European Physical Societymore than ideas

A EUROPEAN SPECIFICATION FORPHYSICS DOCTORAL PROGRAMMES

EPS Publications 2011

A EUROPEAN SPECIFICATION FORPHYSICS DOCTORAL PROGRAMMES

Submitted to the European Physical Society by

Prof. Dr. Hendrik FerdinandeUGent- Proe!uinstraat 86BE-9000 Gent, Belgium

hendrik.ferdinande@ugent.be

EPS Publications 2011

PHYSICS DOCTORAL PROGRAMMES

02 EPS PUBLICATIONS 2011

Keywords:Bologna Process

European Higher EducationArea (EHEA)European SpecificationPhysics doctor degree

Copyright © 2011 by the European Physical Society.All rights reserved."is information may be freely usedand copied for non-commercial purposes, provided that acknowledgment is given to the specification group

for the physics doctorate and to the copyright of the European Physical Society.

For ordering information, please, contact info@eps.org or write to:European Physical Society6 rue des Frères Lumière

FR-68200 Mulhouse, FranceTel: +33 389 32 94 40Fax: +33 389 32 94 49Web:www.eps.org

A free electronic version of this report is available through www.eps.org

"is project has been funded with support from the Lifelong Learning Programme of theEducation and Culture DG of the European Commission (Ref.Assoc-Educ-SAOG2-12).

"is publication reflects the views of the authors and the Commission cannot be held responsiblefor any use which may be made of the information contained therein.

PHYSICS DOCTORAL PROGRAMMES

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02 Keywords03 Table of contents04 Preface05 Physics doctoral programmes05 1 - Introduction05 2 - Programme structure & delivery07 3 - Physics08 4 - Physics doctoral discipline competences09 5 - Physics doctoral generic competences10 References11 Annex: membership of the doctoral specification group

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A EUROPEAN SPECIFICATION FORPHYSICS DOCTORAL PROGRAMMES

PHYSICS DOCTORAL PROGRAMMES

"e European Physical Society (EPS) is a European-wide professional association with 41 nationalmember societies. "e EPS supports the BolognaProcess and provides with a series of specifications ameans to describe the characteristics of the physicsstudy programmes in a European dimension. "isseries of brochures covers the bachelor or first-cycle orEQF level 6,master or second-cycle or EQF level 7 anddoctorate or third-cycle level or EQF level 8, as one ofthe three priorities in the Bologna Process [EC09a].

"e brochures also represent general expectationsabout the standards for the award of qualifications atthe given level and articulate the attributes and capa-bilities – i.e. the learning outcomes - that thosepossessing such qualifications should be able todemonstrate. "ese qualifications are in agreementwith the European Qualifications Framework (EQF)[EC09b]. National statements and guidelines [DP07,IM07, KF05, LM07, MS04 and QA11] have alreadybeen established in some countries, and have beenvery influential in designing these specifications."eEuropean doctoral level or EQF level 8 corresponds tothe UNESCO level ISCED 6 [UN06]

The present EPS specification refers to the physicsdoctoral degree in a European perspective. Specifi-cations are used for a variety of purposes. Primarily,they are an important external source of referencefor higher education institutions (HEIs) when newprogrammes are being designed and developed ordoctoral programmes provisioned. They providegeneral guidance for articulating the learning andresearch outcomes associated with the programmebut are not detailed descriptions of a core or modelconcept. Specifications provide for variety and flexi-bility in the design of programmes and encourageinnovation within an agreed overall national, regio-nal or institutional framework.

Specifications also provide support to institutions inpursuit of internal quality assurance."ey enable thelearning outcomes specified for a particular pro-gramme to be reviewed and evaluated against agreedgeneral expectations.

Finally, specifications are among a variety ofexternal reference points that may be drawnupon for the purpose of external review. Revie-wers should not use specifications as a crudechecklist for these purposes however. Rather, theyshould consider them in conjunction with therelevant programme descriptions, the institu-tions’ own internal evaluation documentation, inorder to arrive at a rounded judgment based on abroad range of evidence.

The present physics doctoral specification hasbeen undertaken by a European group of physicshigher education specialists (see Annex 1). Thegroup's work has been funded with support fromthe European Commission [EC07] and was facili-tated by the European Physical Society, whichpublishes and distributes these documents. Thepresent document went through a full consulta-tion and validation process with the widerEuropean academic community and the stakehol-der groups.

