@conference {4278, title = {TRAVELLING DISCOURSES AND PRESSURES ON DOCTORAL EDUCATION: THE PORTUGUESE CASE}, booktitle = {6th International Conference on Education and New Learning Technologies}, year = {2024}, abstract = {

In the context of the knowledge society framework and assumptions promoted at the European level by various entities, national governments have embarked on a series of higher education reforms. These reforms are aimed at strengthening the central role of higher education as a key provider of knowledge and human capital.\ 

Owing to its crucial contribution to knowledge creation and human capital development, doctoral education has become the focal point of national higher education and science policies. These policies, in turn, are progressively incorporating European narratives on the reform of doctoral education. Nevertheless, the mechanisms connecting European narratives to national policy discourses, norms and practices in doctoral education remain unexplored.\ 

This paper aims to narrow this gap by focusing on the Portuguese case. It investigates how European narratives on doctoral education are discursively translated into national policies, drawing on insights from discursive institutionalism. This framework explores how ideas travel and are translated into specific national and organisational contexts.\ 

The empirical foundation of this the paper rests on a content analysis of documents issued at both the European and national central government levels, with the aim of tracing the discursive translation processes. To identify the dominant European narratives on doctoral education, our analysis initially focused on two primary sources of European documents: the Bologna Declaration and Communiqu{\'e}s of the Conference of Ministers, as advanced by the European Union (EU), along with three position papers of the European University Association (EUA) focused on the Salzburg principles, recommendations, and future directions. Subsequently, by examining national legislation addressing doctoral education over the past two decades, we sought to shed light on the translation of the European documents into Portuguese policy.\ 

The findings suggest that Portuguese policies addressing doctoral education have adopted European narratives, but in an eclectic and fragmented manner {\textendash} through translation and editing practices {\textendash} rather than in a coherent, integrative way, as advocated by discursive institutionalism.

This outcome might be attributed to the variation in how countries appropriate soft law (i.e., regulations issued at the European level) due to their distinct social, cultural, and historical characteristics. Portugal, in its translation of European regulations, could exemplify this {\textquoteright}selective{\textquoteright} approach. Through the lens of discursive institutionalism, it can also be argued that the translation process empowers national governments with significant capabilities to devise pragmatic solutions that align with their interests and goals.

}, author = {Sara Diogo and S{\'o}nia Cardoso and Thiago Freires and Teresa Carvalho} } @inbook {4188, title = {Some reflections on the current roles and interventions of external governing board stakeholders in Portugal and the UK in a new managerialist context}, booktitle = {Handbook of higher education management and governance}, year = {2023}, pages = {401-416}, publisher = {Edward Elgar}, organization = {Edward Elgar}, address = {Cheltenham}, isbn = {978 1 80088 806 7 (cased)}, issn = {978 1 80088 807 4 (eBook)}, doi = {10.4337/9781800888074}, url = {http://dx.doi.org/10.4337/9781800888074}, author = {Rosemary Deem and A. Magalh{\~a}es} } @article {4039, title = {Brothers in Arms? How neoliberalism connects North and South Higher Education: Finland and Portugal in perspective}, journal = {Social Sciences}, volume = {11}, year = {2022}, month = {13/05/2022}, pages = {213}, abstract = {

This paper puts in perspective the reforms of the Portuguese and Finnish higher education (HE) sectors in the light of the role intergovernmental organisations have{\textemdash}especially the Organisation for Economic Cooperation and Development (OECD){\textemdash}in influencing neoliberal public policies in these countries. On the year that the OECD celebrates its 62nd anniversary, (the OECD was founded with this name on 14 December 1960 by 20 countries, following the establishment of the former European Economic Co-operation (OEEC) in April 1948) and by comparing two different countries, this article analyses the extent to which the OECD has been and is an {\textquotedblleft}imperial agent{\textquotedblright} in Portuguese and Finnish HE policies. By cross-comparing the OECD reports of both HE systems, the empirical data shows how the OECD proposes neoliberal reforms based on three main components of neoliberalism: market, management and performativity in different countries. Taking these proposals into account, Portugal and Finland undertook similar HE legislative reforms despite their geographical, historical, cultural and economic differences. The data reveal a convergence in HE policies in these countries, anticipating the reinforcement of neoliberal policies at the national level.\ 

}, keywords = {Finland, HE, New Public Management (NPM), OECD, policy diffusion, policy implementation, Portugal}, doi = {https://doi.org/10.3390/socsci11050213}, url = {https://www.mdpi.com/2076-0760/11/5/213}, author = {Sara Diogo and Teresa Carvalho} } @article {4040, title = {Tales of Doctoral Students: Motivations and Expectations on the Route to the Unknown}, journal = {Education Sciences}, volume = {12}, year = {2022}, month = {18/04/2022}, pages = {286}, abstract = {

This paper provides a reflection on the way changes taking place in doctoral education are being perceived and internalized by doctoral students. The Doctoral perceptions are analyzed through Ph.D. candidates{\textquoteright} motivations to enroll in the program and to their levels of satisfaction with the supervision experience. Comparisons between national and international students, as well as differences according to doctoral programs{\textquoteright} scientific areas, i.e., between students enrolled in Science, Technology, Engineering and Mathematics (STEM) and in Social Sciences, Languages and Humanities (SSLH) are established. Based on a case study developed in a Portuguese university, conclusions point to the dominance of a romanticized, traditional view of doctoral education, with the academic profession at its core. This view is mostly shared by international students and those from SSLH scientific areas. In turn, national Ph.D. candidates and those from STEM areas have incorporated a more instrumental view of doctoral education, aiming for training participants to professions outside academia.

}, keywords = {conceptualization, Doctoral education, international students, paradigm shift, Ph.D. candidates, scientific areas, supervision}, doi = {https://doi.org/10.3390/educsci12040286}, url = {https://www.mdpi.com/2227-7102/12/4/286}, author = {Sara Diogo and Andreia Gon{\c c}alves and S{\'o}nia Cardoso and Teresa Carvalho} } @inbook {4009, title = {Teaching and Research in the Knowledge Society: Exploring Academics{\textquoteright} Trade-Offs Through National Comparative Perspectives}, booktitle = {Teaching and Research in the Knowledge-Based Society: Historical and Comparative Perspectives}, volume = {23}, year = {2022}, pages = {230}, publisher = {Springer Cham}, organization = {Springer Cham}, edition = {F. Huang, T. Aarrevaara, U. Teichler}, abstract = {

Similar trends have been shaping higher education systems in Europe. First, in modern university, the influence of Humboldtian values as the unity of teaching and research framed the organisation of higher education institutions (HEIs). More recently, under the ideological influence of both the knowledge economy/society and neoliberalism, European systems are compelled to demonstrate the utility of the knowledge produced, while they are making accountable to society, imposing an audit culture. This context leads to a stratification of institutions and academics, where the knowledge produced, usually measured by the number of publications, is an essential feature to determine the most prestigious institutions and academics.

