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PolicyPaper

SCIENTIFIC RESEARCH IN DOCTORAL

STUDIES IN SOCIAL SCIENCES

The Regional Research Promotion Programe is coordinated and operated by the Interfaculty Institute for Central and Eastern Europe (IICEE) at the University of Fribourg (Switzerland). The programme is fully funded by the Swiss Agency for Development and Cooperation (SDC), Federal Department of Foreign A�airs.Institute for Democracy and Mediation is the Program’s Local Coordination Unit.

SCIENTIFIC RESEARCH IN DOCTORAL STUDIES IN SOCIAL SCIENCES

Policy Paper

Authors:

Assoc. Prof. Dr. Merita Xhumari Dr. Enri Hide

This policy paper is prepared within the National Policy Dialogue in Albania supported by the Regional Research Promotion Programme (RRPP). The content of this policy paper does not represent the official opinion of the Regional Research Promotion Program nor of the Institute for Democracy and mediation. The responsibility for the information and viewpoints expressed in this paper belongs entirely to the authors.

Contents

I. Introduction 5

II. Methodology 10

III. Status of Social Sciences Doctoral Research Programs

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1. Legal Framework 12

2. Institutional Structures 13

IV. Assessment of Scientific Research Programs 16

1. Assessment Based on Statistical Data 16

2. Assessment Based on Opinions of Academic Staff of Universities

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3. Assessment Based on Review of Themes of Completed Doctorates

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IV. Conclusions and Recommendations 29

References 32

Annex 1: Survey on Promotion of Social Science Scientific Research in Albania

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5SCIENTIFIC RESEARCH IN DOCTORAL STUDIES IN SOCIAL SCIENCES

I. IntroductionFinalized with the Law on Higher Education and Scientific Research in Albania (Law No. 80/2015, dated 22/07/2015), the Higher Education Reform (2014) has defined two strategic objectives on scientific research: i) expansion and enhancement of quality of scientific research and innovation in Albania in conformity with the national priorities on country’s development;; and, ii) integration of the Albanian scientific research in the European Research Area (ERA), through active participation in all European research and development programs.1 This study seeks to assess the situation of scientific research in social science doctoral studies in Albania. The focus of this analysis is selected in consideration of problems identified in the analysis on “Development of Human Resources and Capacities to Support Scientific Research”.2 The study encompasses a timespan of four years (2011-2015), during which the number of social science doctoral study programs increased in Albania. It, however, refers to previous periods as well. A recent INSTAT study shows that there is an increase in the demand for quality and research-led universities. The interest to pursue university studies is particularly high, whereby, according to statistics for 2013-2014, about 40 percent of Bachelor graduates have pursued Master studies (INSTAT, Swiss Agency for Development and Cooperation and UNFPA, 2015:42). Orientation of universities to fundamental scientific research in social sciences calls for the attention to be places, first of all, to doctoral studies, which, since academic year 2011-2012, are available not only in

1 Law No. 80/2015, 22/07/2015, Official Journal of Republic of Albania, No. 164, 21 September 2015, pp. 11449

2 Hide, E. & Xhumari, M. (2015, April). Development of Human Resources and Capacities to Support Scientific Research. Policy Paper, Institute for Democracy and Mediation & Regional Research Promotion Programme, National Policy Dialogue, Prill, 2015. http://idmalbania.org/wp-content/uploads/2014/10/ENG_Policy_brief_Forum_I_Hide_Xhumari.pdf (Accessed on 10 December, 2015).

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public universities3 but also in non-public universities.4

While doctoral study programs of the University of Tirana have a tradition dating back to pre ’90s, the Faculty of Social Sciences in Albania was established in 1992. Hence, the research tradition in social sciences in Albania is quite limited in time, capacities and opportunities. In 2012, the Public Agency for Accreditation of Higher Education published the Quality State Standards for the three levels of Bachelor, Master and Doctorate studies. A year later, since academic year 2013-2014, the central government has suspended the applications for doctoral studies in both public and non-public universities.

According to a recent classification of ISCED5, the social science domain includes the following doctoral studies from public universities:

1. Economics, provided by the Faculty of Economy of the University of Tirana and Aleksander Moisiu University of Durres;

2. Sociology and psychology provided at the Faculty of Social Sciences of the University of Tirana;

3. Political sciences provided at the Faculty of Social Sciences of the University of Tirana;

4. Communication Sciences and Journalism, provided by the Faculty of History and Philology of the University of Tirana;

5. Politics and European Governance, provided by the Institute

3 Doctoral studies in public universities are mainly provided at the University of Tirana (7 programs) and at the Aleksander Moisiu University of Durres (one program).

4 Doctoral studies in non-public universities started in the academic year 2011-2012 at the European University of Tirana (which offered five social sciences doctoral studies in the first year), at Epoka University (two programs), at Albanian University (one program) and at the New York University of Tirana (one program).

5 http://www.uis.unesco.org/Education/Documents/isced-f-detailed-field-descriptions-en.pdf


of European Studies of the University of Tirana;

6. Diplomacy and EU International Relations, provided by the Institute of European Studies of the University of Tirana.

Doctoral study programs of non-public universities include six areas:

1. Sociology and Social Anthropology, provided by the European University of Tirana;

2. Political Sciences and International Relations, provided by the European University of Tirana, Epoka University, and New York University of Tirana;

3. Psychology and Pedagogy, provided by the European University of Tirana;

4. Communication Sciences, provided by the European University of Tirana;

5. Economics, provided by the European University of Tirana and Epoka University;

6. Clinical Psychology, provided by the Albanian University.

The Law on Higher Education of year 2007 stipulated that Bachelor, Master and Doctoral university studies be finalized with the graduates’ individual scientific research.6 University studies were carried out as consecutive studies from the Bachelor level (3 years) to Master of Science (2 years) and to Doctoral studies (3 years). The Law of 2007 dismissed one of the basic criteria of the then doctoral studies – the minimal work experience. After year 2007, the doctoral school was organized into a one-year extended study in accordance with the programs established by departments for

6 Law No. 9741, dated 21/05/2007, as amended.

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all doctoral students enrolled in a study program. Doctoral studies were organized as study programs with fulltime attendance during the first year, with 60 European Credit Transfer and Accumulation System (ECTS), just like any year of Bachelor and Master studies. The next two years were dedicated to individual scientific research under the supervision of the scientific leader on the subject matter selected by the incumbent and approved by the respective department. Traditionally, and prior to sanctioning the Bologna system into the 2007 Law on Higher Education, doctoral studies were conducted as individual scientific research programs, where, depending on the dissertation subject, the department required that the student passed the exams of a foreign language and two subjects closest to the dissertation topic as preliminary preparatory work.

