00354nas a2200097 4500008004100000245004900041210004900090260002900139100002000168856006800188 2023 eng d00aDelegation theories and a neoliberal paradox0 aDelegation theories and a neoliberal paradox aCheltenhambEdward Elgar1 aAmaral, Alberto uhttps://www.cipes.pt/delegation-theories-and-neoliberal-paradox00461nas a2200133 4500008004100000245008800041210006900129300001000198490000700208100001800215700002100233700002900254856004400283 2022 eng d00aDigital organizational culture: Contributions to a definition and future challenges0 aDigital organizational culture Contributions to a definition and a22-330 v111 aSerpa, Sandro1 aSá, Maria José1 aFerreira, Carlos, Miguel uhttps://doi.org/10.36941/ajis-2022-009503568nas a2200241 4500008004100000020001400041245008600055210006900141260001500210490000800225520283400233653001503067653002303082653001803105653003703123100002103160700002003181700001903201700002103220700002603241700002003267856003903287 2022 eng d a0007-101300aDigital proficiency: Sorting real gaps from myths among higher education students0 aDigital proficiency Sorting real gaps from myths among higher ed c2022/04/110 vn/a3 a
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' 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' digital competence and facilitate the identification of digital competence gaps. Few studies focus on the relationship between HE students' 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' digital competence. HE institutions could benefit from such an instrument as a diagnosis to design specific teaching and learning strategies and target students' proficiency and particular needs. Tackling specific FET and competence areas can better support the development of students' digital competence and facilitate their employability prospects.
10aassessment10adigital competence10aemployability10afields of education and training1 aLucas, Margarida1 aBem-haja, Pedro1 aSantos, Sandra1 aFigueiredo, Hugo1 aDias, Marta, Ferreira1 aAmorim, Marlene uhttps://doi.org/10.1111/bjet.1322000694nas a2200157 4500008004100000245012400041210007100165260005000236100002000286700002100306700001800327700001900345700001600364700002000380856013600400 2022 eng d00aDo que se fala quando se fala de educação doutoral? As perspetivas das universidades e dos doutorandos portugueses.0 aDo que se fala quando se fala de educação doutoral As perspeti aPortobEDULOG - Fundação Belmiro de Azevedo1 aCardoso, Sónia1 aCarvalho, Teresa1 aSoares, Diana1 aSantos, Sandra1 aDiogo, Sara1 aFreires, Thiago uhttps://www.cipes.pt/do-que-se-fala-quando-se-fala-de-educac%CC%A7a%CC%83o-doutoral-perspetivas-das-universidades-e-dos-doutorandos00538nas a2200121 4500008004100000245009100041210007200132260001600204100001700220700002100237700003800258856012000296 2021 eng d00aDesigualdades & equidade. Desafios, respostas e lições no âmbito do ensino superior0 aDesigualdades equidade Desafios respostas e lições no âmbito do aLisboabCNE1 aTeixeira, P.1 aSá, Maria José1 ade Educação, Conselho, Nacional uhttps://www.cipes.pt/desigualdades-equidade-desafios-respostas-e-li%C3%A7%C3%B5es-no-%C3%A2mbito-do-ensino-superior00693nas a2200145 4500008004100000020002200041245016800063210007200231260001600303300001200319100001700331700002100348700003800369856014000407 2021 eng d a978-989-8841-38-400aDesigualdades & equidade. Desafios, respostas e lições no âmbito do ensino superior [Inequalities & equity. Challenges, answers and lessons in higher education]0 aDesigualdades equidade Desafios respostas e lições no âmbito do aLisboabCNE a153-2111 aTeixeira, P.1 aSá, Maria José1 ade Educação, Conselho, Nacional uhttps://www.cipes.pt/desigualdades-equidade-desafios-respostas-e-li%C3%A7%C3%B5es-no-%C3%A2mbito-do-ensino-superior-inequalities-equity02194nas a2200181 4500008004100000020002200041245009000063210006900153260005400222520159200276653001401868653001101882653001101893653001301904653002301917100002101940856005101961 2021 eng d a978-84-09-27666-000aDeteriorating Working Conditions in Academia – The Best Way to Secure Meritocracy? 0 aDeteriorating Working Conditions in Academia The Best Way to Sec aOnline ConferencebIATED Academyc8-9 March, 20213 aAcademic careers have been changing worldwide due to a diversity of both endogenous and exogenous factors. Global trends such as managerialism and New Public Management (NPM) influence changes in careers in Higher Education Institutions (HEIs), since these trends translate the spreading of discourses, values and ideologies from the private sector to the public sector. This study examines the impact of NPM on the working conditions of Portuguese higher education academics in the last ten years. The empirical data are based on official statistics on the Portuguese academics employment conditions and the analysis leads to the following conclusions. Changes reveal an increasing corrosion of traditional employment practices. Employment has become more precarious as professionals are increasingly employed on non-tenured contracts. Although this tendency was initially more evidenced in the polytechnic sector, in nowadays universities present even more precarious conditions. In short, this means that despite the political changes in the country in the last years, the development of science in Portugal is still based in highly qualified employment but with equally high precarious employment relations, even if an improvement of the working conditions for those at the top is evidenced. In this context, the prospect of future wealth, rather than current income and working conditions, main represent the driver for young academics to stay in the job. Potential consequences for the meritocratic and excellence values, framing HEIs organisational culture are discussed.
