00527nas a2200121 4500008004500000245015100045210006900196260003700265100001600302700001900318700002100337856004700358 In Press eng d 00aThe globalisation of higher education reforms: An international comparative perspective on higher education institutions governance and management0 aglobalisation of higher education reforms An international compa aBasingstokebPalgrave MacMillan.1 aDiogo, Sara1 aBarbosa, Milka1 aCarvalho, Teresa uhttps://www.cipes.pt/node/3432?language=en00580nas a2200133 4500008004500000245009600045210006900141250004100210260001300251100001600264700002200280700002100302856012300323 In Press eng d 00aTeaching and Research in the Knowledge Society: Exploring Portuguese Academics’ Trade-Off0 aTeaching and Research in the Knowledge Society Exploring Portugu aF. Huang, T. Aarrevaara, U. Teichler bSpringer1 aDiogo, Sara1 aQueirós, Anabela1 aCarvalho, Teresa uhttps://www.cipes.pt/teaching-and-research-knowledge-society-exploring-portuguese-academics%E2%80%99-trade?language=en00724nas a2200205 4500008004100000245006300041210006300104260006000167300001200227100002300239700002000262700002600282700002000308700001500328700001900343700002700362700001700389700002900406856008300435 2023 eng d00aEducation in higher education in the era of performativity0 aEducation in higher education in the era of performativity aBragabAxioma - Publicações da Faculdade de Filosofia a71–941 aMagalhães, A., M.1 aDias, Paulo, C.1 aAzevedo, Ângela, Sá1 aOliveira, Íris1 aKara, Elif1 aErgünay, Onur1 aDönmez, Haci, Mustafa1 aGirtu, Mihai1 aCăprioară, Daniela, D. uhttps://www.cipes.pt/education-higher-education-era-performativity?language=en00446nas a2200121 4500008004100000245011500041210006900156490000700225100001500232700001200247700001800259856004700277 2023 eng d00aInternational student mobility in Psychology: an analysis of Brazilian students in Portuguese higher education0 aInternational student mobility in Psychology an analysis of Braz0 v311 aAguiar, J.1 aSin, C.1 ade Santis, L. uhttps://doi.org/10.1007/s43076-023-00270-200598nas a2200145 4500008004100000020003000041022003000071245015500101210006900256260002900325300001200354100001900366700002300385856004400408 2023 eng d a978 1 80088 806 7 (cased) a978 1 80088 807 4 (eBook)00aSome reflections on the current roles and interventions of external governing board stakeholders in Portugal and the UK in a new managerialist context0 aSome reflections on the current roles and interventions of exter aCheltenhambEdward Elgar a401-4161 aDeem, Rosemary1 aMagalhães, A., M. uhttp://dx.doi.org/10.4337/978180088807402769nas a2200277 4500008004100000245013500041210006900176300000900245520185500254653002402109653002202133653003402155653001602189653001502205100002202220700002102242700002302263700002102286700001902307700002002326700001602346700001402362700002102376700002302397856007102420 2022 eng d00aAcademic engagement in Portugal: the role of institutional diversity, individual characteristics and modes of knowledge production0 aAcademic engagement in Portugal the role of institutional divers a1-143 a

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

10aAcademic engagement10acommercialisation10amodes of knowledge production10apolytechnic10auniversity1 aQueirós, Anabela1 aCarvalho, Teresa1 aRosa, Maria, João1 aBiscaia, Ricardo1 aVideira, Pedro1 aTeixeira, Pedro1 aDiogo, Sara1 aMelo, Ana1 aFigueiredo, Hugo1 aAmaral Mendes, Rui uhttps://www.tandfonline.com/doi/full/10.1080/03075079.2022.204224101965nas a2200229 4500008004100000245011900041210006900160260001500229300000800244490000700252520127500259653001201534653000701546653003201553653000901585653002101594653002601615653001301641100001601654700002101670856004401691 2022 eng d00aBrothers in Arms? How neoliberalism connects North and South Higher Education: Finland and Portugal in perspective0 aBrothers in Arms How neoliberalism connects North and South High c13/05/2022 a2130 v113 a

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—especially the Organisation for Economic Cooperation and Development (OECD)—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 “imperial agent” 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. 

10aFinland10aHE10aNew Public Management (NPM)10aOECD10apolicy diffusion10apolicy implementation10aPortugal1 aDiogo, Sara1 aCarvalho, Teresa uhttps://www.mdpi.com/2076-0760/11/5/21303568nas a2200241 4500008004100000020001400041245008600055210006900141260001500210490000800225520283400233653001503067653002303082653001803105653003703123100002103160700002003181700001903201700002103220700002603241700002003267856003903287 2022 eng d a0007-101300aDigital proficiency: Sorting real gaps from myths among higher education students0 aDigital proficiency Sorting real gaps from myths among higher ed c2022/04/110 vn/a3 a

Abstract Digital competence is among the basic key competences for digital learning and employability. For this reason, its acquisition and development should be on the agenda of higher education institutions (HEIs) who wish to prepare their students to thrive in an ever faster evolving digital labour market. However, the existence of a valid instrument that can help HEIs measuring and further integrating digital competence into pedagogical and organisational practices with sufficient precision is yet to be accomplished. This article provides a valid and reliable instrument to measure higher education students' digital competence on the basis of the European Digital Competence Framework for Citizens, also known as DigComp. The instrument was applied to a sample of 411 students from a mid-large public HEI and the results attest its validity and reliability. In addition, the study explores proficiency differences among students from different fields of education and training, and gender. Results demystify the idea that ICT students are more digitally competent than those in other fields of study, but suggest males score higher than females, which feeds into the ongoing debate of gender differences in relation to digital technologies and the readiness of females for the digital labour market. The results lead to clear implications for research and practice. Practitioner notes What is already known about this topic Digital competence is critical for higher education (HE) students to benefit from digital learning, strive in a digital society and increase employability prospects. There is a lack of valid instruments to measure higher education (HE) students' digital competence and facilitate the identification of digital competence gaps. Few studies focus on the relationship between HE students' digital competence, gender and fields of education and training (FET). What this paper adds A valid and reliable instrument based on a common European framework for digital competence. HE students lack the necessary digital competences to effectively cope with digital environments. Digital proficiency is particularly low regarding ?Safety?, ?Problem solving? and ?Digital content creation? competence areas. ICT students show less proficiency than those from other FET. Male students score higher than females. Implications for practice and/or policy The instrument can be adopted by different stakeholders to assess students/future job seekers' digital competence. HE institutions could benefit from such an instrument as a diagnosis to design specific teaching and learning strategies and target students' proficiency and particular needs. Tackling specific FET and competence areas can better support the development of students' digital competence and facilitate their employability prospects.

10aassessment10adigital competence10aemployability10afields of education and training1 aLucas, Margarida1 aBem-haja, Pedro1 aSantos, Sandra1 aFigueiredo, Hugo1 aDias, Marta, Ferreira1 aAmorim, Marlene uhttps://doi.org/10.1111/bjet.1322003282nas a2201117 4500008004100000245006100041210005900102300001200161490000700173100002100180700001900201700001500220700001500235700001800250700001800268700001800286700001800304700002600322700001900348700001600367700001900383700002600402700002400428700002400452700001900476700001900495700002300514700003000537700002100567700002100588700001900609700002500628700001900653700001800672700002300690700002000713700001800733700001900751700002100770700002100791700002500812700002800837700001500865700002200880700002100902700002100923700002000944700002200964700002000986700002901006700002401035700002701059700001801086700001801104700002101122700003101143700001901174700003501193700002301228700002601251700003101277700002901308700001701337700001701354700002401371700003101395700002001426700002001446700002601466700002801492700003101520700002601551700002101577700002901598700003201627700002501659700001901684700002601703700001801729700001901747700002201766700002501788700002401813700002401837700002201861700002401883700002301907700003301930700002801963700002201991700002402013700002402037700003302061700002402094856004602118 2022 eng d00aGender equality and maternal burnout: A 40-country study0 aGender equality and maternal burnout A 40country study a157-1780 v531 aRoskam, Isabelle1 aGallée, Laura1 aAguiar, J.1 aAkgun, Ege1 aArena, Andrew1 aArikan, Gizem1 aAunola, Kaisa1 aBader, Michel1 aBarham, Elizabeth, J.1 aBesson, Eliane1 aBeyers, Wim1 aBoujut, Emilie1 aBrianda, Maria, Elena1 aBrytek-Matera, Anna1 aCarbonneau, Noémie1 aCésar, Filipa1 aBin Chen, Bin-1 aDorard, Géraldine1 aElias, Luciana, Carla dos1 aDunsmuir, Sandra1 aEgorova, Natalia1 aFavez, Nicolas1 aFontaine, Anne-Marie1 aForan, Heather1 aFricke, Julia1 aFurutani, Kaichiro1 aGannagé, Myrna1 aGaspar, Maria1 aGodbout, Lucie1 aGoldenberg, Amit1 aGross, James, J.1 aGurza, Maria, Ancuta1 aHashmi, Muhammad, Aamir1 aHelmy, Mai1 aHuynh, Mai, Trang1 aKaneza, Emerence1 aKawamoto, Taishi1 aKellou, Nassima1 aMedjahdi, Oussama1 aKnezevic, Goran1 aLazarevic3, Ljiljana, B.1 aLe Vigouroux, Sarah1 aLebert-Charron, Astrid1 aLeme, Vanessa1 aLin, Gao-Xian1 aMacCann, Carolyn1 aManrique-Millones, Denisse1 aMatias, Marisa1 aMiranda-Orrego, María, Isabel1 aMiscioscia, Marina1 aMorgades-Bamba, Clara1 aMousavi, Seyyedeh, Fatemeh1 aMoutassem-Mimouni, Badra1 aMuntean, Ana1 aMurphy, Hugh1 aNdayizigiye, Alexis1 aTenkue, Josué, Ngnombouow1 aOlderbak, Sally1 aOrnawka, Sophie1 aOyarce-Cadiz, Daniela1 aPérez-Díaz, Pablo, A.1 aPetrides, Konstantinos, V.1 aPineda-Marin, Claudia1 aPrikhidko, Alena1 aSalinas-Quiroz, Fernando1 aSánchez-Rodríguez, Raquel1 aSarrionandia, Ainize1 aScola, Céline1 aSimonelli, Alessandra1 aSoenens, Bart1 aSorbring, Emma1 aSorkkila, Matilda1 aSchrooyen, Charlotte1 aStănculescu, Elena1 aStarchenkova, Elena1 aSzczygiel, Dorota1 aTri, Thi, Minh Thuy1 aTremblay, Mélissa1 aUstundag-Budak, Ayse, Meltem1 aPacheco, Maday, Valdés1 avan Bakel, Hedwig1 aVerhofstadt, Lesley1 aWendland, Jaqueline1 aYotanyamaneewong, Saengduean1 aMikolajczak, Moïra uhttps://doi.org/10.1177/0022022121107281302103nas a2200205 4500008004100000245010200041210006900143260001600212300000900228520143500237653001401672653003201686653001601718653002001734653001601754100002101770700001601791700001901807856007101826 2022 eng d00aInvisible researchers in the knowledge society – the Uberisation of scientific work in Portugal0 aInvisible researchers in the knowledge society the Uberisation o c03 Aug 2022 a1-223 a

This paper discusses how the emergence and assumption of the knowledge society as an ideological integration in the European Union (EU) and in the European Research Area (ERA), along with Managerialism and Neoliberalism influences, resulted in precarious and insecure employment relations in the Portuguese scientific system. The knowledge society as a policy idea and discourse has been encouraging the European states to design political initiatives to foster Innovation and Research to promote economic prosperity and social advancement. As a result of Europeanisation policies aiming at fostering Science and Technology (S&T), there has been a significant increase in the number of PhD graduates. Drawing on a quantitative study based on the data analysis of secondary data, this study shows how the design of knowledge society policies transformed a higher education and research system and induced an increasing number of doctorates, leading, along with managerialism and neoliberalism to the Uberisation of their working conditions. These doctorates have been mainly integrated into the higher education system with short-term contracts to develop tasks within research projects. This association with research projects along with their precarious working conditions turned them into invisible workers inside Higher Education Institutions (HEI), questioning the sustainability of the system.

