Our Researcher:

Dr. Antonina Santalova



Dr Antonina Santalova holds a Doctorate in Social Policy and an MPhil in Comparative Social Policy from the University of Oxford, UK. Additionally, she has a Certificate in Developing Learning and Teaching and a Postgraduate Certificate in Teaching in Higher Education. Antonina currently serves as a member of the Strategic Committee on Diagnostic Research and was a member of the Early Intervention and Service Redesign Steering Group and CLAHRC Management Board, Collaboration for Leadership in Applied Health Research and Care from 2016 to 2020.

Antonina brings with her over 20 years of experience and a proven track record in Program Director and Academic Dean positions. Previously, she worked as Founder and Director of Oxford Study Limited, an educational start-up endorsed by the University of Oxford, for four years. After that, she served as Director of the Research Institute of the University of Business and International Studies in Switzerland. Most recently, Antonina served as Dean of the Doctor of Business Administration Program at the University of Business, Innovation and Sustainability (UBIS), USA/Switzerland. During her tenure, she played a key role in the growth of the DBA program, oversaw research activities, facilitated forums for academics and industry leaders to share their expertise and insights with students, led an immersive study abroad program in partnership with other institutions, supervised the hiring and onboarding of faculty, and designed a system of monitoring and evaluation.

Research Project: Privatization in and of education


Privatization of education has become a global trend, tailored to fit local economic and political contexts. The papers in this collection highlight the varied aspects of privatization, including its exogenous/endogenous, central/peripheral, and for-profit/philanthropic dimensions. The researchers presented the multifaceted effects and consequences of privatization, which are not only structural and relational but also ethical, subjective, and discursive.

The shift from education as a public good to a private commodity is part of the neoliberal modernization of the state. Privatization introduces an economic perspective that treats knowledge and the learner as commodities, and it transforms the relationship between schools, teachers, students, parents, and the state. The state now plays a role in facilitating privatization, acting as a midwife for the marketization of education services.

There are 14 chapters covering 9 countries of the world.