The newly-approved Law No. 80/2015 (dated 22.07.2015), “On Higher Education and Scientific Research in Higher Education Institutions in the Republic of Albania”, does not specify changes to the study cycles. Article 70 of this Law states: “Study programs in higher education institutions are organized in three consecutive cycles: first cycle, second cycle, and third cycle, referring to 6th-8th levels of the Albanian Qualification Framework.”7 In terms of scientific research as a product, the law specifies individual diploma work (as a product of scientific research) of Master of Science and Doctorate level, introducing overall exam at Bachelor and Professional Master levels.

In this context, the analysis focuses on problems of scientific research in doctoral studies in social sciences with the aim of providing recommendations in the framework of national reform on higher education and scientific research. The adopted Law on Higher Education and Scientific Research constitutes the key

7 The Albanian Qualifications Framework (AQF) is defined in the Law No. 10247, dated 04/03/2010. It sets forth the standards of development, knowledge, and qualifications in the Republic of Albania for pupils, learners, and students. AQF is a national system of classification of qualifications, according to a set of criteria for specific levels of learning [...] that are linked with the labor market [...] (Paragraph (dh) of the Law). Annex 1 of this law defines the levels of qualification, where Level 8 is the highest (Doctoral Level), Level 7 coincides with the Master degree study programs, while Level 6 Bachelor study programs. See http:www.qbz.gov.al/botime/fletore_zyrtare/2010/PDF-2010/34-2010.pdf (last accessed on 20/02/2016).


document of this study to help draw recommendations on the preparation of the legislation required to implement it in practice. This analysis will serve to universities and departments, which will have more responsibility in the area of planning and organization of scientific research. On the other hand, this analysis seeks to serve as a key instrument for the national research institutions, such as the National Agency for Scientific research and Innovation, which was reformatted in pursuance of the new law and will operate at the Ministry of Education. Furthermore, the study will also be a valuable strategic instrument to policymakers to better harmonize social sciences scientific research in Albania with that of the European Research Area.

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II. MethodologyThe methodology is structured as follows: i) review of key documents, where contextualization of the newly-adopted law on higher education and scientific research (September 2015) together with the other documents on Higher Education Reform are at the central focus8; ii) collection, processing and analysis of statistical data on doctoral studies in social sciences at national level; iii) the analysis of the data collected from the survey questionnaires to academic staff of social sciences of the University of Tirana (UT) and European University of Tirana (EUT).

This analysis reviewed methodological aspects of procedures and criteria of admission to doctoral studies, which are finalized with a scientific work for obtaining a degree in all areas of study.

Statistical data have been obtained from official sources, from the Statistics Sector of the Ministry of Education and Sport, confirmed by contacts with public and non-public universities. A survey conducted with 44 UT pedagogues and 25 EUT teachers holding degrees of Master of Science, Doctor, PhD, Associate Professor, and Professor Doctor helped to solicit input on problems of scientific research in Master and Doctoral study programs. The academic staff of social sciences included the personnel of the faculties where social sciences doctoral programs are taking place, such as Faculty of Social Sciences, Faculty of Economy, and Faculty of History and Philology, with an academic staff of 300 fulltime pedagogues.9 Some 15 percent of them responded, either online or directly. The survey approach employed the mixed model of survey development, direct and electronic, to create a most representative population. Twenty percent of the 120 fulltime EUT pedagogues responded to the survey.

8 See the report at: http://www.arsimi.gov.al/files/userfiles/reformaalksh/Raport_Final_Ministria_Arimit.pdf (25/01/2015).

9 As indicated in the official website of the University of Tirana: www.unitir.edu.al (last accessed on 20/11/2015)


The University of Tirana remains the main higher education institution for scientific research in Albania in terms of the number of programs and students enrolled in both levels, Master of Science and Doctorate in social sciences. Doctoral programs in other areas are available from all public universities in the country, including the Albanological Research Center, which offers Master and Doctoral programs, mainly in human sciences, including archeology, history, linguistics, literature, and ethnography. Among non-public higher education institutions, the European University of Tirana has the highest number of doctoral programs and students. In its social sciences doctoral programs, about 200 students have been enrolled since its opening in 2011-2013, compared with a total of 350 students enrolled in social sciences of the University of Tirana. The data of academic year 2014-2015 indicate that only 6 out of 21 non-public higher education institutions offer doctoral research programs, such EUT, Albanian University, Epoka Universitety, New York University of Tirana, Lady of Good Counsel University, and Polis University, even though the last two one have no social science programs.

