02769nas a2200277 4500008004100000245013500041210006900176300000900245520185500254653002402109653002202133653003402155653001602189653001502205100002202220700002102242700002302263700002102286700001902307700002002326700001602346700001402362700002102376700002302397856007102420 2022 eng d00aAcademic engagement in Portugal: the role of institutional diversity, individual characteristics and modes of knowledge production0 aAcademic engagement in Portugal the role of institutional divers a1-143 a

Higher Education Institutions (HEIs) play a crucial role in knowledge society by providing and disseminating knowledge. In this regard, academics have been encouraged to collaborate with society, leading to the emergence of new modes of knowledge production. Several institutional and individual factors have been identified as determinants of the academic engagement. Hence, using data from a survey delivered to a representative sample of Portuguese academics, this paper analyses the influence of different modes of knowledge production, institutional diversity and individual characteristics on distinct dimensions of academic engagement (Formal Research Collaboration; Informal Dissemination of Knowledge; Commercialization of Knowledge; and Teaching-related Activities and Supervision of Students). We propose as research hypotheses the existence of an influence of individual academics’ values, identity and types of knowledge on the engagement with society, addressing them using a linear regression. Results suggest the influence of CUDOS, (i.e. communalism, disinterestedness and organized scepticism) and PLACE, (i.e. proprietary, local, authority, commissioned and expert) on academic engagement, although this influence differs according to distinct dimensions. The findings also reveal differences according to the type of institutional affiliation. Moreover, the study confirms the relevance of individual characteristics in explaining different forms of academic engagement, such as gender, discipline and seniority. Since the results do not align entirely with the theory, this paper may be of particular relevance to launch a discussion around the type of engagement higher education institutions intend to promote and how far their own characteristics and those of their academics may influence such engagement.

10aAcademic engagement10acommercialisation10amodes of knowledge production10apolytechnic10auniversity1 aQueirós, Anabela1 aCarvalho, Teresa1 aRosa, Maria, João1 aBiscaia, Ricardo1 aVideira, Pedro1 aTeixeira, Pedro1 aDiogo, Sara1 aMelo, Ana1 aFigueiredo, Hugo1 aAmaral Mendes, Rui uhttps://www.tandfonline.com/doi/full/10.1080/03075079.2022.204224100474nas a2200133 4500008004100000245010100041210006900142300001200211490000700223100002100230700002300251700002000274856004600294 2022 eng d00aCross-border higher education and quality assurance. Results from a systematic literature review0 aCrossborder higher education and quality assurance Results from  a695-7180 v271 aCarvalho, Nathan1 aRosa, Maria, João1 aAmaral, Alberto uhttps://doi.org/10.1177/1028315322107690001744nas a2200241 4500008004100000245007500041210006900116260001500185300001400200490000700214520100200221653002301223653001901246653002701265653002201292653002801314653001301342100002001355700002101375700002301396700001801419856006501437 2022 eng d00aGender (im)balance in the pool of graduate talent: the portuguese case0 aGender imbalance in the pool of graduate talent the portuguese c c13/07/2022 a155–1700 v283 a

Doctoral education has grown substantially, resulting in a larger and diverse pool of graduates for research. Simultaneously, gender balance in research has become a growing concern, particularly in Europe. Based on the Portuguese case, this paper discusses whether the increase in the pool of graduate talent, considered to be comprised of doctoral graduates, has resulted in a gender balance across different disciplines. The analysis of the evolution of doctoral theses completed by men and women from 1970 to 2016 suggests that, while gender balance has been achieved in terms of participation in doctoral education, horizontal segregation in disciplines persists. A more gender-balanced pool of graduate talent for research across disciplines seems to require more action from Portuguese policymakers and universities, particularly in terms of the implementation of gender equality measures. This is also true for countries where gender equality in doctoral education is a challenge.

10aDoctoral education10aGender balance10aHorizontal segregation10aKnowledge society10aPool of graduate talent10aPortugal1 aCardoso, Sónia1 aCarvalho, Teresa1 aRosa, Maria, João1 aSoares, Diana uhttps://link.springer.com/article/10.1007/s11233-022-09093-900619nas a2200157 4500008004100000022002200041245006400063210006400127250004300191260003600234300000800270100002200278700002300300700002100323856011700344 2022 eng d a978 1 83910 262 200aIntroduction to the Research Handbook on Managing Academics0 aIntroduction to the Research Handbook on Managing Academics aC. S. Sarrico, M. J. Rosa, T. Carvalho bEdward Elgar Publishing Limited a4801 aSarrico, Cláudia1 aRosa, Maria, João1 aCarvalho, Teresa uhttps://www.e-elgar.com/shop/gbp/research-handbook-on-academic-careers-and-managing-academics-9781839102622.html00354nas a2200109 4500008004100000245004500041210004500086100002000131700002300151700002000174856005000194 2022 eng d00aResearching higher education in Portugal0 aResearching higher education in Portugal1 aCardoso, Sónia1 aRosa, Maria, João1 aAmaral, Alberto uhttps://doi.org/10.1080/21568235.2022.212588700642nas a2200145 4500008004100000245014900041210006900190490000700259100001800266700002100284700002300305700002000328700001700348856013100365 2021 eng d00aPerformance Indicators for Research and Cultural Creation Activities in Polytechnic Higher Education Institutions: A Consensus Building Approach0 aPerformance Indicators for Research and Cultural Creation Activi0 v111 aMelo, Ana, I.1 aBiscaia, Ricardo1 aRosa, Maria, João1 aMachado, Isabel1 aRocha, Paula uhttps://www.cipes.pt/performance-indicators-research-and-cultural-creation-activities-polytechnic-higher-education?language=en03715nas a2200181 4500008004100000020002200041245009500063210006900158260005200227520307300279653002403352653002103376653002003397100002203417700002103439700002303460856005003483 2020 eng d a978-84-09-17939-800aAcademic Engagement in Portugal: Different Types of Engagement, Different Scientific Areas0 aAcademic Engagement in Portugal Different Types of Engagement Di aValencia, SpainbIATED Academyc2-4 March, 20203 a

