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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.

Doctoral education has grown substantially, resulting in a larger and diverse pool of graduates for research. Simultaneously, gender balance in research has become a growing concern, particularly in Europe. Based on the Portuguese case, this paper discusses whether the increase in the pool of graduate talent, considered to be comprised of doctoral graduates, has resulted in a gender balance across different disciplines. The analysis of the evolution of doctoral theses completed by men and women from 1970 to 2016 suggests that, while gender balance has been achieved in terms of participation in doctoral education, horizontal segregation in disciplines persists. A more gender-balanced pool of graduate talent for research across disciplines seems to require more action from Portuguese policymakers and universities, particularly in terms of the implementation of gender equality measures. This is also true for countries where gender equality in doctoral education is a challenge.

Assumida como um recurso estratégico para a economia e sociedade do conhecimento, a educação doutoral tem-se tornado alvo de atenção e intervenção política, com efeitos visíveis na sua organização e oferta. Sob a influência de diversos atores, e especialmente na Europa, a educação doutoral tem-se expandido, quer em termos do número de universidades que a ofertam, quer no tocante ao número de programas; tornou-se mais diversificada, com programas doutorais nas mais diferentes áreas científicas e com diferentes tipos e propósitos; e tornou-se mais estruturada, com a inclusão de uma componente curricular e a redução do tempo para conclusão do grau. Muitas destas tendências de mudança são evidentes nas configurações assumidas pelo ensino doutoral em Portugal. Este artigo tem como objetivo contribuir para uma melhor compreensão dessas configurações, por meio do mapeamento do cenário atual da educação doutoral no país. A análise leva em consideração aspetos como a distribuição institucional, geográfica e científica dos programas doutorais, bem como a sua caraterização em termos de estruturação, duração e colaboração interinstitucional. Por último, as tendências observadas no cenário da educação doutoral são colocadas em perspetiva e apresentam-se recomendações com vistas à sua (re)organização, tendo como alvo os legisladores e as universidades.

This article analyses the importance of scientific journals in the constitution and development of scientific fields. It also analyses a set of issues that these journals currently face. It takes as a case study the journal Sociologia, Problemas e Práticas. This journal emerged in the process of institutionalization of the field of sociology in Portugal. It is now publishing its 100th issue, after 37 years of continued publication. This article analyses the context, profile and phases of this scientific journal that has sociology as its main focus, but is also open to interdisciplinary contributions from other social sciences. This article also addresses a number of problems that these academic journals are presently facing: open access scientific publication; peer review; the new scientific publishing platforms; and the tension between international publishing and contextual social impact., El presente artículo analiza la importancia de las revistas científicas en la conformación y en el desarrollo de los campos científicos. También analiza un conjunto de cuestiones de fondo que estas revistas enfrentan actualmente. Toma como caso de estudio la revista Sociologia, Problemas e Práticas. Esta revista surgió en el proceso de institucionalización del área de la sociología en Portugal. En este momento se encuentra publicando el ejemplar 100 después de 37 años de publicación continua. Este artículo analiza el contexto, el perfil y las fases de esta revista científica que tiene como foco principal la sociología, pero que igualmente está abierta a contribuciones interdisciplinares de otras ciencias sociales. Este artículo aún discute un conjunto de problemas con los que estas revistas se confrontan en la actualidad: la publicación científica en acceso abierto; la evaluación de pares; las nuevas plataformas de publicación científica, y la tensión entre publicación internacional e impacto socialcontextual., Cet article analyse l’importance des revues scientifiques dans la constitution et le développement des champs scientifiques. Il analyse également une série de questions fondamentales auxquelles ces revues sont actuellement confrontées. Il prend comme étude de cas la revue Sociologia, Problemas e Práticas. Cette revue a émergé dans le processus d’institutionnalisation du domaine de la sociologie au Portugal. Il publie actuellement son 100e numéro, après 37 ans de publication continue. Cet article analyse le contexte, le profil et les phases de cette revue dont le domaine principal est la sociologie, mais qui est également ouverte aux contributions interdisciplinaires d’autres sciences sociales. Cet article aborde également un certain nombre de problèmes auxquels ces revues universitaires sont actuellement confrontées: l’édition scientifique en libre accès; l’évaluation par les pairs; les nouvelles plateformes d’édition scientifique; et la tension entre l’édition internationale et l’impact social contextuel., O presente artigo analisa a importância das revistas científicas na constituição e no desenvolvimento dos campos científicos. Analisa também um conjunto de questões de fundo que estas revistas enfrentam atualmente. Toma como caso de estudo a revista Sociologia, Problemas e Práticas. Esta revista surgiu no processo de institucionalização da área da sociologia em Portugal. Está agora a publicar o seu número 100, após 37 anos de publicação continuada. Este artigo analisa o contexto, o perfil e as fases desta revista científica que tem como foco principal a sociologia, mas que está aberta igualmente a contribuições interdisciplinares de outras ciências sociais. Este artigo discute ainda um conjunto de problemas com que estas revistas académicas presentemente se confrontam: a publicação científica em acesso aberto; a avaliação por pares; as novas plataformas de publicação científica; e a tensão entre publicação internacional e impacto social contextual.