10aacademics10aProjectification of science10aResearchers10ascientific work10aUberisation1 aCarvalho, Teresa1 aDiogo, Sara1 aVilhena, Bruno uhttps://www.tandfonline.com/doi/full/10.1080/21568235.2022.210537101095nas a2200349 4500008004100000024004900041245008500090210006900175300001400244490000700258100001400265700001800279700001600297700002400313700002600337700001600363700001800379700002100397700002200418700001600440700002000456700001600476700002000492700002200512700001700534700001700551700001700568700001600585700001700601700001900618856010800637 2022 eng d ahttp://dx.doi.org/10.1108/ijqrm-06-2022-016700aSMART-QUAL: A Dashboard for Quality Measurement in Higher Education Institutions0 aSMARTQUAL A Dashboard for Quality Measurement in Higher Educatio a1518-15390 v401 aAdoth, E.1 aAkhmedova, A.1 aAlvelos, H.1 aBarbosa-Pereira, S.1 aBerbegal-Mirabent, J.1 aCardoso, S.1 aDomingues, P.1 aFranceschini, F.1 aGil-Doménech, D.1 aMachado, R.1 aMaisano, D., A.1 aMarimon, F.1 aMas-Machuca, M.1 aMastrogiacomo, L.1 aMelo, A., I.1 aMiguéis, V.1 aRosa, M., J.1 aSampaio, P.1 aTorrents, D.1 aXambre, A., R. uhttps://www.cipes.pt/smart-qual-dashboard-quality-measurement-higher-education-institutions?language=en01864nas a2200253 4500008004100000245008900041210006900130260001500199300000800214490000700222520110700229653002201336653002301358653002701381653001901408653002101427653002101448653001601469100001601485700002401501700002001525700002101545856004401566 2022 eng d00aTales of Doctoral Students: Motivations and Expectations on the Route to the Unknown0 aTales of Doctoral Students Motivations and Expectations on the R c18/04/2022 a2860 v123 a

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’ 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’ 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.

10aconceptualization10aDoctoral education10ainternational students10aparadigm shift10aPh.D. candidates10ascientific areas10asupervision1 aDiogo, Sara1 aGonçalves, Andreia1 aCardoso, Sónia1 aCarvalho, Teresa uhttps://www.mdpi.com/2227-7102/12/4/28602489nas a2200253 4500008004100000022002200041245012800063210006900191250004100260260001800301300000800319490000700327520166500334653002801999653001102027653001802038653001402056653001802070653002202088100001602110700002102126700002202147856006602169 2022 eng d a978-3-031-04438-000aTeaching and Research in the Knowledge Society: Exploring Academics’ Trade-Offs Through National Comparative Perspectives0 aTeaching and Research in the Knowledge Society Exploring Academi aF. Huang, T. Aarrevaara, U. Teichler bSpringer Cham a2300 v233 a

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’ 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’ roles influences research outputs, with relevant variations between academics’ gender and seniority, more than among countries.

10aAcademics’ trade-offs10aGender10aResearch time10aSeniority10aTeaching time10aTime organisation1 aDiogo, Sara1 aCarvalho, Teresa1 aQueirós, Anabela uhttps://link.springer.com/chapter/10.1007/978-3-031-04439-7_601413nas a2200157 4500008004100000245007700041210006900118260001200187520091500199100002001114700001901134700001601153700001801169700002101187856004701208 2022 eng d00aThe transformation of doctoral education: a systematic literature review0 atransformation of doctoral education a systematic literature rev c2022///3 a

Framed by a wide range of factors, doctoral education has undergone a deep transformation, especially in the last two decades. The aim of this systematic literature review was to ascertain the dimensions in which the transformation of doctoral education has been revealed. The ultimate purpose was to understand how this transformation is related to and reflects the idea or concept of doctoral education, i.e., what this is or should be. The systematic review process involved the collection, systematisation and analysis of scientific texts on doctoral education to achieve a comprehensive picture. The analysis suggests the multidimensionality of the transformation in doctoral education, evidenced in aspects related to its foundations, objectives, methods, expertise, organisation and process. This seems, in turn, to indicate the coexistence of different ideas or concepts of doctoral education.

1 aCardoso, Sónia1 aSantos, Sandra1 aDiogo, Sara1 aSoares, Diana1 aCarvalho, Teresa uhttps://doi.org/10.1007/s10734-021-00805-500893nas a2200265 4500008004100000245011000041210006900151260001500220300001200235490000700247653002000254653002800274653004600302653001600348653003900364100001600403700002000419700002100439700001500460700002000475700002400495700001800519700002800537856006200565 2021 eng d00aChange in research and in higher education institutions: forms of resistance in a research-action project0 aChange in research and in higher education institutions forms of c18/06/2021 a283-2950 v1210agender equality10aknowledge-to-action gap10aresearch performing/funding organisations10aresistances10astructural and cultural challenges1 aDiogo, Sara1 aJordão, Carina1 aCarvalho, Teresa1 aHimi, Hana1 aAshkenazi, Maya1 aMešková, Veronika1 aThaler, Anita1 aDahmen-Adkins, Jennifer uhttps://revistas.ucm.es/index.php/INFE/article/view/7205402160nas a2200193 4500008004100000245017000041210006900211300001300280490000700293520148700300100001601787700002001803700002101823700001501844700002001859700002401879700001801903856004501921 2021 eng d00aA Comparative Approach on the Relevance of National Gender Equality Legal Frameworks in Israel, Portugal, and Slovakia to Improve Equality at the Institutional Level0 aComparative Approach on the Relevance of National Gender Equalit a84–1020 v223 a

In the last decades, women’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’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’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.

1 aDiogo, Sara1 aJordão, Carina1 aCarvalho, Teresa1 aHimi, Hana1 aAshkenazi, Maya1 aMešková, Veronika1 aBreda, Zélia uhttps://vc.bridgew.edu/jiws/vol22/iss5/600550nas a2200121 4500008004100000245009100041210007200132260001600204100001700220700002100237700003800258856013200296 2021 eng d00aDesigualdades & equidade. Desafios, respostas e lições no âmbito do ensino superior0 aDesigualdades equidade Desafios respostas e lições no âmbito do  aLisboabCNE1 aTeixeira, P.1 aSá, Maria José1 ade Educação, Conselho, Nacional uhttps://www.cipes.pt/desigualdades-equidade-desafios-respostas-e-li%C3%A7%C3%B5es-no-%C3%A2mbito-do-ensino-superior?language=en00705nas a2200145 4500008004100000020002200041245016800063210007200231260001600303300001200319100001700331700002100348700003800369856015200407 2021 eng d a978-989-8841-38-400aDesigualdades & equidade. Desafios, respostas e lições no âmbito do ensino superior [Inequalities & equity. Challenges, answers and lessons in higher education]0 aDesigualdades equidade Desafios respostas e lições no âmbito do  aLisboabCNE a153-2111 aTeixeira, P.1 aSá, Maria José1 ade Educação, Conselho, Nacional uhttps://www.cipes.pt/desigualdades-equidade-desafios-respostas-e-li%C3%A7%C3%B5es-no-%C3%A2mbito-do-ensino-superior-inequalities-equity?language=en00557nas a2200169 4500008004100000245008400041210006900125260002400194100002100218700002000239700001600259700001800275700001900293700001400312700001400326856004700340 2021 eng d00aInstitutional policies to attract international academics in an adverse context0 aInstitutional policies to attract international academics in an  aDordrechtbSpringer1 aCarvalho, Teresa1 aCardoso, Sónia1 aDiogo, Sara1 aSin, Cristina1 aVideira, Pedro1 aFutao, H.1 aWelch, A. uhttps://www.cipes.pt/node/3448?language=en02142nas a2200193 4500008004100000020002200041245011400063210007200177260008000249520137200329653002001701653002601721653003501747653002901782100002001811700002101831700001601852856008001868 2021 eng d a978-989-97981-7-500aPlanos de Igualdade de Género nas Instituições de Ensino Superior em Portugal: A remar contra a corrente? 0 aPlanos de Igualdade de Género nas Instituições de Ensino Superio aOnline ConferencebAssociação Portuguesa de Sociologiac29-31 março 20213 a

A igualdade de género na ciência e na investigação é uma temática importante na União Europeia (UE) e constitui um dos objetivos da Área Europeia de Investigação. A desigualdade tende a persistir em vários países, prejudicando as organizações, a economia e a sociedade. Para eliminar este problema, a Comissão Europeia tem financiado vários projetos de investigação-ação que procuram estimular mudanças institucionais duradouras através da implementação de Planos de Igualdade de Género (GEP) nas Organizações Produtoras de Investigação (RPOs). A resistência parece, contudo, ser um dos principais desafios à sua implementação. Este estudo visa analisar as dinâmicas organizacionais de resistência à implementação dos GEP em Portugal. Partindo da experiência de investigadores/as responsáveis pelo desenho, planeamento e implementação destes projetos, identificam-se as principais formas de resistência, discutem-se as razões que lhes subjazem e abordam-se algumas estratégias com potencial para as superar e para garantir a sustentabilidade das iniciativas. Este estudo, de natureza qualitativa, evidencia que, apesar de assumir diferentes formas e configurações em função dos contextos organizacionais onde são implementados os GEP, a resistência é um problema transversal aos vários projetos nacionais.

10aEnsino Superior10aInvestigação-ação10aPlanos de Igualdade de Género10aResistência à mudança1 aJordão, Carina1 aCarvalho, Teresa1 aDiogo, Sara uhttps://aps.pt/wp-content/uploads/XI_Congresso/Sexualidade_XI-APS-71666.pdf02146nas a2200217 4500008004100000020002200041245011700063210006900180250005600249260001800305490000700323520137600330653002101706653002801727653002201755653002901777100002101806700001601827700001801843856006701861 2021 eng d a978-3-030-76578-100aA Portuguese Tale on Knowledge-Based Society: Narrowing Bonds Between Higher Education and the Innovation System0 aPortuguese Tale on KnowledgeBased Society Narrowing Bonds Betwee aT. Aarrevaara, M. Finkelstein, G. A. Jones, J. Jung bSpringer Cham0 v223 a

Within the knowledge society framework, higher education has become a driving factor for democratizing and rising equality in societies and consequently stimulating economic development (Panitsidou et al., Procedia Soc & Behav Sci, 46: 548–553, 2012). In Portugal, as elsewhere, higher education institutions (HEI) were expected to play a key role within the changing dynamics in the orientation of knowledge production and dissemination. Research and the national scientific system are closely connected to the higher education system, with knowledge production being mostly concentrated in universities, especially in public ones. In this context, HEIs are considered as a privileged locus of change framed by the knowledge society providing the new epistemological, ontological, and methodological logics as well as legitimacy for a new “political economy” of knowledge. However, this chapter has a double purpose. On the one hand, it intends to present an overview of the Portuguese higher education system and its relation to the research and innovation system. On the other hand, the paper seeks to analyze the contemporary conceptions of the “knowledge-based society” in the Portuguese state policies and HEI narratives, as well as the expected role assigned to academics in the new knowledge production, dissemination, and transfer systems.

