Has massification of higher education led to more equity? Clues to a reflection on Portuguese education arena

The main topic of this article is to consider the role of the State in providing higher education in Portugal, paying attention to the fact that the privatisation of higher education has been in place since the eighties (Amaral 1999) and also that it is difficult for students and their families to find the monetary resources needed for attendance at university (Cabrito 1999). The discussion focuses on the funding of higher education in a quasi-market situation (Le Grand et al. 1993), as Portugal hasn't escaped the universal trend towards privatisation of education (Whitty et al. 1998). In the last decade, the relationship between State, universities and students has been changing rapidly (Acherman et al. 1989; Barr et al. 1993; Williams 1990; Henkel et al. 1999), and some arguments are presented that equity in access to higher education must be guaranteed (Mora 1997; UNESCO 1998; Williams 1992). In this connection, the need is argued for free attendance on higher education and State subsidies to students to cover the costs of education. Firstly, the economic and social condition of university students is presented. Using data from two periods, one academic year from the 60s and one from the 90s, the increase in the degree of equity that the university system had known in recent decades can be verified. According to the analysis, the Portuguese population in general is better represented in the university student body nowadays, than in the 60s. Therefore, it is possible to discuss the maintenance of a low degree of equity in the Portuguese university system. For this, the economic and social condition of university students is compared with – that of the Portuguese population in the 90s. Secondly, the expectations of the students of higher education are presented, in order to understand the value attached by them to a university degree, which explains the social demand for education. Finally, the costs of higher education, both private and public, are evaluated. From this evaluation, it is possible to conclude that the principal source of funding of higher education costs is the student and his/her family and to discuss the need for a more interventionist State in higher education financing.

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 of these other factors (except gender). Disadvantaged students who manage to surmount all the different obstacles and reach higher education belong to a group of resilient “academic survivors”. Based on the findings of this study, several areas of intervention are proposed.

The study entitled «the I&D transfer, innovation and entrepreneurship in universities (Clay, 2015)» ran through the decade of 2000 to 2010 refers that the binary system of higher education in Portugal was responsible for 40% of the investment in innovation and development (I&D) of all the Portuguese economy. Students are a fundamental and indispensable part of an educational institution from the point of view of citizenship and social development. For this reason, a reflection on its economic difficulties, when they join in higher education institutions, is transferred to these institutions and responsible its leaders towards the pursuit of educational goals related to the school, providing students a better well-being, both mental, social and economic. This design has, slowly, over the last four decades, been provided with greater range and with increased equity, very under the legislative changes proposed by the educational institutions, as well as by the demands expressed by receivers who attend this school level, the students. It is important to stress that the School Social action in the Portuguese higher education appears associated with the concept of effective equal opportunities that are produced through legislation or through other information sources that discuss the subject, as has occurred in the last four decades analyzed. The approach of social benefits in this level of education shall examine the multiple facets that it takes given their link to the educational success and welfare of trainees and therefore to the enhancement of a meritocratic society. Also due to the important contribution of territorial cohesion, especially in areas of Portugal, in the case of Portugal, with a lower population density and lower socio-economic levels, as well reflected in the study entitled «the I&D transfer, innovation and entrepreneurship in universities (Clay, 2015)» ran through the decade of 2000 to 2010 refers that the binary system of higher education in Portugal was responsible for 40% of the investment in innovation and development (I&D) of all the Portuguese economy.

The A3ES (Agency for the Evaluation and Accreditation of Higher Education), has as its mission to guarantee the quality of higher education in Portugal through the evaluation and accreditation of higher education institutions and their study cycles, as well as in the performance of the functions inherent in the insertion of Portugal in the European system of quality assurance of higher education, whether in the institutional scope or in the scope of quality all the HEIs (Higher Education Institutions) in Portugal, whether public or private entities. With this work we will explore the perspective of the A3Es on the one hand, and on the other, the one of the HEIs. During the year 2018, all the HEIs in Portugal were submitted to the so-called Institutional Accreditation, which had the objective of evaluating the quality of the performance of higher education institutions, by measuring the degree of fulfillment of their mission, through performance parameters related to their respective performance and results, and should be based on international best practices in this area, focusing on, inter alia, higher education institutions, their organizational units and the study cycles they offer or intend to achieve. The objective of this evaluation is to improve the quality of higher education institutions, provide informed information to society about the same institutions and develop an internal institutional culture of quality assurance. It also provides that accreditation is aimed at ensuring compliance with the minimum requirements leading to the official recognition of higher education establishments and their study cycles, within the framework of the quality assurance system for higher education, and is carried out based on quality evaluation (articles 5 and 6 of the Law no. 38/2007, of August 16). The A3ES says that for an HEI to achieve the Institutional Accreditation, it must have implemented the Internal Quality Assurance System (IQAS), however the IQAS Accreditation is optional, being a seal of trust of the A3ES. In this context, this study describes the practices developed by an IES accredited by the IQAS for 6 years, maximum time of accreditation, and accredited for 3 years by Institutional Accreditation. It is a private HEI accredited by the IQAS. It stands out as the results of this content analysis, the perception of the areas with the greatest need to be leveraged, the respective improvements to be applied as well as the mechanisms to be implemented. This study contributes to the good practices of IQAS seen by the experienced side of an accredited HEI. It identifies the most critical and sensitive areas of education where a permanent effort of the QEO (Quality and Evaluation Office) is required in the monitoring of the permanent implementation in the perspective of continuous improvement and the constant creation of control mechanisms for its maintenance.


