Suchergebnisse

Abstract
In this paper, we use a gravity approach to study the impact of distance on desired migratory flows of candidates to undergraduate courses in Portugal. We employ a large administrative database that includes the entire population of candidates to public HE institutions in Portugal from 2008 to 2019. We document, in line with the literature, that distance is a significant deterrent to mobility, with flows showing an average elasticity to distance between −2 and −1, a value that tends to decay as distance increases. We find that flows are particularly sensitive when distance is measured by travel time. We show, however, that the deterrence effect is not homogeneous. Among other results, we identify and measure important differences across fields of education. Finally, we illustrate how using different probability density functions can be of service in finding the most appropriate gravity model specification.

Wearable technology is increasing and have radically altered how we live our lives today. Personal wearable systems offer real-time feedback, (Lamont, Daniel, Payne, & Brauer, 2018) which enable people to evaluate several parameters: range of movement, meters or number of steps in a day, walking speed, burnt calories, heart rate, and sleeping hours and also give feedback on physical activity (Lamont et al., 2018). Despite the potential and the wide range of wearables available, there is little knowledge about the interest, usage and preferences for using wearables (Stephanie Alley & Mitch J Duncan, 2016), even the efficacy for using wearables in physical activity promotion. This study aimed to investigate the use of wearable technology in Portugal, in particular how often people use it and how they use it to monitor exercise/physical activity. ; This project was supported by the National Funds through FCT - Portuguese Foundation for Science and Technology (UID/DTP/0445/2013) and the European Fund for regional development (FEDER? allocated by European Union through the COMPETE 2020 Programme (POCI-01-0145-FEDER-006969) ; info:eu-repo/semantics/publishedVersion

Physical activity (PA) trackers could be an important complement that enables people to modify their sedentary behaviour and to monitor their PA and exercise. This study aimed to examine the use of PA trackers in Portuguese adolescents and adults, including differences by demographic factors and PA levels. ; This project was supported by the National Funds through FCT - Portuguese Foundation for Science and Technology (UID/DTP/0445/2013) and the European Fund for regional development (FEDER? allocated by European Union through the COMPETE 2020 Programme (POCI-01-0145-FEDER-006969) ; info:eu-repo/semantics/publishedVersion

We evaluate the information content of admission conditions for study programs' quality by investigating its relationship with graduates' employability. We find that study programs with larger numeri clausi are associated with a higher probability of finding a job. Additionally, compulsory admission exams seem to be informative about study programs' quality. Namely, study programs requiring the Math exam appear to be linked with lower unemployment propensity. Cardoso et al. (2008), however, found that those programs face lower demand when compared to other studies. These paradoxical results suggest that students' choices may be based on insufficient information on returns to higher education investment. That information failure indicates that a Government intervention may be due.

Intro -- Acknowledgements -- Contents -- Notes on Contributors -- Abbreviations -- List of Figures -- List of Tables -- Chapter 1: Introduction -- References -- Chapter 2: Equity in Higher Education: Evidences, Policies and Practices. Setting the Scene -- Definition of Equity -- Equity and Supranational Organisations -- Components of Equity -- Relative and Absolute Changes in Participation -- Massification and Diversification of the Systems -- Positional Goods -- Maximally Maintained Inequality (MMI) and Effectively Maintained Inequality (EMI) -- Discussion -- Tracking Systems -- The Selective Nature of Mathematics -- The Admission System -- Conclusion -- References -- Chapter 3: Access and Inequality in US Higher Education: Policy Issues -- Introduction -- US Financial Aid Policy -- Informational and Behavioural Constraints for Lower Income Applicants -- Affirmative Action Policies -- Conclusion -- References -- Chapter 4: The Persistence of Inequity in Brazilian Higher Education: Background Data and Student Performance -- Introduction -- Advances in Diversity of Enrolee Profiles: Only the Beginning -- Changes in Social Profiles of Graduates: Elitist Leftovers -- Performance of Graduates from Different Modes of Education: Quality Inequity -- Conclusion -- References -- Laws -- Chapter 5: Towards Equity: Developing a National Approach to Improving Social Justice through Higher Education in England -- Introduction -- The Compromise: Economic Returns and Social Justice -- The Drive for Social Justice in Europe -- Expansion, Diversity and the Struggle for Equity in England -- Research about Improving the Success of Traditionally Under-Represented Groups in Higher Education -- Students -- The Role of Higher Education Institutions -- The Role of the State -- National Approaches to Improving Success in Higher Education in England.

This book discusses and analyses global policies and practices aimed at promoting equity in higher education participation and attainment. Although the massification of higher education systems has facilitated the participation of students from deprived backgrounds, socioeconomic inequalities persist in access to the most prestigious institutions and programmes. Privileged students benefit from a number of advantages in the competition for selective and scarce places: access to information, lower aversion to debt, higher expectations, better previous schooling and higher academic achievement. The chapters present a critical analysis of equity policies in different countries – with or without affirmative action policies, within a context of neoliberal policies or within a social democratic model – and the reasons why they have failed to promote equity and fairness, preventing students from achieving their full educational potential. This is an open access book.

The Bologna process aims at creating a European Higher Education Area where inter-country mobility of students and staff, as well as workers holding a degree, is facilitated. While several aspects of the process deserve wide public support, the reduction of the length of the first cycle of studies to three years, in several continental European countries where it used to last for four or five years, is less consensual. The paper checks the extent of public confidence in the restructuring of higher education currently underway, by looking at its implications on the demand for academic programs in Portugal. Precise quantification of the demand for each academic program is facilitated by the rules of access to higher education, in a nation-wide competition, where candidates must list up to six preferences of institution and program. We use regression analysis applied to count data, estimating negative binomial models. Results indicate that the programs that restructured to follow the Bologna principles were subject to higher demand than comparable programs that did not restructure, as if Bologna were understood as a quality stamp. This positive impact was reinforced if the institution was a leader, i.e. the single one in the country that restructured that program. Still an additional increase in demand was experienced by large programs that restructured to offer an integrated master degree, thus conforming to Bologna principles while not reducing the program duration.

AbstractThe paper analyses whether the type of institution from which students graduate has an impact on their unemployment propensity. It uses official data on the Portuguese higher education system, for 2018, at the program/institution level, which provides information on graduate unemployment, as well as demographic and socioeconomic background information. A fractional probit model on graduates' propensity for unemployment is estimated. Results suggest that polytechnic graduates face higher unemployment propensity than university graduates, maintaining inequalities present in students' previous trajectories. Policies targeting socioeconomic segregation need to address not only access to higher education but also the transition to the labor market.

We evaluate the information content of admission conditions for study programs' quality by investigating its relationship with graduates' employability. We find that study programs with larger numeri clausi are associated with a higher probability of finding a job. Additionally, compulsory admission exams seem to be informative about study programs' quality. Namely, study programs requiring the Math exam appear to be linked with lower unemployment propensity. Cardoso et al. (2008), however, found that those programs face lower demand when compared to other studies. These paradoxical results suggest that students' choices may be based on insufficient information on returns to higher education investment. That information failure indicates that a Government intervention may be due. ; NIPE – Núcleo de Investigação em Políticas Económicas – is supported by the Portuguese Foundation for Science and Technology through the Programa Operacional Ciência e Inovação 2010 (POCI 2010) of the III Quadro Comunitário de Apoio (QCA III), which is financed by FEDER and Portuguese ...