PPhhDD CCoonncceepptt PPaappeerr TTbbiilliissii 22000055 სოციალურ მეცნიერებათა ცენტრი 2005 Center for Social Sciences PhD Concept Paper Preface The reform of education particularly of higher education in Georgia is an indispensable prerequisite for the development of a strong and modern state. The reform consists of many aspects, one of which is changing of the format of training of scientific personnel and introduction of PhD degree into the university education. In March, 2004, with the support of the Center for Social Sciences (CSS, Tbilisi) and Open Society Institute (OSI, Budapest), work started on a project which envisages analyzing of the problems connected with introduction of Doctoral (PhD) Programs and working out of the relevant recommendations. In the framework of the project, it was planned to work out a conceptual document – necessary stages for introduction of Doctoral Programs in Georgia, correlation between the existing and the new systems of academic degrees, peculiarities of the academic content of PhD educational programs, institutional bases for adopting three cycle system etc. Five situational analyses (expert evaluations) of the PhD models, currently existing in the world, have been prepared in the course of the work. The representatives of the leading higher educational establishments of Georgia took part in the elaboration of the concept. Three round tables with participation of experts were held in the fall of 2004. A seminar was held in the framework of the project, during which professor Barry Parsons (New Zealand) presented the Doctoral Program models of English speaking countries (see appendix II) The recommendations, which are worth considering for the successful implementation of Doctoral Programs in Georgia, have been worked out as a result of work of the experts group. I would like to thank all the participants of the project. Lika Glonti Associated Professor, Tbilisi State University Coordinator of the Social Sciences Center Project “PhD Concept Paper” 2 სოციალურ მეცნიერებათა ცენტრი 2005 Center for Social Sciences PPhhDD CCoonncceepptt PPaappeerr TThhee CCoonncceepptt • Goals of PhD Programs The main goal of Doctoral Programs is to train academic leaders in accordance with the relative fields of professional activity who will be able to create new knowledge, critically analyze the accumulated ideas and take responsibility for transformation and dissemination of this information by means of publication, tuition and implementation. The university graduate with a PhD degree must be able to fulfill three main aspects pertaining to knowledge and skills: 1. Generation of knowledge and skills; 2. Conservation of knowledge and skills; 3. Transformation of knowledge and skills1 •• AAddmmiissssiioonn ffoorr DDooccttoorraall PPrrooggrraammss Doctors are future leaders and top-notch professionals, thus only the best students must be admitted for Doctoral Programs. An indispensable prerequisite for admission for Doctorate is possession of a Master’s degree or an academic degree equal with it. An applicant for Doctorate must have high academic results. A desirable precondition for admission is: First version – existence of scientific theme and preliminary consent of a probable scientific supervisor. This does not mean definition of the exact title of the thesis topic, but an applicant for Doctoral Program must clearly present his sphere of interests. Scientific supervisor must corroborate the possibility of research in this field. Second version – the faculty/department/chair announces topics of research and offers them to PhD students. In any case, a PhD student must be provided with necessary conditions for research as well as a qualified scientific supervisor. • Academic Content of Doctoral Programs The main characteristic feature of the new type of Doctorate is existence of a teaching component. Doctoral Studies are viewed as not merely a scientific research, but as scientific-teaching process. The teaching process must ensure not only the deepening of knowledge, but also its expansion. 1 Preparing Stewards of the Discipline. Carnegie Initiative on the Doctorate. 