TY - CHAP T1 - The globalisation of higher education reforms: An international comparative perspective on higher education institutions governance and management T2 - Intercultural Studies in Higher Education: Policy and Practice. Y1 - In Press A1 - Sara Diogo A1 - Milka Barbosa A1 - Teresa Carvalho JF - Intercultural Studies in Higher Education: Policy and Practice. PB - Palgrave MacMillan. CY - Basingstoke ER - TY - CHAP T1 - Teaching and Research in the Knowledge Society: Exploring Portuguese Academics’ Trade-Off T2 - Teaching and Research in the Knowledge Society Y1 - In Press A1 - Sara Diogo A1 - Anabela Queirós A1 - Teresa Carvalho JF - Teaching and Research in the Knowledge Society PB - Springer ER - TY - CHAP T1 - Education in higher education in the era of performativity T2 - Higher education in a digital era through project-based e-learning: Contributes of the RESTART4EDU Project Y1 - 2023 A1 - António Magalhães ED - Paulo C. Dias ED - Ângela Sá Azevedo ED - Íris Oliveira ED - Elif Kara ED - Onur Ergünay ED - Haci Mustafa Dönmez ED - Mihai Girtu ED - Daniela D. Căprioară JF - Higher education in a digital era through project-based e-learning: Contributes of the RESTART4EDU Project PB - Axioma - Publicações da Faculdade de Filosofia CY - Braga ER - TY - CHAP T1 - Some reflections on the current roles and interventions of external governing board stakeholders in Portugal and the UK in a new managerialist context T2 - Handbook of higher education management and governance Y1 - 2023 A1 - Rosemary Deem A1 - António Magalhães JF - Handbook of higher education management and governance PB - Edward Elgar CY - Cheltenham SN - 978 1 80088 806 7 (cased) UR - http://dx.doi.org/10.4337/9781800888074 ER - TY - JOUR T1 - Academic engagement in Portugal: the role of institutional diversity, individual characteristics and modes of knowledge production JF - Studies in Higher Education Y1 - 2022 A1 - Anabela Queirós A1 - Teresa Carvalho A1 - Maria João Rosa A1 - Ricardo Biscaia A1 - Pedro Videira A1 - Pedro Teixeira A1 - Sara Diogo A1 - Ana Melo A1 - Hugo Figueiredo A1 - Rui Amaral Mendes KW - Academic engagement KW - commercialisation KW - modes of knowledge production KW - polytechnic KW - university AB -

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.

UR - https://www.tandfonline.com/doi/full/10.1080/03075079.2022.2042241 ER - TY - JOUR T1 - Brothers in Arms? How neoliberalism connects North and South Higher Education: Finland and Portugal in perspective JF - Social Sciences Y1 - 2022 A1 - Sara Diogo A1 - Teresa Carvalho KW - Finland KW - HE KW - New Public Management (NPM) KW - OECD KW - policy diffusion KW - policy implementation KW - Portugal AB -

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. 

VL - 11 UR - https://www.mdpi.com/2076-0760/11/5/213 IS - 5 ER - TY - JOUR T1 - Digital proficiency: Sorting real gaps from myths among higher education students JF - British Journal of Educational TechnologyBritish Journal of Educational TechnologyBr J Educ Technol Y1 - 2022 A1 - Lucas, Margarida A1 - Bem-haja, Pedro A1 - Sandra Santos A1 - Figueiredo, Hugo A1 - Ferreira Dias, Marta A1 - Amorim, Marlene KW - assessment KW - digital competence KW - employability KW - fields of education and training AB -

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.

VL - n/a SN - 0007-1013 UR - https://doi.org/10.1111/bjet.13220 IS - n/a JO - British Journal of Educational Technology ER - TY - RPRT T1 - Do que se fala quando se fala de educação doutoral? As perspetivas das universidades e dos doutorandos portugueses. Y1 - 2022 A1 - Cardoso, Sónia A1 - Carvalho, Teresa A1 - Soares, Diana A1 - Santos, Sandra A1 - Diogo, Sara A1 - Freires, Thiago PB - EDULOG - Fundação Belmiro de Azevedo CY - Porto ER - TY - JOUR T1 - Gender equality and maternal burnout: A 40-country study JF - Journal of Cross-Cultural Psychology Y1 - 2022 A1 - Isabelle Roskam A1 - Laura Gallée A1 - J. Aguiar A1 - Ege Akgun A1 - Andrew Arena A1 - Gizem Arikan A1 - Kaisa Aunola A1 - Michel Bader A1 - Elizabeth J. Barham A1 - Eliane Besson A1 - Wim Beyers A1 - Emilie Boujut A1 - Maria Elena Brianda A1 - Anna Brytek-Matera A1 - Noémie Carbonneau A1 - Filipa César A1 - Bin-Bin Chen A1 - Géraldine Dorard A1 - Luciana Carla dos Santos Elias A1 - Sandra Dunsmuir A1 - Natalia Egorova A1 - Nicolas Favez A1 - Anne-Marie Fontaine A1 - Heather Foran A1 - Julia Fricke A1 - Kaichiro Furutani A1 - Myrna Gannagé A1 - Maria Gaspar A1 - Lucie Godbout A1 - Amit Goldenberg A1 - James J. Gross A1 - Maria Ancuta Gurza A1 - Muhammad Aamir Hashmi A1 - Mai Helmy A1 - Mai Trang Huynh A1 - Emerence Kaneza A1 - Taishi Kawamoto A1 - Nassima Kellou A1 - Oussama Medjahdi A1 - Goran Knezevic A1 - Ljiljana B. Lazarevic3 A1 - Sarah Le Vigouroux A1 - Astrid Lebert-Charron A1 - Vanessa Leme A1 - Gao-Xian Lin A1 - Carolyn MacCann A1 - Denisse Manrique-Millones A1 - Marisa Matias A1 - María Isabel Miranda-Orrego A1 - Marina Miscioscia A1 - Clara Morgades-Bamba A1 - Seyyedeh Fatemeh Mousavi A1 - Badra Moutassem-Mimouni A1 - Ana Muntean A1 - Hugh Murphy A1 - Alexis Ndayizigiye A1 - Josué Ngnombouowo Tenkue A1 - Sally Olderbak A1 - Sophie Ornawka A1 - Daniela Oyarce-Cadiz A1 - Pablo A. Pérez-Díaz A1 - Konstantinos V. Petrides A1 - Claudia Pineda-Marin A1 - Alena Prikhidko A1 - Fernando Salinas-Quiroz A1 - Raquel Sánchez-Rodríguez A1 - Ainize Sarrionandia A1 - Céline Scola A1 - Alessandra Simonelli A1 - Bart Soenens A1 - Emma Sorbring A1 - Matilda Sorkkila A1 - Charlotte Schrooyen A1 - Elena Stănculescu A1 - Elena Starchenkova A1 - Dorota Szczygiel A1 - Thi Minh Thuy Tri A1 - Mélissa Tremblay A1 - Ayse Meltem Ustundag-Budak A1 - Maday Valdés Pacheco A1 - Hedwig van Bakel A1 - Lesley Verhofstadt A1 - Jaqueline Wendland A1 - Saengduean Yotanyamaneewong A1 - Moïra Mikolajczak VL - 53 UR - https://doi.org/10.1177/00220221211072813 IS - 2 ER - TY - JOUR T1 - Invisible researchers in the knowledge society – the Uberisation of scientific work in Portugal JF - European Journal of Higher Education Y1 - 2022 A1 - Teresa Carvalho A1 - Sara Diogo A1 - Bruno Vilhena KW - academics KW - Projectification of science KW - Researchers KW - scientific work KW - Uberisation AB -

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.

UR - https://www.tandfonline.com/doi/full/10.1080/21568235.2022.2105371 ER - TY - JOUR T1 - Tales of Doctoral Students: Motivations and Expectations on the Route to the Unknown JF - Education Sciences Y1 - 2022 A1 - Sara Diogo A1 - Andreia Gonçalves A1 - Sónia Cardoso A1 - Teresa Carvalho KW - conceptualization KW - Doctoral education KW - international students KW - paradigm shift KW - Ph.D. candidates KW - scientific areas KW - supervision AB -

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.

VL - 12 UR - https://www.mdpi.com/2227-7102/12/4/286 IS - 4 ER - TY - JOUR T1 - The transformation of doctoral education: a systematic literature review JF - Higher Education Y1 - 2022 A1 - Cardoso, Sónia A1 - Sandra Santos A1 - Diogo, Sara A1 - Soares, Diana A1 - Teresa Carvalho AB -

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.

