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Doctoral Programmes

FIELDS OF STUDY Doctoral studies have a long and rich tradition at the University of Bucharest. The first PhD has been awarded in 1905, and since that time the University of Bucharest has awarded more than 10,000 doctoral titles. Currently, the University of Bucharest awards doctorates in 19 fields of study – biology, chemistry, communication sciences, cultural studies, education sciences, environmental sciences, geography, geology, history, informatics (computer science), law, mathematics, philology, philosophy, physics, political sciences, psychology, sociology, and theology. The scope of the doctoral studies is in progress, so the University of Bucharest was the first university in Romania which started in 2016 a doctoral programme in cultural studies.

WHY YOU SHOULD STUDY HERE There are many reasons why prospective doctoral students should choose the University of Bucharest. This institution stands at the center of the academic life in Romania and is also part of many first-rate international research and innovation networks. It provides a stimulating environment for exploring students’ passion in various fields of scientific study. Bucharest’s main university has a supportive community, offers numerous research facilities and values critical thinking, just to mention some of the components that transform graduate studies into a genuine personal and professional adventure. At the University of Bucharest, doctoral students have the opportunity to experience the vibes of the dynamic cultural life of Romania’s capital city; they are encouraged to take part in intellectual debates, to further scientific knowledge and social progress, and to be active in shaping the society of the 21st century.

Currently, the University of Bucharest has about 2.014 doctoral students, enrolled in 23 doctoral schools. Institutionally, the doctoral studies are coordinated by the Council of Doctoral Studies, composed by members elected by the doctoral supervisors and by the doctoral students, as well as by directors of the doctoral schools. The Council is chaired by a Director with the rank of a Vice-Rector.

THE DOCTORAL PROGRAMME The doctoral programmes include a programme of training based on advanced courses (generally about 3 months) and a research programme. They are normally scheduled for 4 years (240 ECTS), but the existing national and institutional regulations allow for extensions in well motivated situations, so that no doctoral student is rushed into finishing his doctoral thesis before it is ripe for public defense. Quality requirements are severe, and the national debates regarding doctoral plagiarism have determined the hardening of procedures. Each doctoral student is advised by a doctoral supervisor (or even two in cases of co-tutelle), and by a guiding committee composed of three members. She/he has to present a number of research projects and to publish at least two scientific articles. When finished, the doctoral thesis has to be checked electronically against plagiarism and presented before the doctoral supervisor and the guiding committee. After this, the thesis is officially submitted, the rector nominates a defense committee in which there are at least two members from other universities or research institutes, and there is organised a public defence. The whole procedure is checked by the National Council for University Titles, Diplomas and Certificates, and after the minister awards the doctoral title, the University of Bucharest also issues the doctoral diploma.

For more information about the University of Bucharest Doctoral Schools please contact the Doctoral Studies Office

Contact 90, Panduri Street,  room 304, 3rd floor, Sector 5, 050663, Bucharest, ROMANIA, Telephone: +4021 305 4655, +4021-305 4656 E-mail: [email protected]

Doctoral Schools

Doctoral School of Administrative Science

Doctoral School in Biology

Doctoral School in Law

„Simion Mehedinți – Nature and Sustainable Development” Doctoral School in Geography

Doctoral School in Communication Sciences

Doctoral School in Letters

Doctoral School in Social Work

Doctoral School in Theology and Religious Studies

Interdisciplinary School of Doctoral Studies

Doctoral School in Ecology

Doctoral School in Philosophy

Doctoral School in Geology

Doctoral School for Languages and Cultural Identities

„Space, Image, Text, Territory” Doctoral School

Doctoral School in Psychology and Education Sciences

Doctoral School in Computer Sciences

Doctoral School in Political Sciences

Doctoral School in Chemistry

Doctoral School in Physics

Doctoral School in History

Doctoral School in Literary and Cultural Studies

Doctoral School in Mathematics

Doctoral School in Sociology

Doctoral School in Orthodox Theology

Doctoral School in Theology and Interdisciplinary Religious Studies

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UniBuc - Universitatea din București Accessibility Statement

Accessibility Statement

Compliance status.

We firmly believe that the internet should be available and accessible to anyone, and are committed to providing a website that is accessible to the widest possible audience, regardless of circumstance and ability.

To fulfill this, we aim to adhere as strictly as possible to the World Wide Web Consortium’s (W3C) Web Content Accessibility Guidelines 2.1 (WCAG 2.1) at the AA level. These guidelines explain how to make web content accessible to people with a wide array of disabilities. Complying with those guidelines helps us ensure that the website is accessible to all people: blind people, people with motor impairments, visual impairment, cognitive disabilities, and more.

This website utilizes various technologies that are meant to make it as accessible as possible at all times. We utilize an accessibility interface that allows persons with specific disabilities to adjust the website’s UI (user interface) and design it to their personal needs.

Additionally, the website utilizes an AI-based application that runs in the background and optimizes its accessibility level constantly. This application remediates the website’s HTML, adapts Its functionality and behavior for screen-readers used by the blind users, and for keyboard functions used by individuals with motor impairments.

If you’ve found a malfunction or have ideas for improvement, we’ll be happy to hear from you. You can reach out to the website’s operators by using the following email

Screen-reader and keyboard navigation

Our website implements the ARIA attributes (Accessible Rich Internet Applications) technique, alongside various different behavioral changes, to ensure blind users visiting with screen-readers are able to read, comprehend, and enjoy the website’s functions. As soon as a user with a screen-reader enters your site, they immediately receive a prompt to enter the Screen-Reader Profile so they can browse and operate your site effectively. Here’s how our website covers some of the most important screen-reader requirements, alongside console screenshots of code examples:

Screen-reader optimization: we run a background process that learns the website’s components from top to bottom, to ensure ongoing compliance even when updating the website. In this process, we provide screen-readers with meaningful data using the ARIA set of attributes. For example, we provide accurate form labels; descriptions for actionable icons (social media icons, search icons, cart icons, etc.); validation guidance for form inputs; element roles such as buttons, menus, modal dialogues (popups), and others. Additionally, the background process scans all of the website’s images and provides an accurate and meaningful image-object-recognition-based description as an ALT (alternate text) tag for images that are not described. It will also extract texts that are embedded within the image, using an OCR (optical character recognition) technology. To turn on screen-reader adjustments at any time, users need only to press the Alt+1 keyboard combination. Screen-reader users also get automatic announcements to turn the Screen-reader mode on as soon as they enter the website.

These adjustments are compatible with all popular screen readers, including JAWS and NVDA.

Keyboard navigation optimization: The background process also adjusts the website’s HTML, and adds various behaviors using JavaScript code to make the website operable by the keyboard. This includes the ability to navigate the website using the Tab and Shift+Tab keys, operate dropdowns with the arrow keys, close them with Esc, trigger buttons and links using the Enter key, navigate between radio and checkbox elements using the arrow keys, and fill them in with the Spacebar or Enter key.Additionally, keyboard users will find quick-navigation and content-skip menus, available at any time by clicking Alt+1, or as the first elements of the site while navigating with the keyboard. The background process also handles triggered popups by moving the keyboard focus towards them as soon as they appear, and not allow the focus drift outside of it.

Users can also use shortcuts such as “M” (menus), “H” (headings), “F” (forms), “B” (buttons), and “G” (graphics) to jump to specific elements.

Disability profiles supported in our website

• Epilepsy Safe Mode: this profile enables people with epilepsy to use the website safely by eliminating the risk of seizures that result from flashing or blinking animations and risky color combinations.
• Visually Impaired Mode: this mode adjusts the website for the convenience of users with visual impairments such as Degrading Eyesight, Tunnel Vision, Cataract, Glaucoma, and others.
• Cognitive Disability Mode: this mode provides different assistive options to help users with cognitive impairments such as Dyslexia, Autism, CVA, and others, to focus on the essential elements of the website more easily.
• ADHD Friendly Mode: this mode helps users with ADHD and Neurodevelopmental disorders to read, browse, and focus on the main website elements more easily while significantly reducing distractions.
• Blindness Mode: this mode configures the website to be compatible with screen-readers such as JAWS, NVDA, VoiceOver, and TalkBack. A screen-reader is software for blind users that is installed on a computer and smartphone, and websites must be compatible with it.
• Keyboard Navigation Profile (Motor-Impaired): this profile enables motor-impaired persons to operate the website using the keyboard Tab, Shift+Tab, and the Enter keys. Users can also use shortcuts such as “M” (menus), “H” (headings), “F” (forms), “B” (buttons), and “G” (graphics) to jump to specific elements.

Additional UI, design, and readability adjustments

• Font adjustments – users, can increase and decrease its size, change its family (type), adjust the spacing, alignment, line height, and more.
• Color adjustments – users can select various color contrast profiles such as light, dark, inverted, and monochrome. Additionally, users can swap color schemes of titles, texts, and backgrounds, with over 7 different coloring options.
• Animations – epileptic users can stop all running animations with the click of a button. Animations controlled by the interface include videos, GIFs, and CSS flashing transitions.
• Content highlighting – users can choose to emphasize important elements such as links and titles. They can also choose to highlight focused or hovered elements only.
• Audio muting – users with hearing devices may experience headaches or other issues due to automatic audio playing. This option lets users mute the entire website instantly.
• Cognitive disorders – we utilize a search engine that is linked to Wikipedia and Wiktionary, allowing people with cognitive disorders to decipher meanings of phrases, initials, slang, and others.
• Additional functions – we provide users the option to change cursor color and size, use a printing mode, enable a virtual keyboard, and many other functions.

Browser and assistive technology compatibility

We aim to support the widest array of browsers and assistive technologies as possible, so our users can choose the best fitting tools for them, with as few limitations as possible. Therefore, we have worked very hard to be able to support all major systems that comprise over 95% of the user market share including Google Chrome, Mozilla Firefox, Apple Safari, Opera and Microsoft Edge, JAWS and NVDA (screen readers), both for Windows and for MAC users.

Notes, comments, and feedback

Despite our very best efforts to allow anybody to adjust the website to their needs, there may still be pages or sections that are not fully accessible, are in the process of becoming accessible, or are lacking an adequate technological solution to make them accessible. Still, we are continually improving our accessibility, adding, updating and improving its options and features, and developing and adopting new technologies. All this is meant to reach the optimal level of accessibility, following technological advancements. For any assistance, please reach out to

Romanian Doctoral Studies

The doctorate (or PhD) represents education through and about research and innovation. It is a globally recognized degree of excellence.

The duration of the doctoral academic studies program is of 3 years, with the possibility of extension, and it ends with the public defense of the doctoral thesis and acquiring of the title of doctor.

Each doctoral student is advised by a doctoral supervisor (or even two in cases of cotutelle), and by a guiding committee composed of three members. The PhD student presents several research projects and to publish at least two scientific articles. When finished, the doctoral thesis is checked electronically against plagiarism and presented before the doctoral supervisor and the guiding committee. After this, the thesis is officially submitted, the rector nominates a defense committee in which there are at least two members from other universities or research institutes, and a public defense is organized. The whole procedure is checked by the National Council for University Titles, Diplomas and Certificates, and afterwards the doctoral title is awarded.

Why choose Romania for your PhD?

Excellent doctoral programs;

A large variety of research fields and extensive interdisciplinary collaboration;

Affordable tuition fees.

Admission and funding

Admission criteria for PhD positions are different for each university, and potential candidates must have a solid background in the theory and methods of their field as well as a recognized master’s degree. PhD students from other countries generally choose to write their dissertation paper in English and will therefore need to demonstrate a high level of English proficiency.