O presente artigo analisa a importância das revistas científicas na constituição e no desenvolvimento dos campos científicos. Analisa também um conjunto de questões de fundo que estas revistas enfrentam atualmente. Toma como caso de estudo a revista Sociologia, Problemas e Práticas. Esta revista surgiu no processo de institucionalização da área da sociologia em Portugal. Está agora a publicar o seu número 100, após 37 anos de publicação continuada. Este artigo analisa o contexto, o perfil e as fases desta revista científica que tem como foco principal a sociologia, mas que está aberta igualmente a contribuições interdisciplinares de outras ciências sociais. Este artigo discute ainda um conjunto de problemas com que estas revistas académicas presentemente se confrontam: a publicação científica em acesso aberto; a avaliação por pares; as novas plataformas de publicação científica; e a tensão entre publicação internacional e impacto social contextual. This article analyses the importance of scientific journals in the constitution and development of scientific fields. It also analyses a set of issues that these journals currently face. It takes as a case study the journal Sociologia, Problemas e Práticas. This journal emerged in the process of institutionalization of the field of sociology in Portugal. It is now publishing its 100th issue, after 37 years of continued publication. This article analyses the context, profile and phases of this scientific journal that has sociology as its main focus, but is also open to interdisciplinary contributions from other social sciences. This article also addresses a number of problems that these academic journals are presently facing: open access scientific publication; peer review; the new scientific publishing platforms; and the tension between international publishing and contextual social impact. Cet article analyse l’importance des revues scientifiques dans la constitution et le développement des champs scientifiques. Il analyse également une série de questions fondamentales auxquelles ces revues sont actuellement confrontées. Il prend comme étude de cas la revue Sociologia, Problemas e Práticas. Cette revue a émergé dans le processus d’institutionnalisation du domaine de la sociologie au Portugal. Il publie actuellement son 100e numéro, après 37 ans de publication continue. Cet article analyse le contexte, le profil et les phases de cette revue dont le domaine principal est la sociologie, mais qui est également ouverte aux contributions interdisciplinaires d’autres sciences sociales. Cet article aborde également un certain nombre de problèmes auxquels ces revues universitaires sont actuellement confrontées: l’édition scientifique en libre accès; l’évaluation par les pairs; les nouvelles plateformes d’édition scientifique; et la tension entre l’édition internationale et l’impact social contextuel. El presente artículo analiza la importancia de las revistas científicas en la conformación y en el desarrollo de los campos científicos. También analiza un conjunto de cuestiones de fondo que estas revistas enfrentan actualmente. Toma como caso de estudio la revista Sociologia, Problemas e Práticas. Esta revista surgió en el proceso de institucionalización del área de la sociología en Portugal. En este momento se encuentra publicando el ejemplar 100 después de 37 años de publicación continua. Este artículo analiza el contexto, el perfil y las fases de esta revista científica que tiene como foco principal la sociología, pero que igualmente está abierta a contribuciones interdisciplinares de otras ciencias sociales. Este artículo aún discute un conjunto de problemas con los que estas revistas se confrontan en la actualidad: la publicación científica en acceso abierto; la evaluación de pares; las nuevas plataformas de publicación científica, y la tensión entre publicación internacional e impacto socialcontextual. publicada

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’ 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’ 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.

In this article, we study the enrollment decision of candidates to Portuguese public Higher Education Institutions (HEIs). We classify candidates according to their revealed preference for...

Public institutions in Portugal have not invested in strategies to attract international students until recently, when the adoption of new legislation and a national strategy for internationalization created more appealing conditions for it. This article aims to study the strategies institutions employ to recruit international students in a country less attractive than the major receiving countries and the main challenges they encounter. The study draws on interviews with top and middle managers in two public universities. The findings identify three types of strategies: institutional branding, revision of admission procedures, and curricular adjustments. The main challenges are the creation of institutional structures with an exclusive remit for international students and the choice of teaching language, despite a prevailing opinion that the Portuguese language should be maintained as a competitive advantage.

In many countries, quality assurance systems rely on study programme accreditation. As with all quality assurance mechanisms, accreditation should also be continuously improved in order to maintain its relevance as a promoter of study programme quality. A way to move accreditation forward is by taking into account academics’ views, interests and needs about the process, since their support for it is paramount for its success and effectiveness. This paper analyses Portuguese academics’ knowledge and views on accreditation with the aim of understanding if the process is being supported and is on the right route for being effective. It is based on the analysis of 1484 academics’ answers to a questionnaire distributed in 16 higher education institutions. This analysis reveals a moderately positive attitude of academics towards accreditation, reflected in an only moderate knowledge of the process as well as in a mild agreement with its characteristics and implementation features. This suggests that there is room for improvement to bring this quality assurance mechanism closer to academics’ expectations and needs and therefore to improve accreditation’s effectiveness.

Purpose Industrial doctorates have arisen in recent decades as a new form of doctoral education which has the potential to innovate the curriculum, among other things. Such programmes run in a number of countries including Sweden, Finland, Denmark, Estonia or Italy. In Portugal, industrial doctorates are very recent. The purpose of this paper is to understand whether Portuguese industrial doctorates distinguish themselves through collaboration with industry, specifically in curriculum development and delivery, or if they replicate the traditional doctorates under a new name. Design/methodology/approach Data from self-assessment reports of existing programmes submitted to the Portuguese accreditation agency and interviews with programme leaders were analysed. Findings The findings suggest that despite the fact that there is space for improvement in the collaboration in curriculum development and delivery, this is nonetheless a dimension which differentiates industrial doctorates. Industrial doctorates can, therefore, be “judged by their cover” because they are indeed a new category of doctoral degrees. Originality/value Although circumscribed to the Portuguese context and focussed on a particular aspect of university–industry collaboration, the paper contributes to further knowledge on industrial doctorates, a topic on which research is still scarce.

