@inbook {3432, title = {The globalisation of higher education reforms: An international comparative perspective on higher education institutions governance and management}, booktitle = {Intercultural Studies in Higher Education: Policy and Practice.}, year = {In Press}, publisher = {Palgrave MacMillan.}, organization = {Palgrave MacMillan.}, address = {Basingstoke}, author = {Sara Diogo and Milka Barbosa and Teresa Carvalho} } @inbook {4031, title = {Teaching and Research in the Knowledge Society: Exploring Portuguese Academics{\textquoteright} Trade-Off}, booktitle = {Teaching and Research in the Knowledge Society}, year = {In Press}, publisher = {Springer}, organization = {Springer}, edition = {F. Huang, T. Aarrevaara, U. Teichler}, author = {Sara Diogo and Anabela Queir{\'o}s and Teresa Carvalho} } @inbook {4181, title = {Education in higher education in the era of performativity}, booktitle = {Higher education in a digital era through project-based e-learning: Contributes of the RESTART4EDU Project}, year = {2023}, pages = {71{\textendash}94}, publisher = {Axioma - Publica{\c c}{\~o}es da Faculdade de Filosofia}, organization = {Axioma - Publica{\c c}{\~o}es da Faculdade de Filosofia}, address = {Braga}, doi = {https://doi.org/10.17990/Axi/2023_9789726973676_071}, author = {A. M. Magalh{\~a}es}, editor = {Paulo C. Dias and {\^A}ngela S{\'a} Azevedo and {\'I}ris Oliveira and Elif Kara and Onur Erg{\"u}nay and Haci Mustafa D{\"o}nmez and Mihai Girtu and Daniela D. C{\u a}prioar{\u a}} } @inbook {4188, title = {Some reflections on the current roles and interventions of external governing board stakeholders in Portugal and the UK in a new managerialist context}, booktitle = {Handbook of higher education management and governance}, year = {2023}, pages = {401-416}, publisher = {Edward Elgar}, organization = {Edward Elgar}, address = {Cheltenham}, isbn = {978 1 80088 806 7 (cased)}, issn = {978 1 80088 807 4 (eBook)}, doi = {10.4337/9781800888074}, url = {http://dx.doi.org/10.4337/9781800888074}, author = {Rosemary Deem and A. M. Magalh{\~a}es} } @article {4041, title = {Academic engagement in Portugal: the role of institutional diversity, individual characteristics and modes of knowledge production}, journal = {Studies in Higher Education}, year = {2022}, pages = {1-14}, abstract = {

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{\textquoteright} 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.

}, keywords = {Academic engagement, commercialisation, modes of knowledge production, polytechnic, university}, doi = {https://doi.org/10.1080/03075079.2022.2042241}, url = {https://www.tandfonline.com/doi/full/10.1080/03075079.2022.2042241}, author = {Anabela Queir{\'o}s and Teresa Carvalho and Maria Jo{\~a}o Rosa and Ricardo Biscaia and Pedro Videira and Pedro Teixeira and Sara Diogo and Ana Melo and Hugo Figueiredo and Rui Amaral Mendes} } @article {4039, title = {Brothers in Arms? How neoliberalism connects North and South Higher Education: Finland and Portugal in perspective}, journal = {Social Sciences}, volume = {11}, year = {2022}, month = {13/05/2022}, pages = {213}, abstract = {

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{\textemdash}especially the Organisation for Economic Cooperation and Development (OECD){\textemdash}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 {\textquotedblleft}imperial agent{\textquotedblright} 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.\ 

}, keywords = {Finland, HE, New Public Management (NPM), OECD, policy diffusion, policy implementation, Portugal}, doi = {https://doi.org/10.3390/socsci11050213}, url = {https://www.mdpi.com/2076-0760/11/5/213}, author = {Sara Diogo and Teresa Carvalho} } @article {3961, title = {Digital proficiency: Sorting real gaps from myths among higher education students}, journal = {British Journal of Educational TechnologyBritish Journal of Educational TechnologyBr J Educ Technol}, volume = {n/a}, year = {2022}, month = {2022/04/11}, abstract = {

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{\textquoteright} 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{\textquoteright} digital competence and facilitate the identification of digital competence gaps. Few studies focus on the relationship between HE students{\textquoteright} 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{\textquoteright} digital competence. HE institutions could benefit from such an instrument as a diagnosis to design specific teaching and learning strategies and target students{\textquoteright} proficiency and particular needs. Tackling specific FET and competence areas can better support the development of students{\textquoteright} digital competence and facilitate their employability prospects.

}, keywords = {assessment, digital competence, employability, fields of education and training}, isbn = {0007-1013}, url = {https://doi.org/10.1111/bjet.13220}, author = {Lucas, Margarida and Bem-haja, Pedro and Sandra Santos and Figueiredo, Hugo and Ferreira Dias, Marta and Amorim, Marlene} } @article {4025, title = {Do que se fala quando se fala de educação doutoral? As perspetivas das universidades e dos doutorandos portugueses.}, year = {2022}, institution = {EDULOG - Funda{\c c}{\~a}o Belmiro de Azevedo}, address = {Porto}, author = {Cardoso, S{\'o}nia and Carvalho, Teresa and Soares, Diana and Santos, Sandra and Diogo, Sara and Freires, Thiago} } @article {3965, title = {Gender equality and maternal burnout: A 40-country study}, journal = {Journal of Cross-Cultural Psychology}, volume = {53}, year = {2022}, pages = {157-178}, url = {https://doi.org/10.1177/00220221211072813}, author = {Isabelle Roskam and Laura Gall{\'e}e and J. Aguiar and Ege Akgun and Andrew Arena and Gizem Arikan and Kaisa Aunola and Michel Bader and Elizabeth J. Barham and Eliane Besson and Wim Beyers and Emilie Boujut and Maria Elena Brianda and Anna Brytek-Matera and No{\'e}mie Carbonneau and Filipa C{\'e}sar and Bin-Bin Chen and G{\'e}raldine Dorard and Luciana Carla dos Santos Elias and Sandra Dunsmuir and Natalia Egorova and Nicolas Favez and Anne-Marie Fontaine and Heather Foran and Julia Fricke and Kaichiro Furutani and Myrna Gannag{\'e} and Maria Gaspar and Lucie Godbout and Amit Goldenberg and James J. Gross and Maria Ancuta Gurza and Muhammad Aamir Hashmi and Mai Helmy and Mai Trang Huynh and Emerence Kaneza and Taishi Kawamoto and Nassima Kellou and Oussama Medjahdi and Goran Knezevic and Ljiljana B. Lazarevic3 and Sarah Le Vigouroux and Astrid Lebert-Charron and Vanessa Leme and Gao-Xian Lin and Carolyn MacCann and Denisse Manrique-Millones and Marisa Matias and Mar{\'\i}a Isabel Miranda-Orrego and Marina Miscioscia and Clara Morgades-Bamba and Seyyedeh Fatemeh Mousavi and Badra Moutassem-Mimouni and Ana Muntean and Hugh Murphy and Alexis Ndayizigiye and Josu{\'e} Ngnombouowo Tenkue and Sally Olderbak and Sophie Ornawka and Daniela Oyarce-Cadiz and Pablo A. P{\'e}rez-D{\'\i}az and Konstantinos V. Petrides and Claudia Pineda-Marin and Alena Prikhidko and Fernando Salinas-Quiroz and Raquel S{\'a}nchez-Rodr{\'\i}guez and Ainize Sarrionandia and C{\'e}line Scola and Alessandra Simonelli and Bart Soenens and Emma Sorbring and Matilda Sorkkila and Charlotte Schrooyen and Elena St{\u a}nculescu and Elena Starchenkova and Dorota Szczygiel and Thi Minh Thuy Tri and M{\'e}lissa Tremblay and Ayse Meltem Ustundag-Budak and Maday Vald{\'e}s Pacheco and Hedwig van Bakel and Lesley Verhofstadt and Jaqueline Wendland and Saengduean Yotanyamaneewong and Mo{\"\i}ra Mikolajczak} } @article {4011, title = {Invisible researchers in the knowledge society {\textendash} the Uberisation of scientific work in Portugal}, journal = {European Journal of Higher Education}, year = {2022}, month = {03 Aug 2022}, pages = {1-22}, abstract = {

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.

}, keywords = {academics, Projectification of science, Researchers, scientific work, Uberisation}, doi = {https://doi.org/10.1080/21568235.2022.2105371}, url = {https://www.tandfonline.com/doi/full/10.1080/21568235.2022.2105371}, author = {Teresa Carvalho and Sara Diogo and Bruno Vilhena} } @article {4040, title = {Tales of Doctoral Students: Motivations and Expectations on the Route to the Unknown}, journal = {Education Sciences}, volume = {12}, year = {2022}, month = {18/04/2022}, pages = {286}, abstract = {

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{\textquoteright} 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{\textquoteright} 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.

}, keywords = {conceptualization, Doctoral education, international students, paradigm shift, Ph.D. candidates, scientific areas, supervision}, doi = {https://doi.org/10.3390/educsci12040286}, url = {https://www.mdpi.com/2227-7102/12/4/286}, author = {Sara Diogo and Andreia Gon{\c c}alves and S{\'o}nia Cardoso and Teresa Carvalho} } @article {3962, title = {The transformation of doctoral education: a systematic literature review}, journal = {Higher Education}, year = {2022}, month = {2022///}, abstract = {

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.

}, url = {https://doi.org/10.1007/s10734-021-00805-5}, author = {Cardoso, S{\'o}nia and Sandra Santos and Diogo, Sara and Soares, Diana and Teresa Carvalho} } @article {4043, title = {Change in research and in higher education institutions: forms of resistance in a research-action project}, journal = {Investigaciones Feministas}, volume = {12}, year = {2021}, month = {18/06/2021}, pages = {283-295}, keywords = {gender equality, knowledge-to-action gap, research performing/funding organisations, resistances, structural and cultural challenges}, doi = {https://doi.org/10.5209/infe.72054}, url = {https://revistas.ucm.es/index.php/INFE/article/view/72054}, author = {Sara Diogo and Carina Jord{\~a}o and Teresa Carvalho and Hana Himi and Maya Ashkenazi and Veronika Me{\v s}kov{\'a} and Anita Thaler and Jennifer Dahmen-Adkins} } @article {4044, title = {A Comparative Approach on the Relevance of National Gender Equality Legal Frameworks in Israel, Portugal, and Slovakia to Improve Equality at the Institutional Level}, journal = {Journal of International Women{\textquoteright}s Studies}, volume = {22}, year = {2021}, pages = {84{\textendash}102}, abstract = {

In the last decades, women{\textquoteright}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{\textquoteright}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{\textquoteright}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.