In due course the specification will be revised toreflect developments in physics (and astronomy) andthe experiences of institutions and others who areworking with it."e EPS will initiate revision and willmake arrangements for any necessary modificationsto the description in collaboration with the Europeanphysics community.

A Glossary of key terms in higher education can befound in [CE11, EU09a, andVl07].

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!! PREFACE

PHYSICS DOCTORAL PROGRAMMES

1 - Introduction

1.1 "e present specification for physics doctoral pro-grammes characterises a European-wide view of thecompetences and achievements that graduates of phy-sics doctoral degrees should have acquired throughtheir studies, training and research activities. "ereexists a wide range of programmes delivering suchdegrees reflecting the varying aspects of physics anddifferent national perspectives, traditions and educa-tional policy imperatives. However, there is wideagreement across Europe of what constitutes theessentials of what should be included in a thirddegree in physics. However, doctoral education has aparticular place in the European ResearchArea (ERA)and the European Higher Education Area (EHEA). Itrests on the practice of research, which makes it fun-damentally different from the first and second cycles.In some institutions of some European countriesdoctoral degrees are a fairly recent development inspi-red by the Bologna Process. Physics departments andnational physical societies might welcome some gui-dance onwhat such degrees should try to achieve."isdocument builds on extensive work carried out overrecent years by the physics group in theTUNING pro-ject [TU09a] and over a longer period by the EUPENgroup of physics departments [Fe05] both of whichhave done a great deal to establish European-wideconsensus on the essentials of physics degree pro-grammes. While this work has been vital in order toestablish a European wide consensus, some parts ofthe present text rely on the document published by theQAA in the UK [QA11], on the German Study[DP07] and on the Salzburg II Recommendations pro-duced by the EUA [EU10] from which they havebeen directly taken.Practically all of the global recom-mendations on graduate education, known as theBanff Principles [Ba07], also appear in the Salzburg IIRecommendations.

1.2 Physics is amajor discipline in the EHEAwith over100 000 full-time equivalent students registered onundergraduate HE programmes. Physics graduatesplay a major role in the EU economy. However, theimportance of physics is not restricted to the provisionof professional scientists and technologists. It is also anessential part of our understanding of all aspects ofnature and the principles andmethods which allow usto understand the universe. As such it has wide anddeep cultural dimensions and its study is of universalvalue. It forms the foundation of many of the sciencesand their applications. Physics is also an importantbackbone for new advances in technology, whichconstitutes an important factor in the developmentand economy of our society.

1.3 "e doctoral degree acquired its modern status asthe highest research degree during the 19th century inGermany, where according to the Humboldtian tradi-tion the doctoral candidate followed a form of‘apprenticeship’.

1.4 ‘"e doctorate is distinctive because it is aboutcreating new knowledge or applying existing know-ledge in a new way; this is the key characteristic thatdifferentiates it from first and second cycle degrees’[QA11].

1.5 ‘Whereas until the late 20th and early 21st centuriesthe purpose of acquiring a doctorate (in severalcountries) was (mostly) for entry to the academic pro-fession, nowadays many doctoral candidates have nointention of pursuing an academic role. Instead,manygo on to a diversity jobs in both public and private sec-tors, and they o!en bring their research skills to bearin their own professional context. Some doctoral can-didates study at doctoral level purely as a personalchallenge, or for interest, with no ‘career’ relevance’[QA11].

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!! PHYSICS DOCTORAL PROGRAMMES

PHYSICS DOCTORAL PROGRAMMES

2 - Programme structureand delivery

2.1 Physics is a hierarchical discipline that requiresan ordered and structural acquisition of knowledgeas well as a prolonged period of study to assimilateits concepts and coherence. It is a subject whichrelies on experiment and observation as the sourceof our knowledge of the physical universe but whichcomplements this with theoretical constructs basedon a fairly small number of all embracing principlesand laws often expressed and developed usingmathematics. Practical skills have to be developedalongside an appreciation of the link between theoryand experiment.In the TUNING methodology [TU09a], the use oflearning outcomes and competences is necessary inorder to make programmes student-centred and out-put-oriented. "is approach requires that the keyknowledge and skills that a graduate needs to achieveduring the learning process should be taken intoaccount in developing the programme.

