Abstract:

The integration of the Spanish university system in the formation of European Higher Education Area (EHEA) has led to a deep transformation of all aspects of the Spanish university structure. Though the early years of the Bologna process focused on the introduction and consolidation of Bachelor and Master cycles, since 2003, during the Berlin meeting, the PhD was formally introduced as the third cycle of education, becoming thereafter a priority maximum level.

Almost in parallel, a new initiative arises in 2001: the creation of the European Research Area (ERA). This initiative counted with the participation of almost all the members of the EHEA. Being its main objective a Europe without frontiers for research and exchange of knowledge, this would be accompanied by a substantial increase in investment for research.

The “Europe of Knowledge” is based on higher education and research, so in this sense it is necessary to generate and promote closer links between the EHEA and the ERA. Research is conceived as core part of higher education in the European framework, as it represents the engine of growth of Europe.

Spain, as a founding member of both associations, made a commitment to initiate changes in its educational structures to accommodate new demands and challenges. This was planned to start in January 2011 and was promulgated by Royal Decree 99 / 2011. In this decree, the basis of the new doctoral studies is established. The decree does also contemplate a new concept of administrative organization to guide the third cycle studies: "Doctoral Schools".

In this paper it is presented a critical analysis of the profound transformation of Spanish universities in the last four years in order to get adapted to the guidelines of the Royal Decree 99/2011. The focus is made on “Doctoral Schools”, specifically on how they have effectively changed their whole system of research and education.

Keywords:

Third cycle, Doctoral School, Europe of Knowledge, Organization.