10aAcademic careers10aHigher education system10aInnovation policy10aResearch and development1 aCarvalho, Teresa1 aDiogo, Sara1 aSantiago, Rui uhttps://link.springer.com/chapter/10.1007/978-3-030-76579-8_1500546nas a2200133 4500008004100000022002200041245009700063210006900160250001400229260004000243100002100283700001600304856009200320 2021 eng d a978-1-78973-912-100aTime and Academic Multitasking – Unbounded Relation Between Professional and Personal Time0 aTime and Academic Multitasking Unbounded Relation Between Profes aF. Vostal aBingleybEmerald Publishing Limited1 aCarvalho, Teresa1 aDiogo, Sara uhttps://www.emerald.com/insight/content/doi/10.1108/978-1-78973-911-420211013/full/html03104nas a2200205 4500008004100000020002200041245006300063210006200126260005400188520244200242653002702684653002102711653003402732653001302766653001302779100002002792700001602812700002102828856004902849 2021 eng d a978-84-09-27666-000aWhere is Gender? A Missing Variable in Scientific Research0 aWhere is Gender A Missing Variable in Scientific Research aOnline ConferencebIATED Academyc8-9 March, 20213 a

Gender Equality in science and research has become increasingly relevant within the European Union (EU) and within the European Research Area (ERA). In recent years, significant efforts have been made to achieve the three objectives set by the ERA on gender equality: increasing gender balance in research teams, increasing gender balance in decision-making, and strengthening the gender dimension in research. The work that has been performed at EU level and across ERA countries has brought some improvements, but the objective of strengthening the gender dimension in research has received little attention in several countries and, overall, the number of publications that incorporate the gender dimension remains low (EC 2019). In some countries, such as Portugal, gender in/equality continues to be seen (and handled) as an issue of (under)representation of women in research; the gender dimension in research seems thus to be sidelined. This work, carried out as part of an international H2020 funded research project (CHANGE – CHalleNging Gender (In)Equality in science and research), seeks to bring this issue to the center of the debate. Through a comparative perspective, this study aims to explore, characterise and analyse, how a Portuguese university (University of Aveiro – UA) has been involving the gender perspective in their research outputs in the last decades. In order to achieve the purpose of the research, the annual percentage of SCOPUS publications incorporating a gender perspective in the UA (i.e. publications which have gender, women or sex in the title, abstract or keywords) is determined and its evolution along the last decades analysed. The analysis reveals that in each year analysed, the percentage of UA SCOPUS publications with a gender focus is always below 3.5%. The first UA publication that meets the requirements of our SCOPUS database search appeared in the year 2000 and – as with most Portuguese public HEIs analysed in the framework of this study – progress in recent years has been slow and oscillate between advancements and setbacks. Between 2000 and 2019 the percentage of UA SCOPUS publications incorporating the gender dimension increased only 1.91 percentage points. Taking that Gender Equality is one of the 17 Sustainable Development Goals, universities and academics need to reflect on the need to increase the integration of the gender perspective in research.

10aeuropean research area10agender dimension10aHigher Education Institutions10aPortugal10aresearch1 aJordão, Carina1 aDiogo, Sara1 aCarvalho, Teresa uhttps://library.iated.org/view/JORDAO2021WHE04364nas a2200205 4500008004100000020002200041245015600063210006900219260005200288520354200340653001903882653002503901653004103926653004503967653004004012100001604052700002104068700002104089856004804110 2020 eng d a978-84-09-17939-800aDoes Taking a PhD Abroad Increase the Number of International Publications? Reflections From the Best Self-Reported Publications in Portuguese Academia0 aDoes Taking a PhD Abroad Increase the Number of International Pu aValencia, SpainbIATED Academyc2-4 March, 20203 a

This paper contributes to the debate on academics’ 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’ 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’ 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’ 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–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.

10aacademic staff10ainternationalization10aknowledge production & dissemination10aportuguese higher education institutions10aself-reported research productivity1 aDiogo, Sara1 aBiscaia, Ricardo1 aCarvalho, Teresa uhttps://library.iated.org/view/DIOGO2020DOE02200nas a2200157 4500008004100000022002200041245011300063210006900176250004200245260002500287490000700312520162000319100002101939700001601960856006601976 2020 eng d a978-3-030-50554-700aFormalised Boundaries Between Polytechnics and Technical Universities: Experiences from Portugal and Finland0 aFormalised Boundaries Between Polytechnics and Technical Univers aL. Geschwind, A. Broström, K. Larsen aDordrechtbSpringer 0 v563 a

The chapter demonstrates the relevance of contextual factors in the potential transformation of non-university institutions into ‘technical universities’. The phenomena of professional and academic drift have challenged the pertinence of the existence of binary Higher Education (HE) systems. Portugal and Finland have been facing this problem and the governments of both countries called on the Organisation for Economic Cooperation and Development (OECD) to advise them on the relevance of its maintenance. The chapter aims at enriching the conceptual discussion over the social representation of the ‘technical university’ by discussing the relevance of the context in the evolving process of the actual non-university institutions. Data analysis is supported by empirical evidence gathered through 26 interviews conducted with key actors as well as on content analysis of policy reports in order to understand how the co-existence of different types of higher education institutions (HEI) is envisioned in the two countries. This chapter establishes a linkage to the scope of this volume by evidencing the relevance of contextual factors in the potential transformation of non-university institutions in ‘technical universities’ in the two countries. The results reveal a convergence in the recommendations regarding the maintenance and reinforcement of differentiated HE systems. However, the operationalisation of this differentiation translates into distinct roles for professional institutions in each country, suggesting a path of continuity for Portugal and discontinuity for Finland.

1 aCarvalho, Teresa1 aDiogo, Sara uhttps://link.springer.com/chapter/10.1007/978-3-030-50555-4_602971nas a2200229 4500008004100000020002200041245012900063210006900192260005100261520209800312653001702410653003902427653001102466653002102477653001302498653001702511100002002528700002102548700001602569700001802585856013802603 2020 eng d a978-1-912764-56-300aGender In/Equality in men wor(l)d’s: Perceptions on the construction of a gender equal and inclusive Portuguese University0 aGender InEquality in men world s Perceptions on the construction aOnline ConferencebACPI Ltd. c16-17 July 20203 a

Based in a H2020 funded project and on theoretical contributions of the feminist institutional perspective, this paper provides a comparative view between men and women on the identified values, practices and behaviours needed to the institutionalisation and promotion of gender equal and inclusive higher education institutions (HEI). This theoretical perspective grounds our comparative analysis, supported by 22 interviews with institutional key-actors: 15 men and 7 women. Being our sample constituted by both male and female interviewees of a Portuguese university can be seen as an innovative approach due to two complementary reasons. First, Portuguese HEI clearly exemplify women representation in academia, considering their significant presence and rapid growth in HEI: as the system expanded and democratised, it also became more feminised, although women are still underrepresented in top-management and leading positions, contributing to perpetuate the vertical segregation phenomenon. Second, gender issues on (Portuguese) HEI are usually approached by women, with men having a peripheral role. Towards this background, we are interested in understanding how both sexes envisage gender equality in their working place (the academia) and even to depict how men perceive their role in the construction of gender-balanced and inclusive HEI. Data analysis reveals not only differences but also similarities between men and women perceptions of the values, practices and behaviours needed to the institutionalisation and promotion of a gender equal and inclusive institution. There is a common trend to consider universities as gender neutral and to attribute the responsibility for changes to the political, social and/or cultural systems, which results from a common symbolic realm of meaning-making common to women and men. However, it is more common to find women manifesting a more positive perspective to affirmative actions at the university. Thus, one can say that women situation can justify their greater assumption of an agency perspective on institutional change.

10a(in)equality10afeminist institutional perspective10aGender10ahigher education10aPortugal10auniversities1 aJordão, Carina1 aCarvalho, Teresa1 aDiogo, Sara1 aBreda, Zélia uhttps://www.cipes.pt/gender-inequality-men-world%E2%80%99s-perceptions-construction-gender-equal-and-inclusive-portuguese?language=en00546nas a2200133 4500008004100000245007500041210006900116260003700185100002300222700001600245700002200261700002200283856010700305 2020 eng d00aHigher Education Institution Governing Boards: Appointed Board Members0 aHigher Education Institution Governing Boards Appointed Board Me aThousand OaksbSage Publications1 aMagalhães, A., M.1 aVeiga, L.G.1 aDavid, Miriam, E.1 aAmey, Marilyn, J. uhttps://www.cipes.pt/higher-education-institution-governing-boards-appointed-board-members?language=en02959nas a2200193 4500008004100000020002200041245010300063210006900166260004900235520220300284653002902487653003202516653001302548653001502561100002002576700002102596700001602617856013202633 2020 eng d a978-1-912764-59-400aImplementing Gender Equality Plans through an action-research approach: challenges and resistances0 aImplementing Gender Equality Plans through an actionresearch app aOnline ConferencebACPI Ltdc18-19 July 20203 a

Achieving gender equality (GE) in science and research has become an important issue in the European Union (EU) and one of the objectives of the European Research Area (ERA). Progress in this area is sluggish and difficult, with several indicators showing that women tend to remain in a disadvantage position when compared to men, despite several efforts and initiatives to correct the situation. It is widely acknowledged that gender inequality may be leading to huge losses of talent, detrimental to organisations, to the economy and to the society (European Commission 2020). To overcome this situation, the European Commission (EC) has funded several action-research projects (through FP6, FP7 and H2020) in order to accelerate and/or stimulate effective and structural institutional changes through the implementation of tailor-made Gender Equality Plans (GEPs). Several GEPs have been implemented in Research Performing Organisations (RPOs) in many countries. Although the effective impact of these plans and their contribution to the creation of more egalitarian working environments in organisations has not yet been fully determined, it seems that resistance may be one of the main obstacles to their successful implementation. This study aims to analyse the organisational dynamics of resistance to the implementation of GEPs in Portuguese RPOs. Thus, drawing on the experience of key actors directly involved in the design, planning and implementation of the GEPs, the authors identify the main forms of resistance felt and discuss the reasons underlying this resistance, while analysing some potential strategies to overcome them and to ensure the success of both gender initiatives and national projects. To achieve the objective of the work, semi-structured interviews were conducted with the Principal Investigators (PI) of three projects developed in Portuguese RPOs. In an attempt to find ‘meaning-oriented regularities’ in the data, the interviews were analysed using the ‘interpretative qualitative’ approach. The authors conclude that resistance to GE initiatives is identified in all institutional contexts but it can assume different forms and configurations.

10aAction-research approach10aGender Equality Plans (GEP)10aPortugal10aResistance1 aJordão, Carina1 aCarvalho, Teresa1 aDiogo, Sara uhttps://www.cipes.pt/implementing-gender-equality-plans-through-action-research-approach-challenges-and-resistances?language=en00929nam a2200325 4500008004100000245008000041210006900121260002400190100001700214700001700231700002000248700001900268700002300287700001500310700001800325700001300343700002100356700001500377700001900392700002000411700001500431700001700446700001600463700001600479700001800495700001400513700001300527700001600540856004700556 2020 eng d00aThe International Encyclopedia of Higher Education Systems and Institutions0 aInternational Encyclopedia of Higher Education Systems and Insti aDordrechtbSpringer1 aTeixeira, P.1 aShin, J., C.1 aAmaral, Alberto1 aBernasconi, A.1 aMagalhães, A., M.1 aKehm, B.M.1 aStensaker, B.1 aChoi, E.1 aBalbachevsky, E.1 aHunter, F.1 aGoastellec, G.1 aMohamedbhai, G.1 ade Wit, H.1 aVälimaa, J.1 aRumbley, L.1 aUnangst, L.1 aKlemencic, M.1 aLanga, P.1 aYang, R.1 aNokkala, T. uhttps://www.cipes.pt/node/3179?language=en03223nas a2200217 4500008004100000020002200041245009700063210006900160260005200229520247900281653002702760653002002787653002502807653003402832653001302866100002102879700002002900700001602920700001802936856005102954 2020 eng d a978-84-09-17939-800aLearning organisations: A case study of changes in gender equality in decision-making bodies0 aLearning organisations A case study of changes in gender equalit aValencia, SpainbIATED Academyc2-4 March, 20203 a

Despite the general legal and social environments in Europe and in Portugal being positive to the institutionalisation of equal opportunities in Higher Education Institutions (HEI), gender inequality seems to persist in stereotyped perceptions embedded within organisational cultures. The European Union (EU) has been developing several programmes to fund the promotion of Gender Equality Plans (GEP) in HEIs in the European context (European Commission, 2016; 2019).
It is encouraging to find that in some specific cases the implementation of these progresses has positive results (ERAC 2018). This is the case of the institution studied here, which committed to equality beyond rhetoric. The paper reports on a case study of best practices in promoting gender equality in decision-making bodies at the middle-management level in the University of Aveiro, in Portugal. Based on an international H2020 funded research project, the University of Aveiro has implemented GEPs resulting in an increase in the number of women in decision-making bodies. This paper seeks to explain the process of cultural change in general as well as in the rector team’s attitudes, in particular, to promote progress in pursuit of gender equality in decision-making bodies.
When the project started, women constitute only 5% of members in these middle management bodies (i.e. Deans of both university departments and polytechnic schools). One year after the implementation of the project, this percentage increased to 20%. The paper details the several steps taken to reach this result. First, the problem was identified based on a quantitative analysis of the gender composition of decision-making bodies at UA; then, the process through which members access these bodies was also analysed. In a second stage of the project, the rector was informed and instigated to be more proactive in increase women representativeness in the following elections. Without changing the regulations, it was possible to develop informal strategies. These related with the identification of women with competencies to perform the job and with personal empowerment for them to propose themselves to the election.
Although progresses have been made, it is important to acknowledge that these initiatives are not enough to promote structural changes and more needs to be done to accelerate the pace of progress as well as to change institutional practices and individual mentalities.