The European Union’s (EU) decision to become ‘the most competitive and dynamic knowledge-based society in the world’ by 2000 included key policies such as the creation of a European Research Area (ERA) and a European Higher Education Area (EHEA) capable of attracting academics from other countries. Recruiting the best academics, and especially the best researchers, has become an issue of increasing importance in European higher education policy, with numerous studies reflecting the way these policies are translated at the national level. However, little is known about institutional policies to attract international academics. This is particularly challenging in countries that have faced severe economic crisis in the past years, as is the case of Portugal. This chapter introduces an overview of the situation of international academics in Portugal and analyses, based on a case study of two universities, the institutional policies that have been defined to recruit these academics. The analysis of qualitative data deriving from semi-structured interviews with key institutional decision-makers reveals that institutions experience difficulties in defining clear policies in this matter, although differences can be found between institutions.

Assumed as a strategic resource for the knowledge society and economy, doctoral education has become the target of policy attention and intervention, with clear effects on its organisation and offer. Especially in Europe, and under the influence of several actors, doctoral education has grown in terms of the number of universities delivering it and of programmes; it became more diversified, with doctoral programmes in the most varied scientific areas and with different types and purposes; and it became more structured, with the inclusion of a curricular component and the shortening of the duration of the degree. Many of these changing trends are evident in the configurations assumed by doctoral education in Portugal. This article aims to contribute to a better understanding of these configurations by mapping the current landscape of doctoral education in the country. The analysis takes into account aspects such as the institutional, geographic, and scientific distribution of doctoral programmes, as well as their characterisation in terms of structuring, length, and collaboration. Finally, the trends observed in the doctoral education landscape are put into perspective and recommendations are put into perspective with a view to its (re)organisation, targeting both policymakers and universities., Asumido como un recurso estratégico para la economía y la sociedad del conocimiento, el doctorado se ha convertido en el objeto de la atención e intervención de las políticas, con claros efectos en su organización y oferta. Especialmente en Europa, y bajo la influencia de varios actores, el doctorado ha crecido en términos de número de universidades que la imparten y de programas; se diversificó más, con programas de doctorado en las más variadas áreas científicas y con diferentes tipologías y finalidades; y se volvió más estructurado, con la inclusión de un componente curricular y el acortamiento de la duración de la titulación. Muchas de estas tendencias cambiantes son evidentes en las configuraciones asumidas por el doctorado en Portugal. El presente artículo tiene como objetivo contribuir a una mejor comprensión de estas configuraciones mediante el mapeo del panorama actual de la educación doctoral en el país. El análisis tiene en cuenta aspectos como la distribución institucional, geográfica y científica de los programas de doctorado, así como su caracterización en cuanto a estructuración, duración y colaboración. Finalmente, se ponen en perspectiva las tendencias observadas en el panorama de la educación doctoral y se formulan recomendaciones para su (re)organización, dirigidas tanto a los responsables políticos como a las universidades., Assumida como um recurso estratégico para a economia e sociedade do conhecimento, a educação doutoral tem-se tornado alvo de atenção e intervenção política, com efeitos visíveis na sua organização e oferta. Sob a influência de diversos atores, e especialmente na Europa, a educação doutoral tem-se expandido, quer em termos do número de universidades que a ofertam, quer no tocante ao número de programas; tornou-se mais diversificada, com programas doutorais nas mais diferentes áreas científicas e com diferentes tipos e propósitos; e tornou-se mais estruturada, com a inclusão de uma componente curricular e a redução do tempo para conclusão do grau. Muitas destas tendências de mudança são evidentes nas configurações assumidas pelo ensino doutoral em Portugal. Este artigo tem como objetivo contribuir para uma melhor compreensão dessas configurações, por meio do mapeamento do cenário atual da educação doutoral no país. A análise leva em consideração aspetos como a distribuição institucional, geográfica e científica dos programas doutorais, bem como a sua caraterização em termos de estruturação, duração e colaboração interinstitucional. Por último, as tendências observadas no cenário da educação doutoral são colocadas em perspetiva e apresentam-se recomendações com vistas à sua (re)organização, tendo como alvo os legisladores e as universidades.

Since 2009, Portuguese higher education institutions have been developing their own internal quality assurance systems and policies as a result of the reforms of higher education quality assurance in Europe and Portugal. This paper analyses how far Portuguese universities, within the remit of their internal quality assurance systems, define and employ mechanisms and procedures in order to assess the quality of their third mission activities. The analysis was conducted on documents submitted by institutions to the Portuguese Agency for the Assessment and Accreditation of Higher Education (A3ES) under the institutional evaluation process. Findings suggest that although the analysed Portuguese institutions apparently embrace the third mission, the quality assurance of this core activity is still in an embryonic stage of development. This suggests that quality assurance systems need to be developed so as to integrate the various core missions of an institution (e.g. teaching and learning; research and third mission), ensuring they receive similar levels of consideration.