}, url = {https://vc.bridgew.edu/jiws/vol22/iss5/6}, author = {Sara Diogo and Carina Jord{\~a}o and Teresa Carvalho and Hana Himi and Maya Ashkenazi and Veronika Me{\v s}kov{\'a} and Z{\'e}lia Breda} } @article {3935, title = {Desigualdades \& equidade. Desafios, respostas e li{\c c}{\~o}es no {\^a}mbito do ensino superior}, year = {2021}, institution = {CNE}, address = {Lisboa}, author = {P. Teixeira and Maria Jos{\'e} S{\'a}}, editor = {Conselho Nacional de Educa{\c c}{\~a}o} } @inbook {3936, title = {Desigualdades \& equidade. Desafios, respostas e li{\c c}{\~o}es no {\^a}mbito do ensino superior [Inequalities \& equity. Challenges, answers and lessons in higher education]}, booktitle = {Efeitos da pandemia COVID-19 na educa{\c c}{\~a}o: Desigualdades e medidas de equidade [Effects of the COVID-19 pandemic on education: Inequalities and equity measures]]}, year = {2021}, pages = {153-211}, publisher = {CNE}, organization = {CNE}, address = {Lisboa}, isbn = {978-989-8841-38-4}, author = {P. Teixeira and Maria Jos{\'e} S{\'a}}, editor = {Conselho Nacional de Educa{\c c}{\~a}o} } @book {3945, title = {O Ensino Superior em Portugal: Miss{\~o}es, Contextos e Processos}, year = {2021}, publisher = {Almedina}, organization = {Almedina}, address = {Coimbra}, doi = {https://www.icloud.com/iclouddrive/0VBv3LeG6ARK3K919XVOmwynQ$\#$EnsinoSuperiorPortugal\%5Fcapa\%5F22mai}, author = {Diana Dias and Ricardo Carvalho} } @book {3946, title = {O Que Se Diz Que Se Aprende: Resultados de Aprendizagem do Ensino Superior em Portugal}, year = {2021}, publisher = {A3ES}, organization = {A3ES}, address = {Lisboa}, url = {https://www.a3es.pt/sites/default/files/LO_Livro.pdf}, author = {Dias and Marinho-Araujo and Almeida and Ferreira and Soares} } @conference {4096, title = {Planos de Igualdade de G{\'e}nero nas Institui{\c c}{\~o}es de Ensino Superior em Portugal: A remar contra a corrente? }, booktitle = {XI Congresso Portugu{\^e}s de Sociologia: Identidades ao rubro: diferen{\c c}as, perten{\c c}as e populismos num mundo efervescente}, year = {2021}, month = {29-31 mar{\c c}o 2021}, publisher = {Associa{\c c}{\~a}o Portuguesa de Sociologia}, organization = {Associa{\c c}{\~a}o Portuguesa de Sociologia}, address = {Online Conference}, abstract = {

A igualdade de g{\'e}nero na ci{\^e}ncia e na investiga{\c c}{\~a}o {\'e} uma tem{\'a}tica importante na Uni{\~a}o Europeia (UE) e constitui um dos objetivos da {\'A}rea Europeia de Investiga{\c c}{\~a}o. A desigualdade tende a persistir em v{\'a}rios pa{\'\i}ses, prejudicando as organiza{\c c}{\~o}es, a economia e a sociedade. Para eliminar este problema, a Comiss{\~a}o Europeia tem financiado v{\'a}rios projetos de investiga{\c c}{\~a}o-a{\c c}{\~a}o que procuram estimular mudan{\c c}as institucionais duradouras atrav{\'e}s da implementa{\c c}{\~a}o de Planos de Igualdade de G{\'e}nero (GEP) nas Organiza{\c c}{\~o}es Produtoras de Investiga{\c c}{\~a}o (RPOs). A resist{\^e}ncia parece, contudo, ser um dos principais desafios {\`a} sua implementa{\c c}{\~a}o. Este estudo visa analisar as din{\^a}micas organizacionais de resist{\^e}ncia {\`a} implementa{\c c}{\~a}o dos GEP em Portugal. Partindo da experi{\^e}ncia de investigadores/as respons{\'a}veis pelo desenho, planeamento e implementa{\c c}{\~a}o destes projetos, identificam-se as principais formas de resist{\^e}ncia, discutem-se as raz{\~o}es que lhes subjazem e abordam-se algumas estrat{\'e}gias 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 configura{\c c}{\~o}es em fun{\c c}{\~a}o dos contextos organizacionais onde s{\~a}o implementados os GEP, a resist{\^e}ncia {\'e} um problema transversal aos v{\'a}rios projetos nacionais.

}, keywords = {Ensino Superior, Investiga{\c c}{\~a}o-a{\c c}{\~a}o, Planos de Igualdade de G{\'e}nero, Resist{\^e}ncia {\`a} mudan{\c c}a}, isbn = {978-989-97981-7-5}, url = {https://aps.pt/wp-content/uploads/XI_Congresso/Sexualidade_XI-APS-71666.pdf}, author = {Carina Jord{\~a}o and Teresa Carvalho and Sara Diogo} } @conference {4094, title = {Where is Gender? A Missing Variable in Scientific Research}, booktitle = {15th International Technology, Education and Development Conference}, year = {2021}, month = {8-9 March, 2021}, publisher = {IATED Academy}, organization = {IATED Academy}, address = {Online Conference}, abstract = {

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 {\textendash} 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 {\textendash} 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 {\textendash} as with most Portuguese public HEIs analysed in the framework of this study {\textendash} 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.

}, keywords = {european research area, gender dimension, Higher Education Institutions, Portugal, research}, isbn = {978-84-09-27666-0}, doi = {https://doi.org/10.21125/inted.2021.1948 }, url = {https://library.iated.org/view/JORDAO2021WHE}, author = {Carina Jord{\~a}o and Sara Diogo and Teresa Carvalho} } @conference {4102, title = {Does Taking a PhD Abroad Increase the Number of International Publications? Reflections From the Best Self-Reported Publications in Portuguese Academia}, booktitle = {14th International Technology, Education and Development Conference}, year = {2020}, month = {2-4 March, 2020}, publisher = {IATED Academy}, organization = {IATED Academy}, address = {Valencia, Spain}, abstract = {

This paper contributes to the debate on academics{\textquoteright} 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{\textquoteright} 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{\textquoteright} 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{\textquoteright} 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{\textendash}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.

}, keywords = {academic staff, internationalization, knowledge production \& dissemination, portuguese higher education institutions, self-reported research productivity}, isbn = {978-84-09-17939-8}, doi = {https://doi.org/10.21125/inted.2020.0975}, url = {https://library.iated.org/view/DIOGO2020DOE}, author = {Sara Diogo and Ricardo Biscaia and Teresa Carvalho} } @conference {4099, title = {Gender In/Equality in men wor(l)d{\textquoteright}s: Perceptions on the construction of a gender equal and inclusive Portuguese University}, booktitle = {3rd International Conference on Gender Research }, year = {2020}, month = {16-17 July 2020}, publisher = {ACPI Ltd. }, organization = {ACPI Ltd. }, address = {Online Conference}, abstract = {

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.

}, keywords = {(in)equality, feminist institutional perspective, Gender, higher education, Portugal, universities}, isbn = {978-1-912764-56-3}, author = {Carina Jord{\~a}o and Teresa Carvalho and Sara Diogo and Z{\'e}lia Breda} } @inbook {3877, title = {Higher Education Institution Governing Boards: Appointed Board Members}, booktitle = {The SAGE Encyclopedia of Higher Education}, year = {2020}, publisher = {Sage Publications}, organization = {Sage Publications}, address = {Thousand Oaks}, doi = {http://dx.doi.org/10.4135/9781529714395.n270}, author = {A. M. Magalh{\~a}es and L.G. Veiga}, editor = {Miriam E. David and Marilyn J. Amey} } @conference {4098, title = {Implementing Gender Equality Plans through an action-research approach: challenges and resistances}, booktitle = {19th European Conference on Research Methodology for Business and Management Studies }, year = {2020}, month = {18-19 July 2020}, publisher = {ACPI Ltd}, organization = {ACPI Ltd}, address = {Online Conference}, abstract = {

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 {\textquoteleft}meaning-oriented regularities{\textquoteright} in the data, the interviews were analysed using the {\textquoteleft}interpretative qualitative{\textquoteright} approach. The authors conclude that resistance to GE initiatives is identified in all institutional contexts but it can assume different forms and configurations.

}, keywords = {Action-research approach, Gender Equality Plans (GEP), Portugal, Resistance}, isbn = {978-1-912764-59-4}, author = {Carina Jord{\~a}o and Teresa Carvalho and Sara Diogo} } @book {3179, title = {The International Encyclopedia of Higher Education Systems and Institutions}, year = {2020}, publisher = {Springer}, organization = {Springer}, address = {Dordrecht}, doi = {http://dx.doi.org/10.1007/978-94-017-9553-1}, editor = {P. Teixeira and J. C. Shin and Alberto Amaral and Bernasconi, A. and A. M. Magalh{\~a}es and B.M. Kehm and B. Stensaker and Choi, E. and Balbachevsky, E. and Hunter, F. and Goastellec, G. and Mohamedbhai, G. and de Wit, H. and V{\"a}limaa, J. and Rumbley, L. and Unangst, L. and Klemencic, M. and Langa, P. and Yang, R. and Nokkala, T.} } @conference {4100, title = {Learning organisations: A case study of changes in gender equality in decision-making bodies}, booktitle = {14th International Technology, Education and Development Conference}, year = {2020}, month = {2-4 March, 2020}, publisher = {IATED Academy}, organization = {IATED Academy}, address = {Valencia, Spain}, abstract = {

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{\textquoteright}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.

}, keywords = {Decision-making bodies, gender equality, gender-equality plan, Higher Education Institutions, Portugal}, isbn = {978-84-09-17939-8}, doi = {https://doi.org/10.21125/inted.2020.1650}, url = {https://library.iated.org/view/CARVALHO2020LEA}, author = {Teresa Carvalho and Carina Jord{\~a}o and Sara Diogo and Z{\'e}lia Breda} } @article {4048, title = {Nomination vs. election: do they influence women{\textquoteright}s access to institutional decision-making bodies?}, journal = {Journal of Management and Governance}, volume = {25}, year = {2020}, month = {31/10/2020}, pages = {879{\textendash}898}, abstract = {

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.

