<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Venkat Bakthavatchaalam</style></author><author><style face="normal" font="default" size="100%">Maria José Sá</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Rethinking higher education: Empowering learners with future-shaping skills for decent work</style></title><secondary-title><style face="normal" font="default" size="100%">Education for global challenges: Preparing learners for a complex world</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">In Press</style></year></dates><publisher><style face="normal" font="default" size="100%">Regional Center for Educational Planning-UNESCO</style></publisher><pub-location><style face="normal" font="default" size="100%">Sharjah, UAE</style></pub-location><language><style face="normal" font="default" size="100%">eng</style></language></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>27</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Venkat Bakthavatchaalam</style></author><author><style face="normal" font="default" size="100%">Maria José Sá</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Empowering female participation in engineering research:  Unmasking constrains and developing  gender-sensitive research policies</style></title><secondary-title><style face="normal" font="default" size="100%">Science-Policy Brief for the Multistakeholder Forum on Science, Technology and Innovation for the SDGs</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2024</style></year></dates><publisher><style face="normal" font="default" size="100%">United Nations STI Forum 2024</style></publisher><pages><style face="normal" font="default" size="100%">1-5</style></pages><language><style face="normal" font="default" size="100%">eng</style></language></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Venkat Bakthavatchaalam</style></author><author><style face="normal" font="default" size="100%">Mike Miles</style></author><author><style face="normal" font="default" size="100%">M. L. Machado-Taylor</style></author><author><style face="normal" font="default" size="100%">Maria José Sá</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Academic dishonesty and research productivity in a changing higher education environment. The case of India’s engineering institutions</style></title><secondary-title><style face="normal" font="default" size="100%">Voprosy Obrazovaniya/Educational Studies Moscow</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2021</style></year></dates><volume><style face="normal" font="default" size="100%">2</style></volume><pages><style face="normal" font="default" size="100%">84-104</style></pages><language><style face="normal" font="default" size="100%">eng</style></language></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">V. P. Bakthavatchaalam</style></author><author><style face="normal" font="default" size="100%">Maria José Sá</style></author><author><style face="normal" font="default" size="100%">E. Baburaj</style></author><author><style face="normal" font="default" size="100%">Mike Miles</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Are female academics more research resilient? Evidence from South India’s engineering institutions</style></title><secondary-title><style face="normal" font="default" size="100%">STEM Education for Girls and Women. Breaking barriers and exploring gender inequality in Asia</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2021</style></year></dates><publisher><style face="normal" font="default" size="100%">UNESCO</style></publisher><pub-location><style face="normal" font="default" size="100%">Paris and Bangkok</style></pub-location><pages><style face="normal" font="default" size="100%">148-188</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><section><style face="normal" font="default" size="100%">8</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Bago, Joana</style></author><author><style face="normal" font="default" size="100%">L.G. Veiga</style></author><author><style face="normal" font="default" size="100%">A. Magalhães</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">O conceito de &quot;novos públicos&quot; e os discursos sobre o acesso nas instituições de ensino superior públicas portuguesas</style></title><secondary-title><style face="normal" font="default" size="100%">Educação Sociedade &amp; Culturas</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2020</style></year></dates><language><style face="normal" font="default" size="100%">eng</style></language></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>10</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">V. P. Bakthavatchaalam</style></author><author><style face="normal" font="default" size="100%">M. Miles</style></author><author><style face="normal" font="default" size="100%">Maria José Sá</style></author><author><style face="normal" font="default" size="100%">M. L. Machado-Taylor</style></author><author><style face="normal" font="default" size="100%">J. Gingele</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">P. Paolini</style></author><author><style face="normal" font="default" size="100%">M. Paolini</style></author><author><style face="normal" font="default" size="100%">S. Arduini</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Gender