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Monday, 30 July 2007


Rafael Mompo

Good point. The answer to your concerns could be that, traditionally, higher education was oriented to scientific education. The argument is: “if you are a scientist you can solve any complex problems” (an outdated renaissance vision).

This is why universities from so many countries tend to make job contracts in favour of those teachers who demonstrate classical research curriculum vitae (scientific publications) but almost nothing is requested regarding teaching skills… or industrial/enterprising skills. I guess that in some countries (like United Kingdom) there is a clear distinction between “learning to be a professional” and “learning to be a scientist”, but this is not the general rule.

In my case, I was a full-time teacher at a public university for fourteen years and I never agreed with the learning-to-be-a-scientist vision, and so oriented my job duties both to help students become world class competitive professionals and to collaborate with industry in their innovation projects… My students were very happy with me, and I was very proud to help enterprises innovate… but, surprisingly, my professional university career did not advance so much. So, two months ago I resigned from my civil servant condition, and full professor position, and came back to industry. I thought that it was not worthwhile to be a teacher in today’s public university any more, at least in my country.

Yes, Santiago, that problem you say is becoming worrisome, but don´t think PhD students are going to demand that complete education,... because the more appreciated PhD students are not usually the more vocational teachers.


Der Chao Chen

No, those Phds could not be united.

Different regulations of different doctoral programs in different countries made doctoral students have different treatments and fate in their doctoral studying.

If they're lucky enough, to have a teaching skills training and/or being a TA during their learning program, of course, it's advantages for them to have more opportunities in the job market, if not, they may face more competitive, in spite of the differences on their research achievements.

While they are doctoral program in countries, such as Japan, have no clear written handbooks or regulations to describe the detail of doctoral dissertation (style, editing, etc.) and may use different code of conduct or claim toward different students, they may be some doctoral students with the opportunism to get the degree, while other may even lose their first step for entering into the academic market.

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