UR - https://doi.org/10.1007/s10734-021-00805-5 ER - TY - JOUR T1 - Change in research and in higher education institutions: forms of resistance in a research-action project JF - Investigaciones Feministas Y1 - 2021 A1 - Sara Diogo A1 - Carina Jordão A1 - Teresa Carvalho A1 - Hana Himi A1 - Maya Ashkenazi A1 - Veronika Mešková A1 - Anita Thaler A1 - Jennifer Dahmen-Adkins KW - gender equality KW - knowledge-to-action gap KW - research performing/funding organisations KW - resistances KW - structural and cultural challenges VL - 12 UR - https://revistas.ucm.es/index.php/INFE/article/view/72054 IS - 2 ER - TY - JOUR T1 - A Comparative Approach on the Relevance of National Gender Equality Legal Frameworks in Israel, Portugal, and Slovakia to Improve Equality at the Institutional Level JF - Journal of International Women's Studies Y1 - 2021 A1 - Sara Diogo A1 - Carina Jordão A1 - Teresa Carvalho A1 - Hana Himi A1 - Maya Ashkenazi A1 - Veronika Mešková A1 - Zélia Breda AB -

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.

VL - 22 UR - https://vc.bridgew.edu/jiws/vol22/iss5/6 IS - 5 ER - TY - CHAP T1 - Desigualdades & equidade. Desafios, respostas e lições no âmbito do ensino superior [Inequalities & equity. Challenges, answers and lessons in higher education] T2 - Efeitos da pandemia COVID-19 na educação: Desigualdades e medidas de equidade [Effects of the COVID-19 pandemic on education: Inequalities and equity measures]] Y1 - 2021 A1 - P. Teixeira A1 - Maria José Sá ED - Conselho Nacional de Educação JF - Efeitos da pandemia COVID-19 na educação: Desigualdades e medidas de equidade [Effects of the COVID-19 pandemic on education: Inequalities and equity measures]] PB - CNE CY - Lisboa SN - 978-989-8841-38-4 ER - TY - RPRT T1 - Desigualdades & equidade. Desafios, respostas e lições no âmbito do ensino superior Y1 - 2021 A1 - P. Teixeira A1 - Maria José Sá ED - Conselho Nacional de Educação PB - CNE CY - Lisboa ER - TY - BOOK T1 - O Ensino Superior em Portugal: Missões, Contextos e Processos Y1 - 2021 A1 - Diana Dias A1 - Ricardo Carvalho PB - Almedina CY - Coimbra ER - TY - BOOK T1 - O Que Se Diz Que Se Aprende: Resultados de Aprendizagem do Ensino Superior em Portugal Y1 - 2021 A1 - Dias A1 - Marinho-Araujo A1 - Almeida A1 - Ferreira A1 - Soares PB - A3ES CY - Lisboa UR - https://www.a3es.pt/sites/default/files/LO_Livro.pdf ER - TY - CONF T1 - Planos de Igualdade de Género nas Instituições de Ensino Superior em Portugal: A remar contra a corrente? T2 - XI Congresso Português de Sociologia: Identidades ao rubro: diferenças, pertenças e populismos num mundo efervescente Y1 - 2021 A1 - Carina Jordão A1 - Teresa Carvalho A1 - Sara Diogo KW - Ensino Superior KW - Investigação-ação KW - Planos de Igualdade de Género KW - Resistência à mudança AB -

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.

JF - XI Congresso Português de Sociologia: Identidades ao rubro: diferenças, pertenças e populismos num mundo efervescente PB - Associação Portuguesa de Sociologia CY - Online Conference SN - 978-989-97981-7-5 UR - https://aps.pt/wp-content/uploads/XI_Congresso/Sexualidade_XI-APS-71666.pdf ER - TY - CONF T1 - Where is Gender? A Missing Variable in Scientific Research T2 - 15th International Technology, Education and Development Conference Y1 - 2021 A1 - Carina Jordão A1 - Sara Diogo A1 - Teresa Carvalho KW - european research area KW - gender dimension KW - Higher Education Institutions KW - Portugal KW - research AB -

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.

JF - 15th International Technology, Education and Development Conference PB - IATED Academy CY - Online Conference SN - 978-84-09-27666-0 UR - https://library.iated.org/view/JORDAO2021WHE ER - TY - CONF T1 - Does Taking a PhD Abroad Increase the Number of International Publications? Reflections From the Best Self-Reported Publications in Portuguese Academia T2 - 14th International Technology, Education and Development Conference Y1 - 2020 A1 - Sara Diogo A1 - Ricardo Biscaia A1 - Teresa Carvalho KW - academic staff KW - internationalization KW - knowledge production & dissemination KW - portuguese higher education institutions KW - self-reported research productivity AB -

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.

JF - 14th International Technology, Education and Development Conference PB - IATED Academy CY - Valencia, Spain SN - 978-84-09-17939-8 UR - https://library.iated.org/view/DIOGO2020DOE ER - TY - CONF T1 - Gender In/Equality in men wor(l)d’s: Perceptions on the construction of a gender equal and inclusive Portuguese University T2 - 3rd International Conference on Gender Research Y1 - 2020 A1 - Carina Jordão A1 - Teresa Carvalho A1 - Sara Diogo A1 - Zélia Breda KW - (in)equality KW - feminist institutional perspective KW - Gender KW - higher education KW - Portugal KW - universities AB -

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.

JF - 3rd International Conference on Gender Research PB - ACPI Ltd. CY - Online Conference SN - 978-1-912764-56-3 ER - TY - CHAP T1 - Higher Education Institution Governing Boards: Appointed Board Members T2 - The SAGE Encyclopedia of Higher Education Y1 - 2020 A1 - António Magalhães A1 - L.G. Veiga ED - Miriam E. David ED - Marilyn J. Amey JF - The SAGE Encyclopedia of Higher Education PB - Sage Publications CY - Thousand Oaks ER - TY - CONF T1 - Implementing Gender Equality Plans through an action-research approach: challenges and resistances T2 - 19th European Conference on Research Methodology for Business and Management Studies Y1 - 2020 A1 - Carina Jordão A1 - Teresa Carvalho A1 - Sara Diogo KW - Action-research approach KW - Gender Equality Plans (GEP) KW - Portugal KW - Resistance AB -

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.

JF - 19th European Conference on Research Methodology for Business and Management Studies PB - ACPI Ltd CY - Online Conference SN - 978-1-912764-59-4 ER - TY - BOOK T1 - The International Encyclopedia of Higher Education Systems and Institutions Y1 - 2020 ED - P. Teixeira ED - J. C. Shin ED - Alberto Amaral ED - Bernasconi, A. ED - António Magalhães ED - B.M. Kehm ED - B. Stensaker ED - Choi, E. ED - Balbachevsky, E. ED - Hunter, F. ED - Goastellec, G. ED - Mohamedbhai, G. ED - de Wit, H. ED - Välimaa, J. ED - Rumbley, L. ED - Unangst, L. ED - Klemencic, M. ED - Langa, P. ED - Yang, R. ED - Nokkala, T. PB - Springer CY - Dordrecht ER - TY - CONF T1 - Learning organisations: A case study of changes in gender equality in decision-making bodies T2 - 14th International Technology, Education and Development Conference Y1 - 2020 A1 - Teresa Carvalho A1 - Carina Jordão A1 - Sara Diogo A1 - Zélia Breda KW - Decision-making bodies KW - gender equality KW - gender-equality plan KW - Higher Education Institutions KW - Portugal AB -

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.

JF - 14th International Technology, Education and Development Conference PB - IATED Academy CY - Valencia, Spain SN - 978-84-09-17939-8 UR - https://library.iated.org/view/CARVALHO2020LEA ER - TY - JOUR T1 - Nomination vs. election: do they influence women’s access to institutional decision-making bodies? JF - Journal of Management and Governance Y1 - 2020 A1 - Sara Diogo A1 - Teresa Carvalho A1 - Zélia Breda KW - Decision-making bodies KW - Election KW - Gender balance KW - Governance KW - Managerialism KW - New Public Management (NPM) KW - Nomination KW - universities AB -

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.

VL - 25 UR - https://link.springer.com/article/10.1007/s10997-020-09538-6 ER - TY - CHAP T1 - An International Comparative Perspective on Higher Education Institutions’ Governance and Management – Portugal, Finland, and Brazil T2 - Intercultural Studies in Higher Education Y1 - 2019 A1 - Sara Diogo A1 - Milka Barbosa A1 - Teresa Carvalho KW - Brazil KW - Finland KW - Globalization KW - Governance KW - Higher Education Institutions KW - International organizations KW - Management KW - new public management KW - Portugal AB -

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.