and research productivity of academics in South India’s higher education institutions</style></title><secondary-title><style face="normal" font="default" size="100%">2nd International Conference on Gender Research</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2019</style></year></dates><publisher><style face="normal" font="default" size="100%">ICGR</style></publisher><pub-location><style face="normal" font="default" size="100%">Rome</style></pub-location><pages><style face="normal" font="default" size="100%">685-692</style></pages><language><style face="normal" font="default" size="100%">eng</style></language></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">J. Bertolin</style></author><author><style face="normal" font="default" size="100%">A. Amaral</style></author><author><style face="normal" font="default" size="100%">L. Almeida</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Os cursos de graduação podem compensar a falta de capital cultural e background de estudantes?</style></title><secondary-title><style face="normal" font="default" size="100%">Educação e Pesquisa</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2019</style></year></dates><volume><style face="normal" font="default" size="100%">45</style></volume><language><style face="normal" font="default" size="100%">eng</style></language></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Milka Barbosa</style></author><author><style face="normal" font="default" size="100%">Teresa Carvalho</style></author><author><style face="normal" font="default" size="100%">Fernanda Cassundé</style></author><author><style face="normal" font="default" size="100%">Ricardo Mendonça</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Formação de professores de ensino superior para a gestão: perspectivas e consequências.</style></title><secondary-title><style face="normal" font="default" size="100%">Revista de Administração FACES</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Formação de Professor-gestor</style></keyword><keyword><style  face="normal" font="default" size="100%">Políticas Organizacionais</style></keyword><keyword><style  face="normal" font="default" size="100%">Políticas Públicas</style></keyword><keyword><style  face="normal" font="default" size="100%">Universidade</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2018</style></year></dates><volume><style face="normal" font="default" size="100%">16</style></volume><pages><style face="normal" font="default" size="100%">66–84</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;O trabalho buscou analisar como professores de uma universidade federal brasileira percebem o papel que as políticas públicas e organizacionais têm na formação dos academic-managers. Argumenta-se que diante dos papeis-chave que os professores-gestores desempenham nas instituições de ensino superior, entende-se que há necessidade de políticas públicas (PP) e políticas organizacionais (PO) voltadas a formação desses atores. A investigação, baseada num estudo de caso, adotou uma perspectiva qualitativa e os dados foram coletados a partir de entrevistas semiestruturadas realizadas com professores-gestores do nível estratégico da Universidade Federal do Vale do São Francisco (Univasf). Em resposta ao objetivo geral desta pesquisa, os dados mostraram que os professores nesta universidade percebem uma lacuna de PPs e POs que os prepare para desempenhar o papel de gestor e apontam fatores como a temporalidade do papel de gestor, a priorização dos papéis de professor e de pesquisador sobre o de gestor, podem ser tomados como possíveis entraves ao desenvolvimento de tais políticas.&lt;/p&gt;
</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Bizerril, M.</style></author><author><style face="normal" font="default" size="100%">M. Rosa</style></author><author><style face="normal" font="default" size="100%">Teresa Carvalho</style></author><author><style face="normal" font="default" size="100%">Pedrosa, J.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Sustainability in higher education: A review of contributions from Portuguese speaking countries</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Cleaner Production</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2018</style></year></dates><volume><style face="normal" font="default" size="100%">171</style></volume><pages><style face="normal" font="default" size="100%">600-612</style></pages><language><style face="normal" font="default" size="100%">eng</style></language></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Marcelo Bizerril</style></author><author><style face="normal" font="default" size="100%">M. Rosa</style></author><author><style face="normal" font="default" size="100%">Teresa Carvalho</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Construindo uma universidade sustentável: uma discussão baseada no caso de uma universidade portuguesa</style></title><secondary-title><style face="normal" font="default" size="100%">Avaliação: Revista da Avaliação da Educação Superior</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Gestão da Educação Superior</style></keyword><keyword><style  face="normal" font="default" size="100%">Sustentabilidade</style></keyword><keyword><style  