Reconstructing Higher Education? The Case of Master's and PhD Programmes in Education in a Portuguese Institution

Autor/inn/en	Alves, Mariana G.; Neves, Claudia; Azevedo, Nair R.; Goncalves, Teresa N. R.
Titel	Reconstructing Higher Education? The Case of Master's and PhD Programmes in Education in a Portuguese Institution
Quelle	In: European Educational Research Journal, 11 (2012) 4, S.520-533 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.2304/eerj.2012.11.4.520
Schlagwörter	Higher Education; Student Attitudes; Foreign Countries; Masters Programs; Doctoral Programs; Change Strategies; Educational Change; Educational Policy; Politics of Education; Organizational Change; Program Implementation; Institutional Characteristics; Student Surveys; Questionnaires; Science Education; Student Characteristics; Student Educational Objectives; Educational Quality; Competence; Educational Research; Portugal + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülerverhalten; Ausland; Magister course; Magisterstudiengang; Doktorandenprogramm; Lösungsstrategie; Bildungsreform; Politics of education; Bildungspolitik; Educational policy; Organisationswandel; Schülerbefragung; Fragebogen; Naturwissenschaftliche Bildung; Quality of education; Bildungsqualität; Kompetenz; Bildungsforschung; Pädagogische Forschung
Abstract	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 supra-national 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. (Contains 2 notes and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10