10aDecision-making bodies10agender equality10agender-equality plan10aHigher Education Institutions10aPortugal1 aCarvalho, Teresa1 aJordão, Carina1 aDiogo, Sara1 aBreda, Zélia uhttps://library.iated.org/view/CARVALHO2020LEA00441nas a2200109 4500008004100000245014300041210006900184260000900253490000600262100001600268856004700284 2020 eng d00aLooking back in anger? Putting in perspective the implementation of the Bologna process in Finnish and Portuguese higher education systems0 aLooking back in anger Putting in perspective the implementation  c20200 v71 aDiogo, Sara uhttps://www.cipes.pt/node/3780?language=en02616nas a2200253 4500008004100000245010500041210006900146260001500215300001400230490000700244520183500251653002702086653001302113653001902126653001502145653001802160653003202178653001502210653001702225100001602242700002102258700001802279856006502297 2020 eng d00aNomination vs. election: do they influence women’s access to institutional decision-making bodies?0 aNomination vs election do they influence women s access to insti c31/10/2020 a879–8980 v253 a

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.

10aDecision-making bodies10aElection10aGender balance10aGovernance10aManagerialism10aNew Public Management (NPM)10aNomination10auniversities1 aDiogo, Sara1 aCarvalho, Teresa1 aBreda, Zélia uhttps://link.springer.com/article/10.1007/s10997-020-09538-604805nas a2200277 4500008004100000022002200041245014100063210006900204250004400273260003000317300001400347520386800361653001104229653001204240653001804252653001504270653003404285653003204319653001504351653002604366653001304392100001604405700001904421700002104440856006604461 2019 eng d a978-3-030-15757-900aAn International Comparative Perspective on Higher Education Institutions’ Governance and Management – Portugal, Finland, and Brazil0 aInternational Comparative Perspective on Higher Education Instit aA. Moreira, P. Jen-Jacques, N. Bagnall  bPalgrave Macmillan, Cham. a109–1333 a

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 26:27–38, 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. 82–98, 2009; Ball in Policy Futures in Education 14:1046–1059, 2016). According to Stephan Ball (Policy Futures in Education 14:1046–1059, 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–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 89:1622–1642, 2011; Reed and Meek in Governing Higher Education: National Perspectives on Institutional Governance. Kluwer, Dordrecht, pp. xv–xxxi, 2002; Welch in Higher Education in Southeast Asia: Blurring Borders, Changing Balance. Taylor & Francis, 2011), with implications on academics’ work (Blackmore et al. in Re-positioning University Governance and Academic Work. Sense Publishers, 2010; Carvalho and Santiago in Higher Education Policy 23:397–411, 2010; Marginson in Journal of Higher Education Policy and Management 22:23–35, 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 “with little understanding of several important cultural dimensions” (Stromquist in Compare 30:261–264, 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’ organization and funding, cultures’ governance and management, and professionals’ and students’ 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.

10aBrazil10aFinland10aGlobalization10aGovernance10aHigher Education Institutions10aInternational organizations10aManagement10anew public management10aPortugal1 aDiogo, Sara1 aBarbosa, Milka1 aCarvalho, Teresa uhttps://link.springer.com/chapter/10.1007/978-3-030-15758-6_500434nam a2200133 4500008004100000245004900041210004800090260002900138653001500167100001200182700000900194700001300203856008400216 2019 eng d00aPsicologia em Palavras: 500 Termos Técnicos0 aPsicologia em Palavras 500 Termos Técnicos aLisboabEdições Chiado10aPsychology1 aMachado1 aDias1 aFerreira uhttps://www.chiadobooks.com/livraria/psicologia-em-palavras-500-termos-tecnicos00806nas a2200205 4500008004100000245022900041210006900270260001400339100002200353700002100375700002000396700002300416700001600439700001700455700001700472700002300489700002200512700001700534856004900551 2018 eng d00aAssessing the severity and impact of oral mucositis after autologous transplantation for myeloma: A prospective pilot study comparing the patient-reported quality of life and objective evaluation by a healthcare professional0 aAssessing the severity and impact of oral mucositis after autolo bElsevier 1 aFitsgerald, Brynn1 aJurdi, Najla, El1 aDambrosio, Nina1 aFilali-Mouhim, Ali1 aSalem, Iman1 aKhatib, Jude1 aCaimi, Paolo1 aAmaral Mendes, Rui1 aGhannoum, Mahmoud1 aLima, Marcos uhttps://doi.org/10.1016%2Fj.bbmt.2017.12.20301671nas a2200157 4500008004100000020002200041245010600063210006900169260002700238300001000265520113000275100001901405700002101424700002101445856004701466 2018 eng d a978-88-98-85428-800aConvergence or divergence in university institutional governance reforms? Comparing Napoleonic States0 aConvergence or divergence in university institutional governance aRomabMinerva Bancaria a51-843 a

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 (‘Gelmini’ 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.

1 aDonina, Davide1 aBruckmann, Sofia1 aPaleari, Stefano uhttps://www.cipes.pt/node/3569?language=en00392nas a2200097 4500008004100000245010600041210006900147100001300216700001800229856004700247 2018 eng d00aCreativity is intelligence having fun”: Is creativity a real learning outcome of higher education? 0 aCreativity is intelligence having fun Is creativity a real learn1 aDias, D.1 aSoares, Diana uhttps://www.cipes.pt/node/3456?language=en00449nas a2200133 4500008004100000245005400041210005300095260004300148100002100191700001800212700001300230700002200243856005000265 2018 eng d00aDrop-out and completion among Portuguese students0 aDropout and completion among Portuguese students aPalma de Mallorca, SpainbEdulern 20181 aTavares, Orlanda1 aSin, Cristina1 aDias, D.1 aRego, Conceição uhttps://library.iated.org/view/TAVARES2018DRO00451nas a2200121 4500008004100000245011700041210006900158300001400227490000700241100001800248700001600266856004700282 2018 eng d00aEnhancing the Visibility and Impact of Scholarly Research: an exploratory study on knowledge production settings0 aEnhancing the Visibility and Impact of Scholarly Research an exp a502–5320 v101 aPinho, Isabel1 aDiogo, Sara uhttps://www.cipes.pt/node/3779?language=en00521nas a2200145 4500008004100000020001400041245012900055210006900184260002100253300001000274490000700284100002100291700001600312856004700328 2018 eng d a1360-080X00aExploring the relationship between institutional and professional autonomy: A comparative study between Portugal and Finland0 aExploring the relationship between institutional and professiona bTaylor & Francis a18-330 v401 aCarvalho, Teresa1 aDiogo, Sara uhttps://www.cipes.pt/node/2615?language=en00576nas a2200157 4500008004100000245011500041210006900156300001200225490000700237100001500244700001900259700002800278700002600306700003300332856005300365 2018 eng d00aAn initial study of the internal validity of the Portuguese adaptation of the Marital Social- Skills Inventory0 ainitial study of the internal validity of the Portuguese adaptat a275-2850 v351 aAguiar, J.1 aMatias, Marisa1 aBarhem, Elizabeth, Joan1 aFontaine, Anne, Marie1 aDEL PRETTE, Zilda, Aparecida uhttp://dx.doi.org/10.1590/1982-0275201800030000600479nas a2200121 4500008004100000020002200041245012200063210006900185260002600254100001400280700001300294856005000307 2018 eng d a978-84-09-02709-500aKey skills to be an accountant: The gap between the learning outcomes and the opinion of the practitioner accountants0 aKey skills to be an accountant The gap between the learning outc bIATEDc2-4 July, 20181 aLucas, A.1 aDias, D. uhttp://dx.doi.org/10.21125/edulearn.2018.124800682nas a2200181 4500008004100000022001400041245011900055210006900174100003100243700002100274700002300295700002100318700001600339700002800355700002000383700002600403856007100429 2018 eng d a2212-440300aMedication-related osteonecrosis of the jaw: definition and best practice for prevention, diagnosis, and treatment0 aMedicationrelated osteonecrosis of the jaw definition and best p1 aNicolatou-Galitis, Ourania1 aSchiødt, Morten1 aAmaral Mendes, Rui1 aRipamonti, Carla1 aHope, Sally1 aDrudge-Coates, Lawrence1 aNiepel, Daniela1 aVan den Wyngaert, Tim uhttp://www.sciencedirect.com/science/article/pii/S221244031831193300398nas a2200097 4500008004100000245011200041210006900153100001300222700001800235856004700253 2018 eng d00aNavigating round higher education degrees: A cross comparison of bachelor, master and PhD learning outcomes0 aNavigating round higher education degrees A cross comparison of 1 aDias, D.1 aSoares, Diana uhttps://www.cipes.pt/node/3455?language=en00513nas a2200145 4500008004100000245010500041210006900146300001200215490001200227100001300239700001800252700003400270700001600304856004700320 2018 eng d00aO que se “ensina” no Ensino Superior: avaliando conhecimentos, competências, valores e atitudes0 aO que se ensina no Ensino Superior avaliando conhecimentos compe a318-3370 v10 (29)1 aDias, D.1 aSoares, Diana1 aMarinho-Araujo, Claisy, Maria1 aAlmeida, L. uhttps://www.cipes.pt/node/3452?language=en00432nas a2200109 4500008004100000245011200041210007300153300001200226100002100238700001600259856004700275 2018 eng d00aPolíticas de Ciência e Inovação no quadro da sociedade do conhecimento - Efeitos no emprego científico0 aPolíticas de Ciência e Inovação no quadro da sociedade do conhec a343-3631 aCarvalho, Teresa1 aDiogo, Sara uhttps://www.cipes.pt/node/3450?language=en00405nas a2200097 4500008004100000245011900041210006900160100001300229700001800242856004700260 2018 eng d00aIs Portuguese Higher Education developing students capacities for innovation? The truth behind learning outcomes. 0 aPortuguese Higher Education developing students capacities for i1 aDias, D.1 aSoares, Diana uhttps://www.cipes.pt/node/3457?language=en00420nam a2200121 4500008004100000245006500041210006500106260002900171100002100200700001300221700001700234856004700251 2018 eng d00aSistemas de Gestão de Qualidade na Administração Pública0 aSistemas de Gestão de Qualidade na Administração Pública aLisboabDiário de Bordo1 aSilvério, Jorge1 aDias, D.1 aCobra, Jorge uhttps://www.cipes.pt/node/3511?language=en00375nas a2200097 4500008004100000245008900041210006900130100001800199700001300217856004700230 2018 eng d00aTeaching psychology or teaching education? The hidden truth behind learning outcomes0 aTeaching psychology or teaching education The hidden truth behin1 aSoares, Diana1 aDias, D. uhttps://www.cipes.pt/node/3453?language=en00416nas a2200121 4500008004100000245005400041210005300095260004400148100002100192700001800213700001300231856005000244 2018 eng d00aWhat actually matters in a Philosophy curriculum?0 aWhat actually matters in a Philosophy curriculum aPalma de mallorca, SpainbEdulearn 20181 aTavares, Orlanda1 aSoares, Diana1 aDias, D. uhttps://library.iated.org/view/TAVARES2018WHA00457nas a2200121 4500008004100000020002200041245010000063210006900163260002600232100001400258700001300272856005000285 2018 eng d a978-84-09-02709-500aWhat is best for future accountants' professional success: An internship or a business project?0 aWhat is best for future accountants professional success An inte bIATEDc2-4 July, 20181 aLucas, A.1 aDias, D. uhttp://dx.doi.org/10.21125/edulearn.2018.194200418nas a2200097 4500008004100000245013200041210006900173100001800242700001300260856004700273 2018 eng d00aWhat makes the difference in students’ soft skills development: An analysis of laureate professional assessment (LPA) results0 aWhat makes the difference in students soft skills development An1 aSoares, Diana1 aDias, D. uhttps://www.cipes.pt/node/3454?language=en01686nas a2200181 4500008004100000245006500041210006300106260001600169490000600185520115500191653002201346653002601368653001301394653001801407100002101425700001601446856004201462 2018 eng d00aWomen Rectors and Leadership Narratives: The Same Male Norm?0 aWomen Rectors and Leadership Narratives The Same Male Norm c23 May 20180 v83 a