2.2 In 2004 the Joint Quality Initiative [JQ04] develo-ped the following descriptors, known as the DublinDescriptors (based on Bloom’s [Bl56] Taxonomy), todetermine when young researchers in their learningprocess would have attained the doctoral level:

‘Qualifications that signify completion of the thirdcycle are awarded to candidates who:

• have demonstrated a systematic understanding of afield of study and mastery of the skills and methodsof research associated with that field;• have demonstrated the ability to conceive, design,implement and adapt a substantial process ofresearch with scholarly integrity;• have made a contribution through original researchthat extends the frontier of knowledge by developing asubstantial body of work, some of which meritsnational or international refereed publication;

• are capable of critical analysis, evaluation and syn-thesis of new and complex ideas;• can communicate with their peers, the larger scho-larly community and with society in general abouttheir areas of expertise;• can be expected to be able to promote, within acade-mic and professional contexts, technological, social orcultural advancement in a knowledge based society’.

In their 2007 London Summit the ‘Bologna’ministersinsisted on the use of learning outcomes in curricu-lum design and student-centred pedagogy (see also[TU09a]). In the ‘Tuning 3rd cycle studies in Physics’document [TU07] it is emphasised that the term‘research outcomes’ would be appropriate rather than‘learning outcomes’.

2.3 ‘"emodern doctorate is at its core determined byan interplay between professional research expe-rience and personal development’ [LE10].

2.4 ‘Doctoral education is, by nature, an individualexperience; even if a doctoral candidate is part of acohort,which is becoming increasingly common,eachperson’s route to the degree is different and takesaccount of several factors, including:

• the individual’s experience (academic and life) beforeenrolling on the doctorate• the university at which the candidate is studying• the (doctoral) school or department in which thecandidate is based• the candidate’s relationship with the supervisor• the candidate’s relationship with peers ‘[QA11].

2.5 ‘Applying e.g. the European Credit Transfer andAccumulation System (ECTS) [EC09c] developed forcohorts of students in the first and second cycles is nota necessary precondition for establishing successfuldoctoral programmes. Some universities consider cre-dits useful for the taught components of doctoraleducation, especially in cross-institutional (joint)

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doctoral programmes. ECTS credits, however, do notmake sense when measuring the research componentor its associated dissemination outputs.Applied wron-gly, rigid credit requirements can be detrimental to thedevelopment of independent research professionals.High-quality doctoral education needs a stimulatingresearch environment driven by research enthusiasm,curiosity and creativity, not motivated by the collec-tion of credits. ‘[EU10]

2.6A recent study [Ke11] investigated 155 investigatedphysics doctoral programmes from 24 countries; it sho-wed that the vast majority have duration of three to fouryears (full time; part-time candidates take up normallytwice as long).Only in exceptional cases [e.g.Ph09] is theduration condensed to two and half years, when thebachelor and the master programme may also becondensed.According to a DPG Study [DP07] such anoffer should be reserved for the most-talented and ablecandidates.In the casewhere candidates transfer directlyfrom the bachelor to the doctorate, they should be pro-vided with an intensive programme of study to developknowledge and skills equivalent to themaster’s level.

2.7 ‘Universities as institutions need to assume res-ponsibility for ensuring that the doctoral programmesand research training they offer are designed to meetnew challenges and include appropriate professionalcareer development opportunities.’ [EU10]

2.8 ‘Physics doctoral programmes should seek toachieve critical mass and should draw on differenttypes of innovative practice being introduced in uni-versities across Europe, bearing in mind that differentsolutions may be appropriate to different contextsand in particular across larger and smaller Europeancountries."e promotion of innovative structures [isparticularly needed] to meet the challenge of inter-disciplinary training and the development oftransferable skills."ese range from graduate schoolsin major universities to international, national andregional collaborations between universities.’ [EU10]

2.9 A possible sensitive but clear and succinct tool fortransparency and recognition canbe found in theTuningGuide [Lo10] to formulating degree programmes."edegree profile template and related guidelines set out inthat guide booklet constitute such a tool.

2.10 "e European Charter for Researchers and aCode of Conduct for the Recruitment of Researchersgive individual researchers the same rights and obliga-tions wherever they work throughout the EU. "isshould help counter the fact that research careers inEurope are fragmented at local, regional, national orsectoral level [EC05]. Acceptance of these guidelineswould be an important stimulus towards Europe-widemobility of researchers.