}, keywords = {Decision-making bodies, Election, Gender balance, Governance, Managerialism, New Public Management (NPM), Nomination, universities}, doi = {https://doi.org/10.1007/s10997-020-09538-6}, url = {https://link.springer.com/article/10.1007/s10997-020-09538-6}, author = {Sara Diogo and Teresa Carvalho and Z{\'e}lia Breda} } @inbook {4032, title = {An International Comparative Perspective on Higher Education Institutions{\textquoteright} Governance and Management {\textendash} Portugal, Finland, and Brazil}, booktitle = {Intercultural Studies in Higher Education}, series = {Intercultural Studies in Education}, year = {2019}, pages = {109{\textendash}133}, publisher = {Palgrave Macmillan, Cham.}, organization = {Palgrave Macmillan, Cham.}, edition = {A. Moreira, P. Jen-Jacques, N. Bagnall }, abstract = {

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{\textendash}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{\textendash}98, 2009; Ball in\ Policy Futures in Education\ 14:1046{\textendash}1059, 2016). According to Stephan Ball (Policy Futures in Education\ 14:1046{\textendash}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{\textendash}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{\textendash}1642, 2011; Reed and Meek in\ Governing Higher Education: National Perspectives on Institutional Governance. Kluwer, Dordrecht, pp. xv{\textendash}xxxi, 2002; Welch in\ Higher Education in Southeast Asia: Blurring Borders, Changing Balance. Taylor \& Francis, 2011), with implications on academics{\textquoteright} work (Blackmore et al. in\ Re-positioning University Governance and Academic Work. Sense Publishers, 2010; Carvalho and Santiago in\ Higher Education Policy\ 23:397{\textendash}411, 2010; Marginson in\ Journal of Higher Education Policy and Management\ 22:23{\textendash}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 {\textquotedblleft}with little understanding of several important cultural dimensions{\textquotedblright} (Stromquist in\ Compare\ 30:261{\textendash}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{\textquoteright} organization and funding, cultures{\textquoteright} governance and management, and professionals{\textquoteright} and students{\textquoteright} 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.

}, keywords = {Brazil, Finland, Globalization, Governance, Higher Education Institutions, International organizations, Management, new public management, Portugal}, issn = {978-3-030-15757-9}, doi = {https://doi.org/10.1007/978-3-030-15758-6_5}, url = {https://link.springer.com/chapter/10.1007/978-3-030-15758-6_5}, author = {Sara Diogo and Milka Barbosa and Teresa Carvalho} } @article {4225, title = {O Impacto do Turismo das Aldeias Hist{\'o}ricas de Portugal: Um Quadro de An{\'a}lise (The Impact of Tourism in the Historical Villages of Portugal: A Framework for Analysis)}, journal = {Finisterra}, volume = {54}, year = {2019}, pages = {21-36}, author = {Manuela Nat{\'a}rio and Ana I. Melo and Ricardo Biscaia and Paula Rocha and Carlos Santos and Augusta Ferreira and Dalila Dias and Gon{\c c}alo Gomes and Gra{\c c}a Azevedo and R{\'u}ben Duarte and Rui Pedro Marques} } @book {3947, title = {Psicologia em Palavras: 500 Termos T{\'e}cnicos}, year = {2019}, publisher = {Edi{\c c}{\~o}es Chiado}, organization = {Edi{\c c}{\~o}es Chiado}, address = {Lisboa}, keywords = {Psychology}, url = {https://www.chiadobooks.com/livraria/psicologia-em-palavras-500-termos-tecnicos}, author = {Machado and Dias and Ferreira} } @proceedings {Fitsgerald_2018, title = {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}, number = {3}, year = {2018}, publisher = {Elsevier }, doi = {10.1016/j.bbmt.2017.12.203}, url = {https://doi.org/10.1016\%2Fj.bbmt.2017.12.203}, author = {Brynn Fitsgerald and Najla El Jurdi and Nina Dambrosio and Ali Filali-Mouhim and Iman Salem and Jude Khatib and Paolo Caimi and Rui Amaral Mendes and Mahmoud Ghannoum and Marcos Lima} } @proceedings {3456, title = {Creativity is intelligence having fun{\textquotedblright}: Is creativity a real learning outcome of higher education? }, year = {2018}, author = {D. Dias and Diana Soares} } @proceedings {3409, title = {Drop-out and completion among Portuguese students}, year = {2018}, publisher = {Edulern 2018}, address = {Palma de Mallorca, Spain}, doi = {DOI: 10.21125/edulearn.2018.0545}, url = {https://library.iated.org/view/TAVARES2018DRO}, author = {Orlanda Tavares and Cristina Sin and D. Dias and Concei{\c c}{\~a}o Rego} } @article {3779, title = {Enhancing the Visibility and Impact of Scholarly Research: an exploratory study on knowledge production settings}, journal = {Revista Meta: Avalia{\c c}{\~a}o}, volume = {10}, year = {2018}, pages = {502{\textendash}532}, author = {Pinho, Isabel and Sara Diogo} } @article {2615, title = {Exploring the relationship between institutional and professional autonomy: A comparative study between Portugal and Finland}, journal = {Journal of Higher Education Policy and Management}, volume = {40}, year = {2018}, pages = {18-33}, publisher = {Taylor \& Francis}, isbn = {1360-080X}, author = {Teresa Carvalho and Sara Diogo} } @article {3429, title = {How are local policies promoting older people{\textquoteright}s mobility? A case study}, journal = {Urban Science}, volume = {2}, year = {2018}, pages = {63}, publisher = {Multidisciplinary Digital Publishing Institute}, author = {Gon{\c c}alo Santinha and Catarina Costa and Sara Diogo} } @article {3973, title = {An initial study of the internal validity of the Portuguese adaptation of the Marital Social- Skills Inventory}, journal = {Psychological Studies}, volume = {35}, year = {2018}, pages = {275-285}, url = {http://dx.doi.org/10.1590/1982-02752018000300006}, author = {J. Aguiar and Marisa Matias and Elizabeth Joan Barhem and Anne Marie Fontaine and Zilda Aparecida Pereira DEL PRETTE} } @conference {3473, title = {Key skills to be an accountant: The gap between the learning outcomes and the opinion of the practitioner accountants}, booktitle = {EDULEARN18 Proceedings}, year = {2018}, month = {2-4 July, 2018}, publisher = {IATED}, organization = {IATED}, isbn = {978-84-09-02709-5}, doi = {10.21125/edulearn.2018.1248}, url = {http://dx.doi.org/10.21125/edulearn.2018.1248}, author = {A. Lucas and D. Dias} } @article {Ana_Isabel_Melo39573443, title = {The million-dollar question: Can internships boost employment?}, journal = {Studies in Higher Education}, volume = {43}, year = {2018}, pages = {2-21}, doi = {10.1080/03075079.2016.1144181}, url = {http://doi.org/10.1080/03075079.2016.1144181}, author = {J. P. Silva and B. Lopes and M. Costa and Ana Sofia Melo and G. P. Dias and E. Brito and D. Seabra} } @proceedings {3455, title = {Navigating round higher education degrees: A cross comparison of bachelor, master and PhD learning outcomes}, year = {2018}, author = {D. Dias and Diana Soares} } @article {3452, title = {O que se {\textquotedblleft}ensina{\textquotedblright} no Ensino Superior: avaliando conhecimentos, compet{\^e}ncias, valores e atitudes}, journal = {Revista Meta: Avalia{\c c}{\~a}o}, volume = {10 (29)}, year = {2018}, pages = {318-337}, author = {D. Dias and Diana Soares and Claisy Maria Marinho-Araujo and L. Almeida} } @proceedings {3457, title = {Is Portuguese Higher Education developing students capacities for innovation? The truth behind learning outcomes. }, year = {2018}, author = {D. Dias and Diana Soares} } @book {3511, title = {Sistemas de Gest{\~a}o de Qualidade na Administra{\c c}{\~a}o P{\'u}blica}, year = {2018}, publisher = {Di{\'a}rio de Bordo}, organization = {Di{\'a}rio de Bordo}, address = {Lisboa}, author = {Jorge Silv{\'e}rio and D. Dias and Jorge Cobra} } @proceedings {3453, title = {Teaching psychology or teaching education? The hidden truth behind learning outcomes}, year = {2018}, author = {Diana Soares and D. Dias} } @proceedings {3408, title = {What actually matters in a Philosophy curriculum?}, year = {2018}, publisher = {Edulearn 2018}, address = {Palma de mallorca, Spain}, doi = {DOI: 10.21125/edulearn.2018.1635}, url = {https://library.iated.org/view/TAVARES2018WHA}, author = {Orlanda Tavares and Diana Soares and D. Dias} } @conference {3474, title = {What is best for future accountants{\textquoteright} professional success: An internship or a business project?}, booktitle = {EDULEARN18 Proceedings}, year = {2018}, month = {2-4 July, 2018}, publisher = {IATED}, organization = {IATED}, isbn = {978-84-09-02709-5}, doi = {10.21125/edulearn.2018.1942}, url = {http://dx.doi.org/10.21125/edulearn.2018.1942}, author = {A. Lucas and D. Dias} } @proceedings {3454, title = {What makes the difference in students{\textquoteright} soft skills development: An analysis of laureate professional assessment (LPA) results}, year = {2018}, author = {Diana Soares and D. Dias} } @article {4069, title = {Women Rectors and Leadership Narratives: The Same Male Norm?}, journal = {Education Sciences}, volume = {8}, year = {2018}, month = {23 May 2018}, chapter = {75}, abstract = {

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.

