Structural and Institutional Transformations in Doctoral Education
Social, Political and Student Expectations
Published on 31. March 2021
Book
Paperback/Softback
XXIX, 397 pages
978-3-030-38048-9 (ISBN)
Description
This book analyses the structural and institutional transformations undergone by doctoral education, and the extent to which these transformations are in line with social, political and doctoral candidates' expectations. Higher education has gone through profound changes driven by the massification and diversification of the student body, the rise of neoliberal policies coupled with the reduction in public funding and the emergence of the knowledge society and economy. As a result, higher education has been assigned new and more outward-looking missions, which have subsequently affected doctoral education. The editors and contributors examine these transformations and changes at the macro, meso and micro levels: wider and more structural changes as well as doctoral candidates' experience of the degree itself. This book will be of interest and value to scholars of doctoral education and the transformation of the university more widely.
More details
Series
Edition
2020 ed.
Language
English
Place of publication
Cham
Switzerland
Publishing group
Springer International Publishing
Target group
Professional and scholarly
Illustrations
8 s/w Abbildungen
XXIX, 397 p. 8 illus.
Dimensions
Height: 210 mm
Width: 148 mm
Thickness: 24 mm
Weight
550 gr
ISBN-13
978-3-030-38048-9 (9783030380489)
DOI
10.1007/978-3-030-38046-5
Schweitzer Classification
Other editions
Additional editions
Sónia Cardoso | Orlanda Tavares | Cristina Sin
Structural and Institutional Transformations in Doctoral Education
Social, Political and Student Expectations
Book
03/2020
Palgrave Macmillan
€160.49
Shipment within 7-9 days
Persons
Sónia Cardoso
is a researcher at the Agency for Assessment and Accreditation of Higher Education (A3ES) and at the Centre for Research in Higher Education Policies (CIPES), Portugal.
Orlanda Tavares is a researcher at the Agency for Assessment and Accreditation of Higher Education (A3ES) and at the Centre for Research in Higher Education Policies (CIPES), Portugal.
Cristina Sin is a researcher at the Agency for Assessment and Accreditation of Higher Education (A3ES) and at the Centre for Research in Higher Education Policies (CIPES), Portugal.
Teresa Carvalho is Associate Professor at the University of Aveiro, Portugal and a senior researcher at CIPES (Center for Research in Higher Education Policies), Portugal.
Orlanda Tavares is a researcher at the Agency for Assessment and Accreditation of Higher Education (A3ES) and at the Centre for Research in Higher Education Policies (CIPES), Portugal.
Cristina Sin is a researcher at the Agency for Assessment and Accreditation of Higher Education (A3ES) and at the Centre for Research in Higher Education Policies (CIPES), Portugal.
Teresa Carvalho is Associate Professor at the University of Aveiro, Portugal and a senior researcher at CIPES (Center for Research in Higher Education Policies), Portugal.
Content
Chapter 1. Introduction; Cristina Sin and Orlanda Tavares.- PART I. The macro level: Structural transformations in doctoral education.- Chapter 2. Rethinking doctoral education: University purposes, academic cultures, mental health and the public good; Rosemary Deem.- Chapter 3. Governmental innovation policies, globalisation and change in doctoral education worldwide: Are doctoral programmes converging? Trends and tensions; Maresi Nerad.- Chapter 4. Reforms of doctoral education in Europe and diversification of types; Barbara M. Kehm.- Chapter 5. Quality assurance of doctoral education: Current trends and future developments; Sónia Cardoso, Maria J. Rosa and Vera Miguéis.- PART II. The meso level: Institutional readjustments.- Chapter 6. From the medieval disputation to the graduate school; Alberto Amaral and Teresa Carvalho.- Chapter 7. How effective are doctoral schools? Organisational characteristics and related objectives; Lukas Baschung.- Chapter 8. Leadership and institutional change in doctoral education in a neoliberal policy context; Ruth Neumann.- PART III. The micro level: Career expectations and employability of doctoral candidates.- Chapter 9. Views on the usefulness of the PhD outside Academia: What do we know and need to know?; Lynn McAlpine.- Chapter 10. PhD students' self-perception of skills acquired during their PhD and plans for their postdoctoral careers: A joint analysis of doctoral students at three flagship universities in Asia; Hugo Horta.- Chapter 11. Diversifying the missions and expectations of doctoral education: Are we losing the distinctive 'added value' of the PhD?; Corina Balaban.- Chapter 12. Building bridges between industry and Academia: What is the profile of an industrial doctoral student?; Orlanda Tavares, Cristina Sin and Diana Soares.- Chapter 13. Conclusion: The transformations in doctoral education: A comprehensive and critical approach; Teresa Carvalho and Sónia Cardoso.