- Porto, Porto, Portugal
- Universidade do Porto, Cipes, Post-Docadd
- Higher Education Policy, Quality assurance in Higher Education, Bologna Process, Higher Education, Policy Implementation, Education, and 7 moreEducation Policy, Physics Education, Learning And Teaching In Higher Education, Educational reform, Student learning outcomes, National Implementation, and Degree Comparabilityedit
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This is the introduction to a special issue focused on offering new perspectives and analytical approaches to better understand academic inbreeding. The seven papers of this special issue offer original analyses and new avenues of... more
This is the introduction to a special issue focused on offering new perspectives and analytical approaches to better understand academic inbreeding. The seven papers of this special issue offer original analyses and new avenues of research on this highly resilient social phenomenon in academic settings. The findings and arguments forwarded by these papers can be used to further develop future studies and policies to curtail this practice, known to be detrimental to academia and scholarship.
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Taking stock of changes in quality assurance in Portuguese higher education between 2007 and 2015 this article presents the developments which have occurred in Portugal after the adoption of the new framework for quality assurance in... more
Taking stock of changes in quality assurance in Portuguese higher education between 2007 and 2015 this article presents the developments which have occurred in Portugal after the adoption of the new framework for quality assurance in 2007. the most obvious outcomes of the operation of the new agency for assessment and accreditation of higher education could be observed at the level of programme provision. Accreditation procedures led to a 40 % reduction of the programmes, in the period between 2009 and 2015. this reduction occurred mainly in the private sector, which confirms that substandard programmes were more common in this sector. Another consequence has been an increasing awareness of quality among institutions, which have started to address quality in a more formal and systematic way through the implementation of — DEBATS · Volumen 131/2 · 2017 doi: 10.28939/iam.debats.131-2.6 ISSN 0212-0585 (impreso) ISSN 2530-3074 (digital) 69 / 80 70 — DEBATS · Volumen 131/2 · 2017 Cristin...
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Student mobility has been one of the most impactful manifestations of higher education (HE) internationalization. Recently, many studies have looked at this phenomenon, although few have focused on mobility from countries which are not... more
Student mobility has been one of the most impactful manifestations of higher education (HE) internationalization. Recently, many studies have looked at this phenomenon, although few have focused on mobility from countries which are not major student exporters and to countries that are not main recruiters. This paper aims to uncover how the increasing internationalization of HE is reflected in the mobility of Brazilian Psychology postgraduate students to Portugal, two countries which share a metropolis-colony past. Two objectives are pursued: first, to carry out a characterization of Psychology postgraduate students from Brazil who study in Portugal; second, to analyze the assignment of scholarships by the Brazilian government. Descriptive analysis and a social network analysis technique were performed to official statistical data available in both countries. Social Sciences, Business and Law is the most sought-after area by Brazilian students in mobility, and within this area, Psych...
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The paper analyses the influence of COVID-19 on Portuguese institutions’ intake of international students and their responses to the pandemic. Two dimensions are considered: quantitative impact on international enrolments and higher... more
The paper analyses the influence of COVID-19 on Portuguese institutions’ intake of international students and their responses to the pandemic. Two dimensions are considered: quantitative impact on international enrolments and higher education institutions’ strategies for the recruitment and support of international students. The first dimension is analysed through national statistics and comparison of enrolments over the past five years. Then, the institutional strategies implemented to encourage recruitment of new international students and to support existing ones during the lockdown are explored. Statistics show that COVID-19 had a negative impact on international enrolments, although less severe than expected. Growth has continued, but at a much slower pace than in the past few years. The slowdown in growth was much more pronounced in polytechnics than in universities. Additionally, the measures implemented by Portuguese higher education institutions suggest that these have cope...
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This chapter considers the main policy initiatives that have shaped European higher education directly or indirectly. It offers a broad picture of the higher education policy context in which the Bologna Process has unfolded, the place of... more
This chapter considers the main policy initiatives that have shaped European higher education directly or indirectly. It offers a broad picture of the higher education policy context in which the Bologna Process has unfolded, the place of the Bologna reforms within it and its relationship with this broader policy context. It considers the expanding remit of the European Union in the area of higher education, despite the principle of subsidiarity, and its recourse to two main instruments: legal, through the interference of the European Court of Justice; and discursive, through the European Commission’s communications as persuasion instruments and agenda setters. It then introduces the Bologna Process as a unique development, born under the initiative of national governments. But despite initial independence of the European Commission, Bologna has become increasingly attached to the Commission’s ambitions of European integration, as an instrument to fulfil the objectives of the Lisbon strategy.