10aacademics10acareer10aChange10aPortugal10aworking conditions1 aCarvalho, Teresa uhttps://library.iated.org/view/CARVALHO2021DET00553nas a2200145 4500008004100000245008400041210006900125300000900194490000700203100002100210700002400231700001800255700002900273856010500302 2021 eng d00aDigitainability – Digital competences post-COVID-19 for a sustainable society0 aDigitainability Digital competences postCOVID19 for a sustainabl a95640 v131 aSá, Maria José1 aSantos, Ana, Isabel1 aSerpa, Sandro1 aFerreira, Carlos, Miguel uhttps://www.cipes.pt/digitainability-%E2%80%93-digital-competences-post-covid-19-sustainable-society00482nas a2200157 4500008004100000245006100041210005900102260001200161300000800173490000700181100002100188700002400209700001800233700002900251856004400280 2021 eng d00aDigital literacy in digital society 5.0: Some challenges0 aDigital literacy in digital society 50 Some challenges c03/2021 a1-90 v101 aSá, Maria José1 aSantos, Ana, Isabel1 aSerpa, Sandro1 aFerreira, Carlos, Miguel uhttps://doi.org/10.36941/ajis-2021-003300468nam a2200133 4500008004100000245004000041210004000081260006000121100001800181700002900199700002100228700002400249856006100273 2020 eng d00aDigital society and social dynamics0 aDigital society and social dynamics aStockport, CheshirebServices for Science and Education1 aSerpa, Sandro1 aFerreira, Carlos, Miguel1 aSá, Maria José1 aSantos, Ana, Isabel uhttps://www.cipes.pt/digital-society-and-social-dynamics00521nas a2200145 4500008004100000245005400041210005400095260006000149300000900209100001800218700002900236700002100265700002400286856006500310 2020 eng d00aDissemination of knowledge in the digital society0 aDissemination of knowledge in the digital society aStockport, CheshirebServices for Science and Education a2-161 aSerpa, Sandro1 aFerreira, Carlos, Miguel1 aSá, Maria José1 aSantos, Ana, Isabel uhttps://www.cipes.pt/dissemination-knowledge-digital-society00476nas a2200145 4500008004100000245006000041210005700101250001000158260001800168300001400186100002000200700001900220700002000239856007100259 2020 eng d00aDoctoral education in Portugal: mapping the landscape. 0 aDoctoral education in Portugal mapping the landscape aICERI bIATED Academy a3238-32461 aFreires, Thiago1 aSantos, Sandra1 aCardoso, Sónia uhttps://www.cipes.pt/doctoral-education-portugal-mapping-landscape04364nas a2200205 4500008004100000020002200041245015600063210006900219260005200288520354200340653001903882653002503901653004103926653004503967653004004012100001604052700002104068700002104089856004804110 2020 eng d a978-84-09-17939-800aDoes Taking a PhD Abroad Increase the Number of International Publications? Reflections From the Best Self-Reported Publications in Portuguese Academia0 aDoes Taking a PhD Abroad Increase the Number of International Pu aValencia, SpainbIATED Academyc2-4 March, 20203 aThis paper contributes to the debate on academics’ 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’ 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’ 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’ 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–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.
Despite over 60 years of research on leadership, few attempts have been made to ensure that the models of leadership are inclusive of women or other ‘outsiders’. This paper explores variation in the constructions of leadership at a time of institutional change in higher education. Drawing on a purposive sample, including those at presidential/rector, vice presidential/vice rector level in Irish and Portuguese universities, it compares and contrasts such senior managers' conceptions of leadership, as reflected in their descriptions of a typical president/rector and those characteristics that they see as valued in senior management in their own university. Attention is particularly focussed on the identification and gendering of collegial/managerial characteristics, and the extent to which it reflects variation in these university contexts.
