Descrição do projeto
2024Monitorização e Avaliação de Impacto das Bolsas de Mérito e Bolsas Novos Talentos da Fundação Calouste GulbenkianThe Calouste Gulbenkian Foundation's (FCG) merit scholarship program is unique in Portuguese HE, combining the dimension of merit with support for students from economically disadvantaged backgrounds. In terms of merit, there is practically no support for undergraduate students based on their potential, apart from the residual support provided by some ES institutions in supporting their courses. The most recognized and widespread aspect of merit in Portuguese HE is probably support for PhD students from the Foundation for Science and Technology (FCT). However, this support emerges later in the context of HE levels, so only a very small fringe of students are potential candidates, and perhaps many students with high potential do not intend to go on to such an advanced level of study. For this reason, there is no program in place for most Portuguese ES that considers the merit of students on entry to ES. Taking the profiles known in the student mobility literature as an example, many disadvantaged students are unable, for financial reasons, to bear the risks inherent in a mobility program like Erasmus, where the value of the existing scholarships and the uncertainties associated with obtaining accommodation, as well as the inconvenience associated with losing accommodation in the country of origin - in the case of displaced students - make it difficult to attend these mobility programs. The study is organized into three objectives. The first objective is to assess the impact of the scholarship on personal and academic life. With this objective, the research team should be able to (i) identify whether the scholarship has allowed students to be more dedicated to their HE course and academic involvement in general, compared to non-funded students; (ii) whether, for funded students, the scholarship has played an active role in their mobility decisions and its impact; and (iii) the role of the scholarship in the financial and family logic of the scholarship holder, establishing whether it has allowed greater financial independence from the family compared to non-selected students. The second objective is to assess the student's choices concerning entering the labor market. The project will seek to find out whether the grant influenced the student's decision to pursue master's studies or to enter the labor market immediately after graduating, when possible, and to assess the respondents' awareness of their efforts and prospects to improve their employability conditions. Suppose the longevity of the program makes it possible. In that case, the access to the first job and the employability indicators achieved by the scholarship holders (typically, number of jobs, salary evolution, type of employment, adjustment of the skills profile to the job) will be assessed one and three years after they enter into the labor market. The third objective is to make broader recommendations to improve the scholarship program. The results of meeting the two previous objectives will give the team the opportunity to 1) assess whether the selection process for these students, as well as the rules for renewing the scholarships, are the most appropriate; 2) assess whether the value of the scholarships is sufficient or excessive for achieving the program's objectives. An insufficient value should lead to an increase in the value of the scholarships, allowing the program to be more effective, while the identification of an excessive value will allow for an increase in the number of students funded; and 3) to identify more general points for improvement, good practices, the possibility of funding more specific activities to be included in the program (e.g., language courses), as well as other recommendations arising from the research conducted.
2024Resultados no mercado de trabalho dos Diplomados do Ensino Superior PortuguêsThe study is organized in 5 objectives. The first objective is to identify and characterize unemployed higher education graduates. As specific objectives, the team will seek: 1) through descriptive statistics to provide an estimate of the unemployment rate, broken down by area of education and training, level of education, subsystems, gender, and age; 2) through linear regression methods, to ascertain the determinants of the unemployment situation based on the information provided by the respondents. This process will make it possible to identify which graduates are most at risk of falling into unemployment and could provide important policy implications. The team will also endeavor to contrast the information in the study's three databases with the IEFP's employability data, which is used as an anchor for defining vacancies in higher education courses. The second objective is to analyze the professional integration of graduates. This is done by analyzing the career path of graduates during their first years in the labor market. This objective is therefore subdivided into two: 1) an analysis of descriptive statistics to characterize the graduates using indicators such as the number of jobs, salary evolution, stability of the employment relationship, and the adjustment of the skills profile to the job; 2) a linear regression analysis to determine the determinants of each of these indicators. Special attention will also be paid to the graduate's first job. In addition to a brief characterization of the typical graduate's first job in the system, the importance of this first job in explaining the aforementioned indicators will also be assessed using linear regression methods to understand the role of the first job in the graduate's career. The third objective will be to assess the influence of additional qualifications on graduates' career paths in the labor market. Specifically, the aim is to estimate, employing linear regression analyses, the benefit of obtaining an additional degree by the graduate on these results in the labor market. In this context, when statistical significance allows, the analysis will be separated between the different additional qualifications that can be obtained (differences between ISCED 5 and 6, 6 and 7, or 7 and 8) with special attention to an analysis by CNAEF area, since, in several cases, formal qualifications serve as a means of access to certain professions. The fourth objective is related to graduate mobility - namely, international mobility. The information the team has access to in the databases is very limited in gauging this reality since the databases collect information from Portuguese territory. However, the Eurograduate database could be a good starting point for analyzing the issue, particularly concerning which individual characteristics of the graduate lead to migration, including the breakdown by CNAEF areas. Finally, the project will result in conclusions and public policy recommendations, depending on the results. The project's ambition is to produce recommendations that will make the Portuguese higher education network more efficient, identifying the areas of education and training and the regions where there is the highest unemployment and the worst results for graduates on the labor market and, on the other hand, identifying areas with better indicators where more places or courses could be opened. These results will also be emphasized regionally since explaining labor market processes can have an important regional component. The project also aims to share the team's experience in collecting data on employability, designing better mechanisms for tutelage to understand graduates' results in the labor market, and responding to the Court of Auditors' concerns.
