Social capital and university–business collaboration in doctoral education

University–business collaboration in doctoral education has been promoted by governments and universities. In contexts where there is limited contact between the academic and business sectors, individuals and their social capital might play an important role in the formation and success of such partnerships, including the frequency of interaction and continuity of partnerships. Here, data from a survey of directors of doctoral programmes in Portugal were used to explore these aspects. The social capital of the directors seems to increase both the intensity and continuity of collaboration, especially in scientific fields considered to be more distant from companies and in which university–business collaboration is less common. Previous collaboration will create relational capital, resulting in mutual knowledge and trust which, in turn, lead to more intense and sustainable collaboration. Academic experience with companies—reflecting cognitive aspects of social capital—increases the diversity of university–business collaboration in doctoral programmes, while also reinforcing the possibility of long-term collaborations. The findings indicate that academics’ social capital is an important factor in determining the success of collaborative doctoral education, and should be taken into account when designing and supporting collaborative doctoral programmes.

LA PERSPECTIVA DE LA SOSTENIBILIDAD MEDIOAMBIENTAL EN LOS ESTUDIOS DE MÁSTER Y DOCTORADO EN TURISMO EN ESPAÑA

La sostenibilidad ambiental y la formación de los recursos humanos son dos factores estructurales de la competitividad de un destino turístico. El objetivo principal de este trabajo es conocer cómo los estudios superiores de máster y doctorado en España abordan los aspectos de sostenibilidad ambiental. La metodología utilizada para abordar este objetivo ha sido el análisis del contenido de los 55 programas académicos de máster (impartidos por 39 universidades) y los 7 de doctorado (impartidos por 18 universidades) a partir de los documentos publicados en el Registro de Universidades, Centros y Títulos del Ministerio de Ciencia, Innovación y Universidades de España y en las páginas web de las universidades. Los resultados obtenidos evidencian la baja incidencia que, por el momento, tiene el concepto de sostenibilidad ambiental en los curricula de los másteres, en las líneas de investigación de los programas de doctorado y en las tesis doctorales presentadas en la última década. También se ha observado que su consideración se aborda de forma puntual y aislada en los programas sin insertarse en visiones integrales. Además de una cuestión de responsabilidad social y económica en relación con el uso de los recursos naturales, se considera que la sostenibilidad ambiental es el área que permite actualmente un mayor margen de mejora de la oferta de los destinos turísticos para incrementar su competitividad. Por tanto, es responsabilidad de las universidades formar a sus estudiantes en el desarrollo de técnicas y competencias que atiendan a estas necesidades del sector e inculcar una ética de los valores ambientales y el respeto por la naturaleza y el planeta. Environmental sustainability and human resources education are two structural factors in the competitiveness of a tourist destination. The main objective of the current work is to discover how higher education in master and doctoral studies in Spain address aspects of environmental sustainability. The methodology used to attain the objective was the content analysis of 55 academic master's programmes (taught by 39 universities) and 7 doctoral programmes (taught by 18 universities) based on the documents published in the Legal Register of Universities, Colleges and University Qualifications (Spanish Ministry of Science, Innovation and Universities) and on the websites of the universities. The obtained results demonstrate that, for the moment, the concept of environmental sustainability has a low impact on the curricula of master's degrees, research lines of the doctoral programmes and on doctoral dissertations presented over the last decade. It has also been noted that environmental sustainability is addressed without being inserted into comprehensive visions. Beyond a question of social and economic responsibility in relation to the use of natural resources, environmental sustainability is a key area for improvement in the framework of the tourism offerin many destinations to increase their competitiveness. It is, therefore, the responsibility of universities to educate their students in the development of techniques and skills that meet these needs of the sector and to instil them with an ethic of environmental values and respect for nature and the planet.

