Graduierte werfen Hüte hoch

Successfully completing a doctorate

Goals and measures
Graduierte werfen Hüte hoch
Image: Arlene Knipper

The doctoral phase is a time-limited period of initial postgraduate research and at the same time a qualification phase for a professional goal within or outside academia. It ends with the candidate either obtaining a doctorate from the faculty or dropping out of the doctoral research project. The challenge for the university is to ensure that all or as many young researchers as possible who have decided to take this career step and have been accepted as doctoral researchers are successful in obtaining their doctorate. If doctoral candidates and their supervisors come to a different conclusion after the doctoral research has started, a decision to discontinue should be made as early as possible.

Successfully obtaining a doctorate is more than just formally completing the doctoral examination procedure. It also involves an appropriate time-to-degree, high academic quality and the highest possible level of subject-specific and transversal qualification in relation to the candidate's individual career goals.

Complete high-quality doctorates in an appropriate time frame

Students who have decided on a doctorate should also complete it with high academic quality and within a reasonable time. Doctorates make a substantial contribution to scientific progress. The doctoral examination procedure defined in the doctoral examination regulations guarantees the minimum standard to be met. A high-quality result, however, helps the work to be well-received and valued by the academic community. In this way, publications produced as part of doctorates also become ambassadors of the university and positive advertising for doctorates in Jena.

The doctorate represents a time-limited phase of research activity with simultaneous qualification. Completing a doctorate opens doors to new career paths within and outside the academic system. Swift completion of a doctorate is the basis for good opportunities, both for a further academic career and for entry into other professions. Completing doctorates within a reasonable length of time also helps subsequent doctoral candidates by freeing up time and financial resources for them. Therefore, it is in the interests of the doctoral candidate as well as the academic system as a whole for doctorates to be completed within a reasonable period.

  • Good supervision

    An essential key to a successful doctorate is good supervision by the doctoral supervisor. The relationship between supervisor and doctoral researcher lays the foundation for academically valuable research work carried out in the limited time available. Professional support, regular constructive feedback and joint process planning ensure that a doctoral project progresses. The guidelines for the doctoral phasepdf, 351 kb · de at Friedrich Schiller University Jena include agreed standards of good supervision.

  • Structuring the doctorate

    Structured programmes (graduate schools, research training groups, doctoral programmes), if well designed, offer a suitable framework for swift and successful doctorates. However, moderate structuring can also be helpful for doctorates that are outside these programmes. This includes supervision agreements, double supervision/supervision teams, regular supervision meetings, progress reports, collective recruitment, subject-specific and interdisciplinary qualification opportunities, as well as support for introduction into the research community.

Create a reliable framework

Successfully completing a doctorate requires not only professional and personal prerequisites, and a good relationship between doctoral researchers and supervisors, but also supportive framework conditions. It is the university's goal to create and continuously improve these conditions, in particular a reliable employment and funding situation, health-promoting working conditions and opportunities, and effective support structures.

The goal is for doctoral candidates to have continuous funding through funded positions or scholarships to cover their living expenses for the duration of their doctorate, but for at least three years.

The doctoral phase is not always without problems or conflicts. The university aims to help doctoral candidates who encounter difficulties to find solutions, quickly and without complications. 

Preparation for careers in academia, industry and society

After successfully completing a doctorate, a person enters a new phase of professional development. Doctoral candidates should be put in a position to make an informed decision about their professional career after the doctorate. Careers can be found in academic and non-academic research, in business, industry and cultural institutions. Doctoral candidates should be given the opportunity to qualify for the various career paths while they are doing their doctorate.

  • Career orientation, career counselling, career talks

    Doctoral candidates are offered services to help them find out about career options, the requirements for those careers, their individual prospects and the steps to be taken. Specialist advice through regular career talks with supervisors or other contact persons at the graduate institutions and faculties is supplemented by a variety of centrally organised events, as well as information and counselling services.

  • Opportunities for subject-specific professional qualification

    Doctoral researchers achieve professional qualifications through active research, exchanges with the international scientific community at conferences and during research visits, as well as subject-related workshops and further training at the graduate institutions and faculties. Above all, these qualify doctoral candidates for scientific or academic careers at universities, non-university research institutions and research-based enterprises.

  • Opportunities for interdisciplinary and generic qualification

    An extensive range of interdisciplinary and transferrable skills qualification opportunities is provided primarily from a central institution, but also at individual graduate institutions. These include topics such as basic questions of science and humanities, research methods, presenting and publishing, communication, leadership and management, career planning and job applications, languages and higher education teaching qualifications.

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