2022 EC4uS Engineering Curricula for (u)SocietyThe main goal of the Engineering Curricula for Society (EC4uS) project is the development of a framework and tools for helping Higher Education Institutions (HEI) in building contextualized and inclusive engineering curricula, capable of addressing in a proper way a number of challenges that nowadays exist regarding engineering courses. Gender unbalance [9, 15] and early dropout rates [4-8] are two concerns and realities of STEM courses in general, and engineering courses in particular. EC4uS proposes that engineering curricula must be tailored and updated taking into account these challenges, at the same time preparing under and postgraduate academic paths to the societal challenges, needs and requirements, aiming for better and well prepared professionals and citizens. Additionally, and taking into account the current worldwide Covid-19 pandemic period, and how this has affected the dynamic of HEI and academic systems worldwide, engineering curricula can also benefit from a deep reflection and alignment to a new reality requiring not only new teaching/learning formats, techniques and technologies, but also new and updated competencies by both teachers and, particularly, students. This rethinking process can therefore help HEI in providing graduation and postgraduation academic offers capable of creating innovation, economic growth and social impact of labour markets and society in general. Aligned to these goals, EC4uS project intends to help HIE in rethinking and make engineering courses more attractive to women, student-centred and at the same time aligned with global challenges of a post-pandemic world and society. Carrying out research and development within the field, the project will directly and effectively provide answers to one of the priorities of the European Education Area by 2025, namely “the promotion of a new higher education curricula for engineering courses, and professionals, of the future” [11]. Traditionally, higher education engineering curricula are built relying on internal, self-centred, procedures and silo discussions among HEI staff. With EC4uS project, an innovative framework and disruptive tools will be made available to HEI decision-making process, methodologies based on true engagement of stakeholders (internal and external) and therefore providing a co-creation environment grounded on methodologies of alignment index measurement, product development and societal needs satisfaction, in building alternative and inclusive engineering curricula [16]. This comprehensive and integrative approach is believed to therefore aid Higher Education Institutions in providing more relevant and suitable competencies for future STEM professionals, namely engineers in their role as professionals but also as citizens. Combining the interdisciplinary expertise of a research team that aggregates competencies in the fields of engineering education [16,17], assessment of students’ skills [22,23] and gender balance evaluation in HEI [9,15], with a unique opportunity to rethink engineering curricula and test innovative and participative methodologies, during a demanding and “tip point” time where new questions and answers are truly needed, all these factors, taken into account together, reinforce the value and potential impact of the EC4uS project.
2024Elevating Higher Education Public Policies: An Empowering SpringbroardThis project addresses innovative strategies to strengthen public policies and improve the competitiveness of the higher education sector, taking into considerations the two forces which shaped the current world of higher education (HE) – the humanistic traditions of university governance and the neo-liberal reforms of the past thirty years –, and suggesting alternative actions to overcome some major crises, such as the tension between traditional and neo-liberal academic values; the biased evaluation and assessment of quality in higher education; the ineffectiveness determined by the distorted measurements of scientific achievements; and the recent digital transformations of the universities facing the pandemic. Relying on a world-class and culturally diverse consortium, HESPRI aims to provide evidence-based recommendations for governments, policymakers and universities, to adjust various components of HE policies, in response to current challenges.
