Since the Bologna process requires harmonization of degrees in the European Higher Education Area, doctoral programs have become subject to intensive analysis. This applies particularly to two components: the first one is directly linked to research activities performed in a research environment. The second one corresponds to complementary means devoted to preparing the future doctor to the professional life in research institutions, academic environment but also in companies. Today, in average two third of the doctors in the developed countries must find a professional position in commerce and industry. Academic institutions have adapted their doctoral programs to the changed situation. This paper highlights this development by giving some examples in the field of electrical and information engineering

The aim of the SOCRATES EIE-Surveyor project is to be a reference point for electrical and information engineering in Europe, bringing together representatives from 27 out of 31 eligible countries. One of the tasks of the project is the evaluation of the accreditation processes in the participating countries. A questionnaire about the accreditation process was developed and sent to project partners in each participating country. The main areas investigated the nature of the accreditation body, the criteria, which are evaluated, the structure of the visit and the decision formulation. The results of the questionnaire, was analyzed using clustering analysis and more precisely hierarchical, in order to compare the answers in 17 European countries and to find similarities among them. As distance measures the Euclidian metric and the city block distance was used. Average linkage, and Ward clustering algorithms was utilized.

The aim of the SOCRATES EIE-Surveyor project is to be a reference point for Electrical and Information Engineering in Europe. The project brings together representatives from 27 out of 31 eligible countries. One of the tasks of the project is the evaluation of the accreditation processes in the participating countries. A questionnaire about the accreditation process was developed and sent to project partners in each participating country. The main areas investigated the nature of the accreditation body, the criteria, which are evaluated, the structure of the visit and the decision formulation. A first analysis shows that some countries have not yet introduced a formal accreditation process. These countries are generally in a transition situation in relation to introducing the Bologna process. In some other countries several accreditation bodies exist depending on the region or the nature of the institution. It also appears that the accreditation for masters degrees is not yet compulsory everywhere. Other issues regarding the accreditation process that are also being considered relate to who pays the expenses in relation to the accreditation process, what is the relationship between the ECTS and the actual content and level of the courses and whether or not industrial placement is a compulsory component of the programme.