03217nas a2200085 4500008004100000245008300041210006900124520288800193856005003081 2024 eng d00aTRAVELLING DISCOURSES AND PRESSURES ON DOCTORAL EDUCATION: THE PORTUGUESE CASE0 aTRAVELLING DISCOURSES AND PRESSURES ON DOCTORAL EDUCATION THE PO3 a

In the context of the knowledge society framework and assumptions promoted at the European level by various entities, national governments have embarked on a series of higher education reforms. These reforms are aimed at strengthening the central role of higher education as a key provider of knowledge and human capital. 

Owing to its crucial contribution to knowledge creation and human capital development, doctoral education has become the focal point of national higher education and science policies. These policies, in turn, are progressively incorporating European narratives on the reform of doctoral education. Nevertheless, the mechanisms connecting European narratives to national policy discourses, norms and practices in doctoral education remain unexplored. 

This paper aims to narrow this gap by focusing on the Portuguese case. It investigates how European narratives on doctoral education are discursively translated into national policies, drawing on insights from discursive institutionalism. This framework explores how ideas travel and are translated into specific national and organisational contexts. 

The empirical foundation of this the paper rests on a content analysis of documents issued at both the European and national central government levels, with the aim of tracing the discursive translation processes. To identify the dominant European narratives on doctoral education, our analysis initially focused on two primary sources of European documents: the Bologna Declaration and Communiqués of the Conference of Ministers, as advanced by the European Union (EU), along with three position papers of the European University Association (EUA) focused on the Salzburg principles, recommendations, and future directions. Subsequently, by examining national legislation addressing doctoral education over the past two decades, we sought to shed light on the translation of the European documents into Portuguese policy. 

The findings suggest that Portuguese policies addressing doctoral education have adopted European narratives, but in an eclectic and fragmented manner – through translation and editing practices – rather than in a coherent, integrative way, as advocated by discursive institutionalism.

This outcome might be attributed to the variation in how countries appropriate soft law (i.e., regulations issued at the European level) due to their distinct social, cultural, and historical characteristics. Portugal, in its translation of European regulations, could exemplify this 'selective' approach. Through the lens of discursive institutionalism, it can also be argued that the translation process empowers national governments with significant capabilities to devise pragmatic solutions that align with their interests and goals.

 uhttps://www.cipes.pt/node/4278?language=pt-pt01857nas a2200253 4500008004100000245008900041210006900130260001500199300000800214490000700222520110700229653002201336653002301358653002701381653001901408653002101427653002101448653001601469100001301485700002401498700001601522700002101538856004401559 2022 eng d00aTales of Doctoral Students: Motivations and Expectations on the Route to the Unknown0 aTales of Doctoral Students Motivations and Expectations on the R c18/04/2022 a2860 v123 a

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.

10aconceptualization10aDoctoral education10ainternational students10aparadigm shift10aPh.D. candidates10ascientific areas10asupervision1 aDiogo, S1 aGonçalves, Andreia1 aCardoso, S.1 aCarvalho, Teresa uhttps://www.mdpi.com/2227-7102/12/4/28601962nas a2200229 4500008004100000245011900041210006900160260001500229300000800244490000700252520127500259653001201534653000701546653003201553653000901585653002101594653002601615653001301641100001301654700002101667856004401688 2022 eng d00aBrothers in Arms? How neoliberalism connects North and South Higher Education: Finland and Portugal in perspective0 aBrothers in Arms How neoliberalism connects North and South High c13/05/2022 a2130 v113 a

This paper puts in perspective the reforms of the Portuguese and Finnish higher education (HE) sectors in the light of the role intergovernmental organisations have—especially the Organisation for Economic Cooperation and Development (OECD)—in influencing neoliberal public policies in these countries. On the year that the OECD celebrates its 62nd anniversary, (the OECD was founded with this name on 14 December 1960 by 20 countries, following the establishment of the former European Economic Co-operation (OEEC) in April 1948) and by comparing two different countries, this article analyses the extent to which the OECD has been and is an “imperial agent” in Portuguese and Finnish HE policies. By cross-comparing the OECD reports of both HE systems, the empirical data shows how the OECD proposes neoliberal reforms based on three main components of neoliberalism: market, management and performativity in different countries. Taking these proposals into account, Portugal and Finland undertook similar HE legislative reforms despite their geographical, historical, cultural and economic differences. The data reveal a convergence in HE policies in these countries, anticipating the reinforcement of neoliberal policies at the national level. 