3 სოციალურ მეცნიერებათა ცენტრი 2005 Center for Social Sciences Below are provided those main principles, which must, by all means, be adhered to while elaborating Doctoral Programs. What shall be taught? How it shall be taught? Subjects of discipline Individual teaching programs Modern methods of research Workshops, seminars Teaching methods Interdisciplinary approach Communication and management • Institutional Preconditions for Adopting PhD System Legislative preconditions for adopting PhD system are regulated by the “Law on Higher Education”. Whatever concerns institutional preconditions, here lots of things are to be streamlined yet. Doctoral Programs are mainly carried out in the research universities. The “aspiranturas” currently existing in the Academy of Sciences and the universities represent parallel structures. They have to be either brought closer/merged or principles of joint work should be devised. A typical provision for the Dissertation Board, which will ease control of the quality of Doctoral Programs, must be worked out. Ensuring quality of Doctoral Programs means program accreditation. At the initial stage (and probably in future, due to the smallness of the country) participation of foreign experts in the evaluation process is inevitable. Relative academic and administrative structures, which shall ensure necessary conditions for implementation of Doctoral Programs, must be created within the universities. • Financing of Doctoral Programs In accordance with the newly adopted law, the new rule for financing Master Studies and Doctorate should be worked out by 2007. Before then, these two cycles of higher education will be financed at the expense of the universities’ scientific grants. It is evident that the main financier of Doctorates in Georgia in near future will be the state, although the universities must look for additional sources of financing Doctorates right away, otherwise closure of many programs is quite probable. During pricing of the new Doctoral Programs, difference among fields must be taken into account. We have to also heed the international experience, which shows that PhD programs cost approximately three times more than Bachelor Study Programs. 4 სოციალურ მეცნიერებათა ცენტრი 2005 Center for Social Sciences PhD Concept Paper EExxppllaannaattoorryy NNoottee 11.. PPrreeffaaccee Education plays enormous role in the well being of society as well as in formation of democratic mentality. Scientific breakthroughs, technological changes, development of culture and art in the modern world are unthinkable without existence of perfect education system. The well-being of a state is directly dependant on responsible, educated citizens, who clearly understand importance of their professional work for their country. Higher education has a very important function for ensuring better future and dynamic development of a state. Without having a viable and sustainable higher education system, Georgia can not occupy a respectful place in the modern world. Today, higher education system in Georgia faces fundamental reform. On 1 March 2002, Georgian parliament passed a decree “On the Main Directions of Development of Higher Education” and on 21 December 2004, the Law “On Higher Education” was adopted. Both of these documents define the place of Georgian higher education system in the European area: “The higher education has become of international nature in an increasingly globalised world. Thus it is essential that the higher education system of Georgia become a part of the common European educational area through partnership relationships with international organizations and leading schools.”2. In June 1999, education ministers of 29 European countries signed the Bologna Declaration, which aims at creating European High Education Area - EHEA - by 2010. Currently, 33 European countries are members of the Bologna Process. Georgia is among the candidates and, presumably, it will join the process in May 2005. The main emphasis of the Bologna Declaration is put on introduction of the system of compatible and easily readable academic degrees throughout Europe: establishment of two cycles of higher education – Bachelor Studies and Master Studies - is meant. It is clear, that the Bologna process cannot bypass discussion of the issue of Doctoral Studies. 2 Decree of the Parliament of Georgia “On the Main Directions of Higher Education Development in Georgia”. 2002. 5 სოციალურ მეცნიერებათა ცენტრი 2005 Center for Social Sciences In January 2000, by the proposal of the European Commission, it was, in principle, decided to create European Research and Innovation Area – ERIA, the aim of which is to ensure conditions for development of knowledge-based economy in Europe. It is namely these Doctoral Programs, which ensure direct link between the two European “Areas”: knowledge based economy cannot be created without relevantly trained high-class specialists. The necessity for implementing Doctoral Programs is more than vivid for the countries partaking of the Bologna Process: at the meeting held in Berlin, in 2003, the ministers responsible for higher education of 33 European countries declared, that: “Conscious of the need to promote closer links between the EHEA and the ERA in a Europe of Knowledge, and of the importance of research as an integral part of higher education across Europe, Ministers consider it necessary to go beyond the present focus on two main cycles of higher education to include the doctoral level as the third cycle in the Bologna Process”. Currently, work on refining the aims of Doctoral Level is