By Dorothea Jansen, Insa Pruisken
This publication analyses and describes the consequences of the reforms of the ecu technological know-how structures on study. Taking the multilevel governance of the technology method into consideration, the authors describe the results of the reforms on diverse facets: study collaborations and study traces, PhD schooling, functionality profiles, learn investment and criminal features. the 1st a part of the publication bargains with “PhD schooling” from an monetary point of view. How winning are learn education teams and is heterogeneity particularly an element of luck? what sort of PhD schooling results in luck? the second one half specializes in the interactions of governance and examine. How do alterations on the nationwide and organisational point impression study cooperation, examine traces and examine functionality? The 3rd half displays the Europeanisation and Internationalisation of study and examine investment. To what volume are study collaborations changing into foreign? How is the function of eu investment corporations changing?
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Additional info for The Changing Governance of Higher Education and Research: Multilevel Perspectives
Sample text
Studying the time to the doctorate therefore needs to take both kinds of factors into account: the individual characteristics as well as conditions of training. For Germany, the time to the doctorate has not yet been analysed very intensively; despite a strong interest in the topic only a few studies exist (Hauss et al. 2010). Among these studies the work of Bornmann and Enders (2002) has analysed the time to the doctorate most intensively. The authors test five assumptions on the different factors influencing the time to the doctorate (Bornmann and Enders 2002: 62–63).
Cambridge: Cambridge University Press. C. (1999). Cultural diversity and work group effectiveness: An experimental study. Journal of Cross-Cultural Psychology, 30(2), 242–263. W. (1996). Effect of cultural diversity in work groups. A. B. ), Research in the sociology of organizations (Vol. 1–33). London: JAI Press. C. (1975). Social comparison and social identity: Some comparisons for intergroup behavior. European Journal of Social Psychology, 5(1), 5–34. C. (1987). Rediscovering the social group: A social categorization theory.
In some respect these determinants can be regarded as the input to doctoral education as they mostly refer to the competencies and resources doctoral students bring with them. In the recent literature on the time to the doctorate individual characteristics refer to a broad set of different attributes of an actor: variables reflecting on the sociodemographic as well as on the sociobiographic background of the doctoral student. Besides these two aspects, our model will consider the past educational performance of the doctoral students before they started their doctoral study.