ENCOURAGING PARTICIPATIVE APPROACH IN DOCTORAL SUPERVISION: MODERN DISCOURSE REVIEW

INTRODUCTION With the development of a more knowledge-based economy, the role of universities continues to evolve. They are seen by governments as key actors supporting industrial competitiveness and improving the quality of life. Next to education and research, services to economy and society and exploitation of research results are seen as the «third mission» of universities. At the same time, in addition to specific activities linked to improving existing and developing new products, processes and services, addressing grand societal challenges call for a supply of research talent able to develop interdisciplinary solutions that also take into account the economic, environmental and social impact of technologies. This is a requirement for all doctoral researchers, whether they pursue a career in academia or in the wide range of the non-academic sector. The development of researchers to take their place in driving innovation in Europe will depend on their having a comprehensive range of professional development opportunities to develop themselves as «creative critical autonomous intellectual risk-takers» 1 . There have been significant changes in doctoral education in Europe in recent years. Three drivers have led many universities to introduce change: the first is the recognition that many doctoral graduates seek employment outside the academy and their high level skills are much sought after, secondly that the model of the lone scholar is no longer appropriate, and thirdly that heavy reliance on a single PhD supervisor guiding the development of the PhD candidate is not robust. This has led to the development of structured PhDs where 1) doctoral programmes bring together cohorts of candidates and include elements of professional development training, regular involvement in activities of research groups such as seminars and journal clubs, teaching, sometimes