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There has been a decided shift towards desiring greater “relevance” in management education by serving the needs of management practice. The importance of a careful defi nition of “relevance” and the retention of a critical perspective needs to be asserted. In this respect, what Hugo Letiche and Geoff Lightfoot have done together, and written up in this book, is an outstanding example of a commitment to restore “relevance” via critical engagement to management pedagogy and practice. Their success is a clear demonstration of the practical relevance of imagination, commitment and scholarship. Prof Heather Hopfl (University of Essex).

Education. --- Education --- Social Sciences --- Education - General --- Theory & Practice of Education --- Doctor of philosophy degree. --- Doctoral students. --- PhD students --- Ph. D students --- Ph. D. degree --- PhD degree --- Philosophy, Doctor of --- Education, general. --- Graduate students --- Degrees, Academic --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Ph. D. students

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This book, the second in the projected three-volume Forces and Forms in Doctoral Education Worldwide series sponsored by the Center for Innovation in Graduate Education (CIRGE) at the University of Washington, invites readers to listen in as nearly thirty distinguished scholars and thought leaders confront urgent questions about doctoral education in a globalizing world: • How are research doctoral education and the research PhD degree evolving in different national contexts? • How do researchers in the early stage of their careers assess the value of doctoral education? • What are the challenges of using international demographic data from existing PhD programs to analyze trends in doctoral education? • What can happen when regional issues intersect with the need to evaluate doctoral education and ensure its quality? • Which quality-assurance model has been gaining favor in PhD education, and what challenges does it pose? • What accounts for conflict between national interests and international collaboration in doctoral education? • Is there empirical evidence of globalization’s impact on doctoral education and the labor market for PhD graduates? This follow-up to Toward a Global PhD? (University of Washington Press, 2008), the first volume in the series, includes case studies illustrating global trends in the structure, function, and quality frameworks of doctoral education, and it develops a conceptual framework linking globalization to trends in doctoral education while showing the particular history that has led to the convergence of a number of practices in one or more countries. .

Doctor of philosophy degree. --- Education and globalization. --- Universities and colleges -- Graduate work -- Evaluation. --- Education --- Social Sciences --- Education - General --- Theory & Practice of Education --- Universities and colleges --- Graduate work --- Evaluation. --- Globalization and education --- Colleges --- Degree-granting institutions --- Higher education institutions --- Higher education providers --- Institutions of higher education --- Postsecondary institutions --- Ph. D. degree --- PhD degree --- Philosophy, Doctor of --- Education. --- Education, general. --- Globalization --- Public institutions --- Schools --- Education, Higher --- Degrees, Academic --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Teaching --- Training