10aFinland10aHE10aNew Public Management (NPM)10aOECD10apolicy diffusion10apolicy implementation10aPortugal1 aDiogo, S1 aCarvalho, Teresa uhttps://www.mdpi.com/2076-0760/11/5/21302155nas a2200133 4500008004100000022002200041245009600063210006900159250004100228260001300269490000700282520168200289856005001971 2022 eng d a978-3-031-04439-700aTeaching and Research in the Knowledge Society: Exploring Portuguese Academics’ Trade-Off0 aTeaching and Research in the Knowledge Society Exploring Portugu aF. Huang, T. Aarrevaara, U. Teichler bSpringer0 v233 a

Similar trends have been shaping higher education systems in Europe. First, in modern university, the influence of Humboldtian values as the unity of teaching and research framed the organisation of higher education institutions (HEIs). More recently, under the ideological influence of both the knowledge economy/society and neoliberalism, European systems are compelled to demonstrate the utility of the knowledge produced, while they are making accountable to society, imposing an audit culture. This context leads to a stratification of institutions and academics, where the knowledge produced, usually measured by the number of publications, is an essential feature to determine the most prestigious institutions and academics.

At present, the time European academics dedicate to their main roles differs, with some dedicating more time to teaching, while others dedicate more time to research. It is expected that this distinction impacts directly on research outputs. Notwithstanding, personal characteristics, such as gender and seniority, are acknowledged to impact the number of research outputs.

This chapter illuminates on the effects of time organisation (time dedicated to teaching and to research) and of academics’ individual characteristics (gender and seniority), on research outputs, placing Portugal in a comparative perspective with other six countries of Finland, Germany, Lithuania, Slovenia, Sweden and Turkey.

Findings confirm that prioritising one of academics’ roles influences research outputs, with relevant variations between academics’ gender and seniority, more than among countries.

 

 uhttps://www.cipes.pt/node/4031?language=pt-pt02211nas a2200145 4500008004100000022002200041245012800063210006900191250004100260260001800301300000800319490000700327520166500334856006601999 2022 eng d a978-3-031-04438-000aTeaching and Research in the Knowledge Society: Exploring Academics’ Trade-Offs Through National Comparative Perspectives0 aTeaching and Research in the Knowledge Society Exploring Academi aF. Huang, T. Aarrevaara, U. Teichler bSpringer Cham a2300 v233 a

Similar trends have been shaping higher education systems in Europe. First, in modern university, the influence of Humboldtian values as the unity of teaching and research framed the organisation of higher education institutions (HEIs). More recently, under the ideological influence of both the knowledge economy/society and neoliberalism, European systems are compelled to demonstrate the utility of the knowledge produced, while they are making accountable to society, imposing an audit culture. This context leads to a stratification of institutions and academics, where the knowledge produced, usually measured by the number of publications, is an essential feature to determine the most prestigious institutions and academics.

At present, the time European academics dedicate to their main roles differs, with some dedicating more time to teaching, while others dedicate more time to research. It is expected that this distinction impacts directly on research outputs. Notwithstanding, personal characteristics, such as gender and seniority, are acknowledged to impact the number of research outputs.

This chapter illuminates on the effects of time organisation (time dedicated to teaching and to research) and of academics’ individual characteristics (gender and seniority), on research outputs, placing Portugal in a comparative perspective with other six countries of Finland, Germany, Lithuania, Slovenia, Sweden and Turkey.

