| dc.contributor.author | Patel, Daniel | en_US |
| dc.contributor.author | Gröller, M. Eduard | en_US |
| dc.contributor.author | Bruckner, Stefan | en_US |
| dc.contributor.editor | S. Maddock and J. Jorge | en_US |
| dc.date.accessioned | 2014-02-06T15:27:16Z | |
| dc.date.available | 2014-02-06T15:27:16Z | |
| dc.date.issued | 2011 | en_US |
| dc.identifier.issn | 1017-4656 | en_US |
| dc.identifier.uri | http://dx.doi.org/10.2312/EG2011/education/023-028 | en_US |
| dc.description.abstract | We describe and analyze the PhD education in the visualization group at the Vienna University of Technology and set the education in a larger perspective. Four central mechanisms drive the PhD education in Vienna. They are: to require an article-based PhD; to give the student freedom to choose research direction; to let students work in shared offices towards joint deadlines; and to involve students in reviewing articles. This paper describes these mechanisms in detail and illustrates their effect. | en_US |
| dc.publisher | The Eurographics Association | en_US |
| dc.title | PhD Education Through Apprenticeship | en_US |
| dc.description.seriesinformation | Eurographics 2011 - Education Papers | en_US |