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This article analyses whether Brazilian graduates feel that their higher education programmes have contributed to the development of civic competences (ethics, critical thinking and respect for diversity), necessary to become active... more
This article analyses whether Brazilian graduates feel that their higher education programmes have contributed to the development of civic competences (ethics, critical thinking and respect for diversity), necessary to become active citizens in a democratic and fair society. The analysis considers disciplines and students’ socioeconomic and cultural background, employing official data (2014, 2015 and 2016) from the National Test of Student Performance (Enade). Findings show that students of higher socioeconomic backgrounds tend to concentrate in programmes which lead to more prestigious and powerful positions in society. Curiously, it is these students who feel less confident that their degree contributed to the development of the above civic competences than their colleagues from lower socioeconomic backgrounds. These findings question whether higher education fulfils its mission to promote holistic human development for all students. These competences are particularly critical for...
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Recently, African countries have been making efforts to expand their higher education systems. However, neither capacity nor quality have kept pace with demand, leading to a steady increase in students studying abroad. In this paper, we... more
Recently, African countries have been making efforts to expand their higher education systems. However, neither capacity nor quality have kept pace with demand, leading to a steady increase in students studying abroad. In this paper, we aim to analyse the development of enrolments in Portugal, one of the main destinations for students from Portuguese-speaking African countries (PALOP). Descriptive analyses were performed, disaggregating enrolments according to degree level, disciplinary area of study, and institution type. The results show that the choices of students from PALOP countries have followed different trajectories, in some cases with similarities. The public sector has the largest presence of these students, and polytechnic institutions have been the most frequent choice. Most of the students were enrolled in first degrees, except for those from Mozambique. Enrolments in Health, Services and "hard" sciences have increased, which may reflect the growing demand fo...
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This study aims to explore whether doctoral students enrolled in industrial doctorates consider that they acquire generic skills which literature suggests are valued by employers. It relies on information gathered in 2018 through six... more
This study aims to explore whether doctoral students enrolled in industrial doctorates consider that they acquire generic skills which literature suggests are valued by employers. It relies on information gathered in 2018 through six focus groups discussions with students (N=30) enrolled in all the six industrial doctorates offered by Portuguese universities, funded jointly by the Portuguese foundation for science and technology and by private companies. Doctoral students think they are acquiring generic skills which could be relevant for a wide range of different jobs and industries. These skills include networking, communication, negotiation, teamwork and, with less emphasis, flexibility, writing skills and autonomy. Therefore, according to doctoral students, the competences gained during their degree have the potential to close the gap between employers expectations and higher education supply because these skills are fully aligned with those described in the literature and which...
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Although the number of places available in Portuguese public higher education institutions is higher than the number of candidates, some applicants are still left out. Moreover, for those who get a place, inequalities are evident in the... more
Although the number of places available in Portuguese public higher education institutions is higher than the number of candidates, some applicants are still left out. Moreover, for those who get a place, inequalities are evident in the admission to the most selective institutions and programmes. This chapter aims to (i) identify and characterise the group of unsuccessful applicants; (ii) analyse the probability of a student being placed in his/her preferred programme; and (iii) examine socioeconomic inequalities in the acces to the most selective programmes. Findings reveal that female candidates, those with the lowest grade point average and those who live in the biggest cities, Porto and Lisbon, are most likely to be among the unsuccessful applicants, which suggests inequalities in access to higher education. Inequalities are also embedded within higher education, as access to universities and more selective study programmes seems to be easier for students whose parents hold high...