This paper examines how two Portuguese women rectors constructed narratives on their path to leadership positions and their performance of leadership roles. The study is based on a qualitative empirical analysis based on life story interviews with two women rectors in Portugal. The results from this research suggest that women rectors tend to develop narratives about their professional route to the top as based on merit and hard work, and tend to classify their leadership experience as gender-neutral and grounded on the establishment of good relationships with their peers along their professional path. These narratives may contribute to reinforcing the male norm that leads other women to blame themselves for not being able to progress in their career, hindering the creation of an organisational environment that is open to the development of institutional policies to improve equal opportunities. Portugal is a very interesting case study, considering that despite the long history of its higher education system and the high participation of women in higher education, there were only two women rectors in the country until 2014.

10afemale leadership10agender and leadership10aPortugal10awomen rectors1 aCarvalho, Teresa1 aDiogo, Sara uhttps://www.mdpi.com/2227-7102/8/2/7500410nas a2200109 4500008004100000245007400041210006900115260004200184100001400226700001300240856004700253 2017 eng d00aAcademic qualifications on the certified public accountant profession0 aAcademic qualifications on the certified public accountant profe aSeville, Spain. 16-18 NovemberbIATED1 aLucas, A.1 aDias, D. uhttps://doi.org/10.21125%2Ficeri.2017.164000380nas a2200085 4500008004100000245011500041210007500156100001600231856004700247 2017 eng d00aAvaliação externa à reforma do ensino secundário em São Tomé e Príncipe (2009-2016). (Relatório final)0 aAvaliação externa à reforma do ensino secundário em São Tomé e P1 aDiogo, Sara uhttps://www.cipes.pt/node/3213?language=en00434nas a2200109 4500008004100000245009500041210006900136260003800205100001300243700001800256856005000274 2017 eng d00aA blind date between academic curriculum and job market: The strategic role of soft skills0 ablind date between academic curriculum and job market The strate aBarcelona, Spain. 3-5 JulybIATED1 aDias, D.1 aSoares, Diana uhttps://doi.org/10.21125%2Fedulearn.2017.153800447nas a2200133 4500008004100000245007400041210006900115260002500184300001400209490000700223100001300230700001800243856005200261 2017 eng d00aCivic learning outcomes: A step towards an inclusive higher education0 aCivic learning outcomes A step towards an inclusive higher educa bInforma {UK} Limited a360–3740 v221 aDias, D.1 aSoares, Diana uhttps://doi.org/10.1080%2F13603116.2017.136595600903nas a2200277 4500008004100000020002200041245013300063210007100196260003000267100002300297700002100320700001500341700001700356700001900373700002800392700002100420700001700441700001700458700002100475700002000496700001500516700001700531700001600548700001400564856004700578 2017 eng d a978-972-618-875-900aA especificidade da avaliação de desempenho do ensino superior politécnico: Proposta de um sistema de posicionamento das IESP0 aespecificidade da avaliação de desempenho do ensino superior pol aLisboabEdições Sílabo1 aBiscaia, Ana, Rita1 aFigueiredo, Hugo1 aFéria, I.1 aBorralho, C.1 aSaúde, Sandra1 aRosa, Maria, João e Ma1 aMelo, Ana, Sofia1 aBorralho, C.1 aDias, G., P.1 aFigueiredo, Hugo1 aMachado, Isabel1 aFéria, I.1 aRocha, Paula1 aBiscaia, R.1 aLopes, S. uhttps://www.cipes.pt/node/1805?language=en01858nas a2200217 4500008004100000245012900041210006900170260001600239300001000255490000700265520113200272653002101404653002601425653001201451653002901463653002701492653001301519100002101532700001601553856007101569 2017 eng d00aExploring the relationship between institutional and professional autonomy: a comparative study between Portugal and Finland0 aExploring the relationship between institutional and professiona c12 Nov 2017 a18-330 v403 a

By comparing two distinct settings–Portugal and Finland–and based on previous studies revealing similar trends in both countries, this article analyses the relationship between institutional and academic autonomy in the higher education sector. Based on crosschecking of the literature review and 47 interviews with key actors in both the Portuguese and Finnish higher education systems, the authors analyse the extent to which the political attempts to increase institutional autonomy are perceived by academics in these countries as leading to an increase in their professional autonomy. Data reveals that there is a lack of complete correspondence between the way different institutional dimensions have been changing at the organisational level and the way academics perceive the effects at the professional level. While there is a correspondence in the perceptions over organisational and interventional autonomy, no correspondence is found concerning policy autonomy in both countries. Furthermore, there are no homogeneous perceptions within academics group in each country concerning professional autonomy.

