ECTS Credits and Learning Outcomes in Third Cycle...

ECTS Credits and Learning Outcomes in Third Cycle

ProgrammesTuning Dissemination Conference

Brussels, 21 April 2008Ann Katherine Isaacs

University of PisaTuning Management Committee, Coordinator, History

Networks CLIOHnet2, CLIOHRES

ECTS and Learning Outcomes in Third Cycle Programme Design and Delivery:

The use of ECTS as a tool of measurement of student workload in terms of time is well established in the first and second cycles in the Bologna context.

An outcome-based student centred approach, such as that developed in Tuning, is widely accepted for the first and second cycles.

In the context of the first two cycles, it is easy to see that ECTS credits and learning outcomes defined in terms of competences are helpful in many ways, as tools for planning, monitoring and improving programmes and their usefulness for students.

For the third cycle, debate is still open as to whether ECTS credits, linked to learning outcomes, can or should be used.

ECTS credits and Learning Outcomesin Third Cycle Programmes

In some countries, the use of ECTS credits for a ‘taught’ part of third cycle studies is well established,

In many, its use is considered inappropriate to doctoral studies.

We may ask ourselves why.


“The ‘Doctoral Paradox’”:Issues of transparency, mobility, recognition led to

the development of ECTS for the first two cycles;In the course of developing ECTS it became clear

how diverse study programmes – indeed, university systems – were in different countries.

This realisation is at the base of the Bologna process;Ten years after the Sorbonne declaration,

restructuring of systems on a 3/4+2 (+3) basis is nearly universal in the signatory countries.


“The ‘Doctoral Paradox’” (2):Doctoral studies are not perceived as requiring similar

measures to ensure transparency and comparability.BUT:Tuning and other subject area based surveys show clearly that

doctoral studies are organised in very different ways in different countries, and even (to a lesser extent) in different institutions.

A “Ph.D” taken in one institution may have required very different activities and be awarded on the basis of different achievements, differently measured and assessed.


“The ‘Doctoral Paradox’” (3):The status of third cycle learners/researchers

(doctoral “students” or “candidates”) is very different in different University systems.

Some ‘doctoral candidates’ are young people, coming into contact with professional research for the first time; some are mature researchers, on the teaching staff of their universities.

Yet we consider all to be members of a single category.


Third cycle studies are very important for Universities.

HEIs perceive their prestige as closely linked to their doctoral programmes.

‘Research’ is often more highly considered than ‘education’, and doctoral programmes are often closely integrated into research projects.

BUT:In many cases little thought goes into organising,

structuring and improving the doctoral experience.


Third cycle studies are very important for society.In a knowledge-based society (or, hopefully, a

‘thinking’ society) those who have completed third cycle studies should be those able to take guiding roles in integrating knowledge from many sources for the guidance of society and of future research

BUT:In many cases little thought goes into organising

doctoral studies so as to form the necessary competences.


“Traditional” doctoral studies:At the centre of most doctoral programmes we find

the doctoral thesis or dissertation, defined as an original contribution to the research field;

- Usually carried out under the guidance of a single mentor;

- Presented and defended, often publicly, according to various traditional rules and ceremonies.

ECTS credits and LearningOutcomes in Third Cycle Programmes

Stimulus to change:Almost all doctoral candidates require much more

time to complete their degree than foreseen from a legal or formal point of view;

Unemployment is widespread; ‘doctors’ may hide their high academic and research qualifications in order to find employment;

Often the area of expertise is excessively narrow;Single person mentoring is widespread, although

most often seen as inadequate.


Stimulus to change (2):Doctoral candidates complain that they have little chance to

develop interdisciplinary competences;…..little chance for constructive interaction with their peers…..doctoral seminars are often organised haphazardlyCandidates and employers complain that the competences

necessary for real-life research – including abilities to work with other people, to communicate with non-experts, and project management – are NOT gained during doctoral studies, and in practice may be suffocated.


Can a Tuning ECTS credits/learning outcomes model help to address these issues? To set up better third cycle programmes?

We think it can be very useful.


The EQF for the third cycle:

“Qualifications that signify completion of the third cycle are awarded to students who:

1. have demonstrated a systematic understanding of a field of study and mastery of the skills and methods of research associated with that field;

2. have demonstrated the ability to conceive, design, implement and adapt a substantial piece of research with scholarly integrity;

3. 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;

The EQF for the third cycle (2):

4. are capable of critical analysis, evaluation and synthesis of new and complex ideas;

5. can communicate with their peers, the larger scholarly community and with society in general about their areas of expertise;

6. can be expected to be able to promote, with academic and professional contexts, technological, social or cultural advancement in a knowledge based society.

The ‘traditional’ model of third cycle formation concentrates on 2 and 3, the ‘research’competences.

BUT:Third cycle graduates – those holding third cycle

degrees – form the most highly educated group of young people, and they have an important role to play in elaborating knowledge.

AND:….in transmitting it, communicating it and

integrating it with other knowledge to address problems in a broad and judicious way.


Tuning ECTS/learning outcomes methodology can be used to ensure that these broad competences are formed during doctoral studies of a set length.

Planners – teachers, researchers, administrators, candidates – in consultation with employers and other stakeholders – must “flesh out” the EQF in terms relevant to the research area.

………these will form the overall Learning Outcomes of the programme.


Learning/teaching/assessment strategies will vary according to the broad disciplinary, research or subject area.

ECTS credits, measuring time input of the ‘learner’, allow a clear, transparent discussion of priorities, and reasoned decisions about how to use that time.

Doctoral candidates should be able to complete their studies in the three (or four) years established by the norms in their country – or for part-time students correspondingly more.


ECTS credits provide the prime tool for distributing workload and ensuring that what we ask of learners is reasonable.

ECTS credits make it possible to enter a clear agreement with part-time students, facilitating their timely completion of the programme, while taking into account their other obligations.

ECTS credits can be distributed among different doctoral activities (dissertation, laboratory or archive, seminars, practice etc.) and linked to planned learning outcomes.


Are ECTS credits “awarded” for the various components of a doctoral programme?

Are ECTS credits “awarded” for the dissertation?Today, when ECTS credits are used, it is usually for

‘taught’ components, and the research leading to the dissertation and the elaboration of the dissertation are ‘outside’ of the credit system.

How best to articulate the various components in a coherent whole is an area for discussion – and will be discussed in some of the workshops of this Conference.


Issues:Admissions criteria differ wildly: in a few countries,

admission is highly selective and there is a numerus clausus, as well as a rigid legal limit on the time allowed for completion.

Change is under way: doctoral schools are being instituted, and debate on the third cycle is lively.

BUT:Let us make change positive.


Aims and objectives of the programme, in terms of learning outcomes, need to be formulated at subject level, ensuring that all six points of the EQF are taken into account.

ECTS credits, whether or not they are awarded for all components of the doctoral programme, are the indispensable tool for allocating the candidate’s time to various outcomes-linked activities.

THUS:Quality third cycle programmes can be set up, or

existing programmes improved.


We have drafted a Tuning ‘template’ – a prototype –to assist in formulating third cycle programmes:

- improving transparency and flexibility- forming research and professional competences

necessary for employment, personal development- …. and for a future key societal role, as

researcher, highly qualified professional, as citizen and interpreter of knowledge in a knowledge society .


Students – learners – and for the third cycle ‘candidates’ or young researchers – should be at the centre of higher education.

ECTS credits and Tuning outcomes-based quality tools are built on this premise.


[email protected]


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