actively underway. UNESCO- CEPES project will serve as an example “Doctoral Degrees and Qualifications in the Contexts of the European Higher Education Area (EHEA) and the European Research and Innovation Area (ERIA).3 As we strive to become a respected member of the European family and join the European Higher Education Area, we have to immediately define the functions and importance of Doctoral programs. In the Law “On Higher Education” Doctoral Programs are defined as: “…the third level of higher education representing the combination of study programs and research activities aimed at preparing the research personnel and is concluded by awarding the academic degree of a doctor.” The third level of higher education must practically be worked out anew. Necessary stages for implementation of Doctoral Programs, correlation between the old and the new systems of academic degrees, characteristics of the academic content of doctoral educational programs and the institutional bases for adopting three cycle system must be defined. It is essential to discuss the problems connected with implementation of Doctorate in connection with the processes underway in Europe as well as to share in the global experience in the field. 22.. TThhee SSyysstteemmss ooff AAccaaddeemmiicc ((SScciieennttiiffiicc)) DDeeggrreeeess We can distinguish between the two main systems of academic degrees: 3 www.cepes.ro/hed/policy/doctorate.htm 6 სოციალურ მეცნიერებათა ცენტრი 2005 Center for Social Sciences (cid:190) The system used in English speaking countries (and now spreading very fast): Bachelor (B.A/B.Sc), Master (M.A./M.Sc.) and Doctor of Philosophy (PhD) – US, UK etc: (cid:190) The traditional system of continental Europe: Specialist with a Diploma (Diplom), Candidate of Sciences (Promotion), Doctor of Sciences (Habilitation) – Germany, Eastern Europe, CIS. The preconditions for being awarded academic titles and positions differ correspondingly: in Germany (till recently) and in the majority of Eastern European and CIS countries (even at present) it is necessary to have a Doctor of Sciences Degree (associated professor’s position – Candidate of Sciences degree) for acquiring professor’s position; while in English speaking countries, this is determined by other academic indicators (number of publications, years of work, lecture courses, received grants etc). It is noteworthy, that existence of such system of higher education cycles in English speaking countries is not provided for by any statute – it is the traditional model of higher education. In contrast, in Germany and especially in Eastern European countries, the cycles of higher education, the awarded academic degrees, sometimes even the length of the programs and the number of necessary credits is strictly defined by the relevant normative documents (the main law on the higher education). The reason for such detail is explained away mainly by moving from the continental system of academic degrees towards the “Anglo-Saxon” system. One more characteristic feature of the higher education in English speaking countries is an absolute academic freedom and autonomy of the universities, which means, that each university decides of its own accord the rules for admitting students to different cycles of education (Doctoral Studies, among them), the length of the programs and the form of tuition/research work. The situation is similar in the continental Europe too. The tendency for growth of autonomy of the universities is noticeable in CIS countries, but in relation with “aspirantura” there exists a centralized control in the form of the so-called Certification Commissions (e.g. in Georgia – the Board of Academic Experts, in Russia – the Supreme Certification Commission”) (see below). 22..11.. TThhee TTyyppeess ooff DDooccttoorraall PPrrooggrraammss ((aaddmmiissssiioonn,, nneecceessssaarryy pprreeccoonnddiittiioonnss,, lleennggtthh ooff tthhee pprrooggrraammss,, ffoorrmm ooff eedduuccaattiioonn,, ddeeffeennssee ooff tthheessiiss))44 USA Doctoral Studies exist only in the universities. A necessary precondition for studying in the Doctorate, as a rule, is having an academic degree of a Master, but in several cases, Bachelors also have this right. Each university independently defines the rights for admission for Doctoral Studies, the Curriculum, number of credits etc. There does not exist a unified model. Traditionally, it is desirable, but not necessary, to have a number of publications. Control of the quality of PhD programs, as a rule, is exercised during the institutional accreditation of a higher educational establishment. Program accreditation is carried out by professional organizations only in certain fields, i.e. clinical psychology (for details, see appendix II). 