}, keywords = {female leadership, gender and leadership, Portugal, women rectors}, doi = {http://dx.doi.org/10.3390/educsci8020075}, url = {https://www.mdpi.com/2227-7102/8/2/75}, author = {Teresa Carvalho and Sara Diogo} } @conference {Lucas_2017, title = {Academic qualifications on the certified public accountant profession}, booktitle = {ICERI2017 Proceedings - 10th annual International Conference of Education, Research and Innovation}, year = {2017}, publisher = {IATED}, organization = {IATED}, address = {Seville, Spain. 16-18 November}, doi = {10.21125/iceri.2017.1640}, url = {https://doi.org/10.21125\%2Ficeri.2017.1640}, author = {A. Lucas and D. Dias} } @booklet {Sara_Diogo40447383, title = {Avalia{\c c}{\~a}o externa {\`a} reforma do ensino secund{\'a}rio em S{\~a}o Tom{\'e} e Pr{\'\i}ncipe (2009-2016). (Relat{\'o}rio final)}, howpublished = {Universidade de Aveiro}, year = {2017}, author = {Sara Diogo} } @conference {Dias_2017, title = {A blind date between academic curriculum and job market: The strategic role of soft skills}, booktitle = {EDULEARN 17 Proceedings - 9th International Conference on Education and New Learning Technologies}, year = {2017}, publisher = {IATED}, organization = {IATED}, address = {Barcelona, Spain. 3-5 July}, doi = {10.21125/edulearn.2017.1538}, url = {https://doi.org/10.21125\%2Fedulearn.2017.1538}, author = {D. Dias and Diana Soares} } @article {Dias_2017, title = {Civic learning outcomes: A step towards an inclusive higher education}, journal = {International Journal of Inclusive Education}, volume = {22}, number = {4}, year = {2017}, pages = {360{\textendash}374}, publisher = {Informa {UK} Limited}, doi = {10.1080/13603116.2017.1365956}, url = {https://doi.org/10.1080\%2F13603116.2017.1365956}, author = {D. Dias and Diana Soares} } @inbook {Biscaia2017, title = {A especificidade da avalia{\c c}{\~a}o de desempenho do ensino superior polit{\'e}cnico: Proposta de um sistema de posicionamento das IESP}, booktitle = {Indicadores de desempenho para as institui{\c c}{\~o}es de ensino superior polit{\'e}cnico investiga{\c c}{\~a}o aplicada, cria{\c c}{\~a}o cultural e impacto regional}, year = {2017}, publisher = {Edi{\c c}{\~o}es S{\'\i}labo}, organization = {Edi{\c c}{\~o}es S{\'\i}labo}, address = {Lisboa}, isbn = {978-972-618-875-9}, author = {Ana Rita Biscaia and Hugo Figueiredo and I. F{\'e}ria and C. Borralho and Maria Jo{\~a}o e Ma Rosa}, editor = {Sandra Sa{\'u}de and Ana Sofia Melo and C. Borralho and G. P. Dias and Hugo Figueiredo and Isabel Machado and I. F{\'e}ria and Paula Rocha and R. Biscaia and S. Lopes} } @article {4072, title = {Exploring the relationship between institutional and professional autonomy: a comparative study between Portugal and Finland}, journal = {Journal of Higher Education Policy and Management}, volume = {40}, year = {2017}, month = {12 Nov 2017}, pages = {18-33}, abstract = {

By comparing two distinct settings{\textendash}Portugal and Finland{\textendash}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.