This paper analyses teaching and non-teaching staff perceptions on the implementation of internal quality assurance (QA) practices at their higher education institutions. The aim is to understand how far different perspectives on quality – as culture, as compliance or as consistency – are reflected in the views of these two groups on such practices. Data from a survey sent to all Portuguese institutions show that, to some extent, the perspectives of quality as culture and quality as compliance seem to permeate both groups’ views. This is evident in regard to the factors identified as supporting the development of internal QA, the main features underlying the implementation of such practices and their main effects. As the study allows for a better understanding on how these practices are perceived by teaching and non-teaching staff, it can contribute to promoting the critical reflection of institutions about QA and the way it can be both more effective and aligned with academia’s needs and expectat...

Academics’ support for quality assurance (QA) depends on several factors, including their sense of ownership, which seems to be influenced by academics’ participation in QA’s implementation. This p...

Purpose This paper aims to look at the characteristics of internal quality assurance (IQA) systems of higher education institutions to understand whether these systems tend to reproduce a given model, externally defined and suggested to institutions, or rather to be shaped by institutions’ features and interests. Design/methodology/approach The study is supported in the analysis of the content of self-assessment reports of 12 internal QA systems certified, in Portugal, between 2012 and 2015. An analysis grid was used based on three categories: IQA systems’ historical framework, structural/managerial component and monitoring, assessment and continuous improvement. Findings Institutions tended to follow a “one size fits all” approach, meaning that external (European and national) quality assurance (QA) references were used in an identical way, giving origin to rather similar IQA systems. Institutional characteristics do not seem to have played a relevant role, eventually due to institutions’ will to obtain their systems’ certification and, thus, achieve a light-touch external QA. Research limitations/implications The study was based on the analysis of only certified IQA systems and relies on document analysis. It would be interesting to also include non-certified systems, in a comparative perspective, complemented with data deriving from interviews and/or questionnaires with some of the actors involved in the certification process. Practical implications The study provides an understanding of how IQA systems are being implemented in Portugal. Thus, it can be of interest to other institutions as well as to QA agencies. Originality/value The study addresses a topic still relatively absent from research on QA in higher education, being of interest for researchers in the field.

This concluding chapter revisits the central themes that have emerged throughout the book, framed by the different contributions, by systematising them in a critical way. It stresses the deep structural and institutional transformations occurring in the forms and contents, locus of delivery and recipients of doctoral education, while discussing how these transformations are responding to social, political and students’ expectations. The chapter also critically reflects on the direction(s) doctoral education may take. It is expected this critical assessment to be useful not only for the next generation of doctoral candidates and their supervisors but also for policymakers, institutional leaders as well as potential employers, both inside and outside academia.

The chapter aims to launch a discussion about quality assurance (QA) in doctoral education in general and its external component in particular. Based on the analysis of the European context, it starts with an overview of the dynamics inherent to QA in doctoral education at the supranational, national and institutional levels. Then, and focusing specifically on the national level, an account is given on the external QA arrangements addressing doctoral education in thirteen European countries. It is found that these arrangements translate different degrees of governmental regulation as well as institutional autonomy, indicating QA approaches closer either to accountability or to quality enhancement. Finally, and without arguing for a best way of conducting external QA of doctoral education, the chapter brings forward some proposals for future developments at this level.

In the context of higher education, skills mismatch refers to the gap between the skills which graduates possess and the skills demanded by hiring industries. Several changes have been contributing to this mismatch. On the one hand, the labour market has been through a fast technological change and has become more volatile, which in turn has led to the emergence of new professional profiles (Garcia-Aracil and Van der Velden 2008). According to the literature (Branine 2008), generic skills have gained more value for employers. However, a question remains whether graduates are capable of applying the generic skills acquired in higher education in a real work context (Billing 2003). On the other hand, higher education has also undergone significant changes – massification and diversification of the student body – which made it increasingly difficult for potential employers to assess the skills match in such a wide pool of candidates. Moreover, higher education has been accused of being distant from the labour market needs and of being incapable of keeping up with changes and demand (Garcia-Aracil and Van der Velden 2008), particularly because of a poor focus on generic competences and of a lack of practical orientation. Assuming that higher education is partly responsible for overcoming the skills mismatch, a number of approaches have been suggested in the literature: collaboration with business and industry in day-to-day practices of teaching and research, such as work integrated learning programmes or internships, and external collaboration in the curricular design. Industrial doctorates are an example of an approach which aims to bring together academia and industry, thus presenting a high potential of closing the gap between the supply and the demand of graduate competences. This study aims to explore whether doctoral students enrolled in industrial doctorates believe that they acquire generic skills which literatures suggests are valued by employers. It relies on information gathered in 2018 through six focus groups discussions with students (N=30) enrolled in all the six industrial doctorates offered by Portuguese universities, funded jointly by the Portuguese foundation for science and technology and by private companies. Doctoral students think they are acquiring generic skills which could be relevant for a wide range of different jobs and industries. These skills include networking, communication, negotiation, teamwork and, with less emphasis, flexibility, writing skills and autonomy. Therefore, according to doctoral students, the competences gained during their degree have the potential to close the gap between employers expectations and higher education supply because these skills are fully aligned with those described in the literature and which are related to the business environment and its precise end goals, tight deadlines, teamwork and multi-tasking.