face="normal" font="default" size="100%">Universidade Sustentável</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2018</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://www.scielo.br/j/aval/a/GX4wV7LqXcgnh3FFJd68Lbf/?lang=pt</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">23</style></volume><pages><style face="normal" font="default" size="100%">424–447</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;A partir do caso de uma universidade portuguesa, discutimos visões sobre o que deve ser uma Universidade Sustentável (US), bem como sobre as diferentes etapas necessárias à sua implementação. A discussão foi construída a partir da revisão da literatura sobre a sustentabilidade no ensino superior, análises de documentos da instituição, observação do campus e entrevistas com diferentes atores associados às questões relativas à sustentabilidade na universidade. A universidade estudada atua nas dimensões da sustentabilidade sugeridas na literatura, mas percebe-se que o processo de institucionalização de uma efetiva US encontra-se ainda em fase inicial. A partir do caso estudado são sugeridas ações estratégicas para as universidades que buscam a transição para US que incluem a adoção de uma perspectiva holística de US por meio da discussão e de documentos oficiais, a prática da gestão democrática e participativa, e a criação de canais formais de diálogo com a sociedade.&lt;/p&gt;
</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Sofia Bruckmann</style></author><author><style face="normal" font="default" size="100%">Teresa Carvalho</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Understanding change in higher education: An archetypal approach</style></title><secondary-title><style face="normal" font="default" size="100%">Higher Education</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2018</style></year></dates><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;During the past three decades, higher education institutions have been changing, moving away from the traditional bureaucratic archetype towards a more managerialist one. Empirical research already demonstrated that organisations tend to be in a hybrid area of archetypal change. Considering the specific case of a government-imposed reform in Portugal, and using a case study approach of six public universities, this study aims to explore archetypal hybridism through the lens of two main dimensions: systems and structures and interpretive scheme. The theoretical background lies on academic literature on organisational change in higher education and specifically on archetype theory. The findings drawn from document analysis and interviews outline the main characteristics of the hybrid archetype that we chose to name efficient-collegiality.&lt;/p&gt;
</style></abstract></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>47</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">V. P. Bakthavatchaalam</style></author><author><style face="normal" font="default" size="100%">M. Miles</style></author><author><style face="normal" font="default" size="100%">I. A. Horodnic</style></author><author><style face="normal" font="default" size="100%">M. L. Machado-Taylor</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Research productivity of higher educational systems in transition: A study of engineering institutions in Coimbatore, India</style></title><secondary-title><style face="normal" font="default" size="100%">Mission Responsible: Future of Education and Youth Work</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2017</style></year></dates><language><style face="normal" font="default" size="100%">eng</style></language></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ana Rita Biscaia</style></author><author><style face="normal" font="default" size="100%">M. Rosa</style></author><author><style face="normal" font="default" size="100%">Patrícia Moura e Sá</style></author><author><style face="normal" font="default" size="100%">Cláudia Sarrico</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Assessing customer satisfaction and loyalty in the retail sector</style></title><secondary-title><style face="normal" font="default" size="100%">International Journal of Quality &amp; Reliability Management</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2017</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://doi.org/10.1108%2Fijqrm-03-2015-0039</style></url></web-urls></urls><number><style face="normal" font="default" size="100%">9</style></number><publisher><style face="normal" font="default" size="100%">Emerald</style></publisher><volume><style face="normal" font="default" size="100%">34</style></volume><pages><style face="normal" font="default" size="100%">1508–1529</style></pages><language><style face="normal" font="default" size="100%">eng</style></language></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ana Rita Biscaia</style></author><author><style face="normal" font="default" size="100%">Pedro Teixeira</style></author><author><style face="normal" font="default" size="100%">V. Rocha</style></author><author><style face="normal" font="default" size="100%">M.F. Cardoso</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Higher education, human capital, and regional dynamics