}, keywords = {academic freedom, comparative education, Finland, higher education systems, institutional autonomy, Portugal}, doi = {https://doi.org/10.1080/1360080X.2018.1395916}, url = {https://www.tandfonline.com/doi/full/10.1080/1360080X.2018.1395916}, author = {Teresa Carvalho and Sara Diogo} } @inbook {Magalh_es_2017, title = {Hard and soft managerialism in Portuguese higher education governance}, booktitle = {The university as a critical institution?}, year = {2017}, pages = {39{\textendash}53}, publisher = {Sense Publishers}, organization = {Sense Publishers}, address = {Rotterdam}, doi = {10.1007/978-94-6351-116-2_3}, url = {https://doi.org/10.1007\%2F978-94-6351-116-2_3}, author = {A. M. Magalh{\~a}es and L.G. Veiga and Pedro Videira}, editor = {R. Deem and H. Eggins} } @conference {Dias_2017, title = {Highlighting entrepreneurship skills in academic curricula: {\textquotedblleft}I still haven{\textquoteright}t found what I{\textquoteright}m looking for{\textquotedblright}}, booktitle = {EDULEARN17 Proceedings}, year = {2017}, month = {march/2017}, publisher = {IATED}, organization = {IATED}, doi = {10.21125/edulearn.2017.1548}, url = {https://doi.org/10.21125\%2Fedulearn.2017.1548}, author = {D. Dias and Diana Soares} } @conference {Diana_Dias32064037, title = {Learning outcomes and employability: A case study on mamagement academic programmes}, booktitle = {INTED2017 Proceedings}, year = {2017}, doi = {10.21125/inted.2017.1518}, url = {http://doi.org/10.21125/inted.2017.1518}, author = {D. Dias and I Soares and D. Dias and A. Monteiro and J Proen{\c c}a} } @inbook {Dias_2017, title = {Learning outcomes in European higher education}, booktitle = {Encyclopedia of international higher education systems and institutions}, year = {2017}, month = {nov}, pages = {1{\textendash}5}, publisher = {Springer}, organization = {Springer}, address = {Dordrecht}, doi = {10.1007/978-94-017-9553-1_317-1}, url = {https://doi.org/10.1007\%2F978-94-017-9553-1_317-1}, author = {D. Dias} } @conference {Dias_2017, title = {Learning outcomes in higher education: Designing a conceptual map for Portuguese academia}, booktitle = {INTED2017 Proceedings}, year = {2017}, publisher = {IATED}, organization = {IATED}, doi = {10.21125/inted.2017.2170}, url = {https://doi.org/10.21125\%2Finted.2017.2170}, author = {D. Dias and Diana Soares} } @conference {Soares_2017, title = {Lifelong learning as a crucial vector for designing higher education curricula}, booktitle = {INTED2017 Proceedings}, year = {2017}, month = {mar}, publisher = {IATED}, organization = {IATED}, doi = {10.21125/inted.2017.2176}, url = {https://doi.org/10.21125\%2Finted.2017.2176}, author = {Diana Soares and D. Dias} } @conference {Diana_Dias32064034, title = {Managing research or managing knowledge? A device tool for quality assurance}, booktitle = {INTED2017 Proceedings. 11th International Technology, Education and Development Conference}, year = {2017}, address = {Valencia, Spain. 6-8 March}, doi = {10.21125/inted.2017.2283}, url = {http://doi.org/10.21125/inted.2017.2283}, author = {D. Dias and A. Monteiro and Morais, AJ and Manuel Nunes and D. Dias} } @conference {Soares_2017, title = {More competent and more equal: Higher education as a supporter of soft skills development}, booktitle = {INTED2017 Proceedings}, year = {2017}, month = {mar}, publisher = {IATED}, organization = {IATED}, doi = {10.21125/inted.2017.2184}, url = {https://doi.org/10.21125\%2Finted.2017.2184}, author = {Diana Soares and Ricardo Carvalho and Gary Burkholder and D. Dias} } @inbook {Dias_2017, title = {Peer instruction in higher education}, booktitle = {Encyclopedia of international higher education systems and institutions}, year = {2017}, month = {nov}, pages = {1{\textendash}3}, publisher = {Springer Netherlands}, organization = {Springer Netherlands}, doi = {10.1007/978-94-017-9553-1_433-1}, url = {https://doi.org/10.1007\%2F978-94-017-9553-1_433-1}, author = {D. Dias} } @inbook {Manatos_2017, title = {The perceptions of quality management by universities{\textquoteright} internal stakeholders}, booktitle = {The university as a critical institution?}, year = {2017}, pages = {157{\textendash}172}, publisher = {Sense Publishers}, organization = {Sense Publishers}, address = {Rotterdam}, doi = {10.1007/978-94-6351-116-2_9}, url = {https://doi.org/10.1007\%2F978-94-6351-116-2_9}, author = {Maria Jo{\~a}o e Ma Rosa and Cl{\'a}udia Sarrico}, editor = {R. Deem and H. Eggins} } @article {Soares_2017, title = {Resultados de aprendizagem no quadro do ensino superior portugu{\^e}s: O caso da psicologia e da educa{\c c}{\~a}o}, journal = {Revista de Estudios e Investigaci{\'o}n en Psicolog{\'\i}a y Educaci{\'o}n}, number = {12}, year = {2017}, pages = {37}, publisher = {Universidade da Coruna}, doi = {10.17979/reipe.2017.0.12.2421}, url = {https://doi.org/10.17979\%2Freipe.2017.0.12.2421}, author = {Diana Soares and D. Dias} } @article {Dias_2017, title = {Resultados de aprendizagem no quadro do ensino superior portugu{\^e}s: Defini{\c c}{\~a}o e medida}, journal = {Revista de Estudios e Investigaci{\'o}n en Psicolog{\'\i}a y Educaci{\'o}n}, number = {12}, year = {2017}, month = {dec}, pages = {41}, publisher = {Universidade da Coruna}, doi = {10.17979/reipe.2017.0.12.2423}, url = {https://doi.org/10.17979\%2Freipe.2017.0.12.2423}, author = {D. Dias and Diana Soares and L. Almeida and Claisy Maria Marinho-Araujo and Ant{\'o}nio G. Ferreira} } @inbook {Cardoso_2017, title = {Student participation in quality assurance: A partnership?}, booktitle = {Collaboration, communities and competition}, year = {2017}, pages = {125{\textendash}142}, publisher = {Sense Publishers}, organization = {Sense Publishers}, address = {Rotterdam}, doi = {10.1007/978-94-6351-122-3_8}, url = {https://doi.org/10.1007\%2F978-94-6351-122-3_8}, author = {S{\'o}nia Cardoso and Maria Jo{\~a}o e Ma Rosa and Pedro Videira}, editor = {S. Dent and L. Lane and T. Strike} } @article {1742, title = {Towards the university entrepreneurial mission: Portuguese academics{\textquoteright} self-perspective of their role in knowledge transfer}, journal = {Journal of Further and Higher Education}, volume = {42}, year = {2017}, pages = {784-796}, doi = {10.1080/0309877X.2017.1311998}, author = {E. S{\'a} and D. Dias and Maria Jos{\'e} S{\'a}} } @conference {3509, title = {Training accounting students to act ethically: The balance between academic knowledge and soft skills}, booktitle = {ICERI2017 Proceedings}, year = {2017}, month = {11, 2017}, publisher = {IATED}, organization = {IATED}, isbn = {978-84-697-6957-7}, doi = {10.21125/iceri.2017.1555}, url = {http://dx.doi.org/10.21125/iceri.2017.1555}, author = {A. Lucas and D. Dias} } @conference {Soares_2017, title = {Translating critical thinking skills to higher education practices}, booktitle = {INTED2017 Proceedings}, year = {2017}, month = {mar}, publisher = {IATED}, organization = {IATED}, doi = {10.21125/inted.2017.2171}, url = {https://doi.org/10.21125\%2Finted.2017.2171}, author = {Diana Soares and Amanda Franco and D. Dias} } @article {Dias2017, title = {Valida{\c c}{\~a}o de um instrumento de avalia{\c c}{\~a}o dos fatores promotores da motiva{\c c}{\~a}o para o trabalho: Um estudo com profissionais de sa{\'u}de oncol{\'o}gica portugueses}, journal = {Analise Psicologica}, volume = {35}, number = {2}, year = {2017}, pages = {231-245}, author = {D. Dias and {\^A}. Leite and A. Ramires and P. Bicho} } @article {Dias_2017, title = {Working with cancer: Motivation and job satisfaction}, journal = {International Journal of Organizational Analysis}, volume = {25}, number = {4}, year = {2017}, month = {sep}, pages = {662{\textendash}686}, publisher = {Emerald}, doi = {10.1108/ijoa-12-2016-1096}, url = {https://doi.org/10.1108\%2Fijoa-12-2016-1096}, author = {D. Dias and {\^A}. Leite and A. Ramires and P. Bicho} } @article {1557, title = {Academic promises and family (dis)enchantments: Clues for guidance and counselling in higher education}, journal = {British Journal of Guidance and Counselling}, volume = {44}, year = {2016}, pages = {42-56}, doi = {10.1080/03069885.2015.1007442.}, author = {D. Dias and Maria Jos{\'e} S{\'a}} } @inbook {Santiago_2016, title = {Academics{\textquoteright} professional characteristics and trajectories: The Portuguese case}, booktitle = {Biographies and careers throughout academic life}, year = {2016}, pages = {165{\textendash}186}, publisher = {Springer}, organization = {Springer}, address = {Dordrecht}, doi = {10.1007/978-3-319-27493-5_10}, url = {https://doi.org/10.1007\%2F978-3-319-27493-5_10}, author = {Rui Santiago and Teresa Carvalho and Sofia Sousa and D. Dias and M. L. Machado-Taylor}, editor = {J. F. Galaz-Fontes and A. Arimoto and U. Teichler and J. Brennan} } @mastersthesis {2687, title = {Changes in Finnish and Portuguese higher education governance: Comparing national and institutional responses to the Bologna process and new public management}, year = {2016}, school = {Universidade de Aveiro (Portugal)}, author = {Sara Diogo} } @conference {Dias_2016, title = {Designing learning outcomes in Portuguese higher education: How are they defined and implemented?}, booktitle = {EDULEARN16 Proceedings}, year = {2016}, publisher = {IATED Academy}, organization = {IATED Academy}, doi = {10.21125/edulearn.2016.0783}, url = {https://doi.org/10.21125\%2Fedulearn.2016.0783}, author = {D. Dias and Paula Carvalho and Diana Soares} } @conference {Neves_2016, title = {Learning basic design with virtual reality: A methodological approach}, booktitle = {EDULEARN16 Proceedings}, year = {2016}, publisher = {IATED Academy}, organization = {IATED Academy}, doi = {10.21125/edulearn.2016.2283}, url = {https://doi.org/10.21125\%2Fedulearn.2016.2283}, author = {Ana Neves and Lucy Niemeyer and Em{\'\i}lia Duarte and D. Dias and Hande Ayanoglu and L. Teixeira and M. Saraiva and Fernando Martins} } @booklet {S{\'o}nia_Cardoso33006411, title = {Mobility patterns of higher education students. Progress report from the study mobility patterns of higher education students (2015-2017)}, year = {2016}, author = {C. S{\'a} and D. Dias and D. Louren{\c c}o and F. Ribeiro and Mendes, F. and Pinheiro, FL. and L. Tom{\'e} and M. Fonseca and Orlanda Tavares and Encarna{\c c}{\~a}o, S and S{\'o}nia Cardoso} } @article {Portela2016, title = {A prediction rule to stratify mortality risk of patients with pulmonary tuberculosis}, journal = {PLoS ONE}, volume = {11}, number = {9}, year = {2016}, author = {Bastos, H.N. and Os{\'o}rio, N.S. and Castro, A.G. and Ana Ramos and Teresa Carvalho and Meira, L. and Ara{\'u}jo, D. and L. Almeida and Boaventura, R. and Fragata, P. and Chaves, C. and Costa, P. and Miguel Portela and I. Ferreira and Magalh{\~a}es, S.P. and Rodrigues, F. and Sarmento-Castro, R. and Duarte, R. and Guimar{\~a}es, J.T. and M. Saraiva} } @conference {Dias_2016, title = {Retrieving civic dimensions in higher education curricula: Is learning improving students{\textquoteright} civic development?}, booktitle = {EDULEARN16 Proceedings}, year = {2016}, month = {jul}, publisher = {IATED Academy}, organization = {IATED Academy}, doi = {10.21125/edulearn.2016.0785}, url = {http://dx.doi.org/10.21125/edulearn.2016.0785}, author = {D. Dias and Diana Soares} } @article {Melo2016, title = {Stairway to employment? Internships in higher education}, journal = {Higher Education}, volume = {72}, number = {6}, year = {2016}, pages = {703-721}, author = {J. P. Silva and B. Lopes and M. Costa and D. Seabra and Ana Sofia Melo and E. Brito and G. P. Dias} } @article {Molina_Prats_2016, title = {The therapeutic effects of apigenin and dexamethasone on 5-fluorouracil-induced oral mucositis - A pilot study using a Syrian hamster model}, journal = {Journal of Oral Pathology \& Medicine}, year = {2016}, publisher = {Wiley-Blackwell}, doi = {10.1111/jop.12473}, url = {https://doi.org/10.1111\%2Fjop.12473}, author = {Patricia Molina Prats and Francisco G{\'o}mez Garcia and Francisco Martinez Diaz and Rui Amaral Mendes and Pia Lopez- Jornet} } @conference {Soares_2016, title = {Understanding lifelong learning through the eyes of Portuguese higher education institutions}, booktitle = {EDULEARN16 Proceedings}, year = {2016}, publisher = {IATED Academy}, organization = {IATED Academy}, doi = {10.21125/edulearn.2016.0808}, url = {http://dx.doi.org/10.21125/edulearn.2016.0808}, author = {Diana Soares and D. Dias} } @article {Correia_2015, title = {As potencialidades da implementa{\c c}{\~a}o de atividades pr{\'a}ticas de car{\'a}ter investigativo e interdisciplinar em ci{\^e}ncias no 1.{\textordmasculine} ciclo}, journal = {Saber \& Educar}, number = {20}, year = {2015}, month = {dec}, pages = {202}, publisher = {Escola Superior de Educacao de Paula Frassinetti}, doi = {10.17346/se.vol20.163}, url = {https://doi.org/10.17346\%2Fse.vol20.163}, author = {Ma Correia and D. Dias} } @article {RID:1221171218910-1223, title = {European universities as complete organizations? Understanding identity, hierarchy and rationality in public organizations}, journal = {Public Management Review}, volume = {17}, number = {10}, year = {2015}, pages = {1444-1474}, author = {M. Seeber and B. Lepori and M. Montauti and J. Enders and H. de Boer and E. Weyer and Ivar Bleiklie and K. Hope and S. Michelsen and Gigliola Nyhagen Mathisen and N. Frolich and L. Scordato and B. Stensaker and E. Waagene and Z. Dragsic and P. Kretek and G. Kr{\"u}cken and A. M. Magalh{\~a}es and F. Ribeiro and Sofia Sousa and L.G. Veiga and Rui Santiago and G. Marini and E. Reale} } @inbook {RID:1221171218910-1250, title = {From collegial governance to boardism: Reconfiguring governance in higher education}, booktitle = {The Palgrave international handbook of higher education policy and governance}, year = {2015}, month = {2015}, pages = {398{\textendash}416}, publisher = {Palgrave Macmillan}, organization = {Palgrave Macmillan}, address = {London}, isbn = {978-1-349-57709-5}, doi = {https://doi.org/10.1007/978-1-137-45617-5_22}, author = {L.G. Veiga and A. M. Magalh{\~a}es and Alberto Amaral}, editor = {Huisman, Jeroen and H. de Boer and D. Dill and M. Souto-Otero} } @inbook {Cardoso2016, title = {Gender in higher education: A critical review}, booktitle = {The Palgrave international handbook of higher education policy and governance}, year = {2015}, pages = {569-584}, publisher = {Palgrave Macmillan}, organization = {Palgrave Macmillan}, address = {London}, author = {Pat O{\textquoteright}Connor and Teresa Carvalho and A. Vab{\o} and S{\'o}nia Cardoso}, editor = {Huisman, Jeroen and H. de Boer and D. Dill and M. Souto-Otero} } @conference {2838, title = {The good, the worthy and the ugly: Higher education, internships and unemployment}, booktitle = {28th CHER Conference}, year = {2015}, address = {Lisboa (Portugal), 7-9 de setembro}, author = {J. P. Silva and Ana Sofia Melo and B. Lopes and M. Costa and E. Brito and G. P. Dias} } @article {Diana_Dias31321722, title = {Has massification of higher education led to more equity? Clues to a reflection on Portuguese education arena}, journal = {International Journal of Inclusive Education}, year = {2015}, issn = {1360-3116}, doi = {10.1080/13603116.2013.788221}, url = {http://doi.org/10.1080/13603116.2013.788221}, author = {D. Dias} } @inbook {4035, title = {Institutionalism and Organisational Change}, booktitle = {The Palgrave International Handbook of Higher Education Policy and Governance}, year = {2015}, pages = {114-131}, publisher = {Palgrave Macmillan }, organization = {Palgrave Macmillan }, edition = {J. Huisman, H. de Boer, D. Dill, M. Souto-Otero }, address = {London}, abstract = {

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.

}, keywords = {European High Education Area, High Education Policy, Historical Institutionalism, Institutional Actor, Institutional Theory}, issn = {978-1-349-57709-5}, doi = {https://doi.org/10.1007/978-1-137-45617-5_7}, url = {https://link.springer.com/chapter/10.1007/978-1-137-45617-5_7}, author = {Sara Diogo and Teresa Carvalho and Alberto Amaral} } @conference {2839, title = {Managing research diversity in binary HE systems: The case of the Portuguese polytechnic sector}, booktitle = {28th CHER Conference}, year = {2015}, author = {Hugo Figueiredo and Ana Sofia Melo and Maria Jo{\~a}o e Ma Rosa and Paula Rocha and R. Biscaia and Isabel Machado and G. P. Dias} } @article {1800, title = {Managing the unmanageable: Perceptions on institutional change of a Portuguese university foundation}, journal = {Working Papers in Higher Education Studies}, volume = {1}, year = {2015}, pages = {23-46}, chapter = {23}, abstract = {

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{\textquoteright} 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{\textquoteright} expectations and the effective changes induced by the
law to HEIs.

