02296nas a2200229 4500008004100000245019600041210006900237260001500306300001100321490000700332520142200339653003701761653001601798653003801814653002001852653001701872653005001889100002001939700002101959700002101980856006502001 2021 eng d00aAcademic’s societal engagement in binary higher education systems. A study on the effects of higher education type on the performance of societal engagement in Finland, Germany and Portugal0 aAcademic s societal engagement in binary higher education system c15/01/2021 a88-1090 v343 a

This article aims to investigate whether national differences in the institutionalization of the binary divide between universities and Universities of Applied Sciences (UAS) lead to different outcomes in performing Academics’ Societal Engagement (ASE). Two institutional theory-based core differences of European binary higher education (HE) systems were used to select a theory-led purposeful sample: First, the sequence of UAS-institutionalization and ASE-policy emphasis and second the political drive for a practically oriented research drift. Based on the Finnish, German and Portuguese survey data provided by the cross-country study “Academic Profession in Knowledge Society,” three dimensions of ASE are derived: techno-commercial ASE, dissemination ASE and training-related ASE. These ASE-dimensions cover the diversity of ASE across different disciplinary fields. Survey results of the Finnish sample show that all three ASE-dimensions are more strongly performed by UAS-academics than by university-academics. In Germany, robust stronger correlations of research (productivity) and all three ASE-dimensions for UAS-academics, compared to university-academics, were observed. In Portugal, convergence of ASE performed by UAS-academics and university-academics was indicated. Thus, core country-differences in the institutionalization of ASE in binary HE-systems are reflected in the results.

10aacademics’ societal engagement10aconvergence10aknowledge and technology transfer10apath dependency10auniversities10auniversities of applied sciences/polytechnics1 aGötze, Nicolai1 aCarvalho, Teresa1 aAarrevaara, Timo uhttps://link.springer.com/article/10.1057/s41307-020-00222-w02613nas a2200253 4500008004100000245010500041210006900146260001500215300001400230490000700244520183500251653002702086653001302113653001902126653001502145653001802160653003202178653001502210653001702225100001302242700002102255700001802276856006502294 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, S1 aCarvalho, Teresa1 aBreda, Zélia uhttps://link.springer.com/article/10.1007/s10997-020-09538-602971nas a2200229 4500008004100000020002200041245012900063210006900192260005100261520209800312653001702410653003902427653001102466653002102477653001302498653001702511100002002528700002102548700001302569700001802582856014102600 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, S1 aBreda, Zélia uhttps://www.cipes.pt/gender-inequality-men-world%E2%80%99s-perceptions-construction-gender-equal-and-inclusive-portuguese?language=pt-pt02011nas a2200217 4500008004100000245009000041210006900131260001500200300001400215490000700229520133600236653002401572653001101596653001801607653002601625653001701651100002001668700001901688700002101707856006501728 2019 eng d00aChange and continuity in the academic profession: Finnish universities as living labs0 aChange and continuity in the academic profession Finnish univers c04/07/2019 a533–5510 v793 a

The academic profession is challenged by the changing environment. Global trends, such as managerialism and new public management, have been influencing all public organizations, including universities. The academic profession is dynamic by its nature; it reflects any changes in its environment. However, the academic profession is also characterized by continuity. In this study, we describe the current changes and continuities of the academic profession in Finland, as perceived by top and middle managers employed in Finnish Universities. We found out that logics and values by organizational professionalism are emphasized; however, occupational professionalism is also deeply rooted in the practices of Finnish universities. Additionally, we found out that changes are often associated with managerial values, such as control and evaluation, and in contrast, the continuities of academic work are commonly related to professorial authority and academic identity. These two aspects of the profession and organization are not opposite, they occur simultaneously; however, there are tensions between them. In this article, we would like to emphasize that change of the academic profession is a hybrid, there exists both, changes and continuities in the logics and values related to the profession and the organization.

10aAcademic profession10aChange10aManagerialism10anew public management10auniversities1 aSiekkinen, Taru1 aPekkola, Elias1 aCarvalho, Teresa uhttps://link.springer.com/article/10.1007/s10734-019-00422-302206nas a2200217 4500008004100000245012400041210006900165260001600234300000900250490000700259520152800266653001501794653001101809653001201820653001401832653001701846100001801863700002101881700001601902856007001918 2014 eng d00aThe experiences of senior positional leaders in Australian, Irish and Portuguese universities: universal or contingent?0 aexperiences of senior positional leaders in Australian Irish and c31 Jan 2014 a5-180 v333 a

This article is concerned with the extent to which the leadership of higher education is a universally positive or contingent experience. It draws on comparative data from semi-structured interviews with those in senior leadership positions in public universities in Australia, Ireland and Portugal, countries which are differently located on the collegial/managerial continuum. It looks at their perceptions of the advantages/disadvantages of these positions. Universal trends emerge, arising from difficulties created by the shortage of resources consequent on neo-liberalist pressures; from the non-viability of a managerialist discourse as a source of meaning; from the positive character of the university as a knowledge-generating organisation; and from the gendered satisfactions derived by men and women from occupying these senior leadership positions. Contingent trends include the tension between academic and managerial roles, which is strongest in the Portuguese collegial structures; while the negative impact on personal well-being is most apparent among the Australian respondents in the most managerialist structure. The paper concludes that assumptions that senior leadership positions are universally positive is not supported. It suggests that the attractiveness of these positions – contested in a collegial structure – may be further reduced in increasingly managerialist contexts, with the challenge of diversity, so important to innovation and economic growth, being particularly acute.

10acontingent10aGender10aleaders10auniversal10auniversities1 aO'Connor, Pat1 aCarvalho, Teresa1 aWhite, Kate uhttps://www.tandfonline.com/doi/full/10.1080/07294360.2013.864608