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Strategy for the PhD programme at LIFE 2011:report from LIFE’s PhD Task Force [PDF]
Madsen, Erik Bisgaard +5 more
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Clinical trials in Lusophone Africa – results from a capacity building training initiative
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Understanding non-traditional PhD students habitus – implications for PhD programmes
Teaching in Higher Education, 2015Against the background of vast changes in doctoral education and the emergence of non-traditional doctoral programmes, this paper investigates the habitus of non-traditional PhD students at a South African university. Bourdieu's conceptual tool of habitus informed the study.
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European Journal of Dental Education, 2006
The Berlin Communiqué (2003) on The Bologna Process mentions the importance of research as an integral part of Higher Education across Europe and calls for the inclusion of doctoral level qualifications as the Third Cycle (after the Bachelor‐Master system).
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The Berlin Communiqué (2003) on The Bologna Process mentions the importance of research as an integral part of Higher Education across Europe and calls for the inclusion of doctoral level qualifications as the Third Cycle (after the Bachelor‐Master system).
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PhD students’ work conditions and study environment in university- and industry-based PhD programmes
European Journal of Engineering Education, 2008During the last 10 years, new models of funding and training PhD students have been established in Denmark in order to integrate industry into the entire PhD education. Several programmes have been conducted where it is possible to co-finance PhD scholarships or to become an employee as an industrial PhD in a company.
Kolmos, Anette; id_orcid 0000-0002-0186-2839 +2 more
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International PhD programme in cleaner production and sustainability
Journal of Cleaner Production, 1993exaly +2 more sources
A survey of management PhD programmes in Latin America
International Journal of Management in Education, 2009We surveyed Management PhD programmes in Latin America. From 33 visits in 7 countries, we identified 18 schools doing most of the training and 15 schools that do not operate programmes. These programmes are few and small, but of reasonable quality as measured by the indicators we propose. Most PhD schools are private with outstanding infrastructure and
Scott Tiffin, Martin Kunc
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