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III. Status of Social Sciences Doctoral Research Programs1. Legal Framework

The opportunity to conduct scientific research in social sciences In Albania is concentrated in the second and third cycle of university studies, known as Master and Doctorate studies. In these programs, students are required to complete studies with original scientific works. This is particularly the case with doctoral studies, where a scientific researcher’s career emanates, to be further developed into a professional activity. The legal framework provides an exhaustive set of rules, decrees, and laws, which provide the basis for the third university cycle in Albania, including: i) Law No. 9741, dated 21.5.2007 “On Higher Education in the Republic of Albania”; ii) Council of Ministers’ Decision (DCM) No. 864, dated 5.12.2007, “On Opening of Doctoral Research Programs in Higher Education Public Institutions and Specification of Conditions to Be Met by Student to Obtain Diploma of ‘Doctor’ Scientific Degree; and, iii) some additional CMDs on opening of new research programs for doctoral programs. The legislation is complemented with additional subregulatory acts, such as respective instructions of the Ministry of Education and Sport (No. 24, 02/09/2009), which delineates formal procedures and documentation to open Second-Cycle programs, or Instruction No. 5 (22/01/2008) that determines academic quality standards required from Albanian higher education institutions to open, terminate, and reorganize doctoral research programs. Instructions No. 21 and 39 (dated 30/07/2009 and 08/12/2009 respectively) provide for clear procedures for admission and enrollment in doctoral studies in higher education public institutions. This analysis focused also on Quality State


Standards as published by the Public Agency for Accreditation of Higher Education in 2012.

Implemented in the higher education in Albania following the adoption of the Law No. 9741 (21.05.2007), “On Higher Education”, the Bologna system established third cycle of doctoral studies immediately subsequent to second cycle of Master of Science. The application of this system in Albania was associated with the paradox of unification of previous 4-year university diploma (of First Cycle) by renaming it to Second-Level Integrated Diploma. Indeed, this gave the opportunity to a considerable number of 4-year-university graduates to enroll to (3-year) doctoral programs. This created a huge handicap in the quality and capacities of scientific research in terms of limited staff of professors finding the system unprepared to provide to offer doctoral studies in the first year with 60 credits. Before year 2007, First-Level graduate students were required to take at least two exams linked with their field of study to attest their advanced knowledge on the topic of dissertation as well as a foreign language exam prior to continuing work on development of doctoral thesis and individual research.

Law No. 80/2015, “On Higher Education and Scientific Research” brought changes to the manner how third-cycle doctoral research programs were designed by introducing individual instruction. This may bring in quality changes compared to how the previous doctoral school worked. This law introduces radical changes to how basic scientific research is conceptualized, particularly in social sciences. Article 6 explicitly defines scientific research as “activity whose main aim is the expansion, extension, reconceptualization, and reintegration of scientific knowledge on studied phenomena and theoretical understanding of interaction among various stakeholders and the very process they affect.”

2. Institutional Structures

From the institutional viewpoint, the scientific research is a competency of the Ministry of Education and Sport (Article 7, 2/b), whereas the competency of support with scientific research

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infrastructure is limited to higher education public institutions (Article 7, 2/gj). An important innovation of the new law relates with definition (provided by Article 8) for the establishment of the Council of Higher Education and Scientific Research, thus making research an integral part and strategic orientation of higher education institutions.

Article 12 of the Law stipulates the creation of the National Agency of Scientific Research and Innovation as main institution to promote basic scientific research in Albania. This public institution will report to the Ministry of Education and Sport and its main duty is to allocate funds for scientific research programs based on projects submitted by higher education institutions and scientific research institutions. In the framework of scientific research, the agency will, every four year, assess the scientific research activity of basic units of higher education institutions and will rank them based on this assessment (as provided for in Article 12/4). In addition to these contributions, the National Agency will have the authority to approve funds for doctoral studies (Article 12/6). One of the most important functions for core scientific research expected to be granted to the agency is the creation of the National Scientific Research Database (Article 13).10 According to provisions of Article 24 of the law, higher education institutions may establish scientific research institutes under their authority. A scientific research institute is a major unit of the institution and could support realization of Second and Third Cycle programs when provided by other main units of the institution. On the other hand, an additional unit within the university intended for scientific research would imply research centers created in the faculties.

The department becomes the basic and most important unit of both administrative and scientific management. Similar to the provisions of the old law, doctoral research project are determined in cooperation between the student and the department under the program/objectives specified for the scientific research as well as development projects.

10 The National Agency for Scientific Research and Innovation is expected to possess the national database on scientific research, because it will house all doctoral studies and other scientific research documents.


While the Law No. 80/2015 seeks to address some deficiencies accumulated over the years, lack of research infrastructure, rapid and abrupt increase of the number of doctoral students uncoupled with development of required research infrastructure has negatively impacted the quality of doctorates.

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IV. Assessment of Scientific Research Programs In addition to legal and institutional aspects linked with scientific research in doctoral studies, this policy paper has identified other issues stemming from multi-dimensional problems of research of statistical data on Master and Doctor programs in universities, on opinions of the academic staff of the University of Tirana and European University of Tirana and creation of innovations in various social science areas, referring to a review of themes on doctoral research conducted in the recent years. Thus, research of doctorate level and interviews with key stakeholders of doctoral schools in UT and EUT, pedagogues that have held or are leading doctoral research reveal a series of problems addressed below.

1. Assessment Based on Statistical Data

Public and non-public universities in Albania have 81 Master Degree study programs in social sciences for master degree and 17 doctoral study programs. When compared with other research university programs, social science master studies take up 13.1 percent of all master programs and 12.8 percent of all social science doctoral programs, i.e., almost same level. This is a good indicator that shows students seek to upgrade their Master studies to doctoral research. Doctoral studies have particularly taken up a great momentum in non-public universities, which have only started in the last three academic years 2011-2013. “Business, Administration and Legal Sciences” followed by “Social Sciences, Journalism and Communication” have the highest number of studies for doctoral degrees.