 
 
 
 No presente artigo, os autores debatem a situação do ensino superior em Portugal em diversas dimensões, tendo por marco temporal o período 1974-2020. São destacados os avanços no ensino superior com uma evolução fortemente positiva nos últimos 50 anos, nomeadamente em função do: crescimento explosivo da procura e da correspondente resposta do sistema educativo de que resultou a criação do ensino superior politécnico; aumento do número de instituições públicas de ensino superior que abrangem todo o território nacional; aumento do número de docentes e do investimento na sua formação; alargamentodabasesocialderecrutamentoeconsequentedemocratizaçãodosistema;ataxa real de escolarização superior que aproxima Portugal da média dos países da EU e da OCDE. Todavia, também se destacam alguns dos recuos que se têm vindo a sentir desde finais da década de 1980, nomeadamente a: abertura do ensino superior à iniciativa privada; privatização do ensino superior público com o estabelecimento de propinas atualizadas e a diminuição do financiamento público; precarização da função docente, em virtude do reforço de contratos precários bem como o envelhecimento da classe dos professores; e, o caminhar para algum défice de democraticidade no ensino superior público em consequência de o novo Regime Jurídico do Ensino Superior abrir as portas a uma governação menos colegial e à possibilidade de as instituições públicas poderem adoptar o regime fundacional. Finalizando, é evidenciada uma preocupação pelo perigo do ensino superior em Portugal se encontrar em “retrocesso” e a tornar-se um ensino para as elites.
 
 
 

This text analyzes access to higher education (HE) in three countries: Brazil, Portugal, and Mexico, highlighting some of the basic indicators that show the tensions between, and challenges to, democratization and quality. These three countries were chosen for a number of reasons, namely, that they have elitist higher education systems that are in the process of democratization and universalization, that they have public and private higher education, and that public investment in this level of education is very poor. Democratization and universalization of access to quality higher education is actually a common challenge facing all three countries under analysis, especially when considering questions of social origin and conditions of selection and entry. It is pertinent to identify and analyze ideas that governments, politicians, and institutions of higher education have provided to ensure greater inclusion and an improvement in the quality of life of young workers. In order to better understanding how these three countries, with different backgrounds, try to solve these common problems, three basic aspects are examined for each of them: (1) the model(s) of selection or the form of access, types of institutions, number of places available, enrollment and the attendance rates, especially for the population aged 18–24 years; (2) the social origin and race of students in the last few decades, considering the characterization of the higher education system in terms of it being an elitist, mass, or universal service system; (3) the challenges of broadening the social strata of recruitment with a view to greater social inclusion.

Despite relatively recent, higher education has evolved into a consolidated field of study. This paper examines how this field evolved in Portugal. The goal was to understand when it first appeared, how it evolved over time, which scientific areas was it associated with, and what have been its main objects of study. Tight’s classification of objects of study was used to inspire content analysis, which was used to systematise information on doctoral theses in higher education held or recognised in Portugal between 1970 and 2019. Descriptive statistics completed this analysis in accordance with the study objectives. The study findings reveal that the number of theses on higher education-related themes or subthemes has increased over time, particularly in the last decade. Two major clusters of objects of study were also identified, one more relevant, focusing on Teaching and Learning and Students and the other, less representative, focusing on System Policies, Quality, Institutional Management, and Academics. Moreover, findings suggest that research in higher education in Portugal is focused on the ‘usual’ scientific areas, namely social sciences, and education. Despite some limitations, the study adds significantly to the understanding of higher education as a field of study, opening-up new avenues for future research.

Access to higher education is affected by inequalities worldwide. Here we present a longitudinal study based on large databases of scores in upper secondary education and access to higher education in Portugal. Our findings show how access to higher education builds on and reinforces social inequalities: (1) private, fee-paying secondary schools inflate their students’ scores; (2) this inflation unfairly improves their chances of accessing higher education; (3) the Portuguese national compensatory education programme is ineffective in bridging the gap in academic performance between the less privileged and the rest of the schools. This study, then, provides further insights into how the upper classes are disproportionately benefited by the massification of higher education. To achieve greater equity, issues such as the State supervision of grading practices, the assessment and reconfiguration of compensatory education programmes, and the admission process into higher education have to be addressed.