At present, the time European academics dedicate to their main roles differs, with some dedicating more time to teaching, while others dedicate more time to research. It is expected that this distinction impacts directly on research outputs. Notwithstanding, personal characteristics, such as gender and seniority, are acknowledged to impact the number of research outputs.

This chapter illuminates on the effects of time organisation (time dedicated to teaching and to research) and of academics{\textquoteright} individual characteristics (gender and seniority), on research outputs, placing Portugal in a comparative perspective with other six countries of Finland, Germany, Lithuania, Slovenia, Sweden and Turkey.

Findings confirm that prioritising one of academics{\textquoteright} roles influences research outputs, with relevant variations between academics{\textquoteright} gender and seniority, more than among countries.

}, keywords = {Academics{\textquoteright} trade-offs, Gender, Research time, Seniority, Teaching time, Time organisation}, issn = {978-3-031-04438-0}, doi = {https://doi.org/10.1007/978-3-031-04439-7_6}, url = {https://link.springer.com/chapter/10.1007/978-3-031-04439-7_6}, author = {Sara Diogo and Teresa Carvalho and Anabela Queir{\'o}s} } @inbook {4031, title = {Teaching and Research in the Knowledge Society: Exploring Portuguese Academics{\textquoteright} Trade-Off}, booktitle = {Teaching and Research in the Knowledge Society}, volume = {23}, year = {2022}, publisher = {Springer}, organization = {Springer}, edition = {F. Huang, T. Aarrevaara, U. Teichler}, abstract = {

Similar trends have been shaping higher education systems in Europe. First, in modern university, the influence of Humboldtian values as the unity of teaching and research framed the organisation of higher education institutions (HEIs). More recently, under the ideological influence of both the knowledge economy/society and neoliberalism, European systems are compelled to demonstrate the utility of the knowledge produced, while they are making accountable to society, imposing an audit culture. This context leads to a stratification of institutions and academics, where the knowledge produced, usually measured by the number of publications, is an essential feature to determine the most prestigious institutions and academics.

At present, the time European academics dedicate to their main roles differs, with some dedicating more time to teaching, while others dedicate more time to research. It is expected that this distinction impacts directly on research outputs. Notwithstanding, personal characteristics, such as gender and seniority, are acknowledged to impact the number of research outputs.

This chapter illuminates on the effects of time organisation (time dedicated to teaching and to research) and of academics{\textquoteright} individual characteristics (gender and seniority), on research outputs, placing Portugal in a comparative perspective with other six countries of Finland, Germany, Lithuania, Slovenia, Sweden and Turkey.

Findings confirm that prioritising one of academics{\textquoteright} roles influences research outputs, with relevant variations between academics{\textquoteright} gender and seniority, more than among countries.

}, issn = {978-3-031-04439-7}, author = {Sara Diogo}, editor = {Teresa Carvalho} } @article {4043, title = {Change in research and in higher education institutions: forms of resistance in a research-action project}, journal = {Investigaciones Feministas}, volume = {12}, year = {2021}, month = {18/06/2021}, pages = {283-295}, keywords = {gender equality, knowledge-to-action gap, research performing/funding organisations, resistances, structural and cultural challenges}, doi = {https://doi.org/10.5209/infe.72054}, url = {https://revistas.ucm.es/index.php/INFE/article/view/72054}, author = {Sara Diogo and Carina Jord{\~a}o and Teresa Carvalho and Hana Himi and Maya Ashkenazi and Veronika Me{\v s}kov{\'a} and Anita Thaler and Jennifer Dahmen-Adkins} } @article {4044, title = {A Comparative Approach on the Relevance of National Gender Equality Legal Frameworks in Israel, Portugal, and Slovakia to Improve Equality at the Institutional Level}, journal = {Journal of International Women{\textquoteright}s Studies}, volume = {22}, year = {2021}, pages = {84{\textendash}102}, abstract = {

In the last decades, women{\textquoteright}s participation in Higher Education has increased in most Western countries, even if the well-known phenomena of horizontal and vertical segregation still persist (O{\textquoteright}Connor, 2017). The reasons for the persistence of these phenomena have been widely studied (Ridgeway, 2011; Pearce, Wald, \& Ballakrishnen, 2014; Rhode, 2016), highlighting the importance of defining and implementing affirmative actions to improve women{\textquoteright}s situation in Higher Education. In this context, the European Union (EU) has placed the topic of gender equality (GE) in Higher Education with high relevance in the political agenda. As a result, several research projects have been approved to design and implement Gender Equality Plans (GEPs) in Higher Education Institutions (HEIs). This paper reflects the design and implementation process of GEPs in a group of countries integrating an international project . Based on data analysis of national legal documents, this paper examines the macro factors that can contribute to improving GE at the institutional level. The empirical analysis is based on a qualitative approach sustained on the analysis of national legal documents related to the economic, political, and social domains of Portugal, Slovakia, and Israel. The comparative analysis among the countries reveals that there are relevant actions already in place in national legal frameworks that can be seen as positive to design and implement GEP in HEIs.

