%0 Journal Article %J Journal of Business Ethics %D 2021 %T Leader-Expressed Humility Predicting Team Psychological Safety: A Personality Dynamics Lens %A Arménio Rego %A Ana I Melo %A Dustin Bluhm %A Dálcio Reis Junior %B Journal of Business Ethics %V 174 %P 669–686 %G eng %0 Conference Proceedings %B 13th annual International Conference of Education, Research and Innovation %D 2020 %T The last decade of international student enrolments in Portugal: A mapping of who, where and what %A J. Aguiar %A Cristina Sin %B 13th annual International Conference of Education, Research and Innovation %P 9053-9061 %G eng %U http://dx.doi.org/10.21125/iceri.2020.2014 %0 Conference Paper %B 14th International Technology, Education and Development Conference %D 2020 %T Learning organisations: A case study of changes in gender equality in decision-making bodies %A Teresa Carvalho %A Carina Jordão %A Sara Diogo %A Zélia Breda %K Decision-making bodies %K gender equality %K gender-equality plan %K Higher Education Institutions %K Portugal %X

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.

%B 14th International Technology, Education and Development Conference %I IATED Academy %C Valencia, Spain %8 2-4 March, 2020 %@ 978-84-09-17939-8 %G eng %U https://library.iated.org/view/CARVALHO2020LEA %R https://doi.org/10.21125/inted.2020.1650 %0 Journal Article %J European Journal of Cultural and Political Sociology. %D 2020 %T Looking back in anger? Putting in perspective the implementation of the Bologna process in Finnish and Portuguese higher education systems %A Sara Diogo %B European Journal of Cultural and Political Sociology. %V 7 %8 2020 %G eng %N 2 %& 1 %0 Journal Article %J Leadership %D 2019 %T Leadership practices by senior position holders in Higher Educational Research Institutes: Stealth power in action? %A Pat O’Connor %A Patricia Y Martin %A Teresa Carvalho %A Clare O’ Hagan %A Liria Veronesi and Ornella Mich %A Gulsun Saglamer %A Mine G Tan %A Hulya Caglayan %K agenda control %K centralised power %K Higher Education Research Institutes %K in-group loyalty %K interviews %K invisibility of gendered power %K Leadership practices %K rhetorical collegiality %K senior position holders %K stealth power %X

Using the concept of stealth power and a critical realist perspective, this article identifies leadership
practices that obscure the centralisation of power, drawing on data from interviews with
25 academic decision-makers in formal leadership positions in HERIs in Ireland, Italy and Turkey.
Its key contribution is the innovative operationalisation of stealth power and the inductive identification
of four practices which obscure that centralised power, i.e. rhetorical collegiality, agenda
control, in-group loyalty and (at a deeper level) the invisibility of gendered power. The purpose of
the article is emancipatory: by creating an awareness of these leadership practices, it challenges
their persistence.

%B Leadership %V 0(0) %G eng %U https://journals.sagepub.com/doi/10.1177/1742715019853200 %& 1-22 %R doi/10.1177/1742715019853200 %0 Book Section %B The three C-s of higher education: Competition, collaboration and complementarity %D 2019 %T “Learning to fly”. Higher education students’ and institutional leaders’ perceptions of the relevance of institutional support mechanisms in their integration process %A Maria José Sá %A M. L. Machado-Taylor %A Teresa Carvalho %E Rosalind Pritchard %E Clare Milsom %E Mark O’Hara %E James Williams %E Liviu Matei %B The three C-s of higher education: Competition, collaboration and complementarity %I Central European University Press %C Budapest %P 151-166 %@ 978-963-386-327-5 %G eng %& 8 %0 Journal Article %J Studies in Higher Education %D 2019 %T Losing autonomy? Restructuring higher education institutions governance and relations between teaching and non-teaching staff %A Teresa Carvalho %A Pedro Videira %K academic staff %K Autonomy %K professionalism %K staff %K university governance %X

Higher education institutions in Portugal, as in many developed countries, have undergone deep transformations affecting their organisational structures and professionals. These reforms framed by new public management are said to induce changes in the traditional jurisdictional field of the academic profession with the administrative power being transferred to non-teaching staff. The aim of this paper is to contribute to this discussion by analysing the extent to which the academics jurisdictional field has changed and power relations were redefined. Resorting to empirical data obtained through an extensive online survey we analyse professionals’ perceptions on changes in institutional governance and on their professional autonomy and the way this may translate a reconfiguration of power between these professional groups. The empirical findings suggest that professionals perceive changes as affecting negatively their participation in institutions’ decision-making processes but this is not automatically translated in a perceived loss of professional autonomy.