This paper analyses academics’ perceptions about their current working and employment conditions, academic profession’s social prestige and their willingness to change profession. The aim is to discuss the extent to which academics are being affected by changes in higher education institutions and the academic profession as framed by managerialism, New Public Management and neoliberalism. Collected through a survey to all Portuguese academics, perceptions suggest a contradiction: while evidencing the deterioration of working conditions, academics maintain a positive view regarding the academic profession, evidenced by a predisposition to consider it as socially valued and worth to recommend. So, despite all changes, it seems that to Portuguese academics, working in academia is still worth, at least to some extent. The question is to know for how long.

A finalidade desse projeto é simular o lançamento de um produto no mercado – segurança para lápis - que ajude os alunos a rentabilizar o seu tempo útil na sala de aula e tentar minimizar as distrações dentro da mesma. Após a revisão de literatura relacionada com aspetos metodológicos de preparação do lançamento de um novo produto no mercado seguiu-se a conceção da ideia de produto e a sua validação junto de amostra de professores e pais dos alunos do pré-escolar e EB1 através da formulação da seguinte pergunta: - Já sentiu necessidade de ter um suporte que ajude o seu filho/aluno a não deixar o lápis cair? Analisadas as respostas, verificámos que a grande maioria já tinha sentido esta necessidade, porém mostraram alguma preocupação para com o produto temendo vir a ser uma nova distração caso as características do mesmo não fossem as mais adequadas. Com base na informação recolhida reformulou-se a ideia inicial do produto e avançou-se para o plano do negócio onde se incluiu a estratégia, as análises de mercado, investimento e financiamento e análises de rentabilidade. The purpose of this project is to simulate the launch of a product on the market - pencil security - that helps students monetize their classroom time and try to minimize distractions within the classroom. After reviewing the literature related to methodological aspects of preparation of the launch of a new product in the market followed the conception of the idea of product and its validation with sample of teachers and parents of preschool and EB1 students through the formulation the following question: Have you ever felt the need to have a bracket that will help your child not to let the pencil fall? Analyzed the answers, we verified that the vast majority had felt this necessity, but they showed some concern for the product fearing to be a new distraction if the characteristics of the same were not the most adequate. Based on the information collected, the initial idea of the product was reformulated and the business plan was included, including strategy, market analysis, investment and financing, and profitability analysis.

This article aims to analyse academics' perceptions on changes in the governance and management of higher education institutions (HEIs) under a generational perspective. It is empirically based on the analysis of national data resulting from the ‘Changing Academic Profession’ international survey. Findings reveal a general tendency for the three different generations of academics to have similar perceptions on HEIs’ governance and management. The three groups tend to consider that faculty boards and academics hold the control of decisions in areas related to the regulation of academic work and career. However, this is especially evident among the younger generation. Furthermore, the three generational groups acknowledge having low influence in the definition of institutional policies at the top levels. Again this is more evident for the younger generation. Finally, all three generations identify the same features as characterising their institutions’ management model.

Cross-border higher education (CBHE) has been changing the organizational boundaries of higher education institutions (HEIs). This study aims to analyze the shifting boundaries of Portuguese HEIs through the lens of the identity concept in organization theories, considering three contexts with different levels of regulation: African Portuguese-speaking countries, Brazil, and Europe. These different regulation contexts allow to analyze how the level of national regulation influences CBHE, how this relates to the shifting boundaries of HEIs, and how the public or private character of the institutions plays a role in influencing boundary shifts. This research indicates that shifting boundaries through CBHE are influenced by institutional identities shaped by different rationales and conditioned by local policy contexts. Public universities have refrained from creating campuses abroad or from franchising activities, and their international activities seem driven by academic and cultural rationales. Public polytechnics, more recent than universities, seem more open to embarking on CBHE, suggesting the existence of a malleable identity. Contrary to the public sector, private institutions have created campuses abroad, mainly in African Portuguese-speaking countries, apparently following an economic rationale to guide their CBHE activities.

The chapter addresses the challenges faced by European quality assurance (QA), under the framework of a series of initiatives designed to establish a European Higher Education Area and market. A set of documents translating the positions of European and international agents are discussed. First, the initiatives taken at European level to build a higher education (HE) market are put forward. Emphasis is then given to the contributions of different European agents aiming to promote and assure HE quality under this context. Trust and cooperation are discussed as ‘prerequisites’ for the establishment of QA as an effective tool towards HE European integration. Finally, the challenges currently faced by European QA are systematised, while avenues for future debate are proposed.

In recent years, initiatives for the improvement of teaching quality have been pursued both at European and national levels. Such is the case of the European Standards and Guidelines for Quality Assurance (ESG) and of legislation passed by several European countries, including Portugal, in response to European policy developments driven by the Lisbon Strategy and the Bologna Process. This paper is concerned with the institutional level implementation of European and national policies which target the quality of teaching staff. It reports on the findings of a study conducted in order to analyse if Portuguese higher education institutions are taking measures to improve and assure the quality of teaching staff in compliance particularly with the ESG. Findings suggest that this compliance is only partial. Although mechanisms exist for the selection, recruitment and appraisal of academics, other instruments and measures meant to continuously improve teaching staff quality, such as institutional support for skills development, pedagogic training, material infrastructure and motivation strategies, such as awards and recognition, are still incipient.