2023Reconfiguration of university's missions in the Europe of knowledge: the rise of the 'University of the Future'The ideas of knowledge society and knowledge-based economy became popular as a policy idea at the end of the 20th century being assumed as a political toolto promote European integration. Although these concepts can be merely a rhetorical device, metaphor or narrative, they were transformed in specific politicalinstruments to which higher education (HE) needs to respond. Despite the constant struggle over its definition and purpose, the need to enhance the interactionbetween HE and society and to produce knowledge with and for society caused a shi in the basic beliefs about the university. From safeguard of nationalculture and instrument for social mobility, the university became an endeavour of the national, regional, and global knowledge-based economy. Thus,universities become a ‘meaningful social actor’, capable of empowering society and contribute to local and regional socioeconomic development through theengagement of professionals in socially relevant issues [1; 2; 3]. HE and science policy epistemic communities created a number of catchwords to capture thistransformation in research (e.g. mode 2, triple helix, etc.), and in teaching (e.g. continuous education, e-learning, etc.). Despite flourishing conceptual models –entrepreneurial university, university of the future –literature has yet to capture such unprecedented changes in the universities’ complex relationship withsociety and their role in societal transformation [4].To adapt to this shi universities applied different organisational models based on processes of convergence, isomorphism and homogenization. The ‘EuropeanUniversities’ are the most recent political tool in this strategy, aiming to strengthen the link between teaching, research, innovation and knowledge transfer,while fostering education outreach to society and economy. How is the idea of ‘European universities’ being implemented? What are the main transformationsthis idea promotes in the university missions’ (re)configuration? Which organisational models are in place to implement it?Taking an agency perspective, ‘European universities’ can be seen as an inner (re)configuration of university purpose(s) and organisational model(s). Theproject’s main aim is to understand how the political strategy of implementing a knowledge-based society in Europe is leading to universities’ reconfiguration atgovernance and management, structures and professionals’ roles level. How are universities reconfiguring their missions in society, namely the traditionalteaching and research? Which governance and management models and structures are developed to ensure that the relationship with society is fully integratedin all universities’ missions? How are HE professionals’ roles and practices changing within the reconfiguration of universities’ missions? Are there genderdifferences in these professionals’ roles and practices? How are universities managing the quality of their relationship with society?Plano de trabalhoResumo10/30 A multidisciplinary and multidimensional analytical model will be proposed drawing from different areas – political science, sociology, education sciences,gender studies, management; across multiple dimensions – political, strategic and practical; at different levels – European, institutional and individual. For adeeper understanding on how these multiple dimensions intersect with institutional and individual practices and reflect on possible consequences (for HE andsociety) of this changing relationship we will resort to both qualitative (document analysis, interviews, focus groups and a world café) and quantitative (survey)data and methods.This multidisciplinary and multidimensional analytical model will be applied to a case study of 10 Portuguese universities part of European Universities’consortia since they can be considered paradigmatic [5] or extreme cases [6] in which the pressures for institutions to become socially relevant partners inaddressing wider social challenges is even more evident. These cases may provide a better understanding on how universities develop their relationship withsociety, the tensions arising between different missions and professionals, and serve as a model of the ‘university of the future’, engaged with society and able torespond to major societal challenges.This research proposal is relevant because: 1) it addresses an important topic - the way European political ideas promote transformational changes to structuralbeliefs about the university roles and social mission; 2) it proposes an innovative approach contributing to a deeper knowledge on how institutions andprofessionals are implementing these wider intrinsic and extrinsic pressures and the arising tensions; 3) it uses a case study approach based on ‘EuropeanUniversities’ consortia, itself a novel perspective on these issues; 4) it will contribute to better institutional policies in this domain, reinforcing HE potential forsocietal change and socioeconomic development.
2023Higher Education Autonomy in Europe: supranational, national, and institutional trendsThis project draws on the analysis of how supranational trends are influencing HE autonomy in Europe and on how they are being translated at the national and institutional levels focusing on how its political grammar impinges on HEIs articulation of education, research, and innovation in fulfilling their missions. The project assumes a multi-level approach: European, national, and institutional. It brings forward the role states play in mediating the challenges stemming from the HE ecosystems. It is relevant to compare contexts where the state plays a stronger regulating role (France and Finland), with those where the national dimension is salient and supranational policies tend to be resisted (Poland), those where market-driven policies are more influential (the Netherlands), and those where mixed features of state regulation and institutional autonomy prevail (Portugal). The comparison of HE systems and HEIs from these countries seeks to identify the configurations they are assuming based on the analysis of governance, institutional management, and the role of the professionals in enacting their pedagogic and research autonomy. Looking at the diverse positioning of the states and at HEIs’ dynamics the project will allow broadening the views on the impact of those drivers on the autonomy of HE systems and HEIs. Thus, it aims to map out the trends transforming European HE in the last decade. The research questions are: how are supranational trends influencing HE autonomy in Europe? How are supranational trends being translated at the national and institutional levels? Do national policies reflect a stronger coordination by the state vis a vis market regulation? How are HEIs articulating education, research and innovation in fulfilling their missions? How do those trends impact on educational programmes and on the autonomy of academics to select research topics and projects? In the project participate researchers from CIPES, from the University of Porto (CIIE), the University of Aveiro, the Nicolaus Copernicus University - Poland, the Tampere University – Finland, Leiden University – The Netherlands and Institut de Recherce en Gestion - Université Paris-Est Créteil – France.
