Legal and political regulation of higher education in Portugal: an evolutionary perspective on the current policy issues and the problem of order

The higher education system in Europe is currently under stress and the debates over its reform and future are gaining momentum. Now that, for most countries, we are in a time for change, in the overall society and the whole education system, the legal and political dimensions have gained prominence, which has not been followed by a more integrative approach of the problem of order, its reform and the issue of regulation, beyond the typical static and classical cost-benefit analyses. The two classical approaches for studying (and for designing the policy measures of) the problem of the reform of the higher education system - the cost-benefit analysis and the legal scholarship description - have to be integrated. This is the argument of our paper that the very integration of economic and legal approaches, what Warren Samuels called the legal-economic nexus, is meaningful and necessary, especially if we want to address the problem of order (as formulated by Joseph Spengler) and the overall regulation of the system. On the one hand, and without neglecting the interest and insights gained from the cost-benefit analysis, or other approaches of value for money assessment, we will focus our study on the legal, social and political aspects of the regulation of the higher education system and its reform in Portugal. On the other hand, the economic and financial problems have to be taken into account, but in a more inclusive way with regard to the indirect and other socio-economic costs not contemplated in traditional or standard assessments of policies for the tertiary education sector. In the first section of the paper, we will discuss the theoretical and conceptual underpinning of our analysis, focusing on the evolutionary approach, the role of critical institutions, the legal-economic nexus and the problem of order. All these elements are related to the institutional tradition, from Veblen and Commons to Spengler and Samuels. The second section states the problem of regulation in the higher education system and the issue of policy formulation for tackling the problem. The current situation is clearly one of crisis with the expansion of the cohorts of young students coming to an end and the recurrent scandals in private institutions. In the last decade, after a protracted period of extension or expansion of the system, i. e., the continuous growth of students, universities and other institutions are competing harder to gain students and have seen their financial situation at risk. It seems that we are entering a period of radical uncertainty, higher competition and a new configuration that is slowly building up is the growth in intensity, which means upgrading the quality of the higher learning and getting more involvement in vocational training and life-long learning. With this change, and along with other deep ones in the Portuguese society and economy, the current regulation has shown signs of maladjustment. The third section consists of our conclusions on the current issue of regulation and policy challenge. First, we underline the importance of an evolutionary approach to a process of change that is essentially dynamic. A special attention will be given to the issues related to an evolutionary construe of policy analysis and formulation. Second, the integration of law and economics, through the notion of legal economic nexus, allows us to better define the issues of regulation and the concrete problems that the universities are facing. One aspect is the instability of the political measures regarding the public administration and on which the higher education system depends financially, legally and institutionally, to say the least. A corollary is the lack of clear strategy in the policy reforms. Third, our research criticizes several studies, such as the one made by the OECD in late 2006 for the Ministry of Science, Technology and Higher Education, for being too static and neglecting fundamental aspects of regulation such as the logic of actors, groups and organizations who are major players in the system. Finally, simply changing the legal rules will not necessary per se change the behaviors that the authorities want to change. By this, we mean that it is not only remiss of the policy maker to ignore some of the critical issues of regulation, namely the continuous non-respect by academic management and administrative bodies of universities of the legal rules that were once promulgated. Changing the rules does not change the problem, especially without the necessary debates form the different relevant quarters that make up the higher education system. The issues of social interaction remain as intact. Our treatment of the matter will be organized in the following way. In the first section, the theoretical principles are developed in order to be able to study more adequately the higher education transformation with a modest evolutionary theory and a legal and economic nexus of the interactions of the system and the policy challenges. After describing, in the second section, the recent evolution and current working of the higher education in Portugal, we will analyze the legal framework and the current regulatory practices and problems in light of the theoretical framework adopted. We will end with some conclusions on the current problems of regulation and the policy measures that are discusses in recent years.

Comparison of internet usage habits in two generations of higher education students: a case study

Posters

Knowledge management in higher education institutions: a framework to improve collaboration

The purpose of this paper is to present a framework that increases knowledge sharing and collaboration in Higher Education Institutions. The paper discusses the concept of knowledge management in higher education institutions, presenting a systematization of knowledge practices and tools to linking people (students, teachers, researchers, secretariat staff, external entities)and promoting the knowledge sharing across several key processes and services in a higher education institution, such as: the research processes, learning processes, student and alumni services, administrative services and processes, and strategic planning and management. The framework purposed in this paper aims to improve knowledge practices and processes which facilitate an environment and a culture of knowledge collaboration,sharing and discovery that should characterize an institution of higher education.

