Supervision of doctoral theses.
How to prevent and cope with problems and incidents?
Synthesis of data from the initial questionnaire of the training course The supervision of the doctoral thesis taught in Catalan universities since 2017.
* Last update January 21, 2018 (n = 16).
How long have you been supervising doctoral theses?
What are you currently supervising, how many are in co-supervising format?
How many theses do you supervise at the moment?
What is the format of most of the theses you are supervising?
How often do meetings with your PhD students?
Usually, your supervision meetings are...
Participate in the questionnaire
If you are a supervisor and you want to collaborate with us in the improvement of doctoral education, you can answer this brief questionnaire about the characteristics of your process of supervision of doctoral theses. Thank you so much!
Bibliographical references and web resources
AQU (2017). Agència per la Qualitat del Sistema Universitari Català. Inserció laboral dels doctors i doctores: http://www.aqu.cat/estudis/doctorats/#.WmHH_ZOdVo4
Generalitat de Catalunya (2018). Pàgina web Doctorats Industrials: http://doctoratsindustrials.gencat.cat/
McAlpine, L., & Amundsen, C. (2012). Challenging the taken-for-granted: How research can inform doctoral education policy and practice. Studies in Higher Education, 27 (6)
Download the AQU 2017 report about the labour insertion of Catalan doctors and doctors.
34% of doctors work in the university, 46% in the company and 20% in research institutes.
Doing the thesis in the framework of a research group significantly increases the achievement of competencies.
The lesser achieved competences are recruitment and management of funds for research, languages, networking and teamwork, and teaching competence.