Modern Challenges: The Socio-Political Issues of Introducing Professional and Practice in Doctoral Education in the Emerging Economy of Georgia

Autor/inn/en	Cherkezishvili, David; Sanikidze, Tamar; Gibbs, Paul
Titel	Modern Challenges: The Socio-Political Issues of Introducing Professional and Practice in Doctoral Education in the Emerging Economy of Georgia
Quelle	In: Quality in Higher Education, 26 (2020) 1, S.98-113 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1353-8322
DOI	10.1080/13538322.2020.1728834
Schlagwörter	Doctoral Programs; Knowledge Economy; Doctoral Degrees; Universities; Social Capital; Barriers; Governance; Administrative Organization; Foreign Countries; Political Issues; Professional Education; Program Development; Educational Change; Higher Education; Educational Quality; Quality Assurance; Trust (Psychology); Power Structure; Innovation; Economic Development; Georgia Republic + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Doctoral degree; Doktorgrad; University; Universität; Sozialkapital; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Ausland; Politischer Faktor; Berufsausbildung; Programmplanung; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Quality of education; Bildungsqualität; Qualitätssicherung; Wirtschaftsentwicklung
Abstract	The development of applied-practice or professional doctorates has implications for the roles of not only academics and students but also the commercial drivers in the knowledge economy. The changes suggest that it is in the common good for developing economies, as well as benefiting both private economic and social capital. Universities worldwide are now offering doctoral degrees that relate more closely to the field of practice. The changing role of doctorates reflects the aim of universities to become more relevant, both economically and socially, yet this may not be in line with the objectives of the state. A principal-agent theory is used as the lens to explore the challenges faced in developing practice-based doctorates in Georgia, where governance is currently externalised and centralised and where the only doctorates recognised are academic. This form of external control may contribute to delay in adopting professional doctorates and any changes may challenge the entire system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01