01730nas a2200241 4500008004100000245007500041210006900116260001500185300001400200490000700214520100200221653002301223653001901246653002701265653002201292653002801314653001301342100001601355700002101371700001301392700001801405856006501423 2022 eng d00aGender (im)balance in the pool of graduate talent: the portuguese case0 aGender imbalance in the pool of graduate talent the portuguese c c13/07/2022 a155–1700 v283 a

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.

10aDoctoral education10aGender balance10aHorizontal segregation10aKnowledge society10aPool of graduate talent10aPortugal1 aCardoso, S.1 aCarvalho, Teresa1 aRosa, M.1 aSoares, Diana uhttps://link.springer.com/article/10.1007/s11233-022-09093-901962nas 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/2076-0760/11/5/21302194nas a2200181 4500008004100000020002200041245009000063210006900153260005400222520159200276653001401868653001101882653001101893653001301904653002301917100002101940856005101961 2021 eng d a978-84-09-27666-000aDeteriorating Working Conditions in Academia – The Best Way to Secure Meritocracy? 0 aDeteriorating Working Conditions in Academia The Best Way to Sec aOnline ConferencebIATED Academyc8-9 March, 20213 a

Academic careers have been changing worldwide due to a diversity of both endogenous and exogenous factors. Global trends such as managerialism and New Public Management (NPM) influence changes in careers in Higher Education Institutions (HEIs), since these trends translate the spreading of discourses, values and ideologies from the private sector to the public sector. This study examines the impact of NPM on the working conditions of Portuguese higher education academics in the last ten years. The empirical data are based on official statistics on the Portuguese academics employment conditions and the analysis leads to the following conclusions. Changes reveal an increasing corrosion of traditional employment practices. Employment has become more precarious as professionals are increasingly employed on non-tenured contracts. Although this tendency was initially more evidenced in the polytechnic sector, in nowadays universities present even more precarious conditions. In short, this means that despite the political changes in the country in the last years, the development of science in Portugal is still based in highly qualified employment but with equally high precarious employment relations, even if an improvement of the working conditions for those at the top is evidenced. In this context, the prospect of future wealth, rather than current income and working conditions, main represent the driver for young academics to stay in the job. Potential consequences for the meritocratic and excellence values, framing HEIs organisational culture are discussed.

10aacademics10acareer10aChange10aPortugal10aworking conditions1 aCarvalho, Teresa uhttps://library.iated.org/view/CARVALHO2021DET03101nas a2200205 4500008004100000020002200041245006300063210006200126260005400188520244200242653002702684653002102711653003402732653001302766653001302779100002002792700001302812700002102825856004902846 2021 eng d a978-84-09-27666-000aWhere is Gender? A Missing Variable in Scientific Research0 aWhere is Gender A Missing Variable in Scientific Research aOnline ConferencebIATED Academyc8-9 March, 20213 a

Gender Equality in science and research has become increasingly relevant within the European Union (EU) and within the European Research Area (ERA). In recent years, significant efforts have been made to achieve the three objectives set by the ERA on gender equality: increasing gender balance in research teams, increasing gender balance in decision-making, and strengthening the gender dimension in research. The work that has been performed at EU level and across ERA countries has brought some improvements, but the objective of strengthening the gender dimension in research has received little attention in several countries and, overall, the number of publications that incorporate the gender dimension remains low (EC 2019). In some countries, such as Portugal, gender in/equality continues to be seen (and handled) as an issue of (under)representation of women in research; the gender dimension in research seems thus to be sidelined. This work, carried out as part of an international H2020 funded research project (CHANGE – CHalleNging Gender (In)Equality in science and research), seeks to bring this issue to the center of the debate. Through a comparative perspective, this study aims to explore, characterise and analyse, how a Portuguese university (University of Aveiro – UA) has been involving the gender perspective in their research outputs in the last decades. In order to achieve the purpose of the research, the annual percentage of SCOPUS publications incorporating a gender perspective in the UA (i.e. publications which have gender, women or sex in the title, abstract or keywords) is determined and its evolution along the last decades analysed. The analysis reveals that in each year analysed, the percentage of UA SCOPUS publications with a gender focus is always below 3.5%. The first UA publication that meets the requirements of our SCOPUS database search appeared in the year 2000 and – as with most Portuguese public HEIs analysed in the framework of this study – progress in recent years has been slow and oscillate between advancements and setbacks. Between 2000 and 2019 the percentage of UA SCOPUS publications incorporating the gender dimension increased only 1.91 percentage points. Taking that Gender Equality is one of the 17 Sustainable Development Goals, universities and academics need to reflect on the need to increase the integration of the gender perspective in research.

