<?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%">Teresa Carvalho</style></author><author><style face="normal" font="default" size="100%">S. Cardoso</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">The doctorate: From the Middle Age to the research-based doctorate</style></title><secondary-title><style face="normal" font="default" size="100%">Handbook on Higher Education Management and Governance</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">In Press</style></year></dates><edition><style face="normal" font="default" size="100%">A. Magalhães, A. Amaral</style></edition><publisher><style face="normal" font="default" size="100%">Edward Elgar Publishing Limited</style></publisher><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%">Amaro, J.</style></author><author><style face="normal" font="default" size="100%">Lucas, R.</style></author><author><style face="normal" font="default" size="100%">Perelman, J.</style></author><author><style face="normal" font="default" size="100%">Fraga, S.</style></author><author><style face="normal" font="default" size="100%">Maia, S.</style></author><author><style face="normal" font="default" size="100%">Margarida Pereira</style></author><author><style face="normal" font="default" size="100%">Mamelund, S. E.</style></author><author><style face="normal" font="default" size="100%">Matias, M.</style></author><author><style face="normal" font="default" size="100%">Leão, T.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Differences in the work-family experience of mothers and fathers of a southern European country</style></title><secondary-title><style face="normal" font="default" size="100%">European Journal of Public Health</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2024</style></year></dates><number><style face="normal" font="default" size="100%">Supplement_3</style></number><volume><style face="normal" font="default" size="100%">34</style></volume><isbn><style face="normal" font="default" size="100%">1101-1262&lt;br/&gt;1464-360X</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>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Amaro, J</style></author><author><style face="normal" font="default" size="100%">Lucas, R</style></author><author><style face="normal" font="default" size="100%">Perelman, J</style></author><author><style face="normal" font="default" size="100%">Fraga, S</style></author><author><style face="normal" font="default" size="100%">Maia, S</style></author><author><style face="normal" font="default" size="100%">Margarida Pereira</style></author><author><style face="normal" font="default" size="100%">Mamelund, S E</style></author><author><style face="normal" font="default" size="100%">Matias, M</style></author><author><style face="normal" font="default" size="100%">Leão, T</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Differences in the work-family experience of mothers and fathers of a southern European country</style></title><secondary-title><style face="normal" font="default" size="100%">European Journal of Public Health</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">oct</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://dx.doi.org/10.1093/eurpub/ckae144.662</style></url></web-urls></urls><number><style face="normal" font="default" size="100%">Supplement</style></number><volume><style face="normal" font="default" size="100%">34</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%">Margarida Pereira</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Do sociodemographic factors play a role in the relation between COVID-19 infection and obesity? Findings from a cross-sectional study in eastern Oslo</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Public Health</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2024</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://doi.org/10.1007/s10389-024-02203-4</style></url></web-urls></urls><pages><style face="normal" font="default" size="100%">2357-2365</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><issue><style face="normal" font="default" size="100%">33</style></issue></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%">A. Amaral</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Delegation theories and a neoliberal paradox</style></title><secondary-title><style face="normal" font="default" size="100%">Handbook of Higher Education Management and Governance</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2023</style></year></dates><publisher><style face="normal" font="default" size="100%">Edward Elgar</style></publisher><pub-location><style face="normal" font="default" size="100%">Cheltenham</style></pub-location><language><style face="normal" font="default" size="100%">eng</style></language><reprint-edition><style face="normal" font="default" size="100%">214-230</style></reprint-edition></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%">Pedro Luís Silva</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%">Doutoramentos em Portugal</style></title></titles><dates><year><style  face="normal" font="default" size="100%">2023</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://hdl.handle.net/1822/85125</style></url></web-urls></urls><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%">Lucas, Margarida</style></author><author><style face="normal" font="default" size="100%">Bem-haja, Pedro</style></author><author><style face="normal" font="default" size="100%">Sandra Santos</style></author><author><style face="normal" font="default" size="100%">Hugo Figueiredo</style></author><author><style face="normal" font="default" size="100%">Ferreira Dias, Marta</style></author><author><style face="normal" font="default" size="100%">Amorim, Marlene</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Digital proficiency: Sorting real gaps from myths among higher education students</style></title><secondary-title><style face="normal" font="default" size="100%">British Journal of Educational TechnologyBritish Journal of Educational TechnologyBr J Educ Technol</style></secondary-title><short-title><style face="normal" font="default" size="100%">British Journal of Educational