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Structural and Institutional Transformations in Doctoral Education

Social, Political and Student Expectations

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  • © 2020

Overview

Editors:
  1. Sónia Cardoso

    1. Agency for Assessment and Accreditation of Higher Education (A3ES), Lisbon, Portugal
      Centre for Research in Higher Education Policies (CIPES), Matosinhos, Portugal

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  2. Orlanda Tavares

    1. Agency for Assessment and Accreditation of Higher Education (A3ES), Lisbon, Portugal
      Centre for Research in Higher Education Policies (CIPES), Matosinhos, Portugal

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  3. Cristina Sin

    1. Agency for Assessment and Accreditation of Higher Education (A3ES), Lisbon, Portugal
      Centre for Research in Higher Education Policies (CIPES), Matosinhos, Portugal

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  4. Teresa Carvalho

    1. Centre for Research in Higher Education Policies (CIPES), Matosinhos, Portugal
      Department of Social, Political and Territorial Sciences, University of Aveiro, Aveiro, Portugal

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  • Examines the transformations undergone by doctoral education in light of profound changes to higher education itself
  • Analyses these changes at the macro, meso and micro levels
  • Explores how these changes are in line with expectations of doctoral candidates, and their experiences of the degree

Part of the book series: Issues in Higher Education (IHIGHER)

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Table of contents (13 chapters)

  1. Front Matter

    Pages i-xxix
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  2. Introduction

    • Cristina Sin, Orlanda Tavares
    Pages 1-10

  4. The Meso Level: Institutional Readjustments

    1. Front Matter

      Pages 141-141
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    2. From the Medieval Disputation to the Graduate School

      • Alberto Amaral, Teresa Carvalho
      Pages 143-173

    3. How Effective Are Doctoral Schools? Organisational Characteristics and Related Objectives

      • Lukas Baschung
      Pages 175-202

    4. Leadership and Institutional Change in Doctoral Education in a Neoliberal Policy Context

      • Ruth Neumann
      Pages 203-237

  5. The Micro Level: Career Expectations and Employability of Doctoral Candidates

    1. Front Matter

      Pages 239-239
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    2. Views on the Usefulness of the PhD Outside Academia: What Do We Know and Need to Know?

      • Lynn McAlpine
      Pages 241-274

    3. 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
      Pages 275-323

    4. Diversifying the Missions and Expectations of Doctoral Education: Are We Losing the Distinctive ‘Added Value’ of the PhD?

      • Corina Balaban
      Pages 325-345

    5. Building Bridges Between Industry and Academia: What Is the Profile of an Industrial Doctorate Student?

      • Orlanda Tavares, Cristina Sin, Diana Soares
      Pages 347-373

    6. Conclusion: The Transformations in Doctoral Education—A Comprehensive and Critical Approach

      • Teresa Carvalho, Sónia Cardoso
      Pages 375-389

  6. Back Matter

    Pages 391-397
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Keywords

About this book

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.

Editors and Affiliations

  • Agency for Assessment and Accreditation of Higher Education (A3ES), Lisbon, Portugal

    Sónia Cardoso, Orlanda Tavares, Cristina Sin

  • Centre for Research in Higher Education Policies (CIPES), Matosinhos, Portugal

    Sónia Cardoso, Orlanda Tavares, Cristina Sin, Teresa Carvalho

  • Department of Social, Political and Territorial Sciences, University of Aveiro, Aveiro, Portugal

    Teresa Carvalho

About the editors

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.




Bibliographic Information

  • Book Title: Structural and Institutional Transformations in Doctoral Education

  • Book Subtitle: Social, Political and Student Expectations

  • Editors: Sónia Cardoso, Orlanda Tavares, Cristina Sin, Teresa Carvalho

  • Series Title: Issues in Higher Education

  • DOI: https://doi.org/10.1007/978-3-030-38046-5

  • Publisher: Palgrave Macmillan Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2020

  • Hardcover ISBN: 978-3-030-38045-8Published: 31 March 2020

  • Softcover ISBN: 978-3-030-38048-9Published: 31 March 2021

  • eBook ISBN: 978-3-030-38046-5Published: 30 March 2020

  • Series ISSN: 2946-319X

  • Series E-ISSN: 2946-3203

  • Edition Number: 1

  • Number of Pages: XXIX, 397

  • Number of Illustrations: 8 b/w illustrations

  • Topics: Educational Policy and Politics, Higher Education, Administration, Organization and Leadership, Research Methods in Education

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