If we refer to the data on the number of students enrolled during these years and those conducting doctoral research, those attending social science doctoral studies in social sciences take up 14 percent of the total number of students, i.e., something more than the specific weight taken by 10 doctoral program areas and almost similar with the 12.8 of the specific weight of social science doctoral research programs. The specific weight of 10.6 percent of doctorate students in public universities and 34.8 percent of those in non-public universities indicates that students pursue development of social sciences programs. It is also an indicator of the social science researchers’ interest to engage in scientific research. The considerable number of doctorate students in non-public universities is a good indicator of the increasing interest to complement the limited number of quotes for doctoral studies in public universities. Likewise, social science Master students constitute about 9 percent of the number of Master students, among which public universities take up 8 percent, whereas non-public universities have 11.7 percent of all Master students in all study programs.

The dynamics of increase of social sciences students is clearly shown when referring to enrolled students in the last 5 academic years. The number of enrolled students in public universities is determined in the quotas specified by the universities and approved by the Ministry of Education and Sport, whereas in non-public universities this number clearly reflects the high demand, because admission of students in doctoral studies is unrestricted and selection is completely at the discretion of universities. This high number is reflected in the high number of doctoral students per pedagogue as scientific leader, where the number of academic staff with Professor and Associate Professor entitled to lead scientific research is limited in social sciences. Consequently, this affects the quality of scientific research.

The creation of opportunities for opening doctoral study program in the private sector in the academic 2011-2012 immediately doubled the number of students enrolled in social sciences doctoral programs. How rationale is this increase that continued in the next academic year 2012-2013 in the meaning of capacities of non-public universities to cope with the increasing demand

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for doctoral studies in social sciences? A similar increasing trend of doctoral students in non-public higher education institutions is also noticed in the field of Business, Administration, and Law, irrespective of the almost 5 times higher tuition fees when compared with those of the public universities. The Master study tuition fees in private universities are at average 4 times higher than those of the public universities. The tuition fees for Master and Doctoral studies in social sciences have been almost unchanged, about 72,000 Albanian Leks (ALL) when referring to the last year of enrollment.11 Tuition doctoral fees in all public universities have been unified for all departments. They are determined by the Ministry of Education and Sport, just like the quotas of admission in this cycle of scientific research and studies.

The number of graduates in doctoral study program in the last 3 years taken into consideration has not, however, kept pace with enrollments, because, regardless of the minimal 3-year term required by law, the studies usually run for up to 5 years. Thus, graduates from the University of Tirana include: 11 doctoral students from Faculty of Economy conducting research in economics, from Faculty of Social Sciences 2 doctoral students attend studies in Sociology, 5 in Psychology, and 18 in Political Sciences from the Faculty of Social Sciences and Institute of European Research. Six doctoral students from the Faculty of History-Philology are attending studies in journalism and communication sciences. On the other hand, the 3-year doctoral study program in non-public universities has not been completed yet in year 2014. Thus, there is no graduate in this academic year. It is difficult to determine the number of dropouts from both the University of Tirana and European University of Tirana, because of the length for doctoral studies specified by the legal framework. According to the new law, the duration of has changed to five years at most; otherwise, the doctoral student will start doctoral studies from the beginning.

A review of the data on applications form admission to doctoral

11 CMD NO. 24, dated 09.01.2013 determines quotas and fees for doctorates in public universities in the most recent academic year 2012-2013 that the Ministry of Education and Sport has approved. Enrollments for years 2013-2016 have been suspended. Fees of private universities are published in their websites.


studies (which are several times higher than the published quotas and capacities – some 2,000 applications submitted to EUT in the last few years, while about 280 doctoral students have been enrolled12) reveals that doctoral studies on political sciences, international relations, and communication sciences are highly demanded. They became available in the last five years at the University of Tirana and EUT, in addition to economic studies that have already become the focus of problems of market economy.

2. Assessment Based on Opinions of Academic Staff of Universities

The institutional support for scientific research in the framework of doctorates in Albanian universities has been limited. Institutionally speaking, universities have not established the required regulatory framework and incentives for scientific research, to strengthen methodological capacities and harmonize them with those of the regional countries, and to facilitate integration of social science scientific research into European Research Area. Yet, the situation has started to change in the last few years with the creation of non-public universities, particularly of those that offer doctoral research programs. Thus, the analysis of institutional support for doctoral studies and, consequently, for basic scientific research as a key function performed by these studies, particularly in social science area, is facilitated by its review by distinguishing these two categories. The subsequent analysis will be based on the University of Tirana and European University of Tirana as the two institutions that can promote scientific research through doctoral programs in the public and non-public context. To assess scientific research programs of universities, we are providing a summary of opinions of the Tirana University academic staff collected by means of the survey.13

• Institutional paradox with the ever increasing demand for scientific research and the more limited opportunities that

12 Interview with the Principal of Doctoral School of EUT on 03/02/2016.

13 The questionnaire format is provided in Annex 1.

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are offered by the university in the framework of scientific research;

• Lack of planning of scientific work in the institution;

• Lack of financial support from the institution for online literature sources, participation in international conferences, publication of papers in influential scientific reviews, and lack of funding intended for scientific research;

• Scientific research is not among the criteria for evaluation the annual performance of the pedagogue;

• Difficulties of administrative procedures, bureaucracies in obtaining permits and signature of leaders, discouraging scientific work;

• The skills on how to conduct a scientific research are limited. Doctoral studies must train doctoral students on how to conduct literature review, how to construct research model and how to carry it out by means of quality and quantity methods. Many works of Albanian researchers fall prey to plagiarism and oftentimes this is not an ethical issues; rather, it is lack of knowledge on how to design and manage a research project.

• Impossibility for research practice in public and non-public institutions;

• Limited sources of access to literature and lack of online libraries;

• Lack of departments/faculties’ institutional cooperation with partners from foreign universities on opportunities provided in the framework of regional and European research programs;

• Lack of structures (centers, institutes) in universities to focus in scientific research and to provide training and support for scientific research;


• Lack of data bank and difficulty to obtain data from public institutions for national analysis;

• Inability to better access scientific research technology, such as SPSS software, etc.;

• Lack of action plan on the part of higher education institutions to implement the Charter of Scientific Researcher and Code of Conduct for Recruiting Researchers; and,

• Lack of institutional cooperation with the business and civil society stakeholders, which are part of regional and international networks where Albanian researchers may also be oriented. To date, Albanian businesses and civil society organizations are basically focused in short-term projects rather than long-term and sustainable development.

