Abstract
Doctoral education can be seen as a conclusion of postgraduate Education and the highest achieving degree, remaining in the higher education area domain, or moves further towards the research area as the first stage of research careers (doctoral training). In this sense, it's the bridge between two areas, the education system and the research system. It is the particular characteristic that makes doctoral education so important to a developer and innovative society. In Portugal only a few years ago, the doctoral education started being a research object. To underpin the knowledge about doctoral education at Universidade Nova de Lisboa, research aimed to capture the supervisor conceptions and perceptions was implemented. This paper aims to describe what was found and what was, in the context of a Portuguese university (that doesn't demand as rule supervisors have a pedagogical or even a supervision course (formation)), unpredicted and unexpected. The first effect of this research was to start supervisors' self-reflection about their practices and aims of supervision. The second was the emergence of difficulties assumed by the supervisors during the supervision process, not only related to the institution, but also to the students' motivation and engagement in the research process and the perception of the necessity of development skills to manage conflicts.
Highlights
The third cycle is the higher education cycle that allows the acquisition of the doctoral degree (PhD degree)
To identify the supervision practices, monitorization and evaluation, a survey was constructed and delivered, via institutional e-mail, to all nine schools that belong to Universidade Nova de Lisboa (Faculdade de Ciências e Tecnologia (FCT); Faculdade de Ciências Sociais e Humanas (FCSH); A NOVA School of Business and Economics (NSBE); NOVA Medical School / Faculdade de Ciências Médicas (NMS/FCM); Faculdade de Direito (FD); Instituto de Higiene e Medicina Tropical (IHMT); NOVA Information Management School (NIMS); Instituto de Tecnologia Química e Biológica António Xavier (ITQB); Escola Nacional de Saúde Publica (ENSP)), and at that point they were sent to the PhD supervisors
When a drop of water flows into the water surface, it causes a wave that spreads on the surface and moves the water particle’s from the equilibrium position but doesn’t change the essence of the water (a wave only carries energy but not particles). This was the effect caused by this research work in the doctoral supervision in UNL. It focuses on the doctoral supervision and put it in the middle of an emerging movement to improve doctoral education in this university
Summary
The third cycle is the higher education cycle that allows the acquisition of the doctoral degree (PhD degree). It comprises a wide variety of doctorates, with different models and structures, ranging from fully or partially structured and schooled doctorates to unstructured doctorates These models have several implications in supervision process, and in the resources applied in the development of the doctorate and in the doctoral student enrolment status (part-time/full-time students, employed in host institutions or researchers at an early stage of their career/young professionals). They are influenced by an institution's policy and the possibility of links between the institutions and industry or social organizations. Doctoral education is the connection between the higher education system and the research system
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