2021Dynamics of Inequality in Portuguese Higher Education System – Access, Gender, and MobilityRecent decades have seen a massive expansion in the access to higher education (HE). One of the major developments in dealing with mass HE has been a tendency to de-regulate higher education systems (HES), allowing them to follow the interplay of the supply and demand forces. However, it has been argued that de-regulation and competition could lead to significant stratification and inequalities in HE. There are several dimensions through which HE can reproduce or amplify inequalities. One of the potential sources of inequality is that of institutional stratification. In many systems the major issue is not anymore of access to a degree, but increasingly about the type of degree, the type of institution, the region chosen, or the field of study being chosen. This seems to be particularly relevant regarding the future benefits of HE as the job prospects and income seem to vary substantially depending on the field of study and educational institution. A second source of inequality refers to the way HE reproduces and amplifies socioeconomic inequalities. Due to the strong competition for certain programs and institutions, students and their families have adopted a variety of strategies, namely by mobilizing more resources that could place them in an advantageous situation. Moreover, others have questioned that the current system focus on certain competences and skills that do not guarantee a good academic performance of students once they enter HE. A third important dimension of inequality in a mass system has to do with the opportunities it creates according to gender. Although women’s levels of participation in HE and qualification have improved significantly, this is still not homogeneous across all fields. In particular, women are still underrepresented in science, technology, engineering and mathematics (STEM) professions, despite investing on average more years in education than males, which can partly justify the gender pay gap, as women miss out on high-paying careers. A fourth and final dimension of inequality refers to the number of years of study and the growing divide between those with a first-degree and those with postgraduate education and the financial advantages of the latter. In this project we aim to study several dimensions of the dynamics of inequality in mass HE by focusing on the Portuguese system. A crucial aspect to study is the impact of the access system and the way this is replicating and amplifying different types of inequalities. Thus, we aim to analyse the access system in Portugal and to what extent it is performing well its function
2022Assessment procedures to be adopted by the regulatory agencies and the higher education assessment and regulatory structures in the CPLP member-StatesThe global goal of the study is to establish a reference framework for the development and consolidation of quality assurance systems for higher education in CPLP (Community of Portuguese-Speaking Countries) member-States by 2030 and a set of recommendations for the future work of the Regulatory Agencies and national structures for the evaluation and regulation of higher education in the CPLP member-States. This global goal is broken down into the following specific goals: 1) Deepen the knowledge about the state of the art regarding the evaluation and regulation procedures adopted by the Regulatory Agencies and national structures for the evaluation and regulation of higher education in the CPLP member-States and carry out a survey of the norms of procedures leading to the recognition of degrees and diplomas; 2) Know the information and communication systems and technologies at the service of networking in the area of higher education quality in these countries and study the possibility of their inclusion in the interface structure of the information systems Digital Platform (PD) of ARES/CV, aiming to expand the Platform’s capacity, with the possibility of managing and processing the evaluation and accreditation process of higher education institutions; 3) Identify common indicators, that is, map, systematize, share and analyse instruments, methodologies and indicators of higher education assessment in the CPLP member-States (such as evaluation of study cycles; evaluation of scientific areas; institutional evaluation; self-evaluation; external evaluation; evaluation of teaching in the distance learning modality) and to prepare a set of recommendations for the future work of the Regulatory Agencies and national structures for the evaluation and regulation of higher education in the CPLP member-States. 4) Prepare a training plan for the staff of the ARES CPLP Space, which will enable the institutional capacity building of the Regulatory Agencies and national structures for the evaluation and regulation of higher education in the CPLP member-States. The attainment of these specific goals will enable the establishment of the reference framework mentioned above, based on common reference indicators to be adopted by the Regulatory Agencies and national structures for the evaluation and regulation of higher education in the member-States. In turn, this reference framework will be the basis for the production of specific recommendations for: • The establishment of a support and incentive network for technical cooperation in the field of training and development of professionals, considering the specificities and needs of the CPLP higher education Assessment and Regulation Agencies or similar bodies; • The reinforcement of information sharing on the accreditation and regulation of study programmes and higher education institutions and the procedures leading to the recognition of degrees and diplomas; • The encouragement of the use of information and communication technologies at the service of networking in the area of quality in higher education; • The progress towards the establishment and promotion of a community mechanism of multilateral surveillance with the purpose to support the Regulatory Agencies and national structures for the evaluation and regulation of higher education in the member-States, based on the democratization of knowledge, the spirit of mutual support and the principle of mutual solidarity.
