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Students' Preferences and Needs in Portuguese Higher Education 总被引：3，自引：0，他引：3
DIANA TAVARES ORLANDA TAVARES ELSA JUSTINO & ALBERTO AMARAL 《European Journal of Education》2008,43(1):107-122
In Portugal, there is a diversified higher education system comprising some 160 institutions: universities, polytechnics and isolated schools, public or private, with a total enrolment of some 350,000 students. This article presents the analysis of the results of questionnaires which were completed in 2004 by students entering higher education for the first time so as to understand their perceived needs and aspirations and how they chose their institution/study programme.
In the last few years, there has been a decline in the number of candidates to higher education — mainly due to demography — which created strong institutional competition. Therefore it is important to understand the reasons behind students' choices, perceived needs and aspirations and how students assess the capacity of different institutions/programmes to fulfil these. It is also relevant to understand how their choices may be conditioned by factors such as their socio-economic and cultural background, employability prospects, other available information, gender and type of institution and study programme. 相似文献
In the last few years, there has been a decline in the number of candidates to higher education — mainly due to demography — which created strong institutional competition. Therefore it is important to understand the reasons behind students' choices, perceived needs and aspirations and how students assess the capacity of different institutions/programmes to fulfil these. It is also relevant to understand how their choices may be conditioned by factors such as their socio-economic and cultural background, employability prospects, other available information, gender and type of institution and study programme. 相似文献
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ELSA Estrela 《British Journal of Educational Studies》2019,67(2):217-233
In the study of the construction of curricular knowledge in Portugal between 1970 and 2009, we argue that the practice of the established curriculum guidelines has a close relationship with the personal dimension of its actors. Therefore, it is not possible to separate the life history of each actor from the curricular policy measures they developed. This means that we sought not only to identify who the political actors were, but also how they built their knowledge and the relationship this has with their life story, by making their social and cognitive map. The sources that we used were laws, reports and interviews with political actors. We conclude that the choice of political leaders for education is not innocent or even indifferent to their life policies, since the knowledge built by each one is integrated into their educational proposals. Although the agenda for education is defined at the supranational level, national policies take different directions. Thus, the study also suggests the need to research the relation between the collective and the individual in educational policies. 相似文献
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Sara Bahia Isabel P. Freire Maria Teresa Estrela Anabela Amaral José António Espírito Santo 《Teaching in Higher Education》2017,22(4):467-482
ABSTRACTThere has been an overall change in higher education towards the achievement of outstanding patterns of quality and excellence that assure competitiveness at a global scale. Teachers feel the pressure of official regulations for achieving quality and excellence, based on questionable concepts of quality that do not take into account the experience and beliefs of teachers and lead to emotional states that may promote or hinder adjustment to changes.The present study used a categorical content analysis to capture the emotions that twelve university teachers associate with the changes experienced and with the pursuit of quality emphasized in Portugal by the Bologna Process. The results show that participants revealed mixed emotions regarding change. Students elicit mostly positive emotions, whereas bureaucracy, marketization and career changes generate negative emotions that impede the quest for quality, although in a minority of participants they prompt resilience that stimulates engagement in quality. 相似文献
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