10aacademic freedom10acomparative education10aFinland10ahigher education systems10ainstitutional autonomy10aPortugal1 aCarvalho, Teresa1 aDiogo, Sara uhttps://www.tandfonline.com/doi/full/10.1080/1360080X.2018.139591600522nas a2200157 4500008004100000245007400041210006900115260003200184300001200216100002300228700001600251700001900267700001300286700001500299856005000314 2017 eng d00aHard and soft managerialism in Portuguese higher education governance0 aHard and soft managerialism in Portuguese higher education gover aRotterdambSense Publishers a39–531 aMagalhães, A., M.1 aVeiga, L.G.1 aVideira, Pedro1 aDeem, R.1 aEggins, H. uhttps://doi.org/10.1007%2F978-94-6351-116-2_300440nas a2200109 4500008004100000245011700041210006900158260002200227100001300249700001800262856005000280 2017 eng d00aHighlighting entrepreneurship skills in academic curricula: “I still haven’t found what I’m looking for”0 aHighlighting entrepreneurship skills in academic curricula I sti bIATEDcmarch/20171 aDias, D.1 aSoares, Diana uhttps://doi.org/10.21125%2Fedulearn.2017.154800450nas a2200133 4500008004100000245008900041210006900130100001300199700001400212700001300226700001700239700001600256856004400272 2017 eng d00aLearning outcomes and employability: A case study on mamagement academic programmes0 aLearning outcomes and employability A case study on mamagement a1 aDias, D.1 aSoares, I1 aDias, D.1 aMonteiro, A.1 aProença, J uhttp://doi.org/10.21125/inted.2017.151800359nas a2200109 4500008004100000245005100041210005100092260002900143300001000172100001300182856005400195 2017 eng d00aLearning outcomes in European higher education0 aLearning outcomes in European higher education aDordrechtbSpringercnov a1–51 aDias, D. uhttps://doi.org/10.1007%2F978-94-017-9553-1_317-100402nas a2200109 4500008004100000245009400041210006900135260001000204100001300214700001800227856004700245 2017 eng d00aLearning outcomes in higher education: Designing a conceptual map for Portuguese academia0 aLearning outcomes in higher education Designing a conceptual map bIATED1 aDias, D.1 aSoares, Diana uhttps://doi.org/10.21125%2Finted.2017.217000396nas a2200109 4500008004100000245008300041210006900124260001500193100001800208700001300226856004700239 2017 eng d00aLifelong learning as a crucial vector for designing higher education curricula0 aLifelong learning as a crucial vector for designing higher educa bIATEDcmar1 aSoares, Diana1 aDias, D. uhttps://doi.org/10.21125%2Finted.2017.217600488nas a2200145 4500008004100000245008100041210006900122260003100191100001300222700001700235700001500252700001800267700001300285856004400298 2017 eng d00aManaging research or managing knowledge? A device tool for quality assurance0 aManaging research or managing knowledge A device tool for qualit aValencia, Spain. 6-8 March1 aDias, D.1 aMonteiro, A.1 aMorais, AJ1 aNunes, Manuel1 aDias, D. uhttp://doi.org/10.21125/inted.2017.228300474nas a2200133 4500008004100000245009400041210006900135260001500204100001800219700002200237700002100259700001300280856004700293 2017 eng d00aMore competent and more equal: Higher education as a supporter of soft skills development0 aMore competent and more equal Higher education as a supporter of bIATEDcmar1 aSoares, Diana1 aCarvalho, Ricardo1 aBurkholder, Gary1 aDias, D. uhttps://doi.org/10.21125%2Finted.2017.218400340nas a2200109 4500008004100000245004100041210004100082260003000123300001000153100001300163856005400176 2017 eng d00aPeer instruction in higher education0 aPeer instruction in higher education bSpringer Netherlandscnov a1–31 aDias, D. uhttps://doi.org/10.1007%2F978-94-017-9553-1_433-100511nas a2200145 4500008004100000245008100041210006900122260003200191300001400223100002800237700002200265700001300287700001500300856005000315 2017 eng d00aThe perceptions of quality management by universities' internal stakeholders0 aperceptions of quality management by universities internal stake aRotterdambSense Publishers a157–1721 aRosa, Maria, João e Ma1 aSarrico, Cláudia1 aDeem, R.1 aEggins, H. uhttps://doi.org/10.1007%2F978-94-6351-116-2_900459nas a2200121 4500008004100000245010900041210007000150260002700220300000700247100001800254700001300272856005200285 2017 eng d00aResultados de aprendizagem no quadro do ensino superior português: O caso da psicologia e da educação0 aResultados de aprendizagem no quadro do ensino superior portuguê bUniversidade da Coruna a371 aSoares, Diana1 aDias, D. uhttps://doi.org/10.17979%2Freipe.2017.0.12.242100561nas a2200157 4500008004100000245009300041210007000134260003200204300000700236100001300243700001800256700001600274700003400290700002700324856005200351 2017 eng d00aResultados de aprendizagem no quadro do ensino superior português: Definição e medida0 aResultados de aprendizagem no quadro do ensino superior portuguê bUniversidade da Corunacdec a411 aDias, D.1 aSoares, Diana1 aAlmeida, L.1 aMarinho-Araujo, Claisy, Maria1 aFerreira, António, G. uhttps://doi.org/10.17979%2Freipe.2017.0.12.242300539nas a2200169 4500008004100000245006300041210006100104260003200165300001400197100002000211700002800231700001900259700001300278700001300291700001500304856005000319 2017 eng d00aStudent participation in quality assurance: A partnership?0 aStudent participation in quality assurance A partnership aRotterdambSense Publishers a125–1421 aCardoso, Sónia1 aRosa, Maria, João e Ma1 aVideira, Pedro1 aDent, S.1 aLane, L.1 aStrike, T. uhttps://doi.org/10.1007%2F978-94-6351-122-3_800485nas a2200133 4500008004100000245012900041210006900170300001200239490000700251100001200258700001300270700002100283856004700304 2017 eng d00aTowards the university entrepreneurial mission: Portuguese academics’ self-perspective of their role in knowledge transfer0 aTowards the university entrepreneurial mission Portuguese academ a784-7960 v421 aSá, E.1 aDias, D.1 aSá, Maria José uhttps://www.cipes.pt/node/1742?language=en00454nas a2200121 4500008004100000020002200041245010600063210006900169260002000238100001400258700001300272856004700285 2017 eng d a978-84-697-6957-700aTraining accounting students to act ethically: The balance between academic knowledge and soft skills0 aTraining accounting students to act ethically The balance betwee bIATEDc11, 20171 aLucas, A.1 aDias, D. uhttp://dx.doi.org/10.21125/iceri.2017.155500415nas a2200121 4500008004100000245007100041210006900112260001500181100001800196700001900214700001300233856004700246 2017 eng d00aTranslating critical thinking skills to higher education practices0 aTranslating critical thinking skills to higher education practic bIATEDcmar1 aSoares, Diana1 aFranco, Amanda1 aDias, D. uhttps://doi.org/10.21125%2Finted.2017.217100550nas a2200145 4500008004100000245016600041210007300207300001200280490000700292100001300299700001500312700001600327700001400343856004700357 2017 eng d00aValidação de um instrumento de avaliação dos fatores promotores da motivação para o trabalho: Um estudo com profissionais de saúde oncológica portugueses0 aValidação de um instrumento de avaliação dos fatores promotores  a231-2450 v351 aDias, D.1 aLeite, Â.1 aRamires, A.1 aBicho, P. uhttps://www.cipes.pt/node/2454?language=en00456nas a2200157 4500008004100000245005700041210005600098260001700154300001400171490000700185100001300192700001500205700001600220700001400236856004800250 2017 eng d00aWorking with cancer: Motivation and job satisfaction0 aWorking with cancer Motivation and job satisfaction bEmeraldcsep a662–6860 v251 aDias, D.1 aLeite, Â.1 aRamires, A.1 aBicho, P. uhttps://doi.org/10.1108%2Fijoa-12-2016-109600437nas a2200121 4500008004100000245010700041210006900148300001000217490000700227100001300234700002100247856004700268 2016 eng d00aAcademic promises and family (dis)enchantments: Clues for guidance and counselling in higher education0 aAcademic promises and family disenchantments Clues for guidance  a42-560 v441 aDias, D.1 aSá, Maria José uhttps://www.cipes.pt/node/1557?language=en00656nas a2200205 4500008004100000245008200041210006900123260002400192300001400216100001800230700002100248700001700269700001300286700002600299700002500325700001600350700001700366700001600383856005100399 2016 eng d00aAcademics' professional characteristics and trajectories: The Portuguese case0 aAcademics professional characteristics and trajectories The Port aDordrechtbSpringer a165–1861 aSantiago, Rui1 aCarvalho, Teresa1 aSousa, Sofia1 aDias, D.1 aMachado-Taylor, M. L.1 aGalaz-Fontes, J., F.1 aArimoto, A.1 aTeichler, U.1 aBrennan, J. uhttps://doi.org/10.1007%2F978-3-319-27493-5_1000453nas a2200121 4500008004100000245010200041210006900143260001800212100001300230700002000243700001800263856005000281 2016 eng d00aDesigning learning outcomes in Portuguese higher education: How are they defined and implemented?0 aDesigning learning outcomes in Portuguese higher education How a bIATED Academy1 aDias, D.1 aCarvalho, Paula1 aSoares, Diana uhttps://doi.org/10.21125%2Fedulearn.2016.078300514nas a2200145 4500008004100000245010600041210006900147300001200216490000700228100002100235700002100256700002600277700001800303856004700321 2016 eng d00aInequality, Labour Market and Income Distribution in Portugal: What is Happening with Middle Classes?0 aInequality Labour Market and Income Distribution in Portugal Wha a43–580 v501 aGonzález, Pilar1 aFigueiredo, Hugo1 aFigueiredo, António1 aDelfim, Luís uhttps://www.cipes.pt/node/3538?language=en00576nas a2200181 4500008004100000245007400041210006900115260001800184100001500202700001900217700002000236700001300256700002000269700001700289700001600306700002200322856005000344 2016 eng d00aLearning basic design with virtual reality: A methodological approach0 aLearning basic design with virtual reality A methodological appr bIATED Academy1 aNeves, Ana1 aNiemeyer, Lucy1 aDuarte, Emília1 aDias, D.1 aAyanoglu, Hande1 aTeixeira, L.1 aSaraiva, M.1 aMartins, Fernando uhttps://doi.org/10.21125%2Fedulearn.2016.228300688nas a2200205 4500008004100000245014200041210006900183100001200252700001300264700001800277700001600295700001500311700001800326700001400344700001600358700002100374700002000395700002000415856004700435 2016 eng d00aMobility patterns of higher education students. Progress report from the study mobility patterns of higher education students (2015-2017)0 aMobility patterns of higher education students Progress report f1 aSá, C.1 aDias, D.1 aLourenço, D.1 aRibeiro, F.1 aMendes, F.1 aPinheiro, FL.1 aTomé, L.1 aFonseca, M.1 aTavares, Orlanda1 aEncarnação, S1 aCardoso, Sónia uhttps://www.cipes.pt/node/2294?language=en00440nas a2200109 4500008004100000245011600041210006900157260002300226100001300249700001800262856005000280 2016 eng d00aRetrieving civic dimensions in higher education curricula: Is learning improving students’ civic development?0 aRetrieving civic dimensions in higher education curricula Is lea bIATED Academycjul1 aDias, D.1 aSoares, Diana uhttp://dx.doi.org/10.21125/edulearn.2016.078500595nas a2200145 4500008004100000245014400041210006900185260002000254100002800274700003000302700003000332700002300362700002400385856004000409 2016 eng d00aThe therapeutic effects of apigenin and dexamethasone on 5-fluorouracil-induced oral mucositis - A pilot study using a Syrian hamster model0 atherapeutic effects of apigenin and dexamethasone on 5fluorourac bWiley-Blackwell1 aPrats, Patricia, Molina1 aGarcia, Francisco, Gómez1 aDiaz, Francisco, Martinez1 aAmaral Mendes, Rui1 aJornet, Pia, Lopez- uhttps://doi.org/10.1111%2Fjop.1247300416nas a2200109 4500008004100000245009700041210006900138260001800207100001800225700001300243856005000256 2016 eng d00aUnderstanding lifelong learning through the eyes of Portuguese higher education institutions0 aUnderstanding lifelong learning through the eyes of Portuguese h bIATED Academy1 aSoares, Diana1 aDias, D. uhttp://dx.doi.org/10.21125/edulearn.2016.080800512nas a2200121 4500008004100000245013800041210007200179260005800251300000800309100001600317700001300333856004400346 2015 eng d00aAs potencialidades da implementação de atividades práticas de caráter investigativo e interdisciplinar em ciências no 1.º ciclo0 aAs potencialidades da implementação de atividades práticas de ca bEscola Superior de Educacao de Paula Frassinetticdec a2021 aCorreia, Ma1 aDias, D. uhttps://doi.org/10.17346%2Fse.vol20.16301099nas a2200385 4500008004100000245012700041210006900168300001400237490000700251100001500258700001500273700001700288700001500305700001600320700001400336700001900350700001300369700001800382700003200400700001600432700001700448700001800465700001600483700001600499700001500515700001700530700002300547700001600570700001700586700001600603700001800619700001500637700001400652856004700666 2015 eng d00aEuropean universities as complete organizations? Understanding identity, hierarchy and rationality in public organizations0 aEuropean universities as complete organizations Understanding id a1444-14740 v171 aSeeber, M.1 aLepori, B.1 aMontauti, M.1 aEnders, J.1 ade Boer, H.1 aWeyer, E.1 aBleiklie, Ivar1 aHope, K.1 aMichelsen, S.1 aMathisen, Gigliola, Nyhagen1 aFrolich, N.1 aScordato, L.1 aStensaker, B.1 aWaagene, E.1 aDragsic, Z.1 aKretek, P.1 aKrücken, G.1 aMagalhães, A., M.1 aRibeiro, F.1 aSousa, Sofia1 aVeiga, L.G.1 aSantiago, Rui1 aMarini, G.1 aReale, E. uhttps://www.cipes.pt/node/2516?language=en00640nas a2200193 4500008004100000020002200041245008800063210006900151260003700220300001400257100001600271700002300287700002000310700002000330700001600350700001300366700002000379856004700399 2015 eng d a978-1-349-57709-500aFrom collegial governance to boardism: Reconfiguring governance in higher education0 aFrom collegial governance to boardism Reconfiguring governance i aLondonbPalgrave Macmillanc2015 a398–4161 aVeiga, L.G.1 aMagalhães, A., M.1 aAmaral, Alberto1 aHuisman, Jeroen1 ade Boer, H.1 aDill, D.1 aSouto-Otero, M. uhttps://www.cipes.pt/node/2517?language=en00566nas a2200193 4500008004100000245005000041210004900091260003100140300001200171100001800183700002100201700001400222700002000236700002000256700001600276700001300292700002000305856004700325 2015 eng d00aGender in higher education: A critical review0 aGender in higher education A critical review aLondonbPalgrave Macmillan a569-5841 aO'Connor, Pat1 aCarvalho, Teresa1 aVabø, A.1 aCardoso, Sónia1 aHuisman, Jeroen1 ade Boer, H.1 aDill, D.1 aSouto-Otero, M. uhttps://www.cipes.pt/node/2292?language=en00538nas a2200157 4500008004100000245008600041210006900127260003900196100001800235700002100253700001400274700001400288700001400302700001700316856004700333 2015 eng d00aThe good, the worthy and the ugly: Higher education, internships and unemployment0 agood the worthy and the ugly Higher education internships and un aLisboa (Portugal), 7-9 de setembro1 aSilva, J., P.1 aMelo, Ana, Sofia1 aLopes, B.1 aCosta, M.1 aBrito, E.1 aDias, G., P. uhttps://www.cipes.pt/node/2838?language=en00397nas a2200097 4500008004100000022001400041245011400055210006900169100001300238856004800251 2015 eng d a1360-311600aHas massification of higher education led to more equity? Clues to a reflection on Portuguese education arena0 aHas massification of higher education led to more equity Clues t1 aDias, D. uhttp://doi.org/10.1080/13603116.2013.78822101881nas a2200229 4500008004100000022002200041245004700063210004700110250005300157260003200210300001200242520113400254653003301388653002601421653003201447653002401479653002501503100001601528700002101544700002001565856006601585 2015 eng d a978-1-349-57709-500aInstitutionalism and Organisational Change0 aInstitutionalism and Organisational Change aJ. Huisman, H. de Boer, D. Dill, M. Souto-Otero  aLondonbPalgrave Macmillan  a114-1313 a

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.

10aEuropean High Education Area10aHigh Education Policy10aHistorical Institutionalism10aInstitutional Actor10aInstitutional Theory1 aDiogo, Sara1 aCarvalho, Teresa1 aAmaral, Alberto uhttps://link.springer.com/chapter/10.1007/978-1-137-45617-5_700555nas a2200157 4500008004100000245010000041210006900141100002100210700002100231700002800252700001700280700001600297700002000313700001700333856004700350 2015 eng d00aManaging research diversity in binary HE systems: The case of the Portuguese polytechnic sector0 aManaging research diversity in binary HE systems The case of the1 aFigueiredo, Hugo1 aMelo, Ana, Sofia1 aRosa, Maria, João e Ma1 aRocha, Paula1 aBiscaia, R.1 aMachado, Isabel1 aDias, G., P. uhttps://www.cipes.pt/node/2839?language=en01937nas a2200145 4500008004100000245010500041210006900146300001000215490000600225520136500231653011101596100001601707700002101723856004701744 2015 eng d00aManaging the unmanageable: Perceptions on institutional change of a Portuguese university foundation0 aManaging the unmanageable Perceptions on institutional change of a23-460 v13 a

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’ 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’ expectations and the effective changes induced by the
law to HEIs.

