A massificação e democratização da Educação Doutoral na encruzilhada entre a equidade e a meritocracia

Patrícia Alves; Amélia Lopes; Ricardo Cruz-Correia; Isabel Menezes

doi:10.21814/rpe.30793

Authors

Patrícia Alves CIIE - Centre for Research and Intervention in Education, Faculty of Psychology and Education Sciences, University of Porto https://orcid.org/0000-0002-2105-6367
Amélia Lopes CIIE - Centre for Research and Intervention in Education, Faculty of Psychology and Education Sciences, University of Porto https://orcid.org/0000-0002-5589-5265
Ricardo Cruz-Correia Centre for Research in Health Technologies and Services, Faculty of Medicine, University of Porto https://orcid.org/0000-0002-3764-5158
Isabel Menezes CIIE - Centre for Research and Intervention in Education, Faculty of Psychology and Education Sciences, University of Porto https://orcid.org/0000-0001-9063-3773

DOI:

https://doi.org/10.21814/rpe.30793

Keywords:

Doctoral Education, Massification, Democratisation, Equity, Meritocracy

Abstract

In recent decades, processes of massification and democratisation of Doctoral Education (DE) have been evident in Portugal and globally, promoting the opening to doctoral candidates with diverse characteristics, including non-traditional doctoral candidates. Although, it is recognised the persistence of limitations to the democratisation of access, and the value of the degree. This qualitative study explores the (dis)continuities between the processes of massification, democratization of access, and democratization of the multidimensional value of DE, aiming to identify guidelines for promoting continuities between these processes. Data were collected through 25 Focus Groups with members of scientific and monitoring commissions, supervisors, PhD candidates and PhD holders from doctoral programmes in Social and Health Sciences at a Portuguese university and analysed using thematic analysis. The results show continuities, which suggest that massification has contributed to the democratization of access, and this has contributed to the democratization of the value of DE. However, discontinuities were also identified, expressing limitations and challenges to the fluidity and harmonization of these processes, and the measures proposed to promote continuities revealed two perspectives: “democratic equity” and “meritocracy”. This study may contribute to the theoretical deepening of the debate on the massification and democratization of DE, with potential implications for the adjustment of pedagogical, selection, and assessment practices that promote the expansion and harmonization of the positive effects of these processes.

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Author Biography

Isabel Menezes, CIIE - Centre for Research and Intervention in Education, Faculty of Psychology and Education Sciences, University of Porto

Isabel Menezes has a degree and PhD in Psychology from the University of Porto, where she is a full professor in the Department of Educational Sciences - OEI Chair of Global Citizenship Education. She is director of the Centre for Educational Research and Intervention. Her research centres on citizenship education and the civic and political participation of children, young people and adults, with a special focus on populations in risk of exclusion. She has also carried out research into the social responsibility of universities and doctoral education.

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