3 - Physics

3.1 ‘Physics is concerned with the quantitative obser-vation, understanding and prediction of naturalphenomena and the behaviour of human-made sys-tems. It deals with profound questions about thenature of the universe and with some of the mostimportant practical, environmental and technologi-cal issues of our time. Its scope is broad and involvesmathematics and theory,measurement, i.e. quantita-tive experimentation and observations, computing,technology, materials and information theory. Ideasand techniques from physics also drive develop-ments in related disciplines including chemistry,computing, engineering, materials science, mathe-matics, medicine and the life sciences, meteorologyand statistics’ [QA08].

3.2 ‘Physics is both an experimental and a theoreticaldiscipline that is continuously evolving. It is deeplyrooted in the idea that even complex systems can beunderstood by identifying a few key quantities suchas energy and momentum, and the universal princi-ples that govern them. Part of the appeal of physics isthat there are relatively few such principles and that

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these apply throughout science and not just in physics."e laws of mechanics are a good example; deducedby Newton a!er studying observations of planetarymotion, they govern systems familiar from everydaylife as well as many of the phenomena observed inthe movement of stars and galaxies’ [QA08].

3.3 Physics as an experimental science: ‘The skills andmethods used to make measurements are an inte-gral part of physics. The final test of the validity ofany theory is whether it agrees with experiment.Many important discoveries are made as a result ofthe development of some new experimental tech-nique. For example, the techniques developed toliquefy helium subsequently led to the totally unex-pected discovery of superconductivity, superfluidityand the whole field of low-temperature physics. Ins-truments developed originally in physics frequentlyfind applications in other branches of science; forexample, electromagnetic radiation emitted by elec-tron accelerators, which were originally designed tostudy elementary particles, is now used to study theproperties of materials in engineering, biology andmedicine’ [QA08]. Moreover, devices such as tran-sistors and lasers, which were developed withinbasic physics research programmes, have revolutio-nised technology.

3.4 ‘In order to make quantitative predictions, physicsusesmathematical models."e types of approximationused to find satisfactory models of experimentalobservations turn out to be very similar whether theunderlying laws are those of classical physics, statisti-cal mechanics or quantum theory. Typically, anidealised model of some phenomenon is established,the equations for themodel are solved (o!en with fur-ther approximations) and the results compared withwhat is observed experimentally. Sometimes a modelis applicable to very different circumstances. Forexample, the same statistical model that describes thebehaviour of electrons in metals is equally valid forwhite dwarf stars’. [QA08]

3.5 ‘Studying physics at a university brings benefits thatlast a lifetime and knowledge and skills that are valua-ble outside the field of physics. Such benefits include apractical approach to problem solving, o!en usingmathematical formulation and solution, the ability toreason clearly and to communicate complex ideas, ITand self-study skills, along with the pleasure andsatisfaction that comes from being able to understandthe latest discoveries in physics or natural science.A!er graduation, physicists work in a wide variety ofemployment, including research, development andeducation, in industry and academia and increasinglyin areas such as business and finance, where they aresought for their analytical and synthetical approachesto the solution of problems’. [QA08]

4 - Physics doctoral disciplinecompetences

4.1 ‘"e core component of the physics doctoral trai-ning is the advancement of knowledge throughoriginal research. At the same time it is recognizedthat doctoral training must increasingly meet theneeds of an employment market that is wider thanacademia’.‘Doctoral candidates1 should be recognizedas early-stage researchers – with commensuraterights – whomake key contributions to the creation ofnew knowledge’. [EU10]

In order to obtain the doctorate degree physics doc-toral candidates undertake research in a physicsspecialty, e.g. in one or more of the sub-fields:

• atomic and molecular physics• nuclear or particle physics• condensed matter physics• physics of materials

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1 "roughout this document the term ‘doctoral candidate’ andnot ‘doctoral student’ is used in order to emphasize her/his pro-fessional status.Only in a minority of cases in Europe this is notso clear. [Ke11]

PHYSICS DOCTORAL PROGRAMMES

• plasma physics• physics of fluids• optics / optical physics / laser physics• fundamental quantumphysics / quantum information•mathematical and numerical methods in physics• cosmology• the structure, formation or evolution of stars andgalaxies• planetary systems• high-energy phenomena in the universe

Alternatively, the research may be in an interdiscipli-nary areas, such as:

• biophysics•medical physics• geophysics or meteorology• physics of nanostructures• econophysics• atmospheric or environmental physics.