This chapter analyses inequalities in the transition from upper secondary to higher education in Portugal, using empirical data from the General-Directorate of Education and Science Statistics (DGEEC). It argues that educational... more
This chapter analyses inequalities in the transition from upper secondary to higher education in Portugal, using empirical data from the General-Directorate of Education and Science Statistics (DGEEC). It argues that educational inequalities are already present in Portuguese students’ trajectories before higher education and that the transition to higher education therefore reflects these different opportunities. The central argument is that socioeconomic status is the most important aspect that directly or indirectly conditions transition to higher education in Portugal, and thus is the primary source of inequality in participation. The findings also point to other factors similar to those already highlighted in the literature as responsible for inequalities in access to higher education: previous schooling, gender, different regional opportunities and selection and admission criteria, with socioeconomic status appearing to be transversal to and/or aggravate the influence of most o...
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The paper examines to whom Portuguese students attribute responsibility for the development of employability, and what extra-curricular activities they undertake to improve their employability. Particular focus lies upon how far students... more
The paper examines to whom Portuguese students attribute responsibility for the development of employability, and what extra-curricular activities they undertake to improve their employability. Particular focus lies upon how far students internalise responsibility for employability and if/how they seek to position themselves in the job market. The data was obtained through a survey of 828 Portuguese students. The analysis explored differences among student groups (higher education sector, gender, age and discipline). The attribution of responsibility was primarily to students themselves and to higher education institutions as key vehicles for employability development, echoing the theoretical conceptualisation which sees employability as an individual ability/responsibility. Yet, the observed variations provide empirical support for the conceptualisation of employability as complex and multi-dimensional. The study also revealed relatively high engagement with extra-curricular activities, evidencing that students not only assume responsibility for employability, but are proactively seeking to gain positional advantage in the job market.
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Abstract Internal quality assurance systems are expected to improve the institutions’ core mission of teaching and learning. Using data gathered through an online survey, distributed in 2014/2015, to the teaching staff of all Portuguese... more
Abstract Internal quality assurance systems are expected to improve the institutions’ core mission of teaching and learning. Using data gathered through an online survey, distributed in 2014/2015, to the teaching staff of all Portuguese private and public higher education institutions, this paper examines the impact of internal quality assurance systems on teaching and learning from the perspective of academics. Findings suggest that Portuguese academics feel that, despite the positive contribution of internal quality assurance towards an increased awareness of teaching quality issues at their institutions, the practical effects of these systems have been more related to increasing bureaucracy than to substantive improvements in teaching and learning. The use of information with a view to improvement and teaching staff involvement in the development of quality assurance were found to induce positive changes in teaching and learning, in academics’ perceptions. Based on the findings, the paper makes recommendations for institutional practice.
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Les résultats d'apprentissage ont été promus par le processus de Bologne comme un élément curriculaire révolutionnaire, capable d’innover la pédagogie et d'apporter une transparence et une comparabilité accrues entre les... more
Les résultats d'apprentissage ont été promus par le processus de Bologne comme un élément curriculaire révolutionnaire, capable d’innover la pédagogie et d'apporter une transparence et une comparabilité accrues entre les programmes universitaires. L'analyse de l’implémentation et de l'adoption des résultats d’apprentissage en programmes de Master (MSc) en Physique en Angleterre, au Portugal et au Danemark – illustrant la façon dont ceux-ci ont été transposés dans la pratique académique – raconte une histoire différente. S'appuyant sur le concept du discours pédagogique de Bernstein (1990, 2000) et sur des théories qui soulignent le caractère interprétatif des politiques (Ball, 1994; Lingard et al, 2005), cette contribution se penche sur les transformations générées par l’introduction des résultats d’apprentissage au niveau des curricula dans des programmes de Master en Physique, ainsi que sur l’expérience des académiques face à ce processus. L’analyse remet en ca...
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ABSTRACT The paper analyses employability as a floating signifier – a construct that accommodates different and often contending meanings. A preliminary analysis of scholarly literature identifies two opposed interpretations of... more
ABSTRACT The paper analyses employability as a floating signifier – a construct that accommodates different and often contending meanings. A preliminary analysis of scholarly literature identifies two opposed interpretations of employability – an individual responsibility versus a comprehensive context-aware construct. These are subsequently applied to the discourse of the major interests in the Bologna Process: policy-makers; institutions and academics; students; and employers. Their standpoints are examined from two dimensions: How far is responsibility for employability individualised? and What is higher education's role in fostering employability? As a concept, employability commands little consensus. Rather, it is interpreted in the light of each interest group's concerns. As to higher education's role, utilitarianism characterises all but academic actors' views. Applying the concept of a floating signifier to employability as it is debated within the Bologna Process – a policy arena for competing interest groups to dispute meaning – reveals a finer, more nuanced understanding of how policy comes to be and, in particular, the importance of discourse and conflicts over meaning as factors intrinsic to it.
