Hans Sonneveld (2015, published in 2017). PhD candidates who take very long for the completion of their doctoral thesis. Report of a research project. Tilburg Law School.
Central questions in this report: What are the working conditions of PhD students who take more than five or six years for the completion of their dissertation? When did it become clear that the thesis would not be ready in time? What are the main causes of this delay? Does the long duration as such threaten a successful completion of the dissertation? What kind of support does the candidate need who is suffering from delay? In what way can we avoid this problem of delayed doctoral projects? Text. (in Dutch)
Zinner e.a. (2016) Professionals in Doctoral Education. University of Vienna
There is no doubt, that the last decade has been marked by changes in Higher Education. These changes have in some areas been accompanied by an ascent of Higher Education Professionals. But although the area of doctoral education has especially been affected by structural changes the roles of the strongly developing supporting staff in this area so far has been neglected. We believe it is time to put Professionals in Doctoral Education under the spotlight. Who are they, what do they do, why are they so important? This handbook intends to provide hands-on and practical information on the roles and activities of doctoral education professionals. The proposed target audience are administrators in doctoral education, HR managers and academic leaders in higher education institutions. Modern doctoral education needs professional staff and this handbook aims at helping to reach this goal. Text
Hans Sonneveld (2016, published in 2017) Dissertations in heavy weather. Rejected dissertations of the Tilburg Law School. An analysis of the records of eleven theses that have been rejected in first instance by the dissertation committees. Questions: Who are these candidates? Do all categories (full time PhD students in an employee position, scholarship candidates, external candidates) meet these problems? Or are there specific categories that stand out? Who are the dissenting evaluators? What forms can take their criticism? How do the primary supervisors react on the objections? Section six deals with the substance of this report, the content of the criticism. If a dissertation is initially rejected,on which aspects does the criticism focus? The report concludes with the effects of the rejection for the candidates. Text (in Dutch)
Inge van der Weijden, Evan de Gelder, Christine Teelken, Marian Thunnissen (2017) Which grass is greener? Personal stories of PhDs on their careers inside and outside science. 10 portraits of PhDs working outside the science & 3 personal stories of employers. Focus on transferable skills and recommendations for doctoral candidates and PhD recipients, universities and employers outside science (in Dutch). Link
On January 20, 2017, the Netherlands Centre of Expertise for Doctoral Education organized by and with support from the TU Delft a conference on the quality of dissertations defended in the Netherlands. The immediate reason for organizing this day is that we know a lot in the Netherlands on completion rates of doctoral programs, the time to degree and labor market prospects of PhD recipients, but cannot draw firm conclusions regarding the quality of the end product of all these doctoral efforts. Based on the previously collected information and discussions during the discussion day we wrote a report: Dissertation Quality – Standings 2017. In Dutch.