schools consisting of a network structure of at least two HEIs, many doctoral students may have attended a network doctoral school. In addition, the largest initiative of doctoral schools developed by universities themselves, that is, the today thirty-three Conférence universitaire de Suisse occidentale (CUSO)1 doctoral schools, are all organised in an inter-institutional way.

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