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This paper aims at looking at governance instruments beyond managerial technicality. It intends to do so by analysing the impact of governance reforms on the universities autonomy assumed as a regulation instrument to politically steer systems and institutions. The regulation efforts undertaken at the European and national levels reflect a trend towards coordination of devolved governance processes (meta-governance). Although there is a wide consensus about awarding autonomy to universities and increasing self-governance, governments need to ensure that their goals are actually pursued, enhancing their regulation frames and meta-governance efforts. This paper focuses on how the governance reform interacts with institutional contexts. The changes promoted by the governance reform are an opportunity to understand how far these apparently contradictory forces operate in three selected Portuguese universities with regard to institutional autonomy. [ABSTRACT FROM AUTHOR]

In keeping with practices elsewhere in Europe, Higher Education Institutes (HEIs) in Ireland have in recent decades adopted access policies for non-traditional students (not recent school leavers). This paper assesses a particular initiative to facilitate access to HEIs to non-traditional students. However, due to the initiative's origins as a non-accredited certificate for asylum seekers and refugees, specific attention will be paid to the immigrant community. This paper assesses the details of a new programme in Irish politics and political leadership for non-traditional students in Ireland. It will present the curriculum and document the teaching strategies that were selected while exploring the role for universities and political science departments, in particular in facilitating integration. Student-centred learning provides the overarching framework for the curriculum. Three teaching approaches - KWL, service learning, and enquiry- or problem-based learning - have been selected as the pedagogical underpinnings of this Certificate programme. The paper explores all three approaches and provides examples of how these will be employed. Finally, this paper concludes with a discussion of how the programme could be adapted in other jurisdictions and its uses in integrating citizens from new communities across European democracies. [ABSTRACT FROM AUTHOR]

This paper investigates institutional policies and academic practices of student assessment in four Portuguese higher education institutions (HEIs) in the wake of European policy developments driven by the Bologna Process. Specifically, it examines the correspondence between European policy recommendations related to student assessment (promotion of student-centred learning by the Bologna Process and the European quality assurance standard and guidelines on student assessment) and actual assessment procedures in the investigated Portuguese HEIs. It concludes that despite student-centred methodologies having started to make inroads, it does not emerge clearly how far changes (and practices) have been driven by recent European policy. Another notable aspect is that despite apparent institutional compliance with national or European orientations meant to improve the student experience of assessment (as reflected in policy documents), academic practices and students' experiences sometimes tell a story of resistance and enduring academic beliefs and traditions. [ABSTRACT FROM AUTHOR]

The governance of higher education has been changing across Europe, most notably in response to the reform agenda that has been pervading many higher education systems. This wave of reforms has given enhanced visibility to external stakeholders, which has been often received with contrasting views. Some regarded it as a factor that would undermine institutions' mission, while others viewed it as a rhetorical change, which would hardly have an impact on institutional life. In this paper, we analyse the introduction of external stakeholders in governance and quality assessment processes by looking at the Portuguese experience, and more specifically at their contribution to the implementation of internal quality assurance systems. We use empirical data collected from four higher education institutions under the framework of the IBAR project, subsumed in the form of barriers to and good practices for the implementation of policies and procedures for quality assurance. The results suggest that although the presence of external stakeholders has become more visible, it is yet to be fully reflected in the way institutions are governed or the way in which they manage their internal quality assurance processes and mechanisms. [ABSTRACT FROM AUTHOR]

This study examines policy goals pertaining to joint Master's in Europe as presented in Bologna-related and Erasmus Mundus (EM) policy texts. The profile of joint programmes has risen in the aftermath of the Bologna Process (BP), together with the launch of the EU EM. Despite a European policy tradition of cooperation in higher education (HE), degree developments were usually left outside the scope of policy declarations and did not have an explicit 'agenda status'. If so, what makes these degree developments 'worthy' of political attention in recent years? The paper shows that joint Master's developments have been represented as appropriate action for furthering integration and convergence, as well as for improving competitiveness. It examines the ways in which joint Master's developments have been framed within and by these policy goals. It finally questions drivers of competitiveness and considers their deeper implications for the aims of and practice in HE. [ABSTRACT FROM AUTHOR]

Completing a Ph.D. and at the same time establishing a good academic profile are demanding tasks. Most graduates have teaching assignments, need to do their own research, assist senior researchers and hunt for funding. All this already takes up a considerable amount of time, and there are other activities – such as networking, publishing, conference and professional-association participation, and a whole array of others – junior academics need to get involved in so as to build a desirable academic profile. This paper compiles a few professional development suggestions for graduate students embarking on an academic career in political science in Europe.European Political Science (2009) 8, 138–142. doi:10.1057/eps.2009.6 [ABSTRACT FROM AUTHOR]