This paper analyses the inbreeding phenomena in Portuguese public universities. Inbreeding is defined as the recruitment of academics by the same institution that awarded their PhDs. Focusing on 1,217 PhD-holding Portuguese academics, belonging to four public universities and to six disciplinary areas, inbreeding is analysed in order to understand whether it might be influenced by the age of the institution and by how long ago the disciplinary area was established in a particular institution. Although a higher level of inbreeding was observed in older universities and in some of the longer established disciplinary areas, suggesting that institutional and disciplinary age play a role, it is possible to conclude that the inbreeding phenomenon is quite complex, and is influenced by other factors such as the disciplinary areas’ core academic values and practices.

A institucionalização é um processo complexo que envolve diversas mudanças quer para o idoso como para a sua família. Neste âmbito, a presente dissertação levou-nos a reflectir sobre o papel que o assistente social desempenha neste tipo de instituições, nomeadamente na promoção da relação entre o idoso institucionalizado e a sua família. Ou seja, pretendem-se compreender o modo de atuação do assistente na manutenção de laços entre o idoso institucionalizado e a família; as possíveis limitações que se depararam no decorrer da sua intervenção, assim como eventuais estratégias que permitam colmatar essas mesmas limitações. Pretendem-se ainda analisar, desde a perspetiva do idoso, as relações idoso - família e idoso-assistente social, o papel deste último na relação com a família, e as possíveis estratégias que o assistente social utiliza para potenciar essa relação quando se depara com limitações por parte das instituições. Desta forma, a metodologia possui uma estratégia mista, de cariz exploratório e descritivo, com recurso a entrevistas semiestruturadas aos assistentes sociais e inquéritos por questionário aos idosos como técnicas de recolha de informação. Como técnicas de análise dessa informação utilizou-se a análise do conteúdo e análise estatística. Os resultados obtidos indicam que apesar dos assistentes sociais no seu discurso afirmarem que desenvolvem atividades, que proporcionam momentos que permitam a partilha troca e manutenção dos laços afetivos dos idosos institucionalizados com as famílias, os dados quantitativos obtidos dos idosos apontam que nem sempre isso se verifica na prática. The institutionalization is a complex process wich envolves different changes to the elder and their families. Being so , the present thesis lead us to a hard reflection about the social worker role in this kind of institutions, specifically in what concerns to the relationship of the elder with his family. Therefore, it’s our goal to understand the way that the social worker performs to bound the instituionalized elder with his family; the possible troubles or boundaries that the social worker faces throughout his mediation , as well as, possible stratagies to ensure that those boundaries are filled. In this work, we also want to analyze the elder’s point of view about his relationship with his family, with the institution and with the social worker. It’s our goal to understand the role of the social worker in the family relationship and the potential strategies that he can adopt to face some limitations that a few institutions can have. So, the methodology has a mixed strategy, both explorative and descriptive using semistructured interviews to the social workers and surveys to elders as a tool to gather information. The content and statistical analysis were the methods that one used to analyze that information. The results show us that though the social workers claim that they promote leisure activities that create bounds between the instituionalized elders and their families, the data that one has collected from the elders show us that sometimes that is not the reality.

Student participation currently constitutes a relatively consensual and well-defined dimension in most European Quality Assurance (QA) systems. Two main arguments, aligned with two distinct conceptions of students, seem to frame this participation: that of students as key-institutional actors or partners, and that of students as consumers of higher education (HE) (Cardoso, 2012).

PurposeThe purpose of this paper is to explore Portuguese academics' perceptions on higher education quality assessment objectives and purposes, in general, and on the recently implemented system for higher education quality assessment and accreditation, in particular. It aims to discuss the differences of those perceptions dependent on some academics' characteristics, such as: gender, disciplinary affiliation, type of higher education institution and experience in quality assurance activities.Design/methodology/approachAn online questionnaire with Likert‐type answer scales was distributed to the Portuguese academic population (n=36,215). In total, 962 answers were collected from academics belonging to the public higher education system. Data were treated resorting to descriptive statistics, hypothesis tests and analysis of variance.FindingsPortuguese academics tend to support the majority of goals and purposes quality assessment may have, as well as the main features of the newly designed quality assessment and accreditation system. Nevertheless they tend to support more quality assessment mechanisms privileging improvement over control. This support is slightly more evident among female academics, academics from public polytechnic institutions, from medical and health sciences and with former experience in quality assurance activities.Originality/valueThe study adds to the discussion on academics' perceptions on quality assurance, highlighting the influence played at this level by some of their characteristics. It is especially relevant for those working either in higher education institutions or governmental agencies, since it may contribute to the design of quality assurance systems academics are more likely to support.

As part of a progressive change occurring in the way public sector beneficiaries are conceived, higher education students started to be more and more perceived as clients or consumers. This implies assuming them as rational and conscious actors aware of what to expect from higher education attendance and of its returns. Framed by the metaphor of students as consumers, this paper aims to discuss whether students behave as rational consumers when choosing to enrol in higher education. Based on the findings of a qualitative study analysing Portuguese students’ choices it is possible to conclude that they tend to behave as rational consumers when they decide to attend higher education and when they choose a given institution, but not when they decide on attending a specific study programme. In this last case, instead of comparing the diverse study programmes and collecting information before forming their preference, students first formed this preference and, only then, gathered information. Student socialisation process emerged as a key element in shaping the preference for the study programme and in the vocation to choose it.

