Doctoral School Research Articles

Relations between the Carpathian Basin and South East Europe during the 10th century. The evidence of the minor objects

Abstract of PhD thesis submitted in 2013 to the Archaeology Doctoral Programme, Doctoral School of History, Eötvös Loránd University, Budapest under the supervision of Csanád Bálint.

Gemstone and glass inlaid fine metalwork from the Carpathian Basin: the Hunnic and Early Merovingian Periods

Abstract of PhD thesis submitted in 2013 to the Archaeology Doctoral Programme, Doctoral School of History, Eötvös Loránd University, Budapest under the supervision of Tivadar Vida.

Vegetal ornaments in the Late Avar decorative art

Abstract of PhD thesis submitted in 2013 to the Archaeology Doctoral Programme, Doctoral School of History, Eötvös Loránd University, Budapest under the supervision of Tivadar Vida.
 This paper is the modified version of the abstract of my doctoral thesis. The thesis discusses the vegetal ornaments of the Late Avar period (ca. a long 8th century AD) from the perspective of the cultural history, with the aim to create a basis for social historical studies. The Late Avar period had an art of ornamental functions. According to their inner structure the four different ornamental phases of the Late Avar period may have been determined by external cultural trends mostly of the Mediterranean. As the substance of the Mediterranean ‘dark age’ was regionalisation, the Late Avar material culture showed some autonomous features. The global cultural processes based on the social transformation of the Late Antique Mediterranean and Western-European world led to different cultural phenomena under the different social circumstances of the Avar milieu.

Cultural connections and interactions of Eastern Transdanubia during the Urnfield period

Abstract of PhD thesis submitted in 2013 to the Archaeology Doctoral Programme, Doctoral School of History, Eötvös Loránd University, Budapest under the supervision of Gábor V. Szabó.

Preface: Workshop in fluid mechanics and population dynamics

The Workshop in Fluid Mechanics and Population Dynamics: Models, Existence Problems, Stability and Numerical Methods took place in Hadath (Lebanon), at the Laboratory of mathematics in the Doctoral School of Science and Technology of the Lebanese University, during the week September 10 - September 14, 2012 The workshop was held with the support of the Ecole Centrale de Nantes, the Laboratoire de mathématiques Jean Leray of Nantes university and the universities of Paris 13 and Poitiers, and was organized by Samer Israwi, Basam Kojok, Ayman Mourad, Mazen Saad, Zaynab Salloum and Raafat Talhouk. It was attended by about 60 PhD students and Mathematicians coming from universities from different countries, such as Algeria, France, Lebanon and Tunisia. The workshop included courses tutorials and sessions around specific themes in which participants presented their works. It was open to any scientist interested in academic or industrial applications. It was aimed at doctoral students in mathematics, as well as senior researchers. Its objective was firstly to present a synthesis of various partial differential equations involved in fluid mechanics and populations dynamics, and on the other hand to present more recent advances in research topics such as asymptotic models in fluid mechanics, homogenization and the finite volume method. All the contributions to this special volume were submitted to regular peer review, according to the rules of the journal Discrete and Continuous Dynamical Systems - Series S. We deeply thank all the authors for their high quality papers and the Editors of the journal for their interest in the topics of the workshop. We express our heartfelt thanks to the following sponsors: Ecole Central de Nantes and Laboratoire de Mathématques Jean Leray, Nantes University, represented by Mazen Saad, Université de Poitiers, represented by Alain Miranville, Université Paris 13, represented by Mikhael Balabane, Lebanese National Council for Scientific Research (CNRS) and Lebanese University. Finally, we express our sincere thanks to the Dean of the Doctoral School of Science and Technology at the Lebanese University, Professor Zeinab Saad, for her support throughout the workshop and to the French Embassy in Beirut, represented by its Scientific Counselor, Mr. Gilles Théodet.

Doing the document: Gender studies at the corporatized university in Europe

Rosemarie: Christmas Eve, 2011. 7:30 p.m. I have been sitting in front of my computer on a phone call with our British consortium partner for more than an hour now. We are in the process of submitting an EU FP7 ITN and I am going through a long e-mail our partner sent earlier that day in which she lists the points we still have to discuss before she will be able to get the signature of her university’s officials. Right now she is explaining the complexities of the PhD quality assurances and other requirements in her country. My mobile beeps. Maybe this is a cry from the kitchen; C. was thinking we’d finally have a proper dinner together. But no, the kitchen is trained to be silent. It is Iris instead, SMSing that she just managed to cut the summary down to the allowed 250 words and will now check the B2 part of the application. That’s great. While I am sitting here solving problems larger than life, the application machine keeps running smoothly. I quickly reply with a smiley. In the meantime I get to point 8 of the list with Britain. Our consortium member is explaining that she has been running back and forth that week, cancelled a trip, contacted her head of department, her dean, the doctoral school coordinator and a couple of members of the support staff, even made several phone calls to the national EU contact point herself and is still not sure which route she should take to reconcile local, national and European legislation. The last thing she wants is to blow up a possible consortium agreement in advance, but Britain is not an easy partner when it comes to the development of joint degree programmes. What do vignettes like these tell us about the environment of gender research in the 2010s? Let us unpack our recent experiences with research applications to the European Commission in order to find out what the characteristics of the university (the cause) are that make us caper about like this on a Christmas Eve (its effects).

