Download - UEA ECD TUDelft 2016
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9th EUA-CDE WorkshopDoctoral Supervision – Practices and responsibilities20 - 21 January 2016 – TUDelft, brevi note di enrico de angelis
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The 9th CDE workshop - TUDelftThe meeting had the highest frequency in the history of CDE
The subject (supervision) is universally recognized as HIGLY CRITICAL : a good supervision is vital to research in general and to PhD research in particular
Non ci sono tuttiio dalla parte del fotografo
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The 9th CDE workshop - TUDelftMy synthesis of the day is the following: as postgrad schools (PhD Schools in particular) are not schools, supervisors too must not be “only supervisors”, anymore:• we need TEAMS of supervisors and …• we need to innovate doctoral training
But the centre of doctoral training is supervision and we need, FIRST a positive monitoring of this fundamental processes, but THEN a lot of creativity, and care, care, care, …
YVES MENY: Supervision of the past was a hierarchical one to one relationship (complete discretion of the supervisor). To-day‘s supervision is more contractual and requires rights and obligations on both sides. The supervisor is still unique but assesment and advices are more collegial: support from other colleagues is a necessity and not an infringement on «reserved territory».
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Polimi versus the worldThey have much more money (per Candidate)They are more “contractual” (written rules) and rigorousThey have longer PhD programs (and often part-time)
They have given more value to NONDOCENTI (speakers: Deans of schools, Office Heads, few profs and PhDCandidates
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Polimi versus the worldWe have (basically) only 3yrs programs. So PhD-duration is not a good metric for our quality. In other countries it is.
Someone trains Supervisors (Turku doctoral school, from 2014, UniWiND GUAT Berlin, LiegeUni, UNILausanne, GoetheUni Frankfurt from 2009, UniRoviraVirgili)
Before and after taking care of supervision traks at TUDelft
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Our metrics?
The final survey of our candidates gives us some hints:• Circa il 40% non apprezza o non capisce il ruolo del tutor
(ma il relatore è OK) il 60% ritiene poco utile il collegio dei docenti, il 35% non ha avuto rapporti valorizzanti con il suo coordinatore
• Il 36% non rifarebbe il dottorato• Ma il 97% di chi è andato all’estero ne è tornato contento
C’è (almeno apparentemente) un grado di insoddisfazione piuttosto diffuso
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Some nice slides
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Chiarire bene i vari passaggi
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Soprattutto tra di noi (collegi)
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Una persona indipendente (tutor?)a fianco di dottorando e di relatore
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Chiarire bene i compiti di tutti non solo all’interno di decreti rettorali
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Si scherza anche un po’ ma non tanto … occorre fare in modo che le diversità siano tutte positive!
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Chiarire bene processi e compiti di tutti non basta mai … e la comunicazione è importante
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Chiarire bene processi e compiti di tutti non basta mai … e la comunicazione è importante
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Chiarire bene processi e compiti di tutti non basta mai … e la comunicazione è importante
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Non basta scrivere chiaramente e facilitare la comunicazione: INCONTRI FORMA-RELATORI
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E sondare le opinioni anche dei relatori non solo dei dottorandi
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Per capire bene le esigenze e le priorità
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E poi anche premiare i MEGLIO-RELATORI
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E poi anche premiare i MEGLIO-RELATORI
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Two final quotations
«PhD Candidates need to be SUPPORTED not only to be SUPERVISED: this is SUPER» una ex dottoranda, Alexandra Samper Martinez, Universitat Rovira i Virgili
Il mio personale memento al Direttore:«... non è cosa più difficile a trattare, nè più dubbia a riuscire, nè più pericolosa a maneggiare, che farsi capo ad introdurre nuovi ordini. Perchè l’introdut-tore ha per nimici tutti coloro che degli ordini vecchi fanno bene; e tepidi difensori tutti quelli che degli ordini nuovi farebbono bene; la qual tepidezza nasce, parte per paura degli avversari, che hanno le leggi in beneficio loro, parte dalla incredulità degli uomini, i quali non credono in verità le cose nuove».