in Southern Europe</style></title><secondary-title><style face="normal" font="default" size="100%">Advances in Spatial Science</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2017</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://www.scopus.com/inward/record.uri?eid=2-s2.0-85020185530&amp;doi=10.1007%2f978-3-319-49818-8_14&amp;partnerID=40&amp;md5=2739d891af7e06fdb5d08c475ac6471b</style></url></web-urls></urls><number><style face="normal" font="default" size="100%">9783319498171</style></number><pages><style face="normal" font="default" size="100%">323-344</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><notes><style face="normal" font="default" size="100%">cited By 0</style></notes></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ana Rita Biscaia</style></author><author><style face="normal" font="default" size="100%">Hugo Figueiredo</style></author><author><style face="normal" font="default" size="100%">I. Féria</style></author><author><style face="normal" font="default" size="100%">C. Borralho</style></author><author><style face="normal" font="default" size="100%">M. Rosa</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">Sandra Saúde</style></author><author><style face="normal" font="default" size="100%">A.I. Melo</style></author><author><style face="normal" font="default" size="100%">C. Borralho</style></author><author><style face="normal" font="default" size="100%">G. P. Dias</style></author><author><style face="normal" font="default" size="100%">Hugo Figueiredo</style></author><author><style face="normal" font="default" size="100%">Isabel Machado</style></author><author><style face="normal" font="default" size="100%">I. Féria</style></author><author><style face="normal" font="default" size="100%">Paula Rocha</style></author><author><style face="normal" font="default" size="100%">R. Biscaia</style></author><author><style face="normal" font="default" size="100%">S. Lopes</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">A especificidade da avaliação de desempenho do ensino superior politécnico: Proposta de um sistema de posicionamento das IESP</style></title><secondary-title><style face="normal" font="default" size="100%">Indicadores de desempenho para as instituições de ensino superior politécnico investigação aplicada, criação cultural e impacto regional</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2017</style></year></dates><publisher><style face="normal" font="default" size="100%">Edições Sílabo</style></publisher><pub-location><style face="normal" font="default" size="100%">Lisboa</style></pub-location><isbn><style face="normal" font="default" size="100%">978-972-618-875-9</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">C. Borralho</style></author><author><style face="normal" font="default" size="100%">Isabel Machado</style></author><author><style face="normal" font="default" size="100%">Paula Rocha</style></author><author><style face="normal" font="default" size="100%">Isabel Machado</style></author><author><style face="normal" font="default" size="100%">I. Féria</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">Sandra Saúde</style></author><author><style face="normal" font="default" size="100%">M. Rosa</style></author><author><style face="normal" font="default" size="100%">A.I. Melo</style></author><author><style face="normal" font="default" size="100%">C. Borralho</style></author><author><style face="normal" font="default" size="100%">Hugo Figueiredo</style></author><author><style face="normal" font="default" size="100%">Paula Rocha</style></author><author><style face="normal" font="default" size="100%">Ana Rita Biscaia</style></author><author><style face="normal" font="default" size="100%">S. Lopes</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Consensualização e validação de indicadores de avaliação de desempenho</style></title><secondary-title><style face="normal" font="default" size="100%">Indicadores de desempenho para as instituições de ensino superior politécnico investigação aplicada, criação cultural e impacto regional</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2017</style></year></dates><publisher><style face="normal" font="default" size="100%">Edições Sílabo</style></publisher><pub-location><style face="normal" font="default" size="100%">Lisboa</style></pub-location><isbn><style face="normal" font="default" size="100%">978-972-618-875-9</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>47</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Sara Brandão</style></author><author><style face="normal" font="default" size="100%">Iolanda Ribeiro</style></author><author><style face="normal" font="default" size="100%">Sandra Santos</style></author><author><style face="normal" font="default" size="100%">Irene Cadime</style></author><author><style face="normal" font="default" size="100%">Fernanda Leopoldina Viana</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">O que compreendem as crianças em idade pré-escolar: Avaliação dinâmica da compreensão oral</style></title><secondary-title><style face="normal" font="default" size="100%">II Seminário Luso-Brasileiro de Educação de Infância</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2016</style></year></dates><pub-location><style