Recent advancements in Generative Artificial Intelligence (GAI) have revolutionized numerous fields, including higher education. This study focuses on the integration of GAI in Portuguese higher education institutions and explores its multifaceted implications and potential. Our research, conducted through a comprehensive survey between April and June 2023, engages with higher education faculty to understand their perceptions and utilization of GAI tools in teaching and learning processes. The potential of GAI to enhance personalized learning and interactive teaching methodologies is significant. It enables the creation of customized educational content, interactive simulations, and real-time feedback mechanisms, thus reducing the educators' workload and enhancing the learning experience. However, this integration is not without challenges. The study identifies critical ethical concerns around the use of GAI, including data privacy, intellectual property, and the potential for bias in AI-generated content. Additionally, our findings indicate varying acceptance and readiness among educators to adopt these technologies. While some express enthusiasm for the potential of GAI to transform educational practices, others remain cautious, highlighting the need for comprehensive training and support to leverage GAI capabilities fully. This paper captures the essence of the study's findings, illustrating both the promising opportunities and the complex challenges associated with using Generative AI in higher education. Higher education institutions can significantly enhance teaching and learning landscapes by addressing these challenges and fostering an informed and ethical approach to GAI integration.

Universities and polytechnics are educational institutions that make decisions within the university management, taking into account various factors such as the number of vacancies to offer (not only the university, as each course itself), the courses setting strategy and his regime, the type of the course and publication. This paper presents a study on the evolution of vacancies and students placed in higher education in Portugal, taking into account an analysis of data from the page of the Ministry of Education and Higher Education from 2004 until 2015. The results show that vacancies available experienced a positive increase. However, since 2010 until the last year, there has been a progressive decrease. In relation to the number of students placed, this has been subject to fluctuations and some turning points, but in the last two years showed an increase. The most popular courses were Management and Medicine, and those who had more students were Nursing and Management.

The transition into the twenty-first century brought about important changes in society, including the areas of education and teaching. The establishment of the European Higher Education Area represents an effort to face these changes together in Europe. The changes in the teaching and learning models in higher education led to the institutional promotion of extensive interventions in order to alter the status quo that has prevailed for decades. The need for a cultural renewal of the teaching staff involved in higher education, attending to the centrality of student’s learning rather than knowledge per se, is also a challenge to be overcome. This study intends to highlight the central elements concerning the Bologna Process and the topics connecting the objectives and their intrinsic principles. This initial approach is the basis for the design of a proposal for monitoring the implementation of the Bologna Process in an institution of higher education in Portugal. The results suggest a proposal consistent with the needs in terms of monitoring the implementation of the Bologna Process. This proposal allows, in addition to static analysis relative to a specific academic year, dynamic analysis between academic years, uncovering best practices and areas for improvement.

In the recent years, the educational market has become more dynamic and complex. There are many market forces that are trying to shape the educational environment. The competition between universities is increasing. Public marketing is a fundamental tool in the promotion of places, one that must be present in the strategies of local government representatives, helping and promoting a sustainable economic and social development of the regions and universities. The prupose of this chapter is to analyze, measure, and perceive the impact of brand attachment on consumer behavior in the specific context of higher education in Portugal, based on the affective and emotional relationship between students and the higher education institutions. The results allowed us to conclude that the brand attachment has a preponderant role and impact in the relationship between the student and the institution of higher education. This chapter aims to further develop the understanding of the educational marketing for higher education institutions. Implications for future research are also presented.

After the 1974 revolution, higher education in Portugal democratised, diversifying the student population. This study investigates the inclusion policies of Portuguese Higher Education Institutions (HEIs), analysing support measures in their statutes. The document analysis of 26 statutes reveals progress and challenges in implementing these measures, highlighting disparities in distribution, limited psychosocial focus, and a predominantly medical approach. The influence of institutional autonomy and the lack of specific legislation for inclusion in higher education were also identified, legitimizing variations in resource offerings and limiting access to support measures in HEIs.

Reforming higher education in Portugal in times of uncertainty: The importance of illities, as non-functional requirements

With the ongoing digital transformation, accountants will need a more technological profile and greater mastery of transversal skills. In this context, higher education institutions (HEIs) assume a fundamental role, as they must adapt the teaching methodologies of accounting courses to meet new market demands. This study aims to identify the transversal skills most needed by accounting professionals to meet market demands and analyze the suitability of higher education in Portugal for the development of those skills. To this end, semi-structured interviews were carried out with people who directly or indirectly deal with accounting professionals and focus groups that included lecturers, students, and recent graduates. Conclusions indicate that communication is the most valuable transversal skill to respond to the new requirements of the profession, followed by being proactive, showing initiative, successful teamwork, and the ability to adapt to new contexts. Accountants are also required to invest more time in information and communication technologies (ICT) training. Evidence indicates that accounting education in Portugal does not seem to adequately prepare students with these skills, continuing to rely on traditional approaches to teaching and assessment.