Has massification of higher education led to more equity? Clues to a reflection on Portuguese education arena

Abstract

Massification is an undeniable phenomenon in the higher education arena. However, there have been questions raised regarding the extent to which a mass system really corresponds to an effective democratisation not only of access, but also of success. With regards to access, this article intends, through a brief analysis of the expansion of higher education in Portugal (contextualised in the European context), to focus on how the political system and higher education institutions (HEIs) have answered the social need for a highly skilled workforce and an increased demand for tertiary education. If access democratisation can be questioned, then it stands to reason that more doubts may arise regarding the democratisation of academic outcomes.

The methodology underlying this study involved the collection and analysis of relevant data from official international and national sources. This allowed for a comparison of the diverse realities and building the national panorama in terms of democratisation not only of access, but also of success. The comparison of these different quantitative inputs shows that applicants from disadvantaged backgrounds are proportionally fewer in number, and tend to enrol in less socially prestigious institutions and study programmes. Students' financial support and social support systems are analysed so as to gauge the state of Portuguese higher education.

Despite the advances made in Portugal on the system's expansion and on access to higher education, equity of access and outcomes in higher education have not yet been achieved, thus meaning that the democratisation process has not been fully accomplished.

Keywords:

• higher education
• expansion
• massification of higher education
• democratisation
• Portugal

Notes on contributor

Diana Dias is professor at ISLA Campus Lx - Laureate International Universities and researcher at Center for Research on Higher Education Policies (CIPES). With an undergraduate degree in Psychology, she holds a PhD in Educational Sciences. She is the author of several scientific publications on higher education and Psychology.