10aInstitutional change; Portuguese higher education; RJIES; university foundation; governance and management1 aDiogo, Sara1 aBruckmann, Sofia uhttps://www.cipes.pt/node/1800?language=en00587nas a2200157 4500008004100000245013200041210006900173100002100242700002800263700002100291700001600312700002000328700001700348700001700365856004700382 2015 eng d00aPerformance indicators for applied research? Developing an instrument for positioning polytechnic higher education institutions0 aPerformance indicators for applied research Developing an instru1 aMelo, Ana, Sofia1 aRosa, Maria, João e Ma1 aFigueiredo, Hugo1 aBiscaia, R.1 aMachado, Isabel1 aDias, G., P.1 aTeixeira, P. uhttps://www.cipes.pt/node/2840?language=en00508nas a2200145 4500008004100000245010700041210006900148100001400217700001800231700002100249700001400270700001400284700001700298856004700315 2015 eng d00aTransformar a ‘Gata-Borralheira’ em Cinderela: O desafio da supervisão dos estágios curriculares0 aTransformar a GataBorralheira em Cinderela O desafio da supervis1 aLopes, B.1 aSilva, J., P.1 aMelo, Ana, Sofia1 aBrito, E.1 aCosta, M.1 aDias, G., P. uhttps://www.cipes.pt/node/2868?language=en00524nas a2200145 4500008004100000245008800041210006900129260004200198300001000240100001300250700002000263700002800283700002000311856004700331 2014 eng d00aAssessment of Higher Education Learning Outcomes (AHELO): An OECD feasibility study0 aAssessment of Higher Education Learning Outcomes AHELO An OECD f aLondon & New YorkbPalgrave Macmillan a66-871 aDias, D.1 aAmaral, Alberto1 aRosa, Maria, João e Ma1 aAmaral, Alberto uhttps://www.cipes.pt/node/3508?language=en00795nas a2200277 4500008004100000020004000041245005000081210004600131260001900177100001600196700001600212700001500228700001600243700001600259700001900275700001600294700001600310700001500326700001500341700001200356700001700368700001700385700002100402700001400423856008000437 2014 eng d a978-952-5539-73-8 (web publication)00aThe concept of excellence in higher education0 aconcept of excellence in higher education aBrusselsbENQA1 aBrusoni, M.1 aBrusoni, M.1 aDamian, R.1 aGrifoll, J.1 aJackson, S.1 aKomurcugil, H.1 aMalmedy, M.1 aMataeva, O.1 aMotova, G.1 aPisarz, S.1 aPol, P.1 aRostlund, A.1 aSoboleva, E.1 aTavares, Orlanda1 aZobel, L. uhttp://www.enqa.eu/index.php/publications/papers-reports/occasional-papers/00502nas a2200145 4500008004100000245009800041210006900139300000900208490001100217100001300228700002000241700002800261700002000289856004700309 2014 eng d00aThe EUA institutional evaluation programme and the development of an internal quality culture0 aEUA institutional evaluation programme and the development of an a1-120 v1/20141 aDias, D.1 aCardoso, Sónia1 aRosa, Maria, João e Ma1 aAmaral, Alberto uhttps://www.cipes.pt/node/2307?language=en00590nas a2200121 4500008004100000245026000041210006900301300001000370490000700380100001300387700002100400856004700421 2014 eng d00aThe family social-cultural status as vector of career decision: Promises, illusions and disillusions in higher education access | O estatuto sociocultural familiar como vetor da decisão vocacional: Promessas e (des)ilusões da entrada na educação super0 afamily socialcultural status as vector of career decision Promis a51-640 v151 aDias, D.1 aSá, Maria José uhttps://www.cipes.pt/node/2470?language=en00431nas a2200133 4500008004100000245003600041210003600077260005600113100001300169700002000182700002800202700002000230856004700250 2014 eng d00aImpact areas of IEP evaluations0 aImpact areas of IEP evaluations aBrussels, BelgiumbEuropean University Association 1 aDias, D.1 aCardoso, Sónia1 aRosa, Maria, João e Ma1 aAmaral, Alberto uhttps://www.cipes.pt/node/2305?language=en00393nas a2200121 4500008004100000245006600041210006400107300001200171490000700183100001300190700002100203856004700224 2014 eng d00aImpact of transition to HE: Emotions, feelings and sensations0 aImpact of transition to HE Emotions feelings and sensations a291-3030 v491 aDias, D.1 aSá, Maria José uhttps://www.cipes.pt/node/1559?language=en01359nas a2200109 4500008004100000245011700041210006900158300001000227520094900237100001601186856004701202 2014 eng d00aImplementing the Bologna process in Portugal and in Finland: National and institutional realities in perspective0 aImplementing the Bologna process in Portugal and in Finland Nati a35-543 a

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’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’ perceptions of the significance attributed to the Bologna reform.