Hence, public universities lack research infrastructure and supportive mechanisms for the pedagogue’s individual research activity. Because of the overload of teaching activity, there is imbalance among scientific research work, doctoral research, and teaching. This has led to failure to crystalize the profile of researcher alongside the one of the instructor. Higher education institutions lack mechanisms to encourage pedagogues to conduct research work. A pedagogue’s career is not examined constantly and this does not encourage research activity unless the pedagogue seeks career growth. Higher education institutions do not possess pedagogue’s portfolio, which should include any activity undertaken for professional growth and to indicate how capable he or she is to maintain the earned scientific degree or title by associating it with continuous scientific work.

EUT has a specific structure to fund scientific research including research work conducted by doctoral students engaged in scientific research and teaching at this university. At the core of this approach lies the division between funding of scientific research and basic income from teaching work.

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3. Assessment Based on Review of Themes of Completed Doctorates

Focused in doctoral studies, the basic scientific research in social sciences must consider the fact that this research area is still in its initial phases and the number of graduates is quite limited.

Lack of scientific awareness is basically one of the key problems encountered upon examining the selected sample of 58 doctorates presented to the commissions established at EUT and that constitutes a common denominator of interviews with pedagogues that have led social science doctorates. This means that the doctoral students has rarely identified with success not only the aim and objectives of the research, but also its limitations, rationale of study, scientific innovations, methodological issues, etc. Because of this deficiency, the doctoral student identifies research questions and hypothesis oftentimes mechanically, but is unable to tell why this study is undertaken, what the benefits to social sciences (including relevant areas or subareas, such as sociology, psychology, political sciences, international relations, etc.) will be or what the benefits to those uninterested specifically for the study case under consideration will be. This is particularly obvious when doctoral students are required to substantiate why they chose to study one or several certain aspects of the social and political life in Albania. An overwhelming part of doctoral students do not have doubts about their selection of Albania as a case study with the justification of “living in Albania”. Therefore, from the viewpoint of scientific innovation that a doctorate should bring to a certain area, results of an analysis of the sample indicate that doctoral students do not think ahead and in the long-term to advance the theoretical capacity of social sciences (particularly political sciences and international relations) in order to explain phenomena. The vast majority of doctorates are constrained in small spaces seeking, at best, to apply theoretical frameworks in explaining phenomena of the social and political life in Albania (or region, as is the case with a number of researchers from Kosovo and Macedonia). Lack of scientific awareness is also revealed in the Literature Review section, which in a considerable number of doctorates is carried


out completely mechanically as a necessary complementary scientific part. These reviews do not identify theoretical or empirical deficiencies to be later addressed by the research but are a shallow image of previous researches. Lack of such analytical approach in most scientific work reviewed by this paper carry negative effects for the entire research, because it does not provide for a clear foundation to address a theoretical deficiency. Failure to identify a deficiency, shortage or inability of the current theoretical framework naturally renders a doctoral work incapable of offering scientific innovation and contributing to addressing this deficiency.

Secondly, the chapter on methodology is an integral part of a doctoral work (and a requirement for its successful completion). For social sciences, particularly for political sciences and international relations, this becomes even more important, because it relates how concrete conclusions are drawn and scientific innovation attained. Lack of scientific awareness becomes very clear in the methodological chapter of almost all doctorates reviewed in the sample. An examination shows a kind of mechanical approach and use of scientific terms without considering their relevance. The method is nothing else but identification of empirical manner to address a theoretical problem and to link the identified theoretical deficiency with the selected case study. This is difficult but essential, because without it the research loses its scientific outfit and its conclusions fail to be further expanded beyond the case study, and to be beneficial to the scientific community and society or other stakeholders. We need to consider the correlation of these two issues. A deficient literature review produces a work without clear theoretical focus and an inadequate methodology creates a study with low and non-scientific credibility. A combination of these two elements makes scientific doctoral works suffer of lack of scientific awareness, which opens up the path to a study without rationalizing why the latter is being undertaken, what contribution it will bring and how it will be carried out.

Thirdly, scientific doctoral works are excessively focused on the formal aspect of the doctorate, stemming not only from the higher education institution’s regulation on third-cycle studies (European University of Tirana), but also from the interpretation

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of the applicable legal and sublegal acts. These obligations and requirements oddly enough distract the attention from genuine scientific research, as reflected in the doctoral work. This makes it necessary to revisit the connection between formal obligations and the doctoral work, because obligations must be of benefit and not become a burden to quality doctoral work.

Fourthly, there is a problem with the filters of admission to doctoral programs. In the western world, one completes doctoral studies and then seeks a job in the academy. In Albania, the opposite has occurred to date: most doctoral students teach at the university and conduct doctoral work to consolidate their position. This is not necessarily wrong, but makes application of stricter filters even more necessary, because it happens that a considerable number of doctoral students undertake doctoral work just for the sake of scientific degree and this affects the poor quality of their work.

