Ph.D. Nanoscience, matherials and Chemical Engineering

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In our Ph.D. program we give priority to: carry out the research work efficiently in a suitable and multicultural environment as well as keep being an important centre for Chemical Engineering at the Mediterranean as much as in other related fields. Train highly qualified doctors with the necessary multicultural and multidisciplinary experience is our mission, abilities that can be used in/to:

  • Conception, planning, performance and management in industrial research and in development and innovation projects.
  • Excel in the academic degrees of all areas of knowledge and concerning Chemical Engineering.

This Ph.D. study aims to train Ph.D. researchers, either scientists or future professionals capable of developing their knowledge and Ph.D. competencies in academic and non academic contexts. This is achieved through writing and defending a doctoral thesis consisting on an original research work. This double aim requires a versatile training program that covers from academic knowledge to personal abilities.

For those reasons, the development of transferable qualities must be a fundamental part of the Ph.D. programs. The main aim at this level is to raise awareness among the Ph.D. students of the importance of recognizing and increasing the acquired abilities through research, as a means to improve their prospects of future, both in the academic field and in the job market.

The code of good practice establishes which targets must have the program and which ways must be followed to encourage the development of professional competencies. Therefore, a specialized training in scientific disciplines may be given, as well as in many other abilities.

The teaching program is fully recognized in the Catalan and Spanish accreditation council and has been awarded with the ‘Mención de Calidad’ (quality certificate) by the Spanish authorities (reference MCD2006-00.584). There is every indication of a sustainable dedication to excellence and the success of a high quality in research and education.

  • Academic aims

The development of transferable qualities should be a built-in part of this studies during the first, second and third year. One of the main targets at the level of the third year must be to raise awareness among the Ph.D. students of the importance of recognizing and increasing the developed and acquired abilities through research, as a means to improve their prospects of future, both in the academic field and in the job market.

Our Ph.D. researchers must be confident and proud like the professionals that do the planning of their researches and in the same direction they must establish a collaborative relationship within university and worldwide. They go beyond the borders of knowledge and they combine its scientific branch with a unique professional experience. The enthusiasm and dedication of our Ph.D. researchers must lead to an excellent research activity.


  • Student profile

Ph.D programs are the third cycle in the Bolonia process, and at the same time they consist on the first stage of a young researcher career. The basic component at the third cycle is to make progresses in knowledge across doing original researches. However, this does not mean that Ph.D. programs have to be left aside, but rather as a part of a continuous and closely related to the first and second cycles. The latter can be also applied in relation with the acquisition of transferable abilities.


  • Index (itinerary)

Ph.D. training aims to prepare Ph.D. researchers that may be as scientists or as future professionals scientifically capable to value their knowledge and Ph.D. competencies, both in academic contexts or not academic. This double aim requires a versatile training program that covers from academic knowledge to personal abilities.

When talking of practice, Ph.D. training focuses on five fields:

  • Intellectual abilities
  • Academic and technique abilities
  • Relational abilities
  • Self-management abilities
  • Leadership and change management

These abilities have proven themselves to be very important in the current job market but they are as well necessary get over the Ph.D. studies or any other degree successfully, either in or out university.

All Ph.D. researchers that have continuous contact with the supervisor must make an evaluation of which abilities and competences do they have to develop further to be able to fulfil their Ph.D. program successfully or to use them later on in their professional career.

Doctor researchers may acquire these abilities through two different paths:

Training based on research is the ground of the Ph.D. studies: the approach to research as an instrument to train and develop the Ph.D. studies, both together, as well as other types of education; formal and non-formal training through seminars, workshops and other course components for which the Ph.D. researcher needs enough time.


  • More information


Ph.D. researchers have as an objective to fulfil the Ph.D. training and the research itself within a period of three years.

Training and development consist on compulsory additional elements:

A mutual body

Qualifying and developing programs.


The mutual body is compulsory for every Ph.D. researcher at the Ph.D. in Chemical, Environmental and Process Engineering (Ph.D. Program from now on) of the ‘Rovira i Virgili’ University (URV from now on). In this mutual body are defined the specific aims that every Ph.D. researcher must do to be able to graduate. These aims are an important part of the quality control of the Ph.D. program. More specifically, every Ph.D. researcher must:

  • Contribute with two publications at least or an equivalent in scientific results at an international scope (or its equivalent accomplishment).
  • Take part in a research seminar in the Ph.D. Program, it can be either in relation to their Ph.D. research or to a wider topic.
  • Take part actively (oral presentation or poster) at least in one international conference abroad.
  • Attend a series of evaluated seminars that are specifically organized to Ph.D. students.
  • Carry out a big deal of educative activities (like a minimum of 30 hours a year in the first or second cycle studies).
  • Give a report periodically on the advances of their Ph.D. projects.
    • First year: hand in the Ph.D. plan.
    • Second year: hand in a report on the progress.
    • Third year: hand in the final phase calendar (thesis report).


The training topics activities comprehend advanced courses, conferences, magazine associations and Ph.D. seminars. Our attention is being focused on the development of the academic, intellectual and technical abilities.

Ph.D. researchers are encouraged to attend the URV courses, external courses, seminars, international workshops, etc. for the purpose for broaden their abilities with relation to scientific and technical topics or any other relevant topic for their future work.

Six months before the deadline for defending the thesis, the applicant has to give proof of having realized her/his thesis at the Ph.D. Commission (CoD from now on). This commission will recommend improvements or will accept it.

Generic and transferable competencies exceed the specific topic of the Ph.D. and may be applied in a wider context, e.g. a professional career outside university.

Some examples of these abilities are:

  • Intellectual: conceptual thinking, analytic thinking, synthesis ability, process information, etc.
  • Relational: presentation, communication, networking, etc.
  • Self-management: planning and organization, independent work to confront stress, etc.

The learning process of these abilities may be implicit. E.g. when writing a research hypothesis and in the planning of the experiments several intellectual and self-management abilities might be acquired. On the other hand, one can also attend specific courses, seminars or workshops for formal training.

Research periods in centres abroad play the key role. That is why, an special emphasis is made on mobility support, for the supervisors, research group or the applicants themselves. Moreover, Ph.D. researchers may gain additional recognition through the European Certificate to the doctorate diploma (whenever the student stays longer than three months in an European Union country and obeying the specific conditions of the defence board).

The supervisor’s role consists on encouraging work and on supporting the students so they can take advantage of the opportunities they have to develop abilities and attend the most suitable courses. Moreover, the supervisor and the research groups have to provide with the proper tools and the suitable environment to the development of these abilities. At the same time, the CoD will promote the support activities necessary to obey the rules.