New organisational structures and the transformation of academic work

This article will particularly focus on Norway and the consequences for academic work. Frequently in studies of academic work, focus has been on academics’ individual autonomy and to what extent the latter is challenged (Altbach in Ann Am Acad Pol Soc Sci 448:1–14, 1980; Shattock in High Educ 41:27–47, 2001). One of the shortcomings in literature dealing with academic workplace is lack of attention paid to the emerging division of work generated by an increasing differentiation of the academic profession (Musselin in Knowledge Matters, The public mission of the research university, 2011). In order to better address complexities and dynamics that surround academic work, the article will in particular examine whether academic work is subject to an increasing specialization and collectivization. In our attempt to observe changes in the practices of academic work, particular interest is given to “how the organization of an academic enterprise affects academic work” (Blau in The organization of academic work. Transaction Publishers, New Brunswick, 1994:8). Inspired by organizational theorists such as Brunsson and Olsen in The reforming organization. Brunsson and Olsen (The reforming organization. Fagbokforlaget, Bergen, 1997) we also want to attend to the relations between organizational change and academic work. Here we address the relationship between formal organization and informal organization which is likely to develop as decoupled structures—one adapted to institutionalized norms of society and the other for coordinating activities. Furthermore, there are tendencies suggesting that universities are becoming less special as an organization (Musselin in Key challenges to the academic profession. INCHER-Kassel, Paris, 2007) and converge to more general organizational characteristics by constructing dimensions of organizations such as identity, hierarchy and rationality (Brunsson and Sahlin-Andersson in Constructing organizations: the example of public sector reform, Organization Stud 21:4, 2000). In this article we are mainly interested in how hierarchy is constructed enabling coordination by an “authoritative centre” (Brunsson and Sahlin-Andersson in Constructing organizations: the example of public sector reform, Organization Stud 21:4, 2000:726) and how it interferes with traditional forms of organizing the university. This calls for a concern to whether the specificity of academic work, built of the mainly individual exercise of a large diversity of tasks, remains a key characteristic for organizing academic activities at universities. Empirically this article studies changes in academic work regarding new patterns in organizing research funding and doctoral education in Norway that emerged in the last decade. Like in other European countries, new policies for research funding and doctoral education have led to the creation of new organisational structures within Norwegian HEIs, namely research centres and doctoral schools.

Notes on Contributors

Maria Grasso is a Lecturer in Politics at the University of Sheffield. Her research interests include political participation, social movements, protest politics, value change and survey research. Her doctoral thesis analysed generational differences in institutional and extra-institutional political participation in Western Europe, 1981–2006 (University of Oxford, 2011). Between 2009 and 2011 she worked as a research fellow on the European Science Foundation Caught in the Act of Protest: Contextualising Contestation protest survey research project (see www.protestsurvey.eu).Giulia Maria Dotti Sani is a Ph.D. candidate in the Doctoral School in Sociology and Social Research at

Medical professional values and education: A survey on Italian students of the medical doctor school in medicine and surgery

Background:The values such as participation/empathy, communication/sharing, self-awareness, moral integrity, sensitivity/trustfulness, commitment to ongoing professional development, and sense of duty linked to the practice of the medical professionalism were defined by various professional oaths.Aims:The aim of this study was to evaluate how these values are considered by the students of the degree course of medicine.Materials and Methods:Four hundred twenty three students (254 females, 169 males) taking part of the first, fourth, and fifth years of the degree course in medicine were asked to answer seven questions. Pearson's Chi-square, Wilcoxon rank sum test, and Kruskal–Wallis test were used for the statistical analysis.Results:The survey showed a high level of knowledge and self-awareness about the values and skills of medical profession. In particular, the respect, accountability, and the professional skills of competence were considered fundamental in clinical practice. However, the students considered that these values not sufficiently present in their educational experience.Conclusions:Teaching methods should be harmonized with the contents and with the educational needs to ensure a more complex patient-based approach and the classical lectures of teachers should be more integrated with learning through experience methods.