}, url = {https://vc.bridgew.edu/jiws/vol22/iss5/6}, author = {Sara Diogo and Carina Jord{\~a}o and Teresa Carvalho and Hana Himi and Maya Ashkenazi and Veronika Me{\v s}kov{\'a} and Z{\'e}lia Breda} } @article {4287, title = {A comparative approach on the relevance of national gender equality legal frameworks in Israel, Portugal, and Slovakia to improve equality at the institutional level}, journal = {Journal of International Women{\textquoteright}s Studies}, volume = {22}, year = {2021}, pages = {84{\textendash}102}, author = {Diogo, Sara and Jord{\~a}o, Carina and Carvalho, Teresa and Himi, Hana and Ashkenazi, Maya and Me{\v s}kov{\'a}, Veronika and Breda, Z{\'e}lia} } @article {4288, title = {Change in research and in higher education institutions: forms of resistance in a research-action project}, year = {2021}, author = {Diogo, Sara and Jord{\~a}o, Carina and Carvalho, Teresa and Himi, Hana and Ashkenazi, Maya and Me{\v s}kov{\'a}, Veronika and Thaler, Anita and Dahmen-Adkins, Jennifer} } @article {4291, title = {Reformas en la investigaci{\'o}n y en las instituciones de educaci{\'o}n superior formas de resistencia en un proyecto de investigaci{\'o}n-acci{\'o}n}, journal = {Investigaciones Feministas}, year = {2021}, pages = {283}, author = {Diogo, Sara Margarida and Jord{\~a}o, Carina and Carvalho, Teresa and Himi, Hana and Ashkenazi, Maya and Me{\v s}kov{\'a}, Veronika and Thaler, Anita and Dahmen-Adkins, Jennifer} } @article {3780, title = {Looking back in anger? Putting in perspective the implementation of the Bologna process in Finnish and Portuguese higher education systems}, journal = {European Journal of Cultural and Political Sociology.}, volume = {7}, year = {2020}, month = {2020}, chapter = {1}, author = {Sara Diogo} } @article {4048, title = {Nomination vs. election: do they influence women{\textquoteright}s access to institutional decision-making bodies?}, journal = {Journal of Management and Governance}, volume = {25}, year = {2020}, month = {31/10/2020}, pages = {879{\textendash}898}, abstract = {

Portuguese higher education institutions (HEIs) are excellent case-studies of women representation in academia, considering their significant presence and rapid growth in HEIs. Nevertheless, and despite efforts to minimise gender gaps, women are still underrepresented in top management and leading positions, contributing to increment the phenomenon of vertical segregation. Based on the reality of the Portuguese academia, and focusing on an in-depth case study of a Portuguese university, this paper analyses if and how the way decision-making bodies are constituted, influence the gender balance of their members. Recently, within the New Public Management (NPM) context, HEIs have been subjected to external pressures to create a new organisational environment aiming at substituting the collegial model of governance with a managerial one. In this context, there has been a trend to replace the election by the nomination as the dominant process to occupy decision-making positions. The opening hypothesis of this study is that the way decision-making bodies are constituted, impacts on their gender balance. More specifically, it is argued that the nomination process tends to be more advantageous to women than the election. However, although it is possible to conclude that the gender balance decreases with the increasing importance of the decision-making body, it is not accurate to say that there is a direct relationship between the way actors are chosen to these bodies and their gender balance. In other words, the way actors are chosen can not be seen as the only factor influencing the gender constitution of decision-making bodies. The study provides a relevant contribution to the literature on mechanisms and strategies to improve gender equality in institutional decision-making processes and bodies.

}, keywords = {Decision-making bodies, Election, Gender balance, Governance, Managerialism, New Public Management (NPM), Nomination, universities}, doi = {https://doi.org/10.1007/s10997-020-09538-6}, url = {https://link.springer.com/article/10.1007/s10997-020-09538-6}, author = {Sara Diogo and Teresa Carvalho and Z{\'e}lia Breda} } @conference {4102, title = {Does Taking a PhD Abroad Increase the Number of International Publications? Reflections From the Best Self-Reported Publications in Portuguese Academia}, booktitle = {14th International Technology, Education and Development Conference}, year = {2020}, month = {2-4 March, 2020}, publisher = {IATED Academy}, organization = {IATED Academy}, address = {Valencia, Spain}, abstract = {

This paper contributes to the debate on academics{\textquoteright} internationalisation and academic research productivity by focusing on knowledge diffusion.
The policy measures to foster national innovation systems and Higher Education Institutions (HEI) are entrenched in the establishment of the European Research Area and in the European Higher Education Area. These two settings also represent the changing dynamics of international academic mobility, which, in turn, can be translated in an increase of extramural collaboration and its importance in academic research activities over the last few decades. In Portugal, public policies on S\&T developed in the last years have fostered an increase of PhD graduates, inciting them to study abroad. Consequently, many PhD students have been studying outside Portugal. Alongside these developments, international publications have been assuming increasing relevance in researchers{\textquoteright} recruitment and career advancement. One of the facets of knowledge production is research performance and research outputs, which in HEI is usually measured in terms of publications produced by individuals and/or research groups. Trying to see if there is a relationship between academic international experiences and academics{\textquoteright} research productivity, we took those PhD graduates who have a contractual relation with an HEI, and asked them whether having graduated abroad favoured a different profile for disseminating knowledge produced with a higher emphasis on publishing internationally. We believe this is so, given the higher orientation that foreign countries may have towards publications in international outlets when compared to Portugal and the fact that being abroad improves researchers{\textquoteright} knowledge of a second or even a third language. Bearing in mind that the internationalisation of the academy varies according to individual, institutional and structural characteristics, and that among factors influencing it, discipline plays a major role, we will be able to assess whether the different types of outputs reported by researchers are dependent on their characteristics, with the main factor being the international experiences of the staff. Using a dataset of 9602 staff members of Portuguese HEI coming from a mandatory questionnaire by the Portuguese Agency for Assessment and Accreditation of Higher Education (covering nearly all doctorates in Portugal{\textendash}in 2012, 83\% of the PhD were employed in HEI), we explore the relationship between the self-reported publication patterns of these staff and the HEI where they obtained their PhD degree (abroad or in a national institution). Statistical inference and econometrics methods were used in order to assess whether this relationship is significant. The analysis was also broken down into different scientific fields to check whether this relationship holds for each scientific field.
Conclusions show a positive effect between taking the PhD abroad and reporting a higher number of international articles (both when considering only journal articles and all international outlets). However, when checking for the robustness of these effects broken down by the ISCED-97 fields of education, that effect does not hold for most fields, being only significantly positive for Arts \& Humanities and Social Sciences, Commerce \& Law, while having null and negative effects for other fields, suggesting that, after all, the overall effect verified earlier was due only to the effect of this variable on some fields.