Findings confirm that prioritising one of academics’ roles influences research outputs, with relevant variations between academics’ gender and seniority, more than among countries.

 uhttps://link.springer.com/chapter/10.1007/978-3-031-04439-7_600726nas a2200169 4500008004100000245014300041210007100184300000800255100001300263700002000276700002100296700002000317700002400337700001800361700002800379856014900407 2021 eng d00aReformas en la investigación y en las instituciones de educación superior formas de resistencia en un proyecto de investigación-acción0 aReformas en la investigación y en las instituciones de educación a2831 aDiogo, S1 aJordão, Carina1 aCarvalho, Teresa1 aAshkenazi, Maya1 aMešková, Veronika1 aThaler, Anita1 aDahmen-Adkins, Jennifer uhttps://www.cipes.pt/reformas-en-la-investigaci%C3%B3n-y-en-las-instituciones-de-educaci%C3%B3n-superior-formas-de-resistencia-en?language=pt-pt02130nas a2200181 4500008004100000245017000041210006900211300001300280490000700293520148700300100001301787700002001800700002101820700002001841700002401861700001801885856004501903 2021 eng d00aA Comparative Approach on the Relevance of National Gender Equality Legal Frameworks in Israel, Portugal, and Slovakia to Improve Equality at the Institutional Level0 aComparative Approach on the Relevance of National Gender Equalit a84–1020 v223 a

In the last decades, women’s participation in Higher Education has increased in most Western countries, even if the well-known phenomena of horizontal and vertical segregation still persist (O’Connor, 2017). The reasons for the persistence of these phenomena have been widely studied (Ridgeway, 2011; Pearce, Wald, & Ballakrishnen, 2014; Rhode, 2016), highlighting the importance of defining and implementing affirmative actions to improve women’s situation in Higher Education. In this context, the European Union (EU) has placed the topic of gender equality (GE) in Higher Education with high relevance in the political agenda. As a result, several research projects have been approved to design and implement Gender Equality Plans (GEPs) in Higher Education Institutions (HEIs). This paper reflects the design and implementation process of GEPs in a group of countries integrating an international project . Based on data analysis of national legal documents, this paper examines the macro factors that can contribute to improving GE at the institutional level. The empirical analysis is based on a qualitative approach sustained on the analysis of national legal documents related to the economic, political, and social domains of Portugal, Slovakia, and Israel. The comparative analysis among the countries reveals that there are relevant actions already in place in national legal frameworks that can be seen as positive to design and implement GEP in HEIs.

1 aDiogo, S1 aJordão, Carina1 aCarvalho, Teresa1 aAshkenazi, Maya1 aMešková, Veronika1 aBreda, Zélia uhttps://vc.bridgew.edu/jiws/vol22/iss5/600863nas a2200253 4500008004100000245011000041210006900151260001500220300001200235490000700247653002000254653002800274653004600302653001600348653003900364100001300403700002000416700002100436700002000457700002400477700001800501700002800519856006200547 2021 eng d00aChange in research and in higher education institutions: forms of resistance in a research-action project0 aChange in research and in higher education institutions forms of c18/06/2021 a283-2950 v1210agender equality10aknowledge-to-action gap10aresearch performing/funding organisations10aresistances10astructural and cultural challenges1 aDiogo, S1 aJordão, Carina1 aCarvalho, Teresa1 aAshkenazi, Maya1 aMešková, Veronika1 aThaler, Anita1 aDahmen-Adkins, Jennifer uhttps://revistas.ucm.es/index.php/INFE/article/view/7205400721nas a2200169 4500008004100000245017000041210006900211300001300280490000700293100001300300700002000313700002100333700002000354700002400374700001800398856013500416 2021 eng d00aA comparative approach on the relevance of national gender equality legal frameworks in Israel, Portugal, and Slovakia to improve equality at the institutional level0 aA comparative approach on the relevance of national gender equal a84–1020 v221 aDiogo, S1 aJordão, Carina1 aCarvalho, Teresa1 aAshkenazi, Maya1 aMešková, Veronika1 aBreda, Zélia uhttps://www.cipes.pt/comparative-approach-relevance-national-gender-equality-legal-frameworks-israel-portugal-and-0?language=pt-pt00655nas a2200157 4500008004100000245011000041210006900151100001300220700002000233700002100253700002000274700002400294700001800318700002800336856013300364 2021 eng d00aChange in research and in higher education institutions: forms of resistance in a research-action project0 aChange in research and in higher education institutions forms of1 aDiogo, S1 aJordão, Carina1 aCarvalho, Teresa1 aAshkenazi, Maya1 aMešková, Veronika1 aThaler, Anita1 aDahmen-Adkins, Jennifer uhttps://www.cipes.pt/change-research-and-higher-education-institutions-forms-resistance-research-action-project-0?language=pt-pt00416nas a2200097 4500008004100000245014300041210006900184260000900253490000600262856005000268 2020 eng d00aLooking back in anger? Putting in perspective the implementation of the Bologna process in Finnish and Portuguese higher education systems0 aLooking back in anger Putting in perspective the implementation  c20200 v7 uhttps://www.cipes.pt/node/3780?language=pt-pt04356nas a2200205 4500008004100000020002200041245015600063210006900219260005200288520354200340653001903882653002503901653004103926653004503967653004004012100001304052700001604065700002104081856004804102 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 a

This 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.

