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Phd in Food Science and Technology Newsletter PhD in Food Science and Technology Newsletter I S S U E 1 DECEMBER 2012 Welcome to the 1 st edition of PhD Newsletter! This is the 1 st issue of a new newsletter, is the voice of the ISEKI FOOD 4 project financed by the European Commission and is aimed at PhD stu- dents in Food sciences of European countries as well as from around the News from world. the IFOOD4 • What about This PhD Newsletter is launched with the aim of reaching with our initia- tives not only senior scientists, educators, teachers and food professionals PhD studies representatives of the numerous institution partners but also a wider and PhD training younger audience like the PhD students that represent the future genera- tion of food technologist. • Two PhD per- sonal experien- This newsletter, that starts with a yearly edition, is an easy tool for the ces dissemination of information on topics that could be of interest for o PhD • The XVII wors- student (events, topics and deadlines, training schools, open positions, hop on PhD calls for projects, ...) , Italian develop- The ISEKI_Food-4 project is also planning a series of complementary ini- ments tiatives for the PhD students to favour the modernization of the training • Agorials 2012 in and education to fit the skill and competences required by the job market. Paris Please visit the the web site of the project ( www.iseki-food4.eu ) and in that of our association (IFA) ( www.iseki-food.net ). Events We hope to have started with an initiative that you will appreciate and we Blackboard look forward to producing further attractive, informative and useful news- letter for all the PhD students. Of course, we welcome back any feedback on this issue and contributions to future issues. If you are a PhD student in the field of Food Science and Technology we would like also to invite you to share your experiences! With our best regards, The editorial board and IFood4 coordinator P A G E 2 WHAT ABOUT PHD STUDIES IN FOOD SCIENCE AND TECHNOLOGY ? Currently, most European and non-European countries are facing changes in their doctoral programs. These changes are partly driven by the new Euro- pean guidelines and by the uncertain future which surrounds this career. In light of this scenario, the role of the research/doctoral schools is underlined, the importance of innovative structures to meet the future challenges is high- lighted and the development of interdisciplinary training and transferable skills are being promoted to meet the needs of the wider employment mar- ket. These changes are still in progress and our Thematic Network ISEKI_Food has been carrying out some activities to better understand “the state of the art” of PhD studies in Food Science and Technology. In order to collect information to evaluate the contributions of PhD studies in training food industry employees, research scientists and practitioners, and to know the most desirable soft skills (linked to employability of doctoral gradu- ates) that PhD students should acquire during their doctoral studies, a spe- cific survey was developed by the EC-funded ISEKI_Food 4 project working News group focusing on “Third cycle studies” (WG5). This questionnaire was sub- mitted to the partners (official and associated) of this network from 13th March to 9th April 2012. Based on the 68 responses obtained from 34 coun- from tries, a preliminary summary of the collected data was presented and dis- cussed at the 1st Overall Meeting of the ISEKI_Food 4 project in Porto (PT, May 2012). Some of the most relevant conclusions are pointed out below. In IFood 4 the majority of cases, the data computed from the answers are expressed as % of the total number of respondents: Survey respondents were mostly senior (55%) full professors (61%), working at the university for more than 14 years (70%). A good balance in gender between respondents was also achieved (55% female to 45% male). Only 44% of the partner institutions have already established a Doctoral School based on Bergen Communiqué (2005)*. Some of the European Uni- versities that have implemented these institutions are shown in Table 1. Nev- ertheless, control procedures and activities to manage PhD studies are for- mally established at 96% of institutions (e.g. yearly progress reports, Super- visory Committee, Faculty Doctoral Committee, etc.). Sectors in which most probably doctors Sectors in which most probably doctors fount a job (past) will find a job (future) *Main statements in the Bergen Communique : t o include the doctoral level as the third cycle in the Bologna Process. They are based on structured doctoral programs with transparent supervision and assessment, interdisciplinary and transferable skills training… They need to be fully aligned with the EHEA overarching framework for qualifications using the outcomes-based approach. PHD IN FOOD SCIENCE AND TECHNOLOGY I S S U E 1 P A G E 3 Within one country, the degree of establishment of the Table 1. Most common requirements with regard to