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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

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

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In this book we aim to discuss and reflect on how HEIs are coping with the demands placed on them and how the various dimensions of change are intertwined. In particular, we aim to discuss the following questions: How do governance regimes steer higher education institutions? This part of the book focuses its attention on how higher education and research institutions operate under different governance regimes at international, regional and national levels, and how that context shapes governance and management arrangements at institutional level. How are institutions managing their quality and performance? This part deals with the systems institutions are developing to manage their quality and their wider performance to cope with the internal and external forces pressing them to constantly improve their levels of quality and wider performance in teaching, research and third mission. How are higher education professionals responding to the transformations? This part is devoted to investigate the ways academic and non-academic professionals working in higher education and research institutions respond to the transformations occurring in their organisations, and changes in practices and functions performed by those working in higher education. It also explores the implication of higher education transformations on students.

Teaching --- onderwijs --- opvoeding