Suchergebnisse

Chapter 1. Introduction; Cristina Sin and Orlanda Tavares -- PART I. The macro level: Structural transformations in doctoral education -- Chapter 2. Rethinking doctoral education: University purposes, academic cultures, mental health and the public good; Rosemary Deem -- Chapter 3. Governmental innovation policies, globalisation and change in doctoral education worldwide: Are doctoral programmes converging? Trends and tensions; Maresi Nerad -- Chapter 4. Reforms of doctoral education in Europe and diversification of types; Barbara M. Kehm -- Chapter 5. Quality assurance of doctoral education: Current trends and future developments; Sónia Cardoso, Maria J. Rosa and Vera Miguéis -- PART II. The meso level: Institutional readjustments -- Chapter 6. From the medieval disputation to the graduate school; Alberto Amaral and Teresa Carvalho -- Chapter 7. How effective are doctoral schools? Organisational characteristics and related objectives; Lukas Baschung -- Chapter 8. Leadership and institutional change in doctoral education in a neoliberal policy context; Ruth Neumann -- PART III. The micro level: Career expectations and employability of doctoral candidates -- Chapter 9. Views on the usefulness of the PhD outside Academia: What do we know and need to know?; Lynn McAlpine -- Chapter 10. PhD students' self-perception of skills acquired during their PhD and plans for their postdoctoral careers: A joint analysis of doctoral students at three flagship universities in Asia; Hugo Horta -- Chapter 11. Diversifying the missions and expectations of doctoral education: Are we losing the distinctive 'added value' of the PhD?; Corina Balaban -- Chapter 12. Building bridges between industry and Academia: What is the profile of an industrial doctoral student?; Orlanda Tavares, Cristina Sin and Diana Soares -- Chapter 13. Conclusion: The transformations in doctoral education: A comprehensive and critical approach; Teresa Carvalho and Sónia Cardoso.

Intro -- Acknowledgements -- Contents -- Notes on Contributors -- Abbreviations -- List of Figures -- List of Tables -- Introduction -- The Chapters in Brief -- References -- Part I Dominant Political Agendas in European Higher Education -- On Principles, Europe and Higher Education: Reflections on European Higher Education as an Intersecting Normative Space -- Introduction -- Puzzle and Preliminary Definitions -- From European General Principles to European Higher Education Policy Principles -- Legal Perspective -- Policy Perspective -- The University Idea and European Higher Education Principles -- Looking for the University Principles in European Higher Education Principles -- A European or a Universal Idea? -- Conclusion: European Higher Education as an Intersecting Normative Space -- References -- Neoliberalism in European Higher Education Policy: Economic Nexus and Changing Patterns of Power and Inequality -- The System of Higher Education -- Higher Education Institutions -- The Academic Profession -- Students -- Conclusion -- References -- Juridification, Judicialisation and Judicial Activism in Higher Education: Views from the CJEU -- Introduction -- Debating and Redebating an EU Institutional Commonplace: The Court of Justice as the Engine of Ever Closer Integration -- The Court as a Focal Point for General EU Studies -- Underlying Disputes About Judicial Leadership -- Political Sensitivity -- Reasons (or Justifications) for the Court's Attitude -- Conjectures on a Recurring Controversy -- Multiple Tiles of the European Judiciary's Role in Higher Education -- Juridification -- Judicial Activism, Creativity -- Judicialisation -- The Room for Silence in Higher Education Policies -- Putting Tiles Together and the Sectoral Perspective -- Final Remarks -- References.

This paper addresses the importance of school meals in balancing food budgets and diets among 45 low‐income families in Portugal. Drawing on interviews with both parents and children (aged 11–15 years) we found that children's views on the quality of school meals affect their willingness to eat at school and heighten parental concerns with health, food and resources. For parents, school meals are crucial to ensure children's dietary variety and balancing tight food budgets. Schools' role in food poverty alleviation is also critically addressed, contributing to current and future sociological studies of children, school meals and food poverty.

Food insecurity is increasingly recognised as a social problem in industrialised countries, bearing severe social, economic and health costs for governments and individuals. Across European countries, the rise in food insecurity has been closely linked to rising unemployment and falling wages (Loopstra, Reeves and Stuckler 2015). Under Austerity, such effects have been amplified and become ubiquitous. There has also been a sharp increase in the number of individuals and families resorting to emergency food help (food banks and others) across Europe. And in several countries, there have been reports of an increase in the number of children arriving at school hungry. Additionally, there is growing concern about the long-term effects of food insecurity on the well-being of individuals and families and/or specific age-groups such as children or the elderly. ; info:eu-repo/semantics/publishedVersion