Partindo do princípio de que o Estado, através da implementação das políticas sociais de velhice, tem contribuído fortemente para a institucionalização do problema social da velhice e para a construção das representações do que é “ser velho”, este artigo fará uma reflexão crítica em torno de algum do discurso governamental que teve por alvo a velhice em Portugal. Pretendem-se identificar algumas tendências na gestão pública da velhice e o sentido das políticas sociais na definição desta categoria e do que é “ser idoso” na sociedade portuguesa. A discussão centrar-se-á nos resultados da análise qualitativa dos conteúdos das medidas governamentais (publicadas em Diário da República), que determinaram o modo de gestão pública da velhice em Portugal entre 1990 e 2008.Assuming that the State, through the implementation of social policies for old age, has contributed greatly to the institutionalization of the social problem of old age and the construction of representations of what is “being old”, this article makes a critical reflection of some of the governmental speech that targeted the elderly in Portugal. It identifies trends in public administration of old age and the sense of social policies in defining the contours of addressing it. We make a qualitative analysis of the contents of the government measures (published in the Official Gazette) that determined the public administration of “the old age theme” in Portugal from 1990 to 2008.

When evaluating the EUA Institutional Evaluation Programme (IEP), Nilsson et al. emphasised the interest in creating a data bank on good practices derived from its reports that would contribute to disseminating examples of effective quality management practices and to supporting mutual learning among universities. In IEP, evaluated institutions present a SWOT analysis that is examined by the external reviewers. This article identifies and systematises the strengths identified by external evaluators, related to good management practices, which may contribute to the data bank. The paper also suggests that the IEP reports present a set of strengths that define a certain type of university, namely a centralised institution, with strong leadership, well-defined strategic management practices, capacity to change and an institutional identity and culture promoting its worldwide competitiveness. Along with other prioritised characteristics the IEP process potentially contributes to convergence towards a more unif...

This article aims at analysing and discussing student participation in Portuguese higher education institutions and, specifically, in university governance. In a first moment, it describes this participation under both the previous (1988–2007) and the new legal frameworks (since 2007). A discussion of the changes introduced by this last framework and the extent to which it has contributed to the erosion of student participation in governance is undertaken. Next, the article deals with the ways students are involved in quality assessment at both its systemic and institutional levels. The case of a specific Portuguese university is used as an example of how this involvement takes place. The article concludes with a discussion on the main features of Portuguese student participation in governance, focusing on its effectiveness and suggesting measures for improvement.

A progressive attempt to replace traditional public administration values and concepts by others that are closer to private management can be observed in the replacement of the service user concept by that of consumer or client. This redefinition's more implicit or explicit intent is to increase consumers'/clients' status, their capacity to choose and make rational choices in the market, and, ultimately, to ensure that organisations fulfil their needs. Influenced by this tendency, higher education institutions (HEIs) also started to see students as clients or consumers and to influence their choices by trying to define HE demand. This is evident in the shift in their external communication strategies: ‘institutional information’, based on HEIs' prestige, is being progressively replaced by ‘marketed information’, based on economic consumer logic. In trying to understand how students are perceived by Portuguese HEIs, we undertook qualitative research based on the content analysis of undergraduate degrees' announcements in newspapers. Major findings evidence that their content: (1) can be classified in a continuum bounded by two poles: the use of ‘institutional information’ and the use of ‘marketed information’; (2) show the presence of a social representation of students as clients or consumers; (3) seems related to HEIs' nature (public vs. private), positioning in the HE system (universities and polytechnics) and ‘symbolic capital’ (traditional vs. new institutions).

Apesar da sua importância para a avaliação das instituições de ensino superior, os estudantes parecem não constituir, ainda, um objecto de estudo relevante no campo da investigação sobre este processo de regulação institucional. Reconhecendo esta lacuna, o presente estudo pretende, através da análise das representações que os estudantes elaboram deste processo, indagar sobre os contornos que emolduram as suas atitudes relativamente ao mesmo. Recorre, neste sentido, ao enquadramento metodológico e aos resultados empíricos de uma investigação mais abrangente, que tem por objecto a análise do conteúdo das representações estudantis da avaliação das instituições de ensino superior. A análise dos resultados permite concluir que os estudantes assumem atitudes tendencialmente positivas face à noção e à implementação da avaliação, como resultado da legitimidade que lhe reconhecem. Esta legitimidade surge, por sua vez, conectada, essencialmente, com razões instrumentais, ligadas ao incremento da qualidade das instituições, dos cursos e da docência e, em última instância, à promoção da integração dos futuros graduados no mercado de trabalho.Despite their relevance to the evaluation of higher education institutions, students still do not seem to constitute a relevant study subject in the research field of this regulation process. Aware of this gap, the present study intends to, through the analysis of the social representations that students elaborate on this process, examine the features framing their attitudes towards it. It resorts, in this sense, to the methodological framework and to the empirical findings of a broader research, having as subject the analysis of students' social representations on the evaluation of higher education institutions. The analysis of the results allows for the conclusion that students tend to assume positive attitudes towards the notion and the implementation of evaluation, as a result of the legitimacy they recognize to it. This legitimacy emerges, in its turn, essentially connected with instrumental reasons, linked to the increase of the quality of institutions, degrees and teaching and, ultimately, to the future insertion of graduates in the labour market.