Funding your PhD position

In Romania, there are generally 3 ways to fund your PhD:

Employed by the PhD-awarding institution;

With a fellowship or grant awarded by a supporting body;

With sponsorship from your employer.

Tuition fees

Some Romanian institutions charge fees for enrolment, supervision and access to laboratories and other facilities. Each research university is free to decide on how much it charges and fees do vary from one discipline to the next, depending on whether expensive equipment is required or not.

EU Candidates

Candidates who graduated a Master program in a European country, other than Romania, must have their study documents recognized and validated by the Romanian National Centre for the Recognition and Validation of Diplomas (CNRED) , part of the Romanian Ministry of Education and Research. The procedure for the validation and equivalence of diplomas must be done by the candidate.

According to the Romanian National Law 316/ 12.07.2006, citizens from member states of the European Union, European Economic Area and Swiss Confederation, have the right to apply to studies in Romania, in the same financial circumstances as Romanian citizens.

Non-EU Candidates

Candidates from non - EU countries (third states of the European Union) can attend doctoral studies in Romania against foreign currency fees (CPV), provided they cumulate the following requirements:

To provide documents attesting the citizenship of a non-EU state (a third state of the European Union);

To hold a Master’s degree diploma or its equivalent.

The candidate must submit an application file at the university.

The university will process your file and send it to the Ministry of Education and Research for evaluation. It may take up to 30 working days to receive an answer from the Ministry of Education and Research. Once the answer is received, the university will inform the student about the results.

Based on the Acceptance Letter (and payments where requested), applicants will have to apply for the study visa at the Romanian Embassy in their country or the closest Romanian diplomatic mission.

For more information please visit the university webpage.

How can we help you?

You can send us an email with your questions

• PhD admissions 2024
• High Impact Thesis
• Best PhD Presentation
• PhD Supervisors
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• PhD Programme
• Habilitation
• Invited Talks
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Established in April 2012, the Doctoral School of Electronics, Telecommunications and Information Technology (SD-ETTI) within the National University of Science and Technology POLITEHNICA Bucharest (UNSTPB), organizes advanced doctoral studies in the fields of Electronic Engineering, Telecommunications and Information Technologies. It annually hosts over 250 PhD students and has 59 [ PhD supervisors ], renowned personalities in the field. During the course of the doctoral thesis, PhD students benefit from funding through participation in research and development projects, scholarships offered by the Ministry of Education or through the Structural Funds programs, as well as private scholarships offered by companies such as NXP Semiconductors Romania or Infineon Technologies Romania. To date, it has graduated more than 250 [ doctoral engineers ]. With thousands of publications in [ journals and conferences ] from the main dissemination flow, patents and products, dozens of [ implemented projects ], national and international, both from academia and industry, and a high-performance [ research infrastructure ], it is the most prestigious ETTI doctoral school from Romania. SD-ETTI is an international doctoral school, hosting several foreign doctoral students annually and some of the doctoral theses being jointly supervised with universities [ around the world ].

Industry supporters

Doctoral School of Electronics, Telecommunications and Information Technology

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INTERNATIONAL STUDENTS

• West University of Timisoara (Late) Summer School
• Study programs in foreign languages
• Citizens from third countries of the European Union
• Citizens of Ukraine/ having studied in Ukraine
• Citizens of European Union states
• Romanian citizens with diplomas obtained abroad
• The Romanian language preparatory year
• "Eugen Ionescu" PhD and Postdoctoral Scholarships
• Free-Movers
• Refugees and political asylum seekers
• International stories

PARTNERSHIPS, COLLABORATION AND INTERNATIONAL TRAVEL

• Francophonie UVT
• Application for Disposition of Travel
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• International Lecturers at UVT
• Affiliations to International Associations

Department of International Relations

Address: West University of Timișoara, bld. Vasile Pârvan no. 4, floor 1, room 155B, Timișoara, postal code 300223, Timiș county, Romania

Email Address: [email protected]

Doctoral university studies organized within IOSUD – West University of Timișoara take place within the following doctoral schools:

1. Doctoral School of Arts ( About Us )

• visual arts

2. Doctoral School of Law ( About Us )

3. Doctoral School of Economics and Business Administration ( About Us )

• accountancy
• Marketing 
• Economic informatics

4. Doctoral School of Philosophy, Sociology and Political Sciences (About us)

• Political Sciences
• Social assistance
• Communication science

5. Doctoral School of Physics ( About Us )

6. Doctoral School of Mathematics and Informatics ( About Us )

• Informatics

7. Doctoral School of Music and Theater (About us)

• Theater and performing arts

8. Doctoral School of Psychology ( About Us )

• Education Sciences
• The science of sports and physical education

9. Doctoral School of Natural Sciences (About us)

10. Doctoral School of Humanities ( About Us )

CHORAL Call 2024 – poster

• About the program
• Contest Rules
• Registration Form (LimeSurvey)
• BIP My3 Minute Phd Thesis 2024
• Academic writing webinar February 2, 2024
• PES information session January 19, 2024
• ReUNITA Autumn School 23 November 2023
• Webinar AI book? YOU have a part!
• Initiation days at the Doctoral School 2023
• Applied Ethics Doctoral Conference Call
• Initiation days at the Doctoral School
• DOCTORAL CONFERENCE DIGITAL SOLUTIONS FOR CONSOLIDATING RESEARCH ETHICS JUNE 27 - 15:00 PM
• Call my thesis in 3 minutes ATU
• ATU Workshop poster My thesis in 3 minutes March 9-10, 2023
• ATU Workshop Program My thesis in 3 minutes March 9-0, 2023

Useful information

PhD supervisors – see file

PhD supervisors and proposed topics SDEAA 2022

PhD supervisors and proposed topics SDM 2022

PhD supervisors and proposed topics SDA 2022

PhD supervisors and SDI proposed topics

SDSU 2022 Proposed PhD Leaders and Themes

PhD leaders and proposed music 2022 assignments

PhD leaders and proposed themes theater and performing arts 2022

SDF PhD Leaders 2022

PhD Leaders and Proposed Themes SD Psi 2022

PhD supervisors and proposed themes SDCh 2022

PhD supervisors and proposed topics SDD 2022

PhD supervisors and proposed themes Social work 2022

Methodology institutional resources doctoral students - see the file

Methodology regarding the recognition of the doctorate title - see the file

Methodology for doctoral theses submissions - see the file

Regulation for the organization and conduct of doctoral studies - see the file

Co-tutorship PhD methodology and European PhD - see the file

Methodology mobilize international doctoral studies - see the file

• ROF SD Arts
• ROF SD Chemistry
• ROF SD Right
• ROF SD Physics
• ROF SD FSSP
• ROF SD Geography
• ROF SD Informatica
• ROF SD Mathematics
• ROF SD Music And Theatre
• ROF SD Psychology
• ROF SD Humanities
• ROF SD Biology

Education plans 2023-2024

SDSU Education Plan 2023 2024

Education Plan SDMT Theater and Performing Arts Field 2023 2024

Education Plan SDMT Music Field 2023 2024

SDI Education Plan 2023 2024

Education Plan SDFSSP As Sociala 2023 2024

Education Plan SDFSSP Political Sciences 2023 2024

Education Plan SDPsih 2023 2024

Education Plan SDM 2023 2024

Education Plan SDG 2023 2024

Education Plan SDFSSP Sociology 2023 2024

Education Plan SDFSSP Philosophy 2023 2024

Education Plan SDFSSP Communication 2023 2024

Education Plan SDF 2023 2024

Education Plan SDEAA 2023 2024

SDD Education Plan 2023 2024

Education Plan SDCh 2023 2024

Education Plan SDB 2023 2024

Education Plan SDA 2023 2024

Philosophy course sheets

• Fisa Discipline MESAROS Philosophical Historiography
• Fisa Discipline MESAROS Philosophical Historiography ENGLISH
• SDF Applications of Critical Thinking in Philosophy 2023 2024
• FD ScDoctoral Ethics and Academic Integrity F. Lobont

Arts subject sheets

• FD Context and Interactive Space Ioan Pop
• FD Scientific Research and Academic Writing SDA I.1 M. Muntean
• FD Tangible and Intangible Cultural Heritage Management Doctoral School Arts CS I.1 H. M Kiss
• FD Sculpture of Painters SDA I.1 R.Kocsis
• FD Ideas and Concepts in Contemporary Art SDA I.1 I. Pintilie Teleagă
• FD Ethics and Academic Integrity I.1 SDA M. Muntean

Social assistance course sheets

• 04. FD. GOIAN. Methods for Assessing the Resilience of Vulnerable Groups
• 01, FD. TOMITA. Ethics and Academic Integrity
• 02. FD. JOB. Research in Social Assistance
• 03. FD. RUNCH Intervention Methods in Social Assistance and Academic Mentoring

Biology subject sheets

• FD DB SDSN Research Methodology in the Field of Biology
• FD DB SDSN Scientific Research Academic Writing
• FD DB SDSN Ethics and Academic Mentoring
• FD DB SDSN Management of Research Grants
• FD DB SDSN Computational Methods

Chemistry subject sheets

• I.3 2023 Putz MV Introduction to Quantum Nanochemistry. Complex Nanosystems
• I.1 2023 Putz MV Ethics and Academic Integrity
• I.2 2023 Putz MV Management of SCIENTIFIC RESEARCH AND COMMUNICATION
• I.4 2023 Professor (Vlase G) Bioactive Compounds Unsigned
• I.5 2023 SD Ch SemI VlaseTitus Strategies for Investigating Materials, Biomaterials and Nanomaterials Unsigned (3)

Geography subject sheets

• Urdea Petru Discipline Sheet
• Cretan Remus Discipline Sheet
• Ethics Sheet 2023 Geography
• Voiculescu Mircea Discipline Sheet
• Geography Scientific Authority 2023
• Popa Nicolae Discipline Sheet

Physics subject sheets

• Scientific Authorization Sheet 2023
• Ethics Sheet 2023 Physics

Sheets of the subjects Mathematics and Computer Science

Mathematics.

• 01. DDM MCSRA sheet
• 02. DDM EIA sheet
•   03. DDM SDDC sheet
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7.5 Third-cycle (PhD) programmes

On this page, organisation of doctoral studies, admission requirements, status of doctoral students/ candidates, supervision arrangements, employability, certification, organisational variation.

A Doctoral Diploma is the highest academic degree awarded in all domains after 3-4 (by exception even 5) years of study and original research. It follows the first academic degree (or master's degree) and requires the passing of examinations and the submission of an original thesis.

The holder of a doctoral diploma is granted the Ph.D. title in the respective field of science or arts.

According to the Education Law no 1/2011, the PhD represents the third cycle of higher education and allows for a qualification of level 8 within EQF/CEC and within the National Qualification Framework.

It takes place based on a Code of PhD Education , approved by government decision.

The doctoral studies are organised in fundamental domains of sciences and arts.

In sciences the doctoral studies are organised in the following domains:

• exact sciences
• natural sciences
• humanistic sciences
• social and political sciences
• sciences of education
• economy sciences
• juridical sciences
• agriculture and forestry sciences
• medical sciences
• architecture and urbanism
• engineering sciences
• theology and military sciences.

In arts the doctoral studies are organised in the following domains:

• visual arts
• cinematography
• physical education and sport.

Doctoral studies are finalised with a doctoral thesis and are recognised through a diploma de doctor.

The PhD programmes can normally be organised as:

• full-time programmes
• part-time programmes. 

The doctoral studies comprise the following: 

High general training within a doctoral school, usually in the form of lectures and workshops.