10aacademic staff10ainternationalization10aknowledge production & dissemination10aportuguese higher education institutions10aself-reported research productivity1 aDiogo, S1 aBiscaia, R.1 aCarvalho, Teresa uhttps://library.iated.org/view/DIOGO2020DOE02613nas a2200253 4500008004100000245010500041210006900146260001500215300001400230490000700244520183500251653002702086653001302113653001902126653001502145653001802160653003202178653001502210653001702225100001302242700002102255700001802276856006502294 2020 eng d00aNomination vs. election: do they influence women’s access to institutional decision-making bodies?0 aNomination vs election do they influence women s access to insti c31/10/2020 a879–8980 v253 a

Portuguese higher education institutions (HEIs) are excellent case-studies of women representation in academia, considering their significant presence and rapid growth in HEIs. Nevertheless, and despite efforts to minimise gender gaps, women are still underrepresented in top management and leading positions, contributing to increment the phenomenon of vertical segregation. Based on the reality of the Portuguese academia, and focusing on an in-depth case study of a Portuguese university, this paper analyses if and how the way decision-making bodies are constituted, influence the gender balance of their members. Recently, within the New Public Management (NPM) context, HEIs have been subjected to external pressures to create a new organisational environment aiming at substituting the collegial model of governance with a managerial one. In this context, there has been a trend to replace the election by the nomination as the dominant process to occupy decision-making positions. The opening hypothesis of this study is that the way decision-making bodies are constituted, impacts on their gender balance. More specifically, it is argued that the nomination process tends to be more advantageous to women than the election. However, although it is possible to conclude that the gender balance decreases with the increasing importance of the decision-making body, it is not accurate to say that there is a direct relationship between the way actors are chosen to these bodies and their gender balance. In other words, the way actors are chosen can not be seen as the only factor influencing the gender constitution of decision-making bodies. The study provides a relevant contribution to the literature on mechanisms and strategies to improve gender equality in institutional decision-making processes and bodies.

10aDecision-making bodies10aElection10aGender balance10aGovernance10aManagerialism10aNew Public Management (NPM)10aNomination10auniversities1 aDiogo, S1 aCarvalho, Teresa1 aBreda, Zélia uhttps://link.springer.com/article/10.1007/s10997-020-09538-604402nas a2200133 4500008004100000245013900041210006900180260003700249520387900286100001304165700001904178700002104197856005004218 2019 eng d00aAn International Comparative Perspective on Higher Education Institutions’ Governance and Management—Portugal, Finland, and Brazil0 aAn International Comparative Perspective on Higher Education Ins aBasingstokebPalgrave MacMillan.3 a

