Descrição do projeto
2021Institutional Reform of the University Eduardo Mondlane into a Research-led UniversityThis project consists of a research-based consultancy that aims to support the transition of the University Eduardo Mondlane (UEM) from a teaching-oriented to a research-led institution. The project brings together an international and multi-disciplinary team of seven researchers associated with CIPES to assist the structural transformation of UEM into a research-led institution by 2028. At the heart of the project is research-capacity-building at the level of the system and its actors, including an examination of the capabilities and know-how of UEM academic and administrative staff to suggest training solutions and indicate goals (via a Roadmap). To this end, the project adopts a participatory-action-research methodology, which can be broken down into a theory of change and a participatory mode of action, to promote a process of engagement in the change across all relevant stakeholders in the institutional transformation process. The basis of our change analysis is both theoretical (formal and informal organising, communities of practice) and evidence-based according to the tacit understandings of internal and external stakeholders relevant to UEM’s research capacity building. Hence, the organisation of the first stage of the project into five working phases: (1) Institutional document analysis; (2) Selection of interviewees and tool development; (3) Data collection (individual and focus groups interviews) and preliminary data analysis; (4) SWOT analysis and focus groups analysis; and (5) Roadmap.
2020Talking about doctoral education: The perspectives of the Portuguese universities and doctoral studentsDoctoral education is currently at a crossroads, characterised by the coexistence of two paradigms, one associated with a more traditional view, the other associated with a more instrumental view of what this education is, or should be. The project aims to understand the notion or concept of doctoral education prevalent, in Portugal, in the perspectives of both universities and doctoral students. In parallel, and with the aim of framing these perspectives, the study will also promote a characterisation of the offer of doctoral education in the country.
2018The impact of Higher Education Institutions on the quality of life of their regionsThis project intends to take an innovative approach in the study of the impact that higher education institutions (HEI) have on quality of life (QoL) of the regions where they are located, both qualitatively and quantitatively, as well as their efficiency in the transformation of public funds, own funds and different types of human, social and organizational capitals in outputs with influence in the quality of life of the populations and sustainability of their regions of influence. OBJECTIVES: With this project, it is aimed to develop: - A system of indicators that can be used to quantify the influence of HEIs on the quality of life of populations in their regions; - A multidimensional impact matrix of HEIs on the QoL of populations in their regions; - A system for monitoring and quantifying the QoL aof the populations in the region of influence of each HEI. The results of this project will, certainly, contribute to the definition of new higher education policies by identifying the key variables and the various types of effects that can be induced by HEIs in the sustainable development of the regions and, consequently, of the country. Briefly, with this project there will be developed instruments for measuring and monitoring the effects of HEIs on the QoL of their regions, while providing information and instruments for HEIs to assess the extent to which they are responding efficiently to the needs of their stakeholders, as well as revealing the most effective ways to do it.
2009An Examination of Academic Job Satisfaction and Motivation in Portuguese Higher EducationAn important constituent group contributing to the culture of an institution, along with students, is the faculty or academic staff. The academic staff is a key resource within higher education institutions and, therefore, it has a major role in achieving the objectives of the institution. The centrality of the faculty role turns it into a primary sculptor of institutional culture. The performance of academic staff as teachers and researchers determines much of the quality of the student satisfaction and has an impact on student learning and, thus, the contribution of the higher education institutions (HEIs) to society. Although several studies have examined this topic around the world, little is known in the higher education context in Portugal. This study aims at identifying the issues and their impacts on academic staff job satisfaction and motivation, offering additional insights into relationships and strategies that can promote these qualities and, thus, productivity. Project Objectives (description) The goal is to help Portuguese higher education understand the parameters of job satisfaction and motivation in the professoriate. Objectives are to: 1. Determine the dimensions associated with job satisfaction and motivation of academic staff; 2. Analyze how job satisfaction and motivation differ among sub-groups; 3. Determine the relationships between satisfaction and motivation; 4. Provide insights from the data that will focus attention on the strengths and weaknesses of the professoriate within the system; 5. Produce documents that can be widely disseminated for the use and benefit of the HEIs in Portugal.