}, keywords = {Institutional change; Portuguese higher education; RJIES; university foundation; governance and management}, author = {Sara Diogo and Sofia Bruckmann} } @book {Ana_Isabel_Melo16346125, title = {Os est{\'a}gios curriculares e o seu impacto na empregabilidade dos licenciados}, year = {2015}, publisher = {UA Editora}, organization = {UA Editora}, address = {Aveiro}, isbn = {978-972-789-443-7}, doi = {10.13140/RG.2.1.3533.7763}, url = {http://doi.org/10.13140/RG.2.1.3533.7763}, author = {G. P. Dias and Ana Sofia Melo and B. Lopes and D. Seabra and E. Brito and M. Costa and J. P. Silva} } @conference {2840, title = {Performance indicators for applied research? Developing an instrument for positioning polytechnic higher education institutions}, booktitle = {37th EAIR Annual Forum KREMS 2015 {\textquotedblleft}From Here to There: Positioning Higher Education Institutions{\textquotedblright}}, year = {2015}, author = {Ana Sofia Melo and Maria Jo{\~a}o e Ma Rosa and Hugo Figueiredo and R. Biscaia and Isabel Machado and G. P. Dias and P. Teixeira} } @conference {2868, title = {Transformar a {\textquoteleft}Gata-Borralheira{\textquoteright} em Cinderela: O desafio da supervis{\~a}o dos est{\'a}gios curriculares}, booktitle = {Teaching Day {\textendash} 4{\textordfeminine} Edi{\c c}{\~a}o}, year = {2015}, author = {B. Lopes and J. P. Silva and Ana Sofia Melo and E. Brito and M. Costa and G. P. Dias} } @inbook {3508, title = {Assessment of Higher Education Learning Outcomes (AHELO): An OECD feasibility study}, booktitle = {Quality Assurance in Higher Education. Contemporary Debates}, year = {2014}, pages = {66-87}, publisher = {Palgrave Macmillan}, organization = {Palgrave Macmillan}, address = {London \& New York}, author = {D. Dias and Alberto Amaral}, editor = {Maria Jo{\~a}o e Ma Rosa and Alberto Amaral} } @article {1728, title = {The concept of excellence in higher education}, number = {ISBN 978-952-5539-73-8 }, year = {2014}, institution = {ENQA}, type = {web publication}, address = {Brussels}, isbn = {978-952-5539-73-8 (web publication)}, url = {http://www.enqa.eu/index.php/publications/papers-reports/occasional-papers/}, author = {M. Brusoni and M. Brusoni and Damian, R. and Grifoll, J. and Jackson, S. and Komurcugil, H., and M. Malmedy and Mataeva, O. and Motova, G. and Pisarz, S. and Pol, P. and Rostlund, A. and Soboleva, E. and Orlanda Tavares and L. Zobel} } @article {S{\'o}nia_Cardoso11012068, title = {The EUA institutional evaluation programme and the development of an internal quality culture}, journal = {Journal of European Higher Education Area}, volume = {1/2014}, year = {2014}, pages = {1-12}, author = {D. Dias and S{\'o}nia Cardoso and Maria Jo{\~a}o e Ma Rosa and Alberto Amaral} } @article {RID:060816075575-7, title = {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 decis{\~a}o vocacional: Promessas e (des)ilus{\~o}es da entrada na educa{\c c}{\~a}o super}, journal = {Revista Brasileira de Orientacao Profissional}, volume = {15}, number = {1}, year = {2014}, pages = {51-64}, author = {D. Dias and Maria Jos{\'e} S{\'a}} } @inbook {S{\'o}nia_Cardoso33006389, title = {Impact areas of IEP evaluations}, booktitle = {A twenty-year contribution to institutional change: EUA{\textquoteright}s Institutional Evaluation Programme}, year = {2014}, publisher = {European University Association }, organization = {European University Association }, address = {Brussels, Belgium}, author = {D. Dias and S{\'o}nia Cardoso and Maria Jo{\~a}o e Ma Rosa and Alberto Amaral} } @article {1559, title = {Impact of transition to HE: Emotions, feelings and sensations}, journal = {European Journal of Education}, volume = {49}, year = {2014}, pages = {291-303}, doi = {10.1111/ejed.12058.}, author = {D. Dias and Maria Jos{\'e} S{\'a}} } @article {2689, title = {Implementing the Bologna process in Portugal and in Finland: National and institutional realities in perspective}, journal = {Journal of the European Higher Education Area}, year = {2014}, pages = {35-54}, abstract = {

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{\textquoteright}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{\textquoteright} perceptions of the significance attributed to the Bologna reform.

