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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.

Transformative learning. --- Perspective transformation --- Transformations (Adult learning) --- Transformative education --- Learning --- Critical pedagogy --- Educational policy. --- Education and state. --- Higher education. --- School management and organization. --- School administration. --- Education—Research. --- Educational Policy and Politics. --- Higher Education. --- Administration, Organization and Leadership. --- Research Methods in Education. --- Administration, Educational --- Educational administration --- Inspection of schools --- Operation policies, School --- Policies, School operation --- School administration --- School inspection --- School operation policies --- School organization --- Schools --- Education --- Management --- Organization --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Inspection --- Management and organization --- Government policy --- Education, Higher.

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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

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Known as either ˜soft' or ˜hard' ˜managerialism', ˜new managerialism' or ˜new public management', this new narrative has, irrespective of moniker, permeated the institutions of higher education almost everywhere. Taking this as its context, this volume is founded on a comprehensive international comparative analysis of the evolving role of middle-level academic managers deans, heads of department and their equivalents. The chapters address key questions that will determine the future of academe: have the imperatives of management theory caused a realignment of the values and expectations of middle-level academic managers? In what way do the new expectations placed on this group shape the academic profession as a whole? And, whose interests do middle-level academic managers represent? Based on material presented at one of the high-level Douro Seminars on research into tertiary education, this volume systematically combines theoretical views with empirical analysis. It argues that ˜managerialist' pressure has resulted in changes in the way academic performance is measured. There has been a shift in criteria away from research reputation, teaching and scholarship to the measurement of performance based upon management capacities. This has given middle-level academic managers a pivotal role halfway between the predilections of high-level decision makers and the maintenance of academic values and control. The enhanced expectations and more defined functions of middle-level academic managers are in clear contrast to earlier times, when the position was considered a public-spirited rite of passage for career-minded academics. Despite this, the contributors to this book believe that the middle-level managers in the ten countries examined are neither corporate lackeys nor champions of academe. It is becoming increasingly clear that the ability of organisations to achieve their aims is largely dependent on the skill and dedication of middle managers. Past studies of organisational dynamics have been preoccupied with the executive level of management. This text, which will be of great interest to researchers and policy makers alike, attempts to redress the balance.

Education. --- Higher Education. --- Administration, Organization and Leadership. --- Education, Higher. --- Education --- Enseignement supérieur --- #SBIB:316.334.1O225 --- #SBIB:316.334.1O250 --- Organisatie van het onderwijs: doelmatigheid, effectiviteit, efficiëntie --- Onderwijs: rol en opleiding van het personeel: algemeen --- Middle managers --- Universities and colleges --- Colleges --- Degree-granting institutions --- Higher education institutions --- Higher education providers --- Institutions of higher education --- Postsecondary institutions --- Middle-level managers --- Middle management --- Administration --- Public institutions --- Schools --- Education, Higher --- Executives

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Geography --- anno 1400-1499 --- anno 1500-1599

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Sociology of education --- Teaching