Doctoral School can be very different. For example, in formal doctoral training. Spain, 2 out of 3 institutions have implemented this program; in Italy, 4 out of 9. So, we can conclude that Activities Number Comments the process of implementation of the new PhD model Hours for transferable, soft skill courses 10-250 has just started. The most common requirements with 1 - (not master) hours regard to formal doctoral training among the institu- tions that have already implemented the new model for Number of publications in international PhD studies are summarized in Table 2. This does not scientific journal or an equivalent international scientific output of recognize 2 2-3 0-4 mean that PhD students are required to obtain all prestige, i.e. a peer-reviewed contribution about his/her own research, written in these activities/outputs to obtain the PhD degree; usu- the language of the discipline ally the students are required to combine them to reach a minimum. Most institutions give more impor- Number of publications in other scientific tance to activity number 2. For a number of institu- 3 journals or an equivalent scientific 2 0-4 output (non peer-reviewed) tions, activities 1, 2, 7, 8 and 9 are compulsory. Number of books or book chapters 4 1 Not min ROLE /MEANING OF PHD STUDIES Written Survey respondents agreed that the attainment of a 5 Patents 1 Not min PhD degree increases the job opportunities of gradu- ates, primarily in the Academic sector (77%) and sec- Participation in R+D projects ondly, in Research Centers (16%) and provides a bet- 6 (meetings, funding or management 3 years Not min activities…) ter paid job/salary (56%). They also completely agreed that our post-docs are well trained for Academia and Participation in conferences with oral 7 1 Not min Research Centers (93 and 87%, respectively), but not presentation for industry (83%). Participation in conferences with poster 8 2 1-3 IDENTIFYING NEEDS AND SKILLS FOR THE FUTURE Presentation As is shown in Figure 1, historically most of our PhD 9 Participation in teaching activities 64% compulsory students have found a job in Academia (60%). Never- theless, in the near future (Figure 2) we expect our PhD students to find jobs mainly in the Industry sector (37%), Academia (34%), and Research centers (21%). also at Universitat Politecnica de Valencia (Spain), Nor- That Academia will not be the most valuable calling for wegian University of Life Sciences (Norway), Technion- our future PhD graduates is in agreement with other Israel Institute of Technology (Israel) and Kasetsart studies (Fiske, 2011; Cyranoski et al., 2011), as the University, Food Science and Technology faculty number of academic positions have stagnated or de- (Taiwan). clined in most countries. 96% of survey respondents agreed that PhD students will need new skills to face SOME MAIN CONCLUSIONS the future labour market perspectives. To identify fu- Emerging changes in the organization of doctoral train- ture needs, specific tasks are under development in the ing are being witnessed by the development of new ISEKI_Food network. doctoral schools in many European countries. INTERNATIONALIZATION OF PHD Non-conventional structured programs of activities are needed, ranging from advanced seminars and courses Only 9% of institutions have implemented joint doc- in research topics to training in transferable skills to toral programs, e.g. SupAgro (Montpellier) and Univer- face the changes in the labour market prospects of doc- sity of Teramo (Italy); Cartagena University (Spain) toral graduates and act as a ‘quality label in enhancing and Davis University (USA); Agrosup (Dijon) and Udine the career opportunities of PhD graduates. University (Italy); Escuela Politecnica Nacional To combat the poor International cooperation between (Ecuador) and Uppsala University (Sweden); University institutions, international links and cooperation should College KAHO Sint-Lieven and Leuven Arenberg Doc- be encouraged through the establishment of joint doc- toral School. toral programs and international doctoral degrees 41% have established collaborations with other univer- awarded by two or more institutions from different sities for doctoral studies. Only 17% of institutions countries. have implemented the International Doctoral Degree; By Chelo Gonzalez most are in Italy (Teramo University, University of Universidad Politécnica de Valencia P A G E 4 PhD Schools already implemented at the European Universities (information from IFood 4 partners) University Country Kaho Sint-Lieven, Gent Belgium University of Food Technologies, Plovdiv Bulgaria University of Zagreb Croatia Cyprus University of Technology Cyprus University of Lorraine, LIBio France Aristotle University of Thessaloniki Greece University of Szeged Hungary Corvinus University of Budapest, Faculty of Food Sci- Hungary ence News University of Sassari Italy Alma Mater Studiorum University of Bologna Italy from University of Udine, Department of Food Science Italy IFood4 University of Bari, DIBCA Dept.
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