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Societies
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Perspectives and Researches on Higher Education Policies: Analysis for Quality...
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Perspectives and Researches on Higher Education Policies: Analysis for Quality and Development

A special issue of Societies (ISSN 2075-4698).

Deadline for manuscript submissions: closed (12 September 2023) | Viewed by 11529

Special Issue Editors

Dr. Margarida Saraiva

E-Mail Website
Guest Editor
Management Department, School of Social Sciences, Universidade de Évora, 7004-516 Évora, Portugal
Interests: quality; management; sustainability
Dr. Teresa Nogueiro

E-Mail Website
Guest Editor
Management Department, School of Social Sciences, Universidade de Évora, 7004-516 Évora, Portugal
Interests: quality; management; sustainability

Special Issue Information

Dear Colleagues,

Whatever the approach, the politics of higher education continue to be a vibrant field that draws new scholars and researchers from all areas of the social sciences.

Researchers and practitioners will have the tools they need to solve the complex challenges facing contemporary higher education if they have a better understanding of the political environment that colleges and universities are operating in.

In our opinion, higher education policies are crucial for the successful realization of the respective institutions' strategic plans and for the quality as well as sustainable development of these institutions.

We believe that the contributions of researchers and professionals in the area will give higher education policies an important insight into the topic.

This research topic welcomes works that address issues within the scope of higher education policies at different levels and contexts for their quality and development.

The contributions to be submitted must have a significant impact on current and emerging social issues in higher education, namely related to sustainable development, management, strategies and policies, and quality in/of education, among others.

(*Contributions have to follow one of the three categories of papers (article, conceptual paper, or review) for the journal and address the topic of the Special Issue.)

Dr. Margarida Saraiva
Dr. Teresa Nogueiro
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as conceptual papers are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Societies is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

 

Keywords

  • education quality
  • educational applications
  • educational policies
  • educational reforms
  • educational strategies
  • higher education
  • higher education systems
  • management quality
  • public policy
  • quality
  • social sciences
  • sustainable development

Published Papers (3 papers)

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Research

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15 pages, 314 KiB  
Article
Student Participation: Issues for the Governance of Higher Education
by Albertina Palma, Joaquim Mourato, João Vinagre, Fernando Almeida and Ana Maria Pessoa
Societies 2023, 13(5), 115; https://doi.org/10.3390/soc13050115 - 30 Apr 2023
Viewed by 1517
Abstract
The paper reports findings of a research project aimed at developing insight into student participation in the governance of higher education institutions. The project was carried out in two institutions in Portugal, analyzing numbers and forms of participation, identifying facilitators and constraints to [...] Read more.
The paper reports findings of a research project aimed at developing insight into student participation in the governance of higher education institutions. The project was carried out in two institutions in Portugal, analyzing numbers and forms of participation, identifying facilitators and constraints to participation, and analyzing the students’ perceptions of their own participation. The study was carried out in the context of the European purpose of creating a cohesive European Higher Education Area (EHEA), and in light of theoretical perspectives of the sociology of public action. The concept of participation put forward by the Council of Europe in 2003 was mobilized in the sense that true participation involves making a difference in decision-making. The research objectives required both quantitative and qualitative data collection; therefore, a mixed-methods approach was adopted, including document analysis, interviews, and a questionnaire. The cross-analysis of the data collected enabled the researchers to characterize the participation of students in formal governing bodies and in other institutional contexts, identify facilitators and constraints to participation resulting either from the legal framework, the institutional culture, or personal contexts, and simultaneously capture individual perceptions of participation on the part of the students. The results enabled the authors to make a set of recommendations for political action both at national and institutional levels. Full article
(This article belongs to the Special Issue Perspectives and Researches on Higher Education Policies: Analysis for Quality and Development)
19 pages, 332 KiB  
Article
Exploring the Relationship between Early Leaving of Education and Training and Mental Health among Youth in Spain
by Laura M. Guerrero-Puerta and Miguel A. Guerrero
Societies 2023, 13(5), 103; https://doi.org/10.3390/soc13050103 - 22 Apr 2023
Viewed by 1739
Abstract
This study aimed to explore the relationship between Early Leaving Education and Training and mental health perceived by young Spanish school leavers, as well as develop mid-range theories to better understand this relationship. The study uses a grounded theory approach; specifically, Charmaz’s constructivist [...] Read more.
This study aimed to explore the relationship between Early Leaving Education and Training and mental health perceived by young Spanish school leavers, as well as develop mid-range theories to better understand this relationship. The study uses a grounded theory approach; specifically, Charmaz’s constructivist approach and its informed version have guided the study. Through qualitative interviews with individuals who had left school prematurely, the results of this study showed a bidirectional relationship between ELET and mental health, where the detriment in the mental health of young people who leave school early should be understood as both a cause and an effect of the process of ELET. In addition, the findings suggest that certain socio-economic and educational factors, such as bullying, academic stress, self-responsibilization of failure, and labels such as “NEET” can contribute to a decrease in mental health. Overall, this study has provided new insights into the ELET-mental health relationship, contributing to the development of mid-range theories that can inform future research and interventions to minimize these problems. Full article
(This article belongs to the Special Issue Perspectives and Researches on Higher Education Policies: Analysis for Quality and Development)

Other

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16 pages, 592 KiB  
Systematic Review
Advancing Gender Equality in Schools through Inclusive Physical Education and Teaching Training: A Systematic Review
by Miguel A. Guerrero and Laura Guerrero Puerta
Societies 2023, 13(3), 64; https://doi.org/10.3390/soc13030064 - 09 Mar 2023
Cited by 4 | Viewed by 7531
Abstract
The importance of achieving an inclusive education to ensure parity and equality between genders is a worldwide challenge. Consequently, it is essential to rethink the various places and spaces within the school environment where gender inequalities are produced. Physical education is one of [...] Read more.
The importance of achieving an inclusive education to ensure parity and equality between genders is a worldwide challenge. Consequently, it is essential to rethink the various places and spaces within the school environment where gender inequalities are produced. Physical education is one of these spaces which has been identified as a problematic area in the literature. In order to address this issue and respond to the needs identified in the research, this systematic review presents action initiatives aimed at applying certain teaching strategies highlighted in the study. The PRISMA method was used to review 274 studies which explore this topic at various levels of education, emphasizing the need for coeducational teaching of physical education and the necessity of proposing motivational tasks for both sexes. In particular, results show that some studies have focused on the need for physical education teachers to be aware of potential gender-biased structures when developing curricula, approaches and materials. Other research has highlighted that in order for physical education classes to be inclusive, equitable opportunities must be provided for all students to participate. In addition, strategies should be implemented which promote positive attitudes towards physical activity by addressing any underlying gender stereotypes and by breaking down traditional boundaries that exist between genders. In conclusion, this systematic review has identified a number of teaching strategies which could help teachers create an equitable learning environment within physical education classes. This could subsequently lead to greater success in achieving an inclusive education which promotes parity and equality between genders. Full article
(This article belongs to the Special Issue Perspectives and Researches on Higher Education Policies: Analysis for Quality and Development)
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