A preparation plan determined by the doctoral candidate and his/her supervisor, and, subsequently approved by the council of the department, respectively by the scientific council of the research institute.

Preparation and elaboration of the doctoral thesis . The title and the subject of the thesis are approved by the council of the department, respectively by the scientific council of the research institute; the student is allowed to change the subject once.

Public presentation of the doctoral thesis .

By Order no. 3131/2018 , ethics and academic integrity courses were included in the curricula for all university study programs. For doctoral students, the courses can be found in each training program and are mandatory.

The structure of the training programme consists of:

• theoretical
• practical activities for the specific field of the doctoral studies.

According to the Education Law no 1/2011, the PhD educational programs may be organized by accredited or temporarily authorized Doctorate Organizing Universities.

Doctorate Organizing Universities may be organized by consortiums or partnerships, or by consortiums or partnerships legally concluded between a university or a university consortium and research and development entities.

Universities, or partnerships with consortiums organizing one or several accredited or temporarily approved Doctorate Organizing Universities represent Doctorate Organizing Universities (IOSUD) , recognized as such by the Ministry of Education, based on the accreditation or temporary authorization and periodic evaluation.

The Romanian Academy may establish the Doctorate Organizing School of the Romanian Academy , in compliance with the provisions of this law on the authorization, accreditation and operation as higher educational institution.

Each Doctorate Organizing School (or simply Doctoral School ) is assessed individually, for each area, for accreditation:

• The assessment of the Doctorate Organizing School is made according to its performance and the institutional capacity of IOSUD to which the Doctorate Organizing School belongs.
• The assessment of the Doctorate Organizing Schools is made by ARACIS or by another national or foreign agency for academic quality assurance, based on the CNCS reports as to the quality of the research and on the CNATDCU reports on the quality of the human resources.
• The criteria system and the assessment methodology are set by order of the Ministry of National Education, based on joint proposals of ARACIS, CNCS and CNATDCU. 

Evaluation methodology for doctoral university studies is established by Order 3651/2021 . 

Each Doctorate Organizing School is assessed periodically, every 5 years.

PhD programmes are of two types:

Scientific PhD , which has as final result the production of original scientific knowledge, relevant at international level, based on scientific methods. The scientific PhD is an essential condition for a career as a researcher or professor in the higher education system.

Professional PhD , in arts and sports, which has as final result the production of original scientific knowledge based on scientific methods and systematic reflection, on artistic creation or on sports performance at national and international high level and which may represent a basis for the professional career in higher education and research in arts and sports.

The duration of the doctorate university study program is, as a rule, 3 years .

In special situations, the duration of the doctoral university study program can be extended by 1-2 years, with the approval of the university senate, at the proposal of the doctoral supervisor, and within the limits of available funds. The duration of these studies is extended, consequently, with the cumulative periods of interruptions approved.

The Ministry of Education yearly develops a framework methodology for the organisation of the admission in the Romanian public and private educational institutions on an annual basis.

Currently, the admission framework is regulated by Order No. 3102/2022 , for the approval of the Framework Methodology regarding the organization of admission in undergraduate, master, and doctoral study cycles. 

Each higher educational institution elaborates and applies its own regulations for the organization of the educational programmes it provides.

Any candidate from the member states of the European Union, from the European Economic Space and from the Swiss Confederation may take the admission exam for a public, private or confessional higher education for each educational cycle and programme, in the same conditions provided by law for Romanian citizens, including as far as the tuition is concerned.

Higher education institutions may charge candidates with registration fees for the organisation and execution of the admission, in the quantum approved by each university senate. In their own methodologies, university senates may decide upon fee exemption or reduction.

A person may benefit from financing from the budget for a single graduation programme, for a single master’s degree programme, and for a singer Ph.D. degree programme.

Only the graduates of the master’s degree programs or equivalent studies have the right to participate to the admission to PhD programs.

The person admitted to a PhD educational programme is a doctoral student respectively, during their entire registration in the programme in question, from the registration moment and to the finalization of their studies, less the periods when their studies are interrupted.

The competence of PhD mentor/ tutor/ supervisor is granted by order of the Ministry of Education, at the proposal, of CNATDCU for granting the habilitation certificate - abilitare in compliance with the standards and procedures developed by the Ministry of Education.

These standards are set in accordance with the evaluation criteria relevant at international level, proposed by CNATDCU and approved by order of the Ministry of Education.

The minimal standards for the acceptance of the competence certificate file by the CNATDCU are not dependent upon the didactic position and are identical to the standards for granting the professor title. 

The habilitated teaching and research staff and the scientific researchers who have the competence to become Ph.D. tutors become Ph.D. tutors after they have been authorized in this respect. 

The habilitation - abilitare represents the certification of a person's quality to conduct doctoral theses, following Order no. 3121/2015 regarding the organization and development of the process of obtaining the qualification certificate.

To supervise PhD studies, the teaching and research staff who have obtained such right must conclude a labour contract with a IOSUD or another IOSUD-member institution and must be a member of a PhD organizing school.

In the context of the university mobility policies, IOSUD may employ, on a contractual basis, specialists from abroad who have the legal right to be tutors.

PhD students are employed by IOSUD or by any of the IOSUD members as research assistants or assistant professors , on a definite period.

During their entire activity, the student attending full-time programmes benefit from:

• the acknowledgement of their study years as specialised work experience
• free medical care, without paying the contribution to the social insurance, unemployment, health and work accident and occupational diseases insurances.

The PhD student may perform teaching activities , in compliance with the education services agreement, in the limit of 4-6 normal classes/week .

The teaching activities that exceed this level will be paid according to the legislation in force, falling under the Labour Code, and requiring the observance of the rights and obligations of an employee and the payment of contributions due by law to the social insurance, unemployment, health and work accident and occupational diseases insurances.

According to the pension law, the PhD education is an assimilated period, and is taken into consideration when deciding the contribution rate, except for the case in which the  student registers revenues for which, during this time, he/she is paying contributions to the social insurances.

The examinations are performed by an Examination Commission .

Students can advance in their education and training programme if obtaining the minimum mark of good in examinations and a pass qualification for the research papers/creative works.

If they fail one examination or if one research paper is not accepted, they may sit for the examination once more, or may defend their research paper/creative work again.

The PhD thesis is drafted in compliance with the requirements decided by the IOSUD in its PhD regulation and in compliance with the regulations of the national Code for the PhD University Studies approved by GD no. 681/2011 with subsequent amendments and additions in 2016.

Doctoral studies are finalised through a thesis publicly defended and evaluated by a commission of specialists approved by the university senate.

• The commission comprises a chair, the Director of the doctoral programme and three official reviewers, specialists with outstanding scientific activity holding a diploma de doctor in the domain (professors, lecturers, academicians, scientific researchers of rank I – from the country or abroad) of which at least two do not work in the respective IOD.
• The members of the commission produce review papers containing general and analytical assessment remarks, and their conclusion on the academic value of the thesis, expressing their agreement or disagreement upon the awarding of the diploma de doctor.

The PhD thesis is defended in a public meeting before the PhD commission, after the positive evaluation of all the referees.

The defence of the PhD thesis may take place in the presence of at least 4 of the 5 members of the commission, with the mandatory participation of the commission’s president and PhD mentor.

The public defence must include a session of questions by the members of the PhD commission and the public.

Based on the public presentation of the PhD thesis and of the official referees’ reports, the PhD commission evaluates and deliberates upon the grade that the thesis receives. The grades are:

• Satisfactory 
• Unsatisfactory.

Excellent  is usually granted for maximum 15% of the candidates who acquire the PhD title in a certain IOSUD, in the course of an academic year.

If the PhD student has observed the requirements provided in the scientific research programme and the grade of the PhD thesis is Very good, Good  or Satisfactory  the PhD commission proposes to award the PhD title, proposal that is submitted to CNATDCU for validation.

Following the evaluation of the file, CNATDCU, proposes to the Ministry of Education to grant or to not to grant the PhD title .

If the grade is Unsatisfactory , the PhD commission will identify the content elements that must be remade or completed from the thesis and will request a new public defence.

The second defence of the PhD thesis takes place before the same PhD commission, as in the case of the first defence.

If, following the second public defence, the PhD thesis is graded Unsatisfactory, the PhD title is not granted, and the student shall be expelled. 

Order No 5110/2018  provides the minimum national standards for the award of the title of doctor. 

The minimum national standards for the award of the doctor's degree are a set of 35 standards specific to doctoral fields assigned to the commissions of the specialty of CNATDCU.

ECONOMIC SCIENCES AND BUSINESS ADMINISTRATION COMMISSION

Minimum national standards for the award of the doctorate:

To be awarded the title of doctor, it is necessary to fulfill the following minimum standards:

• publication of at least three articles in minimum indexed scientific journals three international or Web of Science databases, of which, for one article, the doctoral student has the capacity of the sole author, first author, or corresponding author.
• the presentation of at least three scientific papers at international conferences in the field, proven by the conference program.

The PhD title is granted by an order of the Ministry of Education, after the validation of the thesis by CNATDCU. 

The validation follows Article 168 of the National Education Law no. 1/2011, with subsequent amendments and additions, and with the provisions of the Government Decision no. 681/2011 on the approval of the Code doctoral studies, as amended and supplemented.

The CNATDCU examines and decides on complaints concerning non-compliance with quality or professional ethics standards , including the existence of plagiarism in a doctoral thesis, following methodology set out in Annex 3 of the which forms an integral part of order No 5229/2020 for the approval of the methodologies relating to the granting of the habilitation certificate, the awarding of the title of doctor and the settlement of complaints concerning non-compliance with quality or professional ethics standards, including about the existence of plagiarism in a doctoral thesis.

The PhD education may take place under a co-tutorship , in which case:

• a student carries out his/her activity under the simultaneous guidance of a tutor in Romania and another one in a different country, or
• under the guidance of two tutors from different universities in Romania, based on a written agreement between the institutions involved, or 
• PhD mentors are from the same IOSUD, but are specialised in different fields of study, or if one of the PhD mentors has reached the retirement age, in compliance with the university Charter.

Doctoral Studies in Romania: Thriving or Surviving?

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• First Online: 13 March 2022
• Cite this conference paper

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• Simona Iftimescu 4 ,
• Mihaela Stîngu 4 &
• Delia Lupescu (Gologan) 5  

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This paper explores the specificities of doctoral studies, focusing on students’ well-being. It is part of an ongoing research project analysing doctoral studies in Romania, focusing on three main themes: access, participation and completion. The multiple facets of the doctoral studies within the Bologna Process—seen at a crossroad between EHEA and ERA, and as a cornerstone of the ‘knowledge-based society’—reflect onto the various roles assigned to doctoral candidates: students, emerging researchers, teaching and research assistants. While the doctoral cycle tends to prioritise the development of research and academic skills, it appears to be lacking appropriate support mechanisms for students. In order to better understand these mechanisms, the paper is structured on three levels: current context, practices and the students’ perspective. This latter level explores internal and external factors of success—among others: motivation, personal/professional development, academic identity, doctoral supervision, research guidance, financial support, career counselling, and societal role. To do so, the paper draws upon a mixed methodology, using data collected from workshops with relevant stakeholders and a questionnaire addressed to Ph.D. students. By superimposing these layers, our paper aims to provide an overview of the current state of doctoral studies in Romania, with a focus on the well-being of doctoral students. Finally, it attempts to shape several proposals for improving both the practices and the policy framework of doctoral studies in Romania while taking into account the future of higher education and research in Europe, as well as European good-practice examples.

