<?xml version="1.0" encoding="UTF-8"?><xml><records><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>27</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">R. Biscaia</style></author><author><style face="normal" font="default" size="100%">Pedro Luís Silva</style></author><author><style face="normal" font="default" size="100%">Nuno Rodrigues</style></author><author><style face="normal" font="default" size="100%">Filomena Oliveira</style></author><author><style face="normal" font="default" size="100%">Victor Rudakov</style></author><author><style face="normal" font="default" size="100%">Adriana Inácio</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EUROGRADUATE 2022</style></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://www.dgeec.medu.pt/api/ficheiros/65fb21c70c7bc47914575919</style></url></web-urls></urls><publisher><style face="normal" font="default" size="100%">DGEEC</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>47</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Gogadze, N.</style></author><author><style face="normal" font="default" size="100%">Cunha, E.</style></author><author><style face="normal" font="default" size="100%">J. Aguiar</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%">European University Alliances: A case study of Portugal</style></title><secondary-title><style face="normal" font="default" size="100%">18th International Technology, Education and Development Conference</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://library.iated.org/view/GOGADZE2024EUR</style></url></web-urls></urls><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;The current study examines the participation of Portuguese higher education institutions (HEIs) in the European Universities Alliances (EUAs), an initiative by the European Commission to enhance internationalisation within European Higher Education Area (EHEA). Traditionally, Portugal has been known as a semi-peripheral country in the international landscape. However, a recent shift has seen a marked increase in international student enrolment in Portuguese HEIs, reflecting a change in Portugal's efforts towards higher education internationalisation. A mixed-method research design was used, combining quantitative data from the European Tertiary Education Register and EDUSTAT with qualitative analysis of institutional mission statements. This approach provided a comprehensive view of the characteristics and strategic orientations of Portuguese HEIs within EUAs. The findings revealed the Portuguese HEIs' active participation in EUAs, showcasing a substantial commitment to the European University Initiative. Approximately 19% of Portuguese HEIs are engaged in EUAs, predominantly larger institutions with a strong focus on student mobility, international projects, and research collaborations. The study contributes to the literature in the field, with implications for future comparative analyses across countries. As the EUAs continue to evolve, further research endeavours will be crucial in unlocking their full potential and advancing European higher education.&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%">Sandro Serpa</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%">Education and digital societies for a sustainable world (Editorial)</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%">2024</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://doi.org/10.3390/su16073048</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">16</style></volume><pages><style face="normal" font="default" size="100%">1-7</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><issue><style face="normal" font="default" size="100%">7</style></issue><section><style face="normal" font="default" size="100%">3048</style></section></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. Magalhães</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">Paulo C. Dias</style></author><author><style face="normal" font="default" size="100%">Ângela Sá Azevedo</style></author><author><style face="normal" font="default" size="100%">Íris Oliveira</style></author><author><style face="normal" font="default" size="100%">Elif Kara</style></author><author><style face="normal" font="default" size="100%">Onur Ergünay</style></author><author><style face="normal" font="default" size="100%">Haci Mustafa Dönmez</style></author><author><style face="normal" font="default" size="100%">Mihai Girtu</style></author><author><style face="normal" font="default" size="100%">Daniela D. Căprioară</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Education in higher education in the era of performativity</style></title><secondary-title><style face="normal" font="default" size="100%">Higher education in a digital era through project-based e-learning: Contributes of the RESTART4EDU Project</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%">Axioma - Publicações da Faculdade de Filosofia</style></publisher><pub-location><style face="normal" font="default" size="100%">Braga</style></pub-location><pages><style face="normal" font="default" size="100%">71–94</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%">Victor Rudakov</style></author><author><style face="normal" font="default" size="100%">Kiryushina, Margarita</style></author><author><style face="normal" font="default" size="100%">Hugo Figueiredo</style></author><author><style face="normal" font="default" size="100%">Pedro Teixeira</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Early career gender wage gaps among university graduates in Russia</style></title><secondary-title><style face="normal" font="default" size="100%">International Journal of Manpower</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://doi.org/10.1108/IJM-03-2021-0206</style></url></web-urls></urls><publisher><style face="normal" font="default" size="100%">Emerald Publishing Limited</style></publisher><volume><style face="normal" font="default" size="100%">44</style></volume><pages><style