A Comparative Study of the Estimators for the Demand of Engineering Courses in Portugal
For the purpose of modeling the demand of Engineering Courses in Portugal we analyzed the possible regression models for panel count data models by establishing a comparison between the estimators obtained and then finding the most appropriate ones for our dataset. A precise quantification of the demand for each academic program is facilitated by the rules of access to higher education, in National Contest for Access and Admission to Higher Education, where candidates must list up to six preferences of institution and program. The data used in this paper covers the results of the national contest from 1997 to 2015 provided by the Portuguese Ministry of Education and Science. Multivariate methodologies were performed in order to allow a better understanding of the students’ allocation behavior. The results seem to indicate that the negative binomial estimates fit better the dataset analyzed.
A. Manuela Gonçalves and Raquel Oliveira were supported by the Research Centre of Mathematics of the University of Minho with the Portuguese Funds from the “FCT-Fundação para a Ciência e a Tecnologia,” through the Project PEstOE/MAT/UI0013/2014. Rosa M. Vasconcelos was supported by the Foundation through “FCT - Fundação para a Ciência e Tecnologia,” within the Project UID/MAT/00013/2013, by FEDER funds through the Competitivity Factors Operational Programme—COMPET and by national funds through FCT within the scope of the project POCI-01-0145-FEDER-007136.
- 1.Access to higher education in Portugal. http://www.dges.mctes.pt. Accessed 24 November 2016
- 5.Classificação nacional das áreas de educação e formação. http://www.dados.gov.pt/PT/CatalogoDados/Dados.aspx?name=ClassNacionaldeareasdeeducacaoeformacao. Accessed 24 November 2016
- 6.Data of access to higher education in Portugal. http://www.dges.mctes.pt/DGES/pt/Estudantes. Accessed 24 November 2016
- 7.EHEA: a common vision. http://www.ehea.info/pid34248/history.html. Accessed 17 November 2016
- 8.European Ministers of Education. The Bologna Declaration (1999). http://www.dges.mctes.pt. Accessed 24 Nov 2016
- 9.Higgins, J.H.: Introduction to Modern Nonparametric Statistics. Thomson Toronto, Toronto (2004)Google Scholar
- 10.OECD, Organization for Economic Co-operation and Development. Reviews of national policies for education: tertiary education in Portugal. Examiner’s Report. http://www.dges.mctes.pt/NR/rdonlyres/8B016D34-DAAB-4B50-ADBB-25AE105AEE88/2564/Backgoundreport.pdf. Accessed 17 November 2016 (2006)
- 11.Results of access to higher education in Portugal. http://www.dges.mctes.pt/DGES/pt/Estudantes/Acesso. Accessed 24 November 2016
- 12.Siegel, S., Castellan, N.J.: Nonparametric Statistics for the Behavioral Sciences, 2nd edn. McGraw-Hill, New York (1988)Google Scholar
- 13.The aim of Bologna process. http://www.europa.eu. Accessed 17 November 2016