CIRCULAR ECONOMY EDUCATION: EXPERIENCE OF FINLAND

Since the announcement of the National economic strategy 2030, the transition to a circular economy has become an agenda for Ukraine. In these conditions searching for good experience and practices is an essential priority for national higher education. The research focuses on analysing educational experience in the circular economy in the Republic of Finland. The Republic of Finland has become the first country to provide degree programmes in the circular economy. This theoretical research is based in particular on literature review as well as analysis of Finnish universities websites for studying the degree programmes (their learning content and structure), methods and forms of education. The article presents a generalised analysis of the bachelor, master and doctoral programmes in the circular economy or related sciences. The main findings are methods of education in circular economy distinguished according to the following principles: historical (project-based), priority in the pedagogy implementation (teaching and learning), students activities (combined methods), teaching strategies (heuristic methods), source of knowledge (direct or indirect study of reality). The project-based method dominates when a multidisciplinary student team designs the project. The education format varies from traditional to online.

Transformative research and innovation capacity in tertiary agricultural education in Africa.

This chapter first outlines the rationale for and necessary components of strategies to transform agricultural research capacity in African countries. Thereafter, the discussion focuses on strategic approaches to the transformation of research and innovation capacity in tertiary agricultural education (TAE) through the development of graduate (i.e. master's and doctoral) programmes. Such developments form a strong argument for increasing universities' role in national agricultural innovation systems. The final section explores an effective division of labour between TAE institutions and national agricultural research institutes in the production of new technical advances driving agricultural development.

Development of Doctoral Programmes in the Field of Agricultural Economics at the University Of Maribor

In this Chapter we present the development of post graduate Doctoral Study Programmes in the field of Agricultural Economics at the University of Maribor. The first part of the Chapter describes the development before implementation of the Bologna reform. Then we describe development after the Bologna reform, and after the last reform of Doctoral Studies at the University of Maribor in 2018.

THE QUALITY OF DOCTORAL STUDIES: CHALLENGES AND FUTURE PERSPECTIVES

The doctorate studies are one of the highest degrees given by a university. Doctoral studies provide students with training in research techniques. The doctoral studies involves the presentation and preparation of the most value activity named as doctoral thesis. There are a lot of doctoral programmes whose specific objectives are to train researchers to successfully address the challenges of new researched science ECT. Nevertheless the global tendency shows that doctoral studies must be transformed to promote innovative and comprehensive research degree and the particular system of the doctoral study process. The aim of the study is to research the key issues of the quality of doctoral studies from the perspective of innovation and digitalization era in educational system in Europe as a whole and in Latvia.

Effects of construction industry support for PhD projects: The case of a Swedish scheme

One of the many varieties of university–industry collaboration is industry engagement in doctoral programmes. A scheme operated by the Development Fund of the Swedish Construction Industry since the early 1990s has supported thesis projects for about 150 PhD candidates. While they were doctoral students they were employed by contractors as industrial doctoral candidates or by universities. The purpose of this investigation was to analyse how, as PhD graduates, they perceived the benefits of doctoral studies for themselves as individuals and also how they have contributed to the organization that employs them. Results from a survey with 125 respondents show that the greatest individual benefit is that of being able to access relevant information more rapidly, and that the greatest perceived organizational benefit arises from their ability to cooperate with knowledgeable clients.

Collaborative teaching and learning of interactive multimodal spoken academic genres for doctoral students

The last teaching-learning stage in the education system is the doctoral programmes, which turn graduatestudents into researchers. This evolution involves writing a dissertation, but also being able to discuss research.However, training on spoken genres has not received much attention, and the interest has been mainly onmonologic prepared speeches. This paper focuses on a genre of interactive speech, the discussion session (DS)that follows the paper presentation, which is particularly challenging for novice researchers. We present alearner-led pedagogy for the teaching-learning of this genre that fosters thinking-based learning and multimodal awareness. It was implemented in a course of academic discourse for doctoral students in order to prove its effectiveness. We propose a process of active and collaborative deconstruction and construction of DSs to identify verbal and non-verbal resources and their interpersonal functions, so that novel researchers reflect on and integrate them in their repertoire.