Reconstructing higher education?: the case of master’s and PhD Programmes in Education in a Portuguese Institution

Alves, Mariana Gaio; Neves, Claudia; Azevedo, Nair R.; Gonçalves, Teresa

http://hdl.handle.net/10400.2/13970

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Authors

Alves, Mariana Gaio

Neves, Claudia

Azevedo, Nair R.

Gonçalves, Teresa

Abstract(s)

Whether and to what extent we are in the process of reconstructing higher education following the Bologna Process orientation is the issue underpinning this article. To address this issue, the authors consider data from an exploratory survey conducted in a Portuguese university, focusing on the field of education. They take into account the contents of the educational policies at supranational level in Europe and at national level in Portugal. In addition, they draw upon the conceptual debate about policy and politics. They acknowledge changes taking place in the organisational structure of the academic programmes, as well as in the students’ perceptions. Additionally, critical issues concerning the organisation and implementation of these programmes allow them to identify challenges for universities and issues that need deeper inquiry and continuous monitoring. Lawn M. & Lingard B. (2002) Constructing a European Policy Space in Educational Governance: The role of transnational policy actors, European Educational Research Journal, 1(2), 290–307. https://doi.org/10.2304/eerj.2002.1.2.6 Google Scholar Lima L. (2003) Formação e aprendizagem ao longo da vida: Entre a mão direita e a mão esquerda de Miró, in (A. Quintanilha [org.]) Cruzamento de saberes, aprendizagens sustentáveis. Lisbon: Calouste Gulbenkian Foundation. Google Scholar Lingard B. & Ozga J. (2007) Introduction: Reading education policy and politics, in Lingard B. & Ozga J. (Eds) The RoutledgeFalmer Reader in Education Policy and Politics, 1–8. London: Routledge. Crossref Google Scholar Nóvoa A. (2005) Les États de la politique dans l'espace européen de l'éducation, in Lawn M. & Nóvoa A. (Eds) L'Europe réinventée: Regards critiques sur l'espace européen de l'éducation, 197–223. Paris: L'Harmattan. Google Scholar Popkewitz T., Olsson U. & Petersson K. (2006) The Learning Society, the Unfinished Cosmopolitan, and Governing Education, Public Health and Crime Prevention at the Beginning of the Twenty-First Century, Educational Philosophy and Theory, 38(4), 431–449. https://doi.org/10.1111/j.1469-5812.2006.00203.x Google Scholar Usher R. & Edwards R. (2001) Lifelong Learning: A postmodern condition of education? Adult Education Quarterly, 51(4), 273–287. https://doi.org/10.1177/07417130122087296 ISI Google Scholar Biographies MARIANA GAIO ALVES is an Assistant Teacher in Educational Sciences in the Faculty of Science and Technology at the New University of Lisbon, Caparica, Portugal. Her research interests cover higher education, lifelong learning and transitions from education to work. CLAUDIA NEVES has a degree in Social Policy, a Master's degree in Education and Society, and has just finished her PhD on ‘Lifelong Learning in the European Union: comparative analysis of the strategies of five member states’. She is a member of the Education and Development Research Unit in the Faculty of Science and Technology at the New University of Lisbon, Caparica, Portugal. Her major research interests include education politics and policies, lifelong learning, the European Union, forms of regulation in education, global education agendas, and the influence of international organizations, education indicators and statistics. ELISABETE XAVIER GOMES is a PhD student in Educational Sciences at the New University of Lisbon, Caparica, Portugal, working on children's educational processes in contemporary cities. In early 2000 she worked on teacher training courses at the Polytechnic Institute of Beja, where she was also involved in the elaboration of regional education charters. Her major interests concern the development of relational approaches to school and out-of-school intentional education, the connections between educational studies and urban studies, different levels of educational policies and contemporary educational relationships.