face="normal" font="default" size="100%">Braga: Instituto de Educação da Universidade do Minho</style></pub-location><language><style face="normal" font="default" size="100%">eng</style></language></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Bianchetti, Lucídio</style></author><author><style face="normal" font="default" size="100%">A. Magalhães</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Declaração de Bolonha e internacionalização da educação superior: Protagonismo dos reitores e autonomia universitária em questão</style></title><secondary-title><style face="normal" font="default" size="100%">Avaliação: Revista da Avaliação da Educação Superior (Campinas)</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2015</style></year></dates><number><style face="normal" font="default" size="100%">1</style></number><volume><style face="normal" font="default" size="100%">20</style></volume><pages><style face="normal" font="default" size="100%">225-249</style></pages><language><style face="normal" font="default" size="100%">eng</style></language></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">S Biswas</style></author><author><style face="normal" font="default" size="100%">K Mazuz</style></author><author><style face="normal" font="default" size="100%">Rui Amaral Mendes</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">E-healthcare disparities across cultures: Infrastructure, readiness and the digital divide</style></title><secondary-title><style face="normal" font="default" size="100%">International Journal of User-Driven Healthcare</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2015</style></year></dates><language><style face="normal" font="default" size="100%">eng</style></language></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Marcelo Bizerril</style></author><author><style face="normal" font="default" size="100%">M. Rosa</style></author><author><style face="normal" font="default" size="100%">Teresa Carvalho</style></author><author><style face="normal" font="default" size="100%">Júlio Pedrosa</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">A sustentabilidade socioambiental no ensino superior: um tema integrador para os países de língua portuguesa?</style></title><secondary-title><style face="normal" font="default" size="100%">Revista Forges – Fórum de Gestão do Ensino Superior nos Países e Regiões de Língua Portuguesa</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2015</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2015-09-01</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://www.revistaforges.pt/index.php/revista/article/view/19</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">2</style></volume><pages><style face="normal" font="default" size="100%">99–115</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;Neste início de século vem se construindo um consenso de que as universidades são agentes estratégicos para a promoção da sustentabilidade por diversas razões como: (1) a necessidade de reduzir o impacto ambiental decorrente de suas atividades; (2) o fato de serem instituições promotoras de inovação; (3) o seu papel formador de lideranças, professores e distintos profissionais que influenciam a sociedade; (4) e seu impacto no desenvolvimento regional sustentável. No presente artigo é defendida a ideia de que a peculiar situação da Comunidade dos Países de Língua Portuguesa (CPLP), ao buscar intencionalmente a cooperação dentre uma diversidade de contextos culturais e socioeconômicos, pode-se configurar como interessante espaço para a discussão de diversos temas emergentes da atualidade que requerem a cooperação entre países e o reconhecimento de diversos olhares, como certamente é o caso da sustentabilidade no ensino&lt;br /&gt;
superior. O texto é fundamentado na revisão da literatura internacional sobre sustentabilidade no ensino superior e na discussão dos conceitos de sustentabilidade que podem, por um lado, interessar aos Países de Língua Portuguesa (PLP) nos seus contextos regionais e, por outro, constituir um mecanismo adicional de integração dos sistemas de ensino superior destes países. Por fim, analisam-se os desafios que se colocam aos PLP nesta matéria, propondo-se a cooperação para a institucionalização da sustentabilidade no ensino superior desses países.&lt;/p&gt;
</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">R. Brites</style></author><author><style face="normal" font="default" size="100%">M. L. Machado-Taylor</style></author><author><style face="normal" font="default" size="100%">J. Brites Ferreira</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Job satisfaction and changes in workplace: The case of academic staff in Portuguese higher education</style></title><secondary-title><style face="normal" font="default" size="100%">Coimbra Business Review</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2015</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://cbr.iscac.pt/index.php?file=24</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">1</style></volume><pages><style face="normal" font="default" size="100%">27-35</style></pages><language><style face="normal" font="default" size="100%">eng</style></language></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Sofia