face="normal" font="default" size="100%">1046 - 1070</style></pages><isbn><style face="normal" font="default" size="100%">0143-7720</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Purpose The aim of the research is to estimate the level of the early career gender wage gap in Russia, its evolution during the early stages of a career, gender segregation and discrimination among university graduates, and to identify factors which explain early career gender differences in pay. Special emphasis is placed on assessing the contribution of horizontal segregation (inequal gender distribution in fields of studies and industries of employment) to early-career gender inequality. Design/methodology/approach The study is based on a comprehensive and nationally representative survey of university graduates, carried out by Russian Federal State Statistics Service in 2016 (VTR Rosstat). The authors use Mincer OLS regressions for the analysis of the determinants of gender differences in pay. To explain the factors which form the gender gap, the authors use the Oaxaca-Blinder and Neumark gender gap decompositions, including detailed wage gap decompositions and decompositions by fields of study. For the analysis of differences in gender gap across wage distribution, quantile regressions and quantile decompositions based on recentered influence functions (RIFs) are used. Findings The study found significant gender differences in the early-career salaries of university graduates. Regression analysis confirms the presence of a 20% early-career gender wage gap. This gender wage gap is to a great extent can be explained by horizontal segregation: women are concentrated in fields of study and industries which are relatively low paid. More than half of the gender gap remains unexplained. The analysis of the evolution of the gender wage gap shows that it appears right after graduation and increases over time. A quantile decomposition reveals that, in low paid jobs, females experience less gender inequality than in better paid jobs. Social implications The analysis has some important policy implications. Previously, gender equality policies were mainly related to the elimination of gender discrimination at work, including positive discrimination programs in a selection of candidates to job openings and programs of promotion; programs which ease women labour force participation through flexible jobs; programs of human capital accumulation, which implied gender equality in access to higher education and encouraged women to get higher education, which was especially relevant for many developing countries. The analysis of Russia, a country with gender equality in access to higher education, shows that the early career gender gap exists right after graduation, and the main explanatory factor is gender segregation by field of study and industry, in other words, the gender wage gap to a high extent is related to self-selection of women in low-paid fields of study. To address this, new policies related to gender inequality in choice of fields of studies are needed. Originality/value It has been frequently stated that gender inequality appears either due to inequality in access to higher education or after maternity leave. Using large nationally representative dataset on university graduates, we show that gender equality in education does not necessarily lead to gender equality in the labour market. Unlike many studies, we show that the gender gap in Russia appears not after maternity leave and due to marital decisions of women, but in the earliest stages of their career, right after graduation, due to horizontal segregation (selection of women in relatively low-paid fields of study and consequently industries).</style></abstract><issue><style face="normal" font="default" size="100%">6</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. Magalhães</style></author><author><style face="normal" font="default" size="100%">A. Veiga</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">Manuela Guilherme</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">European governance and doctoral education: What is &quot;higher&quot; in higher education?</style></title><secondary-title><style face="normal" font="default" size="100%">A framework for critical transnational research - Advancing plurilingual, intercultural, and inter-epistemic collaboration in the academy</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2022</style></year></dates><publisher><style face="normal" font="default" size="100%">Routledge</style></publisher><pub-location><style face="normal" font="default" size="100%">Londres</style></pub-location><pages><style face="normal" font="default" size="100%">21-34</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>6</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Orlanda Tavares</style></author><author><style face="normal" font="default" size="100%">Carla Sá</style></author><author><style face="normal" font="default" size="100%">Cristina Sin</style></author><author><style face="normal" font="default" size="100%">A. Amaral</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Equity policies in global higher education. Reducing inequality and increasing participation and attainment</style></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://link.springer.com/book/10.1007/978-3-030-69691-7</style></url></web-urls></urls><publisher><style face="normal" font="default" size="100%">Palgrave Macmillan</style></publisher><pub-location><style face="normal" font="default" size="100%">London</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%">A. Amaral</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">Orlanda Tavares</style></author><author><style face="normal" font="default" size="100%">Carla Sá</style></author><author><style face="normal" font="default" size="100%">Cristina Sin</style></author><author><style face="normal" font="default" size="100%">A. Amaral</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Equity in higher education: Evidences, policies and practices. Setting the scene</style></title><secondary-title><style face="normal" font="default" size="100%">Equity policies in global higher education. Reducing inequality and increasing participation and attainment</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%">Palgrave Macmillan</style></publisher><pub-location><style face="normal" font="default" size="100%">London</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%">Guerra, F.