Under the Knowledge Society narratives, the European Innovation Policy has been promoting the collaboration between universities and industry, government, media-based and culture-based public and civil society (Carayannis & Campbell, 2019). In this context, the mission of universities, considered as core knowledge institutions, has been challenged and the traditional roles of education and teaching have been broadened to include the dissemination of the knowledge to the society. Consequently, academics are encouraged to adopt entrepreneurial behaviour and to engage with non-academics stakeholders.
The literature on knowledge transfer tends to focus on more applied areas and to associate collaboration with industry with technological areas. However, the academic engagement with society should be approached through a broader perspective, including all the interactions with non-academic organizations (Perkmann, 2013).
Based on a representative dataset of a survey delivered in Portugal, between November of 2018 and January of 2019, this paper intends to compare the types of academic engagement performed by Portuguese academics from different scientific areas. We argue that the type of engagement strongly depends on the scientific field. The external activities reported by the academics in the survey were grouped in 4 dimensions based on the literature review: formal collaboration, informal collaboration, commercialization and education. A linear regression is applied in order to estimate the relationship between the different disciplines and each dimension.
Our results suggest that the types of engagement vary according to the scientific areas. Commercialization (patenting and spin-offs) is much more associated with technological areas, than with social sciences, arts and humanities. However, academic from these areas tend to engage more external partners through informal and ‘relational’ collaboration. Moreover, formal research collaboration, such as consultancy and research contracts plays a relevant role in academic engagement in social sciences. Additionally, activities associated with education such as the supervision of the students' internships tend to be more relevant in more applied areas than in humanities, physics or mathematics.
This study aims to contribute to the debate on academic engagement with society, emphasizing the role of the scientific areas. On the one hand, it highlights the existence of different types and dimensions of academic engagement, which vary between commercialisation-driven activities to informal forms of collaboration. On the other hand, it contribute to understand the relationship between such types of academic engagement and the different scientific areas. It finally draws attention to the relevance of informal channels of university-society collaboration, particularly developed by academics linked to arts, humanities and social sciences, and which impact despite increasingly discussed in the literature, is still ‘underestimated.’

10aAcademic engagement10ahigher education10ascientific area1 aQueirós, Anabela1 aCarvalho, Teresa1 aRosa, Maria, João uhttps://library.iated.org/view/QUEIROS2020ACA04236nas a2200205 4500008004100000020002200041245010300063210006900166260005200235520351700287653001503804653002603819653002603845653002503871653001803896100002203914700002103936700002303957856005003980 2020 eng d a978-84-09-24232-000aKnowledge Translation and Partnerships in Healthcare: Literature Review on Challenges and Enablers0 aKnowledge Translation and Partnerships in Healthcare Literature  aOnline ConferencebIATED Academyc9-10 Nov 20203 a