The Evolution of Doctoral Research Programmes: The Italian Case of the Doctorate in Labour Relations

This paper provides an overview of recent trends in doctoral research programmes, with a particular focus on the Ph.D. programme in labour relations at the Marco Biagi Foundation at the University of Modena and Reggio Emilia. In the Italian context, in spite of a steady increase in the number of Universities, faculties and students, state funding has been subject to downward pressure in recent years, giving rise to the need to seek alternative sources of funding. Another significant environmental pressure examined in the paper is the emerging demand for applied research, resulting in a change in emphasis from philosophical programmes, with a focus on fundamental research, to professional programmes that provide greater scope for applied research, known in Italy as Executive Ph.D.s. Funding for such programmes may be allocated by private sector companies and public bodies, and at times the professionals taking part provide their own funding. In conclusion, the paper examines the methodological problem that the doctoral research school at the Marco Biagi Foundation has started to address in its own programme, making the transition to a multidisciplinary and interdisciplinary approach to the study of labour relations.

Co-production of knowledge in transdisciplinary doctoral theses on landscape development—An analysis of actor roles and knowledge types in different research phases

Transdisciplinarity as a new paradigm in research on societal, landscape and environmental change is characterised by the integration of scientific and non-academic knowledge for complex problem solving. Less information has been published on the specific challenges for implementing coproduction of knowledge in doctoral studies. Based on a structured ex-post reflection of PhD-students and their advisors and on the comparison of four transdisciplinary doctoral projects completed in the “Doctoral School Sustainable Development” at BOKU University of Natural Resources and Life Sciences Vienna, Austria, this article analyses what types of actors contributed what kind of knowledge in which research phase. The results indicate certain patterns which could form the basis for further research but also for the planning of transdisciplinary projects. Professional practice experts, for example, had a key role in structuring the problem and the selection of case study areas in early project phases. Strategic case actors had an essential role as gatekeepers to local case actors, whereas local case actors contributed mostly context-specific, phenomenological and experiential knowledge. Furthermore, we identified the following challenges of transdisciplinary doctoral projects: shared responsibilities, originality versus continuity as well as dependence on commitment and schedules of actors. Actor integration, however, provides opportunities and learning effects going far beyond a traditional doctoral project, due to social competences gained and knowledge accumulated by interacting with different groups inside and outside academia.

Issues and trends in the accreditation of school psychology programs in the United States

AbstractProgram accreditation, which serves as a designator of quality based on a review by colleagues external to the institution using standards established by the profession, is playing an increasingly important role in the preparation and credentialing of school psychologists. Doctoral school psychology programs often seek accreditation by the American Psychological Association (APA), which impacts graduate eligibility for an independent practice license in many states. Most specialist and doctoral programs also seek recognition by the National Association of School Psychologists (NASP) and National Council for Accreditation of Teacher Education, which impacts graduate eligibility for national certification and eligibility for a credential to practice in the schools in many states. APA and NASP recognition standards and requirements are discussed and compared. The graduate preparation standards and associated documentation requirements of these two organizations differ in some important respects, but have many commonalities. Both have been impacted by an increasing emphasis in higher education on assessment and documentation of outcomes (vs. inputs and processes), requiring more comprehensive aggregation and use of data for program evaluation and improvement. Despite such requirements, an increasing number of school psychology programs have sought and achieved recognition by APA and/or NASP. The authors discuss possible future trends in accreditation, including a continued move toward outcomes‐based assessment, more emphasis on the use of external quality indicators, increased use of technology in both training and documentation, and a greater need for collaboration among higher education faculty, programs, and accrediting organizations. © 2011 Wiley Periodicals, Inc.

Knowing one’s place: The distribution of new accounting academics into a segmented labor market

Abstract New academic accountants tend to believe that there is a singular academic labor market that will receive them as they approach the completion of their doctoral programs. In such a world, the caliber of their ideas would be judged according to their ability to make a contribution to the knowledge of discipline. However, past research suggests that a prestige structure exists for doctoral programs such that a candidate’s ability to be placed at a school is a function of his/her doctoral programs position in that hierarchy. In this world, limits exist upon possible placement for most candidates such that the caliber of their work will not be a determinative factor in their placement. Various divisions of the doctoral schools in accounting show that movement to higher groups is difficult for all groups. The higher-tier schools are more able to place their graduates in the same tier. Falls to lower tiers are especially likely for the graduates of the lower prestige groups of doctoral schools. This paper seeks to help participants in the labor market, doctoral candidates and those that hire them, obtain a more informed appreciation for their realistic prospects. In this way, an achievable expectation should lead to more efficient placement behavior.

Complementary formations of Doctorate in Electrical and Information Engineering: Internal Credits or ECTS

In the frame of the new mission of the doctoral schools in the scheme of the Bologna process, the PhD students must now attend to lectures and complementary formations to be better prepared to the economical word. These formations are taken into account in the diploma under several forms, depending of the country or of the institutions. The resulting questions are the following: the definition of the number of lectures, the equivalence in hours, and the equivalence in credits. How to get the credits? Are these credits validated when a student move in the EU or for life-long learning? Is it mandatory to organize an examination to get a credit? The present paper tries to explain the origin of these different questions and to carry out some answers based on a long experience of functioning.