Physics doctoral candidates develop an awareness ofthe highest scientific standards and of health andsafety issues."ey should learn to take responsibilityfor their research and develop the confidence to makeindependent decisions with a real research environ-ment. Hence, their doctoral degree forms a completeprofessional qualification. [DP07]

4.2As physics is a quantitative field of study wherethe use and power of mathematics for modellingthe physical world and solving problems is a pri-mary factor, an appreciation of mathematical andtheoretical methods is an essential part of a physicsdoctoral degree.

4.3Hence, the doctoral candidate’s activities comprisethree categories:

•Acquiring new experiences to improve self-develop-ment, an essential feature of professional activity;•Contributions to research output;

• Substantial contributions to university training byparticipation in university instruction via practicals,tutorials and seminars.[DP07]

4.4"emajority of doctoral studies are integrated in adoctoral programme or a doctoral school2. [Ke11]

4.5 In most European countries physics doctoral can-didates are only accepted when they posses a qualifiedphysics master degree. [DP07] In the UK it is stillpossible to accept candidates with only a bachelordegree and in Germany there exists some ‘fast track’programmes for especially-gi!ed students.

4.6 ‘In respect of individual doctoral candidates,arrangements for supervision and assessment shouldbe based on a transparent contractual framework ofshared responsibilities between doctoral candidates,supervisors and the institution.’ [EU10] "e progressof the doctoral candidate’s research should bemonito-red from the start of the research by the supervisorand/or by the director of the doctoral school, prefera-bly via a (couple) of report(s). [DP07]

4.7 ‘"e doctoral candidate has to submit a substantialbody of original work for scrutiny, of which thevolume is expected that which could be “reasonablyproduced” in the equivalent three years of indepen-dent study’ [QA11]. ‘Physics doctoral candidates areassessed on the basis of their thesis and by an oral exa-mination (in the UK o!en called ‘viva voce’ or ‘viva’).In the doctorate by publication(s) the candidate is nor-mally examined on published material and a relatedcommentary [“o!en written in the mother tongue ofthe candidate”], sometimes supported by a CV. "e

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2 "roughout this document the term ‘doctoral schools’ is used asa generic term including graduate and/or research schools.Recently the term ‘doctoral training centres’ has become in use inthe UK."is collection of published work is accompanied by acritical appraisal set within the context of the research."e com-pulsory oral examination/defence judges the candidate and thethesis using the same academic standards as for a conventionalresearch degree programme.

PHYSICS DOCTORAL PROGRAMMES

oral examination follows the same patterns as forother doctorates’. In some countries the examination isin public and in others, in private.

4.8 ‘"e outcome of their doctoral research must tes-tify to the originality of the research and be suitablefor dissemination with in the scientific community.[EU10] "e quality should normally be sufficient forthe [acceptance for] publicatuion of the research out-put/results in an international recognized journal. Inmany European countries the possibility exist for thecandidate’s thesis to consist entirely or largely of publi-shed work (which is reflected in the title in the UKfor such theses: PhD by Publication or by PublishedWork) [QA11].

4.9 ‘Doctoral programmes should seek to offer geo-graphical as well as interdisciplinary and intersectoralmobility and international collaboration within anintegrated framework of co-operation between uni-versities and other [e.g. industrial] partners.’ [EU10]

5 - Physics doctoral genericcompetences

Many countries are seeing a shi! froma closedmodel, inwhich the doctoral candidate has a single supervisor, toa more structured model where doctoral degrees areembedded within institutional structures that providedoctoral candidates with rights and responsibilities.The burden of the administration for the training ofphysics doctoral generic competences is mostlytaken care in an institutional approach by the centra-lised administration of the ‘doctoral school’, whichincreases the efficiency of the research undertakenand stimulates networking between doctoral candi-dates (cohort building).In a competency model we can distinguish betweenthree classes of generic competences for a physicsdoctoral degree [TU09b, Fe05 and QA08]:

!! Intellectual competence

Physics doctoral candidates constantly tackle open-ended problems, identify key issues and possess theability to solve new, complex and non-standard pro-blems by independent investigation and by systematiccritical thinking and decisionmaking. In this way theydevelop a facility for life long learning and a perma-nent engagement with the process of searching fornew ideas and techniques.

