00527nas a2200121 4500008004500000245015100045210006900196260003700265100001600302700001900318700002100337856004700358 In Press eng d 00aThe globalisation of higher education reforms: An international comparative perspective on higher education institutions governance and management0 aglobalisation of higher education reforms An international compa aBasingstokebPalgrave MacMillan.1 aDiogo, Sara1 aBarbosa, Milka1 aCarvalho, Teresa uhttps://www.cipes.pt/node/3432?language=en04805nas a2200277 4500008004100000022002200041245014100063210006900204250004400273260003000317300001400347520386800361653001104229653001204240653001804252653001504270653003404285653003204319653001504351653002604366653001304392100001604405700001904421700002104440856006604461 2019 eng d a978-3-030-15757-900aAn International Comparative Perspective on Higher Education Institutions’ Governance and Management – Portugal, Finland, and Brazil0 aInternational Comparative Perspective on Higher Education Instit aA. Moreira, P. Jen-Jacques, N. Bagnall  bPalgrave Macmillan, Cham. a109–1333 a

Reforms in higher education (HE) in the last decades have been influenced by global and international trends associated with two parallel processes: questioning of the nation-state and the gradual decomposition of the welfare state (Carvalho and Santiago in Professionalism, Managerialism and Reform in Higher Education and the Health Services: The European Welfare State and the Rise of the Knowledge Society. Palgrave Macmillan, 2015; Kwiek in Higher Education in Europe 26:27–38, 2001). These processes intersect with the influence of neo-liberal ideas, strongly diffused by international organizations (Amaral and Neave in International Organizations and Higher Education Policy: Thinking Globally, Acting Locally. Routledge, London, pp. 82–98, 2009; Ball in Policy Futures in Education 14:1046–1059, 2016). According to Stephan Ball (Policy Futures in Education 14:1046–1059, 2016), neo-liberal influences in HE can be summarized by three interrelated and interdependent technologies: market, management, and performance. These technologies were translated in the emergence of new management and governance models within higher education institutions (HEIs) in such a way that institutional governance became an international issue (Reed and Meek in Governing Higher Education: National Perspectives on Institutional Governance. Kluwer, Dordrecht, pp. xv–xxxi, 2002). It has been acknowledged that changes in governance and management structures in HE all over the world include transformations in the Humboldtian principles of organization along with changes in the collegial model of decision-making and a redefinition of power relations, where external stakeholders and new professionals assume a relevant role within academia (Capano in Public Administration 89:1622–1642, 2011; Reed and Meek in Governing Higher Education: National Perspectives on Institutional Governance. Kluwer, Dordrecht, pp. xv–xxxi, 2002; Welch in Higher Education in Southeast Asia: Blurring Borders, Changing Balance. Taylor & Francis, 2011), with implications on academics’ work (Blackmore et al. in Re-positioning University Governance and Academic Work. Sense Publishers, 2010; Carvalho and Santiago in Higher Education Policy 23:397–411, 2010; Marginson in Journal of Higher Education Policy and Management 22:23–35, 2000). Nevertheless, few comparative international perspectives have been developed, especially when considering the need to include countries with distinct historical processes of nation-state creation, different welfare state models and diverse levels of economic development, and social and cultural characteristics. There is, indeed, a study gap on New Public Management (NPM) constructs and their application “with little understanding of several important cultural dimensions” (Stromquist in Compare 30:261–264, 2000). This chapter compares the perceived changes in HEI management and its impact on academics in three countries: Brazil, Finland, and Portugal. Data analysis relies on a qualitative approach, empirically based on 70 interviews conducted in the 3 countries to top and middle academic managers, following the same interviewing guidelines. Despite significant differences in systems’ organization and funding, cultures’ governance and management, and professionals’ and students’ profiles, there are more similar views on changes in governance and management and its impact on academics than expected. In these countries, academics expressed similar views on the increased influence of a management culture within their institutions and a loss of professional autonomy.

10aBrazil10aFinland10aGlobalization10aGovernance10aHigher Education Institutions10aInternational organizations10aManagement10anew public management10aPortugal1 aDiogo, Sara1 aBarbosa, Milka1 aCarvalho, Teresa uhttps://link.springer.com/chapter/10.1007/978-3-030-15758-6_501895nas a2200205 4500008004100000245009600041210007200137300001200209490000700221520112500228653003501353653003101388653002501419653001701444100001901461700002101480700002401501700002301525856014101548 2018 eng d00aFormação de professores de ensino superior para a gestão: perspectivas e consequências.0 aFormação de professores de ensino superior para a gestão perspec a66–840 v163 a

O trabalho buscou analisar como professores de uma universidade federal brasileira percebem o papel que as políticas públicas e organizacionais têm na formação dos academic-managers. Argumenta-se que diante dos papeis-chave que os professores-gestores desempenham nas instituições de ensino superior, entende-se que há necessidade de políticas públicas (PP) e políticas organizacionais (PO) voltadas a formação desses atores. A investigação, baseada num estudo de caso, adotou uma perspectiva qualitativa e os dados foram coletados a partir de entrevistas semiestruturadas realizadas com professores-gestores do nível estratégico da Universidade Federal do Vale do São Francisco (Univasf). Em resposta ao objetivo geral desta pesquisa, os dados mostraram que os professores nesta universidade percebem uma lacuna de PPs e POs que os prepare para desempenhar o papel de gestor e apontam fatores como a temporalidade do papel de gestor, a priorização dos papéis de professor e de pesquisador sobre o de gestor, podem ser tomados como possíveis entraves ao desenvolvimento de tais políticas.

10aFormação de Professor-gestor10aPolíticas Organizacionais10aPolíticas Públicas10aUniversidade1 aBarbosa, Milka1 aCarvalho, Teresa1 aCassundé, Fernanda1 aMendonça, Ricardo uhttps://www.cipes.pt/forma%C3%A7%C3%A3o-de-professores-de-ensino-superior-para-gest%C3%A3o-perspectivas-e-consequ%C3%AAncias?language=en