<?xml version="1.0" encoding="UTF-8"?><xml><records><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%">Anabela Queirós</style></author><author><style face="normal" font="default" size="100%">Teresa Carvalho</style></author><author><style face="normal" font="default" size="100%">M. Rosa</style></author><author><style face="normal" font="default" size="100%">R. Biscaia</style></author><author><style face="normal" font="default" size="100%">Pedro Videira</style></author><author><style face="normal" font="default" size="100%">Pedro Teixeira</style></author><author><style face="normal" font="default" size="100%">S Diogo</style></author><author><style face="normal" font="default" size="100%">A.I. Melo</style></author><author><style face="normal" font="default" size="100%">Hugo Figueiredo</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%">Academic engagement in Portugal: the role of institutional diversity, individual characteristics and modes of knowledge production</style></title><secondary-title><style face="normal" font="default" size="100%">Studies in Higher Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Academic engagement</style></keyword><keyword><style  face="normal" font="default" size="100%">commercialisation</style></keyword><keyword><style  face="normal" font="default" size="100%">modes of knowledge production</style></keyword><keyword><style  face="normal" font="default" size="100%">polytechnic</style></keyword><keyword><style  face="normal" font="default" size="100%">university</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2022</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://www.tandfonline.com/doi/full/10.1080/03075079.2022.2042241</style></url></web-urls></urls><pages><style face="normal" font="default" size="100%">1-14</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;Higher Education Institutions (HEIs) play a crucial role in knowledge society by providing and disseminating knowledge. In this regard, academics have been encouraged to collaborate with society, leading to the emergence of new modes of knowledge production. Several institutional and individual factors have been identified as determinants of the academic engagement. Hence, using data from a survey delivered to a representative sample of Portuguese academics, this paper analyses the influence of different modes of knowledge production, institutional diversity and individual characteristics on distinct dimensions of academic engagement (&lt;em&gt;Formal Research Collaboration; Informal Dissemination of Knowledge; Commercialization of Knowledge; and Teaching-related Activities and Supervision of Students&lt;/em&gt;). We propose as research hypotheses the existence of an influence of individual academics’ values, identity and types of knowledge on the engagement with society, addressing them using a linear regression. Results suggest the influence of CUDOS, (i.e. communalism, disinterestedness and organized scepticism) and PLACE, (i.e. proprietary, local, authority, commissioned and expert) on academic engagement, although this influence differs according to distinct dimensions. The findings also reveal differences according to the type of institutional affiliation. Moreover, the study confirms the relevance of individual characteristics in explaining different forms of academic engagement, such as gender, discipline and seniority. Since the results do not align entirely with the theory, this paper may be of particular relevance to launch a discussion around the type of engagement higher education institutions intend to promote and how far their own characteristics and those of their academics may influence such engagement.&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%">Anabela Queirós</style></author><author><style face="normal" font="default" size="100%">Teresa Carvalho</style></author><author><style face="normal" font="default" size="100%">Rosa, Maria João</style></author><author><style face="normal" font="default" size="100%">R. Biscaia</style></author><author><style face="normal" font="default" size="100%">Maria João Manatos</style></author><author><style face="normal" font="default" size="100%">Pedro Videira</style></author><author><style face="normal" font="default" size="100%">Pedro Teixeira</style></author><author><style face="normal" font="default" size="100%">S Diogo</style></author><author><style face="normal" font="default" size="100%">A.I. Melo</style></author><author><style face="normal" font="default" size="100%">Hugo Figueiredo</style></author><author><style face="normal" font="default" size="100%">Mendes, Rui Amaral</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Academic engagement in Portugal: the role of institutional diversity, individual characteristics and modes of knowledge production</style></title><secondary-title><style face="normal" font="default" size="100%">Studies in Higher Education</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2022</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2022</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">47</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Higher Education Institutions (HEIs) play a crucial role in knowledge society by providing and disseminating knowledge. In this regard, academics have been encouraged to collaborate with society, leading to the emergence of new modes of knowledge production. Several institutional and individual factors have been identified as determinants of the academic engagement. Hence, using data from a survey delivered to a representative sample of Portuguese academics, this paper analyses the influence of different modes of knowledge production, institutional diversity and individual characteristics on distinct dimensions of academic engagement (Formal Research Collaboration; Informal Dissemination of Knowledge; Commercialization of Knowledge; and Teaching-related Activities and Supervision of Students). We propose as research hypotheses the existence of an influence of individual academics’ values, identity and types of knowledge on the engagement with society, addressing them using a linear regression. Results suggest the influence of CUDOS, (i.e. communalism, disinterestedness and organized scepticism) and PLACE, (i.e. proprietary, local, authority, commissioned and expert) on academic engagement, although this influence differs according to distinct dimensions. The findings also reveal differences according to the type of institutional affiliation. Moreover, the study confirms the relevance of individual characteristics in explaining different forms of academic engagement, such as gender, discipline and seniority. Since the results do not align entirely with the theory, this paper may be of particular relevance to launch a discussion around the type of engagement higher education institutions intend to promote and how far their own characteristics and those of their academics may influence such engagement.</style></abstract><issue><style face="normal" font="default" size="100%">11</style></issue></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%">Anabela Queirós</style></author><author><style face="normal" font="default" size="100%">Teresa Carvalho</style></author><author><style face="normal" font="default" size="100%">M. Rosa</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Academic Engagement in Portugal: Different Types of Engagement, Different Scientific Areas</style></title><secondary-title><style face="normal" font="default" size="100%">14th International Technology, Education and Development Conference</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Academic engagement</style></keyword><keyword><style  face="normal" font="default" size="100%">higher education</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific area</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2-4 March, 2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://library.iated.org/view/QUEIROS2020ACA</style></url></web-urls></urls><publisher><style face="normal" font="default" size="100%">IATED Academy</style></publisher><pub-location><style face="normal" font="default" size="100%">Valencia, Spain</style></pub-location><isbn><style face="normal" font="default" size="100%">978-84-09-17939-8</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;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 &amp;amp; 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.&lt;br /&gt;
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).&lt;br /&gt;
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.&lt;br /&gt;
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.&lt;br /&gt;
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.’&lt;/p&gt;
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