1 aDiogo, Sara uhttps://www.cipes.pt/node/2689?language=en00393nas a2200121 4500008004100000245006500041210006500106300001200171490000700183100001300190700002100203856004700224 2014 eng d00aInitiation rituals in university as lever for group cohesion0 aInitiation rituals in university as lever for group cohesion a447-4640 v381 aDias, D.1 aSá, Maria José uhttps://www.cipes.pt/node/2466?language=en00379nas a2200085 4500008004100000245011900041210006900160100001600229856004800245 2014 eng d00aSame challenges, different processes: Perceptions on governance changes in Portuguese and Finnish higher education0 aSame challenges different processes Perceptions on governance ch1 aDiogo, Sara uhttp://doi.org/10.1080/21568235.2014.96779300613nas a2200205 4500008004100000245005400041210005300095260002900148300001400177100001800191700001700209700002100226700002600247700001300273700001700286700001700303700002100320700001600341856005000357 2014 eng d00aTeaching and research: Perspectives from Portugal0 aTeaching and research Perspectives from Portugal aDordrechtbSpringercjun a153–1761 aSantiago, Rui1 aSousa, Sofia1 aCarvalho, Teresa1 aMachado-Taylor, M. L.1 aDias, D.1 aShin, J., C.1 aTeichler, U.1 aCummings, W., K.1 aArimoto, A. uhttp://dx.doi.org/10.1007/978-94-007-6830-7_900440nas a2200133 4500008004100000245006900041210006800110260002500178300001100203490000700214100001300221700002100234856005100255 2014 eng d00aTransition to higher education: The role of initiation practices0 aTransition to higher education The role of initiation practices bInforma {UK} Limited a1–120 v561 aDias, D.1 aSá, Maria José uhttps://doi.org/10.1080%2F00131881.2013.87414400458nas a2200145 4500008004100000245008200041210006900123300001400192490000700206100001600213700001300229700001200242700002000254856003800274 2014 eng d00aWaves of (dis)satisfaction: Effects of the numerus clausus system in Portugal0 aWaves of dissatisfaction Effects of the numerus clausus system i a144–1580 v491 aFonseca, M.1 aDias, D.1 aSá, C.1 aAmaral, Alberto uhttp://doi.org/10.1111/ejed.1204200359nas a2200109 4500008004100000022001400041245005700055210005600112100001300168700002100181856004700202 2013 eng d a1647-861400aBecoming young or student: A developmental challenge0 aBecoming young or student A developmental challenge1 aDias, D.1 aSá, Maria José uhttp://doi.org/10.14195/1647-8614\_47-2\_400589nas a2200157 4500008004100000020002200041245014000063210007100203260003400274300001400308100001200322700001300334700002100347700001600368856004700384 2013 eng d a978-989-8366-46-700aEnvolvimento dos académicos em empreendedorismo: O caso português [Involvement of academics in entrepreneurship: The Portuguese case]0 aEnvolvimento dos académicos em empreendedorismo O caso português aPortobUniversidade Católica a191–2181 aSá, E.1 aDias, D.1 aSá, Maria José1 aRedford, D. uhttps://www.cipes.pt/node/1703?language=en00485nas a2200145 4500008004100000245007400041210006900115260002500184300001200209490000700221100001300228700002100241700002600262856005100288 2013 eng d00aThe faculty conjugated as feminine: A portrait of Portuguese academia0 afaculty conjugated as feminine A portrait of Portuguese academia bInforma {UK} Limited a21–370 v371 aDias, D.1 aSá, Maria José1 aMachado-Taylor, M. L. uhttp://dx.doi.org/10.1080/0309877x.2011.64377600643nas a2200229 4500008004100000245005400041210005300095260002400148300001200172490000600184100001300190700002600203700001800229700002100247700001700268700001600285700001500301700001500316700002200331700001300353856004700366 2013 eng d00aPortugal: Dimensions of academic job satisfaction0 aPortugal Dimensions of academic job satisfaction aDordrechtbSpringer a187-2080 v71 aDias, D.1 aMachado-Taylor, M. L.1 aSantiago, Rui1 aCarvalho, Teresa1 aSousa, Sofia1 aBentley, P.1 aCoates, H.1 aDobson, I.1 aGoedegebuure, Leo1 aMeek, L. uhttps://www.cipes.pt/node/3045?language=en00549nas a2200121 4500008004100000245021600041210007200257300001000329490000700339100001300346700002100359856004700380 2013 eng d00aRituais de transição no ensino superior português: A praxe enquanto processo de reconfiguração identitária [Transition rituals in Portuguese higher education: Hazing as an identity reconfiguration process]0 aRituais de transição no ensino superior português A praxe enquan a21-340 v211 aDias, D.1 aSá, Maria José uhttps://www.cipes.pt/node/1704?language=en00380nas a2200109 4500008004100000245008100041210006900122300001200191490000700203100001300210856004700223 2013 eng d00aStudents' choices in Portuguese higher education: Influences and motivations0 aStudents choices in Portuguese higher education Influences and m a437-4510 v281 aDias, D. uhttps://www.cipes.pt/node/2477?language=en00478nam a2200133 4500008004100000020002200041245005500063210005500118260007800173100001200251700001300263700002100276856004700297 2013 eng d a978-989-97174-8-000aTendências recentes no ensino superior português0 aTendências recentes no ensino superior português aLisboabA3ES - Agência de Avaliação e Acreditação do Ensino Superior1 aSá, C.1 aDias, D.1 aTavares, Orlanda uhttps://www.cipes.pt/node/1624?language=en00449nas a2200121 4500008004100000245011900041210006900160300001000229490000700239100001300246700002100259856004700280 2013 eng d00aTornar-se jovem ou estudante: Um desafio desenvolvimental [Becoming young or a student: A developmental challenge]0 aTornarse jovem ou estudante Um desafio desenvolvimental Becoming a65-840 v471 aDias, D.1 aSá, Maria José uhttps://www.cipes.pt/node/1736?language=en00516nas a2200157 4500008004100000245008900041210006900130260002000199300001400219490000700233100001600240700002800256700001300284700002000297856004100317 2013 eng d00aWhy is it difficult to grasp the impacts of the Portuguese quality assurance system?0 aWhy is it difficult to grasp the impacts of the Portuguese quali bWiley-Blackwell a454–4700 v481 aVeiga, L.G.1 aRosa, Maria, João e Ma1 aDias, D.1 aAmaral, Alberto uhttps://doi.org/10.1111%2Fejed.1204000496nas a2200133 4500008004100000245007100041210006900112260007600181300001200257100001300269700001200282700002100294856004700315 2012 eng d00aAcademic entrepeneurship: Diferente realities, diverse motivations0 aAcademic entrepeneurship Diferente realities diverse motivations aLisboa, Laureate International Universities – ISLA, 13-14 de setembro a327-3381 aDias, D.1 aSá, E.1 aSá, Maria José uhttps://www.cipes.pt/node/1707?language=en00535nas a2200145 4500008004100000245012600041210007100167300001400238490000700252100001600259700003400275700002000309700001300329856004700342 2012 eng d00aDemocratização do acesso e do sucesso no ensino superior: Uma reflexão a partir das realidades de Portugal e do Brasil0 aDemocratização do acesso e do sucesso no ensino superior Uma ref a899–9200 v171 aAlmeida, L.1 aMarinho-Araujo, Claisy, Maria1 aAmaral, Alberto1 aDias, D. uhttps://www.cipes.pt/node/2480?language=en00438nas a2200133 4500008004100000245006700041210006500108260002500173300001400198490000700212100001300219700002100232856005100253 2012 eng d00aFrom high school to university: Students' competences recycled0 aFrom high school to university Students competences recycled bInforma {UK} Limited a277–2910 v171 aDias, D.1 aSá, Maria José uhttps://doi.org/10.1080%2F13596748.2012.70009400633nas a2200217 4500008004100000245005400041210005300095260002900148300001400177100001300191700002600204700001800230700002100248700001400269700001600283700001500299700001500314700002200329700001300351856005100364 2012 eng d00aPortugal: Dimensions of academic job satisfaction0 aPortugal Dimensions of academic job satisfaction aDordrechtbSpringercsep a187–2081 aDias, D.1 aMachado-Taylor, M. L.1 aSantiago, Rui1 aCarvalho, Teresa1 aSousa, C.1 aBentley, P.1 aCoates, H.1 aDobson, I.1 aGoedegebuure, Leo1 aMeek, L. uhttp://dx.doi.org/10.1007/978-94-007-5434-8_1000467nas a2200133 4500008004100000245009600041210007000137300001200207490000700219100001300226700002100239700002600260856004700286 2012 eng d00aSer docente em Portugal: Percursos de género [To be an academic in Portugal: Gender paths]0 aSer docente em Portugal Percursos de género To be an academic in a201-2150 v201 aDias, D.1 aSá, Maria José1 aMachado-Taylor, M. 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aSlipersaeter, S.1 aTeixeira, P.1 aEeckaut, P.V. uhttps://www.cipes.pt/node/3191?language=en00488nas a2200145 4500008004100000245010500041210006900146300001200215490000700227100001200234700001300246700001600259700002000275856004700295 2011 eng d00aHigher education (related) choices in Portugal: Joint decisions on institution type and leaving home0 aHigher education related choices in Portugal Joint decisions on  a689-7030 v361 aSá, C.1 aDias, D.1 aJustino, E.1 aAmaral, Alberto uhttps://www.cipes.pt/node/2484?language=en00596nas a2200169 4500008004100000245011000041210006900151260003200220300001300252100002000265700002800285700001300313700002000326700001700346700001300363856005000376 2011 eng d00aThe increasing role of market forces in HE: Is the EUA institutional evaluation programme playing a role?0 aincreasing role of market forces in HE Is the EUA institutional  aRotterdambSense Publishers a91–1101 aCardoso, Sónia1 aRosa, Maria, João e Ma1 aDias, D.1 aAmaral, Alberto1 aTeixeira, P.1 aDill, D. uhttp://dx.doi.org/10.1007/978-94-6091-466-9_500586nas a2200169 4500008004100000022001900041245009900060210007000159300001000229490001000239100002100249700002400270700002300294700002600317700002500343856004800368 2011 eng d aISSN 2007-287200a(In)sucesso académico no ensino superior: Conceitos, factores e estratégias de intervenção0 aInsucesso académico no ensino superior Conceitos factores e estr a28-400 vII, 41 aFerreira, Brites1 aSeco, Graça, Maria1 aCanastra, Fernando1 aDias, Isabel, Simões1 aAbreu, Maria, Odilia uwww.redalyc.org/articulo.oa?id=29912424700200543nas a2200157 4500008004100000245010200041210006900143260003200212300001400244490000600258100002300264700001800287700001700305700001300322856005000335 2011 eng d00aPublic management, new governance models and changing environments in Portuguese higher education0 aPublic management new governance models and changing environment aRotterdambSense Publishers a177–1920 v21 aMagalhães, A., M.1 aSantiago, Rui1 aTeixeira, P.1 aDill, D. uhttps://doi.org/10.1007%2F978-94-6091-466-9_900430nam a2200109 4500008004100000245010100041210006900142260003200211100001700243700001300260856004700273 2011 eng d00aPublic vices, private virtues? 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A Portuguese example0 aFunding allocation and staff management A Portuguese example a127-1401 aRosa, Maria, João e Ma1 aDias, D.1 aAmaral, Alberto uhttp://doi.org/10.1111/j.1465-3435.2008.01375.x00685nas a2200205 4500008004100000245012200041210006900163260004500232300001000277100001700287700001600304700001300320700001200333700002000345700001600365700001200381700002200393700001700415856004700432 2009 eng d00aA regional mismatch? Student application and institutional responses in the Portuguese public higher education system0 aregional mismatch Student application and institutional response aSichuan, ChinabSichuan University Press a59-801 aTeixeira, P.1 aFonseca, M.1 aDias, D.1 aSá, C.1 aAmaral, Alberto1 aMohrman, K.1 aShi, J.1 aFeinblatt, S., E.1 aChow, K., W. uhttps://www.cipes.pt/node/2405?language=en00522nas a2200145 4500008004100000245006700041210006500108260007300173300001100246490000700257100002000264700001300284700002800297856005100325 2009 eng d00aSupra-national accreditation, trust and institutional autonomy0 aSupranational accreditation trust and institutional autonomy bOrganisation for Economic Co-Operation and Development ({OECD})cnov a1–180 v211 aAmaral, Alberto1 aDias, D.1 aRosa, Maria, João e Ma uhttp://dx.doi.org/10.1787/hemp-21-5ksf24qcgm4500409nas a2200145 4500008004100000245003000041210003000071250000600101260003100107100001700138700002400155700002000179700001800199856004600217 2008 eng d00aCatholic economic thought0 aCatholic economic thought a2 aLondonbPalgrave Macmillan1 aTeixeira, P.1 aAlmodovar, António1 aDurlauf, S., N.1 aBlume, L., E. uhttp://doi.org/10.1057/9780230226203.020800514nas a2200133 4500008004100000245009000041210006900131260006400200300001200264100002000276700001400296700002300310856004700333 2008 eng d00aQuality assurance: Role, legitimacy, responsibilities and means of public authorities0 aQuality assurance Role legitimacy responsibilities and means of  aStrasbourgbCouncil of Europe higher education series No. 9 a31–471 aAmaral, Alberto1 aWeber, L.1 aDolgova-Dreyer, K. uhttps://www.cipes.pt/node/3143?language=en00551nas a2200157 4500008004100000245010600041210006900147260002700216300001000243100001300253700002000266700002800286700001600314700001600330856004700346 2007 eng d00aAssessment as a tool for different kinds of action: From quality management to compliance and control0 aAssessment as a tool for different kinds of action From quality  aLondonbPortland Press a43-531 aDias, D.1 aAmaral, Alberto1 aRosa, Maria, João e Ma1 aTavares, A.1 aCavalli, A. uhttps://www.cipes.pt/node/2491?language=en00651nas a2200169 4500008004100000245007300041210006700114260006500181300001200246100001700258700001800275700002200293700001400315700001900329700001500348856011800363 2007 eng d00aThe Portuguese public university system: On the road to improvement?0 aPortuguese public university system On the road to improvement aCheltenham, UK / Northampton, USAbEdward Elgar Publications a347-3751 aTeixeira, P.1 aCardoso, M.F.1 aSarrico, Cláudia1 aRocha, V.1 aBonaccorsi, A.1 aDaraio, C. uhttps://www.scopus.com/inward/record.uri?eid=2-s2.0-84881927042&partnerID=40&md5=4edcb82678b2d1e79e530985df2838fd00501nas a2200133 4500008004100000245014300041210006900184300001200253490000600265100001200271700001800283700001900301856004700320 2007 eng d00aSurvival analysis and competing risk models of hospital length of stay and discharge destination: The effect of distributional assumptions0 aSurvival analysis and competing risk models of hospital length o a109-1240 v71 aSá, C.1 aDismuke, C.E.1 aGuimarães, P. uhttps://www.cipes.pt/node/2411?language=en00476nas a2200145 4500008004100000022001400041245005800055210005800113260003900171100003700210700001500247700001600262700001600278856003600294 2006 eng d a1746-449800aEnhancing service quality in public transport systems0 aEnhancing service quality in public transport systems aPrague, Czech Republic, July 12-141 aSarsfield Cabral, José António1 aBeirão, G1 aBrebbia, Ca1 aDolezel, V. uhttp://doi.org/10.2495/ut06081100391nas a2200109 4500008004100000245006500041210006500106260001400171100002300185700001700208856005600225 2006 eng d00aMandible reconstruction with fibula osteocutaneous free flap0 aMandible reconstruction with fibula osteocutaneous free flap bElsevier 1 aAmaral Mendes, Rui1 aDiamante, M. uhttps://doi.org/10.1016%2Fs1010-5182%2806%2960815-900460nas a2200133 4500008004100000245009500041210006900136300001200205490000700217100002800224700001500252700001200267856004700279 2005 eng d00aDefining strategic and excellence bases for the development of Portuguese higher education0 aDefining strategic and excellence bases for the development of P a205-2210 v401 aRosa, Maria, João e Ma1 aSaraiva, P1 aDiz, H. uhttps://www.cipes.pt/node/1794?language=en00482nas a2200193 4500008004100000245001500041210001500056260002200071300001200093100001300105700001700118700001800135700002000153700001700173700001800190700001300208700002000221856004700241 2004 eng d00aConclusion0 aConclusion aDordrechtbKluwer a327-3521 aDill, D.1 aTeixeira, P.1 aJongbloed, B.1 aAmaral, Alberto1 aTeixeira, P.1 aJongbloed, B.1 aDill, D.1 aAmaral, Alberto uhttps://www.cipes.pt/node/3128?language=en00483nas a2200193 4500008004100000245001700041210001700058260002200075300000900097100001700106700001800123700002000141700001300161700001700174700001800191700001300209700002000222856004700242 2004 eng d00aIntroduction0 aIntroduction aDordrechtbKluwer a1-121 aTeixeira, P.1 aJongbloed, B.1 aAmaral, Alberto1 aDill, D.1 aTeixeira, P.1 aJongbloed, B.1 aDill, D.1 aAmaral, Alberto uhttps://www.cipes.pt/node/3126?language=en00420nam a2200133 4500008004100000245005500041210005300096260002200149100001700171700001800188700001300206700002000219856004700239 2004 eng d00aMarkets in higher education: Rhetoric or reallity?0 aMarkets in higher education Rhetoric or reallity aDordrechtbKluwer1 aTeixeira, P.1 aJongbloed, B.1 aDill, D.1 aAmaral, Alberto uhttps://www.cipes.pt/node/3091?language=en00388nas a2200121 4500008004100000245006100041210006100102300001000163490000800173100002200181700001600203856004700219 2004 eng d00aRestricting virtual weights in data envelopment analysis0 aRestricting virtual weights in data envelopment analysis a17-340 v1591 aSarrico, Cláudia1 aDyson, R.G. uhttps://www.cipes.pt/node/3350?language=en00537nas a2200181 4500008004100000245005200041210004800093260002200141300001200163100001700175700002800192700002000220700001700240700001800257700001300275700002000288856004700308 2004 eng d00aIs there a higher education market in Portugal?0 athere a higher education market in Portugal aDordrechtbKluwer a291-3101 aTeixeira, P.1 aRosa, Maria, João e Ma1 aAmaral, Alberto1 aTeixeira, P.1 aJongbloed, B.1 aDill, D.1 aAmaral, Alberto uhttps://www.cipes.pt/node/3127?language=en00387nas a2200133 4500008004100000245004400041210004400085300001000129490000700139100001500146700002800161700001700189856004700206 2003 eng d00aApplying an excellence model to schools0 aApplying an excellence model to schools a46-510 v361 aSaraiva, P1 aRosa, Maria, João e Ma1 aD'Orey, J.L. uhttps://www.cipes.pt/node/1795?language=en00414nas a2200133 4500008004100000245005900041210005900100300001200159490000700171100002800178700001500206700001200221856004700233 2003 eng d00aExcellence in Portuguese higher education institutions0 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