The dilemma currently raised is: What new institutional spaces does the new Law on Higher Education and Scientific Research (of 2015) offer to doctoral studies? The law stipulates that “doctoral studies are built on individual programs for independent training of candidates in scientific research in areas determined by the basic unit. Their foundations include scientific research and creative activity. Doctoral studies shall be not less than three academic years and not more than five academic years. Upon completion of doctoral studies, a diploma of the “Doctor” scientific degree is issued. Higher education institutions impose criteria to conduct an annual assessment of the performance of the candidates and on the continuation of work on development of research project.” (Article 76)

The first essential change of the new is linked with the organization of doctoral studies as individual program. This goes in line with the provision of the State Quality Standards on accreditation of third-cycle programs in doctoral studies. Its first paragraph states that doctorate programs “are established as individual programs for qualification in independent scientific research” (Public Agency for Accreditation of Higher Education, 2012). At the Faculty of Social Sciences of the University of Tirana, the first-year program with 60 ECTS has been unified for


all doctoral students, regardless of the specific area of scientific research. This situation makes accreditation of public universities imperative. The accreditation process has been mainly focused in accreditation of research programs and of non-public higher education institutions. In view of this, sublegal acts must specify how individual programs will be organized in order to be able to measure their results. It is impossible for university teachers who lead 20-30 individual students in their doctoral research to ensure genuine scientific research, because all researchers are quite aware of the commitment, time, energy, and concentration required for research projects. Formality of scientific leaders can be avoided if professors’ meetings with doctoral students under their scientific leadership are formalized in teaching timetables. The legal provision of Article 78 of the new law stipulating that “scientific leaders of doctoral students must hold “professor” and “associate professor” degrees and can lead respectively no more than 6 and 4 doctoral students simultaneously” needs to be further elaborated with sublegal acts. This work must be normed, i.e., a certain number of classes must be designated in advance for the pedagogue to spend on leading doctoral students. It can also be solved by setting a fixed timetable during semester classes where both the pedagogue and the doctoral student are responsible for realizing the research with measurable results, including literature review, identified ideas, clear objectives, well-defined methodology, distinct indicators, expected findings, etc. The provisions of the new law regarding the evaluation of candidates’ annual performance, which formally was in place before, generates the obligation of sublegal acts to clearly specify what this evaluation consists of in order to assist the scientific researcher step by step until the final evaluation. Intermittent assessments are indispensable in scientific research, which constitutes a process where logical deductions of frequent arguments are drawn.

The scientific leader is a concerning problem to be adequately addressed by sublegal acts in pursuance of the Law on Higher Education and Scientific Research. This leader may not be an expert of the area of scientific research, even though he or she is formally a scientific leader because of the position or academic degree. A similar concern is raised for commissions that review and examine doctorate works. Members of these commissions may

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not be academics with contributions in their respective areas of expertise. Sometimes, they are hostage to department or faculty leaders’ subjective selection or, even worse, appointed because of personal relationships and acquaintances with doctoral students. To this day, this could be justified with the fact that social sciences are a new area of study that has produced graduates in the last 20 years. The department of Political Sciences, Journalism, and Communication Sciences were established after year 2000. While in addition to professionals graduated from Albanian universities there is an array of social science graduates from foreign universities, today’s possibilities to scientific researchers of social sciences to have the adequate support are increasing.

Another important aspect of doctoral studies, as addressed by the new law of 2015, relates to areas determined by the basic unit. Article 78 provides: “The number of doctoral students shall be defined by the basic unit and the research project of each doctoral student will be determined in pursuance of the research projects of this unit.” It is essential that the department, as a basic unit, strategically plans the management of knowledge in respective areas of social sciences. Unfortunately, this has not been the case to date either at university or faculty level.

There is another challenge. How much linked is the department with the demands for scientific research at regional national level, as this is a request of the reform on scientific research. The responsibility here falls on both the university and the government. The central government does not, at least, enable central institutions to cooperate with universities and include professors in working groups when designing national strategies, so that national priorities are reflected in academic and research programs.

Restriction to five years for doctoral studies, as with other studies to last no longer than twice the years determined for, say, Master programs, is another necessary intervention if we consider the fact that studies to date have hardly been completed within the established timeframe. Thus, only those committed to conduct original scientific research and seek to engage in this type of creative activity may apply for Master of Science and Doctorate


studies. Statistics show a galloping increase of the number of students in the last five years, leaving aside the quality of scientific research.

According to Article 77, “A criterion for admission to a study program of third cycle is candidate’s possession of skills of any five EU languages (English, French, German, Spanish, Italian), proven by internationally-recognized tests. If an individual has earned a diploma of a study program conducted in one of these languages, the earned diploma will serve as a certificate for meeting this criterion.” This requirement has been poorly implemented, because certification of foreign language skills has been tolerated to the end of the Master or Doctoral studies. It is senseless to postpone certification of language skills since literature on social sciences in the Albanian language is scarce and orientation to modern literature is a necessity of time. This leads to another weakness of Albanian researchers, who are unlikely to search international literature because of the need to possess good foreign language skills.

Curricula constitutes another aspect, where subjects that guide researchers, such as “Methods of Scientific Research”, “Academic Writing”, and “Project Writing and Management” have been treated as complementary classes of Master and Doctorate study programs. Therefore, no adequate attention has been paid to them. Article 84 of the Law states that “Study programs offered in the same study area, cycle, and with the same name, must have similar content at minimally 70 percent.” This rationale of the law may help to impose that subjects that are the very foundation of scientific research, such as “Methods of Scientific Research”, “Academic Writing”, and “Project Writing and Management”, to be at least 60 percent the same in all social sciences at Master of Science and Doctorate programs. A research method is the main instrument of a professional as a researcher in social sciences and his advantage to other professions. Therefore, it may be suggested that these subjects are included in those classes, which are also known as characteristic subjects of social sciences studies, particularly for Master of Science cycles and doctoral studies.

