Accreditations
Tuition fee EU nationals (2024/2025)
To start the doctoral program, students will need to have supervisor(s) and a well-designed research proposal approved by the supervisor(s). From the second semester onwards, students must also have a Thesis Monitoring Committee, made up of two doctors, one from ISCTE and the other from another university, for this purpose they must submit the respective form.
The students who complete the first and second year (60 credits) are awarded the Diploma of Advanced Studies in Information, Science and Technology (the duration may be extended to 4 years for part-time students).
The PhD in Information Science and Technology normally has a four-year duration (may be extended to 8 years for part-time students) and it is obtained by completing 240 ECTS credits:
• 36 credits obtained through a set of compulsory subjects that provide general skills in research methods, oral and written communication, and research projects (first year);
• 12 in Seminar and Thesis Project (first year);
• 12 in Seminar: report and presentation (first year);
• 180 credits obtained through the completion of the PhD Thesis.
Programme Structure for 2024/2025
| Curricular Courses | Credits | |
|---|---|---|
| 1st Year | ||
|
Management of Research Projects on Science and Information Technologies
18.0 ECTS
|
||
|
Research Methods in Science and Information Technologies
18.0 ECTS
|
||
|
Follow Up Seminar on the Phd Project in Science and Information Technologies
12.0 ECTS
|
||
|
Phd Research Seminar in Sciences and Information Technologies
12.0 ECTS
|
||
| 2nd Year | ||
|
Phd Thesis in Information Science and Technologies
180.0 ECTS
|
Management of Research Projects on Science and Information Technologies
In this course the students would learn about:
1 - Implementation of the selected research methodology to the specific research project;
2 - All stages, activities and tasks of the research project, and the resources necessary;
3 - The risks of the research project and mitigation and contention strategies;
4 - Time schedule, containing all project activities (including risk management) and the distribution of all results to be achieved;
5 - Reports presentation with the result of the analysis of available alternatives, relevant to specific decisions (e.g., alternative approaches and software), and of the progress and results achieved by the time the course is attended.
At the end of the course, each student should be able to develop a national FCT-type research project based on their PhD research proposal.
1 - Analysis of the known research methodologies and selection of the one best suited for the specific research project;
2 - General project management principles and innovation projects, in particular, with reference to project management best practices. Those principles consider both the initial project planning stage and the next stages of project monitoring and control, and the change management and re-planning;
3 - Analysis of the research goals and the proposed approach and identification of all the project activities and tasks. Identification of deliverables and milestones;
4 - Scheduling approaches. Application of the best suited scheduling approach to the specific FCT research project;
5- Elaboration of the costs of the various components of the FCT project.
The evaluation of this course consists of the writing of a proposal for a national research project of the FCT type. The formal head of the UC is the one who teaches the seminars and evaluates each individual proposal for a national FCT research project. There must be the collaboration of the students' supervisors in the preparation of the FCT research project proposal based on the research project of each student's PhD. There is no exam in this course as a result of its essentially practical characteristic of writing a proposal of a national research project.
BibliographyResearch Methods in Science and Information Technologies
'The main objectives of this course are to enable students to:
LO1: Frame research within the framework of science
LO2: Conduct literature reviews
LO3: Present scientific results
The program is based on five parts:
P1: Science and Research: general issues
P2: Literature review
P3: Writing a scientific article
P4: Making a scientific presentation
P5: Patents
1. Participation (10%)
2. Evaluation of the individual literature review (30%)
3. Evaluation of the article (30%)
4. Evaluation of the oral presentation (30%)
Title: [B]=book; [A]=article
[B] Dawson, C. (2009) Introduction to Research Methods, 4th Ed., Howtobooks, 2009, ISBN 978-1-84528-367-4
[B] Kumar, R. (2014) Research Methodology, 4th Ed., SAGE, 2011, ISBN 978-1-84920-301-2
[B] Jackson, S.L. (2008) Research Methods ? a modular approach, Wadsworth, 2008
[B] Dodig, G. (2003) Theory of Science Compendium, Maelardaen University Sweden, 2003
[B] Miles, M.B. and Huberman, A.M. (1994) Qualitative Data Analysis, SAGE Publications, 1994
[A] Levy, Y. and Ellis, T.J. (2006) A Systems Approach to Conduct an Effective Literature Review in upport of Information Systems Research, Informing Science Journal, Vol.9, 2006
[A] Newell, A. and Simon, H.A. (1975) Computer Science as Empirical Inquiry: Symbols and Search, Communications of the ACM, 19(3) March 1976, [A] Geetha Paulmani (2017) Lean Research Culture: Measurement, Analysis, and Revitalization of Processes and Outcomes of Contemporary Research Practices, IEEE 17th Intern. Conf. (ICALT), pp. 533
Authors:
Reference: null
Year:
Title: - Li Zi-yun. Educational Technology research methods of the uniqueness of Disenchantment and methodological interpretation [J] . e-Education Research, 2015, vol.3, pp. 17-21 +28.
