Demand for higher education programs: the impact of the Bologna process

The Bologna process aims at creating a European Higher Education Area where intercountry mobility of students and sta?, 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. It exploits the fact that some programs have restructured under the Bologna process and others have not, 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 the 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.education policy; European Higher Education Area; economic, social and cultural integration; count data.

Demand for Higher Education Programs: The Impact of the Bologna Process

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.education policy, European Higher Education Area, economic, social and cultural integration, count data

A critical rationalist approach to organizational learning: testing the theories held by managers

The common wisdom is that Popper's critical rationalism, a method aimed at knowledge validation through falsification of theories, is inadequate for managers in organizations. This study falsifies this argument in three phases: first, it specifies the obstructers that prevent the method from being employed; second, the critical rationalist method is adapted for strategic management purposes; last, the method and the hypotheses are tested via action research. Conclusions are that once the obstructers are omitted the method is applicable and effective

Internationalisation of HE in the UK: 'Where are we now and where might we go?'

This paper is based on a literature review commissioned by the Higher Education Academy in 2006 which aimed to identify existing published literature and current practices of direct relevance to the Internationalisation of Higher Education in the UK. The review was based on the assumption that a range of concerns exists, that there are emerging issues and that there are inconsistencies and gaps in the literature. The project focused on a number of questions including: what working definitions of internationalisation of higher education are in currency? what meanings are attributed to internationalisation of the curriculum? what models for institutional internationalisation are emerging? and, what curriculum models are emerging/being adopted? The literature trawl identified in excess of 300 international sources of relevance, of which, more that 100 originated in the UK. This paper draws on the analysis of these sources to determine ‘where we are’ in the UK in comparison with our Western counterparts, particularly HEIs based in Australia

How Learning Evolved from Offline Classroom to Online Platforms with its Amplifier, Edu-KOLs: A Systematic Literature Review

Key Opinion Leaders (KOLs) gradually emerged on e-commerce platforms with their influencing power on global audience. E-learning platforms followed suit on drawing the influence of educational KOLs (Edu-KOLs) for perceived learning outcome, customer retention and branding. This paper presents a systematic literature review on the thematic of traditional learning and its transformation into e-learning platforms. We seek to achieve a preliminary analysis into current development and trend on educational digitalization and its effectiveness, particularly with its amplifier, Edu-KOLs who lead new waves of learning for Gen Alpha and beyond. This literature review summaries terminologies on Edu-KOLs, and prudently reviews the locus of past research on e-commerce platforms with extracted KOLs’ analysis. The findings indicate a wide research gap given few researches having been directly yielded into Edu-KOLs’ impact, as opposite to mounting empirical evidence for e-commerce platforms with perceived outcome through KOLs

Trade and Investment Linkages in Higher Education Services in Malaysia

This study aims to explore the trade and investment links in private higher education in Malaysia. Specifically, the study assesses whether, and if so, how trade and investment policies in general, and in the education sector in particular, are coordinated at the national level.Trade and Investment, Education Services,Mode 1,Malaysia