10aeuropean research area10agender dimension10aHigher Education Institutions10aPortugal10aresearch1 aJordão, Carina1 aDiogo, S1 aCarvalho, Teresa uhttps://library.iated.org/view/JORDAO2021WHE03220nas a2200217 4500008004100000020002200041245009700063210006900160260005200229520247900281653002702760653002002787653002502807653003402832653001302866100002102879700002002900700001302920700001802933856005102951 2020 eng d a978-84-09-17939-800aLearning organisations: A case study of changes in gender equality in decision-making bodies0 aLearning organisations A case study of changes in gender equalit aValencia, SpainbIATED Academyc2-4 March, 20203 a

Despite the general legal and social environments in Europe and in Portugal being positive to the institutionalisation of equal opportunities in Higher Education Institutions (HEI), gender inequality seems to persist in stereotyped perceptions embedded within organisational cultures. The European Union (EU) has been developing several programmes to fund the promotion of Gender Equality Plans (GEP) in HEIs in the European context (European Commission, 2016; 2019).
It is encouraging to find that in some specific cases the implementation of these progresses has positive results (ERAC 2018). This is the case of the institution studied here, which committed to equality beyond rhetoric. The paper reports on a case study of best practices in promoting gender equality in decision-making bodies at the middle-management level in the University of Aveiro, in Portugal. Based on an international H2020 funded research project, the University of Aveiro has implemented GEPs resulting in an increase in the number of women in decision-making bodies. This paper seeks to explain the process of cultural change in general as well as in the rector team’s attitudes, in particular, to promote progress in pursuit of gender equality in decision-making bodies.
When the project started, women constitute only 5% of members in these middle management bodies (i.e. Deans of both university departments and polytechnic schools). One year after the implementation of the project, this percentage increased to 20%. The paper details the several steps taken to reach this result. First, the problem was identified based on a quantitative analysis of the gender composition of decision-making bodies at UA; then, the process through which members access these bodies was also analysed. In a second stage of the project, the rector was informed and instigated to be more proactive in increase women representativeness in the following elections. Without changing the regulations, it was possible to develop informal strategies. These related with the identification of women with competencies to perform the job and with personal empowerment for them to propose themselves to the election.
Although progresses have been made, it is important to acknowledge that these initiatives are not enough to promote structural changes and more needs to be done to accelerate the pace of progress as well as to change institutional practices and individual mentalities.

10aDecision-making bodies10agender equality10agender-equality plan10aHigher Education Institutions10aPortugal1 aCarvalho, Teresa1 aJordão, Carina1 aDiogo, S1 aBreda, Zélia uhttps://library.iated.org/view/CARVALHO2020LEA02959nas a2200193 4500008004100000020002200041245010300063210006900166260004900235520220300284653002902487653003202516653001302548653001502561100002002576700002102596700001302617856013502630 2020 eng d a978-1-912764-59-400aImplementing Gender Equality Plans through an action-research approach: challenges and resistances0 aImplementing Gender Equality Plans through an actionresearch app aOnline ConferencebACPI Ltdc18-19 July 20203 a

