D2.1 – The DIOSI Model for Doctoral Learning: A holistic approach

In this policy paper, a holistic approach to doctoral learning in terms of research, self-development  and  training  formats  is  argued  for.  Based  on  finding  from  the literature and expert interviews, four main arguments are made: 

1. Pressures on the doctoral process (be it by funding, time restrictions, formal obligations etc.) are thereby pressures on the quality of doctorates and the experience of the doctoral candidate. Therefore, the DIOSI model emphasises the learning outcomes to be acquired and synthesises these components into a  comprehensible  and  manageable  guided  process.  The  DIOSI  model emphasizes creativity and critical thinking as essential to building innovation in doctorates, and promotes open science practices as part of the new normal. 
2. At the same time, the development of the doctoral candidate (DC) is placed centrally, following  Mowbray & Halse’s (2010) conceptualisation of doctoral learning within Aristoteles’ Virtue theory. The benefit is that this allows to ‘shift the lens from the instrumental production of the skilled PhD graduate to the progressive building of virtuous individuals who contribute to society through their productive actions’ (Mowbray & Halse 2010).  
3. A  vision  where  the  doctoral  candidate  stands  at  the  centre  of  the  doctoral universe  emerges,  where  they  are  comprehensively  supported  by  the supervisor and the institution. Supervisors take several roles in the doctoral process: that of director, mentor, coach and supporter (Link Edu-Res project – toolbox). Moreover, career guidance is essential to alleviate the employability-related  stress  of  DCs.  Therefore,  the  formation  of  supervisory  teams  is proposed, that include a mentor with specific remit for career guidance and formal training opportunities. 
4. Acknowledging diverging models and perspectives on formal training within doctorates, it is recommended for institutions to use a mix containing both informal  learning  and  formal  training.  For  those  institutions  that  have  no formal training installed and/or could use inspiration, a training programme for the DC is proposed.
   1. This recommendation is inspired by the benefits that this can bring: Courses  are  an  efficient  and financially  viable  way  to  disseminate knowledge, crucial in guiding doctoral candidates (e.g., by providing an overview of all existing methods, or existing communication methods to valorise their PhD) and limiting the time to completion of the degree (time-to-degree)
   2. Training courses allow for exchange with peers outside the research group/domain and the cross -fertilisation of knowledgebases. 
   3. Courses  enable  the  development  of  a  learning  cohort  and  builds community. 

In conclusion, this paper proposes a joint vision and framework for doctoral learning at the DIOSI partner institutions, providing a common language and understanding  for  the  partners.  Furthermore,  this  new  framework  propels doctoral learning into a future where universities are fully engaged in society, and where society can also engage at the level of doctoral learning. The next steps are to develop implementation roadmaps that consider the individual context of each institution (foreseen in the DIOSI-project) and to run (small) pilots to test the DIOSI-model in practice.