Transitions in the French Doctorate

Autor/in	Batteau, Pierre
Titel	Transitions in the French Doctorate
Quelle	In: Innovations in Education and Teaching International, 60 (2023) 5, S.656-667 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Batteau, Pierre)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2023.2237946
Schlagwörter	Foreign Countries; Doctoral Programs; Educational Change; National Standards; Financial Support; Curriculum; Educational Improvement; Doctoral Students; Supervisors; Doctoral Dissertations; Exit Examinations; Educational Trends; Educational Innovation; France + Suchen Sie Ihr Suchwort? Ausland; Doktorandenprogramm; Bildungsreform; Finanzielle Förderung; Curricula; Lehrplan; Rahmenplan; Teaching improvement; Unterrichtsentwicklung; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Final examination; Abschlussprüfung; Bildungsentwicklung; Instructional innovation; Bildungsinnovation; Frankreich
Abstract	Over the last two decades, the French doctorate has evolved significantly after the introduction of national policies defined by law in 2003. The most important change was the creation of about 250 doctoral schools, where students spend 3 to 4 years. At the same time, they are attached to an accredited research laboratory to do a thesis and become a researcher, and some of them, a lecturer. All of the steps of this process, ending in a viva, are codified by a single ministerial order of 2006, which was revised in 2016 and 2022. In this article, we present the main provisions of this text and expose the reasons for their introduction and their potential effects. The article also considers the consequences of the fact that the doctorate is no longer solely designed to provide universities and public research institutes with future professors and researchers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01