Achieving gender equality (GE) in science and research has become an important issue in the European Union (EU) and one of the objectives of the European Research Area (ERA). Progress in this area is sluggish and difficult, with several indicators showing that women tend to remain in a disadvantage position when compared to men, despite several efforts and initiatives to correct the situation. It is widely acknowledged that gender inequality may be leading to huge losses of talent, detrimental to organisations, to the economy and to the society (European Commission 2020). To overcome this situation, the European Commission (EC) has funded several action-research projects (through FP6, FP7 and H2020) in order to accelerate and/or stimulate effective and structural institutional changes through the implementation of tailor-made Gender Equality Plans (GEPs). Several GEPs have been implemented in Research Performing Organisations (RPOs) in many countries. Although the effective impact of these plans and their contribution to the creation of more egalitarian working environments in organisations has not yet been fully determined, it seems that resistance may be one of the main obstacles to their successful implementation. This study aims to analyse the organisational dynamics of resistance to the implementation of GEPs in Portuguese RPOs. Thus, drawing on the experience of key actors directly involved in the design, planning and implementation of the GEPs, the authors identify the main forms of resistance felt and discuss the reasons underlying this resistance, while analysing some potential strategies to overcome them and to ensure the success of both gender initiatives and national projects. To achieve the objective of the work, semi-structured interviews were conducted with the Principal Investigators (PI) of three projects developed in Portuguese RPOs. In an attempt to find ‘meaning-oriented regularities’ in the data, the interviews were analysed using the ‘interpretative qualitative’ approach. The authors conclude that resistance to GE initiatives is identified in all institutional contexts but it can assume different forms and configurations.

10aAction-research approach10aGender Equality Plans (GEP)10aPortugal10aResistance1 aJordão, Carina1 aCarvalho, Teresa1 aDiogo, S uhttps://www.cipes.pt/implementing-gender-equality-plans-through-action-research-approach-challenges-and-resistances?language=pt-pt02971nas a2200229 4500008004100000020002200041245012900063210006900192260005100261520209800312653001702410653003902427653001102466653002102477653001302498653001702511100002002528700002102548700001302569700001802582856014102600 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=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_501683nas a2200181 4500008004100000245006500041210006300106260001600169490000600185520115500191653002201346653002601368653001301394653001801407100002101425700001301446856004201459 2018 eng d00aWomen Rectors and Leadership Narratives: The Same Male Norm?0 aWomen Rectors and Leadership Narratives The Same Male Norm c23 May 20180 v83 a

This paper examines how two Portuguese women rectors constructed narratives on their path to leadership positions and their performance of leadership roles. The study is based on a qualitative empirical analysis based on life story interviews with two women rectors in Portugal. The results from this research suggest that women rectors tend to develop narratives about their professional route to the top as based on merit and hard work, and tend to classify their leadership experience as gender-neutral and grounded on the establishment of good relationships with their peers along their professional path. These narratives may contribute to reinforcing the male norm that leads other women to blame themselves for not being able to progress in their career, hindering the creation of an organisational environment that is open to the development of institutional policies to improve equal opportunities. Portugal is a very interesting case study, considering that despite the long history of its higher education system and the high participation of women in higher education, there were only two women rectors in the country until 2014.

10afemale leadership10agender and leadership10aPortugal10awomen rectors1 aCarvalho, Teresa1 aDiogo, S uhttps://www.mdpi.com/2227-7102/8/2/7501855nas a2200217 4500008004100000245012900041210006900170260001600239300001000255490000700265520113200272653002101404653002601425653001201451653002901463653002701492653001301519100002101532700001301553856007101566 2017 eng d00aExploring the relationship between institutional and professional autonomy: a comparative study between Portugal and Finland0 aExploring the relationship between institutional and professiona c12 Nov 2017 a18-330 v403 a