Bruckmann</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">E. Reale</style></author><author><style face="normal" font="default" size="100%">E. Primeri</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Shifting boundaries in universities’ governance models: The case of external stakeholders</style></title><secondary-title><style face="normal" font="default" size="100%">The transformation of university institutional and organizational boundaries</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">bureaucracy</style></keyword><keyword><style  face="normal" font="default" size="100%">Governance</style></keyword><keyword><style  face="normal" font="default" size="100%">higher education</style></keyword><keyword><style  face="normal" font="default" size="100%">institutions</style></keyword><keyword><style  face="normal" font="default" size="100%">new public management</style></keyword><keyword><style  face="normal" font="default" size="100%">reform</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2015</style></year></dates><publisher><style face="normal" font="default" size="100%">Sense Publishers</style></publisher><pub-location><style face="normal" font="default" size="100%">Rotterdam</style></pub-location><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;Higher Education reform trends hit Portugal in 2007, with law 62/2007 (RJIES) defining a new&lt;br /&gt;
institutional framework and imposing major changes to higher education institutions (HEIs). These&lt;br /&gt;
were given the chance to choose between two institutional models and required to restructure their&lt;br /&gt;
governance model. One of the visible outcomes of this reform is a blurring of boundaries between&lt;br /&gt;
HEIs and society. Academics now have to share a space that was traditional theirs with people&lt;br /&gt;
coming from outside academia.&lt;br /&gt;
The present study results from an analysis of the changes occurred in six Portuguese&lt;br /&gt;
universities after implementation of the RJIES, considering the context of broad public&lt;br /&gt;
administration reform embedded in a managerialist framework. Changes to the governance model&lt;br /&gt;
were analyzed focusing on the presence of external stakeholders in top governing bodies. The&lt;br /&gt;
perceptions of both academics and external stakeholders were analyzed in order to assess to what&lt;br /&gt;
extent the presence of external stakeholders is perceived as a necessary and effective change.&lt;br /&gt;
Furthermore, this study also intends to shed some light to the following question: how do&lt;br /&gt;
academics and external stakeholders perceive the presence of external stakeholders, at HEIs’ top&lt;br /&gt;
governing bodies?&lt;/p&gt;
</style></abstract></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Sofia Bruckmann</style></author><author><style face="normal" font="default" size="100%">Teresa Carvalho</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">Musselin, Christine</style></author><author><style face="normal" font="default" size="100%">Pedro Teixeira</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Reforming the Portuguese public sector: A route from health to higher education</style></title><secondary-title><style face="normal" font="default" size="100%">Reforming higher education. Public policy design and implementation</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2014</style></year></dates><publisher><style face="normal" font="default" size="100%">Springer</style></publisher><pub-location><style face="normal" font="default" size="100%">Dordrecht</style></pub-location><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;To analyze changes in HE from a comparative perspective, between countries or within the same country, may highlight differences in the global tendencies and contribute to dismantle the convergence myth. This study develops such a comparative perspective. Assuming NPM and managerialism as the referential concepts it tries to analyze changes in HE in a comparative ‘inter country’ perspective. Taking Portugal as a case study it aims to understand the similarities and differences between the two most symbolic sectors of the welfare state: higher education and health. These changes involved transformations at the organizational level, in presence of decentralization and deregulation processes, with consequences for professionals translating attempts to replace the traditional organizational and professional order, based on professionals’ self-regulation by a new one based on market assumptions. A qualitative study has been developed based on content analysis of legal documents and semi-structured interviews with academics and nurses working in public hospitals and higher education institutions. Data analysis shows that traditional bureaucratic way of organizing public institutions has given way to a more rational one, that professionals’ deregulation is not similar for professionals in health and higher education, and that there are significant differences between the two sectors.&lt;/p&gt;
