|
The Theme
The Maastricht conference is the last in the series of three
EUA conferences in 2004 which will focus on the social relevance
of higher education and research for the development of the
knowledge society. The first conference (Marseille, April
2004) discussed the engagement of stakeholders in universities.
The Torino conference (June 2004) provided an opportunity
for international participants to address the implications
for academic values of opening up the universities to the
world around them. The Maastricht conference will examine
the future research training role of universities in Europe.
With the increased focus on the ambitious Lisbon and Barcelona
objectives and new demands of the global knowledge-intensive
labour market, universities need to play a key role in research
& development, innovation, knowledge creation & transfer
at regional, national and European/ international level. In
the context of this development, the research training function
of the universities becomes more important.
Universities increasingly have to face the challenge of training
young researchers for a variety of careers both in academia
and outside the traditional academic market, in companies,
public and private research centres, industry and elsewhere.
They need to prepare their students for a whole range of research
employment. The labour market demands expertise in different
contexts and at different levels. In addition to core research
skills, additional skills of a general and multi- or interdisciplinary
nature are often required. The demands of this changing environment
lead universities to develop institutional strategies and
policies on research and to reflect on the role of research
training in programmes being offered at different levels of
education (e.g. Master, Doctorate, as well as at ‘postgraduate
level’ more generally in the context of lifelong learning).
At the same time universities are also increasingly involved
in considering ways of attracting more young people into research,
and of providing incentives to young graduates to take up
research careers.
Against this background key issues for discussion will
be:
- Research training in the context of the changing labour
market (i.e. what will be characteristics of the future
labour market for researchers; which skills and competences
will be required etc.)
- Demand for young researchers (university strategies and
ways to attract young people to science and research)
- The changing role of doctoral training in the emerging
knowledge society
- New routes to research training (innovative practice;
graduate schools; professional degrees; industrial degrees;
etc.)
- Research as an integral part of lifelong training (development
of skills throughout life in order to promote innovation
in the knowledge-based society)
- Role of mobility in research training (cross-border, trans-sectoral
and trans-disciplinary mobility)
- Career development (promotion of research careers at national
level – role of governmental policies; academia, public
sector and industry; promoting women’s participation
in research and science).
Universities need to be pro-active in developing new policies,
considering their internal organisation, promoting the engagement
of stakeholders, and managing the training and careers of
young researchers. It requires a strategic vision that is
anchored in academic values and will:
- Influence thinking and strengthen the role of the university
in the provision of research training for the knowledge
society
- Encourage universities to consider the optimal organisation
and management of research and research training, including
personnel, recruitment and career development policies
- Identify the challenges for and future role of doctoral
programmes in this context.
|