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Methods and Limitations

Knowing Your Research Students: Devising Models of Doctoral Education for Success

• Higher education
• Bologna process
• Doctoral studies
• Students’ well-being

1 A General Overview of Doctoral Studies in the Context of the Bologna Process

The paper refers to doctoral studies in the context of the Bologna Process as the third cycle in higher education and, at the same time, as the first step in the career of an emerging researcher. Advancing knowledge through original research is the main component of this cycle and the main differentiator compared to the bachelor and the master’s degrees. The particular role of doctoral studies at the crossroad between the European Higher Education Area (EHEA) and the European Research Area (ERA) offers them a special status, accentuating their role both in higher education as well as in research (EURODOC 2020 , p. 5). Following the themes of access, participation and completion, the paper will first focus on a brief overview of these three aspects.

In terms of access , according to EUROSTAT, in 2018, in Europe, there were 17.5 million students. Out of the total, 6.8% were enrolled in short-term courses, 59.9% were enrolled at bachelor level, 29.5% at master’s level, while 3.8% were pursuing a doctoral degree. In the European Union, there was a 60% increase in the number of Ph.D. holders in ten years—from 72.000 in 2000, to 188.000 in 2011 (Castello et al. 2017 , p. 2). An OECD study ( 2019 ) indicates that 1.1% of all 25–64-year-old adults hold a doctorate (in OECD member countries). The increase in the number of doctoral graduates at the international level contributes, on the one hand, to the development of knowledge-based economies (an idea promoted by the European Union, the OECD and the World Bank), but, on the other hand, generates criticism regarding the capacity to absorb highly qualified graduates into the labour market in roles outside the academic environment. This leads to increased competition in research and higher education institutions (HEIs)—the preferred option for most candidates, with strong effects on the health of Ph.D. students and graduates, including on their well-being (Hancock 2020 ).

When it comes to participation , an analysis carried out by the European University Association (EUA) on the European Union practices at the doctoral level underlined a tendency towards developing structured doctoral programs and doctoral schools, which add to the individual training component. Among the strategic priorities for the universities/organisers of doctoral studies identified by the same study, there are topics such as financing of doctoral studies, research ethics and internationalisation, as well as career development, gender equality, open access to resources and doctoral students’ well-being. A similar list of priorities was put forward by the European Council of Doctoral Candidates and Junior Researchers (EURODOC), which argues that the role of doctoral studies within the European Higher Education Area (EHEA) context should be re-evaluated in order to be better aligned to the general tendencies in higher education and educational policies. The organisation outlined areas considered important for such an alignment, namely research evaluation, open science, research ethics, mental health, career development and graduate tracking while pointing out the significant differences between the first two cycles (bachelor and master) and the doctoral cycle (EURODOC 2020 , p. 1).

Several aspects influence participation and completion of doctoral studies. One such aspect refers to the financial support component, which has a direct effect on the process. Public resources are the dominant source of financing in Europe, followed by employment by universities, grants and scholarships. Another important aspect is the coordination of the doctoral student. The support and guidance of young researchers is organised at several institutional levels. The cases where doctoral students carry out their work without any form of institutional supervision are rare, as the advisor continues to play a central role. EURODOC draws attention to the relationship between doctoral students and advisors, exploring options for improvement, such as organising training courses for advisors, conducting doctorates in joint supervision (e.g. dyad/group supervision), implementing structured and confidential feedback mechanisms, or providing greater support from the organising institution (EURODOC 2020 , p. 3). The results of the EUA study ( 2019 ) indicate a low number of institutional rules and regulations that are in place regarding the training of doctoral advisors, which exist in only 17% of the participating European universities.

Regarding the completion of doctoral studies, EUA ( 2019 ) indicates that 78% of respondent universities consider that doctoral studies largely prepare the next generation of university professors, while 53% stressed the importance of training highly qualified workers. Only 52% of respondents believe that their doctoral programs prepare graduates for research positions outside academia, while only 29% believe they prepare them for leadership and leadership positions.

Another study conducted under the coordination of the European Science Foundation in 2016/2017 (nine participating organisations, including a university in Romania - University of Bucharest), which aims to monitor the careers of graduates of doctoral programs (2046 respondents), indicates a number of interesting perspectives for the doctoral candidates. Among these, the study indicates that universities and academia are the main destinations for graduates and that the doctorate is more relevant for roles in academia and less for other sectors (where the qualification is generally covered by Master studies). However, there is a need for additional training in transferable skills (e.g. communication, project management, and networking) and more support and career guidance (Boman 2017 ). EUA ( 2019 ) emphasises the importance of monitoring the career of doctoral students as a central element in the development of evidence-based educational policies and the future improvement of the career development component of a doctoral student. In 2019, only 45% of respondents monitored the career of a majority of graduates of doctoral programs. In this regard, the European Commission reiterated its commitment to launching a European graduate monitoring initiative. At the same time, the relative advantage for the insertion on the labour market of doctoral graduates compared to master’s graduates varies in OECD countries from 10% in Finland, Hungary and Italy, to only 1% in Iceland and Sweden (OECD 2019 ), indicating the need for a better contextualisation of the graduates’ path according to the national context, as well as for increased international mobility among the young researchers/graduates of doctoral studies.

2 Methodology

Following this theoretical framework and the stages defined as entry, integration and completion, the paper explores the specificities of doctoral studies in Romania, focusing on students’ well-being. It does so by drawing upon a mixed methodology, using qualitative data collected from workshops with relevant stakeholders and quantitative data drawn from a questionnaire addressed to Ph.D. students.

The three workshops took place in March 2021 and gathered approximately 100 representatives from public institutions, higher education institutions, quality assurance bodies, academia and student representatives, as well as other interested parties. Their contributions were recorded, transcribed and later included into relevant categories, informed by the existing literature in the field. At a later stage, the initial results were validated with several experts in the field of education and representatives of different stakeholders (academia, students and policy-makers).

The National Students’ Survey was developed by UEFISCDI during the second term of the 2019/2020 academic year, and it included 277 responses from doctoral students with regards to their satisfaction towards services provided by the university and the quality of their doctoral program. The questionnaire comprises three sections, one concerning the educational process in the context of the Covid-19 pandemic, the second section is dedicated to students’ satisfaction with services offered by their university, and the third section refers to students’ satisfaction with the quality of their academic program. For this current analysis, only questionnaires filled in by doctoral students were taken into account, particularly focusing on items falling under these categories: well-being, students’ experience and support mechanisms. Out of the 277 respondents enrolled in a doctoral program (115 male and 162 female), 43 reported belonging to a particular social context (disadvantaged background), and 38 reported belonging to another ethnicity. The majority of respondents (109) are first year students, while the rest are registered in other years of study (second year—66, third year—95 and fourth year—7). Out of the total, 20 students have extended their studies, while 13 have postponed the final thesis presentation, and 10 students currently benefit from a grace period.

The methodological limitations of this study derive from two main aspects. First, it should be noted that the particular context in which the questionnaire was administered, namely after the transition to online teaching, learning and research during the Covid-19 pandemic, could have influenced the students’ responses and the survey outcomes. Second, the sample is not statistically relevant for the entire Romanian Ph.D. students’ body, but it provides one of the few existing opportunities for such an analysis, as it offers the perspective of a group of doctoral students regarding their first-hand experience in the doctoral program.

3 Current State of Affairs—Doctoral Studies in Romania

In Romania, doctoral programs are regulated by the National Education Law no. 1/2011, as well as by Decision no. 681/2011 regarding the approval of the Code of doctoral university studies. According to the National Education Law (art. 159/1), doctoral programs are carried out in doctoral schools under the coordination of a doctoral advisor. They include a training component based on advanced university studies and an individual program of scientific research or creation. Doctorates can be scientific if their purpose is original scientific knowledge, or professional, in the fields of arts or sports. Doctorates are usually organised in the form of full-time education, but there is also an option for part-time programs.

According to the Romanian Agency for Quality Assurance in Higher Education (ARACIS), in 2018, there were 57 institutions organising doctoral studies (IOSUDs) in Romania (52 state higher education institutions, 4 private and the Romanian Academy) with 210 doctoral schools—respectively 434 doctoral fields (401 doctoral degree subjects). According to the Executive Unit for Financing Higher Education, Research, Development and Innovation (UEFISCDI), data from research carried out at the level of 40 universities in Romania indicates that the number of doctoral students increased by 23% between 2015/2016 and 2019/2020 (a higher increase than that recorded by the number of undergraduate or master’s level students) (UEFISCDI, 2021, p. 5).

In terms of access to doctoral studies, in 2018 there were 4,541 places available for doctoral admission, of which 1,328 for fee-paying places (including in private HEIs) and 3,213 for budgeted places (1,559 with scholarship and 1,654 without scholarship), the distribution being made by the Ministry of Education (ARACIS 2018 ). In 2021, compared to the 2015/2016 academic year, in 46 of the Romanian universities where doctoral studies are organised, there was a decrease in the number of budgeted places with scholarship (by 27.21%), an increase in budgeted places without scholarship (by 82.07%) and for fee-paying students (by 37.95%) (UEFISCDI 2009 , p. 9). According to UEFISCDI, the recruitment pool for doctoral students is usually the universities’ own graduates, which makes ‘doctoral admission often formal, based on previous discussions between the advisor and the student so that the advisors already know whom they want to work with before the admission process‘ (UEFISCDI 2009 , p. 5). This is just another proof of the spread of academic inbreeding—that starts from the beginning of an academic career—which is not just a local or national problem but also a global phenomenon (Altbach et al. 2015 ).

Thus, in terms of participation , one of the main factors influencing the process appears to be the relation between the Ph.D. coordinator/advisor and the doctoral student. The coordination of the doctoral student can be unique—by an appointed advisor from the higher education institution or co-supervised, when the doctoral student carries out their activity under the simultaneous guidance of two coordinators—one from Romania and another from another doctoral school/IOSUD/country. In 2018, in Romania, there were 4,388 doctoral advisors (of which 34 in private institutions) out of a total of 23,412 professors who would meet the habilitation conditions (ARACIS 2018 ).

In Romania, the doctoral student has a dual status: as a student (from enrolment to taking the final exam or to termination) and as an emerging researcher, by carrying out research activities in relation to the doctoral thesis (generally formalised by monthly activity reports). There is also the option of being employed as a research assistant or university assistant for a limited timeframe. However, ‘due to the ambiguous status within the team, the doctoral student is often subordinated to several people and thus ends up doing more administrative work than research‘ (UEFISCDI 2009 , p. 7). This dual status—as student and university employee—has an impact on both the rights and responsibilities of the doctoral student (which include teaching courses, involvement in research and administrative activities of the department, etc.).

According to the law, the timeframe of doctoral studies is three years, with the possibility of extension for a maximum of two years. One can also obtain a grace period (lasting two years), which leads to the possibility of formally extending the period of doctoral studies from three years to seven years, without including interruption periods. Such interruptions may not exceed, in general, two years; an exception is made in cases of raising/caring for a child, when the interruption may add up to three years but can only be requested once during the doctoral program. These provisions vary depending on the regulations of the doctoral school.

Source UEFISCDI, 2021

Distribution of doctoral students on years of study for the 2019/2020 academic year.

Source UEFISCDI, 2021 (p. 22)

The evolution of the no of Ph.D. graduates from 2015/2016 to 2018/2019.