Article 7 of the Law on Higher Education and Scientific Research

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outlines one of the responsibilities of the Ministry of Education and Sports – support with necessary infrastructure for scientific and research activity to higher education institutions only. To date, funds for research projects, publications, training, or labs have been ensured from donors through their support programs on institutional development of universities. Almost all standards of a scientific research, such as premises, labs, libraries, textbooks, subscription to influential scientific reviews and publications, and the cooperation among Albanian researchers in related areas and cross-disciplinary and interinstitutional integrated research projects are deficient. In concrete terms, involvement in EU research projects, such as Horizon 2020, is constructed in multidisciplinary and strategic partnerships that are not achieved in one single day. Article 24 of the Law on Higher Education and Scientific Research specifies that “higher education institutions may establish scientific research institutes under their authority. A scientific research institute is a major unit that conducts scientific-research, academic, development, and innovation activities. It provides Master of Science and Doctorate study programs and/or supports their realization when they are provided by other main units of the institution.” On the other hand, an additional unit within the university intended for scientific research would imply research centers created in the faculties. In addition, Article 25 stipulates that “scientific research centers of the Faculty/Institute are structured similarly to those of a department and conduct scientific research and development activity”. This article recognizes them as units of the higher education institutions. These specifications must become the foundation for the application of the new institutional instruments for career development of scientific researchers in universities.


IV. Conclusions and RecommendationsAfter an analysis of the scientific research programs in doctoral studies at universities and of the legal requirements on higher education and scientific research, conclusions are initially intended to meet the needs of scientific researchers in universities and then to update the institutional framework that aims “to establish a unified, standardized, modern and competitive system of teaching, scientific research, innovations in the European Research Area”, as stated in Article 2 of the new Law on Higher Education and Scientific Research. This standardization is primarily required in the scientific research area, for which, irrespective of quality state in place, the regulation as a profession or the perspective for career as scientific researcher must be uniformly applied for all. This will also contribute to the creation of a positive attitude on the part of the public and institutions to the profession of researcher and will, ultimately, encourage the new graduates to embrace a research career in social sciences.

For the Ministry of Education and Sport and Other State Institutions

The first recommendation relates to the Higher Education Accreditation Public Agency’s accreditation of Master of Science and Doctorate study programs, as an instrument for implementing and monitoring state quality standards. Accreditation will help universities to improve their premises and infrastructure and meet state quality standards. Since only three non-public universities have passed the accreditation test of doctoral study programs, this is an indicator that calls for a review of quality standards so that the latter are applicable to all doctoral study programs. It also calls

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for powerful investments in public and non-public universities so as the standards to promote scientific research are met.

Universities must contextualize the overall principles of the documents they have ratified, such as The European Charter and Code of Conduct for Recruitment of Scientific Researchers.

The Higher Education Accreditation Public Agency must incorporate these general principles and requirements into its mechanism of accreditation and evaluation of the quality of universities.

The Ministry of Education and Sport must issue sublegal acts to enable all forms of geographic and interinstitutional mobility of scientific researchers as part of an inclusive national, regional and broader policy. This could also be a criterion for career promotion.

Scientific researchers must have easy access to all public and non-public information sources in their respective research area. A work culture must be maintained where research individuals and groups are encouraged and supported with the required materials that will ensure accomplishment of their scientific research objectives.

Social statistics must be improved by using international classification in order to facilitate the work of scientific researchers and Albania’s enable comparative analysis with Balkan countries and those of EU which Albania aspires to join.

The Ministry of Education and Sport must propose harmonization of laws and practices in various sectors, particularly the public finances legislation and rules that affect or impose restrictions on the work of scientific researchers, or the Labor Code, in order to adapt to the nature of scientific research and eliminate barriers to it.

As the central scientific research institution in Albania, the National Scientific Research and Innovation Agency must establish a database on scientific research in Albania making it easy for researchers to familiarize with and continue social science researches by using and referring to previous studies in the respective areas.


For Universities

Universities must ensure support for training of researchers in the initial phase of their career with particular focus on adequate application of scientific research phases and use of modern methods and technologies of data processing and analysis. Regardless of its difficulties, the career as scientific researcher must become trouble-free and attracting, but not in today’s sense whereby everyone thinks that it is very easy to obtain a Master of Science or Doctor degree.

“Methods of Scientific Research”, “Academic Writing”, and “Project Writing and Management”, which have been treated as complementary classes of Master and Doctorate study programs in social sciences, must be consolidated and considered as major classes and subject in the Faculty of Social Sciences. A common skeleton of at least 60 percent of these subjects must be created and students must be trained with the skills on using modern methods and techniques on qualitative and quantitative research.

Improvement of scientific research-based teaching methodology in universities would help to guide students to the world of scientific research. Indeed, this teaching methodology must start at the middle school education in order to develop the culture of literature review, critical thinking, development or intuition to create independent opinion away from unproductive plagiarism.

Universities must establish measurable criteria for objectively evaluating classes in auditorium and those outside it for students’ independent work.

The variety of optional subjects in the first year of doctoral studies must increase in order to implement individualized programs of doctoral students.

The newly-established student career centers in public and non-public universities must include promotion of scientific researchers in the objectives of their work by means of publishing research works of Master and Doctorate students.

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References

CMD No. 24, dated 09.01.2013, “On Quotas and Fees of Third-Cycle Doctoral Studies in Public Universities”

CMD No. 467, dated 18.07.2007 “On Determination of Criteria and Procedures on Scientific and Pedagogical Qualification of Staff”

CMD No. 567, dated 23.10.1995 “On Remuneration of Councils, Committees, and Expertise of Scientific and Technological Activity”

European Commission, (2005), The European Charter and Code for Researchers: http://ec.europa.eu/euraxess/index.cfm/rights/europeanCharter (accessed on 5.12.2015).

Higher Education Accreditation Public Agency, (2012), State Quality Standards on Accreditation of Third-Cycle Study Programs (Doctorates)

Higher Education Accreditation Public Agency, (2012), State Quality Standards on Accreditation of Second-Cycle Study Programs

Higher Education Accreditation Public Agency: http://www.aaal.edu.al/index.php?option =com_content&view=article&id=892&Itemid=434&lang=sq (accessed on 10.12.2015).

INSTAT, Swiss Agency for Development and Cooperation and UNFPA, 2015, Youth in Albania, Challenges in Changing Times, Tirana.

