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Cardoso, Sónia, Maria João e Ma Rosa, and C. M Santos. Different Academics' Characteristics, Different Perceptions On Quality Assessment?. Quality Assurance In Education 21. Quality Assurance In Education (2013): 96-117.
Sin, Cristina. The Devil In The Detail: Contradictory National Requirements And Bologna Master Degrees. Tertiary Education And Management 19. Tertiary Education And Management (2013): 16-31.
Neave, G. The Development Of Scottish Education 1958-1972. Comparative Education 12. Comparative Education (1976): 129-144.
Santos, Sandra, F L Viana, Iolanda Ribeiro, G Prieto, Sara Brandão, and Irene Cadime. Development Of Listening Comprehension Tests With Narrative And Expository Texts For Portuguese Students. The Spanish Journal Of Psychology 18, no. E5. The Spanish Journal Of Psychology (2015): 1-7. doi:10.1017/sjp.2015.7.
Santos, Sandra, F L Viana, Iolanda Ribeiro, G Prieto, Sara Brandão, and Irene Cadime. Development Of Listening Comprehension Tests With Narrative And Expository Texts For Portuguese Students. The Spanish Journal Of Psychology 18. The Spanish Journal Of Psychology (2015). doi:10.1017/sjp.2015.7.
Rosa, Maria João e Ma, P Saraiva, and H. Diz. The Development Of An Excellence Model For Portuguese Higher Education Institutions. Total Quality Management 12. Total Quality Management (2001): 1010-1017.
Chaves-Sousa, Séli, Sandra Santos, F L Viana, AP Vale, Irene Cadime, G Prieto, and Iolanda Ribeiro. Development Of A Word Reading Test: Identifying Students At-Risk For Reading Problems. Learning And Individual Differences 56. Learning And Individual Differences (2017): 159-166. doi:10.1016/j.lindif.2016.11.008.
Viana, F L, Iolanda Ribeiro, Irene Cadime, Sandra Santos, and AG Spinillo. Development Of A Reading Comprehension Test With Equated Forms For The Assessment Of Informative Texts Comprehension.. In 21St Annual World Congress On Learning Disabilities. 21St Annual World Congress On Learning Disabilities. Oviedo, Espanha: Universidad de Oviedo, 2012.
Carvalho, Teresa. Deteriorating Working Conditions In Academia – The Best Way To Secure Meritocracy? . In 15Th International Technology, Education And Development Conference. 15Th International Technology, Education And Development Conference. Online Conference: IATED Academy, 2021. doi:https://doi.org/10.21125/inted.2021.1861 .
Teixeira, P., and Maria José Sá. Desigualdades & Equidade. Desafios, Respostas E Lições No Âmbito Do Ensino Superior [Inequalities & Equity. Challenges, Answers And Lessons In Higher Education]. In Efeitos Da Pandemia Covid-19 Na Educação: Desigualdades E Medidas De Equidade [Effects Of The Covid-19 Pandemic On Education: Inequalities And Equity Measures]], 153-211. Efeitos Da Pandemia Covid-19 Na Educação: Desigualdades E Medidas De Equidade [Effects Of The Covid-19 Pandemic On Education: Inequalities And Equity Measures]]. Lisboa: CNE, 2021.
Dias, D., Paula Carvalho, and Diana Soares. Designing Learning Outcomes In Portuguese Higher Education: How Are They Defined And Implemented?. In Edulearn16 Proceedings. Edulearn16 Proceedings. IATED Academy, 2016. doi:10.21125/edulearn.2016.0783.
Viana, F L, Iolanda Ribeiro, Adriana Baptista, Sara Brandão, Irene Cadime, and Sandra Santos. Desenvolvendo Competências De Letramento Emergente Na Pré-Escola: Como A Investigação Sustenta A Prática.. In Decole-Desenvolvendo Competências De Letramento Emergente, 59–92. Decole-Desenvolvendo Competências De Letramento Emergente. Porto Alegre: Penso Editora, 2017.
Aguiar, J., Marisa Matias, and Anne Marie Fontaine. Desemprego, Satisfação Com A Vida E Satisfação Conjugal Em Portugueses E Brasileiros. Revista Psicologia Organizações E Trabalho 17, no. 4. Revista Psicologia Organizações E Trabalho (2017): 210-217. https://dx.doi.org/10.17652/rpot/2017.4.13751.
Almeida, L., Claisy Maria Marinho-Araujo, Alberto Amaral, and D. Dias. Democratização Do Acesso E Do Sucesso No Ensino Superior: Uma Reflexão A Partir Das Realidades De Portugal E Do Brasil. Avaliação: Revista Da Avaliação Da Educação Superior (Campinas) 17. Avaliação: Revista Da Avaliação Da Educação Superior (Campinas) (2012): 899–920.
Dias, D., Alberto Amaral, Claisy Maria Marinho-Araujo, and L. Almeida. The Democratisation Of Access And Success In Higher Education. Higher Education Management And Policy 23. Higher Education Management And Policy (2011): 1–20. doi:10.1787/hemp-23-5kgglbdlrptg.
Cardoso, A.R., Miguel Portela, C. Sá, and F. Alexandre. Demand For Higher Education Programs: The Impact Of The Bologna Process. Cesifo Economic Studies 54. Cesifo Economic Studies (2008): 229-247.
Amaral, Alberto. Delegation Theories And A Neoliberal Paradox. In Handbook Of Higher Education Management And Governance. Handbook Of Higher Education Management And Governance. Cheltenham: Edward Elgar, 2023.
Vieira, ES, José António Sarsfield Cabral, and JANF Gomes. Definition Of A Model Based On Bibliometric Indicators For Assessing Applicants To Academic Positions. Journal Of The Association For Information Science And Technology 65. Journal Of The Association For Information Science And Technology (2014): 560-577.
Sarsfield Cabral, José António, ES Vieira, and JANF Gomes. Definition Of A Model Based On Bibliometric Indicators For Assessing Applicants To Academic Positions. Journal Of The Association For Information Science And Technology. Journal Of The Association For Information Science And Technology (2014). doi:10.1002/asi.22981.
Rosa, Maria João e Ma, P Saraiva, and H. Diz. Defining Strategic And Excellence Bases For The Development Of Portuguese Higher Education. European Journal Of Education 40. European Journal Of Education (2005): 205-221.
Teixeira, P. Declining Demand And Private Higher Education: The Portuguese Case. International Higher Education. International Higher Education (2015): 14-15. doi:10.6017/ihe.2006.44.7917.
Bianchetti, Lucídio, and António Magalhães. Declaração De Bolonha E Internacionalização Da Educação Superior: Protagonismo Dos Reitores E Autonomia Universitária Em Questão. Avaliação: Revista Da Avaliação Da Educação Superior (Campinas) 20. Avaliação: Revista Da Avaliação Da Educação Superior (Campinas) (2015): 225-249.

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