Technology</style></short-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">assessment</style></keyword><keyword><style  face="normal" font="default" size="100%">digital competence</style></keyword><keyword><style  face="normal" font="default" size="100%">employability</style></keyword><keyword><style  face="normal" font="default" size="100%">fields of education and training</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2022</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2022/04/11</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://doi.org/10.1111/bjet.13220</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">n/a</style></volume><isbn><style face="normal" font="default" size="100%">0007-1013</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;Abstract Digital competence is among the basic key competences for digital learning and employability. For this reason, its acquisition and development should be on the agenda of higher education institutions (HEIs) who wish to prepare their students to thrive in an ever faster evolving digital labour market. However, the existence of a valid instrument that can help HEIs measuring and further integrating digital competence into pedagogical and organisational practices with sufficient precision is yet to be accomplished. This article provides a valid and reliable instrument to measure higher education students' digital competence on the basis of the European Digital Competence Framework for Citizens, also known as DigComp. The instrument was applied to a sample of 411 students from a mid-large public HEI and the results attest its validity and reliability. In addition, the study explores proficiency differences among students from different fields of education and training, and gender. Results demystify the idea that ICT students are more digitally competent than those in other fields of study, but suggest males score higher than females, which feeds into the ongoing debate of gender differences in relation to digital technologies and the readiness of females for the digital labour market. The results lead to clear implications for research and practice. Practitioner notes What is already known about this topic Digital competence is critical for higher education (HE) students to benefit from digital learning, strive in a digital society and increase employability prospects. There is a lack of valid instruments to measure higher education (HE) students' digital competence and facilitate the identification of digital competence gaps. Few studies focus on the relationship between HE students' digital competence, gender and fields of education and training (FET). What this paper adds A valid and reliable instrument based on a common European framework for digital competence. HE students lack the necessary digital competences to effectively cope with digital environments. Digital proficiency is particularly low regarding ?Safety?, ?Problem solving? and ?Digital content creation? competence areas. ICT students show less proficiency than those from other FET. Male students score higher than females. Implications for practice and/or policy The instrument can be adopted by different stakeholders to assess students/future job seekers' digital competence. HE institutions could benefit from such an instrument as a diagnosis to design specific teaching and learning strategies and target students' proficiency and particular needs. Tackling specific FET and competence areas can better support the development of students' digital competence and facilitate their employability prospects.&lt;/p&gt;
</style></abstract><issue><style face="normal" font="default" size="100%">n/a</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%">Sandro Serpa</style></author><author><style face="normal" font="default" size="100%">Maria José Sá</style></author><author><style face="normal" font="default" size="100%">Carlos Miguel Ferreira</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Digital organizational culture: Contributions to a definition and future challenges</style></title><secondary-title><style face="normal" font="default" size="100%">Academic Journal of Interdisciplinary Studies</style></secondary-title></titles><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://doi.org/10.36941/ajis-2022-0095</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">11</style></volume><pages><style face="normal" font="default" size="100%">22-33</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><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>47</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Teresa Carvalho</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Deteriorating Working Conditions in Academia – The Best Way to Secure Meritocracy? </style></title><secondary-title><style face="normal" font="default" size="100%">15th International Technology, Education and Development Conference</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">academics</style></keyword><keyword><style  face="normal" font="default" size="100%">career</style></keyword><keyword><style  face="normal" font="default" size="100%">Change</style></keyword><keyword><style  face="normal" font="default" size="100%">Portugal</style></keyword><keyword><style  face="normal" font="default" size="100%">working conditions</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">8-9 March, 2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://library.iated.org/view/CARVALHO2021DET</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%">Online Conference</style></pub-location><isbn><style face="normal" font="default" size="100%">978-84-09-27666-0</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;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.