The academic context of doctoral students in Spain: the case of EDFES

Abstract

This article examines the regulation and evolution of doctoral studies in Spain, highlighting their importance in the construction of the European Higher Education Area (EHEA) and the European Research Area (ERA). It focuses on how Royal Decree 99/2011 has restructured doctoral programs to meet modern research and innovation requirements, promoting university-based training and collaborations with various institutions to foster R&D&I. The article provides a study of the Doctoral School of the Spanish Federation of Sociology (EDFES), based on 409 cases. It emphasizes EDFES's collaboration with university programs to enrich doctoral training through effective supervision, skills development, and internationalization. Additionally, it explores academic and professional preferences, noting an inclination towards participation in research activities, reflecting active engagement with the academic and scientific community. The study also examines students' involvement in research activities and their interaction with the scholarship system. The article concludes by emphasizing the importance of collaboration networks and the integration of doctoral students into scientific and professional activities to advance their training and the development of sociology. It also highlights the need for a gender perspective and the design of inclusive practices at all levels of the doctoral process, ensuring equal opportunities for success in academic and professional careers.