Reforms in higher education (HE) in the last decades have been influenced by global and international trends associated with two parallel processes: questioning of the nation-state and the gradual decomposition of the welfare state (Carvalho and Santiago in Professionalism, Managerialism and Reform in Higher Education and the Health Services: The European Welfare State and the Rise of the Knowledge Society. Palgrave Macmillan, 2015; Kwiek in Higher Education in Europe 26:27–38, 2001). These processes intersect with the influence of neo-liberal ideas, strongly diffused by international organizations (Amaral and Neave in International Organizations and Higher Education Policy: Thinking Globally, Acting Locally. Routledge, London, pp. 82–98, 2009; Ball in Policy Futures in Education14:1046–1059, 2016). According to Stephan Ball (Policy Futures in Education 14:1046–1059, 2016), neo-liberal influences in HE can be summarized by three interrelated and interdependent technologies: market, management, and performance. These technologies were translated in the emergence of new management and governance models within higher education institutions (HEIs) in such a way that institutional governance became an international issue (Reed and Meek in Governing Higher Education: National Perspectives on Institutional Governance. Kluwer, Dordrecht, pp. xv–xxxi, 2002). It has been acknowledged that changes in governance and management structures in HE all over the world include transformations in the Humboldtian principles of organization along with changes in the collegial model of decision-making and a redefinition of power relations, where external stakeholders and new professionals assume a relevant role within academia (Capano in Public Administration 89:1622–1642, 2011; Reed and Meek in Governing Higher Education: National Perspectives on Institutional Governance. Kluwer, Dordrecht, pp. xv–xxxi, 2002; Welch in Higher Education in Southeast Asia: Blurring Borders, Changing Balance. Taylor & Francis, 2011), with implications on academics’ work (Blackmore et al. in Re-positioning University Governance and Academic Work. Sense Publishers, 2010; Carvalho and Santiago in Higher Education Policy 23:397–411, 2010; Marginson in Journal of Higher Education Policy and Management 22:23–35, 2000). Nevertheless, few comparative international perspectives have been developed, especially when considering the need to include countries with distinct historical processes of nation-state creation, different welfare state models and diverse levels of economic development, and social and cultural characteristics. There is, indeed, a study gap on New Public Management (NPM) constructs and their application “with little understanding of several important cultural dimensions” (Stromquist in Compare 30:261–264, 2000). This chapter compares the perceived changes in HEI management and its impact on academics in three countries: Brazil, Finland, and Portugal. Data analysis relies on a qualitative approach, empirically based on 70 interviews conducted in the 3 countries to top and middle academic managers, following the same interviewing guidelines. Despite significant differences in systems’ organization and funding, cultures’ governance and management, and professionals’ and students’ profiles, there are more similar views on changes in governance and management and its impact on academics than expected. In these countries, academics expressed similar views on the increased influence of a management culture within their institutions and a loss of professional autonomy.

 

1 aDiogo, S1 aBarbosa, Milka1 aCarvalho, Teresa uhttps://www.cipes.pt/node/3432?language=pt-pt04802nas a2200277 4500008004100000022002200041245014100063210006900204250004400273260003000317300001400347520386800361653001104229653001204240653001804252653001504270653003404285653003204319653001504351653002604366653001304392100001304405700001904418700002104437856006604458 2019 eng d a978-3-030-15757-900aAn International Comparative Perspective on Higher Education Institutions’ Governance and Management – Portugal, Finland, and Brazil0 aInternational Comparative Perspective on Higher Education Instit aA. Moreira, P. Jen-Jacques, N. Bagnall  bPalgrave Macmillan, Cham. a109–1333 a

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

10aBrazil10aFinland10aGlobalization10aGovernance10aHigher Education Institutions10aInternational organizations10aManagement10anew public management10aPortugal1 aDiogo, S1 aBarbosa, Milka1 aCarvalho, Teresa uhttps://link.springer.com/chapter/10.1007/978-3-030-15758-6_500380nas a2200085 4500008004100000245011500041210007500156100001300231856005000244 2017 eng d00aAvaliação externa à reforma do ensino secundário em São Tomé e Príncipe (2009-2016). (Relatório final)0 aAvaliação externa à reforma do ensino secundário em São Tomé e P1 aDiogo, S uhttps://www.cipes.pt/node/3213?language=pt-pt00472nas a2200097 4500008004100000245016300041210006900204260003800273100001300311856005000324 2016 eng d00aChanges in Finnish and Portuguese higher education governance: Comparing national and institutional responses to the Bologna process and new public management0 aChanges in Finnish and Portuguese higher education governance Co bUniversidade de Aveiro (Portugal)1 aDiogo, S uhttps://www.cipes.pt/node/2687?language=pt-pt01873nas a2200229 4500008004100000022002200041245004700063210004700110250005300157260003200210300001200242520113400254653003301388653002601421653003201447653002401479653002501503100001301528700002101541700001501562856006601577 2015 eng d a978-1-349-57709-500aInstitutionalism and Organisational Change0 aInstitutionalism and Organisational Change aJ. Huisman, H. de Boer, D. Dill, M. Souto-Otero  aLondonbPalgrave Macmillan  a114-1313 a

