National Policy Responses to European Institutional Pressures on Doctoral Education: The Case of Flanders and Portugal

Autor/inn/en	Van Deynze, Freek; Santos, Patrícia
Titel	National Policy Responses to European Institutional Pressures on Doctoral Education: The Case of Flanders and Portugal
Quelle	In: European Journal of Higher Education, 10 (2020) 4, S.347-362 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Van Deynze, Freek)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-8235
DOI	10.1080/21568235.2020.1756368
Schlagwörter	Doctoral Programs; Knowledge Economy; Doctoral Degrees; Educational Policy; Public Policy; Policy Analysis; Preferences; Models; Comparative Education; Foreign Countries; Employment Potential; International Cooperation; Educational Cooperation; Europe; Portugal; Belgium + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Doctoral degree; Doktorgrad; Politics of education; Bildungspolitik; Öffentliche Ordnung; Politikfeldanalyse; Analogiemodell; Vergleichende Erziehungswissenschaft; Ausland; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Internationale Kooperation; Internationale Zusammenarbeit; Education; cooperation; Kooperation; Europa; Belgien
Abstract	During the past two decades, a shared set of norms and ideas on doctoral education and its purposes has emerged. As the EU strives to transform itself into a knowledge society, countries are expected to have more doctorate holders and orient doctoral education towards the non-academic labour market. However, the interaction between the changes on the European and the national level has not been explicitly conceptualized. This study aims to do that, discussing the different ways in which national policy actors have engaged with this European model in doctoral education. By channelling, buffering and filtering these institutional pressures, they navigate the relationship between the European model, their own preferences and the domestic situation. Using document analysis, we address the cases of Flanders and Portugal, two higher education systems which follow this European model, but also note significant differences owing to their institutional legacies and domestic context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01