JF - Intercultural Studies in Higher Education T3 - Intercultural Studies in Education PB - Palgrave Macmillan, Cham. UR - https://link.springer.com/chapter/10.1007/978-3-030-15758-6_5 ER - TY - JOUR T1 - O Impacto do Turismo das Aldeias Históricas de Portugal: Um Quadro de Análise (The Impact of Tourism in the Historical Villages of Portugal: A Framework for Analysis) JF - Finisterra Y1 - 2019 A1 - Manuela Natário A1 - Ana I. Melo A1 - Ricardo Biscaia A1 - Paula Rocha A1 - Carlos Santos A1 - Augusta Ferreira A1 - Dalila Dias A1 - Gonçalo Gomes A1 - Graça Azevedo A1 - Rúben Duarte A1 - Rui Pedro Marques VL - 54 IS - 111 ER - TY - BOOK T1 - Psicologia em Palavras: 500 Termos Técnicos Y1 - 2019 A1 - Machado A1 - Dias A1 - Ferreira KW - Psychology PB - Edições Chiado CY - Lisboa UR - https://www.chiadobooks.com/livraria/psicologia-em-palavras-500-termos-tecnicos ER - TY - Generic T1 - Assessing 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 professional T2 - Biology of Blood and Marrow Transplantation Y1 - 2018 A1 - Brynn Fitsgerald A1 - Najla El Jurdi A1 - Nina Dambrosio A1 - Ali Filali-Mouhim A1 - Iman Salem A1 - Jude Khatib A1 - Paolo Caimi A1 - Rui Amaral Mendes A1 - Mahmoud Ghannoum A1 - Marcos Lima JF - Biology of Blood and Marrow Transplantation PB - Elsevier UR - https://doi.org/10.1016%2Fj.bbmt.2017.12.203 ER - TY - Generic T1 - Creativity is intelligence having fun”: Is creativity a real learning outcome of higher education? T2 - Proceedings of EDULEARN18 Conference Y1 - 2018 A1 - D. Dias A1 - Diana Soares JF - Proceedings of EDULEARN18 Conference ER - TY - Generic T1 - Drop-out and completion among Portuguese students T2 - 10th International Conference on Education and New Learning Technologies Edulearn 2018 Y1 - 2018 A1 - Orlanda Tavares A1 - Cristina Sin A1 - D. Dias A1 - Conceição Rego JF - 10th International Conference on Education and New Learning Technologies Edulearn 2018 PB - Edulern 2018 CY - Palma de Mallorca, Spain UR - https://library.iated.org/view/TAVARES2018DRO ER - TY - JOUR T1 - Enhancing the Visibility and Impact of Scholarly Research: an exploratory study on knowledge production settings JF - Revista Meta: Avaliação Y1 - 2018 A1 - Pinho, Isabel A1 - Sara Diogo VL - 10 ER - TY - JOUR T1 - Exploring the relationship between institutional and professional autonomy: A comparative study between Portugal and Finland JF - Journal of Higher Education Policy and Management Y1 - 2018 A1 - Teresa Carvalho A1 - Sara Diogo PB - Taylor & Francis VL - 40 SN - 1360-080X IS - 1 ER - TY - JOUR T1 - How are local policies promoting older people’s mobility? A case study JF - Urban Science Y1 - 2018 A1 - Gonçalo Santinha A1 - Catarina Costa A1 - Sara Diogo PB - Multidisciplinary Digital Publishing Institute VL - 2 IS - 3 ER - TY - JOUR T1 - An initial study of the internal validity of the Portuguese adaptation of the Marital Social- Skills Inventory JF - Psychological Studies Y1 - 2018 A1 - J. Aguiar A1 - Marisa Matias A1 - Elizabeth Joan Barhem A1 - Anne Marie Fontaine A1 - Zilda Aparecida Pereira DEL PRETTE VL - 35 UR - http://dx.doi.org/10.1590/1982-02752018000300006 IS - 3 ER - TY - CONF T1 - Key skills to be an accountant: The gap between the learning outcomes and the opinion of the practitioner accountants T2 - EDULEARN18 Proceedings Y1 - 2018 A1 - A. Lucas A1 - D. Dias JF - EDULEARN18 Proceedings PB - IATED SN - 978-84-09-02709-5 UR - http://dx.doi.org/10.21125/edulearn.2018.1248 ER - TY - JOUR T1 - The million-dollar question: Can internships boost employment? JF - Studies in Higher Education Y1 - 2018 A1 - J. P. Silva A1 - B. Lopes A1 - M. Costa A1 - Ana Sofia Melo A1 - G. P. Dias A1 - E. Brito A1 - D. Seabra VL - 43 UR - http://doi.org/10.1080/03075079.2016.1144181 IS - 1 ER - TY - Generic T1 - Navigating round higher education degrees: A cross comparison of bachelor, master and PhD learning outcomes T2 - Proceedings of EDULEARN18 Conference Y1 - 2018 A1 - D. Dias A1 - Diana Soares JF - Proceedings of EDULEARN18 Conference ER - TY - JOUR T1 - O que se “ensina” no Ensino Superior: avaliando conhecimentos, competências, valores e atitudes JF - Revista Meta: Avaliação Y1 - 2018 A1 - D. Dias A1 - Diana Soares A1 - Claisy Maria Marinho-Araujo A1 - L. Almeida VL - 10 (29) ER - TY - Generic T1 - Is Portuguese Higher Education developing students capacities for innovation? The truth behind learning outcomes. T2 - Proceedings of 13th European Conference on Innovation and Entrepreneurship Y1 - 2018 A1 - D. Dias A1 - Diana Soares JF - Proceedings of 13th European Conference on Innovation and Entrepreneurship ER - TY - BOOK T1 - Sistemas de Gestão de Qualidade na Administração Pública Y1 - 2018 A1 - Jorge Silvério A1 - D. Dias A1 - Jorge Cobra PB - Diário de Bordo CY - Lisboa ER - TY - Generic T1 - Teaching psychology or teaching education? The hidden truth behind learning outcomes T2 - Proceedings of EDULEARN18 Conference Y1 - 2018 A1 - Diana Soares A1 - D. Dias JF - Proceedings of EDULEARN18 Conference ER - TY - Generic T1 - What actually matters in a Philosophy curriculum? T2 - 10th International Conference on Education and New Learning Technologies. Y1 - 2018 A1 - Orlanda Tavares A1 - Diana Soares A1 - D. Dias JF - 10th International Conference on Education and New Learning Technologies. PB - Edulearn 2018 CY - Palma de mallorca, Spain UR - https://library.iated.org/view/TAVARES2018WHA ER - TY - CONF T1 - What is best for future accountants' professional success: An internship or a business project? T2 - EDULEARN18 Proceedings Y1 - 2018 A1 - A. Lucas A1 - D. Dias JF - EDULEARN18 Proceedings PB - IATED SN - 978-84-09-02709-5 UR - http://dx.doi.org/10.21125/edulearn.2018.1942 ER - TY - Generic T1 - What makes the difference in students’ soft skills development: An analysis of laureate professional assessment (LPA) results T2 - Proceedings of EDULEARN18 Conference Y1 - 2018 A1 - Diana Soares A1 - D. Dias JF - Proceedings of EDULEARN18 Conference ER - TY - JOUR T1 - Women Rectors and Leadership Narratives: The Same Male Norm? JF - Education Sciences Y1 - 2018 A1 - Teresa Carvalho A1 - Sara Diogo KW - female leadership KW - gender and leadership KW - Portugal KW - women rectors AB -

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.

VL - 8 UR - https://www.mdpi.com/2227-7102/8/2/75 IS - 2 ER - TY - CONF T1 - Academic qualifications on the certified public accountant profession T2 - ICERI2017 Proceedings - 10th annual International Conference of Education, Research and Innovation Y1 - 2017 A1 - A. Lucas A1 - D. Dias JF - ICERI2017 Proceedings - 10th annual International Conference of Education, Research and Innovation PB - IATED CY - Seville, Spain. 16-18 November UR - https://doi.org/10.21125%2Ficeri.2017.1640 ER - TY - ABST T1 - Avaliação externa à reforma do ensino secundário em São Tomé e Príncipe (2009-2016). (Relatório final) Y1 - 2017 A1 - Sara Diogo JF - Universidade de Aveiro ER - TY - CONF T1 - A blind date between academic curriculum and job market: The strategic role of soft skills T2 - EDULEARN 17 Proceedings - 9th International Conference on Education and New Learning Technologies Y1 - 2017 A1 - D. Dias A1 - Diana Soares JF - EDULEARN 17 Proceedings - 9th International Conference on Education and New Learning Technologies PB - IATED CY - Barcelona, Spain. 3-5 July UR - https://doi.org/10.21125%2Fedulearn.2017.1538 ER - TY - JOUR T1 - Civic learning outcomes: A step towards an inclusive higher education JF - International Journal of Inclusive Education Y1 - 2017 A1 - D. Dias A1 - Diana Soares PB - Informa {UK} Limited VL - 22 UR - https://doi.org/10.1080%2F13603116.2017.1365956 ER - TY - CHAP T1 - A especificidade da avaliação de desempenho do ensino superior politécnico: Proposta de um sistema de posicionamento das IESP T2 - Indicadores de desempenho para as instituições de ensino superior politécnico investigação aplicada, criação cultural e impacto regional Y1 - 2017 A1 - Ana Rita Biscaia A1 - Hugo Figueiredo A1 - I. Féria A1 - C. Borralho A1 - Maria João e Ma Rosa ED - Sandra Saúde ED - Ana Sofia Melo ED - C. Borralho ED - G. P. Dias ED - Hugo Figueiredo ED - Isabel Machado ED - I. Féria ED - Paula Rocha ED - R. Biscaia ED - S. Lopes JF - Indicadores de desempenho para as instituições de ensino superior politécnico investigação aplicada, criação cultural e impacto regional PB - Edições Sílabo CY - Lisboa SN - 978-972-618-875-9 ER - TY - JOUR T1 - Exploring the relationship between institutional and professional autonomy: a comparative study between Portugal and Finland JF - Journal of Higher Education Policy and Management Y1 - 2017 A1 - Teresa Carvalho A1 - Sara Diogo KW - academic freedom KW - comparative education KW - Finland KW - higher education systems KW - institutional autonomy KW - Portugal AB -

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.