4 Selection of the countries has been done according to the following principle: US, Western European countries, Eastern European countries, Baltic Republics, CIS. 7 სოციალურ მეცნიერებათა ცენტრი 2005 Center for Social Sciences The United Kingdom Doctoral Programs exist only in universities. A necessary precondition for studying in the Doctorate, as a rule, is possession of an academic degree of Master, although in many cases this right is also enjoyed by Bachelors. The system of Great Britain, in principle, does not differ from that of the US, provided we do not take into account the length of Doctoral programs and the number of credits in separate fields (for details, see appendix II). Germany Doctoral Programs exist only within the universities. A necessary prerequisite for studying in the Doctorate is possession of a diploma of higher education. Admission exams do not exist. A necessary precondition for admission is a supervisor’s consent. The admission, or the so called compatibility exam (Zulassungsprüfung), is taken only if the applicant applies for Doctoral Studies of another faculty (i.e. a biologist applies for Doctoral Studies at the medical faculty). The length of Doctoral Studies is not precisely defined, but recently, a tendency towards setting stricter deadlines has been noticeable. Basically, a Doctoral student is given only three years to finish his work. The existence of publications is not a precondition for defense. The curriculum for Doctoral Programs, credits etc. do not exist. “Studying” in Doctorate traditionally, means scientific research. Recently, the so-called “Graduierten-kolleg” was established, wherein the successful Doctoral students are admitted, who are given a cycle of lectures not only in the main subjects, but also in general ones (i.e. rhetoric, presentation technique etc.). Till 2002, a necessary precondition for being awarded a professor’s title in Germany was possession of the Habilitation degree (corresponds with our Doctor of Sciences.) This system induced many a young scientist to leave the country and go to USA for the purpose of independent work. To avert brain drain, two years ago they introduced the so-called “Juniorprofessur” – an institution of young professors, when successful young scientists, who possess only the first scientific degree (Promotion – corresponds to our Candidate of Sciences) are granted the right to occupy professor’s position and independently carry out research together with their own working group5. Hungary The Doctoral Programs exist in the universities as well as in the research institutes of the Academy of Sciences. A precondition for studying in the Doctorate, as a rule, is a possession of Master’s degree, or of an academic degree equal to it (a specialist with a diploma is meant.) The Curriculum for the Doctoral program does not exist. The candidate has to only sit exams in two foreign languages, two oral exams in the main subjects and publicly defend thesis. PhD academic degree was introduced in 1993, but in parallel with it a Doctor Habilitatus degree, which is awarded to the scientists with a PhD degree after defending Habilitation thesis, has also been preserved. An obligatory precondition for being awarded the title of professor is exactly Dr. Hab. Degree. These degrees are awarded by university. Besides this, there exists Doctor of Hungarian Academy of Sciences title, the exclusive right of granting of which is enjoyed by the Academy of Sciences. Only the persons having this title are chosen as members of the Academy, 5 Zwei Jahre Juniorprofessur. F.Buch. 2004 8 სოციალურ მეცნიერებათა ცენტრი 2005 Center for Social Sciences which, correspondingly, increases the number of the title seekers and, in parallel, it depreciates the prestige of the degrees awarded by the university (the Academy of Sciences in Hungary is an influential structure, which is to be reckoned with). Slovenia There are only two universities and nine private higher educational institutions in Slovenia (with the population of around two million). Higher education is regulated by the law adopted in 1993 (amendments to it were made in 1999 and 2001) Doctoral programs in Slovenia are organized in accordance with the US model: Doctoral programs are carried out within the universities together with Masters’ programs. After Bachelor studies, the length of Doctoral programs is 4 years and after Master studies – 2 years. Students can begin studying in the Doctorate, but after 2 years they can receive Master’s degree and stop studying. Doctoral programs are only partially financed by the state: if on Bachelor’s level studying in the state educational institutions is free of charge, on Master’s and Doctoral levels students pay their own tuition fees. The universities themselves define the rule for admission of students after Bachelor’s level. Latvia Doctorate exists within the universities as well as in the research institutes, but priority is given to the universities. An obligatory