TY - BOOK ID - 64908639 TI - Structural and Institutional Transformations in Doctoral Education : Social, Political and Student Expectations AU - Cardoso, Sónia. AU - Tavares, Orlanda. AU - Sin, Cristina. AU - Carvalho, Teresa. PY - 2020 SN - 3030380467 3030380459 PB - Cham : Springer International Publishing : Imprint: Palgrave Macmillan, DB - UniCat KW - Transformative learning. KW - Perspective transformation KW - Transformations (Adult learning) KW - Transformative education KW - Learning KW - Critical pedagogy KW - Educational policy. KW - Education and state. KW - Higher education. KW - School management and organization. KW - School administration. KW - Education—Research. KW - Educational Policy and Politics. KW - Higher Education. KW - Administration, Organization and Leadership. KW - Research Methods in Education. KW - Administration, Educational KW - Educational administration KW - Inspection of schools KW - Operation policies, School KW - Policies, School operation KW - School administration KW - School inspection KW - School operation policies KW - School organization KW - Schools KW - Education KW - Management KW - Organization KW - College students KW - Higher education KW - Postsecondary education KW - Universities and colleges KW - Education policy KW - Educational policy KW - State and education KW - Social policy KW - Endowment of research KW - Inspection KW - Management and organization KW - Government policy UR - https://www.unicat.be/uniCat?func=search&query=sysid:64908639 AB - 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. ER -