VL - 40 UR - https://www.tandfonline.com/doi/full/10.1080/1360080X.2018.1395916 IS - 1 ER - TY - CHAP T1 - Hard and soft managerialism in Portuguese higher education governance T2 - The university as a critical institution? Y1 - 2017 A1 - António Magalhães A1 - L.G. Veiga A1 - Pedro Videira ED - R. Deem ED - H. Eggins JF - The university as a critical institution? PB - Sense Publishers CY - Rotterdam UR - https://doi.org/10.1007%2F978-94-6351-116-2_3 ER - TY - CONF T1 - Highlighting entrepreneurship skills in academic curricula: “I still haven’t found what I’m looking for” T2 - EDULEARN17 Proceedings Y1 - 2017 A1 - D. Dias A1 - Diana Soares JF - EDULEARN17 Proceedings PB - IATED UR - https://doi.org/10.21125%2Fedulearn.2017.1548 ER - TY - CONF T1 - Learning outcomes and employability: A case study on mamagement academic programmes T2 - INTED2017 Proceedings Y1 - 2017 A1 - D. Dias A1 - I Soares A1 - D. Dias A1 - A. Monteiro A1 - J Proença JF - INTED2017 Proceedings UR - http://doi.org/10.21125/inted.2017.1518 ER - TY - CHAP T1 - Learning outcomes in European higher education T2 - Encyclopedia of international higher education systems and institutions Y1 - 2017 A1 - D. Dias JF - Encyclopedia of international higher education systems and institutions PB - Springer CY - Dordrecht UR - https://doi.org/10.1007%2F978-94-017-9553-1_317-1 ER - TY - CONF T1 - Learning outcomes in higher education: Designing a conceptual map for Portuguese academia T2 - INTED2017 Proceedings Y1 - 2017 A1 - D. Dias A1 - Diana Soares JF - INTED2017 Proceedings PB - IATED UR - https://doi.org/10.21125%2Finted.2017.2170 ER - TY - CONF T1 - Lifelong learning as a crucial vector for designing higher education curricula T2 - INTED2017 Proceedings Y1 - 2017 A1 - Diana Soares A1 - D. Dias JF - INTED2017 Proceedings PB - IATED UR - https://doi.org/10.21125%2Finted.2017.2176 ER - TY - CONF T1 - Managing research or managing knowledge? A device tool for quality assurance T2 - INTED2017 Proceedings. 11th International Technology, Education and Development Conference Y1 - 2017 A1 - D. Dias A1 - A. Monteiro A1 - Morais, AJ A1 - Manuel Nunes A1 - D. Dias JF - INTED2017 Proceedings. 11th International Technology, Education and Development Conference CY - Valencia, Spain. 6-8 March UR - http://doi.org/10.21125/inted.2017.2283 ER - TY - CONF T1 - More competent and more equal: Higher education as a supporter of soft skills development T2 - INTED2017 Proceedings Y1 - 2017 A1 - Diana Soares A1 - Ricardo Carvalho A1 - Gary Burkholder A1 - D. Dias JF - INTED2017 Proceedings PB - IATED UR - https://doi.org/10.21125%2Finted.2017.2184 ER - TY - CHAP T1 - Peer instruction in higher education T2 - Encyclopedia of international higher education systems and institutions Y1 - 2017 A1 - D. Dias JF - Encyclopedia of international higher education systems and institutions PB - Springer Netherlands UR - https://doi.org/10.1007%2F978-94-017-9553-1_433-1 ER - TY - CHAP T1 - The perceptions of quality management by universities' internal stakeholders T2 - The university as a critical institution? Y1 - 2017 A1 - Maria João e Ma Rosa A1 - Cláudia Sarrico ED - R. Deem ED - H. Eggins JF - The university as a critical institution? PB - Sense Publishers CY - Rotterdam UR - https://doi.org/10.1007%2F978-94-6351-116-2_9 ER - TY - JOUR T1 - Resultados de aprendizagem no quadro do ensino superior português: O caso da psicologia e da educação JF - Revista de Estudios e Investigación en Psicología y Educación Y1 - 2017 A1 - Diana Soares A1 - D. Dias PB - Universidade da Coruna UR - https://doi.org/10.17979%2Freipe.2017.0.12.2421 ER - TY - JOUR T1 - Resultados de aprendizagem no quadro do ensino superior português: Definição e medida JF - Revista de Estudios e Investigación en Psicología y Educación Y1 - 2017 A1 - D. Dias A1 - Diana Soares A1 - L. Almeida A1 - Claisy Maria Marinho-Araujo A1 - António G. Ferreira PB - Universidade da Coruna UR - https://doi.org/10.17979%2Freipe.2017.0.12.2423 ER - TY - CHAP T1 - Student participation in quality assurance: A partnership? T2 - Collaboration, communities and competition Y1 - 2017 A1 - Sónia Cardoso A1 - Maria João e Ma Rosa A1 - Pedro Videira ED - S. Dent ED - L. Lane ED - T. Strike JF - Collaboration, communities and competition PB - Sense Publishers CY - Rotterdam UR - https://doi.org/10.1007%2F978-94-6351-122-3_8 ER - TY - JOUR T1 - Towards the university entrepreneurial mission: Portuguese academics’ self-perspective of their role in knowledge transfer JF - Journal of Further and Higher Education Y1 - 2017 A1 - E. Sá A1 - D. Dias A1 - Maria José Sá VL - 42 IS - 6 ER - TY - CONF T1 - Training accounting students to act ethically: The balance between academic knowledge and soft skills T2 - ICERI2017 Proceedings Y1 - 2017 A1 - A. Lucas A1 - D. Dias JF - ICERI2017 Proceedings PB - IATED SN - 978-84-697-6957-7 UR - http://dx.doi.org/10.21125/iceri.2017.1555 ER - TY - CONF T1 - Translating critical thinking skills to higher education practices T2 - INTED2017 Proceedings Y1 - 2017 A1 - Diana Soares A1 - Amanda Franco A1 - D. Dias JF - INTED2017 Proceedings PB - IATED UR - https://doi.org/10.21125%2Finted.2017.2171 ER - TY - JOUR T1 - Validação de um instrumento de avaliação dos fatores promotores da motivação para o trabalho: Um estudo com profissionais de saúde oncológica portugueses JF - Analise Psicologica Y1 - 2017 A1 - D. Dias A1 - Â. Leite A1 - A. Ramires A1 - P. Bicho VL - 35 ER - TY - JOUR T1 - Working with cancer: Motivation and job satisfaction JF - International Journal of Organizational Analysis Y1 - 2017 A1 - D. Dias A1 - Â. Leite A1 - A. Ramires A1 - P. Bicho PB - Emerald VL - 25 UR - https://doi.org/10.1108%2Fijoa-12-2016-1096 ER - TY - JOUR T1 - Academic promises and family (dis)enchantments: Clues for guidance and counselling in higher education JF - British Journal of Guidance and Counselling Y1 - 2016 A1 - D. Dias A1 - Maria José Sá VL - 44 ER - TY - CHAP T1 - Academics' professional characteristics and trajectories: The Portuguese case T2 - Biographies and careers throughout academic life Y1 - 2016 A1 - Rui Santiago A1 - Teresa Carvalho A1 - Sofia Sousa A1 - D. Dias A1 - M. L. Machado-Taylor ED - J. F. Galaz-Fontes ED - A. Arimoto ED - U. Teichler ED - J. Brennan JF - Biographies and careers throughout academic life PB - Springer CY - Dordrecht UR - https://doi.org/10.1007%2F978-3-319-27493-5_10 ER - TY - THES T1 - Changes in Finnish and Portuguese higher education governance: Comparing national and institutional responses to the Bologna process and new public management Y1 - 2016 A1 - Sara Diogo PB - Universidade de Aveiro (Portugal) ER - TY - CONF T1 - Designing learning outcomes in Portuguese higher education: How are they defined and implemented? T2 - EDULEARN16 Proceedings Y1 - 2016 A1 - D. Dias A1 - Paula Carvalho A1 - Diana Soares JF - EDULEARN16 Proceedings PB - IATED Academy UR - https://doi.org/10.21125%2Fedulearn.2016.0783 ER - TY - CONF T1 - Learning basic design with virtual reality: A methodological approach T2 - EDULEARN16 Proceedings Y1 - 2016 A1 - Ana Neves A1 - Lucy Niemeyer A1 - Emília Duarte A1 - D. Dias A1 - Hande Ayanoglu A1 - L. Teixeira A1 - M. Saraiva A1 - Fernando Martins JF - EDULEARN16 Proceedings PB - IATED Academy UR - https://doi.org/10.21125%2Fedulearn.2016.2283 ER - TY - ABST T1 - Mobility patterns of higher education students. Progress report from the study mobility patterns of higher education students (2015-2017) Y1 - 2016 A1 - C. Sá A1 - D. Dias A1 - D. Lourenço A1 - F. Ribeiro A1 - Mendes, F. A1 - Pinheiro, FL. A1 - L. Tomé A1 - M. Fonseca A1 - Orlanda Tavares A1 - Encarnação, S A1 - Sónia Cardoso ER - TY - JOUR T1 - A prediction rule to stratify mortality risk of patients with pulmonary tuberculosis JF - PLoS ONE Y1 - 2016 A1 - Bastos, H.N. A1 - Osório, N.S. A1 - Castro, A.G. A1 - Ana Ramos A1 - Teresa Carvalho A1 - Meira, L. A1 - Araújo, D. A1 - L. Almeida A1 - Boaventura, R. A1 - Fragata, P. A1 - Chaves, C. A1 - Costa, P. A1 - Miguel Portela A1 - I. Ferreira A1 - Magalhães, S.P. A1 - Rodrigues, F. A1 - Sarmento-Castro, R. A1 - Duarte, R. A1 - Guimarães, J.T. A1 - M. Saraiva VL - 11 ER - TY - CONF T1 - Retrieving civic dimensions in higher education curricula: Is learning improving students’ civic development? T2 - EDULEARN16 Proceedings Y1 - 2016 A1 - D. Dias A1 - Diana Soares JF - EDULEARN16 Proceedings PB - IATED Academy UR - http://dx.doi.org/10.21125/edulearn.2016.0785 ER - TY - JOUR T1 - Stairway to employment? Internships in higher education JF - Higher Education Y1 - 2016 A1 - J. P. Silva A1 - B. Lopes A1 - M. Costa A1 - D. Seabra A1 - Ana Sofia Melo A1 - E. Brito A1 - G. P. Dias VL - 72 ER - TY - JOUR T1 - The therapeutic effects of apigenin and dexamethasone on 5-fluorouracil-induced oral mucositis - A pilot study using a Syrian hamster model JF - Journal of Oral Pathology & Medicine Y1 - 2016 A1 - Patricia Molina Prats A1 - Francisco Gómez Garcia A1 - Francisco Martinez Diaz A1 - Rui Amaral Mendes A1 - Pia Lopez- Jornet PB - Wiley-Blackwell UR - https://doi.org/10.1111%2Fjop.12473 ER - TY - CONF T1 - Understanding lifelong learning through the eyes of Portuguese higher education institutions T2 - EDULEARN16 Proceedings Y1 - 2016 A1 - Diana Soares A1 - D. Dias JF - EDULEARN16 Proceedings PB - IATED Academy UR - http://dx.doi.org/10.21125/edulearn.2016.0808 ER - TY - JOUR T1 - As potencialidades da implementação de atividades práticas de caráter investigativo e interdisciplinar em ciências no 1.º ciclo JF - Saber & Educar Y1 - 2015 A1 - Ma Correia A1 - D. Dias PB - Escola Superior de Educacao de Paula Frassinetti UR - https://doi.org/10.17346%2Fse.vol20.163 ER - TY - JOUR T1 - European universities as complete organizations? Understanding identity, hierarchy and rationality in public organizations JF - Public Management Review Y1 - 2015 A1 - M. Seeber A1 - B. Lepori A1 - M. Montauti A1 - J. Enders A1 - H. de Boer A1 - E. Weyer A1 - Ivar Bleiklie A1 - K. Hope A1 - S. Michelsen A1 - Gigliola Nyhagen Mathisen A1 - N. Frolich A1 - L. Scordato A1 - B. Stensaker A1 - E. Waagene A1 - Z. Dragsic A1 - P. Kretek A1 - G. Krücken A1 - António Magalhães A1 - F. Ribeiro A1 - Sofia Sousa A1 - L.G. Veiga A1 - Rui Santiago A1 - G. Marini A1 - E. Reale VL - 17 ER - TY - CHAP T1 - From collegial governance to boardism: Reconfiguring governance in higher education T2 - The Palgrave international handbook of higher education policy and governance Y1 - 2015 A1 - L.G. Veiga A1 - António Magalhães A1 - Alberto Amaral ED - Huisman, Jeroen ED - H. de Boer ED - D. Dill ED - M. Souto-Otero JF - The Palgrave international handbook of higher education policy and governance PB - Palgrave Macmillan CY - London SN - 978-1-349-57709-5 ER - TY - CHAP T1 - Gender in higher education: A critical review T2 - The Palgrave international handbook of higher education policy and governance Y1 - 2015 A1 - Pat O'Connor A1 - Teresa Carvalho A1 - A. Vabø A1 - Sónia Cardoso ED - Huisman, Jeroen ED - H. de Boer ED - D. Dill ED - M. Souto-Otero JF - The Palgrave international handbook of higher education policy and governance PB - Palgrave Macmillan CY - London ER - TY - CONF T1 - The good, the worthy and the ugly: Higher education, internships and unemployment T2 - 28th CHER Conference Y1 - 2015 A1 - J. P. Silva A1 - Ana Sofia Melo A1 - B. Lopes A1 - M. Costa A1 - E. Brito A1 - G. P. Dias JF - 28th CHER Conference CY - Lisboa (Portugal), 7-9 de setembro ER - TY - JOUR T1 - Has massification of higher education led to more equity? Clues to a reflection on Portuguese education arena JF - International Journal of Inclusive Education Y1 - 2015 A1 - D. Dias UR - http://doi.org/10.1080/13603116.2013.788221 ER - TY - CHAP T1 - Institutionalism and Organisational Change T2 - The Palgrave International Handbook of Higher Education Policy and Governance Y1 - 2015 A1 - Sara Diogo A1 - Teresa Carvalho A1 - Alberto Amaral KW - European High Education Area KW - High Education Policy KW - Historical Institutionalism KW - Institutional Actor KW - Institutional Theory AB -

