The Doctoral Debate
“The Doctoral Debate” is an online platform featuring original articles with commentary and analysis on doctoral education in Europe. Articles focus on trending topics in doctoral education and state-of-the-art policies and practices. The Debate showcases voices and views from EUA-CDE members and partners.
All views expressed in these articles are those of the authors and do not necessarily reflect those of EUA Council for Doctoral Education. If you would like to respond to this article by writing your own piece, please see The Doctoral Debate style guidelines and contact the CDE team to pitch your idea.
12 Jun. 2019
07 Jun. 2019
New strategies for translating transferable skills into diverse contexts
Despite extensive efforts by universities to embed transferable skills training within doctoral programmes, Pam Denicolo, Dawn Duke and Julie Reeves observe that UK employers across sectors express a lack of key employability skills in doctoral graduates. The authors consider a core issue the lack of guidance on translating these skills into diverse contexts, both within and beyond academia.
06 Jun. 2019
08 May. 2019
Doctoral education and language: from university requirements to workplace needs
In doctoral education, language training should be revisited to bring doctoral candidates closer to the skills requirements of the workplace. As Annalisa Zanola of the University of Brescia writes, doctoral candidates need to communicate in international contexts during and after their academic experience, making specific public speaking modules a must, with special attention to multilingualism and intercultural dialogue.
20 Mar. 2019
One thesis, two diplomas: the real challenge presented by cotutelle agreements
The internationalisation of doctoral studies plays a central role in preparing doctoral candidates for future careers in various sectors of society. In many universities, candidates have the possibility to receive a double degree, even though the drafting of cotutelle agreements is a very long process due to different regulations. Francesc Sepulcre, Eugenia Miranda and David Artigas from the Polytechnic University of Catalonia point out the main challenges associated with such agreements and how can universities overcome them.
07 Mar. 2019
17 Jan. 2019
EUA-CDE study examines doctoral education in Europe today
EUA-CDE presents a new report on the state of play of doctoral education in Europe. It is the result of an extensive and unique study offering findings gathered from more than 300 institutions across Europe. As EUA-CDE Chair Luke Georghiou points out, it provides an overview of the deep transformation that has taken place in doctoral education over the past ten years.
06 Dec. 2018
EUA-CDE explores mental health and wellbeing in doctoral education
Throughout the month of December, and as the holidays draw near, The EUA-CDE Doctoral Debate will address the mental health and wellbeing of Europe’s doctoral candidates. We are pleased to present an in-depth examination of this very important topic as it emerges in our community as a challenge many higher education institutions face.
06 Dec. 2018
Developing an evidence-based approach to supporting the mental health of doctoral candidates
Universities need to follow a solution-based approach to adequately address mental health and wellbeing among doctoral candidates. This includes providing appropriate support structures and developing an understanding of the diverse reasons that lead to such challenges for doctoral candidates. EUA-CDE Steering Committee member Barbara Dooley shares her perspective regarding the overall relevance of the topic and how to tackle it.
06 Dec. 2018
“Wellbeing” and “mental health” in academia: nomen est omen?
In current debates, the terms “mental health” and “wellbeing” are often used interchangeably and are not clearly defined. Katia Levecque and Anneleen Mortier from Ghent University discuss why universities would benefit from a thorough reflection on how wellbeing and mental health are explicitly and implicitly conceptualised.