}, author = {Sara Diogo} } @article {RID:060816075556-8, title = {Initiation rituals in university as lever for group cohesion}, journal = {Journal of Further and Higher Education}, volume = {38}, number = {4}, year = {2014}, pages = {447-464}, author = {D. Dias and Maria Jos{\'e} S{\'a}} } @conference {Ana_Isabel_Melo15681704, title = {Potenciar o est{\'a}gio curricular enquanto ferramenta pedag{\'o}gica de acesso ao mercado de trabalho. Miss{\~a}o (im)poss{\'\i}vel?}, booktitle = {Teaching Day {\textendash} 3{\textordfeminine} Edi{\c c}{\~a}o}, year = {2014}, doi = {10.13140/2.1.1088.4169}, url = {http://doi.org/10.13140/2.1.1088.4169}, author = {B. Lopes and E. Brito and Ana Sofia Melo and C. Gomes and J. P. Silva and M. Costa and D. Seabra and G. P. Dias} } @article {Sara_Diogo25790662, title = {Same challenges, different processes: Perceptions on governance changes in Portuguese and Finnish higher education}, journal = {European Journal of Higher Education}, year = {2014}, doi = {10.1080/21568235.2014.967793}, url = {http://doi.org/10.1080/21568235.2014.967793}, author = {Sara Diogo} } @inbook {Santiago_2013, title = {Teaching and research: Perspectives from Portugal}, booktitle = {Teaching and research in contemporary higher education: Systems, activities and rewards}, year = {2014}, month = {jun}, pages = {153{\textendash}176}, publisher = {Springer}, organization = {Springer}, address = {Dordrecht}, doi = {10.1007/978-94-007-6830-7_9}, url = {http://dx.doi.org/10.1007/978-94-007-6830-7_9}, author = {Rui Santiago and Sofia Sousa and Teresa Carvalho and M. L. Machado-Taylor and D. Dias}, editor = {J. C. Shin and U. Teichler and W. K. Cummings and A. Arimoto} } @proceedings {Ana_Isabel_Melo15681706, title = {To practice or not to practice? Designing higher education curriculum to boost employability}, year = {2014}, address = {Seville, 17-19 November}, isbn = {978-84-617-2484-0}, author = {B. Lopes and J. P. Silva and Ana Sofia Melo and E. Brito and D. Seabra and M. Costa and G. P. Dias} } @article {Dias_2014, title = {Transition to higher education: The role of initiation practices}, journal = {Educational Research}, volume = {56}, number = {1}, year = {2014}, pages = {1{\textendash}12}, publisher = {Informa {UK} Limited}, doi = {10.1080/00131881.2013.874144}, url = {https://doi.org/10.1080\%2F00131881.2013.874144}, author = {D. Dias and Maria Jos{\'e} S{\'a}} } @article {Diana_Dias31321723, title = {Waves of (dis)satisfaction: Effects of the numerus clausus system in Portugal}, journal = {European Journal of Education}, volume = {49}, year = {2014}, pages = {144{\textendash}158}, doi = {10.1111/ejed.12042}, url = {http://doi.org/10.1111/ejed.12042}, author = {M. Fonseca and D. Dias and C. S{\'a} and Alberto Amaral} } @proceedings {Ana_Isabel_Melo15681709, title = {Yes, we can: Internships providing leverages in the labour market}, year = {2014}, address = {Seville, 17-19 November}, isbn = {978-84-617-2484-0}, author = {J. P. Silva and B. Lopes and Ana Sofia Melo and E. Brito and D. Seabra and M. Costa and G. P. Dias} } @proceedings {Melo2013, title = {Administrative modernisation and e-government: The case of {\'A}gueda | A moderniza{\c c}{\~a}o administrativa e o governo eletr{\'o}nico: O caso de {\'A}gueda}, year = {2013}, pages = {782-787}, address = {Lisbon, 19-22 June}, author = {Santos, P. and Ana Sofia Melo and G. P. Dias} } @article {Diana_Dias29619112, title = {Becoming young or student: A developmental challenge}, journal = {Revista Portuguesa de Pedagogia}, year = {2013}, issn = {1647-8614}, doi = {10.14195/1647-8614\_47-2\_4}, url = {http://doi.org/10.14195/1647-8614\_47-2\_4}, author = {D. Dias and Maria Jos{\'e} S{\'a}} } @inbook {Maria_Jos{\'e}_S{\'a}11139766, title = {Envolvimento dos acad{\'e}micos em empreendedorismo: O caso portugu{\^e}s [Involvement of academics in entrepreneurship: The Portuguese case]}, booktitle = {Handbook de educa{\c c}{\~a}o em empreendedorismo no contexto portugu{\^e}s [Handbook of entrepreneurship education in the Portuguese context]}, year = {2013}, pages = {191{\textendash}218}, publisher = {Universidade Cat{\'o}lica}, organization = {Universidade Cat{\'o}lica}, address = {Porto}, isbn = {978-989-8366-46-7}, author = {E. S{\'a} and D. Dias and Maria Jos{\'e} S{\'a}}, editor = {D. Redford} } @conference {3645, title = {Evaluaci{\'o}n de los efectos de un programa de comprensi{\'o}n lectora en alumnos Portugueses y Espa{\~n}oles}, booktitle = {Congreso Internacional sobre Tendencias Actuales en el Estudio de la Lectura}, year = {2013}, address = {Madrid, Espanha: Facultad de Humanidades UNED}, author = {Elena Gayo and Iolanda Ribeiro and F L Viana and Irene Cadime and Sandra Santos and Manuel Dea{\~n}o and {\^A}ngeles Conde} } @article {Dias_2013, title = {The faculty conjugated as feminine: A portrait of Portuguese academia}, journal = {Journal of Further and Higher Education}, volume = {37}, number = {1}, year = {2013}, pages = {21{\textendash}37}, publisher = {Informa {UK} Limited}, doi = {10.1080/0309877x.2011.643776}, url = {http://dx.doi.org/10.1080/0309877x.2011.643776}, author = {D. Dias and Maria Jos{\'e} S{\'a} and M. L. Machado-Taylor} } @inbook {Santiago2013, title = {Portugal: Dimensions of academic job satisfaction}, booktitle = {Job satisfaction around the academic world}, volume = {7}, year = {2013}, pages = {187-208}, publisher = {Springer}, organization = {Springer}, address = {Dordrecht}, author = {D. Dias and M. L. Machado-Taylor and Rui Santiago and Teresa Carvalho and Sofia Sousa}, editor = {P. Bentley and H. Coates and I. Dobson and Leo Goedegebuure and L. Meek} } @article {Maria_Jos{\'e}_S{\'a}11139988, title = {Rituais de transi{\c c}{\~a}o no ensino superior portugu{\^e}s: A praxe enquanto processo de reconfigura{\c c}{\~a}o identit{\'a}ria [Transition rituals in Portuguese higher education: Hazing as an identity reconfiguration process]}, journal = {Revista Galego-Portuguesa de Psicolox{\'\i}a e Educaci{\'o}n: Revista de Estudios e Investigaci{\'o}n en Psicolog{\'\i}a y Educaci{\'o}n}, volume = {21}, year = {2013}, pages = {21-34}, author = {D. Dias and Maria Jos{\'e} S{\'a}} } @article {Dias2013, title = {Students{\textquoteright} choices in Portuguese higher education: Influences and motivations}, journal = {European Journal of Psychology of Education}, volume = {28}, number = {2}, year = {2013}, pages = {437-451}, author = {D. Dias} } @book {Orlanda_Tavares12231676, title = {Tend{\^e}ncias recentes no ensino superior portugu{\^e}s}, year = {2013}, publisher = {A3ES - Ag{\^e}ncia de Avalia{\c c}{\~a}o e Acredita{\c c}{\~a}o do Ensino Superior}, organization = {A3ES - Ag{\^e}ncia de Avalia{\c c}{\~a}o e Acredita{\c c}{\~a}o do Ensino Superior}, address = {Lisboa}, isbn = {978-989-97174-8-0}, author = {C. S{\'a} and D. Dias and Orlanda Tavares} } @article {1736, title = {Tornar-se jovem ou estudante: Um desafio desenvolvimental [Becoming young or a student: A developmental challenge]}, journal = {Revista Portuguesa de Pedagogia}, volume = {47}, year = {2013}, pages = {65-84}, author = {D. Dias and Maria Jos{\'e} S{\'a}} } @article {Veiga_2013, title = {Why is it difficult to grasp the impacts of the Portuguese quality assurance system?}, journal = {European Journal of Education}, volume = {48}, number = {3}, year = {2013}, pages = {454{\textendash}470}, publisher = {Wiley-Blackwell}, doi = {10.1111/ejed.12040}, url = {https://doi.org/10.1111\%2Fejed.12040}, author = {L.G. Veiga and Maria Jo{\~a}o e Ma Rosa and D. Dias and Alberto Amaral} } @proceedings {Maria_Jos{\'e}_S{\'a}11140908, title = {Academic entrepeneurship: Diferente realities, diverse motivations}, year = {2012}, pages = {327-338}, address = {Lisboa, Laureate International Universities {\textendash} ISLA, 13-14 de setembro}, author = {D. Dias and E. S{\'a} and Maria Jos{\'e} S{\'a}} } @article {2685, title = {Comparing higher education reforms in Finland and Portugal}, journal = {Higher Education Management and Policy}, volume = {23}, year = {2012}, pages = {1-20}, publisher = {Organisation for Economic Cooperation and Development (OECD)}, isbn = {1682-3451}, author = {Kauko, Jaakko and Sara Diogo} } @article {RID:060816075559-16, title = {Democratiza{\c c}{\~a}o do acesso e do sucesso no ensino superior: Uma reflex{\~a}o a partir das realidades de Portugal e do Brasil}, journal = {Avalia{\c c}{\~a}o: Revista da Avalia{\c c}{\~a}o da Educa{\c c}{\~a}o Superior (Campinas)}, volume = {17}, number = {3}, year = {2012}, pages = {899{\textendash}920}, author = {L. Almeida and Claisy Maria Marinho-Araujo and Alberto Amaral and D. Dias} } @article {Dias_2012, title = {From high school to university: Students{\textquoteright} competences recycled}, journal = {Research in Post-Compulsory Education}, volume = {17}, number = {3}, year = {2012}, pages = {277{\textendash}291}, publisher = {Informa {UK} Limited}, doi = {10.1080/13596748.2012.700094}, url = {https://doi.org/10.1080\%2F13596748.2012.700094}, author = {D. Dias and Maria Jos{\'e} S{\'a}} } @inbook {Dias_2012, title = {Portugal: Dimensions of academic job satisfaction}, booktitle = {Job satisfaction around the academic world}, year = {2012}, month = {sep}, pages = {187{\textendash}208}, publisher = {Springer}, organization = {Springer}, address = {Dordrecht}, doi = {10.1007/978-94-007-5434-8_10}, url = {http://dx.doi.org/10.1007/978-94-007-5434-8_10}, author = {D. Dias and M. L. Machado-Taylor and Rui Santiago and Teresa Carvalho and C. Sousa}, editor = {P. Bentley and H. Coates and I. Dobson and Leo Goedegebuure and L. Meek} } @article {Maria_Jos{\'e}_S{\'a}11140186, title = {Ser docente em Portugal: Percursos de g{\'e}nero [To be an academic in Portugal: Gender paths]}, journal = {Revista Galego-Portuguesa de Psicolox{\'\i}a e Educacion: revista de estudios e investigaci{\'o}n en psicolog{\'\i}a y educaci{\'o}n}, volume = {20}, year = {2012}, pages = {201-215}, author = {D. Dias and Maria Jos{\'e} S{\'a} and M. L. Machado-Taylor} } @book {2674, title = {Sucesso e satisfa{\c c}{\~a}o dos estudantes finalistas do Instituto Polit{\'e}cnico de Leiria}, year = {2012}, publisher = {Afrontamento}, organization = {Afrontamento}, address = {Porto}, issn = {978-972-36-1241-7}, author = {J. Brites Ferreira and Gra{\c c}a Maria Seco and Maria Odilia Abreu and Isabel Sim{\~o}es Dias and Rita Cadima and Fernando Canastra} } @article {Dias_2011, title = {The democratisation of access and success in higher education}, journal = {Higher Education Management and Policy}, volume = {23}, number = {1}, year = {2011}, pages = {1{\textendash}20}, publisher = {Organisation for Economic Co-Operation and Development ({OECD})}, doi = {10.1787/hemp-23-5kgglbdlrptg}, url = {http://dx.doi.org/10.1787/hemp-23-5kgglbdlrptg}, author = {D. Dias and Alberto Amaral and Claisy Maria Marinho-Araujo and L. Almeida} } @article {Maria_Jos{\'e}_S{\'a}11140578, title = {Do ensino secund{\'a}rio para o superior: O impacto emocional da transi{\c c}{\~a}o [From high school to higher education: The emotional impact of transition]}, journal = {Revista Galego-Portuguesa de Psicolox{\'\i}a e Educacion: revista de estudios e investigaci{\'o}n en psicolog{\'\i}a y educaci{\'o}n}, volume = {19}, year = {2011}, pages = {35-48}, issn = {1138-1663}, author = {D. Dias and Maria Jos{\'e} S{\'a}} } @article {Rosa_2011, title = {The EUA institutional evaluation programme: An account of institutional best practices}, journal = {Quality in Higher Education}, volume = {17}, number = {3}, year = {2011}, pages = {369{\textendash}386}, publisher = {Informa {UK} Limited}, doi = {10.1080/13538322.2011.625207}, url = {https://doi.org/10.1080\%2F13538322.2011.625207}, author = {Maria Jo{\~a}o e Ma Rosa and S{\'o}nia Cardoso and D. Dias and Alberto Amaral} } @article {3191, title = {The European university landscape: A micro characterization based on evidence from the Aquameth project}, journal = { Research Policy}, volume = {40}, year = {2011}, pages = {148-164}, author = {Daraio, C. and Bonaccorsi, A. and Geuna, A. and B. Lepori and Bach, L. and Bogetoft, P. and M.F. Cardoso and Castro-Martinez, E. and Crespi, G. and I. Fernandez Lucio and Fried, H. and Garcia-Aracil, A. and Inzelt, A. and B. Jongbloed and Kempkes, G. and Llerena, P. and Matt, M. and Olivares, M. and Pohl, C. and Raty, T. and Maria Jo{\~a}o e Ma Rosa and Cl{\'a}udia Sarrico and Simar, L. and Slipersaeter, S. and P. Teixeira and Eeckaut, P.V.