Teaching & Training

Training Offer

 

The PhD in Innovative Strategies for Wellbeing provides an interdisciplinary training program designed to equip doctoral candidates with the scientific, methodological, and technological competencies required to investigate the determinants of human wellbeing.

 

The training pathway combines structured coursework, seminars, and research-oriented learning activities integrating life sciences, behavioral sciences, environmental research, and digital technologies. Particular emphasis is placed on research design, advanced data analysis, digital methods, and translational approaches to wellbeing research.

 

The structured teaching component includes approximately 150 hours of coursework delivered throughout the doctoral cycle, complemented by seminars, workshops, and international training activities organized within the INGENIUM Alliance. The workload and credit structure are aligned with the European Credit Transfer and Accumulation System (ECTS) and follow the principles of the European Approach for Quality Assurance of Joint Programmes.

 

A total of 30 ECTS of structured doctoral training is required during the program. These credits may be obtained through courses offered by the partner institutions and through recognized doctoral training modules covering research methodology, innovation, communication, and professional development.

 

Detailed information on available courses, ECTS allocation, and approximate workload is provided in the training tables available here: (link)

 

Structure of the Training Activities

 

The doctoral training program integrates two complementary components.

The first component consists of specialized courses focused on wellbeing research, delivered by the partner institutions of the program. These courses address topics such as psychophysiology of wellbeing, biomarkers and metabolomics, biosensor technologies, data processing, exposome modeling, environmental influences on wellbeing, and intervention strategies for psychological and physiological health.

 

The second component includes doctoral training modules focused on research skills and professional development, such as research methodologies, data analysis, research integrity, innovation and entrepreneurship, scientific communication, and career development planning.

 

Together, these components ensure that doctoral candidates acquire both domain-specific expertise and transferable research competencies required for interdisciplinary and international research careers.

 

For students enrolled in the double degree pathway, at least 10 ECTS out of the required 30 ECTS must be obtained through courses offered by Munster Technological University (MTU).

 

Assessment Methods

 

Each training activity includes an evaluation aimed at verifying the acquisition of knowledge and competencies. Depending on the course, assessment may include written examinations, project reports, presentations, or applied assignments. Successful completion of the assessment is required in order to obtain the corresponding ECTS credits within the doctoral training plan.

Complementary Teaching and Tutoring Activities

 

In line with the academic and professional development objectives of the program, doctoral candidates may participate in teaching support and tutoring activities.

 

Doctoral candidates may contribute to seminars, laboratory assistance, or practical teaching activities related to undergraduate and master’s courses, subject to approval by the Doctoral Board and provided that these activities do not interfere with their research work. Such activities may amount to a maximum of 40 hours per academic year, in accordance with national doctoral regulations.

 

Doctoral candidates may also collaborate in tutoring activities for undergraduate and master’s students, particularly in relation to thesis projects connected with the research areas of the PhD program.

 

Participation in these activities follows university regulations and the provisions of Italian Ministerial Decree DM 226/2021. All teaching and tutoring activities are documented in the Annual Progress Report submitted to the Doctoral Board.

These experiences contribute to the development of essential transferable skills, including scientific communication, mentoring, teamwork, and public engagement, which are valuable for future careers in academia, research institutions, industry, and healthcare.