!! Competence in collaborationand communication

A physics doctoral programme should develop stu-dents' ability to communicate in writing and orallydifficult ideas and complex information relevant toher/his domain in a clear and concise manner withcolleagues and to lay people.Since a mobile labour force with language compe-tences is crucial for economic growth and better jobs,enabling European enterprises to compete effectivelyin the global marketplace,multilingualism contributesto personal development and reinforces social cohe-sion. Physics doctoral candidates are expected to havean oral and written knowledge of English, the linguafranca of physics and should develop this knowledgeduring their programme. Some knowledge of anotherglobal language could also be an asset.Doctoral candidates should have developed the abi-lity to work autonomously accepting responsibility inplanning andmanaging projects, to use their initiative,to organise their activities, to meet deadlines, to aimfor the highest quality standards and to interactconstructively in amultidisciplinary team.

!! Investigative

Students will have opportunities to develop their skillsof independent investigation. Generally, students willhave experience with extracting important information

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from textbooks and other literature, with searchingdatabases and with interacting with colleagues.

!! Societal competence

Doctoral candidates should appreciate that to fabri-cate, falsify or misrepresent data or to commit

plagiarism constitutes unethical scientific behaviour."ey should show culture awareness, be objective,unbiased and truthful in all aspects of their work,behave with professional integrity, integrate the socie-tal consequences of new developments and respect fordiversity in their work, and recognise the limits oftheir knowledge.

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!! REFERENCES

Ba07 ‘Banff Principles on Graduate Education’, Banff, 2007

Bl56 B. Bloom et al. ‘Taxonomy of Educational Objectives’,Vol. 1, Longman, London, 1956

CE11 CEDEFOP, ‘Glossary/Glossaire: Quality in education andtraining/La qualité dans l’enseignement et la formation’, Euro-pean Centre for the Development of Vocational Training,Luxembourg, 2011

CR02 ‘Criteri per la revisione del dottoranto di ricerca’,Confe-renza dei Rettori delle Università Italiene (CRUI), Roma 2002www.crui.it/HomePage.aspx?ref=1695

DP07 Deutsche Physikalische Gesellschaft, ’Zur Promotionim Fach Physik an deutschenUniversitäten’,DPG, BadHonnef, 2007.www.dpg-physik.de/static/info/promotion_2007.pdfwww.dpg-physik.de/veroeffentlichung/broschueren/studien/ promotionsstudie_eng_2011.pdf(Summary in English)

EC05 European Commission, ’The EuropeanCharter for Resear-chers. TheCodeof Conduct for the Recruitment of Researchers’,EUR 21620, DG Research, Unit D1, Brussels 2005

EC07 E.C. Funding ‘The implementation of the Bologna Processreforms into Physics Studies in Europe’,by EPS, ref. ASSOC-EDUC-2007-12, European Commission, Brussels, 2007

EC09a ‘The Bologna Process - Towards the European HigherEducation Area’, European Commission,Brussels, 2009http://ec.europa.eu/education/higher-education/doc1290_en.htmwww.ond.vlaanderen.be/hogeronderwijs/bologna/

EC09b ‘The EuropeanQualifications Framework (EQF)’, Euro-pean Commission, Brussels, 2009http://ec.europa.eu/education/lifelong-learning-policy/doc44_en.htmwww.ond.vlaanderen.be/hogeronderwijs/bologna/qf/qf.asp

EC09c ‘European Credit Transfer and Accumulation System’(ECTS), European Commission, Brussels, 2009http://ec.europa.eu/education/lifelong-learning-policy/doc48_en.htm

EN10 ENQA, ‘Quality Assurance in Postgraduate Education’,European Association for Quality Assurance in HigherEducation, Helsinki 2010

EU10 ‘Salzburg II Recommendations’, European UniversityAssociation (EUA), Brussels 2010

Fe05 ‘Inquiries into EuropeanHigher Education in Physics’,Vol. 1 to 7, ed. H. Ferdinande et al., EUPEN, Gent, 1997/2005www.eupen.ugent.be

IM07 L-30, ‘Classe delle lauree in Scienze e Tecnologiefisiche’, Italian Ministry Decree, Roma, 2007http://beta.fisica.uniba.it/LinkClick.aspx?fileticket=aCFiQgVLOPs%3D&tabid=75&mid=408&language=it-IT