}, keywords = {academic staff, internationalization, knowledge production \& dissemination, portuguese higher education institutions, self-reported research productivity}, isbn = {978-84-09-17939-8}, doi = {https://doi.org/10.21125/inted.2020.0975}, url = {https://library.iated.org/view/DIOGO2020DOE}, author = {Sara Diogo and Ricardo Biscaia and Teresa Carvalho} } @inbook {3432, title = {An International Comparative Perspective on Higher Education Institutions{\textquoteright} Governance and Management{\textemdash}Portugal, Finland, and Brazil}, booktitle = {Intercultural Studies in Higher Education: Policy and Practice.}, year = {2019}, publisher = {Palgrave MacMillan.}, organization = {Palgrave MacMillan.}, address = {Basingstoke}, abstract = {

Reforms in higher education (HE) in the last decades have been influenced by global and international trends associated with two parallel processes: questioning of the nation-state and the gradual decomposition of the welfare state (Carvalho and Santiago in\ Professionalism, Managerialism and Reform in Higher Education and the Health Services: The European Welfare State and the Rise of the Knowledge Society.\ Palgrave Macmillan, 2015; Kwiek in\ Higher Education in Europe\ 26:27{\textendash}38, 2001). These processes intersect with the influence of neo-liberal ideas, strongly diffused by international organizations (Amaral and Neave in\ International Organizations and Higher Education Policy: Thinking Globally, Acting Locally.\ Routledge, London, pp. 82{\textendash}98, 2009; Ball in\ Policy Futures in Education14:1046{\textendash}1059, 2016). According to Stephan Ball (Policy Futures in Education\ 14:1046{\textendash}1059, 2016), neo-liberal influences in HE can be summarized by three interrelated and interdependent technologies: market, management, and performance. These technologies were translated in the emergence of new management and governance models within higher education institutions (HEIs) in such a way that institutional governance became an international issue (Reed and Meek in\ Governing Higher Education: National Perspectives on Institutional Governance. Kluwer, Dordrecht, pp. xv{\textendash}xxxi, 2002). It has been acknowledged that changes in governance and management structures in HE all over the world include transformations in the Humboldtian principles of organization along with changes in the collegial model of decision-making and a redefinition of power relations, where external stakeholders and new professionals assume a relevant role within academia (Capano in\ Public Administration\ 89:1622{\textendash}1642, 2011; Reed and Meek in\ Governing Higher Education: National Perspectives on Institutional Governance. Kluwer, Dordrecht, pp. xv{\textendash}xxxi, 2002; Welch in\ Higher Education in Southeast Asia: Blurring Borders, Changing Balance. Taylor \& Francis, 2011), with implications on academics{\textquoteright} work (Blackmore et al. in\ Re-positioning University Governance and Academic Work. Sense Publishers, 2010; Carvalho and Santiago in\ Higher Education Policy\ 23:397{\textendash}411, 2010; Marginson in\ Journal of Higher Education Policy and Management\ 22:23{\textendash}35, 2000). Nevertheless, few comparative international perspectives have been developed, especially when considering the need to include countries with distinct historical processes of nation-state creation, different welfare state models and diverse levels of economic development, and social and cultural characteristics. There is, indeed, a study gap on New Public Management (NPM) constructs and their application {\textquotedblleft}with little understanding of several important cultural dimensions{\textquotedblright} (Stromquist in\ Compare\ 30:261{\textendash}264, 2000). This chapter compares the perceived changes in HEI management and its impact on academics in three countries: Brazil, Finland, and Portugal. Data analysis relies on a qualitative approach, empirically based on 70 interviews conducted in the 3 countries to top and middle academic managers, following the same interviewing guidelines. Despite significant differences in systems{\textquoteright} organization and funding, cultures{\textquoteright} governance and management, and professionals{\textquoteright} and students{\textquoteright} profiles, there are more similar views on changes in governance and management and its impact on academics than expected. In these countries, academics expressed similar views on the increased influence of a management culture within their institutions and a loss of professional autonomy.

}, author = {Sara Diogo and Milka Barbosa and Teresa Carvalho} } @inbook {4032, title = {An International Comparative Perspective on Higher Education Institutions{\textquoteright} Governance and Management {\textendash} Portugal, Finland, and Brazil}, booktitle = {Intercultural Studies in Higher Education}, series = {Intercultural Studies in Education}, year = {2019}, pages = {109{\textendash}133}, publisher = {Palgrave Macmillan, Cham.}, organization = {Palgrave Macmillan, Cham.}, edition = {A. Moreira, P. Jen-Jacques, N. Bagnall }, abstract = {

Reforms in higher education (HE) in the last decades have been influenced by global and international trends associated with two parallel processes: questioning of the nation-state and the gradual decomposition of the welfare state (Carvalho and Santiago in\ Professionalism, Managerialism and Reform in Higher Education and the Health Services: The European Welfare State and the Rise of the Knowledge Society.\ Palgrave Macmillan, 2015; Kwiek in\ Higher Education in Europe\ 26:27{\textendash}38, 2001). These processes intersect with the influence of neo-liberal ideas, strongly diffused by international organizations (Amaral and Neave in\ International Organizations and Higher Education Policy: Thinking Globally, Acting Locally.\ Routledge, London, pp. 82{\textendash}98, 2009; Ball in\ Policy Futures in Education\ 14:1046{\textendash}1059, 2016). According to Stephan Ball (Policy Futures in Education\ 14:1046{\textendash}1059, 2016), neo-liberal influences in HE can be summarized by three interrelated and interdependent technologies: market, management, and performance. These technologies were translated in the emergence of new management and governance models within higher education institutions (HEIs) in such a way that institutional governance became an international issue (Reed and Meek in\ Governing Higher Education: National Perspectives on Institutional Governance. Kluwer, Dordrecht, pp. xv{\textendash}xxxi, 2002). It has been acknowledged that changes in governance and management structures in HE all over the world include transformations in the Humboldtian principles of organization along with changes in the collegial model of decision-making and a redefinition of power relations, where external stakeholders and new professionals assume a relevant role within academia (Capano in\ Public Administration\ 89:1622{\textendash}1642, 2011; Reed and Meek in\ Governing Higher Education: National Perspectives on Institutional Governance. Kluwer, Dordrecht, pp. xv{\textendash}xxxi, 2002; Welch in\ Higher Education in Southeast Asia: Blurring Borders, Changing Balance. Taylor \& Francis, 2011), with implications on academics{\textquoteright} work (Blackmore et al. in\ Re-positioning University Governance and Academic Work. Sense Publishers, 2010; Carvalho and Santiago in\ Higher Education Policy\ 23:397{\textendash}411, 2010; Marginson in\ Journal of Higher Education Policy and Management\ 22:23{\textendash}35, 2000). Nevertheless, few comparative international perspectives have been developed, especially when considering the need to include countries with distinct historical processes of nation-state creation, different welfare state models and diverse levels of economic development, and social and cultural characteristics. There is, indeed, a study gap on New Public Management (NPM) constructs and their application {\textquotedblleft}with little understanding of several important cultural dimensions{\textquotedblright} (Stromquist in\ Compare\ 30:261{\textendash}264, 2000). This chapter compares the perceived changes in HEI management and its impact on academics in three countries: Brazil, Finland, and Portugal. Data analysis relies on a qualitative approach, empirically based on 70 interviews conducted in the 3 countries to top and middle academic managers, following the same interviewing guidelines. Despite significant differences in systems{\textquoteright} organization and funding, cultures{\textquoteright} governance and management, and professionals{\textquoteright} and students{\textquoteright} profiles, there are more similar views on changes in governance and management and its impact on academics than expected. In these countries, academics expressed similar views on the increased influence of a management culture within their institutions and a loss of professional autonomy.