Law No. 80/2015 “On Higher Education and Scientific Research in Higher Education Institutions in the Republic of Albania”

Law No. 9741, dated 21.05.2007 “On Higher Education in the Republic of Albania”.

Ministry of Education and Sport, (2014), Reform on Higher Education and Scientific Research: http://www.arsimi.gov.al/files/userfiles/reformaalksh/Raport_Final_Ministria_Arimit.pdf (accessed on 2.12.2015).


Regulation of the University of Tirana: Decision of Academic Senate, No. 5, dated 12.04.2010, amended with the decisions of Academic Senate No. 43, dated 27.10.2011; No. 28, dated 28.06.2012; No. 3 dated 13.02.2013; No. 15, dated 02.05.2013.

Statistics of the Ministry of Education and Sport.

University of Tirana, Faculty of Social Sciences, Instruction on Doctoral Studies, Procedure for application, study, preparation and presentation of dissertation, 2015.

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Annex 1: Survey on Promotion of Social Science Scientific Research in Albania

SURVEY

On Promotion of Social Science Scientific Research in Albania

Letter of Information

Distinguished Sir/Madam:

In the framework of Regional Research Promotion Program (RRPP) in Albania, the Institute for Democracy and Mediation (IDM) has launched the initiative of National Dialog on Promotion of Scientific Research in Albania 2014-2016. This initiative seeks to influence the necessary systemic changes in social scientific researches, by involving in the dialog the major stakeholders, such as the responsible ministries, heads of higher education institutions, individual researchers, private sector, etc. During 2014-2016, activities will evolve around three major pillars: 1) Excellence in basic scientific research; 2) Dialog between scientific research and private sector; and, 3) Evidence-based policymaking.

Activities under Forum 1 “Excellence in Basic Scientific Research” seek to contribute to the improvement of an enabling fundamental social sciences research environment in Albania and encourage the internationalization of Albanian social sciences research. In this first phase, the working group is assessing the current situation by identifying some of the challenges and dilemmas confronting social sciences in Albania. Development of human resources and capacities is considered one of the priority topics for discussions during the meetings with experts of the areas and key people in institutions that work and contribute (directly or indirectly) to this area.

In pursuance of the consultations and focus group discussions with experts of the area, the working group has prepared the following questionnaire to collect and analyze the input of researchers on this topic.

The working group assures you of your anonymity and confidentiality of your answers.

Thank you!


Section 1: General data

1. Gender ______

2. Age ______

3. University where you work: Public Private

4. Faculty: Social Sciences Economic Sciences Human Sciences

5. Highest degree/title you hold: 0 Master Dr./PhD Assoc. Prof. Prof.

6. Year of obtaining the highest degree/title: __________

7. Work experience in university: _______(years)

Section 2: Scientific research in universities

8. To what extent do subjects you teach match with your scientific education?

Completely partly a little not at all

9. Does the nature of your work at university include scientific research? Yes Jo (go to question 12)

10. Approximately, what percentage of your time do you commit to scientific research? ____%

11. What motivates you to engage in scientific research? Rate each of the following in a scale of 1 to 5, where 1 is ‘not at all’ and 5 is ‘a lot’.

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1 (not at all)

2 3 4 5 (a lot)

Professional and academic interest

Obtaining titles/degrees

Financial reward

Keeping the job

Enriching curricula as scientific researcher

Other (specify)________

12. What has hindered/demotivated you?

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

13. According to your perceptions, how encouraging are the following components to the engagement of academics in scientific research?

1 not at all

2 3 4 5 a lot

Time

Funding

Environment

Infrastructure/equip-ment

Cooperation

Access to information/ scientific sources


14. According to your opinion, what is the main deficiency of local researchers in comparison with regional/international researchers? ________________________________________________

15. How important are the following to encourage and support social science scientific research in our country?

1 not at all

2 3 4 5 a lot

Government support

Regional cooperation

Donor support

Cooperation with local stakeholders

Business support

Other (specify)___________

16. At institutional level, what would encourage participation of academic staff in scientific research?

1 (not at all)

2 3 4 5 (a lot)

Making scientific re-search a criterion of recruitment

Making scientific re-search a criterion of per-formance evaluation

Making scientific re-search part of workload and reward system

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Making scientific re-search a precondition for support for qualification and participation in con-ferences

Making scientific re-search a criterion for distribution of classes

Making scientific re-search a condition for promotion of academic career

Other (specify)._________

17. What are the three main areas where social science scientific research in our country should focus?

A___________________________________

B.___________________________________

C._____________________________________

18. How much do you know the strategic document on the Reform on Higher Education?

Yes, I know it very well (Go to question 20)

Yes, I have general information

Have heard about it

No, I don’t know it


19. How much involved have you been in the process of its design?

from 1 (not at all) to 5 (a lot) _________

20. To what extent does the document reflect your needs as academics and researchers?

Completely partly a little not at all

21. Do your know Horizon 2020 Program?

Yes, I know it very well (Go to question 22)

Yes, I have general information

Have heard about it

No, I don’t know it

22. Do you generally think that academics in Albania may meet the requirements of Horizon 2020? Why?

___________________________________________________________________________________________________________________________________________________________________________________

23. What would help you to benefit more from Horizon 2020 or other similar international initiatives?

____________________________________________________________________________________________________________________________________________________________________________________

Thank you for your input!

PolicyPaper

SCIENTIFIC RESEARCH IN DOCTORAL

STUDIES IN SOCIAL SCIENCES

The Regional Research Promotion Programe is coordinated and operated by the Interfaculty Institute for Central and Eastern Europe (IICEE) at the University of Fribourg (Switzerland). The programme is fully funded by the Swiss Agency for Development and Cooperation (SDC), Federal Department of Foreign A�airs.Institute for Democracy and Mediation is the Program’s Local Coordination Unit.