@article {4038,
	title = {Gender (im)balance in the pool of graduate talent: the portuguese case},
	journal = {Tertiary Education and Management},
	volume = {28},
	year = {2022},
	month = {13/07/2022},
	pages = {155{\textendash}170},
	abstract = {<p>Doctoral education has grown substantially, resulting in a larger and diverse pool of graduates for research. Simultaneously, gender balance in research has become a growing concern, particularly in Europe. Based on the Portuguese case, this paper discusses whether the increase in the pool of graduate talent, considered to be comprised of doctoral graduates, has resulted in a gender balance across different disciplines. The analysis of the evolution of doctoral theses completed by men and women from 1970 to 2016 suggests that, while gender balance has been achieved in terms of participation in doctoral education, horizontal segregation in disciplines persists. A more gender-balanced pool of graduate talent for research across disciplines seems to require more action from Portuguese policymakers and universities, particularly in terms of the implementation of gender equality measures. This is also true for countries where gender equality in doctoral education is a challenge.</p>
},
	keywords = {Doctoral education, Gender balance, Horizontal segregation, Knowledge society, Pool of graduate talent, Portugal},
	doi = {https://doi.org/10.1007/s11233-022-09093-9},
	url = {https://link.springer.com/article/10.1007/s11233-022-09093-9},
	author = {S{\'o}nia Cardoso and Teresa Carvalho and Maria Jo{\~a}o Rosa and Diana Soares}
}
@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 = {<p>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.</p>
},
	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}
}