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L.1 aGouveia, O. uhttps://issuu.com/cinep/docs/caderno_ped._2200483nas a2200121 4500008004100000245011600041210006900157260004200226100002100268700002200289700001500311856003500326 2012 eng d00aDo governance structures matter? Understanding the influences on performance management systems in universities0 aDo governance structures matter Understanding the influences on aBelgrado (Sérvia), 10-12 de setembro1 aMelo, Ana, Sofia1 aSarrico, Cláudia1 aRadnor, Z. uhttps://www.cipes.pt/node/284600386nas a2200121 4500008004100000245005400041210004900095260003100144300001400175100001400189700001400203856004700217 2012 eng d00aThe dynamic in Portugal's higher education policy0 adynamic in Portugals higher education policy aLondonbPalgrave Macmillan a126–1421 aNeave, G.1 aNeave, G. uhttps://doi.org/10.1057%2F9780230370227_1000558nas a2200133 4500008004100000245011600041210007300157260008400230100001600314700002100330700001900351700001900370856003500389 2011 eng d00aDados de validação do questionário PLCEPE – Práticas de literacia em contextos de educação pré-escolar0 aDados de validação do questionário PLCEPE Práticas de literacia a Corunha, Espanha: Universidade da Coruña, Faculdade de Ciencias da Educación1 aViana, F, L1 aRibeiro, Iolanda1 aBrandão, Sara1 aSantos, Sandra uhttps://www.cipes.pt/node/370400547nas a2200157 4500008004100000245006600041210006200107260006800169300001100237490000700248100001300255700002000268700003400288700001600322856005100338 2011 eng d00aThe democratisation of access and success in higher education0 ademocratisation of access and success in higher education bOrganisation for Economic Co-Operation and Development ({OECD}) a1–200 v231 aDias, D.1 aAmaral, Alberto1 aMarinho-Araujo, Claisy, Maria1 aAlmeida, L. uhttp://dx.doi.org/10.1787/hemp-23-5kgglbdlrptg00498nas a2200133 4500008004100000022001400041245015300055210007000208300001000278490000700288100001300295700002100308856003500329 2011 eng d a1138-166300aDo ensino secundário para o superior: O impacto emocional da transição [From high school to higher education: The emotional impact of transition]0 aDo ensino secundário para o superior O impacto emocional da tran a35-480 v191 aDias, D.1 aSá, Maria José uhttps://www.cipes.pt/node/171300497nas a2200145 4500008004100000245008700041210006900128260002400197300001400221100002000235700002800255700001800283700001500301856003500316 2010 eng d00aDoes the EUA institutional evaluation programme contribute to quality improvement?0 aDoes the EUA institutional evaluation programme contribute to qu aNew YorkbRoutledge a203–2201 aAmaral, Alberto1 aRosa, Maria, João e Ma1 aStensaker, B.1 aHarvey, L. uhttps://www.cipes.pt/node/316300449nas a2200133 4500008004100000245008700041210006900128300001200197490000700209100001600216700002800232700002000260856003500280 2010 eng d00aDoes the EUA institutional evaluation programme contribute to quality improvement?0 aDoes the EUA institutional evaluation programme contribute to qu a178-1900 v181 aTavares, A.1 aRosa, Maria, João e Ma1 aAmaral, Alberto uhttps://www.cipes.pt/node/248700651nas a2200169 4500008004100000245020800041210007300249300001200322490000700334100001400341700002400355700002100379700001400400700001600414700001600430856003500446 2009 eng d00aDe la formation à la réalité: Parcours et identités des enseignants de l’enseignement primaire au Portugal [From training to reality: Pathways and identities of primary school teachers in Portugal]0 aDe la formation à la réalité Parcours et identités des enseignan a115-1320 v191 aLopes, A.1 aFerreira, Elisabete1 aSá, Maria José1 aRocha, R.1 aSilva, M.A.1 aMachado, G. uhttps://www.cipes.pt/node/172700454nas a2200145 4500008004100000245007600041210006900117300001200186490000700198100001800205700002000223700001200243700001800255856003500273 2008 eng d00aDemand for higher education programs: The impact of the Bologna process0 aDemand for higher education programs The impact of the Bologna p a229-2470 v541 aCardoso, A.R.1 aPortela, Miguel1 aSá, C.1 aAlexandre, F. uhttps://www.cipes.pt/node/240900510nam a2200145 4500008004100000245009700041210006900138260002400207490000700231100002600238700002100264700002600285700001800311856003500329 2008 eng d00aThe development of non-university higher education in Europe: Critical view of ten countries0 adevelopment of nonuniversity higher education in Europe Critical aDordrechtbSpringer0 v231 aMachado-Taylor, M. L.1 aFerreira, Brites1 aMachado-Taylor, M. L.1 aSantiago, Rui uhttps://www.cipes.pt/node/263800375nas a2200109 4500008004100000245008500041210006900126300001200195490000600207100001700213856003500230 2007 eng d00aDr Smith and the moderns: Adam Smith and the development of human capital