2016Learning Outcomes. From implementation to evaluation in a tripartite vision of learning outcomes: HEIs, Students and EmployersThe implementation of the Bologna process has influenced the development of the quality assurance processes in many European countries. In particular, the implementation of the Framework for Higher Education Qualifications (Ministry of Science, Technology and Higher Education, 2009) has ignited the debate about the use of generic descriptors for each of the three study cycles that is based on Learning Outcomes (LO). However, even though the relevance of LO in Bologna process, there is no explicit reference to this concept neither in the Bologna Declaration (1999) nor in the Prague Communiqué (2011). Only on the Berlin Communiqué (2003) LO are extensively referred. In this document, member states are encouraged to delineate a framework for qualifications with comparable and compatible qualifications for their higher education systems, and that should aspire to describe the qualifications in terms of workload, level, LO, and outbound skills and professional profile (European Commission, 2008). Focusing on Adam definition (2008), LO are statements about what a student must know, understand and/or be able to demonstrate at the end of a given learning period (p. 8). In this sense, learning outcomes are described as “a fundamental building block of the Bologna educational reform” (Adam, 2006, p. 3). Emphasis is placed on what is expected a student acquire in terms of knowledge, skills and competences, according to each qualification level (Gallavara, Hreinsson, Kajaste, & Zadeh, 2008; Tissot, 2008). More than provide a description of the expected or intended learning outputs, learning outcomes should also point out how these achievements will be assessed. That is, learning outcomes should explicit not only what is expected a students will be able to do, but also the criteria that will be used to evaluate him (Adam, 2004; Moon, 2004; Wiliam, 2010). This approach helps students to identify in advance what is expected them to know, understand and perform, whether for a given study programme or for a specific class, as well as the assessment criteria that will be used. The literature on this subject presents different descriptions and understandings about learning outcomes, rending the concept ambiguous and unclear (Aamodt & Hovdhaugen, 2008; Adam, 2008; Scott, 2011). For instance, Nusche (2008) advocates a learning outcome categorization for Higher Education, based on the division between cognitive and non-cognitive outcomes, based in “what a learner knows or can do as a result of learning (p. 7). In light of literature review, this research proposal intends to contribute to the assessment and reflection of the degree of implementation, completion and assessment of learning outcomes performed by HEI in Portugal. To do so, the international policies are analyzed, with a special emphasis being given to the European context, and using the Portuguese National Qualification Framework guidelines (Ministry of Science, Technology and Higher Education, 2009), in order to reflect about a holistic approach to the process of designing, implementing and assessing learning outcomes in the higher education system in Portugal. Two methodological approaches will be used. In one hand, a content analysis will provide information about what knowledge, skills, and competences are emphasized by Portuguese Higher Education Institutions as a learning outcome in their curricula. In the other hand, a linguistic analysis will inform about how LO have been defined by these Institutions.
2014Professional Construction and Training in Nutritionism and DieteticsThe project's goal was to analyse, from a comparative perspective, the emergence, formation and social affirmation of the professions of nutritionist and dietician.
2017CHAlleNging Gender (In)Equality in science and researchThe main aim of CHANGE – “CHAlleNging Gender (In)Equality in science and research” is it to support research organisations to implement gender equality plans, this will be achieved by involving key actors, called transfer agents, within each organisation who will together with the core consortium partners transmit the co-produced gender equality knowledge inside their institution. This innovative approach will ensure the promotion and sustainable institutionalization of the gender equality plans (GEPs) beyond the project duration. Through mutual learning and networking CHANGE will enable partners to become resource centres skilled to provide knowledge and expertise to individuals or departments that will be available for experience exchange, support and mentorship in the country and region after the project is finished. Regular inclusion and exchange with national and European stakeholders (policy makers, researchers, ministries etc.) ensures a spill-over effect of CHANGE results to other research performing organisations (RPOs) and research funding organisations (RFOs) in their respective countries as well as with other ministries in the whole European area. Thus CHANGE contributes to the advancement of gender equality in the European Research Area by stimulating institutional cultural change towards gender equal work environments in RPOs and fostering the importance of gender dimension inclusive research and innovation programmes in RFOs.
2013Performance of Portuguese Schools – Which factors do make a difference?The quality of education is important for individuals, in that it has a positive impact on their future earnings and quality of life. But its social returns are no less important. Particularly, it is associated with reduced crime and conflict and the promotion of economic growth. This project aims to identify the main determinants of student performance in Portuguese schools, thus contributing to a public discussion of the issue of performance evaluation in Portuguese schools. The primary and secondary education precede higher education and as such has important implications in the human capital entering into higher education. Performance in non-higher education can thus also compromise some goals set for higher education not only in terms of access and completion rates of courses, but also with regard to the increase of graduates in certain areas. The positive relationship between education and economic growth has justified large investments in education made by several countries (OECD 2010a, Hanushek 2005). But in many countries, such investments have not translated into an improved economic situation, although they result in an increase in the average education of the population. This meant that policymakers and researchers turn to the issue of quality of education (OECD 2010b), having received much attention in the media and resulting in the publication of rankings in newspapers. Portugal is no exception in this regard. However, the published rankings have been limited to rank schools based on the average performance of students in national testing, ignoring the importance their socio-economic background can have on results. Furthermore, the fact that public schools cannot select their students, and receive many students from disadvantaged social groups, often prevents them from accessing the top positions of the rankings. However, despite the importance of the family recognized in the literature, recent research has emphasized the importance of the role of the school in the academic performance of the students (Hanushek and Woessmann 2009; Hanushek 2011 OCDEa). This project takes this thread as a starting point and proposes to move forward in new directions. In particular, it is proposed to evaluate the performance of schools based on value-added models (Meyer 1997). The value added is a measure of the progress made by the students of a school. The value-added indicators assess the effectiveness of schools in promoting the performance of their students. In the context of these models, efforts will be made to isolate the contribution of the school in the results of its students from other factors (Meyer 1997).
2002Managerialism in Portuguese universitiesAnalyse the potential presence of the managerial discourse in key actors in Portuguese universities.
2004Transforming Higher Education in a Post-Industrial era: a comparative studyThis project aimed to map and analyze the multiplicity of ways in which higher education institutions interpret and respond to external (political, social and economic) pressures in the advent of a global, knowledge-based, post-industrial society.