01607nas a2200229 4500008004100000245004100041210004100082300001200123490000700135520098200142653002101124653001401145653001101159653001301170100001901183700002201202700002001224700002001244700002101264700002101285856007101306 2022 eng d00aHybridity in Nordic Higher Education0 aHybridity in Nordic Higher Education a171-1840 v453 a

This article builds on the concept of nested hybridity. It emphasizes professional practices and organizational design in studying hybridity of steering and management of professional public service organization. The article compares public sector dynamics in higher education in Finland, Norway, and Sweden. The data consists of surveys and interviews on performance management in Nordic universities. Previous studies on hybridity of professional work and public organizations define hybridity as a multidimensional concept that occurs at different levels of social practices. While the multifaceted nature of hybridity is clear, demarcating between levels of hybridity and theoretical approaches remains complex. Based on our empirical findings, no clear top-down or bottom-up causality chains are identified. We question whether hybridity is nested as the levels of hybridity are intervened and connected, but not all levels have implications for all other levels.

10ahigher education10aHybridity10aNordic10asteering1 aPekkola, Elias1 aPinheiro, Rómulo1 aGeschwind, Lars1 aSiekkinen, Taru1 aPulkkinen, Kirsi1 aCarvalho, Teresa uhttps://www.tandfonline.com/doi/full/10.1080/01900692.2021.201219002968nas a2200229 4500008004100000020002200041245012900063210006900192260005100261520209800312653001702410653003902427653001102466653002102477653001302498653001702511100002002528700002102548700001302569700001802582856013802600 2020 eng d a978-1-912764-56-300aGender In/Equality in men wor(l)d’s: Perceptions on the construction of a gender equal and inclusive Portuguese University0 aGender InEquality in men world s Perceptions on the construction aOnline ConferencebACPI Ltd. c16-17 July 20203 a

Based in a H2020 funded project and on theoretical contributions of the feminist institutional perspective, this paper provides a comparative view between men and women on the identified values, practices and behaviours needed to the institutionalisation and promotion of gender equal and inclusive higher education institutions (HEI). This theoretical perspective grounds our comparative analysis, supported by 22 interviews with institutional key-actors: 15 men and 7 women. Being our sample constituted by both male and female interviewees of a Portuguese university can be seen as an innovative approach due to two complementary reasons. First, Portuguese HEI clearly exemplify women representation in academia, considering their significant presence and rapid growth in HEI: as the system expanded and democratised, it also became more feminised, although women are still underrepresented in top-management and leading positions, contributing to perpetuate the vertical segregation phenomenon. Second, gender issues on (Portuguese) HEI are usually approached by women, with men having a peripheral role. Towards this background, we are interested in understanding how both sexes envisage gender equality in their working place (the academia) and even to depict how men perceive their role in the construction of gender-balanced and inclusive HEI. Data analysis reveals not only differences but also similarities between men and women perceptions of the values, practices and behaviours needed to the institutionalisation and promotion of a gender equal and inclusive institution. There is a common trend to consider universities as gender neutral and to attribute the responsibility for changes to the political, social and/or cultural systems, which results from a common symbolic realm of meaning-making common to women and men. However, it is more common to find women manifesting a more positive perspective to affirmative actions at the university. Thus, one can say that women situation can justify their greater assumption of an agency perspective on institutional change.

10a(in)equality10afeminist institutional perspective10aGender10ahigher education10aPortugal10auniversities1 aJordão, Carina1 aCarvalho, Teresa1 aDiogo, S1 aBreda, Zélia uhttps://www.cipes.pt/gender-inequality-men-world%E2%80%99s-perceptions-construction-gender-equal-and-inclusive-portuguese?language=en03705nas a2200181 4500008004100000020002200041245009500063210006900158260005200227520307300279653002403352653002103376653002003397100002203417700002103439700001303460856005003473 2020 eng d a978-84-09-17939-800aAcademic Engagement in Portugal: Different Types of Engagement, Different Scientific Areas0 aAcademic Engagement in Portugal Different Types of Engagement Di aValencia, SpainbIATED Academyc2-4 March, 20203 a