Reshaping higher education systems in the MENA region: the contribution of remote and virtual labs

Learning is not only happening in school or university; it is also an important aspect of the daily life that allows students to remain in their biological and physical environment helping to reshape it, by applying what they have learnt. Today, the higher education sector is a part of important strategies used by countries in order to foster their development. Despite its geographical location, i.e. its closeness to Europe and Asia, the MENA (Middle East and North Africa) region still needs an integrated strategy for the advancement, reform, and update of its higher educational landscape. Although some solutions have been experimented in the region in the field of higher education, they have not been able to raise the quality of education to the level comparable that observed in developed countries. In other words, many MENA higher education systems are facing problems, for which solution ought to be sought. We analyse the situation of higher education systems in the MENA countries and the factors that affect the delay in achieving the level of education existing in other world regions, e.g. Europe, especially in the higher education sector. During the discussion, the impact of new technology-enhanced tools, such as remote laboratories, in the process of development and consolidation of MENA universities, is particularly stressed.

New challenges in mathematics for the european higher education

In this paper we will talk about a math project submitted to the Lifelong Learning Programme. European higher education needs a reform in order to play its full role in the Europe of Knowledge. Modernisation of higher education is necessary in the areas of curricula (Bologna process), funding and governance so that higher education institutions can face the challenges posed by globalisation and contribute more effectively to the training and retraining of the European workforce. On the other hand Mathematics is an essential component of all educational systems. Mathematical literacy is being scrutinized in assessment efforts such as the OCDE Programme for International Student Assessment (PISA). This showed a low level in Europe. Due to the Bologna Process, which brought several didactical implications for Higher Education (HE) institutions, there is the need of lifelong learning. This evolution is in conflict with the earlier mentioned lack of competencies on basic sciences, such as Mathematics. Forced by this duality, efforts are combined to share expertise in the Math field and the integration of pedagogical methodologies becomes a necessity. Thus, several European countries have proposed an International Project to the Lifelong Learning Programme, Action ERASMUS Modernisation of Higher Education, to make institutions more attractive and more responsive to the needs of the labour market, citizens and society at large. One of the main goals of the project is to attract students to math through high-quality instructional units in an understandable, exciting and attractive way.

Plano estrat��gico ���Empowering Lab ESEIG���

Os jovens ao longo do seu percurso escolar t��m aspira����es e expetativas elevadas quanto ao valor de empregabilidade dos diplomas a que tiveram acesso em todos os graus de ensino. Contudo, no recente contexto de crise econ��mica, essas aspira����es e expetativas socialmente nutridas pela escola e pela fam��lia t��m sido em grande medida frustradas pelas crescentes dificuldades que os jovens portugueses de hoje t��m vivido nos seus processos de inser����o profissional. A n��vel individual, um jovem que passe um longo per��odo inativo tem grandes probabilidades de sofrer de baixa autoestima, exclus��o social ou de um ���wage scar���, isto ��, de no futuro ter um rendimento abaixo do rendimento m��dio de pessoas com forma����o e experi��ncia equivalentes al��m de desenvolverem uma atitude passiva e falta de participa����o social, o que no longo prazo acaba por ter implica����es negativas para a sociedade como um todo. Conscientes desta realidade e sabendo que as incubadoras de neg��cios podem transmitir confian��a �� comunidade financeira e apoiar as startups, promovendo uma cultura de empreendedorismo e agindo como um catalisador para o desenvolvimento de estruturas de suporte de neg��cios mais amplas, partimos para o estudo da incuba����o de neg��cios com o intuito de tra��ar um plano estrat��gico para a Escola Superior de Estudos Industriais e de Gest��o (ESEIG) que permitisse desenvolver a cultura empreendedora da sua comunidade e por esta via dar o seu contributo para a resolu����o da crise econ��mica que o pa��s atravessa. Come��amos por fazer um enquadramento te��rico da incuba����o de neg��cios e rapidamente percebemos que, sendo a ESEIG uma institui����o de ensino superior, era importante incluir no estudo os conceitos de empreendedorismo e inova����o e perceber ao n��vel te��rico como funciona a rela����o Universidade-Empresa. De seguida, fomos para o ���terreno��� e percebemos que a solu����o para este desafio passaria por capacitar os alunos da ESEIG com as compet��ncias empresariais e empreendedoras necess��rias para o desenvolvimento de qualquer empreendimento autonomamente. Faltava agora perceber qual a melhor forma de concretizar este ambicioso objetivo. Ap��s um pouco mais de estudo, percebemos que, a paix��o est�� no centro de empreendedorismo juntamente com outras dimens��es afetivas e emocionais e pode estimular a criatividade e o reconhecimento de novos padr��es de informa����o fundamental para a descoberta e explora����o de oportunidades promissoras. Por sua vez, a alegria local (escolas, cidades, regi��es, pa��ses) est�� associada a uma maior atividade empreendedora, o humor e sentimentos positivos, bem como a satisfa����o de vida geram efeitos ben��ficos, como melhor desempenho nas tarefas e produtividade, evolu����o na carreira e sucesso pessoal e maior propens��o para assumir riscos. Percebemos ent��o que �� necess��rio desenvolver uma cultura de positividade, pelo que, sugerimos a implementa����o do novo quadro conceptual PROSPER (Positivity; Relationships; Outcomes; Strengths; Purpose; Engagement; Resilience) que tem o potencial de ser usado como uma ferramenta organizacional para a implementa����o dos sete principais componentes de bem-estar. Cientes de que o objetivo final �� aumentar a inten����o empreendedora dos estudantes, bem como o n��mero efetivo de empreendedores, definimos como objetivos, promover o valor do empreendedorismo na cria����o de oportunidades e no desenvolvimento das compet��ncias dos estudantes (Engaging), fornecer aos estudantes oportunidades de aprendizagem empresarial (Empowering) e apoiar os estudantes na cria����o e no desenvolvimento de neg��cios (Equipping). Neste sentido, sugerimos diversas a����es que materializam estes objetivos. Para finalizar, utilizamos um Lean Canvas com o intuito de concretizar a nossa proposta estrat��gica para ESEIG, que culmina com a cria����o do Empowering Lab ESEIG.