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.

JF - The Palgrave International Handbook of Higher Education Policy and Governance PB - Palgrave Macmillan CY - London UR - https://link.springer.com/chapter/10.1007/978-1-137-45617-5_7 ER - TY - CONF T1 - Managing research diversity in binary HE systems: The case of the Portuguese polytechnic sector T2 - 28th CHER Conference Y1 - 2015 A1 - Hugo Figueiredo A1 - Ana Sofia Melo A1 - Maria João e Ma Rosa A1 - Paula Rocha A1 - R. Biscaia A1 - Isabel Machado A1 - G. P. Dias JF - 28th CHER Conference ER - TY - JOUR T1 - Managing the unmanageable: Perceptions on institutional change of a Portuguese university foundation JF - Working Papers in Higher Education Studies Y1 - 2015 A1 - Sara Diogo A1 - Sofia Bruckmann KW - Institutional change; Portuguese higher education; RJIES; university foundation; governance and management AB -

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.

VL - 1 IS - 1 ER - TY - BOOK T1 - Os estágios curriculares e o seu impacto na empregabilidade dos licenciados Y1 - 2015 A1 - G. P. Dias A1 - Ana Sofia Melo A1 - B. Lopes A1 - D. Seabra A1 - E. Brito A1 - M. Costa A1 - J. P. Silva PB - UA Editora CY - Aveiro SN - 978-972-789-443-7 UR - http://doi.org/10.13140/RG.2.1.3533.7763 ER - TY - CONF T1 - Performance indicators for applied research? Developing an instrument for positioning polytechnic higher education institutions T2 - 37th EAIR Annual Forum KREMS 2015 “From Here to There: Positioning Higher Education Institutions” Y1 - 2015 A1 - Ana Sofia Melo A1 - Maria João e Ma Rosa A1 - Hugo Figueiredo A1 - R. Biscaia A1 - Isabel Machado A1 - G. P. Dias A1 - P. Teixeira JF - 37th EAIR Annual Forum KREMS 2015 “From Here to There: Positioning Higher Education Institutions” ER - TY - CONF T1 - Transformar a ‘Gata-Borralheira’ em Cinderela: O desafio da supervisão dos estágios curriculares T2 - Teaching Day – 4ª Edição Y1 - 2015 A1 - B. Lopes A1 - J. P. Silva A1 - Ana Sofia Melo A1 - E. Brito A1 - M. Costa A1 - G. P. Dias JF - Teaching Day – 4ª Edição ER - TY - CHAP T1 - Assessment of Higher Education Learning Outcomes (AHELO): An OECD feasibility study T2 - Quality Assurance in Higher Education. Contemporary Debates Y1 - 2014 A1 - D. Dias A1 - Alberto Amaral ED - Maria João e Ma Rosa ED - Alberto Amaral JF - Quality Assurance in Higher Education. Contemporary Debates PB - Palgrave Macmillan CY - London & New York ER - TY - RPRT T1 - The concept of excellence in higher education Y1 - 2014 A1 - M. Brusoni A1 - M. Brusoni A1 - Damian, R. A1 - Grifoll, J. A1 - Jackson, S. A1 - Komurcugil, H., A1 - M. Malmedy A1 - Mataeva, O. A1 - Motova, G. A1 - Pisarz, S. A1 - Pol, P. A1 - Rostlund, A. A1 - Soboleva, E. A1 - Orlanda Tavares A1 - L. Zobel PB - ENQA CY - Brussels SN - 978-952-5539-73-8 (web publication) UR - http://www.enqa.eu/index.php/publications/papers-reports/occasional-papers/ ER - TY - JOUR T1 - The EUA institutional evaluation programme and the development of an internal quality culture JF - Journal of European Higher Education Area Y1 - 2014 A1 - D. Dias A1 - Sónia Cardoso A1 - Maria João e Ma Rosa A1 - Alberto Amaral VL - 1/2014 ER - TY - JOUR T1 - The 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 super JF - Revista Brasileira de Orientacao Profissional Y1 - 2014 A1 - D. Dias A1 - Maria José Sá VL - 15 ER - TY - CHAP T1 - Impact areas of IEP evaluations T2 - A twenty-year contribution to institutional change: EUA’s Institutional Evaluation Programme Y1 - 2014 A1 - D. Dias A1 - Sónia Cardoso A1 - Maria João e Ma Rosa A1 - Alberto Amaral JF - A twenty-year contribution to institutional change: EUA’s Institutional Evaluation Programme PB - European University Association CY - Brussels, Belgium ER - TY - JOUR T1 - Impact of transition to HE: Emotions, feelings and sensations JF - European Journal of Education Y1 - 2014 A1 - D. Dias A1 - Maria José Sá VL - 49 ER - TY - JOUR T1 - Implementing the Bologna process in Portugal and in Finland: National and institutional realities in perspective JF - Journal of the European Higher Education Area Y1 - 2014 A1 - Sara Diogo AB -

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.

