Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford. She holds academic degrees from Tbilisi State University (Georgia), Warwick University (UK), Harvard University (USA), and Cambridge University (UK). Her research on tertiary education focuses on the societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies. Her work has been inspired and supported by an accumulation of conceptual, empirical, and methodological resources that she has developed throughout her career in academia, policy-making, non-profit sector, and international development.

This book makes an important contribution not just to comparative and higher education, but also to the history of education and other social science fields.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford. She holds academic degrees from Tbilisi State University (Georgia), Warwick University (UK), Harvard University (USA), and Cambridge University (UK). Her research on tertiary education focuses on the societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies. Her work has been inspired and supported by an accumulation of conceptual, empirical, and methodological resources that she has developed throughout her career in academia, policy-making, non-profit sector, and international development.

This book makes an important contribution not just to comparative and higher education, but also to the history of education and other social science fields.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford. She holds academic degrees from Tbilisi State University (Georgia), Warwick University (UK), Harvard University (USA), and Cambridge University (UK). Her research on tertiary education focuses on the societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies. Her work has been inspired and supported by an accumulation of conceptual, empirical, and methodological resources that she has developed throughout her career in academia, policy-making, non-profit sector, and international development.

This book makes an important contribution not just to comparative and higher education, but also to the history of education and other social science fields.