From University to Diversity: The Making of Portuguese Higher Education

Almeida, Ana Nunes de; Vieira, Maria Manuel

doi:10.1007/978-94-007-2135-7_6

Cited by 9 publications

(11 citation statements)

References 1 publication

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“…The result is compatibility at high level of political organization between States, while prescriptions are fitted to national interests (Faber & Westerheijden, 2011;López-Santana, 2006). (Almeida & Vieira, 2012;Correia, Amaral, & Magalhães, 2002;Teixeira, Rocha, Biscaia, & Cardoso, 2012). A consequence of that seemed to be stratification in the system Fonseca, Encarnação, & Justino, 2014).…”

Section: Discussionmentioning

confidence: 99%

Higher education after Bologna:challenges and perspectives

Albuquerque¹,

Seixas²,

Oliveira³

et al. 2019

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Emerging labour market training needs have foreseen a new educational paradigm, under the Bologna Process, based on skills development. This article aims to present the main results of a comparative case study on the impact of this process on a course taught in two Portuguese higher education institutions through the opinion of participants and analysis of institutional documents, highlighting, in particular, the valued skills in the current course.

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Section: Discussionmentioning

confidence: 99%

Higher education after Bologna:challenges and perspectives

Albuquerque¹,

Seixas²,

Oliveira³

et al. 2019

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“…Even before the Bologna Process, Amaral e Teixeira (2000) pointed how the expansion and diversification of the higher education system in Portugal had been impaired by some uncontrolled proliferation of private sector, by the academic drift of Polytechnics that delayed the building of the subsystem identity and the State that had not fully undertake its responsibility and competence for monitoring and regulate the system. Several studies have been made showing the insufficient contribution of sectors to diversification (Almeida & Vieira, 2012;Correia, Amaral, & Magalhães, 2002;Teixeira, Rocha, Biscaia, & Cardoso, 2012). A consequence of that seemed to be stratification in the system Fonseca, Encarnação, & Justino, 2014).…”

Section: Discussionmentioning

confidence: 99%

The influence of Bologna process and Lisbon strategy on the rhetoric change in government’ programs in Portugal

Lameiras¹

2019

Higher Education After Bologna:challenges and Perspectives

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A navegação consulta e descarregamento dos títulos inseridos nas Bibliotecas Digitais UC Digitalis, UC Pombalina e UC Impactum, pressupõem a aceitação plena e sem reservas dos Termos e Condições de Uso destas Bibliotecas Digitais, disponíveis em https://digitalis.uc.pt/pt-pt/termos. Conforme exposto nos referidos Termos e Condições de Uso, o descarregamento de títulos de acesso restrito requer uma licença válida de autorização devendo o utilizador aceder ao(s) documento(s) a partir de um endereço de IP da instituição detentora da supramencionada licença. Ao utilizador é apenas permitido o descarregamento para uso pessoal, pelo que o emprego do(s) título(s) descarregado(s) para outro fim, designadamente comercial, carece de autorização do respetivo autor ou editor da obra. Na medida em que todas as obras da UC Digitalis se encontram protegidas pelo Código do Direito de Autor e Direitos Conexos e demais legislação aplicável, toda a cópia, parcial ou total, deste documento, nos casos em que é legalmente admitida, deverá conter ou fazer-se acompanhar por este aviso. The influence of Bologna process and Lisbon strategy on the rhetoric change in government' programs in Portugal

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“…In short, ‘Portuguese HE differs radically from those features that distinguished it a mere four decades back’ (Almeida and Vieira, 2012: 137) as it has been transformed from an elitist system into a more massified and democratized system, even if challenges remain to be addressed in ensuring equal opportunities for students from less-favoured social origins to access the most prestigious degrees and institutions. It should be pointed out that attainment of HE in Portugal (24% of the adults aged 25–64 years in 2017) is still significantly below the levels it has achieved in the UK (46% of the adults between 25–64 years), according to international statistics (OECD, 2018).…”

Section: He Policy In Portugal: Marketization and The Public Goodmentioning

confidence: 99%

“…Under these circumstances, the evolution of mass HE is now a global trend that has been particularly noticeable since the 1970s and 1980s in both countries, albeit with some differences between the two. In Portugal, attendance of HE in the 1950s and 1960s was limited to just a small part of the population in an elitist system attended mainly by students from certain social groups (the most economically favoured, young people and predominantly men) (Almeida and Vieira, 2012). The democratization of the country after the political change that took place in 1974 is an important factor to push the widening of participation in HE and prompted a remarkable evolution, even if current participation rates are still significantly below the values registered in average in the OECD and in the EU (OECD, 2018).…”

Section: Massification and Employability As Policy Drivers In Hementioning

confidence: 99%

The changing value of higher education in England and Portugal: Massification, marketization and public good

Alves

Tomlinson

2020

European Educational Research Journal

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This article examines how the value of higher education (HE) is currently being (re)framed in two European countries: England and Portugal. HE has been central to a global discourse on the future of knowledge economy, whilst also being subject to the policy framework of New Public Management. Being so, the changing value of HE is related to the ways in which its missions are understood and must be considered within the context of massification, as well as of a growing importance of employability. Drawing on published research and also considering national policy documents and statistical data produced by international organizations, the analysis demonstrates how HE in these two countries is currently being (re)framed, recognizing differences and similarities that express national specificities, as well as exploring how these have evolved within the wider national and pan-national policy context. Overall, the examination demanded going beyond the marketization approach by complementing it with the idea of public good and leads us to stress the importance of the tension between these two approaches as an analytical framework to better understand the changes occurring in different national contexts, within a transnational framework in which the knowledge economy and the central role of HE seems to be indisputably accepted.

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From University to Diversity: The Making of Portuguese Higher Education

Cited by 9 publications

References 1 publication

Higher education after Bologna:challenges and perspectives

Higher education after Bologna:challenges and perspectives

The influence of Bologna process and Lisbon strategy on the rhetoric change in government’ programs in Portugal

The changing value of higher education in England and Portugal: Massification, marketization and public good

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