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Book Reviews

Jessica Belue Buckley and Søren S. E. Bengtsen

) (2020), Structural and Institutional Transformations in Doctoral Education: Social, Political and Student Expectations . Cham, Switzerland: Palgrave Macmillan, 410pp., ISBN: 978-3-030-38045-8 The edited volume provides to the literature a rare and

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Introduction

Mobility in doctoral education – and beyond

Corina Balaban and Susan Wright

This special issue emerged as a result of Universities in the Knowledge Economy (UNIKE), a four-year collaborative research project and training programme for early-stage researchers that investigated the dynamic relationships between universities and knowledge economies in Europe and in the Asia-Pacific Rim. The project was funded by the Seventh Framework Programme of the European Commission (EC) and included researchers based at six different universities in five European countries. Mobility was not only a widespread research interest within the UNIKE academic community but also a reality of the project, which was in itself a practical example of mobility in doctoral education, as envisaged by the European Commission. Many questions emerged as to how mobility became so central to the European Union’s policies for higher education, but also as to how the portrayal of mobility on a policy level compared to the actual lived experiences of mobile students and researchers. ‘Mobility’ can refer to many different things: geographical mobility, social mobility, cross-sectoral mobility or intellectual mobility (interdisciplinarity). The academic literature mostly treats them separately, with clusters of studies around each concept. In contrast, this special issue sets out to investigate these different types of mobility collectively, with authors covering several parts or the whole spectrum of mobilities. We believe it is valuable to discuss these four different aspects of mobility together for two reasons. First, they are often mentioned together in higher education policy as ‘desirable’ characteristics of a given education programme. Second, the ideal profile of the new, flexible knowledge worker supposedly combines all these aspects of mobility in one persona. The policy literature produced by influential stakeholders in higher education such as the European Commission and the OECD focuses on how to encourage, foster and support different kinds of mobility, working on the assumption that mobility is inherently good and will benefit countries, higher education systems and individuals. Much of the academic literature has adopted a similar approach, focusing on ways to enable mobility rather than challenge it.

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Editorial

Penny Welch and Susan Wright

sustainability in higher education and doctoral education. Our thanks go to the authors of the articles and reviews, the anonymous referees who commented on the manuscripts, the Editorial Board and everyone at Berghahn Journals. This is the third issue that has

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A novel perspective on doctoral supervision

Interaction of time, academic work, institutional policies, and lifecourse

Søren Smedegaard Bengtsen and Lynn McAlpine

individual supervision and other academic work as well as life more generally. Nested contexts Drawing on a review of doctoral education, Lynn McAlpine and Judith Norton (2006) generated a model of nested contexts to characterise the interaction between

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Dismantling the father's house?

Women as doctoral supervisors

Barbara M. Grant

to supervision driven by ascendant managerialism ( Green and Usher 2003 ), academic women as supervisors (advisors) and student practitioners and critical scholars of doctoral education have sought to transform the father's house into something

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Part 4: Universities in the Knowledge Economy

Pavel Zgaga, Corina Balaban, Miguel Antonio Lim, Janja Komljenovic, Amélia Veiga, António M. Magalhães, and Jakob Williams Ørberg

strategies for doctoral education. In the wake of the creation of the European Higher Education Area, in which I myself was involved, these efforts culminated in what became known as the Salzburg Principles ( European University Association 2005 ). What

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Multidisciplinary peer-mentoring groups facilitating change?

A critical educational praxis perspective

Melina Aarnikoivu, Matti Pennanen, Johanna Kiili, and Terhi Nokkala

doctoral supervision. As David Boud and Alison Lee (2005) assert, however, this is not sufficient: to respond to the numerous policy pressures on doctoral education, a new discourse and focus on pedagogy is needed. For this, Boud and Lee have suggested the

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Peripheries within the higher education centres

Internationalisation experiences in Finland and UK

Sonja Trifuljesko and On Hee Choi

candidates felt anxiety about their status was because yet another reconstruction of doctoral education was underway, attempting to make it more compatible with the ‘global knowledge economy’ principles ( Trifuljesko 2021 ). The April forum of doctoral