IS - 1 ER - TY - JOUR T1 - Initiation rituals in university as lever for group cohesion JF - Journal of Further and Higher Education Y1 - 2014 A1 - D. Dias A1 - Maria José Sá VL - 38 ER - TY - CONF T1 - Potenciar o estágio curricular enquanto ferramenta pedagógica de acesso ao mercado de trabalho. Missão (im)possível? T2 - Teaching Day – 3ª Edição Y1 - 2014 A1 - B. Lopes A1 - E. Brito A1 - Ana Sofia Melo A1 - C. Gomes A1 - J. P. Silva A1 - M. Costa A1 - D. Seabra A1 - G. P. Dias JF - Teaching Day – 3ª Edição UR - http://doi.org/10.13140/2.1.1088.4169 ER - TY - JOUR T1 - Same challenges, different processes: Perceptions on governance changes in Portuguese and Finnish higher education JF - European Journal of Higher Education Y1 - 2014 A1 - Sara Diogo UR - http://doi.org/10.1080/21568235.2014.967793 ER - TY - CHAP T1 - Teaching and research: Perspectives from Portugal T2 - Teaching and research in contemporary higher education: Systems, activities and rewards Y1 - 2014 A1 - Rui Santiago A1 - Sofia Sousa A1 - Teresa Carvalho A1 - M. L. Machado-Taylor A1 - D. Dias ED - J. C. Shin ED - U. Teichler ED - W. K. Cummings ED - A. Arimoto JF - Teaching and research in contemporary higher education: Systems, activities and rewards PB - Springer CY - Dordrecht UR - http://dx.doi.org/10.1007/978-94-007-6830-7_9 ER - TY - Generic T1 - To practice or not to practice? Designing higher education curriculum to boost employability T2 - 7th International Conference of Education, Research and Innovation (ICERI 2014) Y1 - 2014 A1 - B. Lopes A1 - J. P. Silva A1 - Ana Sofia Melo A1 - E. Brito A1 - D. Seabra A1 - M. Costa A1 - G. P. Dias JF - 7th International Conference of Education, Research and Innovation (ICERI 2014) CY - Seville, 17-19 November SN - 978-84-617-2484-0 ER - TY - JOUR T1 - Transition to higher education: The role of initiation practices JF - Educational Research Y1 - 2014 A1 - D. Dias A1 - Maria José Sá PB - Informa {UK} Limited VL - 56 UR - https://doi.org/10.1080%2F00131881.2013.874144 ER - TY - JOUR T1 - Waves of (dis)satisfaction: Effects of the numerus clausus system in Portugal JF - European Journal of Education Y1 - 2014 A1 - M. Fonseca A1 - D. Dias A1 - C. Sá A1 - Alberto Amaral VL - 49 UR - http://doi.org/10.1111/ejed.12042 IS - 1 ER - TY - Generic T1 - Yes, we can: Internships providing leverages in the labour market T2 - 7th International Conference of Education, Research and Innovation (ICERI 2014) Y1 - 2014 A1 - J. P. Silva A1 - B. Lopes A1 - Ana Sofia Melo A1 - E. Brito A1 - D. Seabra A1 - M. Costa A1 - G. P. Dias JF - 7th International Conference of Education, Research and Innovation (ICERI 2014) CY - Seville, 17-19 November SN - 978-84-617-2484-0 ER - TY - Generic T1 - Administrative modernisation and e-government: The case of Águeda | A modernização administrativa e o governo eletrónico: O caso de Águeda T2 - Iberian Conference on Information Systems and Technologies, CISTI Y1 - 2013 A1 - Santos, P. A1 - Ana Sofia Melo A1 - G. P. Dias JF - Iberian Conference on Information Systems and Technologies, CISTI CY - Lisbon, 19-22 June ER - TY - JOUR T1 - Becoming young or student: A developmental challenge JF - Revista Portuguesa de Pedagogia Y1 - 2013 A1 - D. Dias A1 - Maria José Sá UR - http://doi.org/10.14195/1647-8614\_47-2\_4 ER - TY - CHAP T1 - Envolvimento dos académicos em empreendedorismo: O caso português [Involvement of academics in entrepreneurship: The Portuguese case] T2 - Handbook de educação em empreendedorismo no contexto português [Handbook of entrepreneurship education in the Portuguese context] Y1 - 2013 A1 - E. Sá A1 - D. Dias A1 - Maria José Sá ED - D. Redford JF - Handbook de educação em empreendedorismo no contexto português [Handbook of entrepreneurship education in the Portuguese context] PB - Universidade Católica CY - Porto SN - 978-989-8366-46-7 ER - TY - CONF T1 - Evaluación de los efectos de un programa de comprensión lectora en alumnos Portugueses y Españoles T2 - Congreso Internacional sobre Tendencias Actuales en el Estudio de la Lectura Y1 - 2013 A1 - Elena Gayo A1 - Iolanda Ribeiro A1 - F L Viana A1 - Irene Cadime A1 - Sandra Santos A1 - Manuel Deaño A1 - Ângeles Conde JF - Congreso Internacional sobre Tendencias Actuales en el Estudio de la Lectura CY - Madrid, Espanha: Facultad de Humanidades UNED ER - TY - JOUR T1 - The faculty conjugated as feminine: A portrait of Portuguese academia JF - Journal of Further and Higher Education Y1 - 2013 A1 - D. Dias A1 - Maria José Sá A1 - M. L. Machado-Taylor PB - Informa {UK} Limited VL - 37 UR - http://dx.doi.org/10.1080/0309877x.2011.643776 ER - TY - CHAP T1 - Portugal: Dimensions of academic job satisfaction T2 - Job satisfaction around the academic world Y1 - 2013 A1 - D. Dias A1 - M. L. Machado-Taylor A1 - Rui Santiago A1 - Teresa Carvalho A1 - Sofia Sousa ED - P. Bentley ED - H. Coates ED - I. Dobson ED - Leo Goedegebuure ED - L. Meek JF - Job satisfaction around the academic world PB - Springer CY - Dordrecht VL - 7 ER - TY - JOUR T1 - Rituais 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] JF - Revista Galego-Portuguesa de Psicoloxía e Educación: Revista de Estudios e Investigación en Psicología y Educación Y1 - 2013 A1 - D. Dias A1 - Maria José Sá VL - 21 IS - 1 ER - TY - JOUR T1 - Students' choices in Portuguese higher education: Influences and motivations JF - European Journal of Psychology of Education Y1 - 2013 A1 - D. Dias VL - 28 ER - TY - BOOK T1 - Tendências recentes no ensino superior português Y1 - 2013 A1 - C. Sá A1 - D. Dias A1 - Orlanda Tavares PB - A3ES - Agência de Avaliação e Acreditação do Ensino Superior CY - Lisboa SN - 978-989-97174-8-0 ER - TY - JOUR T1 - Tornar-se jovem ou estudante: Um desafio desenvolvimental [Becoming young or a student: A developmental challenge] JF - Revista Portuguesa de Pedagogia Y1 - 2013 A1 - D. Dias A1 - Maria José Sá VL - 47 IS - 2 ER - TY - JOUR T1 - Why is it difficult to grasp the impacts of the Portuguese quality assurance system? JF - European Journal of Education Y1 - 2013 A1 - L.G. Veiga A1 - Maria João e Ma Rosa A1 - D. Dias A1 - Alberto Amaral PB - Wiley-Blackwell VL - 48 UR - https://doi.org/10.1111%2Fejed.12040 IS - 3 ER - TY - Generic T1 - Academic entrepeneurship: Diferente realities, diverse motivations T2 - Atas do Réseau PGV – Conférence Internationale de Lisbonne Y1 - 2012 A1 - D. Dias A1 - E. Sá A1 - Maria José Sá JF - Atas do Réseau PGV – Conférence Internationale de Lisbonne CY - Lisboa, Laureate International Universities – ISLA, 13-14 de setembro ER - TY - JOUR T1 - Comparing higher education reforms in Finland and Portugal JF - Higher Education Management and Policy Y1 - 2012 A1 - Kauko, Jaakko A1 - Sara Diogo PB - Organisation for Economic Cooperation and Development (OECD) VL - 23 SN - 1682-3451 IS - 3 ER - TY - JOUR T1 - Democratização do acesso e do sucesso no ensino superior: Uma reflexão a partir das realidades de Portugal e do Brasil JF - Avaliação: Revista da Avaliação da Educação Superior (Campinas) Y1 - 2012 A1 - L. Almeida A1 - Claisy Maria Marinho-Araujo A1 - Alberto Amaral A1 - D. Dias VL - 17 ER - TY - JOUR T1 - From high school to university: Students' competences recycled JF - Research in Post-Compulsory Education Y1 - 2012 A1 - D. Dias A1 - Maria José Sá PB - Informa {UK} Limited VL - 17 UR - https://doi.org/10.1080%2F13596748.2012.700094 ER - TY - CHAP T1 - Portugal: Dimensions of academic job satisfaction T2 - Job satisfaction around the academic world Y1 - 2012 A1 - D. Dias A1 - M. L. Machado-Taylor A1 - Rui Santiago A1 - Teresa Carvalho A1 - C. Sousa ED - P. Bentley ED - H. Coates ED - I. Dobson ED - Leo Goedegebuure ED - L. Meek JF - Job satisfaction around the academic world PB - Springer CY - Dordrecht UR - http://dx.doi.org/10.1007/978-94-007-5434-8_10 ER - TY - JOUR T1 - Ser docente em Portugal: Percursos de género [To be an academic in Portugal: Gender paths] JF - Revista Galego-Portuguesa de Psicoloxía e Educacion: revista de estudios e investigación en psicología y educación Y1 - 2012 A1 - D. Dias A1 - Maria José Sá A1 - M. L. Machado-Taylor VL - 20 ER - TY - BOOK T1 - Sucesso e satisfação dos estudantes finalistas do Instituto Politécnico de Leiria Y1 - 2012 A1 - J. Brites Ferreira A1 - Graça Maria Seco A1 - Maria Odilia Abreu A1 - Isabel Simões Dias A1 - Rita Cadima A1 - Fernando Canastra PB - Afrontamento CY - Porto ER - TY - JOUR T1 - The democratisation of access and success in higher education JF - Higher Education Management and Policy Y1 - 2011 A1 - D. Dias A1 - Alberto Amaral A1 - Claisy Maria Marinho-Araujo A1 - L. Almeida PB - Organisation for Economic Co-Operation and Development ({OECD}) VL - 23 UR - http://dx.doi.org/10.1787/hemp-23-5kgglbdlrptg ER - TY - JOUR T1 - Do ensino secundário para o superior: O impacto emocional da transição [From high school to higher education: The emotional impact of transition] JF - Revista Galego-Portuguesa de Psicoloxía e Educacion: revista de estudios e investigación en psicología y educación Y1 - 2011 A1 - D. Dias A1 - Maria José Sá VL - 19 IS - 2 ER - TY - JOUR T1 - The EUA institutional evaluation programme: An account of institutional best practices JF - Quality in Higher Education Y1 - 2011 A1 - Maria João e Ma Rosa A1 - Sónia Cardoso A1 - D. Dias A1 - Alberto Amaral PB - Informa {UK} Limited VL - 17 UR - https://doi.org/10.1080%2F13538322.2011.625207 ER - TY - JOUR T1 - The European university landscape: A micro characterization based on evidence from the Aquameth project JF - Research Policy Y1 - 2011 A1 - Daraio, C. A1 - Bonaccorsi, A. A1 - Geuna, A. A1 - B. Lepori A1 - Bach, L. A1 - Bogetoft, P. A1 - M.F. Cardoso A1 - Castro-Martinez, E. A1 - Crespi, G. A1 - I. Fernandez Lucio A1 - Fried, H. A1 - Garcia-Aracil, A. A1 - Inzelt, A. A1 - B. Jongbloed A1 - Kempkes, G. A1 - Llerena, P. A1 - Matt, M. A1 - Olivares, M. A1 - Pohl, C. A1 - Raty, T. A1 - Maria João e Ma Rosa A1 - Cláudia Sarrico A1 - Simar, L. A1 - Slipersaeter, S. A1 - P. Teixeira A1 - Eeckaut, P.V. VL - 40 IS - 1 ER - TY - JOUR T1 - Higher education (related) choices in Portugal: Joint decisions on institution type and leaving home JF - Studies in Higher Education Y1 - 2011 A1 - C. Sá A1 - D. Dias A1 - E. Justino A1 - Alberto Amaral VL - 36 ER - TY - CHAP T1 - The increasing role of market forces in HE: Is the EUA institutional evaluation programme playing a role? T2 - Public vices, private virtues? Assessing the effects of marketization in higher education Y1 - 2011 A1 - Sónia Cardoso A1 - Maria João e Ma Rosa A1 - D. Dias A1 - Alberto Amaral ED - P. Teixeira ED - D. Dill JF - Public vices, private virtues? Assessing the effects of marketization in higher education PB - Sense Publishers CY - Rotterdam UR - http://dx.doi.org/10.1007/978-94-6091-466-9_5 ER - TY - JOUR T1 - (In)sucesso académico no ensino superior: Conceitos, factores e estratégias de intervenção JF - Revista Revista Iberoamericana de Educación Superior Y1 - 2011 A1 - J. Brites Ferreira A1 - Graça Maria Seco A1 - Fernando Canastra A1 - Isabel Simões Dias A1 - Maria Odilia Abreu VL - II, 4 UR - www.redalyc.org/articulo.oa?id=299124247002 ER - TY - BOOK T1 - Public vices, private virtues? Reflecting about the effects of marketization in higher education Y1 - 2011 ED - P. Teixeira ED - D. Dill PB - Sense Publishers CY - Rotterdam ER - TY - JOUR T1 - Reasons and motivations for the option of an engineering career in Portugal JF - European Journal of Engineering Education Y1 - 2011 A1 - D. Dias PB - Informa {UK} Limited VL - 36 UR - https://doi.org/10.1080%2F03043797.2011.593096 ER - TY - JOUR T1 - Multidisciplinary optimization of injection molding systems JF - Structural and Multidisciplinary Optimization Y1 - 2010 A1 - I. Ferreira A1 - O de Weck A1 - P Saraiva A1 - José António Sarsfield Cabral VL - 41 ER - TY - CHAP T1 - The academic estate revisited: Reflections on academia's rapid progress from the Capitoline Hill to the Tarpeian Rock T2 - The changing face of academic life Y1 - 2009 A1 - G. Neave ED - J. Enders ED - Egbert de Weert ED - Egbert de Weert JF - The changing face of academic life PB - Palgrave Macmillan CY - London UR - https://doi.org/10.1057%2F9780230242166_2 ER - TY - THES T1 - The Bologna heritage in the Portuguese higher education binary system: Different profiles for universities and polytechnics Y1 - 2009 A1 - Sara Diogo PB - Universidade de Aveiro ER - TY - JOUR T1 - Funding allocation and staff management. A Portuguese example JF - European Journal of Education Y1 - 2009 A1 - Maria João e Ma Rosa A1 - D. Dias A1 - Alberto Amaral UR - http://doi.org/10.1111/j.1465-3435.2008.01375.x ER - TY - CHAP T1 - A regional mismatch? Student application and institutional responses in the Portuguese public higher education system T2 - Public universities and regional development Y1 - 2009 A1 - P. Teixeira A1 - M. Fonseca A1 - D. Dias A1 - C. Sá A1 - Alberto Amaral ED - K. Mohrman ED - J. Shi ED - S. E. Feinblatt ED - K. W. Chow JF - Public universities and regional development PB - Sichuan University Press CY - Sichuan, China ER - TY - JOUR T1 - Supra-national accreditation, trust and institutional autonomy JF - Higher Education Management and Policy Y1 - 2009 A1 - Alberto Amaral A1 - D. Dias A1 - Maria João e Ma Rosa PB - Organisation for Economic Co-Operation and Development ({OECD}) VL - 21 UR - http://dx.doi.org/10.1787/hemp-21-5ksf24qcgm45 ER - TY - CHAP T1 - Catholic economic thought T2 - The new Palgrave dictionary of economics Y1 - 2008 A1 - P. Teixeira A1 - António Almodovar ED - S. N. Durlauf ED - L. E. Blume JF - The new Palgrave dictionary of economics PB - Palgrave Macmillan CY - London UR - http://doi.org/10.1057/9780230226203.0208 ER - TY - CHAP T1 - Assessment as a tool for different kinds of action: From quality management to compliance and control T2 - Quality assessment for higher education in Europe Y1 - 2007 A1 - D. Dias A1 - Alberto Amaral A1 - Maria João e Ma Rosa A1 - A. Tavares ED - A. Cavalli JF - Quality assessment for higher education in Europe PB - Portland Press CY - London ER - TY - CHAP T1 - The Portuguese public university system: On the road to improvement? T2 - Universities and strategic knowledge creation: Specialization and performance in Europe Y1 - 2007 A1 - P. Teixeira A1 - M.F. Cardoso A1 - Cláudia Sarrico A1 - V. Rocha ED - Bonaccorsi, A. ED - Daraio, C. JF - Universities and strategic knowledge creation: Specialization and performance in Europe PB - Edward Elgar Publications CY - Cheltenham, UK / Northampton, USA UR - https://www.scopus.com/inward/record.uri?eid=2-s2.0-84881927042&partnerID=40&md5=4edcb82678b2d1e79e530985df2838fd N1 - cited By 6 ER - TY - JOUR T1 - Survival analysis and competing risk models of hospital length of stay and discharge destination: The effect of distributional assumptions JF - Health Services and Outcomes Research Methodology Y1 - 2007 A1 - C. Sá A1 - Dismuke, C.E. A1 - Guimarães, P. VL - 7 ER - TY - Generic T1 - Enhancing service quality in public transport systems T2 - Urban transport XII: Urban transport and the environment in the 21st century Y1 - 2006 A1 - José António Sarsfield Cabral A1 - G Beirão ED - Ca Brebbia ED - V. Dolezel JF - Urban transport XII: Urban transport and the environment in the 21st century CY - Prague, Czech Republic, July 12-14 UR - http://doi.org/10.2495/ut060811 ER - TY - Generic T1 - Mandible reconstruction with fibula osteocutaneous free flap T2 - Journal of Cranio-Maxillo-Facial Surgery Y1 - 2006 A1 - Rui Amaral Mendes A1 - M. Diamante JF - Journal of Cranio-Maxillo-Facial Surgery PB - Elsevier UR - https://doi.org/10.1016%2Fs1010-5182%2806%2960815-9 ER - TY - JOUR T1 - Defining strategic and excellence bases for the development of Portuguese higher education JF - European Journal of Education Y1 - 2005 A1 - Maria João e Ma Rosa A1 - P Saraiva A1 - Diz, H. VL - 40 ER - TY - CHAP T1 - Conclusion T2 - Markets in higher education: Rhetoric or reality? Y1 - 2004 A1 - D. Dill A1 - P. Teixeira A1 - B. Jongbloed A1 - Alberto Amaral ED - P. Teixeira ED - B. Jongbloed ED - D. Dill ED - Alberto Amaral JF - Markets in higher education: Rhetoric or reality? PB - Kluwer CY - Dordrecht ER - TY - CHAP T1 - Introduction T2 - Markets in higher education: Rhetoric or reality? Y1 - 2004 A1 - P. Teixeira A1 - B. Jongbloed A1 - Alberto Amaral A1 - D. Dill ED - P. Teixeira ED - B. Jongbloed ED - D. Dill ED - Alberto Amaral JF - Markets in higher education: Rhetoric or reality? PB - Kluwer CY - Dordrecht ER - TY - BOOK T1 - Markets in higher education: Rhetoric or reallity? Y1 - 2004 ED - P. Teixeira ED - B. Jongbloed ED - D. Dill ED - Alberto Amaral PB - Kluwer CY - Dordrecht ER - TY - CHAP T1 - Is there a higher education market in Portugal? T2 - Markets in higher education: Rhetoric or reality? Y1 - 2004 A1 - P. Teixeira A1 - Maria João e Ma Rosa A1 - Alberto Amaral ED - P. Teixeira ED - B. Jongbloed ED - D. Dill ED - Alberto Amaral JF - Markets in higher education: Rhetoric or reality? PB - Kluwer CY - Dordrecht ER - TY - JOUR T1 - Applying an excellence model to schools JF - Quality Progress Y1 - 2003 A1 - P Saraiva A1 - Maria João e Ma Rosa A1 - D'Orey, J.L. VL - 36 ER - TY - JOUR T1 - Excellence in Portuguese higher education institutions JF - Total Quality Management and Business Excellence Y1 - 2003 A1 - Maria João e Ma Rosa A1 - P Saraiva A1 - Diz, H. VL - 14 ER - TY - JOUR T1 - The development of an Excellence Model for Portuguese higher education institutions JF - Total Quality Management Y1 - 2001 A1 - Maria João e Ma Rosa A1 - P Saraiva A1 - Diz, H. VL - 12 ER - TY - JOUR T1 - Program diversity in higher education: An economic perspective JF - Higher Education Policy Y1 - 2000 A1 - D. Dill A1 - P. Teixeira VL - 13 UR - https://www.scopus.com/inward/record.uri?eid=2-s2.0-0034148372&doi=10.1016%2fS0952-8733%2899%2900026-4&partnerID=40&md5=fa114d880d3f1e61ae599bb616d85dbc N1 - cited By 15 ER - TY - CHAP T1 - Higher education policy in France T2 - Higher education policy: An international comparative perspective Y1 - 1994 A1 - F. Kaiser A1 - G. Neave ED - F. Kaiser ED - Peter Maassen ED - L. Meek ED - F. van Vught ED - Egbert de Weert ED - Leo Goedegebuure JF - Higher education policy: An international comparative perspective PB - Pergamon/Elsevier CY - Oxford UR - https://doi.org/10.1016%2Fb978-0-08-042393-7.50012-2 ER - TY - CHAP T1 - Introduction to issues in higher education T2 - Higher education policy: An international comparative perspective Y1 - 1994 A1 - G. Neave ED - F. Kaiser ED - Peter Maassen ED - F. van Vught ED - Egbert de Weert ED - Leo Goedegebuure JF - Higher education policy: An international comparative perspective PB - Pergamon/Elsevier CY - Oxford UR - https://doi.org/10.1016%2Fb978-0-08-042393-7.50004-3 ER - TY - JOUR T1 - The fluidity of water at lipid-water interfaces just below 0 C JF - Portugal Phys. Y1 - 1991 A1 - Alberto Amaral A1 - A. M. Damas A1 - A. Quintanilha VL - 20 IS - 1 ER - TY - Generic T1 - Thermochemistry and theoretical studies of nickel(II) complexes of pyridine and halides T2 - XIX International Conference on Coordination Chemistry Y1 - 1978 A1 - M. Ribeiro da Silva A1 - M. Ramos A1 - Alberto Amaral JF - XIX International Conference on Coordination Chemistry CY - Praga ER -