Doctoral education and the Sustainable Development Goals | Alexander Hasgall, EUA-CDE Doctoral education has a major role to play in the achievement of the Sustainable Development Goals. EUA-CDE Head Alexander Hasgall explores this, as well as how the goals, in turn, can benefit doctoral education. Read more

New strategies for translating transferable skills into diverse contexts | Dawn Duke , University of Surrey | Julie Reeves, University of Southampton | Pam Denicolo, University of Surrey 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. Read more

"My thesis in 180 seconds": entertainment, communication and doctoral education | Denis Billotte , Conférence universitaire de Suisse occidentale (CUSO) Over the last decade, a number of public presentation events involving young researchers have bloomed in academia. In French-speaking universities, “Ma thèse en 180 secondes” has become a must. As Denis Billotte of CUSO argues, beyond the entertainment and the promotional aspects, such competitions also have great value for doctoral education. Read more

Doctoral education and language: from university requirements to workplace needs | Annalisa Zanola, University of Brescia 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. Read more

One thesis, two diplomas: the real challenge presented by cotutelle agreements | David Artigas, Universitat Politècnica de Catalunya (UPC) | Eugènia Miranda, Universitat Politècnica de Catalunya (UPC) | Francesc Sepulcre 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. Read more

Opportunities and challenges of training “triple-helix knowledge workers” in collaborative doctoral programmes | Vizcaya Echano, Marta, Coventry University | Dang, Que Anh, Coventry University Increasing interaction between universities, industry and government – the “triple-helix” model - creates new ways of training knowledge workers to meet labour market demands in the knowledge-based economy. Que Anh Dang and Marta Vizcaya Echano from Coventry University discuss how triple-helix partners seize the opportunities and overcome the challenges of co-constructing collaborative doctorates from their diverging perspectives. Read more

EUA-CDE study examines doctoral education in Europe today | Luke Georghiou, EUA-CDE/ University of Manchester

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. Read more

EUA-CDE explores mental health and wellbeing in doctoral education | Alexander Hasgall, EUA-CDE 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. Read more

Developing an evidence-based approach to supporting the mental health of doctoral candidates | Barbara Dooley 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. Read more

“Wellbeing” and “mental health” in academia: nomen est omen? | Levecque, Katia, Ghent University | Mortier, Anneleen, Ghent University 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. Read more