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How Effective Are Doctoral Schools? Organisational Characteristics and Related Objectives

Part of the Issues in Higher Education book series (IHIGHER)

Abstract

Since about two decades, new organisational units called ‘Doctoral schools’ suggest activities to doctoral students, like further education, multiple supervision or career promotion, in addition to the traditional apprenticeship model. A large variety of organisational forms has been established. Based on public management literature and data dealing with Swiss higher education, the present chapter examines doctoral schools’ effectiveness by paying attention to their objectives and organisational structure. Results show that exogenous factors, like the form of the network collaboration, type of inception and developmental stage, indeed have a certain impact on the doctoral schools’ effectiveness. However, it also seems possible to compensate exogenous factors, which a priori do not represent the best preconditions for effectiveness, by endogenous factors like resource availability and common purposes.

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Notes

  1. 1.

    CUSO includes all traditional universities of the French-speaking part of Switzerland.

  2. 2.

    (www.bfs.admin.ch).

  3. 3.

    Journal of Finance, Journal of Financial Economics, Review of Financial Studies, Journal of Financial and Quantitative Analysis.

  4. 4.

    Source: http://apps.wpcarey.asu.edu/fin-rankings/rankings/results.cfm, consulted end of July 2018.

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Baschung, L. (2020). How Effective Are Doctoral Schools? Organisational Characteristics and Related Objectives. In: Cardoso, S., Tavares, O., Sin, C., Carvalho, T. (eds) Structural and Institutional Transformations in Doctoral Education. Issues in Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-38046-5_7

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  • DOI: https://doi.org/10.1007/978-3-030-38046-5_7

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  • Publisher Name: Palgrave Macmillan, Cham

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