Under the Knowledge Society narratives, the European Innovation Policy has been promoting the collaboration between universities and industry, government, media-based and culture-based public and civil society (Carayannis & Campbell, 2019). In this context, the mission of universities, considered as core knowledge institutions, has been challenged and the traditional roles of education and teaching have been broadened to include the dissemination of the knowledge to the society. Consequently, academics are encouraged to adopt entrepreneurial behaviour and to engage with non-academics stakeholders.
The literature on knowledge transfer tends to focus on more applied areas and to associate collaboration with industry with technological areas. However, the academic engagement with society should be approached through a broader perspective, including all the interactions with non-academic organizations (Perkmann, 2013).
Based on a representative dataset of a survey delivered in Portugal, between November of 2018 and January of 2019, this paper intends to compare the types of academic engagement performed by Portuguese academics from different scientific areas. We argue that the type of engagement strongly depends on the scientific field. The external activities reported by the academics in the survey were grouped in 4 dimensions based on the literature review: formal collaboration, informal collaboration, commercialization and education. A linear regression is applied in order to estimate the relationship between the different disciplines and each dimension.
Our results suggest that the types of engagement vary according to the scientific areas. Commercialization (patenting and spin-offs) is much more associated with technological areas, than with social sciences, arts and humanities. However, academic from these areas tend to engage more external partners through informal and ‘relational’ collaboration. Moreover, formal research collaboration, such as consultancy and research contracts plays a relevant role in academic engagement in social sciences. Additionally, activities associated with education such as the supervision of the students' internships tend to be more relevant in more applied areas than in humanities, physics or mathematics.
This study aims to contribute to the debate on academic engagement with society, emphasizing the role of the scientific areas. On the one hand, it highlights the existence of different types and dimensions of academic engagement, which vary between commercialisation-driven activities to informal forms of collaboration. On the other hand, it contribute to understand the relationship between such types of academic engagement and the different scientific areas. It finally draws attention to the relevance of informal channels of university-society collaboration, particularly developed by academics linked to arts, humanities and social sciences, and which impact despite increasingly discussed in the literature, is still ‘underestimated.’

10aAcademic engagement10ahigher education10ascientific area1 aQueirós, Anabela1 aCarvalho, Teresa1 aRosa, M. uhttps://library.iated.org/view/QUEIROS2020ACA01346nas a2200181 4500008004100000245007700041210006900118300001200187490000600199520076100205653001100966653002100977653002700998100001801025700002901043700002101072856007101093 2017 eng d00aThe impact of international mobility as experienced by Spanish academics0 aimpact of international mobility as experienced by Spanish acade a83–980 v83 a

The objective of this research is to explore the experiences of the first generations of Spanish academics that carried out research stays in foreign institutions. The analysis of 30 semi-structured interviews shows the interviewees’ evaluation of their stay abroad, the impact that this had on their academic career and how the return to the home institution was a complex process of adaptation. It is an exploratory research which attempts to contribute to current debates about international mobility of academic staff. While it confirms that generally speaking mobility is perceived as positive there are negative aspects related to academics’ (re)integration related to cultural specificities and of the maturity of the scientific system.

10aGender10ahigher education10ainternational mobility1 aGroves, Tamar1 aLópez, Estrella, Montes1 aCarvalho, Teresa uhttps://www.tandfonline.com/doi/full/10.1080/21568235.2017.138818702028nas a2200205 4500008004100000245009600041210006900137260003200206520138000238653001601618653001501634653002101649653001701670653002601687653001101713100002101724700001401745700001601759856004701775 2015 eng d00aShifting boundaries in universities’ governance models: The case of external stakeholders0 aShifting boundaries in universities governance models The case o aRotterdambSense Publishers3 a

Higher Education reform trends hit Portugal in 2007, with law 62/2007 (RJIES) defining a new
institutional framework and imposing major changes to higher education institutions (HEIs). These
were given the chance to choose between two institutional models and required to restructure their
governance model. One of the visible outcomes of this reform is a blurring of boundaries between
HEIs and society. Academics now have to share a space that was traditional theirs with people
coming from outside academia.
The present study results from an analysis of the changes occurred in six Portuguese
universities after implementation of the RJIES, considering the context of broad public
administration reform embedded in a managerialist framework. Changes to the governance model
were analyzed focusing on the presence of external stakeholders in top governing bodies. The
perceptions of both academics and external stakeholders were analyzed in order to assess to what
extent the presence of external stakeholders is perceived as a necessary and effective change.
Furthermore, this study also intends to shed some light to the following question: how do
academics and external stakeholders perceive the presence of external stakeholders, at HEIs’ top
governing bodies?

10abureaucracy10aGovernance10ahigher education10ainstitutions10anew public management10areform1 aBruckmann, Sofia1 aReale, E.1 aPrimeri, E. uhttps://www.cipes.pt/node/1802?language=en01514nas a2200205 4500008004100000245011000041210006900151260001600220300001400236490000700250520087000257653001101127653002101138653001201159653001501171653001301186100001801199700002101217856007001238 2014 eng d00aDifferent or similar: constructions of leadership by senior managers in Irish and Portuguese universities0 aDifferent or similar constructions of leadership by senior manag c04 Jun 2014 a1679-16930 v403 a

Despite over 60 years of research on leadership, few attempts have been made to ensure that the models of leadership are inclusive of women or other ‘outsiders’. This paper explores variation in the constructions of leadership at a time of institutional change in higher education. Drawing on a purposive sample, including those at presidential/rector, vice presidential/vice rector level in Irish and Portuguese universities, it compares and contrasts such senior managers' conceptions of leadership, as reflected in their descriptions of a typical president/rector and those characteristics that they see as valued in senior management in their own university. Attention is particularly focussed on the identification and gendering of collegial/managerial characteristics, and the extent to which it reflects variation in these university contexts.

10aGender10ahigher education10aIreland10aleadership10aPortugal1 aO'Connor, Pat1 aCarvalho, Teresa uhttps://www.tandfonline.com/doi/full/10.1080/03075079.2014.914909