Cristina Sin, Orlanda Tavares and Alberto Amaral
The paper presents and analyses quantitative data on student perceptions about the employability of the first degree, and their trajectory choices on graduation. The purpose of…
Abstract
Purpose
The paper presents and analyses quantitative data on student perceptions about the employability of the first degree, and their trajectory choices on graduation. The purpose of this paper is to assess the value of the first degree as a positional good in Portugal, further to the degree’s reduced duration after the implementation of the Bologna Process.
Design/methodology/approach
In total, 828 students responded to an online survey administered between September 2013 and February 2014. Students came from 17 institutions, public and private, universities and polytechnics, across the country. Differences in student perceptions were analysed by higher education sector, study level and gender through descriptive statistics.
Findings
The majority of surveyed students, across sectors, study level and gender, assessed as negative the impact of the implementation of the Bologna reforms on the employability of the first degree. This had implications for students’ intended choices on graduation, as the majority consider enroling in a master degree (except for polytechnic students). Additionally, a large proportion of students felt unprepared to enter the labour market after the first degree.
Research limitations/implications
The size and distribution of the sample pose limitations for the generalisation of results to the student population.
Practical implications
The finding suggest that enrolments in master degrees are likely to keep rising, a valuable piece of information for institutions and policy-makers responsible for regulating higher education in Portugal.
Originality/value
Opinions about the value of the first degree have generally been based on qualitative research or anecdotal evidence. This study brings a quantitative perspective on the first degree’s value for different groups of students.
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Keywords
Sónia Cardoso, Orlanda Tavares and Cristina Sin
Industrial doctorates have arisen in recent decades as a new form of doctoral education which has the potential to innovate the curriculum, among other things. Such programmes run…
Abstract
Purpose
Industrial doctorates have arisen in recent decades as a new form of doctoral education which has the potential to innovate the curriculum, among other things. Such programmes run in a number of countries including Sweden, Finland, Denmark, Estonia or Italy. In Portugal, industrial doctorates are very recent. The purpose of this paper is to understand whether Portuguese industrial doctorates distinguish themselves through collaboration with industry, specifically in curriculum development and delivery, or if they replicate the traditional doctorates under a new name.
Design/methodology/approach
Data from self-assessment reports of existing programmes submitted to the Portuguese accreditation agency and interviews with programme leaders were analysed.
Findings
The findings suggest that despite the fact that there is space for improvement in the collaboration in curriculum development and delivery, this is nonetheless a dimension which differentiates industrial doctorates. Industrial doctorates can, therefore, be “judged by their cover” because they are indeed a new category of doctoral degrees.
Originality/value
Although circumscribed to the Portuguese context and focussed on a particular aspect of university–industry collaboration, the paper contributes to further knowledge on industrial doctorates, a topic on which research is still scarce.
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Yonghua Song, Jianxia Du and Mingming Zhou
The increasing societal requirement requests higher education institutions to be more responsive to socioeconomic needs and new governmental demands. This study aims to present a…
Abstract
Purpose
The increasing societal requirement requests higher education institutions to be more responsive to socioeconomic needs and new governmental demands. This study aims to present a self-developed multidimensional quality assurance and assessment model for higher education institutions – R.I.S.E model (relevance, impact, significance and excellence) – as a tool for quality assessment in higher education institutions.
Design/methodology/approach
The model was first described at a conceptual level, followed by the examination of its applicability by presenting a case of a university in Macau to substantiate the model with real-life evidence.
Findings
Results showed that the model can be used as an assessment tool to analyze, evaluate and reflect upon the status quo of higher education institutions. Facilitators can use all or part of the model either as a useful baseline to assess performance and prioritize “next steps” or to compare performance across time to determine progress in achieving goals and objectives.
Originality/value
The new model proposed in this study presents multiple perspectives when assessing higher education systems, especially in the transforming stage of a university, to meet upgrading requirements from both the society and the academic community.