<?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%">Margarida Pereira</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Health promotion at local level in Portugal: is childhood obesity a concern in municipal programs?</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><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>5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">A. Amaral</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%">Humboldt and the modern research university: the ivory tower?</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><urls><web-urls><url><style face="normal" font="default" size="100%">http://dx.doi.org/10.4337/9781800888074</style></url></web-urls></urls><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><pages><style face="normal" font="default" size="100%">71-87</style></pages><isbn><style face="normal" font="default" size="100%">978 1 80088 806 7 (cased)</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>6</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">A. Amaral</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%">Handbook of higher education management and governance</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%">http://dx.doi.org/10.4337/9781800888074</style></url></web-urls></urls><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><pages><style face="normal" font="default" size="100%">538</style></pages><isbn><style face="normal" font="default" size="100%">978 1 80088 806 7 (cased)</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%">Elias Pekkola</style></author><author><style face="normal" font="default" size="100%">Rómulo Pinheiro</style></author><author><style face="normal" font="default" size="100%">Lars Geschwind</style></author><author><style face="normal" font="default" size="100%">Taru Siekkinen</style></author><author><style face="normal" font="default" size="100%">Kirsi Pulkkinen</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%">Hybridity in Nordic Higher Education</style></title><secondary-title><style face="normal" font="default" size="100%">International Journal of Public Administration</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">higher education</style></keyword><keyword><style  face="normal" font="default" size="100%">Hybridity</style></keyword><keyword><style  face="normal" font="default" size="100%">Nordic</style></keyword><keyword><style  face="normal" font="default" size="100%">steering</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/10.1080/01900692.2021.2012190</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">45</style></volume><pages><style face="normal" font="default" size="100%">171-184</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;This article builds on the concept of nested hybridity. It emphasizes professional practices and organizational design in studying hybridity of steering and management of professional public service organization. The article compares public sector dynamics in higher education in Finland, Norway, and Sweden. The data consists of surveys and interviews on performance management in Nordic universities. Previous studies on hybridity of professional work and public organizations define hybridity as a multidimensional concept that occurs at different levels of social practices. While the multifaceted nature of hybridity is clear, demarcating between levels of hybridity and theoretical approaches remains complex. Based on our empirical findings, no clear top-down or bottom-up causality chains are identified. We question whether hybridity is nested as the levels of hybridity are intervened and connected, but not all levels have implications for all other levels.&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%">Maria José Sá</style></author><author><style face="normal" font="default" size="100%">Sandro Serpa</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Higher education as a promoter of soft skills in a sustainable society 5.0</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Curriculum and Teaching</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/10.5430/jct.v11n4p1</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">11</style></volume><pages><style face="normal" font="default" size="100%">1-12</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>36</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%">Carla Sá</style></author><author><style face="normal" font="default" size="100%">R. Biscaia</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%">High school and exam scores: Does their predictive validity for academic performance vary with programme selectivity?</style></title></titles><keywords><keyword><style  face="normal" font="default" size="100%">admission exams; teacher scores; higher education; selectivity</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://docs.iza.org/dp15350.pdf</style></url></web-urls></urls><publisher><style face="normal" font="default" size="100%">IZA working papers</style></publisher><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;Students are admitted into higher education based on their past performance. This paper compares two measures of past cognitive skills: teacher and national exam scores. By using a nationwide dataset, we look at how the predictive power of teacher assessment and exam scores for selecting successful students may vary with the degree of selectivity of higher education programmes. We find that teacher scores predict students' performance in higher education more accurately, and its predictive power remains the same independently of the selectivity programme indicator considered. We found that national exam scores are noisier and only gain relevance for highly selective programmes. Furthermore, we explore national exams' volatility and institutional selectivity as potential mechanisms to justify the results. Our results provide solid policy hints on the role that high school scores and admission exams should have for access and performance in higher education.&lt;/p&gt;
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Mainstream theory argues that gender inequality is reduced once the pay gap is ‘adjusted' for differences in individual characteristics (education, experience, etc.). But new empirical studies in many EU member states demonstrate that the work environment—the general wage structure, job and workplace characteristics—shapes gender pay inequality. Given the negative gender impact of trend declines in minimum wages, moves towards more decentralisation of wage‐setting and public sector restructuring, the article argues for a holistic, gender mainstreaming approach to pay policy.&lt;/p&gt;
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