}, keywords = {Brazil, Finland, Globalization, Governance, Higher Education Institutions, International organizations, Management, new public management, Portugal}, issn = {978-3-030-15757-9}, doi = {https://doi.org/10.1007/978-3-030-15758-6_5}, url = {https://link.springer.com/chapter/10.1007/978-3-030-15758-6_5}, author = {Sara Diogo and Milka Barbosa and Teresa Carvalho} } @proceedings {3455, title = {Navigating round higher education degrees: A cross comparison of bachelor, master and PhD learning outcomes}, year = {2018}, author = {D. Dias and Diana Soares} } @proceedings {3456, title = {Creativity is intelligence having fun{\textquotedblright}: Is creativity a real learning outcome of higher education? }, year = {2018}, author = {D. Dias and Diana Soares} } @proceedings {3457, title = {Is Portuguese Higher Education developing students capacities for innovation? The truth behind learning outcomes. }, year = {2018}, author = {D. Dias and Diana Soares} } @article {3452, title = {O que se {\textquotedblleft}ensina{\textquotedblright} no Ensino Superior: avaliando conhecimentos, compet{\^e}ncias, valores e atitudes}, journal = {Revista Meta: Avalia{\c c}{\~a}o}, volume = {10 (29)}, year = {2018}, pages = {318-337}, author = {D. Dias and Diana Soares and Claisy Maria Marinho-Araujo and L. Almeida} } @inbook {3569, title = {Convergence or divergence in university institutional governance reforms? Comparing Napoleonic States}, booktitle = {Organizing in the shadow of power}, year = {2018}, pages = {51-84}, publisher = {Minerva Bancaria}, organization = {Minerva Bancaria}, address = {Roma}, abstract = {

This paper fills the debate about convergence or divergence in higher education organizational change, analysing university institutional governance reforms and their implementation in two Napoleonic states (Italy and Portugal), a cluster of countries under-researched in comparative perspectives in HE governance literature. We develop a multi-level analysis, first addressing how international concepts have been translated into national laws ({\textquoteleft}Gelmini{\textquoteright} reform in Italy and RJIES in Portugal); second assessing how all state universities in both countries implemented them by analysing their new statutes. Our findings show that both states preserve traits of their previous institutional governance model. Past features shape the way countries respond to the transnational model of legitimized university governance. Thus, policy alternatives that prove feasible at a given point in time are limited by the historical-institutional context. Consequently, the concept of organizational allomorphism explains the current pattern in HE institutional governance reform better than both convergence and divergence.

