Drupal-Biblio17<style face="normal" font="default" size="100%">Three reasons why parental burnout is more prevalent in individualistic countries: A 36-country study</style>Drupal-Biblio17<style face="normal" font="default" size="100%">Gender equality and maternal burnout: A 40-country study</style>Drupal-Biblio17<style face="normal" font="default" size="100%">Final report on women’s careers progression: deliverable D3. 3</style>Drupal-Biblio17<style face="normal" font="default" size="100%">Leader-Expressed Humility Predicting Team Psychological Safety: A Personality Dynamics Lens</style>Drupal-Biblio10<style face="normal" font="default" size="100%">Ensinar e aprender Português: A digital resource for learning to read and write</style>Drupal-Biblio47<style face="normal" font="default" size="100%">External Link Activities and Academic Careers in Portuguese Higher Education Institutions. </style>Drupal-Biblio17<style face="normal" font="default" size="100%">Parental burnout around the globe: A 42-country study</style>Drupal-Biblio17<style face="normal" font="default" size="100%"> Is accreditation ‘on the right track’? The views of Portuguese academics</style>Drupal-Biblio13<style face="normal" font="default" size="100%">Litteratus. Prova de Rastreio, 3.º ano, Versão 2</style>Drupal-Biblio13<style face="normal" font="default" size="100%">Ainda Estou a Aprender. Manual de aplicação e de cotação das provas de rastreio – 2º ano, Versão 1</style>Drupal-Biblio13<style face="normal" font="default" size="100%">Ainda Estou a Aprender. Prova de Rastreio – 2º ano, Versão 1</style>Drupal-Biblio47<style face="normal" font="default" size="100%">Rastreio universal: Implicações para a intervenção</style>Drupal-Biblio47<style face="normal" font="default" size="100%">Ensinar a ler e a compreender no 1º ano no quadro de uma abordagem multinível</style>Drupal-Biblio47<style face="normal" font="default" size="100%">Da conceção à validação de um modelo integrado de intervenção nas dificuldades na aprendizagem da leitura</style>Drupal-Biblio47<style face="normal" font="default" size="100%">Promoting oracy in kindergarten</style>Drupal-Biblio17<style face="normal" font="default" size="100%">Mergers in European higher education: Financial issues and multiple rationales</style>Drupal-Biblio5<style face="normal" font="default" size="100%">Gender, employment and social policy</style>Drupal-Biblio17<style face="normal" font="default" size="100%">A climatology of Vintage Port quality</style>Drupal-Biblio17<style face="normal" font="default" size="100%">A utilização da plataforma “Ainda estou a aprender” na avaliação e na intervenção nas dificuldades na aprendizagem da leitura: Um estudo de caso</style>Drupal-Biblio47<style face="normal" font="default" size="100%">Os efeitos da descodificação, da compreensão oral e da fluência de leitura na compreensão da leitura: Um estudo longitudinal com alunos do 1.º ciclo do Ensino Básico</style>Drupal-Biblio5<style face="normal" font="default" size="100%">Gerir o desempenho no ensino superior: Pressupostos e características</style>Drupal-Biblio17<style face="normal" font="default" size="100%">On the structure of the European standards and guidelines for internal quality assurance: Reflections emerging from their implementation in Portugal</style>Drupal-Biblio5<style face="normal" font="default" size="100%">Conclusions</style>Drupal-Biblio6<style face="normal" font="default" size="100%">Cross-border higher education and quality assurance: Commerce, the service directive and governing higher education</style>Drupal-Biblio17<style face="normal" font="default" size="100%">Past performance does not guarantee future results: lessons from the evaluation of research units in Portugal</style>Drupal-Biblio17<style face="normal" font="default" size="100%">Scientific skills as core competences in medical education: What do medical students think?</style>Drupal-Biblio47<style face="normal" font="default" size="100%">Ainda estou a aprender. Apresentação de um projeto de intervenção nas dificuldades de aprendizagem da leitura.</style>Drupal-Biblio5<style face="normal" font="default" size="100%">The Portuguese case: New public management reforms and the European standards and guidelines</style>Drupal-Biblio5<style face="normal" font="default" size="100%">Introduction</style>Drupal-Biblio6<style face="normal" font="default" size="100%">Quality assurance in higher education. Contemporary debates</style>Drupal-Biblio5<style face="normal" font="default" size="100%">Implementing quality management systems in higher education institutions</style>Drupal-Biblio5<style face="normal" font="default" size="100%">Is there a bridge between quality and quality assurance?</style>Drupal-Biblio17<style face="normal" font="default" size="100%">Academics' perceptions on the purposes of quality assessment</style>Drupal-Biblio17<style face="normal" font="default" size="100%">Quality, evaluation and accreditation: From steering, through compliance, on to enhancement and innovation?</style>Drupal-Biblio47<style face="normal" font="default" size="100%">Local government, innovation and economic recovery: Lessons from a small industrial Portuguese city</style>Drupal-Biblio17<style face="normal" font="default" size="100%">The EUA institutional evaluation programme: An account of institutional best practices</style>Drupal-Biblio5<style face="normal" font="default" size="100%">Quality, Evaluation and Accreditation: from Steering, Through Compliance, on to Enhancement and Innovation?</style>Drupal-Biblio47<style face="normal" font="default" size="100%">A avaliação da leitura: Apresentação de instrumentos. </style>Drupal-Biblio47<style face="normal" font="default" size="100%">The Triple Helix Model as inspiration of local development policies: An experience-based perspective</style>Drupal-Biblio17<style face="normal" font="default" size="100%">Funding allocation and staff management. A Portuguese example</style>Drupal-Biblio5<style face="normal" font="default" size="100%">Evaluation reports: Do they contribute to quality improvement</style>Drupal-Biblio5<style face="normal" font="default" size="100%">Audits as supportive peer review</style>Drupal-Biblio5<style face="normal" font="default" size="100%">A self-assessment of higher education institutions from the perspective of the EFQM Excellence Model</style>Drupal-Biblio17<style face="normal" font="default" size="100%">A benchmarking methodology for metalcasting industry</style>Drupal-Biblio17<style face="normal" font="default" size="100%">Institutional consequences of quality assessment</style>Drupal-Biblio17<style face="normal" font="default" size="100%">Defining strategic and excellence bases for the development of Portuguese higher education</style>Drupal-Biblio17<style face="normal" font="default" size="100%">How to close the gender pay gap in Europe : Towards the gender mainstreaming of pay policy</style>Drupal-Biblio17<style face="normal" font="default" size="100%">Organizational Commitment: Toward a Different Understanding of the Ways People Feel Attached to Their Organizations</style>
Drupal-Biblio17<style face="normal" font="default" size="100%">Empenhamento(s) organizacional(is): Dois laços afectivos, dois instrumentais, um normativo e um de ausência</style>
Drupal-Biblio5<style face="normal" font="default" size="100%">Portugal</style>Drupal-Biblio17<style face="normal" font="default" size="100%">Excellence in Portuguese higher education institutions</style>Drupal-Biblio17<style face="normal" font="default" size="100%">Enfermeiros empenhados nas suas organizações: A relevância das ‘rosas’</style>
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Drupal-Biblio17<style face="normal" font="default" size="100%">The Achievement, affiliation and power motives: A confirmatory study of the three factor model. </style>
Drupal-Biblio17<style face="normal" font="default" size="100%">The development of an Excellence Model for Portuguese higher education institutions</style>