European educanion policy in the context of doctoral training quality management

Abstract

The doctorate is considered as one of the driving forces to generate economic growth and support positive developments in society, and in the knowledge economy. Therefore, information about the EU doctoral training tendencies can be useful for providing modernization of the national higher education system, the third, PhD level in particular. This paper deals with the political context of European innovative management practices in doctoral training quality assurance. The article shows that there have been significant changes in doctoral education in Europe in recent years. Political attention increased for doctoral education with its inclusion in the Bologna Process in 2003 as the third level of higher education. In 2005 European University Association adopted the Salzburg Principles and revised these in 2010. The Principles (the core component of doctoral training is the advancement of knowledge through original research; embedding in institutional strategies and policies; the importance of diversity; doctoral candidates as early stage researchers; the crucial role of supervision and assessment; achieving critical mass; duration; the promotion of innovative structures; increasing mobility; ensuring appropriate funding) establish a framework for doctoral education in the Bologna Process based on research embedded in institutional strategies and the creation of structures to support doctoral training quality assurance