}, isbn = {978-88-98-85428-8}, author = {Davide Donina and Sofia Bruckmann and Stefano Paleari} } @inbook {Dias_2017, title = {Peer instruction in higher education}, booktitle = {Encyclopedia of international higher education systems and institutions}, year = {2017}, month = {nov}, pages = {1{\textendash}3}, publisher = {Springer Netherlands}, organization = {Springer Netherlands}, doi = {10.1007/978-94-017-9553-1_433-1}, url = {https://doi.org/10.1007\%2F978-94-017-9553-1_433-1}, author = {D. Dias} } @inbook {Dias_2017, title = {Learning outcomes in European higher education}, booktitle = {Encyclopedia of international higher education systems and institutions}, year = {2017}, month = {nov}, pages = {1{\textendash}5}, publisher = {Springer}, organization = {Springer}, address = {Dordrecht}, doi = {10.1007/978-94-017-9553-1_317-1}, url = {https://doi.org/10.1007\%2F978-94-017-9553-1_317-1}, author = {D. Dias} } @conference {Dias_2017, title = {A blind date between academic curriculum and job market: The strategic role of soft skills}, booktitle = {EDULEARN 17 Proceedings - 9th International Conference on Education and New Learning Technologies}, year = {2017}, publisher = {IATED}, organization = {IATED}, address = {Barcelona, Spain. 3-5 July}, doi = {10.21125/edulearn.2017.1538}, url = {https://doi.org/10.21125\%2Fedulearn.2017.1538}, author = {D. Dias and Diana Soares} } @conference {Dias_2017, title = {Highlighting entrepreneurship skills in academic curricula: {\textquotedblleft}I still haven{\textquoteright}t found what I{\textquoteright}m looking for{\textquotedblright}}, booktitle = {EDULEARN17 Proceedings}, year = {2017}, month = {march/2017}, publisher = {IATED}, organization = {IATED}, doi = {10.21125/edulearn.2017.1548}, url = {https://doi.org/10.21125\%2Fedulearn.2017.1548}, author = {D. Dias and Diana Soares} } @conference {Dias_2017, title = {Learning outcomes in higher education: Designing a conceptual map for Portuguese academia}, booktitle = {INTED2017 Proceedings}, year = {2017}, publisher = {IATED}, organization = {IATED}, doi = {10.21125/inted.2017.2170}, url = {https://doi.org/10.21125\%2Finted.2017.2170}, author = {D. Dias and Diana Soares} } @conference {Diana_Dias32064037, title = {Learning outcomes and employability: A case study on management academic programmes}, booktitle = {INTED2017 Proceedings}, year = {2017}, doi = {10.21125/inted.2017.1518}, url = {http://doi.org/10.21125/inted.2017.1518}, author = {D. Dias and I Soares and D. Dias and Ant{\'o}nio Monteiro and J Proen{\c c}a} } @conference {Diana_Dias32064034, title = {Managing research or managing knowledge? A device tool for quality assurance}, booktitle = {INTED2017 Proceedings. 11th International Technology, Education and Development Conference}, year = {2017}, address = {Valencia, Spain. 6-8 March}, doi = {10.21125/inted.2017.2283}, url = {http://doi.org/10.21125/inted.2017.2283}, author = {D. Dias and Ant{\'o}nio Monteiro and Morais, AJ and Manuel Nunes and D. Dias} } @article {Dias_2017, title = {Civic learning outcomes: A step towards an inclusive higher education}, journal = {International Journal of Inclusive Education}, volume = {22}, number = {4}, year = {2017}, pages = {360{\textendash}374}, publisher = {Informa {UK} Limited}, doi = {10.1080/13603116.2017.1365956}, url = {https://doi.org/10.1080\%2F13603116.2017.1365956}, author = {D. Dias and Diana Soares} } @article {Dias_2017, title = {Resultados de aprendizagem no quadro do ensino superior portugu{\^e}s: Defini{\c c}{\~a}o e medida}, journal = {Revista de Estudios e Investigaci{\'o}n en Psicolog{\'\i}a y Educaci{\'o}n}, number = {12}, year = {2017}, month = {dec}, pages = {41}, publisher = {Universidade da Coruna}, doi = {10.17979/reipe.2017.0.12.2423}, url = {https://doi.org/10.17979\%2Freipe.2017.0.12.2423}, author = {D. Dias and Diana Soares and L. Almeida and Claisy Maria Marinho-Araujo and Ant{\'o}nio G. Ferreira} } @article {Dias_2017, title = {Working with cancer: Motivation and job satisfaction}, journal = {International Journal of Organizational Analysis}, volume = {25}, number = {4}, year = {2017}, month = {sep}, pages = {662{\textendash}686}, publisher = {Emerald}, doi = {10.1108/ijoa-12-2016-1096}, url = {https://doi.org/10.1108\%2Fijoa-12-2016-1096}, author = {D. Dias and {\^A}. Leite and A. Ramires and P. Bicho} } @article {Dias2017, title = {Valida{\c c}{\~a}o de um instrumento de avalia{\c c}{\~a}o dos fatores promotores da motiva{\c c}{\~a}o para o trabalho: Um estudo com profissionais de sa{\'u}de oncol{\'o}gica portugueses}, journal = {Analise Psicologica}, volume = {35}, number = {2}, year = {2017}, pages = {231-245}, author = {D. Dias and {\^A}. Leite and A. Ramires and P. Bicho} } @booklet {Sara_Diogo40447383, title = {Avalia{\c c}{\~a}o externa {\`a} reforma do ensino secund{\'a}rio em S{\~a}o Tom{\'e} e Pr{\'\i}ncipe (2009-2016). (Relat{\'o}rio final)}, howpublished = {Universidade de Aveiro}, year = {2017}, author = {Sara Diogo} } @conference {Dias_2016, title = {Retrieving civic dimensions in higher education curricula: Is learning improving students{\textquoteright} civic development?}, booktitle = {EDULEARN16 Proceedings}, year = {2016}, month = {jul}, publisher = {IATED Academy}, organization = {IATED Academy}, doi = {10.21125/edulearn.2016.0785}, url = {http://dx.doi.org/10.21125/edulearn.2016.0785}, author = {D. Dias and Diana Soares} } @conference {Dias_2016, title = {Designing learning outcomes in Portuguese higher education: How are they defined and implemented?}, booktitle = {EDULEARN16 Proceedings}, year = {2016}, publisher = {IATED Academy}, organization = {IATED Academy}, doi = {10.21125/edulearn.2016.0783}, url = {https://doi.org/10.21125\%2Fedulearn.2016.0783}, author = {D. Dias and Paula Carvalho and Diana Soares} } @article {1557, title = {Academic promises and family (dis)enchantments: Clues for guidance and counselling in higher education}, journal = {British Journal of Guidance and Counselling}, volume = {44}, year = {2016}, pages = {42-56}, doi = {10.1080/03069885.2015.1007442.}, author = {D. Dias and Maria Jos{\'e} S{\'a}} } @article {Diana_Dias31321722, title = {Has massification of higher education led to more equity? Clues to a reflection on Portuguese education arena}, journal = {International Journal of Inclusive Education}, year = {2015}, issn = {1360-3116}, doi = {10.1080/13603116.2013.788221}, url = {http://doi.org/10.1080/13603116.2013.788221}, author = {D. Dias} } @inbook {4035, title = {Institutionalism and Organisational Change}, booktitle = {The Palgrave International Handbook of Higher Education Policy and Governance}, year = {2015}, pages = {114-131}, publisher = {Palgrave Macmillan }, organization = {Palgrave Macmillan }, edition = {J. Huisman, H. de Boer, D. Dill, M. Souto-Otero }, address = {London}, abstract = {

Institutional theory usually refers to a broad group of perspectives that interpret the relationship between institutions and human behaviour, assuming that not only human actions (i.e. behaviour, perceptions, power, policy preferences, decision-making processes) shape institutions, but these are also influenced by them. More specifically, institutionalism focuses on the need of organizations to adapt to their institutional environment, such as norms, rules and understandings about what is an acceptable or normal behaviour and that cannot be changed easily and/or instantaneously (March and Olsen, 1984; Meyer and Rowan, 1977). It argues that organizations take rules and norms for granted because they seem obvious or natural. Failure to act in accordance with norms and expectations may lead to conflict and illegitimacy. Changes occurring at the institutional field of higher education (HE) are said to increasingly constrain higher education institutions (HEIs). Given this, it is increasingly relevant to analyse the development of institutionalist theories and the way they have been adapted to the HE field.

}, keywords = {European High Education Area, High Education Policy, Historical Institutionalism, Institutional Actor, Institutional Theory}, issn = {978-1-349-57709-5}, doi = {https://doi.org/10.1007/978-1-137-45617-5_7}, url = {https://link.springer.com/chapter/10.1007/978-1-137-45617-5_7}, author = {Sara Diogo and Teresa Carvalho and A. Amaral} } @article {1800, title = {Managing the unmanageable: Perceptions on institutional change of a Portuguese university foundation}, journal = {Working Papers in Higher Education Studies}, volume = {1}, year = {2015}, pages = {23-46}, chapter = {23}, abstract = {

The Law 62/2007 led to governance and statutory changes in Portuguese HEIs. Among others,
universities were given the choice to either remain public institutes or become a public foundation
operating under private law. University foundations had greater expectations in terms of enhanced
financial and administrative autonomy. Nevertheless, the analysis of this reform cannot be
dissociated from the economic crisis and political changes that the country underwent during that
period. This paper is based on the study of a Portuguese university that became a foundation and
a series of interviews with key system and institutional actors. Additionally, the study considered
the analysis of legal documents that provide a better understanding of the change process. It also
attempts to illustrate how actors perceive changes created by the law, namely whether
interviewees{\textquoteright} expectations on the law and its unfolding were fulfilled. Bearing this in mind, the
following research questions are addressed: how are these changes in HE legislation interpreted
and lived by academia? How do actors perceive reforms in the sector? Ultimately, the analysis
points to a mismatch between interviewees{\textquoteright} expectations and the effective changes induced by the
law to HEIs.

