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

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  • Fernando Alexandre
  • Ana Rute Cardoso
  • Miguel Portela
  • Carla Sá

Abstract

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.

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File URL: http://www.cesifo-group.de/portal/page/portal/DocBase_Content/WP/WP-CESifo_Working_Papers/wp-cesifo-2007/wp-cesifo-2007-08/cesifo1_wp2081.pdf
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Bibliographic Info

Paper provided by CESifo Group Munich in its series CESifo Working Paper Series with number 2081.

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Date of creation: 2007
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Handle: RePEc:ces:ceswps:_2081

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Related research

Keywords: education policy; European Higher Education Area; economic; social and cultural integration; count data;

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References

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  1. Guimarães, Paulo, 2008. "The fixed effects negative binomial model revisited," Economics Letters, Elsevier, Elsevier, vol. 99(1), pages 63-66, April.
  2. Terry Long, B.Bridget, 2004. "How have college decisions changed over time? An application of the conditional logistic choice model," Journal of Econometrics, Elsevier, Elsevier, vol. 121(1-2), pages 271-296.
  3. Jerry A. Hausman & Bronwyn H. Hall & Zvi Griliches, 1984. "Econometric Models for Count Data with an Application to the Patents-R&D Relationship," NBER Technical Working Papers, National Bureau of Economic Research, Inc 0017, National Bureau of Economic Research, Inc.
  4. Andreu Mas-Colell, 2003. "The European Space of Higher Education: Incentive and Governance Issues," Rivista di Politica Economica, SIPI Spa, SIPI Spa, vol. 93(6), pages 9-27, November-.
  5. Mizrahi, Shlomo & Mehrez, Abraham, 2002. "Managing quality in higher education systems via minimal quality requirements: signaling and control," Economics of Education Review, Elsevier, Elsevier, vol. 21(1), pages 53-62, February.
  6. Dan A. Black & Jeffrey Smith, 2003. "How Robust is the Evidence on the Effects of College Quality? Evidence From Matching," University of Western Ontario, CIBC Centre for Human Capital and Productivity Working Papers, University of Western Ontario, CIBC Centre for Human Capital and Productivity 20033, University of Western Ontario, CIBC Centre for Human Capital and Productivity.
  7. Paulo Guimaraes & Richard Lindrooth, 2005. "Dirichlet-Multinomial Regression," Econometrics, EconWPA 0509001, EconWPA.
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Citations

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Cited by:
  1. Giorgio Di Pietro, 2012. "The Bologna Process and widening participation in university education: new evidence from Italy," Empirica, Springer, Springer, vol. 39(3), pages 357-374, August.
  2. Frederick van der Ploeg & Reinhilde Veugelers, 2007. "Higher Education Reform and the Renewed Lisbon Strategy: Role of Member States and the European Commission," CESifo Working Paper Series 1901, CESifo Group Munich.
  3. Alexandre, Fernando & Portela, Miguel & Sá, Carla, 2008. "Admission Conditions and Graduates' Employability," IZA Discussion Papers 3530, Institute for the Study of Labor (IZA).
  4. Fabio Berton & Daniele Bondonio, 2014. "The Impact of Degree Duration on Higher Education Participation: Evidence from a Large-Scale Natural Experiment," LABORatorio R. Revelli Working Papers Series, LABORatorio R. Revelli, Centre for Employment Studies 137, LABORatorio R. Revelli, Centre for Employment Studies.
  5. Lorenzo Cappellari & Claudio Lucifora, 2008. "The "Bologna Process" and College Enrolment Decisions," DISCE - Quaderni dell'Istituto di Economia dell'Impresa e del Lavoro, Università Cattolica del Sacro Cuore, Dipartimenti e Istituti di Scienze Economiche (DISCE) ieil0051, Università Cattolica del Sacro Cuore, Dipartimenti e Istituti di Scienze Economiche (DISCE).
  6. Carlos Vieira & Isabel Vieira, 2011. "Determinants and projections of demand for higher education in Portugal," CEFAGE-UE Working Papers 2011_15, University of Evora, CEFAGE-UE (Portugal).
  7. Guccio, Calogero & Martorana, Marco & Monaco, Luisa, 2013. "Evaluating italian university teaching efficiency convergence: a non-parametric frontier approach," MPRA Paper 56673, University Library of Munich, Germany.
  8. Bosio, Giulio & Leonardi, Marco, 2011. "The Impact of Bologna Process on the Graduate Labour Market: Demand and Supply," IZA Discussion Papers 5789, Institute for the Study of Labor (IZA).

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