2022Mapping and socio-economic dynamics of higher education students in Grande Porto and Grande LisboaThis study aims to focus on the two largest population centres in Portugal to contribute to the definition of policies – from the central State, the municipalities and the HEIs – that promote the improvement of the lives of higher education students in Grande Porto (GP) and Grande Lisboa (GL). It is, therefore, a matter of knowing who they are, where they are, how they live, how they move and what support conditions benefit higher education students in the areas of GP and GL. This study also aims to characterize the policies for setting the number of places in the HEIs of GP and GL to contribute to the analysis and framing of the main problems that students in these areas face. Thus, the study intends to cover the following aspects: identification of the socio-economic profile of higher education students from GP and GL; their geographic distribution and movement patterns; their living conditions; and social support for GP and GL higher education students. The specific objectives of this research study are the following: Socio-economic profile of the higher education students from GP and GL 1. Know the students who attend the HEIs of GP and GL through a socio-economic characterization of their profile; 2. Know the socio-economic reality of students in the 1st, 2nd and 3rd stages to understand whether dropouts from the 1st to the 2nd stage are related to that reality; 3. Identify displaced students. Geographic distribution and population dynamics of higher education students from GP and GL 4. Map the population of higher education students living in GP and GL, particularly in the municipalities of Porto and Lisbon and in their peripheral municipalities; 5. Identify the places with the highest student density; 6. Understand whether students settle in GP and GL when they conclude the 1st study cycle and whether there are expectations to live in these cities after this period. Travel patterns of higher education students from GP and GL 7. Identify the travel pattern of higher education students from GP and GL (reason for travel, means of transport used – metro, bus, tram, train, scooter and bicycle –, distance travelled and time spent), their expectations about the use of individual or public transport, opinion about the public transport network and connection to cycle path networks. Living conditions of higher education students from GP and GL 8. Identify where and with whom GP and GL higher education students live (parents' home, Social Services residence, private residence, rented room, ...), as well as assess housing conditions (comfort, internet access, study space, ...). Social support for higher education students from GP and GL 9. Identify the responses of direct and indirect social action, namely, the offer of canteens and accommodation, and analyze whether they meet the needs. With the attainment of these objectives, the study seeks to answer the following questions: • What is the socio-economic reality and life situation of higher education students in GP and GL? • Where do they live and how do they get around daily? • What are the social action responses that seek to meet students' welfare needs (from a socio-economic, psychological and health point of view)? • What is the coverage of accommodation, food services and the transport network? • How do these issues relate to the policy for setting places available in GP and GL?
2021Institutional Reform of the University Eduardo Mondlane into a Research-led UniversityThis project consists of a research-based consultancy that aims to support the transition of the University Eduardo Mondlane (UEM) from a teaching-oriented to a research-led institution. The project brings together an international and multi-disciplinary team of seven researchers associated with CIPES to assist the structural transformation of UEM into a research-led institution by 2028. At the heart of the project is research-capacity-building at the level of the system and its actors, including an examination of the capabilities and know-how of UEM academic and administrative staff to suggest training solutions and indicate goals (via a Roadmap). To this end, the project adopts a participatory-action-research methodology, which can be broken down into a theory of change and a participatory mode of action, to promote a process of engagement in the change across all relevant stakeholders in the institutional transformation process. The basis of our change analysis is both theoretical (formal and informal organising, communities of practice) and evidence-based according to the tacit understandings of internal and external stakeholders relevant to UEM’s research capacity building. Hence, the organisation of the first stage of the project into five working phases: (1) Institutional document analysis; (2) Selection of interviewees and tool development; (3) Data collection (individual and focus groups interviews) and preliminary data analysis; (4) SWOT analysis and focus groups analysis; and (5) Roadmap.