In the context of the Knowledge Society advent, scientific knowledge is considered as an asset to serve economic and social development purposes through the collaboration between universities and non-academic institutions. In the case of Healthcare, the system can benefit from scientific evidence in order to improve well-being and healthcare services. However, the persistent gap between scientific evidence and its implementation to the practice has been object of a political concern as it potentially leads to a duplication of efforts and a waste of resources (Rowley et al 2012). This challenge is observed by the difficulty to translate basic scientific knowledge into clinical applications (Kitson et al 2018), and by the time required for a patient to benefit from a proven treatment (Graham 2006).
From this perspective, the Knowledge Translation (KT) paradigm emerges as a strategy to close the evidence-practice gap and to ensure that the knowledge produced by researchers meet real-world needs. More recently, the focus was placed on the collaborative arrangements set between researchers and non-academic stakeholders. In this context, the traditional knowledge users (clinical professionals, policymakers, managers and even patients) take a role as co-producers of knowledge in a research partnership, actively participating in all the phases of the research process.
However, it is not clear how these collaborative arrangements are approached, and what are the main factors required for the establishment of a successful partnership. And this is precisely what this paper aims to better understand, contributing to the debate on research partnerships as a strategy to close the gap between science and practice in the Healthcare area.
A systematic literature review is conducted on the studies covering KT arrangements and the co-production of knowledge between academics and stakeholders from the Healthcare system. For this purpose, a search for both the expressions “knowledge translation” and “co-production of knowledge”, combined with “healthcare” in the database Scopus-Elsevier (in order to restrict the analysis to peer-reviewed material) was undertaken. The articles selected focused on the conceptualization of integrated knowledge translation mechanisms and multi-organizational partnerships.
The literature review reveals a number of factors that have been identified as the main enablers and barriers to KT processes. In this regard, the complex nature of research partnership comprising actors with different priorities and from different organizational cultures entails the main barriers to the KT. On the other hand, regular communication and effective leadership contribute to overcoming these challenges. The existence of a Knowledge Brokering infrastructure, able to engage all the participants since the earlier stages, is perceived as crucial for the co-production of relevant knowledge.
Understanding the factors that can hinder or facilitate effective KT processes allows for the planning and implementation of successful partnerships between academic and non-academic actors. Therefore, KT interventions should be designed, anticipating potential barriers, and optimizing the facilitators. Furthermore, this study sheds light on what should be the role of an intermediate infrastructure aiming to optimize knowledge production and its implementation within a partnership in order to improve the healthcare service.

10ahealthcare10aknowledge translation10aresearch partnerships10ascientific knowledge10aThird mission1 aQueirós, Anabela1 aCarvalho, Teresa1 aRosa, Maria, João uhttps://library.iated.org/view/QUEIROS2020KNO01673nas a2200181 4500008004100000245010900041210007100150300001400221490000700235520102900242653003501271653002101306653003001327100002201357700002301379700002101402856006801423 2018 eng d00aConstruindo uma universidade sustentável: uma discussão baseada no caso de uma universidade portuguesa0 aConstruindo uma universidade sustentável uma discussão baseada n a424–4470 v233 a

A partir do caso de uma universidade portuguesa, discutimos visões sobre o que deve ser uma Universidade Sustentável (US), bem como sobre as diferentes etapas necessárias à sua implementação. A discussão foi construída a partir da revisão da literatura sobre a sustentabilidade no ensino superior, análises de documentos da instituição, observação do campus e entrevistas com diferentes atores associados às questões relativas à sustentabilidade na universidade. A universidade estudada atua nas dimensões da sustentabilidade sugeridas na literatura, mas percebe-se que o processo de institucionalização de uma efetiva US encontra-se ainda em fase inicial. A partir do caso estudado são sugeridas ações estratégicas para as universidades que buscam a transição para US que incluem a adoção de uma perspectiva holística de US por meio da discussão e de documentos oficiais, a prática da gestão democrática e participativa, e a criação de canais formais de diálogo com a sociedade.

10aGestão da Educação Superior10aSustentabilidade10aUniversidade Sustentável1 aBizerril, Marcelo1 aRosa, Maria, João1 aCarvalho, Teresa uhttps://www.scielo.br/j/aval/a/GX4wV7LqXcgnh3FFJd68Lbf/?lang=pt02126nas a2200169 4500008004100000245011600041210006900157260001500226300001300241490000600254520154300260100002201803700002301825700002101848700002001869856006701889 2015 eng d00aA sustentabilidade socioambiental no ensino superior: um tema integrador para os países de língua portuguesa?0 asustentabilidade socioambiental no ensino superior um tema integ c2015-09-01 a99–1150 v23 a

Neste início de século vem se construindo um consenso de que as universidades são agentes estratégicos para a promoção da sustentabilidade por diversas razões como: (1) a necessidade de reduzir o impacto ambiental decorrente de suas atividades; (2) o fato de serem instituições promotoras de inovação; (3) o seu papel formador de lideranças, professores e distintos profissionais que influenciam a sociedade; (4) e seu impacto no desenvolvimento regional sustentável. No presente artigo é defendida a ideia de que a peculiar situação da Comunidade dos Países de Língua Portuguesa (CPLP), ao buscar intencionalmente a cooperação dentre uma diversidade de contextos culturais e socioeconômicos, pode-se configurar como interessante espaço para a discussão de diversos temas emergentes da atualidade que requerem a cooperação entre países e o reconhecimento de diversos olhares, como certamente é o caso da sustentabilidade no ensino
superior. O texto é fundamentado na revisão da literatura internacional sobre sustentabilidade no ensino superior e na discussão dos conceitos de sustentabilidade que podem, por um lado, interessar aos Países de Língua Portuguesa (PLP) nos seus contextos regionais e, por outro, constituir um mecanismo adicional de integração dos sistemas de ensino superior destes países. Por fim, analisam-se os desafios que se colocam aos PLP nesta matéria, propondo-se a cooperação para a institucionalização da sustentabilidade no ensino superior desses países.

1 aBizerril, Marcelo1 aRosa, Maria, João1 aCarvalho, Teresa1 aPedrosa, Júlio uhttps://www.revistaforges.pt/index.php/revista/article/view/19