-Tom Kelley, The Art Of Innovation: Lessons in Creativity from IDEO, America's Leading Design Firm, 2016,
-John Hershey, The Eureka Method: How to Think Like an Inventor, 2011.
-Natalia Silvis-Cividjian, Pervasive Computing: Engineering Smart Systems (Undergraduate Topics in Computer Science), Springer 2016.
Authors:
Reference: null
Year:
Follow Up Seminar on the Phd Project in Science and Information Technologies
The Seminar aims to ensure that the student:
1. Define the alternatives available for your project and the requirements associated with each one: Students must have developed the ability to present a global vision of the project, focusing on its most relevant aspects, pointing out solutions for analyzed alternatives
2. Describes differences regarding approaches originally designed and reacts appropriately to participants' interventions in the presentation sessions (students and advisors).
This course does not have a typical program. Instead, the course will organize a set of presentations of all students' thesis proposals, in front of a jury that includes an advisor and the director of the doctoral program.
Ideally, students in the program should attend presentations by their colleagues, even if they have already attended the course.
Assessment throughout the semester:
Each student has two assessment elements: a written supporting document, and their live presentation at the end of the semester.
Each of these elements is evaluated in relation to the quality of the content and the quality of the communication.
Final grade = 50% x content + 50% x communication
The final grade will be given by the person responsible for the course after knowing the supervisor's suggestion.
Title: - Montgomery, Scott L. (2017). The Chicago Guide to Communicating Science (2nd ed.), Chicago Guides to Writing, Editing, and Publishing, The University of Chicago Press.
- Valiela, Ivan (2009). Doing Science: Design, Analysis, and Communication of Scientific Research (2nd ed.), Kindle Edition, Oxford University Press.
- Turk, Christopher & Kirkman, John (2002). Effective Writing: Improving Scientific, Technical, and Business Communication (2nd ed.), Kindle Edition, Routledge.
- Bucchi, Massimiano & Trench, Brian (Eds.) (2021). Routledge Handbook of Public Communication of Science and Technology (3rd ed.), London: Routledge.
Authors:
Reference: null
Year:
Title: - Barañano, Ana Maria (2008). Métodos e Técnicas de Investigação em Gestão. Lisboa: Edições Sílabo, ISBN: 978-972-618-312-9.
- Carvalho, José Eduardo (2009). Metodologia do Trabalho Científico. «Saber Fazer» da investigação para dissertações e teses. Lisboa: Escolar Editora (2ª ed.), ISBN: 978-972-592-244-6.
- Creswell, John W. & Creswell, J. David (2018). Research design: Qualitative, quantitative, and mixed methods approaches. London, Los Angeles and New Delhi: SAGE (5th ed.), ISBN: 978-1-5063-8670-6.
- Davies, Martin Brett (2007). Doing a Successful Research Project: Using Qualitative or Quantitative Methods. London: Palgrave Macmilan, ISBN: 978-140-399-379-3.
- Dias, Maria Olívia (2010). Planos de Investigação, Avançando passo a passo. Porto: Edições Afrontamento, ISBN: 978-989-967-860-6.
- Oliveira, Luís Adriano (2011). Dissertação e Tese em Ciência e Tecnologia Segundo Bolonha. Lisboa: LIDEL, ISBN: 978-972-757-742-2.
- Spector, Nelson (2002). Manual para redação de teses, projetos de pesquisa e artigos científicos. Ed. Guanabara Koogan (2ª ed.), ISBN: 978-852-770-702-2.
- Vilelas, José (2020). Investigação - O Processo de Construção do Conhecimento. Lisboa: Edições Sílabo (3ª ed.), ISBN: 978-989-561-097-6.