The distribution of students per year of study in the academic year 2019/2020 indicates that 69.77% of doctoral students are in their first three years of study, 3.46% are in the 4th ‘legal’ Footnote 1 year (in the case of 4-year doctorates), while 26.77% benefit of an extension (year 4, 5 or 6)—the latter percentage registering an increasing trend in recent years (3.33% more students than in 2015/2016 continue their studies in year 4, 5 and 6 according to data reported for the 2019/2020 academic year) (Fig.  1 ). In the first years following the Bologna Process implementation, the three years allocated to these studies were considered ‘totally insufficient, even if the doctoral students would only deal with their own research‘ (UEFISCDI 2009 , p. 7). Therefore, a more optimal period of 4–5 years could be considered for doctoral studies, in the future, with variations depending on the field of study.

In terms of completion , according to the UEFISCDI Footnote 2 data, the number of doctoral graduates has been slightly increasing in Romania (for the period 2015/2016 to 2018/2019) (Fig.  2 ). There is a need for better monitoring process not only after graduation but also during the doctoral studies, for a better understanding of key moments in the doctoral course and the factors that influence the success/failure of Ph.D. candidates. Also, beyond the quantitative indicators, the definition of success/failure of doctoral studies can be further explored (for example, finishing in the allotted three years’ timeframe, publication of articles in co-authorship with the doctoral advisor, participation in conferences, impact of research on field/practice, involvement in teaching, etc.).

The Ministerial Decree (OMEN no. 5110/2018) details the minimum national standards for granting the doctoral degree, which contains a set of standards specific to doctoral fields. Specialised committees of the National Council for Attestation of University Degrees, Diplomas and Certificates evaluate each doctoral thesis against these standards before a doctoral degree is granted, but after the doctoral candidate has successfully defended his/her thesis publicly (in front of a commission assigned by the institution where they are enrolled in). For most committees, the standards include the compulsory publishing of articles in internationally recognised journals, with a minimum of articles for which the doctoral student has the status of first author, the relevance of published articles in relation to the topic of the doctoral thesis, writing a minimum of articles in collaboration with the Ph.D. advisor, publication of book chapters, participation in national and international conferences, etc. In addition to these standards, other specific standards can be adopted by higher education institutions and the Romanian Academy.

In recent years (2016–2020), a relatively constant number of Ph.D. titles/year has been granted, totalling 10,857, with a slight fluctuation between 2019 and 2020 (an increase, followed by a decrease of approximately 13%) (UEFISCDI, 2021, p. 24). Footnote 3 A better understanding of the mechanisms of the graduation process could also be provided by the analysis of the procedures and the institutional calendar (including the time interval between completion of the doctoral thesis and its public defence). This would be relevant particularly when it comes to the differences which appear in reporting doctoral students enrolled each year compared to the number of doctoral degrees granted at the end of a three-year cycle. For example, for doctoral students completing their thesis at the end of an academic year, the public defence could be scheduled at the beginning of the next academic year while the official validation from the Ministry of Education could be issued months later (Fig.  3 ).

Source UEFISCDI, 2021 (p. 24)

Number of Ph.D. holders from 2016 to 2020.

Beyond fulfilling the criteria for Ph.D. graduation, it is important to consider the whole process of Ph.D. entry, completion and the transition to the academic, professional or research environment, also taking into account the challenges encountered by Ph.D. candidates on a personal level. According to a study on mental health in academia/research, Ph.D. students face similar challenges to researchers and teachers in higher education. One such challenge stands out—depression, also caused by the imbalance between academic, professional and personal life, low predictability of their career path, reduced support from the advisor, or exclusion from the decision-making process. Studies indicate that the relevance of the doctoral activity for the career and confidence in one’s own research skills can reduce the associated stress (Guthrie et al. 2017 ). Thus, in order to ensure the most favourable course, as well as to support the graduation of doctoral students and their employability, the reconfiguration of the doctoral cycle must go beyond administrative, institutional or funding aspects and consider redefining the role of the doctoral student and the graduate.

4 A Perspective on Doctoral Students’ Well-Being

Even though at an international and European level the appeal of doctoral programs appears to be on the rise, there are still many factors influencing doctoral students to drop out of their programs. However, most current studies reflect more on the institutional factors and less on the personal ones, which appear to have a greater impact on the decision. Not only that, but it seems that the risk of dropping out is higher for young, female and part-time students (Castello et al. 2017 ), particularly for students in humanities and social sciences, belonging to a minority group, not benefitting from sufficient funding and who are less integrated in the academic community (Gardner 2009 ).

Despite most countries reporting on enrolment rates and number of Ph.D. holders, there is still little data on dropout rates. Internationally, the average percentage appears to be around 50% (Castello et al. 2017 ), varying depending on the discipline and access to funding (Ali and Kohun 2006 ). Other authors have identified different factors which could be seen as predictors of dropout, such as the relationship with the advisor, institutional factors—departmental structure and efforts to create a community (Stubb et al. 2011 ), or motivation and mental health (Gardner 2009 ). As most of the literature in the field points out, some of the main factors related to dropping out of a doctoral program refer to ‘personal, institutional and doctoral programs characteristics or research-related work conditions’ (Castello et al. 2017 , p. 3).

Following a review by Castello et al. ( 2017 ), some of the main reasons leading to students dropping out of their doctoral programs refer to them experiencing a feeling of isolation, built on several aspects, such as the lack of knowledge regarding what a Ph.D. program would entail, taking on a new role, lack of progress in their work and unfamiliarity with the completion process. A second reason refers to ‘inadequate socialisation’ (Castello et al. 2017 , p. 3), influenced by low integration in the academic community, particularly in their departments. Important factors influencing the decision to drop out are connected to the actual research and writing process, which can cause anxiety, as well as to the decision on the thesis format (where there is such an option), with students writing monographs instead of a collection of published articles being more likely to drop out. Finally, the feeling of isolation is also influenced by the relationship with the advisor. Other studies focus on difficulties in balancing personal life and academic requirements, not only when choosing to pursue other alternatives, but also when there appears to be a mismatch between personal values and departmental/university values (Allan and Dory 2001 ; Smith et al. 2006 ; Gardner 2009 ; Manathunga 2005 ). The lack of resources also represents an important factor affecting doctoral students’ decision to pursue and complete their studies, mainly when it comes to time and funding.

It is also important for the universities to limit as much as possible, or eliminate altogether, the ‘culture of institutional neglect‘ (Castello et al. 2017 apud. McAlpine et al. 2012 ) by developing networks and supporting academic integration. This also entails more engagement with the doctorate by creating team projects, ensuring more contact with students’ peers and developing their identity as researchers. It is also considered that extensive research training and early appointment of supervisory teams (Tinto 1993 ) contribute to a better experience for doctoral students.

Another factor that needs consideration when discussing participation and completion of doctoral studies is the type of interest manifested by doctoral students (research interest, instrumental motives, developmental interest, intrinsic/extrinsic motives, etc.). Interest could be manifested from the stage of deciding to enrol in a doctoral program and choosing the research topic, to their resilience in the process and, finally, to the completion of their doctoral program (Pyhältö et al. 2019 ).

The concept of well-being in the context of doctoral studies has caught traction in the past years. However, Romania appears to be lagging behind, as no research has targeted this component of the doctoral experience. From an international perspective, the topic has been covered by several authors, leading to findings underlining the burnout risk of doctoral students, manifested through either exhaustion or cynicism (Pyhältö et al. 2019 ). Burnout is strongly connected, on the one hand, to a decrease in research productivity and engagement, while on the other hand, with an increased risk of dropping out or prolonging their studies indefinitely (Pyhältö et al. 2019 ; Ali and Kohun, 2007 ). In order to better understand the perspective of doctoral students’ well-being, this paper considers the definition proposed by Juniper et al. ( 2012 ), seen through a lens consisting of several factors, such as happiness, health and success.

As shown in several research studies, factors influencing doctoral students’ decision to drop out, as well as their mental state and well-being, can be identified at several stages in the Ph.D. process. Thus, following Gardner’s model ( 2009 ), the analysis attempts to follow these particular stages in order to generate a more in-depth perspective of the different points of intervention and support mechanisms. The stages identified by Gardner are entry, integration and candidacy, with several challenges arising from each: the initial transition, coursework, transition to different expectations (entry); coursework, examinations, changing role (integration); transition to candidacy, the dissertation experience, job search, and transition to a new professional role (candidacy). Moreover, each stage also identifies several support factors, such as orientation, initial relationship with peers and faculty (entry); peer and advisor relationship (integration); the dissertation advisor (candidacy) (Gardner 2009 ).

Drawing from the qualitative data collected through the three workshops where a number of relevant stakeholders participated, several themes stood out, that fall into one of the three stages proposed by Gardner ( 2009 ).

Therefore, the themes raised for the entry stage are:

Low degree of attractiveness of doctoral studies, particularly for international students;

Difficulties in reconciling the status duality of the doctoral student, which can lead to work overload, burnout situations or even advisors’ abusing their position of power.

This duality is also associated with cognitive and socio-emotional ambiguities, as well as with difficulties in transitioning from students’ conformity to the independence, autonomy and creativity required by an emerging researcher’s role;

Difficulties in organising doctorates in joint supervision and joint degrees and few opportunities for international mobility.

When it comes to the integration stage, the main issues raised by the stakeholders refer to:

Poor relationship between the Ph.D. advisor and the doctoral student. Currently, the advisor is not seen as a facilitator or mentor, but rather as an institutional representative, overseeing the doctoral students’ work;

Insufficient resources for the doctoral students;

Lack of transparency in the way in which doctoral grants are spent/ used by HEIs;

Insufficient time for completing doctoral studies.

Finally, the stakeholders’ perspective on the candidacy phase reflect the following priorities:

Uncertainty and difficulties regarding the insertion on the labour market (within and outside the academia);

Few opportunities and unpredictability for post-doctoral studies.

Attempting to better understand the students’ perspective, several items were underlined following the analysis of the students’ questionnaire, particularly those connected with well-being and support mechanisms. Therefore, the paper focuses on five main questions, aiming to shape some general trends that could be then used as the starting point for a more in-depth analysis.

When it comes to the doctoral students’ feeling of belonging to a community (as defined by the institution they are affiliated to and by the other students), the majority of the respondents expressed complete agreement (43%) and agreement (27%), with 30% reporting disagreement or uncertainty (Fig.  4 ).

Feeling of belonging to the university community (Q1.4)

Doctoral students participating in the study report being satisfied with the way in which they were supported to interact with their peers in the learning process, with 34% being in complete agreement with the statement, while a similar percentage reported agreement (34%). Only 4% are in complete disagreement, 7% reported disagreement, while 21% fall in the ‘neither agree nor disagree‘ bracket (Fig.  5 ).

Satisfaction with support received in interacting with peers in the learning process (Q8.6)

Moreover, the majority of the doctoral students participating in the survey (44%) are in complete agreement with the statement ‘I experienced openness from my professors when I faced challenges‘, with 37% simply agreeing. Only a small percentage of respondents have expressed complete disagreement (2%) or disagreement (4%) with this statement (Fig.  6 ).

Openness from professors when facing challenges (Q10.1)

Similarly, a majority of the respondents consider the university offers them the necessary conditions and a favourable atmosphere for their personal development, with 40% strongly agreeing to this statement and 31% expressing agreement, while only 13% are in complete disagreement and disagreement (Fig.  7 ).

University conditions and atmosphere (Q1.2)

In what concerns career and counselling services offered by the university, there is a different perspective than on previously discussed factors, as the percentage of those completely disagreeing (16%) and disagreeing (7%), as well as those falling in the ‘neither agree nor disagree‘ category (38%) indicate increased dissatisfaction with these services (Fig.  8 ).

