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<p>This paper examines a specific case of policy formulation and implementation to shed light on the dynamics of higher education policy implementation in Georgia. As in many post-Soviet countries, Georgia’s higher education sector has undergone significant policy shifts; however, academic analyses of the drivers and implementation of these reforms remain fragmented. This paper focuses on the recent Doctoral Education Framework (2024), offering insights into persistent systemic challenges related to policy implementation. The analysis draws on interviews with policymakers and institutional actors responsible for enacting the new doctoral regulations and examines the intended objectives and anticipated outcomes of the 2024 framework. This approach enabled us to examine stakeholder understandings of policy intent, implementation processes, actor mandates, and anticipated behavioural responses. The study relies on primary qualitative data supported by secondary qualitative and quantitative sources. In doing so, it contributes to the developing literature on higher education policy realization, which—despite recent studies—remains historically underdeveloped.</p>

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Difference Between Political Intent and Action: Implementation of Recent Changes in Doctoral Education in Georgia

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月15日

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  • Thea Siprashvili,
  • Paul Gibbs,
  • Irma Grdzelidze,
  • Rusudan Sanadze,
  • George Sharvashidze,
  • Davit Sikharulidze,
  • Sopio Idadze,
  • Tata Mamrikishvili,
  • Nino Gogadze,
  • Marine Gognelashvili

摘要

This paper examines a specific case of policy formulation and implementation to shed light on the dynamics of higher education policy implementation in Georgia. As in many post-Soviet countries, Georgia’s higher education sector has undergone significant policy shifts; however, academic analyses of the drivers and implementation of these reforms remain fragmented. This paper focuses on the recent Doctoral Education Framework (2024), offering insights into persistent systemic challenges related to policy implementation. The analysis draws on interviews with policymakers and institutional actors responsible for enacting the new doctoral regulations and examines the intended objectives and anticipated outcomes of the 2024 framework. This approach enabled us to examine stakeholder understandings of policy intent, implementation processes, actor mandates, and anticipated behavioural responses. The study relies on primary qualitative data supported by secondary qualitative and quantitative sources. In doing so, it contributes to the developing literature on higher education policy realization, which—despite recent studies—remains historically underdeveloped.