Doctorat en Risques Naturels et Réduction du Risque de Catastrophe

The new associated doctoral program "Natural Hazards and Disaster Risk Reduction" has been developed based on the experience gained by the proposing entities within the Research, Innovation, and Training Consortium "REducing risks of natural DIsasters - REDI"

As indicated by the Sendai Framework for Disaster Risk Reduction (United Nations General Assembly, 2015), disaster risk reduction is based on a process represented by consequent activities defined in specific priorities:

• Priority 1. Understanding disaster risk;
• Priority 2. Strengthening disaster risk governance;
• Priority 3. Investing in disaster risk reduction for resilience;
• Priority 4. Improving disaster preparedness for effective response and "building back better" in recovery, rehabilitation, and reconstruction.

Each of these "priorities," and even more so, the process as a whole, requires knowledge and skills that can connect diverse disciplines with cross-cutting methods and effectively address interacting aspects in the field of earth sciences, engineering, urban and landscape planning, civil protection, health sciences, humanities, social sciences, economics, and law.

The inability to develop an effective process for reducing the risk associated with natural events is dramatically evident in Italy. Concerning earthquakes alone, from the Belice earthquake to the present day, in addition to the hundreds of victims, the damages are estimated at 190 billion euros. Furthermore, the reconstruction processes have been extremely slow and often ineffective. Currently, there are seven ongoing reconstructions, each with its own "model," with different rules and procedures. The training of new scientific and professional figures capable of working synergistically on the "priorities" indicated by the Sendai Framework for Disaster Risk Reduction, with a clear understanding of the overall process, can help overcome this deep-rooted gap between the concrete needs for prevention and the actions implemented by the State at the national, regional, and local levels.

The approach adopted by the doctoral program is therefore holistic. Enrollment will be open to students from different disciplinary areas and, intentionally, will offer only one doctoral curriculum. It will be the task of the excellent and interdisciplinary faculty board to identify the most suitable supervisor in relation to the different research topics of individual projects, which may include: i) natural phenomena (earthquakes, volcanoes, hydrogeological disasters, tsunamis) and the associated hazard in terms of energy, return periods, and predictability; ii) innovative seismic system/design for reducing the vulnerability of buildings, infrastructure, and cultural heritage; iii) community exposure and social and economic fragility; iv) urban and landscape planning, civil protection, and effective regulatory tools for reconstruction; v) essential structural and non-structural measures for disaster risk reduction, improving the economic, social, health, and cultural resilience of communities; vi) economic development of affected areas, including reconstruction policies. The organization of dedicated seminars and an annual autumn school will allow the necessary scientific interaction for a suitable preparation in identifying effective actions for reducing the risk associated with natural events.

The partnership of the program, represented by the proposing entities, along with the diverse expertise and affiliations within the faculty board, will provide students with all the necessary tools for their comprehensive and effective education, enabling them to tackle the major scientific and technological challenges of the future in the field of reducing risks associated with natural events.

The International School of Advanced Studies

UNICAM has instituted an International School of Advanced Studies with the objective of increasing the internationalization of Doctoral education.

• The International School of Advanced Studies plans, organizes, coordinates the courses to achieve the title of Ph.D.
• The Doctoral course is three years with a final thesis to be written in English, that will be defended in front of a Final Examination Board, made up of professors in the relevant scientific areas. This must include academics and other experts (e.g. from research centers or enterprises), most of whom not from the University of Camerino, and at least one non-Italian.
• In addition to the preparation of the final thesis, doctoral candidates are expected to participate in training activities organized by the SAS, all in English, to acquire transferable skills, (such as communications skills, research career development, research management and project funding, methodological skills) and doctoral training in cooperation with industry and other relevant employment sectors.
• Conducting some research in public or private laboratories external to the host University is strongly encouraged.
• To attain the final qualification there should be at least six months experience at a research or higher education Institution different from the University of Camerino and possibly not Italian.
• The Seven Principles for Innovative Doctoral Training underpin our research programs.

Seven Principles for Innovative Doctoral Training

1. Research Excellence

Striving for excellent research is fundamental to all doctoral education and from this, all other elements flow. Academic standards set via peer review procedures and research environments representing a critical mass are required. The new academic generation should be trained to become creative, critical and autonomous intellectual risk-takers, pushing the boundaries of frontier research.

2. Attractive Institutional Environment

Doctoral candidates should find good working conditions to empower them to become independent researchers taking responsibility at an early stage for the scope, direction, and progress of their project. These should include career development opportunities, in line with the European Charter for Researchers and the Code of Conduct for the Recruitment of Researchers.

3. Interdisciplinary Research Options

Doctoral training must be embedded in an open research environment and culture to ensure that any appropriate opportunities for cross-fertilization between disciplines can foster the necessary breadth and interdisciplinary approach.

4. Exposure to industry and other relevant employment sectors

The term 'industry' is used in the widest sense, including all fields of future workplaces and public engagement, from industry to business, government, NGO’s, charities and cultural institutions (e.g. musea). This can include placements during research training; shared funding; involvement of non-academics from relevant industry in informing/delivering teaching and supervision; promoting financial contribution of the relevant industry to doctoral programs; fostering alumni networks that can support the candidate (for example mentoring schemes) and the program, and a wide array of people/technology/knowledge transfer activities.

5. International networking

Doctoral training should provide opportunities for international networking, i.e. through collaborative research, co-tutelle, dual and joint degrees. Mobility should be encouraged, be it through conferences, short research visits, and secondments or longer stays abroad.

6. Transferable skills training

“Transferable skills are skills learned in one context (for example research) that are used in another (for example future employment whether that is in research, business, etc.). They enable subject- and research-related skills to be applied and developed effectively. Transferable skills may be acquired through training or through work experience”. It is essential to ensure that enough researchers have the skills demanded by the knowledge-based economy. Examples include communication, teamwork, entrepreneurship, project management, IPR, ethics, standardization, etc.

Business should also be more involved in curricula development and doctoral training so that skills better match industry needs, building on the work of the University Business Forum and the outcomes of the EUA DOC-CAREERS project. There are good examples of interdisciplinary approaches in universities bringing together skills ranging from research to financial and business skills and from creativity and design to intercultural skills.

7. Quality Assurance

The accountability procedures must be established on the research base of doctoral education and for that reason, they should be developed separately from the quality assurance in the first and second cycle.

The goal of quality assurance in doctoral education should be to enhance the quality of the research environment as well as promoting transparent and accountable procedures for topics such as admission, supervision, awarding the doctorate degree and career development. It is important to stress that this is not about the quality assurance of the Ph.D. itself rather the process or life cycle, from recruitment to graduation.