}, keywords = {Institutional change; Portuguese higher education; RJIES; university foundation; governance and management}, author = {Sara Diogo and Sofia Bruckmann} } @inbook {S{\'o}nia_Cardoso33006389, title = {Impact areas of IEP evaluations}, booktitle = {A twenty-year contribution to institutional change: EUA{\textquoteright}s Institutional Evaluation Programme}, year = {2014}, publisher = {European University Association }, organization = {European University Association }, address = {Brussels, Belgium}, author = {D. Dias and S{\'o}nia Cardoso and Maria Jo{\~a}o e Ma Rosa and A. Amaral} } @inbook {3508, title = {Assessment of Higher Education Learning Outcomes (AHELO): An OECD feasibility study}, booktitle = {Quality Assurance in Higher Education. Contemporary Debates}, year = {2014}, pages = {66-87}, publisher = {Palgrave Macmillan}, organization = {Palgrave Macmillan}, address = {London \& New York}, author = {D. Dias and A. Amaral}, editor = {Maria Jo{\~a}o e Ma Rosa and A. Amaral} } @article {1559, title = {Impact of transition to HE: Emotions, feelings and sensations}, journal = {European Journal of Education}, volume = {49}, year = {2014}, pages = {291-303}, doi = {10.1111/ejed.12058.}, author = {D. Dias and Maria Jos{\'e} S{\'a}} } @article {S{\'o}nia_Cardoso11012068, title = {The EUA institutional evaluation programme and the development of an internal quality culture}, journal = {Journal of European Higher Education Area}, volume = {1/2014}, year = {2014}, pages = {1-12}, author = {D. Dias and S{\'o}nia Cardoso and Maria Jo{\~a}o e Ma Rosa and A. Amaral} } @article {Dias_2014, title = {Transition to higher education: The role of initiation practices}, journal = {Educational Research}, volume = {56}, number = {1}, year = {2014}, pages = {1{\textendash}12}, publisher = {Informa {UK} Limited}, doi = {10.1080/00131881.2013.874144}, url = {https://doi.org/10.1080\%2F00131881.2013.874144}, author = {D. Dias and Maria Jos{\'e} S{\'a}} } @article {RID:060816075556-8, title = {Initiation rituals in university as lever for group cohesion}, journal = {Journal of Further and Higher Education}, volume = {38}, number = {4}, year = {2014}, pages = {447-464}, author = {D. Dias and Maria Jos{\'e} S{\'a}} } @article {RID:060816075575-7, title = {The family social-cultural status as vector of career decision: Promises, illusions and disillusions in higher education access | O estatuto sociocultural familiar como vetor da decis{\~a}o vocacional: Promessas e (des)ilus{\~o}es da entrada na educa{\c c}{\~a}o super}, journal = {Revista Brasileira de Orientacao Profissional}, volume = {15}, number = {1}, year = {2014}, pages = {51-64}, author = {D. Dias and Maria Jos{\'e} S{\'a}} } @article {2689, title = {Implementing the Bologna process in Portugal and in Finland: National and institutional realities in perspective}, journal = {Journal of the European Higher Education Area}, year = {2014}, pages = {35-54}, abstract = {

Based on a comparative study on recent reforms in Finnish and Portuguese higher education (HE) systems, this article examines the modalities of the political organisation of the Bologna process within these countries. After recognising the role of national backgrounds within the setting of the broad changes that have affected higher education institutions (HEIs) during the last decade, this article analyses the contexts, the processes and the instruments of policy implementation in both settings. It aims to understand how each country{\textquoteright}s historical and cultural specificities determined national and institutional responses. At the same time, the study sheds some light on the operationalisation of the binary organisation of both HE systems after implementing the Bologna declaration. The course of action in both countries is interpreted according to actors{\textquoteright} perceptions of the significance attributed to the Bologna reform.

