@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 = {S Diogo and S. Cardoso and Thiago Freires 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 = {S 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 = {S Diogo}, editor = {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 = {S Diogo and Andreia Gon{\c c}alves and S. Cardoso and Teresa Carvalho} }