Most European countries are today highly interested in the quality of doctoral education. Undoubtedly, the Bologna Process has also given impetus to a reassessment of national doctoral education systems. There is a need to find comparable indicators measuring the efficiency and quality of doctoral education systems and educational practices alike. At the centre of the doctoral education agenda are not only national research funding systems, research training and doctoral programmes but also issues involving international collaboration and mobility (Enders and de Weert 2004; Tomusk 2006).
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Academy of Finland. (2002). International strategy. (Publications of the Academy of Finland 6/02). Helsinki: Academy of Finland.
Aittola, H. (2001). Academic life and the pressure of massification. In Välimaa J. (ed.) Finnish higher education in transition. Perspectives on massification and globalisation. University of Jyväskylä: Institute for Educational Research, pp. 111–138.
Bartlett, A. and Mercer, G. (eds.). (2001). Postgraduate research supervision. Transforming Relations. New York: Peter Lang.
Becher, T. and Trowler, P.R. (2001). Academic tribes and territories (2nd edn.). Buckingham: Society for Research into Higher Education & Open University Press.
Dill, D.D., Mitra, S.K., Jensen, H.S., Lehtinen, E., Mäkelä, T., Parpala, A., Pohjola, H., Ritter, M.A., and Saari, S. (2006). PhD training and the knowledge-based society. An evaluation of doctoral education in Finland. Tampere: Finnish Higher Education Evaluation Council.
Dill, D.D. and Soo, M. (2005). Academic quality, league tables, and public policy: A cross-national analysis of university ranking systems. Higher Education, 49(4), 495–533.
Enders, J. and de Weert, E. (eds.). (2004). The international attractiveness of the academic workplace in Europe. (Materialen und Dokumente HochschuleH und Forschung). Frankfurt am Main: Gewerkschaft Erziehung und Wissenschaft.
Hakala, J. (2005). Nuoret tutkijat akateemisissa tutkimusyhteisöissä [Young researchers in academic research communities]. In Aittola H. and Ylijoki O.-H. (eds.) Tulosohjattua autonomiaa. Akateemisen työn muuttuvat käytännöt [Performance-conducted autonomy. The changing practices of academic work.]. Helsinki: Gaudeamus, pp. 109–129.
Henkel, M. (2000). Academic identities and policy change in higher education (Higher Education Policy Series 46). London: Jessica Kingsley.
Husu, L. (2001). Sexism, support and survival in academia. Academic women and hidden discrimination (Social Psychological Studies 6). Helsinki: University of Helsinki.
KOTA database. Available online at http://www.csc.fi/kota/kota.html.
McAlpine, L. and Norton, J. (2006). Reframing our approach to doctoral programs: An integrative framework for action and research. Higher Education Research & Development, 25(1), 3–17.
Morley, L., Leonard, D., and David, M. (2002). Variations in vivas: Quality and equality in British PhD assessment. Studies in Higher Education, 27(2), 263–273.
Mullins, G., and Kiley, M. (2002). It’s a PhD, not a Nobel Prize: How experienced examiners assess research theses. Studies in Higher Education, 27(4), 369–386.
Määttä, P. (2001). Doctoral studies in the 1990s: From elite to mass training. In Välimaa, J. (ed.) Finnish higher education in transition. Perspectives on massification and globalisation. University of Jyväskylä: Institute for Educational Research, pp. 139–155.
Oksanen, T., Lehvo, A., and Nuutinen, A. (eds.). (2003). Suomen tieteen tila ja taso. Katsaus tutkimustoimintaan ja tutkimuksen vaikutuksiin 2000-luvun alussa [The state and standard of Finnish science. A review on research activity and effects of research at the beginning of the 21 Century.] (Publications of the Academy of Finland 9/03). Helsinki: Academy of Finland.
Polanyi, M. (1998). Personal knowledge: Towards a post-critical philosophy by Michael Polanyi (Corr. ed., repr.). London: Routledge.
Research.fi. Finnish science and technology information service.
Simeone, A. (1987). Academic women. Working towards equality. South Hadley: Bergin & Garvey.
Tomusk, V. (ed.). (2006). Creating the European area of higher education. Voices from the periphery (Higher Education Dynamics 12). Dordrecht: Springer.
Välimaa, J. (2001). A historical introduction to Finnish higher education. In Välimaa J. (ed.) Finnish higher education in transition. Perspectives on massification and globalisation. University of Jyväskylä: Institute for Educational Research, pp. 13–53.
Wallgren, L. (2003). Skilda världar. Företagsdoktoranders upplevelser av forskarutbildning [Separate worlds. Perceptions of researcher education among doctoral students in enterprises]. Linköpings universitet: Institutionen för beteendevetenskap.
Welle-Strand, A. (2000). Knowledge production, service and quality: Higher education tensions in Norway. Quality in Higher Education, 6(3), 219–230.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2008 Springer
About this chapter
Cite this chapter
Aittola, H. (2008). Doctoral Education and Doctoral Theses — Changing Assessment Practices. In: Välimaa, J., Ylijoki, OH. (eds) Cultural Perspectives on Higher Education. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-6604-7_11
Download citation
DOI: https://doi.org/10.1007/978-1-4020-6604-7_11
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-6603-0
Online ISBN: 978-1-4020-6604-7
eBook Packages: Humanities, Social Sciences and LawSocial Sciences (R0)