%B Studies in Higher Education %V 44 %P 762-773 %G eng %U https://www.tandfonline.com/doi/full/10.1080/03075079.2017.1401059 %N 4 %R https://doi.org/10.1080/03075079.2017.1401059 %0 Generic %D 2018 %T Litteratus. Prova de Rastreio, 3.º ano, Versão 2 %A Iolanda Ribeiro %A F L Viana %A Sandra Santos %A Irene Cadime %A Adriana Baptista %A Celda Morgado %@ 978-989-8619-28-0 %G eng %0 Conference Paper %B INTED2017 Proceedings %D 2017 %T Learning outcomes and employability: A case study on mamagement academic programmes %A D. Dias %A I Soares %A D. Dias %A A. Monteiro %A J Proença %B INTED2017 Proceedings %G eng %U http://doi.org/10.21125/inted.2017.1518 %R 10.21125/inted.2017.1518 %0 Book Section %B Encyclopedia of international higher education systems and institutions %D 2017 %T Learning outcomes in European higher education %A D. Dias %B Encyclopedia of international higher education systems and institutions %I Springer %C Dordrecht %P 1–5 %8 nov %G eng %U https://doi.org/10.1007%2F978-94-017-9553-1_317-1 %R 10.1007/978-94-017-9553-1_317-1 %0 Conference Paper %B INTED2017 Proceedings %D 2017 %T Learning outcomes in higher education: Designing a conceptual map for Portuguese academia %A D. Dias %A Diana Soares %B INTED2017 Proceedings %I IATED %G eng %U https://doi.org/10.21125%2Finted.2017.2170 %R 10.21125/inted.2017.2170 %0 Journal Article %J Hommes & Migrations %D 2017 %T L'emigration portugaise qualifiée dans le contexte européen %A R. Gomes %A J. T. Lopes %A L. Cerdeira %A H. Vaz %A R. Ganga %A J. P. Silva %A Sílvia Silva %A P. Peixoto %A M. L. Machado-Taylor %A R. Brites %A Tomás Patrocínio %A B. G. Cabrito %B Hommes & Migrations %V 1317-18 %P 93-104 %G eng %0 Journal Article %J First Language %D 2017 %T Lexical, morphological and syntactic development in toddlers between 16- and 30-month-old: A comparison across European Portuguese and Galician. %A F L Viana %A M Pérez-Pereira %A Irene Cadime %A Carla Silva %A Sandra Santos %A Iolanda Ribeiro %B First Language %V 37 %P 285-300 %G eng %N 3 %R 10.1177/0142723717691087 %0 Conference Paper %B INTED2017 Proceedings %D 2017 %T Lifelong learning as a crucial vector for designing higher education curricula %A Diana Soares %A D. Dias %B INTED2017 Proceedings %I IATED %8 mar %G eng %U https://doi.org/10.21125%2Finted.2017.2176 %R 10.21125/inted.2017.2176 %0 Journal Article %J Studies in Higher Education %D 2017 %T Losing autonomy? Restructuring higher education institutions governance and relations between teaching and non-teaching staff %A Teresa Carvalho %A Pedro Videira %B Studies in Higher Education %I Informa {UK} Limited %P 1–12 %8 nov %G eng %U https://doi.org/10.1080%2F03075079.2017.1401059 %R 10.1080/03075079.2017.1401059 %0 Book Section %B Sistema de evaluación institucional en enseñanza obligatoria en Iberoamérica %D 2016 %T La evaluación institucional en la enseñanza obligatoria en Portugal %A J. Brites Ferreira %B Sistema de evaluación institucional en enseñanza obligatoria en Iberoamérica %I Santillana & Red Age %C Santiago de Chile %G eng %U http://www.redage.org/publicaciones/sistema-de-evaluacion-institucional-en-ensenanza-obligatoria-en-iberoamerica %& 11 %0 Conference Paper %B EDULEARN16 Proceedings %D 2016 %T Learning basic design with virtual reality: A methodological approach %A Ana Neves %A Lucy Niemeyer %A Emília Duarte %A D. Dias %A Hande Ayanoglu %A L. Teixeira %A M. Saraiva %A Fernando Martins %B