Satisfaction with the career centre services (Q5.5)

Out of these particular items, the highest average (4.16) is reported for Q10.1 ( experiencing openness from professors when facing challenges ), while the lowest average (3.21) is recorded for Q5.5 ( satisfaction with services offered by the Career Counselling and Orientation Centre). Overall, there does not seem to be a significantly different perspective between different types of respondents, as the averages follow similar tendencies. For example, there does not appear to be a significant difference between male (M) and female (F) respondents, even though the latter appears to report a greater level of satisfaction in relation to the items analysed here. The only exception appears in connection to Q1.2 ( favourable atmosphere for my personal development), for which male students register a slightly higher average (M = 3.96, F = 3.86). Similarly, there are no significant differences with regard to self-reported socioeconomic status as those pertaining to a disadvantaged group Footnote 4 registered only slightly lower averages than the general ones, especially for Q1.4 ( feeling of belonging to the university community ; the average was 3.19 compared to 3.91). However, a higher average was registered for Q10.1 ( experiencing openness from professors when facing challenges; 4.25 compared to 4.16). In terms of financing , doctoral students paying a fee (self-funded Ph.D.) appear to report, on average (4.25), a higher degree of satisfaction as reflected by the analysed items, followed by doctoral students receiving a scholarship (4.12). In what concerns the type of doctoral programs, students participating in full-time programs report slightly higher levels of satisfaction (with an average of 3.85) than their part-time peers (with an average of 3.74), with a greater difference for Q10.1 (4.20 compared to 4.02). Finally, for each of the five items analysed, the averages were higher for doctoral students born before 1990 (3.93) compared to those born after 1990 (3.77)—which might indicate a different perception of institutional culture between generations, even though the difference is not statistically relevant.

6 Implications for Policy and Practice

While the international context and best practices in the field of doctoral studies are relevant, it is also important to contextualise potential solutions to the particularities of a specific country, especially when it comes to students’ interest with regard to doctoral studies (Pyhältö et al. 2019 ). Starting from this premise, we will focus on the implications that the literature review, the stakeholders’ priorities and the students’ perspective have on the different levels of intervention in the Romanian context, starting from the students’ experience to institutional and policy changes.

In terms of students’ experience , research and specialised studies indicate that a decreased risk of burnout and increased potential for students’ well-being can be achieved by promoting students’ ‘sense of belonging, competence and autonomy [...], engagement in research teams, [creating] a more individualised support system’ (Pyhältö et al. 2019 , p. 13). Therefore, it is important for the students to experience integration into the scientific community and for the institutions to support the development of students’ capacity to act as ‘active relational agents’ (Pyhältö and Keskinen 2012 ) by being proactive in their academic communities.

Even more so, at the institutional level , the universities should further develop scientific writing, communication of scientific results (Castello et al. 2013 ), integrate doctoral students in research teams (Castello et al. 2017 ), create a positive atmosphere and offer constructive advice (Pyhältö et al. 2019 ). An integrated institutional plan for approaching doctoral students who manifest their intention to drop out (discussion with the advisor, revision of research plan and timeline, etc.) could be useful for addressing the completion of doctoral studies, while implementing a new position for an academic and well-being advisor per group of doctoral students could also have beneficial results. Furthermore, several instruments would be valuable for addressing potential conflictual situations, such as mediation or counselling. Stakeholders also consider creating a framework that would increase the percentage of trans-disciplinary subjects, encouraging participation of doctoral students in academic life by organising lectures connected to their Ph.D. topics in order to facilitate the validation of their emerging researchers’ status, as well as involving doctoral students in at least one research project at departmental level.

At the policy level , several measures could be explored in order to improve the doctoral students’ experience and address the needs of a variety of non-traditional Ph.D. students. One such measure could be regulating and redesigning part-time study for a better work-life balance. Similarly, it could prove useful to introduce a 1-year program of pre-doctoral studies in order for the doctoral student to better understand the workload and expectations of pursuing a Ph.D. degree. If the student decides to continue, the 1-year could count towards their degree, whereas if the student decides to pursue other opportunities, there could be an option for an exam leading to a short-term post-graduate certification. Such an exam could potentially allow the graduate to teach at the university level in an associate role, equivalent to an assistant position, particularly for vocational specialisations—arts, theatre, cinematography, music, sports etc. Also, in what concerns improving the relationship between the advisor and the doctoral student, stakeholders recommend developing and implementing training programs for advisors (i.e. during their preparation for habilitation ). Most changes that appear to have influenced higher participation rates in Ph.D. programs relate to reducing the time needed to complete a Ph.D. program, integrating training on topics such as scientific productivity, focusing on interdisciplinary approaches and promoting international mobility (Castello et al. 2017 , p. 2).

When it comes to funding, several options have been suggested by relevant stakeholders: implementing a grant system for research projects, private scholarships/privately funded Ph.D.s, as well as instruments for increasing transparency and traceability in the way the Ph.D. grants are spent. Following the United Kingdom model, a possibility would be to offer doctoral students the opportunity to be financially supported by businesses or charities/NGOs working in their specific research area. The proposals also refer to differentiating between academic and professional Ph.D.s, doubled by flexible routes that would allow doctoral students alternatives in pursuing their studies, which also entails restructuring the doctoral curriculum and offering more autonomy to the student. Following several international examples, another useful measure could prove to be developing and introducing a research career model. This could potentially be based on the Finnish example, namely a four-stage researcher career model, comprising the doctoral degree, post-doctoral fellowship (two-five years), and, finally, professorships and research directorships, including a tenure-track system between stage three and four (Pyhältö et al. 2019 , apud. The Academy of Finland, 2010).

7 Conclusions

The main claim of this paper refers to placing the doctoral student in the centre of the doctoral program, thus ensuring a healthy, productive and successful experience, and it only addresses some of the existing challenges and opportunities that could be further addressed in transforming doctoral studies in Romania.

Future research could tackle a wide range of topics concerning doctoral studies, aiming to improve the provision of courses, training, supervision and the doctoral students’ transition to the labour market. In the Romanian case, there is no available public data on past or current dropout rates, partly because of the possibility to extend the duration of the Ph.D. program by using provisions such as the ‘grace period‘, interrupting the Ph.D. program or extending it with the advisor’s approval. There is no available data clarifying what percentage of those who extend their program actually end up completing it after the extension. Secondly, when doctoral students decide to drop out, while some do not even inform the university and choose to be expelled at a later date, others fill out a request that has to follow a long institutional process of approval, with the decision being communicated in some cases after more than a year. Moreover, there has been no specific research dedicated to doctoral students’ well-being in Romania, nor has there been a comparative study between perceptions or the experience of students who have successfully completed their Ph.D. studies and those who have dropped out or whose contracts have been terminated by the university. These make it more difficult to assess the most efficient intervention in order to better institutional or national practices and policies. Future research could also focus on identifying a better balance between the autonomy and support required by the doctoral students and by understanding the doctoral process at a more granular level by specifically addressing topics such as counselling, publishing or supervision in order to find more targeted solutions.

Therefore, bridging this gap in research and in data collection allows for several directions for future research in the field, which could help shape a better context for improving doctoral studies in Romania, ensuring students and emerging researchers are thriving, and allowing for a better integration within European and international trends in academia and research.

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The paper derives from a project co-financed by the European Social Fund through the Human Capital Operational Program 2014–2020 (‘Quality in Higher Education: internationalization and databases for the development of Romanian education [POCU INTL])’, implemented by the Executive Unit for Financing Higher Education, Research, Development and Innovation (UEFISCDI)/ Centre for Public Policies in Higher Education, Science, Innovation and Entrepreneurship, project code: POCU/472/6/8/126766/21.11.2018

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Iftimescu, S., Stîngu, M., Lupescu (Gologan), D. (2022). Doctoral Studies in Romania: Thriving or Surviving?. In: Curaj, A., Salmi, J., Hâj, C.M. (eds) Higher Education in Romania: Overcoming Challenges and Embracing Opportunities. Springer, Cham. https://doi.org/10.1007/978-3-030-94496-4_7

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Each year, the Romanian Government, through the Ministry of Foreign Affairs, provides a number of scholarships to citizens from non-EU countries. Only candidates having good results in education, respectively an average of the study years, for the last graduated school, of at least 7 (seven) corresponding to the scoring system in Romania or the Good score, as the case, are eligible. For further details regarding the eligibility conditions, please check Programme information . Applicants may select their study program of interest in all fields, with the exception of Medicine, Dental Medicine and Pharmacy. For Bachelor and Master, only study programs in Romanian are available, thus promoting the Romanian language and culture. However, at PhD level, applicants can also opt for a program in English or a foreign language set by the doctoral school. A preparatory year in Romanian is also granted prior to enrolling in the study program of choice, for those not speaking Romanian. The required documents include diplomas, transcripts, birth certificate and passport, CV – all described in the application process. Applications can be submitted only via the online platform, between 16 January 2024 and 16 March 2024, with the selection results being announced around 15 July 2024. Upon selection, additional formalities, such as obtaining a visa, will be required.

Why study in Romania

Discover Romania, find out details about the Romanian higher education, living and working in Romania, or the visa procedures. Visit StudyinRomania website.

The annual scholarship programme for foreign citizens offered by Romania, through the Ministry of Foreign Affairs, based on Government Decision no. 288/1993

Programme information.

Scholarships for studies in accredited higher education institutions in Romania are awarded through a competition of files based on the regulations in force, by the Ministry of Foreign Affairs (MFA) and the Ministry of Education (ME).

To whom is it addressed?

Foreign citizens from all non-EU countries , with the following exceptions:

• citizens of Romanian origin or who are part of the Romanian historical communities in the proximity of Romania (entitled to different scholarship programmes);
• citizens who have requested or acquired a form of protection in Romania;
• stateless persons whose stay on the territory of Romania is officially recognized according to the law;
• members of the diplomatic and consular corps or family members of the diplomatic and consular corps accredited to Romania;
• members of the administrative and technical staff of diplomatic missions and consular offices accredited to Romania;
• staff members of international organizations based in Romania or family members of staff of international organizations based in Romania;
• beneficiaries of a scholarship from the Romanian state for the same cycle of study.

Who qualifies?

To be eligible, the scholarship applicant must:

• submit a complete file;
• present study documents issued by accredited/recognized education institutions in the country where they were issued;
• comply with the enrolment deadline;
• have good results in education, respectively an average of the study years, for the last graduated school of at least 7 (seven) corresponding to the scoring system in Romania or the "Good" score, as the case;
• comply with the application submission methodology.

Please note that scholarships are NOT awarded in the fields of MEDICINE, DENTAL MEDICINE and PHARMACY .

What level of study does the scholarship cover?

The scholarship applicant can choose from any of the following three study cycles in accredited higher education institutions in Romania:

• bachelor’s degree: bachelor’s degree programmes are addressed to graduates of high school studies or pre-university studies at the end of which they obtained a baccalaureate degree or equivalent, as well as candidates applying for further university studies in Romania. The complete programme runs for a period of 3-6 years, depending on the specialization followed and ends with a bachelor's exam;
• master’s degree: master’s degree programmes are addressed to undergraduates, run for a period of 1 year, 1.5 years or 2 years and end with the dissertation exam; 
• PhD: doctoral programmes are addressed to graduate students or equivalent and run for a period of 3-5 years, depending on the profile of the chosen faculty and end with the presentation of a PhD thesis. In order to be admitted to doctoral studies and to obtain the scholarship, it is compulsory that, prior to submitting the application, the candidate should get the written agreement of the Doctoral Tutor, which must be a member of the doctoral school, and also that he/she passes the admission interview.

  What is the language of study?