Private cloud computing platforms. Analysis and implementation in a Higher Education Institution

The constant evolution of the Internet and its increasing use and subsequent entailing to private and public activities, resulting in a strong impact on their survival, originates an emerging technology. Through cloud computing, it is possible to abstract users from the lower layers to the business, focusing only on what is most important to manage and with the advantage of being able to grow (or degrades) resources as needed. The paradigm of cloud arises from the necessity of optimization of IT resources evolving in an emergent and rapidly expanding and technology. In this regard, after a study of the most common cloud platforms and the tactic of the current implementation of the technologies applied at the Institute of Biomedical Sciences of Abel Salazar and Faculty of Pharmacy of Oporto University a proposed evolution is suggested in order adorn certain requirements in the context of cloud computing.

Knowledge sharing and learning processes: case study of portuguese technological schools and higher education institutions

Paper to be presented at the ESREA Conference Learning to Change? The Role of Identity and Learning Careers in Adult Education, 7-8 December, 2006, Universit�� Catholique Louvain, Louvain���la-Neuve, Belgium

Lifelong learning: case study of adult students in portuguese technological schools and higher education institutions

Paper to be presented in ESREA 2007 ADC Network Seminar - Changing Relationships between the State, Civil Society and the Citizen: Implications for adult education and adult learning, 14 -16 June 2007 - University of Minho - Campus de Gualtar, Braga (Portugal).

Improving the learning experience and learning environment of adults in Higher Education ��� Project LIHE: the Portuguese case

Project LIHE: the Portuguese Case. ESREA Fourth Access Network Conference ��� ���Equity, Access and Participation: Research, Policy and Practice���. Edinburgh (Scotland), 11 ��� 13 December, 2003.

Web survey system to discover the actual role of experience in learning in higher education: a case study

March 19 - 22, 2006, S��o Paulo, BRAZIL World Congress on Computer Science, Engineering and Technology Education

The potential benefits of using videos in higher education

The developments of digital technology have opened new outlooks for online education which offer students the flexibility to learn at any time and any place. With all this instructional changes instructors, in all levels of the educational chain have been compelled to adapt quickly to this reality. They have a wide diversity of tools available to grab student���s attention and motivate them to embrace the knowledge in their own learning process. One of these resources is the use of videos. Through them lecturers can deliver complex information and contents to students and, if used creatively, videos can become a powerful technological tool in education. In this article we will explore some of the potential benefits and challenges associated with the use of videos in the teaching and learning process at higher education levels. We will also discuss some thoughts and examples for the use of teaching materials to enhance student���s learning and try to change ideas about the potentialities and future of video���s annotation new software resources, as incoming open tools for group work involvement.

The potential benefits of using videos in higher education

The developments of digital technology have opened new outlooks for online education which offer students the flexibility to learn at any time and any place. With all this instructional changes teachers, in all levels of the educational chain have been compelled to adapt quickly to this reality. They have a wide diversity of tools available to grab student���s attention and to motivate them to embrace the knowledge in their own learning process. One of these resources is the use of videos. Through them teachers can deliver complex information and contents to students and, if used creatively, videos can become a powerful technological tool in education. In this article we will explore some of the potential benefits and challenges associated with the use of videos in the teaching and learning process at higher education levels. We will also discuss some thoughts and examples for the use of teaching materials to enhance student���s learning and try to share ideas about the potentialities and future of video���s annotation new software resources, as incoming open tools for group work involvement.

The impact of an online mathematics education project (MATACTIVA) on higher education students

The Online Mathematics Education Project (MatActiva) is an exciting new initiative which aims to support and enhance mathematics education. The project is led by the Institute of Accounting and Administration of Porto (ISCAP), part of the Polytechnic Institute of Porto (IPP). It provides innovative resources and carefully constructed materials around themes such as Elementary Mathematics, Calculus, Algebra, Statistics and Financial Mathematics to help support and inspire students and teachers of mathematics. The goal is to increase mathematical understanding, confidence and enjoyment, enrich the mathematical experience of each person, and promote creative and imaginative approaches to mathematics. Furthermore the project can be used to deliver engaging and effective mathematics instruction through the flipped classroom model. This paper also presents the findings of a large survey, whose propose was to study the student���s reaction to the project.