</style></abstract></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Sofia Bruckmann</style></author><author><style face="normal" font="default" size="100%">Teresa Carvalho</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">The reform process of Portuguese higher education institutions: From collegial to managerial governance</style></title><secondary-title><style face="normal" font="default" size="100%">Tertiary Education and Management</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2014</style></year></dates><volume><style face="normal" font="default" size="100%">20</style></volume><pages><style face="normal" font="default" size="100%">193-206</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;Portuguese public higher education institutions have been undergoing a major reform process&lt;br /&gt;
since 2007. The most noticeable changes were introduced by Law 62/2007, which gave higher&lt;br /&gt;
education institutions the option to choose between two different institutional models (foundational&lt;br /&gt;
and public institute), and allowed the implementation of new government and management&lt;br /&gt;
structures. We know, from the institutionalism theoretical perspective, that in a process of change&lt;br /&gt;
institutions tend to be more similar than diverse. This study aims to analyse how Portuguese higher&lt;br /&gt;
education institutions reacted to external pressures and reorganised their internal government and&lt;br /&gt;
management structures. The main question it tries to answer is to what extent were institutions&lt;br /&gt;
able to introduce more diversity in their organisational models? In order to find clues to answer this&lt;br /&gt;
question, the study compares higher education institutions’ internal structures by developing a&lt;br /&gt;
qualitative study based on content analysis of internal legal documents from six universities (three&lt;br /&gt;
that remain public institutes and three that have a foundational model).&lt;/p&gt;
</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><section><style face="normal" font="default" size="100%">193</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>27</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">M. Brusoni</style></author><author><style face="normal" font="default" size="100%">M. Brusoni</style></author><author><style face="normal" font="default" size="100%">Damian, R.</style></author><author><style face="normal" font="default" size="100%">Grifoll, J.</style></author><author><style face="normal" font="default" size="100%">Jackson, S.</style></author><author><style face="normal" font="default" size="100%">Komurcugil, H.,</style></author><author><style face="normal" font="default" size="100%">M. Malmedy</style></author><author><style face="normal" font="default" size="100%">Mataeva, O.</style></author><author><style face="normal" font="default" size="100%">Motova, G.</style></author><author><style face="normal" font="default" size="100%">Pisarz, S.</style></author><author><style face="normal" font="default" size="100%">Pol, P.</style></author><author><style face="normal" font="default" size="100%">Rostlund, A.</style></author><author><style face="normal" font="default" size="100%">Soboleva, E.</style></author><author><style face="normal" font="default" size="100%">Orlanda Tavares</style></author><author><style face="normal" font="default" size="100%">L. Zobel</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">The concept of excellence in higher education</style></title></titles><dates><year><style  face="normal" font="default" size="100%">2014</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://www.enqa.eu/index.php/publications/papers-reports/occasional-papers/</style></url></web-urls></urls><number><style face="normal" font="default" size="100%">ISBN 978-952-5539-73-8 </style></number><publisher><style face="normal" font="default" size="100%">ENQA</style></publisher><pub-location><style face="normal" font="default" size="100%">Brussels</style></pub-location><isbn><style face="normal" font="default" size="100%">978-952-5539-73-8 (web publication)</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><work-type><style face="normal" font="default" size="100%">web publication</style></work-type></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">G Beirão</style></author><author><style face="normal" font="default" size="100%">José António Sarsfield Cabral</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Market segmentation analysis using attitudes toward transportation exploring the differences between men and women</style></title><secondary-title><style face="normal" font="default" size="100%">Transportation Research Record: Journal of the Transportation Research Board</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2008</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://doi.org/10.3141/2067-07</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">2067</style></volume><pages><style face="normal" font="default" size="100%">56-64</style></pages><language><style face="normal" font="default" size="100%">eng</style></language></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ivar Bleiklie</style></author><author><style face="normal" font="default" size="100%">Musselin, Christine</style></author><author><style face="normal" font="default" size="100%">A. Amaral</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">A. 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