Authors:
Reference: null
Year:
Phd Research Seminar in Sciences and Information Technologies
The Seminar aims to ensure that the student:
1. Clearly define the project, to safely lead to the doctorate;
2. Justifies the possible methodologies and tasks necessary for the success of the project;
3. Plan the various stages and detect possible risks and ways to mitigate them.
It is not acceptable that, at this stage, the student does not know how to describe in detail at least part of the innovative contributions they produced and what the main future stages of the project are.
It is also expected that students subject to assessment have submitted at least one article for publication in a journal or in conference proceedings, describing important contributions.
This course does not have a typical syllabus. Instead, the course faculty member will organize a set of presentations from all enrolled students.
All students in the program must attend the presentations of their colleagues, even if they have already approved the course. The presentation will be made in front of a jury that includes (at least) a member of the monitoring committee, a supervisor, and the director of the doctoral program.
Assessment throughout the semester:
Each student has two assessment elements: a written supporting document, and their live presentation at the end of the semester. Each of these elements is evaluated regarding the quality of the content and the quality of the communication.
Final grade = 30% x content + 70% x communication
The final grade will be given by the course leader after hearing the suggestion from the examiner and the student's supervisor.
Title: - Montgomery, Scott L. (2017). The Chicago Guide to Communicating Science (2nd ed.), Chicago Guides to Writing, Editing, and Publishing, The University of Chicago Press.
- Valiela, Ivan (2009). Doing Science: Design, Analysis, and Communication of Scientific Research (2nd ed.), Kindle Edition, Oxford University Press.
- Turk, Christopher & Kirkman, John (2002). Effective Writing: Improving Scientific, Technical, and Business Communication (2nd ed.), Kindle Edition, Routledge.
- Bucchi, Massimiano & Trench, Brian (Eds.) (2021). Routledge Handbook of Public Communication of Science and Technology (3rd ed.), London: Routledge.
Authors:
Reference: null
Year:
Title: - Barañano, Ana Maria (2008). Métodos e Técnicas de Investigação em Gestão. Lisboa: Edições Sílabo, ISBN: 978-972-618-312-9.
- Carvalho, José Eduardo (2009). Metodologia do Trabalho Científico. «Saber Fazer» da investigação para dissertações e teses. Lisboa: Escolar Editora (2ª ed.), ISBN: 978-972-592-244-6.
- Creswell, John W. & Creswell, J. David (2018). Research design: Qualitative, quantitative, and mixed methods approaches. London, Los Angeles and New Delhi: SAGE (5th ed.), ISBN: 978-1-5063-8670-6.
- Davies, Martin Brett (2007). Doing a Successful Research Project: Using Qualitative or Quantitative Methods. London: Palgrave Macmilan, ISBN: 978-140-399-379-3.
- Dias, Maria Olívia (2010). Planos de Investigação, Avançando passo a passo. Porto: Edições Afrontamento, ISBN: 978-989-967-860-6.
- Oliveira, Luís Adriano (2011). Dissertação e Tese em Ciência e Tecnologia Segundo Bolonha. Lisboa: LIDEL, ISBN: 978-972-757-742-2.
- Spector, Nelson (2002). Manual para redação de teses, projetos de pesquisa e artigos científicos. Ed. Guanabara Koogan (2ª ed.), ISBN: 978-852-770-702-2.
- Vilelas, José (2020). Investigação - O Processo de Construção do Conhecimento. Lisboa: Edições Sílabo (3ª ed.), ISBN: 978-989-561-097-6.
Authors:
Reference: null
Year:
Recommended optative
Objectives
The PhD Programme in Information Science and Technology has two general objectives--one for the doctoral candidates, and one for the Department:
- For students: to acquire general reserach skills in Information Science and Technology, and to develop specific skills in one of areas of specialization (in particular, the area in which they complete their dissertation)
- For the Department: to further develop the research and scientific production of the Department's faculty through both the guidance of doctoral candidates and the inclusion of the faculty in research projects
The main capacities to be developed in the course are:
- research skills, including research communication and management of research projects in the field of doctoral specialty;
- thorough knowledge about the specific subject of the doctorate.
Research skills, research communication, and research project management are acquired through:
- 2 curricular units on research methods,
- 2 curricular units in seminars on communication of research,
- 4 curricular units of research projects.
In all of the above, doctoral candidates will be assessed. Specific, in-depth knowledge is acquired primarily through optional courses (24 ECTS credits, usually 4 courses) and during the candidate's research for their thesis, with the guidance of the advisor and the Monitoring Committee.
The PhD program also encourages students to publish their research in scientific forums, an activity which contributes to all the skills mentioned.
courses.thesis