Issues in Higher Education

Issues in Higher Education Series Editors Guy Neave Saint-Germain-en-Laye, France António M. Magalhães Faculty of Psychology and Education Sciences University of Porto Porto, Portugal Issues in Higher Education is resolutely committed to advancing the comparative dimension in the study of higher education, actively encouraging original scholarship building on and out from the international and comparative perspectives. Particular preference will be given to studies of a given topic compared across a minimum of two national higher education systems. More information about this series at http://www.palgrave.com/gp/series/14836 Sónia Cardoso Orlanda Tavares • Cristina Sin Teresa Carvalho Editors Structural and Institutional Transformations in Doctoral Education Social, Political and Student Expectations Editors Sónia Cardoso Orlanda Tavares Agency for Assessment and Accreditation Agency for Assessment and Accreditation of Higher Education (A3ES) of Higher Education (A3ES) Lisbon, Portugal Lisbon, Portugal Centre for Research in Higher Education Centre for Research in Higher Education Policies (CIPES), Matosinhos, Portugal Policies (CIPES) Matosinhos, Portugal Cristina Sin Agency for Assessment and Accreditation Teresa Carvalho of Higher Education (A3ES) Department of Social, Political and Lisbon, Portugal Territorial Sciences, University of Aveiro Aveiro, Portugal Centre for Research in Higher Education Policies (CIPES), Matosinhos, Portugal Centre for Research in Higher Education Policies (CIPES) Matosinhos, Portugal Issues in Higher Education ISBN 978-3-030-38045-8 ISBN 978-3-030-38046-5 (eBook) https://doi.org/10.1007/978-3-030-38046-5 © The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerland AG 2020 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Cover illustration: © Maram_shutterstock.com This Palgrave Macmillan imprint is published by the registered company Springer Nature Switzerland AG. The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland Acknowledgements This work has been funded under the project PTDC/CED-EDG/ 29726/2017, awarded by the Foundation for Science and Technology (FCT) in Portugal. v Praise for Structural and Institutional Transformations in Doctoral Education “Despite tremendous national differences in doctoral education, there seem to be common, simultaneous, international pressures for both the expansion of Ph.D. graduates, and the re-visioning of the degree itself. The essays in this thoughtful collection raise a broad range of insightful issues and critical perspectives on both the shifting role of the doctorate, and the need for, and possibili- ties, of, reform.” —Glen A. Jones, Professor of Higher Education and Dean, Ontario Institute for Studies in Education, University of Toronto, Canada Contents Introduction 1 Cristina Sin and Orlanda Tavares Part I The Macro Level: Structural Transformations in Doctoral Education 11 Rethinking Doctoral Education: University Purposes, Academic Cultures, Mental Health and the Public Good 13 Rosemary Deem Governmental Innovation Policies, Globalisation, and Change in Doctoral Education Worldwide: Are Doctoral Programmes Converging? Trends and Tensions 43 Maresi Nerad Reforms of Doctoral Education in Europe and Diversification of Types 85 Barbara M. Kehm ix x Contents Quality Assurance of Doctoral Education: Current Trends and Future Developments 105 Sónia Cardoso, Maria J. Rosa, and Vera Miguéis Part II The Meso Level: Institutional Readjustments 141 From the Medieval Disputation to the Graduate School 143 Alberto Amaral and Teresa Carvalho How Effective Are Doctoral Schools? Organisational Characteristics and Related Objectives 175 Lukas Baschung Leadership and Institutional Change in Doctoral Education in a Neoliberal Policy Context 203 Ruth Neumann Part III The Micro Level: Career Expectations and Employability of Doctoral Candidates 239 Views on the Usefulness of the PhD Outside Academia: What Do We Know and Need to Know? 241 Lynn McAlpine 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 275 Hugo Horta Diversifying the Missions and Expectations of Doctoral Education: Are We Losing the Distinctive ‘Added Value’ of the PhD? 325 Corina Balaban Contents xi Building Bridges Between Industry and Academia: What Is the Profile of an Industrial Doctorate Student? 347 Orlanda Tavares, Cristina Sin, and Diana Soares Conclusion: The Transformations in Doctoral Education—A Comprehensive and Critical Approach 375 Teresa Carvalho and Sónia Cardoso Index 391 Notes on Contributors Alberto Amaral is a professor at the University of Porto, Portugal, and a researcher at Centre for Research in Higher Education Policies (CIPES). He was the rector of the University of Porto from 1985 to 1998 and former chair of Consortium of Higher Education Researchers (CHER). He is life-member of International Association of University Presidents (IAUP) and former member of the Board of Programme on Institutional Management in Higher Education/Organisation for Economic Co-operation and Development (IMHE/OECD). He is the chair of the administration council of the Portuguese Agency for Assessment and Accreditation of Higher Education (A3ES). Corina Balaban is a research associate at the Manchester Institute of Innovation Research, The University of Manchester, UK. She has a back- ground in Education Studies and wrote her PhD thesis on models of doctoral education in the EU and the US. Her doctorate was part of the Marie Curie project Universities in the Knowledge Economy (UNIKE), a four-year collaborative research initiative exploring the dynamic rela- tionships between universities and knowledge economies in Europe and the Asia-Pacific Rim. Lukas Baschung is Professor of Public Management and Dean of the Bachelor programme of Business Administration at the University of Applied Sciences Western Switzerland/Haute école de gestion Arc, Switzerland. His xiii xiv Notes on Contributors PhD thesis focused on doctoral education’s reform in Switzerland and Norway with an analytical approach in the field of public management. From 2010 to 2016, he worked for the government of the canton of Vaud, within the Board of Higher Education, lastly as operational director. Sónia Cardoso is a researcher at Agency for Assessment and Accreditation (A3ES) and CIPES. Her main research interests are higher education policies; quality assurance; students and academics, especially their rela- tion with quality assurance; doctoral education; internationalisation; and graduates’ competences and employability. Her published work has appeared in higher education journals, and she has recently co-edited a book: European Higher Education and the Internal Market: Tensions Between European Policy and National Sovereignty (2018). Teresa Carvalho is an associate professor at the University of Aveiro, Portugal, and a senior researcher at CIPES. Her main research interests are higher education policies and the professionals’ roles in formulating and implementing public policies. Her published work has appeared in higher education journals. She has recently co-edited Global Challenges, National Initiatives, and Institutional Responses: The transformation of Higher Education (2016); and Professionalism, Managerialism and Reform in Higher Education and the Health Services: The European Welfare State and the Rise of the Knowledge Society (2015). Rosemary Deem is a sociologist, Doctoral School Director, and Professor of Higher Education Management at Royal Holloway, University of London (UoL), Egham, UK. She has been a fellow at the UK Academy of Social Sciences since 2006. She has been the co-editor of Higher Education (Springer) since 2013. She was appointed Officer of the Order of the British Empire (OBE) for services to HE and social sciences in 2013. She is a member at the Peer Review College, European Science Foundation; and co-convenor at the Higher Education Network, European Educational Research Association. She has been chair at the UK Council for Graduate Education from 2015 to 2018. Her research interests include doctoral education, inequalities in HE, academic work, HE leadership, governance, management, and HE policy. Notes on

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