&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%">Maria José Sá</style></author><author><style face="normal" font="default" size="100%">Ana Isabel Santos</style></author><author><style face="normal" font="default" size="100%">Sandro Serpa</style></author><author><style face="normal" font="default" size="100%">Carlos Miguel Ferreira</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Digitainability – Digital competences post-COVID-19 for a sustainable society</style></title><secondary-title><style face="normal" font="default" size="100%">Sustainability</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%">13</style></volume><pages><style face="normal" font="default" size="100%">9564</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><issue><style face="normal" font="default" size="100%">17</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%">Maria José Sá</style></author><author><style face="normal" font="default" size="100%">Ana Isabel Santos</style></author><author><style face="normal" font="default" size="100%">Sandro Serpa</style></author><author><style face="normal" font="default" size="100%">Carlos Miguel Ferreira</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Digital literacy in digital society 5.0: Some challenges</style></title><secondary-title><style face="normal" font="default" size="100%">Academic Journal of Interdisciplinary Studies</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">03/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://doi.org/10.36941/ajis-2021-0033</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">10</style></volume><pages><style face="normal" font="default" size="100%">1-9</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><issue><style face="normal" font="default" size="100%">2</style></issue><section><style face="normal" font="default" size="100%">1</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%">Pedro Teixeira</style></author><author><style face="normal" font="default" size="100%">Maria José Sá</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">Conselho Nacional de Educação</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Desigualdades &amp; equidade. Desafios, respostas e lições no âmbito do ensino superior</style></title></titles><dates><year><style  face="normal" font="default" size="100%">2021</style></year></dates><publisher><style face="normal" font="default" size="100%">CNE</style></publisher><pub-location><style face="normal" font="default" size="100%">Lisboa</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>5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Pedro Teixeira</style></author><author><style face="normal" font="default" size="100%">Maria José Sá</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">Conselho Nacional de Educação</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Desigualdades &amp; equidade. Desafios, respostas e lições no âmbito do ensino superior [Inequalities &amp; equity. Challenges, answers and lessons in higher education]</style></title><secondary-title><style face="normal" font="default" size="100%">Efeitos da pandemia COVID-19 na educação: Desigualdades e medidas de equidade [Effects of the COVID-19 pandemic on education: Inequalities and equity measures]]</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%">CNE</style></publisher><pub-location><style face="normal" font="default" size="100%">Lisboa</style></pub-location><pages><style face="normal" font="default" size="100%">153-211</style></pages><isbn><style face="normal" font="default" size="100%">978-989-8841-38-4</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%">S Diogo</style></author><author><style face="normal" font="default" size="100%">R. Biscaia</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%">Does Taking a PhD Abroad Increase the Number of International Publications? Reflections From the Best Self-Reported Publications in Portuguese Academia</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 staff</style></keyword><keyword><style  face="normal" font="default" size="100%">internationalization</style></keyword><keyword><style  face="normal" font="default" size="100%">knowledge production &amp; dissemination</style></keyword><keyword><style  face="normal" font="default" size="100%">portuguese higher education institutions</style></keyword><keyword><style  face="normal" font="default" size="100%">self-reported research productivity</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/DIOGO2020DOE</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;This paper contributes to the debate on academics’ internationalisation and academic research productivity by focusing on knowledge diffusion.&lt;br /&gt;
The policy measures to foster national innovation systems and Higher Education Institutions (HEI) are entrenched in the establishment of the European Research Area and in the European Higher Education Area. These two settings also represent the changing dynamics of international academic mobility, which, in turn, can be translated in an increase of extramural collaboration and its importance in academic research activities over the last few decades. In Portugal, public policies on S&amp;amp;T developed in the last years have fostered an increase of PhD graduates, inciting them to study abroad. Consequently, many PhD students have been studying outside Portugal. Alongside these developments, international publications have been assuming increasing relevance in researchers’ recruitment and career advancement. One of the facets of knowledge production is research performance and research outputs, which in HEI is usually measured in terms of publications produced by individuals and/or research groups. Trying to see if there is a relationship between academic international experiences and academics’ research productivity, we took those PhD graduates who have a contractual relation with an HEI, and asked them whether having graduated abroad favoured a different profile for disseminating knowledge produced with a higher emphasis on publishing internationally. We believe this is so, given the higher orientation that foreign countries may have towards publications in international outlets when compared to Portugal and the fact that being abroad improves researchers’ knowledge of a second or even a third language. Bearing in mind that the internationalisation of the academy varies according to individual, institutional and structural characteristics, and that among factors influencing it, discipline plays a major role, we will be able to assess whether the different types of outputs reported by researchers are dependent on their characteristics, with the main factor being the international experiences of the staff. Using a dataset of 9602 staff members of Portuguese HEI coming from a mandatory questionnaire by the Portuguese Agency for Assessment and Accreditation of Higher Education (covering nearly all doctorates in Portugal–in 2012, 83% of the PhD were employed in HEI), we explore the relationship between the self-reported publication patterns of these staff and the HEI where they obtained their PhD degree (abroad or in a national institution). Statistical inference and econometrics methods were used in order to assess whether this relationship is significant. The analysis was also broken down into different scientific fields to check whether this relationship holds for each scientific field.&lt;br /&gt;
