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This article analyses whether Brazilian graduates feel that their higher education programmes have contributed to the development of civic competences (ethics, critical thinking and respect for diversity), necessary to become active citizens in a democratic and fair society. The analysis considers disciplines and students' socioeconomic and cultural background, employing official data (2014, 2015 and 2016) from the National Test of Student Performance (Enade). Findings show that students of higher socioeconomic backgrounds tend to concentrate in programmes which lead to more prestigious and powerful positions in society. Curiously, it is these students who feel less confident that their degree contributed to the development of the above civic competences than their colleagues from lower socioeconomic backgrounds. These findings question whether higher education fulfils its mission to promote holistic human development for all students. These competences are particularly critical for privileged students who will be better positioned professionally to tackle societal injustices.

The paper investigates the approaches employed for attracting international full-degree students in three countries on the periphery of Europe/the European Economic Area: Norway, Poland and Portugal. These countries, considered semi-peripheral regarding international student recruitment, have shorter traditions for incoming mobility than countries that are major recruiters and which have been the focus of previous research on attracting international students. The paper analyses national policies and strategies, focusing on their emergence, rationales and instruments. The study is comparative, aiming to find commonalities and differences in the approaches of these countries further to the changing global environment in higher education. The major finding is that semi-peripheral countries appear to employ different strategies and resort to other comparative advantages than the largest student recruiters, exploiting political, cultural or geographical aspects rather than educational assets. The findings highlight the need for these countries to identify their distinctive attraction capacities and assets, as well as to be purposeful in choosing their target recruitment regions ; This paper has been developed with support for a postdoctoral fellowship from the Portuguese Foundation for Science and Technology (FCT), Grant Number SFRH/BPD/85724/2012 and with support from the Polish National Research Council (NCN) through its research Grant (UMO-2013/10/M/HS6/00561). ; acceptedVersion

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.

Chapter 1. Introduction; Cristina Sin and Orlanda Tavares -- PART I. The macro level: Structural transformations in doctoral education -- Chapter 2. Rethinking doctoral education: University purposes, academic cultures, mental health and the public good; Rosemary Deem -- Chapter 3. Governmental innovation policies, globalisation and change in doctoral education worldwide: Are doctoral programmes converging? Trends and tensions; Maresi Nerad -- Chapter 4. Reforms of doctoral education in Europe and diversification of types; Barbara M. Kehm -- Chapter 5. Quality assurance of doctoral education: Current trends and future developments; Sónia Cardoso, Maria J. Rosa and Vera Miguéis -- PART II. The meso level: Institutional readjustments -- Chapter 6. From the medieval disputation to the graduate school; Alberto Amaral and Teresa Carvalho -- Chapter 7. How effective are doctoral schools? Organisational characteristics and related objectives; Lukas Baschung -- Chapter 8. Leadership and institutional change in doctoral education in a neoliberal policy context; Ruth Neumann -- PART III. The micro level: Career expectations and employability of doctoral candidates -- Chapter 9. Views on the usefulness of the PhD outside Academia: What do we know and need to know?; Lynn McAlpine -- Chapter 10. PhD students' self-perception of skills acquired during their PhD and plans for their postdoctoral careers: A joint analysis of doctoral students at three flagship universities in Asia; Hugo Horta -- Chapter 11. Diversifying the missions and expectations of doctoral education: Are we losing the distinctive 'added value' of the PhD?; Corina Balaban -- Chapter 12. Building bridges between industry and Academia: What is the profile of an industrial doctoral student?; Orlanda Tavares, Cristina Sin and Diana Soares -- Chapter 13. Conclusion: The transformations in doctoral education: A comprehensive and critical approach; Teresa Carvalho and Sónia Cardoso.

Intro -- Acknowledgements -- Contents -- Notes on Contributors -- Abbreviations -- List of Figures -- List of Tables -- Introduction -- The Chapters in Brief -- References -- Part I Dominant Political Agendas in European Higher Education -- On Principles, Europe and Higher Education: Reflections on European Higher Education as an Intersecting Normative Space -- Introduction -- Puzzle and Preliminary Definitions -- From European General Principles to European Higher Education Policy Principles -- Legal Perspective -- Policy Perspective -- The University Idea and European Higher Education Principles -- Looking for the University Principles in European Higher Education Principles -- A European or a Universal Idea? -- Conclusion: European Higher Education as an Intersecting Normative Space -- References -- Neoliberalism in European Higher Education Policy: Economic Nexus and Changing Patterns of Power and Inequality -- The System of Higher Education -- Higher Education Institutions -- The Academic Profession -- Students -- Conclusion -- References -- Juridification, Judicialisation and Judicial Activism in Higher Education: Views from the CJEU -- Introduction -- Debating and Redebating an EU Institutional Commonplace: The Court of Justice as the Engine of Ever Closer Integration -- The Court as a Focal Point for General EU Studies -- Underlying Disputes About Judicial Leadership -- Political Sensitivity -- Reasons (or Justifications) for the Court's Attitude -- Conjectures on a Recurring Controversy -- Multiple Tiles of the European Judiciary's Role in Higher Education -- Juridification -- Judicial Activism, Creativity -- Judicialisation -- The Room for Silence in Higher Education Policies -- Putting Tiles Together and the Sectoral Perspective -- Final Remarks -- References.

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.