PhD in Engineering Science

Program Structure

The study program is structured to consist of two parts: instruction component and doctoral thesis work.

Instruction component. The instruction component consists of courses on the doctorate level with the purpose of complementing the master’s degree for the PhD student with the necessary knowledge, skills, and habits of mind that are required for the training in the scientific method, and for the work on the doctoral thesis to achieve its goals. The instruction component consists of 30 ECTS. Courses that are included in the instruction component should be taken in composition and in a time that is suitable for the doctoral thesis work and that gives an opportunity for mobility within the project. An individual plan for the instruction component is adopted upon admission to the study program.

Doctoral thesis component. The work on the doctoral thesis consists of research work in engineering science with the purpose of leading to a doctoral thesis in which the results of the research work are documented in agreement with international standards. The doctoral thesis component consists of 150 ECTS. The work on the doctoral thesis should be planned with mobility. An individual plan for the work on the doctoral thesis is adopted on admission to the study program. A component that helps the PhD student and the faculty to follow up on the progress of the project is the midway evaluation. The midway evaluation should be carried out before two years of the study have passed and should be carried out by the end of the second year. The midway evaluation is followed by annual progress reporting.

Teaching and assessment

Individual study plan, trial lecture and dissertation.

Access to further studies

Research, pedagogical training, leadership training.

Exchange

International mobility.

Continuous stays longer than two weeks at a university, a research institute, or a company, in a country other than Norway, where parts of the instruction component or research work are carried out, are counted as international mobility in the PhD study. Through internationalization in the PhD study, international collaboration in courses and research is intended.

Mobility within the PhD study should be planned for a period such that it does not interfere with either of the instruction components or the doctoral thesis work such that the project runs the risk of being delayed, and does not interfere with the institutional responsibilities of the PhD student such as teaching.

Structure for internationalization.

The faculty provides financing for mobility within the PhD study for students financed by sources that do not provide financing for mobility in the form of an annual call for international mobility scholarships.

The faculty provides an annual budget for the PhD students employed with PhD scholarship at the faculty, that permits visits to one to two international conferences per year through the study.

The faculty’s project support and the director of study assist the PhD students with application for mobility to other funding schemes than those available at the university.

The faculty’s research groups assist the research environment with financing and regular invitations of guest researchers. The research groups assist the members, among them the PhD students, in career development and to finance participation in international conferences with relevance for the doctoral thesis work and the research group activities.

The university board decides on the university’s participation in international study and network centres. The current participation in international networks, and international study and network centres are described below.

Networks for internationalization.

The university participates in international study and network centres and international networks. One of the tasks of the centres and the networks is to bridge Norwegian and international research and education. The international network centres and networks have the potential to work as effective learning arenas for habits of mind and transferable skills within internationalization. One of the target groups for the centre and the networks are the PhD students.

Learning Outcomes

The study program in engineering science is developed in accordance with the Norwegian national qualification framework, which describes the total learning outcome in terms of knowledge, skills and habits of mind (also called general competence in English in Norway). After completion of the program, the candidate shall have research competence within the candidate’s branch of engineering science, with the following total learning outcome:

Knowledge:

• K1. The candidate is in the forefront of knowledge within the candidate’s branch of engineering science, and master the field’s scientific theory and related problems.
• K2. The candidate understands the methods and principles of the field, ensuring that research and results within the field are in accordance with ethical principles and scientific methods.
• K3. The candidate knows and can evaluate the expediency and application of advanced methods and processes within the candidate’s core topic in research and development, specifically within the candidate’s branch of engineering science.
• K4. The candidate can contribute to the development of new knowledge, new theories, methods, interpretations and forms of documentation within the candidate’s branch of engineering science.

Skills:

• F1. The candidate can formulate problems, plan, and carry out research and scholarly development work.
• F2. The candidate can carry out research and scholarly research work of a high international standard, through understanding, interpreting and analyzing concrete problems, and describe and analyze these problems using advanced mathematical or computational methods related to engineering science.
• F3. The candidate can handle complex academic issues and challenge established knowledge and practice in the candidate’s field.
• F4. The candidate can disseminate research through oral presentations at scientific conferences, seminars and workshops.

Habits of mind (general competence):

• G1. The candidate can identify new problems arising based on new knowledge within engineering science, and can evaluate the problem’s impact on society.
• G2. The candidate can perform research in a scientifically and ethically sound way, and with professional integrity.
• G3. The candidate can manage complex interdisciplinary assignments and projects.
• G4. The candidate can communicate research and development work through recognized Norwegian and international channels.
• G5. The candidate can participate in debates in the candidate’s branch of engineering science in international forums.
• G6. The candidate can assess the need for, initiate and practice innovation related to his/her branch of engineering science.

Jobs Prospectives

The following learning outcome from the study has been evaluated to be relevant for future careers within and outside of academia.

Engineering science. Engineering science plays an essential role in today’s society, in Norway, in Europe, and globally. This is evident in the current agendas for RCN, and ERC, and in the OECD reports with suggested focus areas for the development of Europe. The research training in engineering science is therefore relevant to meet the need for a workforce with knowledge, skills, and habits of mind within engineering science.

The scientific method. A successful PhD student in engineering science has gone through 3 years of training in the scientific method. The scientific method is relevant for careers within and outside of academia, within and outside of Norway, and in today’s society.

Academic experience within engineering science. A successful PhD student has at least two and a half years of experience in research work in a discipline within engineering science. The experience is of relevance for the candidate’s future career within engineering, both in academia and in the rest of society. The doctoral degree serves as a qualification for academic positions such as lecturer and professor in Norway and is frequently asked for in research positions outside of academia. The qualification requirement is also practised internationally. The successful PhD student understands the organization of academic research projects in today’s society, and this could be considered important knowledge in the bridging between academia and other parts of society.

Project management. A successful PhD student has been a project manager (under supervision) for a research project for a period of three years and has by this been trained and gained experience in project methodology, implementation of projects, and reporting respecting international standards.

International experience. A successful PhD student has gained experience and obtained competence in both oral and written communication of research results and problems in an international environment. A successful PhD student could be expected to have worked in periods outside of Norway at a university, a research institute, or a company.

International network. A successful PhD student has through three years built an international network within academia within the student’s branch of engineering science. This network provides access to the forefront of knowledge within a broad area of engineering science.