On the exhibition of the Breuer Marcell Doctoral School, Pécs

The predecessor of the Breuer Marcell Doctoral School has been founded in 2004 at the Pollack Mihaly Faculty of Engineering, University of Pecs. This Doctoral School had the authority to issue DLA degrees in the artistic field of architecture. In January 2010 the Doctoral School has been named after Marcell Breuer and since then it has the authority to issue both DLA and PhD doctoral degrees.The Doctoral School has introduced itself to international forums in the past years several times. For example it has been invited to organize a large-scale exhibition in the Collegium Hungaricum Berlin and another exhibition at the University of Stuttgart.The governance of the Doctoral School has decided that the results of the past years produced under the supervision of the Doctoral School and the future plans of the school should be exhibited at the Budapest University of Technology and Economics. It was also the intention that this exhibition should also be an opportunity for all Hungarian architects to get to kn...

The Breuer Marcell doctoral school at the Pollack Mihály Faculty of Engineering, University of Pécs

The University of Pécs is a successor of the first Hungarian university established by Luis the Great in 1367. Between 1970 and 1995, the Pollack Mihály College of Engineering was a separate institute; in 1995 it joined as Engineering College to the University of Pécs, finally in 2004 it became the Faculty of Engineering of the University. In the College a Doctoral School was found at 2003.

Time Allocations and Reward Structures for US Academic Economists from 1995–2005: Evidence from Three National Surveys

Using survey data collected in 1995, 2000 and 2005 from US academic economists, in which respondents were asked to indicate what percentage of their work time they allocate to research, teaching and service activities, and also how their departments and schools weight research, teaching and service in determining annual raises and making promotion and tenure decisions, we find these economists were allocating more time to teaching even though perceived departmental and school incentives provided a clear premium for research. The overall samples did not show major changes in their allocation of time from 1995–2005, but there were different responses at different types of schools, with increased time spent on research by faculty at doctoral schools while at masters′ and baccalaureate schools more time was devoted to teaching. We use regression analysis to investigate factors that affect how different faculty members allocate their time between teaching and research. In addition to Carnegie school classifications and related school characteristics, faculty members′ gender and rank were significant predictors of how economists allocate their time. Male economists, particularly among assistant professors at research universities, spent less time on teaching and more time on research than female economists.

Branding International Organizations. NATO Case Study

This paper was publicy presented at the International Conference State of Democracy in Europe organized by the Doctoral School of Political Science of the University of Bucharest, between 13-14 December 2010. The idea of this paper first appeared in 2008 after an international conference held in Bucharest on the future of NATO. If at first regarded with suspicion the idea of creating a NATO brand became more or less official later that year when NATO hired the executive from the Coca-Cola Company, Michael Stopford, as deputy assistant secretary general for strategic communication services. “We have the green light to think about branding policy for NATO” (Jean-Francois Bureau, NATO’s assistant secretary general for public diplomacy, 2008).

Statistical analysis of the structure and dynamics of the number of students in public education over the past two academic years from Bacau

Bacau public university, represented by the “Vasile Alecsandri”University from Bacau, is the third such center in the region. With more than 7400 students, it represents 7.5% of North-East Region and 1.1% of the total country. The number of students registered in the academic year 2009/2010 a positive dynamic in total (11.9%, 792 students) than the previous year. For the university studies, the number of students increased by 5%, dynamics above average recording the Faculty of Sciences (58.3%), Faculty of Movement, Sports and Health (15.1%), Faculty of Economics (+ 13.3%). The students in the academic program stand for 73.5% of the total, from the masters programs 15.2%, from the postgraduate masters 9.2%, other postgraduate courses 1.5% and 0.6% doctoral school. In the last two years, over 3200 graduate students have completed the university.

Grotowski's First Tour Abroad: The Constant Prince in Scandinavia

Little attention has been paid to the fact that Grotowski's first tour abroad with the Laboratory Theatre was to the Scandinavian countries rather than to Paris, as is often imagined. In this article, Franco Perrelli focuses on the responses of critics, especially in Sweden, to performances of The Constant Prince and to the seminars and other discussions accompanying the tour. He thus provides a comprehensive account of the impact made by Grotowski and his actors in their first encounter with spectators outside Poland. A specialist in Scandinavian theatre, Franco Perrelli is Chair of Performing Arts and Head of the Doctoral School in the Department of Art, Music, Theatre and Cinema (DAMS) at the University of Turin. His books include Echi nordici di grandi attori italiani (2004), La seconda creazione. Fondamenti della regia teatrale (2005), I maestri della ricerca teatrale. Il Living, Grotowki, Barba e Brook (2007), and Strindberg: la scrittura e la scena (2009).