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">The European Union's Recovery and Resilience Fund, in the context of the European integration project and its future prospects</style></title><secondary-title><style face="normal" font="default" size="100%">Janus.net, e-journal of international relations</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2021</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://doi.org/10.26619/1647-7251.12.2.10</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">12</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><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%">Thaís Juliana Medeiros</style></author><author><style face="normal" font="default" size="100%">J. Aguiar</style></author><author><style face="normal" font="default" size="100%">Elizabeth J. Barham</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Envolvimentos no trabalho e na família: Estudo de caso com mães trabalhadoras na função pública</style></title><secondary-title><style face="normal" font="default" size="100%">Pensando Famílias</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2021</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://pepsic.bvsalud.org/pdf/penf/v24n2/v24n2a12.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">24</style></volume><pages><style face="normal" font="default" size="100%">147-160</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><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>10</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Iolanda Ribeiro</style></author><author><style face="normal" font="default" size="100%">Fernanda Leopoldina Viana</style></author><author><style face="normal" font="default" size="100%">Rui Ramos</style></author><author><style face="normal" font="default" size="100%">Irene Cadime</style></author><author><style face="normal" font="default" size="100%">Sandra Santos</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Ensinar e aprender Português: A digital resource for learning to read and write</style></title><secondary-title><style face="normal" font="default" size="100%">EDULEARN21 Conference </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%">IATED</style></publisher><pages><style face="normal" font="default" size="100%">9243-9247</style></pages><isbn><style face="normal" font="default" size="100%">978-84-09-31267-2</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%">Paula Rocha</style></author><author><style face="normal" font="default" size="100%">Teresa Carvalho</style></author><author><style face="normal" font="default" size="100%">Carlos Rodrigues</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">External Link Activities and Academic Careers in Portuguese Higher Education Institutions. </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%">academic career</style></keyword><keyword><style  face="normal" font="default" size="100%">professions</style></keyword><keyword><style  face="normal" font="default" size="100%">social-technical networks</style></keyword><keyword><style  face="normal" font="default" size="100%">university-industry collaboration</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/ROCHA2021EXT</style></url></web-urls></urls><publisher><style face="normal" font="default" size="100%">INTED2021 Proceedings</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;Higher Education Institutions (HEI) have been pressured to satisfy multiple missions, incorporating ones related with the notion of academic entrepreneurship. Taking the traditional tripartite roles of academics (education, research and third mission) HEIs have been pushed to develop scientific knowledge increasingly related with the needs of society and not just knowledge for knowledge.&lt;br /&gt;
In this paper we reflect on the professionals who keep up and promote the evolution of HEI, who humanize the institutions and perform their missions. The main objective to achieve is to understand the process of professionalization of science within the academic careers. How these may or may not could be driven through the socio-technical networks that HEIs foster. We want to understand how these dynamics are created, to examine them and test them with the information collected. With this work we intend to understand how career position impacts in a collaborative activity with external institutions and vice versa.&lt;br /&gt;
We also intend to emphasize the relations among HEI and the external environment and to promote the discussion of the results of these relationships: which incentives and advantages are linked with, how is possible to capitalize and to improve the resources.&lt;br /&gt;
Based on the research project - Know Best - quantitative data was collected from an online questionnaire distributed to Portuguese academics (HEI: public, private, universities, polytechnics, and research centres). Data analysis was performed to contemplate the orientation of external activities in HEI: portray it from an academic perspective and test the variable relationship with the career position of the responders in profession. It is intended to conclude from a representative sample of Portuguese academic professionals, that totalized 3199 answers, of which, 2206 are complete.&lt;br /&gt;