}, author = {Sara Diogo} } @article {Sara_Diogo25790662, title = {Same challenges, different processes: Perceptions on governance changes in Portuguese and Finnish higher education}, journal = {European Journal of Higher Education}, year = {2014}, doi = {10.1080/21568235.2014.967793}, url = {http://doi.org/10.1080/21568235.2014.967793}, author = {Sara Diogo} } @inbook {Santiago2013, title = {Portugal: Dimensions of academic job satisfaction}, booktitle = {Job satisfaction around the academic world}, volume = {7}, year = {2013}, pages = {187-208}, publisher = {Springer}, organization = {Springer}, address = {Dordrecht}, author = {D. Dias and M. L. Machado-Taylor and Rui Santiago and Teresa Carvalho and Sofia Sousa}, editor = {P. Bentley and H. Coates and I. Dobson and Leo Goedegebuure and L. Meek} } @article {Maria_Jos{\'e}_S{\'a}11139988, title = {Rituais de transi{\c c}{\~a}o no ensino superior portugu{\^e}s: A praxe enquanto processo de reconfigura{\c c}{\~a}o identit{\'a}ria [Transition rituals in Portuguese higher education: Hazing as an identity reconfiguration process]}, journal = {Revista Galego-Portuguesa de Psicolox{\'\i}a e Educaci{\'o}n: Revista de Estudios e Investigaci{\'o}n en Psicolog{\'\i}a y Educaci{\'o}n}, volume = {21}, year = {2013}, pages = {21-34}, author = {D. Dias and Maria Jos{\'e} S{\'a}} } @article {1736, title = {Tornar-se jovem ou estudante: Um desafio desenvolvimental [Becoming young or a student: A developmental challenge]}, journal = {Revista Portuguesa de Pedagogia}, volume = {47}, year = {2013}, pages = {65-84}, author = {D. Dias and Maria Jos{\'e} S{\'a}} } @article {Dias_2013, title = {The faculty conjugated as feminine: A portrait of Portuguese academia}, journal = {Journal of Further and Higher Education}, volume = {37}, number = {1}, year = {2013}, pages = {21{\textendash}37}, publisher = {Informa {UK} Limited}, doi = {10.1080/0309877x.2011.643776}, url = {http://dx.doi.org/10.1080/0309877x.2011.643776}, author = {D. Dias and Maria Jos{\'e} S{\'a} and M. L. Machado-Taylor} } @article {Diana_Dias29619112, title = {Becoming young or student: A developmental challenge}, journal = {Revista Portuguesa de Pedagogia}, year = {2013}, issn = {1647-8614}, doi = {10.14195/1647-8614\_47-2\_4}, url = {http://doi.org/10.14195/1647-8614\_47-2\_4}, author = {D. Dias and Maria Jos{\'e} S{\'a}} } @article {Dias2013, title = {Students{\textquoteright} choices in Portuguese higher education: Influences and motivations}, journal = {European Journal of Psychology of Education}, volume = {28}, number = {2}, year = {2013}, pages = {437-451}, author = {D. Dias} } @proceedings {Maria_Jos{\'e}_S{\'a}11140908, title = {Academic entrepeneurship: Diferente realities, diverse motivations}, year = {2012}, pages = {327-338}, address = {Lisboa, Laureate International Universities {\textendash} ISLA, 13-14 de setembro}, author = {D. Dias and E. S{\'a} and Maria Jos{\'e} S{\'a}} } @article {Maria_Jos{\'e}_S{\'a}11140186, title = {Ser docente em Portugal: Percursos de g{\'e}nero [To be an academic in Portugal: Gender paths]}, journal = {Revista Galego-Portuguesa de Psicolox{\'\i}a e Educacion: revista de estudios e investigaci{\'o}n en psicolog{\'\i}a y educaci{\'o}n}, volume = {20}, year = {2012}, pages = {201-215}, author = {D. Dias and Maria Jos{\'e} S{\'a} and M. L. Machado-Taylor} } @article {Dias_2012, title = {From high school to university: Students{\textquoteright} competences recycled}, journal = {Research in Post-Compulsory Education}, volume = {17}, number = {3}, year = {2012}, pages = {277{\textendash}291}, publisher = {Informa {UK} Limited}, doi = {10.1080/13596748.2012.700094}, url = {https://doi.org/10.1080\%2F13596748.2012.700094}, author = {D. Dias and Maria Jos{\'e} S{\'a}} } @inbook {Dias_2012, title = {Portugal: Dimensions of academic job satisfaction}, booktitle = {Job satisfaction around the academic world}, year = {2012}, month = {sep}, pages = {187{\textendash}208}, publisher = {Springer}, organization = {Springer}, address = {Dordrecht}, doi = {10.1007/978-94-007-5434-8_10}, url = {http://dx.doi.org/10.1007/978-94-007-5434-8_10}, author = {D. Dias and M. L. Machado-Taylor and Rui Santiago and Teresa Carvalho and C. Sousa}, editor = {P. Bentley and H. Coates and I. Dobson and Leo Goedegebuure and L. Meek} } @article {3191, title = {The European university landscape: A micro characterization based on evidence from the Aquameth project}, journal = { Research Policy}, volume = {40}, year = {2011}, pages = {148-164}, author = {Daraio, C. and Bonaccorsi, A. and Geuna, A. and B. Lepori and Bach, L. and Bogetoft, P. and M.F. Cardoso and Castro-Martinez, E. and Crespi, G. and I. Fernandez Lucio and Fried, H. and Garcia-Aracil, A. and Inzelt, A. and B. Jongbloed and Kempkes, G. and Llerena, P. and Matt, M. and Olivares, M. and Pohl, C. and Raty, T. and Maria Jo{\~a}o e Ma Rosa and Cl{\'a}udia Sarrico and Simar, L. and Slipersaeter, S. and P. Teixeira and Eeckaut, P.V.} } @article {Maria_Jos{\'e}_S{\'a}11140578, title = {Do ensino secund{\'a}rio para o superior: O impacto emocional da transi{\c c}{\~a}o [From high school to higher education: The emotional impact of transition]}, journal = {Revista Galego-Portuguesa de Psicolox{\'\i}a e Educacion: revista de estudios e investigaci{\'o}n en psicolog{\'\i}a y educaci{\'o}n}, volume = {19}, year = {2011}, pages = {35-48}, issn = {1138-1663}, author = {D. Dias and Maria Jos{\'e} S{\'a}} } @article {Dias_2011, title = {Reasons and motivations for the option of an engineering career in Portugal}, journal = {European Journal of Engineering Education}, volume = {36}, number = {4}, year = {2011}, month = {aug}, pages = {367{\textendash}376}, publisher = {Informa {UK} Limited}, doi = {10.1080/03043797.2011.593096}, url = {https://doi.org/10.1080\%2F03043797.2011.593096}, author = {D. Dias} } @article {Dias_2011, title = {The democratisation of access and success in higher education}, journal = {Higher Education Management and Policy}, volume = {23}, number = {1}, year = {2011}, pages = {1{\textendash}20}, publisher = {Organisation for Economic Co-Operation and Development ({OECD})}, doi = {10.1787/hemp-23-5kgglbdlrptg}, url = {http://dx.doi.org/10.1787/hemp-23-5kgglbdlrptg}, author = {D. Dias and A. Amaral and Claisy Maria Marinho-Araujo and L. Almeida} } @inbook {Diana_Dias31321741, title = {Assessment as a tool for different kinds of action: From quality management to compliance and control}, booktitle = {Quality assessment for higher education in Europe}, year = {2007}, pages = {43-53}, publisher = {Portland Press}, organization = {Portland Press}, address = {London}, author = {D. Dias and A. Amaral and Maria Jo{\~a}o e Ma Rosa and A. Tavares}, editor = {A. Cavalli} } @inbook {3128, title = {Conclusion}, booktitle = {Markets in higher education: Rhetoric or reality?}, year = {2004}, pages = {327-352}, publisher = {Kluwer}, organization = {Kluwer}, address = {Dordrecht}, author = {D. Dill and P. Teixeira and B. Jongbloed and A. Amaral}, editor = {P. Teixeira and B. Jongbloed and D. Dill and A. Amaral} } @article {Sarrico2001, title = {Pitfalls and protocols in DEA}, journal = {European Journal of Operational Research}, volume = {132}, number = {2}, year = {2001}, pages = {245-259}, author = {Dyson, R.G. and Allen, R. and Camanho, A.S. and Victor V. Podinovski and Cl{\'a}udia Sarrico and Shale, E.A.} } @article {Dill200099, title = {Program diversity in higher education: An economic perspective}, journal = {Higher Education Policy}, volume = {13}, number = {1}, year = {2000}, note = {cited By 15}, pages = {99-117}, doi = {10.1016/S0952-8733(99)00026-4}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-0034148372\&doi=10.1016\%2fS0952-8733\%2899\%2900026-4\&partnerID=40\&md5=fa114d880d3f1e61ae599bb616d85dbc}, author = {D. Dill and P. Teixeira} } @proceedings {3496, title = {Thermochemistry and theoretical studies of nickel(II) complexes of pyridine and halides}, year = {1978}, address = {Praga}, author = {M. Ribeiro da Silva and M. Ramos and A. Amaral} }