EDULEARN16 Proceedings %I IATED Academy %G eng %U https://doi.org/10.21125%2Fedulearn.2016.2283 %R 10.21125/edulearn.2016.2283 %0 Journal Article %J Studies in Higher Education %D 2014 %T Lost in translation: The meaning of learning outcomes across national and institutional policy contexts %A Cristina Sin %B Studies in Higher Education %V 39 %P 1823-1837 %G eng %0 Journal Article %J Educational Assessment, Evaluation and Accountability %D 2013 %T The long road-how evolving institutional governance mechanisms are changing the face of quality in Portuguese higher education %A Cláudia Sarrico %A L.G. Veiga %A Alberto Amaral %B Educational Assessment, Evaluation and Accountability %V 25 %P 375-391 %G eng %0 Journal Article %J Regional Studies %D 2012 %T Living arrangement and university choice of Dutch prospective students %A C. Sá %A Florax, R.J.G.M. %A Rietveld, P. %B Regional Studies %V 46 %P 651-667 %G eng %0 Conference Paper %B Triple Helix IX International Conference - “Silicon Valley: Global Model or Unique Anomaly?” %D 2011 %T Local government, innovation and economic recovery: Lessons from a small industrial Portuguese city %A Carlos Rodrigues %A Ana Sofia Melo %B Triple Helix IX International Conference - “Silicon Valley: Global Model or Unique Anomaly?” %C Stanford (EUA), 11-14 de julho %G eng %0 Journal Article %J Procedia - Social and Behavioral Sciences %D 2011 %T A look to academics job satisfaction and motivation in Portuguese higher education institutions %A M. L. Machado-Taylor %A Virgílio Meira Soares %A R. Brites %A J. Brites Ferreira %A O. Gouveia %B Procedia - Social and Behavioral Sciences %V 29 %P 1715-1724 %G eng %U https://doi.org/10.1016/j.sbspro.2011.11.417 %R 10.1016/j.sbspro.2011.11.417 %0 Book Section %B Frontiers in higher education %D 2010 %T Leading strategic change in higher education: The need for a paradigm shift toward visionary leadership %A J.S. Taylor %A M. L. Machado-Taylor %E T. Claes %E D. S. Preston %B Frontiers in higher education %I Editions Rodopi B. %C Amsterdam-New York %P 167-194 %G eng %0 Journal Article %J European Journal of Education %D 2008 %T Leadership and strategic management: Keys to institutional priorities and planning %A J.S. Taylor %A M. L. Machado-Taylor %A M.W. Peterson %B European Journal of Education %V 43 %P 369-386 %G eng %0 Journal Article %J Politiques et Gestion de l'Enseignement Supérieur %D 2007 %T L'internationalisation de l'enseignement supérieur portugais %A L.G. Veiga %A Maria João e Ma Rosa %A Alberto Amaral %B Politiques et Gestion de l'Enseignement Supérieur %V 1 %P 127-144 %G eng %U http://doi.org/10.1787/hemp-v18-art6-fr %N 18 %R 10.1787/hemp-v18-art6-fr %0 Conference Proceedings %B Journal of Cranio-Maxillo-Facial Surgery %D 2006 %T Lower lip reconstruction using the Abbe flap in a squamous cell carcinoma case %A Rui Amaral Mendes %A S. Evelhoch %B Journal of Cranio-Maxillo-Facial Surgery %I Elsevier %G eng %U https://doi.org/10.1016%2Fs1010-5182%2806%2960813-5 %R 10.1016/s1010-5182(06)60813-5 %0 Book %D 1999 %T Legislação do ensino superior %A M. L. Machado-Taylor %I Editora Vislis %C Lisboa %G eng %0 Book %D 1991 %T Legislação do ensino superior – 1930/1990 %A M. L. Machado-Taylor %I Instituto Politécnico de Bragança %C Bragança %G eng %0 Generic %D 1980 %T Lições de elementos de Química-Física %A Alberto Amaral %G eng %0 Generic %D 1976 %T Lições de Química Geral %A Alberto Amaral %G eng