Apesar da sua importância para a avaliação das instituições de ensino superior, os estudantes parecem não constituir, ainda, um objecto de estudo relevante no campo da investigação sobre este processo de regulação institucional. Reconhecendo esta lacuna, o presente estudo pretende, através da análise das representações que os estudantes elaboram deste processo, indagar sobre os contornos que emolduram as suas atitudes relativamente ao mesmo. Recorre, neste sentido, ao enquadramento metodológico e aos resultados empíricos de uma investigação mais abrangente, que tem por objecto a análise do conteúdo das representações estudantis da avaliação das instituições de ensino superior. A análise dos resultados permite concluir que os estudantes assumem atitudes tendencialmente positivas face à noção e à implementação da avaliação, como resultado da legitimidade que lhe reconhecem. Esta legitimidade surge, por sua vez, conectada, essencialmente, com razões instrumentais, ligadas ao incremento da qualidade das instituições, dos cursos e da docência e, em última instância, à promoção da integração dos futuros graduados no mercado de trabalho.

Introducao: A vacinacao anual e o principal metodo de prevencao e controlo da infeccao gripal sazonal e das suas complicacoes, devendo ser dirigida aos grupos populacionais de alto risco, como os idosos (idade ³65 anos). Os medicos de familia (MF) tem um papel importante no controlo desta doenca no sentido de promover a vacinacao. Objectivo: Avaliar e garantir a qualidade do aconselhamento e/ou prescricao da vacina anti-gripal pelos MF nos idosos. Tipo de estudo: Descritivo e transversal. Local: Cinco centros de saude (CS) da Regiao Norte. Populacao: Todos os idosos inscritos nos CS estudados. Metodos: Dimensao estudada: qualidade tecnico-cientifica. Unidade de estudo: 375 utentes inscritos nas listas de MF dos CS avaliados, que completaram 65 anos ate 30 de Setembro de 2006. Foram avaliados cinco medicos de familia em cada CS no periodo de 1 de Setembro de 2006 e 28 de Fevereiro de 2007. Base de estudo: amostra aleatoria sistematica de 375 utentes, de base institucional.Tipo de dados: de processo. Fonte de dados: processos clinicos e SAM.Tipo de avaliacao: interna. Criterios: Registo do aconselhamento ou prescricao da vacina anti-gripal no periodo em estudo aos utentes idosos. Avaliacao temporal: retrospectiva. Tipo de intervencao prevista: estrutural e educacional. Resultados: Em 49,3% dos casos nao foi encontrado nenhum registo de aconselhamento e/ou prescricao da vacina da gripe no grupo alvo. Em 50,7% dos processos a vacina tinha sido aconselhada (5,1%) ou prescrita (45,6%), permitindo alcancar o padrao de qualidade suficiente. Entre as diferentes unidades de saude a taxa de aconselhamento/prescricao variou entre 36% (insuficiente) e 68% (suficiente). Conclusoes: E necessaria uma melhoria continua da qualidade da prescricao da vacina da gripe nos grupos de risco. Propoe-se a formacao de um grupo de trabalho para o Desenvolvimento Continuo da Qualidade nesta area em cada Centro de Saude.

Over the past decades a continuous trend of expansion has led to the emergence of massified higher education systems that have tried to accommodate a growing diversity of students and demands through diverse institutional profiles and program supply. Recent studies have also pointed out to a growing diversity in the transitions and integration of those expanded cohorts of graduates in the labour market. Hence, it is relevant to assess to what extent the growing institutional and programme diversification may be associated with different profiles of graduates and the multidimensional set of acquired competencies throughout higher education. In this paper are analysed graduates’ perceptions about the competencies acquired through HE vis-a-vis those required by the labour market and search for differences in those perceptions according to type of institution (public and private, university and vocational) and type of degree. The analysis is based on the Portuguese experience that combines high labour market benefits for graduates with a rapid process of massification.

Quality assurance is currently an established activity in Europe, driven either by national quality assurance agencies or by institutions themselves. However, whether quality assurance is perceived as actually being capable of promoting quality is still a question open to discussion. Based on three different views on quality derived from the literature – quality as culture, as compliance and as consistency – the current article sheds light on this issue by identifying the main obstacles to quality as perceived by Portuguese academics. The analysis reveals that academics tend to see those obstacles as essentially related to the view of quality as culture and especially with its structural component, including the design and functioning of institutional governance and management. Although this may indeed correspond to the Portuguese higher education institutions’ reality, one must not forget that academics tend to have a poor knowledge about the structural frames that are embedded in governance and manageme...

peer-reviewed This chapter is concerned with describing and critically evaluating the literature on the existence of and explanations for gender imbalances in higher education (HE) focusing particularly on girls’ increasing access to HE and women’s limited access to senior positions there. These topics reflect a fundamental paradox in HE across Western society, namely that that is despite increases in women’s participation at undergraduate and post-graduate levels (UNESCO, 2012) their access to senior positions remains limited (EU, 2013). It cannot simply be assumed that the latter will automatically increase, since the growth of girls’ access to HE is not a recent phenomenon. Women, especially in Western Europe and North America, started to catch up with men in terms of enrolments in the 1970s and had surpassed them by the early 1980s, with the rate of women’s enrolments growing almost twice as fast as men’s rate (UNESCO, 2012). This raises fundamental problems for Western societies since educational achievements have been seen as a meritocratic basis for accessing senior positions in HE. ACCEPTED