In order to promote the Romanian language and culture, the beneficiaries of the scholarships granted by the Romanian state for undergraduate and master`s studies study only in Romanian . The exception is doctoral scholarship holders, who can opt for studies in Romanian or in a foreign language set by the doctoral school . For candidates who do not speak Romanian, a preparatory year is granted for the study of the Romanian language prior to the actual university studies, with the exception of doctoral scholarship holders who have opted for the form of education in a foreign language set by the doctoral school.

The following categories of persons are exempted from enrolling in the Romanian language preparatory year: 

• those who present Romanian study documents (diplomas or certificates) or study documents, school records attesting at least four consecutive years of studies attended in Romanian in an educational unit/institution from the Romanian national system;
• those who, in order to enrol in university education, pass the Romanian language test, organized according to the regulations in force;
• those who, in order to enrol in university education, present a certificate of linguistic competence in Romanian, minimum level B1, issued according to the regulations in force.

The scholarship application can be sent ONLY through the Study in Romania platform. Candidates can access the platform at https://studyinromania.gov.ro , via the Apply for MFA scholarships button , or directly at https://scholarships.studyinromania.gov.ro . The platform can be accessed both in English and French. REJECTED : Applications submitted directly by the applicants to the registry offices of the Ministry of Foreign Affairs or the Ministry of Education, or to the e-mail addresses of the MFA employees / departments of the MFA Headquarters, or to the Romanian diplomatic missions or the foreign diplomatic missions accredited in Bucharest, will not be taken into consideration.

Documents required to complete the file

Each candidate will create an account on the Study in Romania platform, will fill in the requested data and upload the following documents:

3.1. Copies of the diplomas obtained (baccalaureate diploma or its equivalent, plus bachelor's, master's, doctorate degree, if applicable) and their authorized translation into English, French, Spanish or Romanian, if applicable. 3.2. Copies of transcripts of the completed studies and their authorized translation into English, French, Spanish or Romanian, if applicable. 3.3. Copy of the birth certificate (or equivalent document) and the authorized translation into English, French, Spanish or Romanian, if applicable. 3.4. Copy of the first three pages of the passport or of the national document of identity and the authorized translation into English, French, Spanish or Romanian, if applicable. 3.5. Curriculum Vitae in English or French. 3.6. For the doctoral cycle, the candidate needs to submit a letter of intent containing the list of scientific works, specialized publications, the detailed description of the proposed research project, as well as the agreement of a tutor, which must be a member of the chosen doctoral school. Both documents must be written in English, French or Romanian.

The application will also include the following documents (only for candidates who belong to the specific category mentioned for each document):

• Copy of the proof of name change (if applicable) and the authorized translation into English, French, Spanish or Romanian, if applicable.
• Copy of the certificate proving the passing of the baccalaureate, bachelor's or master's exam, as the case may be, for graduates who do not hold yet the diploma and the authorized translation into English, French, Spanish or Romanian, if applicable.
• Copy of the certificate proving that the person in the final year of studies is to take the graduation exam at the end of the school/university year and the authorized translation into English, French, Spanish or Romanian, if applicable.
• Copy of the transcript attesting the academic record of the person in the final year of studies, until the moment of submitting the application file, and the authorized translation into English, French, Spanish or Romanian, if applicable.
• Copy of the certificate of completion of the Romanian language preparatory year or the certificate of linguistic competence, if applicable.
• Copy of the notarized declaration of parental consent in the case of candidates who have not reached the age of 18 by the date of commencement of the courses and the authorized translation into English, French, Spanish or Romanian, if applicable.

The documents must be scanned individually, after the original, in .pdf format.

For the candidate’s registration to be valid, he must express his consent to the agreement for the processing of personal data by signing the GDPR declaration.

For admitted students, the Ministry of Education will issue a “Letter of acceptance for studies in Romania”, which will mention the obligation (where applicable) to complete a Romanian language preparatory year and the higher education institution(s) where the studies will take place.

• The original of Letter of acceptance will be sent by the Ministry of Foreign Affairs to the university.
• The “Letter of acceptance for studies in Romania” is required in order to obtain a long-stay visa and for the enrolment. The students will be able to download a scanned copy.
• If the candidate university option cannot be honoured, the Ministry of Education reserves the right to propose to the candidate an alternative in the same field of study, subject to the availability of higher education institutions in Romania. Subsequent requests  for a change  of the field of study, respectively/or of the university, will not be taken into consideration. 
• Upon receiving the letter of acceptance for studies with this alternative, the candidate is free to accept the scholarship or to give it up.
• After receiving the letter of acceptance, the students will send electronically, through the platform, within the indicated term, a response regarding the acceptance/refusal of the scholarship, and in case of acceptance, will request a long study visa.
• Also, in case of accepting the scholarship, the students has the obligation to contact the university to find out about the specific enrolment conditions (additional documents required, aptitude test, registration deadline etc.)

Scholarship beneficiaries are provided with the following facilities:

a) exemption from the payment of registration fees or any other fees required by application processing, testing for the Romanian language skills, taking the admission contest for doctoral studies and the specific aptitude tests; b) financing the tuition expenses for the Romanian language preparatory year; c) financing the tuition expenses for the actual studies, but not more than the duration of a university cycle, corresponding to the study programme followed; d) granting a monthly scholarship, for students enrolled in the Romanian language preparatory year; e) granting a monthly scholarship, for students enrolled in bachelor's, master's or doctoral studies, but not more than the duration of a university cycle; f) financing the accommodation expenses in the student dormitories, within the allocated subsidy granted through the budget of the Ministry of Education (accommodation will be provided to the extent of available places, scholarship holders having the obligation to contact the host university to find out the accommodation conditions); g) medical assistance in case of medical-surgical emergencies and diseases with endemic-epidemic potential, in accordance with the legislation in force; h) local public, ground, naval and underground transport, as well as domestic car, railway and naval transport, in the same conditions as those offered to Romanian students, according to the legal provisions. i) exemption from the payment of the study visa fee.

These facilities are granted throughout the study period, as follows:

• for students enrolled in the Romanian language preparatory year, during its courses;
• for students enrolled in bachelor's and master's studies, during the academic year and during the legal holidays, but not during the summer vacation. If students have to stay at the faculty during the summer vacation for curricular activities or if there are specific legal provisions, the rights are maintained during the summer vacation;
• for doctoral students enrolled in full-time learning, throughout the calendar year;
• another 30 days after completing university studies lasting at least 1 year.

Foreign citizens have the following obligations:

a) to respect the Romanian Constitution and the laws of the Romanian state; b) to comply with the internal regulations of the educational institution in which they study; c) to comply with the provisions of this methodology; d) to present at the time of enrolment at the university where they were accepted a medical certificate stating that he/she is fit for studies and free of contagious diseases, and its authorized translation into English, French, Spanish or Romanian, if appropriate.

In Romania, the academic year usually begins on October 1. Universities establish their own calendar, in accordance with the principle of university autonomy. Host universities may also decide on specific measures regarding the teaching and learning process, in accordance with the public health guidelines. Romanian authorities may impose additional public health requirements.

The scholarship obtained, including the preparatory year where applicable, consists of:

• financing tuition fees;
• financing the accommodation expenses in the dormitories, through the budget of the Ministry of Education, within the limit of the subsidy allocated for this purpose (accommodation will be provided to the extent of available places, scholarship holders having the obligation to contact the host university to find out the accommodation conditions);
• granting a monthly financial aid, as follows: the equivalent in ”lei” (the Romanian currency) of the amount of 65 EURO, for undergraduate and the preparatory year students; the equivalent in ”lei” (the Romanian currency) of the amount of 75 EURO, for master students, the equivalent in ”lei” (the Romanian currency) of the amount of 85 EURO, for PhD students.

In order to be granted the monthly financial aid, students in the Romanian preparatory year, as well as those in the undergraduate and master's university programs, must obtain at the end of each academic year a number of 60 transferable credits.

Students in the preparatory year who did not obtain, at the end of the academic year, a number of 60 transferable credits, will be granted the opportunity of repeating upon request, only once, the preparatory year. During the repeat year, students will be granted tuition funding, but their monthly financial aid will be suspended.

According to the law and to the rules of the host university, students in university bachelor's and master's programs who did not obtain, at the end of the academic year, a number of 60 transferable credits, but the number of transferable credits they’ve got is enough for allowing them to progress to the next year of study, will no longer be granted the monthly financial aid. Nevertheless this can be reacquired during the following academic year, after getting all 60 transferable credits related to each completed academic year, provided that the number of years during which these rights are granted does not exceed the duration of the whole academic cycle.

According to the law and the rules of the host university, the financing of tuition expenses, the financing of accommodation expenses and the monthly financial aid shall not be provided anymore, if the students in the undergraduate and master's university programs did not get at the end of the academic year a number of transferable credits enough for ensuring them the progress into the next academic year, while scholarship and the financing of accommodation expenses are not provided, scholarship holders admitted to studies according to this  methodology will pay for their studies a fee in foreign currency, in the amount established in accordance with the provisions of Government Ordinance no. 22/2009, approved with amendments by Law no. 1/2010.

• a complete file with the original documents from the application file; the host universities may request that all registration documents be accompanied by authenticated copies and legalized translations into Romanian;
• a copy of the letter of acceptance for studies;
• passport (original and copy) with a valid visa (long stay visa for studies) or a residence permit;
• the medical certificate attesting that the student is free from contagious diseases or other diseases incompatible with the requested studies, as well as the authorized translation into English, French, Spanish or Romanian, if applicable;
• other documents required by universities.

Still have questions ? Find the answers in our F.A.Q. .

Welcome to IOSUD!

Announcements.

• The procedure regarding the graduation of doctoral studies within IOSUD-UTCN  - revised edition, approved in the Administration Council Board of 12.11.2019
• Resolution of the Administration Council no. 74/16 July 2019 regarding the new form and structure for the PhD and habilitation thesis
• Guidelines for the elaboration of the PhD thesis _TUCN_2019-2020
• Template_PhD thesis_TUCN_2021
• Template_Thesis summary_TUCN_2021
• Cover page PhD thesis_2019-2020
• Poster - PhD thesis defence
• Invitation - PhD thesis defence
• Invitation - PhD thesis defence  (Word)

Forms for the PhD thesis defence

  Checklist for the submission of the thesis November 2019  (82.0 KiB)

  D1 Template Request for starting the pre-defence procedure (15.4 KiB)

  D2 Template Supporting documents Secretariat SD CSUD (16.7 KiB)

 D 3 Template Anti-plagiarism report (17.5 KiB)

  D4 Template pre-defence announcement (14.8 KiB)

  D5 Template Acceptance report (16.8 KiB)

  D6 Template Approval for the guidance committee (15.5 KiB)

  D7 Template Report concluded at the pre-defence (17.4 KiB)

  D8 Template Request for starting the pre-defence procedures (17.2 KiB)

  D10 Template proposal for the doctoral committee (16.3 KiB)

  D12 Template Request for establishing the date of the public defence (15.3 KiB)

  D16 Template statement for the thesis publishing (32.0 KiB)

  D17 Template Affidavit regarding originality (46.0 KiB)

  D18 CV Template (131.5 KiB)

  D21 List containing the necessary information for the issuing of the PhD diploma at UTCN (37.5 KiB)

  Request for using the P23 room (12.0 KiB)

  Statement regarding the National Insurance House (for referents) (11.8 KiB)

  Template minimum wage declaration  (for referents) (52.0 KiB)

  Poster PhD defence (1.3 MiB)

  Invitation PhD defence (1.4 MiB)

  Invitation PhD defence WORD (141.8 MiB)

  Table with information regarding the PhD defence (12.8 KiB)

  Order for PhD/habilitation thesis   (40.0 KiB)

  Supplementary order for PhD/habilitation thesis   (40.5 KiB)

  Order for invitations and poster (40.5 KiB)

Our faculties

Cluj-napoca.

