00416nas a2200109 4500008004100000245010200041210006900143300001400212100001500226700001800241856004700259 2020 eng d00aThe last decade of international student enrolments in Portugal: A mapping of who, where and what0 alast decade of international student enrolments in Portugal A ma a9053-90611 aAguiar, J.1 aSin, Cristina uhttp://dx.doi.org/10.21125/iceri.2020.201403223nas 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.
Higher education institutions in Portugal, as in many developed countries, have undergone deep transformations affecting their organisational structures and professionals. These reforms framed by new public management are said to induce changes in the traditional jurisdictional field of the academic profession with the administrative power being transferred to non-teaching staff. The aim of this paper is to contribute to this discussion by analysing the extent to which the academics jurisdictional field has changed and power relations were redefined. Resorting to empirical data obtained through an extensive online survey we analyse professionals’ perceptions on changes in institutional governance and on their professional autonomy and the way this may translate a reconfiguration of power between these professional groups. The empirical findings suggest that professionals perceive changes as affecting negatively their participation in institutions’ decision-making processes but this is not automatically translated in a perceived loss of professional autonomy.
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4500008004100000245010000041210006900141300001400210490000700224100002600231700002800257700001500285700002100300700001600321856004900337 2011 eng d00aA look to academics job satisfaction and motivation in Portuguese higher education institutions0 alook to academics job satisfaction and motivation in Portuguese a1715-17240 v291 aMachado-Taylor, M. 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L. uhttps://www.cipes.pt/node/223500345nas a2200121 4500008004100000245004100041210004100082260001200123300000800135100002700143700001400170856003900184 1987 eng d00aLa Comunidad Europea y la educación0 aLa Comunidad Europea y la educación b{JSTOR} a2991 aMiera, Antonio, Sáenz1 aNeave, G. uhttps://doi.org/10.2307%2F4018323100273nas a2200085 4500008004100000245004600041210004500087100002000132856003500152 1980 eng d00aLições de elementos de Química-Física0 aLições de elementos de QuímicaFísica1 aAmaral, Alberto uhttps://www.cipes.pt/node/349000245nas a2200085 4500008004100000245003200041210003100073100002000104856003500124 1976 eng d00aLições de Química Geral 0 aLições de Química Geral1 aAmaral, Alberto uhttps://www.cipes.pt/node/3489