By comparing two distinct settings–Portugal and Finland–and based on previous studies revealing similar trends in both countries, this article analyses the relationship between institutional and academic autonomy in the higher education sector. Based on crosschecking of the literature review and 47 interviews with key actors in both the Portuguese and Finnish higher education systems, the authors analyse the extent to which the political attempts to increase institutional autonomy are perceived by academics in these countries as leading to an increase in their professional autonomy. Data reveals that there is a lack of complete correspondence between the way different institutional dimensions have been changing at the organisational level and the way academics perceive the effects at the professional level. While there is a correspondence in the perceptions over organisational and interventional autonomy, no correspondence is found concerning policy autonomy in both countries. Furthermore, there are no homogeneous perceptions within academics group in each country concerning professional autonomy.

10aacademic freedom10acomparative education10aFinland10ahigher education systems10ainstitutional autonomy10aPortugal1 aCarvalho, Teresa1 aDiogo, S uhttps://www.tandfonline.com/doi/full/10.1080/1360080X.2018.139591601863nas a2200265 4500008004100000245013800041210006900179260002400248300001600272490000700288520103400295653003101329653002101360653000801381653000801389653000801397653001801405653001701423653001301440100002101453700001601474700001601490700002001506856007101526 2017 eng d00aShould we start worrying? Mass higher education, skill demand and the increasingly complex landscape of young graduates’ employment0 aShould we start worrying Mass higher education skill demand and  bRoutledgec2017/8// a1401 - 14200 v423 aRecent decades have seen a massive expansion in higher education (HE), fuelled by high expectations about its private benefits. This has raised concerns about the impact on the employability of recent graduates and the potential mismatches between their skills and the competences required by the job structure. Equally, it could set the ground for a possible transformation of demand for graduate skills and the emergence of new employment profiles. In this article, data for Portugal for the period 2000–2010 were used to look at compositional changes in graduate employment and the incidence of three potential problems in graduates’ transition to the labour market: overeducation, overskilling and education–job mismatches. The implications of growing demand heterogeneity on increasing inequality in graduate labour markets and on the expectations supporting mass HE in a country that rapidly expanded access to tertiary education as a strategy to converge with the productivity levels of other more developed econo...10aeducation–job mismatches10ahigher education10aI2010aJ2410aJ3110aovereducation10aoverskilling10aPortugal1 aFigueiredo, Hugo1 aBiscaia, R.1 aRocha, Vera1 aTeixeira, Pedro uhttps://www.tandfonline.com/doi/full/10.1080/03075079.2015.110175401514nas 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/10.1080/03075079.2014.91490901548nas a2200193 4500008004100000245010400041210007100145300001400216490001100230520090600241653001301147653003101160653001301191653002801204100001801232700002101250700002201271856006101293 2013 eng d00aAs universidades portuguesas na senda da investigação empreendedora: onde estão as diferenças? 0 aAs universidades portuguesas na senda da investigação empreended a594–6200 vXLVIII3 a

As universidades portuguesas na senda da investigação empreendedora: onde estão as diferenças? Nos últimos anos têm sido discutidas as mudanças nos quadros epistemológicos, éticos e sociais que envolvem a ciência na atualidade. Particularmente influentes nas transformações ocorridas foram as lógicas incorporadas nas narrativas da “sociedade do conhecimento” e do managerialismo/Nova Gestão Pública (ngp). As noções de “ciência pós-académica”, o “Modo 2 de produção do conhecimento” e o acrónimo place têm vindo a ser utilizados para caracterizar estas mudanças. Este artigo pretende analisar se o modo como a investigação é apresentada pelas universidades públicas portuguesas nos seus websites expressa a influência destas novas noções de ciência. Conclui que existe uma certa ambiguidade nos discursos, o que configura fenómenos de hibridismo

10aciência10ainvestigação científica10aPortugal10auniversidades públicas1 aSantiago, Rui1 aCarvalho, Teresa1 aFerreira, Andreia uhttp://analisesocial.ics.ul.pt/documentos/AS_208_d01.pdf