• Faculty of Architecture and Urban Planning
• Faculty of Automation and Computer Science
• Faculty of Civil Engineering
• Faculty of Machine Building
• Faculty of Electronics, Telecommunications and Information Technology
• Faculty of Materials and Environmental Engineering
• Faculty of Electrical Engineering
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• Faculty of Mechanical Engineering
• Faculty of Engineering
• Faculty of Humanities
• Faculty of Sciences

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Students information.

• Students Information

May 15, 2024

Tips and Resources for a Successful Summer of Dissertation Writing

By Yana Zlochistaya

Summer can be a strange time for graduate students. Gone are the seminars and workshops, the student clubs, and the working group, that structured the semester and provided us with a sense of community. Instead, we’re faced with a three-month expanse of time that can feel equal parts liberating and intimidating. This double-edged freedom is only exacerbated for those of us in the writing stage of our dissertation, when isolation and a lack of discipline can have a particularly big impact. For those hoping not to enter another summer with lofty plans, only to blink and find ourselves in August disappointed with our progress, we’ve compiled some tips and resources that can help.

According to Graduate Writing Center Director Sabrina Soracco, the most important thing you can do to set yourself up for writing success is to clarify your goals. She recommends starting this process by looking at departmental requirements for a completed dissertation. Consider when you would like to file and work backwards from that point, determining what you have to get done in order to hit that target. Next, check in with your dissertation committee members to set up an accountability structure. Would they prefer an end-of-summer update to the whole committee? A monthly check-in with your chair or one of your readers? Setting up explicit expectations that work for you and your committee can cut through the aimlessness that comes with a major writing project.

For those early on in their dissertation-writing process, a committee meeting is also a valuable opportunity to set parameters. “One of the problems with the excitement for the discipline that happens post-quals is that it results in too many ideas,” says Director. Soracco. Your committee members should give you input on productive research directions so that you can begin to hone in on your project. It is also important to remember that your dissertation does not have to be the end-all-and-be-all of your academic research. Ideas that do not fit into its scope can end up becoming conference papers or even book chapters.

Once you have a clear goal that you have discussed with your committee, the hard part begins: you have to actually write. The Graduate Writing Center offers several resources to make that process easier:

• The Graduate Writing Community. This is a totally remote, two-month program that is based on a model of “gentle accountability.” When you sign up, you are added to a bCourses site moderated by a Graduate Writing Consultant. At the beginning of the week, everyone sets their goals in a discussion post, and by the end of the week, everyone checks in with progress updates. During the week, the writing consultants offer nine hours of remote synchronous writing sessions. As a writing community member, you can attend whichever sessions work best for your schedule. All that’s required is that you show up, set a goal for that hour, and work towards that goal for the length of two 25-minute Pomodoro sessions . This year’s summer writing community will begin in June. Keep your eye on your email for the registration link!
• Writing Consultations : As a graduate student, you can sign up for an individual meeting with a Graduate Writing Consultant. They can give you feedback on your work, help you figure out the structure of a chapter, or just talk through how to get started on a writing project. 
• Independent Writing Groups: If you would prefer to write with specific friends or colleagues, you can contact Graduate Writing Center Director Sabrina Soracco at [email protected] so that she can help you set up your own writing group. The structure and length of these groups can differ; often, members will send each other one to five pages of writing weekly and meet the next day for two hours to provide feedback and get advice. Sometimes, groups will meet up not only to share writing, but to work in a common space before coming together to debrief. Regardless of what the groups look like, the important thing is to create a guilt-free space. Some weeks, you might submit an outline; other weeks, it might be the roughest of rough drafts; sometimes, you might come to a session without having submitted anything. As long as we continue to make progress (and show up even when we don’t), we’re doing what we need to. As Director Soracco puts it, “it often takes slogging through a lot of stuff to get to that great epiphany.”

Yana Zlochistaya is a fifth-year graduate student in the Department of Comparative Literature and a Professional Development Liaison with the Graduate Division. She previously served as a co-director for Beyond Academia.

Teen walks at graduation after completing doctoral degree at 17

Dorothy Jean Tillman II was 10 when she entered college as a freshman.

A teenager from Chicago walked in her graduation ceremony this month after earning her doctoral degree at 17.

Dorothy Jean Tillman II told " Good Morning America " that she was homeschooled in her early years before entering college at age 10.

In 2020, she said she earned a Master of Science degree, and then, one year later, at age 15, was accepted into the Doctorate of Behavioral Health Management program at Arizona State University.

In December 2023, at 17, Tillman successfully defended her dissertation to earn her doctoral degree in integrated behavioral health from ASU's College of Health Solutions.

On May 6, she walked at ASU's spring commencement ceremony.

Tillman told "GMA" she has always held education in such high regard in part due to her family's background.

"People in my life like my grandmother, who was part of the Civil Rights movement, she of course harped on the importance of education and consistently learning something always," Tillman said. "But the way I always held education so high on my own, aside from being raised that way, was finding different things to be educated about."

She continued, "I feel like that urge to learn something new just never didn't exist for me."

Teen who battled leukemia and homelessness as a child graduates college at 18

Dr. Lesley Manson, a clinical associate professor at ASU, told "GMA" that Tillman is the youngest person in school history to earn a doctoral degree in integrated behavioral health.

Manson said she oversaw Tillman's dissertation for the doctoral program offered through ASU Online.

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During her studies, Tillman wrote a journal article of her dissertation and completed an internship at a university student health center, according to Manson.

"She really led change and worked on different forms of management to really reduce healthcare stigma and improve that student population there to be able to enter and accept student health services," she said of Tillman. "It was wonderful to see her and help her navigate some of those personal and professional interactions and grow through those experiences."

Manson described Tillman as an "inquisitive" and "innovative" student, and emphasized just how rare it is to accomplish what she has so far.

"It's a wonderful celebration ... but this is still something so rare and unique," she said. "She has innovative ideas and motivation, which is wonderful, and truly, I think what is inspiring is that she embodies that meaning of being a true leader."

Manson said she hopes Tillman continues to inspire people with her love of learning, saying, "That curiosity is always there, and I think all learners come with that, but it's great to be able to see it in someone so young as well."

Her inspiration and how she gives back to community

Tillman said her own journey wouldn't be possible without the support of her mom, who she said is one of her biggest motivators.

"Seeing my mother consistently work so hard to continuously uphold our family's legacy, and be that person that everyone was able to go to, if they needed anything ... always seeing [her] like [a] 'wonder woman' definitely made me want to grow up [into] an accomplished person," she said.

An advocate for education, Tillman is also the founder and CEO of a leadership institute that emphasizes the arts and STEM.

"I feel like adding art and putting a focus on it throughout science, technology, engineering and math makes the kids excited to learn all those things," she said. "And it opens them up to all of the possibilities and all the knowledge provided in that area of just STEM."

'Super dad' graduates with master's while working 3 jobs

As for her plans after graduation, Tillman said she is "just like any other teenager, still figuring out what my specific dreams and goals are."

"I'm really just grateful that the world is my oyster, and that I've done so much so young," she said. "And I have time to kind of think that through."

Tillman added that she hopes young people will take away from her story that it's OK to continually figure out what you want to do in life.

"Always remember that everyone has points in their life where they feel like they're figuring it out," she said. "And so figuring things out, not knowing what you want isn't a bad thing. But making the choice not to sit down and try to figure it out is."

Editor's note: This story has been updated with additional quotes from Tillman since its original publish date of May 13, 2024.

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Mathematics

2023-2024 grad student awards.

Bor-Luh Lin Thesis Award  

• Ngoc Anh Phan

2023-24 Outstanding Teaching Assistant Awards:

• Edward White
• Adriana Fernandez Quero
• Matthew Barber
• Jacob Van Grinsven
• Joseph Small
• Jose David Beltran Lizarazo

Fall 23 Ballad and Seashore Dissertation Fellowship

• Fatou Kineh Ndow
• Michael Loren Davis

Spring 24 Ballad and Seashore Dissertation Fellowship

• Niki Amaraweera Kalutotage

Fall 23 Graduate College Post-Comprehensive Research Fellowship

• Juan Felipe Ariza Mejia

Casey Anna Stone

Spring 24 Graduate College Post-Comprehensive Research Fellowship

• Michele Capovilla-Searle

2024 CLAS Dissertation Writing Fellowship

Community Engagement Graduate Assistantship for Iowa Sciences Academy  

• Joseph Starr

Mom delivers baby in car hours before defending her Rutgers doctoral thesis

• Updated: May. 08, 2024, 3:05 p.m. |
• Published: May. 08, 2024, 11:30 a.m.

Tamiah Brevard-Rodriguez delivered her son, Enzo, hours before defending her dissertation at the Rutgers-New Brunswick Graduate School of Education. Nick Romanenko/Rutgers University

• Tina Kelley | NJ Advance Media for NJ.com

Giving birth and defending a doctoral dissertation could easily be considered among the most stressful items on a bucket list. For Tamiah Brevard-Rodriguez, it was all in a day’s work. One day’s work.

She even grabbed a shower in between.

On March 24, Brevard-Rodriguez, director of Aresty Research Center at Rutgers University, was finishing up preparations for her doctoral defense the next day. Eight months pregnant with her second child, she didn’t feel terrific, but she persisted.

She was trying to hone down to 20 minutes her remarks on “The Beauty Performances of Black College Women: A Narrative Inquiry Study Exploring the Realities of Race, Respectability, and Beauty Standards on a Historically White Campus.” The Zoom link had gone out to family, friends, and colleagues for the defense, scheduled for 1 p.m. the next day.

“Operation Dissertation before Baby,” as she called it, was a go.

But at 2:15 a.m. on March 25 her water broke, a month and a day early.

As the contractions came closer and closer, her wife drove her down the Garden State Parkway, trying to get to Hackensack Meridian Mountainside Medical Center in Montclair before Baby Enzo showed up.

But the baby was faster than a speeding Maserati and arrived in the front seat at 5:55 a.m., after just three pushes. He weighed in at 5-pounds 12-ounces, 19 inches long, and in perfect health for a baby four weeks early.

“I did have to detail her car afterward,” the new mom said of her wife.

Brevard-Rodriguez was feeling so good after the birth that she decided against asking to reschedule her thesis defense.

“I had more than enough time to regroup, shower, eat and proceed with the dissertation,” she said. She had a quick nap, too. The doctors and nurses supported her decision and made sure she had access to reliable wifi at the hospital.

She gave her defense with a Rutgers background screen. When she learned she had passed, she dropped the fake background, and people could see Brevard-Rodriguez in her maternity bed, and Enzo in her wife’s arms.

“I said, ‘You guys missed the big news,’ and they just fell out,” said Brevard-Rodriguez, who waited for the reveal because she didn’t want extra sympathy from her dissertation committee.

Melina Mangin, chair of the Educational Theory, Policy & Administration Department at the Graduate School of Education, was astounded.

“Tamiah had delivered a flawless defense with zero indication that she had just given birth,” she said. “She really took the idea of productivity to the next level!”

Finishing her doctorate in education and having her last child were fitting 40th birthday presents to herself, Brevard-Rodriguez said. She turned 40 in November and returns to work in late August.

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Tina Kelley may be reached at [email protected] .

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