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Issues in Higher Education Series Editor: Guy Neave, CIPES, Portugal This book presents a critical analysis of the implementation of the Bologna Process, its achievements and consequences, as well as its failures and lack of convergence problems. Over the last decade the implementation of the Bologna Process, an ambitious reform of European higher education systems, has attracted attention from politicians, academics, students and scholars in higher education policy. Taking Portugal as a case study, the book includes an analysis of the perceptions and the practices, formed at the institutional level in respect of the key objectives laid down at the European level, namely employability, mobility and attractiveness. Cristina Sin is a research fellow at the Centre for Research in Higher Education Policies (CIPES), Portugal. Previously, she worked at Lancaster University, UK, as a Research Associate and at the Higher Education Academy, UK with educational projects aimed at improving higher education learning and teaching. Amélia Veiga is a researcher at the Agency for Assessment and Accreditation of Higher Education (A3ES), Portugal and at the Centre for Research in Higher Education Policies (CIPES), Portugal. Alberto Amaral is a professor at the University of Porto, Portugal and a researcher at the Centre for Research in Higher Education Policies (CIPES), Portugal. He is life-member of IAUP and member of the Board of IMHE/OECD. At present he is the chair of the administration council of the Portuguese Assessment and Accreditation Agency for Higher Education. .

Social sciences (general) --- Sociology of education --- Didactic evaluation --- Teaching --- Higher education --- Educational sciences --- HO (hoger onderwijs) --- vergelijkende pedagogiek --- assessments (onderwijs) --- evaluatie (onderwijs) --- onderwijs --- sociale wetenschappen --- opvoeding --- onderwijsonderzoek

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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.

Sociology of education --- Research on teaching --- School management --- Higher education --- Educational sciences --- HO (hoger onderwijs) --- onderwijspolitiek --- onderwijs --- onderwijsonderzoek