It was used SPSS to descriptive analysis with arithmetic average at first, and later to test and analyse correlations between variables. To verify the existence of association between the studied variables, bivariate correlations were performed, considering a confidence level of 95% (P ≤0.05). To get an overview of this thematic, it was studied the expertise of the work associated to professionalization in science production contexts, that were conducted to the ways of interdependence, related with networks (Patrício, 2010; Price, Coffey &amp;amp; Netherey, 2015), given that each intervenient has also a high autonomy about his own networks (Boreham, 1983).&lt;br /&gt;
The results showed that Joint research and publications, Supervision of student internships and/or student work placements and Public lectures and speeches are the main activities which academics spend more time. Only in the activities related with Consultancy some differences between professionals were observed. HEI still have more partnership networks with their peers (other HEI), maintaining the action exclusively in academic field. Furthermore, not for profit organizations and public research institutions are the other organizations that are privileged as partners. If we analyse these networks by academic position it is observed that are Associate Professors, Associate Invited Professor and Assistant Professor Tenured who are more involved with external partners.&lt;br /&gt;
Data analysis allows to conclude that the position in the academic career influence the way academics relate with the external environment and the sort of activities they are developing.&lt;/p&gt;
</style></abstract></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>13</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Iolanda Ribeiro</style></author><author><style face="normal" font="default" size="100%">Fernanda Leopoldina Viana</style></author><author><style face="normal" font="default" size="100%">Rui Ramos</style></author><author><style face="normal" font="default" size="100%">Irene Cadime</style></author><author><style face="normal" font="default" size="100%">Sandra Santos</style></author><author><style face="normal" font="default" size="100%">Celda Morgado</style></author><author><style face="normal" font="default" size="100%">Odília Machado</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Ensinar e Aprender Português. Recursos tecnológicos para ensinar Português, apoiar e recuperar aprendizagens [EAP - Teaching and Learning Portuguese. Technological resources to teach the Portuguese language, support and promote learning recovery]</style></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><abstract><style face="normal" font="default" size="100%">&lt;p&gt;The platform Ensinar e Aprender Português is a structured resource supported by the information and communication technologies and underpinned in scientific evidences on the process of teaching and learning to foster reading and writing in elementary school.&lt;/p&gt;
</style></abstract></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>6</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Sandro Serpa</style></author><author><style face="normal" font="default" size="100%">Ana Isabel Santos</style></author><author><style face="normal" font="default" size="100%">Carlos Miguel Ferreira</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%">Educational processes and social analysis</style></title></titles><dates><year><style  face="normal" font="default" size="100%">2020</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://avidscience.com/wp-content/uploads/2017/10/Educational-Processes-and-Social-Analysis.pdf</style></url></web-urls></urls><publisher><style face="normal" font="default" size="100%">Avid Science</style></publisher><pub-location><style face="normal" font="default" size="100%">Telangana, India</style></pub-location><pages><style face="normal" font="default" size="100%">189</style></pages><isbn><style face="normal" font="default" size="100%">978-93-88170-78-9</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>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></authors></contributors><titles><title><style face="normal" font="default" size="100%">Exploring Sociology of Education in the promotion of sustainability literacy in higher education</style></title><secondary-title><style face="normal" font="default" size="100%">The Journal of Social Sciences Research </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%">5</style></volume><pages><style face="normal" font="default" size="100%">101-116</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><issue><style face="normal" font="default" size="100%">1</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></authors></contributors><titles><title><style face="normal" font="default" size="100%">Editorial. 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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.&lt;/p&gt;
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It draws on comparative data from semi-structured interviews with those in senior leadership positions in public universities in Australia, Ireland and Portugal, countries which are differently located on the collegial/managerial continuum. It looks at their perceptions of the advantages/disadvantages of these positions. Universal trends emerge, arising from difficulties created by the shortage of resources consequent on neo-liberalist pressures; from the non-viability of a managerialist discourse as a source of meaning; from the positive character of the university as a knowledge-generating organisation; and from the gendered satisfactions derived by men and women from occupying these senior leadership positions. Contingent trends include the tension between academic and managerial roles, which is strongest in the Portuguese collegial structures; while the negative impact on personal well-being is most apparent among the Australian respondents in the most managerialist structure. 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