Structural and Institutional Transformations in Doctoral Education

Sónia Cardoso is a researcher at the Agency for Assessment and Accreditation of Higher Education (A3ES) and at the Centre for Research in Higher Education Policies (CIPES), Portugal. Orlanda Tavares is a researcher at the Agency for Assessment and Accreditation of Higher Education (A3ES) and at the Centre for Research in Higher Education Policies (CIPES), Portugal. Cristina Sin is a researcher at the Agency for Assessment and Accreditation of Higher Education (A3ES) and at the Centre for Research in Higher Education Policies (CIPES), Portugal. Teresa Carvalho is Associate Professor at the University of Aveiro, Portugal and a senior researcher at CIPES (Center for Research in Higher Education Policies), Portugal.

• Chapter 1. Introduction; Cristina Sin and Orlanda Tavares.- PART I. The macro level: Structural transformations in doctoral education.- Chapter 2. Rethinking doctoral education: University purposes, academic cultures, mental health and the public good; Rosemary Deem.- Chapter 3. Governmental innovation policies, globalisation and change in doctoral education worldwide: Are doctoral programmes converging? Trends and tensions; Maresi Nerad.- Chapter 4. Reforms of doctoral education in Europe and diversification of types; Barbara M. Kehm.- Chapter 5. Quality assurance of doctoral education: Current trends and future developments; Sónia Cardoso, Maria J. Rosa and Vera Miguéis.- PART II. The meso level: Institutional readjustments.- Chapter 6. From the medieval disputation to the graduate school; Alberto Amaral and Teresa Carvalho.- Chapter 7. How effective are doctoral schools? Organisational characteristics and related objectives; Lukas Baschung.- Chapter 8. Leadership and institutional change in doctoral education in a neoliberal policy context; Ruth Neumann.- PART III. The micro level: Career expectations and employability of doctoral candidates.- Chapter 9. Views on the usefulness of the PhD outside Academia: What do we know and need to know?; Lynn McAlpine.- Chapter 10. PhD students' self-perception of skills acquired during their PhD and plans for their postdoctoral careers: A joint analysis of doctoral students at three flagship universities in Asia; Hugo Horta.- Chapter 11. Diversifying the missions and expectations of doctoral education: Are we losing the distinctive 'added value' of the PhD?; Corina Balaban.- Chapter 12. Building bridges between industry and Academia: What is the profile of an industrial doctoral student?; Orlanda Tavares, Cristina Sin and Diana Soares.- Chapter 13. Conclusion: The transformations in doctoral education: A comprehensive and critical approach; Teresa Carvalho and Sónia Cardoso.