theory0 aDr Smith and the moderns Adam Smith and the development of human a139-1570 v31 aTeixeira, P. uhttps://www.cipes.pt/node/328500367nas a2200121 4500008004100000022001400041245005900055210005800114300001000172490000700182100002100189856003500210 2006 eng d a1645-586X00aDistritos industriais marshallianos: O caso de Águeda0 aDistritos industriais marshallianos O caso de Águeda a29-510 v121 aMelo, Ana, Sofia uhttps://www.cipes.pt/node/275200601nas a2200133 4500008004100000245025400041210006900295300001200364490000600376100001200382700002100394700001700415856003500432 2006 eng d00aDoes accessibility to higher education matter? Choice behaviour of high school graduates in the Netherlands | L'accessibilité à l'enseignement supérieur importe-t-elle? Comportement du choix des diplômés de l'enseignement secondaire au pays-bas0 aDoes accessibility to higher education matter Choice behaviour o a155-1740 v11 aSá, C.1 aFlorax, R.J.G.M.1 aRietveld, P. uhttps://www.cipes.pt/node/241200448nas a2200133 4500008004100000245009500041210006900136300001200205490000700217100002800224700001500252700001200267856003500279 2005 eng d00aDefining strategic and excellence bases for the development of Portuguese higher education0 aDefining strategic and excellence bases for the development of P a205-2210 v401 aRosa, Maria, João e Ma1 aSaraiva, P1 aDiz, H. uhttps://www.cipes.pt/node/179400454nas a2200133 4500008004100000245010600041210006900147300001200216490000700228100001200235700002100247700001700268856003500285 2004 eng d00aDeterminants of the regional demand for higher education in the Netherlands: A gravity model approach0 aDeterminants of the regional demand for higher education in the a375-3920 v381 aSá, C.1 aFlorax, R.J.G.M.1 aRietveld, P. uhttps://www.cipes.pt/node/241400469nas a2200109 4500008004100000245009700041210006900138260008200207100002100289700001400310856003500324 2004 eng d00aThe dynamics and the competitiveness of the metal furniture sector in the distrito of Aveiro0 adynamics and the competitiveness of the metal furniture sector i aPorto (Portugal), Faculdade de Economia (Universidade do Porto), August 25-291 aMelo, Ana, Sofia1 aBrito, E. uhttps://www.cipes.pt/node/286600432nam a2200121 4500008004100000245008600041210007100127260001600198100001600214700002000230700002500250856003500275 2002 eng d00aDiversificação e diversidade dos sistemas de ensino superior. O caso português0 aDiversificação e diversidade dos sistemas de ensino superior O c aLisboabCNE1 aCorreia, F.1 aAmaral, Alberto1 aMagalhães, António uhttps://www.cipes.pt/node/308600443nas a2200133 4500008004100000245008800041210006900129300001400198490000700212100002800219700001500247700001200262856003500274 2001 eng d00aThe development of an Excellence Model for Portuguese higher education institutions0 adevelopment of an Excellence Model for Portuguese higher educati a1010-10170 v121 aRosa, Maria, João e Ma1 aSaraiva, P1 aDiz, H. uhttps://www.cipes.pt/node/179700277nas a2200109 4500008004100000245002900041210002900070300001200099490000700111100001400118856003500132 2001 eng d00aDimensions of comparison0 aDimensions of comparison a273-2750 v141 aNeave, G. uhttps://www.cipes.pt/node/293600342nas a2200097 4500008004100000245005300041210005200094260004300146100002000189856003500209 2000 eng d00aDiversidade. Importância para o ensino superior0 aDiversidade Importância para o ensino superior aBraga, PortugalbUniversidade do Minho1 aAmaral, Alberto uhttps://www.cipes.pt/node/310600388nas a2200109 4500008004100000245010300041210006900144300000900213490000700222100001400229856003500243 2000 eng d00aDiversity, differentiation and the market: The debate we never had but which we ought to have done0 aDiversity differentiation and the market The debate we never had a7-210 v131 aNeave, G. uhttps://www.cipes.pt/node/294000425nas a2200121 4500008004100000245008000041210006900121300001200190490000700202100003700209700002200246856003500268 1994 eng d00aDynamic calibration of price-trend parameters for commodity futures trading0 aDynamic calibration of pricetrend parameters for commodity futur a867-8770 v451 aSarsfield Cabral, José António1 aGuimaraes, R., C. uhttps://www.cipes.pt/node/169300318nas a2200109 4500008004100000245005200041210004700093300001200140490000700152100001400159856003500173 1976 eng d00aThe development of Scottish education 1958-19720 adevelopment of Scottish education 19581972 a129-1440 v121 aNeave, G. uhttps://www.cipes.pt/node/301600327nas a2200121 4500008004100000245003200041210002700073490000700100100002000107700002000127700002300147856003500170 1970 eng d00aThe double-bond in ethylene0 adoublebond in ethylene0 v161 aAmaral, Alberto1 aLinnett, J., W.1 aWilliamson, C., T. uhttps://www.cipes.pt/node/3493