The doctoral thesis is aimed to analyze the concept of quality from different perspectives to evaluate the doctoral study programme in education. To meet with the objective, the transformative view of quality is identified as the theoretical basis and the framework of evaluation is figured out with three steps including the perceived ideal of doctoral study programme in education, the perceived reality of doctoral study programme in education, and the impact of doctoral study programme in education. Meanwhile, the model of quality is formulated as the empirical pursuit. Not only the evaluation criteria are created by the current Ph.D. students' perspective on the ideal and reality of doctoral study programme in education, but also the effect of doctoral study is evaluated by Ph.D. graduates' preparation for their academic path. Furthermore, mixed methods have been applied in the investigation. On the one hand, the current Ph.D. students' expectation on the ideal of doctoral study programme in education is examined by the questionnaires in which the indicators have covered each segment of the procedure from the enrollment to graduation. The reality is explored simultaneously to discover the distance from the ideal of doctoral study programme in education on the perspective of current Ph.D. students. As the sample, the doctoral study programme in the Czech Republic and China has been referred to the quantitative research. On the other hand, the life stories of Ph.D. graduates are generalized from the experience before, during, and after the doctoral study through the qualitative inquiry. The respondents are selected from the doctoral study programme in the Czech Republic. And the life stories are analyzed to interpret the effect of doctoral study on their professional path by undertaking the grounded theory. Additionally, the practical implication is proposed to the quality art of doctoral study programme in education.The doctoral thesis is aimed to analyze the concept of quality from different perspectives to evaluate the doctoral study programme in education. To meet with the objective, the transformative view of quality is identified as the theoretical basis and the framework of evaluation is figured out with three steps including the perceived ideal of doctoral study programme in education, the perceived reality of doctoral study programme in education, and the impact of doctoral study programme in education. Meanwhile, the model of quality is formulated as the empirical pursuit. Not only the evaluation criteria are created by the current Ph.D. students' perspective on the ideal and reality of doctoral study programme in education, but also the effect of doctoral study is evaluated by Ph.D. graduates' preparation for their academic path. Furthermore, mixed methods have been applied in the investigation. On the one hand, the current Ph.D. students' expectation on the ideal of doctoral study programme in education is examined by the questionnaires in which the indicators have covered each segment of the procedure from the enrollment to graduation. The reality is explored simultaneously to discover the distance from the ideal of doctoral study programme in education on the perspective of current Ph.D. students. As the sample, the doctoral study programme in the Czech Republic and China has been referred to the quantitative research. On the other hand, the life stories of Ph.D. graduates are generalized from the experience before, during, and after the doctoral study through the qualitative inquiry. The respondents are selected from the doctoral study programme in the Czech Republic. And the life stories are analyzed to interpret the effect of doctoral study on their professional path by undertaking the grounded theory. Additionally, the practical implication is proposed to the quality art of doctoral study programme in education.