precondition for studying in the Doctorate, as a rule, is a possession of Master’s degree or an academic degree equal with it (a specialist with a diploma is meant) The rule for admission to the Doctorate is defined by the university itself. Habilitation had existed till 1999, but after the amendments made to the Law on Scientific Activity, PhD became the highest academic degree. Latvia has preserved an analogue to the Board of Academic Experts of Georgia – the Latvian Scientific Board, which sets up Dissertation Panels. Lithuania Doctoral Studies exist only in the universities, although, in accordance with the Law on Higher Education, it is permitted to do part of the Doctoral work in other research establishments too; thesis defense and awarding of degrees is a prerogative of the university. An obligatory precondition for studying in the Doctorate, as a rule, is a possession of Master’s degree or an academic degree equal to it (that is, a specialist with a diploma) The number of subjects in Doctoral Studies as well as the length of study and the number of credits is defined. Despite the fact, that in 2000 a binary system (B+M) of studying and PhD academic degree were introduced in Lithuania, the so called Habilitation is still preserved, which represents the highest academic degree in the country (Doctor Habilitatus) and is granted to the scientists with a PhD degree after defending Habilitation thesis, publishing monographs and/or important scientific publications. Estonia 9 სოციალურ მეცნიერებათა ცენტრი 2005 Center for Social Sciences Doctoral level was introduced in a number of Estonian universities at the end of nineties and was made into a law officially in 2002. Doctoral Studies exist only in the universities. Obligatory precondition for studying in the Doctorate, as a rule, is a possession of Master’s degree or an academic degree equal to it (i.e. a specialist with a diploma). The Curriculum of educational programs of Doctoral Studies is worked out in the universities (minimum 70 % - scientific work, the rest – teaching component), the number of credits of this program is defined (160 credits are necessary for accomplishment of a PhD program, out of which 40 credits cover teaching component and 120 – scientific work) Nominal length of a Doctoral program is four years. Publications are necessary for acquiring a Doctoral degree. Doctoral programs undergo accreditation procedures. Russian Federation “Aspirantura” (for acquiring a degree of a Candidate of Sciences) and “doctorantura” (for acquiring a degree of a Doctor of Sciences) exist in higher educational institutions as well as scientific research institutions of the Academy of Sciences system. A necessary precondition for admission to “aspirantura” is a possession of a diploma or an academic degree equal to it (as a rule - Master’s degree). Necessary precondition for admission to Doctoral Studies is possession of a Candidate of Sciences degree. There exist various types of “aspirantura” and “doctorantura”: (cid:190) Full Time (cid:190) Extramural (cid:190) “For special purpose, without the right to work” (cid:190) “For special purpose, with the right to work” Besides, there exists the so-called seekers’ institution. Doctor of Sciences is the highest scientific degree and an indispensable precondition for acquiring a professor’s title. Russia retains the system used during the Soviet times, i.e. public defense of thesis in the presence of a commission made up by the Supreme Certification Commission, opponents, reviewers and confirmation of thesis defense results by the same Supreme Certification Commission etc. The reform of the system is not planned in the near future, in spite of the fact, that Russia became a party to the Bologna process. 2.2. TThhee PPaasstt aanndd tthhee PPrreesseenntt ooff SScciieennttiiffiicc DDeeggrreeeess iinn GGeeoorrggiiaa In Georgia, “aspirantura” (for acquiring a degree of Candidate of Sciences) and “doctorantura” (for acquiring a degree of Doctor of Sciences) exists in higher educational institutions as well as in scientific-research institutes of the Academy of Sciences system, although the major part of seekers is still accumulated in the universities (Table 1). An indispensable precondition for admission to the “aspirantura” is possession of a diploma or an academic degree (Master’s) equal to it. An obligatory prerequisite for admission to the “doctorantura” is possession of a degree of a Candidate of Sciences. The system is absolutely analogical to the Russian system: there do not exist curricula for “aspirantura” and “doctorantura”, correspondingly the number of credits is not defined, studying in “aspirantura” means carrying out of scientific work under the guidance of a scientific supervisor. Publications are obligatory; defense of thesis is public in the presence of the “Dissertation Board”, the defense 10