JQ04 ‘Shared ‘Dublin’descriptors for Short Cycle, First Cycle,Second Cycle and Third Cycle Awards’, Joint Quality Initia-tive, Dublin, 2004.www.jointquality.nl/content/descriptors/ CompletesetDu-blinDescriptors.doc

Ke11 Barbara M. Kehm & Bettina Alesi, ‘The implementationof the Bologna Process into Physics Studies in Europe - TheDoctoral Level’, Project Report, INCHER Kassel, 2011

KF05 ‘Empfehlungen der Konferenz der FachbereichePhysik (KFP) zu Bachelor- undMaster-Studiengängenin Physik’, Konferenz der Fachbereiche Physik, BadHonnef, 2005www.kfp-physik.de/dokument/Empfehlungen_Ba_Ma_ Studium.pdf

LE10 LERU, ‘Doctoral degrees beyond 2010: Training talentedresearchers for society’, League of European ResearchUniversities, Leuven, 2010

EPS PUBLICATIONS 2011

!! ANNEX

Hon.Ass. Prof.Hendrik Ferdinande (secretary)Universiteit Gent (BE)EPS Executive Committee Member

Professor em. Peter MainUniversity of Nottingham (UK)Director Education & ScienceInstitute of Physics (IoP)

Professor Gerd Ulrich NienhausKarlsruhe Institute of Technology [KIT] (DE)Spokesperson (until June 2011)Konferenz der Fachbereiche Physik (KFP)Executive Board Member (until April 2011)Deutsche Physikalische Gesellscha! (DPG)

Professor em.Urbaan TitulaerJohannes-Kepler-Universität Linz (AT)EPS Physics Education Division Board Member

Professor em. FriedrichWagner (chair)Ernst-Moritz-Arndt-Universität Greifswald (DE)EPS Past-president

The European Physical Society (EPS) is a not-for-profit representative organization whose purpose isto promote physics and physicists in Europe. Crea-ted in 1968, the EPS provides an internationalforum to discuss science and policy issues of inte-rest to its members

Membership of the doctoral specification group

LM07 ‘Regulations for Study Programmes in Physics’,Lithuanian Ministry of Higher Education, Vilnius 2007

Lo10 Jenneke Lokhoff et al., ‘A Tuning Guide to FormulatingDegree Programme Profiles’,CoRe &Tuning, Bilbao,Groningen, The Hague 2010

MS04 ‘La Physique en Licence’, Rapport de perspective,Mission Scientifique Technique et Pédagogique, MinistèreÉducation Nationale, Enseignement Supérieur Recherche,Paris, 2004.www2.enseignementsup-recherche.gouv.fr/ mstp/physique_licence_sfp_mstp.pdf

Ph09 ‘Physikmit integriertemDoktorandenkolleg’,Friedrich-Alexander Universität Erlangen-Nürnberg,Universität Regensburg, Max-Planck-Forschungsgruppefür Optik, Information und Photonik, Erlangen-Nürnberg-Regensburg, 2009.www.enb.physik.uni-erlangen.de/

QA11 ‘Doctoral degree characteristics’,Quality AssuranceAgency for Higher Education, Gloucester, 2011

QA08 ‘Physics, astronomy and astrophysics’,Quality AssuranceAgency for Higher Education, Gloucester, 2008

www.qaa.ac.uk/academicinfrastructure/benchmark/statements/Physics08.pdf

TU07 ‘Tuning Educational Structures in Europe’, SubjectArea Physics, ‘Third cycle studies in Physics’,Deusto &Groningen, 2007.http://tuning.unideusto.org/tuningeu/index.php?option=content&task=view&id=218&Itemid=242

TU09a ‘Tuning Educational Structures in Europe’,Deusto &Groningen, 2009.http://tuning.unideusto.org/tuningeu/

TU09b ‘Tuning Educational Structures in Europe’, Subject AreaPhysics, Deusto & Groningen, 2009.http://tuning.unideusto.org/tuningeu/index.php?option=content&task=view&id=31&Itemid=54

UN06 ‘ISCED 1997 International Standard Classificationof Education’, Re-edition, UNESCO-UIS, Paris, 2006www.uis.unesco.org

Vl07 Lazăr Vlăsceanu, Laura Grünberg & Dan Pârlea, ‘QualityAssurance and Accreditation: A Glossary of Basic Terms andDefinitions’,UNESCO-CEPES, Bucureşti 2007http://www.cepes.ro/publications/pdf/Glossary_2nd.pdf

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