Dear Eduardo,
Thank you for offering details about the Bologna framework.
I noticed that the last sentence states clearly modernist aims for the PhD :
> * can be expected to be able to promote, within academic and professional contexts, technological, social or cultural advancement in a knowledge based society.”
There is no mention ecological or sustainable advancement.
Is one to infer that ecological or sustainable advancement is somehow embedded in "social or cultural advancement"? (and only after one has considered technological advancement?)
If so… this is a sad example about how language can minimize the importance of the global ecological challenges we are all facing. The statement also embeds the notion that ecological and sustainable efforts are only marginally important to scholarship.
Louise St. Pierre
DESIS Lab Coordinator & Associate Professor
Faculty of Design and Dynamic Media
Emily Carr University of Art + Design <http://www.ecuad.ca/>
520 East 1st Avenue, Vancouver BC V5T 0H2
PhD Candidate, Simon Fraser University
http://blogs.eciad.ca/designandnature/ <http://blogs.eciad.ca/designandnature/>
<http://blogs.eciad.ca/designandnature/>
> On Mar 23, 2018, at 4:13 AM, Eduardo A. Corte-Real <[log in to unmask] <mailto:[log in to unmask]>> wrote:
>
> Dear Ken and Martin,
> I read both Ken’s articles and I’m starting to read the rest.
> There are several issues to be discussed, but I will start by Bologna.
> In the aftermath of Bologna, in 1999 several “traditions” interpreted what was proposed. In 2005 a clarification was needed so the Dublin Descriptors where created in 2005. However, the system reflects yet diferences that should not be (mis)taken by generalizations.
> Anyway let me quote the Dublin Descriptors that frame HE in the European Space for the 2nd and 3rd cycle (my bolds):
>
> "Qualifications that signify completion of the second cycle (e.g. Master's degrees) are awarded to students who:
>
> • have demonstrated knowledge and understanding that is founded upon and extends and/or enhances that typically associated with the first cycle, and that provides a basis or opportunity for originality in developing and/or applying ideas, often within a research context;
> • can apply their knowledge and understanding, and problem solving abilities in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study;
> • have the ability to integrate knowledge and handle complexity, and formulate judgements with incomplete or limited information, but that include reflecting on social and ethical responsibilities linked to the application of their knowledge and judgements;
> • can communicate their conclusions, and the knowledge and rationale underpinning these, to specialist and nonspecialist audiences clearly and unambiguously;
> • have the learning skills to allow them to continue to study in a manner that may be largely self-directed or autonomous.
>
>
> Qualifications that signify completion of the third cycle are awarded to students who:
>
> * have demonstrated a systematic understanding of a field of study and mastery of the skills and methods of research associated with that field;
> * have demonstrated the ability to conceive, design, implement and adapt a substantial process of research with scholarly integrity;
> * have made a contribution through original research that extends the frontier of knowledge by developing a substantial body of work, some of which merits national or international refereed publication;
> * are capable of critical analysis, evaluation and synthesis of new and complex ideas;
> * can communicate with their peers, the larger scholarly community and with society in general about their areas of expertise;
> * can be expected to be able to promote, within academic and professional contexts, technological, social or cultural advancement in a knowledge based society."
>
> from http://ecahe.eu/w/index.php/Framework_for_Qualifications_of_the_European_Higher_Education_Area#Second_cycle_-_Master.27s_level <http://ecahe.eu/w/index.php/Framework_for_Qualifications_of_the_European_Higher_Education_Area#Second_cycle_-_Master.27s_level>
> originated in http://ecahe.eu/w/images/7/76/A_Framework_for_Qualifications_for_the_European_Higher_Education_Area.pdf <http://ecahe.eu/w/images/7/76/A_Framework_for_Qualifications_for_the_European_Higher_Education_Area.pdf>
>
> In consequence, in my country (Portugal) most of the MA programs in Art & Design include courses in on Research Methods. During the recent round of HE programs evaluations the external evaluation committees often stressed this matter. The problem has been where to place the course: in the 1st, 2nd or 3rd semester.
> Also, most (if not all) of the PhD programs on Art & Design have, at least one year of courses/seminars, which also include more specific research methods courses, related to the field or fields that include Academic writing.
> Again, although officially the PhD programs have a 3 year duration, students are allowed to use one or two extra years, which, in practice makes the program last for 4 and 5 years. As an example, our PhD program on Design that started in October 2012 will finally see the two first graduates soon.
> This is, as you may guess, all within Bologna.
> best regards,
> Eduardo
>
>
> Eduardo Corte-Real
> PhD Arch.
> Associate Professor
> Professor Associado com Agregação
> [log in to unmask] <mailto:[log in to unmask]><mailto:[log in to unmask] <mailto:[log in to unmask]>>
>
> Av. Dom Carlos I, nº4, 1200-649 Lisboa, Portugal
> T: +351 213 939 600
>
>
>
>
>
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