Conclusions show a positive effect between taking the PhD abroad and reporting a higher number of international articles (both when considering only journal articles and all international outlets). However, when checking for the robustness of these effects broken down by the ISCED-97 fields of education, that effect does not hold for most fields, being only significantly positive for Arts &amp;amp; Humanities and Social Sciences, Commerce &amp;amp; Law, while having null and negative effects for other fields, suggesting that, after all, the overall effect verified earlier was due only to the effect of this variable on some fields.&lt;/p&gt;
</style></abstract></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%">Thiago Freires</style></author><author><style face="normal" font="default" size="100%">Sandra Santos</style></author><author><style face="normal" font="default" size="100%">S. 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control/psychology</style></keyword><keyword><style  face="normal" font="default" size="100%">Comorbidity</style></keyword><keyword><style  face="normal" font="default" size="100%">Guidelines as Topic</style></keyword><keyword><style  face="normal" font="default" size="100%">Health Promotion/*organization &amp; administration</style></keyword><keyword><style  face="normal" font="default" size="100%">Humans</style></keyword><keyword><style  face="normal" font="default" size="100%">Needs Assessment</style></keyword><keyword><style  face="normal" font="default" size="100%">Patient Acceptance of Health Care/*statistics &amp; numerical data</style></keyword><keyword><style  face="normal" font="default" size="100%">Pediatric Obesity/complications/*prevention &amp; control/psychology</style></keyword><keyword><style  face="normal" font="default" size="100%">Public Health</style></keyword><keyword><style  face="normal" font="default" size="100%">Social Determinants of Health</style></keyword><keyword><style  face="normal" font="default" size="100%">Social Stigma</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year></dates><number><style face="normal" font="default" size="100%">10</style></number><edition><style face="normal" font="default" size="100%">20190708</style></edition><volume><style face="normal" font="default" size="100%">43</style></volume><pages><style face="normal" font="default" size="100%">1883-1890</style></pages><isbn><style face="normal" font="default" size="100%">1476-5497 (Electronic)&lt;br/&gt;0307-0565 (Linking)</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;Childhood obesity is increasing worldwide and is a major public health concern once children with obesity are at higher risk for several diseases and are often stigmatized. Children with obesity are more likely to become adults with obesity with greater needs of healthcare. Determinants of childhood obesity might be grouped in five levels according to the Socio-Ecological Model (SEM): individual, interpersonal, institutional, community and policies. This scoping review emerged from the need to identify which determinants of childhood obesity have been more frequently studied (and how) and which require more investigation. The main objectives were to quantify studies on the determinants of childhood obesity by SEM level addressed, to identify gaps in the literature regarding the studied SEM level(s), to describe the studies' characteristics and to provide guidance for SEM levels that need further investigation. This scoping review follows the five-stage protocol methodology proposed by Arksey and O'Malley in 2005. PubMed database was systematically searched, and hand-searches also took place. The search yielded 975 results from which 552 were excluded after title and abstract reading. The remaining 423 results were fully read and information about methodologic aspects, namely study design, sample size, sample constitution (children, dyads or/and parents) and children's age as well as the SEM level determinants addressed was retrieved. Despite the consensus about the appropriateness of SEM as a framework to comprehensively examine childhood obesity determinants, studies addressing all SEM levels determinants jointly or the policies level determinants alone were not found. Other gaps shown were: the small number of studies that included the policies level determinants alongside determinants from other levels (N = 10) and studies using cohorts study design (ranging from 2 to 28 per SEM level). These gaps should be considered when planning future research.&lt;/p&gt;
</style></abstract><issue><style face="normal" font="default" size="100%">10</style></issue><accession-num><style face="normal" font="default" size="100%">31285521</style></accession-num><notes><style face="normal" font="default" size="100%">Pereira, Margarida Miguel Costeira E&lt;br/&gt;Padez, Cristina Maria Proenca&lt;br/&gt;Nogueira, Helena Guilhermina da Silva Marques&lt;br/&gt;eng&lt;br/&gt;Research Support, Non-U.S. Gov't&lt;br/&gt;Scoping Review&lt;br/&gt;England&lt;br/&gt;2019/07/10&lt;br/&gt;Int J Obes (Lond). 2019 Oct;43(10):1883-1890. doi: 10.1038/s41366-019-0411-3. 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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.&lt;/p&gt;
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