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ABSTRACT This paper analyses how middle managers perform and experience their role in enacting policy in Scottish higher education institutions. The policy focus is the quality enhancement framework (QEF) for learning and teaching in... more
ABSTRACT This paper analyses how middle managers perform and experience their role in enacting policy in Scottish higher education institutions. The policy focus is the quality enhancement framework (QEF) for learning and teaching in higher education, which was launched in 2003. The data-set was collected between 2008 and 2010, during the evaluation of the QEF by means of focus groups with middle managers at nine Scottish institutions. The metaphor of a policy implementation staircase helps to situate middle managers’ position in enactment, and analyse their experience of the role. Despite the values of collegiality and ownership upheld by the QEF, middle managers’ accounts of their practices reveal that their position at the interface between university management and core academic activities continues to be a delicate one, marked by contradictory allegiances to institutional strategies and the concerns of academic colleagues. While emphasising middle managers’ pivotal role in the implementation of the QEF policy, the data paradoxically suggest that the systemic positioning of middle managers is more influential in shaping their role of mediation than the values of collegiality and ownership promoted by this enhancement approach to quality specific to Scotland.
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This paper investigates institutional policies and academic practices of student assessment in four Portuguese higher education institutions (HEIs) in the wake of European policy developments driven by the Bologna Process. Specifically,... more
This paper investigates institutional policies and academic practices of student assessment in four Portuguese higher education institutions (HEIs) in the wake of European policy developments driven by the Bologna Process. Specifically, it examines the correspondence between European policy recommendations related to student assessment (promotion of student-centred learning by the Bologna Process and the European quality assurance standard and guidelines on student assessment) and actual assessment procedures in the investigated Portuguese HEIs. It concludes that despite student-centred methodologies having started to make inroads, it does not emerge clearly how far changes (and practices) have been driven by recent European policy. Another notable aspect is that despite apparent institutional compliance with national or European orientations meant to improve the student experience of assessment (as reflected in policy documents), academic practices and students’ experiences sometimes tell a story of resistance and enduring academic beliefs and traditions.
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ABSTRACT This paper proposes a new perspective for higher education policy research. It introduces the concept of policy object to designate the discrete preoccupation(s) of a policy text (e.g. a new governance regime, a quality system,... more
ABSTRACT This paper proposes a new perspective for higher education policy research. It introduces the concept of policy object to designate the discrete preoccupation(s) of a policy text (e.g. a new governance regime, a quality system, or new degrees) and suggests that actor conceptualisations of the policy object intersect with other elements in the policy process to shape enactment and outcomes. First, the policy object concept is described. It is argued that the policy object does not have an objective existence and two concepts are proposed to explain it: ontology and enacted ontology. The former refers to what actors believe the policy object is, a socially-construed context-determined conceptualisation, whereas enacted ontology refers to what the policy object becomes further to enactment under the influence of ontology. Second, the paper presents the findings of a comparative study of master degrees further to the Bologna process in different national and institutional settings to illustrate the policy object approach. This research puts forward arguments to suggest that the policy object could be an important variable to consider in policy research. This somewhat different lens, inviting fine-grained attention to a specific policy object (its ontologies and enacted ontologies), could bring additional insight into policy outcomes.
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The book aims at developing a critical analysis of the fulfilment of the major objectives of the Bologna Process, including enhanced employability and the relevance of first cycle degrees in the labour market, increased attractiveness of... more
The book aims at developing a critical analysis of the fulfilment of the major objectives of the Bologna Process, including enhanced employability and the relevance of first cycle degrees in the labour market, increased attractiveness of the European Higher Education Area, and increased mobility. The initial part of the book discusses the nature of higher education policy and the difficulties of policy implementation in Europe and how these affect the implementation of Bologna. The second part of the book examines the implementation of the Bologna Process in Portugal as a case study. The book concludes with a comparative analysis of several European countries.