} } @article {RID:060816075559-21, title = {Higher education (related) choices in Portugal: Joint decisions on institution type and leaving home}, journal = {Studies in Higher Education}, volume = {36}, number = {6}, year = {2011}, pages = {689-703}, author = {C. S{\'a} and D. Dias and E. Justino and Alberto Amaral} } @inbook {Cardoso_2011, title = {The increasing role of market forces in HE: Is the EUA institutional evaluation programme playing a role?}, booktitle = {Public vices, private virtues? Assessing the effects of marketization in higher education}, year = {2011}, pages = {91{\textendash}110}, publisher = {Sense Publishers}, organization = {Sense Publishers}, address = {Rotterdam}, doi = {10.1007/978-94-6091-466-9_5}, url = {http://dx.doi.org/10.1007/978-94-6091-466-9_5}, author = {S{\'o}nia Cardoso and Maria Jo{\~a}o e Ma Rosa and D. Dias and Alberto Amaral}, editor = {P. Teixeira and D. Dill} } @article {2632, title = {(In)sucesso acad{\'e}mico no ensino superior: Conceitos, factores e estrat{\'e}gias de interven{\c c}{\~a}o}, journal = {Revista Revista Iberoamericana de Educaci{\'o}n Superior}, volume = {II, 4}, year = {2011}, pages = {28-40}, issn = {ISSN 2007-2872}, url = {www.redalyc.org/articulo.oa?id=299124247002}, author = {J. Brites Ferreira and Gra{\c c}a Maria Seco and Fernando Canastra and Isabel Sim{\~o}es Dias and Maria Odilia Abreu} } @book {3188, title = {Public vices, private virtues? Reflecting about the effects of marketization in higher education}, year = {2011}, publisher = {Sense Publishers}, organization = {Sense Publishers}, address = {Rotterdam}, doi = {10.1007/978-94-6091-466-9}, editor = {P. Teixeira and D. Dill} } @article {Dias_2011, title = {Reasons and motivations for the option of an engineering career in Portugal}, journal = {European Journal of Engineering Education}, volume = {36}, number = {4}, year = {2011}, month = {aug}, pages = {367{\textendash}376}, publisher = {Informa {UK} Limited}, doi = {10.1080/03043797.2011.593096}, url = {https://doi.org/10.1080\%2F03043797.2011.593096}, author = {D. Dias} } @article { cabral2010, title = {Multidisciplinary optimization of injection molding systems}, journal = {Structural and Multidisciplinary Optimization}, volume = {41}, number = {4}, year = {2010}, pages = {621-635}, author = {I. Ferreira and O de Weck and P Saraiva and Jos{\'e} Ant{\'o}nio Sarsfield Cabral} } @inbook {Neave_2009, title = {The academic estate revisited: Reflections on academia{\textquoteright}s rapid progress from the Capitoline Hill to the Tarpeian Rock}, booktitle = {The changing face of academic life}, year = {2009}, pages = {15{\textendash}35}, publisher = {Palgrave Macmillan}, organization = {Palgrave Macmillan}, address = {London}, doi = {10.1057/9780230242166_2}, url = {https://doi.org/10.1057\%2F9780230242166_2}, author = {G. Neave}, editor = {J. Enders and Egbert de Weert and Egbert de Weert} } @mastersthesis {2688, title = {The Bologna heritage in the Portuguese higher education binary system: Different profiles for universities and polytechnics}, year = {2009}, school = {Universidade de Aveiro}, author = {Sara Diogo} } @article {Diana_Dias31321739, title = {Funding allocation and staff management. A Portuguese example}, journal = {European Journal of Education}, year = {2009}, pages = {127-140}, issn = {0141-8211}, doi = {10.1111/j.1465-3435.2008.01375.x}, url = {http://doi.org/10.1111/j.1465-3435.2008.01375.x}, author = {Maria Jo{\~a}o e Ma Rosa and D. Dias and Alberto Amaral} } @inbook {Carla_S{\'a}33352849, title = {A regional mismatch? Student application and institutional responses in the Portuguese public higher education system}, booktitle = {Public universities and regional development}, year = {2009}, pages = {59-80}, publisher = {Sichuan University Press}, organization = {Sichuan University Press}, address = {Sichuan, China}, author = {P. Teixeira and M. Fonseca and D. Dias and C. S{\'a} and Alberto Amaral}, editor = {K. Mohrman and J. Shi and S. E. Feinblatt and K. W. Chow} } @article {Amaral_2009, title = {Supra-national accreditation, trust and institutional autonomy}, journal = {Higher Education Management and Policy}, volume = {21}, number = {3}, year = {2009}, month = {nov}, pages = {1{\textendash}18}, publisher = {Organisation for Economic Co-Operation and Development ({OECD})}, doi = {10.1787/hemp-21-5ksf24qcgm45}, url = {http://dx.doi.org/10.1787/hemp-21-5ksf24qcgm45}, author = {Alberto Amaral and D. Dias and Maria Jo{\~a}o e Ma Rosa} } @inbook {Pedro_Teixeira35974186, title = {Catholic economic thought}, booktitle = {The new Palgrave dictionary of economics}, year = {2008}, publisher = {Palgrave Macmillan}, organization = {Palgrave Macmillan}, edition = {2}, address = {London}, doi = {10.1057/9780230226203.0208}, url = {http://doi.org/10.1057/9780230226203.0208}, author = {P. Teixeira and Ant{\'o}nio Almodovar}, editor = {S. N. Durlauf and L. E. Blume} } @inbook {Diana_Dias31321741, title = {Assessment as a tool for different kinds of action: From quality management to compliance and control}, booktitle = {Quality assessment for higher education in Europe}, year = {2007}, pages = {43-53}, publisher = {Portland Press}, organization = {Portland Press}, address = {London}, author = {D. Dias and Alberto Amaral and Maria Jo{\~a}o e Ma Rosa and A. Tavares}, editor = {A. Cavalli} } @inbook {Teixeira2007347, title = {The Portuguese public university system: On the road to improvement?}, booktitle = {Universities and strategic knowledge creation: Specialization and performance in Europe}, year = {2007}, note = {cited By 6}, pages = {347-375}, publisher = {Edward Elgar Publications}, organization = {Edward Elgar Publications}, address = {Cheltenham, UK / Northampton, USA}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84881927042\&partnerID=40\&md5=4edcb82678b2d1e79e530985df2838fd}, author = {P. Teixeira and M.F. Cardoso and Cl{\'a}udia Sarrico and V. Rocha}, editor = {Bonaccorsi, A. and Daraio, C.} } @article { s2007, title = {Survival analysis and competing risk models of hospital length of stay and discharge destination: The effect of distributional assumptions}, journal = {Health Services and Outcomes Research Methodology}, volume = {7}, number = {3-4}, year = {2007}, pages = {109-124}, author = {C. S{\'a} and Dismuke, C.E. and Guimar{\~a}es, P.} } @proceedings {Sarsfield_Cabral, title = {Enhancing service quality in public transport systems}, year = {2006}, address = {Prague, Czech Republic, July 12-14}, issn = {1746-4498}, doi = {10.2495/ut060811}, url = {http://doi.org/10.2495/ut060811}, author = {Jos{\'e} Ant{\'o}nio Sarsfield Cabral and G Beir{\~a}o}, editor = {Ca Brebbia and V. Dolezel} } @proceedings {Mendes_2006, title = {Mandible reconstruction with fibula osteocutaneous free flap}, year = {2006}, publisher = {Elsevier }, doi = {10.1016/s1010-5182(06)60815-9}, url = {https://doi.org/10.1016\%2Fs1010-5182\%2806\%2960815-9}, author = {Rui Amaral Mendes and M. Diamante} } @article { rosa2005, title = {Defining strategic and excellence bases for the development of Portuguese higher education}, journal = {European Journal of Education}, volume = {40}, number = {2}, year = {2005}, pages = {205-221}, author = {Maria Jo{\~a}o e Ma Rosa and P Saraiva and Diz, H.} } @inbook {3128, title = {Conclusion}, booktitle = {Markets in higher education: Rhetoric or reality?}, year = {2004}, pages = {327-352}, publisher = {Kluwer}, organization = {Kluwer}, address = {Dordrecht}, author = {D. Dill and P. Teixeira and B. Jongbloed and Alberto Amaral}, editor = {P. Teixeira and B. Jongbloed and D. Dill and Alberto Amaral} } @inbook {3126, title = {Introduction}, booktitle = {Markets in higher education: Rhetoric or reality?}, year = {2004}, pages = {1-12}, publisher = {Kluwer}, organization = {Kluwer}, address = {Dordrecht}, author = {P. Teixeira and B. Jongbloed and Alberto Amaral and D. Dill}, editor = {P. Teixeira and B. Jongbloed and D. Dill and Alberto Amaral} } @book {3091, title = {Markets in higher education: Rhetoric or reallity?}, year = {2004}, publisher = {Kluwer}, organization = {Kluwer}, address = {Dordrecht}, editor = {P. Teixeira and B. Jongbloed and D. Dill and Alberto Amaral} } @inbook {3127, title = {Is there a higher education market in Portugal?}, booktitle = {Markets in higher education: Rhetoric or reality?}, year = {2004}, pages = {291-310}, publisher = {Kluwer}, organization = {Kluwer}, address = {Dordrecht}, author = {P. Teixeira and Maria Jo{\~a}o e Ma Rosa and Alberto Amaral}, editor = {P. Teixeira and B. Jongbloed and D. Dill and Alberto Amaral} } @article {Rosa2003, title = {Applying an excellence model to schools}, journal = {Quality Progress}, volume = {36}, number = {11}, year = {2003}, pages = {46-51}, author = {P Saraiva and Maria Jo{\~a}o e Ma Rosa and D{\textquoteright}Orey, J.L.} } @article {Rosa2003, title = {Excellence in Portuguese higher education institutions}, journal = {Total Quality Management and Business Excellence}, volume = {14}, number = {2}, year = {2003}, pages = {189-197}, author = {Maria Jo{\~a}o e Ma Rosa and P Saraiva and Diz, H.} } @article {""2001, title = {The development of an Excellence Model for Portuguese higher education institutions}, journal = {Total Quality Management}, volume = {12}, number = {7}, year = {2001}, pages = {1010-1017}, author = {Maria Jo{\~a}o e Ma Rosa and P Saraiva and Diz, H.} } @article {Dill200099, title = {Program diversity in higher education: An economic perspective}, journal = {Higher Education Policy}, volume = {13}, number = {1}, year = {2000}, note = {cited By 15}, pages = {99-117}, doi = {10.1016/S0952-8733(99)00026-4}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-0034148372\&doi=10.1016\%2fS0952-8733\%2899\%2900026-4\&partnerID=40\&md5=fa114d880d3f1e61ae599bb616d85dbc}, author = {D. Dill and P. Teixeira} } @inbook {KAISER_1994, title = {Higher education policy in France}, booktitle = {Higher education policy: An international comparative perspective}, year = {1994}, pages = {104{\textendash}131}, publisher = {Pergamon/Elsevier}, organization = {Pergamon/Elsevier}, address = {Oxford}, doi = {10.1016/b978-0-08-042393-7.50012-2}, url = {https://doi.org/10.1016\%2Fb978-0-08-042393-7.50012-2}, author = {F. Kaiser and G. Neave}, editor = {F. Kaiser and Peter Maassen and L. Meek and F. van Vught and Egbert de Weert and Leo Goedegebuure} } @inbook {NEAVE_1994, title = {Introduction to issues in higher education}, booktitle = {Higher education policy: An international comparative perspective}, year = {1994}, pages = {v{\textendash}vi}, publisher = {Pergamon/Elsevier}, organization = {Pergamon/Elsevier}, address = {Oxford}, doi = {10.1016/b978-0-08-042393-7.50004-3}, url = {https://doi.org/10.1016\%2Fb978-0-08-042393-7.50004-3}, author = {G. Neave}, editor = {F. Kaiser and Peter Maassen and F. van Vught and Egbert de Weert and Leo Goedegebuure} } @article {3504, title = {The fluidity of water at lipid-water interfaces just below 0 C}, journal = {Portugal Phys.}, volume = {20}, year = {1991}, author = {Alberto Amaral and A. M. Damas and A. Quintanilha} } @proceedings {3496, title = {Thermochemistry and theoretical studies of nickel(II) complexes of pyridine and halides}, year = {1978}, address = {Praga}, author = {M. Ribeiro da Silva and M. Ramos and Alberto Amaral} }