Institutional theory usually refers to a broad group of perspectives that interpret the relationship between institutions and human behaviour, assuming that not only human actions (i.e. behaviour, perceptions, power, policy preferences, decision-making processes) shape institutions, but these are also influenced by them. More specifically, institutionalism focuses on the need of organizations to adapt to their institutional environment, such as norms, rules and understandings about what is an acceptable or normal behaviour and that cannot be changed easily and/or instantaneously (March and Olsen, 1984; Meyer and Rowan, 1977). It argues that organizations take rules and norms for granted because they seem obvious or natural. Failure to act in accordance with norms and expectations may lead to conflict and illegitimacy. Changes occurring at the institutional field of higher education (HE) are said to increasingly constrain higher education institutions (HEIs). Given this, it is increasingly relevant to analyse the development of institutionalist theories and the way they have been adapted to the HE field.

10aEuropean High Education Area10aHigh Education Policy10aHistorical Institutionalism10aInstitutional Actor10aInstitutional Theory1 aDiogo, S1 aCarvalho, Teresa1 aAmaral, A. uhttps://link.springer.com/chapter/10.1007/978-1-137-45617-5_701937nas a2200145 4500008004100000245010500041210006900146300001000215490000600225520136500231653011101596100001301707700002101720856005001741 2015 eng d00aManaging the unmanageable: Perceptions on institutional change of a Portuguese university foundation0 aManaging the unmanageable Perceptions on institutional change of a23-460 v13 a

The Law 62/2007 led to governance and statutory changes in Portuguese HEIs. Among others,
universities were given the choice to either remain public institutes or become a public foundation
operating under private law. University foundations had greater expectations in terms of enhanced
financial and administrative autonomy. Nevertheless, the analysis of this reform cannot be
dissociated from the economic crisis and political changes that the country underwent during that
period. This paper is based on the study of a Portuguese university that became a foundation and
a series of interviews with key system and institutional actors. Additionally, the study considered
the analysis of legal documents that provide a better understanding of the change process. It also
attempts to illustrate how actors perceive changes created by the law, namely whether
interviewees’ expectations on the law and its unfolding were fulfilled. Bearing this in mind, the
following research questions are addressed: how are these changes in HE legislation interpreted
and lived by academia? How do actors perceive reforms in the sector? Ultimately, the analysis
points to a mismatch between interviewees’ expectations and the effective changes induced by the
law to HEIs.

10aInstitutional change; Portuguese higher education; RJIES; university foundation; governance and management1 aDiogo, S1 aBruckmann, Sofia uhttps://www.cipes.pt/node/1800?language=pt-pt00376nas a2200085 4500008004100000245011900041210006900160100001300229856004800242 2014 eng d00aSame challenges, different processes: Perceptions on governance changes in Portuguese and Finnish higher education0 aSame challenges different processes Perceptions on governance ch1 aDiogo, S uhttp://doi.org/10.1080/21568235.2014.96779301359nas a2200109 4500008004100000245011700041210006900158300001000227520094900237100001301186856005001199 2014 eng d00aImplementing the Bologna process in Portugal and in Finland: National and institutional realities in perspective0 aImplementing the Bologna process in Portugal and in Finland Nati a35-543 a

Based on a comparative study on recent reforms in Finnish and Portuguese higher education (HE) systems, this article examines the modalities of the political organisation of the Bologna process within these countries. After recognising the role of national backgrounds within the setting of the broad changes that have affected higher education institutions (HEIs) during the last decade, this article analyses the contexts, the processes and the instruments of policy implementation in both settings. It aims to understand how each country’s historical and cultural specificities determined national and institutional responses. At the same time, the study sheds some light on the operationalisation of the binary organisation of both HE systems after implementing the Bologna declaration. The course of action in both countries is interpreted according to actors’ perceptions of the significance attributed to the Bologna reform.

1 aDiogo, S uhttps://www.cipes.pt/node/2689?language=pt-pt00426nas a2200097 4500008004100000245012800041210006900169260002700238100001300265856005000278 2009 eng d00aThe Bologna heritage in the Portuguese higher education binary system: Different profiles for universities and polytechnics0 aBologna heritage in the Portuguese higher education binary syste bUniversidade de Aveiro1 aDiogo, S uhttps://www.cipes.pt/node/2688?language=pt-pt